Meta-Analysis of the Effectiveness of PhET Simulations in Physics Education
DOI:
https://doi.org/10.3991/ijoe.v22i02.59007Keywords:
PhET simulations, physics education, learning outcomes, effect size, meta-analysisAbstract
PhET (Physics Education Technology) is a widely recognized virtual simulation tool for teaching physics. Its integration in classroom instruction facilitates the understanding of abstract concepts, supports the development of innovative ideas, and enables experimentation that is often difficult to achieve in traditional settings. However, existing studies have reported mixed results regarding its effectiveness. To address this, a meta-analysis was conducted on 47 effect sizes extracted from 20 empirical studies published between 2018 and 2023, with a combined sample of 4,563 students across experimental and control groups. The findings indicate that PhET simulations significantly positively impact physics education, with a large overall effect size (d = 0.83) compared to traditional approaches. Subgroup analyses further reveal differential effects across educational levels, physics domains, performance outcomes, and learning modes (offline vs. online). These findings demonstrate that PhET simulations significantly enhance physics learning outcomes, particularly at the secondary level and in abstract domains such as electricity and waves. The results highlight that effectiveness is shaped by instructional context and learner characteristics, underscoring the need for targeted integration strategies in both online and offline classrooms.
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