Virtual experiments in physics education: a systematic literature review

Abstract

ABSTRACT Background Virtual experiments could be used to overcome the difficulties of current physics experiments, including the lack of experimental equipment, experimental environments, and experimental conditions. Virtual experiment-supported physics education is a current research hotspot. Purpose This study aimed to explore the research status of virtual experiment-supported physics education to provide implications for future research. Sample Forty-five relevant articles from 2001 to 2023 were selected to analyze the research findings and trends of virtual experiments in physics education. Design and method Specifically, we analyzed the research contexts, technical features, instructional guidance, and effectiveness evaluation of these selected articles with a systematic literature review approach. Results The review indicates several features of current studies on virtual experiment-supported physics education: widely used in mechanics and electricity, mainly used to increase students’ visual perception, the experimental guidance methods varied according to school levels, and traditional evaluation methods. Conclusions More studies on virtual technology-supported teaching in optics, thermodynamics, and acoustics are needed in the future. Virtual devices equipped with multi-sensory interactions can be used to enhance students’ immersion and learning. We could design appropriate learning tasks to enhance AR-supported learning. Researchers need to diversify their measurement methods and focus on evaluation of understanding beyond memorization.