Interactive visualisation as a bridge between theory and practice in engineering mechanics: A mixed-methods study of first-year engineering students

Abstract

First-year engineering students often experience difficulties developing conceptual understanding of engineering mechanics concepts that require integration of mathematical relationships, geometric properties, and physical behaviour. This study evaluates an interactive visualisation-based learning environment designed to support understanding of second moment of area, beam bending, and vibration response. A three-module Python (tkinter) learning tool was developed to integrate geometric analysis, structural response, and vibration response within a single interactive framework. The intervention was evaluated using a mixed-methods quasi-experimental design involving 35 first-year students within an Engineering Science module at the University of Bristol. Data collection included pre- and post-intervention surveys of perceived understanding and confidence, a conceptual knowledge assessment, and qualitative student feedback. Results indicated positive outcomes across both cognitive and affective domains. Mean perceived understanding increased from +0.46 to +1.11, confidence increased from −0.30 to +0.57, and correct responses to the conceptual knowledge assessment improved from 60% to 94%. Qualitative findings indicated that students valued the ability to visualise structural and dynamic response, explore parameter changes, and strengthen connections between theory and application. The study demonstrates the educational value of a visualisation-based learning environment that integrates multiple mechanics concepts within a single pedagogical framework. The findings suggest that interactive visualisation can support conceptual understanding, confidence, and engagement while strengthening connections between theoretical instruction and engineering application in first-year engineering education.