Gamified Workscapes: Designing Experience-Driven Office Environments Tailored for Generation Alpha
Turkish Gamified Workscapes: Alfa Kuşağına Uygun Oyunlaştırma ve Deneyim Odaklı Ofis Tasarımı
Bihter Erdem Okumuş1*
1İç Mimarlık ve Çevre Tasarımı/Sanat ve Tasarım Fakültesi, Beykoz Üniversitesi, İstanbul, Turkiye
* Corresponding author: bihtererdemokumus@beykoz.edu.tr
Presented at the 7th International Symposium on Innovation in Architecture, Planning and Design (SIAP2025), Gaziantep, Turkiye, Jun 27, 2025
SETSCI Conference Proceedings, 2025, 23, Page (s): 327-330 , https://doi.org/10.36287/setsci.23.11.001
Published Date: 17 July 2025
This study explores the distinctive cognitive, emotional, and social characteristics of Generation Alpha—who are growing up in an era permeated by digitalization—within the context of interior design. The research focuses on gamification-based office design approaches that respond to the needs of this generation, who are not only proficient in digital technologies but also live in seamless integration with them. Through an analysis of pioneering examples such as the Microsoft Envisioning Center (Seattle), LEGO Headquarters (Billund), and Google DeepMind (London), the study examines how components such as interaction, autonomy, personalization, and multisensory stimuli are spatially integrated. It argues that gamification is not merely a tool to enhance motivation but also a spatial narrative strategy that transforms the user from a passive occupant to an active agent of space. Accordingly, gamified workspaces provide a strong theoretical and practical framework for designing flexible, user-centered, and meaning-laden interiors tailored to Generation Alpha.
Keywords - Gamification, Generation Alpha, Interior Design, Office Spaces, User Experience, Digital Nativity
Bu çalışma, dijitalleşmenin tüm katmanlarına nüfuz ettiği bir çağda yetişen Alfa kuşağının özgün bilişsel, duygusal ve sosyal özelliklerini iç mekân tasarımı bağlamında incelemektedir. Araştırma, dijital teknolojilere yalnızca hâkim değil; onlarla bütünleşik yaşayan bu kuşağın ihtiyaçlarına yanıt verebilecek oyunlaştırma temelli ofis tasarımı yaklaşımlarına odaklanmaktadır. Microsoft Envisioning Center (Seattle), LEGO Genel Merkezi (Billund) ve Google DeepMind (Londra) gibi öncü örnekler üzerinden yürütülen analizde; etkileşim, otonomi, kişiselleştirme ve çokduyulu uyaran gibi bileşenlerin mekâna nasıl entegre edildiği tartışılmaktadır. Çalışmada, oyunlaştırmanın yalnızca motivasyon artırıcı bir araç değil, aynı zamanda kullanıcıyı mekânın pasif kullanıcısından aktif öznesine dönüştüren mekânsal bir anlatım biçimi olduğu savunulmaktadır. Bu doğrultuda oyunlaştırılmış çalışma mekânları, Alfa kuşağı için esnek, kullanıcı merkezli ve anlam yüklü iç mekânlar tasarlamak adına güçlü bir kuramsal ve uygulamalı çerçeve sunmaktadır.
KeywordsTurkish - Oyunlaştırma, Alfa Kuşağı, İç Mekân Tasarımı, Ofis Mekânları, Kullanıcı Deneyimi, Dijital Yerlilik
[1] J. Baudrillard, The System of Objects. London: Verso, 1996.
[2] M. Chaudhary, A. Chopra, and R. Jindal, “The impact of sensory marketing on Gen Z consumers: A neuromarketing approach,” Journal of Consumer Behaviour, vol. 21, no. 1, pp. 65–78, 2022..
[3] T. Cochrane and V. Narayan, “Designing for digital natives: Engaging Gen Z students with gamified mixed-reality learning spaces,” Australasian Journal of Educational Technology, vol. 37, no. 6, pp. 1–14, 2021.
[4] S. Deterding, D. Dixon, R. Khaled, and L. Nacke, “From game design elements to gamefulness: Defining ‘gamification’,” in Proc. 15th Int. Academic MindTrek Conf., 2011, pp. 9–15.
[5] J. P. Gee, What Video Games Have to Teach Us About Learning and Literacy, 2nd ed. New York: Palgrave Macmillan, 2007.
[6] J. Grellier, “Generation Alpha and interior architecture: Identity, space, and digital narration,” Design Journal, vol. 23, no. 5, pp. 721–736, 2020
[7] B. Latour, Reassembling the Social: An Introduction to Actor-Network-Theory. Oxford: Oxford University Press, 2005
[8] H. Lefebvre, The Production of Space, D. Nicholson-Smith, Trans. Oxford: Blackwell, 1991.
[9] M. McCrindle and A. Fell, Generation Alpha: Understanding Our Children and Helping Them Thrive. Sydney: Hachette Australia, 2020.
[10] M. Merleau-Ponty, Phenomenology of Perception. London: Routledge, 1945.
[11] J. Palfrey and U. Gasser, Born Digital: Understanding the First Generation of Digital Natives. New York: Basic Books, 2008.
[12] P. Ricoeur, Time and Narrative, vol. 1, K. McLaughlin and D. Pellauer, Trans. Chicago: University of Chicago Press, 1984.
[13] K. Robson, K. Plangger, J. H. Kietzmann, I. McCarthy, and L. Pitt, “Is it all a game? Understanding the principles of gamification,” Business Horizons, vol. 58, no. 4, pp. 411–420, 2015.
[14] J. M. Twenge, iGen: Why Today’s Super-Connected Kids Are Growing Up Less Rebellious, More Tolerant, Less Happy—and Completely Unprepared for Adulthood. New York: Atria Books, 2017
|
This is an Open Access article distributed under the terms of the Creative Commons Attribution License 4.0, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. |