COURSE UNIT TITLE

: ARCHITECTURE AND GAME

Description of Individual Course Units

Course Unit Code Course Unit Title Type Of Course D U L ECTS
MIM 3598 ARCHITECTURE AND GAME ELECTIVE 2 0 0 3

Offered By

Architecture

Level of Course Unit

First Cycle Programmes (Bachelor's Degree)

Course Coordinator

ASSOCIATE PROFESSOR BURCU GÜLAY

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

1   Recognition of the relationship between play and architecture
2   Defining criterias for designing child friendly playspaces
3   Classification of playspaces based on their
4   Discussing game friendly environment design criteria
5   Utilizing games as a tool in architecture education process

Mode of Delivery

Face -to- Face

Prerequisites and Co-requisites

None

Recomended Optional Programme Components

None

Course Contents

Week Subject Description
1 Introduction, purpose and scope Readings will be given
2 Relationship between play and architecture Presentation, discussion
3 Game - Game Environments Handing out the reading materials (articles)
4 Issues to be taken into consideration in play space designing (lecture with examples) Presentation, discussion
5 Outdoors and indoors playing environment Presentation, discussion
6 Revising the streets and the city as a child s playground Research assignment (The students shall critically evaluate 3 play space around their neighbourhood and they will provide a presentation)
7 MID-TERM EXAM
8 Student presentations Discussion
9 Student presentations Discussion
10 Student presentations Discussion
11 A different development: Gaming as a method in architecture education (The class games for architecture education, creative drama, supporting with video games) Presentation, discussion
12 Resolving a certain architectural issue with gaming class exercise Gaming
13 The position of video games in architecture education Assignment: Reviewing a video game
14 Student presentations Discussions

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

SORTING NUMBER SHORT CODE LONG CODE FORMULA
1 MTE MIDTERM EXAM
2 FINS FINAL EXAM
3 FCG FINAL COURSE GRADE MTE * 0.50 + FINS * 0.50
4 RST RESIT
5 FCGR FINAL COURSE GRADE (RESIT) MTE * 0.50 + RST * 0.50


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

Activities Number Time (hours) Total Work Load (hours)
Lectures 7 2 14
Tutorials 1 2 2
Preparation for Mid-term Exam 1 6 6
Preparation for Final Exam 1 12 12
Preparation for Quiz etc. 0 0 0
Preparing Individual Assignments 2 10 20
Preparing Presentations 2 2 4
Other (please indicate) 0 0 0
Preparation before/after weekly lectures 5 1 5
Final 1 2 2
Midterm 1 2 2
Group assignment and presentations 4 2 8
TOTAL WORKLOAD (hours) 75

Contribution of Learning Outcomes to Programme Outcomes

PO/LOPO.1PO.2PO.3PO.4PO.5PO.6PO.7PO.8PO.9PO.10PO.11PO.12PO.13PO.14PO.15
LO.134
LO.244
LO.334
LO.434
LO.544