Research ArticleVol. 3, No. 2 (2025)
Digital Simulations and Conceptual Understanding of Mechanics Among Pre-Service Physics Teachers
Emeka Okafor
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.
JSER1 December 2025pp. 19–39288903