Experiential Learning Through Gamification in Interior Architecture and Design , International Journal of Architecture, Arts and Applications, Science Publishing Group

<!doctype html> <html> <head> <title>Experiential Learning Through Gamification in Interior Architecture and Design , International Journal of Architecture, Arts and Applications, Science Publishing Group</title> <meta name="description" content="Millennials and post-millennials demand alternative educational models, leading educators to adopt Experiential Learning (ExL) theory, which acknowledges ludicity in learning spaces. ExL is the subject of a growing body of research to date. Gamification is recognized to enhance student engagement and academic success. This research aims to investigate gamified activities tailored to Interior Architecture and Design (IAD) education. An exploratory approach is used to review the potential of gamification as a tool to achieve ExL contributing to students’ learning experience. A literature review lays a foundation for ExL theory and gamification. Pilot ExL-based gamified activities conducted on year 1 IAD students at Coventry University - Egypt, are documented using thick description based on participant observations, which inform the potential and drawbacks of each gamified activity. Thematic analysis is conducted to attain the research findings. The findings are reviewed by two methods, superimposing the pilot gamified activities collectively on the ExL cycle to confirm students interacted with the four modes of the cycle. Second is by assessing the activities according to their design considerations including educational, time-related, collaboration-setting, and operational considerations. Findings subsequently yield guidelines for educators supporting the design of gamified activities. This is to aid IAD educators in establishing ExL by infusing their curricula with gamified activities matching the educational expectations and needs of today’s students, without diverting from desired content. Results reveal that there is a direct correlation between the effective planning of a gamified activity following the derived design considerations and the completion of the ExL cycle. "> <meta name="Keywords" content="Interior Architecture Education, Interior Design Education, Experiential Learning, Gamification, Gamified Activities"> <link rel="stylesheet" href="/js/bootstrap/css/bootstrap.min.css?v=20241122084834"> <meta name="dc.title" content="Experiential Learning Through Gamification in Interior Architecture and Design "> <meta name="dc.creator" content="Dina El Mehelmy"><meta name="dc.creator" content="Ingy El Zeini"> <meta name="dc.type" content="Research Article"> <meta name="dc.source" content="International Journal of Architecture, Arts and Applications 2024, Volume 10, Page 42"> <meta name="dc.date" content="2024-06-06"> <meta name="dc.identifier" content="10.11648/j.ijaaa.20241002.13"> <meta name="dc.publisher" content="Science Publishing Group"> <meta name="dc.rights" content="2024 The Author(s)"> <meta name="dc.copyright" content="2024 The Author(s)"> <meta name="dc.rightsAgent" content="service@sciencepublishinggroup.com"> <meta name="dc.format" content="text/pdf"> <meta name="dc.language" content="En"> <meta name="dc.description" content="Millennials and post-millennials demand alternative educational models, leading educators to adopt Experiential Learning (ExL) theory, which acknowledges ludicity in learning spaces. ExL is the subject of a growing body of research to date. Gamification is recognized to enhance student engagement and academic success. This research aims to investigate gamified activities tailored to Interior Architecture and Design (IAD) education. An exploratory approach is used to review the potential of gamification as a tool to achieve ExL contributing to students’ learning experience. A literature review lays a foundation for ExL theory and gamification. Pilot ExL-based gamified activities conducted on year 1 IAD students at Coventry University - Egypt, are documented using thick description based on participant observations, which inform the potential and drawbacks of each gamified activity. Thematic analysis is conducted to attain the research findings. The findings are reviewed by two methods, superimposing the pilot gamified activities collectively on the ExL cycle to confirm students interacted with the four modes of the cycle. Second is by assessing the activities according to their design considerations including educational, time-related, collaboration-setting, and operational considerations. Findings subsequently yield guidelines for educators supporting the design of gamified activities. This is to aid IAD educators in establishing ExL by infusing their curricula with gamified activities matching the educational expectations and needs of today’s students, without diverting from desired content. Results reveal that there is a direct correlation between the effective planning of a gamified activity following the derived design considerations and the completion of the ExL cycle. "> <meta