This paper examines the use and effectiveness of consumer-grade Virtual Reality (VR) technology in traditional university courses. At the School of Economics, Universidad de la Republica in Uruguay, students were divided into four groups : in-person, standard video conferencing, VR with avatars in a metaverse classroom, and remote participation in the metaverse. The study assessed various Quality of Experience (QoE) factors for students and professors, such as audiovisual quality, comfort, immersion, fatigue, and cognitive load. Findings reveal that VR promotes high student satisfaction, motivation, and interaction, reaching levels similar to in-person classes. However, issues like technical difficulties and discomfort with extended VR use were noted. The paper discusses the broader potential of VR for non-STEM higher education and offers recommendations for future implementation of immersive technologies.