Abstract
This study investigates the impact of integrating Gizmos digital simulations on high school students' perceptions of scientific concepts and their engagement in Science 9. Recognizing the potential of digital simulations to enhance learning experiences, particularly in science education, the study aims to explore how this technology influences students' attitudes, engagement, and perceptions of science topics. The study seeks to determine the influence of Gizmos digital simulations on high school students' perceptions in Science 9, specifically focusing on students' attitudes, engagement levels, interest, motivation, perceived difficulty, and self-efficacy in science learning. Data was collected from 36 Grade 9 students at Timoteo Paez Integrated School during the academic year 2023-2024. The research involved assessing students' perceptions through surveys and observations, with a particular emphasis on gender differences in response to Gizmos integration. The findings reveal that female students generally exhibit more positive attitudes, higher engagement levels, and stronger perceptions of interest, motivation, and self-efficacy in science when using Gizmos compared to male students. However, both genders perceive science topics to be similarly manageable in difficulty when utilizing Gizmos digital simulations. Integrating Gizmos digital simulations into science education shows promise in enhancing students' learning experiences and perceptions of scientific concepts. Tailored approaches are needed to address gender-specific variations in engagement and attitudes towards technology-enhanced learning, ensuring equitable student benefits.
