The Role of Game Space on Spatial Knowledge Acquisition in Archaeological Sites A Pilot Study Sevde Karahan 1,3 , Leman Figen Gül 2 1,2 Istanbul Technical University 3 Erciyes University 1 {karahan17|fgul}@itu.edu.tr 3 sevdeguner@erciyes.edu.tr This paper focuses on using a game approach on archeological heritage sites and possibilities for using a location-based game for spatial knowledge acquisition through game space. We propose a location-based game design and a research strategy to decode the spatial information acquisition in the archaeological site sample through user behaviors and cognitive map representations in both spaces (the physical and game space). Our research, part of an ongoing study, presents user experiments’ results conducted on the Kültepe Kanesh Karum, Kayseri archeological site, including two setups (sightseeing and game experience) with four participants for each. The collected data includes user traces in the environmental setting using GPS tracking and user experience feedback of sketch map drawings and expressions. Collected data encoded with the spatial legibility parameters (road, node, and landmarks) and interpreted separately and comparatively for both experimental groups. Our initial results indicate the potential of the game space and its effect on acquiring spatial knowledge. Keywords: Spatial Learning, Spatial Knowledge, Game Space, Sketch Map Accuracy, Archeological Site. INTRODUCTION Place phenomenon forms from the situations and actions that constitute the space (Norberg–Schulz, 1980). By Lynch's definition, nothing can be experienced independently (1964). Space and place relate to individual and collective experiences through memories and stories. Actual and perceived space differ from each (Lefebvre, 1991). The process of spatial knowledge acquisition from space is affected by the actions and activities in the space. The knowledge acquired about the phenomena encountered passes through a series of processes in the individual's mind, including storage, recall, and coding (Downs & Stea, 1973). This holistic process corresponds to mental mapping, including internalizing and transforming spatial knowledge into self. Cognitive mapping formation combines space and spatial cognition (Kitchin, 1994, 2002). Space is an internal model of the spatiality of space and environmental phenomena (Golledge & Stimson, 1997). Spatial knowledge and experience are prominent factors in cognitive mapping and (re)representation of the environment in mind. Unlike real maps, cognitive maps are representations (mental maps) that reflect acquired knowledge and spatial relations (Y. O. Kim, 2001). General acceptance indicates it is possible to analyze the abovementioned effects on acquiring spatial knowledge with mental map representations (Evans & Pezdek, 1980). Volume 2 – Digital Design Reconsidered – eCAADe 41 | 651