Abstract
Physics is widely perceived by students as a difficult subject due to its abstract nature and the requirement for strong reasoning abilities to understand its concepts. For educators, one of the most challenging aspects of teaching physics is simplifying these abstract ideas in ways that enhance students’ comprehension and make the knowledge more tangible and applicable.
This systematic literature review examines various studies on interactive simulation techniques, such as PhET interactive simulations and AR/VR laboratories, in physics education that emphasize students’ conceptual understanding. The studies included in this review were published between 2010 and 2025 and were identified and selected from a total of 2,847 studies using the PRISMA guidelines.
The findings reveal that interactive simulations are highly effective in encouraging active learning, increasing students’ engagement, and helping learners connect classroom knowledge with real-life situations. However, the effectiveness of simulation-based physics education largely depends on factors such as the quality of teacher training, the appropriate alignment of simulations with the conceptual change framework, and the proper implementation of these technologies in instructional practice.
The review also highlights several challenges, including the digital divide, the limited availability of strong empirical research in certain contexts, and the need to improve the quality of teacher training to effectively integrate simulation-based tools in physics education.
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