This report presents the results of the FISICODE teaching innovation project (code 24-169), coordinated by the University of Granada. The project aims to identify the physics concepts that are most difficult for undergraduate students, and to develop digital tools to improve their understanding of those concepts.

The methodology combines three sources of information:
(1) feedback from experienced university physics lecturers, who have shared the most common learning difficulties they observe in class;
(2) analysis of frequent mistakes found in student exams; and
(3) a survey completed by students from different degree programs, mainly in Telecommunications Engineering.

The study identifies five areas in which students experience most of the challenges: dimensional analysis, coordinate systems, differential and integral calculus, conceptual abstraction and comprehension of physics concepts, reading comprehension, and written skills. Calculus was cited as the most frequent difficulty, followed by problems with abstraction. In the student survey, 66% of students reported trouble understanding the wording of problems, and 48% reported difficulty imagining physical situations or diagrams. Identifying the key points of a problem and applying theoretical concepts in new situations were also widely mentioned in the survey. Another important finding is that students tend to work alone when they have difficulties, rather than asking a teacher or classmates. In more than half of the comments of the survey, the students requested solved examples and exercises with clear, step-by-step solutions. This suggests that traditional lectures and exercises may not be enough to help all students succeed.

To respond to these needs, the FISICODE project has created an open-access online repository: https://gitlab.com/gfatugr/fisicode. This contains interactive exercises implemented in Jupyter notebooks. These digital resources include guided problems, visual simulations, and activities that provide immediate feedback to students as they solve the proposed problems. Each resource is designed to help with one or more of the identified difficult areas.

In summary, this work contributes to understanding the most common learning problems in undergraduate physics courses. By using interactive materials, the FISICODE project supports asynchronous learning, more independence for students, and a more flexible way to study physics. The tools are freely available and can be used or adapted by teachers at other institutions.

Keywords: Undergraduate Physics, Interactive Learning Tools.