Capstone Design Course Research Articles

디자인 액티비즘 교육 모델 설계 연구 - 캡스톤디자인 교과의 ‘DA+R DA+B 프로젝트’를 중심으로

In the field of design, in response to changes in social demand, industrial structure, and technology, the importance of Capscon design is increasing to present solutions to discover and solve various problems based on essential thinking and design rather than just visual or formative expressions of the past. has come to the fore. This study elaborated the design of the PBL model in the capstone design course of the Department of Design and redefined it as a new project based on the design activism education model of the essential behavior of design to induce and improve changes in the perspective of SDGs such as society, environment, and economy. and designed it. The purpose of this educational model is to derive and perform the process of designers independently discovering and solving current problems as a practical methodology and social activity. This study deals with the design and guidance methodology of the DA+R DA+B project, an independent educational model developed by combining the concepts and types of design activism based on the Capstone Design subject of the Department of Design, which has been in progress since 2021. In addition, through a survey on the elements necessary to achieve the goals of this educational model, the learning environment, and practical guidelines, we conducted verification and analysis of how learners carry out projects and produce results over the course. Through this model, we aim to present design education and research methodology based on creative problem solving that can respond to social changes and demands.

2년제 대학생의 캡스톤 디자인 수업경험 탐색

Objectives The purpose of this study is to explore the meaning of college students' experiences in capstone design classes.
 Methods A case study using in-depth interviews was conducted with 7 college students enrolled in a two-year university located in the metropolitan area. Participants in the study were students in the fourth semester of the last semester of graduation, which is a requirement to take a capstone design course, and participated in a capstone design class for 3 hours a week for 15 weeks. Efforts were made to increase the validity and reliability through triangular verification and research participant confirmation process through research interview records.
 Results The meaning of the college student's capstone design class experience is, first, a venue for acquiring opportunities to improve understanding of major subjects and improve practical skills. Second, an opportunity to re-establish awareness of work-human relationships. Third, it turned out that they met themselves who grew up in the stage of improving their creative problem-solving skills and voluntarily producing knowledge.
 Conclusions It is believed that it will be meaningful to understand capstone design classes in the future and use them as basic data for systematic capstone design classes to strengthen students' practical skills.

Analysis of Learner Perceptions and Educational Effectiveness in Sports Capstone Design Courses Applying PBL

Analysis of Learner Perceptions and Educational Effectiveness in Sports Capstone Design Courses Applying PBL

캡스톤 디자인의 유형별 교수설계 메타분석

The purpose of this study is to identify the instructional design factors of each type of capstone design in universities. Topic modeling and keyword network analysis were conducted by extracting keywords from a total of 50 articles published in journals, and the results are as follows. Capstone design has different types of instructional design elements. First, in the ‘corporate linkage type’, words about the major field and industry appeared, such as 'engineer, fashion, industry'; second, in the ‘social problem solving type’, words about society, solution, service, and field appeared, such as ‘service, solve, field, social’; third, in the ‘creative type’, words about type, type, and field appeared. Third, in the ‘creative type’, words about the subject or type appeared, such as ‘type, subject’. Fourth, in the ‘entrepreneurial type’, words such as ‘compete, active’ appeared, indicating that students are active in competing to start a business. Based on these results, the study describes the factors that should be considered when designing a capstone design course and suggest implications for future effective course design.

Evaluation of Student Perceived Learning Effectiveness and Motivation for a Capstone Design Web-based Virtual Reality Activity

This study reports on the second implementation of a chemical processing plant web-based VR for a fourth-year chemical engineering capstone design course. The web-based VR provides a high fidelity representation of an ampicillin processing facility. To examine the effect of the web-based VR on student motivation and perceived learning effectiveness, a broken plant scenario was developed, and the class was divided into two groups: paper based, and web-based VR. Students completed the scenario in teams, either as a paper-based activity or using the web-based VR. This was followed by completion of an individual tutorial assignment and a survey. Survey findings indicated that students in the web-based VR group had a significantly higher positive response for motivation and perceived learning effectiveness compared to students in the paper-based group. However, students in the paper group scored higher on the individual follow-up assignment. Possible factors contributing to the results are discussed.

