Abstract
<jats:p xml:lang="en">This study aims to systematically resolve design fixation, which hinders students' creative thinking capacities in architectural design studios, and screen-bound isolation arising from the increasingly individualized studio culture. To achieve this objective, an innovative pedagogical framework called the "Autonomous and Synergic Virtual Studio" was constructed, integrating Flipped Learning, Virtual Reality (VR) simulations, and context-sensitive gamification. Its field applicability was tested through an exploratory case study. During a two-week pilot implementation, the traditional desk-based designs of 7 heterogeneous students were comparatively analyzed alongside their VR-supported iterative prototyping processes. Cross-analysis of qualitative and quantitative data revealed that the fear of making mistakes, typically brought about by physical drawing and modeling, was successfully overcome in the VR environment. Students broke design fixation by producing multiple spatial alternatives instead of clinging to a single idea. Additionally, out-of-studio asynchronous cognitive preparation alleviated students' cognitive load, while applied gamification mechanics successfully triggered autonomous peer mentoring practices following a necessary technological adaptation period. Consequently, this research presents concrete findings demonstrating the proposed model's potential to transform the architectural studio into a collective R&amp;D laboratory where isolation and fixation are overcome, utilizing technology far beyond a passive visualization layer.</jats:p>