2026 ASEE Annual Conference & Exposition

Instructional Uses of PhET Simulations for Learning DC Circuit Concepts in University Physics

Presented at Engineering Physics and Physics Division (EP2D) Technical Session 1

Interactive simulations are widely used to support conceptual learning in introductory physics, yet their impact depends strongly on how they are integrated into instruction. This study investigates the PhET Circuit Construction Kit: DC simulation when implemented in two instructional contexts in an Electricity and Magnetism course at a large private university in Chile: (i) an inquiry-based activity adapted and translated from the PhET community repository, and (ii) traditional lecture-based instruction using an instructor-projected simulation. Eight course sections taught by seven instructors participated (196 enrolled); 152 students completed a 10-item pre-test, 125 completed the post-test, and 81 completed both. Learning was assessed using a Spanish translation/adaptation of selected items from the DIRECT instrument, covering current (3 items), voltage (3), power (3), and circuit visual representations (1). We computed normalized gain ⟨g⟩ with error propagation and examined item-level response distributions grouped by simulation use versus non-use. Results show consistently low overall gains across sections, with modest differences by modality. Item-level analyses reveal mixed patterns: sections without simulations achieved medium gains on several items, while simulation-supported sections showed low or even negative gains on some concepts. At the same time, simulations appeared to reduce specific misconceptions (e.g., “charge is absorbed in the bulb”) and to support performance on a pictorial circuit-completion item, but were associated with increased selection of “progressive loss” voltage reasoning in a series-circuit item when explicit instructional guidance was limited. These findings suggest that simulations are not sufficient by themselves; they are most productive when paired with structured prompts and debriefing that connect simulation observations to scientifically accurate models and to symbolic circuit representations.

Authors

Javiera Gamonal-Pérez Universidad Andres Bello [biography]

Javiera Gamonal-Pérez holds a Bachelor’s degree in Science with a mention in Astronomy and a Master’s degree in Science with a mention in Physics, both from the University of Chile. Since graduation, she has taught introductory physics courses for engineering students at several universities across Chile. In 2022, she joined Universidad Andrés Bello, where she continues to focus on physics education for early-level engineering students. Her teaching emphasizes innovation through active methodologies and student-centered learning, fostering engagement and deeper understanding in foundational physics courses
Prof. Angeles Dominguez http://orcid.org/0000-0001-6066-355X Universidad Andres Bello, Chile; Tecnologico de Monterrey, Mexico [biography]

Angeles Dominguez is an adjunct researcher at the Institute for the Future of Education at Tecnologico de Monterrey, Mexico. She also collaborates with the School of Engineering at the Universidad Andres Bello in Santiago, Chile. Angeles holds a bachelor’s degree in physics engineering from Tecnologico de Monterrey and a doctoral degree in Mathematics Education from Syracuse University, NY. Dr. Dominguez is a member of the Researchers’ National System in Mexico (SNI-2) and has been a visiting researcher at Syracuse University, UT-Austin, and Universidad Andres Bello. Her main research areas are interdisciplinary education, teaching methods, faculty development, and gender issues in STEM education. She actively participates in several national and international mathematics, engineering, and science education projects.
Prof. Genaro Zavala http://orcid.org/https://0000-0001-5880-1124 Tecnologico de Monterrey, Monterrey, Mexico; Universidad Andres Bello, Santiago, Chile [biography]

Genaro Zavala is the leader of the Socially Oriented Interdisciplinary STEM Education Research Group of the Institute for the Future of Education at Tecnologico de Monterrey. He collaborates with the Faculty of Engineering, Universidad Andres Bello in Chile. He is National Researcher Level 2 in Mexico. His research lines are interdisciplinary STEM education, social oriented education, conceptual understanding, active learning, assessment tools, and faculty development. Dr. Zavala was appointed to the editorial board of the PRPER (2015-18). In the AAPT, he was a vice-presidential candidate, member of the Committee on Research in Physics Education, member and chair of the International Education Committee, and elected member of Leadership Organizing Physics Education Research Council .
CARLOS PINEIDA http://orcid.org/https://0000-0001-8396-9711 Universidad Andres Bello [biography]

I am a physics professor at UNAB, I have more than 20 years of experience teaching physics to engineering students among other careers.

Note

The full paper will be available to logged in and registered conference attendees once the conference starts on June 21, 2026, and to all visitors after the conference ends on June 24, 2026

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