Classroom integration of a digital design and patternmaking tool: perceived learning, usability, and student engagement evaluation

Abstract

Incorporating digital patternmaking tools in higher education can strengthen applied learning and academic commitment when embedded in face-to-face activities that combine guided practice, problem solving, and formative feedback. This study evaluated the perceived impact of a digital patternmaking tool implemented in on-campus courses of the BA in Fashion and Textile Design during the second semester of 2025. A descriptive post-intervention design was applied to 12 students (mean age 20.83 years, SD = 0.83); 91.7% were women. Deep-learning indicators reflected high interest and dedication: 72.7% reported that new topics were interesting and they devoted extra time, 81.8% worked with material that sparked their interest, and 63.6% used additional resources to understand relevant content; however, items linked to deeper exploration and active preparation were lower (45.5%, 36.4%, and 27.3%). Academic engagement was high, with one item reaching 100% favorable responses and energy/absorption items at 90% each. Perceived learning was globally positive, with 100% favorability for practical application of course content and for identifying key concepts; satisfaction and perceived learning quality were lower but still positive (66.7%). Usability results were also favorable: 100% intended frequent use, perceived ease of use reached 77.8%, and functional integration 88.9%. Qualitative responses highlighted technical barriers (licensing and software malfunctions) that disrupted class continuity and reduced benefits, plus suggestions to improve intuitiveness, provide step-by-step guides, ensure student access for autonomous practice, and align tool complexity with prior knowledge. Overall, findings support the tool’s formative potential while underscoring technical and didactic conditions needed to sustain and scale implementation.