2026 ASEE Annual Conference & Exposition

Emotional and cognitive responses shape learning experiences in engineering education, particularly within blended learning environments. This exploratory study aims to answer (RQ1) how students perceive their learning experiences when using laboratory kits in a blended learning environment compared to traditional in-person settings, and (RQ2) what key factors influence their engagement with laboratory kits in a blended learning environment. The study examines students’ experiences using small-scale laboratory kits for fluid flow (FLU) and heat exchanger (HEX) experiments over four weeks of online instruction, followed by one week of in-person laboratory work. Participants provided data through questionnaires and open-ended reflections.

Preliminary results indicate that students valued the flexibility and autonomy of online labs but encountered challenges with troubleshooting and limited instructor support. Confidence in applying engineering concepts increased slightly, while anxiety decreased, particularly when transitioning from small-scale to larger-scale equipment. Results from quantitative data showed a slight increase in confidence and reduction in anxiety when compared before and after study. While the qualitative results helped to understand the interplay and shift between emotional and cognitive responses.

Additional analysis revealed that students’ emotional regulation played a key role in how they engaged with hands-on experimentation. Students who demonstrated adaptive coping strategies such as persistence and problem reframing—tended to show deeper cognitive engagement and stronger conceptual understanding. Conversely, students who experienced prolonged frustration or uncertainty reported lower satisfaction and reduced perceived learning gains.

Moreover, students highlighted that the autonomy of take-home kits allowed them to learn at their own pace and revisit key concepts, reinforcing their theoretical understanding. However, they also expressed a need for more immediate feedback mechanisms and clearer guidance during troubleshooting. These findings suggest that balancing autonomy with structured instructional presence is critical for sustaining engagement and supporting effective emotional regulation in blended lab settings.

The findings highlight the importance of instructional clarity, hands-on engagement, and perceived real-world relevance in shaping students' emotional and cognitive experiences. In particular, students perceived the blended lab as an authentic environment that bridged theory and practice, helping them visualize complex engineering phenomena and connect classroom learning to real-world applications. These insights suggest that well-structured blended learning environments can enhance engagement and persistence; however, targeted scaffolding and instructional support are necessary to optimize learning and facilitate skill transfer in engineering labs. Future research could explore longitudinal changes in students’ emotional trajectories and examine how instructional design elements—such as feedback timing, peer collaboration, and instructor presence—mediate these emotional-cognitive dynamics.