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Journal of Advances in Physics Education
Published by Universitas Lampung
ISSN : _     EISSN : 31090702     DOI : https://doi.org/10.23960/jape
Core Subject : Science, Education,
Education Physics Other
Journal of Advances in Physics Education (JAPE) is a scientific journal that publishes research articles, theoretical studies, and innovative practices in physics education. (JAPE) is published by the Master of Physics Education Study Programme, Department of MIPA Education, FKIP, University of Lampung (UNILA). The focus of this journal is to provide a platform for physics education researchers, educators, and practitioners to share empirical findings, practical experiences, and innovative ideas.
Arjuna Subject : Umum - Umum
Articles 21 Documents
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AI and Emerging Digital Technologies in Early Childhood Physics Education: A Systematic Review Anugrah Dwicahyandi Oktavian Anugrah; Izza Ikromatus Saadah
Journal of Advances in Physics Education Vol. 2 No. 2 (2026): (June to November) Journal of Advances in Physics Education
Publisher : Master of Physics Education Study Programme

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jape.v2i2.2365

Abstract

Background: Young children explore motion, force, light, sound, and material properties through play. Digital technologies may extend these experiences, but evidence on preschool physics learning is dispersed across research. Objective: This systematic literature review synthesizes technologies for physics-related learning among children aged 3–6, concepts and pedagogies, reported outcomes, study designs, and developmental, ethical, accessibility, and implementation considerations. Method: Guided by PRISMA 2020, searches covered Scopus, Web of Science, ERIC, Education Source, and IEEE Xplore, plus backward and forward citation searching. Eligible sources addressed preschool children and AI or emerging technologies in physics or related physical science. Findings were synthesized narratively and thematically, distinguishing direct physics evidence from adjacent research. Results: Twenty-five studies were identified. Technologies included robotics and AI activities, augmented and virtual reality, interactive multimedia, digital games, simulations, and mobile learning. Early-childhood AI research often addresses AI literacy, robotics, and computational thinking; physics-specific outcomes are less consistently reported. Technologies appear promising when paired with prediction, hands-on testing, teacher-guided discussion, and age-appropriate assessment. Conclusion: Emerging technologies can complement physical exploration and educator mediation. Claims about physics learning require measures of physical-science understanding, not engagement or adjacent outcomes. Transparent study-level reporting and quantitative synthesis are needed to strengthen the evidence base.

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