A Systematic Literature Review of Technology-Based Physics Instruction in Pre-University or Matriculation College

HRMARS - Technology-based physics instruction refers to the use of digital tools such as simulations, interactive modules, virtual and augmented reality, mobile applications, and AI-assisted systems to enhance the teaching and learning of physics by enabling students to visualise abstract concepts, conduct virtual experiments, and engage with interactive representations. This systematic literature review examines research published between 2015 and 2025 on technology integration in physics education across secondary, pre-university/matriculation college, and university levels. Using the PRISMA framework, 21 empirical studies were identified from Scopus and Web of Science and analysed to determine the physics topics addressed, the types of technologies used, and the levels of education most frequently studied. The findings indicate that university-level research dominates, especially studies employing Virtual Reality (VR), Augmented Reality (AR), and simulations to support advanced and abstract content, while secondary school studies appear in moderate numbers. Only a small proportion of research focuses on the pre-university or matriculation context, despite its structured curriculum and crucial role in preparing students for tertiary physics. Across the reviewed studies, technology consistently enhances conceptual understanding, engagement, and learning motivation; however, gaps remain concerning curriculum alignment, classroom practicality, and learner readiness at the matriculation level. These findings highlight the need for more context-specific empirical research to understand how technology can effectively support physics learning in fast-paced, exam-oriented pre-university/matriculation college programmes.