디자인엔지니어링 융합전공 수업에서 나타난 다전공 수강생의 역할 인식과 협업 특성에 관한 사례연구

초록

This case study investigated how students' disciplinary backgrounds and participation in a Design Engineering convergence program influence their project roles and collaboration patterns in multidisciplinary design education. A mixed-methods approach was employed in a Human–Robot Interaction (HRI) Design course by analyzing self-assessments of social robot UX (User Experience) quality, peer evaluations of project roles, and qualitative feedback on collaborative experiences. The results showed that engineering students were primarily recognized for technical implementation and problem-solving, whereas art students were highly evaluated for design quality, creativity, and collaborative attitudes. However, engineering students perceived significantly lower ability to contribute to emotional engagement and contextual appropriateness than art students. In contrast, students pursuing double majors or the Design Engineering convergence program showed a tendency to engage in bridging and leadership behaviors in project work, drawing on their understanding of both design and engineering. This study presents practical implications for curriculum design in multidisciplinary HRI project-based learning, based on actual peer-evaluation comments regarding the bridging roles of students with double-major or convergence-program backgrounds.

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