Purpose This study aims to examine how Adobe Certified Professional Exam (ACPE) outcomes in Photoshop and Illustrator influence apparel students’ motivation, using Situated Expectancy Value Theory (SEVT) as the framework. It focuses on changes in intrinsic, personal achievement, utility and cost constructs associated with passing, failing or not attempting certification exams embedded in an apparel design course. Design/methodology/approach Seventy-six undergraduate apparel design students completed surveys measuring value, utility and cost constructs before a software learning module and after attempting the related certification exam. Students were divided into three groups: those who passed, those who failed and those who did not attempt the exam. Findings Passing the Illustrator exam boosted intrinsic and personal achievement values, while passing Photoshop showed no effect. Failing the Photoshop exam lowered intrinsic value and perceived utility, and those who did not attempt it reported reduced personal achievement value. Cost measures did not change across groups. Originality/value This study is one of the first to apply Situated Expectancy Value Theory to digital certification in apparel education, offering insights into both the motivational benefits and emotional drawbacks of integrating certification into curriculum design.
Sarah West Hixson (Mon,) studied this question.