The lack of synthesis of virtual laboratories, inquiry, and collaborative learning as a joint pedagogical framework in physics education

The gap

Evidence profile

Sourced from the stated research gap and future work and recommendations of the source papers, classified as general, spanning 4 journals.

Supporting evidence — 4 representative gaps

• Bridging Pedagogy and Technology: A Systematic Literature Review on Inquiry-Collaborative Models Assisted with Virtual Laboratory in Physics Education (2026) · F1000Research · doi

  The lack of synthesis of virtual laboratories, inquiry, and collaborative learning as a joint pedagogical framework in physics education. The limited understanding of how the three components are configured in practice. The need for a systematic review of primary studies in formal physics education that used a virtual laboratory, interactive simulation, or digital experimental environment within an inquiry and/or collaborative framework.

  generalstated research gap
  Keywords: lack synthesis virtual laboratories inquiry collaborative learning joint
• THE IMPACT OF DIGITAL SIMULATIONS IN PHYSICS TEACHING ON ACADEMIC ACHIEVEMENT AND LEARNING MOTIVATION (2026) · Veredas do Direito · doi

  Conclusion: The purpose of this research was to investigate the effects of the use of digital simulations in physics teaching on students' academic achievement and motivation to learn. The results indicate that the use of interactive computer simulations Veredas do Direito, v.23, e235416 – 2026 Rasha Abdel Hussein Sahib Abdel Hassan 31 in a physics curriculum has a positive impact on student learning and attitude. Undergraduate physics students in an experimental group who learned through simulation-enhanced activities demonstrated a better understanding of physics concepts and problem-solving skills on a post-instruction test than their peers in a control group. Additionally, these students proved to be more motivated – they had a higher interest in the subject, enjoyed the learning experience more, and had greater confidence in their ability to learn physics. Qualitative data showed that simulations made abstract ideas concrete and learning experiences interactive, which in turn led to both understanding and interest. The results support the increasingly important educational belief that active learning techniques — like simulations — can be more effective than traditional lecture approaches. Simulations tackle some of the most lingering challenges in the teaching of physics, such as enabling students to see properties that cannot be visualized directly (energy transfer or force vectors), learning through inquiry, and through timely feedback. The students learn what occurs in a physical system and why via an interactive discovery process. It is likely that this clarity of concept helped in the greater amounts of academic success seen. Simulations made students realize that physics can actually be convenient and have the a-ha effect (which enhances learning) and their fear about physics was relatively reduced in a notoriously difficult course, simultaneously. Notably, we achieved this success with the simulation-based approach without compromising content coverage or academic rigor, as evidenced by the similar topics that the simulation group learned to the traditional group, yet which was done more effectively and enjoyed more. These promising results imply that physics (and possibly other sciences) educators may benefit from incorporating some of the digital simulations into their teaching practice. This is not to say that simulations are a substitute for approaches such as role- play, but rather a strong supplement or element of blended learning. Good physics teaching can and does combine traditional problems with bodies in motion with interactive simulations that will reach and resonate with more students and through more representations, Another factor our study points out is that the greatest benefit of simulations is rea

  generalfuture workevidence 5/5
  Keywords: simulations physics students learning teaching interactive group academic learn simulation traditional digital abdel learned understanding
• The impact of contemporary approaches in teaching statistics and probability on primary school students (2026) · Journal of Mathematics and Science Teacher · doi

  Based on the findings of this study, it is recommended that technology becomes an integral part of the teaching process. Using interactive applications, simulations, and technological tools helps bring abstract concepts closer to students’ practical experiences. These tools not only increase their engagement but also enable deeper understanding of statistics and probability through hands-on, visual experiences. Therefore, schools and educational institutions should invest in the necessary technological infrastructure and ensure these tools are accessible to all students. A key element for improving this contemporary approach is continuous teacher training. Teachers must be prepared to use technology effectively and create a learning environment that encourages active student participation. Therefore, it is crucial to provide them with specialized training on modern teaching methods and digital applications that foster students’ analytical and creative skills. Moreover, the curriculum should be adapted to include more practical elements that help students apply their theoretical knowledge in real-world contexts. Incorporating activities that involve data collection and statistical analysis in real tasks can improve students’ ability to connect theory with practice. This approach will help students develop data-driven decision-making skills and solve complex problems they may encounter in everyday life. Additionally, there should be a continuous effort to provide digital resources and learning materials aligned with this approach. Resources such as e-books, video lessons, and interactive simulations can greatly support both teachers and students by making concepts clearer and more accessible. Furthermore, it is encouraged that teachers tailor their approach to the individual needs of students. Some students may require additional support to fully grasp the concepts, and therefore, a more personalized approach would be highly effective in providing the right level of assistance for each student. Lastly, schools should foster a supportive environment for implementing these contemporary approaches. Investing in the necessary technological infrastructure, ensuring access to digital resources, and incorporating technology into teaching should be a priority. These measures, combined with a continuous focus on teacher training, will help achieve better results in students’ understanding of statistics and probability and improve the overall quality of education. Author contributions: MA: data curation, visualization, testing and investigation, writing – original draft, writing – review & editing; SR & EI: conceptualization, ideas, methodology, project administration, supervision, validation, writing – original draft, writing – review & editing. All authors have agreed with the results and conclusions. Funding: No funding source is reported for this study. Ethical sta

