Effectiveness of computer simulation in teaching physics in higher education: a systematic review
DOI:
https://doi.org/10.5281/zenodo.16051280Keywords:
active learning, university education, simulationAbstract
This systematic review aims to analyze recent empirical evidence on the effectiveness of computational simulations in teaching physics at the higher education level. To this end, a qualitative, descriptive, and deductive approach was employed, following the PRISMA protocol, which ensured a rigorous, transparent, and replicable process. The literature search was conducted in academic databases such as ERIC, Scopus, Dialnet, Springer, and Google Scholar, using key terms and Boolean operators. A total of 74 studies were identified, of which, after applying inclusion and exclusion criteria, 16 relevant studies were selected for the final analysis. The results show that computational simulations offer significant pedagogical benefits: they facilitate the understanding of abstract concepts, stimulate active learning, and increase student interest. However, significant challenges were also identified, such as insufficient teacher training, technological limitations at institutions, and resistance to change in traditional teaching methodologies. In conclusion, it is determined that computational simulations are more effective than conventional methods, as they promote more dynamic student participation, improve academic performance, and strengthen key competencies such as critical thinking and problem-solving.
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