Developing digital skills: a fashion business masterclass in virtual 3D prototyping with Style3D

Figures & data

Table 1. The focus and purpose of the five-part survey.

Section	Focus	Purpose
1	Content and practice of digital fashion	To assess the students base understanding and experience of the topic
2	Technology as an integrator	To assess the base knowledge of the technologies associated with the digital transformation of the industry
3	Digital product creation (process or product)	To assess the extent of previous experience with digital product creation (DPC) or DPC processes
4	twenty-first century skills	To assess level of skills using 4Cs – creativity, critical thinking, collaboration, and communication from P21 framework
5	Problem solving in an authentic context	To assess the level of prior work experiences and level of engagement with industry news / innovations

Table 2. Student rationale for participation.

Theme	Student rationale for participation
Employability in the future	‘The potential jobs in [the] future would need it’. ‘It’s the future focus of the industry. So, I want to equip myself with this skill’. ‘This is a new trend and who wouldn't want an additional industry-related skill?’
Emerging topic of the Metaverse	‘Taken an interest in metaverse technologies and virtual clothing and would like to develop skills in 3D design’. ‘Meta-Universe and 3D technology are often mentioned in industry news, and there is a lack of talent in related work’.
Expand fashion knowledge	‘I want to learn more about fashion’. ‘I’m openminded and I want to learn more about what I don’t know. Also, this technology has massive potential in the future’. ‘I will know more knowledge about fashion industry’.
Practical Knowledge supplementing theoretical knowledge	‘It will support my theoretical understanding with an understanding of industry practice’. ‘This is my topic of dissertation’. ‘My dissertation is in the area of virtual products’.

Table 3. Student views on interest in learning virtual product development software.

Theme	Rationale why other students would be interested
Novelty	‘It is an innovation in the fashion industry’. ‘3D will be a big trend in the future and will be used in many industries’. ‘It’s a new field’. ‘Want to learn something new’.
Skill development	‘It has a lot of potential and will be a vital skill in the future’. ‘I think students will be interested in this topic because digital skills are essential to thrive in the field’. ‘Digital skills are needed in the latest fashion market’. ‘It would impress the potential employer’. ‘It can improve employability’.
Creative expression	‘3D virtual design tools can be interactive and fun’. ‘It is helpful to express themselves’. ‘Opportunity to develop design skills’.

Table 4. Student understanding of how 3D product creation could advance industry practice.

Theme	Rationale why other students would be interested
Business process improvement (both in production and marketing management)	‘Being more effective, saving money, saving time’. ‘Minimise production costs, more efficient and decrease errors/failures in products’. ‘Connect with social media platforms, [virtual] runway, promotion e.g. magazine’.
Sustainability	‘Reduction in waste is clearly connected to concerns to save resources’. ‘Efficient and sustainable design’. ‘Remove unnecessary waste and thereby contribute to environmental concerns’.
New applications/opportunities to advance current practice	‘Game, NFT, exhibition’. ‘Create without the limitations of time and space’. ‘Possibility for made to measure’. ‘Virtual testing, analysis, and simulation of digital models’. ‘Predicting the performance of products’.

Figure 1. Digital output adapted from student’s top using basic t-shirt and skirt block.

Table 5. Themed student responses of learning benefits.

Benefit	Exemplar quote
Holism	‘Understand the process of design and production, whilst also helping them to understand the potential these technologies hold for the future’
Business Process Improvement	‘Understand the business in a new way and be innovative’
The means of production	‘Enhance their supply chain knowledge and under standing of industry practice’
Design skills for non-designers	‘To be creative and help them visualise their fashion idea in a digital way’
Broader skills	‘To know more and get more confidence to promote their related skills and be competitive in the market’

Table 6. Summary of solutions to challenges that emerged during the masterclass.

Solution to emerging challenges	Purpose
A full onsite IT test of processing capacity and specification of the graphics cards	Pre-test allows time to resolve any issues in functionality
Pre-class orientation exercise	Provides familiarisation with keyboard shortcuts, technical terms, and online help resources
Resource bank of garment technology and pattern construction terms	This foundational knowledge allows students to focus on developing the tactic skills