ENHANCING INCLUSIVE LEARNING IN FASHION ILLUSTRATION: EVALUATING THE IMPACT OF EDUFIGURE9 ON COGNITIVE LOAD AND ENGAGEMENT
DOI:
https://doi.org/10.35631/IJEPC.1163006Keywords:
Cognitive Load, EduFIGURE9, Engagement, Fashion Illustration, Inclusive LearningAbstract
This study evaluates the impact of EduFIGURE9, a visual pedagogical tool designed to enhance inclusive learning in fashion illustration, focusing on reducing cognitive load and improving engagement. The research addresses the challenge of bridging beginner skills and industry-ready competencies in Technical and Vocational Education and Training (TVET) contexts, particularly for hearing-impaired learners. We employ a mixed-method approach, combining quantitative surveys and performance metrics from 122 participants, including a hearing-impaired subgroup, with qualitative feedback on usability and accessibility. The tool integrates Visual Learning Theory, User-Centered Design (UCD), and Universal Design for Learning (UDL) principles to provide structured visual scaffolding. Quantitative results demonstrate high usability scores, with learners reporting clear visual guidance and improved task completion rates, while qualitative insights reveal reduced reliance on verbal instruction among deaf students. Lecturers observed increased instructional efficiency, allowing more time for creative exploration. The findings highlight EduFIGURE9’s effectiveness as a low-tech assistive technology, significantly reducing cognitive load and fostering engagement across diverse learner groups. This study contributes to inclusive education by validating a practical, scalable tool that promotes equitable learning opportunities in fashion illustration. The results underscore the pedagogical and technical value of visual scaffolding in specialized vocational training, offering implications for educators and curriculum designers seeking to enhance accessibility and instructional efficiency.
Downloads
References
Ademtsu, J. T., Tetteh, R. E. T., & Clottey, S. N. T. (2024). The role of fashion illustration as a communicative tool in design. International Journal of Innovative Research and Development, 13(2), 105-109.
Borges, L., Araújo, M., Maciel, C., et al. (2016). Participatory design for the development of inclusive educational technologies: A systematic review. In Proceedings of the 2016 IEEE Frontiers in Education Conference (FIE). https://doi.org/10.1109/FIE.2016.7757423
Bottari, D., Caclin, A., Giard, M.-H., & Pavani, F. (2011). Changes in early cortical visual processing predict enhanced reactivity in deaf individuals. PLoS ONE, 6(9), e25607. https://doi.org/10.1371/journal.pone.0025607
Capp, M. J. (2020). Teacher confidence to implement the principles, guidelines, and checkpoints of universal design for learning. International Journal of Inclusive Education, 24(7), 706–720. https://doi.org/10.1080/13603116.2018.1482014
Carrascal-Domínguez, S., Villaverde, A., et al. (2013). Visual arts in education (VA.E): A learning experience for the cognitive and affective development of students. In INTED2013 Proceedings (pp. 6733–6741).
CAST. (2018). Universal design for learning guidelines version 2.2. http://udlguidelines.cast.org
Contreras, M. J., Escrig, R., Prieto, G., & Elosúa, M. R. (2018). Spatial visualization ability improves with and without studying technical drawing. Cognitive Processing, 19(3), 387–397. https://doi.org/10.1007/s10339-018-0863-1
Crawley, E. F., Malmqvist, J., Östlund, S., & Brodeur, D. R. (2007). Rethinking engineering education: The CDIO approach. Springer. https://doi.org/10.1007/978-0-387-38290-6
DeShon, R. P., Brown, K. G., & Greenis, J. L. (1996). Does self-regulation require cognitive resources? Evaluation of resource allocation models of goal setting. Journal of Applied Psychology, 81(5), 595–608. https://doi.org/10.1037/0021-9010.81.5.595
Kazlacheva, Z., Stoykova, V., Georgieva, K., et al. (2018). Application of innovative technologies in fashion design education. IOP Conference Series: Materials Science and Engineering, 459, 012058. https://doi.org/10.1088/1757-899X/459/1/012058
Kim, K. (2020). A study on the development of fashion illustration course using contour drawing. Journal of the Korean Society of Costume (복식문화연구), 28(3), 345–356.
