International Journal of Evaluation and Research in Education (IJERE)

Vol. 12, No. 3, September 2023, pp. 1591~1598

ISSN: 2252-8822, DOI: 10.11591/ijere.v12i3.24170  1591

Influences of the effective use of a computer simulation on

learning in physical science

Adil Hamamous, Nadia Benjelloun

Laboratory of Computer Science, Signals, Automation and Cognitivism, Faculty of Sciences Dhar El Mahraz, Sidi Mohamed Ben
Abdellah University, Fez, Morocco

Article Info ABSTRACT

Article history: One of the most attractive instruments in science education is digital
simulation. The investigations were conducted utilizing a pre-test and post-
Received May 10, 2022 test methodology with Moroccan students enrolled in the second year of the
Revised Jun 3, 2023 natural sciences option secondary certificate at the Abdellah Laroui High
Accepted Jun 30, 2023 School in the city of Fez. In this paper, we assess the effects of including a
digital simulation on high school students’ understanding of RLC (a linear
circuit containing an electrical resistance, an inductor, and a capacitor) (25
Keywords: students). There is a substantial difference between the means of the tests
administered to the control (M-Cont) and experimental (M-Exp) classes (M-
Digital simulation Exp-M-Cont=15.32–3.08=2.24>0), based on a student’s analysis of the two
ICT classes’ test scores using a t-test. This study found that using a digital
Learning simulation in an educational setting allows for the acknowledgment of the
Physical sciences added value and has a favorable impact on student learning, notably in the
Post-test study of free oscillations in an RLC circuit.
Pre-test
This is an open access article under the CC BY-SA license.

Corresponding Author:
Adil Hamamous
Laboratory of Computer Science, Signals, Automation and Cognitivism, Faculty of Sciences Dhar El
Mahraz, Sidi Mohammed Ben Abdellah University
B.P. 1796, Fez-Atlas 30003, Morocco
Email: [email protected]

1. INTRODUCTION
Information and communication technologies (ICT), are progressively becoming significant sources
of knowledge, just as reading and writing. Learning how to use computer tools is becoming more and more
crucial, especially for teachers who can use them as a teaching tool, concept illustrator, or to support
experiments. According to Voulgre, Wallet, and Baron [1], technology (ICT) use in Morocco has substantially
increased, especially in science education and learning [2]. According to numerous research, using these
technologies in the classroom effectively can offer a few advantages [3], [4], such as ICT-based chemistry
learning, overcoming students’ learning difficulties, and increasing learning motivation to achieve higher value
[5]. ICT can help teachers achieve their educational goals by enhancing students' interest, involvement, and
excitement in all classroom activities [6].
Furthermore, in science education, problem-solving has a major impact on boosting ICT literacy [7].
In other words, the impact of ICT is most apparent when there is a good correlation between real and theoretical
models. For instance, the processing of data, implementation, computer-assisted experimentation, and
experimental simulations are all frequently done in physics education. Furthermore, students can collect,
present, and analyze the data that drove the laboratory learning design using computer-based learning, allowing
them to master a coherent physics topic right away [5]. However, the main challenges that remain in the
application of ICT to education are quality, equity, and efficiency [8].

