A Study on Analysis of Satisfaction for Engineering Convergence Subject

Jaechoon Jo - Division of Computer Engineering, Hanshin University, Osan, 18101, Republic of Korea
Seungdo Jeong - Department of Smart Information and Telecommunication Engineering, Sangmyung University, Cheonan, 31066, Republic of Korea
Sunhee Kim - Department of System Semiconductor Engineering, Sangmyung University, Cheonan, 31066, Republic of Korea
Kwangjae Lee - Department of Information Security Engineering, Sangmyung University, Cheonan, 31066, Republic of Korea
Hyunjoo Park - Department of Smart Information and Telecommunication Engineering, Sangmyung University, Cheonan, 31066, Republic of Korea

Citation Format:

DOI: http://dx.doi.org/10.30630/joiv.5.3.674


Our world is quickly moving towards the fourth industrial revolution including mobile, big data, AI, IoT, cloud computing, VR, etc. Recently, South Korea has been emphasizing convergence education to university. Thus, university has begun doing convergence education on their own by linking major subjects and liberal arts courses or linking different departments. In this paper, we analyzed learners’ satisfaction for operating convergence education effectively to increase education satisfaction and developed convergence curriculum and convergence skills required by society. for this study, a satisfaction survey is conducted for students majoring in engineering colleges. And the students’ experiences are collected through interviews and questionnaires for suggesting improved the convergence curriculum operation. We also did interviews and asked students about the meaning convergence education had for them, the impressions they had after taking the classes, and any opinions for further improvements. As a result of the analysis of student's satisfaction and satisfaction of convergence curriculum, it was analyzed as “approximately satisfied†with 3.6. Additionally, the correlation between student satisfaction and convergence curriculum satisfaction was analyzed, and the correlation coefficient showed a significant correlation with 0.732. In other words, it can be seen that students with high-student satisfaction are also highly satisfied with the convergence curriculum. Based on the result of the research and the student’s opinions, we would like to suggest that there should be subject development that is connected to careers or job searching for senior students, and additional research of practical educational methods are also needed.


Convergence education; education effectiveness; satisfaction survey; engineering college; curriculum.

Full Text:



M. A. Mahmoud, R. Ramli, F. Azman, and J. Grace, “A Development Methodology Framework of Smart Manufacturing Systems (Industry 4.0),†International Journal on Advanced Science, Engineering and Information Technology, vol. 10, no. 5, pp. 1927-1932, 2020.

A. Krdžalić, A. Brgulja, and B. Durakovic, “Implementation of Lean Practices in a Higher Education Institution’s Student Affairs Office: A Case Study from a Bosnian University,†International Journal on Advanced Science, Engineering and Information Technology, vol. 10, no. 2, pp. 567-577, 2020.

H. S. Woo, J. H. Kim, J. M. Kim, and W. G. Lee, “Exploring the AI topic composition of K-12 using NMF-based topic modeling,†International Journal on Advanced Science, Engineering and Information Technology, vol. 10, no. 4, pp. 1471-1476, 2020.

K. E. Matthews, and L. D. Mercer-Mapstone, “Toward curriculum convergence for graduate learning outcomes: academic intentions and student experiences,†Studies In Higher Education -Oxford, vol. 43, no. 4, pp. 644-659, 2018.

F. M. Jamil, S. M. Linder, and D. A. Stegelin, “Early Childhood Teacher Beliefs about STEAM Education after a Professional Development Conference,†Early childhood education journal, vol. 46, no. 4, pp. 409-417, 2018.

A. Harris, and L. R. Bruin, “Secondary school creativity, teacher practice and STEAM education: An international study,†Journal of Educational Change, vol. 19, no. 2, pp. 153-179, 2018.

Y. Ko, Y. Lee, D. Kim, and H. Kim, “Analysis of Recognition and Educational Needs on Competency of Secondary School Informatics Teachers,†International Journal on Advanced Science, Engineering and Information Technology, vol. 7, no. 5, pp. 1632-1637, 2017.

P. Elaine, and J. Katz-Buonincontro, “STEAM in practice and research: An integrative literature review,†Thinking Skills and Creativity, vol. 31, pp. 31-43, 2019.

S. Anna, K. Evgeniia, B. Aleksey, “The Co-Creative approach to digital simulation games in social science education,†Computers & education, vol. 149, 2020.

S.-I. Kim, C. G. Min, “General education, Aligning general education with disciplines, Goal setting, Alternative Assessment, Method of Alignment,†The Korean Association of General Education, vol. 7, no. 3, pp. 11-60, 2013.

C. G. Min, “Direction for Design and Management of Convergence-based Major Curricula,†Culture and Convergence, vol. 40, no. 1, pp. 291-316, 2018.

B. Kye, H. Kim, H. Suh, E. Lee, and J. Jung, “Future School 2030 Model Study to introduce future Schooling System,†KERIS, 2017.

Z. Yu, Y. Zhu, Z. Yang, and W. Chen, “Student satisfaction, learning outcomes, and cognitive loads with a mobile learning platform,†Computer assisted language learning, vol. 32, no. 4, pp. 323-341, 2019.

Z. Yu, and W. Guifang, “Academic achievements and satisfaction of the clicker-aided flipped business English writing class,†Journal of Educational Technology & Society, vol. 19, no. 2, 2016.

H. J. Shin, J. I. Son, Y. D. Im, and J. W. Kim, “A Comparative Analysis of the Problem-Based Learning and Project-Based Learning Strategies on the Course of Engineering Design,†Journal of engineering education research, vol. 12, no. 4, pp. 142-149, 2009.

S. B. Kim, and H. J. Hong, “Development of a PBL model and Analysis of its Effect in Engineering Design Instruction,†Journal of the Korea Academia-Industrial cooperation Society, vol. 11, no. 11, pp. 4310-4319, 2010.

M. Yumiko, M. Hiroyuki, “Application of creative learning principles within blended teacher professional development on integration of computer programming education into elementary and middle school classrooms,†Information and Learning Science, vol. 121, no. 7, pp. 665-675, 2020.

J. M. LaVelle, C. Lovato, and C. L Stephenson, “Pedagogical considerations for the teaching of evaluation,†Evaluation and program planning, vol. 79, 2020.

H. Shin, “A Research for Perception of Students in Graduate School of Convergence Education at Korea National University of Education on Convergence Education,†M.S. thesis, Korea National University of Education, Seoul, Republic of Korea, 2019.

M. T. Thielsch, B. Brinkmöller, and B. Forthmann, “Reasons for responding in student evaluation of teaching,†Studies in Educational Evaluation, vol. 56, pp. 189-196, 2018.