Development of a physical-digital learning environment for rotational motion transmission in engineering education
Abstract
This study presents the design and evaluation of a physical-digital learning environment for teaching rotational motion transmission in introductory engineering education. The environment integrates SimulaGear, an interactive digital simulation for analyzing gear systems, with a physical-IoT experimental system composed of a 3D-printed gear mechanism, infrared sensors, ESP32-based data acquisition, Message Queuing Telemetry Transport communication, and real-time visualization through Node-RED dashboards. A quasiexperimental pretest-post-test design was implemented with 37 first-year engineering students enrolled in introductory physics courses. The control group worked exclusively with the SimulaGear digital simulation, whereas the experimental group participated in a physicaldigital experience that combined SimulaGear with the physical-IoT experimental system. Conceptual understanding, student engagement, and technology acceptance were evaluated using a conceptual test, the Utrecht Work Engagement Scale for Students, and a survey based on the technology acceptance model. Results showed that both groups improved their conceptual understanding after the intervention, with the group that used the physical-digital system showing a specific significant improvement in transmission ratios in multiple-gear systems. In addition, the physical-digital experience produced significant gains in vigor and overall engagement, while the digital-only experience did not show significant changes in engagement. Technology acceptance was high in both groups, but significantly higher in the experimental group. These findings suggest that integrating physical-IoT systems with digital simulations can strengthen students’ engagement and technology acceptance while supporting the interpretation of complex mechanical configurations through the comparison of theoretical predictions and real-time experimental data.
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BibTeX
@article{amadomoranchel2026development,
title = {{Development of a physical-digital learning environment for rotational motion transmission in engineering education}},
author = {Nicolas Amado-Moranchel and Claudia Hernandez-Mena and Gibran Sayeg-Sanchez and Isaac Juarez-Acosta},
journal = {Physical Review Physics Education Research},
year = {2026},
month = oct,
doi = {10.1103/gddt-c1n3},
url = {https://doi.org/10.1103/gddt-c1n3},
note = {CC BY},
}
RIS
TY - JOUR
TI - Development of a physical-digital learning environment for rotational motion transmission in engineering education
AU - Nicolas Amado-Moranchel
AU - Claudia Hernandez-Mena
AU - Gibran Sayeg-Sanchez
AU - Isaac Juarez-Acosta
PY - 2026
DA - 2026/10/26
JO - Physical Review Physics Education Research
DO - 10.1103/gddt-c1n3
UR - https://doi.org/10.1103/gddt-c1n3
AB - This study presents the design and evaluation of a physical-digital learning environment for teaching rotational motion transmission in introductory engineering education. The environment integrates SimulaGear, an interactive digital simulation for analyzing gear systems, with a physical-IoT experimental system composed of a 3D-printed gear mechanism, infrared sensors, ESP32-based data acquisition, Message Queuing Telemetry Transport communication, and real-time visualization through Node-RED dashboards. A quasiexperimental pretest-post-test design was implemented with 37 first-year engineering students enrolled in introductory physics courses. The control group worked exclusively with the SimulaGear digital simulation, whereas the experimental group participated in a physicaldigital experience that combined SimulaGear with the physical-IoT experimental system. Conceptual understanding, student engagement, and technology acceptance were evaluated using a conceptual test, the Utrecht Work Engagement Scale for Students, and a survey based on the technology acceptance model. Results showed that both groups improved their conceptual understanding after the intervention, with the group that used the physical-digital system showing a specific significant improvement in transmission ratios in multiple-gear systems. In addition, the physical-digital experience produced significant gains in vigor and overall engagement, while the digital-only experience did not show significant changes in engagement. Technology acceptance was high in both groups, but significantly higher in the experimental group. These findings suggest that integrating physical-IoT systems with digital simulations can strengthen students’ engagement and technology acceptance while supporting the interpretation of complex mechanical configurations through the comparison of theoretical predictions and real-time experimental data.
SN - 2469-9896
ER -