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This study explores the use of digital simulations in STEM education, addressing the gap in systematic reviews synthesizing recent advancements and their implications for teaching and learning by focusing on their impact on learning outcomes and student engagement across general and special education settings. The review includes 31 peer-reviewed empirical studies published in the last five years, sourced from ERIC, Scopus, and Web of Science, and adheres to the PRISMA methodology to ensure transparency and rigor. The findings reveal that interactive simulations are the most widely used type of digital tool, accounting for 25 of the 31 studies, followed by game-based simulations and virtual labs. Quasi-experimental designs dominate the research landscape, often employing pre- and post-tests to evaluate intervention effectiveness. While inquiry-based learning emerges as the most frequently implemented instructional strategy, hybrid and simulation-based approaches also feature prominently. Despite the evident benefits of digital simulations in enhancing conceptual understanding, engagement, and problem-solving skills, research gaps remain, particularly regarding their application in primary and special education contexts. This review underscores the need for diverse research methodologies and broader population studies to maximize the potential of digital simulations in STEM education.
Kefalis et al. (2025) studied this question.