Kral, A., Kronenberger, W. G., Pisoni, D. B., & O’Donoghue, G. M. (2016). Neurocognitive factors in sensory restoration of early deafness: A connectome model. The Lancet Neurology, 15(6), 610–621. https://doi.org/10.1016/S1474-4422(16)00034-X
Lisohor, A. (2026). Fashion illustration as a visual-communicative tool for developing design thinking and project-based competence in future designers. http://dspace.pdpu.edu.ua/handle/123456789/24848
Maharani, P., & Fithriani, R. (2026). Inclusive pedagogy in a mixed-ability classroom: A photovoice study of a teacher’s adaptations for slow learners. 12(1). https://doi.org/10.26618/n6dt5685
Majumdar, A. (2019). Thematic analysis in qualitative research. In Qualitative techniques for workplace data analysis (pp. 45–59). Routledge.
Mapepa, P., & Magano, M. D. (2018). Support to address barriers to learning for learners who are deaf. African Journal of Disability, 7, a442. https://doi.org/10.4102/ajod.v7i0.442
Marschark, M., Paivio, A., Spencer, L. J., Durkin, A., Borgna, G., Convertino, C., & Machmer, E. (2017). Don’t assume deaf students are visual learners. Journal of Developmental and Physical Disabilities, 29(1), 153–171. https://doi.org/10.1007/s10882-016-9494-0
Mayer, R. E. (2003). The promise of multimedia learning: Using the same instructional design methods across different media. Learning and Instruction, 13(2), 125–139. https://doi.org/10.1016/S0959-4752(02)00016-6
McAfoose, J., & Baune, B. T. (2009). Exploring visual–spatial working memory: A critical review of concepts and models. Neuropsychology Review, 19(1), 130–142. https://doi.org/10.1007/s11065-008-9069-7
McKnight, C., Dillon, A., & Richardson, J. (1996). User-centered design of hypertext/hypermedia for education. University of Arizona.
McNicholl, A., Casey, H., Desmond, D., et al. (2021). The impact of assistive technology use for students with disabilities in higher education: A systematic review. Disability and Rehabilitation: Assistive Technology, 16(2), 130–143. https://doi.org/10.1080/17483107.2019.1642395
Mubai, A., Giatman, M., Rizal, F., Effendi, H., et al. (2020). Meta-analysis: The effectiveness of learning media based on virtual simulation in technical vocational education. Journal of Physics: Conference Series, 1594, 012024. https://doi.org/10.1088/1742-6596/1594/1/012024
Nooijen, C. F. J., van de Koning, B. B., Bramer, W. M., et al. (2024). A cognitive load theory approach to understanding expert scaffolding of visual problem-solving tasks: A scoping review. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09789-5
Paas, F., Renkl, A., & Sweller, J. (2003). Cognitive load theory and instructional design: Recent developments. Educational Psychologist, 38(1), 1–4. https://doi.org/10.1207/S15326985EP3801_1
Saffar, O. (2020). The effect of using universal design for learning (UDL) to improve vocational programme with cognitive disability. https://stax.strath.ac.uk/concern/theses/z890rt39d
Salinas, E., Cueva, R., & Paz, F. (2020). A systematic review of user-centered design techniques. In Proceedings of the International Conference on Human-Computer Interaction. https://doi.org/10.1007/978-3-030-60152-2_21
Sentz, J., Stefaniak, J., Baaki, J., & Eckhoff, A. (2019). How do instructional designers manage learners’ cognitive load? Journal of Educational Technology Research and Development, 67(1), 181–206. https://doi.org/10.1007/s11423-018-9639-1
Sweller, J. (2005). Implications of cognitive load theory for multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 19–30). Cambridge University Press.
Verenikina, I. (2003). Understanding scaffolding and the zone of proximal development in educational research. International Journal of Educational Research, 39(1–2), 57–67. https://doi.org/10.1016/S0883-0355(03)00059-2
