Over the past few decades, architectural practice and, consequently, the design studio have been increasingly challenged. Indeed, the development of digital tools and parametric design, in particular, has given rise to a new type of architectural knowledge. Among the IJAC publications over the past three years, we highlight the current diversity of vocabulary used to discuss this knowledge and develop why we focus our study on conceptual knowledge. We then report a learning situation through studio design education. This paper finally presents the steps developed to measure this knowledge and hypothesizes on the future work needed in order to have relevant quantitative results. The purpose of this paper is to observe the evolution of students' understanding when shifting from a traditional teacher-student relationship to an engaging learning environment, considering the specificities of parametric, and not to suggest a strict method to follow when learning parametric. This could guide teachers to adapt to their own situations.