Physics is a tough and challenging topic. Facilitating the learning of physics requires an innovative and constructivist view of teaching that promotes an active learning environment and an effective implementation of educational technology. The purpose of the study is to investigate whether the use of computer simulations combined with hands-on activities are more effective than simulation alone to students´ learning of physics concepts. Interactive computer simulation (Crocodile simulation) was used to spread over the aim of this study. Eighty-seven grade 11 learners from the scientific sections and two physics teachers from two different schools participated in the quantitative experimental study. This attempt assesses via posttest the progress in understanding the concepts charging/ discharging of capacitors after four periods of 200 minutes in two different scenarios: 1- using only a computer simulation; 2- using computer simulation with hands-on activities. The results of both descriptive and inferential statistics show that the learners' understanding of capacitors' concepts were highly achieved when learners used the computer simulation combined with hands-on activities. The use of hands-on activities was identified as the major cause of this differentiation.