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Using Quick Response Codes to Increase Students' Participation in Case-Based Learning Courses
Kai-Yin Lin1, Daniel Chia-En Teng
1Author Affiliations: Center of General Education, National Taichung University of Science and Technology; and Graduate Institute of Science Education, National Changhua University of Education (Dr Lin); and Graduate Institute of Education, Tunghai University, Taiwan, Republic of China; and University of Washington. Seattle, WA (Dr Teng).
Abstract:
The purpose of this study was to use Quick Response codes to increase engagement in a case-based learning course. A quasi-experiment was conducted, and 103 students enrolled in a pharmacology course participated. The students were divided into high-, medium-, and low-scoring groups, based on their previous semester grades in the pharmacology course. A Chinese-version questionnaire of the Nursing Students' Attitude Toward Quick Response Codes in Case-Based Learning Scale was used. The major findings were as follows: (1) Most participants held positive attitudes toward the use of Quick Response codes in case-based learning courses. It was suggested that participants perceived the use of Quick Response codes to be easy and useful in learning activities. They also demonstrated positive attitudes toward the Quick Response codes and expressed their intention to use this application in the future. (2) After applying Quick Response codes in classroom teaching, students performed better in asking questions and discussions than they did before. The performance of the medium-level students improved significantly.