TRENDS IN THE USE OF DIGITAL RESOURCES IN SECONDARY AND HIGH SCHOOL SCIENCE EDUCATION: A SYSTEMATIC REVIEW
Main Article Content
Abstract
This article presents a systematic review analyzing trends in the use of digital resources in secondary and high school natural science instruction from 2020 to 2025. The study synthesized and examined 26 experimental papers that were chosen using the PRISMA procedure and were taken from databases including ScienceDirect, ERIC, and SCOPUS as well as a number of Vietnamese educational publications. The findings show clear patterns in how digital resources are categorized, defined, and incorporated into contemporary instructional strategies and applications. These results contribute to the theoretical and practical underpinnings for enhancing the efficacy of natural science education by offering a thorough viewpoint on the use of digital resources.
Keywords
secondary and high school, natural science, systematic review, digital resources
Article Details
References
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Anwar, Y., Slamet, A., & Daniaty, U. (2023). Improving critical thinking skills through discovery learning models assisted animation video on digestive system material. JPBI (Jurnal Pendidikan Biologi Indonesia), 9(3), 433–444. https://doi.org/10.22219/jpbi.v9i3.29042
Apriani, S. P., Supriyatin, S., & Rusdi, R. (2025). Development of digital comics SIPROMAN to improve students’ critical thinking and creative thinking skills. JPBI (Jurnal Pendidikan Biologi Indonesia), 11(1), 237–252. https://doi.org/10.22219/jpbi.v11i1.39563
Asrizal, A., N, A., Ahzari, S., & Helma, H. (2025). Interactive multimedia sound and light waves integrated STEM to develop concept understanding and literacy skills of students. Journal of Turkish Science Education, 22(1), 18–32. https://doi.org/10.36681/tused.2025.002
Atanan, Y., & Saithongdee, A. (2024). Computer Game Development for Balancing Chemical Equations Skill in Chemistry Education. Journal of Education and Learning, 13(3), 99. https://doi.org/10.5539/jel.v13n3p99
Bao, W. (2020). COVID ‐19 and online teaching in higher education: A case study of Peking University. Human Behavior and Emerging Technologies, 2(2), 113–115. https://doi.org/10.1002/hbe2.191
Bishop, J. L., & Verleger, M. (2013). The flipped classroom: A survey of the research. ASEE Annual Conference and Exposition, Conference Proceedings.
Carney, S. (2022). Reimagining our futures together: A new social contract for education: by UNESCO, Paris, UNESCO, 2021, 186 pages, ISBN 978-92-3-100478-0. Comparative Education, 58(4), 568–569. https://doi.org/10.1080/03050068.2022.2102326
Ceviker, E., Strycker, J., & Moody, A. (2022). Development and evaluation of an online homework system for high school physics classes (Journal of Learning Spaces). 11, 11–23.
Chang, C. Y., & Hwang, G. J. (2019). Trends in digital game-based learning in the mobile era: A systematic review of journal publications from 2007 to 2016. International Journal of Mobile Learning and Organisation, 13(1), 68. https://doi.org/10.1504/IJMLO.2019.096468
Chen, C.-H., Wang, K.-C., & Lin, Y.-H. (2015). The Comparison of Solitary and Collaborative Modes of Game-based Learning on Students’ Science Learning and Motivation. Educational Technology and Society, 18, 237–248.
