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The 11th International Scientific Conference
eLearning and Software for Education
Bucharest, April 23-24, 2015
10.12753/2066-026X-15-029
EXPLORING THE POTENTIAL OF QR CODES IN HIGHER EDUCATION
CONSIDERING THE ATTITUDES AND INTERESTS AMONG
ROMANIAN STUDENTS
Irina ALBĂSTROIU, Mihai FELEA
Faculty of Business and Tourism, The Bucharest University of Economic Studies, 6 Piaţa Romană, Bucharest, Romania
irina.albastroiu@com.ase.ro, mihai.felea@com.ase.ro
Abstract: QR (Quick Response) code is the trademark for a two-dimensional barcode used to encode
and decode data at a rapid rate. QR codes are readable by smartphones, digital tablets, and other
electronic devices with cameras and can be scanned to provide access to websites, information and
applications. The use of these codes for various purposes is currently a popular topic in both research
and in practical applications. Higher education is also poised to benefit from the momentum created by
the uptake of QR codes in the corporate world and popular culture. Briefly, the potential of QR codes in
education is related to their ability to allow learners to use their mobile devices to link to specific
information quickly and easily. Our paper summarises previous research regarding the use of QR codes
in higher education and presents ways to use these codes as a support for expanding and delivering
resources to students, for interactive discovery and for making learning more engaging for students.
Also, the findings of a research among students from The Bucharest University of Economic Studies will
be exposed in our paper. The objective of the survey was to identify students' readiness towards the use
of mobile devices for learning, their technical possibilities and their willingness to use QR codes in
learning context and their perceptions regarding the usefulness of such instruments in some specific
learning situations. Taking into consideration the research findings, our paper will also offer
recommendations for Romanian students and teachers regarding the use of QR codes.
Keywords: QR codes; mobile tags; mobile learning; higher education.
I. THE USE OF QR CODES IN HIGHER EDUCATION
QR (abbreviated from Quick Response) code is a two-dimensional barcode that encodes
information. The QR code system was invented in 1994 by Denso Wave Inc. (a division of Denso,
subsidiary of the Toyota Motor Corporation) and was originally designed for the use in automotive
industry [1], but the recent advent of mass ownership of smartphones and tablets has enabled the use
of this technology in many other sectors, such as retail, marketing, education, logistics, tourism,
entertainment etc. The QR code is a type of matrix barcode designed primarily to be a symbol that is
easily scanned and interpreted, consisting of a number of black and white squares, formally defined as
modules, arranged in a grid pattern (Figure 1).
Figure 1. Example of QR code
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QR codes can contain large amounts of data and this is the main advantage of the QR code
over a normal bar code, because QR code contains information in both vertical and horizontal
directions, whereas a classical barcode has only one direction of data, usually the horizontal one. The
traditional codes (bar codes) can carry maximum 20 characters, while QR code has a much higher
capacity because can encode 7089 numeric data or 4296 alphanumeric data [2]. The information
contained in the QR code is decoded by a smartphone with an embedded camera and code reading
software installed. To benefit from this technology the user only needs to scan the QR code with the
camera in his mobile phone, and the software will interpret and decipher the code.
QR codes can be applied on labels or wrappings of products, on flyers, brochures, catalogs,
billboards, posters, adverts in newspapers/magazines, transporting tickets, invitations to events,
greetings cards, business cards etc. Depending on the type of data recognized and the nature of the
application, alternative actions can follow the decoding stage, such as [3]: a phone number can be
automatically dialed, a short text message (SMS) can be sent, a web page corresponding to the
decoded URL (Uniform Resource Locator used for localization and identification of resources on the
Internet) can be displayed in a mobile browser, a person's contact details and indication of a
geographical location can be viewed. Thereby, the two-dimensional barcodes serve as “mobile tags”
and the above outlined process is related to the new concept of “mobile tagging”, which refers to the
possibilities to transfer data from a physical object to the mobile device [4]. Even the explanation of
the term used to name this code (Quick Response) lies precisely in the fact that it allows quick access
to information (such as websites addresses, e-mails, phone numbers, geographical coordinates etc.)
through mobile devices. QR codes are described in literature in this manner, as tools that are able to
provide adequate, accurate, and customizable information and that allow the user to access the
information anywhere and anytime [5].
The emergence of mobile technology provides people alternatives in not only interpersonal
communication and Internet access, but also in learning and instruction [6]. The incorporation of
mobile learning and technology into educational processes fosters collaboration and social interaction
[7]. A several studies have suggested the advantages of utilizing mobile devices in education, taking
into account that will enable learners to move from one place to the next, and to be able to use readily-
available, handheld computing devices and communication technology to access information and
learning materials from anywhere and at anytime.
While the emerging versatility and use of QR codes in educational settings is still in its
infancy, strides are being made to capitalize on their potential. QR codes have a tremendous amount of
potential for higher education and the use of Quick Response codes within university courses is on the
rise. They are highly engaging and can provide a new way to give students information.