name="dc.subject" content="Interior Architecture Education"><meta name="dc.subject" content="Interior Design Education"><meta name="dc.subject" content="Experiential Learning"><meta name="dc.subject" content="Gamification"><meta name="dc.subject" content="Gamified Activities"> <meta name="prism.issn" content="2472-1131"> <meta name="prism.publicationName" content="International Journal of Architecture, Arts and Applications"> <meta name="prism.publicationDate" content="2024-06-06"> <meta name="prism.volume" content="10"> <meta name="prism.number" content="2"> <meta name="prism.section" content="Research Article"> <meta name="prism.startingPage" content="42"> <meta name="prism.endingPage" content="59"> <meta name="prism.copyright" content="2024 The Author(s)"> <meta name="prism.rightsAgent" content="service@sciencepublishinggroup.com"> <meta name="prism.url" content="https://www.sciencepg.com/article/10.11648/j.ijaaa.20241002.13"> <meta name="prism.doi" content="doi:10.11648/j.ijaaa.20241002.13"> <meta name="citation_issn" content="2472-1131"> <meta name="citation_journal_title" content="International Journal of Architecture, Arts and Applications"> <meta name="citation_journal_abbrev" content="Int. 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Arts Appl."> <meta name="citation_publisher" content="Science Publishing Group"> <meta name="citation_title" content="Experiential Learning Through Gamification in Interior Architecture and Design "> <meta name="citation_publication_date" content="2024/06"> <meta name="citation_online_date" content="2024/06/06"> <meta name="citation_volume" content="10"> <meta name="citation_issue" content="2"> <meta name="citation_firstpage" content="42"> <meta name="citation_lastpage" content="59"> <meta name="citation_article_type" content="Research Article"> <meta name="citation_fulltext_world_readable" content=""> <meta name="citation_language" content="En"> <meta name="citation_author" content="Dina El Mehelmy"> <meta name="citation_author_institution" content="Interior Architecture and Design, School of Design and Media, Coventry University at the Knowledge Hub Universities, Cairo, Egypt"> <meta name="citation_author" content="Ingy El Zeini"> <meta name="citation_author_institution" content="Interior Architecture and Design, School of Design and Media, Coventry University at the Knowledge Hub Universities, Cairo, Egypt"> <meta name="citation_doi" content="doi:10.11648/j.ijaaa.20241002.13"> <meta name="citation_id" content="3831209"> <meta name="citation_pdf_url" content="http://article.sciencepg.com/pdf/j.ijaaa.20241002.13"> <meta name="citation_reference" content="F. 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ExL is the subject of a growing body of research to date. Gamification is recognized to enhance student engagement and academic success. This research aims to investigate gamified activities tailored to Interior Architecture and Design (IAD) education. An exploratory approach is used to review the potential of gamification as a tool to achieve ExL contributing to students’ learning experience. A literature review lays a foundation for ExL theory and gamification. Pilot ExL-based gamified activities conducted on year 1 IAD students at Coventry University - Egypt, are documented using thick description based on participant observations, which inform the potential and drawbacks of each gamified activity. Thematic analysis is conducted to attain the research findings. The findings are reviewed by two methods, superimposing the pilot gamified activities collectively on the ExL cycle to confirm students interacted with the four modes of the cycle. Second is by assessing the activities according to their design considerations including educational, time-related, collaboration-setting, and operational considerations. Findings subsequently yield guidelines for educators supporting the design of gamified activities. This is to aid IAD educators in establishing ExL by infusing their curricula with gamified activities matching the educational expectations and needs of today’s students, without diverting from desired content. Results reveal that there is a direct correlation between the effective planning of a gamified activity following the derived design considerations and the completion of the ExL cycle. 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value="j.ijaaa.20241002.13"> <div class="article_header"> <div class="article_header_top"> Research Article <span>|</span> <a href="/journal/383/open-access" target="_blank"><img src="/img/oa.png" class="oa"></a> <span>|</span> <a href="/journal/383/peer-review-at-sciencepg" style="color: #00599c; text-decoration: underline;" target="_blank">Peer-Reviewed</a> </div> <h3 class="ArticleTitle">Experiential Learning Through Gamification in Interior Architecture and Design </h3> <div class="article_author"> <span class="author"> <a href="javascript:;" data-target="#author0" class="AuthorName" >Dina El Mehelmy</a><sup>*</sup><a href="http://orcid.org/0009-0001-9629-4634" target="_blank"><img src="/img/orcid_icon.png"></a>,  <div