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QR Codes in Education
Abstract
QR codes, developed by a Japanese company, have been around for over fifteen years. With the advent of smart and Web capable mobile devices, we witness a steady growth of interesting commercial applications using QR codes. As the movement of using QR codes in education is still in its infancy, this paper serves to be one of the first comprehensive papers in journal publication to fully delineate (a) the user characteristics of QR codes, (b) the processes of making and reading QR codes, (c) the survey of commercial applications using QR codes, (d) the literature review of educational applications using QR codes, and (e) offer suggestions and implementations of QR codes in school education.
... These activities can be designed as study aids for individuals, group projects, or competitions. Students completed math puzzles, explored their neighbourhoods, and scanned codes at each location along a math trail that Law and So (2010) created. The students were interested in new approaches that were different from what they normally did, and this activity sparked their curiosity (Law & So, 2010). ...
... Students completed math puzzles, explored their neighbourhoods, and scanned codes at each location along a math trail that Law and So (2010) created. The students were interested in new approaches that were different from what they normally did, and this activity sparked their curiosity (Law & So, 2010). ...
... For instance, by scanning the QR code on a worksheet, students can access a website with the answers, allowing them to track their progress in learning. Law and So (2010) demonstrated the usefulness and flexibility of QR codes in a listening exercise, highlighting their ability to provide accessible materials and aid students in self-evaluation. According to Law and So (2010), students favoured using QR codes and mobile devices for individual activities due to their convenience and speed. ...
... University implementation of QR codes varies. One study included QR integration into library functions, handouts, websites, posters around campus, handbooks, and marketing materials (Law & So, 2010). Within the classroom, QR codes were used to support classroom management tasks, including communication and evaluation (Law & So, 2010). ...
... One study included QR integration into library functions, handouts, websites, posters around campus, handbooks, and marketing materials (Law & So, 2010). Within the classroom, QR codes were used to support classroom management tasks, including communication and evaluation (Law & So, 2010). Students included in the study found the codes easy to use, quicker, and more convenient than some paper/pencil tasks (Law & So, 2010). ...
... Within the classroom, QR codes were used to support classroom management tasks, including communication and evaluation (Law & So, 2010). Students included in the study found the codes easy to use, quicker, and more convenient than some paper/pencil tasks (Law & So, 2010). College students also noted ease of use and efficiency, along with the recommendation to use codes in course materials in the future (Sondhi & Kumar, 2022). ...
Teaching health professions at the graduate level often involves instructors guiding students through active learning labs for the practical application of content. Clinical courses may necessitate covering a substantial amount of information, requiring instructors to adopt efficient and effective teaching methods to maximize lab time. In a Master of Occupational Therapy Program, students were observed being off-task and disengaged with provided materials during group work in active learning labs. In response to this, Quick Response (QR) codes were introduced as a strategy to enhance self-directed learning and maintain focus on tasks while the instructor offered supplemental assistance as needed. A Microsoft Form survey was administered after classes to assess the effectiveness of QR codes as a technology-supported instructional method and gather students’ perceptions. The survey results overwhelmingly indicated that students were receptive to using QR codes and found them helpful in facilitating learning and maintaining attention during lab activities.
... Οι κωδικοί γρήγορης ανταπόκρισης (Quick Response codes ή QR codes) έχουν χρησιμοποιηθεί επιτυχημένα στην περιβαλλοντική εκπαίδευση (Καλογιαννάκης & Παπαδάκης, 2017). Οι κωδικοί QR συνδέουν υπαρκτά αντικείμενα με πληροφορίες που βρίσκονται στο διαδίκτυο με οφέλη την πολύ μεγάλη χω δυνατότητα αποθήκευσης πολλών ειδών δεδομένων (Law & So, 2010). Σκοπός της παρούσας έρευνας ήταν ο σχεδιασμός ενός περιβαλλοντικού μονοπατιού με χρήση κωδικών QR στον Δημοτικό κήπο Χανίων για φοιτητές και φοιτήτριες παιδαγωγικού τμήματος. ...
... Οι κωδικοί γρήγορης πόκρισης (Quick Response codes ή QR codes) έχουν χρησιμοποιηθεί επιτυχημένα στην περιβαλλοντική εκπαίδευση (Καλογιαννάκης & Παπαδάκης, 2017). Οι κωδικοί QR συνδέουν υπαρκτά αντικείμενα με πληροφορίες που βρίσκονται στο διαδίκτυο με οφέλη την πολύ μεγάλη χωρητικότητα δυνατότητα αποθήκευσης πολλών ειδών δεδομένων (Law & So, 2010). Σκοπός της παρούσας έρευνας ήταν ο σχεδιασμός ενός περιβαλλοντικού μονοπατιού με χρήση κωδικών QR στον Δημοτικό κήπο Χανίων για φοιτητές ού τμήματος. ...
... Οι κωδικοί γρήγορης πόκρισης (Quick Response codes ή QR codes) έχουν χρησιμοποιηθεί επιτυχημένα στην περιβαλλοντική εκπαίδευση (Καλογιαννάκης & Παπαδάκης, 2017). Οι κωδικοί QR συνδέουν υπαρκτά αντικείμενα με πληροφοριών και τη δυνατότητα αποθήκευσης πολλών ειδών δεδομένων (Law & So, 2010 ...
QR, στον Δημοτικό Κήπο Χανίων. Σχεδιάστηκε με τις αρχές της βασισμένης στον τόπο εκπαίδευσης και της αστικής περιβαλλοντικής εκπαίδευσης με σκοπό την ανάδειξη της οικολογικής σημασίας του τόπου και την ανάδειξη του δημοτικού κήπου ως περιβάλλοντος μάθησης. To μονοπάτι εφαρμόστηκε σε έξι φοιτητές/τριες εκπαιδευτικούς με καταγωγή από τα μεθοδολογία βασίστηκε σε ημι-δομημένες συνεντεύξεις των εκπαιδευτικών με σκοπό να κατανοήσουμε σε βάθος την εμπειρία τους από τη συμμετοχή τους στο μονοπάτι και να διερευνήσουμε την επίδραση του προγράμματος στην αντίληψη τους για τον τόπο και τη χρήση της τεχνολογίας Λέξεις κλειδιά: περιβαλλοντικό μονοπάτι, , βασισμένη στον τόπο εκπαίδευση, φορητή μάθηση ABSTRACT Τhe development, implementation and evaluation of an environmental education trail within Chania Municipal garden with the use of QR codes is described. It was developed according to the principles of place-based education and urban environmental educat meaning and the appreciation of the municipal garden as a learning en tested and its final version was implemented with 6 of Primary Education of the University the trail was based on semi-structured interviews in order to understand the participants' experience from the program, its effect on their sense of place and their views on method of environmental trail. Παρουσιάζεται η ανάπτυξη, η εφαρμογή και η αξιολόγηση ενός περιβαλλοντικού μονοπατιού με χρήση κωδικών QR, στον Δημοτικό Κήπο Χανίων. Σχεδιάστηκε με τις αρχές της βασισμένης στον τόπο εκπαίδευσης και της αστικής περιβαλλοντικής εκπαίδευσης με σκοπό την ανάδειξη της οικολογικής σημασίας του τόπου και την ανάδειξη του δημοτικού κήπου ως περιβάλλοντος μάθησης. To μονοπάτι εφαρμόστηκε σε έξι φοιτητές/τριες εκπαιδευτικούς με καταγωγή από τα Χανιά. Η αξιολόγηση με ποιοτική δομημένες συνεντεύξεις των εκπαιδευτικών με σκοπό να κατανοήσουμε σε βάθος την εμπειρία τους από τη συμμετοχή τους στο μονοπάτι και να διερευνήσουμε την επίδραση του ους για τον τόπο και τη χρήση της τεχνολογίας. : περιβαλλοντικό μονοπάτι, , βασισμένη στον τόπο εκπαίδευση, φορητή μάθηση
... The Quick Response (QR) Code was first developed in 1994 by the Japanese automatic data capture equipment company -Denso Wave (Law & So, 2010). The QR code symbol consists of printed black lines and patterns (Eriya, 2020). ...
... Various information can be embedded into this matrix code such as text and link. This format of 2D bar codes is so popular in Japan and emerges gradually around the world because it has a large data capacity in a small printout size and high speed scan utilities via mobile devices are readily available (Law & So, 2010). ...
... The error correction capability against dirt and damage can be up to 30%. The size of a QR code can vary from 21x21 cells to 177x177 cells by 4 cell-increments in both horizontal and vertical direction (Law & So, 2010). ...
The laboratory is one of the important facilities and supports the implementation of learning in tertiary institutions. However, in carrying out practicum activities, students are often constrained by information regarding names, functions, and steps for using instruments. Therefore, the need for information about laboratory equipment is quite important for students. This study aims to produce a website based on a QR code to provide information about the instrument to users and the steps to use it. This research uses research and development methods with the ADDIE model (Analysis, Design, Develop, Implementation, and Evaluation). The questionnaire is used to measure user responses regarding the QR code and its application. Based on the analysis of the problems found, the QR code was successfully created. This QR code was validated by media experts and instrument content experts and obtained valid results. Users show a positive response regarding the use of the QR code for introducing of Refraction Laboratory instruments. Thus, a website-based QR code can be used to provide optical instrument information to users. However, socialization about its use is very necessary for laboratory users.
