Vol. 65, No. 1, January 2015, pp. 66∼70
Effect of Using a Smartphone Sensor in a Physics Class on Motivation for Science Learning
Sang Cheoul Moon
Chungdo High school, Gyeongsan 714-803, Korea
Sungwook Hong ∗
Division of Science Education, Daegu University, Gyeongsan 712-714, Korea (Received 9 December 2014 : revised 9 January 2015 : accepted 12 January 2015)
This research aims to investigate the effect of using the acceleration sensor of a smartphone in a physics class on motivation for science learning. Students from the experimental group measured the acceleration of an object with a smartphone sensor while those from the comparison group performed the same task with a time recorder. To verify the reliability of the results obtained using the smartphone sensor, we measured the acceleration of the object on an inclined plane by using both the smartphone sensor and the time recorder. The acceleration due to gravity g was determined as 9.62 m/s
2and 9.28 m/s
2with the smartphone sensor and the time recorder, respectively. On Likert’s 5-point scale, the learning motivation of the comparison group was found to have increased from approximately 3.67 before to 3.77 after the class. Notably, on the same scale, the learning motivation of the experimental group increased from 3.67 before to 4.32 after the class. These results imply that the motivation for science learning was increased by the use of a smartphone sensor to measure the acceleration of an object in a physics class.
PACS numbers: 01.40.-d, 01.40.Fk
Keywords: Smartphone sensor, Acceleration sensor, Science-learning motivation, Physics education
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This is an Open Access article distributed under the terms of the Creative Commons Attribution Non-Commercial License
(http://creativecommons.org/licenses/by-nc/3.0) which permits unrestricted non-commercial use, distribution, and reproduction in any
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PACS numbers: 01.40.-d, 01.40.Fk
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