”281” ”145” ”125” “284” into the Classroom!
(Please guess the topic of this article. Hint: It is about gaming.) Luke Kwan – Academic Director of Design - IDEC Emerging Talent Editor – The Art Institute of California – Silicon Valley Applying design theory, producing technically-sound documentation, and understanding interior design as a business are important elements of the interior design education. However, students in this millennial generation tend to have difficulty engaging non-design studio classes that cover these subjects. To be frank, students aspiring to be interior designers are not 50 interested in sitting through hours of slide lectures, writing long art history essays, and creating details and construction documents for fictitious projects. They are creative individuals who would rather spend countless hours sketching, designing spaces, and picking finishes and furniture. It is understandable why they dread attending these types of 100 classes. As educators, our challenge is to find ways to connect with students so that they can learn from non-design studio classes in a fun and engaging way. Gamifying classroom learning can be a viable solution. Gamification is defined by Professor Kevin Werbach (Werbach & Hunter, 2012) as “the use 150 of game elements and game-design techniques in non-game contexts”. Game is a great tool to bridge the engagement gap and has been implemented successfully in many different sectors, including higher education. According to Alan Gershenfled’s (2013) article, “Game-Based Learning: Hype vs. Reality", game-based learning have many inherent characteristics that can improve learning outcome. I have 200 experienced the benefit of game-based learning in my non-design studio classes. From a Jeopardy-like final exam in the Professional Practice class, to a poker-inspired game for the Design Basic 3D class, I recognized a change in student attitude instantaneously as soon as they are in game mode. Game-based learning provides 250 students with personalized and peer-to-peer learning. It does not change the content of the syllabus itself, but rather, its content delivery and experience for the course. Most importantly, it helps bring the fun back into the classroom. We have a great responsibility to engage students in their learning so that 300 they can become competent interior designers. Gamifying non-design studio classes can be one of the ingredients for student success. Let the game begin. If you figure out the topic of this article, please email me at [email protected] so that I can congratulate you for figuring out the answer and for 350 finishing reading this article. References
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AuthorMy name is Luke Kwan, and I am a project manager by day and design educator by night. Archives
February 2024
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