Mental Models and Educational Technology in STEM-Physics Learning: A Systematic Literature Review

Abstract

Developing accurate mental models is essential for enhancing students’ conceptual understanding in STEM education, particularly in physics, where abstract concepts often challenge learners. This systematic literature review examines the role of educational technology in supporting the development of mental models within the context of physics learning in STEM. By analyzing 30 selected empirical studies published between 2015 and 2025, sourced from databases like Scopus, ERIC, and Google Scholar, the review evaluates how various digital tools have been employed to facilitate this process. The studies were filtered from an initial pool of 1,507 articles based on their relevance to the research question. The findings reveal that digital tools such as simulations, virtual laboratories, augmented reality (AR), and interactive multimedia are particularly effective in helping students construct and refine their mental models. These technologies provide students with hands-on experiences and real-time feedback, allowing for a deeper understanding of complex physical phenomena. The review concludes by discussing the implications of technology-enhanced instruction for STEM education, emphasizing how these tools can enhance conceptual understanding and problem-solving skills in physics. Finally, future research directions are suggested, focusing on further improving technology-mediated learning frameworks to support the development of mental models in STEM education.