QR Codes in Higher ED: Fad or Functional Tool?

Abstract

As higher education grapples with addressing the 21st century needs of learners, technology is a pervasive concern. Waters (2012) painted a picture of three historical “screens,” namely the television screen, the computer monitor, and today's mobile device screen. As mobile devices become increasingly commonplace in the workplace and on the street, educators are faced with challenges to staying updated, infusing relevant use, and engaging students who are both media-savvy and device-dependent (Edson & Gradel, 2011; Gradel, 2012). Quick Response (QR) codes—easy-to-use links from offline to online content—may be functional “hooks” to making mobilism more relevant to student learning and engagement in higher education. This article addresses: basics about QR codes, popular and research literature, and recommended cross-discipline applications and efficiencies in higher education.

Scan and Learn: Quick Response Code Enabled Museum for Mobile Learning of Anatomy and Pathology

“…Ceipidor et al () reported the fruitfulness of edu‐games augmented with QR codes at the Norwegian Museum of Telecommunications (Oslo Norsk Telemuseum) in Oslo. Moreover, QR codes promote a mobile‐friendly environment that is relevant for student learning and engagement in higher education (Gradel and Edson, ; Wang et al, ). All students at LKCMedicine are equipped with a tablet computer (iPad; Apple Inc., Cupertino CA) to access all curriculum materials online.…”

Using Quick Response Codes with Videos in the Laboratory

“…When using QR codes, users' scanning history is saved in their QR readers, just as with internet browsers. This redundancy may hold a special valence for educational purposes because, once scanned, resources accessed by QR codes become immediately 'clickable' in the students' mobile devices (Gradel & Edson, 2013).…”

“…The broad use of ICT, which can be seen as an obstacle to conventional hands-on classes in the laboratory, really is an opportunity because almost every student has the technological means to access the World Wide Web, having technology that 'walks in' classes (Gradel & Edson, 2013). Students are used to accessing information with a click or a slide, and laboratories must keep up to date and not be restricted to the physical space of the laboratory itself.…”

QR Code Lecture Activity as a Tool for Increasing Nonmajors Biology Students’ Enjoyment of Interaction with Their Local Environment

“…Since their advent, many people have realized the potential of QR codes, and their use has expanded into many areas including healthcare, education, tourism and manufacturing ( 5 , reviewed in 6 ). However, assessment of the implementation of QR codes in undergraduate student learning is underexplored, with few examples assessing the use of QR codes in biology higher education ( 7 , 8 ).…”

“…However, assessment of the implementation of QR codes in undergraduate student learning is underexplored, with few examples assessing the use of QR codes in biology higher education ( 7 , 8 ). Therefore, despite their apparent popularity, this lack of information makes data-driven motivation for incorporating QR codes into the classroom challenging ( 6 ). In particular, QR codes have not, to our knowledge, been used to expose undergraduates to local plant species and the issues of plant invasiveness in the context of an environmental science course.…”