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Meta-Analysis of the Effectiveness of PhET Simulations in Physics Education.

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Title: Meta-Analysis of the Effectiveness of PhET Simulations in Physics Education.
Authors: Fadillah, Muhammad Aizri1 m.aizrifadillah@student.unp.ac.id, Alawyah, Khofifah2 khofifahalawyah.2025@student.uny.ac.id, Syafrijon, Syafrijon1 syafrijon@ft.unp.ac.id, Usmeldi, Usmeldi1 usmeldi@ft.unp.ac.id
Source: International Journal of Online & Biomedical Engineering. 2026, Vol. 22 Issue 2, p21-37. 17p.
Subjects: Educational technology, Simulation methods in education, Virtual classrooms, Academic achievement, Physics education, Educational outcomes, Teaching methods
Abstract: 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. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Online & Biomedical Engineering is the property of International Journal of Online Engineering and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Engineering Source
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Online+%26+Biomedical+Engineering%22">International Journal of Online & Biomedical Engineering</searchLink>. 2026, Vol. 22 Issue 2, p21-37. 17p.
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  Data: <searchLink fieldCode="DE" term="%22Educational+technology%22">Educational technology</searchLink><br /><searchLink fieldCode="DE" term="%22Simulation+methods+in+education%22">Simulation methods in education</searchLink><br /><searchLink fieldCode="DE" term="%22Virtual+classrooms%22">Virtual classrooms</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Physics+education%22">Physics education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+outcomes%22">Educational outcomes</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink>
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  Data: 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. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of International Journal of Online & Biomedical Engineering is the property of International Journal of Online Engineering and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: 2026
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