... One must be aware that not all readers can handle these different types of codes and not all generators from the web provide the facilities to generate such codes. Interested readers can refer to Law & So (2010) for the process of generating and decoding QR codes. ...
... We will also provide some examples of QR code applications in education from our own research (Law & So, 2010) and other examples from the research community. Although these examples certainly cannot represent the whole picture from the literature, these are typical applications and can form the exemplars for our discussion. ...
As mobile technologies become increasingly prominent in our daily lives, mobile tagging with QR (Quick Response) codes in the business sector is prevalently in many parts of the world. However, we believe the movement of using QR codes in education is still in its infancy. Apart from our own research in this area, this paper explores the possibilities beyond the simple use of the codes and offers some suggestions on how the technology can be used to its full potential.
... Οι κώδικες QR είναι ιδιαίτερα ανθεκτικοί για εξωτερική χρήση καθώς μπορούν να διαβαστούν έστω κι αν είναι ελαφρώς παραμορφωμένοι ή βρίσκονται σε κυρτή επιφάνεια. Οι QR κώδικες προσφέρουν κωδικοποιημένες πληροφορίες που μπορούν να σαρωθούν από συσκευές με κάμερα, σχετικό λογισμικό και σύνδεση στο διαδίκτυο (Law & So, 2010). Μια απλή περιήγηση/αναζήτηση στον Παγκόσμιο Ιστό επιτρέπει στους χρήστες μέσω πολλών online εφαρμογών να δημιουργήσουν τον δικό τους κώδικα QR δωρεάν. ...
... Οι Liu, Tan & Chu (2007) χρησιμοποίησαν φορητές συσκευές (Windows Mobile) και κωδικούς QR για την εκμάθηση της αγγλικής γλώσσας σε μαθητές στην Ταιβάν με θετικά αποτελέσματα ενώ οι Huang et al (2008, στο Law & So,2010 χρησιμοποίησαν Pocket PC's και κωδικούς QR με σκοπό τη δημιουργία ενός πανταχού περιβάλλοντος μάθησης για τους μαθητές της πρωτοβάθμιας εκπαίδευσης για την έρευνα σε βάθος θεμάτων σχετικών με την επιστήμη της ζωής. Το Πανεπιστήμιο του Bath στο Ηνωμένο Βασίλειο θεωρείται πρωτοπόρο στην αξιοποίηση των QR στην εκπαιδευτική διαδικασία και στην αποδοτικότερη λειτουργία των υπηρεσιών του ίδιου του πανεπιστημιακού χώρου όπως για παράδειγμα η οργάνωση της βιβλιοθήκης του Πανεπιστημίου (Law & So, 2010). ...
Στην παρούσα εργασία παρουσιάζονται τα χαρακτηριστικά σχεδιασμού και υλοποίησης διαθεματικού ψηφιακού υλικού με χρήση φορητής τεχνολογίας, όπως το Βιβλικό πάρκο με QR codes, που αξιοποιήθηκαν κατά την υλοποίηση μιας εκπαιδευτικής δράσης από το Κ.Π.Ε. Πεταλούδων Ρόδου. Στην πρώτη ενότητα της παρούσης εργασίας παρουσιάζονται οι βασικές έννοιες μάθησης με φορητή τεχνολογία και σοβαρά παιχνίδια. Στη συνέχεια μέσω βιβλιογραφικής ανασκόπησης καταγράφουμε συγκεκριμένα παραδείγματα εισαγωγής των κωδικών QR codes στην εκπαιδευτική διαδικασία και παρουσιάζουμε μία εκπαιδευτική δραστηριότητα με χρήση των κωδικών QR codes η οποία πραγματοποιήθηκε στην κοιλάδα των πεταλούδων της Ρόδου και συγκεκριμένα στο χώρο της Ιεράς Μονής Παναγίας Καλόπετρας. Στην συγκεκριμένη προσπάθεια συμμετείχαν το Κέντρο Περιβαλλοντικής Εκπαίδευσης Πεταλούδων Ρόδου, το 4ο Γυμνάσιο Ρόδου (Καζούλλειο), η Ιερά Μητρόπολη Ρόδου, το Εργαστήριο Μαθησιακής Τεχνολογίας και Μηχανικής Διδακτικής του ΤΕΠΑΕΣ (Τμήμα Επιστημών της Προσχολικής Αγωγής και του Εκπαιδευτικού Σχεδιασμού) του Πανεπιστημίου Αιγαίου και ο δήμος Ρόδου που έχει και την ευθύνη διαχείρισης της κοιλάδας των πεταλούδων στη Ρόδο.
... QR kodlar bilgileri 1000 karaktere kadar depolama kapasitesine sahiptir (Lai, Chang, Li, Fan, & Wu, 2013). Kısmi olarak yırtılsalar ya da kirlenseler de işlevlerine devam ederler ve 360° ile herhangi bir yönden okutulabilirler (Çataloğlu ve Ateşkan, 2014;Law & So, 2010). ...
... Mobil teknolojilerden biri olan QR kodların, eğitimde kullanılmasına ilişkin pek çok araştırmaya rastlanmaktadır (Bonifacio, 2012;Chicioreanu, Bilal & Butnariu, 2015;Çataloğlu & Ateşkan, 2014;Durak, Özkeskin & Ataizi, 2016;Kouninef, Merad & Djelti, 2015;Law & So, 2010;Rikala & Kankaanranta, 2012;So, 2008;Thorne, 2016). Bu araştırmalar neticesinde sınıfta (Widyasari, Sutopo ve Agustian, 2019) ve okul dışı öğrenme ortamlarında QR kodların kullanımının etkili olduğu sonucuna ulaşılmıştır (Lai vd., 2013;Mccabe & Tedesco, 2012;McMullen, Hannula-Sormunen, Kainulainen, Kiili & Lehtinen, 2019). ...
Bu çalışmanın amacı ortaokul matematik öğretmeni adaylarının QR kodları entegre ederek geliştirdikleri etkinliklerin, etkinlik geliştirme süreçlerinin incelenmesi ve bu etkinliklerin matematik öğretiminde kullanımı hakkındaki görüşlerinin belirlenmesidir. Bu araştırmada nitel araştırma yöntemlerinden durum çalışması kullanılmıştır. Araştırmanın çalışma grubunu ilköğretim matematik öğretmenliği programına devam eden 20 öğretmen adayı oluşturmaktadır. Araştırmanın bulgularına göre, öğretmen adayları QR kodlara belgeleri, Web 2.0 araçlarında hazırladıkları oyun ve alıştırmaları, animasyon-video, infografik ve posterleri ekleyerek teknolojiyi geliştirdikleri etkinliklere entegre etmişlerdir. Derslerini ilgi çekici hale getirmek, içeriği zenginleştirmek, ders dışı çalışmalar yaptırmak ve teknoloji çağına ayak uydurmak için QR kodları derslerinde kullanmak istediklerini belirtmişlerdir. Ayrıca matematik derslerinde QR kod kullanımının bazı sınırlılıkları olduğunu ifade etmişlerdir
... Gambar 1 QR Code [2] Prosedur pembangkitan QR Code dari sebuah teks dapat dijelaskan dengan diagram alir pada gambar berikut. ...
... Berbagai penelitian terus dilakukan, baik untuk menambah jumlah data yang dapat disimpan dalam QR Code. menambah resistensi terhadap kerusakan, dan lain-lain[3].Gambar 4 Versi Qr Code[2] QR Code dapat menghasilkan 40 versi yang berbeda dari versi 1 (21 x 21 modul) sampai versi 40 (177 x 177 modul). Tingkat versi QR Code 1 dan 2 berbeda 4 modul berlaku sampai dengan versi 40. ...
Salah satu hal penting yang perlu diperhatikan dalam penilaian mahasiswa adalah masalah presensi mahasiswa. Proses presensi mahasiswa yang sudah sangat umum dilakukan oleh perguruan tinggi adalah pencatatan presensi secara manual, seperti yang diterapkan saat ini oleh STMIK “AMIKBANDUNG”. Teknologi QR Code merupakan teknologi yang dapat melakukan encode dan decode semua jenis data menjadi sebuah gambar berbentuk kode dan dapat dibaca dengan smartphone, hal ini sangat cocok digunakan sebagai validasi data, yang biasanya digunakan untuk metode pembayaran digital saat ini. Dengan kelebihannya tersebut teknologi QR Code dapat diimplementasikan juga sebagai media pendukung dalam kelancaran proses presensi perkuliahan, Hal inilah yang menarik Penulis untuk melakukan penelitian mengenai perancangan presensi perkuliahan dengan menggunakan teknologi QR Code, dengan teknologi QR Code ini setiap mahasiswa diharapkan tidak perlu lagi untuk menandatangani form absen karena data presensinya akan teridentifikasi secara otomatis melalui smartphone yang dapat melakukan scan QR Code dan tersimpan didalam database sistem.
