Motivating learning in physics: investigating the effects of 4 modes application technique (4MAT) teaching model integrating PhET simulations on student motivation

Abstract The main goal of this research is to assess the effects of incorporating PhET simulations into the 4MAT teaching model on student motivation in the context of physics education. The researcher used a mixed method approach and employed a sequential explanatory design. Quasi-experimental method was used, in which intact classes were assigned to either the control group or the experimental groups. The instructional material was developed through integrating PhET simulations into the 4MAT teaching model. Both groups were given motivation pre-tests and post-tests. The data analysis included the use of the T-test for dependent samples (within groups) and the T-test for independent samples (between groups). Results indicated that the motivation of the experimental group was much greater than that of the control group, as shown by the students’ scores on the ARCS (Attention, Relevance, Confidence, and Satisfaction) scale ( p < 0.001). The students interviewed reported experiencing motivation and receiving instructional assistance while utilizing PhET simulations. Therefore, the integration of PhET simulations into the 4MAT teaching model enhances students’ motivation. Furthermore, the provision of instructional assistance plays a crucial role in optimizing the impact of simulations on students’ motivation.