The GAME4CITY 3.0 and their two subprojects (ArcGAME4CITY and EduGAME4CITY) are a cross-sectional research at the intersection of computer science and urban policies in the cities of the future, where public participation is crucial. It fits the challenge defined in the “Social changes and innovations” theme, whose five main scientific and technical priorities perfectly match our gamification for urban design proposal.
For the study of the working hypotheses, we have identified four main action areas: 1. focused on the training and interaction with students in an area with a substantial visual component as well as social impact such as Architecture, specially Urbanism in the design of urban public spaces. 2. The education of Multimedia Engineers, where gamified processes using ICTs will be designed and implemented. 3. Focused on the emotional component of the users of the project. The motivation and the degree of satisfaction on the use of ICTs and the gamified proposal of students, professionals, and general public. 4. The study and the improvement of public participation involvement in this kind of projects and proposals. Although some precedents of gamification and public participation in urban planning processes exist, there are none on urban design.
Neither exists an experience involving formal and informal education processes of future architects. There is not a single example with such degree of realism in the definition of the virtual environment or visual immersion. In addition, none of them did evaluate scientifically the motivation and user satisfaction, or the effectiveness and efficiency in an academic setting of the integrative and collaborative urban design processes.
The main hypothesis of the project is based in proving the following affirmation: “The implementation of virtual gamified strategies in the field of urban design will provide an improvement in public participation since they are a more dynamic, realistic and agile collaborative environment, thanks to the augmented and immersive visual technologies”. In addition, a secondary hypothesis is defined: “gamified strategies for the comprehension of three dimensional space improve the spatial competences of non-expert users (general public) as well as students and professionals, providing a greater motivation in their use and a higher degree of satisfaction”.
The general objective of this work consists on promoting the use of digital technologies, in particular to evaluate the inclusion of serious games strategies and virtual reality in several areas of formal and informal teaching of collaborative urban design, in order to improve it, streamline it and increase its positive social impact. The other objectives of the project are: test and assess the teaching of urban design using collaborative design, immersive ICTs, gamification and public participation. Simulate, test and evaluate public participation in urban projects through online gamification. Produce possible patents on serious games in urban settings using virtual reality mobile multi-platforms. Improve public motivation, implication and satisfaction in urban decision making processes using ICTs.
- Urban data and urban design: A data mining approach to architecture education - ScienceDirect
- Virtual interactive innovations applied for digital urban transformations. Mixed approach - ScienceDirect
- Applied Sciences | Free Full-Text | Methodologies of Learning Served by Virtual Reality: A Case Study in Urban Interventions (mdpi.com)
- Evaluation of an interactive educational system in urban knowledge acquisition and representation based on students' profiles - Sanchez‐Sepulveda - 2020 - Expert Systems - Wiley Online Library