The Impact of Sociomaterials on Architectural Learning Processes in Virtual and Physical Design Studios

Datos Bibliográficos

ID22047321
AutoresBarak Pelman (0000-0002-9795-055X, Hebrew University of Jerusalem, autor de correspondencia), Amit Zoran (0000-0002-9673-9779, Hebrew University of Jerusalem), Amit Raphael Zoran (The Rachel and Selim Benin School of Computer Science and Engineering, The Hebrew University of Jerusalem, Jerusalem 9190401, Israel)
Año2025
Volumen15
Número2
Páginas240
Fecha de publicación2025-02-14
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaEducation Sciences (JOURNAL)
Identificadores de la revistaISSN: 2227-7102 • E-ISSN: 2227-7102
EditorialMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci15020240
OpenAlexW4407564960
IdiomaEN
Referencias citadas58

Since architectural education has been integrated into academic campuses, the design studio has become its most prominent pedagogical approach. However, in the last three decades, advances in computer-aided design (CAD) and online communication led to the development of virtual design studio (VDS) formats, which gained prominence during the COVID-19 pandemic. VDS and physical design studio (PDS) are characterized by different sociomaterial environments, each offering unique learning opportunities. This study examines how these environments influence learning processes, analyzing two desk critique sessions—one conducted in a VDS and the other in a PDS. Our data, comprising video recordings and on-site observations, were analyzed and interpreted through a sociomaterial lens. The findings indicate that PDS facilitates more spontaneous interactions, allowing for the communication of complex ideas and better addressing misunderstandings compared to VDS, which is constrained by the limitations of digital communication platforms. This research provides both theoretical and pedagogical contributions. Theoretically, it demonstrates how architectural concepts emerge through sociomaterial interactions, framing architectural learning as material practice. In addition, it illustrates the role of sociomaterials in communicating complex ideas and shaping collaborative learning processes. Pedagogically, the findings emphasize the importance of creating rich sociomaterial environments that effectively support intended learning processes

Architectural design · Architectural engineering · Art · Human–computer interaction · Instructional design · Mathematics education · Multimedia · Studio · Visual arts · Architecture and Computational Design · Computer Science · Engineering · Psychology · Architecture