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In this study, we empirically evaluated the effects of presentation method and simulation fidelity on task performance and psychomotor skills acquisition in an immersive bimanual simulation towards precision metrology education. In a 2 × 2 experiment design, we investigated a large-screen immersive display (LSID) with a head-mounted display (HMD), and the presence versus absence of gravity. Advantages of the HMD include interacting with the simulation in a more natural manner as compared to using a large-screen immersive display due to the similarities between the interactions afforded in the virtual compared to the real-world task. Suspending the laws of physics may have an effect on usability and in turn could affect learning outcomes. Our dependent variables consisted of a pre and post cognition questionnaire, quantitative performance measures, perceived workload and system usefulness, and a psychomotor assessment to measure to what extent transfer of learning took place from the virtual to the real world. Results indicate that the HMD condition was preferable to the immersive display in several metrics while the no-gravity condition resulted in users adopting strategies that were not advantageous for task performance.