Results of Teachers' Frequency of Use of PHET Sımulatıon and Analysıs
Article Sidebar
Published:
Sep 30, 2025
Keywords:
PhET simulations, digital education, biology teaching, interactive learning, teacher experience, student motivation, visual instruction, secondary and higher education
Main Article Content
Abstract
This article examines the use of PhET interactive simulations in biology classes at higher and secondary schools in Azerbaijan, focusing on the frequency of use by teachers and the impact on learning outcomes for learners. The study surveyed 100 teachers of various subjects. A mixed-methods approach was used, including observations and a comparative analysis of student performance before and after the integration of PhET simulations. Research shows that the majority of teachers (72%) use PhET simulations occasionally or regularly in their lessons. The introduction of these digital tools has resulted in significant improvements in students’ comprehension and mastery of complex biological topics. Specifically, student achievement in subjects such as mitosis, meiosis, DNA structure, and photosynthesis has increased by 31% to 42%. The author presents examples supported by detailed tables and graphical analyses. The article also offers a comparative discussion of PhET simulations compared to other digital learning tools and highlights their unique advantages. It is recommended that teachers be encouraged to use digital tools through professional development courses and to promote the prospects of using interactive simulations. For this, it has become necessary to update curricula and expand virtual laboratory resources. Overall, PhET simulations increase interactivity and student motivation in biology teaching, making learning more effective. These findings emphasize the importance of integrating innovative digital technologies into education and offer a promising future for their widespread application
Article Details
How to Cite
Zarovshan Babayeva. (2025). Results of Teachers’ Frequency of Use of PHET Sımulatıon and Analysıs. JITSI : Jurnal Ilmiah Teknologi Sistem Informasi, 6(3), 294 - 310. https://doi.org/10.62527/jitsi.6.3.494
Issue
Section
Articles
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
References
Adams, P. E., Driessen, E. P., Granados, E., Ragland, P., Henning, J. A., Beatty, A. E., & Ballen, C. J. (2023). Embracing the inclusion of societal concepts in biology improves student understanding. Frontiers in Education, 8, 1154609. https://doi.org/10.3389/feduc.2023.1154609 Google Scholar
Alfred, M. V., Ray, S. M., & Johnson, M. A. (2019). Advancing women of color in STEM: An imperative for U.S. Global competitiveness. Advances in Developing Human Resources, 21(1), 114–132. https://doi.org/10.1177/1523422318814551 Google Scholar
Beatty, A. E., Driessen, E. P., Clark, A. D., Costello, R. A., Ewell, S., Fagbodun, S., & Ballen, C. J. (2023). Biology instructors see value in discussing controversial topics but fear personal and professional consequences. CBE—Life Sciences Education, 22(3), ar28. https://doi.org/10.1187/cbe.22-06-0108 Medline, Google Scholar
Beatty, A. E., Driessen, E. P., Gusler, T., Ewell, S., Grilliot, A., & Ballen, C. J. (2021). Teaching the tough topics: Fostering ideological awareness through the inclusion of societally impactful topics in introductory biology. CBE—Life Sciences Education, 20(4), ar67. https://doi.org/10.1187/cbe.21-04-0100 Medline, Google Scholar
Aliyev, R., & Huseynova, G. (2022). Digital transformation in education: The role of interactive simu¬la¬tions in Azerbaijan’s schools. International Journal of Educational Technology, 18(2), 105-117. https://doi.org/10.1016/j.ijet.2022.03.005
Babayeva, Z. (2023). 21st Century Education – The STEAM Teaching Method [Textbook]. Baku: Ajami Publishing House. 270 pages.
