# Designing Pedagogically Effective Haptic Systems for Learning: A Review
## 4 Discussion
* Medical simulations benefit from tactile fidelity, higher degrees of realism, and force feedback with relatively larger forces. Incorporation of \"Haptic Mirrors\" [24] in which the goal of the simulation is to accurately mimic the real situation as closely as possible is important. * Visually disabled users benefit from having another avenue of access to subject material through the phenomenon of embodied cognition. * Language and handwriting students benefit from the embodied nature of design and motor skills training. Partial haptic guidance followed by full haptic guidance is most effective in teaching handwriting skills; haptic guidance was more effective in teaching the overall shape of the handwriting skills, whereas the full haptic guidance was more effective in teaching the fine details [54]. Substantial research has been conducted on visual and auditory working memory, in the forms of the visuo-spatial sketchpad and the phonological loop. However, literature on tactile working memory is scarce. Modular (or sensory-specific) working memory should be further investigated from a neurobiological and/or neurocomputational perspective to further understand the distinct modalities human attentional processes may adopt. It has been proven that touch can off-load cognition from working memory during task performance [8; 12; 13; 27; 60], but the neurological basis behind that off-loading remains to be unclear. Previous related hypotheses have been explored under the ideologies of \"Cognitive Theory of Multimedia Learning\" and \"Dual Coding Theory\", however there is no current neuropsychological model that altogether explains the phenomena of off-loading cognition via touch. Somatosensory or tactile, working memory has been linked to activity in an area of the brain called the inferior frontal gyrus, or IFG [61]. Disruption of this area with repeated transcranial magnetic stimulation (rTMS) has been found to disrupt human participants' working memory capacity during tactile discrimination tasks without interfering with their tactile perception. This study provides evidence for a causal involvement of the IFG in somatosensory working memory function. Determining the basis and limits of a somatosensory processing system, as well as how it may interact with other attentional processes to create cognitive models will have significant implications for educational design research, because pedagogical material will be able to follow distinct guidelines on how humans process tactile information going forward, as well as decrease cognitive load. Haptic technology design will especially benefit from further understanding of somatosensory working memory because it a primarily tactile technology that has expansive affordances in the educational domain. Moving forward, the actions that best support a desired cognitive outcome must be clarified to inform future haptic design. [PERSON] [62] determined that actions positively affect cognition in a mathematical context when they are congruent with thinking (i.e., tapping for discrete counting, sliding finger for continuous number line estimation). [PERSON] identified \"Linked Physical Actions\" which are actions that were found to best support the student learning outcome. During their preliminary study, [PERSON] et al. [24] emphasized that the symbolic haptic feedback was only as effective as how it was interpreted and comprehended by the user. Determining which actions are most easily or innately interpreted into a cognitive model by the user is crucial for haptic design moving forward as to promote the best learning outcomes.