Abstract:

Relevance:
Undergraduate students of light industry faculties of Russian Universities have a two-year "Light industry products design" (LIPD) course. This course requires a large number of graphic constructions, sketch and technical design, technical drawing of dress-patterns of clothing parts. It is the basis for working in CAD in subsequent semesters. Technical drawing classes are not compulsory in secondary school training. Therefore, converting the product model into a drawing is the problem for the first year students. New way to represent materials for training is necessary for enhancing learning. Lockdown in spring 2020 contributed to the use of videos in the training process. In our case, the use of videos that develop combinatorial 3D-2D thinking and demonstrate the transformation of the 3D objects into 2D dress-patterns is relevant.

Objectives:
The main goal is to develop design students' combinatorial 3D-2D thinking using video materials. Objectives are: to substantiate the benefits of using videos in the educational process; to present video content which demonstrates the transition from volumetric 3D light industry items to 2D dress-patterns; to estimate and compare results of designers training with and without the use of video materials.

Methodology:
Theoretical methods such as logical analysis, generalization and systematization were applied to prove the effectiveness of using training videos in developing design skills. Mental modeling was used to create the concept of training videos for future designers. Comparison measurement was carried out to assess the progress of students which were taught with and without video materials. Undergraduates’ results in learning LIPD during spring 2020 were compared with the results of similar groups in spring 2019. In 2020 groups the training videos were used and in 2019 groups they weren’t. Laboratory work scores and course project grades were compared to assess students' progress.

Results:
Expediency of using video materials to improve light industry products designers' training is shown. Concept of videos was created: 3D image of the product on a mannequin, the details of the product, dress-patterns of clothing parts, and the order of 2D dress-patterns construction should consistently appear in the video. Content of the videos is described, including a brief theoretical material and a frame-by-frame transition from a three-dimensional product to dress-patterns. The process of transition was recorded step by step in CAD program.
Comparison of undergraduate students’ progress shows that training with the use of videos increases students' laboratory work score by 1.4 times and the number of "excellent" grades for a course project by 25% and also reduces the number of "satisfactory" grades by 20%. Students’ progress when performing laboratory work (technical drawing tasks) and course project is impossible without combinatorial thinking. The better students’ grades after the use of video materials indicate the development of combinatorial 3D-2D thinking.
The given results will be useful to universities that teach the light industry products designers, as well as to other educational organizations planning the training with videos.

Keywords:

videos for learning, undergraduate students, combinatorial thinking, student progress, light industry, clothing design, student scores