<![CDATA[Purpose: This study synthesizes evidence on interactive digital learning in physics education and addresses fragmented technology-specific reviews by proposing a theory-informed conceptual framework linking digital affordances, theoretical foundations, pedagogical design, learner processes and outcomes, and implementation conditions. Methods: Following PRISMA 2020 and PRISMA-S, literature published from January 2016 to June 2026 was retrieved from nine information sources and supplemented by backward and forward citation chasing. of 3,142 records identified, 66 publications met the eligibility criteria. Empirical studies were appraised using MMAT, with the JBI checklist additionally applied to quasi-experimental studies. Evidence was synthesized through thematic and abductive analysis. Findings: Five interconnected themes emerged: digital learning affordances, theoretical foundations, pedagogical design features, learner processes and outcomes, and implementation conditions. Learning benefits were associated with representational coherence, guided inquiry, scaffolding, feedback, reflection, and context-sensitive implementation. The synthesis does not establish causal mediation among framework components. Conclusion: The review proposes a theory-informed conceptual framework organizing recurring relationships across heterogeneous studies. Research Implications: The framework supports the design, implementation, evaluation, and empirical testing of coherent digital physics learning environments. Originality: The review integrates technological, theoretical, pedagogical, learner, outcome, and contextual dimensions across multiple digital modalities within a unified conceptual structure for future research.]]>
