ТЕХНОЛОГІЯ СТВОРЕННЯ ТА РОЗПІЗНАВАННЯ QR-КОДІВ ЯК ЕФЕКТИВНИЙ ІНСТРУМЕНТ ПІДВИЩЕННЯ НАВЧАЛЬНИХ ДОСЯГНЕНЬ СТУДЕНТСЬКОЇ МОЛОДІ

T. Bondarenko

doi:10.14308/ite000694

Authors

T. Bondarenko Uman State Pedagogical University named after Pavel Tychyna, Uman http://orcid.org/0000-0001-9330-9661

DOI:

https://doi.org/10.14308/ite000694

Keywords:

mobile learning, QR, QR code, QR code generation and recognition technology, QR code technology, two-dimensional bar codes

Abstract

The technology of creating and recognizing QR codes has been widely used in domestic business, marketing, social projects, and has become an innovative tool for disseminating and retrieving information in the educational environment. The article analyzes the degree of study of QR codes in the scientific literature, identifies historical features, uses, highlights the content of information encoding, points out the difference between static and dynamic submission of output data, examines the forms of organization of learning activities using two-dimensional bar codes, and also describes and presents examples of the use of this tool in the educational process by teachers of higher education institutions.
The survey found that students have experience in using QR-codes in the banking or tourism sector as an opportunity to obtain comprehensive information about goods and services.
Unfortunately, only 9% of respondents used QR codes in their educational activities. The pedagogical purpose of using the technology of QR-codes is determined by the possibility of implementing intensive forms and methods of vocational training, increasing the motivation of educational activities through the use of modern means of reading, processing, reproduction of information, raising the level of theoretical basis of perception of the data, formation of skills to implement various forms of independent activity in collecting and processing the necessary content.
In the process of pedagogical experiment, which was conducted among the students of the direction of training «014.09 Secondary education. Informatics» Pavlo Tychyna Uman State Pedagogical University found that the technology of using QR-codes have sufficient potential during the activation of educational activities, allowing to increase the level of professional competences of the future teacher of informatics, ensuring the efficiency and quality of the educational process.

