The effect of the mobile learning–based PhET interactive simulation approach on students’ conceptual learning and creative thinking in the concept of solutions

Background and Objective: This study aimed to examine the impact of the Mobile Learning–based PhET Interactive Simulation (ML-PhET) approach on conceptual learning and creative thinking among tenth-grade students studying solutions. By combining mobile learning with PhET simulations, the ML-PhET approach offers an innovative framework for chemistry education that emphasizes self-directed, interactive, and experiential learning. Methods: A quasi-experimental design was employed, featuring pretest, posttest, and follow-up assessments. The participants were tenth-grade female students from Isfahan during the ۲۰۲۴–۲۰۲۵ academic year. Data collection involved a researcher-developed academic achievement test to evaluate Bloom’s four cognitive domains and a creativity questionnaire based on Guilford’s model. Experts in chemistry and educational sciences confirmed the content validity of both instruments, and their reliability coefficients, as measured by Cronbach’s alpha, were ۰.۸۱ and ۰.۸۰, respectively. Data analysis utilized Wilcoxon and Mann–Whitney tests, with Bonferroni correction applied. Findings: The ML-PhET approach significantly enhanced students’ performance across Bloom’s cognitive domains, including Knowledge, Comprehension, Application, and Analysis, with these effects persisting even after ۶۰ days. Notable improvements were also found in the creativity components of Fluency, Originality, and Sensitivity, while Flexibility and Elaboration showed no significant change. Conclusion: The findings suggest that the ML-PhET approach effectively enhances both conceptual learning and creative thinking, providing a practical and innovative alternative to traditional chemistry instruction.

کلیدواژه ها:

Chemistry Education ، Conceptual Learning ، Creative Thinking ، Mobile learning ، PhET Interactive Simulation ، STEM