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Design is a nonlinear process that requires a series of cognitive activities involving internal and external interpretations and representations of tangible and intangible artifacts (Akin & Weinel, 1982; Goldschmidt, 2004; Kim & Maher, 2008; Visser, 2004). Culture, background, cognitive style, available technology, experience, and exposure are among some of the influences that characterize a designer. Because of these attributes each designers are unique in their creative thinking and ideation process, synthesizing information, and constructing new knowledge (Baer, 1997; Baer & Kaufman, 2008; Gül et al., 2008; Hu-Au & Lee, 2017; Lubart, 1999; Pearsall et al., 2008; Shalley et al., 2004; Wolfradt & Pretz, 2001). To confirm effective learning design education must align with the learning preferences of the design students from this digital age. Researches have shown that efficient use of design modality and its interface are dependent on user preferences; therefore, actively contributes to successful learning. Learning and teaching in a design studio largely depend on the effective communication of design ideas, new knowledge, and the relationship between learners’ preferences and instruction modality (Demirbaş & Demirkan, 2003). Because of the exponential growth of technology and high-bandwidth data sharing, types and use of digital tools as well as the modes of information delivery in design education has shifted from information age to experience age (Wadhera, 2016). Among different technologies for human-computer interactions, most commonly used is Graphical User Interfaces (GUI). Using a keyboard and mouse, computer monitor, touch screens, and tabletops fall under this category. More recently, due to the advancement of technology and wide adoption by design education and industry, Tangible User Interfaces (TUI) usage have increased noticeably (Van Krevelen & Poelman, 2007). Interactions and delivery of information through TUIs are mostly associated with presence and immersion that provides a rich experience, contextual connotation, and spatial cognition resulting in effective learning. Therefore, exploring its meaningful integration and extensive usage in design education in critical. Extended reality (XR) is a form of TUI which is a relatively new platform that incorporates the characteristics of VR (Virtual Reality), AR (Augmented Reality), and Mixed Reality (MR). VR is an immersive, simulated three-dimensional environment (Bryson, 1995), AR overlays digital (augmented) geometry in the physical environment where the task is performed (Fischer et al.), and MR anchors digital contents in the real world where users can perceive both physical and digital objects simultaneously.