The Effect of Gamification on Education Engagement of Architecture Students (Case study: Materials and Construction atelier in Iran University of Science and Technology

Article Type:
Case Study (دارای رتبه معتبر)

The methods of teaching basic lessons of architecture must be chosen to be most effective for the students. Basic lessons, including construction materials workshop and construction, teach the primary skills in architectural design, therefore, are used by architects during their education and in their professional careers. There are many studies and innovations about teaching methods and different methods are discussed in scientific articles. One of these methods is to use game-like features and ideas to achieve non-game aims; this method is called gamification. This method is used not only in an educational fields, but also in different fields such as digital, marketing, educational, and social technologies. Game-making techniques exploit people's natural inclinations to socialize, learn, master, compete, achieve status, express themselves, altruistic, or superficially respond to a situation framework such as a game. Since the construction material workshop is one of the higher education’s primary lessons of architecture in Iran, are taught during the first semester in university; it is, in fact, a space for transitioning from high school life to university life. Therefore, using gamification for this group of students can lead to a more superficial bond with this class. So by designing the practices of this lesson to be more attractive, by using gamification elements, while following the predetermined educational curriculum, the new students can better bond with this lesson. The purpose of this study was to evaluate the effect of gamification on the students’ academic engagement in this class, to eventually determine how beneficial is this method in teaching the construction materials workshop and construction, Through the post-event survey approach, this study examines the effect of using the gamification method on the students’ academic engagement in the class of construction materials workshop and construction. Two classes, one using the gamification method, and the other using standard teaching methods, were compared. This comparison was made by distributing questionnaires based on Reeve’s academic engagement indices. After evaluating the data’s validity through the t-test, the results were evaluated. Moreover, the results showed that using this method positively affects the students’ academic engagement. Among the four micro scales, introduced by Reeve in the academic engagement indices, the agentic engagement with lesson materials micro-scale has the highest effectiveness. The cognitive micro-scale has the lowest effectiveness. using the gamification method leads to a strong bond between the students and their practices. The results of this study are proof that the class, in which the gamification method was used for designing the practices, resulted in higher academic engagement. This increase in academic engagement leads to increased quality of education and students’ deeper learning. Therefore, it is suggested to use this method in teaching the primary lessons of architecture, especially in construction materials workshop.

New Educational Approaches, Volume:17 Issue: 1, 2022
37 to 58  
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