Architectural education is on the brink of a transformative leap, and Virtual Reality (VR) technologies have emerged as a catalyst for innovation in design. The study investigates the user experience, satisfaction and implementation of Bachelor of Architecture (Honours) students. The paper’s driving question is how integrating VR tools in design studios shapes students’ spatial learning experiences and acceptance levels compared to the traditional design process. Through a mixed-method and action research approach, we explore how VR enhances design fluency, spatial development, and creative innovation. Primary data is collected using a survey questionnaire and observational study. The juxtaposition of these two design approaches sets the stage for an exciting exploration of pedagogical innovation. VR tools are scrutinized on how they impact students’ design fluency, spatial development, and creative innovation. VR technologies can transform the conventional design critique into an interactive, three-dimensional experience, enabling the learning process and pushing the boundaries of architectural education, especially in spatial understanding. The survey captured students’ firsthand experience and provided testimonials about their experience creating and exploring their designs using VR technology. The observational study uncovers moments of epiphany, where traditional barriers dissolve and architectural concepts come alive. Students’ satisfaction is also examined using VR tools, identifying elements that ignite their passion for design. Iteration and refinement capabilities are refined using VR. The study underscores the importance of addressing challenges in effectively implementing VR, emphasizing the necessity for a paradigm shift in institutional mindset, infrastructure enhancements, and targeted training initiatives.