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Yayın İç mekân akustiğinin kullanıcı deneyimine etkisi: Kadıköy kafeleri üzerine alan çalışması(IKSAD Publishing House, 2025-09) Nizam, Begüm; Karadağ, DeryaGünlük hayat akışında sıkça vakit geçirilen kafeler, yalnızca yeme-içme gibi temel ihtiyaçlarımızı karşılamakla kalmayıp; aynı zamanda sosyalleştiğimiz, çalıştığımız ve dinlendiğimiz iç mekânlardır. Bu mekânlarda fiziksel konfor kadar akustik konfor da kullanıcı deneyimini doğrudan etkileyen önemli bir faktördür. Özellikle, Kadıköy gibi kalabalık bölgelerde bulunan mekânlarda, artan ses düzeyleri hem müşterilerin hem de çalışanların memnuniyetini olumsuz yönde etkileyebilmektedir. Bu nedenle, iç mekânlardaki akustik düzenlemelerin doğru ve uygun yapılması; kullanıcı deneyimi ve kullanım konforu açısından büyük önem taşır. Bu çalışma, Kadıköy ilçesinde bulunan benzer büyüklük ve mekânsal düzene sahip üç kafe üzerinden yapılan ölçümlerle, akustik konforun mevcut durumunu değerlendirmeyi amaçlamaktadır. Kafelerde gerçekleştirilen ölçümler sırasında Decibel X Pro uygulaması kullanılmış, mekânların çeşitli bölgelerinde ses düzeyleri kaydedilmiş; yankı süresi ise malzeme özelliklerine göre hesaplanmıştır. Buna ek olarak, mekân içerisindeki çalışanlara ve müşterilere uygulanan kısa anketlerle nitel veriler elde edilmiş, kullanıcı deneyimi ve mekânsal algı arasındaki ilişki analiz edilmiştir. Elde edilen bulgular, iç mekânlarda kullanılan malzemelerin, oturma düzeninin ve tavan yüksekliğinin akustik performansı belirlemede kritik rol oynadığını göstermektedir. Çalışma, bu doğrultuda incelenen mekânlara yönelik akustik açıdan daha konforlu ortamlar oluşturulmasına katkı sağlayacak öneriler sunmaktadır.Yayın Online workshop experience as an informal learning environment: gamification and space(İstanbul Kültür Üniversitesi, 2022-06) Karadağ, Derya; Gülbahar, Simge; Ozar, BetülThe workshops contribute to design education by creating an informal learning area. The workshop environment is defined as an experience and interaction-oriented platform where students participate voluntarily, goes beyond formal education restrictions, and depends on the curriculum developed in line with measurement and evaluation systems. (Ciravoğlu, 2003; Yürekli & Yürekli, 2004). Due to these features, the workshops allow restrictions of disciplinary education to be dissolved through a specific problem or theme. It also helps to create an environment that supports peer learning while embodying creative mental activity. Today, due to the Covid 19 pandemic, online design education has become widespread. (Kılıç & Arabacıoğlu, 2021; Peimani & Kamalipour 2021; Alawad, 2021; Gogu & Kumar, 2021). As a result, students start using digital interfaces actively in both formal and informal studio environments to meet, to Access educational materials, and to produce projects. Digital tools and virtual reality provide a major contribution to the curriculum of design schools by creating new learning environments. (Olmos, 2006; Gül et al., 2008; Liu, 2017; Karadağ & Tüker, 2020). In addition, as a result of the widespread use of Information and Communication Technologies (ICTs) in many fields to gain the attention of researchers of different disciplines, 'gamification' has emerged as a popular phenomenon that is used in learning processes. It has been observed that the concept of gamification, which can be defined as 'using game components and game dynamics for a specific purpose' in non-game environments, has an effect that increases student motivation and augments the learning process (Kapp, 2012; Mekler et al., 2013; Behl et al., 2022). In this study, an online workshop which was organized with the theme of "Gamification and Space", hosted by Işık University in the Department of Interior Architecture and Environmental Design, between 26-30 July 2021 is investigated as a case study. 23 workshop instructors contributed to the workshop with 11 different workshop themes. 53 students applied as participants and 49 completed the workshop. 6 workshops were scheduled weekly, and 5 workshops were scheduled as single-day. On the first day of the workshop, two seminars titled “Gamification and Space” and “Gamification for the Conservation of Historical Sites and Awareness” were held. On the last day of the workshop week, the process and the results of the workshops were shared by the instructors and participants. In the study, the contribution of the concept of gamification to design education has been evaluated in line with the observations and experiences gained. The data was gathered from the workshop presentations held on the last day and the final manuscripts of the workshops. The collected data was analyzed by the workshop coordination team, and classifications were made regarding the strategies used in the design education process by the concept of gamification. In addition, it was aimed to discuss the potentials of ICTs enabling online interaction. When the findings of the workshop were analyzed, it was revealed that there was a rich research environment for problems in various fields of design disciplines. Accordingly, the findings were analyzed under three headings as student experiences, instructor experiences and workshop experiences. In terms of the student experiences, students gained new technical knowledge and developed presentation skills through virtual environments and digital interfaces during the workshop. The important contribution of the informal workshops to the educational processes is that they bring different design disciplines together. Thus, the students had the opportunity to go beyond the boundaries of their disciplines and experience different ways of thinking and producing. In addition to weekly workshops, one-day workshops were also included in the workshop. In the one-day workshops, working areas such as performance art and computational thinking were addressed in the design processes, thereby expanding the perspectives of the participants. The fact that the workshop offered an informal experience and was based on volunteerism had a positive effect on the motivation of the students. In addition, the workshop instructors stated that they observed that the informal working environment helped students feel free and behave comfortably during the design process. Considering the experiences of the instructors, the workshop allowed instructors, who have different expertise in the design field, to organize a workshop and to work with students who want to improve their skills in the instructors’ field of expertise. On the closing day of the workshop, works produced in workshops were presented by the instructors and students to all