International Journal of Interdisciplinary Research
Table 1 Previous studies: domain-specific spatial ability in apparel design education
Author | Purpose | Measures | Key results |
|---|---|---|---|
Workman et al. (1999) | Develop a test that measures spatial skills relative to product development and apparel design | Apparel Spatial visualization test (ASVT) Differential aptitude test – space relations | The ASVT measures spatial skills specific to apparel design and product development – not significantly correlate with the differential aptitude test |
Workman & Zhang (1999) | Determine if ASVT is correlated with general spatial visualization ability and the level of training | ASVT Surface development test | Spatial visualization abilities are related to level of training and the ASVT scores |
Workman & Lee (2004) | Examine the effects of culture and training on performance of spatial tasks by using ASVT and PFT to students from two cultures | ASVT Paper folding test (PFT) | Students improve significantly on both the PFT and ASVT as a result of training received in their classes |
Gitimu et al. (2005) | Provide understanding of individual differences in processing of spatial information | ASVT Strategical information processing style | There is a significant difference in performance on the ASVT between students with more training and those with less training in apparel design |
Gitimu & Workman (2007) | Provide understanding of individual differences in processing of spatial information | ASVT | Individuals use multiple strategies to accomplish most cognitive tasks |
Workman & Caldwell (2007) | Examine the effects of indirect training provided by apparel design and product development courses on spatial visualization skills | ASVT PFT | Results support the viability of indirect training provided in courses to improve spatial visualization skills |
Gitimu & Workman (2008) | Identify, categorize, and verify strategies that students use to solve items on the ASVT | ASVT Use of strategy questionnaire | Different individuals use different strategies to solve the same spatial cognitive task |
Khoza & Workman (2008) | Examine the effects of culture and training on preferred perceptual learning style and performance of spatial tasks in apparel design | ASVT Perceptual modality preference survey | Preferred perceptual learning style is affected by culture, training, and culture of participants |
Ahn & Workman (2012) | Examine spatial visualization skills and leisure activities of apparel industry professionals | PFT ASVT | Professionals use spatial visualization skills for 47% of the time at work and considered these skills very important to their jobs |
Ahn & Workman (2010) | Develop and critically evaluate instruments to assess estimation and measurement skills for students in apparel design education | Estimate of linear measurements of full-scale lines | Training provided in apparel design classes improve students’ spatial skills |
Park et al. (2011) | Evaluate the 3D simulation technology as an innovative instructional tool in apparel design education | 3D simulation developed | 3D simulation technology has a potential as an efficient instructional tool for improving student’s visualization skills |
Kamis et al. (2015) | Identify the spatial visualization ability among apparel design students | ASVT Use of strategy questionnaire | Various combinations of strategies are effective to answer each question in ASVT |