The use of gamification in higher technical education: perception of university students on innovative teaching materials

Abstract

Education for sustainable development is considered a key element of quality. However, nearly-graduated students of architecture perceive that during their training there is a lack in the use of innovative teaching materials such as building simulation performance tools (BPSTs). This document examines the material included in the architectural project subjects within the degree in architecture focused on sustainable development. The conclusions were obtained after developing two workshops accomplished by a set of nearly-graduated students of architecture. As per the results obtained, learning through such innovative material is mainly influenced by the difficulties found by the students due to the non-use of BPSTs during their previous training, the high motivation of the students related to the easy acquisition of theoretical concepts through the use of numerical analysis, and the high concern of the students about their poor background on environmental issues. This study concludes that the syllabuses of the architectural project subjects within the degree in architecture must urgently incorporate the use of BPSTs. Universities are urged to make decisions on this issue. Furthermore, the design of graphic analysis must be adapted to the language of architects in order to help them understand the theoretical concepts pertaining to the technical aspects of architecture. Finally, the design of innovative teaching material significantly influences the motivation of students and therefore their learning process. This article also suggests a set of action lines in order to find a solution for this problem.