COURSE UNIT TITLE

Offered By

Architecture

Level of Course Unit

First Cycle Programmes (Bachelor's Degree)

Course Coordinator

ASSOCIATE PROFESSOR BURCU GÜLAY TAŞÇI

Offered to

Architecture

Course Objective

The primary aim of this course is to encourage students to think about play and architecture. In this course, the relationship betwen architecture and play is established in different levels. For this purpose, various developments are taken into consideration from designing playspace to instrumentalization of games in architecture education .

Learning Outcomes of the Course Unit

Mode of Delivery

Face -to- Face

Prerequisites and Co-requisites

None

Recomended Optional Programme Components

None

Course Contents

Recomended or Required Reading

Textbook(s)/References/Materials:
Main Sources:

Galindo, M. (2012). Playground Design. Berlin: Braun Publishing.

Gülay Tasçı, B. ve Kaya, I. (2011). Özürlü Çocuklar Için Oyun Alanları Tasarlamak. MIMARIST, 2(40), 106-111.

Squire, K. (2005). Game-Based Learning: Present and Future State of the Field. Madison, WI: University of Wisconsin-Madison Press.

Supplementary Sources:
Çatak, G. (2011). Oynarken tasarlamak: Dijital Tasarım Oyunları. Sigma 3, 385-391.

Dewey, J. Experience and Education, Touchstone, New York, 1997.

Garris, R., Ahlers, R., and Driskell, J. E. (2002). Games, Motivation, and Learning: A Research and Practice Model. Simulation & Gaming 33(4).

Gros, B. (2007). Digital Games in Education: The Design of Games-Based Learning Environments, Journal of Research on Technology in Education 40 (1), 23-38.

Gülay Tasçı, B. ve Gökmen, H. (2011). Çocukların Oyun Hakkı ve Çocuğun Yasama Ortamı
Şehir. 1. Türkiye Çocuk Hakları Kongresi, 90(15), 445-455

Gülay Tasçı, B. (2015). Can a Computer Game be Accepted as a Tool for Computer Aided
Design . II. Architectural Design Conference, 367-376.)

Gülay Taşçı, B. (2015). Oyunun Sınırları ve Kentte Sürdürülebilirliği. 9.Uluslararası Sinan
Sempozyumu(161), 1-6.

Gülay Tasçı, B ve Aktaş, Ö. (2016). Yapay Zeka ve Mimarlık. YAPI DERGISI(413), 130-
135.

Gülay Tasçı, B. Aktaş, Ö. (2016). Yapılı Çevre Eğitimi Için Mobil Oyun Yazılımı. VIII.
Uluslararası Eğitim Araştırmaları Kongresi

Gülay Tasçı, B. (2016). Utilization of Digital Games in Built Environment Education.
Unıversal journal of educatıonal research, 4(3), 632-637., doi: 10.13189/ujer.
2016.040323

Mungai, D. and Jones, D. (2002). Games to Teach By , Proceedings of the E18th Annual Conference on Distance Teaching and Learning, August 14-16, 2002.

McFarlane, A., Sparrowhawk, A., and Heald, Y. (2002). Report on the Educational Use of Games, https://pantherfile.uwm.edu/tjoosten/LTC/Gaming/teem_gamesined_full.pdf, Access Date, 13/02/2014.

Piaget, J., & Inhelder, B. (1967). The Child's Conception of Space. New York: W.W. Norton.

Yürekli, I. (2003). Mimari Tasarım Eğitiminde Oyun, Doktora Tezi, ITÜ Fen Bilimleri Enstitüsü.

Planned Learning Activities and Teaching Methods

Theoretical lecture, discussions, gaming, individual assignments and presentations

Assessment Methods

Further Notes About Assessment Methods

After the primary lessons, the students will prepare presentations about their case studies. Their presentaions is accepted as preperatıon for mıdterm exam.

Assessment Criteria

Mid-term Exam % 50 (LO1, LO2, LO3)
Final Exam % 50 (LO1, LO2, LO3, LO4, LO5)

Language of Instruction

Turkish

Course Policies and Rules

1. Students are expected to attend a minimum of 70% of the class.
2. Students are expected to attend the class fully prepared to discuss the subjects and other related material.
3. Late submissions will be subject to a different evaluation.
4. All kinds of plagiarism will result in a disciplinary action.
5. Instructor might do quiz or exercises in the term. Their marks will be considered in the assignment and participation notes.

Contact Details for the Lecturer(s)

burcu.gulay@deu.edu.tr 232 301 84 95

Office Hours

Wednesday 8:30-11:30.

Work Placement(s)

None

Workload Calculation

Contribution of Learning Outcomes to Programme Outcomes