LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, marzo, 2025, Volumen VI, Número 2 p 1273.

DOI: https://doi.org/10.56712/latam.v6i2.3697

Design of a strategy for the use of digital simulators in the
teaching of physics to university students

Diseño de una estrategia para el empleo de simuladores digitales para la
enseñanza de la física en estudiantes universitarios

Carmen Elizabeth Camacho Ortiz

ccamacho@upsin.edu.mx
https://orcid.org/0009-0003-2185-6377

Universidad Politécnica de Sinaloa
Mazatlán – México

Jorge Emilio Martínez Lam
jorge.martinez@uadeo.mx

https://orcid.org/0009-0008-1545-2233
Universidad Autónoma de Occidente

Mazatlán – México

Ismaylia Saucedo Ugalde
isaucedo@upsin.edu.mx

https://orcid.org/0000-0001-6038-987X
Universidad Politécnica de Sinaloa

Mazatlán – México

Jessica Vianey Montoya Aldecoa
jmontoya@upsin.edu.mx

https://orcid.org/0009-0001-7304-8377
Universidad Politécnica de Sinaloa

Mazatlán – México

Artículo recibido: 15 de marzo de 2025. Aceptado para publicación: 29 de marzo de 2025.
Conflictos de Interés: Ninguno que declarar.

Abstract

There is a great problem in Mexican Higher Education Institutions due to the deficiencies of knowledge
that the students present in the science area, this because, among other factors, to the lack of
motivation and interest to learn it. This article proposes the design of a strategy for the use of free
access digital simulators for Physics Foundations course students, seeking to increase their interest
in learning physics and improve their learning outcomes, as well as offer a basic starting point that
helps teachers and researchers to consider all the necessary characteristics for the design of
strategies to use them in various subjects. In this strategy, three digital simulators were used: the
virtual laboratory of free fall movement simulates throwing different objects from Pisa Tower and
selecting the gravity, it returns the results of time, speed and route; I.E.S. Aguilar and Cano simulator
allows the user to experiment the result of throwing a ball up, playing with the values of initial velocity
and initial height, thus being able to observe the variations obtained as soon as to height-time and
velocity-time and the projectile movement; finally the Phet simulator, allows launching various objects
from a cannon, varying the values of height, angle, mass and diameter, this simulator is part of the
PhET Interactive Simulations project at the University of Colorado which creates free interactive math
and science simulations. In addition, evaluation instruments were designed for each simulator, which
were applied to the students after the teacher's explanation on two different occasions.

Keywords: educational technology, digital simulators, motivation to learn, learning physical
sciences, ICT in education

LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, marzo, 2025, Volumen VI, Número 2 p 1274.

Resumen
Existe un problema en las Instituciones de Educación Superior mexicanas debido a las deficiencias de
conocimientos que presentan los estudiantes en las ciencias debido, entre otros factores, a la falta de
motivación e interés por aprenderla. Este artículo propone el diseño de una estrategia para el uso de
simuladores digitales de libre acceso para estudiantes de la asignatura Fundamentos de Física,
buscando incrementar su interés por aprenderla y mejorar sus resultados de aprendizaje, así como
ofrecer un punto de partida que ayude a docentes e investigadores a considerar todas las
características para el diseño de estrategias para utilizarlas en diversas asignaturas. En esta
estrategia se utilizaron tres simuladores digitales: el laboratorio virtual de movimiento en caída libre
simulando lanzar diferentes objetos desde la Torre de Pisa y seleccionando la gravedad, devuelve los
resultados de tiempo, velocidad y recorrido; IES simulador de Aguilar y Cano permite al usuario
experimentar el resultado del lanzamiento de una pelota hacia arriba, jugando con los valores de
velocidad inicial y altura inicial, pudiendo observar las variaciones obtenidas en cuanto a altura-tiempo,
velocidad-tiempo y el movimiento del proyectil; finalmente el simulador Phet, permite lanzar diversos
objetos desde un cañón, variando los valores de altura, ángulo, masa y diámetro, este simulador es
parte del proyecto PhET Interactive Simulators de la Universidad de Colorado el cual crea simulaciones
interactivas gratuitas de matemáticas y ciencias. Se diseñaron instrumentos de evaluación para cada
simulador y se aplicaron a los estudiantes luego de la explicación del docente en dos ocasiones
diferentes.

Palabras clave: tecnología educativa, simuladores digitales, motivación para aprender,
aprendizaje de ciencias físicas, TIC en educación

Todo el contenido de LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades,
publicado en este sitio está disponibles bajo Licencia Creative Commons.

Cómo citar: Camacho Ortiz, C. E., Martínez Lam, J. E., Saucedo Ugalde, I., & Montoya Aldecoa, J. V.
(2025). Design of a strategy for the use of digital simulators in the teaching of physics to university
students. LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades 6 (2), 1273 – 1297.
https://doi.org/10.56712/latam.v6i2.3697

LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, marzo, 2025, Volumen VI, Número 2 p 1275.

INTRODUCTION

In the graphic 1 can be seen that in the results of the year 2021 in the area of science, according to the
Centro Nacional de Evaluación para la Educación Superior [CENEVAL] (2021) Results Report, 61% of
young Mexicans who took EXANI II as a selection method for admission to a University in the area of
Engineering and Technology, obtained an unsatisfactory result in the physics area, while 39% managed
to obtain a satisfactory result (CENEVAL, 2021). In the previous year 2020, according to the CENEVAL
2020 Results Report, 54% obtained an unsatisfactory result in the physics area, while only 46% obtained
a satisfactory result (CENEVAL, 2020). In the 2019 results for the science area, according to the
CENEVAL 2019 Results Report, 59.72% obtained an unsatisfactory result in the physics area and only
40.27% managed to obtain a satisfactory result (CENEVAL, 2019). In 2018, 54% obtained an
unsatisfactory result and 46% obtained a satisfactory result (CENEVAL, 2018). Finally, according to the
CENEVAL 2017 Results Report, 59% obtained an unsatisfactory result in the physics area and only 41%
obtained a satisfactory result (CENEVAL, 2017), this demonstrates the deficiency in knowledge of
physics that young people present when entering their university studies.