class="author_item person-info" id="author0" style="display: none;"> <p class="author_name">Dina El Mehelmy</p> <p class="Affiliation">Interior Architecture and Design, School of Design and Media, Coventry University at the Knowledge Hub Universities, Cairo, Egypt</p> <p class="roles">Contributor Roles: Conceptualization, Data curation, Formal Analysis, Investigation, Methodology, Resources, Supervision, Validation, Visualization, Writing – original draft, Writing – review & editing</p> <div class="contact_info"> <input type="hidden" class="person-id" value="10695759"> <p><img src="/img/email_icon.png"><a href="javascript:;" class="EmailAddress btn-email" data-toggle="modal" data-target="#emailModalScrollable">Contact Email</a></p> <p><img src="/img/orcid_icon.png"><a href="http://orcid.org/0009-0001-9629-4634" target="_blank" class="normal_link">http://orcid.org/0009-0001-9629-4634<i class="fas fa-external-link-alt"></i></a></p> </div> </div> </span><span class="author"> <a href="javascript:;" data-target="#author1" class="AuthorName" >Ingy El Zeini</a><a href="http://orcid.org/0009-0007-1962-850X" target="_blank"><img src="/img/orcid_icon.png"></a> <div class="author_item person-info" id="author1" style="display: none;"> <p class="author_name">Ingy El Zeini</p> <p class="Affiliation">Interior Architecture and Design, School of Design and Media, Coventry University at the Knowledge Hub Universities, Cairo, Egypt</p> <p class="roles">Contributor Roles: Conceptualization, Data curation, Formal Analysis, Investigation, Methodology, Resources, Supervision, Validation, Visualization, Writing – original draft, Writing – review & editing</p> <div class="contact_info"> <input type="hidden" class="person-id" value="10695760"> <p><img src="/img/email_icon.png"><a href="javascript:;" class="EmailAddress btn-email" data-toggle="modal" data-target="#emailModalScrollable">Contact Email</a></p> <p><img src="/img/orcid_icon.png"><a href="http://orcid.org/0009-0007-1962-850X" target="_blank" class="normal_link">http://orcid.org/0009-0007-1962-850X<i class="fas fa-external-link-alt"></i></a></p> </div> </div> </span> </div> <div class="published"> <span>Published in </span> <a href="/journal/383/home" target="_blank"><i>International Journal of Architecture, Arts and Applications</i></a> (<a href="/journal/383/archive/3831002" target="_blank">Volume 10, Issue 2</a>) </div> <div class="article_time"> <span>Received: </span>30 April 2024     <span>Accepted: </span>27 May 2024     <span>Published: </span>6 June 2024 </div> <div class="vd"> <input type="hidden" id="downloadTotalizationUrl" value="https://w.sciencepublishinggroup.com/"> <span>Views:</span> <span class="spanViews"></span>      <span>Downloads:</span> <span class="spanDownloads"></span> </div> <div class="operation clearfix"> <div class="view_more left"> <a href="javascript:;" onclick="downLoadArticle(10089261, "https:\/\/w.sciencepublishinggroup.com\/", '.spanDownloads', "https:\/\/article.sciencepublishinggroup.com\/", "pdf\/j.ijaaa.20241002.13", true)" > <i class="fas fa-file-pdf"></i>Download PDF </a> </div>  <div class="add_ope share_btn left"> <a href="javascript:;" id="toggleButton"> <img src="/img/share_icon.png">Share This Article </a> <div class="share_item toggle-div" id="myDiv"> <div class="s-popup__arrow"></div> <div class="share_list"> <ul> <li> <a id="twitterUrl" target="_blank"><img src="/img/twitter_icon.png">Twitter</a> </li> <li> <a id="linkedInUrl" target="_blank"><img src="/img/LinkedIn_icon.png">Linked In</a> </li> <li> <a id="facebookUrl" target="_blank"><img src="/img/facebook_icon.png">Facebook</a> </li> </ul> <script type="text/javascript"> var twitterUrl = "https://twitter.com/intent/tweet?text=" + twitterUrlEncode("Experiential Learning Through Gamification in Interior Architecture and Design\r\n"); twitterUrl += "&hashtags=" + twitterUrlEncode("Science Publishing Group"); twitterUrl += "&url=" + twitterUrlEncode(location.origin + "/" + "article\/10.11648\/j.ijaaa.20241002.13"); var linkedInUrl = "http://www.linkedin.com/shareArticle?mini=true&title=" + encodeURIComponent("Experiential Learning Through Gamification in Interior Architecture and Design\r\n"); linkedInUrl += encodeURIComponent("&source=" + location.origin + "&summary=" + getMoreContentShow("Millennials and post-millennials demand alternative educational models, leading educators to adopt Experiential Learning (ExL) theory, which acknowledges ludicity in learning spaces. ExL is the subject of a growing body of research to date. Gamification is recognized to enhance student engagement and academic success. This research aims to investigate gamified activities tailored to Interior Architecture and Design (IAD) education. An exploratory approach is used to review the potential of gamification as a tool to achieve ExL contributing to students\u2019 learning experience. A literature review lays a foundation for ExL theory and gamification. Pilot ExL-based gamified activities conducted on year 1 IAD students at Coventry University - Egypt, are documented using thick description based on participant