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TECHNOLOGY ENHANCED EDUCATION BY QR CODES

Conference Paper · July 2018

DOI: 10.21125/edulearn.2018.1482

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6 authors, including:

Silviya Stoyanova-Petrova Nadezhda Kafadarova

Plovdiv University "Paisii Hilendarski" Plovdiv University "Paisii Hilendarski"
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Diana Stoyanova Nikolay Vakrilov

University of Library Studies and Information Technologies Plovdiv University "Paisii Hilendarski"
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 TECHNOLOGY ENHANCED EDUCATION BY QR CODES
S. Stoyanova-Petrova, N. Kafadarova, D. Stoyanova, N. Mileva, S. Sotirov,
N. Vakrilov
University of Plovdiv Paisii Hilendarski (BULGARIA)

Abstract
The advantages of mobile technology lead to its rapid implementation in education. QR codes and the
mobile devices are becoming increasingly used as teaching tools in the conventional education. They
support the learning process by introducing more attractive, motivating and technologically enhanced
learning materials. This paper describes our approach to implementation of QR codes in teaching
electronics in higher education. In this study, QR Codes were added as support materials to laboratory
exercises of the Electronics course in the University of Plovdiv. We created multimedia materials in the
form of video of the teacher explaining the methodology of the exercise. By the use of QR codes
students have access to practical guides and other information related to the practices of the subject.
For each laboratory exercise a QR code has been developed and is placed next to the appropriate
breadboard in the Electronics laboratory. This helps students in performing laboratory practices by
presenting them the procedures of the practical session. This methodology allows adapting the
teaching process to the learning speed of the study material of each student. That means greater
flexibility and convenience to suit students’ active learning process.
Keywords: Mobile technology, m-learning, QR Codes.

1 INTRODUCTION
The rapid development in technologies, the globalization, the increasing demands of the labour market
require universities to teach students not only subject-specific knowledge, but also to develop their
lifelong learning skills, the ability to solve problems, work both independently and in a team. This is
especially true for engineering education, for which the “half-life” - the time in which half of what an
engineer knows becomes obsolete – is in the range of two to eight years [1]. These skills can be
developed by integration of new technologies in education – mobile devices, augmented reality and
perhaps the most widely used additions to mobile technology - QR codes. QR code is a matrix
barcode that contains information which is displayed after scanning the code with a mobile device [2].
Key benefits of QR codes are [3]:
• fast scanning;
• omnidirectional readability - QR Codes can be read from any angle within 360 degrees;
• ability to store different types of data: numbers, text information, binary data, Chinese,
Japanese or Korean characters;
• small size;
• QR codes can be decoded even if up to 30% of the data is damaged;
• QR code can be read even if its image is on a curved or otherwise distorted surface.
Many researches show the benefits of using QR codes in education: enhanced engagement in
learning process, increased motivation, enhanced collaboration between students, developed self-
directed learning skills [4], [5], [6], [7].

2 METHODOLOGY
In this paper we describe our experience in using QR codes in the laboratory exercises of the
Electronics course in the University of Plovdiv. We use a system of specially developed Internet-based
and mobile applications, which includes:
− QR code generator (desktop application);
− QR code reader (mobile application);

Proceedings of EDULEARN18 Conference ISBN: 978-84-09-02709-5

2nd-4th July 2018, Palma, Mallorca, Spain 6207
 − Web-based database with digital resources.
Multimedia learning content is created in a form of videos, in which the teacher explains the
methodology of the exercise. All videos are uploaded in the web-based database. For the needs of the
experiment, seven videos are prepared, covering the following themes:
− Calculation and Examination of Real Op-Amp Frequency Response;
− Calculation and Measuring of Practical Op-Amps Parameters I;
− Calculation and Measuring of Practical Op-Amps Parameters II;
− Calculation and Examination of Noninverting Practical Op-Amp Circuits;
− Calculation and Examination of Inverting Practical Op-Amp Circuits;
− Design and Analyze of Multiple-Input Amplifiers and Differencing Amplifier;
− Design of Amplifiers Using Multiple Op-Amps.
For each video a QR code is created and just before the class it is placed next to the appropriate
breadboard in the Electronics laboratory (Fig. 1). By scanning the QR codes with their smartphones,
they have access to practical guides needed to complete the assigned tasks (Fig. 2). Students work
alone or in groups while the teacher acts as a facilitator by providing consultation and help only if
needed. Such organization of the educational process has the following advantages:
− it supports self-directed learning;
− mobile devices give the students the opportunity to follow own pace of learning.

