Trends of Multiple Representations in Physics Learning (2020-2025): A Systematic Literature Review
Abstract
Abstract This study investigates research trends and reported effects of multiple representations in physics learning through a systematic literature review combined with bibliometric analysis. Data were collected from the Scopus database covering the period 2020–2025, yielding 527 documents, of which 28 empirical studies were selected following the PRISMA protocol. Bibliometric analysis using Biblioshiny identified publication trends, influential works, productive countries, and thematic developments. The results indicate a significant increase in research output after 2022, reflecting growing global attention to multiple representations in physics education. Network visualization shows that multiple representations function as a central conceptual framework connecting conceptual understanding, critical thinking, problem solving, assessment, and technology integration. Content analysis reveals that verbal, graphical, and diagrammatic representations are the most frequently used, followed by mathematical representations. Most studies report positive effects on students’ conceptual understanding, higher-order thinking skills, and engagement. However, these effects vary depending on instructional design, scaffolding strategies, sequencing of representations, and alignment with specific physics topics. Limited integration of cultural contexts and insufficient exploration of representational coordination remain key gaps. Future research is recommended to develop integrative…
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