Mekânsal bilgi ediniminde oyun-mekân: sanal gerçeklik mecrasinda arkeolojik miras alani örneklemi

Game-space in spatial knowledge acquisition: A virtual reality approach to an archaeological heritage site sample

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Tez No: 974527
Yazar: SEVDE GÜNER
Danışmanlar: PROF. DR. LEMAN FİGEN GÜL
Tez Türü: Doktora
Konular: Mimarlık, Architecture
Anahtar Kelimeler: 3D sanal dünyalar, Bilişsel haritalama, Kültürel miras, Mimari mekan, Sanal gerçeklik, 3D virtual worlds, Cognitive mapping, Cultural heritage, Architectural space, Virtual reality
Yıl: 2025
Dil: Türkçe
Üniversite: İstanbul Teknik Üniversitesi
Enstitü: Lisansüstü Eğitim Enstitüsü
Ana Bilim Dalı: Bilişim Ana Bilim Dalı
Bilim Dalı: Mimari Tasarımda Bilişim Bilim Dalı
Sayfa Sayısı: Belirtilmemiş.

Özet

Bireyin çevresiyle etkileşimi sonucu oluşan mekânın zihinsel temsili, fiziksel gerçekliğin nesnelliğinden farklılaşan öznel bir üründür. Oyun, gerçek dünyanın kısıtlarından bağımsız kurgusal deneyimler sunarak mekânın algılanması ve anlamlandırılmasına alternatif bir katmandır. Oyun bu bağlamda, gerçek olandan bağımsızlaşır ve yeni bir görme biçimi tanımlar. Bu yönüyle çevreyi algılama ve yorumlama sürecine kurgusal bir müdahale olarak değerlendirilebilir. Sanal gerçeklik, gerçeğin simüle edilebilmesi, kullanıcıyı içine alan etkileşimli deneyimler sunabilmesi sayesinde mekânsal bilgi edinimi süreçlerini incelemek için elverişli bir mecra tanımlar, oyun çalışmalarında kullanıcıyı içine alan deneyimler sağlanmasını olası kılar. Bu teknoloji, özellikle deneysel araştırmalarda bireyin mekân algısını doğrudan gözlemleme imkânı verdiğinden, mekânsal bilginin edinim, hatırlama ve yeniden üretim süreçlerinin analizinde güçlü bir araçtır. Bu motivasyondan hareketle tez çalışmasında, mekânsal bilgi edinimi kavramı açılarak sanal gerçeklik oyununun sağladığı olanaklar tartışılır. Örneklemi, mekânsal bütünlüğün eksikliği nedeniyle anlamlandırma zorlukları barındıran ortamlar olan arkeolojik miras alanları oluşturur. Bu alanların seçilme nedeni, mekânın bütüncül okunabilirliğinin sınırlı olması ve ziyaretçilerin yön bulma, ilişki kurma ve hatırlama süreçlerinde karşılaştıkları güçlüklerin gözlemlenebilir olmasıdır. Araştırma hedeflerini oyun yaklaşımının ve sanal gerçeklik mecrasının, kullanıcının çevresel ortam (arkeolojik alan) mekânsal bilgisini (yeniden) üretimi üzerindeki etkilerinin deşifresi tanımlar. Bu kapsamda, arkeOyun adlı sanal gerçeklik oyunu geliştirilmiş ve oyun deneyiminin mekânsal öğrenmeye sağladığı avantajlar, potansiyeller ve sınırlılıklar değerlendirilmiştir. Uygulama sürecinde oyun senaryosu, görevler, görsel işaretler ve kullanıcı etkileşimleri tasarlanmıştır. Deneysel çalışma kapsamında katılımcılardan elde edilen hareket ve bakış verileri sistematik olarak analiz edilmiştir. Uygulamanın, oyun kurgusunun geçerlemesi, kullanıcı ve oyun deneyiminin etkinlik, verimlilik ve memnuniyet ölçütleri esas alınarak değerlendirilmesi çalışmanın kapsamındadır. Oyun mekânın mekânsal bilgi edinimi üzerine etkileri, sanal gerçeklik mecrasında mekânsal okunabilirlik kavramından beslenerek oluşturulan kavramsal çerçeve ve kullanıcı deneyleri aracılığıyla mekânsal okunabilirlik ve bilişsel haritalama kavramları üzerinden deşifre edilir. Bu yaklaşım, nicel ve nitel veri toplama yöntemlerinin bir arada kullanılmasını sağlamış ve katılımcıların mekân deneyimlerini çok boyutlu biçimde inceleme olanağı sunmuştur. Araştırmanın bulguları, mekânsal kurgusu tutarlı, anlatı yapısı güçlü ve çok duyulu uyaranlar barındıran sanal gerçeklik tabanlı oyun ortamının, arkeolojik miras bağlamında mekânsal öğrenmeyi destekleyen etkili bir bilişsel destek mekanizması sunduğunu göstermiştir. Oyun deneyiminin katılımcıların mekânsal algı ve yönelim becerilerini geliştirdiği, arkeolojik çevrenin mekânsal okunabilirliğini artırdığı gözlemlenmiştir. Belirgin işaret unsurlarının (meydan, renkli yapılar, yollar) oyunda görünür kılınmasının kullanıcıların hatırlama ve yön bulma performansını güçlendirdiği tespit edilmiştir. Elde edilen sonuçlar, sanal gerçeklik oyunlarının kültürel miras alanlarının yorumlanarak aktarılmasında etkileşimli ve ilgi çekici bir yöntem olarak önemli bir potansiyel taşıdığını ortaya koymaktadır. Ayrıca, çalışma bilişsel haritalama, mekânsal öğrenme ve kültürel mirasın yorumlanmasını oyun yaklaşımını içeren sanal gerçeklik deneyimi çerçevesinde bütünleştiren tekrarlanabilir bir metodoloji sunarak literatüre özgün bir katkı sağlamaktadır. Bu metodoloji, benzer biçimde farklı kültürel miras alanlarında da uygulanabilir ve gelecekte ziyaretçi deneyimlerinin zenginleştirilmesine yönelik araştırmalara temel oluşturabilir niteliktedir.

