Skip to main content

Advertisement

SpringerLink
Log in

QR code utilization in a large classroom: Higher education students’ initial perceptions

  • Published:
Education and Information Technologies Aims and scope Submit manuscript

Abstract

The integration of Quick Response (QR) codes in classrooms have been identified as an important tool in promoting active as well as distributed learning, especially in higher education. Even though the versatility of this technology within the educational milieu cannot be over-emphasized, the initial perceptions of students who are at the centre of QR integration are important towards achieving the prospects of this technology in the pedagogical process, particularly in a large classroom context. Against this backdrop, Technology Acceptance Model (TAM) and Unified Theory of Acceptance and Use of Technology2 (UTAUT2) were employed as theoretical foundation to study students’ perceptions. A questionnaire was used to collect data from 200 students, based on a purposive sampling technique with Partial Least Squares Structural Equation Modelling (PLS-SEM) employed for statistical analysis. Initial results suggested that students had very positive attitudes towards QR code utilization for course related activities which ultimately determined their intentions to accept this technology. However, their positive attitude was anchored on their perceived usefulness and easiness towards QR code which were promoted by perceived playfulness, facilitating conditions and hedonic motivation respectively. The social influence variable was not a predictive factor of students’ perception towards the usefulness of QR codes. The study provided practical examples of how QR codes can be integrated in teaching and also recommended future experimental research into QR code effectiveness as well as instructor acceptance if the technology is to be integrated on a wider national scale.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2
Fig. 3
Fig. 4
Fig. 5
Fig. 6

Similar content being viewed by others

References

  • Abas, H. , Yahya, F. H., & Kamaruddin, M. (2015). User readiness evaluation of QR Codes in mobile learning (m-Learning). Proceeding of IC-ITS 2015 e-ISBN:978–967–0850-07-8 International Conference on Information Technology & Society 8–9 June 2015, Kuala Lumpur, MALAYSIA 126.

  • Abdullah, A. M., & Aziz, R. H. A. (2014). Evaluating the use of Quick Response (QR) code at Sulaimani University libraries. International Journal of Advanced Research in Computer Science and Software Engineering, 4(11), 62–72.

    Google Scholar 

  • Adams, D. A., Nelson, R. R., & Todd, P. A. (1992). Perceived usefulness, ease of use, and usage of information technology: A replication. MIS Quarterly, 16(2), 227–247.

    Article  Google Scholar 

  • Ali, N., Santos, I. M., & Areepattamannil, S. (2017). Pre-service teachers’ perception of quick response (QR) code integration in classroom activities. TOJET: The Turkish Online Journal of Educational Technology, 16(1), 93–100.

    Google Scholar 

  • Babin, B. J., Darden, W. R., & Griffin, M. (1994). Work and or fun: Measuring hedonic and utilitarian shopping value. Journal of Consumer Research, 20(4), 644–656.

    Article  Google Scholar 

  • Bervell, B., & Umar, I. N. (2017a). A decade of LMS acceptance and adoption research in sub-Sahara African higher education: A systematic review of models, methodologies, milestones and main challenges. Eurasia Journal of Mathematics, Science and Technology Education, 13(11), 7269–7286.

    Google Scholar 

  • Bervell, B., & Umar, I. N. (2017b). Validation of the UTAUT model: Re-considering non-linear relationships of Exogeneous variables in higher education technology acceptance research. Eurasia Journal of Mathematics, Science and Technology Education, 13(10), 6471–6490.

    Article  Google Scholar 

  • Brown, M. E., Treviño, L. K., & Harrison, D. A. (2005). Ethical leadership: A social learning perspective for construct development and testing. Organizational Behavior and Human Decision Processes, 97, 117–134.

    Article  Google Scholar 

  • Chen, N., Teng, D., & Lee, C. (2010). Augmenting paper-based reading activities with mobile technology to enhance reading comprehension. Proceedings of the 6th IEEE international conference on wireless, mobile, and ubiquitous Technologies in Education (pp. 201-203). https://doi.org/10.1109/WMUTE.2010.39.

  • Chung, J., & Tan, F. B. (2004). Antecedents of perceived playfulness. An exploratory study on user acceptance of general information-searching websites. Information & Management, 4(7), 869–881.

    Article  Google Scholar 

  • Conci, M., Pianesi, F., & Zancanaro, M. (2009). Useful, social and enjoyable: Mobile phone adoption by older people. Human-computer interaction–INTERACT, 2009, 63–76.

