Abstract
The article presents the results of a study of the influence of experiments with smartphones on students ' understanding of the physical meaning of the concept of acceleration. The results showed that before the experiment, there was no significant difference in the understanding of this material by the students of the experimental and control groups. During the experiment, it was shown that the use of smartphones allows students to describe Motion with Position vs. Time Graphs, to describe Motion with Acceleration vs. Time Graphs, to describe Motion with Diagrams. The results show weak statistical differences between the two groups. However, students who used a smartphone in their experiments were more able to describe the graphical dependencies of mechanical motion. The use of smartphones in laboratory physics classes can be an effective substitute for traditional experimental facilities and provide valuable assistance for teachers who want to implement laboratory activities in a distance learning mode.