시각디자인 관련 학과 개설 교과목의 키워드 네트워크 분석

초록

Background : The network consists of nodes with variable names and links connecting each other. This makes it possible to analyze the connections between the variables. This study analyzed the course offerings of visual design-related majors in the Seoul metropolitan area based-on the idea that it is possible to identify and visualize specific patterns by extracting keywords from unstructured data, the course offerings of each university department, and analyzing the networks composed of these keywords. Methods : To identify the keywords that make up the course names of visual design majors and to understand the connections between them, we sampled 598 courses from 21 universities. We extracted one to five keywords that can be inferred from course titles, and selected 139 keywords. These keywords were subjected to network analysis, linkage centrality analysis, mediated centrality analysis, CONCOR analysis, and ego network analysis to identify the course network of all visual design majors. Results : The analysis showed that the keyword network of visual design-related departments and subjects consisted of 139 nodes and 330 links, with two independent nodes. At the center of the entire network was [Design], with strong connections to [Visual], [Communication], [Graphics], [Foundations], [Digital], [Video], and [Typography]. In the connecting and mediating centers, the frequency of keywords that further clarify the subject was high. Although network analysis can identify frequency and connection strength, it is limited in deriving meaning about the connection of information, so we conducted additional CONCOR analysis to group and identify keywords with similar status. Through this analysis, we were able to classify related keywords in the cluster into four groups: [Design Thinking], [Digital Communication], [Innovation Strategy], and [Digital Animation], and found that keywords such as strategy, innovation, and digital are emerging in the visual design field in addition to traditional communication, graphics, and typography. Conclusion :　The results show that visual design departments offer courses in a combination of sub-disciplines, levels, and teaching methods under the three core keywords of visual, graphic, and digital, and the courses can be categorized into four clusters. By mapping the curriculum of each department with the frame of these four clusters, it is possible to identify the orientation and characteristics of the department and use them for curriculum development. In the future, keywords such as artificial intelligence and generative are likely to be connected to design education, and we recognized the need to examine changes once again through long-term time series research.

키워드