The use of Virtual Reality (VR) in teaching-learning process of design, theory and history of architecture has increased in terms of virtual tours. A preliminary study of techniques and capabilities of Immersive Virtual Reality (IVR) systems allowed us to establish that the immersive and interactive virtual experience facilitates the perception and enhancement of spatial qualities. In addition, it facilitates analysis since it promotes observation and the development of spatial thinking. However, the use of this medium as a tool for analysis is less frequent. Therefore, in this research we comparatively evaluate the impact that VR has on such a task. We developed an analysis instrument using experiential learning cycles that was tested with students in control and experimental groups. As a result, we found that the experience of inhabiting facilitates integration of fundamental concepts, allowing empirical evaluation of architecture and streamlining communication in the classroom as an active learning strategy.

Undergraduate design studies for digital fabrication and non-standard architecture are complex as their participants are usually far from systems thinking and have a basic level of confidence in the use of advanced digital tools. Furthermore, in the face of high formal complexity, the understanding of the structural system and its effects for the inhabitant are not evident. This work presents an implementation of Virtual Reality to introduce Latin American architecture university students to digital fabrication and parametric design, taking as its main premise that during the initial design stage, the designed architecture using virtual reality techniques and spatial perception can engage students to appreciate the value in these new designs, formulating new arguments and paradigms to further contribute to their training as contemporary professionals.