Özet (Çeviri)

Spatial knowledge is a cognitive reconstruction that arises from perception, interaction, and re-called memory of physical reality, rather than a mere transcription of physical reality. The human mind restructures spatial information into mental representations that frequently differ from objective reality, resulting in subjective maps that facilitate direction and interpretation. This duality of physical and mental space establishes spatial knowledge as both a material and symbolic construct. From this viewpoint, it is both perceived and cognitively rebuilt. Game, as an artificially constructed yet coherent spatial system, provides a distinctive environment for examining this dynamic. It offers organized environments regulated by rules, objectives, and narratives that necessitate active navigation and interpretation by players. Virtual reality (VR) enhances this capability by immersing users in interactive environments that amplify the experience of presence, embodiment, and cognitive involvement. These characteristics render VR games effective instruments for evaluating and improving spatial knowledge acquisition. This research is conducted with an emphasis on archaeological heritage sites, as they represent discontinuity, fragmentation, and incompleteness. Visitors frequently encounter fragmentary remains, spatial structures, and limited architectural continuity, which complicates their understanding of the site's original organization and cultural significance. The lack of cohesive architectural surroundings hinders direction, comprehension, and recollection. In light of these circumstances, there is an urgent requirement for interpretive media that is capable of reconstructing spatial settings and rendering them cognitively accessible. Therefore, the dissertation is situated at the intersection of spatial cognition, heritage interpretation, and game-based learning, and it investigates the extent to which a virtual reality game space can facilitate the acquisition of spatial knowledge and cognitive mapping throughout archaeological sites. In addition, it aims to examine the impact of narrative structures, multisensory interaction, and task-based play on the capacity of users to comprehend, navigate, and recollect fragmented environments. The primary objective of the study is to create, execute, and assess a virtual reality game called arkeOyun, and to evaluate its efficacy as a cognitive instrument for spatial learning within an archaeological heritage interpretation framework. More specifically, whether immersive simulation can improve spatial awareness, facilitate precise cognitive mapping, and fortify cultural interpretation is examined. The game experience's usability, playability, and motivational aspects are also evaluated as additional objectives. The dissertation establishes a methodological framework for assessing the impact of game-spaces on spatial knowledge through an empirical assessment of these objectives. The Kültepe/Kaniş Karumu archaeological site in Anatolia, which dates to the early second millennium BCE, serves as the sole example used to determine the study's scope. Due to the fragmented state of its architectural remains, the site poses significant interpretive challenges. In response, arkeOyun was conceived as a fictional yet credible recreation, enabling players to navigate the world, accomplish tasks, and interact with narrative elements that offered interpretative richness. The design used multimodal components, including auditory aspects, lighting variations, and symbolic artifacts, to enhance spatial awareness and cultural significance. The development of the game was guided by the Mechanics–Dynamics–Aesthetics (MDA) framework, which ensured that the game's functional mechanics, user interaction, and experiential qualities were properly balanced. The methodology employed a mixed-methods experimental design. The final research was conducted with fifteen undergraduate architecture students who were selected based on their shared standard of spatial literacy and architectural reasoning. Three phases of data collection were implemented. In the pre-experiment phase, the spatial abilities of the participants were evaluated in order to establish reference points. The participants engaged with the experimental intervention (arkeOyun) in the second phase and explored the virtual reality environment by using head-mounted displays. The participants' movement trajectories, gaze patterns, and decision-making processes were recorded while they were simultaneously playing the game. They were encouraged to verbalize their strategies and perceptions through the use of a think-aloud methodology. After the experiment, participants were given the task of creating sketch maps that were representative of the experiences they had encountered. Additionally, they were requested to take part in retrospective interviews in which they discussed their experiences with navigation, orientation, and cultural interpretation. The quantitative data encompassed movement trajectories, time distribution, and gaze fixation records, which offered insights into spatial orientation and task execution. The qualitative