Immersive Learning Simulations (ILS) focus extensively on the production of visually and behaviorally realistic characters and environments, sometimes with interactive support from gross motor input devices such as gaming treadmills. However, realistic visualization, behavior, and interaction of hands in these simulations are often minimized in favor of generalized or rigid animations that limit fine motor training possibilities. While unrealistic portrayal of these essential human communication and interaction tools could be attributed to a lack of practical technology, new generations of affordable and available technologies now enable high-fidelity hands visualization, behavior, and interaction. These technologies will change the way that learners express body language, manipulate virtual objects, and project presence within ILS. This study summarizes our experimentation with virtual reality head-mounted displays, gesture recognition, and haptic feedback to mediate fine motor hand interaction to psychomotor domain tasks and reports measurements of learner presence. A use case is provided to ground discussion around a problem-based learning approach with respect to disassembly of military equipment using fine motor interaction techniques the learner can see, feel, and hear. Cognitive task analysis and thinking out loud protocol are used to elicit and report learner measures of presence. Research related to the psychomotor and cognitive underpinnings of our embodied learning environment design is presented reader consideration. Finally, we discuss the strengths and weaknesses related to our technical and interactive design approach and provide recommendations for future research.