TY - JOUR
T1 - The Impact of Sociomaterials on Architectural Learning Processes in Virtual and Physical Design Studios
AU - Pelman, Barak
AU - Zoran, Amit Raphael
N1 - Publisher Copyright:
© 2025 by the authors.
PY - 2025/2
Y1 - 2025/2
N2 - 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.
AB - 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.
KW - architectural education
KW - design pedagogy
KW - design studio
KW - sociomateriality
KW - virtual design studio
UR - http://www.scopus.com/inward/record.url?scp=85218873444&partnerID=8YFLogxK
U2 - 10.3390/educsci15020240
DO - 10.3390/educsci15020240
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AN - SCOPUS:85218873444
SN - 2227-7102
VL - 15
JO - Education Sciences
JF - Education Sciences
IS - 2
M1 - 240
ER -