Neuroarchitecture provides valuable insights into how built environments influence students’ cognitive performance and academic success. However, spatial characteristics related to architectural studios are still inadequately examined, particularly within non-Western academic settings. This study aims to investigate the impact of studio width on students' cognitive performance and environmental preferences in architectural learning spaces using virtual reality (VR). A quantitative research method was employed using VR-based environments to measure attention, memory and preferences across varying studio widths. A within-subjects experiment was conducted with 90 undergraduate architecture students from three universities in Erbil. Participants performed standardized auditory attention and memory tasks in narrow and spacious virtual studios. The results indicated that narrow studios significantly improved cognitive performance, resulting in faster reaction times, fewer attentional errors, and improved memory recall. However, students preferred wider studios, and female students consistently outperformed male students on all cognitive tests. These findings highlight the difference between objective cognitive outcomes and subjective preferences. This study demonstrates the value of spatial width as a neuroarchitectural feature that influences cognition in university students. It provides context-specific evidence to support the alignment of evidence-based design with user-centered outcomes in higher education, particularly in underrepresented regions such as Erbil.