The effectiveness of gamification education on architectural students’ academic burnout and its role in the learning process of design

Architecture education has always been associated with two different and complementary processes: creative thinking and linear/technical thinking. Today, the process of training an architect in an academic environment is usually based on design studios, which is complemented by formal training in theoretical and technical topics. This system is based on the idea that it will enable students to develop creative and appropriate solutions. However, this teaching method might cause hidden problems that, in some cases, can hinder students’ learning progress and cause their full potential skills not to be identified and exploited. Ateliers (workshops) in architecture schools are the main teaching tools in which students are exposed to solving many design problems. Since burnout causes the learning process to decline, its reduction is of interest to many academic settings. Burnout is one of the educational system problems at all educational levels, which leads to a waste of power and expenses and can have a devastating effect on personal and academic life. In addition, new and various educational methods, including gamification, have been reviewed, improved, and used over the years. For various purposes, educational non-entertainment games (serious games) are designed to achieve academic goals and values and to develop skills.

Games are fun ways to learn and provide a safe and secure environment in a simulated environment for learners to make decisions and even make mistakes without fear of real-world consequences. The player can confront a variety of challenges in the games that conform to the latest proven principles of learning effectiveness. Learning through educational games is unconscious, indirect, and effective. This study aims to investigate the effectiveness of architecture design education at the undergraduate level in reducing students’ academic burnout and thus improving the learning process of design. This method aims to maximize students’ capacity to acquire information and skills. Their creative and technical competencies have been integrated to improve the effectiveness of architectural education and increase future architects’ work quality. This study was conducted experimentally using a pretest-posttest design with control and intervention groups. The statistical population of this study was the students of Parand Branch Azad University, who were randomly selected to participate in this research. They are equally divided into two intervention and control groups. MBI-GS (S) standard burnout questionnaire was used to collect data, and SPSS.22 software was used for statistical data analysis. The games were designed under the chapter to achieve the research objectives and performed in the intervention group’s studio.

Student feedback was recorded at each level of the games and at the end of the semester, with very interesting results in student design quality, increased motivation, and interest. Hence, the design learning promotion was achieved. Statistical results show that there is a big difference between the three conceptual sections of academic burnout, including exhaustion (feeling tired because of study requirements), cynicism (having a pessimistic and apathetic attitude towards homework), and professional efficacy (feeling incompetent as a student). There were intervention and control groups among the students after completing the training sessions and holding a post-test. Therefore, the study of academic burnout and effective strategies in reducing exhaustion to achieve educational goals and improve the design learning process was the criterion of this study, in contrast to other previous studies that examined the result of gamification in the product of architecture and design, or studied the purely psychological effects of burnout. The design learning process was examined, considering the concepts of gamification education and academic burnout. Finally, the gamification method in architectural design education was tested in line with reducing students’ academic burnout.

Based on the study findings, it can be concluded that gamification education in architectural design effectively reduces academic burnout, increases interest and motivation, and increases student participation in practical activities of the studio. Therefore, it is recommended to use this new educational method to reduce academic burnout and improve architectural design learning.