The natural sciences, by their very nature, are based on the exploration of the physical world, and digital mobile devices are considered appropriate to support this exploration (Suárez et al., 2018) since they offer the tools that make this investigation more accessible but also ubiquitous (Crompton et al., 2017). Inquiry-based learning is a process in which students propose questions or discover causal relations, formulate hypotheses, investigate and test experiments or observations (Pedaste et al., 2015). Mobile inquiry-based learning (m-IBL) aims to employ mobile technologies so as to facilitate the inquiry process and motivate learners to build and share their knowledge (Looi, 1998). Several researchers studied the application of m-IBL in the Sciences (m-IBSL), for example using the smartphones' sensors and relevant software in a laboratory environment without necessarily including their interventions within a specific theoretical framework (Kapucu, 2018; Pambayun et al., 2019). This article presents a case study of the integration of such an application (Phyphox) that utilises the smartphones' integrated sensors in hands-on physics experiments, in an inquiry framework.