Computer simulation technology and virtual reality technology have gained considerable attention in the field of education due to their potential to create various 3D interactive learning environments, typically including simulated learning environments and immersive learning environments. To gain a deeper understanding of students' learning behaviors in these two types of learning environments, we conducted a cross-media comparison study, where two groups of homogeneous participants were assigned to complete the same learning content and tasks in a desktop-based simulated learning environment (SLE) and a VR headset-based immersive learning environment (ILE), respectively. During the experimental process, we carefully recorded the learning journey of each participant in the environments. Simultaneously, we captured and cataloged their behaviors in a chronological sequence by identifying the start time and duration of each learning behavior. Utilizing this experimental data, we employed both statistical and lag sequential analyses to gain insights into the patterns of students' learning behaviors within these 3D environments. The results of the study confirm that learners in the VR headset-based immersive learning environment (ILE) demonstrate higher levels of focus, make fewer mistakes, and exhibit a lower frequency of behavior switching in comparison to learners in the desktop-based simulated learning environment (SLE). Additionally, the immersive and interactive nature of the ILE seems to enhance learners' visual attention and perceptual acuity, thereby sharpening their focus on the educational tasks. These findings highlight the potential benefits of utilizing VR technology in education to create engaging and effective learning experiences, and offer some implications for understanding learning behavior and designing effective learning activities in 3D interactive learning environments.