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Journal articles on the topic 'Interactive Simulations'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

Musa, Dahlia, Laura Gonzalez, Heidi Penney, and Salam Daher. "Technology Acceptance and Authenticity in Interactive Simulation: Experimental Study." JMIR Medical Education 9 (February 15, 2023): e40040. http://dx.doi.org/10.2196/40040.

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Background Remote and virtual simulations have gained prevalence during the COVID-19 pandemic as institutions maintain social distancing measures. Because of the challenges of cost, flexibility, and feasibility in traditional mannequin simulation, many health care educators have used videos as a remote simulation modality; however, videos provide minimal interactivity. Objective In this study, we aimed to evaluate the role of interactivity in students’ simulation experiences. We analyzed students’ perceptions of technology acceptance and authenticity in interactive and noninteractive simulatio

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Anber, Usama, Shuguang Wang, and Adam Sobel. "Response of Atmospheric Convection to Vertical Wind Shear: Cloud-System-Resolving Simulations with Parameterized Large-Scale Circulation. Part II: Effect of Interactive Radiation." Journal of the Atmospheric Sciences 73, no. 1 (2015): 199–209. http://dx.doi.org/10.1175/jas-d-15-0151.1.

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Abstract The authors investigate the effects of cloud–radiation interaction and vertical wind shear on convective ensembles interacting with large-scale dynamics in cloud-resolving model simulations, with the large-scale circulation parameterized using the weak temperature gradient approximation. Numerical experiments with interactive radiation are conducted with imposed surface heat fluxes constant in space and time, an idealized lower boundary condition that prevents wind–evaporation feedback. Each simulation with interactive radiation is compared to a simulation in which the radiative heati

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Martin, John S. "Simulations and Interactive Resources." Journal of Chemical Education 71, no. 8 (1994): 667. http://dx.doi.org/10.1021/ed071p667.

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Thooris, Bruno, and Daniel Pomarède. "Three-dimensional Visualization of Cosmological and Galaxy Formation Simulations." Proceedings of the International Astronomical Union 6, S277 (2010): 263–66. http://dx.doi.org/10.1017/s1743921311022915.

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AbstractOur understanding of the structuring of the Universe from large-scale cosmological structures down to the formation of galaxies now largely benefits from numerical simulations. The RAMSES code, relying on the Adaptive Mesh Refinement technique, is used to perform massively parallel simulations at multiple scales. The interactive, immersive, three-dimensional visualization of such complex simulations is a challenge that is addressed using the SDvision software package. Several rendering techniques are available, including ray-casting and isosurface reconstruction, to explore the simulat

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POZNA, Claudiu Radu, and Csaba ANTONYA. "Interactive Simulation Program for Autonomous Vehicles." Eurasia Proceedings of Science Technology Engineering and Mathematics 16 (December 31, 2021): 26–30. http://dx.doi.org/10.55549/epstem.1052211.

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The paper presents an interactive simulation program dedicated to autonomous vehicles. The program, developed in the form of an app and written in the Matlab programming language, is a didactic tool, which aims to better understand the phenomena that occur during locomotion. To achieve this goal, the user can easily perform interactive simulations by changing the model parameters. In addition to the mentioned flexibility, the user can perform case studies and scenarios. The structure of the program is obtained by aggregating seven objects (modules), dedicated to studying the contributions of e

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Reutov, Viktor Yevgeniyevich, Viktoriya Vladimirovna Reutova, Larisa Аnatolievna Kravchenko, and Irina Аnatolievna Troyan. "BUSINESS SIMULATION AS AN INTERACTIVE METHOD FOR TRAINING ECONOMISTS." Scientific Bulletin: finance, banking, investment., no. 1 (54) (2022): 162–71. http://dx.doi.org/10.37279/2312-5330-2021-1-162-171.