data comprised sketch maps and interview transcripts, which elucidated how participants formulated mental representations and contemplated their experiences. This triangulated method enabled a comprehensive evaluation of both behavioral and cognitive dimensions of spatial learning. The findings indicate that the virtual reality game space was able to successfully support the acquisition of spatial knowledge. Strong navigational performance was demonstrated by the participants, who frequently followed pathways that were close to the ideal route through the game space. The movement data suggested that they were capable of effectively internalizing spatial organization and relationships. In order to reinforce spatial knowledge, gaze analysis verified that attention was focused on landmarks and orientation cues. The assimilated spatial knowledge was evident in the accurate and coherent sketch maps that were generated following gameplay. It was demonstrated through these maps that the participants were able to rebuild fractured or imagined settings into meaningful cognitive representations. Qualitative insights enhance the profundity of these results. Engaging, immersive, and motivating were the defining characteristics of the game reported by participants. The narrative assignments were shown to impart a feeling of purpose that organized inquiry and enhanced memory retention. It was noted that multi-sensory interactions, including ambient signals, contrasting illumination, and symbolic sounds, were beneficial in facilitating orientation and interpretation. Simultaneously, participants indicated that the cultural and historical aspects of the narrative might be further elaborated. The game effectively promoted spatial learning; however, the interpretive layer would improve with a more robust integration of cultural significance to connect spatial awareness with heritage comprehension. According to the findings, virtual reality games have the potential to serve as effective educational and interpretive media. Through the simulation of reconstructed environments, arkeOyun allowed participants to experience a fragmented archaeological site as a cohesive, explorable, and meaningful entity. This ability to convert fragmented ruins into accessible and memorable environments highlights the function of VR in connecting physical remnants with cognitive understanding. In these contexts, spatial learning is not restricted to memory or orientation; it also encompasses the interpretation of cultural significance, as demonstrated. Game-based environments might thus enhance conventional heritage presentation approaches, providing immersive alternatives to static textual or visual exhibits. In spite of the encouraging findings, the investigation also discloses constraints. The generalizability of the findings was limited by the restriction of the participant pool to architecture students. Although the narrative framework is effective in increasing engagement, it necessitates refinement to more explicitly embed cultural meaning. Furthermore, there are also practical issues to be faced regarding the scalability of virtual reality applications for greater public use at archaeological sites. Nevertheless, these constraints also offer guidance for future research investigations. In order to enhance the potential of virtual reality gamespace as a heritage interpretation approach, it is possible to increase the diversity of participants, incorporate more detailed cultural narratives, and experiment with applications that are implemented on-site. This dissertation contributes to existing literature, both empirically and methodologically in nature. Specifically, it reveals that virtual reality game environments have the potential to dramatically improve spatial information acquisition in situations when there is a lack of physical continuity involved. The developed methodological model that integrates behavioral tracking, cognitive mapping, and qualitative interviews provides a foundation for future research in the fields of architecture, design, and heritage. Additionally, it contributes to the discussion of cultural heritage interpretation by demonstrating that VR games can serve as instruments for meaningful engagement and learning, in addition to their entertainment value. It was ultimately determined that the acquisition of spatial knowledge is a multifaceted process that is influenced by narrative, interaction, and immersion, in addition to physical input. Virtual reality games -sampled with developed arkeOyun- demonstrate that cognitive maps and cultural interpretations can be developed in worlds that are partially fictional yet cognitively impactful. This suggests that digital technologies have the potential to expand the scope of heritage experiences by developing interpretive strategies that are cognitively effective, engaging, and immersive. The dissertation establishes a basis for future interdisciplinary research at the intersection of spatial cognition, game design, and cultural heritage interpretation by integrating theoretical ideas on space and play with empirical evidence.

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