... Penggunaan QR Code Generator dengan Barcode di berbagai negara telah dilakukan di berbagai aspek kehidupan sosial masyarakat seperti penggunaan QR Code Generator dengan Barcode pada Perpustakaan Universitas Ryerson dan Museum Seni Inuit (Schultz, 2013), Perpustakaan Universitas Utah (Lombardo et al., 2012), layanan perpustakaan (Pulliam & Landry, 2011), pembelajaran di Uni Emirat Arab (Nagla et al., 2017), laboratorium anatomi (Traser et al., 2015), pembelajaran (Durak et al., 2016) (R. Law, 2012a, Otentikasi Digital (Goyal et al., 2016), pembelajaran mandiri dan kolaboratif (Tracey et al., 2013) (Rikala & Kankaanranta, 2012), perkuliahan (R. Law, 2012b), media cetak (Probst, 2012) (Kikuchi et al., 2018), otentikasi informasi optic , Pendidikan di sekolah (C. Law & So, 2010), penelusuran makanan (Kim & Woo, 2016), absensi mahasiswa (Baban, 2014), digitalisasi taksonomi tanaman (Patil, 2020), anti pemalsuan obat (You et al., 2016), pendidikan (So, 2011), manajemen perbaikan peralatan medis (Chu et al., 2012), pembelian produk (Atkinson, 2013), pendidikan online (Kossey et al., 2015), absensi karyawan (Wongso, 2016), alat pembelajaran seluler (Bonifácio, 2012), identifikasi pembangunan (Maheshwari Antosh Dyade, 2017), mempromosikan pembelajaran siswa (Somerall & Roche, 2020), pembayaran seluler (Suryotrisongko et al., 2012), proses pendidikan tunarungu (Abualnadi et al., 2018), absensi siswa (Masalha & Hirzallah, 2014) dan kunjungan situs website (Vidas et al., 2013). ...
... Guru dan siswa hanya perlu melakukan scan QR Code Generator dengan Barcode maka akan langsung terkoneksi secara online (Agustang et al., 2021) Penggunaan QR Code Generator dengan Barcode sangat bagus digunakan dalam Pendidikan termasuk dalam proses pembelejaran di kelas (Agustang et al., 2021); pembelajaran (Rikala & Kankaanranta, 2012); (Nagla et al., 2017), meskipun penggunaan QR Code Generator dengan Barcode masih merupakan hal yang baru (Bonifácio, 2012), apalagi dalam proses pembelajaran (Lai et al., 2013), atau yang terkait dengan implementasi pembelajaran di jenjang sekolah (C. Law & So, 2010), menggunakan QR Code Generator dengan Barcode untuk absensi kehadiran (Masalha & Hirzallah, 2014), QR Code Generator dengan Barcode untuk mendesain materi kuliah oleh dosen (Durak et al., 2016), QR Code Generator dengan Barcode untuk menjaga keamanan (Goyal et al., 2016), QR Code Generator dengan Barcode untuk melihat kehadiran siswa (Baban, 2014), QR Code Generator dengan Barcode untuk membuat video keterampilan (Tracey et al., 2013), (Traser et al., 2015), QR Code Generator dengan Barcode untuk interaksi siswa dan guru dalam proses pembelajaran (Burnett, 2014), QR Code Generator dengan Barcode untuk menghubungkan media pembelajaran (Mawaddah et al., 2018), QR Code Generator dengan Barcode untuk akses situs web, teks, video (Patil, 2020), QR Code Generator dengan Barcode untuk melihat halaman website (Susono & Shimomura, 2006), QR Code Generator dengan Barcode untuk menyampaikan informasi pembelajaran kepada siswa (Abualnadi et al., 2018), atau QR Code Generator dengan Barcode untuk meningkatkan keterlibatan siswa (Somerall & Roche, 2020). Semua hasil penelitian yang menggunakan QR Code Generator dengan Barcode memperoleh hasil yang positif sehingga QR Code Generator dengan Barcode diharapkan menjadi media literasi digital yang akan digunakan oleh Forum Guru Muhammadiyah (FGM). ...
Teacher problems that are the main concern in this community service program are (1) The lack of subject books and subject modules owned by the Muhammadiyah teacher group (2) The low knowledge and skills of teachers and students related to educational technology, especially in making QR-based digital literacy Code Generator with Barcodes. The solution to solving this problem is digital literacy training based on QR Code Generator with Barcodes for Muhammadiyah teacher groups, so that it can make it easier to have subject books and subject modules that teachers can use in learning in the new normal era through gadgets. The implementation method is carried out through four stages, namely (1) digital literacy construction, (2) digital literacy is maintained by the community, (3) improving and updating digital literacy and the resulting changes. The results of community service activities show that the Empowerment of the Muhammadiyah Teacher Forum (FGM) through digital literacy based on QR Code Generator with Barcodes is carried out by involving school principals, teachers and students starting from the socialization stage, the stage of making digital literacy designs, the stage of printing digital literacy designs, the stage of delivering material digital literacy, the stage of training the use of digital literacy, the stage of sharing digital literacy and the stage of using digital literacy QR Code Generator with Barcode. The Muhammadiyah Teacher Forum (FGM) Empowerment activity through digital literacy based on the QR Code Generator with Barcodes received a positive response from school principals, teachers and students because they considered this activity useful and very beneficial. Permasalahan guru yang menjadi perhatian utama dalam program pengabdian kepada masyarakat ini adalah (1) Minimnya buku mata pelajaran dan modul mata pelajaran yang dimiliki oleh kelompok guru muhammadiyah (2) Rendahnya pengetahuan dan keterampilan guru dan siswa terkait teknologi pendidikan terkhusus dalam membuat literasi digital berbasis QR Code Generator dengan Barcode. Solusi untuk mengatasi masalah tersebut adalah pelatihan literasi digital berbasis QR Code Generator dengan Barcode untuk kelompok guru Muhammadiyah, agar dapat memudahkan memiliki buku mata pelajaran dan modul mata pelajaran yang bisa dipakai guru dalam pembelajaran di masa new normal melalui gadget. Metode pelaksanaan dilakukan melalui empat tahap yaitu (1) konstruksi literasi digital, (2) literasi digital dipelihara oleh masyarakat, (3) memperbaiki dan memperbaharui literasi digital dan perubahan yang dihasilkan. Hasil kegiatan pengabdian kepada masyarakat menunjukkan Pemberdayaan Forum Guru Muhammadiyah (FGM) melalui Literasi digital berbasis QR Code Generator dengan Barcode dilakukan dengan melibatkan kepala sekolah, guru dan siswa mulai tahap sosialisasi, tahap membuat desain literasi digital, tahap mencetak desain literasi digital, tahap penyampaian materi literasi digital, tahap melatih penggunaan literasi digital, tahap membagikan literasi digital dan tahap menggunakan literasi digital QR Code Generator dengan Barcode. Kegiatan Pemberdayaan Forum Guru Muhammadiyah (FGM) melalui Literasi digital berbasis QR Code Generator dengan Barcode mendapatkan respons positif dari kepala sekolah, guru dan siswa karena menganggap kegiatan tersebut bermanfaat dan sangat bermanfaat.
... Bu kodlar çok yönlü olarak görülmektedir. Uniform Resource Locator (URL) bağlantısı, kartvizit, metin, kısa mesaj ya da neredeyse hemen her çeşit bilgi iki boyutlu barkodun içerisine yerleştirilebilmektedir (Law ve So, 2010;Uçak ve Usta, 2023: 890). QR kodlar, sıradan barkodlardan daha çok bilgi barındırabilmekte ve kullanımı da basit olmaktadır. ...
Mezarlık turizmi ve QR kod
... For instance, in the current study, a child's concrete observation of each stage of the plant life cycle and experiencing this process in 3D produced more positive results than just a visual explanation. This teaching method has many advantages, such as being carried out quickly and in different environments [131]. ...
This study aimed to examine the comprehension performance difference between children who participated in an augmented reality-based environmental education activity and those who participated in an activity based on coloring pages. The study involved 94 participants, including 47 in the experimental group and 47 in the control group. The researcher-developed Life Cycle Test, consisting of 9 open-ended questions on the water cycle, plant life cycle, and food chain, was used for data collection. In the first phase, children in both groups were asked questions from the Life Cycle Test, and their responses were recorded. Both groups then participated in a coloring activity, with the control group receiving explanations from the teacher about their colored pages and being asked the test questions. In contrast, the experimental group received explanations about using augmented reality applications and 3D visuals before answering the test questions. The pre-test data showed no significant difference in Life Cycle Test scores between the two groups. However, post-test results revealed that the augmented reality intervention better supported children’s understanding than the explanations based on coloring pages. The study’s findings suggest that augmented reality applications can be a powerful tool for enhancing children’s understanding of environmental concepts in early childhood education.
... The data can be decoded by scanning the barcode with a mobile device that has internet access and is equipped with a camera and QR reading software (Rikala & Kankaanranta, 2012). QR codes can be utilized in various ways in science and geography lessons: in laboratory activities (Karahan & Bilici, 2017), in game-based learning activities (such as treasure hunts) (Karahan & Bilici, 2017;Law & So, 2010), and in outdoor or field activities (Lee et al., 2011). ...
