Journal of Design Studio spi:2 “ICMEK-5 Rethinking” October 2022 A Case Study on Online Design Workshop Experience: Gamification and Space Derya Karadag Department of Interior Architecture, Faculty of Arts, Design and Architecture, FMV Isik University, Istanbul, Turkey Simge Gulbahar Department of Interior Architecture, Faculty of Arts, Design and Architecture, FMV Isik University, Istanbul, Turkey Betul Ozar Department of Interior Architecture, Faculty of Arts, Design and Architecture, FMV Isik University, Istanbul, Turkey Received: July 31st 2022, Revised: August 28th 2022, Accepted: September 7th 2022. Refer: Karadag, D., Gulbahar, S., Ozar, B., (2022), A Case Study on Online Design Workshop Experience: Gamification and Space, Journal of Design Studio, V.4, spi.2, ICMEK-5 Rethinking, pp 51-63, D. Karadag ORCID: 0000-0002-8935-6403, S. Gulbahar ORCID: 0000-0002-0461-7628, B. Ozar ORCID: 0000-0003-1245-0044 DOI: 10.46474/jds.1151774 https://doi.org/10.46474/jds.1151774 © JDS This work is licensed under a Creative Commons Attribution 4.0 International License. Abstract: Design schools consist of three main axes; courses that provide knowledge in various fields of design, studio courses and internships. Besides, the indisputable fact is the importance of design competitions and informal workshops that feed the designer candidate to gain experience in different fields of the discipline. In addition, another importance of informal workshops is the contribution of researchers in this field to the development of design education. The effects and potentials of Information and Communication Technologies (ICTs) are also another area of research on design education, in particular design studio courses. The use of ICTs in the field of design education has led gamification to come to the fore as an ascending concept. A series of methodologies and tools have been developed, such as gamification, as well as the different kinds of Virtual Learning Environments to ensure the motivation of students and avoid the lack of attention in online courses. In this study, an online workshop, "Gamification and Space", is investigated as a case study. The contribution of the concept of gamification to design education has been evaluated in line with the observations and experiences gained. The data was gathered from the workshop presentations held on the last day and the final manuscripts of the workshops. The collected data was analyzed by the workshop coordination team, and classifications were made regarding the aspects of the gamification used during the workshop. In addition, it is aimed to discuss the potentials of ICTs in design courses. The observations show that the use of gamified elements has the potential to enrich instructional methods, especially when we consider online education, virtual learning environments and visual collaboration tools. Keywords: Online workshop, Gamification, Interior design education, Informal learning environment, Game-based learning. 1. Introduction education and provide an interdisciplinary The informal workshops are interaction- atmosphere to be dissolved about a specific oriented platforms where students, moderators problem or theme and go beyond restrictions of and instructors participate voluntarily. The most curriculum. It also helps to create an significant benefit to design education is that it environment that supports peer learning while provides experience in subjects beyond the embodying creative mental activity. limits of the curriculum and offers a kind of design education research environment. The Being informal education areas, workshops workshops remove the limits of disciplinary became suitable for expanding the learning Journal of Design Studio, v:4 spi:2, ICMEK-5 Rethinking Karadag, D., Gulbahar, S., Ozar, B., (2022), A Case Study on Online Design Workshop Experience: 51 Gamification and Space Journal of Design Studio spi: 2 “ICMEK-5 Rethinking” October 2022 environments of the participants with the help The data gathered from the final day of today’s Information and Communication presentations and the final manuscripts of the Technologies (ICTs). In recent years, online workshops. These collected data were analyzed platforms are in demand in order to conduct by the workshop coordination team, and meetings, lectures due to the widespread use of classifications were made regarding the ICTs in many fields. Furthermore, students are strategies used in the design education process actively using digital interfaces in both formal by the concept of gamification. In addition, it and informal design studio environments to was aimed to discuss the potentials of ICTs meet each other, to access educational materials enabling online interaction between instructors and to produce projects. Regarding design and students. Accordingly, the findings were education and design studio courses, ICTs stand analyzed under three headings in line with the out not only for being a communication and mentioned above experience types: student, sharing platform, but also for its contribution to instructor, and workshop. the developments of design thinking and methodologies. In this