INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025  
Stitching the Future: Exploring the Role of Augmented Reality in  
Revolutionizing Fashion Design  
Alesha Jade Eduria., Regie Boy B. Fabro., Jennelyn A. Lavega., Criza Joyce B. Paulino., Janzen Paul G.  
Puyaoan., Alma C. Asuncion., Chariza Mae B. Basamot., Nathaniel Dave B. Gatchalian  
College of Teacher Education, Mariano Marcos State University, Philippines  
DOI: https://dx.doi.org/10.47772/IJRISS.2025.910000620  
Received: 28 October 2025; Accepted: 04 November 2025; Published: 19 November 2025  
ABSTRACT  
Augmented Reality (AR) has the potential to transform fashion design education by enhancing creativity,  
engagement, and skill development. This study explores the integration of AR in garment design education,  
focusing on students’ awareness, challenges in adoption, and its impact on learning experiences. Using a mixed-  
methods approach, the research examines how AR fosters innovation and bridges the gap between theoretical  
knowledge and practical application.  
The findings reveal that students have limited familiarity with AR technology, and its adoption is hindered by  
challenges such as technological adaptation struggles, resource accessibility barriers, training and support  
deficiencies, and cultural resistance to innovation. Despite these barriers, AR demonstrates a significant ability  
to improve creativity and technical skills by enabling students to visualize designs, experiment with virtual  
prototypes, and refine ideas in interactive and immersive environments. AR also increases engagement and  
motivation, encouraging students to explore innovative design possibilities while reducing material waste and  
streamlining the design process.  
This study highlights the need for institutions to support AR integration through awareness campaigns,  
affordable tools, and comprehensive training programs. By addressing these challenges, AR can modernize  
fashion design education and equip students with the skills needed to succeed in a rapidly evolving industry.  
Future research should explore its long-term impact, scalability across creative disciplines, and potential for  
integration with emerging technologies like Virtual Reality and Artificial Intelligence. AR offers a promising  
pathway to prepare students for the demands of the global fashion industry, fostering creativity, adaptability, and  
innovation.  
Keywords: Augmented Reality, Fashion Design, Immersive Learning, Technological Innovation, Skill  
Development  
INTRODUCTION  
Fashion design education plays a crucial role in equipping students with the creativity, innovation, and technical  
skills necessary to thrive in a competitive and rapidly evolving industry. As the fashion world continues to  
change, the integration of technology has become increasingly vital in enhancing the learning process.  
Traditional teaching methods in fashion design, which often rely on hands-on activities and theoretical  
instruction, face several challenges [17]. These include limited opportunities for engagement, difficulties in  
visualizing complex garment designs, and a disconnect between theoretical knowledge and practical application.  
Moreover, traditional learning approaches, such as reading text-heavy materials with minimal visual aids, often  
fail to capture students’ interest and can discourage them from fully engaging with the material [5]. This  
highlights the need for innovative educational solutions that make learning more effective and appealing [8],  
[16].  
The 21st century has witnessed significant technological advancements that have reshaped the educational  
landscape, offering opportunities for immersive and interactive learning experiences [12]. Research has shown  
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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025  
that technology-embedded education fosters innovative teaching practices, enhances student motivation, and  
improves the effectiveness of learning in real-world contexts [33]. Among these emerging technologies,  
Augmented Reality (AR) has gained significant attention for its potential to transform education. AR overlays  
digital elements onto the physical world, creating interactive and immersive experiences that enhance traditional  
learning methods. Studies have highlighted the pedagogical value of AR, demonstrating its ability to improve  
content understanding, motivation, interaction, and collaboration among students [14]. In fields such as Natural  
Sciences and Mathematics, AR has shown medium to high effectiveness in improving learning outcomes  
compared to traditional methods like lectures or multimedia resources [23].  
The transformative potential of AR lies in its ability to create immersive digital environments that foster  
creativity, critical thinking, and problem-solving skills. Huang et al. [9] emphasized that AR is reshaping  
teaching methods, student behavior, and creativity by enabling learners to visualize abstract concepts and engage  
in dynamic, interactive learning experiences. AR serves as a catalyst for creativity, helping students explore and  
experiment in ways that traditional pedagogical approaches cannot achieve [9].  
While AR has been widely applied in STEM education, its application in Technical-Vocational Education,  
particularly in Garments and Fashion Design Technology, remains underexplored. Fashion design is a field that  
relies heavily on creativity, visualization, and experimentation, making it an ideal candidate for AR integration  
[7]. However, traditional fashion design education often involves manual processes, such as pattern making,  
fabric handling, and physical prototyping, which can be time-consuming, resource-intensive, and limiting in  
terms of experimentation. The integration of AR into fashion design education could address these challenges  
by enabling virtual prototyping, fabric simulation, and interactive design visualization [4]. AR has the potential  
to enhance the creative process, reduce material waste, and streamline garment production, offering students a  
more engaging and efficient way to learn [4], [10].  
Despite its benefits, the adoption of AR in fashion design education is still in its infancy. Many students and  
educators remain unaware of the potential applications of AR in this field. Limited exposure to AR technologies  
in fashion design programs has resulted in a lack of familiarity and practical experience [27]. Additionally,  
several barriers hinder the widespread use of AR in education, including financial constraints, the high cost of  
AR tools, the steep learning curve associated with the technology, and insufficient institutional support [21],[25].  
These challenges underscore the need for targeted training programs, financial investment, and institutional  
readiness to fully harness the potential of AR in fashion design education.  
This study seeks to address the gaps in awareness and application ofAR in fashion design education by exploring  
its impact on creativity, learning experiences, and skill development among Garments and Fashion Design  
Technology students at Mariano Marcos State University, College of Teacher Education. Specifically, it  
examines students’ awareness of AR, the challenges involved in its integration, and how AR can enhance  
creativity and skill development compared to traditional methods. By investigating these aspects, the study  
contributes to the growing body of knowledge on AR’s transformative potential in technical-vocational  
education and provides insights into strategies for its effective implementation.  
As emerging digital technologies continue to shape various industries, integrating AR into fashion design  
education may open new opportunities for interactive learning, creativity, and skill development. By  
modernizing fashion design education, AR has the potential to prepare students to meet the demands of a rapidly  
evolving industry, ensuring they are equipped with the skills and knowledge necessary to succeed in the future  
workplace.  
Theoretical Frameworks  
This study was grounded in six key learning theories to guide the exploration and evaluation of Augmented  
Reality (AR) in fashion design education for garment students, as shown in Figure 1. These theories include  
Constructivist Learning Theory, Kolb’s Experiential Learning Theory, Cognitive Load Theory, Technology  
Acceptance Model (TAM), Situated Learning Theory, and Diffusion of Innovations Theory. Together, these  
frameworks provided a foundation for understanding how AR influences students’ creativity, skill development,  
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ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025  
awareness, and the challenges of adopting this technology in education. They also shaped the study’s methods  
and analysis.  
Figure 1. Theoretical Paradigm of the Study.  
