Bring Your Own Smartphone: Student Activation in Mechanics Using the Sandwich Principle and Collective Smartphone Experiments

The sandwich principle was applied to a basic mechanics lecture using smartphone experiments with alternating individual and collective learning phases. One experiment covered static friction and one the acceleration of cylinders. With the aim for a more learner‐centered lecture, the individual learning phases started with an application of the basic mechanics principles to the experimental problem. During the subsequent collective phase, student groups carried out experiments with their own smartphones. The results were collected and put into the lecture slides, closing with a group discussion of the theory and experimental features. The intended taxonomy levels have been application and analysis. Measures are presented from surveys, comparing the test lecture ( participants) with the previous year (). An improvement could be observed most notably with respect to the use of media, the motivation to deal with the subject, motivation for the content, a stimulating working atmosphere, and the qualification and learning success. From the lecturer's view, the friction experiment performed well in terms of activation and participation. Its quick and easy implementation (sticking vs. sliding smartphone at different desk angles) yielded high accessibility and the students' discussion involved higher taxonomy levels. The dynamics experiment with accelerating cylinders required more complexity and time, though. It has successfully been replaced by an experiment on inelastic collision with a more concise measurement and evaluation procedure. Future implementations are planned with a lower threshold for experimental on‐site participation and a stronger constructive alignment with the exam.