Digital Simulations and Conceptual Understanding of Mechanics Among Pre-Service Physics Teachers

Okafor, Emeka

Research ArticleOpen Access

Digital Simulations and Conceptual Understanding of Mechanics Among Pre-Service Physics Teachers

Emeka Okafor¹^*

¹University of Nigeria, Nsukka, Nigeria

* Corresponding author: [email protected]

Abstract

Pre-service physics teachers frequently enter the classroom carrying the same misconceptions about mechanics as their future students. This study investigated whether interactive digital simulations could shift conceptual understanding more effectively than textbook-based tutorials. Using a pre-test/post-test control group design with 96 undergraduates, simulation-supported instruction produced significantly larger conceptual gains on the Force Concept Inventory. Implications for teacher education curricula in low-bandwidth environments are discussed.

Keywords

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Publication history

Received: 30 June 2025
Accepted: 11 October 2025
Published: 1 December 2025

Competing interests

The author declares no competing interests.

References

1.Hestenes, D., Wells, M., & Swackhamer, G. (1992). Force Concept Inventory. The Physics Teacher, 30(3), 141–158.
2.Wieman, C. E., Adams, W. K., & Perkins, K. K. (2008). PhET: Simulations that enhance learning. Science, 322(5902), 682–683.

Copyright & licence. © 2025 the author(s). This is an open access article distributed under the terms of the CC BY 4.0 licence, which permits unrestricted use, distribution and reproduction in any medium, provided the original work is properly cited.

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