    Google Scholar 

  • Crompton, H., LaFrance, J. & van’t Hoof, M. (2012). QR codes 101. Learning & Leading with Technology, 22–23.

  • Davis, F. D. (1989). Perceived usefulness, perceived ease of use and user acceptance of information technology. MIS Quarterly, 13(3), 319–340.

    Article  Google Scholar 

  • Davis, F. D., Bagozzi, R. P., & Warshaw, P. R. (1989). User acceptance of computer technology: A comparison of two theoretical models. Management Science, 35(8), 982–1003.

    Article  Google Scholar 

  • Donaldson, R.L., (2011). Student acceptance of mobile learning. Unpublished doctoral dissertation, FloridaStateUniversity:Tallahassee, Florida, USA.http://www.Rdonaldson.com/wpcontent/uploads/2011/05/Donaldson_R_Dissertation_2011.pdf

  • Donaldson, R. L., Hashemi, M., Azizinezhad, M., Najafi, V., & Nesari, A. J. (2011). What is Mobile Learning? Challenges and Capabilities. Procedia - Social and Behavioral Sciences, 30, 2477–2481.

    Article  Google Scholar 

  • El-Gayar, O., Moran, M., & Hawkes, M. (2011). Students’ acceptance of tablet PCs and implications for educ ational institutions. Educational Technology & Society, 14(2), 58–70.

    Google Scholar 

  • Eyuboglu, K., & Sevim, U. (2016). Determinants of consumers adoption to shopping with QR code in Turkey. Journal of International Social Research, 9, 1830–1830. https://doi.org/10.17719/Jisr.20164317752.

    Article  Google Scholar 

  • Farahat, T. (2012). Applying the technology acceptance model to online learning in the Egyptian universities. Procedia-Social and Behavioral Sciences, 64, 95–104.

    Article  Google Scholar 

  • Fathema, N., Shannon, D., & Ross, M. (2015). Expanding the technology acceptance model (TAM) to examine faculty use of learning management systems (LMSs) in higher education institutions. MERLOT Journal of Online Learning and Teaching, 11(2), 210–232 Retrieved from http://creativecommons.org/licen%20ses/by-nc-sa/3.0/us.

    Google Scholar 

  • Ferguson, J. M. (2016). Middle school students’ reactions to a 1:1 iPad initiative and a paperless curriculum. Education and Information Technologies. Advance online publication. https://doi.org/10.1007/s10639-016-9480-2.

  • Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 1, 39–50.

    Article  Google Scholar 

  • Foster, G. (2014). Students' response to the use of QR Codes to encourage participation in an introductory Programming Module. SACLA 2014, 25–26 June, Port Elizabeth, South Africa.

  • Gradel, K., & Edson, J. E. (2012). QR codes in higher education: Fad or functional tool? Journal Educational Technology Systems, 41(1), 45–67.

    Article  Google Scholar 

  • Hair, J. F., Ringle, C. M., & Sarstedt, M. (2011). PLS-SEM: Indeed a silver bullet. Journal of Marketing theory and Practice, 19(2), 139–152.

    Article  Google Scholar 

  • Hair, J. F., Gabriel, M., & Patel, V. (2014). AMOS covariance-based structural equation modeling (CB-SEM): Guidelines on its application as a marketing research tool. Revista Brasileira de Marketing, 13(2), 44–55.

    Article  Google Scholar 

  • Hair, J. F., Hult, G. T. M., Ringle, C. M., & Sarstedt, M. (2017). A primer on partial least squares structural equation modeling (2nd ed.). Thousand Oaks: Sage.

    MATH  Google Scholar 

  • Hau, G. B., Siraj, S., Alias, N., Rauf, R. A. A., & Zakaria, A. (2013). Research and trends in the field of technology-enhanced learning from 2006 to 2011: A content analysis of quick response code (QR-code) and its application in selected studies. Malaysian Online Journal of Educational Technology, 1(1), 54–72.

    Google Scholar 

  • Ifenthaler, D., & Schweinbenz, V. (2016). Students' acceptance of tablet pcs in the classroom. Journal of Research on Technology in Education, 48(4), 306–321.

    Article  Google Scholar 

  • Jiin, J., Chyou, T., Yu, B., & Cheng, F. (2012). Acceptance of Qr code in Taiwan : An extension of the technology acceptance model. Pacific Asia Conference on Information Systems (PACIS), 12.

