As the apparel industry has been transforming through digital-driven technologies in the apparel design process, the need for students to learn spatial visualization skills specified within a three-dimensional virtual environment is critical. By applying an apparel spatial visualization test into a virtual environment (ASVT-V), the purpose of this study is to examine the three-dimensional visualization skills in a virtual prototype environment of students who are majoring in apparel design and product development at the college level. The dataset was collected from 70 college students and analyzed by adopting correlation and variance analysis (ANOVA). Results from an online survey indicate that their ASVT-V scores were positively related to their general spatial visualization skills measured by a paper folding test. The results also indicate that students who received higher scores on the ASVT-V performed better in apparel design-related courses, while there was no influence on their perceived performance from the number of apparel design-related courses taken. This study provides practical implications for professionals in apparel design and product development education in that they can consider ASVT-V scores to understand and enhance domain-specific spatial visualization skills.

The purpose of this was to develop a 3D Apparel Spatial Visualization Test to examine visualization skills and mental imagery in a virtual prototyping environment of students who major in textile apparel management at the college level. By examining the visualization skills and mental imagery in a virtual prototyping, this research sought to understand how 3D ASVT training could influence student's performance in a product development course. It also sought to examine how experience level (i.e.., number of courses a student has taken) effects performance on 3D ASVT. Results from this study indicated there was no relationship among general spatial ability tests and the developed 3D ASVT. Generally speaking, the study found that the number of product development courses taken positively influence scores on 3D ASVT; and there was not a significant difference among number of courses taken and performance. The study also found that scores on 3D ASVT positively influence performance in product development course