Introduction

Welcome to my ETEC 540 post where I will talk about how QR codes have helped make learning more accessible and timelier for elementary grade students. If you have ever experienced getting a student to login to their computer for the first time, especially when they are anywhere from kindergarten to grade 3 (ages 5-8), you’ll see that it takes an agonizingly long time for them to be able to access their account. I am reminded of the scene from Zootopia where the sloth takes forever to input information on the computer at the DMV.

(DisneyMovies, 2016)

From speaking with colleagues, it may often take them over half of their computer lab instructional time to get all of their students onto their accounts. With limited computer lab time for each class, teachers can ill afford to waste time patiently waiting for everyone in their class to type in all of their login information and then type in the link they would like their students to access. Wouldn’t it be nice if these steps could be bypassed so that the students can get to the actual lesson quickly? This is where the wonderful creation of QR codes comes into play.

What are QR codes?

QR stands for quick response and is essentially a barcode preloaded with information that you can scan with your Internet accessible device. The difference between the regular barcodes you see on everyday products and QR codes is that QR codes can hold more information and load faster. The information could range from links to webpages or videos to preloading login information.

Although this sounds like brand-new technology, QR codes have been in existence for over 25 years! It was created in Japan by Masahiro Hara and his two-person team when he worked for a company called Denso Wave, which at that time, were in the business of developing barcode readers. The need for the technology came from Japanese companies sending Denso Wave requests for a code that not only read alphanumeric code but one that also could read the characters in the Japanese language (Kanji and Kana) as well. The barcodes that we see in everyday products read in one direction as an alphanumeric code and can only hold about 20 characters of information which limited the usefulness of the barcodes for companies beyond keeping basic inventory. Masahiro Hara came up with the idea to have the codes read in two directions (horizontally and vertically) which allows for it to store significantly more information (7000 numerals). As Denso Wave wanted QR codes to be widely known and widely used, they decided to release the specifications for the codes for free for everyone to research and utilize instead of patenting it. They demonstrated the effectiveness of the codes to various companies and industries in hopes that it would be adopted for use over the traditional barcode. The first industry to adopt QR codes was the auto industry who used it for their manufacturing production process (also known as Kanban). After its successful adoption in the auto industry, other industries started using QR codes as there was a demand for more transparency during the manufacturing production process after a breakout of Mad Cow Disease impacted the food industry (Denso Wave Incorporated, n.d.).

Fast forward to 2021 and the use of QR codes is much more widespread, not just in Japan but globally. QR codes can be seen printed on newspapers, billboards, and even storefront windows. When scanned, the codes load up anything from restaurant menus to instructions on how to install an app. With the pandemic and the desire from customers to have fewer contact points with items, QR codes became a quick tool to supplement the need to print documents. The development of camera technology, cellphones, and mobile data also helped with the adoption of QR codes by the general population. People are familiar with barcode scanners from their shopping experiences so making their cellphones into barcode scanners that gave them access to content online was a simple progression.

QR Codes Use in Education

In education, QR codes have been used as early as 2013 where QR codes provided supplemental information and activities for grade 6 students reading through a Science book. Even at that point in time, the QR codes were well received by the students as they found the learning tool to be easy to use, useful, and helped further their learning (Yang et al., 2013). With the cost of mobile technology being more affordable nowadays compared to in 2013, schools have been able to have more access to mobile devices that enable them to utilize QR codes in their classrooms.

The QR codes themselves do not have useful content for students to use but they are the portal that provides quick access for students. Without the codes, students, especially the younger ones, would not get to engage in the supplemental activities as the task of typing in links on their devices would be both tedious and a deterrent from them wanting to participate. QR codes can be used in all subjects to provide students to access with additional information. Whether it is to show a YouTube video about history for Social Studies or a link to a game to practice Math, a quick scan will give students instant access to the content the teacher wants them to learn.

QR-based learning helps reduce the teaching load for teachers and makes learning more student-centered. Instead of needing to listen to the teacher lecture to the group, students can scan QR codes and work through activities independently. If QR codes are used for student account management, the teacher can customize the content to increase student engagement (Widyasari, Sutopo, & Agustian, 2019). With the customization, QR codes have the versatility to help supplement learning for students who are behind or need additional help and extend learning for others who want to challenge themselves.

