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This experiment demonstrated how the use of a process aided with computational tools, similar to the multi-criteria performative model, contributes to the learning of architecture and urbanism students in the development of designing urban and landscape projects. The study seeks to bring students closer to multi-criteria analysis in project training activities. The method used is guided by a case study that allows simulated data referring to radiation, visual permeability, and percentage of visible sky. The results were collected through the analyzes and comparisons found in the final project of the discipline, verified through the observation of the design decisions based on the simulations. This allowed us to identify the potentialities of the process in the understanding of the students in using different criteria in the initial launch of the architectural project and also to recognize the points and negatives of the use of the process.