Abstrakt
The integration of digital tools into physics education offers new opportunities to enhance student engagement, support differentiated instruction, and facilitate hands-on learning. Despite the growing availability of such tools, educators often face challenges in selecting and implementing platforms that align with pedagogical goals and classroom realities. This study aims to provide a structured overview of online educational tools relevant to secondary-level physics instruction, focusing on their categorization by functionality and potential classroom use. A preliminary review was conducted to identify and classify tools based on core features such as content delivery, assessment, collaboration, and simulation. A pilot study and two educator workshops were used to illustrate practical integration strategies and gather initial feedback from teachers. The findings highlight the value of platform consolidation, the importance of usability and accessibility, and the need for inclusive materials. The categorization framework and illustrative cases offer practical guidance for teachers designing their own lessons and selecting tools purposefully. Future research will explore AI-based solutions tailored to hands-on physics laboratories.
Reference
Aprilo, I., Arfanda, P. E., Mappaompo, M. A., Saleh, M. S., & Hasbunallah. (2023). Technology adaptation in 21st century physical education learning: Literature review. Jurnal Dunia Pendidikan, 3(2), 102–107. https://doi.org/10.55081/jurdip.v3i2.858
Cacabelos, A., Arce, M. E., Míguez, J. L., & Míguez, C. (2015). Integration of the free software GenOpt for a thermal engineering course. Computer Applications in Engineering Education, 24(3), 356–364. https://doi.org/10.1002/cae.21713
Fonseca, L. M. M., Aredes, N. D., Leite, A.M., Santos, C. B. dos, Lima, R. A. G. de, & Scochi, C. G. S. (2013). Evaluation of an educational technology regarding clinical evaluation of preterm newborns. Revista Latino-Americana de Enfermagem, 21(1), 363–370. https://doi.org/10.1590/s0104-11692013000100011
Guo, Y., Wang, Y., & Ortega, L. (2023). The impact of blended learning-based scaffolding techniques on learners’ self-efficacy and willingness to communicate. Porta Linguarum Revista Interuniversitaria de Didáctica de Las Lenguas Extranjeras, 40, 253–273. https://doi.org/10.30827/portalin.vi40.27061
Jatmiko, B., Prahani, B. K., Suprapto, N., Admoko, S., Deta, U. A., Lestari, N. A., Jauhariyah, M. N. R., Yantidewi, M., & Muliyati, D. (2021). Bibliometric analysis on online physics learning during COVID-19 pandemic: Contribution to physics education undergraduate program. Journal of Physics: Conference Series, 2110(1), 12–18. https://doi.org/10.1088/1742-6596/2110/1/012018
Kregear, T., Babayeva, M., & Widenhorn, R. (2025). Analysis of student interactions with a large language model in an introductory physics lab setting. International Journal of Artificial Intelligence in Education, advance online placement. https://doi.org/10.1007/s40593-025-00489-3
Kurnia, B., Zaidi, M., Suprapto, N., Alan, U., & Cheng, T.-H. (2022). The trend of physics education research during COVID-19 pandemic. International Journal of Educational Methodology, 8(3), 517–533. https://doi.org/10.12973/ijem.8.3.517
Levin, S. (2023). LMS cluster data analysis for correcting students’ learning. 2nd International Conference on Computer Applications for Management and Sustainable Development of Production and Industry (CMSD-II-2022), 1256416. https://doi.org/10.1117/12.2669585
Levitin, D. J. (2015). The organized mind: Thinking straight in the age of information overload. Penguin.
Newport, C. (2019). Digital minimalism. Penguin.
