QR Codes: a technologically enhanced learning tool for large classroom settings / Siti Nazleen Abdul Rabu, Haniza Hussin and Siti Khadijah Mohamad

This study investigated how students viewed Quick Response (QR) codes as a teaching aid for active-learning classroom activities. A total of 140 students enrolled in the Instructional Technology Practices course were selected as respondents. This study looked at the students' impressions of QR codes using the Technology Acceptance Model (TAM) and the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) models. Using a survey questionnaire, data were gathered. The findings of this study reveal that perceived usefulness (PU), social influence (SI), and perceived ease of use (PEU) are the three characteristics that have the greatest impact on students’ willingness to embrace QR codes for learning. With the help of their friends and the instructor, students thought that using QR codes to enhance active learning activities in a big classroom was simple and helpful. Additionally, they showed favorable attitudes towards QR codes and expressed a desire to employ this tool in their future education. This study offered real-world examples of how QR codes could be used in the classroom. Overall, it is proposed that because students are generally accepting of the adoption, it is possible to use QR codes as a teaching tool in a big classroom.