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Yayın Gamification of design studio in the context of a user-centered design workshop(ASLERD, 2023-09) Karadağ, DeryaIn project studios and workshops, students from many design disciplines, such as architectural, interior, and industrial design, apply theory and practice. Design research, conceptualization, development, communication, and interactive teamwork are the fundamental factors that unify different disciplines in project studios. The project studio is a rich environment where design thinking methods are implemented and original, creative ideas and designs are generated. In this setting, the design studio instructors' approaches, frameworks, and applied design thinking exercises gain significance. This paper examines the contributions of gamification components to design thinking methodology and the design studio, using the User-Centered Design Workshop as a case study.Yayın AI in architectural education: rethinking studio culture(Atatürk Üniversitesi, 2025-09-20) Karadağ, DeryaThis article examines the pedagogical transformations emerging in architectural education through a conceptual and critical perspective focused on human–AI co-creativity. Co-creativity specifically refers to collaborations between human designers and artificial intelligence, in contrast to broader notions of collaborative creativity. The paper argues that AI functions not merely as a technical instrument, but as a co-creative partner that reshapes studio culture, authorship, and creative work. Drawing on selected studio-based cases, the study explores how AI-supported workflows influence ideation, representation, critique culture, prompt literacy, and ethical reasoning. Thematically, it engages with concepts such as cognitive augmentation and conceptual ambiguity to demonstrate how design pedagogy is evolving in response to intelligent systems. Rather than viewing AI as a generative tool alone, the article positions it as an epistemic and ethical agent that prompts a rethinking of studio environments as cultural and pedagogical spaces. Methodologically, the study adopts a casebased approach, analyzing selected 16 design studios in which AI was integrated into early-stage ideation, feedback sessions, and conceptual development. These cases extent strategies from prompt-driven speculation to hybrid critique practices, revealing a dynamic landscape of experimentation and adaptation. The findings suggest that AI can foster deeper conceptual inquiry, student reflection, and new modalities of authorship and collaboration. Eventually, the study underscores the need for reflexive pedagogical frameworks that integrate AI meaningfully enhancing, rather than displacing, human creativity.