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n the article, the authors identified the essence of the main categories of research: simulation, computer simulation, business simulation. Business simulation is viewed as an interactive method for training economists, which has a system of rules and objectives and is aimed at forming a set of competencies that will help the student in subsequent economic activities. Business simulation has a clearly defined educational goal — the development of practical skills and competencies by the participants. The authors identified the key advantages of using business simulation, including: differentia

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Escobar-Castillejos, David, Julieta Noguez, Roberto A. Cárdenas-Ovando, Luis Neri, Andres Gonzalez-Nucamendi, and Víctor Robledo-Rella. "Using Game Engines for Visuo-Haptic Learning Simulations." Applied Sciences 10, no. 13 (2020): 4553. http://dx.doi.org/10.3390/app10134553.

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Technological advances have been the main driver of enhancing human–computer interaction and interactive simulations have experienced exponential growth in recent years. However, visual and auditory channels are usually the only ones considered for educational simulations even though the sense of touch is also an important one. Touch allows us to recognize and interact with our surroundings. A common way to develop a visuo-haptic simulation in the area of interactive systems is by using a graphic and physics-based engine orchestrated with a haptic rendering framework. However, new solutions, s

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Barbič, Jernej, Funshing Sin, and Eitan Grinspun. "Interactive editing of deformable simulations." ACM Transactions on Graphics 31, no. 4 (2012): 1–8. http://dx.doi.org/10.1145/2185520.2185566.

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Liu, Dan, Matthew Tyler Burk, and Jeewoo Kim. "Interactive Simulations of Upper Limbs." Physics Teacher 63, no. 5 (2025): 336–39. https://doi.org/10.1119/5.0188505.

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Johnston, Andrew. "Conversational Interaction in Interactive Dance Works." Leonardo 48, no. 3 (2015): 296–97. http://dx.doi.org/10.1162/leon_a_01017.

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This paper describes an interactive dance/physical theatre work entitled Encoded, which made use of motion capture techniques and real-time fluid simulations to create systems intended to support, stimulate and augment live performance. Preliminary findings from a qualitative study of performers’ experiences with the system raise a number of issues, including the challenges of creating theatrical meaning with interactive systems, using Contact Improvisation as a metaphor for engaging creative systems, and the impact that large-scale projections can have on performers’ engagement.

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Dy, Abbie U., Jessel C. Lagura, and Genelyn R. Baluyos. "Using PhET Interactive Simulations to Improve the Learners’ Performance in Science." EduLine: Journal of Education and Learning Innovation 4, no. 4 (2024): 520–30. https://doi.org/10.35877/454ri.eduline2981.

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In the science section of the 2018 Programme for International Student Assessment (PISA), the Philippines came in last out of all the participating countries. Through a classroom-based research methodology, the study aimed to determine the effectiveness of using Physics Education Technology (PhET) to enhance learners' performance in science in grade 10. Thirty-three pupils from a public school in Ozamiz City were chosen by purposive sampling in the academic year 2023–2024. Both qualitative and quantitative approaches were used in the study; data were gathered through interviews and a test crea

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Diamanti, Michelangelo, and David Thue. "Automatic Abstraction and Refinement for Simulations with Adaptive Level of Detail." Proceedings of the AAAI Conference on Artificial Intelligence and Interactive Digital Entertainment 15, no. 1 (2019): 17–23. http://dx.doi.org/10.1609/aiide.v15i1.5219.

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Optimizing the level of detail of an interactive simulation involves maximizing its perceived scope while minimizing the computational resources that are required to maintain it. Using varying levels of detail is common in computer graphics, but the challenges of doing so in simulations remain substantially less explored. The interactive simulations of video games often govern the behaviour of intelligent agents in the environment, and such behaviours can take substantial computational resources to maintain. As the ambitions of designers and players demand larger and more complex simulations,

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Lahlali, Abdelouahed, Nadia Chafiq, Mohamed Radid, Kamal Moundy, and Chaibia Srour. "The Effect of Integrating Interactive Simulations on the Development of Students’ Motivation, Engagement, Interaction and School Results." International Journal of Emerging Technologies in Learning (iJET) 18, no. 12 (2023): 193–207. http://dx.doi.org/10.3991/ijet.v18i12.39755.

