Abstract
The integration of mixed reality (MR) and virtual reality (VR) into Chemical, Biochemical, and Biomolecular Engineering (CBB) education presents an opportunity to address one of today’s most pressing pedagogical challenges: sustaining student attention and engagement. Traditional “magistral” approaches often tend to limit the adoption of interactive methodologies. By contrast, MR/VR technologies can heighten immersion and practical intuition, capturing learner focus more effectively than conventional lectures. Yet, if deployed as superficial, isolated demonstrations, these tools may fail to support deep conceptual understanding and risk supplanting core course content. This work proposes a flipped-classroom model that deliberately embeds MR/VR exercises throughout the typical CBB curriculum. The methodology emphasizes a human-in-the-loop concept, whereby the educator strategically orchestrates virtual simulations and real-world problem-solving, reinforcing theoretical concepts through hands-on digital experiences. We address challenges related to scaling this approach, highlighting the importance of aligning content across multiple years and conducting cost-benefit assessments. Preliminary efforts indicate high student acceptance and potential for enhanced learning outcomes. By blending MR/VR with proven instructional strategies, CBB educators can better equip graduates with the skills and engagement needed for success in an evolving industrial landscape.