In this study, text mining was conducted on the product names of skirts, pants, shirts/ blouses, and dresses to analyze the characteristics of keywords appearing in online shopping product names. As a result of frequency analysis, the number of keywords that appeared 0.5% or more for each item was around 30, and the number of keywords that appeared 0.1% or more was around 150. The cumulative distribution rate of 150 terms was around 80%. Accordingly, information on 150 key terms was analyzed, from which item, clothing composition, and material information were the found to be the most important types of information (ranking in the top five of all items). In addition, fit and style information for skirts and pants and length information for skirts and dresses were also considered important information. Keywords representing clothing composition information were: banding, high waist, and split for skirts and pants; and V-neck, tie, long sleeves, and puff for shirts/blouses and dresses. It was possible to identify the current design characteristics preferred by consumers from this information. However, there were also problems with terminology that hindered the connection between sellers and consumers. The most common problems were the use of various terms with the same meaning and irregular use of Korean and English terms. However, as a result of using co-appearance frequency analysis, it can be interpreted that there is little intention for product exposure, so it is recommended to avoid it.

Universities have recently introduced problem-based learning (PBL) to various subjects to enhance problem-solving skills (including self-directed learning and small-group learning) required in industry. The PBL module was applied to the personal production process in a draping class. A study was based on a questionnaire after conducting two PBL modules with a group of students. Each PBL module included ‘design analysis’, ‘presentation of flat sketch and draping plan’, ‘discussion of the plan’, ‘evaluation of the draping result and correcting the problem’, and ‘final evaluation of the completed project’. Results showed that satisfaction with the PBL method and its activities was higher than satisfaction with existing teaching methods. In particular, among the various components, the ‘design analysis’ and ‘the presentation step of flat sketch and draping plan’ stages were more helpful to students compared to small-group discussion. Moreover, the effects of PBL were observed through student reflection essays, in which students suggested that PBL was very effective in enhancing problem-solving through self-directed and small-group learning. Despite the overall satisfaction with PBL, students expressed some minor difficulties associated with awkwardness with a novel learning method, lack of diverse perspectives among each group, and poor communication skills. Therefore, the study shows that PBL is highly likely to be useful to students when they are solving pattern drafting problems and making samples through self-directed learning and small-group learning.

The aim of this study to provide basic reference data for the development of video contents used in pattern drafting education and to explore the possibility of utilizing YouTube videos in such education. Subject videos were selected using the number of views. A total of 596 videos and 28 channels were analyzed for the period July to September 2019 and the results are as follows. With regard to content, there were 27 pattern drafting items, the majority being dress, pants, skirt, blouse and sleeve drafting, although high-level content such as cowl, bustier, corset patterns were also available. Therefore, there is a high likelihood that YouTube videos could be used as educational material, especially as supplementary references to provide specific examples and easy explanations for difficult concepts or method, for students majoring in this field. However, as most videos currently focus on a few items, expanding video content to features a wider variety of clothing items at different levels is necessary. With regard to video length, it mostly ranged from 10 to 15 minutes. It is not advisable to create lengthy lecture-style videos expounding on different principles or variations in pattern drafting when developing educational video material.