Physics education technology (PhET) as a game-based learning tool: A quasi-experimental study

Abstract

Game-based learning has emerged as a promising approach to enhance students’ engagement and understanding in educational settings. This study investigates the effectiveness of integrating physics education technology (PhET) simulations as game-based learning tools in teaching physics concepts related tao equilibrium system. A quasi-experimental design was employed, comparing the performance of students exposed to PhET simulations (experimental group) with those taught through traditional methods (control group). Results indicate significant improvements in both understanding and motivation among students in the experimental group, particularly in solving complex physics problems. Furthermore, students perceived PhET simulations positively, emphasizing their value in enhancing learning experiences. The findings underscore the potential of game-based learning tools like PhET simulations in promoting active learning and conceptual understanding in physics education. Future research directions include exploring long-term effects, conducting comparative studies across diverse educational contexts, and investigating the impact on various learning outcomes to further validate the efficacy of game-based learning approaches.