QR codes for instrumental performance in the music classroom

Abstract

This article presents an experiment with a group of secondary school music students in Spain. We used music score sheets enriched with Quick Response codes as a resource for the practice required to play a musical instrument. The first group (n = 56) was compared with another group (n = 56) that used traditional resources (textbooks and compact discs). The results of the research supported the fact that the students who used QR codes associated with videos – read by using mobile devices such as smartphones or tablets – achieved better results than those who used more traditional resources. The analysis of variance test showed that the learning resource had a significant effect on the scores obtained by the students. In other words, the marks of the students participating in the study varied significantly according to the resource used. There was no significant effect on the interaction of method and gender, so there is no relation between the students’ gender and the resources’ impact on the results obtained by students.

Reflections on augmented reality codes for teaching fundamental defensive techniques to boxing beginners

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