• Journal of Engineering Education Research
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• v.18 no.3
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• pp.24-32
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• 2015

The purpose of this research is to consider theoretical points of view on a preceding research related to an engineering design and abstract the definition of engineering design ability, its subdivision and element on the basis of experts' recognition. To achieve this goal, various literature researches were carried out by examining domestic and foreign articles in journals, lots of dissertations, and books related to engineering design through theoretical consideration. And to secure the validity on the definition of engineering design ability, its subdivision and element through the theoretical study, a feasibility evaluation method by the experts was applied. And the feasibility evaluation of the experts was conducted through 2 stages. The major conclusions of this study are as follows. Firstly, based on the experts' recognition on the definition of engineering design ability, its subdivision and element, which were revised through the 1st feasibility evaluation and then utilized in the 2st one, the validity was confirmed, and the subdivisions of the engineering design ability were divided into 5 and the elements of the subdivision ability were 33. Secondly, the engineering design ability was defined as "the one to design a realizable product with consumers' demand fully satisfying, based on a knowledge application ability, thinking ability, communication ability, problem-solving ability, and teamwork ability to solve engineering problems." Thirdly, the subdivisions of the engineering design ability were divided as a knowledge application ability, thinking ability, communication ability, problem-solving ability, and teamwork ability.

• Journal of Engineering Education Research
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• v.21 no.2
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• pp.7-16
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• 2018

The purpose of this study is to develop and implement engineering education program by drawing out the educational needs creative engineering design ability. The importance and current level of creative engineering ability were surveyed and analyzed by using 29 sub - factors of creative engineering design ability presented by Kim Dae young et al(2006). from 234 engineering students in 6 universities. As a result, students recognized that all items of creative engineering design ability were important, and their level was generally recognized. The educational needs for creative ability and creative problem solving ability was high and the educational needs for creative engineering design project was relatively low. Based on these results, it is necessary to develop an educational program to enhance creative engineering design ability by considering learner's perception and professional and industrial recognition.

• Journal of Engineering Education Research
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• v.23 no.4
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• pp.28-36
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• 2020

Capstone design education is essential in the engineering design process according to the certification standards of ABEEK. Capstone design process should be properly trained in undergraduate courses in order to increase the design ability of systems, components and processes within realistic constraints. In this study, a modified design model as a capstone design education model was proposed to reduce the separation between the design process at industrial sites and the design process at university education. The modified design model based on 6-sigma methodology is composed of 6 design steps such as define, measure, analyse, design, verify, and report. Each step has appropriated design contents and tools, and is configured to generate design results. The proposed design model was directly applied to the capstone design class for automotive engineering in Kunsan National University, and it was confirmed that the proposed DMADVR methodology was a very useful design education model to enhance the design ability, teamwork ability and communication skills required by ABEEK.

• Journal of Engineering Education Research
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• v.11 no.1
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• pp.34-47
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• 2008

The purpose of this paper is to design the curriculum by considering the experimental design and analysis for enhancing an engineer's creative problem-solving ability. This ability is one of the important objectives in modern engineering education. To achieve this purpose, first, it is suggested that the experimental design and analysis, a specific area of engineering education, is highly relevant to the creative problem-solving ability, one of the basic engineering competencies and of the final goals in engineering education. And also, the curriculum already introduced the experimental design and analysis in departments of mechanical engineering of universities are surveyed and reviewed. 59 papers are also analyzed to know how engineers applicate the knowledge of the experimental design and analysis to their activities. Finally, the module of engineering education curriculum introduced the experimental design and analysis to enhance effectively the engineer's creative problem-solving ability is suggested.

• Journal of Engineering Education Research
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• v.22 no.6
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• pp.74-88
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• 2019

In recent years, the design has formed and operated convergence education in conjunction with many other academic fields, and ABEEK also encourages the participation of convergence engineering programs. The purpose of this study is to require design and software convergence major to operate program that accord engineering education certification criteria to develop a program outcomes evaluation system and examine its validity. The program outcomes evaluation system was developed in accordance with development research methods and procedures. As a result, developed evaluation system program outcomes for convergence-based program outcomes: convergence ability, creative thinking ability, entrepreneur ability, and design ability. Finally, it revised and supplemented them through expert validity examine. Expert validity review included 9 experts in engineering, IT engineering, education technology, and design. The validity, usefulness, intelligibility, universality, and explanatory power of the evaluation system were reviewed. The results of this study are expected to provide practical tools for operating ABBEK of convergence programs between design and engineering.

