<p>In architecture education, structures courses often present two major challenges: the complexity of the subject matter and the disconnect from studio-based design learning. To address these issues, this study examines an experiential learning approach centred on dynamic comparisons for learning structures. Dynamic comparisons in this study are defined as the interactive visualisations of structural behaviour made possible by parametric design tools. The research compares this experiential learning approach with direct instruction in terms of its effectiveness in supporting student understanding and enhancing the learning experience. A comparative study was conducted with architecture students at bachelor’s level across two course settings. The results suggest that the experiential learning module improved comprehension for students with less prior knowledge, particularly for complex topics involving conceptual change. It also provided more positive learning experiences in terms of perceived ease and engagement, although variations emerged depending on content type and instructor style. These findings suggest that integrating self-directed, interactive and visually rich learning strategies as dynamic comparisons into structures education for architects could promote greater learning equity, conceptual understanding and motivation. This study also contributes to ongoing pedagogical discourse on experiential learning based on constructivist theories in design and engineering education. Future research could extend this line of inquiry to different disciplines, institutions and learning environments.</p>