Abstract
This article discusses how Virtual Reality sets new parameters for thinking and working on perspective when compared to more traditional two-dimensional supports, such as a sheet of paper or screens. Technological devices such as the Head-Mounted Display (HMD) allow the interactor to move in a virtual three-dimensional environment, as well as to establish new relationships with the act of drawing. When immersed in the digital image space, the sense of presence favors the development of different strategies working with the notion of perspective in the teaching of drawing. In order to verify didactic perspectives and potentialities, two experimental workshops were structured. In this first moment, the qualitative results validate the identification of the sense of presence and an immersive design integrated with the technological application as relevant factors in the engagement and assimilation of knowledge related to visual teaching.