Graphic 1

Results of the national entrance examination to higher education in the years 2017 to 2021

Source: EXANI-II Diagnosis: Engineering and Technology Module.

Derived from the results obtained in the EXANI-II Diagnosis: Engineering and Technology Module, there
is a great problem in Higher Education Institutions in Mexico, due to the fact that new students have
knowledge deficiencies in the area of science. The teaching methodologies in traditional education
cause students to lose interest in learning sciences such as physics by not using the information
technologies that characterize this new generation of digital natives, as tools to support the learning
process.

The students' demotivation and their lack of interest in learning, is a continuous subject of debate and
reproach among the educational community. Many authors say that the cause of this demotivation is
the fact that we still use traditional education in the classroom. In the article "Schoolchildren without
motivation" presented in the newspaper La Vanguardia, specialists agree that there are problems of

LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, marzo, 2025, Volumen VI, Número 2 p 1276.

adaptation, content, methods, strategies and even commitment on the part of teachers and families
(Rius, 2010). “Many students, even without being fully aware, become demotivated due to lack of
sufficient stimuli in the classroom; their interests are not always taken into account in programming,
and the educational process continues to be more focused on teaching and teachers than on learning
and students” (Martínez-Otero, 2009). "The school is a modern institution, but society is already
postmodern, you can not continue using the traditional school of modern times in the classroom" (Feito,
2009). And finally, other specialists believe that adolescents are currently apathetic towards studying
and expect to be motivated by their parents or by their teachers to arouse and maintain their interest in
it, which represents a risk in that it implies the other pole of apathy: rebellious aggression, point out that
the first challenge is to make the school seduce, interest and provoke curiosity (Flores et al., 2013).

This article proposes the design of a strategy for the use of free access digital simulators, for the
Physics Foundations course students in the second quarter of the Academic Program of Engineering
in Animation and Visual Effects of the Polytechnic University of Sinaloa (UPSIN), seeking to increase
their interest in learning physical sciences, as well as offer a basic starting point that helps teachers
and researchers to consider all the necessary characteristics for the design of strategies for the use of
free access digital simulators in various subjects.

In section II of the article, concepts related to the use of technology, the role they play in education, as
well as the advantages that digital simulators represent as enhancers of student learning are
discussed. In section III, the methodology developed in the research is explained, as well as the digital
simulators used to fulfill the learning objectives to be achieved in the Physics Foundations subject,
which are PHET, I.E.S. Aguilar and Cano and Freefall Motion Virtual Lab. In section IV, the results
obtained by putting into practice in the classroom the use of simulators to analyze the topics of free
fall, vertical shooting and parabolic shooting are analyzed. Finally, in section V of conclusions, it is
warned about the advantage of the implementation of free digital simulators in the use for educational
training in students since it encourages learning through their own experience, posing situations similar
to reality.

METHODOLOGY

The subject Fundamentals of Physics taught in the second quarter of the UPSIN Animation and Visual
Effects Engineering Academic Program aims to enable students to understand natural phenomena
related to movement, electricity and optics through the understanding of the elementary laws of physics
that provide the bases to develop new knowledge. The third learning unit consists of the fundamentals
of statics, kinematics and dynamics and it explains the basic concepts of movement, movement in two
dimensions, the applications of statics, as well as the concepts and applications of dynamics. One of
the expected learning outcomes is that the student is able to calculate the displacement, velocity and
acceleration of the particles without considering the causes that generate them to describe their
movement.

Seeking to comply with the expected learning result, the design of a strategy for the use of digital
simulators for the teaching of free fall, vertical shooting and parabolic shooting is proposed; thus,
allowing students to carry out the necessary simulations to analyze these issues and to solve a series
of exercises that will allow them to reason about the use of each simulator.

After analyzing the various existing free access digital simulators to explain freefall, vertical shooting
and parabolic shooting, it was determined that the simulators to be used for each of the topics are
those shown in Table 5; This is due to the fact that these simulators are free of charge, their affinity
with the expected learning results in the third unit of the Physics Foundations subject, their attractive
design, the ease of use and the feasibility of using them from any computer with access to Internet.

LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, marzo, 2025, Volumen VI, Número 2 p 1277.

Table 1

Selected free access digital simulators

Phenomena Simulation Tool Reference
Freefall Freefall Motion Virtual

Lab
https://conteni2.educarex.es/mats/14357/contenido/

Vertical Shot I.E.S. Aguilar y Cano http://www.iesaguilarycano.com/dpto/fyq/clibre.html
Parabolic
Shot

PHET proyectil
movement

https://phet.colorado.edu/es/simulation/projectile-
motion

In the simulator called Freefall Motion Virtual Lab, students can understand in a practical way the theme
of freefall, experiencing the result of throwing a brick, a box, a book and a radio cassette player on
various planets such as Earth or Venus, thus being able to appreciate the time, the speed and the route
that each object presents if they are thrown from the same height that corresponds to the last level of
the Pisa Tower. This simulator can be seen in figure 1.

Figure 1

Digital freefall simulator

On the other hand, in figure 2 you can see the simulator called I.E.S. Aguilar and Cano, in which students
can understand in a practical way the subject of vertical shooting, experiencing the result of throwing a
ball up playing with the values of initial velocity and initial height, thus being able to observe the
variations obtained as soon as to height-time and velocity-time.

LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, marzo, 2025, Volumen VI, Número 2 p 1278.

Figure 2

Vertical shot digital simulator

Figure 3 shows the projectile movement Phet simulator, where students can understand the topic of
parabolic shooting by experiencing the result of launching various objects from a cannon such as a
pumpkin, a ball, a piano, a human, among others, varying the values of height, angle, mass and diameter;
managing to observe in this way the speed, acceleration, height and distance obtained in each shot
variant.