context, “gamification”, 2. Workshops as an Informal Learning which can be defined as 'using game Environment in Design Education components and game dynamics for a specific In interior architecture education, design purpose' in non-game environments, has studios are the backbone of the curriculum. The emerged as a popular phenomenon for creative ideation and production process, which instructional methods of design studio and has are established in studio education, becomes an an effect to increase student motivation and atmosphere where intellectual sharing between augment the learning process. students and course instructors are ensured. Due to the nature of the design process, students deal In this research, "Gamification and Space" with complex problems and different areas of which is an informal online summer workshop expertise. The design studio content includes with the participation of 11 workshop groups, different areas of expertise, but in some cases, 23 instructors and 49 students, is investigated as it may not meet the criteria of interest, at an a case study. The workshop theme equal distance to each student. In addition, “Gamification and Space” has been selected to besides the limited perspective and evaluation contribute to educational research in various process in curricular education, there is a need design disciplines, with a particular focus on for the existence of different and free spatial design. The informal workshop themes perspectives and design methods. In this not only help in limiting the problems related to respect, the workshops provide support for a the subject to be discussed in the working collaborative working culture and a free environment, but also form the main axis of the workshop environment. research to be obtained at the end of the process. For this reason, the results of the workshop were The workshops contribute to design education evaluated as the experiences of the students and by creating an informal learning area (Figure 1). the instructors, as well as the gamification The workshop environment is defined as an aspects of workshop experiences. experience and interaction-oriented platform Figure 1: Relations of workshop and curriculum in the interior design education Journal of Design Studio, v:4 spi:2, ICMEK-5 Rethinking Karadag, D., Gulbahar, S., Ozar, B., (2022), A Case Study on Online Design Workshop Experience: 52 Gamification and Space Journal of Design Studio spi: 2 “ICMEK-5 Rethinking” October 2022 where students participate voluntarily, goes constructivist learning. Similarly, Liu (2017) beyond formal education restrictions, and has also proposed the use of virtual depends on the curriculum developed in line environments such as Second Life to enhance with measurement and evaluation systems the limits of Virtual Learning Environment (Ciravoğlu, 2003; Yürekli & Yürekli, 2004). (VLE) which is mainly defined as a system for The workshops allow restrictions of delivering learning materials to students via disciplinary education to be dissolved through a web. specific problem or theme as well as support peer learning and creativity as being Olmos (2006) has studied the potentials of the educational tools developed to create an virtual learning environment in an introductory understanding strategy for defining and design course and mentions that the training exploring design problems in a short period of model based on the use of virtual learning time (Turgut & Cantürk, 2015). environment has proven to be an effective tool in the context of virtual design studio. However, Kılıç and Arabacıoğlu (2021) define workshops the limitations of these studies are common; added to the course contents as a dynamic these experimental courses are non-repetitive working environment with the feature of experiences in the context of a single course and continuous interaction between the instructor its scope. Peimani & Kamalipour (2021) and the student. The use of the knowledge and mentions that the acceptance of online, blended methods obtained from informal workshops, and hybrid models for course delivery has within the 14-week design studio, in order to accelerated the evolution of higher education enable the student to gain experience in the due to the emergence of COVID-19 pandemic. determined subjects, gains importance in terms In other words, after the emergence of Covid 19 of the connection that design education will pandemic, online design education has become establish with current design issues and widespread. innovative technologies. The instructors and students start using digital 2.1. Information and Communication interfaces actively in both formal and informal Technologies (ICTs) in Collaborative Design studio environments. In this way, the number of Workshop Environments applied research and shared experiences has The characteristics of the working environment increased in online collaborative design studio have a significant impact on the interactions and environments. Gogu & Kumar (2021) has social presence in the design studio. By the conducted a study focusing on the social development of the Information and connectedness of design students and Communication