Research on haptic feedback has demonstrated limited empirical evidence of its positive learning effects. This research contrasts supportive anecdotal evidence and reports of increased motivation. In an attempt to unify these contrasting results we attempted to identify empirical evidence supporting haptic feedback's effect on learning by isolating the factual and conceptual learning domains. We found little evidence of learning gains even at this granular level of assessment. Our findings raise questions about the validity of invoking dual-coding theory as a rationale for supporting the use of haptic feedback while conjecturing that neutral or negative effects may be attributable to increases in cognitive load. Further, we suggest that learning benefits attributable to haptic feedback may occur in a decontextualized scenario with less emphasis on haptics as a reinforcing sensory mechanism. (Contains 3 figures.)