This paper investigates the use of Virtual Reality and computer modeling to evaluate qualitative and quantitative understanding of daylight design strategies. Virtual Reality (VR) supports an enhanced educational experience and communicates light intensity inside spaces during the design stage. Wonders of VR immerse students in the real built environment and utilize different parts of the brain to access visual data, while enhancing STEM based learning. Infusing VR in architectural curricula allows light intensity modules to trigger a responsive educational environment. This unorthodox pedagogical approach not only provides students with a high-quality education experience but also implements a practice-based application of emerging technologies. Integrating between architectural designs and building science, VR leverages a seamless virtual application to complement theories with unlimited innovative pedagogies.