Digital game-based learning in architecture education: Consolidating visual design principles in freshmen

Authors

  • Asli Cekmis image/svg+xml Istanbul Technical University

    Asli Cekmis is an Assist. Prof. Dr. in the Department of Architecture at Istanbul Technical University (ITU). She teaches in the graduate programs of Architectural Design Computing, and Game & Interaction Technologies. Her research focuses on soft computing methods and AI applications in building design. She also teaches undergraduate courses, including ‘Basic Design and Visual Arts,’ to first-year students in the ITU Faculty of Architecture.

  • Mert Karakaya image/svg+xml Istanbul Technical University

    Mert Karakaya earned his bachelor's degree in Mechatronics Engineering from Sabancı University. He then pursued and completed a master’s degree in Game & Interaction Technologies at Istanbul Technical University (ITU). His research interests include game-based learning, game design, and the application of games to real-world topics.

DOI:

https://doi.org/10.47818/DRArch.2024.v5i2128

Keywords:

architectural education, artificial intelligence (AI), basic design, digital game-based learning (DGBL), first-year studio, collective learning

Abstract

Using games as educational tools has been a captivating subject in the academic domain. There is an increasing number of digital games designed to support architectural education. This paper introduces a serious game aimed at enhancing basic design knowledge for first-year architecture students. The game focuses on teaching and testing visual design principles such as emphasis, balance, and rhythm. Based on these principles, it allows students to create 2D compositions on a grid pattern by placing and manipulating simple shapes in terms of color, shape, and size. The final composition is evaluated by an artificial intelligence (AI) tool integrated into the game. This AI tool predicts the design principles present in the composition, providing three possible outcomes with associated percentages. The game, currently in the testing phase, has been played by 126 first-year students, and user experience has been assessed through questionnaires, surveys, and basic game metrics. The use of this game to teach visual design principles has proven to be an effective method for engaging students in active learning and enhancing their understanding and application of design concepts. The innovative use of AI to provide real-time feedback and the interactive nature of the game have fostered a deeper, experiential learning process. Additionally, students have proposed various innovative ideas to improve the gaming experience, suggesting potential enhancements that could lead to a more refined and enjoyable gameplay. These insights highlight the potential of digital game-based learning (DGBL) and AI-enhanced tools in creating an engaging and effective educational environment.

Metrics

Metrics Loading ...

