In this paper we discuss the two changes that basic design education faced: one is the teaching need of transformation from visual to multisensory and synaesthetic communication; the other is the use of virtual environments to teach design. As an answer to the trend of constructivist learning, also in order to fulfil the need for multisensory training, the discussion of an innovative learning environment for basic design education has become essential. The problems remain, as virtual technology has limitations regarding visualizing abstract concepts. This research aims to build an immersive virtual environment to teach basic design, along with the value of subjective immersive experience for design learning in general. The study presented in this paper proposes a theoretical framework, starting with the redefinition of the concepts of “immersion” and “presence” from a cognitive perspective (Scuri, 2017). The main research method is based on two groups of case studies; through literature review and secondary research, this work categorizes the factors of presence into a three-dimensional framework, also defining the four typologies of immersion and two in-class educational models. The paper presents the results of the research at the first phase, aimed at bridging the gap between design learning and virtual spaces. Through the framework addressed, we are able to frame an actual design tool with the help of online platforms and tools
