Interacting with objects in virtual reality can be an exciting experience. Haptic feedback allows virtual environments to appear more immersive. Does this increased immersion bear the potential to enhance learning if used properly in educational VR environments? This dissertation pursued two goals. First, to investigate the relationship between vibrotactile feedback and sense of presence in VR. Second, to better understand the ways in which corrective and re-enforcing feedback can influence STEM learning outcomes in a VR environment called Looking Inside Cells. I ran two studies in which participants got randomly assigned to a vibrotactile and non-vibrotactile condition. I tested two hypotheses: Participants with a higher sense of presence achieve higher post assessment scores. Participants in the vibrotactile-condition report higher sense of presence ratings compared to the non-haptic condition. Results indicate that vibrotactile feedback increases the sense of presence and impacts metacognition, which might influence learning outcomes. The results highlight the importance of haptic feedback in VR environments. This study might help guide engineers and designers in creating beneficial VR experiences by considering the affordances of the medium and the cognitive mechanisms underlying human computer interaction. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]