Constructivist Learning Theory, developed by Jean Piaget (1960) and Lev Vygotsky (1978), highlights that  
students build knowledge by connecting new information to their prior experiences. In the context of AR,  
students interacted with virtual garment prototypes, allowing them to experiment creatively and link new  
concepts to what they already knew. This theory supported the design ofAR tools that encourage active learning,  
scaffolded activities, and opportunities for students to visualize and manipulate designs.  
Kolb’s Experiential Learning Theory (1984) emphasizes learning through hands-on experiences, involving four  
stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation. AR  
allowed students to engage in immersive, practical tasks like virtual garment creation, reflection, and testing of  
ideas. This hands-on approach aligned with experiential learning principles, enhancing creativity and helping  
students apply theoretical knowledge to real-world tasks.  
Cognitive Load Theory, introduced by John Sweller (1988), focuses on reducing unnecessary mental effort  
during learning. AR simplified complex garment design processes by visualizing steps and breaking them into  
manageable parts, helping students focus on key concepts and creative tasks. This theory guided the development  
of AR tools to optimize learning efficiency and cognitive engagement.  
The Technology Acceptance Model (TAM), developed by Fred Davis (1989), explains how users adopt new  
technologies based on their perceived usefulness and ease of use. This framework was used to analyze students’  
awareness of AR and identify barriers to its adoption, such as technical difficulties or lack of training. By  
understanding these factors, the study proposed strategies to improve AR integration in fashion design education.  
Situated Learning Theory, proposed by Jean Lave and Etienne Wenger (1991), emphasizes learning in real-world  
contexts. AR provided students with virtual environments that simulated realistic garment design processes,  
allowing them to practice and refine their skills in authentic settings. This theory helped explain how AR bridged  
the gap between theoretical learning and practical application.  
Diffusion of Innovations Theory, developed by Everett Rogers (1962), describes how new technologies are  
adopted and spread within communities. This theory was used to explore how AR awareness spread among  
students and the factors that influenced its adoption, such as compatibility with existing methods and  
accessibility. It also informed strategies for encouraging AR adoption in education.  
By integrating these six theories, the study provided a strong framework for understanding the impact of AR on  
students’ learning, creativity, and skill development, as well as the challenges of adopting this technology in  
fashion design education. These theories guided the study’s approach and offered insights into how AR can  
transform learning experiences.  
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RESEARCH METHODS  
Research Design  
This study employed a mixed-methods research design to examine the role ofAugmented Reality (AR) in fashion  
design education among Garments and Fashion Design Technology students at Mariano Marcos State University.  
Quantitative data were collected through surveys to assess students' awareness ofAR, which were analyzed using  
descriptive statistics. Pre- and post-intervention tests and observational checklists were used to evaluate AR’s  
impact on learning experiences, analyzed using paired t-tests.  
Qualitative data were gathered through semi-structured interviews with students and instructors to identify  
challenges in integrating AR, which were analyzed using thematic analysis. A comparative analysis of student  
outputs (traditional vs. AR-based designs) and student portfolios was conducted to assess the impact of AR on  
creativity and skill development.  
Participants included students and instructors, with data analyzed using statistical methods and thematic analysis  
to provide insights into AR’s effectiveness in enhancing education and creativity in fashion design.  
Locale of the Study  
The study was conducted at Mariano Marcos State University, specifically within the College of Teacher  
Education (CTE), recognized as a Center of Teaching Excellence. Within CTE, the Technical-Vocational  
Livelihood Education Department serves as the primary setting for the study. This department offers two  
programs: Bachelor of Technical-Vocational Teacher Education (BTVTEd) and Bachelor of Technology and  
Livelihood Education (BTLEd), which provide students with eight specializations, including Garments and  
Fashion Design Technology, creating a diverse and specialized learning environment.  
The BTLEd program is Level 4 accredited, underscoring its commitment to academic excellence, a rigorous  
curriculum, and advanced facilities. This accreditation reflects the program’s ability to produce highly skilled  
graduates who are prepared to meet the demands of technical-vocational education. The presence of specialized  
tracks, such as Garments and Fashion Design Technology, makes the department an ideal setting for this study,  
as it offers access to students and instructors who are actively involved in fashion design education. Furthermore,  
the university’s emphasis on innovation and technology aligns seamlessly with the integration of Augmented  
Reality into the curriculum, making it a highly suitable locale for examining its impact on education and  
creativity.  
Population and Sampling Procedures  
The population of the study consisted of students and instructors from the Technical-Vocational Livelihood  
Education Department of Mariano Marcos State University, specifically those involved in the Garments and  
Fashion Design Technology and Home Economics specializations. The students were enrolled in the Bachelor  
of Technical-Vocational Teacher Education (BTVTEd) program, specializing in Garments and Fashion Design  
Technology, and the Bachelor of Technology and Livelihood Education (BTLEd) program, specializing in Home  
Economics. These students were 3rd-year students enrolled in the second semester of the academic year 2024–  
2025, ensuring that the participants were sufficiently advanced in their programs and had relevant exposure to  
technical-vocational education and their respective specializations.  
The sampling procedure utilized a total enumeration method, wherein all members of the identified population  
were included as participants in the study. This approach ensured that every 3rd-year student enrolled in the  
BTVTEd program taking Garments and Fashion Design Technology and the BTLEd program taking Home  
Economics, as well as their instructors, were part of the study. By including the entire population, the study was  
able to gather comprehensive data and insights from all relevant individuals, providing a more accurate and  
holistic understanding of the impact of integrating Augmented Reality into the curriculum.  
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Research Instrument  
The study utilized a combination of researcher-made survey questionnaires, semi-structured interview guides,  
observational checklists, and portfolio analysis as primary tools for data collection. These instruments were  
developed based on an extensive review of related literature and were carefully aligned with the research  
questions to ensure their relevance and effectiveness in addressing the objectives of the study.  
The survey questionnaire was designed to gather quantitative data on the level of awareness of Garments students  
regarding Augmented Reality in fashion design education. It employed a 4-point Likert scale to measure  
respondents’ awareness, with interpretations ranging from Highly Aware (4) to Not Aware (1). The questionnaire  
was structured to include demographic information such as age, gender, and specialization, ensuring a  
comprehensive understanding of the respondents' profiles. Mean scores were calculated to evaluate the overall  
level of awareness among the participants.  
To explore the challenges involved in integrating Augmented Reality into fashion design education, a semi-  
structured interview guide was utilized. This qualitative instrument was designed to elicit detailed responses  
from both students and instructors, focusing on their experiences, perceptions, and the barriers they encountered  
during the integration process. The open-ended format allowed participants to provide unique insights, enriching  
the study’s findings.  
For the comparative analysis of student outputs, the study employed a portfolio review method alongside Pre-  
and Post-Intervention Assessment and Observation to evaluate designs created using traditional methods and  
those created with Augmented Reality tools. A validated rubric was used to assess the portfolios based on the  
following criteria: Innovation in Design, Detail and Accuracy, Complexity of Designs, Visualization, Time  
Efficiency, Engagement and Motivation, and Portfolio Quality. The inclusion of Pre- and Post-Intervention  
Assessment provided a structured comparison of student performance before and after the integration of AR  
tools, while Observation allowed for real-time insights into students’ engagement and creative processes. This  
multi-faceted approach enabled the researchers to thoroughly evaluate the impact of Augmented Reality on  
students’ creativity, engagement, and design quality.  
