Enhancing physics hands-on lab through online educational tools

Marina Babayeva

doi:10.14712/18047106.4953

Vol. 16 No. 2 (2025): Scientia in educatione Surveys

Enhancing physics hands-on lab through online educational tools

Marina Babayeva, ¹

Charles University

DOI: https://doi.org/10.14712/18047106.4953

Babayeva2025

How to Cite

Babayeva, M. (2025). Enhancing physics hands-on lab through online educational tools. Scientia in Educatione, 16(2), 2-14. https://doi.org/10.14712/18047106.4953

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Abstract

The integration of digital tools into physics education offers new opportunities to enhance student engagement, support differentiated instruction, and facilitate hands-on learning. Despite the growing availability of such tools, educators often face challenges in selecting and implementing platforms that align with pedagogical goals and classroom realities. This study aims to provide a structured overview of online educational tools relevant to secondary-level physics instruction, focusing on their categorization by functionality and potential classroom use. A preliminary review was conducted to identify and classify tools based on core features such as content delivery, assessment, collaboration, and simulation. A pilot study and two educator workshops were used to illustrate practical integration strategies and gather initial feedback from teachers. The findings highlight the value of platform consolidation, the importance of usability and accessibility, and the need for inclusive materials. The categorization framework and illustrative cases offer practical guidance for teachers designing their own lessons and selecting tools purposefully. Future research will explore AI-based solutions tailored to hands-on physics laboratories.

Keywords physics education educational environment digital competences distance learning, laboratory work, inquiry-based education science education

References

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Solvang, L., & Haglund, J. (2021). How can GeoGebra support physics education in upper-secondary school—a review. Physics Education, 56(5), 055011. https://doi.org/10.1088/1361-6552/ac03fb Open DOI Search in Google Scholar
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Tripathi, N. (2023). A study on “attention harvesting” strategies used by mass media and its implications. Journal of Communication and Management, 2(02), 153–157. https://doi.org/10.58966/JCM20232215 Open DOI Search in Google Scholar
Xu, Z., Zhao, Y., Liew, J., Zhou, X., & Kogut, A. (2023). Synthesizing research evidence on self-regulated learning and academic achievement in online and blended learning environments: A scoping review. Educational Research Review, 39, 100510. https://doi.org/10.1016/j.edurev.2023.100510 Open DOI Search in Google Scholar

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[1] Aprilo, I., Arfanda, P. E., Mappaompo, M. A., Saleh, M. S., & Hasbunallah. (2023). Technology adaptation in 21st century physical education learning: Literature review. Jurnal Dunia Pendidikan, 3(2), 102–107. https://doi.org/10.55081/jurdip.v3i2.858 Open DOI Search in Google Scholar

[2] Cacabelos, A., Arce, M. E., Míguez, J. L., & Míguez, C. (2015). Integration of the free software GenOpt for a thermal engineering course. Computer Applications in Engineering Education, 24(3), 356–364. https://doi.org/10.1002/cae.21713 Open DOI Search in Google Scholar

[3] Fonseca, L. M. M., Aredes, N. D., Leite, A.M., Santos, C. B. dos, Lima, R. A. G. de, & Scochi, C. G. S. (2013). Evaluation of an educational technology regarding clinical evaluation of preterm newborns. Revista Latino-Americana de Enfermagem, 21(1), 363–370. https://doi.org/10.1590/s0104-11692013000100011 Open DOI Search in Google Scholar

[4] Guo, Y., Wang, Y., & Ortega, L. (2023). The impact of blended learning-based scaffolding techniques on learners’ self-efficacy and willingness to communicate. Porta Linguarum Revista Interuniversitaria de Didáctica de Las Lenguas Extranjeras, 40, 253–273. https://doi.org/10.30827/portalin.vi40.27061 Open DOI Search in Google Scholar

[5] Jatmiko, B., Prahani, B. K., Suprapto, N., Admoko, S., Deta, U. A., Lestari, N. A., Jauhariyah, M. N. R., Yantidewi, M., & Muliyati, D. (2021). Bibliometric analysis on online physics learning during COVID-19 pandemic: Contribution to physics education undergraduate program. Journal of Physics: Conference Series, 2110(1), 12–18. https://doi.org/10.1088/1742-6596/2110/1/012018 Open DOI Search in Google Scholar

[6] Kregear, T., Babayeva, M., & Widenhorn, R. (2025). Analysis of student interactions with a large language model in an introductory physics lab setting. International Journal of Artificial Intelligence in Education, advance online placement. https://doi.org/10.1007/s40593-025-00489-3 Open DOI Search in Google Scholar

