Mobile Apps for Teaching Physics: Situation in Latvia

Loreta Juskaite

, Laura Dzelzkaleja

, Aleksandrs Ipatovs

and Atis Kapenieks

Distance Education Centre, Riga Technical University, Kronvalda blv.1, Riga, Latvia

Institute of Telecomunications, Riga Technical University, Azene str. 12, Riga, Latvia

Keywords: Mobile Apps, Physics Education Process, Skills.

Abstract: Mobile apps have immense potential for being used in Physics education as more innovative educational tools.

They extend learning activities such as practice and application out of the classroom. The teacher needs to be

guided to maximize the outcome of using the mobile apps and to reach the best results. When deciding to use

mobile apps, the teacher should be sure to choose the most effective tool to reach the learning goal. This paper

reflects current mobile app usage situation Latvian schools for teaching and learning Physics. The research

was conducted using surveys, lesson observations, and focus group discussions. The number of participants

were 1547 students and 67 teachers. Two main research questions for this study were: 1. How do Physics

teachers utilize mobile apps in Physics education? 2. Which criteria do Physics teachers consider while

selecting mobile apps for education? Study shows that almost all the teachers (n=64) agreed that mobile app

integration into Physics subject activities could promote personalization. For students to develop content or

educational product, teachers preferred apps such as Meter app (Sound meter, Light Meter, Lux Meter,

atmospheric pressure), App Inventor, Scratch & Arduino.

1 INTRODUCTION

Education experts are now emphasizing not only the

integration of mobile technologies into the learning

process but also improving the efficiency of the

learning process for both teachers and students.

Success is based not only in the quality and quantity

of the knowledge but also in an ability to think and

act creatively. Currently, educators are confronted

with a challenge of dealing with the change

technology brings. Thus, alternative ways of teaching

should be considered to prepare today’s students for

the changing future.

Observed trends in education: the focus is set no

longer on how to acquire the technical skills of using

mobile apps, but on the methodological skills of using

mobile apps, which requires continuous support from

the school’s administration and a significant amount

of time invested directly in developing the teachers’

professional competence, which in turn can be

realized with appropriate learning resources. When

using technologies to develop young people’s skills

necessary for the labour market, it is not enough to

invest in the acquisition of technology; the use of

technologies should be aligned with both the specific

content of the subject and its teaching methodology.

Physics teachers in Latvia do not have enough

methodological support and practice in the purposeful

use of mobile apps in the learning process (Juskaite,

2019). It is often discussed how frequently should

technology be applied and how to purposefully use

mobile apps while learning. It is also necessary to

consider that their integration in the learning process

takes time - so that the teacher can comprehend the

opportunities offered by technologies both

technically and methodologically.

In mobile apps-based solutions provides the

possibility to ensure a targeted educational process

and make it more effective. Mobile apps’ tools, which

are usually more personalized, when used in

classroom, gives an opportunity to enhance certain

skills and to read texts in e-environment quickly and

effectively. Mobile apps-based solutions are flexible,

which allows students to choose a proper pace for

their learning process, using the tools suitable for

them, thus making the learning process more

productive (Hoy, 2007). Mobile app tools can work

with (Vilks, 2008):

 E-books (textbooks; exercise books; hybrids;

enhanced e-books)

 Task packages

 Teacher materials

438

Juskaite, L., Dzelzkaleja, L., Ipatovs, A. and Kapenieks, A.

Mobile Apps for Teaching Physics: Situation in Latvia.

DOI: 10.5220/0009568604380444

In Proceedings of the 12th International Conference on Computer Supported Education (CSEDU 2020) - Volume 2, pages 438-444

ISBN: 978-989-758-417-6

 Skill-tests and online exams

 Training courses

1.1 Significance of the Study

It is significant to understand Physics context and be

aware of the limitations of educational technologies

before implementing them in educational practices

and to effectively integrate mobiles apps in teaching

and learning Physics.

There are many comprehensive studies out there

on how to use information technologies in the

learning process, including the use of mobile apps

(Lemke, 2009, EC, 2017, Yao, 2016). One of the

conclusions of the researchers is that the use of

technologies for the development of the skills is

necessary for young people when entering the 21st-

century job market and requires not only investment

in technology acquisition, but also coordination of the

subject content and its teaching methodology.

