ChipXR
University of Florida
Immersive XR Training to
Transform Semiconductor Education
Responsibility
I end-to-end designed a mixed reality learning tool, collaborating cross-functionally throughout the process. Through multiple rounds of user testing, I played a key role in shaping the design direction and evaluating its educational impact.
Impact
Achieved +21% spatial knowledge gain than a video-based learning.
To be implemented in university courses and an internship training program ↗.
Published at CHI 2025 Late Breaking Work ↗.
Role
Lead UX Researcher
Lead UX Designer
Team
1 Product Manager
1 UX Designer
2 Software Engineers
2 Technical Artists
2 Content Experts
Timeline
Dec 2024 - May 2025
Tool
Figma
MAXQDA, Qualtrics
CHALLENGE
The current education lacks
resources for engineering students
to understand complex semiconductor chips.
Poor support for spatial understanding
3D chip structures are hard to understand
with traditional flat materials.
Lack of practical laboratory experiences
Hands-on labs are limited for students
due to cost and feasibility.
3D visualization
Hands-on lab practice
APPROACH
Leverage mixed reality (MR)
to overcome constraints.
Visualize complex chip structures.
Give hands-on experience virtually.
RESEARCH
Concept Testing
Since MR is an emerging technology, there was limited guidance to inform the design. So I tested an MVP to inform design direction and identify potential risks.
Goal
Identify potential usability risks
Method
Observation
Participants
12 engineering students
And I discovered..
Inefficient design creates
wrong cognitive load, which can
negatively impact learning.
Usability Issue
Virtual objects blended into the physical background,
causing users visual confusion that led to interaction errors.
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Cognitive overload!
We don't want to waste our brain power like this..
extraneous load
Unnecessary load from interaction failures :(
This looks right.
germane load
Productive load used for actual learning :)
Design Principle
How might we design
MR learning experience to
minimize cognitive overload?
ITERATE
Strategy 1
Add visual clarity
through organization and signifier
Signaling Principle
Cognitive Theory of Multimedia Learning
Before
Virtual objects are scattered throughout the scene.
After
Anchor the objects onto the grid.
Highlights
Signify interactable items.
Guiding Hands
Direct user attention for a clear guidance.
Strategy 2
Chunk into
digestible pieces
Segmenting Principle
Cognitive Theory of Multimedia Learning
Modular Lessons
STEP 1
Learn
Goal
Identify key components and their functions in chip structure
User Task
Interact with 3D chip component models with accompanying audio explanations
STEP 2
Assemble
Goal
Reinforce comprehension of the components and their relationships in the overall structure
User Task
Place component pieces in correct order to build complete structure
STEP 3
Fabricate
Goal
Understand the chip fabrication process by linking structural elements to procedural flows
User Task
Perform hands-on fabrication tasks to build the chip
Step-By-Step Fabrication
Fabrication Process
Photolithography
01
Etching
02
Electrodeposition
03
Wafer Bumping
04
Compute Die -
Base Die Attach
05
TSV Reveal
06
Electrodeposition
07
Solder Reflow
08
PCB Attach
09
FINAL SOLUTION
MODULE 1
Learn
Let students explore complex chip structures in 3D and full 360 degrees view.
MODULE 2
Assemble
Reinforce spatial understanding through interactive LEGO-like quiz.
MODULE 3
Fabricate
Practice fabrication process through
hands-on tasks.
TEST
User Testing
I used mixed-methods to evaluate the app comprehensively, and conducted two rounds of user testing.
Round 1
Quantitative Experiment
Goal
Evaluate learning effectiveness
Participants
24 engineering students studying relevant majors
Study Design
Within-subjects comparative study
ChipXR
vs
Video Lecture
Method
Survey
Tool
Qualtrics, R
Round 2
Qualitative Assessment
Goal
Get in-depth insights from target users
Participants
9 students target semiconductor course
Methods & Procedure
Think-aloud sessions
->
Focus groups
Tool
MAXQDA
IMPACT
ChipXR enhanced spatial understanding
and managed cognitive load efficiently.
LEARNING PROGRESS
Visual-Spatial Knowledge Gain
+21
% than video
COGNITIVE LOAD
Extraneous Load
-24.2
% than video
Germane Load
+13.2
% than video
Quotes from focus groups
“Videos usually have a couple side views,
but the 360 interactive view
made it easier to visualize”
“Especially in fabrication—mistakes are expensive.
That’s why VR is great.
You can fail without breaking anything”
“Getting that hands-on experience really helped
solidify what I had only understood
in a vague way before”
More projects?
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