Đào, M. X., & Thủy, P. Đ. C. (2020). Xây dựng và sử dụng học liệu điện tử theo mô hình lớp học đảo ngược nhằm phát triển năng lực tự học cho học sinh THPT ở Tân Uyên, tỉnh Bình Dương. Tạp Chí Khoa Học, 17(8), 1421. https://doi.org/10.54607/hcmue.js.17.8.2825(2020)
Dhawan, S. (2020). Online Learning: A Panacea in the Time of COVID-19 Crisis. Journal of Educational Technology Systems, 49(1), 5–22. https://doi.org/10.1177/0047239520934018
Domínguez, A., Saenz-de-Navarrete, J., de-Marcos, L., Fernández-Sanz, L., Pagés, C., & Martínez-Herráiz, J.-J. (2013). Gamifying learning experiences: Practical implications and outcomes. Computers & Education, 63, 380–392. https://doi.org/10.1016/j.compedu.2012.12.020
Fadilah, N., Pratama, A. T., & Subiantoro, A. (2024). Analysis of e-worksheet based on SDG-13 in climate change material. JPBI (Jurnal Pendidikan Biologi Indonesia), 10(3), 813–818. https://doi.org/10.22219/jpbi.v10i3.34065
Fitra, Y. N., Razak, A., Zulyusri, Z., & Yuniarti, E. (2025). Development of contextual e-magazine on circulatory system material for eleventh graders. JPBI (Jurnal Pendidikan Biologi Indonesia), 11(1), 49–62. https://doi.org/10.22219/jpbi.v11i1.39742
Fitriyana, N., Wiyarsi, A., Sugiyarto, K. H., & Ikhsan, J. (2021). The Influences of Hybrid Learning with Video Conference and Chemondro-Game on Students Self-Efficacy, Self-Regulated Learning, and Achievement toward Chemistry. Turkish Journal of Science Education, 2. https://doi.org/10.36681/tused.2021.62
Gomez, M. J., Ruipérez-Valiente, J. A., & Clemente, F. J. G. (2023). A Systematic Literature Review of Game-Based Assessment Studies: Trends and Challenges. IEEE Transactions on Learning Technologies, 16(4), 500–515. https://doi.org/10.1109/TLT.2022.3226661
Hainey, T., Connolly, T. M., Boyle, E. A., Wilson, A., & Razak, A. (2016). A systematic literature review of games-based learning empirical evidence in primary education. Computers & Education, 102, 202–223. https://doi.org/10.1016/j.compedu.2016.09.001
Heine, S., Krepf, M., & König, J. (2023). Digital resources as an aspect of teacher professional digital competence: One term, different definitions – a systematic review. Education and Information Technologies, 28(4), 3711–3738. https://doi.org/10.1007/s10639-022-11321-z
Hunegnaw, T., Hailegebreal, T. D., Getahun, D. A., & Atlabachew, M. (2025). Effect of Virtual Experiments Compared to Physical Experiments on Students’ Conceptual Understanding of Chemical Kinetics Concepts. European Journal of STEM Education, 10(1), 03. https://doi.org/10.20897/ejsteme/16261
Imomberdiyev, S. (2025). Science, Knowledge, Education.
Kuba, R., Rahimi, S., Smith, G., Shute, V., & Dai, C.-P. (2021). Using the first principles of instruction and multimedia learning principles to design and develop in-game learning support videos. Educational Technology Research and Development, 69(2), 1201–1220. https://doi.org/10.1007/s11423-021-09994-3
Kwong, C.-Y. C., & Churchill, D. (2023). Applying the Activity Theory framework to analyse the use of ePortfolios in an International Baccalaureate Middle Years Programme Sciences classroom: A longitudinal multiple-case study. Computers & Education, 200, 104792. https://doi.org/10.1016/j.compedu.2023.104792
Lazarevic, B., Stojanovic, M., Pisarov, J., & Bojanic, N. (2024). Evaluating the Impacts of NTC Learning System on the Motivation of Students in Learning Physics Concepts Using Card–Based Learning Approaches. Journal of Baltic Science Education, 23(2), 331–351. https://doi.org/10.33225/jbse/24.23.331
Lu, D., & Xie, Y.-N. (2024). The application of educational technology to develop problem-solving skills: A systematic review. Thinking Skills and Creativity, 51, 101454. https://doi.org/10.1016/j.tsc.2023.101454