Journal homepage: http://ijere.iaescore.com

1592  ISSN: 2252-8822

Simulations for learning in institutions or online learning circumstances are among the most appealing
resources for teaching experimental sciences [9]. By stimulating models or virtual experiments, these
simulations can imitate real-world processes, allowing learners to validate variables, establish hypotheses,
analyze data, and better grasp complicated phenomena [10]. On the other hand, a simulator can be used to
substitute or complete an experiment, as well as to model and calculate scientific data [11]. According to
Chernikova et al. [12], simulation-based learning has increased learning by removing the limitations of real-
world learning and enabling students to practice complicated abilities in a classroom setting. A beneficial
technique for facilitating the acquisition of difficult abilities, simulation has a good effect on learning.
Simulations are also copies or imitations of how a genuine processor system works [13]. Furthermore, by
bridging the gap between their past knowledge and their understanding after learning, simulation helps students
increase their scientific awareness, reduce misconceptions, and create conceptual transformation physics [14].
Several types of digital simulations are used in science education, and we have chosen four types
according to Rex and Elizabeth [15]: i) Experimental simulations: are used to put the cognitive or affective
phase of learning; ii) Information simulations: are used to publish information to the learner; iii) Reinforcement
simulations: are used to consolidate very distinctive learning objectives; vi) Integration simulations: seem more
attractive in science education. Learners learn the knowledge and principles required and use the simulations
to practice the knowledge.
A field of electricity is included in the present Moroccan high school’s second-year scientific
baccalaureate option physical sciences curriculum (dipole RLC). The ability of the student to discern between
quantities is one of the primary goals of the teaching (voltage, current, load, resistance, coefficient of
inductance, and capacity), a second capital point to know the periodic, pseudo-periodic, and aperiodic regimes,
to exploit experimental documents. The digital simulations we present in this article are built on the following
assumptions: i) A concept brought to a learner during simulation can participate in learning [16]; ii) Simulation
facilitates the understanding of theories and models [16]; iii) The establishment of links between models and
objects consolidates learning [17]. The study aimed to address the following question through this work: Does
the pedagogical integration of a digital simulation improve high school students’ performance?

2. RESEARCH METHOD
This research tried to explore the effect of learning by problem situation, using digital simulation, the
research presented the empirical methodology pre-test and post-test that allowed the researchers to observe,
analyze, and better comprehend how students interact with one another, while looking into the benefits of using
digital simulations to teach about free oscillations in an RLC circuit. There were 50 Moroccan secondary school
students who qualified for the second year of the scientific baccalaureate option in physical sciences at the high
school in Fez, with an average age of 18 years. They participated in this study with two different classes in the
same institution during the academic year 2021–2022 (25 students of the experimental class and 25 students
of the control class).

2.1. Pre-test
Both the control class (class 1) and the experimental class were given access to the first section of the
physics course, which covered the free oscillation of the RLC circuit (class 2), with teaching settings that
followed the approved criteria. Then, with both groups, a pre-test was employed to ensure their equivalency
and to assess their knowledge of the previous pre-learning. This test is composed of three multiple-choice
questions (MCQs) and one exercise in the form of open-ended questions. Cronbach’s alpha internal consistency
coefficient was used to assess the instrument’s reliability, which was designed and piloted with 25 students.
The dependability coefficient was found to be 0.71, which is considered acceptable. Both classes were invited
to respond to the pretest questions, the answers were presented in paper format.

2.2. Post-test
The first class (control) received the second part of the course on free oscillations in an RLC circuit
in the traditional approach according to a collaborative learning scenario. In contrast, the second class
(experimental) had the opportunity to use digital simulation in the same part of the course, the educational
program was operated by the computer and simulation software in the high school laboratory. The post-test
consists of four questions with true or false options and an activity with open-ended questions that assesses and
regulates fundamental information and enables students to continue their education: discharge of a capacitor
in an inductor, influence of pseudo-period damping, energy transfer between the capacitor and the coil and the
graphical study in the case of weak damping. The reliability of this instrument was tested with 25 students and
found to be satisfactory (Cronbach’s alpha=0.72). Following the scheduled educational activity, we called both
classes to participate in the post-testing, the responses were presented in paper format to make a comparison

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of their answers. To compare the classes representing the two independent samples, statistical software was
utilized to analyze the acquired data. In every treatment, an alpha level of 0.05 was applied.

3. RESULTS AND DISCUSSION

3.1. Pre-test results
Figures 1 and 2 show the descriptive findings of the pre-test data for class 1 and class 2, respectively.
In these figures, the data are centered and appear to fit the normal (Gaussian) distribution curve. The average
of the experimental class’s students is m=13.88, which differs from the control class's average in the pre-test
by roughly 0,68. We used the student’s t-test to compare the means of two independent samples with a normal
distribution in order to disprove the null hypothesis that there was no discernible difference between the two
classes in the pre-test (in Figures 1 and 2, Shapiro-Wilk, p-value is insignificant, because W is greater than the
chosen alpha level 0.05). The results of the comparison are displayed in Table 1.
According to Table 1, the variances are homogeneous (F=1.06). Since the p-value was higher than the
proposed alpha level (p>0.05) and that a p-value of 0.43 does not lead to the rejection of the null hypothesis,
researchers can draw the conclusion that there was no significant difference between the studied classes. The
researchers can now test our empirical model using a pre- and post-test due to this result.

