Effects of computer self-efficacy and spatial visualization ability on student perceptions of 2D/3D

136 Pages·2017·10.62 MB·English

by  Sandra Stewart

Iowa State University Capstones, Theses and
Retrospective Theses and Dissertations
Dissertations
2008
Effects of computer self-efficacy and spatial
visualization ability on student perceptions of 2D/
3D CAD virtual prototype simulations for apparel
design
Sandra Stewart
Iowa State University
Follow this and additional works at:https://lib.dr.iastate.edu/rtd
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Recommended Citation
Stewart, Sandra, "Effects of computer self-efficacy and spatial visualization ability on student perceptions of 2D/3D CAD virtual
prototype simulations for apparel design" (2008).Retrospective Theses and Dissertations. 14932.
https://lib.dr.iastate.edu/rtd/14932
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Effects of computer self-efficacy and spatial visualization ability on student
perceptions of 2D/3D CAD virtual prototype simulations for apparel design

by

Sandra Stewart
A thesis submitted to the graduate faculty

in partial fulfillment of the requirements for the degree of

MASTER OF SCIENCE

Major: Textiles and Clothing

Program of Study Committee:
Jean Parsons, Major Professor
Sara Kadolph
Shana Smith

Iowa State University

Ames, Iowa

2008

Copyright © Sandra Stewart, 2008. All rights reserved.
UMI Number: 1453066
UMI Microform1453066
Copyright2008 by ProQuest Information and Learning Company.
All rights reserved. This microform edition is protected against
unauthorized copying under Title 17, United States Code.
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ii

TABLE OF CONTENTS
LIST OF FIGURES iv
LIST OF TABLES v
ACKNOWLEDGMENTS vi
ABSTRACT vii
CHAPTER 1: INTRODUCTION 1
Overview 1
Purpose of Study 6
Objectives 7
Definitions 8
Hypotheses 9
CHAPTER 2: LITERATURE REVIEW 11
Introduction 11
Technology Acceptance Model 11
Computer Self-efficacy 12
Spatial Ability / Spatial Visualization 13
Spatial Visualization in Apparel Design 14
2D/3D CAD use in the Apparel Industry and Apparel Education 16
Spatial Visualization Related to Use of CAD and CAI 18
CHAPTER 3: METHODS 20
Pilot Study 20
Acquiring 2D/3D CAD for Research 28
Tutorial Development 30
Instrument 37
Research Design 45
Data Collection and Analysis 47
Limitations 51
CHAPTER 4: RESULTS AND DISCUSSION 52
Introduction 52
Description of the sample 52
Objectives 54
Analysis of Hypotheses 69
Discussion 80
CHAPTER 5: CONCLUSIONS 84
Summary 84
Limitations and Recommendations 87
APPENDIX A: PERMISSION TO USE ASVT 90
APPENDIX B: PERMISSION TO USE VZ-3 91
iii
APPENDIX C: HUMAN SUBJECTS APPROVAL 94
APPENDIX D: PERMISSION TO USE OPTITEX IMAGES 95
APPENDIX E: TUTORIAL (STORYBOARD) 96
APPENDIX F: SURVEY ITEMS 104
APPENDIX G: RECRUITMENT EMAIL 121
REFERENCES 122
iv
LIST OF FIGURES
Figure 1. Example of the Index page (left) and a frame from the tutorial (right). 33
Figure 2. Research design adapted from an extension of the TAM. 47
Figure 3. Volunteers participating in a hands-on session. 49
Figure 4. Practice problem from Surface Development Test VZ-3, Part 1. 58
v
LIST OF TABLES
Table 1. Computer Self-efficacy 55
Table 2. Technology Acceptance by ASVT (Ease of Use) 75
Table 3. Technology Acceptance by ASVT (Usefulness) 77
Table 4. Technology Acceptance Before/After Hands-on Session 79
vi
ACKNOWLEDGMENTS
I would like to thank my major professor, Dr. Jean Parsons, for encouraging
and supporting my interest in 2D/3D computer-aided design. Her advice and
patience were very helpful during my research and the writing of my thesis. I also
greatly appreciate the flexibility and understanding provided by committee members
Dr. Sara Kadolph and Dr. Shana Smith.
The research could not have gone forward without the Department of
Apparel, Educational Studies and Hospitality Management’s assistance in the form
of software purchases. Thanks should also go to the Dr. Jessica Barker and the
College of Human Sciences IT Staff for successful installation of the OptiTexTM PDS
and 3D Runway software used in the hands-on sessions.
Finally I would like to acknowledge the tremendous support from my family
and friends. Thank you to my husband, my “growth catalyst,” who made many
sacrifices so that I could complete my graduate studies. Also I thank my children,
the needs of which fortunately provided me with an excuse to take breaks away from
“mama’s ‘puter.”
vii
ABSTRACT
The ability to visualize three-dimensional (3D) forms from two-dimensional
(2D) shapes is critical to apparel designers. While most designers still use traditional
techniques to analyze a 3D sample, advances in CAD for apparel design include use
of 3D virtual prototypes assembled from 2D pattern data. Textiles and clothing
research has examined both 2D CAD and student spatial visualization ability, but no
studies compare spatial visualization ability with 3D virtual prototype use in the
classroom. Other fields of research have found that a person’s computer self-
efficacy (CSE) can influence acceptance of a new technology and that spatial
visualization ability can determine effectiveness of 3D simulations.
The purpose of this study was to examine the influence of CSE and spatial
visualization ability on student perceptions of 3D virtual prototyping software. An
online test instrument measured: CSE, general spatial ability and apparel spatial
visualization ability with tutorial was developed to introduce participants to 3D virtual
prototyping software. Some volunteers also participated in a hands-on session for
actual use of the software. Technology acceptance was measured after the tutorial
and again after the hands-on session.
Individuals with high CSE found the software easier to use than individuals
with low CSE. Individuals with high apparel spatial visualization ability found the
software easier to use than those with lower apparel spatial visualization ability.
Other findings and discussion provide information that could help both educators
and industry plan for the effective use of 3D virtual prototypes.
1
CHAPTER 1: INTRODUCTION
The purpose of this study is to examine the influence of computer self-efficacy
and spatial visualization ability on student perceptions of 2D/3D CAD virtual
prototype simulations for apparel design. The following sections will provide an
overview of why spatial visualization ability is critical in the context of apparel design
and how it is related to both current and future use of computer-aided design
technologies. The relevance of computer self-efficacy will be introduced. The
purpose of the study will be described in more detail, with five objectives defined.
Definitions of relevant terminology will be stated, as well as the research
hypotheses.
Overview
Apparel design is very much a visual process from concept to prototype. An
apparel design student will frequently be asked to initially observe trends and/or to
do other visual research from a variety of sources before they can first imagine or
visualize a concept for their own original garment design. The student may then be
expected to make a two-dimensional (2D) sketch of their design concept based on
the three-dimensional (3D) visualization. A design may also evolve through hands-
on 3-dimensional experimentation on a body form, with or without an initial sketch.
From a 2D sketch the student must begin the patternmaking process, either by 2D-
to-3D flat pattern drafting, by a 3D-to-2D draping process, or a combination of the
two. For example, the bodice of a garment may be designed in 3D using muslin on