Aleatoric processes in design education: Investigating students' reflections on play-design relationship

Abstract

Play is a familiar concept for all humanity. On the other hand, it is very difficult to comprehend such a phenomenon. For this reason, many theorists from the play literature try to define and make it more understandable through categories. Similar to the concept of play, the concept of design is also a very difficult concept to define. This reality, which is common for both concepts, provides a basis for establishing a relationship between play and design. When looking at the design literature in this regard, it can be seen that several studies suggest that the design process involves play activities. While some studies express this situation implicitly, some studies explicitly attempt to explore the relationship between play and design. This study investigates the relationship between play and design within the context of design education. In the context of design education, this relationship is established in different ways. First of all, as seen in the play-design relation, students' design processes basically include play activities. In addition, the relationship between play and design is addressed through the interaction between the design educator and the design student. This interaction might create a positive space that fosters play activities in design students' processes. In this context, design critiqs and design juries are considered as important encounters where students' play activities are supported or hindered. In addition, the play-design relation in the context of design education is analyzed through a metaphorical analogy. While a game involves play activities that take place in a certain space, within a limited time and within a framework of certain rules, the design studio in design education provides a similar spatiality. The design studio course provides a space within a period of time and includes rules set by the design instructors through design briefs. Furthermore, while a game creates a simulation of real life, the design studio provides a simulation of professional life and allows students to experience the field of design and familiarize themselves with the field. Based on this theoretical background, this study examines the play-design relationship in design education through the concept of alea from the play literature. The concept of alea is one of the four different forms of playing as defined by Caillois (2001) and it corresponds to the play activities in chance games. The concept of alea can be understood through games played with dice. In this type of play, there is an element of chance that directs the player, limits the player's decisions and overrides his or her ability. In the design literature, Ham (2016) observes the four categories of play, defined by Caillois (2001), in the design processes of designers. While analyzing the concept of alea, Ham (2016) explains the element of chance in design processes through the 'aha moment' and risk-taking experiences of designers. Based on this conceptualization, this research identified the concepts of 'aha moment', risk and also uncertainty as concepts related to alea and examined these concepts in the design literature. In the last part of the literature review, an initial conceptualization of the aleatoric process in design education was presented. According to this proposition, design students experience aha moment, uncertainty and risk in a sequential manner.