Journal of Engineering Education Research (공학교육연구)

Korean Society for Engineering Education (한국공학교육학회)
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A Text Mining Analysis on Students' Perceptions about Capstone Design: Case of Industrial & Management Engineering

텍스트 마이닝을 활용한 캡스톤 디자인에 관한 학생 인식 탐색: 산업경영공학 사례

  • Wi, Gwang-Ho (Department of Industrial Management and Engineering, Hankuk University of Foreign Studies) ;
  • Kim, Yun-jin (Department of Industrial Management and Engineering, Hankuk University of Foreign Studies) ;
  • Kim, Moon-Soo (Department of Industrial Management and Engineering, Hankuk University of Foreign Studies)
  • 위광호 (한국외국어대학교 산업경영공학과) ;
  • 김윤진 (한국외국어대학교 산업경영공학과) ;
  • 김문수 (한국외국어대학교 산업경영공학과)
  • Received : 2022.08.05
  • Accepted : 2022.08.30
  • Published : 2022.09.30
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Abstract

Capstone Design, a project-based learning technique, is the most important curriculum that clarifying major knowledge and cultivating the ability to apply through the process of solving problems in the industrial field centered on the student project team. Accordingly, various and extensive studies are being conducted for the successful implementation of capstone design courses. Unlike previous studies, this study aimed to quantitatively analyze the opinions that recorded the experiences and feelings of students who performed capstone design, and used text mining methodologies such as frequency analysis, correlation analysis, topic modeling, and sentiment analysis. As a result of examining the overall opinions of the latter period through frequency analysis and correlation analysis, there was a difference between the languages used by the students in the opinions according to gender and project results. Through topic modeling analysis, 'topic selection' and 'the relationship between team members' showed an increase in occupancy or high occupancy, and topics such as 'presentation', 'leadership', and 'feeling what they felt' showed a tendency to decreasing occupancy. Lastly, sentiment analysis has found that female students showed more neutral emotions than male students, and the passed group showed more negative emotions than the non-passed group and less neutral emotions. Based on these findings, students' practical recognition of the curriculum was considered and implications for the improvement of capstone design were presented.

Keywords

Acknowledgement

이 논문은 대한민국 과학기술정보통신부와 한국연구재단의 연구지원사업(NRF-2017R1A2B4005858, NRF-2020S1A5A2A 03042307)과 2022학년도 한국외국어대학교 교원연구 지원사업에 의하여 이루어진 것임. 본 논문은 2021년 한국교육학회 연차학술대회에서 발표한 논문을 수정, 보완하여 작성하였음.

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