Digital Review Sessions: Student Perceptions of Digital Tablets in Design Studio Review and Desk Critique

Abstract

This article examines student perceptions of a digital design review (or “desk crit”) for a final-year undergraduate landscape architecture studio. The design feedback process between instructor and student in studio environments involves active learning and immediate commentary. Traditional paper-based design critiques often lack an iterative context. In this study, a digital tablet with a coordinated audio/video application captured the dynamic exchange of ideation and problemsolving exploration during design desk crits to facilitate memory retention, vocabulary comprehension, clarification of design requirements, and documentation of the next steps to project outcomes. Students reported positive attitudes toward digital tablet use in this cohort. Effective use of digital pedagogical tools in studio/classroom and distance learning contexts requires additional application of the tools, student feedback, and exploration of methodological approaches.