[7] Kurnia, B., Zaidi, M., Suprapto, N., Alan, U., & Cheng, T.-H. (2022). The trend of physics education research during COVID-19 pandemic. International Journal of Educational Methodology, 8(3), 517–533. https://doi.org/10.12973/ijem.8.3.517 Open DOI Search in Google Scholar

[8] Levin, S. (2023). LMS cluster data analysis for correcting students’ learning. 2nd International Conference on Computer Applications for Management and Sustainable Development of Production and Industry (CMSD-II-2022), 1256416. https://doi.org/10.1117/12.2669585 Open DOI Search in Google Scholar

[9] Levitin, D. J. (2015). The organized mind: Thinking straight in the age of information overload. Penguin. Search in Google Scholar

[10] Newport, C. (2019). Digital minimalism. Penguin. Search in Google Scholar

[11] Prahani, B., Alfin, J., Fuad, A., Saphira, H., Hariyono, E., & Suprapto, N. (2022). Learning Management System (LMS) research during 1991–2021: How technology affects education. International Journal of Emerging Technologies in Learning (IJET), 17(17), 28–49. https://doi.org/10.3991/ijet.v17i17.30763 Open DOI Search in Google Scholar

[12] Rizal, R., Rusdiana, D., Setiawan, W., & Siahaan, P. (2022). Learning Management System supported smartphone (LMS3): Online learning application in Physics for school course to enhance digital literacy of preservice Physics teacher. Journal of Technology and Science Education, 12(1), 191–203. https://doi.org/10.3926/jotse.1049 Open DOI Search in Google Scholar

[13] Salas-Rueda, R.-A., De-La-Cruz-Martínez, G., Alvarado-Zamorano, C., & Prieto-Larios, E. (2022). The collaborative wall: A technological means to improving the teaching-learning process about physics. Center for Educational Policy Studies Journal, 12(4), 205–231. https://doi.org/10.26529/cepsj.1167 Open DOI Search in Google Scholar

[14] Schanze, S., Groß, J., & Hundertmark, S. (2020). Computerbasiertes und kollaboratives Lernen in den Naturwissenschaften anhand von Aufgaben entwickeln und fördern. In S. Becker, J. Meißner-Koppelt, & C. Thyssen (Hrsg.), Digitale Basiskompetenzen: Orientierungshilfe Und Praxisbeispiele Für Die Universitäre Lehramtsausbildung in Den Naturwissenschaften (pp. 62–65). Joachim Herz Stiftung Verlag. Search in Google Scholar

[15] Schubertová, K., Lukavský, J., Drobná, A., Volná, K., & Brom, C. (2023). Contextual animation in multimedia learning materials for pre-adolescents: The saga of null results continues. Learning and Instruction, 87, 101803. https://doi.org/10.1016/j.learninstruc.2023.101803 Open DOI Search in Google Scholar

[16] Setiawan, A., Zuhri, M., & Zhang, Y. (2022). Learning Management System using Scorm and iSpring Free on physics learning. Journal of Science Education and Practice, 6(2), 95–106. https://doi.org/10.33751/jsep.v6i2.5941 Open DOI Search in Google Scholar

[17] Simanullang, N. H. S., & Rajagukguk, J. (2020). Learning Management System (LMS) based on Moodle to improve students learning activity. Journal of Physics: Conference Series, 1462(1), 012067. https://doi.org/10.1088/1742-6596/1462/1/012067 Open DOI Search in Google Scholar

[18] Skulmowski, A., & Xu, K. M. (2021). Understanding cognitive load in digital and online learning: A new perspective on extraneous cognitive load. Educational Psychology Review, 34(1), 171–196. https://doi.org/10.1007/s10648-021-09624-7 Open DOI Search in Google Scholar

[19] Solvang, L., & Haglund, J. (2021). How can GeoGebra support physics education in upper-secondary school—a review. Physics Education, 56(5), 055011. https://doi.org/10.1088/1361-6552/ac03fb Open DOI Search in Google Scholar

[20] Suzuki, W., & Fitzpatrick, B. (2015). Healthy brain, happy life. Harper Collins. Search in Google Scholar

[21] Tripathi, N. (2023). A study on “attention harvesting” strategies used by mass media and its implications. Journal of Communication and Management, 2(02), 153–157. https://doi.org/10.58966/JCM20232215 Open DOI Search in Google Scholar

[22] Xu, Z., Zhao, Y., Liew, J., Zhou, X., & Kogut, A. (2023). Synthesizing research evidence on self-regulated learning and academic achievement in online and blended learning environments: A scoping review. Educational Research Review, 39, 100510. https://doi.org/10.1016/j.edurev.2023.100510 Open DOI Search in Google Scholar

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