To assess how Augmented Reality enhances students’ development in terms of learning experience and skill  
development, the study utilized Pre- and Post-Intervention Tests, Survey Questionnaires, and Interviews. The  
pre- and post-intervention tests measured changes in students’ knowledge and skills before and after the  
integration of Augmented Reality into the curriculum. The survey questionnaires gathered insights into students’  
perceptions and experiences, while the interviews provided in-depth qualitative data from both students and  
instructors. Additionally, student portfolios were analyzed to track progress in their technical and creative skills  
over time. This combination of methods provided a comprehensive understanding of how Augmented Reality  
impacts students’ learning and skill development.  
To ensure the validity and reliability of the instruments, content validation was conducted by a panel of experts,  
including educators, research specialists, and technical-vocational education practitioners. A pilot test was also  
carried out with a group of participants who were not included in the actual study sample, resulting in a high  
reliability score. The finalized instruments were made available in both printed and digital formats to ensure  
accessibility for all respondents. This multi-method approach provided a comprehensive and triangulated dataset  
that effectively addressed the research objectives.  
Data Gathering Procedures  
The researchers employed a systematic approach to collect data for the study. A formal request letter was  
addressed to the Dean and Department Chair of the college to seek approval for the conduct of the study among  
the target population, which included third-year students enrolled in the Bachelor of Technical-Vocational  
Teacher Education (BTVTEd) and Bachelor of Technology and Livelihood Education (BTLEd) programs, as  
well as their instructors. Once approval was granted, the researchers coordinated with the respective instructors  
to schedule data collection activities and ensure the convenience of the participants.  
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The survey questionnaire was distributed using face-to-face methods in printed copies only. The questionnaires  
were handed out to students during their vacant hours or institutional activities, ensuring that participants had  
sufficient time to complete them. A cover letter was attached to each questionnaire, explaining the purpose of  
the study, the voluntary nature of participation, and the assurance of confidentiality and anonymity of their  
responses. The researchers provided assistance in case of any clarifications and ensured that the questionnaires  
were collected promptly after completion to avoid delays.  
To achieve the study’s goal of assessing the effectiveness of Augmented Reality (AR) in fashion design  
education, selected hands-on learning topics were incorporated into the curriculum using AR tools. These topics  
were carefully chosen to align with the objectives of the study and were designed to allow students to directly  
interact with AR technology in garment design processes. During the intervention period, students engaged in  
practical activities that involved creating designs and exploring garment construction techniques using AR  
applications. These experiences were documented to provide additional qualitative data on the impact of AR  
integration.  
Semi-structured interviews were conducted with selected participants to gather qualitative data. These interviews  
were scheduled in advance and conducted face-to-face in a comfortable and non-intrusive environment, allowing  
participants to freely share their experiences and insights regarding the integration of Augmented Reality in  
fashion design education.  
For the comparative analysis of student outputs, the researchers collected portfolios and project outputs from  
students who worked on garment designs using both traditional methods and Augmented Reality tools. All  
students were exposed to both approaches, ensuring an inclusive use of all methods to allow for a balanced  
comparison of their technical and creative competencies. A validated rubric was employed to evaluate the  
portfolios based on the following criteria: Innovation in Design, Detail and Accuracy, Complexity of Designs,  
Visualization, Time Efficiency, Engagement and Motivation, and Portfolio Quality. Observational checklists  
were used during the intervention period to document students’ learning experiences and interactions with AR  
technology, providing qualitative insights into their engagement and creative processes. Pre- and post-  
intervention evaluations were conducted to measure changes in students’ technical and creative skills, while the  
portfolio analysis focused on assessing their progress in applying these skills effectively in garment design. This  
comprehensive data gathering approach ensured a robust evaluation of the impact of Augmented Reality on  
students’ skill development in garment design.  
The data collection period lasted for three months to ensure sufficient time for all participants to contribute to  
the study. Regular follow-ups were conducted through announcements during institutional activities and  
reminders through instructors to encourage participation and ensure a high response rate. All printed responses  
and other collected data were manually encoded into a spreadsheet for organization and statistical analysis. This  
systematic procedure ensured the accuracy, reliability, and comprehensiveness of the data gathered for the study.  
Statistical Treatment  
The data collected for the study underwent a systematic process to ensure accuracy, reliability, and meaningful  
analysis. Data cleansing was performed to remove incomplete responses and invalid entries, ensuring a clean  
dataset for statistical treatment. Microsoft Excel was used for initial data organization, while advanced statistical  
analyses were conducted using the Statistical Package for Social Sciences (SPSS).  
For Research Question 1, which focused on the level of awareness of garment students about Augmented Reality  
in fashion design, descriptive statistics such mean score were utilized to analyze the responses from the survey  
questionnaires. These statistical methods provided a clear overview of students’ awareness levels and patterns in  
their responses.  
To address Research Question 2, which explored the challenges of using Augmented Reality in fashion design  
education, qualitative data gathered from interviews and focus group discussions were subjected to thematic  
analysis, following the six-phase framework by Braun and Clarke (2006). This systematic approach involved  
familiarizing with the data, generating initial codes, searching for themes, reviewing themes, defining and  
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naming themes, and producing the final report. Through this process, the researchers were able to identify  
recurring themes, barriers, and insights shared by students and instructors regarding the integration of  
Augmented Reality tools into the curriculum. Braun and Clarke’s method ensured a rigorous and structured  
analysis, allowing for a comprehensive understanding of the challenges faced during the adoption of AR in  
fashion design education.  
For Research Question 3, which examined how Augmented Reality improves creativity in garment design  
compared to traditional methods, a comparative statistical approach was employed. Pre- and post-intervention  
assessments were analyzed using paired t-tests to determine significant differences in creativity and design  
quality before and after the integration of Augmented Reality tools. Student outputs were evaluated through a  
portfolio review method, utilizing a validated rubric with specific criteria: Innovation in Design, Detail and  
Accuracy, Complexity of Designs, Visualization, Time Efficiency, Engagement and Motivation, and Portfolio  
Quality. Average scores for each criterion were calculated for both traditional methods and AR-based methods,  
providing quantitative evidence of AR’s impact on creativity. Observations documented during the intervention  
period further enriched the analysis by offering qualitative insights into students’ creative processes and  
engagement.  
For Research Question 4, which focused on how Augmented Reality enhances students’ learning experience and  
skill development, both quantitative and qualitative methods were applied. Pre- and post-intervention tests were  
analyzed using paired t-tests to measure significant changes in students’ knowledge, and skills after engaging in  
AR-based activities. Survey questionnaires provided additional quantitative data on students’ perceptions of their  
learning experiences, while interviews offered qualitative insights from both students and instructors.  
Furthermore, student portfolios were analyzed to track progress in technical and creative skills over time,  
providing evidence of skill development facilitated by Augmented Reality tools.  
The systematic application of descriptive statistics, thematic analysis, paired t-tests, and portfolio review ensured  
the reliability and comprehensiveness of the findings. These statistical treatments allowed the researchers to  
effectively address each research objective and provide meaningful insights into the integration of Augmented  
Reality in fashion design education.  
