This PhD study explores the role of virtual reality (VR) technology in supporting practice-based learning in contemporary art education; with specific reference to the practice of graffiti art. Graffiti art is an art form that evolved from graffiti, emphasising aesthetic value and artistic creation, often incorporating a wide range of painting techniques and intricate designs. As graffiti art has gained public recognition and become a mainstream art genre, the development of VR technology has introduced new approaches to its practice. However, existing VR graffiti simulators and other VR painting tools can enable people to practice graffiti art and create artworks, but cannot make people learn the knowledge of graffiti and understand graffiti art as a genre. Currently, there is little to no research that combines the three fields of graffiti art, art education and VR technology. In this study, a new VR Graffiti Learning Tool has been developed for education purposes and to establish an innovative learning system supported by VR technology, which aims to facilitate participants’ acquisition of practice-based skills, provide an aesthetic experience, and promote more effective uses of VR technology in art education. The study seeks to evaluate in what ways can VR technology be developed and used as both a platform and a tool to support the learning and practice of graffiti virtually. Through the combination of arts-based methods and social science methods such as observation, practical experiments, video recording and interviews, the research explores the potential and impact of VR technology in practice-led educational contexts. The study interviewed people who are engaged in graffiti-related work to identify key themes and invited participants to evaluate the VR Graffiti Learning Tool twice. The results show that the application of VR technology eliminated obstacles and hassles in graffiti art learning and practice and avoided the costs and potential risks of art creation and practice. More importantly, VR technology has potential advantages in facilitating art learning and practice in learning and teaching activities, particularly in terms of the art’s accessibility, motivation to learn and knowledge acquisition. The research results help to enhance the role and application of VR technology in immersive learning experiences, game-based learning, and visual art education; and have the potential to act as an innovative new method of graffiti art production and display.