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The concept of chemical bonding and related concepts are essential topics for the fundamental understanding of chemistry courses by secondary school students. Because of the abstraction aspect, students find it difficult to understand this topic. The aim of this study is to improve students' motivation, engagement, interaction and school results by integrating interactive simulations into the teaching-learning process of chemical bonding concepts. The study was conducted in a secondary school in the Kingdom of Morocco, with a sample of 56 students in the qualifying secondary education cycle. T

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Lanrezac, André, Benoist Laurent, Hubert Santuz, Nicolas Férey, and Marc Baaden. "Fast and Interactive Positioning of Proteins within Membranes." Algorithms 15, no. 11 (2022): 415. http://dx.doi.org/10.3390/a15110415.

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(1) Background: We developed an algorithm to perform interactive molecular simulations (IMS) of protein alignment in membranes, allowing on-the-fly monitoring and manipulation of such molecular systems at various scales. (2) Methods: UnityMol, an advanced molecular visualization software; MDDriver, a socket for data communication; and BioSpring, a Spring network simulation engine, were extended to perform IMS. These components are designed to easily communicate with each other, adapt to other molecular simulation software, and provide a development framework for adding new interaction models t

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Gao, Yang, Christian M. Meyer, and Iryna Gurevych. "Preference-based interactive multi-document summarisation." Information Retrieval Journal 23, no. 6 (2019): 555–85. http://dx.doi.org/10.1007/s10791-019-09367-8.

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AbstractInteractive NLP is a promising paradigm to close the gap between automatic NLP systems and the human upper bound. Preference-based interactive learning has been successfully applied, but the existing methods require several thousand interaction rounds even in simulations with perfect user feedback. In this paper, we study preference-based interactive summarisation. To reduce the number of interaction rounds, we propose the Active Preference-based ReInforcement Learning (APRIL) framework. APRIL uses active learning to query the user, preference learning to learn a summary ranking functi

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Sanjari, Azin, and Azita Manouchehri. "Interactive Learning: Unpacking the Influence of Computer Simulations on Students’ Mathematical Modeling Processes." Education Sciences 14, no. 4 (2024): 397. http://dx.doi.org/10.3390/educsci14040397.

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Mathematical modeling and use of technology have been recognized as powerful vehicles for advancing mathematical thinking. The use of technology to aid students to gain understanding about real-world mathematical problems has long been a subject of inquiry. Using the extended Blum’s modeling cycle as the theoretical framework, this study explores how computer simulations influence fifth-grade students’ mathematical modeling processes. We investigated interpretations and perceptions of students regarding a situation model, and how these interpretations and perceptions changed as a result of exp

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Miller-Kopyt, Michał, and Andrzej Witczak. "Interactive air situation simulator." Bulletin of the Military University of Technology 71, no. 2 (2022): 85–96. http://dx.doi.org/10.5604/01.3001.0016.2812.

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In the present day, simulators play a significant role in training military personnel. They allow, among other things, for practicing combat scenarios that are difficult or outright impossible to execute in reality. Virtual reality technologies are being constantly developed, as are the ways of their interaction with each other and with real objects. This article brings up the topic of interactive distributed simulations, presenting their technological developments as well as the goals of their authors. After the analysis of selected methods of interactive distributed simulations, project assu

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Al-Sadoon, Nidhal, Raimar Scherer, and Karsten Menzel. "Dynamic building model for interactive hazard and crowd evacuation simulations." Journal of Information Technology in Construction 30 (June 30, 2025): 1041–58. https://doi.org/10.36680/j.itcon.2025.042.

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As safety sciences become more prominent, BIM-based simulations are attracting greater interest from various domains, from fire engineering to crowd management. The integration of BIM with advanced simulation tools and technologies has significantly advanced the field of hazard and crowd evacuation simulations. By providing detailed, dynamic, and interactive models, BIM enhances the accuracy and effectiveness of emergency planning and response strategies. This paper targets the development of a dynamic building model that can facilitate BIM-based fire protection and evacuation planning and tra

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HODGIN, JON D. "Microcomputers, Interactive Videodisks, and Psychodynamic Simulations." Southern Medical Journal 79, no. 4 (1986): 451–54. http://dx.doi.org/10.1097/00007611-198604000-00015.

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Kohnle, Antje, and Aluna Rizzoli. "Interactive simulations for quantum key distribution." European Journal of Physics 38, no. 3 (2017): 035403. http://dx.doi.org/10.1088/1361-6404/aa62c8.