  generalrecommendationsevidence 5/5
  Keywords: students approach writing technology teaching technological tools concepts continuous training teachers digital help resources interactive
• Artificial intelligence in physics education: A systematic review of content coverage, implementation models, learning impact, and pedagogical challenges (2026) · STEM Education · doi

  https://doi.org/10.1080/09500693.2010.500338 Int. 13. Asem, E.K. and Rajwa, B., Impact of combination of short lecture and group discussion on the learning of physiology by nonmajor undergraduates. Adv. Physiol. Educ., 2023, 47(1): 1–12. https://doi.org/10.1152/advan.00022.2022 14. Awwad, F., Enhancing Electronics Courses Education: Active Learning Strategies for Undergraduate Engineering Students. International Journal of Engineering Pedagogy, 2025, 15(2): 42–73. https://doi.org/10.3991/ijep.v15i2.51739 15. Margolin, J., Ba, H., Friedman, L.B., Swanlund, A., Dhillon, S. and Liu, F., Examining the impact of a play-based middle school physics program. Journal of Research on Technology in Education, 2021, 53(2): 125–139. https://doi.org/10.1080/15391523.2020.1754973 16. Hartley, K., Hayak, M. and Ko, U.H., Artificial Intelligence Supporting Independent Student Learning: An Evaluative Case Study of ChatGPT and Learning to Code. Educ. Sci. (Basel), 2024, STEM Education Volume 6, Issue 4, 539–583 565 14(2): 120. https://doi.org/10.3390/educsci14020120 17. Bitzenbauer, P., ChatGPT in physics education: A pilot study on easy-to-implement activities. Contemp. Educ. Technol., 2023, 15(3): ep430. https://doi.org/10.30935/cedtech/13176 18. Sirnoorkar, A., Zollman, D., Laverty, J.T., Magana, A.J., Rebello, N.S. and Bryan, L.A., Student and AI responses to physics problems examined through the lenses of sensemaking and mechanistic reasoning. Computers and Education: Artificial Intelligence, 2024, 7: 100318. https://doi.org/10.1016/j.caeai.2024.100318 19. Kilde-Westberg, S., Johansson, A. and Enger, J., Generative AI as a lab partner: a case study. Phys. Rev. Phys. Educ. Res., 2025, 21(2): 020119. https://doi.org/10.1103/ggy1-3kjk 20. Dahlkemper, M.N., Lahme, S.Z. and Klein, P., How do physics students evaluate artificial intelligence responses on comprehension questions A study on the perceived scientific accuracy and linguistic quality of ChatGPT. Phys. Rev. Phys. Educ. Res., 2023, 19(1): 010142. https://doi.org/10.1103/PhysRevPhysEducRes.19.010142 21. Jang, H. and Choi, H., A Double-Edged Sword: Physics Educators’ Perspectives on Utilizing ChatGPT and Its Future in Classrooms. J. Sci. Educ. Technol., 2025, 34(2): 267–283. https://doi.org/10.1007/s10956-024-10173-1 22. Durgungoz, A. and Durgungoz, F.C., Exploring effortless AI-generated gamified quizzes in an online special education module: evaluating question quality, student engagement, and its potential to identify at-risk students. Educ. Inf. Technol. (Dordr), 2025, 30(17): 25335‒25357. https://doi.org/10.1007/s10639-025-13765-5 23. Belkina, M., Daniel, S., Nikolic, S., Haque, R., Lyden, S., Neal, P., et al., Implementing generative AI (GenAI) in higher education: A systematic review of case studies. Computers an

  generalfuture workevidence 5/5
  Keywords: https educ education physics learning chatgpt phys students artificial intelligence student case technol impact engineering

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