This study investigates the impact of interactive simulations as a pedagogical tool in introductory physics courses for first-year undergraduate engineering students at the Polytechnic University of Tirana. The primary objective of this tool is to enhance conceptual understanding and active student engagement by integrating interactive simulations besides traditional teaching methods. To assess their effectiveness, a study was conducted involving two different groups of students enrolled in the same study program with the same physics subject syllabus: a control group, which followed a traditional lecture-based approach, and an experimental group, where interactive simulations, found online in platforms like “PheT ” etc., played a central role in classroom activities. The study focused on electromagnetism, taught in the second semester of the first year of their studies. The data were collected through a beginning of semester (pre-test) and an end‑of‑semester test (post-test) as well as continuous teacher observations throughout the semester. Findings indicated that the group that was actively engaged with simulations demonstrated stronger conceptual retention and problem-solving abilities compared to the control group which was taught exclusively through traditional methods. Moreover, observations showed that students in the experimental group had greater motivation and a more intuitive grasp of abstract concepts. This approach was successful through the thoughtful design of simulations, the opportunity to work together and exchange ideas, and the guidance provided by instructors to help them navigate complex concepts. These elements worked together to create a supportive learning environment, allowing students to develop a deeper and more intuitive understanding of the material.
Kuqali et al. (Tue,) studied this question.
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