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Budhu, Muniram. "Enhancing Instructions Using Interactive Multimedia Simulations." SIMULATION 76, no. 4 (2001): 222–31. http://dx.doi.org/10.1177/003754970107600406.

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Martin, John S. "SIRs: Simulations and Interactive Resources, II." Journal of Chemical Education 72, no. 11 (1995): 993. http://dx.doi.org/10.1021/ed072p993.1.

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Martin, John S. "SIRS: Simulations and Interactive Resources, III." Journal of Chemical Education 73, no. 8 (1996): 722. http://dx.doi.org/10.1021/ed073p722.

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Xie, Charles. "Interactive Heat Transfer Simulations for Everyone." Physics Teacher 50, no. 4 (2012): 237–40. http://dx.doi.org/10.1119/1.3694080.

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25

Cumaranatunge, Chandima. "Creating interactive multimedia simulations without programming." Computers in Physics 12, no. 5 (1998): 413. http://dx.doi.org/10.1063/1.168732.

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Abla, G., D. P. Schissel, E. N. Kim, S. M. Flanagan, and X. Lee. "Interactive monitoring portal for fusion simulations." Fusion Engineering and Design 87, no. 12 (2012): 2052–56. http://dx.doi.org/10.1016/j.fusengdes.2012.04.007.

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Radinschi, Irina, Vladut Fratiman, Vasilica Ciocan, and Marius-Mihai Cazacu. "Interactive computer simulations for standing waves." Computer Applications in Engineering Education 25, no. 3 (2017): 521–29. http://dx.doi.org/10.1002/cae.21818.

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Defianti, Aprina, Indra Sakti, and Syarif Hidayat. "Pelatihan Pemanfaatan Simulasi Interaktif PhET dalam Pembelajaran IPA di SMP-SMA Idhata Kota Bengkulu." Jurnal Pengabdian Pada Masyarakat Indonesia 2, no. 2 (2023): 20–25. http://dx.doi.org/10.55542/jppmi.v2i2.437.

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Abstrak Pengabdian ini bertujuan untuk memberikan wawasan dan melatih siswa dan guru di SMP dan SMA Idhata Kota Bengkulu untuk memanfaatkan simulasi interaktif PhET (Physics Education Technology) dalam Pembelajaran IPA. Metode pelatihan yang dilakukan adalah metode ceramah berbantuan power point dan demonstrasi. Jumlah peserta pelatihan yang hadir adalah sebanyak 19 orang. Hasil pelatihan adalah guru dan siswa memperoleh wawasan mengenai simulasi interaktif PhET sebagai alternatif dalam melaksanakan kegiatan praktikum IPA. Guru dan siswa telah memahami tata cara mengunduh dan menggunakan

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Ayisha, Ahmadova. "INTERACTIVE GAMES AND SIMULATIONS: NEW PERSPECTIVES IN EDUCATION." Deutsche internationale Zeitschrift für zeitgenössische Wissenschaft 104 (May 21, 2025): 82–83. https://doi.org/10.5281/zenodo.15480660.

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This article provides a critical examination of the integration of interactive games and simulations into contemporary educational systems, emphasizing their transformative potential in enhancing teaching and learning processes. Game-based learning and gamification have emerged as effective pedagogical approaches that significantly increase learner motivation, engagement, and cognitive retention. In contrast to traditional didactic methods, these approaches promote knowledge acquisition through immersive, learner-centered, and contextually rich environments.Core game mechanics—such as po

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Furqon, M. "THE IMPACT OF UTILIZING INTERACTIVE CONCEPTUAL INSTRUCTION ASSISTED BY PHET SIMULATIONS ON STUDENTS' UNDERSTANDING ABILITY IN PHYSICS." SPEKTRA: Jurnal Kajian Pendidikan Sains 10, no. 2 (2024): 244–58. https://doi.org/10.32699/spektra.v10i2.7740.

