<p>This study investigates the educational affordances of immersive learning experiences (ILEs) in museum settings, focusing on history education. The research applies comparative case study methodology to six ILEs in museums across Belgium and the Netherlands. Data were collected using systematic field observations based on the CAMIL-model, which integrates cognitive and affective dimensions of learning. Representational fidelity, immersion, and user control are compared. Findings show that while ILEs demonstrate characteristics that can stimulate multiples senses, they vary widely in instructional approach. Representational fidelity and presence may contribute to deeper engagement of learners with narrative content, but limited options for user agency and a lack of stimulation of contextual framing may hinder deep learning through immersive experiences. While ILEs hold potential to enhance the engagement and motivation of learners, they often fall short of promoting deeper historical thinking. The study underscores the importance of integrating ILEs within a structured instructional design to foster reflection and deeper learning.</p>