One of the challenges that commencing university students in computing degree programs face is the difficulty in engaging with the abstract and complicated theories in the computing discipline. In particular, it is hard for beginner computer architecture students to visualise the link between the theory of digital logic and the behaviour of the digital circuitry. Studies have shown that improving disciplinary engagement can lead to lower student attrition rates. We aim to increase student engagement in an introductory computer architecture course by employing oversized physical logic gates in the form of logic blocks in several digital logic experiments. Using these digital logic blocks students will be able to physically interact with the circuitry and observe the outcomes of their solutions directly. Student survey results indicate that using the physical logic blocks was helpful to beginner computing students in gaining a better understanding of digital logic and digital circuits. The use of physical logic blocks was also helpful in transitioning to a more abstract digital logic drawing environment later in the course for building more advanced digital circuits. [For the complete proceedings, see ED601080.]