# Designing Pedagogically Effective Haptic Systems for Learning: A Review
## 3 Haptics Applications for Learning
### Stem
#### 3.1.1 Physics  
Haptic simulation is a unique tool for teaching traditionally literature-heavy subjects, such as physics, because it allows for interaction with subject material in an embodied fashion, which, according to theories of Embodied Cognition and Cognitive Load Theory, can help facilitate positive learning outcomes [11]. Haptic feedback provides a biologically primary avenue through which biologically secondary/abstract material can be compre  
Figure 1: Theoretical framework for Cognitive Load Theory (CLT) and Embodied Cognition (EC).  
-handed more easily [11; 12]. One such study that seems to corroborate this phenomenon is an educational study that considers the effectiveness of a haptic augmented simulation in learning physics [4]. A group of 220 fifth graders without previous exposure to physics education were divided into 3 different groups receiving different simulations: Force and Kinesthetics, Kinesthetic, and Non-Haptic. The Force and Kinesthetic group received force feedback commensurate to the virtual task being performed via a joystick (Microsoft sidewinder). The solely Kinesthetic group operated the joystick but did not receive force feedback. The Non-Haptic group used a computer mouse to complete the tasks, and did not employ/receive kinesthetic or force feedback. The results found that students in the Force and Kinesthetic (haptic) group performed better on tests of recall, inference, and transfer, alluding to better material comprehension and ability to transfer their schematic understanding to comprehend the core physics concepts [4].  
One's physical body has long been known to provide a familiar space to understand abstract concepts through embodied processing. Physics equations and questions may become more than arbitrary representations and can become more easily imagined and used to infer further conclusions. This concept is supported by a study completed by [PERSON] et al. [18] in which researchers investigated the impact that physical experience had on science learning. Students were divided into two separate groups: one group physically experienced the phenomenon of the physics concept they were learning, angular momentum, via tactile interaction with a bicycle wheel apparatus and one group merely observed the same phenomenon. The students who physically interacted with the angular momentum apparatus scored higher on average on the post-tests measuring comprehension. Individuals in the groups were scanned via fMRI during the training session. The groups were also scanned during their post-test. It was found that the group of students physically interacting with the angular momentum apparatus experienced increased neural activation in sensorimotor areas M1/S1 during the training and post-test. It was also found across groups that activation of these areas correlated with better test scores. These findings provide researchers with a preliminary causal model for how physical experience enhances understanding of science, and further substantiates the theories of how embodied experiences can play a significant role in creating effective learning environments [18]. Experiencing educational material via physical experience and object manipulation is a great example of how biologically primary processes can be utilized to help facilitate learning of biologically secondary knowledge detailed in Cognitive Load Theory [11].