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.