Module 4: QR Codes




Quick response (QR) codes are two-dimensional barcodes that hold more information than a standard one dimensional barcode. The ability of mobile phones to access the Internet anywhere is one of their most beneficial features. It makes it possible to reach the information at any time and so mobiles are reshaping the learning environment (Al-Khalifa, 2011). Using QR Codes for education is another way of using the Internet. They are versatile and only require any moderately equipped mobile device to connect users to the information quickly and easily. The tools to create QR codes are essentially free and the tools to access and interact with them are increasingly common place with the proliferation of mobile devices among students. 

QR codes can be used to change class attitudes, allowing for increased interactivity and engagement when performing learning tasks compared to a similar task that doesn't involve QR codes. It makes learning come alive, which makes lessons more memorable and exciting (Mensing, 2013). In a study assessing the use of QR codes in education (Rikala & Kankaanranta, 2012), the opinions of 76 students and their teachers were investigated and it was found that students were eager and motivated to use the QR codes. 

QR codes are easy to use and create (Pons, 2011) and include connect printed materials to electronic materials, allowing immediate access to audio and video files as well as providing libraries with external resources and support (Walsh & Andrew, 2011). A fear of educators, however, is the likelihood of technical difficulties as well as problems regarding the preparation of lesson units and time (Rikala & Kankaanranta, 2012). 

There have been multiple studies on the effect of QR codes on learning with mixed results depending on the context. For instance a study by McCabe and Tedesco (2012) on QR codes used in a mathematics lesson yielded positive results with students stating they prepared for the following lesson better and did their homework more productively. Similarly a study by Hernández-Julián & Peters (2012) found that an electronic environment made it easier to access instructional material but that it did not significantly influence learning. Liu, Tan and Chu (2007) developed a learning system to improve learners’ English language levels with the help of QR Codes and the study revealed that the QR Code system helped learn English. However, a study by Chen, Teng, Lee and Kinshuk (2011) suggested that direct access to digital resources using QR codes does not significantly influence students’ reading comprehension.

Although the research on the impact of QR codes on learning is mostly inconclusive, they are a simple to use and affordable technology and there appears to general agreement that they increase motivation and engagement of students. 



References 

Al-Khalifa, H.S. (2011). An M-Learning System Based on Mobile Phones and Quick Response Codes. Journal of Computer Science, 7(3), pp. 427-430.

Chen, N. S., Teng, D. C. E., & Lee, C. H. (2011). Augmenting paper-based reading activity with direct access to digital materials and scaffolded questioning. Computers & Education, 57(2), pp. 1705–1715. 

Hernández-Julián, R., & Peters, C. (2012). Does the Medium Matter? Online versus Paper Coursework. Southern Economic Journal, 78(4), pp. 1333–1345.

Liu, T., Tan, T., & Chu, Y. (2007). 2D Barcode and Augmented Reality Supported English Learning System. Proceeding of the 6th IEEE/ACIS International Conference on Computer and Information Science (pp 5-10). IEEE Computer Society. 

Pons, D. (2011). QR Codes in Use: The Experience at The UOV Library. Serials, 24(3), pp. 47- 56. 

McCabe, M. Tedesco, S. (2012). Using QR Codes and Mobile Devices to Foster a Learning Environment for Mathematics Education. International Journal of Technology Inclusive and Inclusive Education,1 (6), pp. 37-43. 

Mensing, K. (2013, June 20). Ted Ed: The magic of QR codes in the classroom. [Video file]. Retrieved from https://www.youtube.com/watch?time_continue=11&v=NRgWRXFXLQs

Rikala, J., & Kankaanranta, M., 2012. The Use of Quick Response Codes in the Classroom. In 11th Conference on Mobile and Contextual Learning (pp.148-155). 

Walsh, Andrew (2011) Blurring the boundaries between our physical and electronic libraries: Location aware technologies; QR codes and RFID tags. The Electronic Library, 29 (4). pp. 429-437. ISSN 0264-0473 



Comments

  1. Unknown9 October 2017 at 20:26

    Hi Lauren,

    Thank you for your incredibly detailed blog post. I have been a doubter of the utility of QR codes within an educational setting, but your post has convinced me, so kudos to you.

    Your point that QR codes, which take advantage of our mobile phones, make it possible to reach information at any time, reshaping the learning environment resounded with me (Al-Khalifa, 2011). Mobile technology is amazing. Almost all students have their own personal computer in the form of a mobile phone. Although doubters may say that these devices are nought but a distraction, they have the capacity to enhance learning as discussed by you. They are providing teachers tools that they've never previously had access to.

    Although your post is very conslusive, I thought I might direct your attention to a study I found which demonstrated the usefulness of QR codes within the classroom (Durak et al. 2016).

    Al-Khalifa, H.S. (2011). An M-Learning System Based on Mobile Phones and Quick Response Codes. Journal of Computer Science, 7(3), pp. 427-430.

    Durak, G., Ozkeshkin, E., & Ataizi, M. (2016) QR Codes in Education and Communication. Turkish Online Journal of Distance Education. 17(2). 42-58.

    ReplyDelete

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