Immovable heritage, such as archaeological sites and historic buildings, are under threats of demolition due to modernization and urbanization. Digitization is one of the ways of preserving and promoting the values and significance of these valuable assets of humankind. In recent years, virtual reality (VR) has prevailed in showcasing immovable heritage, for it facilitates presentation of heritage information via sensorial means, and delivers a direct, immersive experience to users. In heritage education, traditional pedagogical practices lead to students’ perception of heritage as discipline-bound and mundane. This calls for hands-on activities in authentic contexts that help learners gain awareness and a better understanding about heritage. Grounded on constructionism, learning by making is an effective pedagogy in empowering learners to concretize their ideas for creating digital artefacts (e.g., VR content) that are personally meaningful and helpful for mitigating real-world problems (e.g., the need for heritage preservation). In the context of an undergraduate general education course offered in a Hong Kong university during COVID-19, this study aims to explore students’ learning experiences of taking spherical panoramas of immovable heritage as part of the VR content creation process. Spherical panoramas and written reflections were collected from 104 students. Adopting the approach of thematic content analysis, results of iterative coding show 1) the various activities (e.g., recreation, interaction) and 2) challenges (e.g., limited access) during the learning process, and 3) their learning outcomes (e.g., showing appreciation, acquiring technological skills). This study is expected to enhance our understanding about applying constructionist pedagogical activities to heritage education.