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The objective of this study is to assess the effects of employing Interactive Conceptual Instruction with the assistance of PhET Simulations on students' understanding ability in the field of physics. The study employed a quasi-experimental research approach, specifically utilizing a matching-only pretest-posttest control group design. The sample consisted of 62 students from a high school in Indonesia. The utilized instrument was a understanding ability test in the modified Bloom's Taxonomy. The acquired data were subjected to analysis using t-test and N-Gain. There is a significant differenc

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Sego, T. J., James P. Sluka, Herbert M. Sauro, and James A. Glazier. "Tissue Forge: Interactive biological and biophysics simulation environment." PLOS Computational Biology 19, no. 10 (2023): e1010768. http://dx.doi.org/10.1371/journal.pcbi.1010768.

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Tissue Forge is an open-source interactive environment for particle-based physics, chemistry and biology modeling and simulation. Tissue Forge allows users to create, simulate and explore models and virtual experiments based on soft condensed matter physics at multiple scales, from the molecular to the multicellular, using a simple, consistent interface. While Tissue Forge is designed to simplify solving problems in complex subcellular, cellular and tissue biophysics, it supports applications ranging from classic molecular dynamics to agent-based multicellular systems with dynamic populations.

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Babakhadjaev, Rashid Xashimovich. "THE USE OF INTERACTIVE METHODS IN FOREIGN LANGUAGES." International journal of word art 5, no. 6 (2022): 4. https://doi.org/10.5281/zenodo.7393902.

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The active and interactive methods allows sharing information, receiving feedback, solving together the arising problems, simulating the educational situations, evaluating one’s own behavior and the actions of other participants, diving into the real atmosphere of business cooperation in solving problematic issues. Various methods exist of interaction between the teacher and students: cooperative learning methods, group discussions, debates, business simulation games, case situation analysis, project method, social-psychological training, moderation, computer simulations, and others. Tha

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Jones, Brett D., Mehdi Setareh, Nicholas F. Polys, and Felipe Bacim. "Application of an Online Interactive Simulation Tool to Teach Engineering Concepts Using 3D Spatial Structures." International Journal of Web-Based Learning and Teaching Technologies 9, no. 3 (2014): 18–36. http://dx.doi.org/10.4018/ijwltt.2014070102.

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Simulations can be powerful learning tools that allow students to explore and understand concepts in ways that are not possible in typical classroom settings. However, research is lacking as to how to use simulations most effectively in different types of learning environments. To address this need, we designed a study to examine the impact of using online interactive simulations on the learning and motivation of 109 undergraduate architecture students from two large public universities. The simulation tool allowed students to create models of spatial structures and analyze the effects of load

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Stapleton, C., and C. Hughes. "Interactive imagination: Tapping the emotions through interactive story for compelling simulations." IEEE Computer Graphics and Applications 23, no. 5 (2003): 11–15. http://dx.doi.org/10.1109/mcg.2003.1231172.

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Иванов, Иван, Ivan Ivanov, Алексей Кусков, and Aleksey Kuskov. "Computer simulations as interactive method training In the course of preparation bachelors of law." Advances in Law Studies 5, no. 2 (2017): 105–17. http://dx.doi.org/10.12737/article_5963a1792cd883.48472757.

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The aim of the article is to examine the computer simulations as one of the interactive methods of training and formulate proposals for their effective use in training bachelors of law. The authors have chosen the basis of the research methodology a systematic approach using formal-logical method as well as methods of theoretical knowledge and empirical research. As a result, the authors formulated the definition of legal computer simulation, classified these simulations. The authors proposed a scheduling algorithm and conduct classes with the use of computer simulations. There are conclusions

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Stošić, Biljana, Ivana Budić, Danijela Stanković, et al. "Basic Principles of Simulations: In situ and Online Simulation." Acta Facultatis Medicae Naissensis 34, no. 4 (2017): 257–64. http://dx.doi.org/10.1515/afmnai-2017-0027.

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Summary Medical simulation is an artificial and a faithful representation of real clinical situations with the help of static and interactive doll simulators, standardized patients/actors, models for the exercise, simulation on a computer screen and a “serious” performance of a real clinical situation. That is a modern way of learning that helps students and health workers to achieve a higher level of expertise and provide a safer health care. Medical simulation is one of the greatest and most important innovations in medical education for the past 20 years. The goal of the simulation is to pr

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Novayani, Wenda, and Iqbal Alhuda. "ENHANCING STUDENTS’ LEARNING OUTCOMES IN CLASSICAL CRYPTOGRAPHY THROUGH INTERACTIVE 3D SIMULATIONS." Jurnal Komputer Terapan 10, no. 2 (2024): 161–69. https://doi.org/10.35143/jkt.v10i2.6446.

