## 7 Conclusions  
The analysis of the surveys on the use of virtual reality tools in 3D sketching activities and virtual tours yields several key conclusions regarding the acceptance, perception, and utility of this technology in educational contexts:  
_High Acceptance of Virtual Reality as an Educational Tool_  
In both surveys, a significant majority of the participants positively valued the virtual reality experience. The tools were recognized as intuitive, easy to use, and effective in enhancing the understanding of designs--both in 3D sketching and in the virtual exploration of architectural spaces. This suggests that virtual reality holds great potential for integration into educational settings. _Enhanced Understanding and Perception of Design_  
Virtual reality proved to be a powerful tool for facilitating a comprehensive understanding of designs. In the case of the virtual tour, 100% of the participants noted that it helped them understand the design before its construction, while 57.1% of those involved in 3D sketching considered the technology to be superior to traditional methods such as paper sketching. Additionally, specific characteristics--such as the perception of shapes, colors, materials, and visual impact--were highly valued. _Accessible Learning Curve_  
In both experiences, participants indicated that learning to use the tool was neither mentally nor physically demanding. This was reflected in the 3D sketching survey, where 81% stated that the initial learning process was straightforward. Despite the fact that many students had little or no previous experience with the technology (66.7% in the virtual tour), they were able to use it with ease, demonstrating its accessibility even for novice users. _Benefits for Interdisciplinary Teaching_  
The results suggest that virtual reality can benefit students from both technical disciplines, such as Mechanical Engineering, and artistic fields, such as Fine Arts. The tool not only enhances the perception and understanding of design but also serves as a bridge between theory and practice across different areas of knowledge. _Areas for Improvement_  
Although the results are overwhelmingly positive, there are aspects that could be enhanced. In the 3D sketching survey, 14.3% of the participants indicated that they might require technical assistance, suggesting that more extensive initial guidance could optimize the experience. Furthermore, in the comparison with traditional methods, 9.4% of the participants (just 2 students) did not consider virtual reality to be superior to manual sketching, pointing to the need to better demonstrate its advantages in certain contexts. _Overall Satisfaction and Potential of VR/AR Tools_  
In both surveys, the satisfaction levels with the use of the tool were high. In the 3D sketching activity, 85.7% of the participants were satisfied with the system, while in the virtual tour, the same rate (85.7%) valued virtual reality as a useful tool in architectural design education. These results indicate that virtual reality is not only well accepted but is also perceived as a tool that can add significant value in educational environments. Overall, we consider that the implementation of virtual reality tools in design activities has been perceived as both positive and promising. The results underscore their potential to enhance learning, foster innovation, and provide a more immersive and practical experience for students, with a notable learning curve that also involves and integrates other disciplines. Nevertheless, further exploration is necessary to optimize the use of this technology in both classroom and professional settings in order to maximize its impact on education and design. Conceptualization, J.M.-G., E.M.D.G. and R.B. ; methodology, E.M.D.G. and J.M.-G.; validation, E.M.D.G., O.S.-M. and M.A. ; formal analysis, E.M.D.G., J.M.-G. and R.B. ; Investigation, E.M.D.G., J.M.-G. and R.B. ; resources, E.M.D.G., O.S.-M. and M.A. ; data curation, E.M.D.G. and J.M.-G.; writing--original draft preparation, E.M.D.G.