Figure 3

Parabolic shot digital Simulator

Before designing the strategy to implement the use of digital simulators in the teaching of physics, it is
necessary to analyze the situation and characteristics that correspond to the group of students that
will use them, this through the application of an instrument that has the objective to know common
descriptive information about them in terms of age, gender, if they have a computer with internet
access, as well as qualitative information about their opinion about digital simulators, if they know
them, if they have used them, what do they think about them and if they think they would help to learn
physics. The information collected with this instrument will make it possible to determine if it is feasible
to implement this strategy with the selected group of students and adapt it to their particular

LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, marzo, 2025, Volumen VI, Número 2 p 1279.

characteristics, clarifying that if the students do not have a computer with Internet access or if the
Educational Institution cannot provide it, implementing this strategy is not feasible.

The next step in the strategy, as can be seen in figure 4, corresponds to the explanation by the teacher
of the subjects topics in which the digital simulators will be used, in this case the topics of free fall,
vertical shooting and parabolic shot; in such a way that later the students can solve a series of exercises
on these topics. Once the students finish to solve the exercises, the teacher must explain to the
students how to use each of the simulators and thus solve the previous exercises again, but now
supported by the use of digital simulators. Finally, it will be necessary to analyze the results obtained
by the students in both applications of the exercises, seeking in this way to have a clarity of the benefits
generated by the use of digital simulators.

In relation to the user interfaces of the simulators used in the research, it is important to comment that
in the three practices carried out by the students, previously designed and developed free access digital
simulators were used, one of them by the interactive simulations project of PhET from the University of
Colorado at Boulder who create free interactive math and science simulations. PhET simulations are
based on extensive educational research and engage students through an intuitive, game-like
environment where they learn by exploring and discovering. The interfaces of the three simulators used
were designed in a friendly way so that anyone with little experience in the use of technologies will be
able to understand. The three simulators require internet access in order to be used, so it is important
to mention that 90% of the students who participated in the research have a laptop and internet access,
so there were no comprehension problems about the use of the simulators nor with the access to them.

Figure 4

Flowchart of the teaching strategy using digital simulators

In the research, a total of 105 students participated using free access simulators to teach them the
topics free fall, vertical shot and parabolic shot, during the third grade cut of the quarter January-April
2019, in the subject Fundamentals of Physics, which is part of the Engineering in Animation and Visual
Effects curriculum at the Polytechnic University of Sinaloa. Worked with a population size of 35

LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, marzo, 2025, Volumen VI, Número 2 p 1280.

students per group, with a desired confidence level of 95% and a desired precision of 6%. Therefore,
the representative sample size is 31 students per group, making a total of 93 students corresponding
to the three groups involved in this research project.

LITERATURE REVIEW

Use of technology in education

Information and communication technologies (ICT) are a set of technologies developed to store,
process and manage information. Today, ICTs have been integrated into our lives in such a way that
they have transformed it, and have allowed us to access knowledge, information and learning (Mendoza
& Placencia, 2018). In this context, United Nations Educational, Scientific and Cultural Organization
[UNESCO] (2013) indicates that: The use of ICT in education has a multiplier effect throughout the entire
educational process, emphasizes learning and provides students with new skills, facilitates and
improves the training of teaching, it also gives people a better chance to compete in the global economy
(pp. 5-19).

The concept of educational technology is the training in science, technology, research and ethics that
is responsible for the study of media and information and communication technologies, in terms of
forms of representation, dissemination, access to knowledge and culture, of according to the different
didactic and psychological paradigms applied to different educational contexts such as formal, non-
formal and informal education (Jiménez-Saavedra, 2014).

The role of computers, based on models and simulations, is becoming increasingly important in the
teaching-learning process of science classes, due to the explosion in scientific information and its
availability through the wide world wide web. Computer simulations help students understand the
invisible conceptual world of science through animation, which can lead to a greater understanding of
scientific concepts. The strength of simulations is that they force students to retrieve or discover
relevant knowledge and experience problem-solving skills in authentic situations (Hwang, 2006, pp. 91-
100).

Dynamic and interactive educational computer simulations designed to teach complex concepts and
processes are becoming increasingly popular in all areas of science education, including chemistry,
physics, and biology. A great advantage of learning with interactive simulations is that it allows the
student to change variables in complex systems, manipulate parameters and receive direct feedback
on the changes made (Holzinger et al., 2009).

Simulators are learning objects that, through a software program, try to model part of a replica of the
phenomena of reality and their purpose is for the user to build knowledge from exploratory work,
inference and discovery learning (Díaz, 2017). Digital simulators are interactive applications that
simulate situations of real physical experiments or that illustrate mathematical topics (Díaz, 2018).
They are programs that represent a model or dynamic environment, and that through graphics or
animations provide the student with a vision of what is happening in the environment that is being
simulated, so that, by interactively modifying the characteristics of the environment, they can better
understand what is happening in the environment you are trying to learn about. Given the updating of
technology, we must always be looking for new simulators that are more effective and interesting
(Ortega & Bravo, 2001).

The literature suggests that the success of computer simulations in science education depends on how
they are incorporated into the curriculum and how teachers use them. Simulations have developed a
great interest due to the potential that their interactivity offers to achieve constructivist learning, where
the student interacts with real world experiences (Sahin, 2006).

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ISSN en línea: 2789-3855, marzo, 2025, Volumen VI, Número 2 p 1281.

Educational simulations allow students to learn more from simulated experiences built into the game
than from teacher-delivered lectures or explanations. These authors establish that the simulation
teaching model requires careful articulation by the teacher and that their capacity is crucial to enhance
the learning that emerges from the simulation and make the activities really meaningful situations
(Joyce et al., 2002).

In the study at Midwestern State University with 78 students from the GNSC 1104 (Life/Earth Science)
and GNSC 1204 (Physical Science) course whose objective was to know the effectiveness of
simulations integrated into the traditional curriculum of a general level science course undergraduate,
demonstrated that they can motivate students to commit to their learning and have a more active role.
Through quantitative and qualitative methods, it was documented that the simulations have a positive
impact on the learners, which is evidenced in the test scores (Lunce, 2007, pp. 88-104).