  • Kline, R. B. (2015). Principles and practice of structural equation modelling methodology in the social sciences (4th ed.). NY: Guilford Publication.

    Google Scholar 

  • Kock, N. (2015). Common method bias in PLS-SEM: A full collinearity assessment approach. International Journal of e-Collaboration (IJeC), 11(4), 1–10.

    Article  MathSciNet  Google Scholar 

  • Lai, H. C., Chang, C. Y., Wen-Shiane, L., Fan, Y. L., & Wu, Y. T. (2013). The implementation of mobile learning in outdoor education: Application of QR codes. British Journal of Educational Technology, 44(2), E57–E62.

    Article  Google Scholar 

  • Latif, L. A., Fadzil, M., Munira, T. A., & San, N. M. (2012). Can the use of QR codes enhance m-learning in a blended learning environment? Journal Lifelong Learning Society, 8(2), 1–20 ISSN: 1738-0057.

    Article  Google Scholar 

  • Law, C.-Y., & So, S. (2010). QR codes in education. Journal of Educational Technology Development and Exchange (JETDE), 3(1).

  • Liébana-Cabanillas, F., Ramos de Luna, I., & Montoro-Ríos, F. J. (2015). User behaviour in QR mobile payment system: The QR payment acceptance model. Technology Analysis & Strategic Management, 27(9), 1031–1049.

    Article  Google Scholar 

  • Lo, H. (2014). Quick response codes around us: Personality traits, attitudes toward innovation, and acceptance. Journal of Electronic Commerce Research, 15, 35–39.

    Google Scholar 

  • Moore, G. C., & Benbasat, I. (1991). Development of an instrument to measure the perceptions of adopting an information technology innovation. Information Systems Research, 2(3), 173–191.

    Article  Google Scholar 

  • Nassuora, A. B. (2012). Student acceptance of mobile learning for higher education. American Academic & Scholarly Research Journal, 4, 0–5.

  • Pérez-Sanagustín, M., Parra, D., Verdugo, R., García-Galleguillos, G., & Nussbaum, M. (2016). UsingQRcodes to increase user engagement in museum-like spaces. Computers in Human Behavior, 60, 73–85.

    Article  Google Scholar 

  • Pillai, A. E., Prakash, D., Al-Marhoobi, N. A., & Shrivastava, M. (2017). Application of QR codes in tourism industry: A review of literature. International Journal of Computer Technology & Applications, 8(6), 678–687.

    Google Scholar 

  • Rivers, D. (2009). Utilizing the quick response (QR) code within a Japanese EFL environment. JALTCALL Journal, 5(2), 15–28.

    Google Scholar 

  • Robertson, C., & Green, T. (2012). Scanning the potential for using QR codes in the classroom. Techtrends: Linking Research & Practice to Improve Learning, 56(2), 11–12. https://doi.org/10.1007/s11528-012-0558-4.

    Article  Google Scholar 

  • Rogers, E. M. (2003). Diffusion of innovations (5th ed.). New York: Free Press.

    Google Scholar 

  • Rouillard, J. (2008). “Contextual QR codes,” Proc. -3rd Int. Multi-Conf. Comput. Glob. Inf. Technol. ICCGI 2008 Conjunction with ComP2P 2008 1st Int. Work. Comput. P2P Networks Theory Practice., pp. 50–55, 2008.

  • Ryu, J. S., & Murdock, K. (2013). Consumer acceptance of mobile marketing communications using the QR code. Journal of Direct, Data and Digital Marketing Practice, 15(2), 111–124.

    Article  Google Scholar 

  • Sampson, T. (2012). QR codes in the classroom. Retrieved from http://www.Pbsmartessentials.com/cus to mersatisfation/qr-codes-in-the-classroom.

  • Santos, J. F. (2015). QR code adoption and mobile marketing practices in Portugal: An empirical study. International journal of marketing, communication and new media, 3(5).

  • Saprudin, A. A., Goolamally, N., & Latif, L. A. (2014). Embedding QR codes in the teaching and learning process.

    Google Scholar 

  • So, S., (2010). “Beyond the simple codes?: QR codes in pp: 114–118. education,” in In Ascilite Conference Changing 24. Becker C. and C. Bizer, “DBpedia Mobile?: A Demands, Changing Directions, pp: 1157–1161.

