This paper presents a teaching approach aiming to give students the chance of applying theoretical concepts in virtual environments, thereby overcoming limitations in overcrowded classes or in large groups of engineering undergraduates using available testing equipment. The proposed approach deals with enhancing self-learning of one of the most common tests used in materials engineering and/or civil engineering, namely, the compression test of concrete samples. To achieve this goal, two didactic-propose computational tools were developed: a virtual laboratory (VL) and video tutorials (VTs). Furthermore, two different teaching/learning experiences are compared in this paper: (1) using actual laboratory after using both virtual environments (VL and VTs); and (2) using only virtual environments. In both cases the use of these virtual tools improves the student learning outcomes, especially when these resources fulfill a lack of real equipment. Besides, the results of survey questions show the high motivation that virtual environments awake, and the assessment results reflect an increase in the students' marks. (C) 2016 American Society of Civil Engineers.