Bridging Physics Education and Technology: A Theoretical Framework for Integrating Digital Instruction in Senior Secondary Schools

Abstract

The integration of digital technology into physics education has revolutionized instructional practices, enhancing student engagement and comprehension. This literature review explores the application of four key learning theories—Multimedia Learning Theory (MLT), Experiential Learning Theory (ELT), Self-Determination Theory (SDT), and Spaced Repetition—in the context of digital physics education. Research highlights the effectiveness of multimedia tools, virtual laboratories, and personalized digital platforms in fostering a deeper understanding of abstract physics concepts. However, challenges such as cognitive overload, lack of social interaction, and isolated theory applications limit their full potential. By synthesizing findings across multiple theories, this review identifies gaps in current research and suggests that a multi-theory approach may provide a more robust framework for improving learning outcomes. Future directions include exploring the combined use of these theories to create comprehensive digital learning environments that address student motivation, retention, and engagement in science education.