Ethical Consideration  
The study adhered to strict ethical guidelines to ensure the protection of participants' rights and the integrity of  
the research process. Prior to the commencement of data collection, the researchers obtained formal approval  
from the Dean of the College of Teacher Education at Mariano Marcos State University. Informed consent was  
sought from all participants, including Garments and Fashion Design Technology students and instructors,  
through a cover letter attached to the survey questionnaires and interview invitations. The cover letter clearly  
outlined the purpose of the study, the voluntary nature of participation, and the assurance of confidentiality and  
anonymity of their responses.  
Participants were assured that their personal information and responses would be kept strictly confidential and  
used solely for academic purposes. To safeguard anonymity, all survey and interview data were coded, and no  
identifying information was included in the final analysis or reporting. The researchers also ensured that  
participation in the study was voluntary, and participants had the right to withdraw at any stage without any  
repercussions.  
During the semi-structured interviews, participants were provided with a comfortable and non-intrusive  
environment to freely share their insights. The researchers maintained a neutral stance and avoided any form of  
coercion or leading questions to ensure the authenticity of the responses. Audio recordings of the interviews  
were conducted only after obtaining explicit permission from the participants, and these recordings were securely  
stored and destroyed after transcription and analysis.  
The intervention activities involving Augmented Reality tools were carefully planned to align with the  
curriculum and did not disrupt regular classes or impose additional burdens on students or instructors.  
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Observational checklists and pre- and post-intervention tests were administered in a manner that respected  
participants' schedules and minimized inconvenience.  
Additionally, the researchers ensured that the comparative analysis of student outputs and portfolios was  
conducted objectively, with clear criteria for evaluation. Feedback from instructors was sought to validate the  
assessments and ensure fairness.  
To maintain the integrity of the study, all research instruments underwent content validation by a panel of experts,  
and a pilot test was conducted to ensure reliability. The researchers also complied with institutional policies and  
ethical standards set by Mariano Marcos State University, ensuring that the study adhered to established  
guidelines for academic research.  
Overall, the study prioritized the rights, privacy, and well-being of all participants while maintaining  
transparency and objectivity throughout the research process.  
RESULTS AND DISCUSSIONS  
Level of Awareness of Augmented Reality in Fashion Design  
Table I presents the level of awareness of garment design students regarding Augmented Reality (AR) in fashion  
design education, with an overall mean score of 2.32, interpreted as "Unaware." The findings highlight that  
students have limited familiarity with AR applications and their potential to enhance garment design processes,  
indicating a significant gap in knowledge concerning the integration of AR into fashion design education.  
Table I Level Of Awareness Of Garments Students Regarding Augmented Reality In Fashion Design Education  
Statement  
Mean  
DI  
1. I am aware of Augmented Reality applications in fashion design education.  
2.2  
Unaware  
Unaware  
2. I understand that Augmented Reality combines real and virtual environments to enhance 2.4  
garment design and visualization.  
3. I am aware that Augmented Reality is interactive and can be used to improve fashion 2.3  
design processes.  
Unaware  
Unaware  
Unaware  
Unaware  
Aware  
4. I understand that Augmented Reality operates in three dimensions, which is useful for 2.1  
visualizing garments and designs.  
5. I am familiar with Augmented Reality applications like virtual fitting rooms and garment 2.35  
prototyping in fashion design.  
6. I am aware that Augmented Reality can engage and encourage fashion design students by 2.45  
providing immersive learning experiences.  
7. I understand that Augmented Reality applications can motivate fashion design students 2.5  
by enhancing creativity and interaction.  
8. I am aware that Augmented Reality applications can be used on devices like computers, 2.55  
smartphones, and tablets for fashion design purposes.  
Aware  
9. I am aware that Augmented Reality applications can help garment students improve their 2.25  
skills, creativity, and design processes.  
Unaware  
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10. I understand that Augmented Reality enables fashion designers to experiment with 2.15  
virtual prototypes and test designs efficiently.  
Unaware  
Overall Mean Score  
2.32  
Unaware  
Note: DI-Descriptive Interpretation; 3.25 - 4.00 Very Aware (VA); 2.49 – 3.24 Aware (A); 1.75 -2.48 Unaware  
(U); 1.00 – 1.74 Very Unaware (VU)  
Students scored 2.2 on their awareness of AR applications in fashion design education, demonstrating that they  
are largely unaware of how AR can be applied in their coursework. Similarly, their understanding ofAR’s ability  
to combine real and virtual environments to enhance garment design and visualization (M=2.4) remains low,  
suggesting limited exposure to the fundamental principles of AR technology. Research has emphasized the  
transformative potential of AR in design education, particularly in bridging physical and virtual spaces to  
improve creativity and efficiency [2], [4].  
The findings further reveal that students lack awareness of AR’s interactive nature and its ability to improve  
fashion design processes (M=2.3), as well as its three-dimensional functionality for visualizing garments and  
designs (M=2.1). These results align with studies by Kamińska et al. [13], which emphasize the importance of  
educating students on AR’s technical aspects to maximize its utility in design-related fields. Additionally,  
students scored 2.35 on their familiarity with specific AR applications, such as virtual fitting rooms and garment  
prototyping, highlighting the need for exposure to practical tools that are increasingly utilized in the fashion  
industry [10], [28].  
While students demonstrated limited awareness of AR’s ability to provide immersive learning experiences  
(M=2.45), they showed moderate awareness of its potential to enhance creativity and interaction among fashion  
design students (M=2.5). This indicates that students recognize AR’s motivational and creative benefits but lack  
a deeper understanding of its practical applications. Studies have shown that AR fosters creativity and  
engagement, particularly when integrated into hands-on learning environments [9], [24].  
Moreover, students rated their awareness of AR’s compatibility with devices such as computers, smartphones,  
and tablets at 2.55, interpreted as "Aware." This suggests that students acknowledge the accessibility of AR  
technology across various platforms, consistent with findings by Koumpouros [14] and Wei et al. [33], which  
highlight the importance of device compatibility in promoting AR adoption in education. However, their  
awareness of AR’s ability to improve skills, creativity, and design processes (M=2.25) and its use in  
experimenting with virtual prototypes and testing designs efficiently (M=2.15) remains low, reflecting the need  
for practical demonstrations of AR’s potential in technical skill development [25], [21].  
In conclusion, the results indicate that garment design students have minimal awareness of AR technologies in  
fashion design education. Although aspects such as creativity and device compatibility are moderately  
recognized, most students lack comprehensive knowledge about AR tools and their benefits in enhancing  
learning and design processes. These findings are consistent with existing literature, which emphasizes the need  
for targeted educational interventions to bridge the awareness gap and unlock AR’s full potential in fashion  
design education [10], [13], [28].  
Challenges in Integrating Augmented Reality in Fashion Design Education  
Table II highlights the challenges encountered during the integration of Augmented Reality (AR) in laboratory  
activities within fashion design educational settings. The challenges are categorized into four main themes:  
Difficulty in Adapting to New Technology, Limited Access to AR Tools and Resources, Insufficient Training and  
Support, and Resistance to Shifting from Traditional Methods.  
