Comparing the Learning Progress of Creating and Using QR Codes in a Vehicle Maintenance Course

Chun-Hsin Chang; Chi-Ruei Tsai

doi:10.6209/JORIES.201909_64(3).0005

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P119 - 141

Social Sciences > Education

DOI： 10.6209/JORIES

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Comparing the Learning Progress of Creating and Using QR Codes in a Vehicle Maintenance Course

QR圖碼應用於汽車修護課程翻轉學習模式差異之研究

張俊興(Chun-Hsin Chang) ；蔡其瑞(Chi-Ruei Tsai)

教育科學研究期刊； 64卷3期 (2019 / 09 / 01) ， P119 - 141

英文 DOI： 10.6209/JORIES.201909_64(3).0005

e-learning ； epistemic curiosity ； learning outcomes ； QR code ； vehicle maintenance ；數位學習；求知性好奇心；學習表現； QR圖碼；汽車修護

Abstract │ Reference (59) │ Altmetrics

Abstract 〈TOP〉

To understand how QR code technology can be integrated into an engineering course and affects learning outcomes in a vehicle maintenance course, this study divided students into two groups: one that created QR-code content (hereafter ＂creating-QR code＂) and another that used QR-code content (hereafter ＂using-QR code＂). This study then examined which approach was more beneficial for learning outcomes. The students were required to either search for or scan information and would thus exhibit two types of epistemic curiosity (EC), namely ＂deprivation-type EC＂ and ＂interest-type EC,＂ in relation to information seeking. Teachers administered pretests to identify participants' abilities, and students were segmented into either a high- or low-level ability group. Results revealed that with respect to learning progress, the creating-QR code group outperformed the using-QR code group in learning about vehicle maintenance. In addition, comparison of the results of the two types of EC indicated that students in the creating-QR code group employed a higher degree of ＂deprivation-type EC＂ than those in the using-QR code group. However, there were no differences between the two groups with regard to ＂interest-type EC.＂ These results suggest that as one form of flipped learning, teachers can assign students the task of creating QR codes. This can enable knowledge consolidation and improve student learning outcomes in a vehicle maintenance course.

Parallel Abstract 〈TOP〉

Reference ( 59 ) 〈TOP〉

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連結：
Carroll, J. B. (1993). Human cognitive abilities: A survey of factor-analytic studies. Cambridge, UK: Cambridge University Press.
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