There are a wide variety of digital simulator developers that make them available to the general public,
such as those provided by PhET, UNAM, Logisim, CircuitLab, LogicJy, the logic lab, logic circuit test,
DC/AC lab, ohm zone, among others. In addition to this, it is possible to develop simulators tailored to
the academic needs of each topic of a subject, through the use of programming languages, as well as
graphics and animation generation software; making practically unlimited the possibility of using digital
simulators in the teaching field.

Historical results of CENEVAL in physics area

The academic lag at the regional level that the young people of the Millennial generation presented in
the area of physics in 2017 and 2018, can be observed in the results of CENEVAL 2017 and CENEVAL
2018. According to the results obtained in the Northwest Region, to which the Polytechnic University of
Sinaloa belongs, in 2017 55.99% of the supporters obtained unsatisfactory results and 43.87% obtained
satisfactory results, while in 2018, 52.25% obtained unsatisfactory results and only 47.61% obtained
satisfactory results, as shown in Table 1. Even if the information shows a balance between
unsatisfactory and satisfactory results, there is evidence that a large percentage of students have
deficiencies in the area of physics, the ideal would be to obtain a very low or zero percentage of
unsatisfactory results. In table 2, it can be seen that in 2019, 60.23% obtained an unsatisfactory result
in the area of physics while only the 39.61% obtained satisfactory results, in 2020, 50.27% % of the
supporters obtained unsatisfactory results and 47.65% obtained satisfactory results; finally, in 2021,
55.12% obtained unsatisfactory results and 39.71% obtained satisfactory results, which shows a high
deficiency of knowledge in the area of physics in students from the Northwest region of Mexico.

LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, marzo, 2025, Volumen VI, Número 2 p 1282.

Table 2

Results of the NORTHWEST region of the national entrance exam for higher education in 2017 and 2018, EXANI-II Diagnosis: Engineering and Technology Module
of CENEVAL 2017 and EXANI-II Diagnosis: Engineering and Technology Module of CENEVAL 2018

2017 2018
Region Variable Category N Region % Physics N Region % Physics

SD % I % S % SD % I % S %
Northwest Gender Men 24 218 74.92 0.1 40.06 34.76 25 361 74.98 0.11 37.55 37.32

Women 8 097 25.05 0.04 15.91 9.10 8 455 25.00 0.04 14.68 10.29
NVA 9 0.03 0 0.02 0.01 9 0.03 0.00 0.02 0.01

Regime Public 28 293 87.53 0.11 49.18 38.24 29 307 86.64 0.12 45.49 41.03
Private 3 824 11.83 0.03 6.48 5.32 4 298 12.71 0.02 6.47 6.21
NVA 207 0.64 0 0.33 0.31 220 0.65 0.00 0.28 0.37

Modality General high school 17 250 53.37 0.08 29.10 24.19 18 117 53.56 0.07 27.12 26.37
Technological high school 10 873 33.64 0.03 18.22 15.38 11 262 33.29 0.04 16.72 16.53
Technical Professional 3 537 10.94 0.02 7.35 3.57 3 696 10.93 0.02 7.02 3.89
Intercultural high school 19 0.06 0 0.03 0.03 30 0.09 0.00 0.04 0.04
International high school 85 0.26 0 0.15 0.11 99 0.29 0.00 0.13 0.16
TV high school 353 1.09 0 0.80 0.29 401 1.19 0.01 0.93 0.24
NVA 207 0.64 0 0.33 0.31 220 0.65 0.00 0.28 0.37

Average 6.0-6.9 626 1.94 0 1.34 0.59 821 2.43 0.00 1.55 0.88
7.0-7.9 8 090 25.03 0.05 16.01 8.97 7 581 22.41 0.03 13.81 8.57
8.0-8.9 15 106 46.73 0.06 26.86 19.82 15 316 45.28 0.07 24.92 20.29
9.0-9.9 8 122 25.13 0.02 11.28 13.82 8 970 26.52 0.03 10.50 15.99
10 173 0.54 0 0.17 0.36 387 1.14 0.00 0.27 0.87
NVA 207 0.64 0 0.33 0.31 750 2.22 0.01 1.19 1.01

Total 32 324 100 0.13 55.99 43.87 33 825 100 0.14 52.25 47.61

Source: Northwest EXANI-II Diagnosis: Engineering and Technology Module.

LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, marzo, 2025, Volumen VI, Número 2 p 1283.

Table 3

Results of the NORTHWEST region of the national entrance exam for higher education in 2019 to 2021, EXANI-II Diagnosis: Engineering and Technology Module
of CENEVAL 2019, EXANI-II Diagnosis: Engineering and Technology Module of CENEVAL 2020 and EXANI-II Diagnosis: Engineering and Technology Module of
CENEVAL 2021

2019 2020 2021
Region Variable Category N Regio

n %
Physics N Regio

n %
Physics

SD % I % S % SD % I % S % SD % I % S %
Northwes
t

Gender Men 24 659 75.58 0.12 43.30 32.17 9 294 75.95 1.70 36.41 37.84 46,300 75.75 4.10 39.75 31.91
Women 7 942 24.34 0.04 16.88 7.42 2 943 24.05 0.38 13.87 9.81 17,226 24.24 1.08 15.36 7.80
NVA 24 0.07 0.00 0.05 0.02 0 0.00 0.00 0.00 0.00 535 0.01 0.00 0.01 0.00

Regime Public 28 963 86.02 0.12 51.60 34.30 10 674 87.23 1.88 44.73 40.61 54,004 87.00 4.56 49.30 33.14
Private 4 474 13.71 0.04 8.45 5.22 1 563 12.77 0.20 5.54 7.04 9,531 12.98 0.61 5.80 6.57
NVA 88 0.27 0.00 0.18 0.09 0 0.00 0.00 0.00 0.00 526 0.01 0.00 0.01 0.00

