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The potential benefits of integrating immersive realities into traditional humanities curricula have been touted over the last two decades, but budgetary and technical constraints of implementation have limited its adoption. However, recent advances in technology, along with more affordable hardware coupled with more user-friendly interfaces, have seen widespread adoption beyond that of the military and healthcare. In fact, higher education institutions are poised to adopt VR on a broader scale to enhance learning with virtual environments. This study seeks to determine the expectations and results of integrating virtual reality into coursework with students and faculty in Art History. The study surveyed students, first to ascertain the prevalence and familiarity of immersive reality technologies, as well as the perceived benefit of integration into curriculum. Next, surveys collected data on student experience relating to virtual reality assignments integrated into coursework for both face-to-face and online learners. The results provide a model for other institutions for a variety of disciplines to reinforce outcomes through strategic use of the technology.

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