[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-82774-en":3,"doc-seo-82774-105":29,"detail-sidebar-cat-0-en-105":91},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":20,"is_deleted":4,"is_public":20,"is_downloadable":20,"audit_status":20,"page_count":21,"language":22,"language_code":23,"site_id":24,"html_lang":23,"table_of_contents":25,"faqs":26,"seo_title":13,"seo_description":14,"update_tm":27,"read_time":28},82774,137441390410,"Hazel","https://ap-avatar.wpscdn.com/avatar/2000252f4ab5702993?_k=1776741390130283984",8,"Research & Report","Post-Lecture Interactive Environments for Conceptual Learning","Developing conceptual understanding in engineering requires learners to connect spatial reasoning with abstract representations, yet lecture-based instruction often limits this process. A pilot randomized study compared two post-lecture interventions—an immersive mixed reality (MR) application and a tangible engineering toolkit—against lecture-only instruction in undergraduate solid mechanics. Twenty-four participants completed baseline and post-instruction knowledge tests, with additional usability and learner-experience measures for interactive conditions. ANCOVA and normalized learning gains showed significant modality effects, with MR achieving the highest learning gain, while the tangible toolkit improved usability and learner confidence. MR users also reported low virtual reality sickness symptoms, indicating good tolerability. Results suggest modality-specific strengths for immediate conceptual learning and motivate larger, time-matched follow-up studies.","This manuscript is under review at the Technology, Knowledge, and Learning journal.  \nPost-Lecture Interactive Environments for Conceptual Learning: A Randomized Comparison of Mixed Reality and Tangible Instruction in Undergraduate STEM Education  \nSharmin Akter1, Mohammad Abu Nasir Rakib2, Eshwara Prasad Sridhar3, Somik Biswas3, Mahmudur Rahman3, and Md Rassel Raihan1  \n1 Department of Mechanical and Aerospace Engineering, The University of Texas at  \nArlington, Arlington, TX, USA  \n2 Department of Computer Science and Engineering, The University of Texas at Arlington, Arlington, TX, USA  \n3 Department of Industrial, Manufacturing, and Systems Engineering, The University of Texas at Arlington, Arlington, TX, USA  \nCorresponding author  \nMd Rassel Raihan  \nAssistant Professor, Department of Mechanical and Aerospace Engineering The University of Texas at Arlington  \n[Email: mdrassel.raihan@uta.edu](Email: mdrassel.raihan@uta.edu)  \nABSTRACT  \nDeveloping conceptual understanding in engineering requires learners to connect spatial reasoning with abstract representations, yet lecture-based instruction often provides limited support for this process. Interactive learning environments, including mixed reality (MR) and tangible tools, may help students revisit difficult concepts through action, feedback, and visible system response. This pilot randomized study compared two post-lecture interventions, an immersive MR application and a tangible Engineering Toolkit, with lecture-only instruction in undergraduate solid mechanics. Twenty-four participants completed a baseline assessment, a common lecture, and a post-instruction knowledge test; participants in the interactive conditions also completed usability and learner-experience measures. Learning outcomes were analyzed using ANCOVA with baseline knowledge as a covariate and were supported by normalized learning gains. Instructional modality had a significant effect on post-test performance, F(2, 20) = 3.60, p = .048, partial η² = .263. Both interactive conditions outperformed lecture-only instruction in planned contrasts. MR showed the highest normalized learning gain (g =.57), whereas the tangible toolkit showed higher usability and learner confidence. In the MR condition, virtual reality sickness symptoms measured via the Virtual Reality Sickness Questionnaire remained low before and after the intervention, suggesting that the MR application was well-tolerated by participants. These results suggest that post-lecture interactive environments may support immediate conceptual learning while offering different modality-specific strengths that require larger, timematched follow-up studies.  \nKEYWORDS  \nmixed reality, technology-enhanced learning, tangible learning, conceptual understanding, spatial reasoning, engineering education  \n1. Introduction  \nInteractive and immersive technologies are increasingly used to support conceptual learning, especially in domains where learners must connect abstract representations with spatial reasoning. Digital tools such as virtual reality (VR), augmented reality (AR), and mixed reality (MR) have been shown to improve visualization, engagement, and understanding in engineering and related fields (Kraus et al., 2021; Pàmies-Vilà et al., 2025; Tang et al., 2020) .  \nThis manuscript is under review at the Technology, Knowledge, and Learning journal.  \nAt the same time, physical manipulatives and hands-on models provide a different form of support by allowing learners to interact directly with systems, which can strengthen mental model formation through embodied experience (Kullberg et al., 2017; Sorby, 2009; Wilson, 2002) . Together, these approaches offer promising ways to support conceptual learning beyond traditional lecture-based instruction.  \nDespite these advances, several limitations remain. First, many studies focus on a single intervention compared with lecture-based instruction, making it difficult to understand how different interactive moda","cbCain60h1ZCfuIv","https://ap.wps.com/l/cbCain60h1ZCfuIv","pdf",958685,1,30,"English","en",105,"# Abstract\n# Keywords\n# Introduction","[{\"question\":\"What learning challenge does the study target?\",\"answer\":\"The study targets developing engineering conceptual understanding by supporting how learners connect spatial reasoning with abstract representations beyond lecture-only instruction.\"},{\"question\":\"How were the interventions compared?\",\"answer\":\"A randomized pilot design compared an immersive mixed reality application and a tangible engineering toolkit against lecture-only instruction after a common lecture, using baseline-controlled knowledge testing.\"},{\"question\":\"What did the study find about learning outcomes?\",\"answer\":\"Instructional modality significantly affected post-test performance, and both interactive conditions outperformed lecture-only instruction. The MR condition produced the highest normalized learning gain, while the tangible toolkit emphasized usability and learner confidence.\"}]",1784182847,76,{"code":4,"msg":30,"data":31},"ok",{"site_id":24,"language":23,"slug":32,"title":13,"keywords":33,"description":14,"schema_data":34,"social_meta":86,"head_meta":88,"extra_data":90,"updated_unix":27},"post-lecture-interactive-environments-for-conceptual-learning","",{"@graph":35,"@context":85},[36,53,68],{"@type":37,"itemListElement":38},"BreadcrumbList",[39,43,47,50],{"item":40,"name":41,"@type":42,"position":20},"https://docshare.wps.com","Home","ListItem",{"item":44,"name":45,"@type":42,"position":46},"https://docshare.wps.com/document/","Document",2,{"item":48,"name":12,"@type":42,"position":49},"https://docshare.wps.com/document/research-report/",3,{"item":51,"name":13,"@type":42,"position":52},"https://docshare.wps.com/document/post-lecture-interactive-environments-for-conceptual-learning/82774/",4,{"url":51,"name":13,"@type":54,"author":55,"headline":13,"publisher":57,"fileFormat":60,"inLanguage":23,"description":14,"dateModified":61,"datePublished":62,"encodingFormat":60,"isAccessibleForFree":63,"interactionStatistic":64},"DigitalDocument",{"name":9,"@type":56},"Person",{"url":40,"name":58,"@type":59},"DocShare","Organization","application/pdf","2026-07-17","2026-07-16",true,{"@type":65,"interactionType":66,"userInteractionCount":20},"InteractionCounter",{"@type":67},"ViewAction",{"@type":69,"mainEntity":70},"FAQPage",[71,77,81],{"name":72,"@type":73,"acceptedAnswer":74},"What learning challenge does the study target?","Question",{"text":75,"@type":76},"The study targets developing engineering conceptual understanding by supporting how learners connect spatial reasoning with abstract representations beyond lecture-only instruction.","Answer",{"name":78,"@type":73,"acceptedAnswer":79},"How were the interventions compared?",{"text":80,"@type":76},"A randomized pilot design compared an immersive mixed reality application and a tangible engineering toolkit against lecture-only instruction after a common lecture, using baseline-controlled knowledge testing.",{"name":82,"@type":73,"acceptedAnswer":83},"What did the study find about learning outcomes?",{"text":84,"@type":76},"Instructional modality significantly affected post-test performance, and both interactive conditions outperformed lecture-only instruction. 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