observations, which inform the potential and drawbacks of each gamified activity. Thematic analysis is conducted to attain the research findings. The findings are reviewed by two methods, superimposing the pilot gamified activities collectively on the ExL cycle to confirm students interacted with the four modes of the cycle. Second is by assessing the activities according to their design considerations including educational, time-related, collaboration-setting, and operational considerations. Findings subsequently yield guidelines for educators supporting the design of gamified activities. This is to aid IAD educators in establishing ExL by infusing their curricula with gamified activities matching the educational expectations and needs of today\u2019s students, without diverting from desired content. Results reveal that there is a direct correlation between the effective planning of a gamified activity following the derived design considerations and the completion of the ExL cycle.\r\n", 200)) linkedInUrl += "&url=" + encodeURIComponent(location.origin + "/" + "article\/10.11648\/j.ijaaa.20241002.13"); var facebookUrl = "https://www.facebook.com/sharer.php?u=" + location.origin + "/" + "article\/10.11648\/j.ijaaa.20241002.13"; </script> </div> </div> </div> </div> </div> <div class="article_body"> <div class="section" id="abstract"> <div class="Abatract">Abstract</div> <p class="AbatractContent">Millennials and post-millennials demand alternative educational models, leading educators to adopt Experiential Learning (ExL) theory, which acknowledges ludicity in learning spaces. ExL is the subject of a growing body of research to date. Gamification is recognized to enhance student engagement and academic success. This research aims to investigate gamified activities tailored to Interior Architecture and Design (IAD) education. An exploratory approach is used to review the potential of gamification as a tool to achieve ExL contributing to students’ learning experience. A literature review lays a foundation for ExL theory and gamification. Pilot ExL-based gamified activities conducted on year 1 IAD students at Coventry University - Egypt, are documented using thick description based on participant observations, which inform the potential and drawbacks of each gamified activity. Thematic analysis is conducted to attain the research findings. The findings are reviewed by two methods, superimposing the pilot gamified activities collectively on the ExL cycle to confirm students interacted with the four modes of the cycle. Second is by assessing the activities according to their design considerations including educational, time-related, collaboration-setting, and operational considerations. Findings subsequently yield guidelines for educators supporting the design of gamified activities. This is to aid IAD educators in establishing ExL by infusing their curricula with gamified activities matching the educational expectations and needs of today’s students, without diverting from desired content. Results reveal that there is a direct correlation between the effective planning of a gamified activity following the derived design considerations and the completion of the ExL cycle. </p> </div> <div class="article_basic_info"> <table> <tr> <td> <span>Published in</span> </td> <td> <a href="/journal/383/home" target="_blank"><i>International Journal of Architecture, Arts and Applications</i></a> (<a href="/journal/383/archive/3831002" target="_blank">Volume 10, Issue 2</a>) </td> </tr> <tr> <td> <span>DOI</span> </td> <td> <a href="https://doi.org/10.11648/j.ijaaa.20241002.13" target="_blank">10.11648/j.ijaaa.20241002.13</a> </td> </tr> <tr> <td> <span>Page(s)</span> </td> <td>42-59</td> </tr> <tr> <td> <span>Creative Commons</span> </td> <td> <p class="basic_copyright"><img src="/img/copyright_icon2.png"></p> <p>This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (<a href="http://creativecommons.org/licenses/by/4.0/" target="_blank">http://creativecommons.org/licenses/by/4.0/</a>), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. </p> </td> </tr> <tr> <td> <span>Copyright</span> </td> <td> <p>Copyright © The Author(s), 2024. Published by Science Publishing Group</p> </td> </tr> </table> </div> <div class="pre_next_article clearfix"> <div class="pre"> <a href="/article/10.11648/j.ijaaa.20241002.12"><i class="fas fa-chevron-circle-left"></i><span>Previous article</span></a> </div> <div class="next"> <a href="/article/10.11648/j.ijaaa.20241002.14"><span>Next article</span><i class="fas fa-chevron-circle-right"></i></a> </div> </div> <div class="section" id="keywords"> <div class="Keywords">Keywords</div> <p class="KeywordsContent">Interior Architecture Education, Interior Design Education, Experiential Learning, Gamification, Gamified Activities</p> </div> <div class="section" id="references"> <div class="Heading1">References</div> <div class="references"> <table class="normal_table"> <tbody> <tr class="References"> <td>[1] </td> <td style="word-break: break-word;"> F. Hénard and D. Roseveare, "Fostering Quality Teaching in Higher Education: Policies and Practices. 