[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-82575-en":3,"doc-seo-82575-105":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},82575,34359740700684,"Finn","https://ap-avatar.wpscdn.com/avatar/1f400023980c374ae676?_k=1777273430885731487",8,"Research & Report","Visualizing Engineering Fundamentals Design of Mixed Reality and Physical Toolkits for Effective Learning","The study evaluates how mixed-reality applications and physical toolkits support learning in Engineering Mechanics. A user study with 24 participants compares classroom instruction alone, classroom instruction with a mixed-reality application, and classroom instruction with physical toolkits. Thematic analysis of participant feedback shows that instructional modality changes learner workflows and engagement with fundamental mechanics problem solving. Results indicate value in multimodal, interactive experiences combining visualization with hands-on manipulation, alongside reported difficulties when visualizations are complex or unclear, informing human-centered design guidelines for educational tools.","Visualizing Engineering Fundamentals: Design of Mixed Reality and Physical Toolkits for  \nEffective Learning  \nMohammad Abu Nasir Rakib 1, Sharmin Akter1, Eshwara Prasad Sridhar1, Somik Biswas1,  \nMd Rassel Raihan1, Mahmudur Rahman 1  \n1The University of Texas at Arlington, Arlington, Texas, United States  \nRunning head: Human Factors in Engineering Learning Tool Design  \nCorresponding Author: Correspondence concerning this article should be addressed to Mahmudur Rahman, Woolf Hall Room 420, 500 West First Street, Arlington, TX 76019.  \n[Email: mrahman@uta.edu](Email: mrahman@uta.edu)  \nThis manuscript is under review at the Ergonomics in Design: The Quarterly of Human Factors Applications journal.  \nFeature at a Glance  \nThis study examined students’ experiences with mixed-reality applications and physical toolkitsin Engineering Mechanics to inform design guidelines for educational tools. In a user study with 24 participants, we compared classroom instruction alone, classroom instruction with a mixedreality application, and classroom instruction with physical toolkits. Thematic analysis of participant feedback revealed that learners’workflows and engagement with fundamental mechanics problems varied across instructional modalities. Participants valued multimodal and interactive experiences that combined visualization with hands-on interaction, while reporting challenges with complex or unclear visualizations. These insights support the human-centered design of mixed-reality and physical tools for engineering education.  \nKeywords: HCI; Interface Design; Computer Aided Instruction; Virtual Reality; Usability; Design Strategies;  \nVisualizing Engineering Fundamentals: Design of Mixed Reality and Physical Toolkits for  \nEffective Learning  \nVirtual and mixed reality have become widely adopted technologies for training complex skills across a variety of domains. Prior research has demonstrated their benefits in architectural design (Ummihusna & Zairul, 2022), medical surgery (Ruthenbeck & Reynolds, 2015), art and drawing (Song & Li, 2018), industrial design (Bernardo & Duarte, 2021), and classroom instruction (Häfner et al., 2013; Syed et al., 2017) . The growing appeal of these technologies stems from their comparatively low implementation cost, their suitability for gamified learning environments, and their potential to reduce unnecessary cognitive load while improving conceptual understanding. Despite these advantages, virtual and mixed reality continue to face notable limitations that affect accessibility and usability, especially in educational settings. Challenges commonly reported in the literature include insufficient user-centered design practices (Escallada et al., 2025), the need for specialized technical skills to create new interaction techniques or physicsbased behaviors (Yigitbas et al., 2021), and the labor-intensive development of problem scenarios, which often leads to low-fidelity or narrowly scoped applications (Ashtari et al., 2020) . Still, virtual and mixed reality remains an appealing tool for instruction, as its immersive qualities consistently support higher engagement, enjoyment, and motivation among learners (Justo et al., 2022) .  \nVirtual and Mixed Reality in Engineering Education  \nA substantial body of research has examined how virtual learning applications can support discipline-specific skill development, particularly through interaction techniques that enable learners to engage with spatial, mechanical, or procedural content. These applications are not  \nsimply to improve motivation to learn or reduce cognitive load, but to enable forms of interaction and visualization that are difficult or impossible to achieve with traditional teaching tools (Chi et al., 2025; Ekman et al., 2024; Häfner et al., 2013; Kamińska et al., 2017) . These interactive experiences simulate real-world manipulation to support users’ spatial reasoning and mechanical understanding, including rotating, pushing, pulling, grab","cbCailFFR1knWioy","https://ap.wps.com/l/cbCailFFR1knWioy","pdf",879688,1,23,"English","en",105,"# Feature at a Glance\n# Virtual and Mixed Reality in Engineering Education\n# Study Overview","[{\"question\":\"How was the user study structured in this research?\",\"answer\":\"The study involved 24 participants and compared three conditions: classroom instruction alone, classroom instruction with a mixed-reality application, and classroom instruction with physical toolkits.\"},{\"question\":\"What did the thematic analysis reveal about learning across instructional modalities?\",\"answer\":\"Learners’ workflows and their engagement with fundamental mechanics problems varied by modality. Participants generally valued multimodal and interactive experiences that combine visualization with hands-on interaction, while some reported challenges with complex or unclear visualizations.\"},{\"question\":\"What design goals does the study suggest for mixed-reality and physical learning tools?\",\"answer\":\"The findings support human-centered design for educational tools, emphasizing multimodal interaction and clear, comprehensible visualizations that effectively connect action and perception during mechanics problem solving.\"}]",1784181606,58,{"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},"visualizing-engineering-fundamentals-design-of-mixed-reality-and-physical-toolkits-for-effective-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/visualizing-engineering-fundamentals-design-of-mixed-reality-and-physical-toolkits-for-effective-learning/82575/",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},"How was the user study structured in this research?","Question",{"text":75,"@type":76},"The study involved 24 participants and compared three conditions: classroom instruction alone, classroom instruction with a mixed-reality application, and classroom instruction with physical toolkits.","Answer",{"name":78,"@type":73,"acceptedAnswer":79},"What did the thematic analysis reveal about learning across instructional modalities?",{"text":80,"@type":76},"Learners’ workflows and their engagement with fundamental mechanics problems varied by modality. Participants generally valued multimodal and interactive experiences that combine visualization with hands-on interaction, while some reported challenges with complex or unclear visualizations.",{"name":82,"@type":73,"acceptedAnswer":83},"What design goals does the study suggest for mixed-reality and physical learning tools?",{"text":84,"@type":76},"The findings support human-centered design for educational tools, emphasizing multimodal interaction and clear, comprehensible visualizations that effectively connect action and perception during mechanics problem solving.","https://schema.org",{"og:url":51,"og:type":87,"og:title":13,"og:site_name":58,"og:description":14},"article",{"robots":89,"canonical":51},"index,follow",{"doc_id":7,"site_id":24},{"code":4,"msg":5,"data":92},[93,97,101,105,110,115,120,123,128,131,135],{"id":20,"doc_module":4,"doc_module_name":45,"category_name":94,"show_sort_weight":95,"slug":96},"Story & Novel",90,"story-novel",{"id":46,"doc_module":4,"doc_module_name":45,"category_name":98,"show_sort_weight":99,"slug":100},"Literature",80,"literature",{"id":52,"doc_module":4,"doc_module_name":45,"category_name":102,"show_sort_weight":103,"slug":104},"Exam",70,"exam",{"id":106,"doc_module":4,"doc_module_name":45,"category_name":107,"show_sort_weight":108,"slug":109},5,"Comic",60,"comic",{"id":111,"doc_module":4,"doc_module_name":45,"category_name":112,"show_sort_weight":113,"slug":114},6,"Technology",50,"technology",{"id":116,"doc_module":4,"doc_module_name":45,"category_name":117,"show_sort_weight":118,"slug":119},7,"Healthcare",40,"healthcare",{"id":11,"doc_module":4,"doc_module_name":45,"category_name":12,"show_sort_weight":121,"slug":122},30,"research-report",{"id":124,"doc_module":4,"doc_module_name":45,"category_name":125,"show_sort_weight":126,"slug":127},9,"Religion & Spirituality",20,"religion-spirituality",{"id":126,"doc_module":4,"doc_module_name":45,"category_name":129,"show_sort_weight":126,"slug":130},"World Cup","world-cup",{"id":132,"doc_module":4,"doc_module_name":45,"category_name":133,"show_sort_weight":132,"slug":134},10,"Lifestyle","lifestyle",{"id":136,"doc_module":4,"doc_module_name":45,"category_name":137,"show_sort_weight":106,"slug":138},19,"General","general"]