Need for 2D computer-aided design software Therefore, with technological development accelerating growth for changes in the future fashion industry, it is critical for educators to help students become equipped with proper digital technical skills, techniques, and knowledge, and arm them with knowledge of 2D and 3D computer-aided design technology processes and design thinking (Kim and Johnson, 2007). Moreover, very few researchers have studied the broad implications of technology-integrated approaches such as 3D virtual modelling in student-centered (engaged) apparel education or 3D visualization as a tool for improving design education. Even though interest in 3D virtual modelling in the fashion industry has grown, it is difficult to find examples of previous research related to measuring student attitude or perceptions with respect to learning 3D garment simulation. However, using 3D modelling as a teaching enhancement tool in fashion design classes has progressed more slowly than in most other fields.
(Kim & Johnson, 2007).Īlong with the development of 2D CAD programs for use in the clothing industry, 3D simulation programs have also been used as tools for enhancing student learning performance in medicine, architecture, product design, science, accessory design, automotive, and many other areas (Korakadis, Pavlatou, Palyvo, & Spyrellis, 2009 Perdomo, Shiratuddin, Thabet, & Ananth, 2005 Silen, Wirell, Kvist, Nylander & Smedeby, 2008). During the past few years, production development has made design so simple that it can be done using a computer, and clothing companies are becoming heavily dependent on computer use and the general role of technology in that field. For example, today’s young fashion designers can develop their collections virtually and present their designs through a virtual world or social media and subsequently deliver a collection on demand (Sierema, 2015). Previous research has predicted that design and production development will profoundly rely on development of technology and this has proven to be true (Kim and Johnson, 2007). While digitization of the design process in the fashion industry has been moving somewhat slower than in many other industries, today’s fashion designers have combined both analog and digital design processes, dramatically changing the fashion industry (Easters, 2012 Siersema, 2015). 1 Use of such advanced technology is based on the assumption that the development of 2D and 3D technology will boost efficiency by letting designers quickly reiterate and change designs without waiting for product samples, saving time and money before actual product launches (Santos, 2014). To enhance design and production performance, 2D computer aided design (CAD) programs, especially 2D patternmaking and 3D clothing design and modelling, have been considered necessary solutions for new product development processes (Santos, 2014), because such programs can enhance communication, ease flow, and produce cost effectiveness at all stages from design to production. Consequently, computer technology has been a very hot topic in the clothing industry during recent years, and fashion companies cannot avoid inevitable adoption of computer technology. The apparel industry is one of the most globalized industries (Easters, 2012), so that industry and associated companies continually seek the fastest and most efficient approaches, including effective communication and fast prototyping technology, to support changes intended to speed up the design process. Keywords: patternmaking, 3d, garment simulation, learning tool, cad design Introduction
This study provides insight with respect to how fashion design classes can properly equip future professionals with new technology developments in the fashion industry. It was also found that both programs encouraged students to think critically about their design process. This study discovered that both 2D patternmaking and 3D simulation program usage increased and enhanced student learning and helped them be more efficient in their pattern development process. A case study is used to capture students’ perceptions while they are using 2D and 3D software for design development and measure student performance with respect to enhancement of understanding of 3D visualization in student-centered education. To consider rapid development of advanced technology in the fashion industry, this study focuses on analyzing how 2D CAD patternmaking and 3D garment simulation programs have been used as tools for enhancing student performance in student-centered fashion design education.
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