Are we talking about the same thing? – The use of “groups” and “teams” in Canadian Engineering Education Research

Engineering graduates must be able to work well in a team. As such, significant effort has been made to include teamwork elements in engineering curriculum (e.g., cornerstone and capstone design courses) which has resulted in several interesting research publications related to teamwork in the engineering classroom. However, the discourse that we use to describe these research outcomes has not always been clear, using words like ‘teams’ and ‘groups’ to describe similar sets of people in similar activities. In this paper, we review the proceedings from the 2018-2022 CEEA/ACEG annual conference to determine the use of these words in Canadian Engineering Education research. The quantitative and qualitative findings of this review reveal diversity in language describing collaborative efforts in the classroom. We observe that some articles use the two terms interchangeably. We conclude with some discussion about the implications for limited distinction between the words

Helping students classify and frame capstone geotechnical design courses

Students often express an anxiety about how knowledge is classified (i.e., differentiated) and framed (i.e., prioritized, and sequenced) in capstone design problems. This anxiety is by design as capstone design courses are meant to test students’ ability to solve complex problems that are weakly classified and framed. Nevertheless, educators can play a role in scaffolding student progress, so students advance past a conceptual understanding of problems to applying technical acumen learnt in prior years. This paper presents three geotechnical design projects set by the author, along with three interventions used to scaffold student progress. Projects included the design of an industrial waste facility for dry filtered residue, design of remedial works for a clay river embankment subject to undercutting, and design of a remining method for mine slimes contained behind a sand embankment. Interventions included requiring students to prepare, present and critique presentations based on weekly stage gates, collaboratively brainstorming, and ranking high level implications of a design, and collaboratively brainstorming specific implications of a design. When implementing such interventions care must be taken to ensure they remain student driven, or the learning benefits of a capstone design course may be lost.

교육대학원 인공지능 융합교육 전공 캡스톤 디자인 교과목 개발 및 적용

Objectives This study aimed to develop a capstone design course in the artificial intelligence convergence education major at the graduate school of education and apply it to actual classes to assess its educational effectiveness.
 Methods To achieve this, the artificial intelligence convergence education capstone design course was developed and implemented following the ADDIE model. Additionally, a survey consisting of problem-solving efficacy, task value, task authenticity, and satisfaction was conducted before and after the class to examine educational effectiveness. The collected data was analyzed using descriptive statistics and t-tests.
 Results Artificial intelligence convergence education capstone design course and teaching materials were developed for a total of 45 sessions, consisting of the first half of tool learning and example project implementation and the second half of presenting and discussing the research plan. The results showed statistically significant improvements across all areas after applying the course.
 Conclusions While the operation of capstone design courses for field research in the graduate school's artificial intelligence convergence education major is recommended, the lack of operational cases and efficacy evaluations is evident. Further research building upon these findings is anticipated to contribute to substantial course operations in the future.

캡스톤디자인 교과목 학습 만족도가 대학생들의 진로준비행동에 미치는 영향

this study aims to explore and discover how the learning satisfaction in the capstone design subject influences career-readiness behavior of the undergraduates. The subjects of the study were students attending universities in Korea who had taken a capstone design course in the previous semester or were currently taking it. We distributed 350 questionnaires consisting of 7 questions on satisfaction with learning in capstone design subjects, 17 questions on 3 factors for career preparation behavior, and 6 questions on the relationship between satisfaction with learning in capstone design subjects and career preparation behavior. Of the collected questionnaires, 7 were insincere. The 325 copies excluded were analyzed. Research findings show that the learning satisfaction in the capstone design subject has significant (B=.870, t=23.019, p<.001) impact on association with the career-readiness behavior.

Are We Equal Online?: An Investigation of Gendered Language Patterns and Message Engagement on Enterprise Communication Platforms

It was previously hypothesized that gender differences -- and thus gender discrimination -- would disappear if communication was no longer in person, and instead was transmitted and received in the same format for all. Yet, even online, researchers have identified gendered language styles in written communication that reveal gender cues and can lead to unequal treatment. In this work, we revisit these past findings and ask whether the same gendered patterns can be found on modern communication platforms, which present a new set of engagement features and mixed synchronous capabilities. We quantitatively analyze 335,000 Slack messages sent by 845 individuals as part of 46 teams, collected over six years of a product design capstone course. We found little evidence of traditionally gendered communication styles (characterized as elaborate, uncertain, and supportive) from the minority-gender participants. We did identify relationships between message author gender, communication style, and message engagement --- women and minority genders were more likely to have their messages engaged with, but only when using certain communication styles --- suggesting complex power dynamics exist on these platforms. We contribute the first study of gendered language styles on Enterprise Communication Platforms, adding to the community's understanding of how new settings and emerging technology relate to team collaborative dynamics, and motivating future tool development to support collaboration in diverse teams.