Technologies (ICTs) in the instructors in virtual design courses during the 21st Century, digital tools and virtual reality sudden shift that design schools in India had to provide a major contribution to the studio make from traditional face to face classes to structure and content of design schools by online classes. The most noteworthy result of creating new learning environments. Studies the study is the need for practical research to investigating the use and contributions of find solutions for online design studios to technological innovations in design education enhance the students and instructors' social and design studio are becoming widespread. connectedness. Alawad (2021) has worked on These studies are usually carried out online interior design studios to determine the experimentally within the scope of informal efficient experiences to improve and ensure the workshops or design studio courses. quality of design education by using a VLE such as Blackboard. This study emphasizes the Gül et al. (2008), have developed and importance of creating an online studio culture. experienced a course named “Designing Virtual (Sadovets et al., 2022) underlines that the Worlds”, and their experiences shows that 3D opportunities for the use of games in learning virtual worlds have the potential to make a technologies have emerged and expanded due major contribution to design education as Journal of Design Studio, v:4 spi:2, ICMEK-5 Rethinking Karadag, D., Gulbahar, S., Ozar, B., (2022), A Case Study on Online Design Workshop Experience: 53 Gamification and Space Journal of Design Studio spi: 2 “ICMEK-5 Rethinking” October 2022 to the global digital transformation of higher broadly in the educational and learning contexts education. based on their review of the literature: points, levels and stages, badges, leaderboards, prizes It is an undeniable fact that all studies contribute and rewards, progress bars, storyline, and to online design education from different fields, feedback. Werbach and Hunter (2012) defines and publishing and sharing such experiences as game elements under three headlines. research are of great importance. The effects of technology cause many significant - game components such as achievements, developments in the structure of design studios. avatars, badges, levels, points, The use and spread of new approaches and - game dynamics such as constraints, emotions, methods has great potential to improve the narrative, relationships, quality of studio education. In addition to this, - game mechanics such as challenges, chance, as a result of the widespread use of ICTs in competition, feedback, rewards and win states. many fields to gain the attention of researchers of different design disciplines, 'gamification' A game system consists of a set of has emerged as a popular phenomenon that is interconnected elements that occur within the used in learning processes. “space” of the game, and includes actions and limitations integrated with the game elements. 2.2. Gamification of Learning and From the instructional point of view, the players Instruction in Design Education of the game are actually the learners. The Koster (2005) defines “game” as a system in “space” of the games is an abstraction of reality, which players take a challenge defined by rules, and the game elements form the essence of a interactivity, and feedback, that results in a selected situation. To create a game-based significant outcome and has strong effects on design workshop, the instructors can use a players feelings. Kapp (2012) defines system in which learners engage an abstract gamification as “a careful and considered challenge, defined by rules, interactivity, and application of game thinking to solving feedback that results in an outcome revealing an problems and encouraging learning using all the emotional reaction such as motivation and elements of games that are appropriate”. Today, excitement. gamification finds use in training workers, educating students, solving problems, and Kapp (2012) underlines that the gamification creating new ideas and concepts in different process is more than just a superficial game fields ranging from business schools or element such as prizes, points, and badges; but government organizations to improving to set clear and specific goals and a set of rules surgeon hand-eye coordination. Gamification to guide students. In addition to this, using time of learning has an effect that increases student as a motivator, providing as much feedback as motivation and augments the learning process possible, storytelling and allowing failure can (Behl et al., 2022) which is a growing trend, and create efficient learning experiences. According methods on how to use gamification in a non- to Kapp's (2012) research based on the findings game context need to be developed. from the various meta-analysis studies, the effective way to use gamification for Mekler et al. (2013) emphasizes that educational purposes can be summarized as “disassembling gamification into its follows: components and implementing it in different non-game contexts, we may gain a deeper - Targeting specific content and