How Digital Platforms Help Adolescents Learn Physics Creatively

Abstract

Background: Rhythmic entrainment and browser-based educational tools (e.g., PhET, Ableton’s Learning Music, and Ear Sketch) offer low-cost approaches to deliver micro-lessons that may enhance attention and learning outcomes in adolescents.

Objective: To evaluate whether beat-synchronized, browser-based music/physics micro-lessons improve (i) executive function (EF), (ii) physics concept mastery, and (iii) STEM self-efficacy compared with traditional instruction.

Methods: We propose a cluster-randomized controlled trial in secondary schools and present simulated pilot data for illustration (N = 180; 90 students in the beat-synchronized intervention, 90 in traditional instruction). Validated outcome measures include a composite of Hearts-and-Flowers and Flanker tasks for EF, discipline-appropriate physics concept inventories (DIRECT, TUG-K, BEMA), and the S-STEM self-efficacy scale.

Results: Simulated analyses indicate moderate gains favoring the beat-synchronized condition across EF (Hedges’ g ? 1.46), physics concept mastery (g ? 0.73), and STEM self-efficacy (g ? 1.11).

Conclusions: Grounded in current evidence on rhythmic entrainment, micro learning, and interactive simulations, the proposed intervention is theoretically well-supported and practically scalable. A pre-registered field randomized controlled trial is warranted to confirm these preliminary findings.

KEYWORDS: Rhythmic entrainment; micro learning; PhET; Ableton Learning Music; Ear Sketch; executive function; physics education; STEM self-efficacy