Mobile Sensor Interfaces for Learning Science

In the context of science education, studies frequently highlight experimental practices employing diverse mobile device sensor interfaces for data collection and analysis. Despite the benefits, there is unclearness on sensor integration within science teaching. This study aims to propose a comprehensive model for understanding the interaction between students and mobile device sensors in science education. The model introduces a nested curricular integration approach, focusing on developing scientific skills through stages like observation, research planning, data processing, evidence analysis, and results communication. It also aligns these processes with three levels of technology presence: readiness, use, and integration. The evaluation revealed substantial positive changes in students’ expectations of enhanced science learning support, their attitudes toward classroom integration, and intentions to utilize the educational resources. Significant improvements were observed in Expectation of Performance, Attitude, and Intention to use. No significant changes were found in Anxiety-related aspects.