Babayeva, Z. (2023). Determınatıon of teachıng strategıes consıdered necessary ın teachıng biology. Dergi Park Akademik. Tübitak -Ulakbim. International Journal of Educational Spectrum. 2023, Cild 5, Sayı 2, 17 s. s. 51-67, https://dergipark.org.tr/tr/journal/3734/article/1273211/author/files
https://dergipark.org.tr/tr/download/article-file/3044384
Babayeva, Z. (2023). Perspectıves of usıng 3D technologıes ın teachıng biology. Revista Universidad y Sociedad/Universidad @cienfuegos/4155, VOS – Havana, Kuba, 2023,
https://www.webofscience.com/wos/author/record/IAN-5861-2023, https://rus.ucf.edu.cu/index.php/rus/article/view/4155/4064
https://www.webofscience.com/wos/woscc/full-record/WOS:001126631700062
Babayeva, Z. (2024). Application opportunities of digital skills in biology teaching Sciences of Europe (Praha, Czech Republic) ISSN 3162-2364, No 155 (2024), https://www.europe-science.com/archive/ https://doi.org/10.5281/zenodo.14561002
Babayeva, Z. (2024). Impact of clımate changes on human health and psychology, possıbılıtıes and ways of elımınatıng the problems. Danish Scientific Journal No89, 2024, ISSN 3375-2389 Vol.1 https://www.danish-journal.com/wp-content/uploads/2024/10/DSJ_89.pdf
Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How People Learn: Brain, Mind, Experience, and School. National Academy Press.
Brown, J., & Green, T. (2021). Enhancing science learning through interactive simulations: A systematic review. Journal of Science Education and Technology, 30(4), 462-478. https://doi.org/10.1007/s10956-021-09930-9
Bryman, A. (2016). Social Research Methods (5th ed.). Oxford University Press.
Bybee, R. W. (2010). Advancing STEM education: A 2020 vision. Technology and Engineering Teacher, 70(1), 30–35.
Clark, D., Nguyen, F., & Johnson, M. (2021). Digital tools in secondary education: Enhancing student engagement through interactive simulations. Journal of Educational Technology, 32(4), 215-230.
Colorado Boulder PhET. (2023). PhET Interactive Simulations. Retrieved from https://phet.colorado.edu/
Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (4th ed.). Sage Publications.
Uzumcu, O., Bay, E. The effect of computational thinking skill program design developed according to interest driven creator theory on prospective teachers. Educ Inf Technol 26, 565–583 (2021). https://doi.org/10.1007/s10639-020-10268-3
Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255–284. https://doi.org/10.1080/15391523.2010.10782551
Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255-284.
Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255–284. https://doi.org/10.1080/15391523.2010.10782551
Garcia, M., Smith, A., & Lee, D. (2024). Meta-analysis on the effectiveness of digital simulations in STEM education. Computers & Education, 183, 104601. https://doi.org/10.1016/j.compedu.2023.104601
Göktaş, Y., Yıldırım, S., & Yıldırım, Z. (2019). The challenges of teachers in integrating technology in education. Educational Technology Research and Development, 67, 347–365. https://doi.org/10.1007/s11423-018-9620-5
Hasanova, N. (2023). Innovations in teacher professional development: Digital tools in Azerbaijani education. Journal of Teacher Education and Development, 12(1), 56-67.
Hattie, J. (2015). Visible learning for teachers: Maximizing impact on learning. Routledge.
Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55(3), 223-252.
Hmelo-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2007). Scaffolding and achievement in problem-based and inquiry learning: A response to Kirschner, Sweller, and Clark (2006). Educational Psychologist, 42(2), 99–107. https://doi.org/10.1080/00461520701263368
Honey, M., & Hilton, M. (2011). Learning science through computer games and simulations. National
Academies Press.
Johnson, L., Adams Becker, S., Cummins, M., Estrada, V., Freeman, A., & Ludgate, H. (2020). NMC Horizon Report: 2020 Higher Education Edition. EDUCAUSE.
Johnson, P., & Miller, R. (2022). Using interactive simulations to improve biology understanding in secondary schools. Science Education Review, 41(3), 112-128.
Kelley, T. R., & Knowles, J. G. (2016). A conceptual framework for integrated STEM education.
International Journal of STEM Education, 3(11).
