[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-600302-105":59,"doc-detail-600302-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","game-based-learning-in-interior-architecture-education","Game-Based Learning in Interior Architecture Education","","Game-based learning strengthens experiential and creative dimensions of design education by leveraging play as an interactive, familiar, and engaging phenomenon. The study examines embedded-theory hypotheses within interior architecture studio processes, focusing on how game-based methods influence students’ understanding of design workflows and time management. Using a pre-test/post-test single-group design with qualitative support through observations, findings are compared against post-workshop observations and survey results from second-year volunteers.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/game-based-learning-in-interior-architecture-education/600302/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/game-based-learning-in-interior-architecture-education/600302.png","ImageObject",300,407,{"name":92,"@type":93},"RuangKosong","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why is game-based learning relevant to interior architecture studio education?","Question",{"text":112,"@type":113},"It supports experiential and creative aspects of design by increasing participation and helping address problematic studio-course aspects and the regulation of design processes.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the study designed to test the effects of game-based learning?",{"text":117,"@type":113},"It used an embedded theory method to develop hypotheses and a pre-test-post-test design for a single group, supported by observations.",{"name":119,"@type":110,"acceptedAnswer":120},"What outcomes were evaluated in the workshop with second-year interior architecture students?",{"text":121,"@type":113},"The study assessed students’ understanding of design processes and time management, comparing pre-workshop data with post-workshop observations and survey results.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600302,1792171236,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":26},962090883219,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Game-Based Learning in Interior Architecture Education  \nTuğçe Babacan Çörekci, Istanbul University, Turkey  \nAbstract  \nThe concept of play supports the experiential and creative aspects of the design field because it is a familiar and fun phenomenon and involves interaction. The use of game-based learning in design processes will increase participation by supporting the regulation of these processes and the problematic aspects of the design studio course, which is at the heart of design education. For this reason, this study investigates the use of game-based learning methods in the design studio processes, one of the most important courses in interior architecture education. The study, which preferred the embedded theory method to develop hypotheses, one of the qualitative research methods, investigated the effects of game-based learning on the understanding of design processes and time management in a voluntary workshop with second-year students of interior architecture faculty. The study preferred a pre-test-post-test design for a single group as the data collection instrument and was supported by observations. Consistent with this preference, data collected with participants prior to the workshop were analysed and the workshop structure was created, and an attempt was made to compare the results of the game-based learning method with the post-workshop observations and survey results.  \nKeywords  \nGame based learning, design processes, design education, interior architecture education, workshops, master-apprentice learning style  \nIntroduction  \nGame based learning is an informal education style for students to comprehend certain processes through experience. When using games for educational purposes according to Pivecet al., (2003) several aspects of the learning process are supported. Learners are encouraged to combine knowledge from various subject areas to choose a solution or to decide at a certain point, they can test how the game's outcome changes based on their decisions and actions, and they are encouraged to get in touch with other team members to discuss and negotiate next steps, which among other things helps them develop their social skills. In past and recent literature learning is conceptualized as a multidimensional construct which includes learning skills, cognitive learning outcomes and attitudes. Learning occurs when the learner is mentally engaged and actively participates in the game, which provides a balance of difficulty and potential future actions. We must develop an adequate education mapping to facilitate learning.  \nGame Based Learning  \nGames themselves are not new, but Kapp (2012) argues that we have reached a point when they appear to be all around us and have the special capacity to engage when we need them most. Game mechanics can be very useful for learning and growth, as well as for altering health  \nhabits and inspiring work habits, among other things (Kapp, 2012) . Most definitions of gamebased learning focus on the fact that it is a kind of game play with clear learning objectives (Shaffer et al., 2005) . Although it is frequently assumed that a game is digital, this is not necessarily the case. This definition has the implication that while designing games for learning, it's important to strike a balance between the desire to prioritize game play and the need to cover the subject matter (Plass, et al., 2010) . This argument, according to Plass, et al. (2015), highlights the difference between gamification and game-based learning. The definition of gamification varies greatly, but one of its key characteristics is the use of game components, including incentive systems, to encourage players to participate in activities they might not otherwise find enjoyable. Like this, there is continuous discussion among academics about the precise definition of a game, particularly what does not qualify as a game (Salen & Zimmerman, 2004) . A game is a system in which players engage in an artificia","cbCaimGXEl2ZBzr4","https://ap.wps.com/l/cbCaimGXEl2ZBzr4","pdf",782567,24,"English","# Abstract\n# Introduction\n# Game Based Learning\n## Functions of games in learning\n# Interior Architecture Education","[{\"question\":\"Why is game-based learning relevant to interior architecture studio education?\",\"answer\":\"It supports experiential and creative aspects of design by increasing participation and helping address problematic studio-course aspects and the regulation of design processes.\"},{\"question\":\"How was the study designed to test the effects of game-based learning?\",\"answer\":\"It used an embedded theory method to develop hypotheses and a pre-test-post-test design for a single group, supported by observations.\"},{\"question\":\"What outcomes were evaluated in the workshop with second-year interior architecture students?\",\"answer\":\"The study assessed students’ understanding of design processes and time management, comparing pre-workshop data with post-workshop observations and survey results.\"}]","Game-Based Learning in Interior Architecture Education | PDF",1792090415]