Modality General
high school

17 108 52.44 0.07 30.59 21.78 6 982 57.06 1.05 27.46 28.55 35,084 59.08 2.99 31.61 24.48

Technologi
cal high
school

10 670 32.70 0.08 19.23 13.40 3 800 31.05 0.71 15.26 15.09 20,711 29.82 1.56 16.53 11.73

Technical
Pressional

4 287 13.14 0.01 9.09 4.04 1 306 10.67 0.29 6.77 3.61 6,819 9.58 0.55 5.98 3.06

Intercultural
high school

20 0.06 0.00 0.03 0.03 9 0.07 0.00 0.04 0.03 53 0.07 0.00 0.03 0.04

Internacion
al high
school

101 0.31 0.00 0.20 0.11 30 0.25 0.00 0.07 0.18 107 0.22 0.00 0.15 0.07

TV high
school

351 1.08 0.01 0.91 0.17 110 0.90 0.02 0.69 0.19 761 1.22 0.08 0.81 0.33

NVA 88 0.27 0.00 0.18 0.09 0 0.00 0.00 0.00 0.00 526 0.01 0.00 0.01 0.00
Average 6.0-6.9 872 2.67 0.00 1.87 0.81 152 1.24 0.02 0.79 0.43 1,329 1.16 0.07 0.81 0.29

7.0-7.9 7 063 21.65 0.04 15.07 6.54 2 418 19.76 0.47 12.09 7.20 15,580 18.94 1.17 12.52 5.24
8.0-8.9 14 761 45.24 0.06 28.37 16.81 5 608 45.83 1.05 24.97 19.82 28,783 43.16 2.28 26.01 14.87
9.0-9.9 8 874 27.20 0.04 13.11 14.06 3 906 31.92 0.54 12.18 19.20 17,167 34.80 1.58 15.02 18.20
10 327 1.00 0.00 0.32 0.67 153 1.25 0.00 0.25 1.00 529 1.57 0.07 0.44 1.06
NVA 728 2.23 0.02 1.50 0.72 0 0.00 0.00 0.00 0.00 673 0.37 0.00 0.33 0.04

Total 32 625 100 0.16 60.23 39.61 12 237 100 2.08 50.27 47.65 64,061 100 5.17 55.12 39.71

LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, marzo, 2025, Volumen VI, Número 2 p 1284.

Source: Northwest EXANI-II Diagnosis: Engineering and Technology Module.

On the other hand, in Table 3 it can be seen that at Sinaloa the percentage of unsatisfactory results for the physics area increases, reaching 60.70% against
39.21% of satisfactory results in 2017; while in 2018 the unsatisfactory results were 53.57% and the satisfactory results were 46.36%. In table 4 it can be
observed that in 2019, 59.42% of the supporters obtained unsatisfactory results and 40.50% obtained a satisfactory result, then in 2020, 51.29% obtained
unsatisfactory results and 46.63% obtained a satisfactory result, and finally in 2021, 55.13% obtained unsatisfactory results and 39.17% obtained a satisfactory
result.

Table 4

Results of the Sinaloa State of the national entrance exam for higher education in 2017 and 2018, EXANI-II Diagnosis: Engineering and Technology Module of
CENEVAL 2017 and EXANI-II Diagnosis: Engineering and Technology Module of CENEVAL 2018

2017 2018
State Variable Category N State % Physics N State % Physics

SD % I % S % SD % I % S %
SINALOA Gender Men 5 794 75,76 0,07 43,92 31,77 6 002 74,89 0,06 39,07 35,76

Women 1 849 24,18 0,03 16,74 7,41 2 009 25,07 0,01 14,46 10,59
NVA 5 0,07 0,00 0,04 0,03 3 0,04 0,00 0,04 0,00

Regime Public 6 826 89,25 0,08 55,06 34,11 7 109 88,71 0,06 48,40 40,24
Private 780 10,20 0,01 5,41 4,77 786 9,81 0,01 4,55 5,24
NVA 42 0,55 0,00 0,22 0,33 119 1,48 0,00 0,61 0,87

Modality General high school 5 195 67,93 0,07 42,17 25,69 5 366 66,96 0,04 35,66 31,26
Technological high school 1 658 21,68 0,03 11,66 9,99 1 765 22,02 0,04 11,50 10,48
Technical Professional 678 8,87 0,00 5,90 2,97 653 8,15 0,00 4,80 3,34
Intercultural high school 3 0,04 0,00 0,00 0,04 3 0,04 0,00 0,01 0,02
International high school 24 0,31 0,00 0,25 0,07 24 0,26 0,00 0,17 0,09
TV high school 48 0,63 0,00 0,50 0,13 87 1,09 0,00 0,80 0,29
NVA 42 0,55 0,00 0,22 0,33 119 1,48 0,00 0,61 0,87

Average 6.0-6.9 136 1,78 0,00 1,40 0,38 138 1,72 0,00 1,26 0,46
7.0-7.9 1 569 20,52 0,01 14,50 6,00 1 532 19,12 0,02 12,89 6,20
8.0-8.9 3 290 43,02 0,05 27,81 15,15 3 318 41,40 0,04 24,42 16,95
9.0-9.9 2 508 32,79 0,03 16,29 16,47 2 673 33,35 0,01 13,64 19,70
10 103 1,35 0,00 0,47 0,88 234 2,92 0,00 0,75 2,17
NVA 42 0,55 0,00 0,22 0,33 119 1,48 0,00 0,61 0,87

LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, marzo, 2025, Volumen VI, Número 2 p 1285.

Total 7 648 100 0,09 60,70 39,21 8 014 100 0,07 53,57 46,36

Source: Sinaloa EXANI-II Diagnosis: Engineering and Technology Module.

