This study explores the role of motor activity and tactile perception in Multimodal Immersive Learning Environments (MILEs) within the context of handwriting. A 2x2 factorial experimental design was used to investigate the impact of the intensity of motor activity and the sensitivity of tactile perception on learning performance, measured as memory recall. Mental effort and perceived workload were monitored as the mediating variables. Participants (N=20) completed a handwriting task, that is, copying text displayed on a prompter using a tablet and a stylus. During the task, the participants used additional pressure to increase the intensity of the motor activity and/or wore gloves to reduce the sensitivity of tactile perception. Results indicate no significant effect of either manipulation on recall, mental effort, or perceived workload. This may suggest that integrating supplementary haptic feedback technologies in MILEs does not impose additional cognitive load or obstruct learning. The findings contribute to the design of MILEs by informing the effective integration of wearable sensors to support authentic practice for skill acquisition. The study can inform future research that explores the effects of haptic senses and their broader applications in other learning contexts, contributing to a deeper understanding of embodied learning and dual-coding theory.