• Journal of Engineering Education Research
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• v.21 no.4
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• pp.28-34
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• 2018

Design class through team activities is increasing in engineering education. Team-based education has been known to improve students' creativity, problem solving ability, cooperative ability, self-directed learning ability, and communication ability. How to organize a team is an important issue that affects the performance of team activities as well as student satisfaction. However, previous studies have focused on the causal relationship between team formation and the team's performance. This paper deals with how to organize a balanced team in a real class. When the basic characteristic values of students are givens, the aim is to make the sum of the characteristic values as fair as possible for each team. We propose a mathematical team formation model and show how to apply it through case studies.

• Journal of Korean Society of Industrial and Systems Engineering
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• v.1 no.1
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• pp.3-10
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• 1978

Human Engineering has an intention of design to keep the best condition of man-machine system. Hitherto the conception of design has been used to include existing engineering, as mechanical engineering and electric engineering. But the manufactured goods which to be made these process seem to be fully equipped on physical function, but faults come out discountent repeatedly to users. Accordingly, the development of industrial design has been demanded for improving functional design. It is considered that industrial design has aesthetical sensation. In actually, it must be 1. to provide for utility and safety, 2. easy for maintenance, 3. cheap at cost. 4. possible for sales appeal, 5. and good on appearance. As taking into consideration above five conditions, however, for 삯e sake of comprehend to human being about operating method of machinery and equipment, it should be reflected to design what kind of training way will be needed. Also, it must be considered what a certain extent would be occurred tiredness to human being. in other words. it should be considered the design to be possible the reflect to principle of motion economy, It should not be made adoption of human ability for the designed machinery, it must be adopted the method to consider the design on presuppose about human ability. For study of these actual fact, this paper is summarized the essence of human engineering, and also to find out the methodology as humanistic engineering, It is, Particularly, subdivisionization of operation in flow operation is essential direction of mechanization. Generally. as developing the subdivisionization of operation, it will be lack of satisfaction on operation which worker take charge of. The subdivisionization of operation makes the operation to simple-repetitive, to lose the interest of worker and will be also come into question to the feeling of worker's livelihood. It is human's fundamental desire to have get skilful function or special technique. But the subdivisionization of operation hold in those human's fundamental desire and so that it will likely to lose the sorority of living by this fact. Accordingly, this paper have an operation to hold out the methodology on presuppose about human ability.

• Journal of Engineering Education Research
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• v.22 no.2
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• pp.46-54
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• 2019

The purpose of this study is to discuss the current status and limitations of convergence education in universities and to explore new possibilities of engineering convergence education by analyzing characteristics and cases of self - design semesters as convergence education. As a result of this study, it was found that the education for fostering convergence ability is insufficient for the viewpoint of education. The types of convergence education could be classified into three categories. However, the concept and paradigm of convergence education has not been established precisely because it is made in a 'top-down' manner by the government. In addition, there was a limit of the lack of a foundation to operate the convergence education. However, A university's self-design semester, it shows the possibility of cultivating the overall convergence ability by giving autonomy and subjectivity to learners and through the acquisition of contextual knowledge and the ability of collaboration.

• Journal of Practical Engineering Education
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• v.6 no.2
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• pp.91-97
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• 2014

Education equipment for field programmable gate array (FPGA) based multimedia player design is introduced. Using the education equipment, an example of hardware design for color detection and augment reality (AR) game is described, and an example of syllabus for "Digital system design using FPGA" course is introduced. Using the education equipment, students can develop the ability to design some hardware, and to train the ability for the creative capstone design through conceptual, partial-level, and detail designs. By controlling audio codec, system-on-chip (SOC) design skills combining a NIOS II soft microprocessor and digital hardware in one FPGA chip are improved. The ability to apply wireless communication and LabView to FPGA-based digital design is also increased.

• Journal of Engineering Education Research
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• v.23 no.1
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• pp.3-9
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• 2020

The purpose of the study was to develop the Arduino based STEAM instruction materials for creative engineering design class. PDIE model was used in this study. We developed a STEAM lesson plan and a STEAM lesson worksheet for a total of six sessions through the steps of preparation, development, implementation and evaluation. The validity of the instruction materials was evaluated by the 10 experts using a survey. The instruction materials were applied to the class (52 students attended) of the creative engineering designs unit in technology and home economics subject. The class satisfaction and the creative solving-problem ability were examined after the calss. The class satafacition was high as the average of 10 item was 4.57 (out of 5). The paired t-test was conducted to compare the means of the creative solving-problem ability. It was observed that 'understanding and mastery of knowledge, thought, function and skills in a specific domain', 'divergent thinking', 'critical and logical thinking' and ' motivational factors' were significantly increased after the class. The instruction materials develped in this study were successfully designed to enhance the creative solving-problem ability by designing creative tasks and to intrique the interest by adding visual and auditory stimuli with the Arduino.