precisely understanding of how gamification works and defining goals how it may be applied to solve real-world - Providing information and feedback for problems”. To make a game which is students to understand motivational and exciting, game designers use - Providing instructional support to help game elements. Nah et al. (2014) identifies students understand how to use the game eight game design elements that are used Journal of Design Studio, v:4 spi:2, ICMEK-5 Rethinking Karadag, D., Gulbahar, S., Ozar, B., (2022), A Case Study on Online Design Workshop Experience: 54 Gamification and Space Journal of Design Studio spi: 2 “ICMEK-5 Rethinking” October 2022 - Involving instructional designers in the Within the scope of the theme of gamification, educational game development process a call for the instructors and researchers, who - The rewarding game elements such as points wanted to organize a workshop group in the and badges can have intrinsic value if it context of “gamification and space” theme, was provides feedback to the player/learner made for the workshop with certain questions as listed below: Roy et al. (2021) have used gamification design methodology and its implementation for - What kind of interfaces can be developed to creating awareness of ancient cultural heritage, increase the interaction between the designer- and they concluded that gamification is an user-space with gamification? efficient and powerful educational tool which is - How can the perception of the city and the also helpful to increase student awareness, recording of historical processes be made motivation, participation, and community accessible to everyone in an easy and lively building. way? - How can online and face to face courses and In a design studio, students experience the design research be enriched by using design process within the framework of a design gamification methods? problem. The short form of the design thinking - What kind of potential does the interaction process can be articulated in five steps or between gamification elements and spatial phases: empathize, define, ideate, prototype and elements have? test. Aşkın (2019) worked on the potentials of - What can be designed based on “gamification” gamification during the design process of in order to understand and create the space? interior architecture education, and the study shows that gamified method increased the After the call for the workshop groups, the students’ motivation and was used as a tool in timeline of the workshop started with the the problem determination process. It is very applications of the instructors. 23 workshop important to remake these studies in various instructors contributed to the workshop with 11 ways and to ensure that the advantages of different workshop themes. 53 students applied gamification in the field of education are also as participants and 49 completed the workshop. used in the design studio. For this purpose, the It should be underlined that only 8 of them were main theme of the summer workshop held at included in this study because data could not be Işık University in 2021 was determined as obtained from the other workshops. Among 8 “gamification and space”. workshop groups, 5 workshops (W.01, W.02, W.04, W.05, W.08) were scheduled weekly, 3. Case Study: Gamification and Space and 3 workshops (W.03, W.06, W.07) were Workshop scheduled as single-day. Students who For this research, an informal and online participated in the weekly workshops were workshop which was organized with the theme allowed to attend single-day workshops at the of "Gamification and Space", hosted by Işık same time, upon their request. On the first day University in the Department of Interior of the workshop, two seminars titled Architecture and Environmental Design, “Gamification and Space” and “Gamification between 26th-30th July 2021 is investigated as for the Conservation of Historical Sites and a case study. The framework of the study is Awareness” were held. On the last day of the designed as an informal educational workshop week, the process and the results of environment, which is a voluntary learning the workshops were shared by the instructors environment where grading is not used as an and participants (Figure 2). evaluation and success criterion. Journal of Design Studio, v:4 spi:2, ICMEK-5 Rethinking Karadag, D., Gulbahar, S., Ozar, B., (2022), A Case Study on Online Design Workshop Experience: 55 Gamification and Space Journal of Design Studio spi: 2 “ICMEK-5 Rethinking” October 2022 Figure 2: Timeline of gamification and space workshop The themes of the workshops addressed by the eight workshop groups were included in the academics who responded to the call in the evaluation of the research. context of gamification and space consisted of a wide range of fields from archeology and the 3.2 Analysis preservation of historical sites, user-oriented As stated in the literature, our main aim is to design, urban design, and space-body studies. reveal and share the potential of informal The diversity of the workshop subjects and workshops on the contribution of education, approaches demonstrated that the concept of technology