CC BY 4.0Brousseau, HélèneIvan, LauraRivosecchi, Melissa2023-07-212023-07-212023-07-212023-07-21https://2023.ifla.org/https://repository.ifla.org/handle/20.500.14598/2672This paper presents the results of a pilot project implemented in the winter of 2023, when the Concordia University Library built customized access to a VR immersive experience for students in two Fine Arts courses. The pilot project explored the academic library’s integral role in making VR works accessible to students for applied integration in the classroom in consideration of learning outcomes. Through user experience surveys, valuable information was gathered to assess the project’s effectiveness in enhancing learning outcomes. It was found that the pilot facilitated learning experiences by: • Enhancing student engagement with course content (connecting VR activity to class readings/lectures and promoting active learning by exploring new mediums and building memorable experiences) • Generating discussion among students (exchanges on form/content, shared experiences, processing emotions emerging from the VR experience, and VR’s potential as an artistic medium) Survey results illustrated how opportunities, challenges, and risks were impacted by factors such as accessibility, space, equipment, and emotional/physiological responses. This paper presents insights related to technical installation, training, documentation, and the importance of having dedicated staff to assist users. Keywords: Virtual reality, experiential learning, student engagement, academic libraries, course reserves.enhttps://creativecommons.org/licenses/by/4.0/Subject::Academic and research librariesSubject::Education and trainingSubject::Audiovisual and multimedia resourcesSubject::Information technologyEvents MaterialsHélène BrousseauLaura IvanMelissa Rivosecchi