1. The study aimed to see if using motion probes to graph physical motions in real-time improved students' understanding of position-time graphs compared to traditional teaching methods. 2. Students who used motion probes found the activity engaging but results showed no significant difference in understanding between these students and those who did not use probes. 3. Observing students' use of probes revealed misunderstandings like thinking graphs represented pictures rather than relationships that could inform teaching.