use and gamification to design gamification has a great potential on design education, with the evaluations made under education and design thinking. In the three main headings: student experiences, framework of the workshop timeline, the instructor experiences and workshop instructors’ applications were received experiences. The results of the first data firsthand, after that each workshop title was collection procedure on course contents were determined. Following this process, the call for analyzed using qualitative research methods. In participation was launched by targeting to particular, the coding method as described by receive students' applications. Strauss and Corbin (1990) was followed for qualitative data analysis. This way we were able On Blackboard Platform, which is a well- to analyze the student experiences and known Virtual Learning Environment system instructor experiences in the context of informal used by most universities in online education, workshops, the use of online tools and the collaboration sessions were opened for each contribution of the gamification concept. workshop group. Besides the workshop groups support Blackboard collaboration systems by Through this conceptualization, the some other virtual meeting and working representations and gamification aspects in environments such as Miro or Zoom when different workshop groups were compared with needed. each other, and similar ones were collected under the same category. Each category was, 3.1 Data Collection then, defined as a separate theme, and in-depth Data for the evaluation of the workshops were analysis was made under these themes. The collected from the following sources: definitions and classifications have been prepared by using Kapp (2012), Nah et al. - The final presentations made by the instructors (2014) and Werbach&Hunter (2012). and the participant students, - The workshop evaluation texts. Three distinct approaches have been identified that have emerged specifically on the concept of The groups that completed the workshop to the gamification. These three different approaches, end and submitted full evaluation texts were which we categorize as gamification aspects of included in the evaluation process. Therefore, workshop experiences, are as follows (Table 1). Journal of Design Studio, v:4 spi:2, ICMEK-5 Rethinking Karadag, D., Gulbahar, S., Ozar, B., (2022), A Case Study on Online Design Workshop Experience: 56 Gamification and Space Journal of Design Studio spi: 2 “ICMEK-5 Rethinking” October 2022 Table 1: Categorisation of gamification aspects of workshop experiences - Gamification of Design Process participants were given the opportunity to - Gamification of Learning Process experience different ways of thinking and - Using the concept of gamification as a design producing by obscuring the boundaries of their theme. own disciplines. By evaluating the different gamification In the one-day workshops, working areas such methods used by the instructors separately, we as performance art and computational thinking were able to discuss the potentials of the game were carried to the design processes, thus elements and gamification methods in the expanding the perspectives of the participants. context of design studio education under the Characteristics which are positive impact on different gamification aspects of workshop participants of workshop are summarized experiences. below: 4. Findings • Gaining new technical knowledge, 4.1 Student Experiences • Presentation skills through virtual The experiences of the participant students were environment and digital interfaces, evaluated both socially and theoretically. The • Interdisciplinary criticism fact that the workshop provided an informal • Teamwork, experience and was based on volunteerism • Experience in different ways of thinking and required the participant students to demonstrate producing, their self-discipline. In addition, the instructors • Expanding the viewpoints on performance stated that they observed that the informal art, computational thinking, and motivation working environment helped students feel freer to choose the content they are interested in. and behave comfortably during the design process. However, some difficulties of being online in the social context have created handicaps for The online structure of the workshop affects the communication. In one workshop, being online social interactions of the workshop participants. created inconsistencies in workshop During the workshop, students benefited from participation for some participants. For this the opportunities offered by the online reason, the workshop group study was environment. For this reason, students both discontinued. learned to produce with digital tools and tried to solve the problem of transferring the products 4.2 Instructor Experiences they produced with physical tools to an online Workshop groups have instructional processes environment. Thus, they gained experience in designed by the instructors based on the concept combining different design and visualization of gamification. The instructors put the concept tools. of gamification and game elements in their