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Peer-reviewedCC BYScientific Reports

Teaching methodology for the course “Computer Methods in Physics” for prospective physics teachers based on adaptive technologies

  • Zhadyra Issayeva1
  • Aliya Sarybayeva1
  • Ganiya Ormanova2
  • Dina Zharylgapova3
  • Alina Amanzholova4
  • Abdinabi Issayev5
5 affiliations
  1. 1Department of Physics, Khoja Akhmet Yassawi International Kazakh-Turkish University
  2. 2Department of Physics, NJSC South Kazakhstan Pedagogical University named after Ozbekali Zhanibekov
  3. 3Department of Physics and Mathematics, Korkyt Ata Kyzylorda University
  4. 4Department of Mathematics, Khoja Akhmet Yassawi International Kazakh-Turkish University
  5. 5School of Physical Culture and Sports, International University of Tourism and Hospitality
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Abstract

Contemporary teacher education requires instructional approaches that can respond to heterogeneous levels of digital competence, subject knowledge, and learning pace among prospective teachers. This study examines a teaching methodology for the course “Computer Methods in Physics” based on an adaptive learning environment integrating LMS Moodle, artificial intelligence modules, learning analytics, and selected immersive visualization tools. The research compared traditional instruction, fully adaptive learning, and a blended format combining lectures with adaptive assignments. The proposed methodology included dynamic task-difficulty calibration, personalized recommendations, interim monitoring of student progress, and structured feedback within the digital platform. The results indicate that the adaptive format supported stronger academic performance, deeper mastery of physics-related computational tasks, and higher student engagement compared with traditional instruction. Students working in the adaptive environment demonstrated more consistent progress across the semester, completed a broader range of practice tasks, and reported more positive perceptions of task appropriateness and platform usability. The blended format also showed improvements over traditional instruction, although its effects were less pronounced than those observed under full adaptive implementation. These findings suggest that adaptive technologies can strengthen the methodological preparation of prospective physics teachers by aligning computational tasks with individual learning needs and providing instructors with actionable analytics. At the same time, the study is limited to short-term course outcomes within one institutional context. Therefore, broader implementation requires further examination of scalability, cost, ethical data use, long-term retention, and transfer to actual teaching practice. The study contributes to educational technology research by demonstrating how adaptive learning can be operationalized in a technically oriented teacher education course.

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Cite

BibTeXRIS
BibTeX
@article{issayeva2026teaching,
  title = {{Teaching methodology for the course “Computer Methods in Physics” for prospective physics teachers based on adaptive technologies}},
  author = {Zhadyra Issayeva and Aliya Sarybayeva and Ganiya Ormanova and Dina Zharylgapova and Alina Amanzholova and Abdinabi Issayev},
  journal = {Scientific Reports},
  year = {2026},
  month = aug,
  doi = {10.1038/s41598-026-65689-w},
  url = {https://doi.org/10.1038/s41598-026-65689-w},
  note = {CC BY},
}
RIS
TY  - JOUR
TI  - Teaching methodology for the course “Computer Methods in Physics” for prospective physics teachers based on adaptive technologies
AU  - Zhadyra Issayeva
AU  - Aliya Sarybayeva
AU  - Ganiya Ormanova
AU  - Dina Zharylgapova
AU  - Alina Amanzholova
AU  - Abdinabi Issayev
PY  - 2026
DA  - 2026/08/01
JO  - Scientific Reports
DO  - 10.1038/s41598-026-65689-w
UR  - https://doi.org/10.1038/s41598-026-65689-w
AB  - Contemporary teacher education requires instructional approaches that can respond to heterogeneous levels of digital competence, subject knowledge, and learning pace among prospective teachers. This study examines a teaching methodology for the course “Computer Methods in Physics” based on an adaptive learning environment integrating LMS Moodle, artificial intelligence modules, learning analytics, and selected immersive visualization tools. The research compared traditional instruction, fully adaptive learning, and a blended format combining lectures with adaptive assignments. The proposed methodology included dynamic task-difficulty calibration, personalized recommendations, interim monitoring of student progress, and structured feedback within the digital platform. The results indicate that the adaptive format supported stronger academic performance, deeper mastery of physics-related computational tasks, and higher student engagement compared with traditional instruction. Students working in the adaptive environment demonstrated more consistent progress across the semester, completed a broader range of practice tasks, and reported more positive perceptions of task appropriateness and platform usability. The blended format also showed improvements over traditional instruction, although its effects were less pronounced than those observed under full adaptive implementation. These findings suggest that adaptive technologies can strengthen the methodological preparation of prospective physics teachers by aligning computational tasks with individual learning needs and providing instructors with actionable analytics. At the same time, the study is limited to short-term course outcomes within one institutional context. Therefore, broader implementation requires further examination of scalability, cost, ethical data use, long-term retention, and transfer to actual teaching practice. The study contributes to educational technology research by demonstrating how adaptive learning can be operationalized in a technically oriented teacher education course.
SN  - 2045-2322
ER  -