Abstract: This study reinterprets a student research project on ESP32- and Phyphox-assisted circuit experiments from a pedagogical rather than only a technical perspective. The purpose was to formulate a classroom-use model in which low-voltage measurements of current, voltage and power become real-time evidence for inquiry in Grade 11 Physics. The system used an ESP32 microcontroller, a digital current/power sensor and the Phyphox mobile application to display numerical values and graphs on a smartphone. A design-based procedure was used: classroom needs were identified, the measurement system was translated into inquiry phases, and five high-school physics teachers appraised its readiness for teaching. Teacher responses showed that conventional circuit experiments were limited mainly by lack of equipment, difficulty observing variation of data, and difficulty drawing graphs during class. The proposed model therefore emphasized prediction, live data capture, graph interpretation, and evidence-based discussion. Teacher appraisal was positive, with mean scores of 4.38/5 for technical characteristics, 4.32/5 for time and classroom organization, 4.54/5 for pedagogical value, and 4.60/5 for practical applicability. The findings indicate that the ESP32-Phyphox system can function as a didactic bridge between circuit manipulation and scientific reasoning. Further classroom trials with students are needed before claims about learning effectiveness can be generalized.
Keywords: ESP32; Phyphox; real-time data; electric circuits; inquiry-based learning; digital sensor; physics education.
Title: Transforming Low-Voltage Circuit Measurement into Real-Time Inquiry: Pedagogical Design and Teacher Appraisal of an ESP32-Phyphox System
Author: Tran Quang Hieu, Di Hoang Giang, Tran Thi Thu, Nguyen Thi Thu
International Journal of Social Science and Humanities Research
ISSN 2348-3156 (Print), ISSN 2348-3164 (online)
Vol. 14, Issue 2, April 2026 - June 2026
Page No: 207-212
Research Publish Journals
Website: www.researchpublish.com
Published Date: 21-May-2026
