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Without exception current 3D immersive environments are a clumsy predecessor to what we hope will ultimately be elegant and seamless virtual spaces. As have their predecessors, current 3D VLEs test the savvy and patience of users. Low density graphics allow speedy loading but simultaneously fail to stand up to the kind of analytic scrutiny required to make the 3D experience a valuable scholarly resource. On the other hand, reconstructing a physical environment to a most granular detail requires unfeasible overhead. In popular gaming environments we tolerate shortcuts (wrt. representing" worlds") that we may not accept if it comes to scholarly research. A solution to the scholarly conundrum may be to find ways for students and subject matter experts to conjointly develop environments before they are made available for" habitation." The assumption underlying is here that the engagement of students in the …