Simuladores virtuales para la enseñanza de circuitos eléctricos básicos: una revisión sistemática de la literatura

Abstract

Virtual simulators for teaching basic electric circuits have become established as an alternative and complementary didactic strategy in response to the infrastructural limitations that many educational institutions face in sustaining in-person laboratory practices. This article aimed to analyze, through a systematic review of the scientific literature conducted under the PRISMA 2020 guidelines, the use of virtual simulators in teaching basic electric circuits, their effects on conceptual and procedural learning, and their limitations compared with physical experimentation. The search was conducted in Scopus, Web of Science, and ERIC, combining Spanish and English descriptors related to educational simulation, platforms such as PhET, Tinkercad, Multisim, and Proteus, and Latin American contexts, with particular attention to Ecuadorian studies. A total of 143 records were identified, of which 79 were screened by title and abstract after removing duplicates, 56 were assessed for full-text eligibility, and 28 were finally included, following a selection process carried out independently by two reviewers. The results show that the use of simulators improves conceptual understanding, reduces manipulation errors, and increases student motivation, although conceptually resistant misconceptions persist along with limitations in developing the manual skills involved in handling real components. Hybrid approaches, combining simulation and physical practice, yield the best outcomes. It is concluded that virtual simulators constitute a valuable, complementary (though not substitutive) tool for traditional laboratories in teaching basic electric circuits.