Abstract

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.