The opportunity to bring real experience to the classroom in order to promote active learning and student engagement is achieved through extended realities as virtual reality (VR). The use of VR cases in engineering education has promote a flexible learning space (real industrial facilities) and the increasing of the students´ motivation. This research had the objective to evaluate the impact of using VR cases versus using traditional cases in two different campi of a private university, in the same academic course during 2 weeks. The methodology has 3 phases: (1) case design with VR and with the traditional paper case format, (2) application of the cases (VR and traditional) in two groups (no control group, it was the same group). (3) Results analysis based on observations, direct surveys, and students reports. This experience contributed to understand the dynamics of the case methodology under two perspectives: students and professors. While real experience, innovation, and fun represent the student’s perspective using VR to understand layout facilities and work design as real application concept, from a professor’s perspective this experience derived in more student engagement, critical thinking and systemic perspective. In addition, the process to develop VR cases was for itself an interesting challenge from academic and industrial possibilities, but allows us to develop active learning in-and out- of the classroom.