The fast development of immersive virtual reality (iVR) offersinnovative teaching methods, particularly in history education. Research hasexplored iVR’s pedagogical benefits and challenges, but there are few studieswith a focus on design of virtual environments to support history education.This scoping review explores the potential of improving teaching and learningthat has been presented in previous studies of iVR design. While some iVRapplications have been designed considering the potential to provide narrativeto the user, fewer were designed to support critical thinking and methodologicalapproaches to history as a science. This study underscores the need for furtherdevelopment in iVR design for critical and scientific thinking and providessuggestions for how to integrate iVR into history education. The conclusion ofthe study was that without thoughtful design, iVR would add limited value tolearning.