instructional process within their discipline or The approach of the workshop groups to the area of expertise. Additionally, they work with concept of gamification from different students who want to improve their skills in the perspectives contributed to the formation of instructors’ area of expertise. different theoretical foundations. Thus, the Journal of Design Studio, v:4 spi:2, ICMEK-5 Rethinking Karadag, D., Gulbahar, S., Ozar, B., (2022), A Case Study on Online Design Workshop Experience: 57 Gamification and Space Journal of Design Studio spi: 2 “ICMEK-5 Rethinking” October 2022 On the closing day of the workshop, the works instructional structure of the workshop groups. produced by workshop groups were presented In this context, workshop presentations and by the instructors and students to all manuscripts demonstrated that gamification participants. Thus, instructors living in different differs in terms of the chosen instructional cities had an opportunity to come together and method. As a result of the data gathered from share their knowledge. The establishment of the manuscripts, the workshop groups using these sharing environments is important in similar approaches and methods were divided terms of providing potential for future into three separate categories as gamification interdisciplinary scientific studies. There are aspects of workshop experiences; gamification positive impacts of the workshop on instructors for the design process, gamification for the such as meeting a wide range of student profiles learning process; using the concept of who have interests; creating a communication gamification as a design theme. Under the platform among instructors who are living in framework of the analysis of the workshop different locations; and increasing sharing texts, the context of differing gamification knowledge about a particular topic. approaches, and the effects of the gamification methods on students, as well as included types 4.3 Workshop experiences of the game elements in the instructional The fact that a workshop is based on a specific process are discussed. The characteristics and theme enables all participants of it to approach potentials of these three categories were the same subject from different perspectives. In analyzed in depth and the following results terms of workshop experiences, it was emerged (Table 2) examined in which aspects of the concept of "gamification" was included in the design of the Table 2: Gamification aspects of workshop experiences 1 1 The definitions and classifications in the table have been prepared by using Kapp (2012), Nah et al. (2014) and Werbach&Hunter (2012). Journal of Design Studio, v:4 spi:2, ICMEK-5 Rethinking Karadag, D., Gulbahar, S., Ozar, B., (2022), A Case Study on Online Design Workshop Experience: 58 Gamification and Space Journal of Design Studio spi:2 “ICMEK-5 Rethinking” October 2022 Figure 3: Gamification elements used by W.05 and sample student project Four workshop groups, (W.01, W.04, W.05, - Supporting the learning and development W.07) classified as gamification for the design process. process used game elements and gamification techniques to create a frame and methodology To create a framework by gamification for the for the design thinking process to motivate design process, rules, badges, goals, points, creativity and ideation. The instructional leaderboards, feedback, do over and characters process designed with this approach has been is used as game elements as well as storytelling, workshops that include product design, spatial cooperation and role playing (Figure 3) narrative, practices for spatial perception, and conceptual design. Workshop groups (W.02, W.03, W.06) under the category of gamification for the learning Considering the characteristics of the concept of process, are investigated in order to find out gamification, it has been beneficial for the how the process of workshop contributes to the participants to realize the design process is more learning activity of students. Three workshop enjoyable and motivated in workshops where a groups used game elements and gamification product is actually designed. In addition, the techniques for a specific subject such as instructional process has included experiences archeological areas and conservation to that will increase empathy with the user through students or raising their awareness on a concept. role-playing elements. In the workshops on Thus, gamification themes were used to become spatial narrative and conceptual design, in- a holistic framework for the accurate and group integration was maintained by the analytical transfer of information. In this way, participants through graphic representation learning ability is supported to explore and methods and gamification. inhale the dimensions of space. In these workshop groups, various suggestions were In the context of gamification's contribution to presented on the use of gamification elements the design studio, it is concluded that using the for the transfer and reproduction of a theoretical gamification for the design process has the knowledge. following potential. In the context of gamification's