Kozma, R. B. (2011). Technology, innovation, and educational change: A global perspective. International Journal of Education and Development using ICT, 7(1).
Kumar, P., & Sharma, R. (2023). The impact of simulation-based learning in biology education: Evidence from secondary schools. Educational Research Review, 34, 100431. https://doi.org/10.1016/j.edurev.2023.100431
Learn Genetics. (2022). Genetic Science Learning Center. Retrieved from https://learn.genetics.utah.edu/
Lee, H., Park, S., & Kim, J. (2023). Effects of digital simulations on student motivation and learning outcomes in biology. Educational Technology Research and Development, 71(1), 123-139. https://doi.org/10.1007/s11423-022-10115-x
Lee, J. J., & Hammer, J. (2011). Gamification in education: What, how, why bother? Academic Exchange Quarterly, 15(2), 146–151.
Lee, J., & Park, S. (2022). The effect of PhET simulations on students’ understanding of physics concepts. Journal of Science Education and Technology, 31(3), 295-308. https://doi.org/10.1007/s10956-022-09934-x
Lee, S., & Kim, J. (2024). Comparative analysis of digital simulation use in secondary and tertiary education. Educational Research International, 38(1), 50-67.
Lindgren, R., & Schwartz, D. L. (2009). Spatial learning and computer simulations in science. International Journal of Science Education, 31(3), 419–438.
Mayer, R. E. (2014). The Cambridge Handbook of Multimedia Learning (2nd ed.). Cambridge University Press.
Ministry of Education of Azerbaijan. (2023). Digital Education Development Strategy of Azerbaijan. Baku: Ministry of Education Press.
OECD. (2021). Education at a Glance 2021: OECD Indicators. OECD Publishing.
Perkins, K. K., Wieman, C. E., & Adams, W. K. (2006). PhET: Interactive simulations for teaching and learning physics. The Physics Teacher, 44(1), 18–23. https://doi.org/10.1119/1.2165296
Rutgers University. (2020). Interactive simulations in biology classrooms: A meta-analysis. Rutgers University Press.
Rutkowski, D., Jaipal-Jamani, K., & Feng, A. (2020). Interactive simulations in science education: Teachers' perspectives and challenges. Computers & Education, 148, 103799. https://doi.org/10.1016/j.compedu.2020.103799
Rutkowski, K., & Bączek, M. (2022). Digital education tools during the COVID-19 pandemic: A global perspective. Computers & Education, 179, 104414.
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational
KHALILOV, Taleh, et al. The Content and Essence of the Strategic Planning Process in Higher Education Institutions. Pakistan Journal of Life & Social Sciences, 2024, 22.2.Psychology, 61, 101860. https://doi.org/10.1016/j.cedpsych.2020.101860
Gul, S., Yalinkilic, F. Teaching of the subject ‘Biomolecules in Living Organisms’ using 3D printing models. Published: 20 January 2025, Volume 30, pages 13213–13248, (2025) https://link.springer.com/article/10.1007/s10639-025-13355-5
Shute, V. J., & Rahimi, S. (2017). Review of computer-based assessment for learning in elementary and secondary education. Journal of Computer Assisted Learning, 33(1), 1–19. https://doi.org/10.1111/jcal.12175
Singh, A., & Patel, S. (2023). Visualizing genetic processes: The role of interactive simulations in teaching DNA and cell division. International Journal of Biology Education, 27(3), 241-257.
Smith, J., Brown, A., & Lee, H. (2023). Virtual laboratories in higher education: Enhancing molecular biology learning outcomes. Journal of Higher Education Science, 29(2), 97-115.
Tondeur, J., van Braak, J., Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2017). Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: A systematic review of qualitative evidence. Educational Technology Research and Development, 65(3), 555–575. https://doi.org/10.1007/s11423-016-9481-2
UNESCO. (2022). Digital Pedagogy for the Future of Education.
Wang, L., & Wang, S. (2023). The impact of PhET simulations on high school science learning: A meta-analysis. International Journal of Science Education, 45(1), 55-70.
