The coronavirus pandemic and the obligation to be confined to small spaces for the majority of the population left us questioning how to teach the new design rules and communicate spaces without our physical presence. The 21st century student was already heading towards having a "bionic personality" due to new technologies. Simultaneously the classic project design outputs like paper presentations were gaining a high level of abstraction due to the massive data overlap and were demanding new formats for better public interaction. In such a context as confined designers and educators, we have seen a clear opportunity to boost all new digital formats, allowing design decision-making, new interaction platforms, and disruptive visual technologies such as virtual reality (VR) and augmented reality (AR). By applying new teaching tools using VR/AR in different contexts and projects the concept of 'studentbot' will be narrowed down. Through different teaching experiences and project examples, we will evaluate the successes, failures, fields of expansion, and controversies of this new student typology.