Abstract:

Quick response (QR) codes are a relatively new technology that has entered permanently into our lives in the past years. QR codes are used mainly in the advertising and marketing industry, helping services and more and more frequently in the education.
This paper presents our research on integrating QR codes in classroom settings. A methodological approach is developed which includes the following three basic components:
1. Well-defined learning objectives
2. Digital learning resources and mobile applications
3. Appropriate educational technology
The educational technology includes three methodical variants. These variants are developed by taking into consideration learning objectives, students’ age characteristics and principles of active learning.
In methodical variant 1 the QR codes are printed on transparencies, which are placed on the relevant pages of the textbook. Thus the educational content can be supplemented with additional learning resources without any expenses for new printed materials. In this methodical variant the teacher plays a leading role in the learning process: he poses questions, sets the pace of work, organizes a purposeful observation of the multimedia resources associated with the QR codes. This methodical variant is most suitable for primary students.
In methodical variant 2 the QR codes are printed on separate worksheet, prepared by the teacher according to the lesson theme. This worksheet contains questions and tasks concerning the multimedia materials, associated with the QR codes. The pace of work is set again by the teacher: he determines the time needed to watch a certain multimedia resource and to accomplish the tasks associated with it. After the expiry of this time period students collectively check the answers and if it is necessary the teacher gives some clarifications. One of the advantages of this methodical variant is that students get immediate feedback from the teacher after completion of the tasks, relevant to a particular QR code. This methodical variant is most suitable for lower secondary students.
In methodical variant 3 the QR codes are again printed on worksheets, but the organization of the learning process is different. Students work independently during the whole lesson. At the end of the lesson they collectively check the answers and correct the mistakes. Here is used the main advantage of mobile devices - each student can follow own pace of learning. This methodical variant can be used in secondary students’ education. It is consistent with their age characteristics, their experience in using mobile devices and experience in self-study.
The proposed methodological approach was used in teaching “Man and Nature” (6th grade). Classroom observation, reflective analysis and face-to-face interview with students are used to assess the use of QR codes in learning process. Results show that QR codes are an effective tool that stimulates lower secondary students’ interest and cognitive activity, increases their motivation in learning.

Keywords:

QR codes, mobile learning, education.