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This study aims to examine the satisfaction and learning experiences of students in humanities, arts, and science and engineering disciplines who participated in a mandatory introductory software(SW) course within their university curriculum. A self-report questionnaire was employed to assess student satisfaction, while sentiment analysis and N-gram analysis techniques were applied to investigate students’ experiences throughout the course. The outcomes from the study are as follows. First, high levels of satisfaction concerning both SW education and its implementation were observed across all majors, with science and engineering students exhibiting the highest level of satisfaction. Second, a predominantly positive perception of SW education emerged, influenced by factors such as course content, instructor, and course implementation. Conversely, negative perceptions were also identified, with course content, implementation, and task-related aspects contributing to these views. Finally, based on the study’s results, recommendations for enhancing satisfaction in future online-based SW education programs are proposed.

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