DS 93: Proceedings of the 20th International Conference on Engineering and Product Design Education (E&PDE 2018), Dyson School of Engineering, Imperial College, London. 6th - 7th September 2018

Year: 2018
Editor: Erik Bohemia, Ahmed Kovacevic, Lyndon Buck, Peter Childs, Stephen Green, Ashley Hall, Aran Dasan
Author: Ito, Takao; Shin, Masako; Miyazaki, Keisuke; Matsumoto, Keiko
Series: E&PDE
Institution: Kanazawa Institute of Technology, Japan
Section: Assesment Methods in Design and Engineering Education
Page(s): 387-393
ISBN: 978-1-912254-02-6


This paper reports on the results of using data mining and text mining approach to analyse the pedagogical effects of the design and engineering PBL (Project-Based Learning) programmes at Kanazawa Institute of Technology (KIT) in Japan. It is difficult to measure the educational effects of PBL courses compared with the other courses that use paper tests for assessment. In this paper, we introduce questionnaires which include multiple-choice and free description for two courses, Project Design Introduction (PD Intro) and Project Design Implementing and Operating (PDIO). The selective responses collected are analysed using the data mining technique and the text mining is used for analysing the free description responses. The improvement of students’ communication skills and report preparation skills is observed. The results show that whether students feel the experiment in the team is pleasant or not affected their self-growth evaluation. Using data mining and text mining is found useful for analysis of the pedagogical effects of the PBL programme.

Keywords: PBL, Project Design, text mining, data mining, pedagogical effects, assessment


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