Embedding QR Codes in Education Contexts
Enabling a fast, flexible, convenient, and user-friendly way for students to access content and learning materials online is recognised as an important agenda item for educational institutions. In the case of Higher Education (HE) this is becoming all the more important due to the increase in student ownership of advanced mobile technology (smart phones and tablet devices). Quick Response (QR) codes are 2-dimensional barcodes introduced in 1994. Over the last five years they have gained recognition as an effective tool for advertising, marketing, product information and logistics (MGH, 2011). Within the Education sector most common uses include access to web sites with course information and study materials, directions to locations and business cards (Walsh, 2010; Hicks and Sinkinson, 2011). Currently pilots are run on using QR codes in student recruitment (Hilton et al, 2011) and in class assessment (Chen et al, 2011; Susono and Shimomura, 2006). Within the Business School at Bournemouth University we are in the second cycle of using QR codes across our programmes. Our observations and experiences confirm Tolliver-Walker’s views (2011) on the importance to focus on the user’s mobile experience with the QR code, rather than simply on the code and its hits. This poster presents the outcomes of a study on the student awareness of, and engagement with QR Codes. It also introduces the outcomes of a brainstorming session where HE academic and professional staff explored further areas in which QR codes could add value to the student experience and the processes determining it.
