<![CDATA[Multimedia-supported laboratory environments play an important role in enhancing learning engagement, conceptual understanding, and practical competence in higher education. However, limited empirical evidence exists regarding the relative contributions of the visual, auditory, and kinesthetic interaction dimensions to laboratory learning effectiveness. This study aimed to develop an empirical multimodal interaction framework for multimedia laboratory infrastructure development by examining the influence of these three dimensions on perceived learning effectiveness. A mixed-methods sequential explanatory design was employed. Quantitative data were collected from 101 university students enrolled in PTI Practicum, PTI Non-Practicum, and BK courses. Multiple regression analysis was conducted using responses from 58 students with direct laboratory practicum experience. Qualitative support was obtained through expert validation involving 14 lecturers. The data were analyzed using descriptive statistics, one-way ANOVA, Tukey’s post hoc test, multiple linear regression, and expert triangulation. The descriptive analysis revealed that the kinesthetic dimension had the highest mean score, indicating a stronger preference for hands-on and experiential learning activities. However, the regression analysis demonstrated that the auditory dimension made the strongest contribution to perceived laboratory learning effectiveness, followed by the visual and kinesthetic dimensions. The regression model explained 64.8% of the variance in perceived learning effectiveness, indicating substantial explanatory power. The standardized regression coefficients were subsequently normalized and translated into infrastructure development priorities, forming the basis of the proposed empirical framework. Lecturer validation further emphasized the importance of experiential learning and practical engagement in laboratory environments, while highlighting the complementary roles of instructional communication and multimedia support in enhancing learning effectiveness. These findings suggest that effective multimedia laboratory environments should integrate instructional communication, multimedia visualization, and experiential learning facilities in a balanced manner, recognizing their complementary roles within a multimodal learning ecosystem. This study contributes an empirical framework to support adaptive multimedia laboratory infrastructure development and instructional design in higher education. In practice, the proposed framework may assist laboratory managers and higher education institutions in prioritizing instructional communication, multimedia visualization, and experiential learning facilities according to empirically identified learning interaction needs.]]>
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