For example, QR codes can be used in association with smartphones to implement the linking
between printed materials and digital resources, including supplementary materials and scaffolded
questioning. When reading, students used smartphones to scan QR codes to obtain the corresponding
digital materials and/or the questions to scaffold the reading process. By linking the QR codes on a
paper-based task to the multimedia resources deposited on the Web provide a very efficient and
flexible way for the students to obtain the resources ubiquitously [8]. The resources could be video
clips, news clips or simply a Web page.
In the same way, students and teachers can incorporate QR codes into a presentation or report
to add information or resources that enhance the material. Also, any in-class activity can make use of
QR codes to allow students to test their knowledge via multiple choice questions, provide tips for
solving in-class problems, applications and case studies, or as group discussion starters. A great way to
provide optional activities for students who want to excel is to simply put the code on the class
assignment and let them follow it to the extension activity or question. In addition, students can check
their answers by scanning the QR code after completing a test or assignment. We believe that the
possibility of applying QR codes for teaching and learning in this way is unlimited. By using these
codes, students should be able to search for, process and communicate information and turn it into
knowledge, as well as to use technology in a responsible, independent, reflective and critical manner.
Within this context, the use of technology in the classroom helps students to learn by themselves.
Lengthy e-mail addresses and URLs can be a deterrent when it comes to having to write
something down or typing it into the phone. For this reason, universities are just tapping the potential
of mobile barcodes. There is a huge advantage to being where their students are and tagging
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technologies offer outstanding possibilities for transforming spaces into digitally learning spaces.
Tags, when attached to particular locations, add a digital layer of information that transforms the
physical surrounding extending users’ learning experience [9]. For example, students can explore
campus looking for the QR codes and solving the different questions contained or can scan QR codes
that promote university events (as a matter of fact, information about the university, its programs and
events can be posted all over the campus by using mobile tags). Also, scanning QR codes in the
university library can direct students to helpful mobile content such as e-books, the library chat
enquiry service, or a mobile application to find available PCs. QR codes can be applied in university
campus for enabling students to receive a password that allows connection to a wireless network.
II. RESEARCH REGARDING STUDENTS' PERCEPTION ABOUT THE
USEFULNESS OF QR CODES
This exploratory research study is based upon data which was gathered among students of The
Bucharest University of Economic Studies. The participants involved students from bachelor’s and
master’s study programs of Faculty of Business and Tourism. The data was collected through a
quantitative survey focussed on student awareness of QR codes and their perceptions regarding QR
code usage as a part of the classroom pedagogy. A 12-item online survey was developed to collect
information, opinions and familiarity of the students on using QR technology in some specific learning
situations. The questionnaire also included a statement explaining the term Quick Response and
identification questions. It was posted on iSondaje.ro website and was distributed as a link by e-mail to
the students. The survey ran between 8 and 22 January 2015. As a result, a total of 206 students filled
out the questionnaire in time and participated in this survey Data collected was tabulated and then
analysed using tools available in IBM SPSS Statistics Version 22.
Based on the questionnaire, the sample demographics, showing that almost all the respondents
are young (93% with age between 20-23 years), 71% are female and 70% follows the bachelor’s study
programs (Table 1). Table 1. Characteristics of the respondents (total = 206)
CHARACTERISTICS OF THE RESPONDENTS
Frequency
Percent %
Gender
Male
60
29.1
Female
146
70.9
Age
20-21
112
54.4
22-23
79
38.3
24-25
9
4.4
26 and over
6
2.9
Program
Bachelor's
143
69.4
Master's
63
30.6
Almost all (99%) of the respondents have a smartphone or a tablet with photo camera and
before completing the questionnaire survey, 75% of students knowing what QR codes are. Most of
them was female (67%), students with age between 20-21 years (54%) and follows bachelor’s study
program (67%). However, half of the survey respondents don’t have a QR reader installed in their
mobile devices and 16% don’t know if they have one (Figure 1).
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Figure 2. Adoption degree of QR code reader
The study revealed several insights into students' usage of various devices, including desktop
computers, laptop computers, video projectors, smart boards, smartphones and tablets at the university
(Table 2). Most of the respondents (71%) indicated the use of video projectors to their courses and the
majority used computers/laptops and blackboards. Only 34% of the students reported using their
mobile devices such as tablets and smartphones for education.
Table 2. Devices used at university
DEVICES USED AT UNIVERSITY
Responses
Percent of
Cases
Number
Percent
What devices do you use at
university?
Blackboard
100
23.2%
48.5%
Smart Board
12
2.8%
5.8%
Computer / laptop
103
23.9%
50.0%
Video projector
147
34.1%
71.4%
Tablet / smartphone
69
16.0%
33.5%
Total
431
100.0%
209.2%
In the surveyed sample, the majority of the students (64%) were agreed and strongly agreed
that the use of new technologies, such as smart boards, smartphones and tablets, at university can
increase the level of students’ involvement during class.
