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Previous researchers have demonstrated significant improvement in students' conceptual understanding of basic physics using interactive engagement methods of instruction. In this study, the effects of interactive computerbased simulations and animations investigated in classroom on students' conceptual understanding of electrostatics. Two groups – one control and one experimental of students at third year undergraduate level were studied to determine the role of computer simulations and animations in the development of functional understanding of the concepts of force, field, and potential in electrostatics. While few misconceptions persisted, the overall results indicate that students seem to have acquired a good general understanding of these concepts using such package. This occurred mainly in the area of verbal, vector and diagrammatic representation of the abstract physics concepts involved in the study.