Hypermedia: Instructional Innovation in Historic Costume

Abstract

Using key principles of perceptual theory, the researchers examined new instructional methods for presenting visual images of historic costume (in three 5-year increments) to students for analysis and categorization. In addition, principles of cognitive theory provided the basis for examining the effectiveness of the stimuli for each learner. Visual images consisted of different compositions: fashion plates with five figures, single figures, or segments (close-up images of upper, middle, or lower part). The historic costume lesson was developed using hypermedia technology which combines computers and videodiscs allowing for the integration of text, visual images, and audible information. Seventy-nine undergraduate students completed a Learning Style Profile and an achievement test after using the lesson. During the lesson students chose visual images (56%) more often than written descriptions (30%) or audio messages (14%) for acquiring information about historic costume. The visual composition selected most often was the single figure, followed in order by 5-figure fashion plates, and last, segments. The type of media selected correlated strongly with a student's analytical skills. Strong analytical learners used text significantly more frequently than students with average or weak analytical skills (p = .0029). The t-test revealed that for all students the mean scores for the ending achievement test increased significantly (p = .01) over the scores for the preliminary test. In addition, high analytical skills had a significant interaction (F (2,76) = 5.21, p = .008) with high achievement scores. This study lends support to the recommendation that various compositions of visual images are an effective strategy for assimilating information about historic costume. Visual images are highly important but not to the exclusion of text and audio.

Redesigning a Fashion History Course Through Team-Based Learning

“…It is possible that students who prefer a lecture approach to courses may have an auditory or verbal learning style rather than visual or kinesthetic. In a hypermedia study, Frey and Farrell-Beck (1995) indicated that when making choices of supplemental content, students with strong analytical skills tended to choose text over images more than did those with weak analytical skills. Thus, a student’s areas of strength or challenge may influence how they prefer to learn in class.…”

“…Instead, Jasper and Roach-Higgins supported an approach to teaching fashion history that included a global perspective and an emphasis on analyzing fashion changes within theoretical contexts. A related example of inventive technology use in fashion history class was emphasized in Frey and Farrell-Beck's (1995) study. The hypermedia and videodisc program employed in their study allowed an aspect of self-directed learning as they gave students the opportunity to select the format of visual images, such as line drawings and photographs, which would be most helpful to them when reviewing each fashion history time period.…”

Reviving the Development of Hypermedia Resources for Historic Dress Courses

“…A review of the literature revealed that hypermedia as a pedagogical tool was a trending topic of research in the late 1980s and 1990s; many of the influential findings were published during this time. Hypermedia and historic dress instruction was addressed by a few scholars, including Frey and Farrell-Beck (1995). Researchers have actively experimented with several options that incorporate hypermedia across the clothing and textiles curriculum, such as video response systems, simulation games, and social media sites (e.g., Childs & Yurchisin, 2015;McClure & McAndrews, 2016).…”

“…There are a few key reasons to revive hypermedia for historic dress courses. While there are studies that address the use of hypermedia in historic dress learning, limited studies have been conducted and none more recent than about 20 years (e.g., Frey & Farrell-Beck, 1995). New technology and resources have been created in the time since these studies were conducted.…”

A Collaboration to Teach Students to Utilize Historic Dress as Inspiration for Apparel Design

“…Analysis of historic dress allows apparel designers to define garment details that represent a specific time period and culture (DeLong & Petersen, 2004) and the technology that was being used (Jennings, 2011). Aspects of historic dress that can be used as inspiration for new designs include a historic garment's fabric, color, silhouette, and construction (Frey & Farrell-Beck, 1995). When designers produce their creation, Paoletti (1984) says they should focus on a "future oriented perspective based on knowledge of the past.…”