# data[].attributes.headline
 An Introduction to the Gamifying Potential in Architecture Design Training

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 An Introduction to the Gamifying Potential in Architecture Design Training

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از پایبست علوم شناختی تا یک پلتفرم بازی بنیان: = From Cognitive Science Basics to the Game-based Platforms: مقدمهای بر استخراج پتانسیل بازیوارسازی در آموزش طراحی معماری = An Introduction to the Gamifying Potential in Architecture Design Training 2019 (Persian) In: City & Landscape, Vol. 7, no 39, p. 98-111 Article in journal (Refereed) Published

Abstract [en]

The importance of the Games has already been perceived for more than three decades by the use of computers in education as an aid in the process of knowledge construction. In Gamification, the game is dislocated from the distraction function, since it has influence in the sensory and cognitive development of the individual. The elements of the Gamification do not follow a specific rule or a standard, and can be applied in whole or in part of an educational process, remodeling of existing procedures in both theoretical tasks or practical procedures. Developing a gamification platform will depend on the purpose, available resources and cognitive pedagogical bases, since the concept tends to redefine the learning process, rescuing the interest and participation with a view to intellectual growth. The current architectural education methods in Iranian universities suffer from lack of coverage of methods both artistically and technologically; the mentioned methods are mostly following the traditional teacher-focused trainings.. Nowadays, considering the advancement of new educational technologies, one of the most fundamental issues facing the current educational systems would be the contextual innovation which seems to change the learning methods both in content and method. The new processes and methods have formed a new playground which makes it possible to take the next step and make a decision on the set of new tools, educational goals and quality of the courses in the discipline architecture. The method of teaching based on the gamification approaches is more effective than other educational methods but there must be a comprehensive platform accordingly. The current study extends the authors' prior work examining the possibility of the formulating a model-based integration of architectural design education with a gamified platform based on the associated literature and resulting in a comprehensive understanding of role games and serious games in the overall educational field. Finally, we have tried to shape the conceptual model of the platform as a framework for creating a followable pattern for regenerating a game-based architecture design education.

Place, publisher, year, edition, pages

2019. Vol. 7, no 39, p. 98-111

Keywords [en]

Education, Architectural Design, Gamification, Games Serious, Cognitive National Category Design Architectural Engineering Architecture Pedagogy Research subject Knowledge and Innovation Management (KIM)

Identifiers

URN: DiVA, id: urn:nbn:se:his:diva-17441 OAI: oai:DiVA.org:his-17441 diva2:1337311

Note

The article is in Persian.

2019-07-122019-07-122019-08-20 Bibliographically approved

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# data[].attributes.attachment_link.title
از پایبست علوم شناختی تا یک پلتفرم بازی بنیان: = From Cognitive Science Basics to the Game-based Platforms: مقدمهای بر استخراج پتانسیل بازیوارسازی در آموزش طراحی معماری = An Introduction to the Gamifying Potential in Architecture Design Training

# data[].attributes.attachment_link.description
از پایبست علوم شناختی تا یک پلتفرم بازی بنیان: = From Cognitive Science Basics to the Game-based Platforms: مقدمهای بر استخراج پتانسیل بازیوارسازی در آموزش طراحی معماری = An Introduction to the Gamifying Potential in Architecture Design Training 2019 (Persian) In: City & Landscape, Vol. 7, no 39, p.

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GAMER LAB™: RETHINKING DESIGN EDUCATION 

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GAMER LAB™: RETHINKING DESIGN EDUCATION 

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AN INVESTIGATION INTO USING DIGITAL GAMES-BASEDLEARNING IN ARCHITECTURE EDUCATION 

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AN INVESTIGATION INTO USING DIGITAL GAMES-BASEDLEARNING IN ARCHITECTURE EDUCATION 

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

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

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SHS Web of Conferences 66, 01040 (2019)

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

İstanbul Şehir University, 34865, Turkey

* Corresponding author: damlaaskin@sehir.edu.tr

Abstract

The design process in Interior Architecture education is the basis of all the studio courses and design-oriented courses. In this process, it is important for students to develop their creative thoughts and find different ideas. Students find it difficult to produce creative design ideas. As well as producing ideas, students also have difficulty in determining problem status and performing user analysis. In this respect, implementation of different methods and activities are important in the process. One of these methods is the integration of gamification into the design education. This education method was conducted as a workshop with a group of Interior Design students during the Spring term of 2018-2019 in İstanbul Şehir University. The students who took the project course for the first time were included in the research. In the workshop, firstly, the game "Who? With Whom? Where? How?" was played manually, and the user ID was defined. Secondly, the results of the game were converted to the function scheme. After the study, a survey was conducted with the students. It was observed that the method of gamification increased the motivation of the students and offered more than one alternative in design process compared to the traditional thinking methods.

