Virtual environments, virtual worlds, simulations, 3D models are loaded with potential, promise, and problems. While learning in virtual settings is still being researched, instructional designers are challenged as to which instructional design practices are best suited for virtual environments (VEs). The problem is there is a lack of a conceptual or analytical framework in which to inspire instructional design. Through VEs, Humanities scholars and learners are able to experience ancient cultures and artifacts, as they existed centuries ago--a privilege previously impossible prior to the digitization of ancient environments. This research study briefly examines various types of learning conducive to Digital Humanities virtual environments (DH-VEs) and expounds on the instructional design behind the scenes that make possible the creation of such vivid environments. Through a review of recent literature, it is unknown if (and what types of) traditional instructional design practices are being used in the development of DH-VEs. The purpose of this study was to solicit expert opinion for the purpose of reporting a set of recommendations for effective instructional design practices used in the design and development of DH-VEs. Also included in this study are conclusions and implications regarding the instructional design of DH-VEs, as well as future DH-VE and instructional design research, a compilation of instructional design practices and lessons learned, and recommendations for future research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]