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Abstract In the evolving digital education landscape, distance learning and information technologies have significantly reshaped pedagogical practices, introducing opportunities and challenges. This study explores the adaptation of Interactive Lecture Demonstration (ILD), traditionally an in-person educational approach that enhances student engagement and understanding, for online delivery within a hybrid physics course. Specifically, it examines the implementation of a modified online ILD methodology incorporated with PhET simulations in a Chilean private university's first-year physics course, focusing on repeating students. A cross-sectional quantitative analysis was conducted with 33 out of 50 enrolled students participating. The innovative teaching strategy involved a dual-modality approach: demonstrations were introduced during in-person lectures where students made initial predictions, and online collaborative workshops using PhET simulations allowed students to test these predictions. The effectiveness of this method was assessed at the semester's end through a validated conceptual inventory test (DIRECT), aiming to gauge the students' understanding of electrical circuits. Findings indicate that while students showed an initial grasp of basic principles, they faced challenges in applying this knowledge to complex circuit configurations and differentiating between potential differences and current flows, suggesting a gap in deep conceptual understanding. This underscores the importance of targeted instructional interventions and integrating diverse educational tools to improve comprehension and application in realistic scenarios.
Adunce et al. (Sun,) studied this question.