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The microelectronics industry continues to face a persistent talent gap, highlighting the need for effective learning modules to engage future engineering students. Mixed Reality (MR) offers a promising hands-on approach for teaching complex visual-spatial structure of microelectronic; however, whether MR-based instruction outperforms conventional desktop interfaces in enhancing visual-spatial memory for microelectronics education remains unclear. In this preliminary study, we developed an interactive “LEGO-like” assembly experience in both MR and PC formats to compare their effects on students’ learning experiences. Visual-spatial knowledge was assessed through three quiz tasks—component name recognition, visual selection, and spatial ordering—administered before the intervention, immediately afterward, 24 hours later, and again at six weeks to evaluate retention. Preliminary findings suggest that PC users exhibited greater immediate knowledge gains (PC: 89%, MR: 73%), whereas MR users demonstrated stronger retention at the six-week mark. We discuss these results and directions for future research.