Pedagogy and Professional Development

Implementing the Ditto Pattern Projector into Patternmaking Curriculum

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Abstract

As digital technologies increasingly reshape fashion education, academic programs must evaluate both the pedagogical value and usability of emerging tools. This study examined student perceptions and workload associated with the Ditto pattern projector, a stationary projection system introduced in a sophomore-level patternmaking course as an alternative to traditional pattern printing. Students selected their preferred pattern transfer method (printing, projection, or a combination) and completed a survey including an adapted NASA Task Load Index and open-ended questions. Data were collected from 49 students enrolled in Fall 2024. Results indicated that although students valued Ditto’s sustainability and conceptual potential, most preferred traditional printing due to lower perceived workload and greater reliability. Connectivity challenges, physical constraints, and time pressures significantly affected Ditto adoption. Findings highlight the importance of infrastructure compatibility, accessibility, and instructional support when integrating industry-relevant technologies into fashion curricula, and suggest that while projection-based systems offer promise.

Keywords: technology, higher education, patternmaking, fashion education

How to Cite:

Pettys-Baker, R., Xepoleas, L. & McAndrews, L. E., (2025) “Implementing the Ditto Pattern Projector into Patternmaking Curriculum”, International Textile and Apparel Association Annual Conference Proceedings 82(1). doi: https://doi.org/10.31274/itaa.22045