Enhancing Physics Education with Mobile Learning: A Literature Review
Author(s):
CHARLIE T. ANSELMO
Keywords:
Mobile Learning, Physics Experiments, Augmented Reality (AR), Virtual Reality (VR), Digital Divide, Interactive Simulations, Student Engagement
Abstract
This literature review explores the transformative potential and challenges of mobile learning in the context of physics experiments. By systematically analyzing global and local studies, particularly those focusing on the Philippines, this review highlights how mobile devices, augmented reality (AR), and virtual reality (VR) enhance student engagement and conceptual understanding in physics education. The findings indicate that mobile learning tools such as interactive simulations and virtual labs significantly improve academic performance and retention rates. However, the review also identifies critical challenges, including the digital divide, reduced hands-on experience, and the need for robust teacher training and high-quality digital content. In addition, issues of academic integrity and potential distractions were discussed. The review underscores the importance of collaborative efforts between the government, private sector, and educational institutions to address these challenges and maximize the benefits of mobile learning. Emerging technologies, such as artificial intelligence (AI), are also considered for their potential to further personalize and enhance the learning experience. The study concludes that with targeted interventions and continuous support, mobile learning can revolutionize physics education and provide equitable and effective learning opportunities.
Article Details
Unique Paper ID: 166357

Publication Volume & Issue: Volume 11, Issue 2

Page(s): 1976 - 1991
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