Shapiro-Wilk W=0.8906; p=0.01665

Grades

Figure 1. Descriptive statistics and normality tests (class 1) (Valid N=25; Mean=13.20; Minimum=7.00;
Maximum=17.00; Std.dev=3.109126)

Shapiro-Wilk W=0.94792; p=0.22496

Grades

Figure 2. Descriptive statistics and normality tests (class 2) (Valid N=25; Mean=13.88; Minimum=8.00;
Maximum=18.00; Std.dev=3.018278)
Influences of the effective use of a computer simulation on learning in physical science (Adil Hamamous)
1594  ISSN: 2252-8822

Table 1. Independent samples t-test by classes (pre-test)

Mean Mean Valid N Valid N Std. dev Std. dev F-ration P
Variable df p
class 1 class 2 class 1 class 2 class 1 class 2 variances variances
Note 13.20 13.88 48 0.43 25 25 3.1091 3.0182 1.0611 0.8856

3.2. Post-test results

Figures 3 and 4 show the descriptive results of the post-test data for class 1 and class 2, respectively.
In these figures, the data are centered and appear to fit the normal (Gaussian) distribution curve. The results
offer the difference between the post-test mean of the students in the experimental class and the post-test mean
of the students in the control class is in the level of 2.24. In order to rule out the null hypothesis that the
pedagogy scenario had no effect on the students' performance, we employed the student’s t-test to evaluate the
difference between the means of two independent samples with a normal distribution (in Figures 3 and 4,
Shapiro-Wilk, p-value is insignificant, because W is greater than the chosen alpha level 0.05). The results of
the comparison are displayed in Table 2.

Shapiro-Wilk W=0.91821; p=0.04666

Grades

Figure 3. Descriptive statistics and normality tests (class 1) (Valid N=25; Mean=13.08; Minimum=7.00;
Maximum=17.00; Std.dev=2.90)

Shapiro-Wilk W=0.93665; p=0.12382

Grades

Figure 4. Descriptive statistics and normality tests (class 2) (Valid N=25; Mean=15.32; Minimum=10.00;
Maximum=19.00; Std.dev=2.51)

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According Table 2, the variances can be considered as homogeneous (F=1.33). The p-value is lower
than the alpha level considered (p<0.05) and a p-value of 0.005 leads to rejecting the null hypothesis. It can be
deduced that they considered the significant difference between the studied classes to be null and thus assume
that the use of digital simulations in an experimented learning scenario had a positive effect on learning
performance.

Table 2. Independent samples t-test by classes (post-test)

Mean Mean Valid N Valid N Std. dev Std. dev F-ration P
Variable df p
class 1 class 2 class 1 class 2 class 1 class 2 variances variances
Note 13.08 13.32 48 0.005 25 25 2.900 2.511 1.3332 0.4869

In this study, it appears that students in the experimental class who employed a digital simulation in
a real-life learning setting had a significant impact on student accomplishment. This outcome is in line with
the findings of previous studies [18], [19], showed that PhET simulations have positive effects on increasing
physics concepts and improving learning activities, as well as Salmi, Magrez and Ziyya [20] that confirmed
the simulation aids in the comprehension and perception of electromagnetic and electrical phenomena.
Furthermore, Kaniawati et al. [21], [22] concluded that simulation lowers students' preconceptions regarding
optical instruments.
In the same sense, another study [23] demonstrated that simulation increased microbiology
knowledge, intrinsic motivation, and self-efficacy in microbiology areas. Furthermore, the benefits of using a
simulation of Newtonian rules in a problem-solving scenario on conceptual comprehension of Newtonian
physics were examined by Droui et al. [11]. The use of digital simulations in physics learning has typically
been found to contribute to beneficial outcomes in the previous study [24]–[26]. Digital simulations can be
utilized to enhance, motivate, and engage students in understanding interesting measurements [27]–[34].
Many researchers believe that incorporating simulation into the learning process can aid in the
assimilation of physical notions and overcome some of the hurdles to learning [35]–[40]. According to another
study, there is a strong correlation between simulation utilization and learning objectives being met [41]. In
addition, the use of digital simulation can reduce the learner's cognitive overload and language skills, and
academic performance [42]. Furthermore, in addition to enabling tasks that are not possible with classroom
technology, simulation adds value by helping to overcome logistical challenges and a lack of laboratory
equipment [43], [44]. According to earlier studies, digital simulations are less successful than conventional
instruction and practical laboratory methods [45], [46]. Furthermore, other experts have claimed that there is
no link between the usage of educational software and student achievement [47]. Similarly, some researchers
have discovered that, when compared to other learning activities, digital simulation is not an effective motivator
for Moroccan students [48], [49].
Multiple studies indicate that physics teachers lack competence in the use of simulations, because
of a lack of knowledge and skills [50]–[53]. In addition, according to a previous study, the scientific
classroom's absence of or inadequacy of technological equipment, as well as the lack of computer rooms,
are significant barriers to effective simulation use [54]. Therefore, users’ utilization of simulation
technologies is insufficient [55].

