2026 ASEE Annual Conference & Exposition

This study investigates how instructional methods and classroom layouts interactively influence students’ cognitive and behavioral engagement in engineering education. Unlike earlier work that primarily focused on spatial design and furniture arrangement, this research compares distinct instructional styles while controlling spatial factors such as screen orientation and seating configuration. Grounded in an introductory circuits course with 174 enrolled students, of whom 161 attended in person, the research evaluates how combinations of teaching approach and physical positioning are associated with student engagement and learning-related experiences. A mixed-method approach integrates live classroom observations with controlled virtual reality (VR) experiments.
In this work-in-progress paper, two sections of an introductory circuits course with different teaching styles and screen configurations were analyzed using the COPUS and BERI protocol. Surveys measuring engagement and perceived cognitive load were conducted. The VR experiment that follows will recreate these conditions in a controlled setting to discern to what extent instructional style and spatial arrangement influence students’ classroom experiences. Physiological responses such as heart rate variability (HRV) and pupil dilation with eye-tracking and self-reports will be used to examine attention, cognitive load, and engagement.
Building on earlier studies, this research adds physiological measurements to behavioral and self-reported data, offering a more complete picture of how instructional practices and classroom spatial arrangements jointly influence learning. The findings will offer empirical evidence on the interaction between teaching practices and environmental design in shaping attention, engagement, and learning experiences. By linking physiological signals, observed behaviors, and self-reports to students’ learning experiences in real classroom settings, the study aims to equip instructors with insights for managing cognitive load and informs the design of learning spaces that encourage focus and participation.