This article integrated inquiry behaviors and a guided learning map (gMap) into a mobile app called Ubiquitous-Physics (U-Physics), which helps students to explore inclined plane phenomena in authentic contexts. The article investigated inquiry behaviors such as interpreting graphs, applying formulas, drawing conclusions, and peer collaboration, and how these influenced learning achievement. The app's and the learning activities' effects on learning perceptions and motivation were also analyzed. A total of 45 first-grade vocational high school students majoring in housekeeping management were volunteered and divided into an experimental with gMap (n = 20) and a control group without gMap (n = 25). The results show that the inquiry behaviors of the experimental group who used U-Physics with gMap significantly outperformed the control group. Analysis of the correlations among inquiry behaviors and learning achievement revealed that the quantity of learning records on gMap had the greatest influence on learning achievement. Additionally, most students reported positive perceptions of the U-Physics app and were highly motivated to use it for future learning. These findings confirm that exploring and conducting physics phenomena outside of the classroom enhances students' understanding of the physics phenomena being studied. It also enriches their authentic experiences because an outdoor activity can provide useful experience to connect students' knowledge with daily life environments, enrich their scientific understanding, and stimulate their motivation to learn physics anytime at anywhere.