Collections of 3D models and the analytic affordances of virtual reality (VR) systems can be integrated to form a “3D digital heritage ecosystem” (Limp, et al., 2011), providing a potentially richer and more intuitive learning environment that enables students to interact with models of artifacts and spaces that are too rare, fragile, or distant to access directly. This paper describes efforts to evaluate the impact of virtual reality on undergraduate instruction in varied disciplines, hosted within an academic library context. Existing research on VR and learning has focused primarily on domain‐specific tasks carried out in controlled lab settings or the social aspects of immersive virtual worlds. This paper describes the methodology and preliminary findings of a mixed‐methods research project currently underway (running from September 2017 to August 2018) that is evaluating how use of virtual reality impacts undergraduate students' self‐efficacy, and seeks to understand students' embodied experiences. The strengths and weaknesses of the methodology, initial findings drawn from the early stages of data analysis, and directions for further research are discussed.

Purpose The effectiveness and usability of one-boxes have been subjects of much research and debate, as librarians have worked to evaluate and improve the tools’ effectiveness and functionality. As one-box technologies change and improve over time, librarians must learn to navigate their new features and limitations. This paper aims to report the results of a study that sought to determine whether or not one-box teaching practices and philosophies of librarians of Association of Research Libraries (ARL) changed between the fall of 2011 and the spring of 2016. Design/methodology/approach This study was conducted using the same survey questions that were sent to ARL instruction and reference librarians in October of 2011. The survey was e-mailed to the same librarians who responded to the original survey. Questions focused on how librarians use the one-box during instructional opportunities and their overall opinions on the one-box as an option. Findings There were similarities between the two studies in that librarians agreed that one-box search tools tended to be beneficial for novices as an entrée into library resources but not as valuable for significant research. Librarians also noted the need for improvement in the results and felt that the products did not live up to their hype. There was a slight shift from negative opinions to more neutral opinions, indicating that some librarians have become more accepting of the tool. This shift may reflect a gradual change that suggests that librarians have become more comfortable with or accustomed to the presence of the one-box and its features. Research limitations/implications Although this follow-up study was sent to all participants who had responded to the first study, fewer than 25 per cent of the original number responded to the survey in 2016. Originality/value This is the first study to examine the shift in practices and philosophies over the past five years of a select group of reference and instruction librarians.