Trends of Multiple Representations in Physics Learning (2020-2025): A Systematic Literature Review

Physics is often described as the language of the universe, a way to describe how things move, interact, and change. But for students, this language can feel like a foreign code. To understand a concept like force or energy, a learner must be able to switch between different ways of seeing the same idea. They might read a description in words, look at a drawing of a moving object, examine a graph showing how speed changes over time, or look at a set of symbols that describe the relationship mathematically. These different ways of showing information are called representations. Just as a map, a photograph, and a written description of a city all tell you about the same place but in different ways, physics concepts can be presented through text, pictures, charts, and formulas. The challenge for educators is figuring out how to use all these different views together to help students truly understand the material, rather than just memorizing rules.

A researcher recently took a deep look at how this approach is being used in classrooms around the world. They wanted to know what is working, what is trending, and where the field is heading. To find the answers, they gathered a massive collection of scientific studies published between 2020 and 2025. They started with over 500 documents from a major global database, but they were very careful to select only the studies that actually tested these methods with high school students. After filtering out reviews and studies that didn't focus on the right age group, they were left with 28 specific research papers to analyze in detail. They used powerful computer tools to map out the connections between these studies, looking at which countries were publishing the most, which topics were becoming popular, and what the actual results were for the students involved.

The researcher found that interest in this approach has surged dramatically in recent years. After a brief dip in 2021, likely due to the global pandemic limiting classroom research, the number of studies jumped sharply, reaching a peak in 2024. This suggests that teachers and scientists are increasingly realizing that showing a concept in just one way is not enough. The most successful studies were those that combined verbal explanations with visual aids like diagrams and graphs. In fact, almost every study they reviewed used words and pictures together, and most also included mathematical descriptions. The goal was to help students build a complete mental picture by connecting the story of what is happening with the visual model and the numbers that describe it.

When the researcher looked at who was doing this work, they found that Indonesia has become a major hub for this type of research, producing a significant number of studies. However, the United States still leads in the total number of citations, meaning its work is read and referenced by others more than any other country. The analysis also revealed a clear shift in what researchers are focusing on. While early studies were mostly about helping students understand basic concepts, the newest research is increasingly focused on higher-level thinking skills. Scientists are now using these multiple views to teach students how to solve complex problems, think critically, and analyze data, rather than just memorizing facts.

A major trend emerging in the last few years is the integration of technology. Many of the studies reviewed used tools like augmented reality, where digital images are overlaid on the real world, or interactive simulations. These tools allow students to see invisible forces, like magnetic fields or electric currents, in a way that is impossible with standard textbooks. The researcher noted that when these technologies are used well, they can make abstract ideas feel real and tangible. However, the study also warned that simply adding technology or showing many different pictures at once does not guarantee success. If a student is shown a graph, a diagram, and a complex equation all at the same time without clear guidance, their brain can become overloaded. The different pieces of information can start to compete with each other, making it harder to learn rather than easier.

The paper also highlighted a gap in how these methods are being used. While many studies focused on teaching, fewer looked at how to test students using these same multiple views. Furthermore, the researcher found that very few studies tried to connect these physics concepts to local culture or everyday life in the students' communities. Most research still treats physics as a universal subject that is the same everywhere, missing the opportunity to use local examples to make the learning more meaningful. The author suggests that future work should focus on creating better ways to test students' ability to switch between different views and on designing lessons that respect and use the cultural backgrounds of the learners.

Ultimately, the study concludes that using multiple representations is a powerful tool, but it is not a magic solution. It works best when it is carefully planned. Teachers need to guide students on how to move from one view to another, helping them see that the words, the picture, and the formula are all describing the same reality. When done right, this approach helps students build a deeper, more flexible understanding of the physical world. The research suggests that the future of physics education lies in creating learning environments that are not just visually rich, but also cognitively supportive, helping students navigate the complex web of ideas that make up science.