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A literature review on design studio instructional issues and activity system theory supports a case-study methodology covering data collection, analysis measures, and coding schemes, with findings on iterative experimentation, feedback change, and tracking progress.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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in interior design studios?","Question",{"text":62,"@type":63},"The study targets workload distribution concerns, lack of clear assessment criteria, and deficiencies of the master-apprentice model during the design process.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How was the case study methodology structured?",{"text":67,"@type":63},"The paper presents the research design for the case study approach, including data collection procedures, analysis measures, and coding schemes.",{"name":69,"@type":60,"acceptedAnswer":70},"What benefits of GBL are reported by the study’s conclusions?",{"text":71,"@type":63},"Findings indicate that GBL aligns with the iterative and experimental nature of design, supports trial-and-error learning without significant risk, changes the studio feedback structure, and helps students track progress while keeping creative 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States  \nAbstract  \nThe purpose of this paper is to understand perceptions of interior design students after using game-based learning (GBL) as an approach to address workload distribution, lack of clear assessment criteria, and deficiencies of the master-apprentice model during the process of solving several small-scale design problems along the course of a semester. A literature review of the instructional issues in design studios is presented along with an overview of the activity systems theory as an underpinning theoretical perspective. This research paper explains the research design behind the case study methodology used to perform data collection, analysis measures and organize coding schemes. Findings from the study conclude that GBL fits into the iterative and experimental nature of the design process, helps students focus on the design process through trial and error without a significant risk, changes the studio’s feedback structure, and allows students to track their progress while having creative freedom. This paper provides empirical evidence supporting the existence of instructional issues in traditional design studios, provides considerations for using GBL to address these issues, and suggests directions for future research studies infields of instructional technology, design pedagogy and higher education policy.  \nKeywords  \ngame-based learning, design education, studio pedagogy, studio issues, technology, case study  \nIntroduction  \nInterior design educational studios are environments for active learning and experimentation. However, they have been generally criticized for shortcomings in basic pedagogy. This qualitative case study attempts to understand the perceptions of six undergraduate interior design students about using game-based learning (GBL) in a 16-week long design media and presentation studio. This paper focuses on explaining the research design, data collection, analysis methods and coding procedures, and limitations. It finally delves into findings and GBL implementation considerations through referring to participant quotes. This case study attempts to answer the following research questions:  \n• How do interior design students perceive GBL as an approach to address workload distribution, lack of clear assessment criteria, and deficiencies of the masterapprentice model?  \n• How do the perceptions of these students confirm general affordances of GBL within interior design studios?  \nLiterature Review  \nIssues in Traditional Studios  \nThe design process within the design studio dictates the sequence traditionally practiced by design educators (Broadfoot & Bennett, 2003; Kuhn, 2001) . Students tackle openended, ill-structured problems usually presented as project descriptions. The number of projects students complete within each studio differs greatly depending on their academic year and studio topic. Entry level and drawing media studios usually include 2-4 short projects, 2-4 weeks long each. Advanced level studios usually include 1-2 large projects, 6- 10 weeks long each (Al-Qawasmi, 2005; Chui, 2010; Ham & Schnabel, 2011) . However, this traditional format has been criticized for issues with student workload distribution, deficiencies with the master-apprentice model, and the unclarity of assessment measures used to evaluate student work. Student workload distribution has been questioned in design studios due to amount of time allocated for the studio sessions within the curriculum (Smith, 2015) . Confining students to perform their design thinking and acts of creativity within the studio’s space and time proved ineffective (Kuhn, 2001) . Themisalignment between time allotted for studio sessions and the workload distribution expected from students is obvious according to recent studies (Belluigi, 2016; Dorta, Kinayoglu, & Boudhraâ, 2016; Ku, 2016; Smith, 2015) .  \nUsing ","cbCairfmWldc6Uql","https://ap.wps.com/l/cbCairfmWldc6Uql","pdf",737149,21,"English","# Introduction\n## Research Questions\n# Literature Review\n## Issues in Traditional Studios\n## Theoretical Perspective: Activity System Theory\n# Methodology\n## Case Study Design and Data Analysis\n# Findings\n## How GBL Supports the Design Process","[{\"question\":\"What instructional problems does the study target in interior design studios?\",\"answer\":\"The study targets workload distribution concerns, lack of clear assessment criteria, and deficiencies of the master-apprentice model during the design process.\"},{\"question\":\"How was the case study methodology structured?\",\"answer\":\"The paper presents the research design for the case study approach, including data collection procedures, analysis measures, and coding schemes.\"},{\"question\":\"What benefits of GBL are reported by the study’s conclusions?\",\"answer\":\"Findings indicate that GBL aligns with the iterative and experimental nature of design, supports trial-and-error learning without significant risk, changes the studio feedback structure, and helps students track progress while keeping creative freedom.\"}]","A Case Study of Game-Based Learning in Interior Design Studios | PDF",1792089736,53]