The purpose of this study is to investigate primary school teachers' perceptions regarding the frequency of using educational platforms, digital applications, and videos for teaching science and geography. Data collection was carried out through a questionnaire survey in which 107 primary school teachers voluntarily participated. The analysis included: the frequency with which teachers use videos in science lessons, from various sources; the frequency of students using digital games and videos from various sources; the frequency of teachers creating/editing videos; the frequency of teachers using educational platforms and applications in science lessons; and the frequency of students using digital applications. The results show that primary school teachers use videos in science and geography lessons, most frequently using video clips, and that they rarely create, edit, or adapt videos using digital applications. Primary school teachers consider that students frequently use digital games and quite rarely use digital applications.
... It is a method of user identification that combines a some number of factor authentications which used for priority customer information and high-risk financial transactions [9] A common example is ATMs, where physical factors are combined with personal factors [10]. And the multi-factor kinds [11]: ...
Recently, the use of two-factors authentication (2FA) has increased to mitigate the risk of stealing user credentials. Most of 2FA use a mobile device to complete the authentication process, but many of them require an Internet connection or a subscriber identity module (SIM) chip to activate the synchronization of the One Time Password (OTP), which may not be guaranteed all the time or may not be equipped in the user's phone in the first place. Thus, this paper attempts to overcome this problem by adopting the camera of the mobile device and QR code to verify the OTP instead of relying on the Internet connection or cellular network. The proposed approach involves encrypting keys and secret codes with symmetric and asymmetric keys for added security, and using QR to exchange those codes fast and more easily, including a code suffix to prevent phishing attacks. Security analysis proves that the scheme is immune to many well-known attacks such as MITM, Shoulder surfing Keylogger, Phishing Attacks, etc. This scheme could contribute to adding a secure, practical, and easy-to-use option to diversify of 2FA if it is adopted by service providers such as Google, Meta, and Microsoft.
... Quick response (QR) code payments [1][2][3] have become popular due to their ease of use. Along with this trend, there are incidents of unauthorized use of QR codes [4][5][6][7][8] at the time of payment. There are two main types of QR code payment methods: the userscan method, where the store displays a QR code for the user to scan, and the store-scan method, where the store scans a QR code presented by the user. ...
Recently, with the widespread adoption of quick response (QR) code payments, there have been incidents of unauthorized use of QR codes presented at the time of payment, due to theft or duplication. As a countermeasure, conventional QR code payment systems are designed to update the QR code periodically. However, there is a problem: it is possible to make a payment using an illegally obtained QR code until the update. Therefore, it is necessary to encrypt the QR code itself to prevent its duplication. The objective of this research is to prevent fraudulent use of QR payments by combining image encryption using random numbers and Rivest Cipher 4 (RC4). In this paper, we perform image encryption using random numbers generated from a uniform distribution for QR codes presented at the time of payment and encrypt the seed value, which is the decryption key, using RC4. As a result, the proposed encryption method prevents unauthorized use of the QR code used for payment by stealing the image, and the processing speed and encryption strength are sufficient. Histogram analysis, key sensitivity analysis, and correlation coefficients were used to measure encryption strength. Finally, the proposed method is expected to enable more secure use of QR payments compared to conventional systems.
... In today's digital age, educational institutions are increasingly adopting technological solutions to enhance the management and distribution of educational resources [15]. The use of Rapid Application Development (RAD) methodologies is particularly beneficial for QR code integration, facilitating the rapid development and testing of QR code generation and scanning functionalities. ...
Effective management of educational resources is crucial for ensuring the quality of learning outcomes. However, traditional systems often rely on manual processes, leading to inefficiencies, errors, and delays. This paper presents a novel QR Code-Enabled Educational Resource Management System that leverages Quick Response (QR) codes to streamline these processes. The proposed system uses QR codes to track the availability and location of resources such as textbooks and equipment. Students and teachers can scan these codes with mobile devices to access relevant information, including resource availability, location, and usage history. Additionally, the system features notifications and alerting capabilities that remind users when resources are due or inform them of changes in availability. The system was evaluated using the ISO/IEC 25010 Model Quality Characteristics Framework, which includes functional suitability, performance efficiency, compatibility, usability, reliability, portability, and maintainability. Results indicate high levels of quality in use, with excellent performance efficiency, security, compatibility, reliability, and maintainability. This study demonstrates the potential of the QR Code-Enabled Educational Resource Management System to enhance the effectiveness and efficiency of educational institutions. The system's notification and alerting capabilities can further improve student engagement and motivation by providing timely reminders and updates on resource availability.
... (Saenab et al., 2017) Penggunaan kode QR dalam dunia pendidikan telah menjadi sarana penyajian informasi dalam ruang terbatas, dan kode QR kini dapat digunakan dalam pembelajaran studi lapangan mata pelajaran biologi di kalangan siswa SMA Korea. (Law & So, 2010) Dampak penelitian pengembangan modul berbasis Quick Response Code (QR Code) untuk mengakses materi, soal, dan game pada materi keanekaragaman hayati terhadap keilmuan dapat mencakup beberapa aspek yaitu pembaruan dalam pendekatan pembelajaran, kontribusi terhadap literasi digital, dan peningkatan keterlibatan peserta didik dalam pembelajaran. ...
Pengembangan modul berbasis QR penting bagi siswa untuk melatih kemampuan literasi sains pada pembelajaran, dan QR Code memiliki keuntungan atau kelebihan dalam menyimpan segala jenis data, termasuk data numerik dan angka, data alfanumerik, data biner, kanji/kana. Tujuan dari penelitian pengembangan ini adalah untuk menghasilkan modul materi keanekaragaman hayati berbasis kode QR yang sesuai berdasarkan validitas, kepraktisan dan reliabilitas. Metode penelitian yang digunakan dalam penulisan ini adalah metode Research and Development yang berkaitan dengan model Alessi dan Trollip yang mempunyai tiga tahap yaitu tahap desain, tahap desain, dan tahap pengembangan. Hasil tingkat kelayakan modul berbasis QR sebesar 88,60 (Sangat Valid), tingkat respon siswa sebesar 90,46% (Sangat Baik), dan reliabilitas prospektif secara keseluruhan sebesar 0,7475 (Reliabel). Oleh karena itu, produk modular berbasis QR dari bahan keanekaragaman hayati cocok digunakan dalam peningkatan standar pengajaran
... Również kształcenie geograficzne potrzebuje mądrego wdrożenia nowych technologii, nie tylko w rozumieniu budowania infrastruktury, lecz także w kontekście tworzenia cyfrowych zasobów edukacyjnych, wykorzystywanych w procesie kształcenia poprzez rozmaite mobilne i stacjonarne urządzenia cyfrowe. Implementacja technologii mobilnych w procesie kształcenia ma coraz więcej zwolenników (Law, So 2010) i "wydaje się naturalną odpowiedzią na postulaty podstawy programowej, która zakłada m.in. szerokie wykorzystanie technologii informacyjnych" (Pytka, Wojtanowicz 2017, s. 129). ...
The aim of the work is to improve the quality of education
in the organization of field activities, starting from the adoption of goals
education, field methods, through the selection of the area, to the implementation of classes
off-road. It is especially worth paying attention to the possibility of developing competences
in practical preparation and evaluation of field activities as required
resulting from the geography core curriculum of 2017. Book
is an invitation not only to learn about the advantages and values of geographical education
in the field, but also to reflect on your own methodological skills,
presented attitudes, which are the subject during field classes
special attention and imitation. For some readers the topic
presented in the book will be a response to the growing interest
out-of-school education. With the changing awareness of the field
human-environment relations, more is expected from teachers and educators
an authentic way of learning about the real world, through the use of independence,
activity, experience, often combined
with fun and the use of geoinformation technologies. With such a scratch
issues and goals, this work is addressed to teachers, but also
students preparing to become teachers of geography and nature. That
Due to the universality of the topic, the presented work may become an inspiration
not only for a narrow group of specialists, but also for educators and teachers
science subjects and parents.
... Penggunaan dalam bidang pendidikan relatif masih baru, meskipun quick Response Code (barcode) digunakan untuk pembelajaran seluler (Bonifácio, 2012), digunakan sebagai sistem pembelajaran (Lai et al., 2013), implementasi pendidikan di sekolah (C. Law & So, 2010), mengkonfirmasi kehadiran mahasiswa saat kuliah (Masalha & Hirzallah, 2014), mendesain ulang materi kuliah (Durak et al., 2016), pembelajaran di kelas (Rikala & Kankaanranta, 2012), kegiatan pembelajaran di sekolah (Nagla et al., 2017), menjaga dokumen pendidikan, keamanan dan menghindari duplikasi (Goyal et al., 2016), melihat dan merekam kehadiran siswa (Baban, 2014), menonton klip video keterampilan oleh pelajar (Tracey et al., 2013), pembelajaran mata kuliah kedokteran (Traser et al., 2015), mendorong interaksi siswa selama proses pembelajaran (R. Law, 2012), sarana penyedian informasi dengan menghubungkan berbagai media (Mawaddah et al., 2018), meningkatkan pengetahuan siswa tentang spesies tumbuhan melalui akses situs web, teks, video (Patil, 2020), memudahkan siswa melihat halaman web (Susono & Shimomura, 2006), digunakan praktik di bidang medis (Dental, 2017), membantu guru dalam menyampaikan informasi kepada siswa (Abualnadi et al., 2018), pembelajaran aktif untuk siswa yang dapat meningkatkan keterlibatan siswa dan rasa ingin tahu siswa (Somerall & Roche, 2020). Semua hasil penelitian yang menggunakan quick Response Code (barcode) memperoleh hasil yang positif sehingga quick Response Code (barcode) diharapkan menjadi media literasi digital yang digunakan oleh kepala sekolah, guru dan siswa. ...
