From exhibition to education: operationalizing VR for scholarship in research, teaching and learning

Purpose This case study demonstrates one way that an academic library can transition immersive technologies from novelty installations to core pedagogical infrastructure. It argues that for virtual reality (VR) to persist as a sustainable library service, it must function as an active platform for teaching, research and learning, rather than a passive website or collection of available, but underutilized, hardware (e.g. HMDs). Design/methodology/approach We describe the development of an immersive “showcase” environment built around a library-based 3D scanning service representing Findable, Accessible, Interoperable, Reusable (FAIR)-aligned 3D production workflows (Cook, 2024), and the subsequent design-based/action-research pilot of the environment in select academic contexts. The paper details selection criteria for 3D capture, integration with repositories such as Sketchfab and the design of a web-based immersive VR space (the “Immersive Showcase”) that can be used as a customizable classroom, exhibit hall or event space. Two principal curricular cases – French language learning and a hybrid lecture–exhibition space – illustrate how this VR environment, incorporating multimedia and interactive collaboration features, supports constructivist, object-centered pedagogy and facilitates engagement with collective sense-making (Mills et al., 2020). User feedback from beta testing and pilot teaching engagements informs iterative design decisions, providing a way forward for these innovative curricular integrations and always-on virtual teaching and learning environments. Findings Embedding high-fidelity 3D surrogates in accessible immersive spaces can support “field-like” engagement with primary source materials, multi-perspective analysis and appears to facilitate hybrid teaching models. Clear workflows, role differentiation (e.g. learner/presenter) and targeted interface adjustments (e.g. navigation aids, session controls) proved critical to instructor uptake and student usability. Iterative refinement highlights the importance of aligning technical affordances with instructional goals. Research limitations/implications As a single-institution case describing a service-oriented pilot, findings are context-specific; future work should include systematic assessment of learning outcomes and comparative studies across educational contexts and platforms. Practical implications The case provides concrete guidance on staffing, infrastructure, access modalities and partnership models for libraries seeking to embed VR and 3D content into teaching and research. We posit that the success of programs of this nature requires a shift away from viewing VR as a “fieldtrip” destination, instead seeing it as a steady partner in the scholarly lifecycle – a shift which requires platform-agnostic asset management and iterative design based on pedagogically informed user data. Originality/value Rather than treating VR as an experimental add-on, this paper operationalizes it as integrated library infrastructure that links digitization, preservation and metaverse-style delivery with a responsive pedagogical approach to activity design. This paper offers a replicable model for a service-oriented pilot showing how academic libraries can align VR, 3D data and instructional design to support scalable immersive learning.