Gamification in urban and regional planning education

Abstract

Education has undergone significant transformation, necessitating the adoption of innovative techniques. Universities have developed alternative methods to adapt, reflecting the evolving nature of the current generation's educational needs. This thesis investigates the implementation of gamification as an alternative method in planning education. While planning education has previously utilized gamification elements, including simulations and role-playing in project-design classes, the full potential of gamification remains untapped. The primary objective is to explore how gamification can enhance planning education. This study addresses specific research questions to guide this investigation: • Do students believe that gamification contributes positively to learning and motivation? • Does using gamification activities lead to increased academic success among students? The findings are expected to significantly contribute to the discourse on gamification's impact on higher education, particularly within the context of planning education in Türkiye. Despite extensive research on gamification's educational benefits, there is limited focus on planning education. Most studies assess student perspectives, with little attention to the evaluation of student success. This study aims to address both aspects. This thesis is divided into five chapters: an introduction, an overview of gamification and education, an exploration of gamification in planning education and case studies, a results chapter, and a conclusion. Courses in the planning education curriculum are divided into two groups: theoretical and applied. Theoretical courses aim to impart knowledge and develop research, writing, and communication skills. Applied courses, like studio classes, focus on project development, enhancing practical skills. At Istanbul Technical University, planning education is categorized into basic sciences, elective courses, and core departmental courses, with a strong emphasis on theoretical courses. To optimize learning, innovative techniques such as student response systems and gamification, which boost motivation and participation, are implemented. However, gamification in theoretical courses remains underexplored. This thesis includes four gamification case studies. The first three cases provide key insights into students' perspectives on the gamification experience, while the final case study offers a more detailed examination of students' perspectives and the impact on academic achievement. The final and main case study was conducted with first-year students enrolled in the "Introduction to Urban and Regional Planning & Ethics" course, during the 2022-2023 fall academic year. Both qualitative and quantitative approaches were used, collecting data through a questionnaire, quizzes, and final exam results. The study aimed to provide a gamified learning experience, evaluate students' perceptions, and explore its impact on academic achievement. The data analysis methodology used in this study involves performing correlation analysis. This case study evaluates the impact of gamification on academic success and student attitudes. The analysis shows a weak positive correlation (0.22) between participation in activities and final grades, a moderately strong positive correlation (0.54) between quiz performances (of students who participated in all four quizzes) and final grades, and a weak positive correlation (0.30) between the mean class activity performance of all students and their scores from the section of the final exam that included the quiz questions. Students' attitudes towards gamification were assessed using a yes/no question and a Likert scale, with the highest scores for "remembering" (4.25) and the lowest for "focus" (3.75). Open-ended questions also captured students' positive and negative perspectives. Overall, students believe gamification aids long-term retention more than immediate focus. In conclusion, this research investigates the impact of gamification on students' motivation, learning, and academic success. Findings suggest that gamification is beneficial as a supplementary tool in large theoretical urban planning classes, aiding efficient quiz creation and grading. At this stage, game-based student response systems prove beneficial by providing instant feedback, enhancing motivation and engagement, and enabling efficient quiz evaluation during lessons. However, for gamification to have a direct impact on academic success, it must evolve into more personalized and innovative applications that empower students to take control of their own learning experiences. The cumulative advancements will offer valuable insights for establishing standards that promote more permanent learning in theoretical courses through gamification in urban and regional planning education. This study's limitations highlight the need for time-series data, the inclusion of instructors' perspectives in future research for more comprehensive results, and the integration of new technological advancements.