Permasalahan SD Inpres Pabbentengan kurangnya buku-buku kurikulum merdeka yang bisa dibaca dan digunakan oleh guru dan kurangnya media pembelajaran yang dapat memotivasi siswa dalam belajar. Solusi permasalah SD Inpres Pabbentengan melalui menggunakan literasi digital Quick Response Code (barcode) dan board game yang bisa digunakan guru dan siswa dalam belajar. Metode pelaksanaanya melalui tahap diskusi, membuat, mencetak, melatih, membagikan, praktik dan melakukan Gerakan literasi. Hasil kegiatan pengabdian Penguatan literasi guru dan siswa melalui Quick Response Code (barcode) buku kurikulum merdeka dan media pembelajaran board game pada program kampus mengajar angkatan 6 di SD Inpres Pabbentengan mendapatkan respons positif dari seluruh elemen sekolah karena menganggap kegiatan yang dilakukan sangat bermanfaat untuk kepala sekolah, guru dan siswa-siswa dalam belajar di semua mata pelajaran pada kurikulum merdeka, sedangkan media pembelajaran board game dapat memotivasi siswa dalam belajar.
... Οι κωδικοί γρήγορης ανταπόκρισης (Quick Response codes ή QR codes) έχουν χρησιμοποιηθεί επιτυχημένα στην περιβαλλοντική εκπαίδευση (Καλογιαννάκης & Παπαδάκης, 2017). Οι κωδικοί QR συνδέουν υπαρκτά αντικείμενα με πληροφορίες που βρίσκονται στο διαδίκτυο με οφέλη την πολύ μεγάλη χωρητικότητα πληροφοριών και τη δυνατότητα αποθήκευσης πολλών ειδών δεδομένων (Law & So, 2010). Σκοπός της παρούσας έρευνας ήταν ο σχεδιασμός ενός περιβαλλοντικού μονοπατιού με χρήση κωδικών QR στον Δημοτικό κήπο Χανίων για φοιτητές και φοιτήτριες παιδαγωγικού τμήματος. ...
Παρουσιάζεται η ανάπτυξη, η εφαρμογή και η αξιολόγηση ενός περιβαλλοντικού μονοπατιού με χρήση κωδικών QR, στον Δημοτικό Κήπο Χανίων. Σχεδιάστηκε με τις αρχές της βασισμένης στον τόπο εκπαίδευσης και της αστικής περιβαλλοντικής εκπαίδευσης με σκοπό την ανάδειξη της οικολογικής σημασίας του τόπου και την ανάδειξη του δημοτικού κήπου ως περιβάλλοντος μάθησης. To μονοπάτι εφαρμόστηκε σε έξι φοιτητές/τριες εκπαιδευτικούς με καταγωγή από τα Χανιά. Η αξιολόγηση με ποιοτική μεθοδολογία βασίστηκε σε ημι- δομημένες συνεντεύξεις των εκπαιδευτικών με σκοπό να κατανοήσουμε σε βάθος την εμπειρία τους από τη συμμετοχή τους στο μονοπάτι και να διερευνήσουμε την επίδραση του προγράμματος στην αντίληψη τους για τον τόπο και τη χρήση της τεχνολογίας.
... Tidak hanya dalam menjalani aktivitas sehari-hari, QR code pun mulai digunakan dalam pembelajaran dan dalam pelayanan di laboratorium. Penggunaan QR code di bidang pendidikan dan lahan klinis meningkat, dikarenakan biayanya yang murah dan kemampuannya dalam adaptasi di berbagai lingkungan pembelajaran apapun (Law & So, 2010). ...
ABSTRAK QR code merupakan teknologi yang sedang berkembang pesat saat ini. Pelayanan laboratorium di Prodi Refraksi Optisi sekarang ini masih dilakukan secara konvensional. Penerapan teknologi dalam managemen laboratorium diperlukan untuk meningkatkan efektifitas dan efisiensi. Tujuan dari kegiatan ini adalah untuk membuat dan mengimplementasikan QR code dalam pelayanan laboratorium. QR code digunakan dalam bentuk form peminjaman alat laboratorium; serta rekam aktivitas penggunaan alat dan ruang laboratorium. Metode yang digunakan dalam kegiatan ini adalah metode rancang bangun. Form pelayanan laboratorium dibuat menggunakan Google Form dan dibuat QR code-nya. Respon mahasiswa terhadap penerapan penggunaan QR code diperoleh dengan menggunakan kuesioner. Data dianalisis secara deskriptif. Sebanyak lima QR code yang terintegrasi dengan Google Form dan Google Spreadsheet telah dibuat. QR code tersebut meliputi form untuk peminjaman alat serta penggunaan ruang laboratorium. QR code dalam pelayanan laboratorium telah berhasil diterapkan. Beberapa kelebihan dari kegiatan digitalisasi laboratorium ini adalah unik, efisien, paper-less, dan mudah dalam pendataan. Meskipun demikian, beberapa kekurangan ditemukan seperti ketergantungan yang tinggi terhadap internet, tampilan formulir yang masih kompleks dan kurang sederhana. Penggunaan QR code dalam pelayanan laboratorium memunculkan pro dan kontra. Penggunaan QR code di lab dapat dievaluasi dan diintegrasikan dengan media lainnya sehingga lebih menarik. Dibutuhkan sosialisasi dan adaptasi terhadap penggunaan QR code dan dalam pelayanan laboratorium.
... In a related research, teachers listed among the advantages of QR Codes, the easy and short-time preparation, portability, updated capability, time saving, prevention of paper waste and the provision of immediate access to targeted information (Uçak, 2019). QR Codes have great potential in education as they are the vehicle for many creative ideas and as students find them interesting in comparison to their otherwise routine exercises (Law & So, 2010). ...
In the last two years, a global interest has developed in the use of new technologies in the educational process around the world. New technologies have now been officially included in formal and informal education. Teaching is evolving, the lessons are interactive with the evident participation of the learners. The purpose of this paper is to investigate students' perceptions regarding the inclusion of QR Codes (Quick Response Codes) in the teaching process of the literature-theatre course. The research findings showed a positive attitude of students, as the use of QR Codes makes the course more interesting, interactive, comprehensible, flexible, creative, inter-technical, effective and meaningful. Teachers with the use of QR Codes have the possibility to give a new perspective in literature teaching by highlighting their useful perspectives.
... QR codes are also being used to track student attendance and increase student collaboration and engagement [20,21]. Students have successfully incorporated QR codes into their projects [22][23][24][25][26]. Examples include: a handheld augmented reality supported English language learning system with the use of QR codes [27], a periodic table of elements that contained a QR code for every chemical [28], QR codes implemented into a mobile phone application for classroom management, communication [29], A formative class assessment using questionnaires and shuttle card called "Daifuku-cho" with mobile phones and QR codes in Japan [30]. ...
The growing number of multicampus interdisciplinary projects in academic institutions expedites a necessity for tracking systems that provide instantly accessible data associated with devices, samples, and experimental results to all collaborators involved. This need has become particularly salient with the COVID pandemic when consequent travel restrictions have hampered in person meetings and laboratory visits. Minimizing post-pandemic travel can also help reduce carbon footprint of research activities. Here we developed a Quick Response (QR) code tracking system that integrates project management tools for seamless communication and tracking of materials and devices between multicampus collaborators: one school of medicine, two engineering laboratories, three manufacturing cleanroom sites, and three research laboratories. Here we aimed to use this system to track the design, fabrication, and quality control of bioelectronic devices, in vitro experimental results, and in vivo testing. Incorporating the tracking system into our project helped our multicampus teams accomplish milestones on a tight timeline via improved data traceability, manufacturing efficiency, and shared experimental results. This tracking system is particularly useful to track device issues and ensure engineering device consistency when working with expensive biological samples in vitro and animals in vivo to reduce waste of biological and animal resources associated with device failure.
... QR Code merupakan kode dua dimensi yang mampu menyimpan data dan informasi serta dirancang untuk dapat dibaca dengan smartphone (Law & So, 2010). QR Code secara tampilan fisik memiliki garis-garis hitam yang tersusun dalam kotak pola yang berlatar belakang putih. ...