Table 5

Results of the Sinaloa State of the national entrance exam for higher education in 2019 to 2021, EXANI-II Diagnosis: Engineering and Technology Module of
CENEVAL 2019, EXANI-II Diagnosis: Engineering and Technology Module of CENEVAL 2020 and EXANI-II Diagnosis: Engineering and Technology Module of
CENEVAL 2021

2019 2020 2021
State Variable Category N State

%
Physics N State

%
Physics

SD % I % S % SD % I % S % SD % I % S %
Sinaloa Gender Men 5

487
75,43 0,05 43,21 32,17 3

911
76,94 1,59 38,05 37,30 2.448 75,86 4,37 40,01 31,48

Women 1
787

24,57 0,03 16,21 8,33 1
172

23,06 0,49 13,24 9,33 779 24,14 1,33 14,81 7,69

NVA 0 0,00 0,00 0,00 0,00 0 0,00 0,00 0,00 0,00 0 0,00 0,00 0,00 0,00
Regime Public 6

515
89,57 0,06 54,29 35,22 4

550
89,51 1,89 46,78 40,84 2.822 87,45 4,96 49,67 32,82

Private 747 10,27 0,03 5,07 5,17 533 10,49 0,20 4,51 5,78 405 12,55 0,74 5,45 6,35
NVA 12 0,16 0,00 0,05 0,11 0 0,00 0,00 0,00 0,00 0 0,00 0,00 0,00 0,00

Modality General high
school

5
113

70,29 0,05 41,85 28,39 3
458

68,03 1,24 35,53 31,26 1.919 59,47 4,09 39,45 26,87

Technological high
school

1
440

19,80 0,03 11,04 8,73 1
132

22,27 0,59 9,94 11,75 615 19,06 1,08 9,98 8,96

Technical
Pressional

636 8,74 0,00 5,60 3,15 440 8,66 0,22 5,06 3,38 247 7,65 0,40 4,77 3,01

Intercultural high
school

2 0,03 0,00 0,03 0,00 4 0,08 0,00 0,08 0,00 0 0,00 0,00 0,03 0,00

Internacional high
school

20 0,27 0,00 0,19 0,08 6 0,12 0,00 0,02 0,10 5 0,15 0,00 0,15 0,03

TV high school 51 0,70 0,00 0,66 0,04 43 0,85 0,04 0,67 0,14 36 1,12 0,12 0,74 0,31
NVA 12 0,16 0,00 0,05 0,11 0 0,00 0,00 0,00 0,00 0 0,00 0,00 0,00 0,00

Average 6.0-6.9 105 1,44 0,00 1,17 0,27 53 1,04 0,02 0,69 0,33 38 1,18 0,09 0,68 0,40
7.0-7.9 1

424
19,58 0,03 14,17 5,38 862 16,96 0,43 11,06 5,47 566 17,54 1,18 11,62 4,74

LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, marzo, 2025, Volumen VI, Número 2 p 1286.

8.0-8.9 3
034

41,71 0,03 26,85 14,83 2
115

41,61 0,98 23,75 16,88 1.293 40,07 2,45 24,42 13,20

9.0-9.9 2
521

34,66 0,01 16,50 18,15 1
939

38,15 0,65 15,33 22,17 1.226 37,99 1,83 17,14 19,03

10 178 2,45 0,01 0,67 1,76 114 2,24 0,00 0,47 1,77 78 2,42 0,15 0,56 1,70
NVA 12 0,16 0,00 0,05 0,11 0 0,00 0,00 0,00 0,00 26 0,81 0,00 0,71 0,09

Total 7
274

100 0,08 59,42 40,50 5
983

100 2,09 51,29 46,63 3.227 100 5,70 55,13 39,17

Source: Sinaloa EXANI-II Diagnosis: Engineering and Technology Module.

LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, marzo, 2025, Volumen VI, Número 2 p 1287.

In summary, the recurring prevalence of unsatisfactory physics outcomes among the Millennial
generation, particularly in the Northwest region of Mexico, underscores a substantial knowledge deficit
in this field. These findings emphasize the pressing need for innovative strategies, such as the
proposed utilization of digital simulators, to foster interest and enhance comprehension among
students, thereby addressing the persisting academic gap in physics education.

RESULTS

Prior to the application of the didactic strategy using digital simulators for the teaching of physics, a
survey was applied to 105 students of the second quarter of the Engineering in Animation and Visual
Effects Academic Program at UPSIN, to know the population subject to study, which is made up of 58%
men, 39% women and 2.8% without gender specification, while 87% are between 17 and 19 years old
and 13% are between 20 and 30 years old.

For this research project it is important to define the number of students who have a computer and
Internet access. When applying the previous instrument, the students defined that 86% have a desktop
or laptop computer, while 14% do not have one, in addition, 90% have internet at home and only 10% do
not have internet, it is important to mention that this 10% will be able to access the digital simulators
because UPSIN has free internet in its facilities. On the other hand, 97% of the students to whom the
previous instrument was applied have a mobile device and only 3% do not have one.

Within the previous instrument, the students were consulted about their like and interest in learning
physics, obtaining that 63% indicate having an interest in learning physics and 37% are indifferent or
without interest in learning it; on the other hand, 36% indicate that they like the physics subject and 64%
do not show a real like for the subject. In the same way, they were asked about their academic
performance throughout their academic training in the physics subject, it can be seen in figure 6, that
64% of the students have obtained grades between 6 and 7, that is, only what minimum necessary to
pass, while only 4% have obtained grades of 10 and 32% grades between 8 and 9.

Graphic 2

Average grade in physics throughout the academic training of the second quarter students who are
studying the subject Fundamentals of Physics in the Academic Program of Engineering in Animation and
Visual Effects, surveyed in the previous instrument

32%

64%

Average grade in the physics subject throughout the students academic training

Between 6 and 7 Between 8 and 9 10

LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, marzo, 2025, Volumen VI, Número 2 p 1288.

In figure 7, it can be seen that 42% of the students indicate that they have ever used a digital simulator
and 58% indicate that they have never used it; while only 7% indicate having ever used a digital simulator
to learn physics and 93% have never used it. In addition, 97% indicated that if they had access to a
digital physics simulator they would use it and only 3% would not use it, while 99% of the students
established that using digital physics simulators would increase their interest in learning this subject
and 98% consider that it would increase their academic performance.