캡스톤디자인을 활용한 디자인 전공수업 사례 연구

This study is an execution case which is part of an industry-academic cooperation project , and conducted as a course based on capstone design in design major. The program was operated in collaboration with Bino Design Co., Ltd., focusing on the theme of global warming to plan, develop, and produce design products and hold exhibitions. Through the capstone design course, students can improve their abilities and gain experience that can be applied to actual work, as they identify and solve problems faced in the industry. This can greatly help with career development and competitiveness. Professors can collect various experiences and educational cases through developing and operating capstone design courses, and apply them to create a realistic educational environment. Universities can enhance students' employability and competitiveness, while also strengthening the cooperative relationship between education and industry in the long term. Companies can diversify their talent pool, strengthen partnerships with universities through industry-academic cooperation, and gain opportunities to achieve better business results. Through this research, the positive potential of capstone design education in the design field has been confirmed, and it is necessary to create an educational environment in which universities and companies can maintain a mutually beneficial relationship for further development.

캡스톤디자인 교과 운영을 위한 비교과 프로그램 개발 -목원대학교 섬유ㆍ패션디자인학과 비교과 프로그램 운영 사례-

University education consists of general education courses and major courses. The capstone design course is a class for the senior level to nurture student capability to design comprehensively. In the Department of Textile and Fashion Design at Mokwon University, the two subjects are linked and operated as capstone design courses in the first and second semesters of the fourth year. The students of this subject solve the problems that arise in the industrial field while completing the capstone design course. As a result, the capstone design course is an advantageous subject for acquiring fashion experts

Fostering Project-Based Learning through Industry Engagement in Capstone Design Projects

Extensive studies have indicated that real-life project-based learning through industry involvement in capstone design courses provides benefits to students, faculty, and industry practitioners. This paper presents the contributions of industry participants to student experiential and project-based learning in the civil and environmental engineering senior design courses at Florida Gulf Coast University (FGCU). Surveys were conducted to obtain insights into the contributions of industry involvement in the capstone design course from the perspectives of both students and practitioners. Practitioners have been involved in various roles, including project mentors for capstone design projects and/or judges for students’ capstone design project presentations. Practitioners, through the students, are provided with new ways of looking at and solving problems. Practitioners, through their involvement, provide valuable feedback to the faculty and students that enriches the overall experience gained in the capstone design course. This feedback helps improve student performance on their projects and provides them with additional tools to carry forward into their engineering careers. However, there was a gap in perception between students and practitioners with regard to the benefits of industry involvement. This paper also describes two successful capstone design projects and culminates success drivers from the reflection of instructors teaching these courses. The results of this study have substantial implications for faculty teaching these courses. They showed what students did well and pinpointed areas for improvement through the lens of industry practitioners.

The Complexities and Benefits of Community-Partnered Projects for Engineering Capstone Design Students

Community-partnered engineering projects provide a mechanism for cultivating the development of sociotechnical engineers prepared to design within diverse and complex cultural, environmental, social, and other contexts. During the 2021–2022 academic year, we guided three teams of senior undergraduate engineering students through year-long community-partnered projects for their required capstone design course, which instead typically features corporate/industry-sponsored projects. We analyzed end-of-semester reflections (both fall and spring semester) from each student using inductive thematic analysis to explore how they perceived their experiences. The themes that emerged from the student reflections, including connectivity, transdisciplinary, multiple stakeholders, sustainability, justice, and ethics, are all components of the sociotechnical engineering capabilities that we are working to develop in our students. We consider these findings encouraging, and suggestive that integrating community-partnered projects into engineering capstone design offerings is worthwhile and effective. However, our implementation was not without challenges, such as trying to force the projects to fit into a course structure and timeline developed to support corporate/industry-sponsored project teams, which was burdensome to the community-partnered project teams. In this paper, we highlight both the complexities and benefits of this approach and insights gained from student and instructor reflections.

전공트랙제 기반 융합교육지원이 대학생의 창의융합역량에 미치는 영향 연구

The purpose of this study was to understand the effects of track system-based convergence education support on university students’ creativity and interdisciplinary abilities. Among the students of H university, which operates the track system, 1,229 students who participated in the core competencies assessment in the second semester of 2021 were the subject of the study. For analysis, t-test, ANOVA and multiple regression analysis were conducted. Factors were explored in creative confluence competency as dependent variables, and the results are as follows. First, there were significant differences in creative confluence competency according to participation on convergence education. Second, GPA, capstone design course attendance, creativity convergence based extracurricular activities, satisfaction of Sangsang Park, satisfaction of major courses were statistically significant in explaining creative confluence competency. Based on the results, suggestions and policies were discussed, along with limitations.

