ASSESSING LEARNING OUTCOMES FROM SMARTPHONE-BASED EXPERIMENTS: A STATISTICAL APROACH
Keywords:
physics education, smartphone-based laboratories, technology-enhanced learning, mobile learning, experimental pedagogy, distance education.Abstract
Smartphone-based mobile laboratories having built-in sensors and computational capabilities is supporting technology enhanced physics education for distant learners. These laboratories enable the learners to perform limited experiments with most comfort in topics related to mechanics, optics waves and electromagnetism. The present research focus on investigation of smartphone-based physics laboratories implemented in Undergraduate physics course at the department of Physics, Navoi State University, Uzbekistan. A quasi-experimental methodology was adopted to examine the science process skills, conceptual understanding and learning engagement using descriptive statistics and paired t-test. Qualitative feedback from student reflections was thematically analyzed through a software HEMIS that is commonly used in almost all Higher Educational Instituitions of Uzbekistan. The findings suggest that smartphone-based laboratories represent a scalable, cost-effective and an supportive alternative for distance learners.
Downloads
References
1. Grivokostopoulou, F., Kovas, K., & Perikos, I. (2020). The effectiveness of embodied pedagogical agents and their impact on students learning in virtual worlds. Applied Sciences (Switzerland), 10(5).
2. Milner-Bolotin, M., Milner, V., Tasnádi, A. M., Weck, H. T., Groma, I., & Ispánovity, P. D. (2021). Contemporary Experiments and New Devices in Physics Classrooms. Journal of Physics: Con-ference Series, 1929(1).
3. Rodrigues, M., & Carvalho, P. S. (2022). Virtual ex-perimental activities: a new approach. Physics Education, 57(4).
4. Guat Im Bok (2021). Adult learners’ challenges in distance learning: A case study in Universiti Sains Malaysia, Issues in Educational Research, 31(1), 2021.
5. Faulconer, E. K., & Gruss, A. B. (2018). A Review to Weigh the Pros and Cons of Online, Remote, and Distance Science Laboratory Experiences. The International Review of Research in Open and Distributed Learning, 19(2). https://doi.org/10.19173/irrodl.v19i2.3386
6. Aigerim Shapiyeva, Kymbat Baigissova, Gabit Altybayeva, Yevgeniya Dainekoa, Symbat Nurakhmetova, Gulbanu Abdramanova, (2025). Using Blended Learning and AI in Teaching Physics in Higher Education Institutions, Science Direct Available online at www.sciencedirect.com Procedia Computer Science 272 (2025) 439–444.
7. Yiping Zhao (2025), Smartphone-based undergraduate physics labs: a comprehensive review of innovation, accessibility, and pedagogical impact, European Journal of Physics, DOI 10.1088/1361-6404/ae2a80.
8. Endra Putra Raharja, Mustika Irianti, Ristya Dewi Lestari, Yuliana Kabes (2024). Development of a physics experiment module based on smartphone sensors on mechanics for high school students, Jurnal Riset dan Kajian Pendidikan Fisika, Vol. 11, No. 1 [April 2024], pp. 1-10.
9. Romain Guidoux, Martine Duclos, Gérard Fleury, Philippe Lacomme, Nicolas Lamaudière, Pierre-Henri Manenq, Ludivine Paris, Libo Ren, Sylvie Rousset, A smartphone-driven methodology for estimating physical activities and energy expenditure in free living conditions, Journal of Biomedical Informatics, Volume 52, 2014, Pages 271-278, ISSN 1532-0464, https://doi.org/10.1016/j.jbi.2014.07.009.
10. M.Oprea, Cristina Miron, (2014). Mobile phones in the modern teaching of Physics, Romanian Reports in Physics, Vol. 66, No. 4, P. 1236–1252, 2014.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Bekniyozov Sarvar Qudratovich, Hamidova Sarvinoz Ochil qizi, Shodiyev Sherzod Maxmudjon o‘g‘li, Cuddapah Dhananjaya Rao
This work is licensed under a Creative Commons Attribution 4.0 International License.
