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Yayın A proposal for a computational design and ecology based approach to architectural design studio(Springer, 2022-03) Karadağ, Derya; Tüker, ÇetinUsing computational design methods, this study aims to analyze the effects of an integrated design process model on the ecological awareness of architectural students, and on their ability to incorporate ecological issues in their design work. To this end, two studies have been carried out. The first one involves a survey about how ecology-related and computational design courses complement the architectural design studio at different universities in Turkey. The second one, which is the main study of this paper, presents the results of an ecology-based computational design workshop. According to the results of the first study, computer-based design courses in Turkey usually lack the dimension of “computational thinking”, focusing only on computer-aided design tools. Moreover, we have also found out that ecology courses in Turkish architectural education are mostly elective, and hence, have only very indirect connection to the architectural design studio. In the second study, we have demonstrated how incorporating computational thinking into the design process increase students’ awareness of the ecological dimension and their ability to make this dimension an integral part of their projects. The paper concludes by elaborating on the importance of computational methods in architectural education.Yayın A case study on online design workshop experience: gamification and space(Orhan HACIHASANOĞLU, 2022-10) Karadağ, Derya; Gülbahar, Simge; Ozar, BetülDesign schools consist of three main axes; courses that provide knowledge in various fields of design, studio courses and internships. Besides, the indisputable fact is the importance of design competitions and informal workshops that feed the designer candidate to gain experience in different fields of the discipline. In addition, another importance of informal workshops is the contribution of researchers in this field to the development of design education. The effects and potentials of Information and Communication Technologies (ICTs) are also another area of research on design education, in particular design studio courses. The use of ICTs in the field of design education has led gamification to come to the fore as an ascending concept. A series of methodologies and tools have been developed, such as gamification, as well as the different kinds of Virtual Learning Environments to ensure the motivation of students and avoid the lack of attention in online courses. In this study, an online workshop, "Gamification and Space", is investigated as a case 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 aspects of the gamification used during the workshop. In addition, it is aimed to discuss the potentials of ICTs in design courses. The observations show that the use of gamified elements has the potential to enrich instructional methods, especially when we consider online education, virtual learning environments and visual collaboration tools.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 Pre-occupancy evaluation of wayfinding signage using immersive virtual reality(Elsevier Ltd, 2025-07) Karadağ, DeryaThis study explores how alternative wayfinding signage designs influence user experience within immersive virtual environments during early-stage architectural evaluation. A 3D model of a university building's ground floor was developed and experienced through head-mounted displays (HMDs) to simulate spatial conditions. Eighteen participants completed structured navigation tasks in two signage settings, followed by post-task surveys and semi-structured interviews. Quantitative data—task completion times and circulation paths—were analysed alongside thematic evaluations of user feedback. Findings reveal that signage design affects spatial perception, navigational efficiency, and user satisfaction. The study shows that early-stage VR testing supports user-informed design decisions, especially for evaluating signage-based spatial strategies and related user experience considerations. VR emerges as a practical tool for integrating user-centred feedback into the pre-occupancy phase of spatial planning.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.Yayın A new frontier in design studio: AI and human collaboration in conceptual design(KeAi Communications Co., 2025-12) Karadağ, Derya; Ozar, BetülThis study explores the role of artificial intelligence (AI) in the conceptual design phase of interior design education, focusing on AI's potential to help students visualise and refine creative ideas. Conducted within a design studio course, the research integrates text-to-image generators, particularly Midjourney to support students' design processes. Implemented in the fourth week of a 14-week course, a structured workshop introduced students to Midjourney, with surveys conducted both at this stage and during the final submission to capture changes in student perspectives. Using a two-phase case study involving a workshop, surveys, and interviews among senior undergraduate students in the bachelor's program of the Interior Architecture and Environmental Design Department, the study assesses the impact of AI prompts, from simple keywords to detailed narratives, on concept development and project outcomes. Findings indicate that AI broadens design possibilities, facilitates iterative ideation, and improves conceptual precision through high-fidelity visualizations. While students view AI as a valuable addition to their creative process, they also express concerns about ethics and the need to balance AI's benefits with preserving design authenticity. This research contributes to the broader discussion on AI's role in design, advocating for a balanced integration that respects both technological potential and human creativity.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 Temel tasarım derslerinde algoritmik düşünce egzersizlerinin yaratıcılığa etkisi(Karadeniz Teknik Üniversitesi Mimarlık Fakültesi, 2020-10) Karadağ, Derya; Ünal, Faruk CanTasarım eğitiminin birinci senesinde, öğrencilerin tasarım yöntemleri, elemanları ve prensipleri ile uygulamalı olarak tanıştığı temel tasarım dersleri, yaratıcılığın geliştirilmesinde de büyük rol oynamaktadır. Hesaplamalı tasarım yaklaşımlarının eğitim alanındaki potansiyeli, birçok üniversitede akademisyenlerin üzerinde çalışmakta olduğu bir alandır. Hesaplamalı yöntemlerin öğrenme süreçlerine etkilerinin saptanabilmesi için bu çalışmaların yaygın bir biçimde devam ettirilmesi önemlidir. Temelde hesaplamalı yaklaşımların eğitim alanındaki potansiyellerine dair mevcut çalışmaların yaygınlaştırılması ve gözlem alanlarının artmasını amaçlayan bu çalışma, temel tasarım dersi kapsamında gerçekleştirilmiştir. Öncelikle, dersi alan birinci sınıf öğrencileri, algoritmik tasarım egzersizleri yardımıyla tasarım sürecinde hesaplama kavramını kullanma yöntemleri ile tanıştırılmıştır. Daha sonra, öğrencinin algoritmik düşünce hakkındaki bilgilenme öncesi ve sonrası üretilen çalışmalarını kendi öz değerlendirmeleri ile karşılaştırmaları istenmiştir. Gerçekleştirilen çalışmalar dersin yürütücüleri tarafından da soyutlama, tasarım dili oluşturma ve mekansal algının geliştirilmesi açısından değerlendirilmiştir. Bu çalışma kapsamında edinilen çıktılar üzerinden, temel tasarım derslerine hesaplamalı tasarım yaklaşımlarının katkıları ve gelecekte yeni bir çerçeve/strüktür kazandırabilme potansiyelleri tartışılmaktadır.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.