Eduwisata merupakan konsep pariwisata yang ramah lingkungan dengan memprioritaskan sumber daya dan pendidikan. Pulau Lusi merupakan salah satu eduwisata yang belum mampu menyajikan media informasi sehingga wisatawan tidak mendapatkan informasi secara detail tentang berbagai jenis tanaman yang ada di kawasan wisata tersebut. Program ini bertujuan untuk mengembangkan wisata Pulau Lusi dengan menerapkan teknologi QR Code yang dapat diakses melalui smartphone. Mitra dalam kegiatan pengabdian merupakan sebanyak 20 orang Kelompok Sadar Wisata (POKDARWIS) yang turut aktif dalam kegiatan pengelolaan aset ekowisata Pulau Lusi. Metode pelaksanaan program ini dilakukan dengan enam tahapan yaitu observasi lapangan, wawancara, uji coba aplikasi, pelatihan penggunaan aplikasi, dan evaluasi. Educational QR Code yang telah dikembangkan di Pulau Lusi mampu memudahkan wisatawan dalam mendapatkan informasi penting mengenai infografis tanaman sehingga sangat mendukung perkembangan Pulau Lusi sebagai wisata berbasis edukasi.
Educational QR Code Innovation Technology Implementation Program in Ecotourism Lusi Sidoarjo Island
Eduwisata is an environmentally friendly tourism concept by prioritizing resources and education. Lusi Island is one of the edutourism that has not been able to present information media so that tourists do not get detailed information about various types of plants in the tourist area. This program aims to develop Lusi Island tourism by applying QR Code technology that can be accessed via smartphones. Partners in the service activities are as many as 20 Tourism Awareness Groups (POKDARWIS) who actively participate in the management of Lusi Island ecotourism assets. The method of implementing this program is carried out in six stages, namely field observation, interviews, application trials, application use training, and evaluation. The Education QR Code that has been developed on Lusi Island is able to make it easier for tourists to get important information about plant infographics so that it really supports the development of Lusi Island as an educational-based tourism.
In tertiary institutions, the acceptance of new students (PMB) is an administrative procedure. Online registration forms are filled out by prospective students to complete the registration procedure. As a result, a system was created that makes use of QR Code technology, which is anticipated to make the registration process easier for potential new students (PMB). The system design approach that was utilized to create the design for the software requirements analysis system was the technique employed in this paper. In order to find out the processes that happen in a system based on the results of the Qr Code Design as a Service Optimization Media for New Student Admission Registration, researchers carry out software requirements in the design and construct optimization of new student admissions services.
This study focuses on teaching students how to use QR Codes to present content in a dynamic, interactive, and hands-on way for both in-class and individual learning. This is a community service project of UNESA Geography education master's program to prepare 40 Geography Teacher Community (MGMP) Surabaya City to create geography e-modules based on QR codes. A Likert scale is used to evaluate the performance of QR-based module products, and the results are examined using NVivo software and percentages. The result showed, Individuals were able to comprehend and apply the outcomes of this activity, allowing 40 individuals to successfully finish the QR-based geography e-module. According to them, including QR-based geography e-modules into the classroom can boost creativity in geography education. Teachers are now become content creators rather than scavengers of internet content, which improves their capacity to create relevant and personalized lesson plans, according to the study's suggestions and implementation. Keywords: E-module, Geography, QR Code, Likert Scale
This chapter reviews the challenges of using AI tools among academics, who prompt knowledge all the time, supposedly in an ethical way, to give enough credit to the sources and ideas used and advance in different scientific fields at the same time. Most researchers at university tend to be meticulous about how to build arguments and discuss views in the subject matter. Meanwhile, with the emergence of Chatbots, research has become easier for researchers, specifically when Chabots can generate texts for scientific questions, mathematical equations and even philosophical issues. Hence, some researchers drag and drop large amounts of generated texts from different AI tools without acknowledging, or even giving enough credit to the real authors. In Algeria since the launch of the free version of ChatGPT 3.5, the number of ethical breaches in research misconduct almost doubled (28℅), and even the number of research produced increased by 10℅ in comparison to the previous years. Unfortunately, the research produced does not meet high-level standards as it is mostly published in local journals, which are not indexed in Scopus, Springer, and Elsevier. This has resulted in different challenges and new prospects for Algerian Higher Education institutions specifically at the level of ASJP (Algerian Scientific Journals Platform).
Dijital yetkinlik, bilgi iletişim teknolojilerinin güvenli ve eleştirel şekilde kullanılmasını ifade eden bir kavramdır. Dijital yetkinliğe sahip bireyler bil-giye erişim, bilginin üretimi, değerlendirilmesi, sunulması, saklanması, alış-verişi, internet aracılığıyla sosyal ağlara katılım sağlanması ve iletişim ku-rulması gibi yeteneklere sahiptir. Günümüzdeki teknolojik gelişmelere bağlı olarak dijital yetkinlik kavramı öğretim programlarında girmiş durumdadır. Bu çalışmada 2018 Coğrafya Dersi Öğretim Programında belirtilen dijital yetkinlik olgusunun 2023-2024 eğitim-öğretim yılında 9, 10, 11 ve 12. sınıf-larda okutulan coğrafya ders kitaplarındaki içerik ve görsellerde hangi ölçü-de yer aldığını tespit etmek amaçlanmıştır. Çalışma nitel araştırma yöntem-lerinden doküman incelemesi yöntemi ile tasarlanmıştır. Çalışmanın veri kaynaklarını Millî Eğitim Bakanlığı (MEB) tarafından 2023 yılında hazırla-nan ortaöğretim coğrafya ders kitapları oluşturmaktadır. Veri toplama aracı olarak araştırmacılar tarafından geliştirilen “Kontrol Listesi” kullanılmıştır. Verilerin analizinde betimsel analiz kullanılmıştır. Araştırma sonucunda dijital yetkinlik olgusunun en fazla 12. sınıf coğrafya ders kitabında daha sonra sırasıyla 10, 9 ve 11. sınıf coğrafya ders kitaplarında yer aldığı tespit edilmiştir. Ayrıca dijital yetkinlik olgusuna ders kitaplarının metin bölümle-rinde daha fazla yer aldığı sonucuna ulaşılmıştır. Coğrafya ders kitapların-da Fiziki Coğrafya konularında dijital yetkinlik olgusuna daha fazla yer ve-rilmesi, dijital yetkinlik içeren görsellerin sayısının artırılması, ders kitapları-nın farklı bölümlerinde yer alan karekod bağlantı linklerinin güncellenerek eğitim öğretim süresi boyunca aktif kalmasının sağlanması gibi önerilerde bulunulmuştur.
Diante do aumento dos impactos ambientais, as unidades de conservação (UC) exercem um papel importante na proteção de áreas nativas e na promoção da educação ambiental. No entanto, as UC não costumam ter boa estrutura para o desenvolvimento da educação ambiental. O presente trabalho teve como objetivo analisar o potencial do uso da ferramenta Qr Code em atividades de educação ambiental no Refúgio de Vida Silvestre Mata do Buraquinho, João Pessoa/PB. A atividade consistiu em um percurso, onde os participantes foram divididos em dois grupos, um acompanhado por um guia e outro seguindo um mapa e obtendo informações via Qr Code. A partir da aplicação de de questionários foi observada boa assimilação dos assuntos abordados em ambos os grupos. Os entrevistados consideraram o uso do Qr Code acessível e cativante. Por fim, diante das limitações existentes na visitação do JBBM, a utilização dessa tecnologia apresenta potencial de ampliar as formas de educação ambiental e melhorar a interação das pessoas com o espaço.
AR technology allows users to interact with virtual objects in real-world settings. Immersive AR experiences can enhance creativity and possibilities. Learners can explore real-life situations in a safe, controlled environment, understand abstract concepts and solve problems. This study investigates whether AR-codes affect boxing beginners’ performance in some fundamental defensive techniques. An experimental and control group were created to implement a quasi-experimental design. By using the ASSURE instructional design model, AR technology was incorporated into the educational program and delivered in flipped classroom method to the experimental group. Comparatively, the control group is taught a program using a teacher’s command style. A post-measurement of defensive boxing skills was conducted for both groups. Participants were 60 boxing beginners aged 12 to 14 who had enrolled in Port Fouad Sports Club’s 2023/2024 training season in Port Said, Egypt. Randomly, participants were divided into control and experimental groups. They were homogenized and equivalent in terms of age, height, weight, IQ, physical fitness, and skill level. According to the study results, the experimental group performed better in post-measurements than the control group. The AR Codes technology had a large effect size on the learning of boxing defensive skills under study. Consequently, it is necessary to use AR Codes technology as an educational resource to enhance the learning process, integrate it with active learning strategies, and use it to teach defensive boxing skills and apply them to offensive and counterattack skills, thereby improving the learning process.
The purpose of this in-depth chapter is to present the multimodal integration of quick response (QR) codes in the field of foreign language education, with a particular emphasis on English language skills. This chapter presents practical applications and ideas for introducing QR codes into teaching practices in a seamless manner, which will improve the experiences of language learners. All aspects of language abilities, including listening, speaking, reading, and writing, are included in the scope of this analysis. The chapter also notes that there are challenges associated with the incorporation of QR codes. In conclusion, the chapter suggests that the use of QR codes into language instruction might be a paradigm change in terms of pedagogical approach. The presentation of QR code integration in this chapter is framed within a multimodal approach, which acknowledges the value of mixing many modes of communication, such as verbal, visual, auditory, gestural, and spatial modes, in order to produce an experience that is both comprehensive and immersive for language acquisition.