References

  • Ahmed, M., Rahim, T., & Nasar, Z. (2023). Role of AI-Supported Serious Simulation Games in Urban Planning Education. Paper presented at 16th International Conference on Developments in eSystems Engineering (DeSE).
  • Arntson, A. E. (2011). Graphic Design Basics. Cengage Learning.
  • Babacan Çörekci, T. (2023). Game-Based Learning in Interior Architecture Education. Design and Technology Education: An International Journal, 28(1), 55–78.
  • Bakan, U., & Bakan, U. (2018). Game-based learning studies in education journals: A systematic review of recent trends. Actualidades Pedagógicas, 72, 119-145. https://doi.org/10.19052/ap.5245.
  • Baldwin, M. (2005). Game Design Document Outline (24). Baldwin Consultant.http://baldwinconsulting.org/.
  • Barron, J. L. (2015). Comparison of a video game based learning environment and a traditional learning environment [Doctoral dissertation]. Duquesne University.
  • Bernhaupt, R. (2015). User Experience Evaluation Methods in the Games Development Life Cycle. In R. Bernhaupt (Ed.), Game User Experience Evaluation (pp. 1–11). Springer.
  • Bertozzi, G., Paciarotti, C., & Schiraldi, M. M. (2024). Implementing serious games through a pedagogical lens in engineering education: an experimental study. European Journal of Engineering Education, 1-27. https://doi.org/10.1080/03043797.2024.2348007.
  • Boucharenc, C. G. (2006). Research on Basic Design Education: An International Survey. International Journal of Technology and Design Education, 16, 1–30.
  • Calvillo-Gámez, E. H., Cairns, P., & Cox, A. L. (2015). Assessing the Core Elements of the Gaming Experience. In R. Bernhaupt (Ed.), Game User Experience Evaluation (pp. 37–62). Springer.
  • Chen, C. H., & Chang, C. L. (2024). Effectiveness of AI-assisted game-based learning on science learning outcomes, intrinsic motivation, cognitive load, and learning behavior. Education and Information Technologies, 1-22. https://doi.org/10.1007/s10639-024-12553-x.
  • Chuang, T.-Y., & Chen, W.-F. (2007). Effect of Computer-Based Video Games on Children: An Experimental Study. IEEE International Workshop on Digital Game and Intelligent Toy Enhanced Learning (DIGITEL), 114–118. https://doi.org/10.1109/DIGITEL.2007.24.
  • Coleman, T. E., & Money, A. G. (2020). Student-centred digital game–based learning: A conceptual framework and survey of the state of the art. Higher Education, 79(3), 415–457. https://doi.org/10.1007/s10734-019-00417-0.
  • Coşkun, E., & Çağdaş, G. (2022). Temel tasarım stüdyosu: Bilgisayar oyunu tabanlı yaklaşımı anlamak ve tasarlamak. JCoDe: Journal of Computational Design, 3(2), 59-86. https://doi.org/10.53710/jcode.1167799.
  • Dalmau, D. S.-C. (2004). Core Techniques and Algorithms in Game Programming. New Riders Publishing.
  • Demir, G., Cekmis, A., Yeşilkaynak, V. B., & Unal, G. (2021). Detecting visual design principles in art and architecture through deep convolutional neural networks. Automation in Construction, 130, 103826. https://doi.org/10.1016/j.autcon.2021.103826.
  • Elsamahy, E. M. (2017). An Investigation into using Digital Games-Based Learning in Architecture Education. Architecture and Planning Journal (APJ), 23(3), 3. https://doi.org/10.54729/2789-8547.1099.
  • Fan, X., & Li, J. (2023). Artificial intelligence-driven interactive learning methods for enhancing art and design education in higher institutions. Applied Artificial Intelligence, 37(1), 2225907. https://doi.org/10.1080/08839514.2023.2225907.
  • Farivarsadri, G. (2001). A Critical view on pedagogical dimension of introductory design in architectural education. Architectural Education Exchange, 1–12.
  • Fichner-Rathus, L. (2011). Foundations of art and design: An enhanced media edition. Cengage Learning.
  • Goli, A., Teymournia, F., Naemabadi, M., & Garmaroodi, A. A. (2022). Architectural design game: A serious game approach to promote teaching and learning using multimodal interfaces. Education and Information Technologies, 27(8), 11467–11498. https://doi.org/10.1007/s10639-022-11062-z.
  • Gros, B. (2007). Digital Games in Education: The Design of Games-Based Learning Environments. Journal of Research on Technology in Education, 40(1), 23–38.https://doi.org/10.1080/15391523.2007.10782494.
  • Gungor, B. S., & Yorgancioglu, D. (2019). Analysis of the Creativity Development and Assessment of Architectural Design Education: A Case Study of Basic Design Studio. IOP Conference Series: Materials Science and Engineering, 603(2), 022016. https://doi.org/10.1088/1757-899X/603/2/022016.
