The technology of virtual reality (VR) has had proven educational benefits over the last three decades. Yet, most research conducted on these benefits has been confined to the sciences, especially in Computer Science. The application of VR technology for the Digital Humanities is only now beginning to receive attention, but more study needs to be conducted on its uses within various humanistic disciplines. In order to expand on the research at a pivotal time in education when modalities expand to incorporate more hybrid, distance education, and online learning, this study reviews the literature and theories behind the educational use of VR as a tool to reinforce learning outcomes in the field of art history. Through the review, theories and best practices are presented for practical adoption at various level of instruction at other institutions, as well as a list of recommendations for integrating VR technology specifically within art history instruction.

While images are central to the discipline of art history, surprisingly little research has been conducted on the uses of digital environments for teaching in the discipline. Over the past decade, more studies have emerged considering the egalitarian space that can be used by students and teachers in web-based applications and social media. A body of literature has begun to emerge out of a small network of scholars and educators interested in digital humanities and art history, providing examples of how new tools can be integrated into the standard slideshow and lecture format of the field. At the same time, the latest technology that proves revolutionary for the field has had very little study-virtual reality (VR). Additionally, sensory evidence for digital art history and the creation of immersive interactive and multimodal environments for knowledge production is still underexplored. As multiple educational metaverses are currently under development, understanding best practices and pedagogical use of VR has never been timelier. This study seeks to review the pedagogical use of VR in art history current in the field and introduces results from a study of the most effective ways to use these immersive experiences using Bloom's revised taxonomy. Results confirm that the most effective method to structure VR assignments is to provide training on the technology, provide students with the necessary instructional material to introduce the concept, skill or technique to be learned, create or select an immersive experience that reinforces that topic, and conclude with a debrief or discussion about major takeaways from the experience.

The calls for the repatriation of looted or stolen artworks to host countries continues to grow. With the return of the Benin Bronzes in 2022, renewed calls for the return of the Elgin Marbles from the British Museum have amplified. At the same time, the death of Queen Elizabeth II raises further debate over repatriation and the lingering effects of colonialization. Nevertheless, effectively facilitating such a debate in class has increased in challenge with the lingering effects of the pandemic, the resistance of Gen Z to groupwork and interaction, and elevated levels of anxiety reported among college-age students. One approach that has seen success in face-to-face classes with regards to successful facilitating of debates is the active learning strategy of role playing. Role playing games (RPGs) have the ability to allow students to take on the persona of another to avoid directly confronting the thoughts and opinions of others. At the same time, this approach has been limited only to synchronous activities. This study seeks to investigate the applicability of role-playing within a virtual learning environment (VLE) and whether the control over individual student appearance with avatars and being immersed in a relevant historical environment improves student engagement, immersion, presence, and learning outcomes. Results demonstrate a positive correlation between the activities and understanding diverse perspectives, the ethics involved in cultural repatriation, and lowered anxiety and improved comfort in engaging in groupwork.