Parallel to the growing technical possibilities of immersive virtual realities (IVR), opportunities for using IVR in teaching are increasing. Incorporating movement and gestures, up to embodiment, direct interaction of learners with the virtual environment plays an important role, particularly regarding procedural learning. The Cognitive Affective Model of Immersive Learning (CAMIL) shows the relationship between such technical properties, subjective perception, and cognitive and affective factors during learning. Based on this model, the question arises as to how the design of IVR interaction facilities can be adapted to meet learners’ needs, particularly in terms of spatial ability. While extensive research has been conducted as to which individuals benefit from a 3D presentation of content, research on the link between spatial ability and IVR interaction modes is promising but lacking. The article presents the progress of a three-group experimental study that will examine the effects of interaction design on cognitive and affective aspects and learning outcome in an IVR environment featuring a technical assembly. Based on this data, the aim is to gain deeper insights into the role of spatial ability in interacting within an IVR, providing a research-based foundation for adapting the IVR interaction design to the learners’ needs.