Generative adversarial networks (GANs) have demonstrated remarkable performance in various fashion-related applications, including virtual try-ons, compatible clothing recommendations, fashion editing, and the generation of fashion items. Despite this progress, limited research has addressed the specific challenge of generating a compatible fashion item with an ensemble consisting of distinct categories, such as tops, bottoms, and shoes. In response to this gap, we propose a novel GANs framework, termed Deep Fashion Designer Generative Adversarial Networks (DFDGAN), designed to address this challenge. Our model accepts a series of source images representing different fashion categories as inputs and generates a compatible fashion item, potentially from a different category. The architecture of our model comprises several key components: an encoder, a mapping network, a generator, and a discriminator. Through rigorous experimentation, we benchmark our model against existing baselines, validating the effectiveness of each architectural choice. Furthermore, qualitative results indicate that our framework successfully generates fashion items compatible with the input items, thereby advancing the field of fashion item generation.

Emotion is increasingly incorporated into AI-supported feedback in education, yet less is known about how learners interpret emotion-related messages once they are presented. This paper reports an exploratory classroom-based study comparing three learner-facing strategies for presenting emotion-aware feedback: inference with explanation, inference without explanation, and deliberate non-inference. Using a Wizard-of-Oz procedure embedded in a web-based classroom activity, 78 undergraduate students completed a conceptual quiz, a brief reflection task, and an applied data-analysis task during a 90-min course session. Following the activity, participants evaluated the system on six 7-point Likert outcomes: Perceived Accuracy, Interpretability, Emotional Comfort, Willingness to Reuse, Perceived Usefulness, and Trust. Significant differences were observed across all six outcomes. Across every dimension, the same ordinal pattern emerged: feedback with explanation received the highest ratings, no inference occupied an intermediate position, and inference without explanation was rated lowest. Notably, deliberate non-inference was evaluated more favorably than unexplained inference across all six outcomes. These findings suggest that the learner-facing value of emotion-aware educational AI depends not only on whether emotion is inferred, but on how such inference is presented and contextualized. The study contributes classroom-based evidence that learner interpretation should be treated as an important criterion in evaluating emotion-aware educational AI and that deliberate non-inference can function as a legitimate response strategy when affective claims cannot be presented in an intelligible and contextually grounded way.