This study looked into whether students' achievement and attitudes toward

physics could be improved by using a virtual physics laboratory. Students'

academic achievement and attitudes toward physics were positively impacted by
the use of a virtual physics laboratory, according to the findings. (Alghamdi, 2019)

The effectiveness of a digital physics laboratory in pre-service teacher education

was the subject of this study. The findings demonstrated that the use of the digital
physics laboratory enhanced students' understanding of physics concepts and
improved their attitudes toward physics (Chung et al., 2017).

This meta-examination assessed 35 examinations that involved computerized

research facility reenactments in physical science training. Students' physics
achievement improved when digital laboratory simulations were used, according
to the findings (Kahveci et al., 2016).

This study examined the viability of a computerized material science research

center in advancing logical thinking abilities. The outcomes showed that the
utilization of the advanced material science research facility worked on
understudies' logical thinking abilities and upgraded how they might interpret
physical science ideas (Kavaklioglu & Uzun, 2019).

This efficient survey analyzed the utilization of computerized reenactments in

material science training. The findings demonstrated that students'
comprehension of physics concepts can be enhanced by digital simulations.
(Monteiro et al., 2017)

Digital simulations were examined to see how they affected students'

understanding of projectile motion. The findings demonstrated that digital
simulations improved students' comprehension of the material.
(Nordin et al., 2020)

In order to teach physics, this study compared the efficacy of digital simulations
and hands-on laboratory experiments. Students' understanding of physics
concepts was improved by both hands-on and digital simulations, but digital
simulations had the advantage of being more accessible and taking less time
(Peleg et al., 2018).

References:
Alghamdi, A. A. (2019). The effect of virtual physics laboratory on students'
achievement and attitudes towards physics. Journal of Physics: Conference
Series, 1157, 012009. https://doi.org/10.1088/1742-6596/1157/1/012009

Cheung, J. T. C., Lui, M. C., & Ng, K. H. (2017). Assessing the effectiveness of a
digital physics laboratory in pre-service teacher education. Australasian Journal
of Educational Technology, 33(2), 23-37.

Kavaklioglu, S., & Uzun, I. O. (2019). Investigating the effectiveness of a digital

physics laboratory in promoting scientific reasoning skills. Journal of Computer
Assisted Learning, 35(4), 435-448.

Kahveci, A., Ayas, A., & Boz, Y. (2016). The effect of digital laboratory
simulations on physics achievement: A meta-analysis. Journal of Science
Education and Technology, 25(5), 725-736.

Monteiro, J. C. S., dos Santos, M. C., & de Melo, E. S. (2017). Using digital
simulations to enhance physics learning: A systematic review. Journal of
Educational Technology & Society, 20(2), 261–276.
https://www.jstor.org/stable/pdf/jeductechsoci.20.2.261.pdf

Nordin, N. N. N., Fatah, A. A., & Wahyudi, W. (2020). Impact of digital simulations
on students' learning of projectile motion. Journal of Physics: Conference Series,
1463, 012013. https://doi.org/10.1088/1742-6596/1463/1/01201

Peleg, R., Baram-Tsabari, A., & Yarden, A. (2018). Comparing hands-on and
digital simulations for learning physics: A case study. Journal of Science
Education and Technology, 27(1), 50-63.