Schoolnet, a network of European Ministries of

Education, has compiled the results of 17 studies

carried out in various European countries in recent

years to determine the impact of technology-based

learning on the students’ academic achievement

levels (European Schoolnet, 2017).

1.2 Limitations of the Study

Reaching Physics teachers who had experience in

mobile app integration, more specifically, using

mobile apps in Physics subject context was quite

difficult since the use of mobile apps in Physics

education is relatively new in the Latvian education

system.

Mobile apps have immense potential for being

used in Physics education as more innovative

educational methods. They extend learning activities

such as practice and application out of the classroom.

The teacher needs to be guided to maximize the

outcome of using the mobile apps and to reach the

best results. While mobile devices are extensively

used in almost all spheres of the society, Physics

teachers are expected to utilize the opportunities of

mobile gadgets in educational context and guide

learners to use the mobile apps productively. When

deciding to use mobile apps in the Physics learning

process, the teacher should be sure that this is the

most effective tool in the situation.

Education experts agree that not only the

integration of mobile technologies into the learning

process is important. It is also important to improve

the productivity of the learning process for teachers

and students. The learning can be considered as

successful not only by evaluating the level of

knowledge but the ability to think and act creatively

as well. Educational learning process using mobile

apps is based on Educational Technology

Competency Standards for Teachers in Latvia.

Obviously, teachers face a lot of challenges while

trying to manage the changes and innovations

technology brings. For this reason, it is important to

consider the new ways of teaching in order to prepare

students for the changes in the future. For example,

when studying the working principles of Sound

measuring instruments, a student, having watched the

demonstration, should conclude what process

underlies its operation.

2 METHODS AND MATERIALS

The teacher should be able to determine whether the

students understand the working principles of the

measuring instruments. There are four significant

points for mobile apps evaluation:

 Compatibility with the current approaches of

learning;

 Consideration of the influence of context;

 Recording and analysis of various data and

measurements;

 Opportunity for learners to participate as co-

designers or co-researchers.

To evaluate the success degree of each of the four

above mentioned points in the context of teaching

Physics in Latvia, a study research was carried out

among the students and Physics teachers from Riga

and from different regions of Latvia. The number of

participants were 1547 students and 67 teachers.

Two main research questions in this study:

1. How do Physics teachers utilize mobile apps in

Physics education?

2. Which criteria do Physics teachers consider while

selecting mobile apps for education?

In Figures 1 and 2 is given a graphic gender and age

distribution representation among the teachers and

students. In Figure 1 it can be seen, that most of the

teachers that participated in the study were in the age

groups of 46 – 55 (46%) and 36 – 45 (37%) years old.

Considerably less were those of greater and younger

age – 9 % age 28 – 35 and 8% age 56 – 64. If we talk

about gender distribution among teachers, there were

considerably more female teachers (48 or 72%) than

male teachers (19 or 28%), which is a typical scene in

Latvian schools. There were more male teachers in

the age group 28 – 35 years old (66%) though, the age

group of 36 – 45 was more balanced (56% female,

Mobile Apps for Teaching Physics: Situation in Latvia

439

44% male), but in the 46 – 55 and 56 – 64 age groups

there is a big predominance of female teachers (90%

and 80% respectively).

Figure 1: Distribution of teachers by age and gender.

As to students, the distribution of different age groups

(13-17 years old) is balanced. The age groups match

the student age in upper secondary school and first

two years of high school in Latvia.

Figure 2: Distribution of students by age.

Most of the teachers, who participated in the

research have attended the improvement courses for

pedagogues and applied received knowledge in their

lessons or extracurricular activities. Afterwards, the

teachers participated in the survey about the material

of the courses and the ways they have adjusted it in

the practice. Moreover, they evaluated students’ work

and behaviour in the classroom and shared their

observations and experiences. There were some

discussions on this topic organised in teachers’

training courses, various seminars, focus groups and

conferences (“Use of IT tools in physics learning”-

conference Latvian School i-Technology Exposition,

October 2017; “Technology in Education

(Introducing SlideWiki and Mobile Learning)”-

Latvian Physics Teachers Association 20th

Conference, October 2018; “ Mobile Technology in

Education, organized by Riga Technical University

Distance Education Study Centre September-

October 2018; 21st Century Challenges for High

School Physics Course & The challenges of the

knowledge society in the course of primary school

physics, organized by Riga State Gymnasium Nr 3

May- July & August- September 2018).

