This project aims to generate new evidence-based practices for using virtual reality (VR) to teach complex, invisible physics concepts (for example, wind flow and force). VR is a promising technology to improve conceptual understanding of invisible physics, as VR can provide visualizable, interactive learning opportunities. The practices generated from this Level 2 Engaged Student Learning project are intended to provide instructors and administrators in STEM education with a concrete guide on when, why, and how to use VR to effectively teach invisible physics. Accordingly, this project plans to significantly improve student learning of invisible physics and, more generally, advance understanding of principles of how humans learn in VR environments. This project is positioned to help shape the careers of both undergraduate and graduate students who work on this research project in a multidisciplinary setting. The research training planned for the project’s student personnel is designed to inspire future engineering educators to teach undergraduate courses using VR. It also aims to develop computer science professionals who can enhance VR learning systems and learning scientists who will advance fundamental research on how we learn in virtual environments. The goal of this project involves (a) advancing scientific models of human learning in VR environments, (b) providing reliable, systematic evidence on the effectiveness of VR-aided undergraduate engineering education, and