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Table Ii Challenges In Integrating Augmented Reality In Fashion Design Education  
Challenges  
Codes  
F
%
Rank  
Steep learning curve for AR tools  
Adaptation  
8
80%  
1
Technological  
Struggles  
Lack of familiarity with AR interfaces  
Difficulty in connecting AR to learning outcomes  
High cost of AR hardware and software  
Limited institutional investment  
5
3
7
5
4
6
50%  
30%  
70%  
50%  
40%  
60%  
2
3
1
2
3
1
Resource Accessibility Barriers  
Insufficient availability of AR tools  
Lack of professional development programs  
Support  
Training  
and  
Deficiencies  
Absence of technical workshops  
4
3
3
40%  
30%  
30%  
2
3
1
Limited guidance during AR integration  
Preference for traditional teaching methods  
to  
Cultural  
Resistance  
Innovation  
Concerns about AR’s effectiveness  
2
1
20%  
10%  
2
3
Hesitation to adopt innovative technologies  
Each theme is broken down into specific issues (codes), ranked by frequency and percentage to provide a clear  
understanding of the barriers faced.  
The most prominent challenge identified in this study falls under Technological Adaptation Struggles. Among  
the respondents, 80% reported the steep learning curve for AR tools as a significant issue, highlighting how both  
students and educators face difficulties with the technical aspects of AR. One teacher explained, “It took me  
weeks to understand how to use the AR software effectively. I felt overwhelmed at first, especially since I had no  
prior experience with such advanced tools.” Similarly, a student shared, “The interface was so complicated that  
I spent more time figuring out how to use the tool than actually focusing on the learning task.” Additionally,  
50% of respondents noted a lack of familiarity with AR interfaces, while 30% pointed to the difficulty of  
connecting AR experiences to learning outcomes. As one teacher remarked, “Sometimes it felt like we were using  
AR just for the sake of technology, and it was hard to ensure the activities were tied to the learning objectives.”  
These findings align with Kamińska et al. [13], who emphasized the importance of user-friendly AR tools and  
better instructional design to bridge the gap between technology and educational goals. Similarly, Liono et al.  
[16] highlighted that AR’s effectiveness depends on its ease of use, as overly complex interfaces often hinder  
learning rather than enhance it.  
Resource Accessibility Barriers also emerged as a critical challenge, with 70% of respondents citing the high  
cost of AR hardware and software as a major obstacle. Financial constraints make it difficult for institutions to  
adopt AR technologies, which is further compounded by limited institutional investment (50%) and insufficient  
availability of AR tools (40%). One teacher noted, “The school couldn’t afford to purchase enough AR devices  
for all students, so we had to share, which slowed down the entire process.” A student similarly expressed  
frustration, saying, “I wanted to practice using AR at home, but the software was too expensive for me to afford  
on my own.” These findings are consistent with Borisova et al. [4], who noted that the financial burden of AR  
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adoption often hinders its widespread use in education. Similarly, Koumpouros [14] emphasized that the high  
cost of AR devices and software remains one of the most significant barriers to their integration in educational  
institutions. To address these challenges, institutions must allocate resources strategically to ensure accessibility  
and affordability, thereby facilitating the adoption of AR in laboratory activities. As Silvestri [28] pointed out,  
strategic investments in digital tools can help bridge the gap between resource constraints and the growing  
demand for innovative teaching methods.  
Another key challenge relates to Training and Support Deficiencies. A lack of professional development  
programs was reported by 60% of respondents, underscoring the need for comprehensive training to equip  
educators and students with the skills required to effectively use AR. One teacher stated, “I was expected to use  
AR in my lessons, but there was no formal training provided. I had to figure it out on my own, which was  
frustrating and time-consuming.” Furthermore, 40% of respondents noted the absence of technical workshops,  
while 30% pointed to limited guidance during AR integration. One student explained, “We were given the tools  
but not enough instruction on how to use them effectively. It felt like we were thrown into the deep end without a  
life jacket.” These findings align with Huang and Musah [9], who stressed the importance of hands-on training  
and ongoing support to overcome these barriers. Similarly, Perifanou et al. [23] emphasized that professional  
development programs must be tailored to address educators’ specific needs, ensuring they feel confident and  
competent when using AR tools in their teaching. Mohamed and Sicklinger [18] also advocated for the inclusion  
of structured workshops and technical support during AR adoption to minimize frustration and enhance user  
confidence.  
Finally, Cultural Resistance to Innovation was also identified as a significant barrier. Thirty percent of  
respondents expressed a preference for traditional teaching methods, reflecting hesitation to embrace innovative  
technologies like AR. One student commented, “I prefer using physical materials like paper and fabric for my  
designs. AR feels too artificial and disconnected from the real-world process.” Concerns about AR’s  
effectiveness (20%) and reluctance to adopt new technologies (10%) further highlight the need for awareness  
campaigns and evidence-based demonstrations of AR’s potential to enhance learning outcomes. A teacher  
shared, “I’ve been teaching the same way for years, and it works. I don’t see why we need to change everything  
just because there’s a new technology available.” These findings align with Risdianto et al. [24], who  
emphasized the importance of showcasing AR’s benefits to overcome skepticism and foster a culture of  
innovation among educators and students. Similarly, Thangavel et al. [30] noted that cultural resistance often  
stems from a lack of understanding of how AR can complement traditional teaching methods, highlighting the  
need for awareness campaigns and pilot programs to demonstrate its value.  
Despite these challenges, the study also highlights AR’s potential to transform learning by fostering creativity,  
engagement, and skill acquisition. For example, one student shared, “Once I got the hang of it, I was able to  
create designs that I never thought were possible before. It made me feel more confident in my abilities.” Another  
teacher noted, “The students were much more engaged during AR activities compared to traditional lectures.  
They were excited to explore and interact with the content.” These findings align with Jalil [10], who emphasized  
that AR not only enhances creativity but also provides students with the confidence to experiment and innovate  
in their designs. By addressing the barriers identified—through investments in affordable AR tools, user-friendly  
applications, comprehensive training programs, and cultural shifts toward innovation—educators and students  
can unlock AR’s full potential. This will not only enhance creativity and engagement but also foster deeper  
learning experiences in laboratory settings.  
In summary, these findings reveal that the integration of AR in laboratory activities is hindered by technical,  
financial, and attitudinal barriers. To address these challenges, institutions should invest in affordable AR tools,  
design user-friendly applications, provide comprehensive training programs, and promote a culture of  
innovation. By doing so, educators and students can unlock AR’s full potential, fostering creativity, engagement,  
and deeper learning experiences in laboratory settings.  
Impact of Augmented Reality on the Creative Process in Garment Design  
Table III presents the comparative analysis of student outputs between traditional and AR-based methods,  
showcasing the transformative impact of Augmented Reality (AR) tools on garment design education.  
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The findings reveal a significant improvement in the creative process, with the total mean score increasing from  
2.43 ("Needs Improvement") to 4.71 ("Exemplary") after the integration of AR tools. These results emphasize  
the effectiveness of AR in enhancing creativity, engagement, and technical precision, as supported by prior  
research.  
