Abstract

3D virtual garment simulation technology in apparel design, virtual fitting, pattern drafting, and production management contributes significantly to retail sales. It is widely used in the product development stage for apparel design. Combined with computer-aid manufacturing system, it significantly shortens the numerous trials and errors in the sampling process and provides a positive impact on the clothing industry by effectively creating individualized products in fashion items with short product life cycles. To fulfill the industry’s increasing demand for technical designers with skills using 3D virtual garment simulation software, students need to start training in their undergraduate studies. A pedagogy for 3D virtual garment simulation learning methods needs to be developed to help refine course structure and outline to undergraduate students how to meet the high demands in the industry on achieving the concept of customer orientation with proper garment fitting. This study recruited a total of 154 undergraduate students from two different design streams: womenswear design and knitwear design. A focus group interview was conducted to confirm and refine the items in the structured questionnaire and served to assert or explain the quantitative data through triangulation, which was based previous research findings from other researchers. The findings of this study showed that some technical skills must be learnt before using or learning 3D virtual garment simulation software.

Keywords: Learning experience; Pedagogy of 3D virtual simulation technology; Apparel size fitting; Customer orientation