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It is evident from previous research that learner preference, cognitive load and effective learning are interconnected. Designers’ individual characteristics and preferred modality of information delivery in design studio has direct relation to the effective use of the information delivered. This study evaluates and discusses possibilities of using XR (Extended Reality) technology within the framework of constructivist learning approach in the interior design studio by measuring its effectiveness as a pedagogical tool. The nature of the design studio and its pedagogy stayed nearly analogous throughout the past century (Bashier, 2014; Koch, 2006). The exponential advancement of information, communication technologies and generation Z’s assertiveness toward electronic ‘device’ oriented lifestyle are the two major challenges that today’s design studios yet to adopt for an effective design education. With an overview of contemporary design pedagogy and the potential use of XR for a constructivist learning environment; this study explores students’ learning styles and identifies how these learning preferences affect their learning outcome in traditional and Extended Reality based learning environment.