Teknolojik gelişmelere bağlı olarak yaşam biçimlerinde meydana gelen değişimler, iletişim teknolojilerine yansımış ve iletişim alanlarını yeniden biçimlendirmiştir. Bu gelişmelerden biri olan QR Kod (Quick Response Code) teknolojisi, kod içerisinde sunulan bilginin hızlandırılmış şekilde aktarımının ve tespitinin sağlanması amacıyla tasarımı gerçekleştirilmiş iki boyutlu bir sistemdir. QR kod teknolojisi var olan iletişim teknolojilerinin işlevselliğini bozmadan, varlıklarını sürdürmelerinin de devamını sağlayarak, geleneksel iletişim araçları ile mobil web sayfaları arasında fiber bağ kurmaktadır. Bu araştırmada, QR kod teknolojisinin sanat ürünlerinin sergilenme sürecindeki katkılarının yanı sıra izleyicilerin bu teknoloji ile düzenlenen grafik tasarım sergisine yönelik algı ve durumlarının saptanması amaçlanmıştır. Araştırma bulguları, katılımcıların çoğunluğunun daha önce QR kodu kullanmadıklarını, sergiye kolayca erişim sağladıklarını ve böyle bir sergileme yönteminden memnun kaldıklarını ortaya koymuştur. Ayrıca, daha önce QR kod ile hazırlanmış herhangi bir sergiye katılım sağlamayanların çoğunlukta olduğu görülmüştür. Genel itibariyle araştırma sonucunda ankete katılım sağlayan izleyicilerin sergiye yönelik düşünce ve algılarının olumlu olduğu saptanmıştır.
In this article, we explore Quick Response (QR) codes (machine-readable optical labels that link to information) and how, after a period of having fallen out of favor, they have been reactivated and have come to underpin COVID-19 automation and contact-tracing efforts. During the pandemic, they were used especially for “safe entry” and other kinds of check-in to locations to facilitate contact tracing. In this context, QR codes facilitate automated decision-making in relation to infectious disease surveillance and disease outbreak control. However, the use of QR codes for contact-tracing purposes has enjoyed mixed success and its implementation has encountered several challenges, as we illustrate through a case study that explores QR codes and COVID contact tracing in Singapore and Australia.
In recent days, biological specimens are digitalized and digital images are available in virtual herbarium for teaching and learning process. Now, there is a need to explore possibilities of usage of barcodes and quick response (QR) codes in developing virtual herbarium for quick access as well as study the taxonomy of repository specimens. In order to establish a virtual herbarium for lichens using barcode and QR code techniques, lichen specimens such as Chrysothrix candelaris (L.) J.R.Laundon, Leucodermia leucomelos (L.) Kalb, Heterodernia flabellate (fee) D.D.Awasthi, Parmotrema andinum (Mull.Arg.) Hale, Parmotrema grayanum (Hue) Hale, Parmellinella stuppeum (Taylor) Hale, and Ramalina intermedia (Delise ex Nyl.) Nyl. were collected from the Eastern Ghats and the Western Ghats of Tamil Nadu, India and were identified based on morphological, anatomical and biochemical methods. Moreover, these specimens were preserved in the conventional lichen herbarium as reference materials for future studies. The barcodes and QR codes were generated for all the repository specimens to access the materials as well as to get a complete description of the lichen specimens. The generated barcodes provided the binomial name of lichen specimens along with their accession number. Similarly, the QR codes provided the digital image of lichen specimens along with complete descriptions such as distribution, habit and habitat, growth forms, name of the family, reproductive structure, chemistry, nature of thallus structure and lichen secondary metabolites. From these studies, we standardized a simple, rapid with reproducible protocol to develop a virtual herbarium for lichens to get the digital image and to access the complete descriptions of lichen specimens. This study might be useful for Lichenologists to get information about lichens in digital form and to maintain the lichen wealth for future regenerations without disturbing the lichen biodiversity.
The COVID-19 pandemic caused some educators of preservice teachers of deaf and hard of hearing (DHH) students who had been using a face-to-face instructional delivery platform to abruptly change their methods of teaching. This affected preservice teachers who had been thriving in professional preparation and learning through traditional pedagogy. This study discusses the revision of programming to improve preservice teacher practices in an online format, and examines participation in prescribed activities in the following areas related to DHH education preparation: 1) American Sign Language acquisition 2) vocabulary development 3) QR code development 4) closed-caption development, 5) children's literature applications. Participants explored instructional strategies and activities designed to aid in their learning and professional preparation, and rated the effectiveness of activities in reference to their professional growth. Data showed the need for personal mentoring, even in a virtual environment in order for continuity of professional learning to be most effective.
z QR kodlar (kare kodlar) literatürde öğretme ve öğrenmeye değer katan bir unsur olarak tartıĢılmaktadır. Ancak araĢtırmalarda potansiyel faydalarına vurgu yapılmasına rağmen, eğitim ortamlarında QR kodlarının benimsenmesi ve kullanılmasına yönelik çalıĢmalar çok sınırlıdır. Bu bağlamda çalıĢmada QR kodlar ile tasarlanan oyunlara iliĢkin öğrenci (24 öğrenci), öğretmen adayları (6 fen bilimleriöğretmen adayı) ve öğretmenlerin (5 fen bilimleri, 1 matematik, 1 sosyal bilgiler, 1 Türkçe, 1 Ġngilizce, 1 din kültürü ve ahlak bilgisiöğretmeni) görüĢleri araĢtırılmıĢtır. ÇalıĢma 2022-2023 eğitim öğretim yılının ilk yarısında Denizli ilinde bulunan bir devlet okulunda yürütülmüĢtür. ÇalıĢmada nitel araĢtırma yöntemlerinden durum çalıĢması deseni kullanılmıĢtır. Veriler yazılı dokümanlar yoluyla elde edilmiĢ ve içerik analizi yöntemiyle çözümlenmiĢtir. AraĢtırmada 6.sınıf "GüneĢ Sistemi ve Gezegenler" ünitesininsonunda üniteye ait kazanımlara yönelik olarak QR kodlar ile oluĢturulan 6 farklı oyun tasarlanmıĢtır. Oyunların oynanması için öğretmenleri tarafından grup içinde heterojen, gruplar arası homojen olacak Ģekilde öğrenci grupları oluĢturulmuĢtur. Öğrenci gruplarının oyunları oynayabilecekleri 6 farklı istasyon oluĢturulmuĢ, bu istasyonlarda öğrenci gruplarının her oyunu oynamalarınaimkan verecek Ģekilde düzenleme yapılmıĢtır. Oyunları oynarken Öğretmenlik UygulamasıI dersi için okula gelen fen bilimleri öğretmen adayları, okulda görev yapan tüm fen bilimleri öğretmenleri ve o sınıfın derslerine giren farklı branĢlardan öğretmenleri öğrencileri izlemiĢlerdir. Oyunların oynanmasının ardından QR kodlar ile tasarlanan oyunlara ve eğitimde QR kod kullanımına yönelik olarak öğrencilerden, fen bilimleri öğretmen adaylarından, fen bilimleri ve diğer branĢ öğretmenlerinden görüĢleri alınmıĢtır. Anahtar Kelimeler: QR Kod, Fen Bilimleri Dersi, Öğretmenler, Öğretmen Adayları,Oyun. Abstract QR codes are discussed in the literature as an element that adds value to teaching and learning. However, despite the emphasis put on their potential benefits in the literature, studies on the adoption and use of QR codes in educational settings are very limited. Thus, the opinions of students (24 students), pre-service teachers (6 pre-service science teachers) and teachers (5 science teachers, 5 branch teachers) about the games designed with QR codes were investigated in the current study. The study was carried out in a public school located in the city of Denizli in the first term of the 2022-2023 academic year. The case study design, one of the qualitative research methods, was used in the study. The data were collected through written documents and analyzed by using the content analysis method. In the study, 6 different games created with QR codes were designed to address the objectives given at the end of the 6 th grade unit "Solar System and Planets". In order to play the games, student groups were formed by their teachers to be heterogeneous within the group and homogeneous among the groups.A total of 6 different stations were created where student groups could play the games and arrangements were made to allow student groups to play every game at these stations. While the students were playing the games, pre-service science teachers who came to the school for the course of teaching practice, all the science teachers working at the school and teachers from different branches watched the students. After the games were played, opinions were obtained from the students, pre-service science teachers, science and other branch teachers about the games designed with QR codes and the use of QR codes in education.