Table Iii Comparative Analysis Of Student Outputs Between Traditional And Ar-Based Methods  
Metric  
Pre-  
Descriptive  
Post-  
Descriptive  
Mean  
t-  
Significance  
Intervention Interpretation Intervention Interpretation Difference value (p-value)  
Mean  
Mean  
(D)  
2.43  
Needs  
Improvement  
4.71  
Exemplary  
2.29  
12.38  
p < 0.05  
Creative  
Process  
Note: 1.00–1.80- Poor, 1.81–2.60 - Needs Improvement, 2.61–3.40 – Satisfactory, 3.41–4.20- Proficient, and  
4.21–5.00 - Exemplary.  
Before the integration of AR tools, the pre-intervention mean score of 2.43, categorized as "Needs  
Improvement," indicated that students' creative processes were generally underdeveloped. This suggests that  
traditional teaching methods were insufficient in fostering students’ ability to conceptualize and execute  
innovative designs. Existing literature consistently highlights the limitations of traditional methods in promoting  
creativity and engagement, emphasizing the lack of immersive and interactive experiences as a key barrier to  
innovation and technical skill development [13], [4]. Without the dynamic visual and interactive capabilities  
provided by AR, students struggled to elevate their outputs beyond basic levels of creativity and design quality.  
As Borisova et al. [4] noted, traditional methods often fail to provide the experiential learning opportunities  
necessary for students to connect theoretical knowledge with practical design applications.  
Following the integration ofAR tools, the post-intervention mean score increased significantly to 4.71, classified  
as "Exemplary." This remarkable improvement underscores the transformative impact of AR on the creative  
process, enabling students to conceptualize, refine, and execute their designs with greater precision, confidence,  
and creativity. The mean difference of 2.29 and the t-value of 12.38 (p < 0.05) indicate that the improvements  
were not only substantial but also statistically significant. These findings align with research by Borisova et al.  
[4] and Jalil [10], which highlight AR’s ability to foster innovation and improve design accuracy through  
immersive visualization and interactive experiences. AR tools provided students with opportunities to  
experiment with design elements in real-time, enhancing their ability to refine and perfect their creative outputs.  
The results also demonstrate AR's impact on streamlining the design process. Students were able to produce  
more complex and sophisticated outputs within shorter timeframes, addressing previous challenges related to  
time efficiency and design complexity. This aligns with findings by Liono et al. [16], who emphasized AR’s  
ability to make the design process more intuitive and engaging, enabling students to complete tasks with greater  
efficiency and creativity. AR tools facilitated real-time feedback and visualization, allowing students to iterate  
quickly and refine their designs without the need for physical materials or lengthy trial-and-error processes.  
Moreover, the motivational impact of AR was evident, as students demonstrated higher levels of engagement  
and creativity. The immersive and interactive nature of AR tools inspired students to explore creative  
possibilities, bridging the gap between theoretical knowledge and practical application. These findings are  
consistent with research by Kamińska et al. [13], which highlights AR’s ability to transform learning  
environments and foster active student participation. As Mohamed and Sicklinger [18] observed, AR enhances  
learning outcomes by creating a stimulating environment that encourages students to experiment and innovate.  
In conclusion, the integration of AR tools significantly enhanced the creative process in garment design  
education, enabling students to achieve higher levels of innovation, engagement, and technical competence.  
These findings contribute to the growing body of evidence supporting the use of AR in education and underscore  
its potential to revolutionize pedagogical strategies. By addressing the limitations of traditional methods, AR  
empowers students to meet the evolving demands of the fashion industry, preparing them for future careers in a  
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competitive and dynamic field. As Silvestri [28] noted, AR tools provide students with the skills and confidence  
needed to adapt to the rapidly digitized and globalized fashion landscape. Future research could explore the long-  
term impact of AR integration on students’ professional skills, career readiness, and its potential applications in  
other areas of design education, such as interior design, product development, and architecture.  
Enhancement of Learning and Skill Development Through Augmented Reality  
The results of the study are presented from two complementary perspectives. Table 4 provides a quantitative  
comparison of students’ knowledge and skills before and after the integration of Augmented Reality (AR) tools,  
analyzed using paired t-tests, which highlight measurable improvements in their learning outcomes. To  
complement these findings, Table 5 presents thematic insights derived from students and teachers, offering a  
deeper understanding of AR’s impact on creativity, engagement, and skill acquisition in fashion design  
education. Together, these findings underscore the transformative role of AR in fostering meaningful learning  
experiences and practical skill development.  
Table 4 presents the paired t-test results comparing students’ knowledge and skills before and after the integration  
of AR tools into the learning process. The findings reveal statistically significant improvements in both areas,  
demonstrating AR’s transformative impact on educational outcomes. Before the intervention, the mean score for  
knowledge was 2.50, categorized as "Needs Improvement," indicating that students struggled to grasp theoretical  
concepts and apply them effectively. Similarly, the pre-intervention mean score for skills development was 2.35,  
also classified as "Needs Improvement," reflecting challenges in achieving proficiency in the practical  
application of learned skills. These findings align with prior studies, such as Borisova et al. [13], which  
underscore the limitations of traditional teaching methods in fostering immersive and interactive learning  
experiences.  
Table Iv Paired T-Tests Results Comparing Students’ Knowledge And Skills Before And After Augmented  
Reality Integration  
Indicator  
Pre-  
DI  
Post-  
DI  
Mean  
t-  
Significance  
Intervention  
Intervention  
Difference value (p-value)  
(D)  
2.50  
2.35  
Needs  
Improvement  
4.80  
4.62  
Exemplary 2.30  
11.85 p < 0.05  
Knowledge  
Needs  
Exemplary 2.27  
12.12 p < 0.05  
Skills  
Improvement  
Development  
Note: 1.00–1.80 - Poor, 1.81–2.60 - Needs Improvement, 2.61–3.40 – Satisfactory, 3.41–4.20 - Proficient, and  
4.21–5.00 – Exemplary, DI-Descriptive Interpretation  
Following the integration of AR tools, substantial improvements were observed in both indicators. The post-  
intervention mean score for knowledge increased to 4.80, classified as "Exemplary," while the mean score for  
skills development rose to 4.62, also categorized as "Exemplary." These results highlight AR’s ability to enhance  
learning by providing students with dynamic visualizations and interactive tools that effectively bridge the gap  
between theoretical understanding and practical application. The mean differences of 2.30 for knowledge and  
2.27 for skills development, along with t-values of 11.85 and 12.12 respectively (p < 0.05), confirm that these  
improvements are statistically significant. Such findings are consistent with research by Borisova et al. [4], which  
emphasizes AR’s role in improving both comprehension and technical skills through immersive experiences.  
The significant gains in knowledge and skills can be attributed to AR’s unique features, such as real-time  
feedback and hands-on simulations, which enable students to refine their understanding and apply their learning  
in realistic scenarios. For example, AR fosters creativity and confidence by allowing learners to experiment  
safely within controlled environments, as noted by Jalil [9]. Additionally, AR’s ability to enhance engagement  
and participation was evident in this study, with students demonstrating increased motivation and enthusiasm  
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toward learning. These findings align with Kamińska et al. [3], who highlighted AR’s potential to transform  
traditional classrooms into dynamic spaces that inspire innovation and active participation.  