Figure 1. Accessing multimedia resources by scanning the QR code.

Figure 2. Multimedia learning resource, visualized after scanning the QR code.

3 RESULTS
At the end of the course students, attended the course, were asked to complete a questionnaire with
closed-ended questions with only one possible answer. All the questions are with two possible
answers "Yes" or "No", but students are asked to explain their position in their own words. The

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purpose of this survey was to examine students’ attitude towards the use of QR codes in the learning
process (Table 1). The total number of participating students is eleven.
To the first question "Did you encounter any difficulties in working with QR codes?” only one student
answered positively. He/she wrote as an explanation that “the phone sometimes hung up while playing
the video”.
90.9% of students answered “Yes” to the second question “Do you find mobile phones and QR codes
suitable tools for accessing learning resources?”. The only student, who gave the negative answer,
explained that he/she prefers to watch videos on a larger screen.
The third question aims to determine the respondents' opinion about the effectiveness of the
developed videos. All students are confident that the developed videos helped them to do the
laboratory exercises.
To the forth question "Do you think the use of QR codes in class was beneficial and had a positive
effect on your learning?" 81.8% give a positive response and all of them explained their position. The
most common positive answers are: “It was more interesting", “QR codes give me opportunity to work
independently”, “if you have missed something you can see it again“, “I felt more confident doing my
laboratory exercises”.
The students who answered “No” to this question claim that “the same result would be received if the
exercise was explained by the teacher”.
All students are confident that they want QR codes to be used in other studied subjects.
The teacher, who directed the labs classes in Electronics, reported that the using of QR codes
stimulated students’ interest and motivation. According to his opinion, integration of smartphones in
learning process increases students’ self-esteem and self-confidence that they are up to date with new
technologies. Furthermore, using of mobile phones stimulates independent work– this prepares
students for lifelong learning.

Table 1. Results from the conducted survey at the end of the Electronics course.

Question Answers
Did you encounter any difficulties in working with QR Yes – 9.1 %
codes? No - 90.9%
Do you find mobile phones and QR codes suitable tools Yes – 90.9%
for accessing learning resources? No - 9.1%
Did the developed videos helped you to do the Yes - 100%
laboratory exercises? No - 0%
Do you think the use of QR codes in class was Yes – 81.8%
beneficial and had a positive effect on your learning? No - 18.2%
Would you recommend using new technologies to use Yes - 100%
QR codes in other studied subjects? No - 0%

4 CONCLUSIONS
Results from the experiment of using QR codes in teaching Electronics in higher education showed
the positive attitude of students to this technology. Most of them highly appreciate QR codes as a
learning tool that stimulates students’ interest and engagement, increases their motivation and
develops skills for self-directed learning.

ACKNOWLEDGEMENTS
The authors would like to acknowledge the support of the project “mEQUITY - Improving Higher
Education Quality in Jordan using Mobile Technologies for Better Integration of Disadvantaged
Groups to Socio-economic Diversity” 561527-EPP-1-2015-1-BG-EPPKA2-CBHE-JP.

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 REFERENCES
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Technology 18, no. 3, Spring 2002.
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[3] Denso ADC, “QR Code Essentials”, 2011, Retrieved from
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[7] J. Kossey, A. Berger & V. Brown, “Connecting to educational resources online with QR Codes”,
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