THE IMPACT OF DIGITAL SIMULATIONS IN PHYSICS TEACHING ON ACADEMIC ACHIEVEMENT AND LEARNING MOTIVATION
DOI:
https://doi.org/10.18623/rvd.v23.5416Palavras-chave:
Digital Simulations, Physics Education, Academic Achievement, Learning Motivation, Active LearningResumo
Physics Educators using Digital Simulation Tools in Physics Education. This study examines the impact of physics simulations on first year undergraduate students academic performance and motivation to learn. A quasi-experimental design was used with an experimental group (i.e. digital simulations in physics coursework) and genetic control (i.e. traditional instruction). Conceptual understanding and problem-solving performance in some domain of physics was measured through pre- and post-intervention tests; and in some studies motivation and attitudes of students in regard to moving from conceptual learning into problem solving were measured through surveys and interviews. Results showed that the experimental group had a significant improvement in their mean post-test scores and traditional approaches gave lower scores in physics post test, with the experimental group obtaining significantly higher mean scores than the control group, and there was also a significant difference towards students’ enthusiasm and interest compared to a traditional approach in learning physics. Further qualitative feedback uncovered that simulations were effective in providing concrete illustrations of abstract phenomena, making students more enthusiastic about the subject, and enhancing their confidence in solving physics problems. The results in this study highlight that interactive simulations can hold promise for both learning and motivational outcomes in the context of physics education. The implications of accompanied curriculum design and teacher training are discussed, and proposed directions for future studies, including the utilization of virtual reality, and the long-lasting effects of simulation-based learning on students' retention of physics principles are suggested.
Referências
[1] C. E. Wieman and K. K. Perkins, “A powerful tool for teaching science: interactive simulations,” Nature Physics, vol. 2, no. 5, pp. 290–292, 2006.
[2] T. de Jong, M. C. Linn, and Z. C. Zacharia, “Physical and virtual laboratories in science and engineering education,” Science, vol. 340, no. 6130, pp. 305–308, 2013.
[3] D. Vlachopoulos and A. Makri, “The effect of games and simulations on higher education: a systematic literature review,” Int. J. Educ. Technol. High. Educ., vol. 14, Art. 22, 2017.
[4] L. Stinken-Rösner, “Simulations in science education – status quo,” Progress in Science Education (PriSE), vol. 3, no. 1, pp. 26–34, 2020.
[5] H. J. Banda and J. Nzabahimana, “Effect of integrating PhET simulations on students’ conceptual understanding in physics: A review of literature,” Phys. Rev. Phys. Educ. Res., vol. 17, no. 2, Art. 023108, 2021.
[6] A. S. Kirmizigül, “Algodoo for interactive learning: Effects on students’ achievement and motivation towards science,” Shanlax Int. J. Educ., vol. 9, no. 4, pp. 352–358, 2021.
[7] K. Salame and R. Makki, “Interactive simulations in general chemistry: Improved students’ conceptual understanding and attitude,” J. Chem. Educ., vol. 98, no. 1, pp. 253–260, 2021.
[8] H. J. Banda and J. Nzabahimana, “The impact of PhET simulation-based learning on motivation and academic achievement among Malawian physics students,” J. Sci. Educ. Technol., vol. 32, no. 1, pp. 127–141, 2023.
[9] E. Nsabayezu, J. U. Nkurunziza, A. Ndihokubwayo, and J. Habiyaremye, “Impact of computer-based simulations on students’ learning of organic chemistry,” Educ. Inf. Technol., vol. 28, no. 3, pp. 3537–3555, 2023.
[10] A. Alhadlaq, “Computer-based simulated learning activities: Exploring students’ attitude and experience of using simulations to facilitate unsupervised learning of science concepts,” Applied Sciences, vol. 13, no. 7, Art. 4583, 2023.
[11] H. F. Yaipén-Gonzales, L. A. P. Joo, L. Montenegro-Camacho, et al., “Virtual simulators in the teaching-learning of chemistry and physics: a systematic review of the literature,” Int. J. Membrane Sci. Technol., vol. 10, no. 4, pp. 632–641, 2023.
[12] E. Manlapig, “Enhancing student learning motivation in physics through interactive PhET simulation,” Schrödinger: J. Phys. Educ., vol. 5, no. 3, 2024.
[13] O. D. Pranata, “Physics education technology (PhET) as a game-based learning tool: A quasi-experimental study,” Pedagogical Research, vol. 9, no. 4, Art. e0221, 2024.
[14] A. Singh-Pillay, “Exploring science and technology teachers’ experiences with integrating simulation-based learning,” Education Sciences, vol. 14, no. 8, Art. 803, 2024.
[15] E. B. Moore, J. M. Chamberlain, R. Parson, and K. K. Perkins, “PhET interactive simulations: transformative tools for teaching chemistry,” J. Chem. Educ., vol. 91, no. 8, pp. 1191–1197, 2014.
[16] A. Basheer, O. Gulacar, and N. Mansour, “Analyzing the impact of simulations on eighth graders’ academic performance, motivation, and perception of classroom climate in science classrooms,” Education Sciences, vol. 15, no. 12, Art. 1629, 2025.
[17] F. M. Álvarez-Siordia, C. Merino-Soto, S. A. Rosas-Meléndez, et al., “Simulators as an innovative strategy in the teaching of physics in higher education,” Education Sciences, vol. 15, no. 2, Art. 131, 2025.
[18] I. A. Rizki, F. R. Mirsa, A. N. Islamiyah, et al., “Ethnoscience-enhanced physics virtual simulation and augmented reality with inquiry learning: Impact on students’ creativity and motivation,” Thinking Skills and Creativity, vol. 57, Art. 101846, 2025.
[19] D. C. Aguay-Saquicaray, D. E. Aguirre-Ruiz, D. S. Aguay-Saquicaray, and A. B. Ilbay-Telenchano, “Effectiveness of computer simulation in teaching physics in higher education: a systematic review,” Revista InveCom, vol. 6, no. 2, Art. e602044, 2026.
Downloads
Publicado
Como Citar
Edição
Seção
Licença
Submeto (emos) o presente trabalho, texto original e inédito, de minha (nossa) autoria, à avaliação de Veredas do Direito - Revista de Direito, e concordo (amos) que os direitos autorais a ele referentes se tornem propriedade exclusiva da Revista Veredas, sendo vedada qualquer reprodução total ou parcial, em qualquer outra parte ou outro meio de divulgação impresso ou eletrônico, dissociado de Veredas do Direito, sem que a necessária e prévia autorização seja solicitada por escrito e obtida junto ao Editor-gerente. Declaro (amos) ainda que não existe conflito de interesse entre o tema abordado, o (s) autor (es) e empresas, instituições ou indivíduos.
Reconheço (Reconhecemos) ainda que Veredas está licenciada sob uma LICENÇA CREATIVE COMMONS:
Licença Creative Commons Attribution 3.0
