Resumen
In this work, we propose a Mixed Reality (MR) application to support laboratory lectures in STEM distance education. It was designed following a methodology extendable to diverse STEM laboratory lectures. We formulated this methodology considering the main issues found in the literature that limit MR?s use in education. Thus, the main design features of the resulting MR application are students? and teachers? involvement, use of not distracting graphics, integration of traditional didactic material, and easy scalability to new learning activities. In this work, we present how we applied the design methodology and used the framework for the case study of an engineering course to support students in understanding drawings of complex machines without being physically in the laboratory. We finally evaluated the usability and cognitive load of the implemented MR application through two user studies, involving, respectively, 48 and 36 students. The results reveal that the usability of our application is ?excellent? (mean SUS score 84.7), and it is not influenced by familiarity with Mixed Reality and distance education tools. Furthermore, the cognitive load is medium (mean NASA TLX score below 29) for all four learning tasks that students can accomplish through the MR application.