Drawing on a situated approach, the authors study the joint effects of lesson plans, digital artefacts (robots and tablets), spatial behaviours of students and teachers, on reconfiguration of space and interactions between students and teachers. Video observations, cluster analyses and structural equation modelling of indicators show that the lesson plan orchestrated by the teacher plays a significant role in the socio-spatial distribution of students. More precisely, the authors found two different instrumented learning spatial configurations: Traditional Classroom (TC) and Active Learning Classroom (ALC). ALC leads to a horizontal social organisation and general connectedness of the classroom, i.e. multilateral social interactions (e.g. within and from students towards groups of students). Conversely, TC leads to more vertical social relations, with the teacher on the podium and students addressing the teacher. The authors recommend taking into consideration the lesson plan's degrees of freedom, as well as its possible effects on learning spaces and social interactions, during its implementation.