VR has been widely acknowledged for its capacity to allow perspective-taking, increase empathy, engage learners, and facilitate experiential learning; however, the availability, accessibility, and limitations of the content have slowed implementation. One instance of this can be seen in implementing XR content to engage global citizens with awareness and action regarding climate change. Given the variety of ways one can experience immersive content, from mobile devices/computers to XR headsets that allow high immersion and interaction, more research is needed to compare these different emerging tools across identical content to identify the efficacy of mediums. To explore how 360° video impacts affect, behavior, and cognition across immersion levels (PC vs. VR headset), this exploratory study tested a short climate change 360°video immersing users in Greenland on headsets and PCs with remote and local participants in the lab. Most notably, intent to act to mitigate climate change increased across users, but VR users reported higher intent to act to mitigate climate change compared to PC users (p = 0.038). VR users also reported higher UX (presence, agency, enjoyment, and ease of use). Learning occurred similarly across conditions. While VR was more enjoyed and more impactful on behavioral intent to act regarding climate change, the limitations to who has access to VR, accessibility concerns, and the time-sensitive nature of climate change suggest that both tools can be useful in educating diverse learners in physical and distant classrooms. Freely available 360° videos can be found on YouTubeVR and used to engage students while making educational content salient.