This study aims to analyze the user experience of virtual pedagogy in architecture education. It seeks to gather valuable feedback and perceptions from teachers and students regarding the effectiveness, challenges, and benefits of virtual pedagogy. The study employs a quantitative research design using a survey questionnaire. The questionnaire consists of closed-ended and open-ended questions to collect both quantitative and qualitative data on the user experience, challenges, advantages, and overall satisfaction with virtual pedagogy in architecture education. The findings reveal the widespread use of tools and applications, such as Google Meet, Google Classroom, and Zoom etc., for delivering both studio-based and non-studio-based courses in the virtual learning environment. The study highlights several challenges associated with virtual pedagogy, particularly for studio-based subjects, including the lack of in-person experience crucial for effective learning, difficulties in providing hands-on training, discouragement of active learning, and inadequate access to specialized tools and software. Additionally, the findings indicate that while virtual pedagogy offers flexibility and accessibility, it faces challenges in replicating the spontaneous interactions and hands-on nature of traditional in-person design studios.