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In the teaching and learning process, understanding physics involves viewing it from a meaningful perspective, moving beyond memorization and the mechanical use of formulas, and delving into the active construction of knowledge. This study aims to analyze the role of interactive platforms as pedagogical mediators in the conceptual learning of physics, through a systematic review based on the PRISMA method. A qualitative approach was adopted, focused on examining and synthesizing recent scientific evidence that demonstrates the relevance of the topic. The methodological design is structured around the identification, selection, inclusion, and exclusion of relevant data, following the PRISMA review protocols. A search was conducted in various academic databases such as Scopus, SciELO, Redalyc, and Google Scholar, considering variables such as educational platforms, physics teaching, and conceptual learning of physics. The inclusion criteria used were publications from 2018 to 2025 relevant to the field of physics education and learning. The review was based on 80 documents, and 25 studies were included in the study. The findings demonstrate that educational platforms strengthen the understanding of physics concepts through hands-on exploration, the use of digital environments, and virtual simulators. The results show that tools such as educational platforms offer transformative teaching strategies that, when integrated in a planned manner, make learning physics more engaging for students.
Este obra está bajo una licencia de Creative Commons Reconocimiento-NoComercial-CompartirIgual 4.0 Internacional.
