Since the outbreak of the COVID-19 pandemic, University of Nottingham Ningbo China (UNNC), the first Sino-foreign university in China, has been committed to digital transformation and increasing its technological capabilities and online provisions. At the forefront is Virtual Reality (VR), which is becoming more affordable and accessible. Immersive VR (iVR) is often referred to as the ultimate version of VR, and can be enhanced through sensory interfaces, such as audio and haptic. The present paper describes an iVR pilot study based on the virtual experiences of Design History, developed by V-ROOM, a special division within UNNC that focuses on digital pedagogy, and UNNC's BEng Product Design and Manufacture (PDM) program. The study explores student preferences and efficacy regarding interaction interfaces and presentation types for learning content within iVR environments. The analysis is based on post-experience questionnaires, (pre/post) comprehension tests, students' statements, and researchers' observations. Results show that interaction interface types play a pivotal role in immersion and engagement within these environments, and that learning content utilising microlearning and/or gamification elements are preferred.