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Carlson, Teaching for Experiential Learning: Five Approaches that Work, R&L Education, 2009. </td> </tr> <tr class="References"> <td>[9] </td> <td style="word-break: break-word;"> FutureLearn, "What is Experiential Learning and How Does It Work?," 8 September 2021. [Online]. Available: <p class="doi_link"> <a href="https://www.futurelearn.com/info/blog/what-is-experiential-learning" class="normal_link" target="_blank"> https://www.futurelearn.com/info/blog/what-is-experiential-learning <i class="fas fa-external-link-alt"></i> </a> </p> </td> </tr> <tr class="References"> <td>[10] </td> <td style="word-break: break-word;"> IEL, "What is Experiential Learning?," 23 October 2023. [Online]. 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Finckenhagen, "Context in Gamification: Contextual Factors and Successful Gamification," 2017. [Online]. Available: <p class="doi_link"> <a href="https://www.ntnu.edu/documents/139799/1279149990/09+Article+Final_karolirf_fors%C3%B8k_2017-12-08-05-35-05_TPD4505.Karoline.Finckenhagen.pdf/4f269657-0e54-4999-9de8-6ba8e109d386#page=1.30" class="normal_link" target="_blank"> https://www.ntnu.edu/documents/139799/1279149990/09+Article+Final_karolirf_fors%C3%B8k_2017-12-08-05-35-05_TPD4505.Karoline.Finckenhagen.pdf/4f269657-0e54-4999-9de8-6ba8e109d386#page=1.30 <i class="fas fa-external-link-alt"></i> </a> </p> </td> </tr> <tr class="References"> <td>[37] </td> <td style="word-break: break-word;"> M. Terras and E. Boyle, "Integrating Games as a Means to Develop E-Learning: Insights from a Psychological Perspective," British Journal of Educational Technology, vol. 50, no. 3, p. 1049–1059, 2019. <p class="doi_link"> <a href="https://doi.org/10.1111/bjet.12784" class="normal_link" target="_blank"> https://doi.org/10.1111/bjet.12784 <i class="fas fa-external-link-alt"></i> </a> </p> </td> </tr> <tr class="References"> <td>[38] </td> <td style="word-break: break-word;"> M. Romero and M. Usart, "Time Factor in the Curriculum Integration of Game-Based Learning," in New Pedagogical Approaches in Game Enhanced Learning: Curriculum Integration, 1st ed., S. de Freitas, M. Ott and M. M. 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Michalko, Thinkertoys A Handbook of Creative-Thinking Techniques, 2nd ed., Berkeley: Ten Speed Press, 2006. </td> </tr> </tbody> </table> </div> </div> <div class="section" id="cite_this_article" style="margin-bottom: 20px;"> <div class="Heading1" style="margin-bottom: 26px;">Cite This Article</div> <div class="cite_article"> <div class="mt-tabpage" js-tab="2"> <div class="mt-tabpage-title"> <a class="mt-tabpage-item mt-tabpage-item-cur">Plain Text</a> <a class="mt-tabpage-item">BibTeX</a> <a class="mt-tabpage-item">RIS</a> </div> <div class="mt-tabpage-count"> <ul class="mt-tabpage-cont__wrap"> <li class="mt-tabpage-item"> <div class="tab_div"> <div class="cite_type"> <p class="cite_type_item">APA Style</p> <p class="cite_type_info apa-copy-src">Mehelmy, D. E., Zeini, I. E. (2024). Experiential Learning Through Gamification in Interior Architecture and Design. <i>International Journal of Architecture, Arts and Applications</i>, <i>10</i>(2), 42-59. <a href='https://doi.org/10.11648/j.ijaaa.20241002.13'>https://doi.org/10.11648/j.ijaaa.20241002.13</a></p> <p class="cite_operation"> <span><a class="apa-copy copy-el" data-clipboard-action="copy" data-clipboard-target=".apa-copy-src" href="javascript:;" ><img src="/img/copy_icon.png">Copy</a></span> <span class="line">|</span> <span><a href="javascript:;" onclick="spgCommon.bindDownloadDataFromEl("10.11648.j.ijaaa.20241002.13.apa.txt", '.apa-copy-src')"><img src="/img/download_icon.png">Download</a></span> </p> </div> <div class="cite_type"> <p class="cite_type_item">ACS Style</p> <p class="cite_type_info acs-copy-src">Mehelmy, D. E.; Zeini, I. E. Experiential Learning Through Gamification in Interior Architecture and Design. <i>Int. J. Archit. Arts Appl.</i> <b>2024</b>, <i>10</i>(2), 42-59. <a href='https://doi.org/10.11648/j.ijaaa.20241002.13'>doi: 10.11648/j.ijaaa.20241002.13</a></p> <p class="cite_operation"> <span><a class="acs-copy copy-el" data-clipboard-action="copy" data-clipboard-target=".acs-copy-src" href="javascript:;"><img src="/img/copy_icon.png">Copy</a></span> <span class="line">|</span> <span><a href="javascript:;" onclick="spgCommon.bindDownloadDataFromEl("10.11648.j.ijaaa.20241002.13.acs.txt", '.acs-copy-src')"><img src="/img/download_icon.png">Download</a></span> </p> </div> <div class="cite_type"> <p class="cite_type_item">AMA Style</p> <p class="cite_type_info ama-copy-src">Mehelmy DE, Zeini IE. Experiential Learning Through Gamification in Interior Architecture and Design. <i>Int J Archit Arts Appl</i>. 