This paper reports on a project in which students' interactions with learning environments are investigated from the perspective of the spatial factors. Our research examines a significant dimension generated under the interrelationship between the subject and the virtual space, by establishing that spatial dimensions may determine the level of inclusiveness, motivation and positive learning. Growing development of advanced technologies requires a rethought on the impact of the spatial variables, where teachers have to consider new ways of socialization in education. An in-depth analysis on the way that technologies can support social interactions is needed as well as new ways of understanding social processes in online environments, in order to support students for effective educational development. Our results have evidenced a combination of attitudes, feelings and socio-cognitive processes experienced by the students, and the most important insight is that these evidences turn their practical exchanges with technologies into a more or less positive social experience. As a result, using and transforming virtual spaces turn the Web into a new area of socialization. Thus, implications of this research involve some considerations for higher education, as explained in the last section of this paper, by guiding teachers on the effective design and monitoring of virtual learning environments. (Contains 1 figure.)