The aim of this study is to examine the impact of sense gloves supported virtual reality learning environment (VRLE) on automotive students’ interaction with virtual objects, assembly of vehicle parts, user motivation, material richness of the learning environment, improvement of vehicle maintenance processes, and usage in the car workshop. Students experienced two versions of the VRLE: active haptic learning, which includes force feedback, and passive haptic learning, which does not. After completing the experience, they answered a 21-question survey. The study involved 20 randomly selected students from TH Köln in Ger-many. The data was collected through an attitude survey and analyzed using a Paired-Sample t-test. The t-test results show that the active haptic learning group achieved significantly higher scores in interaction with virtual objects (t (19) = 3.228, p = 0.004) and assembly of motor parts (t (19) = 2.298, p = 0.033) compared to the passive haptic learning group. However, no meaningful differences were observed between the two conditions for the remaining variables. These findings indicate that active haptic feedback improves certain dimensions of student performance, particularly interaction and assembly-related tasks, while its influence on other areas appears limited. Additionally, the correlation analysis revealed strong positive associations between active and passive haptic learning experiences in domains such as motivation, material richness, and vehicle maintenance.