Virtual Reality (VR) is an effective tool that, thanks to its flexibility, can be used for educational purposes in a wide variety of applications. In the context of sensitisation about architectural barriers, VR is often used to simulate the feeling of being disabled which can result in the confirmation of stereotypes. An alternative approach could be to convey information about accessibility issues focusing on possible solutions to create universally accessible environments. This study investigates the effect different ways of communicating architectural barriers in Virtual Reality (VR) have on the player’s interest, comprehension, and reflective process. With the Karlsruhe Institute of Technology campus serving as a case study, I created a virtual replica of its cafeteria building.