The teachers were asked to describe how they

integrated mobile apps into education and which

possibilities, in their opinion, mobile apps had within

Physics subject context. Teachers were asked to

explain what kind of mobile apps they used and for

which purposes (communication, interaction, content

presentation, sharing, collaboration, etc.).

For further analysis, all the responses of the

participants in the interview were imported to SPSS

Modeler qualitative data analysis software. The

utilization of a qualitative data analysis tool helped to

easily store, organize and analyse the obtained data.

In addition, quantitative data gathered from the

research was also included. Quantitative data

obtained in the study were imported, organized and

analysed through Microsoft Office Excel.

Preliminary results are presented in this paper. For

more detailed information on the gathered data,

please, contact the corresponding author.

3 RESULTS AND DISCUSSION

3.1 First Research Question: How Do

Physics Teachers Use Mobile Apps

in Education?

Almost all the teachers (n=64) agreed that mobile app

integration into Physics subject activities could

promote personalization. It means that students could

easier reach the content, perform autonomous

learning, do research, calculations or measurements

during activities, and they could learn without

constraints of time or place. For example, for students

to develop content or educational product, teachers

prefer apps such as Meter app (Sound meter, Light

Meter, Lux Meter, atmospheric pressure), App

Inventor, Scratch & Arduino.

In a survey from teachers’ courses teachers were

asked to estimate the frequency and regularity of

mobile app usage during the lessons (2018/19 study

year). The results showed (Table 1) that most of the

teachers (n=67) use mobile apps a few times a month

or less frequently than once a month (n=12).

TEACHERSAGEGROUPS

Females

Males

20%

19%

20%

21%

13 years old 14 years old 15 years old

16 years old 17 years old

CSEDU 2020 - 12th International Conference on Computer Supported Education

440

Table 1: Frequency and regularity of mobile app usage

during the lessons (2018/19 study year) by Physics teachers

in Latvia.

Frequency Share of users, %

Every day 2

Once a week 4

A few times per week 4

Once a month 8

A few times per month 67

Other 12

Never 3

Criteria that Physics teachers consider while selecting

mobile apps for education are, firstly, the accessibility

and possibility of fast representation of the process.

For example, to measure the height of a sound it is

enough to turn on a smartphone, choose the proper

application and demonstrate the process. It is also

easy to demonstrate the process to the class by

connecting the smartphone to the projector and

commenting the process and the shown graphs on the

screen. Other additional gadgets and installations are

not necessary. Moreover, almost all the students

(98,9% of the respondents) have smartphones and

using Mobile Apps does not require additional

resources consequently.

3.2 Second Research Question: How

Do Physics Teachers Utilize Mobile

Apps in Physics Education?

In Latvia there is practically no comprehensive

research on the impact of the use of mobile apps on

the Physics learning process and the development of

academic skills. The lack of appropriate teaching

materials in the Latvian language is a significant

obstacle in the use of technology during lessons. As

the preparation of such materials by the teachers

requires both a high level of competence and a

considerable time investment (Microsoft Latvia,

2015, Daugavpils municipality, 2013). This means

that the teachers of Physics often do not have enough

methodological support and practice in the purposeful

use of mobile apps in the teaching process.

By implementing mobile apps into the Physics

teaching/learning process, it is possible to

demonstrate and study various fast and invisible real

processes, like sound wave recording with a

microphone sensor, to measuring the quantity of the

electric charge on the surface of the electrified bodies

with an electric charge sensor, etc. Furthermore, it is

possible to perform research without human presence

by recording data over a longer period of time.

By working purposefully in the computer lab,

students develop and deepen their understanding of

physical concepts and processes, gain information

about the characteristics of the processes and their

changes – both numerical data and graphical

characteristics change (Russell, 2004). Moreover,

students also gain experience in making research and

learn the way scientists work.