  • Hammedi, S., Essalmi, F., Jemni, M., & Qaffas, A. A. (2020). An investigation of AI in games: educational intelligent games vs non-educational games. Paper presented at 2020 International Multi-Conference on: “Organization of Knowledge and Advanced Technologies”(OCTA).
  • Harikrishnan, H., Halim, N. D. A., Harun, J., & Arjunan, S. (2019). Exploring the digital game-based elements in mathematics education: A meta-analysis review. Universal Journal of Educational Research, 7(9A), 106-116. https://doi.org/10.13189/ujer.2019.071613.
  • Hartmann, A., & Gommer, L. (2021). To play or not to play: on the motivational effects of games in engineering education. European Journal of Engineering Education, 46(3), 319-343. https://doi.org/10.1080/03043797.2019.1690430.
  • Javid, A. (2014). Creativity in Architecture Design Education: Design as Puzzle Solving. The International Journal of Design Education, 8(2), 11–21. ProQuest Central. https://doi.org/10.18848/2325-128X/CGP/v08i02/38463.
  • Kang, J., Liu, M., & Qu, W. (2017). Using gameplay data to examine learning behavior patterns in a serious game. Computers in Human Behavior, 72, 757–770. https://doi.org/10.1016/j.chb.2016.09.062.
  • Karakaya, M. (2023). Game-Based Learning in Architecture Education: Consolidating Visual Design Principles in Freshmen [M.Sc.]. Istanbul Technical University.
  • Kiili, K. (2005). Digital game-based learning: Towards an experiential gaming model. The Internet and Higher Education, 8(1), 13-24. https://doi.org/10.1016/j.iheduc.2004.12.001.
  • Kolb, D. A. (2015). Experiential Learning: Experience as the Source of Learning and Development. Pearson Education.
  • Landa, R. (2010). Graphic design solutions. Cengage Learning.
  • Lauer, D. A., & Pentak, S. (2011). Design Basics. Cengage Learning.
  • Le, T. L., & Kim, S. A. (2023). Game-based platform for daylight analysis using deep learning. In Proceedings of the International Conference on Education and Research in Computer Aided Architectural Design in Europe (Vol. 2, pp. 481-490). Education and research in Computer Aided Architectural Design in Europe.
  • Li, B., Bonk, C. J., Wang, C., & Kou, X. (2024). Reconceptualizing self-directed learning in the era of generative AI: An exploratory analysis of language learning. IEEE Transactions on Learning Technologies, 17, 1515-1529. https://doi.org/10.1109/TLT.2024.3386098.
  • Makaklı, E. S., & Özker, S. (2016). Basic design in architectural education in Turkey. 26, 1–7. http://dx.doi.org/10.1051/shsconf/20162601053.
  • McLaren, B. M., & Nguyen, H. A. (2023). Digital learning games in Artificial Intelligence in Education (AIED): A review. Handbook of Artificial Intelligence in Education, 440-484. https://doi.org/10.4337/9781800375413.00032.
  • Nadeem, M., Oroszlanyova, M., & Farag, W. (2023). Effect of digital game-based learning on student engagement and motivation. Computers, 12(9), 177. https://doi.org/10.3390/computers12090177.
  • Öksüz, M., & Cordan, Ö. (2022). Using Video Games for Design Education: An Example of Developing Earthquake Scenarios for Home Environments. Journal of Design Studio, 4(2), 65–73. https://doi.org/10.46474/jds.1155669.
  • Örnek, M. A. (2013). Exploring the potential uses of computer games in landscape architecture education. A|Z ITU JOURNAL OF THE FACULTY OF ARCHITECTUREITU A|Z, 10(2), 161–177.
  • Örnekoğlu‐Selçuk, M., Emmanouil, M., Hasirci, D., Grizioti, M., & Van Langenhove, L. (2024). Preparing Future Designers for their Role in Co‐Design: Student Insights on Learning Co‐Design. International Journal of Art & Design Education, 43(2), 241–257. https://doi.org/10.1111/jade.12500.
  • Paciarotti, C., Bertozzi, G., & Sillaots, M. (2021). A new approach to Gamification in engineering education: the Learner-Designer Approach to Serious Games. European Journal of Engineering Education, 46(6), 1092-1116. https://doi.org/10.1080/03043797.2021.1997922.
  • Paszke, A., Gross, S., Massa, F., Lerer, A., Bradbury, J., Chanan, G., Killeen, T., Lin, Z., Gimelshein, N., Antiga, L., Desmaison, A., Kopf, A., Yang, E., DeVito, Z., Raison, M., Tejani, A., Chilamkurthy, S., Steiner, B., Fang, L., … Chintala, S. (2019). PyTorch: An Imperative Style, High-Performance Deep Learning Library. In H. Wallach, H. Larochelle, A. Beygelzimer, F. d’Alché-Buc, E. Fox, & R. Garnett (Eds.), Advances in Neural Information Processing Systems (Vol. 32). Curran Associates, Inc. https://proceedings.neurips.cc/paper_files/paper/2019/file/bdbca288fee7f92f2bfa9f7012727740-Paper.pdf.
