Persona/scenario (P/S) toolkit enhancing inclusive fashion design education
Abstract This study aimed to address the diversity issue in fashion design education by developing two prototypes for Inclusive Fashion Design (IFD) education. The prototypes were constructed based on the 3C3R model of Project-Based Learning (PBL) and incorporated the Persona/Scenario (P/S) toolkit...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
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SpringerOpen
2024-02-01
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| Series: | Fashion and Textiles |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s40691-024-00373-z |
| _version_ | 1797275829209661440 |
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| author | Jee Hyun Lee Eunjee Lee Jiwon Huh Minji Lena Kim Jieun Kim |
| author_facet | Jee Hyun Lee Eunjee Lee Jiwon Huh Minji Lena Kim Jieun Kim |
| author_sort | Jee Hyun Lee |
| collection | DOAJ |
| description | Abstract This study aimed to address the diversity issue in fashion design education by developing two prototypes for Inclusive Fashion Design (IFD) education. The prototypes were constructed based on the 3C3R model of Project-Based Learning (PBL) and incorporated the Persona/Scenario (P/S) toolkit for IFD. Additionally, the study examined the effectiveness of the FEA (Function, Expressive, and Aesthetics) self-checklist and the P/S toolkit in the IFD process. The experiments involved two design instructors, two teaching assistants, and 12 senior-level students divided into four teams. Thematic analysis was conducted on the interview data collected from the participants. The results revealed that FEA factors were highly considered in both education prototypes, regardless of the presence of the P/S toolkit. Maintaining consistency of the IFD concept throughout each stage of the process was found to be crucial, and the use of the P/S toolkit played a significant role in achieving this consistency. Team communication emerged as an essential factor in IFD education, as team collaboration using the P/S toolkit triggered diverse perspectives on targets, facilitated design expansion, and extended individual competences. Overall, this study contributes to the understanding of the diversity issue in fashion design education and promotes the adoption of the IFD education methodology, emphasizing the significance of consistent concept development, effective toolkits, and team collaboration in achieving inclusive design practices. |
| first_indexed | 2024-03-07T15:19:39Z |
| format | Article |
| id | doaj.art-1a28c205b9454c1cb5e934a830073bec |
| institution | Directory Open Access Journal |
| issn | 2198-0802 |
| language | English |
| last_indexed | 2024-03-07T15:19:39Z |
| publishDate | 2024-02-01 |
| publisher | SpringerOpen |
| record_format | Article |
| series | Fashion and Textiles |
| spelling | doaj.art-1a28c205b9454c1cb5e934a830073bec2024-03-05T17:43:55ZengSpringerOpenFashion and Textiles2198-08022024-02-0111111910.1186/s40691-024-00373-zPersona/scenario (P/S) toolkit enhancing inclusive fashion design educationJee Hyun Lee0Eunjee Lee1Jiwon Huh2Minji Lena Kim3Jieun Kim4Department of Human Environment & Design, Human Life & Innovation Design, Yonsei UniversityDepartment of Human Environment & Design, Fashion-Based Integrated Design Lab, Yonsei UniversityDepartment of Human Environment & Design, Fashion-based Integrated Design Lab, Yonsei UniversityDepartment of Human Environment & Design, Fashion-Based Integrated Design Lab, Yonsei UniversityDepartment of Human Life & Innovation Design, Yonsei UniversityAbstract This study aimed to address the diversity issue in fashion design education by developing two prototypes for Inclusive Fashion Design (IFD) education. The prototypes were constructed based on the 3C3R model of Project-Based Learning (PBL) and incorporated the Persona/Scenario (P/S) toolkit for IFD. Additionally, the study examined the effectiveness of the FEA (Function, Expressive, and Aesthetics) self-checklist and the P/S toolkit in the IFD process. The experiments involved two design instructors, two teaching assistants, and 12 senior-level students divided into four teams. Thematic analysis was conducted on the interview data collected from the participants. The results revealed that FEA factors were highly considered in both education prototypes, regardless of the presence of the P/S toolkit. Maintaining consistency of the IFD concept throughout each stage of the process was found to be crucial, and the use of the P/S toolkit played a significant role in achieving this consistency. Team communication emerged as an essential factor in IFD education, as team collaboration using the P/S toolkit triggered diverse perspectives on targets, facilitated design expansion, and extended individual competences. Overall, this study contributes to the understanding of the diversity issue in fashion design education and promotes the adoption of the IFD education methodology, emphasizing the significance of consistent concept development, effective toolkits, and team collaboration in achieving inclusive design practices.https://doi.org/10.1186/s40691-024-00373-zInclusive fashion designFashion design educationPersona/Scenario toolkit3C3RFEA |
| spellingShingle | Jee Hyun Lee Eunjee Lee Jiwon Huh Minji Lena Kim Jieun Kim Persona/scenario (P/S) toolkit enhancing inclusive fashion design education Fashion and Textiles Inclusive fashion design Fashion design education Persona/Scenario toolkit 3C3R FEA |
| title | Persona/scenario (P/S) toolkit enhancing inclusive fashion design education |
| title_full | Persona/scenario (P/S) toolkit enhancing inclusive fashion design education |
| title_fullStr | Persona/scenario (P/S) toolkit enhancing inclusive fashion design education |
| title_full_unstemmed | Persona/scenario (P/S) toolkit enhancing inclusive fashion design education |
| title_short | Persona/scenario (P/S) toolkit enhancing inclusive fashion design education |
| title_sort | persona scenario p s toolkit enhancing inclusive fashion design education |
| topic | Inclusive fashion design Fashion design education Persona/Scenario toolkit 3C3R FEA |
| url | https://doi.org/10.1186/s40691-024-00373-z |
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