Moreover, the motivational impact of AR was observed in the heightened enthusiasm and active participation of  
students throughout the learning process. The immersive nature of AR tools encouraged students to engage  
deeply with the material, fostering creativity and innovation. This is consistent with findings by Liono et al. [24],  
which demonstrate that AR-based learning models significantly enhance creativity and engagement among  
prospective educators.  
In conclusion, the integration of AR tools significantly improved students’ knowledge and skills, elevating their  
performance from "Needs Improvement" to "Exemplary" levels. These results underscore the transformative  
potential of AR in education, particularly in bridging the gap between theory and practice, enhancing  
engagement, and fostering technical competence. By addressing the shortcomings of traditional methods, AR  
empowers students to achieve higher levels of proficiency and prepares them to meet the demands of an  
increasingly competitive and dynamic professional landscape. Future research could explore the long-term  
impact of AR integration on students’ career readiness and its applicability across other disciplines to further  
validate its effectiveness in diverse educational contexts.  
Table V Insights From Students And Teachers On Augmented Reality's Impact On Learning And Skill  
Development  
Table V provides insights from students and teachers on AR's impact, categorized into three themes: Amplified  
Cognitive Processing, Immersive Experiential Learning, and Safe Innovation Ecosystem. The findings reveal  
AR's potential to enhance visualization, engagement, and creativity in learning environments.  
Themes  
Codes  
F
%
Rank  
Amplified  
Cognitive  
Processing  
Visualizing complex concepts in 3D  
Transforming abstract ideas into tangible designs  
15  
12  
75%  
60%  
50%  
70%  
55%  
40%  
65%  
50%  
30%  
1
2
3
1
2
3
1
2
3
Accelerating understanding through immersive visuals 10  
Immersive  
Experiential  
Learning  
Engaging students through interactive simulations  
Encouraging active participation in design tasks  
Making learning enjoyable and memorable  
Facilitating risk-free experimentation  
14  
11  
8
Safe  
Innovation  
Ecosystem  
13  
10  
6
Developing technical skills through virtual practice  
Fostering creativity in a controlled environment  
The most prominent insight identified in this study falls under Amplified Cognitive Processing, with 75% of  
respondents highlighting the ability of AR to visualize complex concepts in 3D as its most significant impact on  
learning and skill development in fashion design education. One teacher explained, “AR allows students to see  
their garment designs in 3D before they even start sewing. They can visualize how different fabrics will drape  
and how the garment will fit on a virtual model, which helps them refine their designs early in the process.”  
Similarly, a student shared, “I used AR to test different fabric textures and colors on my designs. Being able to  
see the results in real-time helped me make better decisions and improved my design skills.” Additionally, 60%  
of respondents noted how AR transforms abstract ideas into tangible designs, and 50% emphasized its role in  
accelerating understanding through immersive visuals. A teacher remarked, “With AR, students can experiment  
with complex design elements like layering and embellishments without the need for physical materials. This not  
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only saves time but also helps them understand how their designs will look and function in the real world.”  
These findings align with Kamińska et al. [13], who emphasized AR’s ability to enhance cognitive processing  
by making complex creative processes more accessible and interactive. Borisova et al. [4] also noted that AR  
tools in fashion education enable students to better comprehend complex garment construction processes by  
providing them with immersive, real-time visualizations.  
Immersive Experiential Learning also emerged as a key insight, with 70% of respondents recognizing AR’s  
ability to engage students through interactive simulations as its most impactful feature on learning and skill  
development in fashion design education. One teacher noted, “AR enables students to simulate the entire design  
process, from sketching to virtual fitting, in a highly interactive way. This hands-on approach keeps them  
engaged and helps them connect theory to practice.” A student similarly shared, “I used AR to create a virtual  
runway show for my designs. Seeing my garments in motion and on models helped me understand how they  
would perform in real life, which made the learning experience unforgettable.” Furthermore, 55% of respondents  
highlighted how AR encourages active participation in design tasks, and 40% emphasized its role in making  
learning enjoyable and memorable. A teacher remarked, “AR makes the design process exciting for students.  
They’re eager to experiment with different styles and techniques because the technology allows them to see the  
results instantly.” These findings are consistent with Cheng and Tsai [4], who noted that immersive experiences  
foster deeper learning by engaging students in realistic and meaningful ways. Similarly, Mohamed and Sicklinger  
[18] highlighted that AR facilitates experiential learning by providing students with virtual environments where  
they can explore and refine their creative ideas without the limitations of physical resources.  
Another key insight relates to the Safe Innovation Ecosystem, with 65% of respondents emphasizing AR’s ability  
to facilitate risk-free experimentation as its most valuable contribution to skill development in fashion design  
education. One teacher explained, “AR gives students the freedom to try out bold design ideas without worrying  
about wasting materials or making costly mistakes. This encourages them to take creative risks and push their  
boundaries.” A student similarly shared, “I was able to practice draping techniques on virtual mannequins in  
AR. It allowed me to experiment and improve my skills without the pressure of ruining expensive fabrics.”  
Additionally, 50% of respondents highlighted how AR develops technical skills through virtual practice, and  
30% emphasized its role in fostering creativity in a controlled environment. A teacher remarked, “By using AR,  
students can refine their skills in areas like pattern-making and garment construction before moving to physical  
prototypes. This not only builds their confidence but also enhances their technical precision.” These findings  
align with Bacca et al. [9], who stressed the importance of providing learners with safe and controlled  
environments to promote skill acquisition and innovation. Similarly, El-Nahass [7] noted that AR applications  
in fashion education allow students to experiment with various design techniques, such as pattern adjustments  
and fabric simulations, without incurring material costs or production delays.  
AR’s ability to foster creativity and innovation is particularly relevant in fashion education, where students are  
encouraged to push boundaries and explore new design possibilities. As Jalil [10] observed, AR has enabled the  
integration of traditional heritage into modern fashion design, allowing students to digitally preserve and  
experiment with cultural motifs in their creations. Silvestri [28] further emphasized the role of AR in reshaping  
the fashion industry post-COVID-19, as it provides students with the tools to adapt to a rapidly digitized and  
globalized design landscape. One student shared, “Once I got comfortable using AR, I was able to create intricate  
designs that I never thought were possible before. The technology gave me the confidence to experiment and  
innovate.” Another teacher noted, “Students are far more engaged during AR activities compared to traditional  
methods. They’re excited to explore new techniques and see their designs come to life in a virtual environment,  
which leads to better learning outcomes.”  
Despite these insights, challenges remain in fully integrating AR into fashion education. As Koumpouros [14]  
pointed out, the adoption of AR in education often faces technical, financial, and cultural barriers, which  
institutions must address to unlock its full potential. Perifanou et al. [23] similarly highlighted the need for  
comprehensive training and support for educators to effectively integrate AR tools into their teaching practices.  
By addressing these barriers—such as resource accessibility and cultural resistance—institutions can fully  
unlock AR’s potential to enhance learning and skill development in fashion design education.  
