2026 ASEE Annual Conference & Exposition

Motivation or Challenge
Access to biomedical engineering laboratories is often limited by the cost and maintenance of specialized equipment. This challenge restricts hands-on learning, especially in introductory courses that serve large cohorts or take place in rooms not designed for full laboratory setups. Smartphones offer a practical solution since they contain sensors capable of measuring light, color, motion, and sound. This project introduces the Mobile Biomedical Engineering Laboratory, a series of smartphone-based experiments that allow students to explore fundamental biomedical engineering principles in multiple domains, including biomechanics, physiology, optics, and neuroscience. The goal is to provide an affordable, portable, and scalable model for experiential learning. This activity draws from experiential and inquiry-based learning principles, enabling students to construct understanding through direct data collection.

Learning Objectives
1. Demonstrate how smartphone sensors can be used to capture physiological and biomechanical signals.
2. Apply measurement and analysis principles from biomedical engineering using accessible technology.
3. Interpret data collected through mobile devices to strengthen problem-solving and quantitative reasoning skills.
4. Recognize how low-cost experimentation promotes equitable and inclusive participation in engineering education.

Implementation
These modules are integrated into an introductory biomedical engineering course to enhance the hands-on component of the curriculum. Each module uses built-in smartphone sensors and minimal additional materials.
• Physiology: Record reflective photoplethysmography (PPG) using the flash and camera to estimate pulse and oxygen trends.
• Biomechanics: Use the accelerometer to capture motion data and calculate tremor or gait frequency.
• Biomedical optics: Use the camera and a translucent phantom to visualize light scattering and absorption.
• Neuroscience: Measure reaction time with the timer or stopwatch function under visual and auditory cues.
Students process data in Excel or Python and reflect on how these measurements relate to instrumentation design and biomedical applications.

Situational Factors
These activities have been implemented in an introductory biomedical engineering course and outreach settings. They require only a smartphone and simple materials such as tape, cardboard, and gels. The approach adapts easily to classrooms with limited space or equipment, providing a scalable way to incorporate active learning and experimental thinking into BME education. It promotes engagement, creativity, and scientific rigor while reinforcing the connection between theory and practice across core biomedical domains.