The literature revealed that although computer simulations are more effective in science teaching to overcome traditional teaching, it has been determined that presenting science concepts through simu

The gap

Consensus across the literature

Supporting evidence — 4 representative gaps

• THE IMPACT OF DIGITAL SIMULATIONS IN PHYSICS TEACHING ON ACADEMIC ACHIEVEMENT AND LEARNING MOTIVATION (2026) · 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

  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) · 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

  Keywords: students approach writing technology teaching technological tools concepts continuous training teachers digital help resources interactive
• Effect of interactive computer simulations on academic performance and learning motivation of Rwandan students in Atomic Physics (2023) · doi

  This research recommended that the integration of interactive computer simulations can be helpful in teaching and learning physics in Rwanda and future research may focus on the effectiveness of these simulations in the teaching and learning of other science disciplines like Chemistry and Biology.

  Keywords: simulations teaching learning recommended integration interactive computer helpful physics rwanda future focus effectiveness science disciplines
• The Effects of Computer Simulations on Students’ Science Process Skills: Literature Review (2022) · doi

  The literature revealed that although computer simulations are more effective in science teaching to overcome traditional teaching, it has been determined that presenting science concepts through simulations without using other teaching methods is insufficient to gain SPSs.

  Keywords: teaching simulations science literature revealed computer effective overcome traditional determined presenting concepts without using insufficient