Prahani, B., Alfin, J., Fuad, A., Saphira, H., Hariyono, E., & Suprapto, N. (2022). Learning Management System (LMS) research during 1991–2021: How technology affects education. International Journal of Emerging Technologies in Learning (IJET), 17(17), 28–49. https://doi.org/10.3991/ijet.v17i17.30763
Rizal, R., Rusdiana, D., Setiawan, W., & Siahaan, P. (2022). Learning Management System supported smartphone (LMS3): Online learning application in Physics for school course to enhance digital literacy of preservice Physics teacher. Journal of Technology and Science Education, 12(1), 191–203. https://doi.org/10.3926/jotse.1049
Salas-Rueda, R.-A., De-La-Cruz-Martínez, G., Alvarado-Zamorano, C., & Prieto-Larios, E. (2022). The collaborative wall: A technological means to improving the teaching-learning process about physics. Center for Educational Policy Studies Journal, 12(4), 205–231. https://doi.org/10.26529/cepsj.1167
Schanze, S., Groß, J., & Hundertmark, S. (2020). Computerbasiertes und kollaboratives Lernen in den Naturwissenschaften anhand von Aufgaben entwickeln und fördern. In S. Becker, J. Meißner-Koppelt, & C. Thyssen (Hrsg.), Digitale Basiskompetenzen: Orientierungshilfe Und Praxisbeispiele Für Die Universitäre Lehramtsausbildung in Den Naturwissenschaften (pp. 62–65). Joachim Herz Stiftung Verlag.
Schubertová, K., Lukavský, J., Drobná, A., Volná, K., & Brom, C. (2023). Contextual animation in multimedia learning materials for pre-adolescents: The saga of null results continues. Learning and Instruction, 87, 101803. https://doi.org/10.1016/j.learninstruc.2023.101803
Setiawan, A., Zuhri, M., & Zhang, Y. (2022). Learning Management System using Scorm and iSpring Free on physics learning. Journal of Science Education and Practice, 6(2), 95–106. https://doi.org/10.33751/jsep.v6i2.5941
Simanullang, N. H. S., & Rajagukguk, J. (2020). Learning Management System (LMS) based on Moodle to improve students learning activity. Journal of Physics: Conference Series, 1462(1), 012067. https://doi.org/10.1088/1742-6596/1462/1/012067
Skulmowski, A., & Xu, K. M. (2021). Understanding cognitive load in digital and online learning: A new perspective on extraneous cognitive load. Educational Psychology Review, 34(1), 171–196. https://doi.org/10.1007/s10648-021-09624-7
Solvang, L., & Haglund, J. (2021). How can GeoGebra support physics education in upper-secondary school—a review. Physics Education, 56(5), 055011. https://doi.org/10.1088/1361-6552/ac03fb
Suzuki, W., & Fitzpatrick, B. (2015). Healthy brain, happy life. Harper Collins.
Tripathi, N. (2023). A study on “attention harvesting” strategies used by mass media and its implications. Journal of Communication and Management, 2(02), 153–157. https://doi.org/10.58966/JCM20232215
Xu, Z., Zhao, Y., Liew, J., Zhou, X., & Kogut, A. (2023). Synthesizing research evidence on self-regulated learning and academic achievement in online and blended learning environments: A scoping review. Educational Research Review, 39, 100510. https://doi.org/10.1016/j.edurev.2023.100510
- Autoři si ponechávají copyright a garantují časopisu právo prvního publikování, přitom je práce zároveň licencována pod Creative Commons Attribution licencí, která umožňuje ostatním sdílet tuto práci s tím, že přiznají jejího autora a první publikování v tomto časopisu.
- Autoři mohou vstupovat do dalších samostatných smluvních dohod pro neexkluzivní šíření práce ve verzi, ve které byla publikována v časopise (například publikovat ji v knize), avšak s tím, že přiznají její první publikování v tomto časopisu.
- Autorům je dovoleno a doporučováno, aby zpřístupnili svou práci online (například na svých webových stránkách) před a v průběhu redakčního řízení jejich příspěvku, protože takový postup může vést k produktivním výměnám názorů a také dřívější a vyšší citovanosti publikované práce (Viz Efekt otevřeného přístupu).