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Yadie Yang

Publications and source records attributed to Yadie Yang.

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EasyFashion: A Human-AI Co-Creation System for Personalized Fashion Design and Sewing Pattern Generation

People often want garments that reflect their aesthetic preferences, fit their bodies, and meet their sizing needs, yet turning these requirements into physical garments remains difficult. Ready-to-wear options provide limited personalization, while custom tailoring is costly and time-consuming. Recent generative artificial intelligence (AI) systems can visualize garment ideas but often stop short of supporting downstream production. To address this gap, we present EasyFashion, a human-AI co-creation system that enables users to iteratively refine design intent for personalized garment style and size, evaluate designs through virtual try-on on reconstructed personal avatars, and generate sewing patterns for garment production. Using reference images, text descriptions, and body photos as input, EasyFashion translates user intent into structured garment specifications and try-on results. Technical experiments, user studies, and a real-world production case demonstrate the value of EasyFashion for multimodal design expression, body-specific evaluation, and production-oriented outputs in personalized garment design.

cs.HC

Integrating Flipped Learning and Generative AI for Practice-Based Design Education: Evidence from a Knit Yarn Design Course

In practice-based design courses such as knit yarn design, students must turn visual ideas into feasible material outcomes. This is difficult because creative decisions are tied to yarn properties, stitch structures, machine operation, and limited opportunities for physical sampling. This study presents an integrated pedagogical framework that combines flipped learning, exemplar-based reference, GenAI-assisted visual prototyping, and studio feedback in an undergraduate knit yarn design course. The framework was implemented through a cross-device platform with pre-class micro-videos, formative checks, a curated gallery, and a GenAI-supported ideation module. An exploratory course-based evaluation compared a historical control cohort (N = 12) and an intervention cohort (N = 16), supplemented by questionnaire responses and brief interviews. The findings are interpreted as context-specific indicators rather than confirmatory causal evidence. Exploratory comparisons showed higher scores in creativity thinking, design skills, problem solving, and total course score in the intervention cohort. Student and instructor responses suggested that flipped learning supported studio readiness, while GenAI mainly supported early-stage visual exploration rather than precise technical guidance. Overall, the study offers a practice-based instructional framework for integrating flipped preparation, GenAI-assisted visual prototyping, and studio feedback in design education.

cs.HC