Abstract:

Creativity is a foundational element in architectural design, serving as a crucial component in problem-solving approaches. The practice of relying on routine methods for design problem-solving is deemed non-creative. This study explores the constraints imposed by routine thinking methods in architectural design, acknowledging that these constraints can originate from both external and internal factors inherent to the designer. Internal limits arise when designers confine their thoughts to specific design styles, particularly during their educational journey as students. This research advocates for the adoption of a more creative approach by encouraging designers to shift between design styles and combine them to generate innovative solutions. Within the educational context, sketching is recognized as a method of drawing-based thinking employed to visually represent thoughts, whereas games are acknowledged as informal and unconscious approaches to learning and skill acquisition. The study proposes that implementing this approach at the educational level, particularly during the form-finding phase of architectural design, is beneficial. To test this hypothesis, a sketch-based game titled "Thinking inside the box" was developed and applied to architecture students at Yildiz Technical University. Results from the game revealed that students, when exposed to diverse design styles, produced compositions described as creative, novel, and non-repetitive compared to their accustomed styles. This approach not only enhances creativity but also facilitates the exploration of untapped possibilities in design forms during the form-finding phase.

Keywords:

Creativity, Architectural Design Education, Design Preferences, Sketching, Gamification.