Wang, Y., & Chen, L. (2024). Personalized learning in science education: Digital tools and teacher practices. Computers in Human Behavior, 143, 107609. https://doi.org/10.1016/j.chb.2023.107609
Wieman, C. E., Adams, W. K., & Perkins, K. K. (2008). PhET: Simulations that enhance learning. Science, 322(5902), 682–683. https://doi.org/10.1126/science.1161948
World Bank. (2021). Teaching with technology: Evidence from classrooms worldwide. Washington, DC: World Bank Publications
Wu, H., Li, X., & Chen, Y. (2021). Impact of interactive digital simulations on student motivation and learning outcomes in biochemistry education. Computers & Education, 165, 104145. https://doi.org/10.1016/j.compedu.2021.104145
Zhu, Q., Li, X., & Zhang, Y. (2022). Interactive digital tools in science classrooms: Enhancing conceptual understanding and engagement. Journal of Educational Computing Research, 60(6), 1357-1375. https://doi.org/10.1177/07356331211012345
Alfred, M. V., Ray, S. M., & Johnson, M. A. (2019). Advancing women of color in STEM: An imperative for U.S. Global competitiveness. Advances in Developing Human Resources, 21(1), 114–132. https://doi.org/10.1177/1523422318814551 Google Scholar
Beatty, A. E., Driessen, E. P., Clark, A. D., Costello, R. A., Ewell, S., Fagbodun, S., & Ballen, C. J. (2023). Biology instructors see value in discussing controversial topics but fear personal and professional consequences. CBE—Life Sciences Education, 22(3), ar28. https://doi.org/10.1187/cbe.22-06-0108 Medline, Google Scholar
Beatty, A. E., Driessen, E. P., Gusler, T., Ewell, S., Grilliot, A., & Ballen, C. J. (2021). Teaching the tough topics: Fostering ideological awareness through the inclusion of societally impactful topics in introductory biology. CBE—Life Sciences Education, 20(4), ar67. https://doi.org/10.1187/cbe.21-04-0100 Medline, Google Scholar
Aliyev, R., & Huseynova, G. (2022). Digital transformation in education: The role of interactive simu¬la¬tions in Azerbaijan’s schools. International Journal of Educational Technology, 18(2), 105-117. https://doi.org/10.1016/j.ijet.2022.03.005
Babayeva, Z. (2023). 21st Century Education – The STEAM Teaching Method [Textbook]. Baku: Ajami Publishing House. 270 pages.
Babayeva, Z. (2023). Determınatıon of teachıng strategıes consıdered necessary ın teachıng biology. Dergi Park Akademik. Tübitak -Ulakbim. International Journal of Educational Spectrum. 2023, Cild 5, Sayı 2, 17 s. s. 51-67, https://dergipark.org.tr/tr/journal/3734/article/1273211/author/files
https://dergipark.org.tr/tr/download/article-file/3044384
Babayeva, Z. (2023). Perspectıves of usıng 3D technologıes ın teachıng biology. Revista Universidad y Sociedad/Universidad @cienfuegos/4155, VOS – Havana, Kuba, 2023,
https://www.webofscience.com/wos/author/record/IAN-5861-2023, https://rus.ucf.edu.cu/index.php/rus/article/view/4155/4064
https://www.webofscience.com/wos/woscc/full-record/WOS:001126631700062
Babayeva, Z. (2024). Application opportunities of digital skills in biology teaching Sciences of Europe (Praha, Czech Republic) ISSN 3162-2364, No 155 (2024), https://www.europe-science.com/archive/ https://doi.org/10.5281/zenodo.14561002
Babayeva, Z. (2024). Impact of clımate changes on human health and psychology, possıbılıtıes and ways of elımınatıng the problems. Danish Scientific Journal No89, 2024, ISSN 3375-2389 Vol.1 https://www.danish-journal.com/wp-content/uploads/2024/10/DSJ_89.pdf
Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How People Learn: Brain, Mind, Experience, and School. National Academy Press.