© The Authors, published by EDP Sciences, 2019

This is an Open Access article distributed under the terms of the Creative Commons Attribution License ( http://creativecommons.org/licenses/by/4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

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Gamification of design process in interior architecture education: Who? with whom? where? how? | SHS Web of Conferences

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SHS Web of Conferences 66, 01040 (2019) İstanbul Şehir University, 34865, Turkey * Corresponding author: damlaaskin@sehir.edu.tr Abstract The design process in Interior Architecture education is the basis of all the studio courses and design-oriented courses. In this process, it is important for students to develop their creative thoughts and find different ideas.

# data[].attributes.headline
Using Gamification towards More Efficient Training of Architects 

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Using Gamification towards More Efficient Training of Architects 

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GAMIFICATION AS MEANS OF GETTING FROM e-LEARNINGTO EXPERIENCE LEARNING IN ARCHITECTURE 

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GAMIFICATION AS MEANS OF GETTING FROM e-LEARNINGTO EXPERIENCE LEARNING IN ARCHITECTURE 

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GAMIFICATION AS MEANS OF GETTING FROM e-LEARNING TO EXPERIENCE LEARNING IN ARCHITECTURE

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This is a short preview of the document. Your library or institution may give you access to the complete full text for this document in ProQuest.

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Student motivation assessment using and learning virtual and gamified urban environments

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Student motivation assessment using and learning virtual and gamified urban environments

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Ernest Redondo

Barcelona School of Architecture Technical, University of Catalonia, Barcelona

Francesc Valls

Barcelona School of Architecture Technical, University of Catalonia, Barcelona

Josep Llorca

Barcelona School of Architecture Technical, University of Catalonia, Barcelona

2017 Article

Research

Refereed limited

Bibliometrics

· Citation Count: 1
· Downloads (cumulative): 94
· Downloads (12 Months): 34
· Downloads (6 Weeks): 5

Published in:

· Proceeding

TEEM 2017 Proceedings of the 5th International Conference on Technological Ecosystems for Enhancing Multiculturality

Article No. 72 doi>

Cádiz, Spain - October 18 - 20, 2017
ACM New York, NY , USA ©2017
table of contents ISBN: 978-1-4503-5386-1 10.1145/3144826.3145422

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Student motivation assessment using and learning virtual and gamified urban environments

# data[].attributes.attachment_link.description
Ernest Redondo Barcelona School of Architecture Technical, University of Catalonia, Barcelona Francesc Valls Barcelona School of Architecture Technical, University of Catalonia, Barcelona Josep Llorca Barcelona School of Architecture Technical, University of Catalonia, Barcelona 2017 Article Research Refereed limited Bibliometrics · Citation Count: 1 · Downloads (cumulative): 94 · Downloads (12 Months): 34 · Downloads (6 Weeks): 5 Published in: · Proceeding TEEM 2017 Proceedings of the 5th International Conference on Technological Ecosystems for Enhancing Multiculturality Article No.

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Programming Virtual Interactions for Gamified Educational Proposes of Urban Spaces

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Programming Virtual Interactions for Gamified Educational Proposes of Urban Spaces

# data[].attributes.attachment_link.readable_text
Xavier Calvo

David Fonseca

Mónica Sánchez-Sepúlveda

Daniel Amo

Josep Llorca

Ernesto Redondo

Part of the Lecture Notes in Computer Science book series (LNCS, volume 10925)

Abstract

The architectural students must acquire for their professional future the comprehension of the space and the usage of the urban projects. In this sense, the possibilities offered by interactive visualization platforms, typically used for the creation of computerized games, can be especially useful given their power and versatility (for example through the process of rendering a scene with lights, textures and materials in real time). The present article contextualizes three-dimensional interactive visualization systems in architectural education, and explains the development of the main interactions for students, with elements of urban furniture, under the programming in Unreal.

Keywords

Unreal Urban design Virtual reality Virtual interactions Render Architecture education

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References

1. Horne, M., Thompson, E.M.: The role of virtual reality in built environment education. J. Educ. Built Environ. 3(1), 5-24 (2008)

2. White, D.S., Cornu, A.L.: Visitors and Residents: A new typology for online engagement. First Monday 16(9) (2011). http://firstmonday.org/ojs/index.php/fm/article/view/3171

3. Bloom, B.S.: Thought processes in lectures and discussions. J. Gen. Educ. 7, 160-169 (1953)

4. Valls, F., Redondo, E., Fonseca, D.: E-Learning and Serious Games:New Trends in Architectural and Urban Design Education. In: Zaphiris, P., Ioannou, A. (eds.) LCT 2015. LNCS, vol. 9192, pp. 632-643. Springer, Cham (2015). https://doi.org/10.1007/978-3-319-20609-7_59

