Effect of simulation and animation-integrated technology instruction on pre-service geography teacher trainees’ conceptual understanding and retention in learning the earth’s rotation and revolution

This research investigated the impact of simulation- and animation-supported instructional methods on improving pre-service geography teacher trainees’ conceptual understanding and retention of the Earth’s rotation and revolution. A quasi-experimental design was utilized, incorporating multiple-choice and short-answer assessments, semi-structured interviews, and informal classroom evaluations for data collection. Analysis of the pre-test results (t(45) = 0.140; p = 0.899) indicated no significant difference in performance between the experimental and control groups before the intervention. However, the post-test results (t(45) = −0.8162; p = 0.000) revealed a marked improvement in the experimental group’s comprehension of the targeted geographical concepts. Moreover, qualitative data gathered through semi-structured interviews revealed that trainees exposed to simulation- and animation-supported instruction demonstrated higher levels of engagement, more active classroom participation, increased self-confidence, and greater enthusiasm for learning. These findings indicate that such technology-enhanced instructional strategies are more effective than conventional lecture-based methods in fostering a deeper understanding of complex and dynamic geographical processes. Therefore, it is recommended that geography instructors integrate simulation and animation tools into their teaching practices, especially when addressing abstract concepts to improve student understanding.