Spatial ability of transitioning 2D to 3D designs in virtual environment: understanding spatial ability in apparel design education

Abstract

As the apparel industry has been transforming through digital-driven technologies in the apparel design process, the need for students to learn spatial visualization skills specified within a three-dimensional virtual environment is critical. By applying an apparel spatial visualization test into a virtual environment (ASVT-V), the purpose of this study is to examine the three-dimensional visualization skills in a virtual prototype environment of students who are majoring in apparel design and product development at the college level. The dataset was collected from 70 college students and analyzed by adopting correlation and variance analysis (ANOVA). Results from an online survey indicate that their ASVT-V scores were positively related to their general spatial visualization skills measured by a paper folding test. The results also indicate that students who received higher scores on the ASVT-V performed better in apparel design-related courses, while there was no influence on their perceived performance from the number of apparel design-related courses taken. This study provides practical implications for professionals in apparel design and product development education in that they can consider ASVT-V scores to understand and enhance domain-specific spatial visualization skills.