Reframing Palimpsest as a Pedagogical Tool: Gamification and Experiential Learning in Interior Architecture Education

Background: Design education encompasses both active studio-based courses and theoretical classes, such as architectural history, cultural heritage, and spatial continuity. Recent discussions have highlighted the challenge of sustaining student engagement and achieving durable learning outcomes in these theoretical modules. Purpose: This study examines the effectiveness of a gamified fieldwork model based on Kolb's experiential learning cycle in strengthening interior architecture students’ relationship with theoretical and historical knowledge. The concept of palimpsest has been incorporated into the workshop as a dynamic educational tool. Method: Qualitative research methods were adopted, and semi-structured interviews were conducted with participants. Data were analyzed using MAXQDA software and evaluated for descriptive and content characteristics. Findings: The findings reveal that experiential design supports learning of the palimpsest concept, increases students’ active participation, and it contributes to the interpretation of theoretical knowledge through spatial experience. Implications: This research contributes to the growing literature on experiential and gamified learning in architectural education by offering a replicable model that unites theory, practice, and place. It demonstrates how architectural history and cultural heritage can be taught through interactive, embodied, and reflective experiences rather than solely through lectures or static visuals.