2024;10(2):42-59. <a href='https://doi.org/10.11648/j.ijaaa.20241002.13'>doi: 10.11648/j.ijaaa.20241002.13</a></p> <p class="cite_operation"> <span><a class="ama-copy copy-el" data-clipboard-action="copy" data-clipboard-target=".ama-copy-src" href="javascript:;"><img src="/img/copy_icon.png">Copy</a></span> <span class="line">|</span> <span><a href="javascript:;" onclick="spgCommon.bindDownloadDataFromEl("10.11648.j.ijaaa.20241002.13.ama.txt", '.ama-copy-src')"><img src="/img/download_icon.png">Download</a></span> </p> </div> </div> </li> <li class="mt-tabpage-item"> <div class="tab_div"> <pre _ngcontent-anj-c150="" class="text ris-text bib-copy-src main_content_citetext">@article{10.11648/j.ijaaa.20241002.13, author = {Dina El Mehelmy and Ingy El Zeini}, title = {Experiential Learning Through Gamification in Interior Architecture and Design }, journal = {International Journal of Architecture, Arts and Applications}, volume = {10}, number = {2}, pages = {42-59}, doi = {10.11648/j.ijaaa.20241002.13}, url = {https://doi.org/10.11648/j.ijaaa.20241002.13}, eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijaaa.20241002.13}, abstract = {Millennials and post-millennials demand alternative educational models, leading educators to adopt Experiential Learning (ExL) theory, which acknowledges ludicity in learning spaces. ExL is the subject of a growing body of research to date. Gamification is recognized to enhance student engagement and academic success. This research aims to investigate gamified activities tailored to Interior Architecture and Design (IAD) education. An exploratory approach is used to review the potential of gamification as a tool to achieve ExL contributing to students’ learning experience. A literature review lays a foundation for ExL theory and gamification. Pilot ExL-based gamified activities conducted on year 1 IAD students at Coventry University - Egypt, are documented using thick description based on participant observations, which inform the potential and drawbacks of each gamified activity. Thematic analysis is conducted to attain the research findings. The findings are reviewed by two methods, superimposing the pilot gamified activities collectively on the ExL cycle to confirm students interacted with the four modes of the cycle. Second is by assessing the activities according to their design considerations including educational, time-related, collaboration-setting, and operational considerations. Findings subsequently yield guidelines for educators supporting the design of gamified activities. This is to aid IAD educators in establishing ExL by infusing their curricula with gamified activities matching the educational expectations and needs of today’s students, without diverting from desired content. Results reveal that there is a direct correlation between the effective planning of a gamified activity following the derived design considerations and the completion of the ExL cycle. }, year = {2024} } </pre> <p class="cite_operation"> <span><a class="bib-copy copy-el" data-clipboard-action="copy" data-clipboard-target=".bib-copy-src" href="javascript:;"><img src="/img/copy_icon.png">Copy</a></span> <span class="line">|</span> <span><a href="javascript:;" onclick="spgCommon.bindDownloadDataFromEl("10.11648.j.ijaaa.20241002.13.bib", '.bib-copy-src')"><img src="/img/download_icon.png">Download</a></span> </p> </div> </li> <li class="mt-tabpage-item"> <div class="tab_div"> <pre _ngcontent-anj-c150="" class="text ris-text ris-copy-src main_content_citetext">TY - JOUR T1 - Experiential Learning Through Gamification in Interior Architecture and Design AU - Dina El Mehelmy AU - Ingy El Zeini Y1 - 2024/06/06 PY - 2024 N1 - https://doi.org/10.11648/j.ijaaa.20241002.13 DO - 10.11648/j.ijaaa.20241002.13 T2 - International Journal of Architecture, Arts and Applications JF - International Journal of Architecture, Arts and Applications JO - International Journal of Architecture, Arts and Applications SP - 42 EP - 59 PB - Science Publishing Group SN - 2472-1131 UR - https://doi.org/10.11648/j.ijaaa.20241002.13 AB - Millennials and post-millennials demand alternative educational models, leading educators to adopt Experiential Learning (ExL) theory, which acknowledges ludicity in learning spaces. ExL is the subject of a growing body of research to date. Gamification is recognized to enhance student engagement and academic success. This research aims to investigate gamified activities tailored to Interior Architecture and Design (IAD) education. An exploratory approach is used to review the potential of gamification as a tool to achieve ExL contributing to students’ learning experience. A literature review lays a foundation for ExL theory and gamification. Pilot ExL-based gamified activities conducted on year 1 IAD students at Coventry University - Egypt, are documented using thick description based on participant observations, which inform the potential and drawbacks of each gamified activity. Thematic analysis is conducted to attain the research findings. The findings are reviewed by two methods, superimposing the pilot gamified activities collectively on the ExL cycle to confirm students interacted with the four modes of the cycle. Second is by assessing the activities according to their design considerations including educational, time-related, collaboration-setting, and operational considerations. Findings subsequently yield guidelines for