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Comparative analysis of real experiments and digital (ICT) simulations regarding their impact on student learning

Rachid El Aitouni, Ahmed Bouhlal

TL;DR

The study addresses how real experiments and ICT-based simulations impact student learning under material and organizational constraints in Moroccan physics and chemistry education. It uses an online survey of over 264 teachers to compare preferences, perceived effectiveness, and practical obstacles of each approach, highlighting a strong role for simulations in constrained environments. Findings show real experiments foster greater student engagement but are limited by equipment shortages, time, and class size, while simulations offer safety, flexibility, and repeatability; most educators advocate a hybrid pedagogy that leverages both methods. This hybrid approach—introducing concepts via simulation, followed by hands-on practice, then returning to simulation for modeling and generalization—offers a practical, scalable path to maintain high-quality science education in resource-limited settings and underscores the need for ongoing teacher training in ICT integration.

Abstract

This study, conducted among more than 250 physics and chemistry teachers in Morocco, analyzes the impact of experimentation on student learning and attention in middle and high school. The results show that the majority of teachers favor digital simulations, except for simple experiments such as electrical circuits. This choice is linked to material constraints, class size, and safety requirements. Simulations are perceived as practical and flexible, allowing experiments to be repeated or slowed down to facilitate understanding. However, teachers emphasize the need for specific ICT training in order to better integrate these tools into their practices. The most effective strategy identified is based on a hybrid approach: using simulations to explain abstract phenomena and real experiments to develop experimental skills, methodological rigor, and critical thinking. This complementary approach appears to be a promising solution for enriching science education and overcoming the constraints encountered in schools.

Comparative analysis of real experiments and digital (ICT) simulations regarding their impact on student learning

TL;DR

The study addresses how real experiments and ICT-based simulations impact student learning under material and organizational constraints in Moroccan physics and chemistry education. It uses an online survey of over 264 teachers to compare preferences, perceived effectiveness, and practical obstacles of each approach, highlighting a strong role for simulations in constrained environments. Findings show real experiments foster greater student engagement but are limited by equipment shortages, time, and class size, while simulations offer safety, flexibility, and repeatability; most educators advocate a hybrid pedagogy that leverages both methods. This hybrid approach—introducing concepts via simulation, followed by hands-on practice, then returning to simulation for modeling and generalization—offers a practical, scalable path to maintain high-quality science education in resource-limited settings and underscores the need for ongoing teacher training in ICT integration.

Abstract

This study, conducted among more than 250 physics and chemistry teachers in Morocco, analyzes the impact of experimentation on student learning and attention in middle and high school. The results show that the majority of teachers favor digital simulations, except for simple experiments such as electrical circuits. This choice is linked to material constraints, class size, and safety requirements. Simulations are perceived as practical and flexible, allowing experiments to be repeated or slowed down to facilitate understanding. However, teachers emphasize the need for specific ICT training in order to better integrate these tools into their practices. The most effective strategy identified is based on a hybrid approach: using simulations to explain abstract phenomena and real experiments to develop experimental skills, methodological rigor, and critical thinking. This complementary approach appears to be a promising solution for enriching science education and overcoming the constraints encountered in schools.
Paper Structure (7 sections, 3 figures)

This paper contains 7 sections, 3 figures.

Table of Contents

  1. Introduction
  2. Methodology
  3. Results Analysis
  4. Profile of Respondents
  5. Challenges between real experiments and ICT-based simulations
  6. Contexts in which simulation or real experiments are used
  7. Conclusion

Figures (3)

  • Figure 1: Statistics of participating teachers. (a): Less than 5years (blue), between 5 and 10 years (red), more the 10 year (orange). (b): Midlle school (blue), high school (red). (c): Female (blue), male (red)
  • Figure 2: Using real experiments or simulations. (a): Real experiments. (b): Digital simulations (ICTE). Very often (blue), often (red), rarely (orange), never (green). (c): Laboratory equipment. To equip (blue), unequipped (red), partially equipped (orange). (d): the most effective method for promoting students' understanding. Real experiments (blue), Digital simulations (red), both (orange). (e): The teaching method that motivates students, Real experiments (blue), Digital simulations (red), both (orange). (f): The constraints of real experiments, lack of equipment (blue), lack of time (red), safety constraints (orange).
  • Figure 3: (a): The part of the course best suited to real experiments. (b): The part of the course best suited to digital simulations. Mechanics (blue), electricity (red), optics (orange), Chemistry (green). (c): The simplest method. Real experiments (blue), Digital simulations (red), both (orange). (d): Advantages of digital simulations. Accessibility (blue), speed (red), repeatability (orange), clear visualization of invisible phenomena (green).