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

References

<uk>
1. Wearesocial (2018). Digital in 2018: World’s Internet users pass the 4 billion mark. Retrieved from https://wearesocial.com/blog/2018/01/global-digital-report-2018.
2. The number of available population of Ukraine (as of January 1, 2018) (2018). Kyiv: State Statistics Service of Ukraine. Retrieved from http://database.ukrcensus.gov.ua/PXWEB2007/en/publ_new1/ 2018/zb_chnn2018.pdf.
3. Ukrinform (2018). Ukrainians are actively “trampling” smartphones. Top mobile apps. Research. Retrieved from https://www.ukrinform.ua/rubric-technology/2421397-ukrainci-aktivno-prib....
4. Tkachuk, G.V. (2018). Features of the introduction of mobile learning: perspectives, advantages and disadvantages. Information technologies and learning tools, 64, 2. Retrieved from https://journal.iitta.gov.ua/index.php/itlt/article/view/1948.
5. Zasadna, Kh. O. (2014). QR-coding and alternative technologies. Financial Space, 3 (15), 103-108.
6. Shapoval, S., Romanenko, R. & Forostyana, N. (2011). Perspectives of the use of matrix codes in the educational process. Bulletin of KNTEU, 5, 98-106.
7. Voronkin, O. S. (2014). The Possibilities of Using the System of QR-Codes in Higher School, collection of scientific works of the 4th International Scientific and Practical Conference FOSS Lviv 2014 (pp. 145-149).
8. Yekhalo, Yu. V. (2014). Elements of the mobile learning environment. Newest computer technologies, Volume XII: special issue «Cloud technologies in education», 152-157.
9. Demir S., Kaynaka, R. & Demir, K. A. (2015). Usage Level and Future Intent of Use of Quick Response (QR) Codes for Mobile Marketing among College Students in Turkey. Social and Behavioral Sciences, 181, 405-413.
10. Sanchez-Azqueta C., Celma, S., Aldea, C., Gimeno, C. & Cascarosa, E. (2018). Using hyperdata in a laboratory of electronics QR codes applied to experimental learning, Global Engineering Education Conference “Emerging Trends and Challenges of Engineering Education” (pp. 467-471).
11. Ashford, R. (2010). QR codes and academic libraries: Reaching mobile users. Retrieved from https://digitalcommons.georgefox.edu/libraries_fac/11 .
12. Romakin, V. V. (2006). Computer analysis of data. Mykolaiv: Petro Mohyla Black Sea State University Publishing.
13. Page, E.B. (1963). Ordered Hypotheses for Multiple Treatments: A Significance Test for Linear Ranks. Journal of the American Statistical Association, Vol. 58, № 301, 216 – 230.
14. Probability Theory. Mathematical statistics. Mathematical Methods in Psychology (2009). Tables of functions and critical points of distributions. Kharkiv: National University of Civil Defence of Ukraine.
15. Bespalko, V. P. (2006). Parameters and criteria of the diagnostic target. School technologies, 1, 118 128.
</uk>
<en>
1. Wearesocial (2018). Digital in 2018: World’s Internet users pass the 4 billion mark. Retrieved from https://wearesocial.com/blog/2018/01/global-digital-report-2018.
2. The number of available population of Ukraine (as of January 1, 2018) (2018). Kyiv: State Statistics Service of Ukraine. Retrieved from http://database.ukrcensus.gov.ua/PXWEB2007/en/publ_new1/2018/zb_chnn2018....
3. Ukrinform (2018). Ukrainians are actively ―trampling‖ smartphones. Top mobile apps. Research. Retrieved from https://www.ukrinform.ua/rubric-technology/2421397-ukrainci-aktivno-prib....
4. Tkachuk, G.V. (2018). Features of the introduction of mobile learning: perspectives, advantages and disadvantages. Information technologies and learning tools, 64, 2. Retrieved from https://journal.iitta.gov.ua/index.php/itlt/article/view/1948.
5. Zasadna, Kh. O. (2014). QR-coding and alternative technologies. Financial Space, 3 (15), 103-108.
6. Shapoval, S., Romanenko, R. & Forostyana, N. (2011). Perspectives of the use of matrix codes in the educational process. Bulletin of KNTEU, 5, 98-106.
7. Voronkin, O. S. (2014). The Possibilities of Using the System of QR-Codes in Higher School, collection of scientific works of the 4th International Scientific and Practical Conference FOSS Lviv 2014 (pp. 145-149).
8. Yekhalo, Yu. V. (2014). Elements of the mobile learning environment. Newest computer technologies, Volume XII: special issue «Cloud technologies in education», 152-157.
9. Demir S., Kaynaka, R. & Demir, K. A. (2015). Usage Level and Future Intent of Use of Quick Response (QR) Codes for Mobile Marketing among College Students in Turkey. Social and Behavioral Sciences, 181, 405-413.
10. Sanchez-Azqueta C., Celma, S., Aldea, C., Gimeno, C. & Cascarosa, E. (2018). Using hyperdata in a laboratory of electronics QR codes applied to experimental learning, Global Engineering Education Conference “Emerging Trends and Challenges of Engineering Education” (pp. 467-471).
11. Ashford, R. (2010). QR codes and academic libraries: Reaching mobile users. Retrieved from https://digitalcommons.georgefox.edu/libraries_fac/11 .
12. Romakin, V. V. (2006). Computer analysis of data. Mykolaiv: Petro Mohyla Black Sea State University Publishing. 13. Page, E.B. (1963). Ordered Hypotheses for Multiple Treatments: A Significance Test for Linear Ranks. Journal of the American Statistical Association, Vol. 58, № 301, 216 – 230.
14. Probability Theory. Mathematical statistics. Mathematical Methods in Psychology (2009). Tables of functions and critical points of distributions. Kharkiv: National University of Civil Defence of Ukraine.
15. Bespalko, V. P. (2006). Parameters and criteria of the diagnostic target. School technologies, 1, 118-128.
</en>