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Cryptography is the study of how to transform data or information into a form that is unreadable by others, thus ensuring the security of the data. Based on a questionnaire conducted among students of Politeknik Caltex Riau (PCR) who have studied classical cryptography, the Vigenere Cipher and Affine Cipher were found to be the most difficult algorithms to understand. This research aims to investigate the improvement in students' knowledge of classical cryptography through interactive 3D simulations. The experiment was conducted on 30 PCR students by comparing two learning groups: a control gr

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Whitworth, Karen, Sarah Leupen, Chistopher Rakes, and Mauricio Bustos. "Interactive Computer Simulations as Pedagogical Tools in Biology Labs." CBE—Life Sciences Education 17, no. 3 (2018): ar46. http://dx.doi.org/10.1187/cbe.17-09-0208.

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Student learning in biology may be impaired by instructional environments that emphasize technical methodology over analysis. We hypothesized that time gained by experimenting with accurate computer simulations could be used to engage students in analytical, creative learning. The effects of treatments that combined a week of simulated lab instruction with a week of standard lab instruction in different order (E-to-S and S-to-E) were examined using a controlled experimental design with random assignment of lab sections and hierarchical linear modeling analysis to account for possible clusterin

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Haase, Sabine, and Katja Matthes. "The importance of interactive chemistry for stratosphere–troposphere coupling." Atmospheric Chemistry and Physics 19, no. 5 (2019): 3417–32. http://dx.doi.org/10.5194/acp-19-3417-2019.

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Abstract. Recent observational and modeling studies suggest that stratospheric ozone depletion not only influences the surface climate in the Southern Hemisphere (SH), but also impacts Northern Hemisphere (NH) spring, which implies a strong interaction between dynamics and chemistry. Here, we systematically analyze the importance of interactive chemistry with respect to the representation of stratosphere–troposphere coupling and in particular the effects on NH surface climate during the recent past. We use the interactive and specified chemistry version of NCAR's Whole Atmosphere Community Cli

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Petrova, Hristina. "MODELING USING PHET SIMULATIONS IN TEACHING PHYSICS AT SECONDARY SCHOOL." Education and Technologies Journal 11, no. 1 (2020): 199–203. http://dx.doi.org/10.26883/2010.201.2270.

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A particularly important aspect of learning physics is using models of physical objects, processes and phenomena. Modeling is an important component of learning and cognitive activity. This determines its importance for the formation and development of students’ knowledge and skills. The Physics Education Technology (PhET) project creates useful simulations for teaching and learning physics and makes them freely available on the PhET web site: http://phet.colorado.edu The simulations are interactive, animated and visual. Some ideas for their using in physics education are presented. They can b

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Proffen, Th, R. B. Neder, and S. J. L. Billinge. "Teaching diffraction using computer simulations over the Internet." Journal of Applied Crystallography 34, no. 6 (2001): 767–70. http://dx.doi.org/10.1107/s0021889801013656.

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Computer simulations are a versatile tool to enhance the teaching of diffraction physics and related crystallographic topics to students of chemistry, materials science, physics and crystallography. Interactive computer simulations are presented, which have been added to a World Wide Web (WWW) based tutorial. A simple WWW interface is used to choose appropriate values for selected simulation parameters. The resulting structure and diffraction pattern are then plotted on the screen. Simulated structures range from a single atom to complex disordered or modulated structures. The simple interface

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Burgard, Jan Pablo, and Ralf Münnich. "SAE teaching using simulations." Statistics in Transition new series 16, no. 4 (2015): 603–10. http://dx.doi.org/10.59170/stattrans-2015-033.

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The increasing interest in applying small area estimation methods urges the needs for training in small area estimation. To better understand the behaviour of small area estimators in practice, simulations are a feasible way for evaluating and teaching properties of the estimators of interest. By designing such simulation studies, students gain a deeper understanding of small area estimation methods. Thus, we encourage to use appropriate simulations as an additional interactive tool in teaching small area estimation methods.

