Investigating the comparative effectiveness of XR and digital flipped methodologies

This study explores the pedagogical impact of digital pre-laboratory experiences within a flipped engineering education context, examining how simulation modality influences student engagement and perceived workload. A cohort of 250 first-year engineering students was assigned to one of four groups: a control group with a traditional pre-lab quiz, or one of three digital pre-lab formats; a 2D image-based tool (iLabs), a low-fidelity browser simulation, or an immersive virtual reality (iVR) experience. All simulations replicated a standard 3-point beam bending experiment using identical empirical data. Student perceptions were collected through NASA's Task Load Index (TLX), Likert-scale surveys and open-ended feedback. Although no statistically significant differences in post-lab test scores were observed, iVR participants reported significantly higher enjoyment ( M = 6.11, H = 24.19), attention ( M = 5.8, H = 11.92), immersion ( M = 5.67, H = 20.7) and interactivity ( M = 5.53, H = 9.2). TLX analysis also revealed significant differences in physical demand ( M = 2.74, H = 11.61) and effort ( M = 7.51, H = 7.78). These findings suggest that simulation modality strongly influences user experience, even when learning gains remain comparable. The study highlights the need to balance pedagogical value with resource demands when designing digital learning interventions.