Background: Fine motor skills are essential for academic success and daily life activities in children. This study explores the effectiveness of using vibrotactile feedback within a virtual environment to enhance these skills among primary school students.

Problem Statement: Despite the availability of traditional teaching methods, many students continue to face challenges in acquiring fine motor skills, necessitating innovative, technology-driven solutions that engage both sensory and cognitive functions.

Objectives: The research aims to evaluate the effect of vibrotactile feedback on the development of fine motor skills and compare the performance of students using this method with those taught through conventional approaches.

Methodology: A quasi-experimental design was adopted, involving 30 fourth-grade students from Ilyaa Private Elementary School in Najaf (academic year 2024–2025), randomly assigned to an experimental group (using vibrotactile feedback in a virtual environment) and a control group (traditional instruction). Selection was purposive due to the school’s availability of advanced tools for measuring fine motor skills.

Results: The experimental group demonstrated significant improvement across all skill assessments compared to the control group. A moderate to strong correlation between pre- and post-test scores suggested that the intervention not only enhanced performance but also supported performance stability. Recommendations: The study advocates the use of smart gloves and vibrotactile tools in school-based physical education, the integration of virtual environments in motor learning programs to enhance balance, precision, and response speed, and the application of vibrotactile feedback in rehabilitative training for children with minor disabilities to stimulate muscle engagement and fine motor responsiveness.