ABSTRACT
Immersive Virtual Environments are acknowledged to support fundamental values of the Architectural Studio course. However, little is known about the way these environments are experienced by their users. This shortcoming creates difficulties in evaluating their educational sufficiency for different learners’ needs. Immersive virtual environments are often expensive and require adequate staff and may create curricular changes, which emphasize the need to discerningly integrate the setting into future syllabi. This paper uses the theory of “Place” to identify the emerging relationship within immersive environments. We conducted observations and interviews upon a Studio course that used a traditional studio classroom and an immersive setting. The results provide significant insights on how the different educational settings are experienced and used. Students spend a significant amount of time in the studio. As such, Studio pedagogy ought to address learners’ needs, actions and experiences, in order to promote learning processes.