  • Tajudeen, S. A., Basha, M. K., Michael, F. O., & Mukthar, A. L. (2013). Determinant of mobile devices acceptance for learning among students in developing country. The Malaysian Online Journal of Educational Technology, 1(3), 17–29.

    Google Scholar 

  • Tan, F. B., & Chou, J. P. C. (2008). The relationship between mobile service quality, perceived technology compatibility, and Users' perceived playfulness in the context of mobile information and entertainment services, Intl. Journal of Human–Computer Interaction, 24(7), 649–671. https://doi.org/10.1080/10447310802335581.

    Article  Google Scholar 

  • Thompson, R. L., Higgins, C. A., & Howell, J. M. (1991). Personal computing: Toward a conceptual model of utilization. MIS Quarterly, 15(1), 125–143.

    Article  Google Scholar 

  • Thorne, T. (2016). Augmenting classroom practices with QR codes. TESOL Journal, 7(3), 746–754.

    Article  Google Scholar 

  • Tseng, M. H., & Wu, H. C. (2014). A cloud medication safety support system using QR code and web services for elderly outpatients. Technology and Health Care, 22(1), 99–113.

    Google Scholar 

  • Ursavaş, Ö. F. (2015). The influence of hedonic and utilitarian motivations on teachers behavioral intention to use tablet PCs. Education and Science, 40(179), 25–43.

    Google Scholar 

  • van Deursen, A. J. A. M., ben Allouch, S., & Ruijter, L. P. (2016). Tablet use in primary education: Adoption hurdles and attitude determinants. Education and Information Technologies, 21, 971–990. https://doi.org/10.1007/s10639-014-9363-3.

    Article  Google Scholar 

  • Venkatesh, V., & Davis, F. D. (1996). A model of the antecedents of perceived ease of use: Development and test. Decision Sciences, 27(3), 451–481.

    Article  Google Scholar 

  • Venkatesh, V., & Davis, F. D. (2000). A theoretical extension of the technology acceptance model: Four longitudinal field studies. Management Science, 45(2), 186–204.

    Article  Google Scholar 

  • Venkatesh, V., Morris, G. B. & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly, 27.

  • Venkatesh, V., & Bala, H. (2008). Technology acceptance model 3 and a research agenda on interventions. Decision Sciences, 39(2), 273–315.

    Article  Google Scholar 

  • Venkatesh, V., Thong, J. Y. L., & Xu, X. (2012). Consumer acceptance and use of information technology: Extending the unified theory of acceptance and use of technology. MIS Quarterly, 36(1), 157–178.

    Article  Google Scholar 

  • Wang, Y.-S., Wu, M.-C., & Wang, H.-Y. (2009). Investigating the determinants and age and gender differences in the acceptance of mobile learning. British Journal of Educational Technology, 40(1), 92–118. https://doi.org/10.1111/j.1467-8535.2007.00809.x.

    Article  Google Scholar 

  • Yusof, S., Goolamally, N., Latif, L. A. & Fadzil, M. (2012). Using QR codes in enhancing learning in elementary statistics. In 12th international conference of information (ICI12), 12–13 December 2012, Kuala Lumpur, 312–321.

  • Zhu, Q., Guo, W., & Hu, Y. (2012). Mobile learning in higher education. Jönköping University.

Download references

Acknowledgements

We acknowledge all the students who participated at their freewill in this study.

Author information

Authors and Affiliations

  1. Centre for Instructional Technology and Multimedia, Universiti Sains Malaysia, Gelugor, Pulau Pinang, Malaysia

    Siti Nazleen Abdul Rabu, Haniza Hussin & Brandford Bervell

  2. College of Distance Education, E-learning & Technology Unit, University of Cape Coast, Cape Coast, Ghana

    Brandford Bervell

Authors
  1. Siti Nazleen Abdul Rabu
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Haniza Hussin
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Brandford Bervell
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Siti Nazleen Abdul Rabu.

Additional information

Publisher’s Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Appendix

Appendix

Table 8 Questionnaire items
Full size table

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Abdul Rabu, S.N., Hussin, H. & Bervell, B. QR code utilization in a large classroom: Higher education students’ initial perceptions. Educ Inf Technol 24, 359–384 (2019). https://doi.org/10.1007/s10639-018-9779-2

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10639-018-9779-2

Keywords

Search

Navigation