Abstract:

The use of Information and Communication Technology (ICT) has brought a revolution in the teaching-learning process. The current generation of students (Generation Z) have had access to the Internet, computers, smartphones and/or other such devices, since their early childhood. In general, these students, in contrast to older generations, are at the forefront of adopting new technologies. Therefore, both an evolution and a revolution in the classroom environment is required. In ICT, Augmented Reality (AR) and Virtual Reality (VR) play an increasingly important role in teaching. AR is the view of a physical real-world environment through a device (smartphone, tablet, etc.) including images, video and audio. In this way, it is possible to offer an enhanced version of reality using technology, whereas VR is the use of computer technology to create a simulated environment. AR does not replace physical reality; it keeps the real world central, but enhances it with multimedia elements.

There are different types of AR technology, such as Quick Response codes (QR codes). QR codes are two-dimensional bar codes that can be scanned with smart devices using free QR reader software. The codes can be linked to content created by an instructor or to a website. QR codes have become widely popular; nevertheless, in spite of their apparent popularity, their implementation in higher education is underexplored.

We present herein the results obtained in two subjects from the Pharmacy degree, Pharmaceutical Botany and Organic Chemistry, in which we used a blended learning strategy, combining two teaching approaches, traditional learning and QR codes. In Organic Chemistry, the teaching-learning activity was performed in practical laboratory classes, where the groups are small and a closer follow-up can be carried out. QR codes of different experimental procedures were included in the lab handouts. The codes gave access, through mobile devices, to videos explaining the experimental techniques. In Pharmaceutical Botany consisted in the development of a field guidebook, using QR codes that link with a short video about plants, vegetation and landscape of specific transects to illustrate a particular pattern along which communities of plants change. Such videos were recorded by student volunteers during the trips throughout the academic year. The teaching material produced in the field study sites was shared with fellow students. Additionally, electronic copies containing QR codes of both organic chemist lab handouts and the field guidebook were uploaded to the university virtual campus. The readiness and use of QR codes and smartphones were evaluated during the practical sessions and workshops, and the students were able to provide feedback through completion of a questionnaire. Overall, student evaluations showed encouraging results.

In conclusion, QR codes were shown to be a useful tool to enable easy access for students to online information as well as enhancing the learning experience by using visually appealing interactive content. The study provided a good basis for QR code implementation as a valuable innovative educational resource in combination with traditional teaching.

Keywords:

Quick Response (QR) codes, Augmented Reality, Blended learning, Laboratory Instruction, Organic Chemistry, Pharmaceutical Botany.