Lutfi, A., Hidayah, R., Sukarmin, S., & Dwiningsih, K. (2021). Chemical bonding successful learning using the “Chebo collect game”: A case study. Journal of Technology and Science Education, 11(2), 474. https://doi.org/10.3926/jotse.1265
Mayer, R. E. (2017). Using multimedia for e‐learning. Journal of Computer Assisted Learning, 33(5), 403–423. https://doi.org/10.1111/jcal.12197
Meng, W., Yu, L., Liu, C., Pan, N., Pang, X., & Zhu, Y. (2024). A systematic review of the effectiveness of online learning in higher education during the COVID-19 pandemic period. Frontiers in Education, 8, 1334153. https://doi.org/10.3389/feduc.2023.1334153
Morais, C., Miranda, L., & Alves, P. (2015). The use of digital educational resources in the support to learning in higher education. EAI Endorsed Transactions on E-Learning, 2(5), e5. https://doi.org/10.4108/el.2.5.e5
Novitra, F., Festiyed, F., Yohandri, Y., & Asrizal, A. (2021). Development of Online-based Inquiry Learning Model to Improve 21st-Century Skills of Physics Students in Senior High School. Eurasia Journal of Mathematics, Science and Technology Education, 17(9), em2004. https://doi.org/10.29333/ejmste/11152
Ogegbo, A. A., & Ramnarain, U. (2022). Teaching and learning Physics using interactive simulation: A guided inquiry practice. South African Journal of Education, 42(1), 1–9. https://doi.org/10.15700/saje.v42n1a1997
Oliveira, H., & Bonito, J. (2023). Practical work in science education: A systematic literature review. Frontiers in Education, 8, 1151641. https://doi.org/10.3389/feduc.2023.1151641
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. International Journal of Surgery, 88, 105906. https://doi.org/10.1016/j.ijsu.2021.105906
Panjaburee, P., Komalawardhana, N., & Ingkavara, T. (2022). Acceptance of personalized e-learning systems: A case study of concept-effect relationship approach on science, technology, and mathematics courses. Journal of Computers in Education, 9(4), 681–705. https://doi.org/10.1007/s40692-021-00216-6
Paskevicius, M. (2021). Educators as Content Creators in a Diverse Digital Media Landscape. Journal of Interactive Media in Education, 2021(1), 18. https://doi.org/10.5334/jime.675
Pedaste, M., Mäeots, M., Siiman, L. A., De Jong, T., Van Riesen, S. A. N., Kamp, E. T., Manoli, C. C., Zacharia, Z. C., & Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational Research Review, 14, 47–61. https://doi.org/10.1016/j.edurev.2015.02.003
Rodriguez Barocio, Y., Eduardo Obaya Valdivia, A., & M. Vargas-Rodriguez, Y. (2021). ICT: Didactic Strategy using Online Simulators for the Teaching Learning of the Law of Conservation of Matter and its Relationship to Chemical Reactions in Higher Middle Education. International Journal of Educational Technology and Learning, 10(2), 56–67. https://doi.org/10.20448/2003.102.56.67
Rodríguez, M. L., & Pulido-Montes, C. (2022). Use of Digital Resources in Higher Education during COVID-19: A Literature Review. Education Sciences, 12(9), 612. https://doi.org/10.3390/educsci12090612
Sasmito, A. P., & Sekarsari, P. (2022). Enhancing Students’ Understanding and Motivation During Covid-19 Pandemic via Development of Virtual Laboratory. Journal of Turkish Science Education, 19, 180–193. https://doi.org/10.36681/tused.2022.117
Sausan, I., Saputro, S., & Indriyanti, N. Y. (2020). A New Chemistry Multimedia: How Can It Help Junior High School Students Create a Good Impression? International Journal of Instruction, 13(4), 457–476. https://doi.org/10.29333/iji.2020.13429a
Schuessler, K., Striewe, M., Pueschner, D., Luetzen, A., Goedicke, M., Giese, M., & Walpuski, M. (2024). Developing and evaluating an e-learning and e-assessment tool for organic chemistry in higher education. Frontiers in Education, 9, 1355078. https://doi.org/10.3389/feduc.2024.1355078
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