Tactile and haptic interaction in STEM learning: a scoping review of embodied and multisensory pathways for conceptual learning processes

Conceptual learning in science, technology, engineering, and mathematics (STEM) often involves phenomena that are abstract, dynamic, and not directly observable. Instruction in many STEM classrooms continues to rely predominantly on visual representations and spoken explanations, which may limit opportunities for learners to engage with scientific concepts through multiple sensory pathways. Within this perspective, tactile and haptic interaction offers an alternative sensory pathway through which learners can explore scientific phenomena through direct sensorimotor experiences. This scoping review examines how tactile and haptic learning approaches are implemented in STEM education and how these interventions translate physical phenomena into perceptible sensory experiences that support conceptual understanding, embodied interaction, and active engagement across diverse educational contexts. Following Arksey and O'Malley's scoping review framework and reported in accordance with PRISMA-ScR guidelines, literature published between January 1, 2015 and December 15, 2025 was systematically identified, screened, and synthesized from five major databases. To strengthen the comprehensiveness of the review and broaden coverage of relevant studies published in mainstream STEM education journals, supplementary targeted searches were conducted during the revision process while maintaining the original review timeframe and eligibility criteria. A total of 23 studies met the inclusion criteria, encompassing tactile models, vibrotactile systems, embodied simulations, and force-feedback interfaces implemented across diverse educational settings. Across the reviewed studies, tactile and haptic interaction supported conceptual access to abstract phenomena, procedural engagement, active participation, and multisensory meaning-making in STEM learning. Synthesizing patterns across the included studies, this review proposes the Tactile and Haptic Interaction (THIn) conceptual model, which explains how physical phenomena are translated into sensory interaction mechanisms and pedagogical processes that support conceptual learning through embodied cognitive experiences. The findings clarify how tactile interaction functions as a sensory-cognitive pathway connecting perception, embodied action, and conceptual reasoning in multisensory STEM learning environments while situating these insights within a broader body of STEM education literature.