participants. Thus, instructors living in different cities had an opportunity to come together and share their knowledge. The establishment of these sharing environments is important in terms of providing potential for future scientific studies. Regarding the workshop experiences, it is analyzed how the concept of 'gamification' is used in the structure of the workshops. The workshops are grouped under three main headings; 1. Gamification for the design process, 2. Gamification for the learning process, 3. Using the concept of gamification as a design theme. The concept of gamification is observed to be mainly associated with the design process considering the methods of the workshops. The theme of the gamification was mostly used to motivate the design process and was used to add creativity to the design process. Gamification elements are used for the learning process in order to transfer and reproduce a theoretical knowledge within the scope of workshops. One workshop used gamification as a design theme for the final product. The tools used in the workshops are varied throughout the workshop process. The workshops started on Blackboard, which is a 'virtual learning environment', but instructors added online virtual tools such as Zoom and Miro to support their workshop process. Workshops supported by computer-aided design tools and methodologies contribute to enriching the informal learning environments in the future. It has also emerged that online tools and environments constitute an important interface in terms of using the concept of gamification in the design workshops. However, virtual learning environments within the framework of technological infrastructure include some limitations when design disciplines are considered. Therefore, the study suggests that a comparative analysis between online and face-to-face environments is necessary for further studies. In addition, it is thought that the experiences gained from online workshops as an informal learning tool have the potential to contribute to fourteen-week design studios at various levels in the future.Yayın Computational design tools in architectural education(Get It Published, 2018-05) Karadağ, Derya; Bolca, PelinArchitecture is a discipline that continuously produces information through research in the field of education and professional practice. This process of ‘knowledge generation’ is also influenced significantly by the act of developing new technology and digital tools as well as by an interdisciplinary approach to architecture. In the framework of digital technologies, ‘Computational design’ provides an innovative alternative to design researches. This method makes it possible to design innovative forms and building systems based on environmental data and also helps us understand the architectural/historical outcomes within a different perspective by using digital tools. These tools are also useful for obtaining and processing the data gathered from direct and indirect sources. According to architectural design ontology, the cognitive process of design is defined by the interaction between the designer and the phenomenon or artefact that she is working on. This interaction is explained by a loop system consisting of the phases of designer’s perception and her decision of intervention. The loop system can be done in a logical way only if the data is processed correctly in a controllable way by the designer. Computational design methods make it possible to achieve this goal and to control the outcomes by different parameters provided by its dataset. Digital tools influence today’s architecture, from the design process to investigating materials and from collecting environmental data to understanding relevant sources. Thus, this method makes the designer think in a more integrated framework with simulation, visualization and the spatialization of outcomes. The reflection of this interaction in architectural education is inevitable. Besides, in architectural education, analysis-oriented design studies that are compatible with the built and natural environment are essential phases. But, such studies can only be possible with a holistic view. An architectural education based on this method allows us to understand the qualitative and quantitative results of a design process. In other words, such studies in architectural education give the future architects the possibility to design with a holistic view. In short, the aim of this paper is twofold; the first one is to introduce the ‘Computational Design’ as a methodology. And the second one is to investigate the pros and cons of this methodology on the architectural education.Yayın A woman pioneer in archeology and conservation in Turkey: Halet Çambel(Politecnico di Torino, 2018-06) Bolca, Pelin; Karadağ, DeryaIt is known that traditional Ottoman culture has always discriminated women in everyday life as well as in the workplace. However, with the foundation of the Republic of Turkey in 1923, modernisation studies have been started throughout the country. This “modern movement” has led to change the perception of gender discrimination. One of the important Republican reforms was equality of women and men. Thus, the achievements of women have been getting visible since then. Although in the last period of the Ottoman Empire, the prevalence of archaeology was understood, archaeological research had a limited place in the architectural context. However, after the Republican reforms, archaeology world saw the first woman figure as well as one of the most important archaeologists, Halet Çambel. In 1938, she received her undergraduate degree in archaeology from the Sorbonne University in Paris. Then she came back to Turkey and started working at Istanbul University. Her career has gained a remarkable advance with the excavation of Karatepe-Arslantaş Mound at the southern side of Turkey. In the present days, these excavations, which continued under Çambel’s leadership, are known as the site where Hittite hieroglyphs became understandable. She also was leading the conservation and restoration studies of the archaeological finds. Therefore, she established an open-air museum which is the first for Turkey. Çambel’s achievements were not limited to archaeology. She was also teaching at Istanbul University and she contributed to the creation of a modern method of archaeological research in Turkey. This paper examines the achievements of Halet Çambel on her particular legacy. The focus of the paper is to investigate the influences of Modern Movement to Halet Çambel’s career. By doing such analysis, women achievements in the architecture and archaeology after the foundation of the Republic of Turkey are discussed.