contribution to - Systematization of the design process, the design education, it is concluded that using - Creating a framework for the design process the gamification for the learning process has the and product, following potential. - Supporting holistic thinking, - Facilitating the use and transfer of knowledge, - Creating different perspectives, - Increasing the visibility and perceptibility of - Facilitating compromise and cooperation knowledge, between students with gamification elements, - Strengthening interdisciplinary interaction, Journal of Design Studio, v:4 spi:2, ICMEK-5 Rethinking Karadag, D., Gulbahar, S., Ozar, B., (2022), A Case Study on Online Design Workshop Experience: 59 Gamification and Space Journal of Design Studio spi: 2 “ICMEK-5 Rethinking” October 2022 - Promoting collectivity and interactivity, 4. Discussion & Conclusion creation of simultaneously shaped performance In the study, the potential contributions of the products. concept of gamification to design education were evaluated in line with the observations and To create a framework by gamification for the experiences achieved during the workshop. learning process, storytelling, instant feedback, Besides, the informal structure of the workshop levels, reward structures, leaderboards, goals, and the current potentials of ICTs that allow replay, role playing, badges, cooperation and online interaction were discussed. rules is used as game elements. In line with the previous studies, continuation Workshop group (W.08) was using the concept of the workshop in an informal environment of gamification as a design theme to design a provided the positive effects as it has been product for a public space. The expectations observed that the level of knowledge and from the students were to design a product for a experience of the students has increased with public space with game elements and different approaches of design disciplines in a gamification mechanics. Concept of more independent and creative environment. gamification ensured that design products were creatively produced as original pieces. The ICTs used in the workshop groups were varied throughout the workshop process. The In the workshop where the design product was Blackboard Platform was used as a well-known gamified, the participants created a requirement Virtual Learning Environment in the beginning list suitable for their own scenario. In this way, of the online studio process. After that, in line the user-space relationship was strengthened, with the requirements of the workshops, and the ground was prepared for cooperation. instructors added online meeting interfaces As seen from the results of workshop such as Zoom or online whiteboards for visual experiences which are categorized as collaboration such as Miro to support their gamification for the design process, using the studio works. Besides, it has been observed that concept of gamification as a design theme workshops which are supported by computer- emerged as a process-oriented approach. aided design tools and methodologies Continuing the interaction of the design product contribute to enriching the informal learning. with the user through the concept of gamification offered a different method The fact that the workshop was held online has proposal. a positive impact in terms of facilitating the meeting of coordinators and students from In the context of gamification's contribution to different cities. However, there is a risk of the design education, it is concluded that using disruption in the progress of individual or group the gamification as a design theme has the work when the session time schedule is not following potential. followed. It is necessary to develop methods to strengthen the communication between the - Using alternative design and presentation students and the instructors in online platforms. tools, On this basis, we conclude that it's important to - Increasing experience and interaction through regulate the instructional methods for online the design product. design education with the data obtained from To create a framework by using the applied research revealed by the evaluation of gamification as a design theme, role playing, various design courses and informal workshop storytelling, feedback and rules is used as game results. Future research on online design elements as well as the inductive method, case education might extend the use of ICTs and study, group moderation and conceptualization computer-aided design technologies in this for instructional strategies. context as well as a comparative analysis between online and face-to-face learning environments is necessary. Journal of Design Studio, v:4 spi:2, ICMEK-5 Rethinking Karadag, D., Gulbahar, S., Ozar, B., (2022), A Case Study on Online Design Workshop Experience: 60 Gamification and Space Journal of Design Studio spi: 2 “ICMEK-5 Rethinking” October 2022 The literature review demonstrates that the Three of eight groups use gamification for the theme of gamification was mostly used to learning process during the theoretical motivate the instructional process. Besides, presentations and discussions as well as using gamified