Current literature indicates the significance of embodied scaffoldings in enhancing the effectiveness of interactive learning technologies for STEM conceptual learning and relevant cognitive skill development. However, there is limited research on pedagogical approaches for integrating mixed embodied scaffoldings in learning with interactive technologies. This study addressed this gap by exploring the impact of delivery sequence (concreteness fading or introduction) on conceptual learning with an educational game and examining how students' prior proficiency influences the impact. We adopted a between-subject quasi-experimental design, where two classes of fourth graders (n = 123, M[subscript age] = 10.07, SD[subscript age] = 0.55) were randomly assigned to receive scaffoldings either in a concreteness fading sequence (n = 63), moving from concrete to abstract, or a concreteness introduction sequence (n = 60), moving from abstract to concrete, as they learned with a math geometric game. Results revealed that the introduction sequence was more effective than the fading sequence in promoting spatial abilities (mental folding and mental rotation) and flow experience immediately after the intervention. Nevertheless, the two sequences demonstrated similar effects on students' conceptual understanding (retention knowledge and transfer knowledge) and spatial abilities in the delayed posttest. Considering students' prior proficiency, it was found that those with lower proficiency exhibited greater retention knowledge gain than those with higher proficiency regardless of sequence design and test time. However, students with higher proficiency showed greater mental rotation gain for the delayed posttest regardless of sequence design. The findings generated important implications for designing an effective interactive learning environment and developing appropriate integrations of embodied scaffoldings in a more targeted manner.