Gamified site analysis in design studios: effects on spatial cognition and collaboration
International Journal of Technology and Design Education, 2026 (SCI-Expanded, SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Basım Tarihi: 2026
- Doi Numarası: 10.1007/s10798-026-10126-2
- Dergi Adı: International Journal of Technology and Design Education
- Derginin Tarandığı İndeksler: Science Citation Index Expanded (SCI-EXPANDED), Social Sciences Citation Index (SSCI), Scopus, IBZ Online, Agricultural & Environmental Science Database, Compendex, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), INSPEC, Academic Search Ultimate (EBSCO), Social Science Premium Collection (ProQuest), Education Collection (ProQuest), Education Source Ultimate (EBSCO), Engineering Source (EBSCO), Materials Science & Engineering Collection (ProQuest), Technology Collection (ProQuest)
- Anahtar Kelimeler: Design studio, Gamified learning, Geospatial tool, Site analysis, Spatial ability
- Yıldız Teknik Üniversitesi Adresli: Evet
Özet
This study investigates the impact of implementing a gamified site analysis model in architectural design studios, drawing on findings from two workshops (Ws) involving 67 first-year architecture students. Grounded in experiential action research, it explores how task-driven site analysis, facilitated by a geospatial mobile application, influences contextual understanding and co-creation processes. In the first workshop (n = 27), Wittario and Felt were integrated to support collaborative site analysis, while the second workshop compared the proposed model with a conventional approach using control (n = 21) and experimental (n = 19) groups. The study first evaluates the utility of the model and the usability of the employed tools, and then explores the relationships between spatial ability and recall accuracy. The findings indicate that the gamified approach fosters situated, multimodal, and interactive engagement with complex urban environments, supporting contextual literacy and experiential learning. While feedback on the overall utility of the model was promising, usability improved when task types and flow are tailored to workshop settings. In Ws1, recall accuracy was strongly associated with spatial ability measures, whereas in Ws2, only mental rotation ability remained positively related to recall accuracy, potentially due to the longer recall interval. Overall, the study positions gamified site analysis as an innovative pedagogical approach that enhances engagement and reconfigures conventional fieldwork through competitive and collaborative learning dynamics.