Abstract:

The main objective of the teaching project described in this paper is unlocking and widening the learning process of Econometrics by using quick response (QR) codes. Econometrics is a subject taught within the third year of the degree of Business and Administration at the University of Cadiz. The tool described here is being implemented progressively during the academic year 2012/2013 and it mainly consists in the use of QR codes to provide students with access to additional materials using their mobile devices.

This project is motivated by two reasons. First, Econometrics relies on theoretical reasoning and computer practices that students often find difficult to understand. This, jointly with the limited time available in lectures and the complexity of the subject, hinder the learning, comprehension and motivation of students. Second, changes in the learning process may arise from the popularisation of mobile devices. In this regard, it is notable that Spain is the second country in the World after UK regarding the penetration rate of mobile devices in the population [1]. Nowadays, almost 50% of the total phone sales in Spain are smartphones, with a greater presence among the younger population. E-learning has also evolved in this direction moving towards mobile learning (m-learning) and it looks like that it is just a question of time that these portable devices jump into the education niche in a massive way. Companies such as Apple have already foreseen this possibility developing itunes U, a new app store specially focused on this market. More specifically, QR codes provide a fast way to link with digital and online resources [2]. The convenience in transferring information to cell phones has contributed to its popularity in many areas including business and marketing. Nevertheless, these new tools are still mainly used for entertainment and social networks [3]. The teaching experience described in this paper contributes to shortening this gap by using QR codes for mobile devices.

The implementation process followed three steps:
1. In a first phase, we compiled a set of additional resources to facilitate and improve the understanding of the subject. In this step, we compiled links to a wide variety of contents, such as office hours, email addresses, video tutorials, animated charts, web and book references, etc. In addition, we created for every unit a self-evaluation multiple choice tests available online.
2. Then, we created the codes by using an online open access QR codes generators (e.g. www. http://www.codigos-qr.com)
3. Finally, we added complementary information through QR codes in the class handouts.

By the end of the course, we ask students to fill a survey in which they express their opinion about the usefulness of QR codes in learning the subject. In this paper we show the results of this survey and draw some conclusions. Finally, we comment on future work.

References:
[1] Ipsos (2012). Our mobile planet: Global smatphone users. Mobile World Conference 2012, Barcelona (SPAIN)
[2] Yusof, S., Goolamally, N., Latif, L.A. & Fadzil, M. (2012). 12th International conference on information, Kuala Lumpur (MALAYSIA).
[3] National Institute of Communication Technologies (2011). Estudio sobre hábitos seguros en el uso de smartphones por niños y adultos españoles.

Keywords:

QR codes, m-learning, e-learning, econometrics.