This study compares the effectiveness of Mixed Reality and tangible tools as post-lecture interactive environments for improving conceptual understanding in undergraduate STEM education.

In plain terms

Engineering students often struggle to connect spatial concepts with abstract ideas, a gap that traditional lectures might not fully address. This pilot study explored whether interactive learning environments, which allow students to engage with material through action and feedback, could help. Researchers compared two types of post-lecture interventions: an immersive Mixed Reality (MR) application, which blends real and virtual worlds, and a tangible "Engineering Toolkit" with physical models. These were compared against a control group that only received a lecture, with 24 undergraduate solid mechanics students participating. The study found that both the MR and tangible tool conditions significantly improved students' conceptual understanding compared to the lecture-only approach. While Mixed Reality showed the highest learning gains, the tangible toolkit was rated higher for usability and boosting student confidence.