Publication Details
Abstract
The purpose of this study is to explore the use of modern media technologies in the field of physics education in terms of expanding the interest of students and their cognitive activity. The introduction discusses possible drawbacks of traditional teaching practices for the understanding of abstract physical concepts. The gap in knowledge is that multimedia, virtual laboratories, and interactive platforms are not sufficiently pedagogically integrated to actively engage learners instead of having them as passive recipients. The approach is based on theoretical analysis of pedagogical and psychological literature and practical observation of media technology use in physics classes. Results show a strong effect of media for attention, comprehension, retention, and transfer of problem-solving skills between text and multimedia visualizations such as simulations and virtual experiments. The results indicate that combining these digital tools with interactive teaching methods leads to more effective learning and greater motivation. According to the study, the scientifically well-founded and didactically balanced targeted use of media technologies can change physics lessons and promote learning quality. It can open doors to independent and research-based learning and thinking.