Teaching virtual apparel technology through industry collaboration: an assessment of pedagogical process and outcomes

ABSTRACT

Graduates of apparel programmes are entering a workforce that requires the use of emerging technologies that are relevant to performing job requirements. Among apparel companies, virtual technologies are increasingly being used in the product development process. Virtual technologies are also becoming important in higher education, as programmes seek to incorporate them into the teaching and learning environment. The two-fold purpose of this study was to develop an approach to teaching virtual technology that is apparel industry-specific, and to evaluate outcomes using a framework of learner-centered curriculum design combined with Kirkpatrick’s [(1994). Evaluating training programs. San Francisco, CA: Berrett-Koehler] training evaluation model. A mixed-methods research design was employed, beginning with a presentation to students followed by two weeks of in-class training. Assessment of outcomes was conducted via pre- and post-test comparisons and in-depth interviews. Results indicated improvement in students’ attitudes toward the technology and skills important to using it. Findings contribute to the growing literature on teaching virtual technology.

KEYWORDS:

• 3D
• pedagogy
• technology
• virtual prototyping

Disclosure statement

No potential conflict of interest was reported by the author(s).