elements in the learning process analyzing samples and encouraging has a great potential especially when we participation. In these workshops, game consider online education, virtual learning elements such as storytelling, role-playing and environments and visual collaboration tools. instant feedback increased visibility and The inclusion of gamification in design perceptibility of theoretical knowledge, while education and studio courses with various goals and rules strengthened the methods gains importance in this context. interdisciplinary interaction. Within the scope of the “Gamification and Space” workshop, game elements and One of the workshop groups used the concept gamification methodologies are used for the of gamification as a design theme. To compose instructional process of workshop groups in an creative experiences and increase interaction informal environment. through the design product, the workshop group used role-playing, storytelling, feedback, and The findings of this study can be understood as rules as game elements. As revealed in Mekler using various online tools and interfaces in a et al (2013)'s research, the results of the design studio environment with the help of workshops also showed that the use of the gamified strategies has promising potentials for gamification context for instructional purposes the development of online design education. can also be the use of some of the game Eight workshop groups have dealt with the elements partially. gamification theme through different approaches. The concept of gamification is In conclusion, the gamification concept seems observed to be mainly associated with processes to improve various design education and studio considering the instructional and design methodologies. Future studies might fruitfully methods of the workshop groups. In conclusion, explore this issue further by organizing it would appear that by analyzing the informal design workshops in the context of instructional approaches of the groups in gamification or fourteen-week design courses comparison with each other, three separate with this framework. In addition to this, the categories of gamification aspects of workshop methodology has potential for constructing experiences emerged: gamification of design informal activities that feed theoretical lessons process, gamification of learning process and as it offers the opportunity to experience using gamification as a design theme. theoretical knowledge in applied fields. Comparative analysis between the online and Overall, it might be concluded by underlining physical environment of the workshops is that our results demonstrate a strong effect of necessarily a topic for future studies in order to game elements and gamification on the design explore their contributions to the educational thinking process and design process of environment. Further studies should investigate workshop groups. Four out of eight groups use the development of digital interfaces suitable game elements to create a framework for the for the design education. It is especially design process to increase creativity and important that the interfaces provide motivation. From the results, it is clear that in interactivity/synchronization and have a the workshop groups using gamification for the customizable interface, supporting the design process, the game elements that form a creativity of both the instructors and the design studio framework were role-playing, students. storytelling, rules and goals, while points, badges and leaderboards motivated peer assessment and increased the interaction and excitement about the design process. Journal of Design Studio, v:4 spi:2, ICMEK-5 Rethinking Karadag, D., Gulbahar, S., Ozar, B., (2022), A Case Study on Online Design Workshop Experience: 61 Gamification and Space Journal of Design Studio spi: 2 “ICMEK-5 Rethinking” October 2022 Notes: and strategies for training and education. 1. This study has been presented with the title Pfeiffer Wiley, San Francisco. of “Online Workshop Experience As An Informal Learning Environment: Gamification Kılıç, S. and Arabacıoğlu, B. C. (2021). Lisans And Space” as an extended abstract at the Düzeyinde Uzaktan Eğitim ile Gerçekleştirilen İÇMEK 5th Congress in June 2022. Çalıştay: Temel Tasarım Dersinde Örüntüye Dayalı Parametrik Model Kullanımı. Modular Acknowledgements: Journal, 4(2), 131-151. The authors would like to thank all instructors and all participants of the Gamification and Koster, R. (2005). A theory of fun for game Space Workshop. design. Scottsdale, AZ: Paraglyph Press, p. 34. References: Liu, Z. (2017). Exploring the use of virtual Alawad, A. (2021). Evaluating Online Learning environment for international creative Practice in the Interior Design Studio. education (art & design).2017 IEEE 6th International Journal of Art & Design International Conference on Teaching, Education, 40(3), 526-542. Assessment, and Learning for Engineering (TALE),414-419. IEEE. doi: Aşkın, G. D. (2019). Gamification of design 10.1109/TALE.2017.8252371 process in interior architecture education: Who? with whom? where? how?. 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