<![CDATA[Physics concepts can be difficult for first-year engineering students to connect with practical applications, highlighting the need for blended learning designs that combine conceptual reinforcement with collaborative inquiry. This study explored CBRL–LASERCON, a two-phase framework integrating offline crossword-based retrieval practice with online convention-based collaborative learning in laser physics. A mixed-methods, single-group pre–post design involved 110 first-year mechanical engineering students. Assessment scores were compared descriptively and inferentially, while student feedback and reflections were examined to characterize learning experiences. Post-intervention assessment scores were higher than earlier scores, with a statistically significant but modest difference. Students generally reported positive experiences, particularly regarding engagement and opportunities for critical thinking, communication, and collaboration. The findings suggest that sequencing gamified retrieval activities before online presentations, discussions, and peer questioning may provide a useful structure for active learning in engineering physics. However, the absence of a control group and the use of non-equivalent pre- and post-intervention assessments prevent causal attribution or firm conclusions about learning gains. Further controlled research using equivalent assessments and delayed follow-up measures is needed to evaluate learning outcomes and retention.]]>
