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Educating the future workforce in 2D/3D CAD

Our early work, “Apparel CAD patternmaking with 3D simulations: Impact of recurrent use of virtual prototypes on students’ skill development”, which was published in the International Journal of Fashion Design, Technology and Education (Baytar, 2018) examined how students’ interaction, imagination, and problem-solving skills were impacted when using 3D simulations across three consecutive class projects in a standalone CAD patternmaking course. Student learning was continuously monitored by questionnaires completed after each project. The results demonstrated that students’ visualization skills, which helped with evaluating virtual prototypes, interactions with the 2D/3D CAD patternmaking software, and problem-solving skills gradually improved by the end of the semester.

Three consecutive 3D CAD class projects (Image Courtesy of Ms. Elizabeth Kraidich) (Baytar, 2018)

In the chapter, “Computer-aided patternmaking: A brief history of technology acceptance from 2D pattern drafting to 3D modeling” (Baytar & Sanders, 2020), in Patternmaking History and Theory (Moore (Ed.), 2020), we examined the introduction and dissemination of 2D and 3D CAD technologies in apparel patternmaking, and their stages of adoption . We argued that because 3D CAD technology allows reverse engineering and removes instant haptic feedback, working in a digital environment would require new mindsets. As a result, such new dynamics would change the need for skills in the workforce.


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