Gamification of design process in interior architecture education: Who? with whom? where? how?

Aşkın, Gülsüm Damla

doi:10.1051/shsconf/20196601040

Cited by 8 publications

(4 citation statements)

References 6 publications

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“…These activities have proven to engage, motivate and include millennial and post-millennial students in their academic development. The implementation of gamified activities helped eliminate the fear of making mistakes which affects the progress of many IAD students [14]. This supports the research of Hughes & Lacy [29] stating that gamification allows students to fail without resentment.…”

Section: Discussionsupporting

confidence: 71%

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Experiential Learning Through Gamification in Interior Architecture and Design

Mehelmy,

Zeini

2024

IJAAA

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Millennials and post-millennials demand alternative educational models, leading educators to adopt Experiential Learning (ExL) theory, which acknowledges ludicity in learning spaces. ExL is the subject of a growing body of research to date. Gamification is recognized to enhance student engagement and academic success. This research aims to investigate gamified activities tailored to Interior Architecture and Design (IAD) education. An exploratory approach is used to review the potential of gamification as a tool to achieve ExL contributing to students’ learning experience. A literature review lays a foundation for ExL theory and gamification. Pilot ExL-based gamified activities conducted on year 1 IAD students at Coventry University - Egypt, are documented using thick description based on participant observations, which inform the potential and drawbacks of each gamified activity. Thematic analysis is conducted to attain the research findings. The findings are reviewed by two methods, superimposing the pilot gamified activities collectively on the ExL cycle to confirm students interacted with the four modes of the cycle. Second is by assessing the activities according to their design considerations including educational, time-related, collaboration-setting, and operational considerations. Findings subsequently yield guidelines for educators supporting the design of gamified activities. This is to aid IAD educators in establishing ExL by infusing their curricula with gamified activities matching the educational expectations and needs of today’s students, without diverting from desired content. Results reveal that there is a direct correlation between the effective planning of a gamified activity following the derived design considerations and the completion of the ExL cycle.

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Section: Discussionsupporting

confidence: 71%

“…The integration of game mechanics and the concept of playing into the design of the learning process has the potential to engage students in the learning experience productively [11]. Consequently, gamification has proven potential in IAD education, contributing to an ExL environment [12][13][14].…”

Section: Introductionmentioning

confidence: 99%

Experiential Learning Through Gamification in Interior Architecture and Design

Mehelmy,

Zeini

2024

IJAAA

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“…The short form of the design thinking process can be articulated in five steps or phases: empathize, define, ideate, prototype and test. Aşkın (2019) worked on the potentials of gamification during the design process of interior architecture education, and the study shows that gamified method increased the students' motivation and was used as a tool in the problem determination process. It is very important to remake these studies in various ways and to ensure that the advantages of gamification in the field of education are also used in the design studio.…”

Section: Gamification Of Learning and Instruction In Design Educationmentioning

confidence: 99%

A Case Study on Online Design Workshop Experience: Gamification and Space

Karadag¹,

Gülbahar²,

Ozar³

2022

JDS

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Design schools consist of three main axes; courses that provide knowledge in various fields of design, studio courses and internships. Besides, the indisputable fact is the importance of design competitions and informal workshops that feed the designer candidate to gain experience in different fields of the discipline. In addition, another importance of informal workshops is the contribution of researchers in this field to the development of design education. The effects and potentials of Information and Communication Technologies (ICTs) are also another area of research on design education, in particular design studio courses. The use of ICTs in the field of design education has led gamification to come to the fore as an ascending concept. A series of methodologies and tools have been developed, such as gamification, as well as the different kinds of Virtual Learning Environments to ensure the motivation of students and avoid the lack of attention in online courses. In this study, an online workshop, "Gamification and Space", is investigated as a case study. The contribution of the concept of gamification to design education has been evaluated in line with the observations and experiences gained. The data was gathered from the workshop presentations held on the last day and the final manuscripts of the workshops. The collected data was analyzed by the workshop coordination team, and classifications were made regarding the aspects of the gamification used during the workshop. In addition, it is aimed to discuss the potentials of ICTs in design courses. The observations show that the use of gamified elements has the potential to enrich instructional methods, especially when we consider online education, virtual learning environments and visual collaboration tools.

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“…Deterding (2019) defines gamification as a process to translate the engaging aspects of games into other non-gaming aspects in order to generate positive user experience and motivate desired attitudes. Similarly, Karl Kapp identifies gamification as a means for game-oriented thinking, encouraging participatory learning and problem-solving (Aşkın 2019). Gamification is mainly oriented around applying game mechanics (Raymer 2011) into non-gaming contexts, one major example is the use of points, badges, and leaderboards (PBL) (Chou 2019).…”

Section: Gamification As An Engaging Design Toolmentioning

confidence: 99%

Evaluating and visualizing perceptual impressions of daylighting in immersive virtual environments

Hegazy

Yasufuku

Abe

2020

Journal of Asian Architecture and Building Engineering

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This paper proposes a gamified approach to collect and visualize human perception of daylighting in large-scale indoor environments using immersive virtual environments (IVEs). The developed system was tested by 20 participants, where their daylighting preferences for the virtual environment were collected at two daytimes through snapshotting and evaluating their points of interest in terms of brightness, as well as their evaluation of the system and daylight quality. Afterward, participants' feedback was visualized into a perceptive lighting map (PLM) and compared to an image-based quantitative metric. The results of this experimental study found a tendency among participants to report more feedback in areas with large daylight portals rather than other areas with similar light intensity. Additionally, results from both subjective and simulation-based metrics showed consistency in defining daylight intensity, as well as explained the occurrence of contradicting user evaluations of some identical areas in IVE as a result of high contrast in brightness. The findings showed the adequacy of the proposed system as a visual source of user-centered feedback to daylighting in the early stages of design, as well as a supplement tool for building performance simulations (BPS).

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Gamification of design process in interior architecture education: Who? with whom? where? how?

Cited by 8 publications

References 6 publications

Experiential Learning Through Gamification in Interior Architecture and Design

Experiential Learning Through Gamification in Interior Architecture and Design

A Case Study on Online Design Workshop Experience: Gamification and Space

Evaluating and visualizing perceptual impressions of daylighting in immersive virtual environments

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