Learning in three-dimensional virtual environments, such as virtual or augmented reality (VR, AR), is gaining increasing relevance in educational contexts, including schools. However, little is currently known about how learners can be effectively supported in processing educational content within these environments. This project investigates whether the well-established learning strategy of tracing—the act of following shapes with one’s finger—can also enhance learning in three-dimensional virtual environments, and which specific aspects of tracing contribute to this effect. Empirical studies have demonstrated that the processing and retention of learning content can be facilitated through tracing. To date, however, this strategy has primarily been applied in two-dimensional learning contexts. It remains unclear whether, and in what ways, tracing is effective in three-dimensional virtual environments. The first study within this project pursues two central objectives: First, it is to be examined whether the positive effects of tracing observed in two-dimensional settings can be transferred to three-dimensional virtual spaces. For this purpose, learners using a tablet are compared with those learning in an AR environment. Both groups are further divided into subgroups that either engage in tracing or do not—that is, they either actively follow visual elements representing movement (e.g., force arrows indicating fish motion) or refrain from doing so. Second, it is to be investigated whether haptic feedback constitutes a necessary condition for the positive effects of tracing. Within the tracing condition, both the tablet and AR groups are systematically varied to determine whether learners trace “in the air” or receive additional haptic feedback. The anticipated findings are expected to yield new insights into how tracing can support learning in three-dimensional virtual environments. Furthermore, they aim to inform the design of future AR-based learning environments to optimally support learning processes.