An investigation into the effectiveness of smartphone experiments on students' conceptual knowledge about acceleration

This study is a first attempt to investigate effectiveness of smartphone-based activities on students’ conceptual understanding of acceleration. 143 secondary school students (15–16 years old) were involved in two types of activities: smartphone- and non-smartphone activities. The latter consisted in data logging and ‘cookbook’ activities. For the sake of comparison, all activities featured the same phenomena, i.e., the motion on an inclined plane and pendulum oscillations. A pre-post design was adopted, using open questionnaires as probes. Results show only weak statistical differences between the smartphone and non-smartphone groups. Students who followed smartphone activities were more able to design an experiment to measure acceleration and to correctly describe acceleration in a free fall motion. However, students of both groups had many difficulties in drawing acceleration vector along the trajectory of the studied motion. Results suggest that smartphone-based activities may be effective substitutes of traditional experimental settings and represent a valuable aid for teachers who want to implement laboratory activities at secondary school level. However, to achieve a deeper conceptual understanding of acceleration, some issues need to be addressed: what is the reference system of the built-in smartphone sensor; relationships between smartphone acceleration graphs and experimental setup; vector representation of the measured acceleration.