Abstract This paper investigates how moving the architectural design studio from its conventional physical setting to an online multi‐user virtual environment (MUVE) affects students' social dynamics. Building on Pierre Bourdieu's concepts of educational capital, habitus and field alongside Jozef Bochenski's theories of authority, the authors employed a quasi‐experimental approach with 15 architecture students who completed design tasks in a MUVE while experiencing different forms of tutor‐imparted educational capital—specifically written critiques and letter grades. Data collection through linkography, observations and retrospective interviews facilitated analysis of how authority manifests among students in this remediated environment. The findings reveal that MUVEs transform the studio's ‘field’, requiring students to adapt their established habitus while fostering new forms of educational capital tied to technical competence. Letter grades undergo devaluation in virtual environments, while written critiques gain prominence as indicators of epistemic skill. Praised students gained authority among peers and led design conversations with critical verbalisations (CVs), while in grading scenarios, low‐graded students were marginalised in high‐majority variants but not in low‐majority conditions. The gamified nature of MUVEs creates a less formal learning atmosphere that encourages experimentation and peer interaction. These subtle transformations cumulatively impact design practise, influencing students’ decision‐making processes, technical language and judgement. By examining the social implications of remediating the design studio, this research contributes to architectural pedagogy by providing insights into how virtual environments reshape not only the practical aspects of design education but also its foundational social dynamics that shape students' architectural identity.
Yassin et al. (Tue,) studied this question.