Joichi Ito, MIT Media Lab Director, suggests that the way ahead in education is to support endeavors where learning processes and peer collaborations are valued above end products such as exam scores. He terms this antidisciplinary [1]. To engage students in an antidisciplinary construction of their learning environments, a 3D virtual Fukushima Dai-ichi nuclear power plant scenario is designed for familiarity with operator challenges, nuclear plant risks, and basic nuclear power content [2]. Donning the Oculus Rift HMD, students are immersed in the Fukushima nuclear power plant and tasked with retrieving 5 radioactive bins randomly positioned throughout the plant. Due to the radiation levels, students must maneuver a robot throughout the plant. To locate the bins, the students can maneuver a drone over the plant. While retrieving the bins the student also collects virtual `Information cards' for later questioning. In addition, the student must locate the entrance (a teleport) to Reactor 2 and turn on the cooling water pump. The activity is timed so that on 8 minutes a tsumani alarm is sounded and water rises after 10 minutes. To learn about the accident, the student enters a Control Room and undertakes a `cause-and-effect' quiz utilizing the collected Information cards.