Learning in physics with simulation : Students’ needs & perceptions of the interaction with Algodoo, and learning in physics

Abstract: Initiatives to implement computational thinking and science, technology, engineering & modelling into learning processes have been taken by many authorities worldwide, and in Sweden as well. The Swedish government made changes in the high school curriculum in order to develop student’s digital competence including programming which has been in force since June 2018 (Skolverket, 2018). The new curriculum, K9, sets challenges for both students and teachers that can be tackled with studies that point out the difficulties and the fields which require more time and work on learning materials used by schools. Digital simulations are fast becoming a key instrument in school education and several attempts to show and understand the outcome of the usage of simulations have been done recently. Previous studies report that the usage of Algodoo and other simulations programs in physics education has positive effects on students. A considerable amount of literature has been published on computational thinking and simulations. These studies provide insights into how students can benefit from simulations in Algodoo to improve their digital thinking and performance in physics. A study that examines this topic is "Algodoo for Interactive Learning: Effects on Students’ Achievement and Motivation Towards Science'' by Aslı Saylan Kirmizigül (2021). The study investigates how the Algodoo software affects students' attitudes, motivation and performance in physics using both qualitative and quantitative methods. The results show that the students had positive attitudes towards Algodoo and that the use of the software had a positive effect on the students' performance and their computational thinking. Another study on the subject by Elias Euler and Bor Gregorcic ”Never far from shore: productive patterns in physics students' use of the digital learning environment Algodoo” shows that simulations can improve students' understanding of physical concepts and help them develop a deeper understanding of the subject. (Euler & Gregorcic, 2020). This study examines high school students' computational thinking experience and perception, and their learning process and outcomes through the visual simulation program, Algodoo. The study was carried out in a physics class in Stockholm with one specific topic, optical density, and light propagation through different mediums. This is a case study with second- and third-year high school students and the data collected by researchers. Smart boards and personal computers were used to construct the demonstration. The participants' experiences and thoughts were documented in a questionnaire and observations, followed by an interview. The questionnaire consists of fifteen open-ended questions, and the verbal interviews were without any specific leading questions. The study used qualitative methods to collect and analyse primary data.