This study examines how students characterize their experience of a communication-based digital humanities project in relation to elements of situated embodiment and situated learning. Analysis of student response data indicates that the Virtual Martin Luther King Project situates students in a particular space and historical context resulting in communication outcomes including a form of cognitive attention that is conducive of reflection and fosters civic engagement. The essay concludes with a discussion of what is transferable from this case in relation to creating the conditions for situated learning and public address as immersive, embodied experience in communication classrooms.