4. CONCLUSION
The interest of this research work is to show the needs of the use of information and communication
technologies in the teaching of sciences and in particular the use of digital simulations as a basis for the
pedagogy of problem-based learning, on the one hand a response to the directives of the National Charter for
Education and Training; whose orientations motivate the promotion and development of ICT as innovative
pedagogical practices in Morocco, we believe that our results and conclusions demonstrate the contribution of
ICT and specifically digital simulations in the improvement of the quality of learning of the learners by
dominating certain obstacles of learning and comprehension attached to the teaching of physical sciences and
thus by increasing the power of the learners. The results of a comparison of learning performance between
learners who used computer tools and those who did not demonstrate that incorporating digital simulations into
learners' learning in the physical sciences has a positive effect. We will conclude that a digital simulation is an
effective tool that could be very favorable to learning and a very interesting notion for innovative understanding
and learning, adapted to the needs of the students and incorporating technology when appropriate.

Influences of the effective use of a computer simulation on learning in physical science (Adil Hamamous)
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ACKNOWLEDGEMENTS
The authors thank the physical science teachers who assisted with this work and to the students who
volunteered to participate in this study.

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BIOGRAPHIES OF AUTHORS

Adil Hamamous continued his university studies at the Faculty of Sciences

Dhar El Mehraz in Fez, where he obtained his bachelor’s degree and his Diploma of
Advanced Studies in solid-state physics, specializing in the physics of materials for the
environment and nanostructures. In 2007, he was recruited by the Ministry of Education as
a teacher at the High School of Physical Sciences. His research interests are focused on the
integration of Information and Communication Technologies (ICT) in education. He started
his current doctoral research entitled “Relations between simulations, CAEx and cognitivism
in physical sciences” at the University of Sidi Mohamed Ben Abdellah, Faculty of Sciences,
Dhar El Mahraz, Fez, Morocco. Doctoral Training in Science Didactics and Pedagogical
Engineering, Laboratory of Computer Science, Signals, Automation and Cognitivism. He
can be contacted at email: [email protected].

Nadia Benjelloun obtaining her Ph.D. in solid-state physics at the Vrïje

Universiteit Brussel in 1990, she joined 1992 the Physics Department of the Dhar El Mahraz
Faculty of Sciences of Sidi Mohamed Ben Abdellah University of Fez. In 2003, she created
in collaboration with the research group in didactics of mathematics, the Training and
Research Unit in Didactics of Mathematics and Physical Sciences, then in 2008, the Doctoral
Training in Didactics of Sciences and Pedagogical Engineering. Her research focuses
primarily on misconceptions and misrepresentations among pupils and university students in
the fields of mechanics, optics, electricity, as well as on the development of teaching
scenarios to overcome the difficulties identified among learners. She focuses her research on
the experimentation and evaluation of the integration of information and communication
technologies in teaching and the evaluation of the impact of these tools on learning. More
recently, she is interested in the study and evaluation of the impact of e-learning and artificial
intelligence on teaching and learning. She has supervised several doctoral theses and
published several articles, in solid-state physics, didactics of physics, and educational
engineering. She can be contacted at email: [email protected].

Int J Eval & Res Educ, Vol. 12, No. 3, September 2023: 1591-1598