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Effects of computer self-efficacy an...

Stewart, Sandra.

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Effects of computer self-efficacy and spatial visualization ability on student perceptions of two-dimensional/three-dimensional virtual prototype simulations for apparel design.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Effects of computer self-efficacy and spatial visualization ability on student perceptions of two-dimensional/three-dimensional virtual prototype simulations for apparel design./
Author:	Stewart, Sandra.
Description:	134 p.
Notes:	Adviser: Jean Parsons.
Contained By:	Masters Abstracts International46-05.
Subject:	Design and Decorative Arts. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1453066
ISBN:	9780549541066

Effects of computer self-efficacy and spatial visualization ability on student perceptions of two-dimensional/three-dimensional virtual prototype simulations for apparel design.
Stewart, Sandra.

Effects of computer self-efficacy and spatial visualization ability on student perceptions of two-dimensional/three-dimensional virtual prototype simulations for apparel design. - 134 p.

Adviser: Jean Parsons.

Thesis (M.S.)--Iowa State University, 2008.

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.

ISBN: 9780549541066Subjects--Topical Terms:

1024640
Design and Decorative Arts.

Effects of computer self-efficacy and spatial visualization ability on student perceptions of two-dimensional/three-dimensional virtual prototype simulations for apparel design.
LDR:02734nam 2200337 a 45 001 947376
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020 $a 9780549541066
035 $a (UMI)AAI1453066
035 $a AAI1453066
040 $a UMI $c UMI
100 1 $a Stewart, Sandra. $3 1270847
245 1 0 $a Effects of computer self-efficacy and spatial visualization ability on student perceptions of two-dimensional/three-dimensional virtual prototype simulations for apparel design.
300 $a 134 p.
500 $a Adviser: Jean Parsons.
500 $a Source: Masters Abstracts International, Volume: 46-05, page: 2850.
502 $a Thesis (M.S.)--Iowa State University, 2008.
520 $a 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.
520 $a 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.
520 $a 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.
590 $a School code: 0097.
650 4 $a Design and Decorative Arts. $3 1024640
650 4 $a Education, Technology. $3 1017498
650 4 $a Textile Technology. $3 1020710
690 $a 0389
690 $a 0710
690 $a 0994
710 2 $a Iowa State University. $b Textiles and Clothing. $3 1022619
773 0 $t Masters Abstracts International $g 46-05.
790 $a 0097
790 1 0 $a Kadolph, Sara $e committee member
790 1 0 $a Parsons, Jean, $e advisor
790 1 0 $a Smith, Shana $e committee member
791 $a M.S.
792 $a 2008
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1453066