Manual Dexterity Required for Clothing Repairs: Assessing the Influence of Thread Fineness on Evaluation Outcomes
Abstract
In pursuit of a sustainable society, there is a renewed scholarly interest in traditional garment repair techniques. As individuals progress through different stages of development, does their manual dexterity enhance enough to enable them to mend clothes effectively? In Japan, sewing skills are incorporated into the "Home Economics" curriculum in educational institutions. Nonetheless, there are ongoing concerns regarding insufficient proficiency in these skills, which are attributed to a reduction in instructional hours and limited practical opportunities in daily life. This study explores the current state of manual dexterity in hand sewing and assesses the influence of thread fineness on evaluation outcomes. The study evaluated hand-sewn samples produced by 142 junior high school students, who utilized two types of cotton threads with varying fineness: #20(Ne7) and #30(Ne10), with the latter being more commonly employed. The results indicated no significant difficulties in performing basic stitches. However, concerning the presence of loops in the starting knot, the probability of loop formation was significantly lower for #20 than for #30. The odds ratio with #20 as the reference was 2.5 (95%CI:1.3–4.9). This finding was attributed to #30 being more prone to bending than #20 because of the moment of inertia of the area, leading to the formation of twists and tangles at various points along the thread. Based on the results obtained, it was considered desirable to adopt #20 or thicker thread as the practice thread for a starting knot.
Keywords: Manual Dexterity, Sewing Skills, Thread Size, Sustainability, Clothing
DOI: 10.54941/ahfe1008000
Cite this paper
More from this volume
- Enhancing Material Literacy Through Hands-On Workshops in Educational Material Libraries
- Instructors’ Perspectives on AI in Maritime Simulator Training: A Qualitative Study
- Methodological Validation of Environmental Embedding and Cognitive Absorption for AR Instructional Communication in Chinese Motif Design Learning
- AI Empowers Design Education: Integrated Model of Prompt Teaching and Originality Cultivation in University Design Majors
- Interdisciplinary Pathways and Pedagogical Models Integrating Artificial Intelligence and Design
- Shaping a pro-development orientation & proactivity as intentions corresponding to the process of self-education in a career in the globalizing world
- From Tutor to Co-Instructor: AI–Human Instructor Roles in Maritime Simulator Training and Assessment
- Internal-external parameters’ balance during cognitive performance as measured individual adaptive “norm” for learning/training
- A Bridge too Far: Low Literacy and Cybersecurity Materials
- Perceptions of Undesirable Software Development Tasks among Computer Science Students
- An Empathy-to-Testing Workshop to Strengthen Human Factors Evaluation in Design Education
- Eye-Tracking Analysis of Students’ Problem-Solving Behaviors for Learning Support in a Tutoring Context


AHFE Open Access