The integration of Virtual Reality (VR) into education offers opportunities to redefine how students engage with history. At Humlab, a digital humanities lab at Umeå University, an innovative VR laboratory is being developed to reconstruct the archaeological excavation of the Battle of Visby (Sweden, 1361). This project aims to promote critical-historical thinking by immersing students in the research roles of historians and archaeologists.

Modern history education is shifting beyond static narratives to emphasize critical thinking, multiperspectivity, and analytical skills. Students are encouraged to engage with primary documents, artifacts, and diverse narratives to critically evaluate evidence and explore historical complexities. The VR laboratory aligns with these goals, positioning students as active participants rather than passive recipients of information. Students interact with reconstructions of artifacts such as skeletal remains, weapons, and medieval texts, fostering critical thinking through source criticism. By analyzing evidence, they question narrative accuracy, identify cause and consequence, and explore diverse perspectives. This hands-on engagement introduces students to the complexities of historiography, demonstrating that history is a dynamic process of interpretation.

The Battle of Visby serves as a compelling case study due to its well-preserved archaeological remains. The laboratory uses 3D models of artifacts like armour and weapons. This immersive environment allows students to examine skeletal injuries, hypothesize about combat strategies, and draw conclusions about medieval life, creating an interactive learning experience. Scenarios in the VR laboratory explore the battle's military, social, and cultural dimensions, encouraging students to construct their interpretations based on evidence. This approach fosters engagement and a sense of agency by challenging traditional and linear historical narratives.

This paper will discuss the design process in detail, including the challenges of interdisciplinary collaboration, the technical and historical documentation required, and the pedagogical considerations in creating an educational VR experience. It will also outline future plans for evaluating the laboratory’s impact on student learning, critical thinking, and interest in history. The methodology relied in design-based research methods, ensuring iterative, adaptable, and practical frameworks for advancing technology-enhanced learning. While still in development, early insights suggest VR’s potential to add value to history education and the role of its design in the outcome desired.

Keywords: Virtual Reality, history education, historical thinking, historical reconstruction.