Urban Gamification in Architecture Education

Fonseca, David; Villagrasa, Sergi; Navarro, Isidro; Redondo, Ernest; Valls, Francesc; Sánchez, Albert

doi:10.1007/978-3-319-56541-5_34

Cited by 24 publications

(16 citation statements)

References 13 publications

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“…The perception of the usefulness of sound and the gamification of the interaction are the aspects less valued by the students. This result reflects the absence of a need to consider other variables of the project in the academic presentations beyond the visual (Fonseca et al, 2017b; Valls, Redondo, & Fonseca, 2015; Valls, Redondo, Fonseca, Garcia‐Almirall, & Subirós, 2016; Vicent, Villagrasa, Fonseca, & Redondo, 2015). This result is the opposite of users who are not experts in the development or education of architectural or urban projects, an aspect that reflects a gap to be resolved internally in current educational plans.…”

Section: Discussionmentioning

confidence: 95%

Evaluation of an interactive educational system in urban knowledge acquisition and representation based on students' profiles

et al. 2020

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The aim of this article is to study how students currently understand the conception of space through different media and how that understanding helps them to intervene in the space. Firstly, the process of teaching and learning as well as innovative supporting technologies are analysed, revealing the characteristics of the contemporary student profile and better ways of teaching according to it. Secondly, we describe the evaluation of an experiment with a virtual reality (VR) system for urban project design with students of architecture from two universities. The premise is that the technology used in VR is familiar to the current profile of students. This paper aims to study the advantages and disadvantages of this trend and to find a balance. To do so, we use a quantitative method to evaluate students' profiles and their level of satisfaction with the system. The results were obtained by a questionnaire and a survey, which show the role and use of technologies in the students' environment and the degree of satisfaction when using it in the educational processes. In line with our assumptions, the value of satisfaction in the use of an advanced visualization technology in the classroom reveals a high level of motivation, in general, with differentiation between students in their first and last phases of studies.

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Section: Discussionmentioning

confidence: 95%

Evaluation of an interactive educational system in urban knowledge acquisition and representation based on students' profiles

et al. 2020

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“…In parallel, the main conclusions of the project are implemented in the development of the Game4City 3.0 project. This project addresses gamified and interactive strategies for viewing urban environments in 3D at the educational and social levels [ 13 ]. The ability to create interactive and immersive virtual architectural models encourages a creative approach to architecture and fosters the acquisition of the skills needed to reproduce and understand the space [ 14 ].…”

Section: Introductionmentioning

confidence: 99%

Qualitative Assessment of Effective Gamification Design Processes Using Motivators to Identify Game Mechanics

Villegas

Fonseca

Peña

et al. 2021

Sensors

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This research focuses on the study and qualitative assessment of the relationships between motivators and game mechanics per the ratings of expert gamification consultants. By taking this approach, it is intended that during the design phase of a gamified system, decisions can be made about the design of the system based on the motivators of each of the profiles. These motivators can be determined from the information provided by the potential players themselves. The research presented starts from a previous analysis in which, based on the three most used gamification frameworks and through a card sorting technique that allows the user to organize and classify the content, a set of mechanics are determined. In the present study, each of the mechanics is analyzed, and a more precise motive is decided. As a result, a higher level of personalization is achieved and, consequently, approximates a higher level of gamification effectiveness. The main conclusions are implemented in the development of the Game4City 3.0 project, which addresses gamified and interactive strategies to visualize urban environments in 3D at an educational and social level.

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“…The gamification in class helps improve the connection between the resource, knowledge and the student. It offers the opportunity to reflect on a topic in depth and allows positive changes in behavior [1].…”

Section: Introductionmentioning

confidence: 99%

Using Web Analytics Tools to Improve the Quality of Educational Resources and the Learning Process of Students in a Gamified Situation

Valls¹,

Forment²,

Canaleta³

et al. 2018

INTED Proceedings

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In this paper we propose a businessification approximation to measure and analyse students' engagement in a gamified learning context. Gamification in education is used to enhance students experience and improve learning outcomes. Its technics such as points, leaderboard, badges or ranking are also used in learning instructions with the aim to improve students' engagement. This engagement can be considered as the metric to measure the success of gamified instructions. The gamification model can also be used in an online learning environment. In this virtual context teachers have to have some tools to see what happens during the learning process. Such virtual context is usually web based. In this specific context the resources used such as images, videos or audios are fundamental to engage students. In order to help teachers to enhance engagement we propose the use of web analytical tools in such web based gamified learning contexts to track, analyse and finally enhance such resources.

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Urban Gamification in Architecture Education

Cited by 24 publications

References 13 publications

Evaluation of an interactive educational system in urban knowledge acquisition and representation based on students' profiles

Evaluation of an interactive educational system in urban knowledge acquisition and representation based on students' profiles

Qualitative Assessment of Effective Gamification Design Processes Using Motivators to Identify Game Mechanics

Using Web Analytics Tools to Improve the Quality of Educational Resources and the Learning Process of Students in a Gamified Situation

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