Abstract Virtual reality (VR) is increasingly used in learning and can be experienced with a head-mounted display as a 3D immersive version (immersive virtual reality [IVR]) or with a PC (or another computer) as a 2D desktop-based version (desktop virtual reality [DVR]). A research gap is the effect of IVR and DVR on learners’ skill retention. To address this gap, we designed an experiment in which learners were trained and tested for the assembly of a procedural industrial task. We found nonsignificant differences in the number of errors, the time to completion, satisfaction, self-efficacy, and motivation. The results support the view that DVR and IVR are similarly useful for learning retention. These insights may help researchers and practitioners to decide which form of VR they should use.