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As human beings, we can interact with our environment through the sense of touch, which helps us to build an understanding of objects and events. The implications of touch for cognition are recognized by many educators who advocate the use of “hands-on” instruction. But is it possible to know something more completely by touching it? Does touch promote the construction of more connected and meaningful understandings? Current technology makes the addition of touch to computer-generated environments possible, but the educational implications of this innovation are still largely unknown. This article is a baseline review that examines the role of touch in cognition and learning and explores the research investigating the efficacy of the haptic augmentation of instruction.
Minogue et al. (2006) studied this question.