Graphic 3

Use of digital simulators by second quarter students who are studying the subject Fundamentals of
Physics in the Academic Program of Engineering in Animation and Visual Effects, surveyed in the previous
instrument

The students were consulted about the main advantages of using digital simulators in the physics
subject, resulting as the main advantage, obtaining better results in their academic performance, that
is, improving their grades and secondly that it would help them learn from a creative way the various
topics of the subject. These results can be seen in figure 8. Finally, the students were asked about their
interest in using digital simulators in the Physics Fundamentals subject, to which 97% indicated that
they were interested in using them and only 3% did not agree to do so. These results can be seen in
graphic 4.

42%
58%

0%
7%

93%

0
0%

10%
20%
30%
40%
50%
60%
70%
80%
90%

100%

Yes No Other Yes No Other

St
u

d
en

ts
p

er
ce

n
ta

Percentage of students that have ever used a digital simulator and percentage of
students have ever used a digital simulator to learn physics.

Have ever used a digital
simulator

Have ever used a digital
simulator to learn physics

LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, marzo, 2025, Volumen VI, Número 2 p 1289.

Graphic 4

Advantages of using digital physics simulators, by second quarter students who are studying the subject
Fundamentals of Physics in the Academic Program of Engineering in Animation and Visual Effects,
surveyed in the previous instrument

Graphic 5

Percentage of students interested in using digital simulators in the Physics Fundamentals subject

Derived from the results obtained in the application of the instrument, it was determined that there is
viability to generate the design of a strategy that allows the use of digital simulators in the teaching of
the subject fundamentals of physics for the students of the second quarter of Engineering in Animation

It will help
me in my

future
career.

It will
increase my
interest in
learning
physics

It will allow
me to obtain

better
results in my

academic
performance

, that is, to
improve my

grades.

It will allow
me to clearly
understand
in a visual
way the

theory of
physics that
I will have to
apply in the

future to
animation.

It will
contribute

to my
personal

improvemen
t and leisure.

It will help
me to learn
in a creative

way the
diferent
subject
topics.

Carry out
practices

that would
not be

possible to
do in real

life.

It does not
present any

tangible
benefit.

Other

Series1 52 58 52 83 23 66 44 2 2

0
10
20
30
40
50
60
70
80
90

N
u

m
b

er
o

f
st

u
d

en
ts

Students who responded, what do you think would be the advantages of using digital simulators
in physics?

20%

40%

60%

80%

100%

120%

Interested in using digital simulators in the
Physics Fundamentals subject

Not interested in using digital simulators in
the Physics Fundamentals subject

Percentage of students interested in using digital simulators in the Physics
Fundamentals subject

Series1

LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, marzo, 2025, Volumen VI, Número 2 p 1290.

and Visual Effects at UPSIN. Within the design of this strategy, an exercise was generated for each
topic, which must be applied to the students before using the digital simulators. It is recommended that
the teacher previously explain the concepts of free fall, vertical shot and parabolic shot and thus know
the scope of the knowledge acquired by the students with the teacher's explanation. Finally, students
must perform the same exercises again using digital simulators, thus seeking to compare both results.

The instrument to evaluate the topic vertical shot can be seen in figure 10, it consists of 4 open
questions on the topic that allow the student to reason about the concepts involved; as well as the
approach of 3 problems in which they have to obtain results related to the topic of vertical shooting.

Figure 4

Evaluation applied to the students of the second quarter of Engineering in Animation and Visual Effects
at UPSIN studying the subject Fundamentals of Physics, to determine the knowledge acquired on the
topic Vertical Shooting

The instrument to evaluate the topic free fall can be seen in figure 5, it consists of 5 open questions on
the topic that allow the student to reason about the concepts involved; as well as the approach of 3
problems in which they have to obtain results related to the topic of free fall.

LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, marzo, 2025, Volumen VI, Número 2 p 1291.

Figure 5

The instrument to evaluate the topic parabolic shot can be seen in figure 6, it consists of a table with
the launch data of 4 different projectiles, which serve as a reference to answer questions 1 to 7;
questions 8 to 12 seek for the student to reason about the concepts involved in the parabolic shot, while
the following 4 proposed exercises seek to achieve an in-depth understanding of the variables involved
in this topic; finally, the instrument has 3 problems in which the students have to obtain results related
to the parabolic shot.

Figure 6

LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, marzo, 2025, Volumen VI, Número 2 p 1292.

Applying the evaluation instruments to the students first without the use of digital simulators and then
with their support, makes it possible to compare the grades obtained by the students and measure the
efficiency of their use to improve academic performance in learning physical sciences. Regarding the
free fall section or exercise, it can be seen in graphic 6, that 100% of the students who obtained failing
grades, that is, less than 7, before using digital simulators, managed to obtain a passing grade with the
use of digital simulators. Only 24% of the students obtained a grade of 9 when performing the free fall
exercises without the use of simulators, while when using them, 37% of the students obtained a grade
of 9, thus observing an increase in the grade obtained by the students. Only 10% obtained a grade of 10
when performing the free fall exercises without the use of simulators, against 45% who obtained a
grade of 10 when using them to perform the exercises, once again observing an increase in the grade
obtained by the students. when using digital simulators for the subject of free fall.

Graphic 6

Comparison of the grades obtained by students in the free fall exercise when not using digital simulators
versus using them

Regarding the vertical shooting section or exercise, it can be seen in graphic 7, that 100% of the students
who obtained failing grades, that is, less than 7, before using digital simulators, managed to obtain a
passing grade with the use of digital simulators. Only 22% of the students obtained a grade of 9 when
performing the vertical shooting exercises without the use of simulators, while when using the digital
simulators, 43% of the students obtained a grade of 9, thus observing an increase in the grade obtained
by students. Then only 28% obtained a score of 10 when performing the free fall exercises without the
use of simulators, against 40% who obtained a score of 10 when using digital simulators to perform
the exercises, once again observing an increase in the score obtained by students when using digital
simulators for the subject of vertical shooting.

LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, marzo, 2025, Volumen VI, Número 2 p 1293.

Graphic 7

Comparison of the grades obtained by students in the vertical shot exercise when not using digital
simulators versus using them

On the other hand, in the parabolic shooting section or exercise, it can be seen in Figure 8 that 100% of
the students who obtained failing grades, that is, less than 7, before using digital simulators, managed
to obtain a passing grade with the use of digital simulators. 24% of the students obtained a grade of 9
when performing the parabolic shooting exercises without the use of simulators, while when using the
digital simulators, 45% of the students obtained a grade of 9, thus observing an increase in the grade
obtained by students.

Graphic 8

Comparison of the grades obtained by students in the parabolic shot exercise when not using digital
simulators versus using them

LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, marzo, 2025, Volumen VI, Número 2 p 1294.

Graphic 9

Comparison of the average grades obtained by the students in the three exercises without using the
simulators against those obtained when using the simulator

In addition to the increase presented in the grades of each student in the free fall, vertical shot and
parabolic shot exercises, it is possible to analyze the averages obtained in the grades of each exercise
without the use of digital simulators and those obtained when using them, this can be can be seen in
figure 16, where it is evident that the average grade obtained in each exercise increased for the three
subjects when the students used digital simulators as support for solving the exercises; in the case of
free fall subject, the average grade obtained by the students without using digital simulators was 7.8,
while the average obtained by the students when performing the same exercises for said subject but
with the support of digital simulators was 9.38; similarly, in the subject of vertical shooting, there is an
increase in the average grades obtained by the students, registering an average of 8.49 without using
simulators against an average of 9.36 when using them; finally, regarding the subject of parabolic
shooting, an increase in the average of the grades obtained by the students is appreciated again,
registering an average of 8.82 in the exercise without the use of simulators and an average of 9.44
when doing it with the support of the them.

COMMENTS

The evolving social landscape compels nations' educational sectors to reevaluate their strategies,
methodologies, and pedagogical processes, aiming to cultivate more proficient citizens capable of
meeting the demands of modern societies. The challenge in education transcends the mere integration
and enhancement of technological infrastructure within the digital era. It also entails a fundamental
reevaluation of instructional approaches in light of contemporary knowledge production, harnessing
the potential of technological tools to craft novel and enhanced multimedia content and facilitating
access to more intricate procedures.

Current cohorts of students exhibit diminishing levels of interest and motivation in their learning
pursuits, potentially stemming from an array of factors that span both internal and external spheres of
influence. Internally, this challenge arises from the persistence of traditional teacher-centric
instructional methodologies employed by educators. Externally, the omnipresence of information
technologies in the daily lives of individuals compels the educational sector to acknowledge these
technologies as indispensable tools for bolstering the teaching-learning process.

LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, marzo, 2025, Volumen VI, Número 2 p 1295.

The results of the admission tests applied to the new students in the Mexican Higher Education
Institutions, show a high deficiency in knowledge of physics, this has been generating great problems
in the Educational Institutions as well as big challenges, where the Polytechnic University of Sinaloa is
not exempt from the situation. Given the need to find mechanisms to minimize deficiencies in
knowledge, the incorporation of information technologies through free access digital simulators in the
area of physics teaching was devised, seeking to improve the academic performance of the students
in the subject Fundamentals of Physics at the second quarter of UPSIN's Animation and Visual Effects
Engineering Academic Program, as well as increasing their interest in learning it.

The use of three free access digital simulators was proposed as support tools in solving physics
exercises that allow understanding the concepts of free fall, vertical shooting and parabolic shooting.
According to the surveys applied to the students, prior to the use of the digital simulators, it was
concluded that 64% show an apathy for learning and knowing the Physical Sciences; less than half of
the students usually get high marks in the subject. Regarding teachers, only 11% have used information
technology in their teaching processes in the subject of Physics and only 7% of students have ever used
digital simulators to learn Physical Sciences. On the other hand, 99% of the students surveyed state
that using digital physics simulators would increase their interest in learning the subject and 98%
believe that it would increase their academic performance.

Upon evaluating the results of the analysis conducted on the students' grades, first without using digital
simulators and then with their support, it is evident that employing information technologies through
freely accessible digital simulators in the field of Physical Sciences contributes to the enhancement of
academic performance for students in the Physics Foundations course during the second quarter of
the Academic Program of Animation and Visual Effects Engineering at UPSIN.

The foregoing shows that the feasibility of acceptance by students is evident, of incorporating digital
simulators for teaching in the subject Fundamentals of Physics, so it is viable to generate the design of
a strategy that allows the use of digital simulators in teaching this subject for the students of the second
quarter of Engineering in Animation and Visual Effects at UPSIN. Which promotes the use of technology
in teaching, breaking paradigms of traditional education, by using digital simulators that are also playful
games and allow attracting young students who are digital natives to learning science and particularly
physics.

This strategy has three exercises designed in such a way that they can be carried out both through the
use of digital simulators and without them, looking for the same exercise to be applied twice to the
students under study in order to analyze the academic benefit that generates the use of digital
simulators; It will also be necessary to analyze the perception generated in the students when using
them, to determine if their interest in learning physics actually increased.

The educational challenge extends beyond merely introducing and enhancing technological
infrastructure within the digital age, including the utilization of innovative technologies such as the
simulators employed in this research. It also necessitates a fundamental restructuring of teaching
methodologies to align with the evolving landscape of knowledge production. Leveraging the
advantages offered by technological tools becomes pivotal in creating advanced multimedia content
and facilitating access to more intricate procedures.

This transformation implies a comprehensive reorganization of pedagogical practices, prompting a
reconsideration of the instructional process itself. The conventional model, wherein students interact
solely with information and knowledge directed by the teacher, has evolved. In the realm of
contemporary education, technology has fostered multifaceted communication avenues, challenging
educators to respond promptly and effectively to this new dynamic.

LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, marzo, 2025, Volumen VI, Número 2 p 1296.

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