Digital Learning in Physics Education: Trends, Epistemic Alignment, and Research Gaps - A Systematic Review (2015–2026)

Abstract

This study presents a systematic literature review of digital learning in physics education, synthesizing evidence from 54 Scopus-indexed articles published between 2015 and March 2026. Using the PRISMA 2020 framework, the review reveals a shift from general online and blended learning toward discipline-specific digital ecologies, including simulations, virtual laboratories, immersive technologies, mobile experimentation, gamification, and emerging artificial intelligence (AI) tools. Digital learning initiatives most commonly target engagement, laboratory skills, and conceptual understanding, while higher-order outcomes such as problem solving, metacognition, and long-term transfer remain limited. The literature is dominated by short-term intervention and perception-based studies, highlighting the need for longitudinal and multi-site research. By framing digital learning as an epistemically aligned pedagogical ecology, this review identifies four key gaps: limited AI integration in authentic classrooms, imbalance between access and pedagogy, insufficient evidence on sustained learning outcomes, and inadequate focus on teacher competence. The study offers a forward-looking research agenda to support theoretically grounded and context-sensitive digital innovation in physics education.