<p>The generalization of the cognitive theory of multimedia learning to immersive virtual reality (IVR) learning contexts has been increasingly examined; for example, there has been an exploration of redundancy effects on science learning using IVR technology. However, studies on how well multimedia principles such as redundancy work in IVR learning with humanities-related content has been limited. This work therefore aimed to explore the redundancy effects of immersive virtual literary reading on students’ humanities learning by evaluating their empathy, cognitive load, and reading comprehension with consideration of the moderating effects of their learning backgrounds. A between-subjects design with two modes of presentation format (auditory narrative only vs. auditory narrative and on-screen text) involved 70 higher education students who were randomly assigned to two groups, with 35 students in each condition. Results showed that the students’ learning background moderated their perceived empathy but not their cognitive load and reading performance when reading redundant virtual information. Redundancy design of instructional content in IVR learning environments was verified as reducing cognitive load. Moreover, reading an immersive virtual literary novel with redundant information design was likely not detrimental to the students’ higher-level reading comprehension performance, but this was not the case for their lower-level reading comprehension.</p>