# Designing Pedagogically Effective Haptic Systems for Learning: A Review
## 3 Haptics Applications for Learning
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#### 3.1.2 Biology
These results demonstrate the power of haptic technology for teaching microscopic and nanoscale morphology; with previously abstract concepts becoming tangible to the user. The two studies conducted by [PERSON] further seem to corroborate the ability of haptic augmentation to provide a biologically primary method of interacting with the initially abstract biologically secondary learning material, and that embodied interaction can lead to improved learning outcomes for the users. Aside from providing users with an embodied avenue for interaction with subject material, it is thought that haptic technology can also reduce cognitive load associated with certain tasks. For example, [PERSON] et al. explored the relationship between students' modality of interaction and learning biomolecular specific-binding concepts. Specific binding is a foundational, yet often times complex, concept in biology. In this study, [PERSON] et al. assigned twenty students to either a haptic or non-haptic condition where they were asked to complete a docking task that resulted in the best ligand-protein binding conformation [21]. It was found that the group of students receiving haptic feedback produced a tighter constellation of the ligand- protein molecule pair, performed half as many interactive behaviors, and had a 15% learning gain, on average, between the pre- and posttest item that measured conceptual understanding (compared to an average learning gain of 3.5% for the non-haptic group). [PERSON] et al. suggested that by being able to fully \"feel\" the biomolecular docking, cognitive load was redistributed from the visual working memory to the haptic working memory, which may have accounted for the faster docking times, lower number of interactive behaviors, and higher learning gain for the haptic group. However, an interesting result to note is that there was no statistical difference in final docking accuracy between the haptic and non-haptic group. [PERSON] et al. attribute these positive learning results to reduced strain on visual working memory (reduced cognitive load via visuo-haptic coordination) and inferences gained through embodied cognition. [PERSON] et al. 's theoretical approach is in line with the assertion of Cognitive Load Theory that states \"Biologically primary processes can help facilitate the acquisition of biologically secondary knowledge\" [11]. In the investigation by [PERSON] et al., the haptic interaction can be thought to serve as the biologically primary method of interaction, while the biomolecular docking task and related concepts can be considered the biologically secondary knowledge the users hoped to learn. The resulting learning gain of 15% between the haptic and non-haptic group may corroborate this theoretical cognitive mechanism. Haptic technology can provide a novel and engaging way for students to interact with their learning material. A pilot study was conducted by [PERSON] et al. [6] regarding an application called Haptic Explorers. A haptic mobile device's usability was tested by children attending an ecology summer camp. Each child received their own haptic mobile device that worked as a haptic augmented notebook. The children were led on nature walks and divided into two groups with different learning objectives. Throughout the nature lesson, the children were instructed to take notes on relevant material. Half of the students had devices that included haptic augmentation. It was found that the group with haptic augmentation participated in more \"science talk\" and exhibited more \"on task\" behavior than the control group, indicating that haptic incorporation can increase learner engagement with material and help keep learners on task [6].