The term immersive technology refers to various types of technologies and perspectives that are constantly changing and developing. It can be used for different purposes and domains such as education, healthcare, entertainment, arts, and engineering. This paper aims to compare the effectiveness of immersive technologies used in education, namely mixed reality, generated with Microsoft HoloLens 2, with traditional teaching methods. The experiment involves comparing two groups of students who received different training methods: the first group saw a PowerPoint slide with an image of the human muscular system, while the second group saw a 3D hologram of the human body that showed the same muscle groups as in the PowerPoint (PPT). By integrating the Intelligence Quotient (IQ) levels of the participants as a predictive variable, the study sought to ascertain whether the incorporation of mixed reality technology could significantly influence the learning outcomes and retention capabilities of the learners. This investigation was designed to contribute to the evolving pedagogical landscape by providing empirical evidence on the potential benefits of advanced educational technologies in diverse learning environments. The main finding of this study indicates that while MR has potential, its effectiveness is closely tied to its interactivity. In cases where the content remains static and non-interactive, MR does not significantly enhance in-formation retention compared to traditional PPT methods. Additionally, the study highlights that instructional strategies should be adapted to individual cognitive profiles, as the technology type (MR or PPT) alone does not significantly impact learning outcomes when the information presented is identical.

As immersive technologies increasingly permeate education and professional training, their cognitive implications for novice learners remain underexplored. This study examines the relative effectiveness of virtual reality (VR)-based instruction compared with conventional teaching modalities in a controlled experimental setting. A total of 106 undergraduate medical students with no prior technical experience were randomly assigned to one of three instructional conditions: (1) PowerPoint-based presentation, (2) real-person demonstration, or (3) immersive VR simulation of a five-axis CNC machine. Participants’ cognitive ability was assessed using Raven’s Progressive Matrices, and their learning styles were measured via the Honey and Mumford questionnaire. Immediate knowledge retention was evaluated through a 20-item multiple-choice test. Results revealed a significant main effect of instructional method on post-test performance (p < 0.001), with the real-person group achieving the highest mean score, followed by PowerPoint and VR groups. IQ was a significant predictor of performance across conditions but did not moderate the effect of instructional method. Gender and learning-style preferences showed no meaningful associations with learning outcomes. The findings suggest that, for novice learners engaging with complex technical content, immersive VR may impose additional cognitive demands that hinder immediate knowledge acquisition. These results contribute empirical support to Cognitive Load Theory and the Cognitive Affective Model of Immersive Learning, emphasizing the need for careful instructional design and cognitive scaffolding in VR-based education.

The term immersive technology refers to various types of technologies and perspectives that are constantly changing and developing. It can be used for different purposes and domains such as: education, healthcare, entertainment, arts, and engineering. This research paper aims to examine which training method is more effective between the traditional approach, using PowerPoint and the immersive technology approach, through mixed reality using a HoloLens 2 device. The experiment involves comparing two groups of students who received different training methods: the first group saw a PowerPoint slide with an image of the human muscular system, while the second group saw a 3D hologram of the human body that showed the same muscle groups as in PowerPoint. The researchers wanted to test whether mixed reality devices could enhance students' cognitive functions and to investigate if the IQ of the participants had any influence in the effectiveness of the teaching method. The main finding of this study is that the instructions given with mixed reality technology, via the Microsoft HoloLens 2 device, are more appropriate for participants who have an IQ score below 100 points. For the other participants, with an IQ score above 100 points, the PowerPoint support was more suitable.

Licence and Master’s Degree Programs generally use specific e-learning methods as a complementary training. The design of master’s degree academic curricula in e-learning system will involve the curricular development, the designing of the learning resources. The local Lucian Blaga University of Sibiu was making progresses during the last years and with the help of learning technology as well as the development and simulation of the instructive-educational web-based process solutions, the school will be offering a lot of facilities for the management and presentation of various types of educational content, such as multimedia interactive materials, simulations, and tests, covering a wide range of subjects. The present paper will propose a Technical Drawing and Infographics course and lesson after making out a case for using offline and online e-learning tools.

Orthographic projection remains a foundational, yet challenging, concept for students in technical drawing and engineering graphics, often hindered by the difficulty of translating a 3D object’s internal features into distinct 2D views. This paper presents the design, fabrication, and pedagogical application of a novel, sectioned, 3D-printed instructional model created to bridge this spatial visualization gap, with a specific focus on clarifying sectional views. The model is a complex geometric part that is physically sliced along a predetermined cutting plane. A key innovative feature is the highlighting of the resulting cut surface, providing a simultaneous, tangible, and unambiguous link between the abstract cutting plane and the exposed material. Using additive manufacturing (3D printing) allowed for rapid iteration and clear visual distinction between components. Initial observations suggest this hands-on tool significantly improves students’ comprehension of sectioned views, the concept of the cutting plane, and the representation of hidden lines. The model serves as an effective pedagogical aid, offering a superior alternative to purely virtual or static drawing-based instruction, and is a valuable contribution to engineering graphics education methodology.