Enhancing Attitudes and Engagement in First‐Year Computer Engineering Students: Integrating TinkerCAD and Physical Experiments for Learning Angular Acceleration, Torque, and Moment of Inertia

ABSTRACT Physics is fundamental to engineering education, yet many first‐year computer engineering students struggle with foundational concepts like angular acceleration, torque, and moment of inertia. These abstract concepts are often perceived as disconnected from practical applications, leading to low attitudes and engagement. This study investigates whether a blended learning approach, integrating TinkerCAD IoT simulations with physical experiments, can enhance students’ understanding and attitudes in physics by bridging the gap between theory and practical application. We conducted a 3‐week pretest and posttest study with 140 first‐year computer engineering students. Students participated in TinkerCAD simulations and complementary hands‐on experiments designed to contextualize physics concepts within engineering applications. Quantitative data from academic assessments and attitudinal surveys, along with qualitative feedback, were analyzed to evaluate changes in understanding and engagement. Quantitative findings showed a 24% improvement in academic scores, with the mean score increasing from 5.86 (SD = 2.47) in the pretest to 7.29 (SD = 2.58) in the posttest. Attitudinal surveys revealed a shift from 55% to 85% of students expressing a positive attitude toward physics. Qualitative feedback further highlighted increased motivation and practical skill acquisition as benefits of the blended approach. The integration of TinkerCAD with physical experiments not only enhanced students’ attitudes and engagement with physics concepts but also fostered essential problem‐solving and technical skills. These findings suggest that this blended learning model has broader applicability across STEM education, effectively linking theoretical knowledge with real‐world relevance.