Evaluation of Secondary School Students’ Perceptions toward Combination of Digital Learning Technology for Physics Learning

Abstract

With rapid growth of digital learning, researchers revealed that the digital technologies for teaching and learning could promote students’ interest, motivations, attitudes, and enhance conceptual learning outcome. According to this evidence, an educational computer game and a computer simulation were chosen as important digital learning technology in physics learning in this study. Moreover, perceptions of perceived learning, perceived ease of use, perceived playfulness, enjoyment, perceived satisfaction, and flow were chosen as important factors in learning physics with gender differences through the physics lesson. Fifty-one students in Northeast region of Thailand were recruited to interact with the digital learning technology to investigate the effect of perception toward science lesson. Before participating in the learning activities, a Likert-scale perception was administered to the students as a pre-test. After finishing the learning activities, the Likert-scale perception was administered to the students as a post-test. The results indicated that females and males increased their perceptions on perceived learning, perceived ease of use, perceived playfulness, enjoyment, perceived satisfaction, and flow after interacting with digital learning technology; moreover, females showed positive perception more than males.