Hunting for QR Codes: Linking Students to the Music Collection

Wells, Veronica A.

doi:10.1080/10588167.2012.700831

Cited by 9 publications

(6 citation statements)

References 4 publications

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“…For instance, instructors can create assignments that require students item to be studied. Wells (2012) introduced an online scavenger hunt with the purpose of increasing student awareness of the online resources available in the institution. Participating students reported improved knowledge of the resource available and higher levels of engagement in the classroom.…”

Section: The Scavenger Huntmentioning

confidence: 99%

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Opportunities to Create Active Learning Techniques in the Classroom

Camacho¹,

Legare²

2015

JIR

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Section: The Scavenger Huntmentioning

confidence: 99%

“…The outcome from scavenger hunts and resource identibest prepare for their transition into the workforce. For example, a scavenger hunt could be designed to -tion, and resume and cover letter composition tools (Wells, 2012;Segrist & Nordstrom, 2007).…”

Section: The Scavenger Huntmentioning

confidence: 99%

Opportunities to Create Active Learning Techniques in the Classroom

Camacho¹,

Legare²

2015

JIR

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“…Walsh (2010) discussed that the library at the University of Huddersfield used QR codes to deliver context-appropriate help and information to blur the boundaries between the physical and electronic world. Wells (2012) discussed that the University of the Pacific has been experimenting with QR codes innovatively to introduce first-year music majors to physical music library materials via a QR code scavenger hunt. Pathak and Jain (2018) successfully implemented QR codes at the Indian Institute of Science Education and Research (IISER) Bhopal Library, India.…”

Section: Literature Reviewmentioning

confidence: 99%

Design and development of digital information product and service using colour QR codes for smartphone user's of academic libraries

Kharat

Nagarkar²,

Panage³

2022

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PurposeThe objectives of the study include the following: (1) to design and develop digital information products by using Quick Response (QR) codes (2) to make an awareness of QR codes in library users; (3) to study user preferences for black and green QR codes in the library services of management institutes and (4) to raise awareness of the product layer among the library profession.Design/methodology/approachThis study uses a participatory action research approach. The researcher implemented QR codes in the library, and participants scanned QR codes through their smartphones. All data analyses were performed using IBM SPSS and Microsoft Excel 2016.FindingsThe researcher found that both QR codes will be popular in the future; however, users will prefer to scan the green QR code multiple times due to the code's increased benefits and advantages (which have been discussed in this report).Research limitations/implicationsThis study implemented QR codes in MBA libraries affiliated with Savitribai Phule Pune University in the Pune and Pimpri Chinchwad areas.Originality/valueThe current study implemented a QR code in the library service with green and black colours. This study examined which QR code will be popular in the future owing to QR code's advanced features and specifications. This, in turn, will assist the library in designing such a collection and developing more QR codes that will be recommended to users. This will assist in the creation of good digital information products for smartphone users.

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“…Overall, in the literature, the SH concept has been used in numerous studies as a form of gamification for higher education (Lu et al, 2015), especially in university orientation programmes (Kubasik et al, 2016), for example, undergraduate courses relating to economics (Kassens & Enz, 2018), nursing (Owen, 2017), finance (Serna & Taylor, 2019), and music (Wells, 2012). In many of these cases, gamification has been found to increase learners' motivation, interest in learning, and teamwork skills (Kassens & Enz, 2018).…”

Section: Teachers' Perceptions and Experiences Of Gamificationmentioning

confidence: 99%

“…Here, the learners searched for several clues to win a prize at the end of the game, gaining knowledge in the process. The scavenger hunt has been demonstrated as an educational tool that is attractive to learners and capable of promoting learning (Kassens & Enz, 2018;Owen, 2017;Serna & Taylor, 2019;Wells, 2012).…”

Section: Introductionmentioning

confidence: 99%

Effect of Combining Gamification and a Scavenger Hunt on Pre-Service Teachers’ Perceptions and Achievement

Alajaji

Alshwiah

2021

JITE:Research

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Aim/Purpose: To investigate the application of game elements to a non-gaming context (gamification), specifically on an early childhood teacher-training course. Background: This research proposes a teaching strategy that combines gamification elements via e-quizzing tools with the main principles of a scavenger hunt (SH). The purpose of this blend is to provide learners with an exciting learning environment. Methodology: A convenience sample of 41 students was selected from the Early Childhood Department of the School of Education in Imam Abdulrahman University (IAU), Saudi Arabia. The learners’ perceptions of gamification and the Quizizz e-tool were investigated using online scales, a focus group, and classroom observations. The teachers were also interviewed to gather their views on this strategy. Contribution: Gamification has been a focus of recent educational research, but many educators find it challenging to apply gamification effectively. Therefore, this research proposes a teaching strategy that combines e-quizzing gamification elements with the main principles of an SH to create an exciting learning environment. Findings: Gamification was found to improve trainee teachers’ perceptions of the selected teaching strategy. It also increased their motivation for learning and engagement with their peers, thereby proving Quizizz to be a useful gamification tool, despite some technical difficulties. Recommendations for Practitioners: This study recommends that teachers who utilize technology should do so for educational purposes and in new ways, rather than merely increasing the time spent using technology in the classroom. This will ensure that classes are more interesting, thereby eliciting enthusiasm from their students. Recommendation for Researchers: Further research is recommended to explore students’ development in the area of collaboration, synthesis of information, critical thinking, and problem-solving, as a result of gamification strategies in education. Impact on Society: The study participants expressed a willingness to apply this strategy later in their careers with other students and on other courses. The collaborative and problem-solving skills learned are likewise transferable to other contexts and lifelong learning. Future Research: Further research is recommended to explore students’ development of other skills such as collaboration, synthesis of information, critical thinking, and problem-solving.

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Hunting for QR Codes: Linking Students to the Music Collection

Cited by 9 publications

References 4 publications

Opportunities to Create Active Learning Techniques in the Classroom

Opportunities to Create Active Learning Techniques in the Classroom

Design and development of digital information product and service using colour QR codes for smartphone user's of academic libraries

Effect of Combining Gamification and a Scavenger Hunt on Pre-Service Teachers’ Perceptions and Achievement

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