educators supporting the design of gamified activities. This is to aid IAD educators in establishing ExL by infusing their curricula with gamified activities matching the educational expectations and needs of today’s students, without diverting from desired content. Results reveal that there is a direct correlation between the effective planning of a gamified activity following the derived design considerations and the completion of the ExL cycle. VL - 10 IS - 2 ER - </pre> <p class="cite_operation"> <span><a class="ris-copy copy-el" data-clipboard-action="copy" data-clipboard-target=".ris-copy-src" href="javascript:;"><img src="/img/copy_icon.png">Copy</a></span> <span class="line">|</span> <span><a href="javascript:;" onclick="spgCommon.bindDownloadDataFromEl("10.11648.j.ijaaa.20241002.13.ris", '.ris-copy-src')"><img src="/img/download_icon.png">Download</a></span> </p> </div> </li> </ul> </div> </div> </div> </div> <div class="section" id="author_information" style="margin-top: 0px; margin-bottom: 50px;"> <div class="Heading1" style="margin-bottom: 26px;">Author Information</div> <div class="author_information"> <ul> <li> <div class="author_info"> <p class="article_author_name">Dina El Mehelmy</p> <p class="Affiliation">Interior Architecture and Design, School of Design and Media, Coventry University at the Knowledge Hub Universities, Cairo, Egypt</p> <div class="contact_info"> <input type="hidden" class="person-id" 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E., Zeini, I. E. (2024). Experiential Learning Through Gamification in Interior Architecture and Design. <i>International Journal of Architecture, Arts and Applications</i>, <i>10</i>(2), 42-59. <a href='https://doi.org/10.11648/j.ijaaa.20241002.13'>https://doi.org/10.11648/j.ijaaa.20241002.13</a></p> <p class="cite_operation"> <span><a class="apa-copy-pop copy-el" data-clipboard-action="copy" data-clipboard-target=".apa-copy-pop-src" href="javascript:;"><img src="/img/copy_icon.png">Copy</a></span> <span class="line">|</span> <span><a href="javascript:;" onclick="spgCommon.bindDownloadDataFromEl("10.11648.j.ijaaa.20241002.13.apa.txt", '.apa-copy-pop-src')"><img src="/img/download_icon.png">Download</a></span> </p> </div> <div class="cite_type_puple"> <p class="cite_type_item">ACS Style</p> <p class="cite_type_info acs-copy-pop-src">Mehelmy, D. E.; Zeini, I. E. Experiential Learning Through Gamification in Interior Architecture and Design. <i>Int. J. Archit. Arts Appl.</i> <b>2024</b>, <i>10</i>(2), 42-59. <a href='https://doi.org/10.11648/j.ijaaa.20241002.13'>doi: 10.11648/j.ijaaa.20241002.13</a></p> <p class="cite_operation"> <span><a class="acs-copy-pop copy-el" data-clipboard-action="copy" data-clipboard-target=".acs-copy-pop-src" href="javascript:;"><img src="/img/copy_icon.png">Copy</a></span> <span class="line">|</span> <span><a href="javascript:;" onclick="spgCommon.bindDownloadDataFromEl("10.11648.j.ijaaa.20241002.13.acs.txt", '.acs-copy-pop-src')"><img src="/img/download_icon.png">Download</a></span> </p> </div> <div class="cite_type_puple"> <p class="cite_type_item">AMA Style</p> <p class="cite_type_info ama-copy-pop-src">Mehelmy DE, Zeini IE. Experiential Learning Through Gamification in Interior Architecture and Design. <i>Int J Archit Arts Appl</i>. 2024;10(2):42-59. <a href='https://doi.org/10.11648/j.ijaaa.20241002.13'>doi: 10.11648/j.ijaaa.20241002.13</a></p> <p class="cite_operation"> <span><a class="ama-copy-pop copy-el" data-clipboard-action="copy" data-clipboard-target=".ama-copy-pop-src" href="javascript:;"><img src="/img/copy_icon.png">Copy</a></span> <span class="line">|</span> <span><a href="javascript:;" onclick="spgCommon.bindDownloadDataFromEl("10.11648.j.ijaaa.20241002.13.ama.txt", '.ama-copy-pop-src')"><img src="/img/download_icon.png">Download</a></span> </p> </div> </div> </li> <li class="mt-tabpage-item puple_cite"> <div class="tab_div"> <pre _ngcontent-anj-c150="" class="text ris-text bib-copy-pop-src">@article{10.11648/j.ijaaa.20241002.13, author = {Dina El Mehelmy and Ingy El Zeini}, title = {Experiential Learning Through Gamification in Interior Architecture and Design }, journal = {International Journal of Architecture, Arts and Applications}, volume = {10}, number = {2}, pages = {42-59}, doi = {10.11648/j.ijaaa.20241002.13}, url = {https://doi.org/10.11648/j.ijaaa.20241002.13}, eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijaaa.20241002.13}, abstract = {Millennials and post-millennials demand alternative educational models, leading educators to adopt Experiential Learning (ExL) theory, which acknowledges ludicity in learning spaces. ExL is the subject of a growing body of research to date. Gamification is recognized to enhance student engagement and academic success. This research aims to investigate gamified activities tailored to Interior Architecture and Design (IAD) education. An exploratory approach is used to review the potential of gamification as a tool to achieve ExL contributing to students’ learning experience. A literature review lays a foundation for ExL theory and gamification. Pilot ExL-based