EFFECTIVENESS OF ICT TOOLS IN TEACHING PHYSICS: A STUDY ON SIMULATION SOFTWARE, VIRTUAL LABS, AND ANIMATIONS IN IMPROVING CONCEPTUAL UNDERSTANDING OF B.Sc PHYSICS STUDENTS

This study provides empirical evidence that ICT tools—specifically PhET simulations, virtual laboratories, and physics animations—significantly enhance the conceptual understanding of B.Sc Physics students compared to conventional instruction. The experimental group demonstrated statistically significant and practically meaningful improvements across all four physics domains (mechanics, electromagnetism, optics, and modern physics), with an overall normalized gain of 0.58 (medium-high) and a large effect size (Cohen’s d = 1.52). Student perceptions were highly favourable, with 87% reporting improved visualization and engagement. The findings advocate for the systematic integration of ICT tools into undergraduate physics curricula, particularly in government colleges across India, in alignment with the vision of NEP 2020. A blended instructional approach—combining the dynamic visualization capabilities of simulations and virtual labs with the experiential value of physical laboratories and guided mathematical problem-solving—appears to be the most effective strategy for maximizing learning outcomes.

All India Survey on Higher Education (AISHE). (2022). Ministry of Education, Government of India. https://aishe.gov.in/ Batuyong, C.T. & Antonio, V.V. (2018). Exploring the effect of PhET interactive simulation-based activities on students’ performance and learning experiences in electromagnetism. Asia Pacific Journal of Multidisciplinary Research, 6(2), 121–131. Chi, M.T.H., Bassok, M., Lewis, M.W., Reimann, P. & Glaser, R. (1989). Self-explanations: How students study and use examples in learning to solve problems. Cognitive Science, 13(2), 145–182. Dy, R., Lagura, G. & Baluyos, G. (2024). PhET simulation-based instruction: Enhancing science achievement and student engagement. International Journal of Research Studies in Management, 12(4), 45–58. El Kharki, K., Berrada, K. & Burgos, D. (2021). Design and implementation of a virtual laboratory for physics experiments. European Journal of Investigation in Health, Psychology and Education, 11(4), 1611–1630. Freeman, S., Eddy, S.L., McDonough, M., Smith, M.K., Okoroafor, N., Jordt, H. & Wenderoth, M.P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410–8415. Ganasen, S. & Shamuganathan, S. (2017). The effectiveness of PhET interactive simulations in enhancing conceptual understanding of physics among matriculation students. Asia Pacific Journal of Educators and Education, 32, 1–15. Hake, R.R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64–74. https://doi.org/10.1119/1.18809 Husnaini, S.J. & Chen, S. (2019). Effects of guided inquiry virtual and physical laboratories on conceptual understanding, inquiry performance, scientific inquiry self-efficacy, and enjoyment. Physical Review Physics Education Research, 15(1), 010119. https://doi.org/10.1103/PhysRevPhysEducRes.15.010119 Jimoyiannis, A. & Komis, V. (2001). Computer simulations in physics teaching and learning: A case study on students’ understanding of trajectory motion. Computers & Education, 36(2), 183–204. https://doi.org/10.1016/S0360-1315(00)00059-2