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Wongsuwan, Wachirawut, Jiradawan Huntula, and Chen-Chung Liu. "The interactive computer simulation and learning activity for facilitating students’ conceptual understanding on the buoyant force through the CoSci learning platform." Journal of Physics: Conference Series 2145, no. 1 (2021): 012075. http://dx.doi.org/10.1088/1742-6596/2145/1/012075.

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Abstract Learning science, especially in the physics field, there are many varieties of invisible and abstract phenomena that are hard and difficult for students to observe and learn. One of the tools that can help students to understand those phenomena in a better way is computer simulations. The computer simulations are usually used in both on-site classroom and on-line learning platforms. Learning in the COVID-19 pandemic era at present, the computer simulations are very important for helping students to understand the physics concept. Interactive computer simulation can be considered as on

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Susanti, D., M. H. Yaqiina, and S. Maulana. "Newton’s Gravity Interactive Simulation to Improve 10^th-Grade Students’ Learning Outcome." Journal of Physics: Conference Series 2377, no. 1 (2022): 012091. http://dx.doi.org/10.1088/1742-6596/2377/1/012091.

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This research aims to develop interactive simulations of Newton’s gravity concept that can improve student learning outcomes. This research is research and development. The research model referred to is the ADDIE model. This research has produced educational products in the form of interactive simulations of Newton’s concept of gravity. The educational product developed assists students in visualizing Newton’s concept of gravity. The results of theoretical validation obtained an average score of 91.3% with very good criteria. The score indicates that the research product that has been develope

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Dunn, Justin, and Umesh Ramnarain. "The Effect of Simulation-Supported Inquiry on South African Natural Sciences Learners’ Understanding of Atomic and Molecular Structures." Education Sciences 10, no. 10 (2020): 280. http://dx.doi.org/10.3390/educsci10100280.

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This study investigated the effect of interactive computer simulation-supported inquiry on South African grade 8 learners’ comprehension of atoms and molecular structures. Two sample groups of 34 learners per sample group were used, one acting as a control group who were exposed to a teacher-directed pedagogy while the experimental group used simulations in inquiry-based learning as an intervention to enhance their understanding of atomic and molecular structures. Data were collected by means of conceptual tests, a questionnaire survey, and individual interviews. A statistical analysis of quan

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Harahap, Fatma Suryani, Eko Susetyarini, Elly Purwanti, Sulidar Fitri, Nia Kurniaty Rukman, and Heni Mulyani Pohan. "PhET simulation in education: A bibliometric analysis of the Scopus database." Research and Development in Education (RaDEn) 5, no. 1 (2025): 555–70. https://doi.org/10.22219/raden.v5i1.40504.

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The advancement of digital technology has significantly transformed approaches to science and mathematics education, notably through the use of interactive simulations. One of the most prominent innovations is PhET Simulations, widely employed to enhance conceptual learning and 21st-century skills. This study aims to analyze the trends and contributions of PhET Interactive Simulations in science and mathematics education through a bibliometric approach based on Scopus data (2006–2024). Using the PRISMA method, 82 selected articles were analyzed via VOSviewer and CSV to map publication dynamics

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Valentini, Pier Paolo. "Natural interface in augmented reality interactive simulations." Virtual and Physical Prototyping 7, no. 2 (2012): 137–51. http://dx.doi.org/10.1080/17452759.2012.682332.

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Rapaport, D. C., and Harvey Gould. "An introduction to interactive molecular-dynamics simulations." Computers in Physics 11, no. 4 (1997): 337. http://dx.doi.org/10.1063/1.168612.

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Adams, Wendy K. "Using interactive simulations to visualize Fourier analysis." Journal of the Acoustical Society of America 129, no. 4 (2011): 2646. http://dx.doi.org/10.1121/1.3588820.

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Haller, Benjamin C., and Philipp W. Messer. "SLiM 2: Flexible, Interactive Forward Genetic Simulations." Molecular Biology and Evolution 34, no. 1 (2016): 230–40. http://dx.doi.org/10.1093/molbev/msw211.

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