The rapid changes in technology available for teaching and learning have led to a wide variety of potential tools that can be deployed to support a student's education experience. This article examines the learning interfaces for pedagogical virtual reality (VR) environments, including immersive VR (iVR). It also looks at how microlearning (ML) can be employed for instructional design at the sticking points of these interfaces. ML is an approach in which learning materials are provided in small bite-sized quantities and has been embraced as an ideal learning format for the modern learner. This study explores the research gap in ML literature regarding the ideal length of materials and modality when ML is employed for iVR. It does so through two experiments: in the first, students gave feedback on different interfaces for content and in the second, different lengths of text, video, and presentation style were tested for optimal user preference and comprehension. The findings show that preferences must be balanced against expected learning outcomes or desired level of engagement, but that fixed-point interfaces and longer texts may best be avoided. The study can be used to inform technology-enhanced learning delivery and can be used to guide policy regarding effective digital content, particularly within a VR environment.