QR-based learning opens the door for multimodality when it comes to student learning. Students are not limited to the resources or books found in their classrooms and with some teacher assistance, do not need to waste time endlessly searching on the web for material that interests them. Students are given autonomy with the ability to quickly access and choose content that is catered to their interests and to learn in a variety of modes (Leander & Boldt, 2013). They can scan codes to see visuals, watch videos, listen to podcasts, or read additional text depending on their preference. In a study by Chung et al. (2019), the researchers found that students showed increased engagement and significant knowledge gains and retention compared to the control group when they had students use QR codes while on a field trip to the zoo. The students found the QR code process fun and they got to learn more about the animals at the zoo beyond what was just written on the signs.

Siegle (2015) lists a few reasons for why QR codes are ideal technological tools for students:

• Easy accessibility
• Safety
• Simplicity
• Speed
• Ease of creation
• Free to Use

In an elementary grade context, those six reasons may be the most important factors that teachers consider. With young students, teachers need the technology to be easily accessed by the students. As the QR code provides a direct link to the content, the end location is prescreened by the teacher so the teacher knows that the website is safe. A teacher only needs to train the student how to scan codes using the camera once and they would then know how to scan QR codes for the future. This helps with both simplicity and speed as students don’t need to waste time typing in long web addresses. Teachers can easily create QR codes simply by right clicking on a webpage. Lastly, the use and creation of QR codes is free to use so teachers can use it as many times as they like and don’t need to worry about spending out of their own pockets. Students themselves can create QR codes to quicken their access to learning content as well.

An added benefit to the use of QR codes for elementary students is that many students are already familiar with the technology necessary to gain access to the information provided by the codes. Many students are already familiar with using the camera on their Internet-enabled devices at home so the next progression is to just click on the link of the code they just took a picture of or scanned. The process is also easy for parents to understand as well which gives them more opportunity to be involved in their child’s learning journey.

Challenges and Limitations of QR Codes

QR Codes do still face challenges and limitations. The device students use must be capable of scanning the QR code and be programmed to read the code and connect to its desired link. Although we would like the code to be scanned and loaded seamlessly each time, users often need to scan the code multiple times before they get the code to work. Speaking from personal experience, I have stood outside my home trying to get the video doorbell to read the QR code off my phone to sync with my home WIFI network for over 15 minutes before. I had to change the lighting on my phone and move my phone closer and further away from the camera lens before a chime finally played to let me know it connected. As an adult, this tested my patience greatly. To ask a 5-8 year-old child to keep scanning a code for 15 minutes and hope that it connects is a challenging task to ask of them.

Future Implications

With students nowadays expecting information to be available to them almost instantly, QR codes are the messenger that gives students that quick access. The codes enable teachers to focus more of their time teaching lessons and providing valuable content than wasting it troubleshooting whether their students can connect to their links or not.

Schools can cut costs to paper printing as students can scan QR codes to access documents. An interesting example I have seen QR codes be used is when providing feedback. When students scan the code found on their page, they are directed to a sheet that provides them with feedback on how they did. To progress from that, teachers can prerecord video/audio clips to provide feedback to the student and include instructions on what they can do for next time. Having it prerecorded allows students to access the feedback whenever they want and gives the teacher more time to give direct instructions and assist students who may need more help beyond the feedback.

Conclusion

QR codes are making a significant impact on education and have given students more direct access to literacy work while reducing the time needed to find content. With more widespread adoption from teachers for general use, I see QR codes being a technology that has longevity and something that would be of great value to teachers and students.

References

Chung, T., Wilsey, S., Mykita, A., Lesgold, E., & Bourne, J. (2019). Quick response code scanning for children’s informal learning. The International Journal of Information and Learning Technology, 36(1), 38-51. https://doi.org/10.1108/IJILT-04-2017-0026

Denso Wave Incorporated. (n.d.) History of QR Code. https://www.qrcode.com/en/history/

DisneyMovies (Director). (2016, May 11). Zootopia | DMV (FLASH) [Video file]. Retrieved from https://www.youtube.com/watch?v=ONFj7AYgbko

Leander, K., & Boldt, G. (2013). Rereading “A Pedagogy of Multiliteracies” bodies, texts, and emergence. Journal of Literacy Research, 45(1), 22-46.

Siegle, D. (2015). Using QR codes to differentiate learning for gifted and talented students. Gifted Child Today Magazine, 38(1), 63-66. https://doi.org/10.1177/1076217514556534

Widyasari, W., Sutopo, H., & Agustian, M. (2019). QR code-based learning development: Accessing math game for children learning enhancement. International Journal of Interactive Mobile Technologies, 13(11), 111-124. https://doi.org/10.3991/ijim.v13i11.10976

Yang, C., Hwang, G., Hung, C., & Tseng, S. (2013). An evaluation of the learning effectiveness of concept map-based science book reading via mobile devices. Educational Technology & Society, 16(3), 167-178.