However, stationary and portable laboratory

equipment is very expensive and takes up a lot of

space. Moreover, it requires constant maintenance

carried out by specialists. Furthermore, the help of the

IT specialist is very often necessary for the Physics

teachers because of the changes of configurations and

the updates, and changes in the infrastructure which

also requires a lot of resources.

Mobile apps on the other hand, can be used by

many students at the same time, after installing the

particular application in their smartphones and it does

not require additional resources or technical help. For

example, using Light Meter or Sound applications it

is possible to make measurements, to see the visual

graphics and to make data analysis everywhere.

Figure 3: Mobile app working principle schematic

representation from measurable unit until the visual result.

Figure 3 shows the principle scheme of using a

mobile app in a learning process. We start by

choosing the desirable measurable object/unit, then

chose the appropriate sensor and app for it, in

accordance to the strength and type of the

signal/force, attach the sensor and start the

measurement process, during which we receive (and

record) respective chain of signals, which afterwards

needs to be processed with an appropriate software or

methodology. In the end we get a visual

representation of the measured signals’ values either

graphically or as data (table).

3.2.1 Examples of App Usage

When using a microphone sensor, it is possible to

record and visualise sound source induced air

Mobile Apps for Teaching Physics: Situation in Latvia

441

pressure changes. The example of graph generated by

a Sound Meter application can be seen in the Figure

Figure 4: Sound pressure measurement graph recorded in a

Physics lesson in Latvia.

As data registration takes place automatically, there

is extra time in the learning process when students can

ask questions, predict the process and results of the

process under different conditions, analyse the

obtained data, draw conclusions and ask more

questions to the teacher. In this process, the students

develop and improve their problem-solving skills

(Kapenieks, 2016), as well as skills for plotting and

analysing graphics (Russell, 2004, Linn, 1987,

Krajcik, 2001).

For example, by using a motion mobile

application, students get a graph with coordinates of

a moving object and a speed-time graph online. They

can observe the moving object or analyse the given

graphs. Furthermore, it is possible to repeat the

movement shown in the graph. The mobile

application features that ensure graphical

representation of the change of the characteristics in

the observed process online are mentioned as the

most significant benefit of the technology-based

learning process compared to the traditional way of

work (Russell, 2004, Gonzalez, 2014, Ferreira, 2015).

Students working in mobile apps lab can follow

the ongoing process, and the graphical representation

of its characteristics change at the same time, thus

clearly linking the reality with the mathematical

description of the process. The more students’

hypotheses are tested experimentally, the deeper

understanding of the process they get (Pedretti, 1998,

Cziprok, 2014, Trumper, 2003). Smartphones with

Mobile Apps are only digital devices, and while

researchers point out the impact of their purposeful

use on student achievement, this impact, however,

depends on the careful organization of the learning

process by the teacher: whether the learning process

is organized in a way to promote testing of new ideas,

restructuring of previous knowledge and establishing

a link to the new experience (Trumper, 2003,

Caballero, 2018).

Teachers are also using mobile apps for solving

various tests and exercises. In this process, students

can master the main information and the basic

subjects in a short period of time.

3.2.2 Mobile Apps-based Solutions – Online

Physics Tests

In 2017, Latvian e-publishing house i-Zvaigzne.lv

presented a new cloud-based solution "Online Tests

in Physics for Grade 12" (Juskaite, 2017), that was

partly made by one of this research paper authors, and

"Physics: High School course!” (Cabelis, 2017).

These are extensive electronic collections of online

learning tasks, tests, task solution examples and tasks

for self-testing in the Latvian language. The use of

mobile apps solutions and the use of resources have

many advantages over locally installed solutions and

the use of stored resources. The main advantage of

choosing mobile apps for an educational institution is

that there is no need to support and manage the

infrastructure (EADSNE, 2013). Teachers can

manage all their classes and tasks online, creating and

administering assignments and assessments,

collaborating with other subject teachers, and

providing feedback to their students. Students can

collaborate with their teachers and classmates, as well

as have access to all materials directly from the

smartphone.