Brown, J., & Green, T. (2021). Enhancing science learning through interactive simulations: A systematic review. Journal of Science Education and Technology, 30(4), 462-478. https://doi.org/10.1007/s10956-021-09930-9
Bryman, A. (2016). Social Research Methods (5th ed.). Oxford University Press.
Bybee, R. W. (2010). Advancing STEM education: A 2020 vision. Technology and Engineering Teacher, 70(1), 30–35.
Clark, D., Nguyen, F., & Johnson, M. (2021). Digital tools in secondary education: Enhancing student engagement through interactive simulations. Journal of Educational Technology, 32(4), 215-230.
Colorado Boulder PhET. (2023). PhET Interactive Simulations. Retrieved from https://phet.colorado.edu/
Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (4th ed.). Sage Publications.
Uzumcu, O., Bay, E. The effect of computational thinking skill program design developed according to interest driven creator theory on prospective teachers. Educ Inf Technol 26, 565–583 (2021). https://doi.org/10.1007/s10639-020-10268-3
Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255–284. https://doi.org/10.1080/15391523.2010.10782551
Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255-284.
Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255–284. https://doi.org/10.1080/15391523.2010.10782551
Garcia, M., Smith, A., & Lee, D. (2024). Meta-analysis on the effectiveness of digital simulations in STEM education. Computers & Education, 183, 104601. https://doi.org/10.1016/j.compedu.2023.104601
Göktaş, Y., Yıldırım, S., & Yıldırım, Z. (2019). The challenges of teachers in integrating technology in education. Educational Technology Research and Development, 67, 347–365. https://doi.org/10.1007/s11423-018-9620-5
Hasanova, N. (2023). Innovations in teacher professional development: Digital tools in Azerbaijani education. Journal of Teacher Education and Development, 12(1), 56-67.
Hattie, J. (2015). Visible learning for teachers: Maximizing impact on learning. Routledge.
Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55(3), 223-252.
Hmelo-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2007). Scaffolding and achievement in problem-based and inquiry learning: A response to Kirschner, Sweller, and Clark (2006). Educational Psychologist, 42(2), 99–107. https://doi.org/10.1080/00461520701263368
Honey, M., & Hilton, M. (2011). Learning science through computer games and simulations. National
Academies Press.
Johnson, L., Adams Becker, S., Cummins, M., Estrada, V., Freeman, A., & Ludgate, H. (2020). NMC Horizon Report: 2020 Higher Education Edition. EDUCAUSE.
Johnson, P., & Miller, R. (2022). Using interactive simulations to improve biology understanding in secondary schools. Science Education Review, 41(3), 112-128.
Kelley, T. R., & Knowles, J. G. (2016). A conceptual framework for integrated STEM education.
International Journal of STEM Education, 3(11).
Kozma, R. B. (2011). Technology, innovation, and educational change: A global perspective. International Journal of Education and Development using ICT, 7(1).
Kumar, P., & Sharma, R. (2023). The impact of simulation-based learning in biology education: Evidence from secondary schools. Educational Research Review, 34, 100431. https://doi.org/10.1016/j.edurev.2023.100431
Learn Genetics. (2022). Genetic Science Learning Center. Retrieved from https://learn.genetics.utah.edu/
Lee, H., Park, S., & Kim, J. (2023). Effects of digital simulations on student motivation and learning outcomes in biology. Educational Technology Research and Development, 71(1), 123-139. https://doi.org/10.1007/s11423-022-10115-x
Lee, J. J., & Hammer, J. (2011). Gamification in education: What, how, why bother? Academic Exchange Quarterly, 15(2), 146–151.
Lee, J., & Park, S. (2022). The effect of PhET simulations on students’ understanding of physics concepts. Journal of Science Education and Technology, 31(3), 295-308. https://doi.org/10.1007/s10956-022-09934-x
Lee, S., & Kim, J. (2024). Comparative analysis of digital simulation use in secondary and tertiary education. Educational Research International, 38(1), 50-67.