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In summary, these findings reveal that AR’s integration into fashion design education significantly amplifies  
cognitive processing, fosters immersive experiential learning, and creates a safe innovation ecosystem for skill  
development. By investing in user-friendly AR tools, providing comprehensive training and support, and  
promoting a culture of innovation, educators and students can leverage AR to transform learning experiences  
and foster creativity, confidence, and deeper understanding in fashion design.  
CONCLUSION  
Based on the findings of the study, several important conclusions are drawn regarding the integration of  
Augmented Reality (AR) in fashion design education. The study reveals that garment students have limited  
awareness of AR applications, with an overall mean score of 2.32, interpreted as "Unaware." While students  
showed moderate awareness of AR’s accessibility on devices and its ability to enhance creativity, they lacked  
understanding of its technical aspects, immersive capabilities, and practical applications. This highlights the need  
for targeted educational initiatives to introduce students to AR tools, such as virtual fitting rooms, garment  
prototyping, and 3D visualization techniques, which are increasingly utilized in the fashion industry.  
The integration of AR faces significant challenges, including a steep learning curve, high costs of hardware and  
software, insufficient institutional investment, and limited training opportunities. Resistance to shifting from  
traditional teaching methods also hinders adoption, with educators and students expressing concerns about AR’s  
effectiveness and hesitance to embrace innovative technologies. These findings emphasize the importance of  
institutional support in addressing financial barriers, providing professional development programs, and  
designing user-friendly AR tools to facilitate adoption.  
Despite these challenges, AR has a transformative impact on creativity in garment design education. The  
comparative analysis revealed a significant improvement in students’ creative processes, with mean scores  
increasing from "Needs Improvement" (2.43) to "Exemplary" (4.71) after AR integration. AR enables students  
to visualize designs in 3D, experiment with textures and fabrics, and refine their ideas with greater precision and  
confidence. Its interactive and immersive nature fosters innovation, engagement, and efficiency, allowing  
students to produce more sophisticated and complex outputs within shorter timeframes.  
Additionally, AR significantly enhances students’ knowledge and skills, elevating their performance from  
"Needs Improvement" to "Exemplary" levels. Features such as real-time feedback, hands-on simulations, and  
interactive design environments improve technical proficiency while bridging the gap between theoretical  
understanding and practical application. Students perceive AR as an invaluable tool for developing practical  
skills, fostering creativity, and encouraging collaboration. The overall satisfaction score of 4.64 ("Strongly  
Agree") reflects the overwhelmingly positive impact of AR on their learning experiences.  
In conclusion, while garment students demonstrate limited awareness of AR, its integration in fashion design  
education has proven effective in enhancing creativity, engagement, and technical competence. Addressing  
challenges related to awareness, accessibility, and training is crucial to unlocking AR’s full potential. Institutions  
must invest in affordable tools, provide comprehensive training programs, and promote a culture of innovation  
to support AR adoption. By doing so, educators can prepare students for the evolving demands of the fashion  
industry, fostering career readiness and adaptability in a competitive field. Future research could explore the  
long-term impact of AR integration on professional skills, its scalability across other creative disciplines, and its  
role in promoting sustainable and innovative practices in fashion design education.  
Limitations Of The Study  
This study provides valuable insights into the use of Augmented Reality (AR) in fashion design education, but  
it has some limitations. First, the sample population was limited to garment students in a specific educational  
setting, which makes it difficult to apply the findings to other disciplines or institutions with different resources  
and technological access. Additionally, the study relied on self-reported data from students and teachers, which  
may be biased and not fully reflect the actual impact of AR on learning and skill development.  
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The study also focused on short-term improvements in creativity, learning, and skills but did not explore the  
long-term effects of AR on career readiness or professional growth. Differences in students’ prior experience  
with digital tools were not considered, which might have influenced their ability to adapt to AR technologies.  
Furthermore, technical challenges, such as software compatibility, hardware reliability, and financial constraints,  
were acknowledged but not deeply analyzed, leaving questions about how these factors affect the scalability and  
accessibility of AR. The study also did not compare AR with other technologies like Virtual Reality (VR) or  
Artificial Intelligence (AI), which could provide alternative or complementary solutions.  
Despite these limitations, the findings are still valuable and show that AR can significantly enhance creativity,  
engagement, and skill development. These results can serve as a foundation for adapting AR to other fields, such  
as architecture, engineering, medicine, or business, by tailoring the technology to meet specific learning goals.  
Future research should address these limitations by including a more diverse sample of students from different  
disciplines and institutions, conducting long-term studies to assess the lasting impact of AR, and exploring  
technical and financial challenges in greater detail. Comparative studies with other technologies like VR and AI  
could also provide a broader understanding of how AR fits into education. Additionally, research should examine  
how cultural and regional differences influence the adoption and effectiveness of AR in various educational  
settings.  
By addressing these gaps, future studies can provide a more comprehensive understanding of AR’s potential,  
ensuring it becomes a powerful tool for learning and skill development across a wide range of disciplines and  
institutions.  
RECOMMENDATIONS  
Based on the findings and limitations of the study, several recommendations are proposed to enhance the  
integration of Augmented Reality (AR) in fashion design education. First, institutions should prioritize raising  
awareness of AR technologies among both students and educators by incorporating targeted workshops, training  
programs, and seminars. These initiatives should focus on introducing AR tools, such as virtual fitting rooms,  
garment prototyping software, and 3D visualization platforms, while emphasizing their practical applications in  
the fashion industry. By improving awareness, students and educators can better understand AR’s potential to  
enhance creativity and learning outcomes.  
Second, institutions must address the financial barriers associated with AR implementation by investing in  
affordable and accessible AR tools. Partnerships with technology providers, government funding, or industry  
sponsorships could help reduce costs and make AR technologies more accessible to underfunded institutions.  
Additionally, institutions should develop user-friendly AR platforms that require minimal technical expertise,  
ensuring ease of adoption for both educators and students.  
To overcome the technical challenges highlighted in the study, institutions should provide comprehensive  
technical support and training to ensure smooth implementation of AR technologies. This includes addressing  
issues such as software compatibility, hardware reliability, and potential disruptions during use. Establishing  
dedicated teams for technical assistance and maintenance can help mitigate these challenges and foster a  
seamless learning experience.  
Furthermore, future research should focus on conducting longitudinal studies to assess the long-term impact of  
AR on students’ career readiness and professional development in the fashion industry. This would provide  
valuable insights into how AR-enhanced education translates into real-world applications and sustained  
performance. Researchers should also explore the effectiveness of AR in other creative disciplines, broadening  
the scope of its application and generalizability.  
Finally, the study recommends exploring the integration of AR alongside other emerging technologies, such as  
Virtual Reality (VR) and Artificial Intelligence (AI), to identify complementary or alternative solutions for  
fashion design education. Comparative analyses of these technologies could provide a more comprehensive  
understanding of their individual and combined benefits, helping institutions make informed decisions about  
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adopting innovative tools. By implementing these recommendations, institutions can unlock the full potential of  
AR in fashion design education and better prepare students for the evolving demands of the industry.  
ACKNOWLEDGMENT  
The researcher would like to express heartfelt gratitude to all those who contributed to the completion of this  
study. Sincere thanks go to the faculty and students who participated and provided valuable insights, as well as  
to the institution for its support and resources.  
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