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Developing new concepts is essential to the fashion designer’s job. Designers often create original design concepts through design research using sketchbooks and mood boards. Students must learn these skills to be prepared for their careers. However, there has been scant research on teaching sketchbook practices, students’ design research method preferences, barriers to using these skills, and students’ attitudes towards using these skills. This knowledge is needed for instructors to prepare students. A scaffolded assignment series was developed and delivered to 18 students in a 400-level course to teach design research skills. After completing the assignments and an apparel design project, students reported their perceptions, challenges, and attitudes toward using the learned design research skills. Instructional scaffolding was an effective strategy for students to learn design research skills. Insights were yielded into students’ research method choices, perceived benefits, barriers, and attitudes, which may support future instruction of students in design research.

international journal of fashion design, technology and education

Fashion design students’ self-evaluation of usage, benefits, and attitudes toward using design research sketchbook skills: a scaffolded pedagogical approach