Lindgren, R., & Schwartz, D. L. (2009). Spatial learning and computer simulations in science. International Journal of Science Education, 31(3), 419–438.
Mayer, R. E. (2014). The Cambridge Handbook of Multimedia Learning (2nd ed.). Cambridge University Press.
Ministry of Education of Azerbaijan. (2023). Digital Education Development Strategy of Azerbaijan. Baku: Ministry of Education Press.
OECD. (2021). Education at a Glance 2021: OECD Indicators. OECD Publishing.
Perkins, K. K., Wieman, C. E., & Adams, W. K. (2006). PhET: Interactive simulations for teaching and learning physics. The Physics Teacher, 44(1), 18–23. https://doi.org/10.1119/1.2165296
Rutgers University. (2020). Interactive simulations in biology classrooms: A meta-analysis. Rutgers University Press.
Rutkowski, D., Jaipal-Jamani, K., & Feng, A. (2020). Interactive simulations in science education: Teachers' perspectives and challenges. Computers & Education, 148, 103799. https://doi.org/10.1016/j.compedu.2020.103799
Rutkowski, K., & Bączek, M. (2022). Digital education tools during the COVID-19 pandemic: A global perspective. Computers & Education, 179, 104414.
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational
KHALILOV, Taleh, et al. The Content and Essence of the Strategic Planning Process in Higher Education Institutions. Pakistan Journal of Life & Social Sciences, 2024, 22.2.Psychology, 61, 101860. https://doi.org/10.1016/j.cedpsych.2020.101860
Gul, S., Yalinkilic, F. Teaching of the subject ‘Biomolecules in Living Organisms’ using 3D printing models. Published: 20 January 2025, Volume 30, pages 13213–13248, (2025) https://link.springer.com/article/10.1007/s10639-025-13355-5
Shute, V. J., & Rahimi, S. (2017). Review of computer-based assessment for learning in elementary and secondary education. Journal of Computer Assisted Learning, 33(1), 1–19. https://doi.org/10.1111/jcal.12175
Singh, A., & Patel, S. (2023). Visualizing genetic processes: The role of interactive simulations in teaching DNA and cell division. International Journal of Biology Education, 27(3), 241-257.
Smith, J., Brown, A., & Lee, H. (2023). Virtual laboratories in higher education: Enhancing molecular biology learning outcomes. Journal of Higher Education Science, 29(2), 97-115.
Tondeur, J., van Braak, J., Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2017). Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: A systematic review of qualitative evidence. Educational Technology Research and Development, 65(3), 555–575. https://doi.org/10.1007/s11423-016-9481-2
UNESCO. (2022). Digital Pedagogy for the Future of Education.
Wang, L., & Wang, S. (2023). The impact of PhET simulations on high school science learning: A meta-analysis. International Journal of Science Education, 45(1), 55-70.
Wang, Y., & Chen, L. (2024). Personalized learning in science education: Digital tools and teacher practices. Computers in Human Behavior, 143, 107609. https://doi.org/10.1016/j.chb.2023.107609
Wieman, C. E., Adams, W. K., & Perkins, K. K. (2008). PhET: Simulations that enhance learning. Science, 322(5902), 682–683. https://doi.org/10.1126/science.1161948
World Bank. (2021). Teaching with technology: Evidence from classrooms worldwide. Washington, DC: World Bank Publications
Wu, H., Li, X., & Chen, Y. (2021). Impact of interactive digital simulations on student motivation and learning outcomes in biochemistry education. Computers & Education, 165, 104145. https://doi.org/10.1016/j.compedu.2021.104145
Zhu, Q., Li, X., & Zhang, Y. (2022). Interactive digital tools in science classrooms: Enhancing conceptual understanding and engagement. Journal of Educational Computing Research, 60(6), 1357-1375. https://doi.org/10.1177/07356331211012345