Abstract

Currently, the technology integration into physics education is quickly expanding. However, there has been little systematic study on the role of contextual methods and digital technologies in building effective, relevant, and sustainable learning processes. This study systematically examines trends, patterns, and research gaps in contextual technology-based physics learning over the past decade to provide a scientific roadmap to guide the development of future educational pedagogy and technology. This study employs a Systematic Literature Review (SLR) technique that follows the PRISMA 2020 recommendations. The literature search process was carried out systematically through two highly reputable databases, namely, Scopus and Springer, because both provide access to high-quality, peer-reviewed international publications and cover multidisciplinary fields of education, science, and technology. Additional quantitative analysis was conducted through bibliometric visualization, including coauthorship networks, cocitation analysis, and bibliometric mapping using VOSViewer, to map the relationships between authors, articles, and dominant keywords. This analysis discovered 3,973 publications, with just 16 making it to the final selection step. The results show the dominance of augmented reality-based approaches, virtual labs, and contextual multimedia in developing countries like Indonesia. However, there is a lack of studies using longitudinal, cross-national collaborative, and AI-based approaches in an exploratory local context. This study presents a critical synthesis of contextual technology approaches in physics education while identifying theoretical and methodological gaps and providing directions for further evidence-based and contextual research. Teachers and learning designers are advised to develop physics teaching tools that integrate local cultural contexts and high-interaction-based technologies such as AR/VR and engage students in real-life project-based exploration.

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