Qr Codes in Education and Communication

Abstract

The learners were asked to study the material. The learners who had smart phones and Internet access were chosen for the study. To provide sectional diversity, three groups were created. The group learners were from Faculty of Education, Faculty of Science and Literature and Faculty of Engineering. After the semi-structured interviews were held, the learners were asked about their pre-knowledge about QR Codes, QR Codes' contribution to learning, difficulties with using QR Codes about and design issues. Descriptive data analysis was used in the study. The findings were interpreted on the basis of Theory of Diffusion of Innovations and Theory of Uses and Gratifications. After the research, the themes found were awareness of QR Code, types of QR Codes and applications, contributions to learning, and proliferation of QR Codes. Generally, the learners participating in the study reported that they were aware of QR Codes; that they could use the QR Codes; and that using QR Codes in education was useful. They also expressed that such features as visual elements, attractiveness and direct routing had positive impact on learning. In addition, they generally mentioned that they did not have any difficulty using QR Codes; that they liked the design; and that the content should include both superficial and in-depth information.

QR Codes Utilization in EFL Classroom: Affective Language Learning Attributes in Writing

“…Except for anxiety, eight affective variables after the QR code activity received positive ratings from 5.42 to 6.26. The increase of affect in technology-driven language activities, for example, motivation, has been reported by (Durak et al, 2016;Midraj, 2003;Rivers, 2009), among others. Identifying specific situations during the activity is important to explain how QR code activities have driven higher positive affect of graduate students in language learning.…”

“…Despite technological issues, students described QR code aided language activities as "fun, unusual, and interesting" (p. 26). Among Turkish students, the use of QR code has encouraging effects on language learning due to the use visuals, convenience, attractiveness, among others (Durak, Ozkeskin, & Ataiza, 2016). Other affective variables generated on the use of QR code include higher levels of motivation and enjoyment, longer attention span, and lesser stress in language learning (Al-Khalifa, 2011;McCabe & Tedesco, 2012;Situmoranga, Siangb, Ibrahimc, & Lagunsiangd, 2019).…”

Improving Specimen Labelling and Data Collection in Bio-science Research using Mobile and Web Applications

“…The application areas range from their originally intended tracking of parts in motor vehicle manufacturing to mobile content distribution in electronic learning environments. These are not limited to but include shopping, marketing and advertisement to reinforce brand presence [16][17][18], transport and logistics, content accessibility in teaching (education) [4,18,19], architecture, tourism, augmented reality, mobile content distribution, gaming authentication and security sensitive operations [20,21], software development for device pairing, in research as a means for linking physical spaces with digital information [20], and mobile payments as user interface enablers to auto-fill forms for mobile payment applications [22]. They have also been used in educational libraries to label reading resources [23,24].…”

The use of QR code on educational domain: a research and development on teaching material

“…Penggunaan QR code memang masih sangat jarang digunakan pada proses pembelajaran. Penggunaan Qr Code sudah digunakan untuk presensi rapat (Ardiansyah & Fendina, 2016 Qr Code terdiri dari modul-modul hitam yang disusun dalam pola persegi dengan latar belakang putih (Durak et al, 2016). Qr Code adalah kode respon cepat karena dapat megirim pesan dengan sangat cepat juga sangat dapat diandalkan karena biaya murah dan kapasistas tinggi untuk mengirim (Guo et al, 2016…”