In this dissertation, I investigate the effects of a grounded learning experience on college students' mental models of physics systems. The grounded learning experience consisted of a priming stage and an instruction stage, and within each stage, one of two different types of visuo-haptic representation was applied: visuo-gestural simulation (visual modality and gestures) and visuo-haptic simulation (visual modality, gestures, and somatosensory information). A pilot study involving N = 23 college students examined how using different types of visuo-haptic representation in instruction affected people's mental model construction for physics systems. Participants' abilities to construct mental models were operationalized through their pretest-to-posttest gain scores for a basic physics system and their performance on a transfer task involving an advanced physics system. Findings from this pilot study revealed that, while both simulations significantly improved participants' mental modal construction for physics systems, visuo-haptic simulation was significantly better than visuo-gestural simulation. In addition, clinical interviews suggested that participants' mental model construction for physics systems benefited from receiving visuo-haptic simulation in a tutorial prior to the instruction stage. A dissertation study involving N = 96 college students examined how types of visuo-haptic representation in different applications support participants' mental model construction for physics systems. Participant's abilities to construct mental models were again operationalized through their pretest-to-posttest gain scores for a basic physics system and their performance on a transfer task involving an advanced physics system. Participants' physics misconceptions were also measured before and after the grounded learning experience. Findings from this dissertation study not only revealed that visuo-haptic simulation was significantly more effective in promoting mental model construction and remedying participants' physics misconceptions than visuo-gestural simulation, they also revealed that visuo-haptic simulation was more effective during the priming stage than during the instruction stage. Interestingly, the effects of visuo-haptic simulation in priming and visuo-haptic simulation in instruction on participants' pretest-to-posttest gain scores for a basic physics system appeared additive. These results suggested that visuo-haptic simulation is effective in physics learning, especially when it is used during the priming stage. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]