gamified activities conducted on year 1 IAD students at Coventry University - Egypt, are documented using thick description based on participant observations, which inform the potential and drawbacks of each gamified activity. Thematic analysis is conducted to attain the research findings. The findings are reviewed by two methods, superimposing the pilot gamified activities collectively on the ExL cycle to confirm students interacted with the four modes of the cycle. Second is by assessing the activities according to their design considerations including educational, time-related, collaboration-setting, and operational considerations. Findings subsequently yield guidelines for educators supporting the design of gamified activities. This is to aid IAD educators in establishing ExL by infusing their curricula with gamified activities matching the educational expectations and needs of today’s students, without diverting from desired content. Results reveal that there is a direct correlation between the effective planning of a gamified activity following the derived design considerations and the completion of the ExL cycle. }, year = {2024} } </pre> <p class="cite_operation"> <span><a class="bib-copy-pop copy-el" data-clipboard-action="copy" data-clipboard-target=".bib-copy-pop-src" href="javascript:;"><img src="/img/copy_icon.png">Copy</a></span> <span class="line">|</span> <span><a href="javascript:;" onclick="spgCommon.bindDownloadDataFromEl("10.11648.j.ijaaa.20241002.13.bib", '.bib-copy-pop-src')"><img src="/img/download_icon.png">Download</a></span> </p> </div> </li> <li class="mt-tabpage-item puple_cite"> <div class="tab_div"> <pre _ngcontent-anj-c150="" class="text ris-text ris-copy-pop-src">TY - JOUR T1 - Experiential Learning Through Gamification in Interior Architecture and Design AU - Dina El Mehelmy AU - Ingy El Zeini Y1 - 2024/06/06 PY - 2024 N1 - https://doi.org/10.11648/j.ijaaa.20241002.13 DO - 10.11648/j.ijaaa.20241002.13 T2 - International Journal of Architecture, Arts and Applications JF - International Journal of Architecture, Arts and Applications JO - International Journal of Architecture, Arts and Applications SP - 42 EP - 59 PB - Science Publishing Group SN - 2472-1131 UR - https://doi.org/10.11648/j.ijaaa.20241002.13 AB - Millennials and post-millennials demand alternative educational models, leading educators to adopt Experiential Learning (ExL) theory, which acknowledges ludicity in learning spaces. ExL is the subject of a growing body of research to date. Gamification is recognized to enhance student engagement and academic success. This research aims to investigate gamified activities tailored to Interior Architecture and Design (IAD) education. An exploratory approach is used to review the potential of gamification as a tool to achieve ExL contributing to students’ learning experience. A literature review lays a foundation for ExL theory and gamification. Pilot ExL-based gamified activities conducted on year 1 IAD students at Coventry University - Egypt, are documented using thick description based on participant observations, which inform the potential and drawbacks of each gamified activity. Thematic analysis is conducted to attain the research findings. The findings are reviewed by two methods, superimposing the pilot gamified activities collectively on the ExL cycle to confirm students interacted with the four modes of the cycle. Second is by assessing the activities according to their design considerations including educational, time-related, collaboration-setting, and operational considerations. Findings subsequently yield guidelines for educators supporting the design of gamified activities. This is to aid IAD educators in establishing ExL by infusing their curricula with gamified activities matching the educational expectations and needs of today’s students, without diverting from desired content. Results reveal that there is a direct correlation between the effective planning of a gamified activity following the derived design considerations and the completion of the ExL cycle. VL - 10 IS - 2 ER - </pre> <p class="cite_operation"> <span><a class="ris-copy-pop copy-el" data-clipboard-action="copy" data-clipboard-target=".ris-copy-pop-src" href="javascript:;"><img src="/img/copy_icon.png">Copy</a></span> <span class="line">|</span> <span><a href="javascript:;" onclick="spgCommon.bindDownloadDataFromEl("10.11648.j.ijaaa.20241002.13.ris", '.ris-copy-pop-src')"><img src="/img/download_icon.png">Download</a></span> </p> </div> </li> </ul> </div> </div> </div> </div> <div class="modal-footer"> <button type="button" class="btn btn-secondary" data-dismiss="modal">Cancel</button> </div> </div> </div> </div> <div class="modal fade" id="downloadValidationModal" tabindex="-1" aria-labelledby="exampleModalScrollableTitle" aria-hidden="true"> <div class="modal-dialog modal-dialog-scrollable modal-lg modal-dialog-centered"> <div class="modal-content"> <div class="modal-header"> <h5 class="modal-title">Verification Code</h5> <button type="button" class="close" 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