Concerning students' familiarity with Internet tools provided by the university, most of those
surveyed unsurprisingly recognized Wi-Fi (76%) and Website (73%), but only 33% are familiar with
Intranet and Social community/ groups (Table 3).
Table 3. Internet tools provided by university
INTERNET TOOLS PROVIDED BY UNIVERSITY
Responses
Percent of
Cases
Number
Percent
What kind of Internet tools
does provide the university?
Intranet
68
15.4%
33.0%
Wi-Fi
157
35.5%
76.2%
Website
150
33.9%
72.8%
Social community / groups
67
15.2%
32.5%
Total
442
100.0%
214.6%
In order to identify the perceived usefulness of QR codes in association with learning and
educational process, the survey asked respondents to indicate their level of agreement or disagreement
to some statements by using the 6 point Likert scale (Table 4). The measurement results show that
most of the students agreed and strongly agreed that QR codes are easy to use (66%) and can provide
more information (70%). Almost half of the survey respondents agreed and strongly agreed that the
students can learn new things with QR codes and applying such codes in teaching process will
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increase the involvement of the students. Regarding to the use of QR codes in textbooks, 28% agreed
that it will motivate students to read and learn and 36% agreed that it contributes to easier learning.
Table 4. Respondents’ opinions about usefulness of QR codes in learning process
RESPONDENTS’ OPINIONS ABOUT USEFULNESS OF QR CODES IN LEARNING
PROCESS
Statement
Strongly
disagree
Disagree
Somewhat
disagree
Somewhat
agree
Agree
Strongly
agree
Mean
QR codes are easy to
use
0%
1%
7%
26%
43%
23%
4.80
QR codes can provide
more information
0%
1%
7%
22%
48%
22%
4.84
Students can learn
new things with QR
Codes
1%
2%
11%
30%
41%
15%
4.53
Applying QR codes in
teaching process will
increase the
involvement of the
students
2%
4%
17%
31%
33%
13%
4.30
The use of QR codes
in textbooks will
motivate students to
read and learn
3%
9%
17%
35%
28%
8%
4.02
The use of QR codes
in textbooks
contributes to easier
learning
2%
5%
13%
34%
36%
10%
4.29
Table 5. Respondents’ opinions about the content of the QR codes related to educational process
RESPONDENTS’ OPINIONS ABOUT THE CONTENT OF THE QR CODES
RELATED TO EDUCATIONAL PROCESS
Program
Total
Bachelor'
s
Master'
s
What would you
like to include
QR codes
Supplemental
multimedia
resources
Count
78
42
120
% within
program
23.6%
25.9%
Links to digital
versions of courses
or presentations
Count
118
50
168
% within
program
35.8%
30.9%
A digital
suggestions box
Count
22
15
37
% within
program
6.7%
9.3%
Portfolios
incorporating
digital materials
Count
84
41
125
% within
program
25.5%
25.3%
Surveys about
courses and
teachers
Count
28
14
42
% within
program
8.5%
8.6%
Total
Count
330
162
492
200
Based on the survey, the expectations of students from bachelor’s and master’s programs
regarding to the content of QR codes related to their learning activities are almost identical (Table 5).
Less than half of the responses indicated that students would like to scan a QR code if it links to digital
versions of courses or presentations. Almost a quarter of responses show that students would like to
access supplemental multimedia resources and to create portfolios incorporating digital materials using
QR codes. Responses reveal that students would like in a lower proportion to access a digital
suggestion box or to participate to surveys about courses and teachers by using QR codes.
Research results show that the students are very open to use QR codes in their learning
activities. Students of both bachelor’s and master’s study programs were knowledgeable of QR codes
and thought that the use of QR codes in teaching process will contributes to easier learning. Due to this
good response the teachers of The Bucharest University of Economic Studies should considering in
implementing QR codes in their learning activities such as video, tutorial, quizzes, surveys etc.
III. CONCLUSIONS
The key to successful adoption of QR code in education is to understand why students might
use this technology and these motivations and attitudes we have identified in this research, indicating
that most of the surveyed students were knowledgeable of QR codes advantages related to educational
process. By knowing and understanding how students act and react to QR codes, teachers could better
design and adopt codes that are more precisely targeted and tailored to students preferences, and more
useful in the learning process. QR codes need to become content-specific, and give users a reason to
want to implement them.
University students are ready to adopt mobile learning through mobile tags and QR codes due
to their higher ownership of mobile devices and greater familiarity with the use of technology in
learning contexts. Though QR codes may never fully take off for the majority of students, they’re a
low-cost, low-risk way to link students to resources and information. Universities need to identify
users’ learning needs, provide suitable mobile learning contents and work together to engage users
(students and teachers) with mobile learning in consistent and meaningful ways.
Reference Text and Citations
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