Undergraduate students’ beliefs about diverse approaches to making engineering design decisions: Exploring change during a capstone course

Well-structured, de-contextualized problems that can be solved using solely technical approaches remain a large component of the engineering education curriculum. As a result, students may mistakenly believe that all engineering work can be done the same way—without the use of other approaches. Capstone design courses are an established way of exposing undergraduate students to ill-structured design tasks that more realistically reflect engineering practice. Yet, little is known about the influence of their capstone design experiences on their beliefs about how engineering design decisions are made. Our study compared students’ beliefs about four diverse approaches (technical, empathic, guess-based, and experience-based) to making engineering design decisions at the start of their capstone to their beliefs held at the end of their capstone. We conducted and analyzed qualitative transcripts from one-on-one, semi-structured interviews with 17 capstone students. We found little evidence that students’ experience in capstone courses changed their beliefs about diverse approaches to making engineering design decisions. The minimal change that we did find in students’ beliefs was primarily about guess-based approaches, and that change was not uniform amongst the students who did demonstrate change. Our findings point to the resiliency of students’ beliefs about approaches to design decisions throughout an engineering capstone design experience. Therefore, we recommend instructors foster reflexivity within their classrooms to disrupt these limited, normative beliefs about the approaches needed to make engineering design decisions.

캡스톤디자인의 메이크업 교육 응용사례 연구 - 바디페인팅 졸업 작품 사례 중심으로 -

As a research on the capstone design works created by the students from a cosmetology college, this study attempted to make body paintings through convergence between capstone design courses and makeup. Specifically, a total of 4 body paintings were created by expressing the culture and tourist attractions of the four countries in a creative and artistic fashion as a graduation project. A total of 24 students from a cosmetology college, who have taken a capstone design course were examined (6 members per group), and four graduation works (body paintings) were created through full-body mannequins. They were designed under the theme of European and American countries, and painting techniques were used with the culture and tourist attractions of the countries as motives. They were also colored, using brushes and aqua colors. Body paintings were created by converging capstone design and makeup. To express them in a creative and artistic manner, four works were created under a different theme: I. France, II. GREECE, III. BRAZIL, IV. CANADA. Students majoring in cosmetology, not experts, were forced to engage in this project to encourage the public to approach body paintings in an easy and friendly way. Furthermore, such body paintings were expressed in a creative and artistic manner in consideration of both industrial and academic needs.

Virtual Reality Broken Plant Tutorial for Capstone Design

Providing student capstone teams with an opportunity to demonstrate their design competency and complete a team challenge inside a full-scale chemical processing plant provides a novel learning opportunity. A full-scale virtual reality (VR) chemical processing plant was built as an immersive learning application for the Chemical Engineering and Engineering Chemistry capstone design course at Queen’s University in Kingston. During their capstone design course, student teams are required to work on the design of an ampicillin processing facility and the VR application was designed to provide a high-fidelity representation of an operating plant, including a piping and instrumentation diagram (P&ID). To examine the impact of this new VR learning tool, a broken plant exercise was designed to examine the efficacy of the application. The student cohort was divided into two groups for the exercise; paper-based, and web VR based. Each group completed several surveys and a tutorial problem. Initial quantitative results comparing the survey responses from both groups will be presented.

캡스톤디자인에서 나타난 아트 마스크작품 연구 - 코로나19로 인한 환경변화를 모티브로 -

This study attempted to investigate art masks from the capstone design course, taking environmental changes as motives. For this, a total of 25 students attending the capstone design course in a beauty college were divided into several groups (5 persons per group). Among the groups, one group developed 5 different art masks with waste human hair to examine the influence of COVID-19 on environmental pollution. In beauty industry, it is required to recycle supplies and materials which can cause such pollution to prevent environmental pollution. In this sense, this study aimed to create art masks in a creative and artistic fashion, using waste human hair. A total of five different artworks under each different theme were created: “Ocean-themed Earth”, “Humans Polluting the Ocean”, “Deity Suffering from Marine Wastes”, “Night Sea Guardian”, “The Sea Revitalized and Goddess of the Sea”. If environmental pollution can be reduced through up-cycling in a beauty sector, hairdressing could be a more promising career in the future. It is anticipated that more students would grow into professional cosmetologists studying total design. In addition, it is expected that there would be further efforts to nurture talents through such art activities and keep producing creative artworks.

Group Assignments for Project-Based Learning Using Natural Language Processing—A Feasibility Study

Group learning is commonly used in a wide range of classes. However, effective methods used to form groups are not thoroughly understood. In this study, we explore a quantitative method for creating project teams based on student knowledge and interests expressed in project proposals. The proposals are encoded to vector representations, ensuring that closely related proposals yield similar vectors. During this step, two widely used natural language processing algorithms are used. The first algorithm is based solely on the frequency of words used in the text, while the other considers context information using a deep neural network. The similarity scores for the proposals generated by the two algorithms are compared with those generated by human evaluators. The proposed method was applied to a group of senior students in a capstone design course in South Korea based on their project proposals on autonomous cars written in Korean. The results indicate that the contextualized encoding scheme produces more human-like text similarity vectors compared to the word frequency-based encoding scheme. This discrepancy is discussed from a context information standpoint in this study.