Teaching Chemistry Using Student-Created Videos and Photo Blogs Accessed with Smartphones and Two-Dimensional Barcodes

Benedict, Lucille; Pence, Harry E.

doi:10.1021/ed2005399

Cited by 84 publications

(100 citation statements)

References 6 publications

(9 reference statements)

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“…Although the literature includes several studies that document the utilization of QR codes as a new educational aid within academic contexts (Susono and Shimomura, 2006;Benedict and Pence, 2012;Bonif acio, 2012;Yarmey and Swartz, 2012), few studies have investigated student perceptions of the QR code delivery system as a learning aid. Developing an understanding of student perceptions in regards to a new pedagogical strategy or learning aid is essential in the evaluation of its effectiveness.…”

Section: Discussionmentioning

confidence: 99%

“…Both national and international undergraduate institutions have used QR codes within educational settings for a variety of purposes (Susono and Shimomura, 2006;Chaisatien and Akahori, 2007;Lee et al, 2011;Pulliam and Landry, 2011;Benedict and Pence, 2012;Bonif acio, 2012;Dixon et al, 2013;Schultz, 2013;Haran, 2014). Recent research involving the implementation of QR codes in education has focused on the codes' abilities to provide "access to information at the point of need" (Lombardo et al, 2012).…”

Section: Introductionmentioning

confidence: 99%

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Investigating the use of quick response codes in the gross anatomy laboratory

Traser

Hoffman

Seifert

et al. 2014

Anatomical Sciences Ed

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The use of quick response (QR) codes within undergraduate university courses is on the rise, yet literature concerning their use in medical education is scant. This study examined student perceptions on the usefulness of QR codes as learning aids in a medical gross anatomy course, statistically analyzed whether this learning aid impacted student performance, and evaluated whether performance could be explained by the frequency of QR code usage. Question prompts and QR codes tagged on cadaveric specimens and models were available for four weeks as learning aids to medical (n = 155) and doctor of physical therapy (n = 39) students. Each QR code provided answers to posed questions in the form of embedded text or hyperlinked web pages. Students' perceptions were gathered using a formative questionnaire and practical examination scores were used to assess potential gains in student achievement. Overall, students responded positively to the use of QR codes in the gross anatomy laboratory as 89% (57/64) agreed the codes augmented their learning of anatomy. The users' most noticeable objection to using QR codes was the reluctance to bring their smartphones into the gross anatomy laboratory. A comparison between the performance of QR code users and non-users was found to be nonsignificant (P = 0.113), and no significant gains in performance (P = 0.302) were observed after the intervention. Learners welcomed the implementation of QR code technology in the gross anatomy laboratory, yet this intervention had no apparent effect on practical examination performance.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Investigating the use of quick response codes in the gross anatomy laboratory

Traser

Hoffman

Seifert

et al. 2014

Anatomical Sciences Ed

View full text Add to dashboard Cite

show abstract

“…Although research has examined students' adoption of weblogs in a variety of undergraduate level courses, including chemistry (Benedict & Pence, 2012), education (Coutinho, 2007;Mansouria & Piki, 2016), marketing (Kaplan et al, 2010), foreign languages (Castaneda et al, 2011;Al Waely & Aburezeq, 2013;Zhang et al, 2014), and so forth (Deng & Yuen, 2011), not much is known about the undergraduate students' adoption and continued intention to use blogs in MIS classes. MIS was chosen for this study mainly for illustrative purposes and to complement and diversify insights on students' use of weblogs at the undergraduate level.…”

Section: Introductionmentioning

confidence: 99%

Roles of perceived fit and perceived individual learning support in students’ weblogs continuance usage intention

Ifinedo

2018

Int J Educ Technol High Educ

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Weblogs (or blogs) are increasingly being used in higher educational contexts. Not much is known about the factors that influence students' continued usage intention of weblogs. This study uses the expectation-confirmation model (ECM) as its background theoretical framework, and explores the roles of antecedent factors of perceived fit and perceived individual learning support in the research model. A cross-sectional survey was used to collect data from 108 undergraduate students taking a management information systems (MIS) course in a small university in Canada. Relevant hypotheses on the subject matter were formulated and tested. The partial least squares (PLS) technique was used for data analysis. The results strongly support the proposed hypotheses, indicating that perceived fit, perceived individual learning support, perceived usefulness, confirmation, and satisfaction have positive effects on students' continued usage intentions of Weblogs. The findings of this study have practical and theoretical implications, which are succinctly discussed, and suggestions for future research outlined.

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“…Students have also been given the opportunity to create their own photo blogs on how to use certain pieces of laboratory equipment, accessed by QR codes, that could be used by their colleagues. 8 QR codes have also been used outside of the laboratory; for example, at the Cambridge University Botanical Gardens, a chemical train through the plant holdings has been devised with 22 stopping points where QR codes can be scanned. The students are then directed to information on the chemical components of the plants, including 3D structures, and their applications.…”

mentioning

confidence: 99%

Evaluation of an Online Instructional Database Accessed by QR Codes To Support Biochemistry Practical Laboratory Classes

2016

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An online instructional database containing information on commonly used pieces of laboratory equipment was created. In order to make the database highly accessible and to promote its use, QR codes were utilized. The instructional materials were available anytime and accessed using QR codes located on the equipment itself and within undergraduate student practical handouts. The database and access mechanism was evaluated during multiple undergraduate practical sessions, and the students were able to provide feedback through completion of a questionnaire. The majority of the participating students reported that the QR Instructor was easy or very easy to use (89%) and made using the laboratory equipment easier or much easier (70%). Just under two-thirds (63%) of the students felt that having used the QR Instructor they were more confident in using the equipment than before, and three-quarters (75%) of students stated that they felt better or much better equipped to use similar equipment in their future employment. Overall, 90% of those students who responded to the questionnaire said that they would recommend the use of the online instructional database. The proposed system therefore has been shown to enable easy access for students to online instructional information as well as enhancing the learning experience with increased student confidence.

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Teaching Chemistry Using Student-Created Videos and Photo Blogs Accessed with Smartphones and Two-Dimensional Barcodes

Cited by 84 publications

References 6 publications

Investigating the use of quick response codes in the gross anatomy laboratory

Investigating the use of quick response codes in the gross anatomy laboratory

Roles of perceived fit and perceived individual learning support in students’ weblogs continuance usage intention

Evaluation of an Online Instructional Database Accessed by QR Codes To Support Biochemistry Practical Laboratory Classes

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