3.3 Issues with App Usage

Implementation in Education

A new trend can be observed in education: the focus

is no longer on how to acquire the technical skills of

using mobile apps, but on the methodological skills

of using mobile apps, which requires continuous

support from the school administration and a

significant amount of time to invest directly in

developing teachers’ professional competence, which

in turn can be realized with appropriate learning

resources. The frequency of technology use and

purposefulness in the learning process are often

discussed.

Teachers’ responses about the development of

their and their students’ skills using mobile apps:

 During the last two years, my skills of using

mobile apps in the learning process have

improved.

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442

 I use mobile apps purposefully in my lessons.

The availability of mobile apps in the classroom does

not automatically guarantee results. Even more

important is teachers’ accumulated experience in

working with technology, including mobile apps and

their software, and the knowledge of what students

can do with mobile apps in the learning process. If

teachers are not sure about the opportunities that

mobile apps provide and think that mobile apps are

some kind of toy, they will not be convinced that the

physical processes can also be studied using these

tools and will not apply them during lessons. Thus,

the most important role for the purposeful

introduction of mobile apps into the Physics learning

process belongs to teachers who are able to explain

the benefits of mobile apps to their students and to

offer using them in the classroom.

The use of mobile apps in the learning process

increases each year and is positively evaluated by

students and teachers. In the last two years, mobile

apps have become the most often used devices in

Physics classes with teachers making use of relevant

applications.

Methodical support problems were mentioned as

the most common issues with using mobile apps

during lessons. Teachers also point out that it takes

time to learn how to use mobile apps and plan a lesson

where mobile apps would be used the most

efficiently. One of the most frequent answers to the

question about needed help to effectively use the

available mobile technologies in the learning process

is: more materials for mobile technologies,

methodological support if necessary and professional

development courses. Having evaluated each

teaching material, teachers introduced their

comments on the problems they observed in an

electronic environment, regarding the necessary

improvements and corrections in wording. A more

detailed description about this process and the results

will be publish in our future papers.

4 CONCLUSIONS

Mobile app diversity and usage possibilities in

education are increasing fast, and they are applicable

in most of the areas of life, science and education.

Study shows that almost all the teachers (n=64)

agreed that mobile app integration into Physics

subject activities could promote personalization. It is

already well established that personalization is one of

the key directions where our education will develop,

since it allows students to learn within their

capabilities and talents. Students could easier reach

the content, perform autonomous learning, do

research, calculations or measurements during

activities, and they could learn without constraints of

time or place.

Most of the teachers that participated in the study

were in the age groups of 46 – 55 (46%) and 36 – 45

(37%) years old. Considerably less were those of

greater and younger age – 9 % age 28 – 35 and 8%

age 56 – 64 and there were considerably more female

teachers (72%) than male teachers (28%), which is a

typical scene in Latvian schools, although, there were

more male teachers in the age group 28 – 35 years old

(66%).

Most of the teachers (n=67) use mobile apps a few

times a month or less frequently than once a month

(n=12), so it can be concluded that Physics teachers

in Latvia use apps for educational purposes quite of

often and regularly, and it have become a well

established routine to do so, especially if we are

taking into consideration a fact that Physics lessons

usually take part once or twice a week. It is also

important to note that the teachers that took part in the

experiment for the most part also participated in the

teachers’ courses where they were introduced to the

technological possibilities in Physics learning

process, so one might say that the results also show

the success of these type of courses, since the

teachers’ engagement into using the mobile apps are

considerably high.

It is also important to mention, that the situation

in Latvia “infrastructure” wise is also ready for wider

app usage in education because almost all the students

(98,9% of the respondents) have smartphones and

using Mobile Apps does not require additional

resources consequently.

ACKNOWLEDGEMENTS

Authors express their deep gratitude to Daina

Kurnajeva, Žanis Timšans, Bruno Žuga and Janis

Kapenieks (Riga Technical University Distance

Education Study Centre) for the help organizing

teachers’ training courses.

Authors offer special thanks to Vita Petersone,

Rota Nabele Sneidere and Andris Priekulis (Riga

State Gymnasium Nr 3) for organizing teachers’

training courses. This research has been funded by

international European Project under the FLAG-ERA

Joint Transnational Call (JTC) 2016 FuturICT 2.0.

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443

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