Abstract

This systematic review investigates the pedagogical affordances of Physics Education Technology (PhET) simulations in the context of teaching and learning physics. Specifically, it seeks to synthesize findings from peer-reviewed studies to understand how PhET simulations can enhance educational outcomes in physics education. The review reveals that PhET simulations provide several key pedagogical affordances that positively impact physics education. These include enhancement of conceptual understanding, promotion of interactive engagement, and support for inquiry-based learning. While the benefits of PhET simulations are significant, the review also identifies some limitations, such as the reliance on the instructor’s proficiency to effectively integrate these tools into lessons and the need to complement simulations with hands-on experiments to reinforce learning. The findings of this systematic review underscore the substantial potential of PhET simulations to enhance physics education by improving conceptual understanding, promoting interactive engagement, and supporting inquiry-based learning. Despite some limitations, PhET simulations offer a valuable resource for physics educators. Future research should focus on strategies to optimize the integration of PhET in diverse learning environments and explore ways to enhance instructor training to maximize the effectiveness of these simulations.