A Systematic Review of Smartphone Use in Brazilian Physics Education: Potentials and Limitations.

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Bibliographic Details
Title:	A Systematic Review of Smartphone Use in Brazilian Physics Education: Potentials and Limitations.
Authors:	Fiorentin, João Gabriel¹, Alves, Josemar², Pastorio, Dioni Paulo³
Source:	International Journal of Education & Development using Information & Communication Technology. 2025, Vol. 21 Issue 2, p1-27. 27p.
Subject Terms:	Physics education, Student engagement, Educational resources, Scholarly publishing, *Educational outcomes, Smartphones
Abstract:	This paper presents a Systematic Literature Review (SLR) regarding the use of smartphones in Physics Teaching. After the selection of Brazilian journals on Physics Teaching and Science Teaching with high CAPES Qualis in the four-year period 2017-2020, the initial search yielded 278 articles, which were subsequently filtered down to 51 open-access papers that were analyzed in the SLR. The analysis revealed that most of the studies utilizing smartphones are related to experimental practices, covering various topics in Physics across different educational levels, with a particular emphasis on Secondary and Higher Education. Furthermore, this study enabled the mapping of the potentials and limitations identified by the authors of the reviewed works when using smartphones as an educational resource. Regarding the potentials, we highlight: (i) the connection of lessons to everyday and real situations; (ii) increased student engagement; and (iii) improvement in learning outcomes. In terms of limitations, it was noted that smartphones: (i) present certain technical obstacles related to the sensors used; (ii) can become highly distracting when misused and poorly mediated by the teacher; and (iii) face some resistance from teachers or school management. It is expected that this SLR may serve as a reference for future research, as well as support the work of teachers, academics, and researchers interested in the topic, who recognize the smartphone as a potential ally in enhancing the quality of the teaching and learning process in Natural Sciences, especially in Physics education. [ABSTRACT FROM AUTHOR]
	Copyright of International Journal of Education & Development using Information & Communication Technology is the property of University of the West Indies Open Campus and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database:	Education Research Complete

Description
Abstract:	This paper presents a Systematic Literature Review (SLR) regarding the use of smartphones in Physics Teaching. After the selection of Brazilian journals on Physics Teaching and Science Teaching with high CAPES Qualis in the four-year period 2017-2020, the initial search yielded 278 articles, which were subsequently filtered down to 51 open-access papers that were analyzed in the SLR. The analysis revealed that most of the studies utilizing smartphones are related to experimental practices, covering various topics in Physics across different educational levels, with a particular emphasis on Secondary and Higher Education. Furthermore, this study enabled the mapping of the potentials and limitations identified by the authors of the reviewed works when using smartphones as an educational resource. Regarding the potentials, we highlight: (i) the connection of lessons to everyday and real situations; (ii) increased student engagement; and (iii) improvement in learning outcomes. In terms of limitations, it was noted that smartphones: (i) present certain technical obstacles related to the sensors used; (ii) can become highly distracting when misused and poorly mediated by the teacher; and (iii) face some resistance from teachers or school management. It is expected that this SLR may serve as a reference for future research, as well as support the work of teachers, academics, and researchers interested in the topic, who recognize the smartphone as a potential ally in enhancing the quality of the teaching and learning process in Natural Sciences, especially in Physics education. [ABSTRACT FROM AUTHOR]
ISSN:	18140556