  • Pavlik, J. V., & Pavlik, O. M. (2024). Art Education and Generative AI: An Exploratory Study in Constructivist Learning and Visualization Automation for the Classroom. Creative Education, 15(04), 601-616. https://doi.org/10.4236/ce.2024.154037.
  • Perlaza Rodríguez, J. M., Fonseca, F.C., & Díaz Márquez, Á.M. (2024). Gamified Architectural Design: Advancing Education with Extended Reality and AI Insights. In D. Bienvenido-Huertas, M. L. de la Hoz-Torres & A. J. Aguilar Aguilera (Eds.) Teaching Innovation in Architecture and Building Engineering: Challenges of the 21st century (pp. 17-45). Springer. https://doi.org/10.1007/978-3-031-59644-5.
  • Puhalla, D. (2011). Design elements, form & space: A graphic style manual for understanding structure and design. Rockport Publishers.
  • Redondo, E., Fonseca, D., Sánchez-Sepúlveda, M., Zapata, H., Navarro, I., Gimenez, L., & Pérez, M. A. (2020). EDUGAME4CITY. A Gamification for Architecture Students. Viability Study Applied to Urban Design. In P. Zaphiris & A. Ioannou (Eds.), Learning and Collaboration Technologies. Human and Technology Ecosystems (Vol. 12206, pp. 296–314). Springer International Publishing.
  • Romero, M., Lameras, P., & Arnab, S. (2024). Affordances for AI-Enhanced Digital Game-Based Learning. In A. Urmeneta & M. Romero (Eds.), Creative Applications of Artificial Intelligence in Education (pp. 117-129). Palgrave Macmillan. https://doi.org/10.1007/978-3-031-55272-4.
  • Salem, Ö. G., & Dündar, M. (2019). Re-thinking Basic Design Course in Architectural Education in Turkey. Intercultural Understanding, 9, 7–14.
  • Shaheen, A., & Fotaris, P. (2023). Exploring Reflective Learning in Digital Game-Based Learning: A User Research Study. Paper presented at 17th European Conference on Games Based Learning, Enschede, Netherlands. https://doi.org/10.34190/ecgbl.17.1.1640.
  • Sun, L., Kangas, M., & Ruokamo, H. (2023). Game-based features in intelligent game-based learning environments: A systematic literature review. Interactive Learning Environments, 1-17. https://doi.org/10.1080/10494820.2023.2179638.
  • Şahbaz, E., & Özköse, A. (2018). Experiencing historical buildings through digital computer games. International Journal of Architectural Computing, 16(1), 22–33. https://doi.org/10.1177/1478077117749.
  • Takatalo, J., Häkkinen, J., & Nyman, G. (2015). Understanding Presence, Involvement, and Flow in Digital Games. In R. Bernhaupt (Ed.), Game User Experience Evaluation (pp. 87–112). Springer.
  • Taşçi, B. G. (2016). Utilization of Digital Games in Built Environment Education. Universal Journal of Educational Research, 4(3), 632–637. https://doi.org/10.13189/ujer.2016.040323.
  • Toh, W., & Kirschner, D. (2020). Self-directed learning in video games, affordances and pedagogical implications for teaching and learning. Computers & Education, 154, 103912. https://doi.org/10.1016/j.compedu.2020.103912.
  • Uluçay, N. Ö. (2023). Basic design course through art-based research in interior architecture education. Journal of Design for Resilience in Architecture and Planning, 4(1), 136–147. https://doi.org/10.47818/DRArch.2023.v4i1088.
  • Utian, D. (2015). Digital games for architecture and spatial design: Investigating game design and facilitation of learning [MPhil (HE), THE UNIVERSITY OF NEW SOUTH WALES]. https://doi.org/10.26190/unsworks/18145.
  • Westera, W. (2015). Games are motivating, aren´t they? Disputing the arguments for digital game-based learning. International Journal of Serious Games, 2(2), 3–17. https://doi.org/10.17083/ijsg.v2i2.58.
  • Zhonggen, Y. (2019). A Meta-Analysis of Use of Serious Games in Education over a Decade. International Journal of Computer Games Technology, 2019, 4797032. https://doi.org/10.1155/2019/4797032.

Downloads

  • PDF
    • | Abstract Views 380 | PDF Downloads 161

Published

2024-08-30

How to Cite

Cekmis, A., & Karakaya, M. (2024). Digital game-based learning in architecture education: Consolidating visual design principles in freshmen. Journal of Design for Resilience in Architecture and Planning, 5(2), 202–228. https://doi.org/10.47818/DRArch.2024.v5i2128

Issue

Vol. 5 No. 2 (2024)

Section

Research Articles

License

Copyright (c) 2024 Asli Cekmis, Mert Karakaya

License

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Crossref
Scopus
Google Scholar
Europe PMC