Are traditional architectural studio-based teaching methods and tools still applicable, or are they causing a communication barrier between a student and a lecturer? In architectural design studios, promptly submitting projects is a problem. The paper is based on a study conducted by the author between 2016 to 2018 and aims to determine whether information technology (IT), such as building information modelling (BIM), opposed to the conventional method (CM), can improve informed design communication during conceptual design critique sessions. Therefore, contribute to prompt studio-based design project submissions. The research's objectives include understanding BIM as a design tool compared to a visualisation tool to facilitate early design decision-making. Also, to understand how BIM can improve conceptual design information. A rubric was used to evaluate critique sessions based on qualitative attributes of design intention, function, aesthetics, and sustainability. Quantitative and qualitative data were collected from a comparison study between two postgraduate cohorts. One cohort used the CM in the design studio, while the second cohort used the BIM method in the design studio. A framework was created using a literature study to establish the BIM method's capability to improve communication. After completing the cohort comparison study, four themes become apparent: competencies, relationship, time and non-participation. Findings include improved drawings, availability of different drawing types, accuracy and reduced time spent on redundant work and reduced costs. Based on the findings, it can be concluded that BIM can improve design communication between a student and a lecturer during the conceptual design stage, leading to prompt submissions. It is recommended that the current teaching pedagogy in the design studio be revisited to incorporate BIM as a design tool as early as the undergraduate programme.