Applications that deal with all services connected to location-based information are known as location-based services (LBSs). This idea is focused on the localization of all elements related to a tourist location, including people, services, amenities, and attractions. LBSs have emerged as a new mode of promotion with the growth of mobile communication. One of the key and quickly evolving trends in mobile marketing is location-based marketing. Technology for location-based marketing is evolving quickly, creating amazing new options. LBSs have many advantages but also some challenges. This chapter investigates the challenges like security and safety, privacy, unusual access to the location, competing for attention, and advantages like enhancing the experience for customers, obtaining thorough information about consumer behaviour, and boosting your marketing initiatives of location-based services in tourism industries.
RESUMOO tráfico e a criação ilegal de aves silvestres contribuem para a perda da biodiversidade e o desequilíbrio ecológico no mundo contemporâneo. Essas atividades são habituais e estão disseminadas por todo o território brasileiro. Geralmente, o poder público utiliza ações corretivas (ex. prisões, multas, apreensões etc.) pouco efetivas no combate a essas práticas ilícitas. Uma alternativa para a superação desta questão é a educação ambiental, que pode ser intermediada por meio dos jogos lúdicos. Este trabalho tem como objetivo apresentar o jogo Super Livre, um recurso didático desenvolvido com o propósito de sensibilizar sobre a problemática da criação ilegal e o tráfico de aves silvestres. O jogo foi idealizado de modo a favorecer a autoinstrução e a construção coletiva do conhecimento. Além da aplicação nos espaços formais de ensino, ele tem o potencial de favorecer na interlocução com diferentes atores sociais em diagnósticos ambientais, bem como ser utilizado em ambientes não formais (ex. zoológicos, Unidades de Conservação etc.).PALAVRAS-CHAVE: jogo; educação ambiental; lúdico; ensino.
QR kodlar (kare kodlar) literatürde öğretme ve öğrenmeye değer katan bir unsur olarak tartışılmaktadır. Ancak araştırmalarda potansiyel faydalarına vurgu yapılmasına rağmen, eğitim ortamlarında QR kodlarının benimsenmesi ve kullanılmasına yönelik çalışmalar çok sınırlıdır. Bu bağlamda çalışmada QR kodlar ile tasarlanan oyunlara ilişkin öğrenci (24 öğrenci), öğretmen adayları (6 fen bilgisi öğretmen adayı) ve öğretmenlerin (5 fen öğretmeni, 5 branş öğretmeni) görüşleri araştırılmıştır. Çalışma 2022-2023 eğitim öğretim yılının ilk yarısında Denizli ilinde bulunan bir devlet okulunda yürütülmüştür. Çalışmada nitel araştırma yöntemlerinden durum çalışması deseni kullanılmıştır. Veriler yazılı dokümanlar yoluyla elde edilmiş ve içerik analizi yöntemiyle çözümlenmiştir. Araştırmada 6.sınıf “Güneş Sistemi ve Gezegenler” ünitesinin sonunda üniteye ait kazanımlara yönelik olarak QR kodlar ile oluşturulan 6 farklı oyun tasarlanmıştır. Oyunların oynanması için öğretmenleri tarafından grup içinde heterojen, gruplar arası homojen olacak şekilde öğrenci grupları oluşturulmuştur. Öğrenci gruplarının oyunları oynayabilecekleri 6 farklı istasyon oluşturulmuş, bu istasyonlarda öğrenci gruplarının her oyunu oynamalarına imkan verecek şekilde düzenleme yapılmıştır. Oyunları oynarken öğretmenlik uygulaması için okula gelen fen bilimleri öğretmen adayları, okulda görev yapan tüm fen bilgisi öğretmenleri ve farklı branşlardan öğretmenleri öğrencileri izlemişlerdir. Oyunların oynanmasının ardından QR kodlar ile tasarlanan oyunlara ve eğitimde QR kod kullanımına yönelik olarak öğrencilerden, fen bilimleri öğretmen adaylarından, fen bilgisi ve diğer branş öğretmenlerinden görüşleri alınmıştır.
In tertiary institutions, the acceptance of new students (PMB) is an administrative procedure. Online registration forms are filled out by prospective students to complete the registration procedure. As a result, a system was created that makes use of QR Code technology, which is anticipated to make the registration process easier for potential new students (PMB). The system design approach that was utilized to create the design for the software requirements analysis system was the technique employed in this paper. In order to find out the processes that happen in a system based on the results of the Qr Code Design as a Service Optimization Media for New Student Admission Registration, researchers carry out software requirements in the design and construct optimization of new student admissions services.
As with television and computers before it, today's mobile technology challenges educators to respond and ensure their work is relevant to students. What's changed is that this portable, cross-contextual way of engaging with the world is driving a more proactive approach to learning on the part of young people. The first full-length authored treatment of the relationship between the centrality of technological development in daily life and its potential as a means of education, Mobile Learning charts the rapid emergence of new forms of mass communication and their potential for gathering, shaping, and analyzing information, studying their transformative capability and learning potential in the contexts of school and socio-cultural change. The focus is on mobile/cell phones, PDAs, and to a lesser extent gaming devices and music players, not as "the next new thing" but meaningfully integrated into education, without objectifying the devices or technology itself. And the book fully grounds readers by offering theoretical and conceptual models, an analytical framework for understanding the issues, recommendations for specialized resources, and practical examples of mobile learning in formal as well as informal educational settings, particularly with at-risk students. Among the topics covered: Core issues in mobile learning Mobile devices as educational resources Socioeconomic approaches to mobile learning Creating situations that promote mobile learning Ubiquitous mobility and its implications for pedagogy Bridging the digital divide at the policy level Mobile Learning is a groundbreaking volume, sure to stimulate both discussion and innovation among educational professionals interested in technology in the context of teaching and learning. © Springer Science+Business Media, LLC 2010. All rights reserved.
As a ubiquitous connection tool, we can see mobile phones being used widely and these days becoming particularly popular among adolescents. Currently in Japan, the invention of the two dimensional barcode or Quick Response (QR) code provides a convenient link for users to speedily enter web addresses into phones using the integrated mega pixel cameras. This paper focuses on the development of a classroom support system that combines mobile internet technology and QR code usage. The evaluation (which will be conducted in December, 2006 and May, 2007) will focus on how users make use of the QR code in the current system, which contains class attendance, class evaluation and student collaborative functions.
Mobile phone is one of the devices that attracted and widely used among people especially adolescent. Recently in Japan, two dimensional bar code or quick response (QR) code was introduced as a novel accessible media. It provides users to speedily enter any Web addresses into the phones using integrated mega pixel cameras. This paper will present the development of a system that combines mobile Internet technology with a new viewpoint for the QR code usage in education. This pilot study has been conducted over an intensive lecture and the qualitative result will be used to design more usable system in the upcoming semester.
This study aims to construct a 2D barcode handheld augmented reality supported learning system called HELLO (handheld english language learning organization), to improve students' English level. The HELLO integrates the 2D barcodes, the Internet, augmented reality, mobile computing and database technologies. The proposed system consists of two subsystems: an English learning management system and a mobile learning tools system. A four-week pilot study and questionnaire survey were conducted in college to evaluate effects of proposed learning system and student learning attitudes. Furthermore, the evaluation results indicate that 2D barcodes and augmented reality technology are useful for English learning.
Over the twenty years we have improved our college classes using questionnaires and shuttle card called "Daifuku-cho". In addition to them our students have begun using their mobile phones recently to send some comments in our classes. In Japan more and more young people have a mobile phone with a QR code scanner. The QR code makes it easier for users to view Web pages instead of typing long web address (URL). Moreover using the QR code and mobile phones also allows the teacher to conduct surveys of students for improvement suggestions during classes. In this research we have developed a system that allows college students to answer a question concerning the class and send some comments to the teacher as well as classmates using mobile phones and QR codes in the middle of each class. 1 How to improve our classes ? Over the past several years, more and more Japanese colleges have introduced surveys for class improvement. At the last class of the school term a questionnaire is handed out to college students. They fill it out to evaluate the class and write some comments to their teacher. After a few weeks the total results are fed back to the teacher with information to improve the class. This provides a method for obtaining summarized class evaluation. But we teachers should also have more formative information about the classes from the students to improve things during our classes. For this purpose we introduced "Daifuku-cho" (Fig.1) to our classes. "Daifuku-cho" created by Kijun Oda in 1988 is an A4 sized shuttle card for students and teachers. On the card there are 14 comment fields in which the student writes and 14 comment fields in which the teacher replies to them. We have researched and reported on this Daifuku-cho describing how it helps us communicate with the students and obtain a lot of information about our classes. The comments from the students have been very useful for us to improve our classes. In addition to the questionnaire and the Daifukucho-cho, Our students have begun using their mobile phones recently to send some comments in our classes. In this research we have developed a system that the college students can answer a question concerning the class and send some comments to the teacher and the classmates using mobile phones and QR codes in the middle of each class. Fig.1 A Sample of Daifuku-cho 2. Using mobile phones and QR code in the classroom Almost 100% of college students in Japan have their own mobile phones. They can use them as communication tools to receive and send emails and to view websites as well as to talk with their friends.
An edited book with a dozen international case studies, exploring the field of mobile learning, i.e. the use of portable devices such as cellphones for learning in a range of contexts. The book includes chapters on pedagogy, technology, usability and accessibility. The Conclusions point to new research directions in this field.
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