The application of Biggs' and Collis' Structure of Observed Learning Outcomes taxonomy in the evaluation of student learning about cell membrane transport via a computer-based learning environment is described in this study. Pre-test-post-test comparisons of student outcome data (n = 80) were made across two groups of randomly assigned students: one that received visual and haptic feedback, and one that relied on visual feedback only as they completed their virtual investigations. The results of the Mann-Whitney U-test indicated that the group mean difference scores were significantly different statistically (p = 0.043). Practically speaking, this study provides some early evidence suggesting that the haptic augmentation of computer-based science instruction may lead to a deeper level of processing. The strengths and weaknesses of this current diagnostic approach and a novel approach based on a non-verbal model of cognition are discussed in light of their potential contributions to the teaching and learning of science. (Contains 5 figures and 5 tables.)