The present chapter focuses on providing an extensive literature review study on the use of physical computing equipment, sensors, smart app software and real experimental data and processing techniques for physics teaching scenarios, under STEM epistemology framework. Along with sensors and actuators, physical computing platforms, smart devices and smart phones, physics experimental teaching, triggers students' interest and engagement. The use of sensors and real-time data processing is related to the STEM scientific and engineering practices, in alignment with Inquiry-based learning (IBL) and engineering design (ED) teaching approaches for Physics education. Following, related literature is thoroughly examined, analyzed and categorized, under various metrics, including physics topics, expected learning outcomes and software and hardware tools. In this work, we highlight the process to collect and analyze real experimental data, during physics teaching scenarios and the pedagogical effectiveness of using smart sensors to confirm Physics laws, throughout IBL scenarios and physical computing platforms. Finally, through our review, we make suggestions for further research directions of how to integrate the use of sensors and the conduction of data analysis into physics-based STEM instructional design to increase students' engagement and enhance their expected learning outcomes.

Education is considered the cornerstone needed for the smooth integration of any individual into society. It is of fundamental importance for all people and one of the most valuable means that contributes to the improvement and development of their lives and the society in which they live, create and produce. Education and its process concerns all academic subjects, and it is not limited exclusively to the theoretical level, but it extends to the practical exercise of the knowledge acquired. Within the educational framework, science education is also of major importance. To this end, effective teaching, aiming at the understanding of science and physics concepts, in particular, has been a diachronic interest of all those involved in the educational practice (students, teachers, stakeholders). Physics Education Research (PER) is a multilevel process that contributes to the above goal by constantly allowing education participants to broaden their knowledge in many areas of physics, leading to the improvement of physics concepts knowledge and understanding. Experimental practice, pertaining to a greater or lesser extent to all areas of PER (social aspects, technology, evaluation of instructional interventions or instructional material and more), constitutes an important research field for education and physics learning. In addition, through continuous feedback of the experiment-teaching-research and technology process, new combined motivating experimental and learning environments are constantly being created, incorporating interdisciplinary and cross-curricular approaches in physics education.