This study aims to evaluate the effectiveness of the segmentation principle from the Cognitive Theory of Multimedia Learning (CTML) and the summarization principle based on Generative Learning Theory (GLT) within an Immersive Virtual Reality (IVR) setting for university students. While prior research has looked into the efficacy of these strategies in multimedia learning, it remains unclear whether segmenting, summarizing, or a combination of both approaches in IVR can enhance learning outcomes. To explore this, 190 students participated in an IVR lesson focused on the human body. These participants were randomly assigned to one of four experimental groups: (a) a lesson divided into four segments (segment condition); (b) students summarizing the entire lesson after completion (summary condition); (c) a combination of the first two conditions, where the lesson was segmented, and students summarized after each segment (combined condition); and (d) a control condition with no manipulations. The results indicated that while the integration of segments or summaries into IVR lessons improved delivery compared to the control condition, there was no significant increase in factual knowledge. Moreover, the integration of both approaches did not result in improved learning outcomes. These results further bolster the idea that selecting suitable instructional strategies for IVR lessons can promote transformative learning experiences.