<![CDATA[Parabolic motion based on technology is a major concern in physics education because this concept is fundamental but requires the integration of complex mathematical, visual, and conceptual representations. Although various learning technologies have been used, research that systematically examines the relationship between the type of technology, pedagogical approach, and learning outcomes on the topic of parabolic motion is still limited and fragmented. This systematic literature review follows the PRISMA 2020 guidelines to analyze 26 peer-reviewed studies published between 2016 and 2025, selected from the Scopus and ERIC databases. The analysis focused on three main aspects, namely learning technology categories, related pedagogical methods, and reported learning outcomes, including conceptual understanding, higher-order thinking skills (HOTS), and the possibility of computational integration. The synthesis results show that the effectiveness of technology in teaching parabolic motion does not depend on the platform used, but is largely determined by the underlying pedagogical design. Interactive simulations and computational modeling combined with inquiry, problem-solving, or project-based approaches typically have a positive effect on conceptual understanding and HOTS development, while the use of passive visual technology has a more minimal impact. In addition, several studies show the potential for developing computational skills related to artificial intelligence preparation, although these results have not been clearly implemented in many studies. This research contributes by designing a pedagogical-technological classification framework for parabolic motion learning that can serve as a conceptual map for educators and researchers in adjusting technology choices to conceptual, cognitive, and computational learning objectives in physics education.]]>
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