5. Valls, F., Redondo, E., Fonseca, D., Garcia-Almirall, P., Subirós, J.: Videogame technology in architecture education. In: Kurosu, Masaaki (ed.) HCI 2016. LNCS, vol. 9733, pp. 436-447. Springer, Cham (2016). https://doi.org/10.1007/978-3-319-39513-5_41

# data[].attributes.attachment_link.title
Programming Virtual Interactions for Gamified Educational Proposes of Urban Spaces

# data[].attributes.attachment_link.description
Xavier Calvo David Fonseca Mónica Sánchez-Sepúlveda Daniel Amo Josep Llorca Ernesto Redondo Part of the Lecture Notes in Computer Science book series (LNCS, volume 10925) The architectural students must acquire for their professional future the comprehension of the space and the usage of the urban projects.

# data[].attributes.headline
Applying gamification techniques and virtual reality for learning building engineering 3D arts

# data[].attributes.subject
Applying gamification techniques and virtual reality for learning building engineering 3D arts

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Published in:

· Proceeding

TEEM '14 Proceedings of the Second International Conference on Technological Ecosystems for Enhancing Multiculturality

Pages 171-177 doi>

Salamanca, Spain - October 01 - 03, 2014
ACM New York, NY , USA ©2014
table of contents ISBN: 978-1-4503-2896-8 10.1145/2669711.2669896

# data[].attributes.attachment_link.description
Published in: · Proceeding TEEM '14 Proceedings of the Second International Conference on Technological Ecosystems for Enhancing Multiculturality Pages 171-177 doi> Salamanca, Spain - October 01 - 03, 2014 ACM New York, NY , USA ©2014 table of contents ISBN: 978-1-4503-2896-8 10.1145/2669711.2669896

# data[].attributes.headline
Urban Gamification in Architecture Education

# data[].attributes.subject
Urban Gamification in Architecture Education

# data[].attributes.attachment_link.readable_text
David Fonseca

Sergi Villagrasa

Isidro Navarro

Ernest Redondo

Francesc Valls

Albert Sánchez

Part of the Advances in Intelligent Systems and Computing book series (AISC, volume 571)

Abstract

This paper describes early stages of an educational project focused on using gamification in architecture education. The state of the art of gamification technologies applied to education, architecture and urban design, is introduced, as well as main objectives of the project. It is based on the use of virtual reality systems on urban spaces to asses motivational, social, and spatial competences in an educational context. Finally, assessment methodology and previous design concepts are discussed.

Keywords

Gamification Education Architecture Multimedia Visual representation Urban space

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# data[].attributes.attachment_link.title
Urban Gamification in Architecture Education

# data[].attributes.attachment_link.description
David Fonseca Sergi Villagrasa Isidro Navarro Ernest Redondo Francesc Valls Albert Sánchez Part of the Advances in Intelligent Systems and Computing book series (AISC, volume 571) This paper describes early stages of an educational project focused on using gamification in architecture education.

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Work

We support teachers and other learning leaders in making learning irresistible-creating for students a powerful need to know, and a hunger to learn more. Our approach is based on a belief that play and design have vital roles to play in engaging 21st Century audiences.

The Institute has supported innovative public, private and charter school design projects for over 10 years. Our first success was the design of the New York City public middle and high school Quest to Learn, which opened in 2009. Our flexible, adaptable design process fosters innovation, creativity, and collaboration.

Learn more about how we can support your school or program design project.

We design and facilitate hands-on trainings to help businesses, cultural institutions and other organizations leverage the power of play-based learning in their work. ​

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Some of our past clients include:

The Museum of Modern Art, The Art Institute of Chicago, Transamerica, Gap Inc., Audi, Burberry, Pearson, and Freemantle Media.

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Learn more about the workshops and programs we offer for organizations.

# data[].attributes.attachment_link.description
Work We support teachers and other learning leaders in making learning irresistible-creating for students a powerful need to know, and a hunger to learn more. Our approach is based on a belief that play and design have vital roles to play in engaging 21st Century audiences.

# data[].attributes.headline
MDA: A Formal Approach to Game Design and Game Research 

# data[].attributes.subject
MDA: A Formal Approach to Game Design and Game Research 

# data[].attributes.headline
Gamification and Rule Based Design Strategies in Architecture Education

# data[].attributes.subject
Gamification and Rule Based Design Strategies in Architecture Education

# data[].attributes.attachment_link.title
Gamification and Rule Based Design Strategies in Architecture Education

# data[].attributes.attachment_link.description
This paper discusses a gamification framework for architectural education within the Design Studio. It firstly defines and explains how gamification and rule based design methodologies enables knowledge generation and deep learning in architectural