Simulators as an Innovative Strategy in the Teaching of Physics in Higher Education
The effectiveness of the use of PhET educational simulators as didactic tools in the teaching of physics concepts was evaluated, comparing their effects on motivation and self-efficacy in engineering students when performing traditional laboratory practices since their impact on STEM disciplines, co...
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| Format: | Article |
| Language: | English |
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MDPI AG
2025-01-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/15/2/131 |
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| author | Felipe Miguel Álvarez-Siordia César Merino-Soto Samuel Antonio Rosas-Meléndez Martín Pérez-Díaz Guillermo M. Chans |
| author_facet | Felipe Miguel Álvarez-Siordia César Merino-Soto Samuel Antonio Rosas-Meléndez Martín Pérez-Díaz Guillermo M. Chans |
| author_sort | Felipe Miguel Álvarez-Siordia |
| collection | DOAJ |
| description | The effectiveness of the use of PhET educational simulators as didactic tools in the teaching of physics concepts was evaluated, comparing their effects on motivation and self-efficacy in engineering students when performing traditional laboratory practices since their impact on STEM disciplines, commitment, and understanding are crucial for academic success. The sample consisted of 236 first-year students divided into an experimental group using simulators and a control group that performed the practices in the physics laboratory. The Reduced Instructional Materials Motivation Scale (RIMMS) and the self-efficacy subscale of the MSLQ, translated and validated in Spanish, were used. The results showed that the experimental group exhibited a significant increase in motivation. No statistically significant differences were found in self-efficacy, suggesting that its impact on this aspect is limited and possibly requires more activities with simulators. This study concludes that simulators can complement and improve traditional practices, especially to increase student motivation. |
| format | Article |
| id | doaj-art-ccdd76bb2e9e4d99bccb9a48f10d7524 |
| institution | DOAJ |
| issn | 2227-7102 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj-art-ccdd76bb2e9e4d99bccb9a48f10d75242025-08-20T03:12:20ZengMDPI AGEducation Sciences2227-71022025-01-0115213110.3390/educsci15020131Simulators as an Innovative Strategy in the Teaching of Physics in Higher EducationFelipe Miguel Álvarez-Siordia0César Merino-Soto1Samuel Antonio Rosas-Meléndez2Martín Pérez-Díaz3Guillermo M. Chans4School of Engineering and Sciences, Tecnologico de Monterrey, Mexico City 01389, MexicoInstitute for the Future of Education, Tecnologico de Monterrey, Monterrey 64700, MexicoSchool of Engineering and Sciences, Tecnologico de Monterrey, Mexico City 01389, MexicoSchool of Engineering and Sciences, Tecnologico de Monterrey, Mexico City 01389, MexicoSchool of Engineering and Sciences, Tecnologico de Monterrey, Mexico City 01389, MexicoThe effectiveness of the use of PhET educational simulators as didactic tools in the teaching of physics concepts was evaluated, comparing their effects on motivation and self-efficacy in engineering students when performing traditional laboratory practices since their impact on STEM disciplines, commitment, and understanding are crucial for academic success. The sample consisted of 236 first-year students divided into an experimental group using simulators and a control group that performed the practices in the physics laboratory. The Reduced Instructional Materials Motivation Scale (RIMMS) and the self-efficacy subscale of the MSLQ, translated and validated in Spanish, were used. The results showed that the experimental group exhibited a significant increase in motivation. No statistically significant differences were found in self-efficacy, suggesting that its impact on this aspect is limited and possibly requires more activities with simulators. This study concludes that simulators can complement and improve traditional practices, especially to increase student motivation.https://www.mdpi.com/2227-7102/15/2/131simulatorseducational innovationmotivationself-efficacyhigher education |
| spellingShingle | Felipe Miguel Álvarez-Siordia César Merino-Soto Samuel Antonio Rosas-Meléndez Martín Pérez-Díaz Guillermo M. Chans Simulators as an Innovative Strategy in the Teaching of Physics in Higher Education Education Sciences simulators educational innovation motivation self-efficacy higher education |
| title | Simulators as an Innovative Strategy in the Teaching of Physics in Higher Education |
| title_full | Simulators as an Innovative Strategy in the Teaching of Physics in Higher Education |
| title_fullStr | Simulators as an Innovative Strategy in the Teaching of Physics in Higher Education |
| title_full_unstemmed | Simulators as an Innovative Strategy in the Teaching of Physics in Higher Education |
| title_short | Simulators as an Innovative Strategy in the Teaching of Physics in Higher Education |
| title_sort | simulators as an innovative strategy in the teaching of physics in higher education |
| topic | simulators educational innovation motivation self-efficacy higher education |
| url | https://www.mdpi.com/2227-7102/15/2/131 |
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