연구배경 패션 디자인 창작 교육 시, 창작 기초가 되는 패션 스타일의 교육 프레임 워크와 교육 환경변화 특성을 고려한 글로벌 K-Contents의 교육 프로세스 패러다임 전환이 중요하다. 이에 본 연구는 융합형 패션 디지털 콘텐츠 전문가 양성 등의 필요성에 의해 디지털 패션 VR/AR 교육 콘텐츠를 구현하고 교육 방법론을 구체적으로 제시하였다.
연구방법 패션 스타일을 12유형별 표준화 검증을 마친 패션 스타일 표준화 학습 모듈(Kim, H. J. 2019; Kim, H. J. 2018)에 근거하여 디자인 사례를 분석 추출하였다. 패션 디자인을 3차원의 가상공간에서 자유롭게 저작하는 과정과 결과물을 시각적, 입체적으로 프레젠테이션 하기 위하여 AR(Augmented reality) 앱으로 개발하고 이를 패션 아이템에 구현하는 프로세스를 실증적으로 제시하였다.
연구결과 첫째, 3차원공간에서의 디자인 툴 킷은 구글 의 Steam VR의 Tilt brush와 HTC 의 VIVE 장비를 사용하였다. 둘째, 가상현실 패션 콘텐츠를 증강현실 앱 구동용은 3차원 프로그램과의 호환성이 우수한 Unity 2019.2.7.f이상 버전으로 제작하였으며, 앱 파일은 Android Vuforia 엔진 SDK를 빌드하여 앱으로 구현하였다. 셋째, 패션 디자인 교육용 콘텐츠를 학습하기 위하여 패션 티셔츠에 구현하여 실제 디자인 사례를 보면서 창의적 디자인이 가능하도록 시제품을 DTP & PRESS처리하였다.
결론 디지털 가상 프로그램을 활용한 패션 디자인 교육 프로세스로 표준화된 학습 모듈을 제시함으로써 교수자와 학습자에게 새로운 관점과 방법으로서의 창의적 발상을 표현능력을 확대하고, 디지털 패션 문화 콘텐츠 전문 인력 양성 교과 개발 및 패션 유관 분야 비즈니스 모델 구축 및 패션 디자인 산업계의 생태계 발전과 활성화에 일조하고자 한다.
Background This study implements digital fashion VR / AR educational contents by necessity of fostering convergent fashion digital contents experts. In order to present the process of freely authoring fashion design in a three-dimensional virtual space and presenting the result visually and three-dimensionally, we developed an AR (Augmented reality) app and empirically presented the process of implementing it in a fashion item. Methods The ecosystem development and activation of the fashion design industry. To develop fashion design in a systematic way by type, the design cases were analyzed and extracted based on the fashion style standardization learning module (Kim, H.J. 2019; Kim, H.J. 2018). Result First, the toolkit for designing in three-dimensional space was implemented using the 3D sketch program, Google's open source library, Steam VR's Tilt brush and HTC's VIVE equipment. Second, in order to run VR content as an augmented reality app, Unity was created with Unity 2019.2.7.f or higher version with excellent compatibility with 3D program, and the app file was implemented as an app by building Android Vuforia engine SDK. Third, in order to learn fashion design educational contents, DTP & PRESS were processed to enable creative design while realizing design examples by implementing them on T-shirts among fashion items. Conclusion By presenting a standardized learning module as a fashion design education process using digital virtual programs, expressing creative ideas as new perspectives and methods to instructors and learners, developing digital fashion culture contents specialists, developing curriculum, and establishing fashion-related business models.
Background This study implements digital fashion VR / AR educational contents by necessity of fostering convergent fashion digital contents experts. In order to present the process of freely authoring fashion design in a three-dimensional virtual space and presenting the result visually and three-dimensionally, we developed an AR (Augmented reality) app and empirically presented the process of implementing it in a fashion item. Methods The ecosystem development and activation of the fashion design industry. To develop fashion design in a systematic way by type, the design cases were analyzed and extracted based on the fashion style standardization learning module (Kim, H.J. 2019; Kim, H.J. 2018). Result First, the toolkit for designing in three-dimensional space was implemented using the 3D sketch program, Google's open source library, Steam VR's Tilt brush and HTC's VIVE equipment. Second, in order to run VR content as an augmented reality app, Unity was created with Unity 2019.2.7.f or higher version with excellent compatibility with 3D program, and the app file was implemented as an app by building Android Vuforia engine SDK. Third, in order to learn fashion design educational contents, DTP & PRESS were processed to enable creative design while realizing design examples by implementing them on T-shirts among fashion items. Conclusion By presenting a standardized learning module as a fashion design education process using digital virtual programs, expressing creative ideas as new perspectives and methods to instructors and learners, developing digital fashion culture contents specialists, developing curriculum, and establishing fashion-related business models.
