Effects of a Simulation-Based Intervention on Learning and Metacognition

Abstract

This explanatory sequential mixed-methods study examined the effectiveness of PhET-based virtual simulations as an educational technology intervention for improving achievement in waves and optics lessons among education students majoring in science. The use of a one-group pretest-posttest design, 30 students participated in four simulation-enhanced instructional sessions integrating guided inquiry, formative assessment, and interactive digital exploration. Achievement was measured via a validated pre- and post-intervention test, with data analyzed using descriptive statistics and the Wilcoxon signed-rank test with effect size estimation. To contextualize the quantitative results, qualitative data from written reflections and mini interviews were analyzed through reflexive thematic analysis. Findings revealed a statistically significant improvement in student achievement, with mean scores increasing from 13.27 to 22.10, reflecting an average gain of 8.83 points and a large effect size (r = .79). Qualitative results showed that students attributed their improved performance to the instructional affordances of the technology, particularly enhanced visualization of abstract wave phenomena, opportunities for interactive manipulation, immediate feedback, and collaborative problem-solving. However, challenges related to internet connectivity, device limitations, and time constraints were also reported. The findings show that PhET virtual simulations, when purposefully integrated into structured inquiry-based pedagogy and supported by explicit scaffolding, can serve as an effective educational tool for strengthening conceptual understanding and academic performance in tertiary physics instruction.