<![CDATA[The objective of this study is to evaluate the efficacy of a Virtual Lab employing a collision algorithm in enhancing students' conceptual comprehension of collision dynamics, in comparison to traditional pedagogical approaches, within the context of physics education.The methodology employed in this study is as follows: The study employed an experimental approach, comprising a comparison between two groups: an experimental class that used the Virtual Lab, and a control class that utilised traditional teaching methods. Both groups were subjected to pre-tests to ascertain their existing level of understanding, after which post-tests were conducted to evaluate their knowledge after the instruction period. An independent t-test was employed to analyse the differences in post-test outcomes between the two groups.The results are as follows: The findings indicated a significant improvement in the experimental class's understanding, with an average increase from the pre-test to the post-test of 33.89%, in comparison to a 30.74% improvement in the control class. The results of the t-test demonstrated a statistically significant difference (t = 4.32, p < 0.05), indicating that the Virtual Lab was more effective in enhancing conceptual comprehension. In conclusion, the Virtual Lab, based on the collision algorithm, has been demonstrated to be an effective tool for teaching collision dynamics, offering a more interactive and engaging experience than traditional methods. This study highlights the potential of technology-based learning tools to enhance physics education and recommends further development of Virtual Labs with interactive features to increase accessibility and understanding in diverse educational environments.]]>
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