J Indian Acad Forensic Med. 2024 June; 46 (1-Suppl) DOI : 10.48165/jiafm.2024.46.1(Suppl).

13

ORIGINAL ARTICLE

Implementation of Quick Response (QR) Code as a Teaching-Learning Tool-An

Interventional Study

Datta A,1 Tiwari P,2 Goswami D,3 Shukla S,4 Galoria D,5 Rana P.6
Associate Professor,1,2 Senior Resident,3 Resident.4-5
1,4-6. Forensic Medicine, Pramukhswami Medical College & Sri Krishna Hospital, Bhaikaka University, Karamsad.
2. Community Medicine, Pramukhswami Medical College & Sri Krishna Hospital, Bhaikaka University, Karamsad.
3. Forensic Medicine, Gujarat Adani Institute of Medical Sciences, Kachchh University, Bhuj.

Abstract:
The potential enhancement of teaching and learning through Quick Response (QR) codes and mobile devices offers students customized,
relevant, and real-world learning experiences. As students control their education more, institutions must ensure convenient access to
online content. This study's plan involves implementing QR codes in the departmental museum to provide students with supplementary
information and interactive content. We plan to use QR codes in our departmental museum to enhance the learning experience. QR codes
will allow students to access additional information and interactive content related to the exhibits. Settings and Design: An interventional
study conducted in a Forensic Medicine museum setting. Created Quick Response codes (QR codes) linked to study materials for each
museum specimen. Divided students into two groups: one scanned QR codes during museum visits for instant access to study material,
while the other used traditional catalogs. A Multiple-Choice Question (MCQ) test assessed the effectiveness of QR codes as a teaching
tool. The collected data underwent a thorough error-checking process, followed by data entry in MS Excel. Subsequently, the data was
analyzed using the latest SPSS 11.0 software. The response indicates that students generally agree that QR codes are helpful in improving
their comprehension, analysis, and exploration of subjects linked to museum exhibits and medicolegal work. QR codes can completely
transform education and give students access to interactive, adaptable and lifetime learning opportunities.

Keywords: Museum visit; Quick response code; Self-directed learning.

Key Messages: QR codes possess transformative educational potential, providing students with interactive, adaptable and lifelong
learning opportunities. Teachers adapting to the evolving needs of today's students must embrace tools like QR codes as technology
advances.

Introduction: Self-directed learning (SDL) is crucial for medical students. It

A museum is "an organization that collects, preserves, and helps them develop skills like increased responsibility,
presents for public viewing a collection of artifacts and other assertiveness, and accountability, essential for their future careers
objects of scientific, artistic, or historical significance through as medical professionals. Similarly, medical educators hope to
either temporary or permanent exhibits."1 A significant and easily incorporate SDL into the curriculum to develop students who can
accessible resource for individual and group study, medical independently oversee their further education and will never give
school museums are valuable resources for developing up on their quest for knowledge via critical thinking. Self-
professional communication skills and self-directed learning, directed learning improves memory and helps students make
essential aspects of the competency-based medical education better decisions based on the information they retain. An
excellent location for supporting SDL activities with
(CBME) curriculum."2,3 These museums have historically been
the primary source for teaching anatomy, pathology, and forensic undergraduate students is the Forensic Medicine Museum.7 There
medicine. They are regarded as superior to most other is a lot of promise for improving teaching and learning
educational resources because of their exceptional capacity to experiences with modern technology like QR codes and mobile
devices. This is so that students can interact socially and with
support individual inquiry and group learning.4,5 Strong
content in various circumstances and obtain knowledge, resulting
communication skills were developed in this interactive setting,
in customized, pertinent, and real-world learning experiences.8,9
an important goal still at the heart of medical education today.6
As students take charge of their education in higher education, the
Corresponding Author onus shifts to the institution to give them quick, easy, adaptable,
Dr. Arijit Datta and user-friendly access to online content and resources.10 We
Email : [email protected] plan to use QR codes in our departmental museum to enhance the
Mobile No.: +91 8777439056 learning experience. QR codes will allow students to access
additional information and interactive content related to the
Article History exhibits.
DOR : 02.11.2023; DOA : 02.05.2024

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J Indian Acad Forensic Med. 2024 June; 46 (1-Suppl) ISSN : 0971 - 0973, e - ISSN : 0974 - 0848

Chart 3. I was able to explore further opportunities for additional

information about the specimen related to the given topic.
Figure 1. Snake specimen in museum.

Chart 4. I was able to do quick revision for topics.

Chart 1. I was able to have a better understanding of specimen.

Chart 5. I will be able to identify various weapons & injury produced

by it during medicolegal work better.

Chart 2. I was able to differentiate between various specimens and could

analyze better.
Objective-1. To develop a quick response code as a teaching and
learning tool.
2. To assess the effectiveness (performance of students and
perception) of the quick response code as a teaching-learning
tool.
Methodology:
Our technological team produced software called 'QR Code Chart 6. I will be able to identify the clinical features of poisons
Generator,' making creating study materials with embedded QR during case of poisoning better.
codes easy. The QR code graphics are then printed, laminated, Group A went through standard museum-style tutorials where
and attached to the appropriate museum artifacts by tying or they looked through a hard copy booklet that listed every
sticking. Students in our medical college's MBBS Phase II, specimen in the Forensic Medicine Museum. The experimental
Semester IV, participated in this study. The students were split group B was given "upgraded museum settings," which included
into groups A and B for the practical classes. As the control group, cutting-edge educational tools like smartphone-based QR code

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J Indian Acad Forensic Med. 2024 June; 46 (1-Suppl) DOI : 10.48165/jiafm.2024.46.1(Suppl).13

Table 1.
Method Total number of Mean Std. P Value
students (N) Deviation
Traditional Method 49 55.45 10.04 P value (0.01)
QR Code 56 60.03 9.56 significant

and 56 belonged to Group B.

Ethical Considerations/Consent: Participants' anonymity and
confidentiality will be ensured throughout the study. The study
was conducted after getting clearance from the Institutional
Ethics Committee. (IEC NO- IEC/BU/2023/Ex. 83/3222023)
Figure 2. Study material for the Figure 3. Study material for wet Statistical Analysis: The collected data underwent a thorough
weapon (lathi) specimen in the specimen (SAH) in the museum.
museum.
error-checking process, followed by data entry in MS Excel.
Subsequently, the data was analyzed using the latest SPSS 21
software. The analysis focused on the MCQ test results for both
the control and experimental groups and the mean value of the
test result of both the methods measured.
Results:
Table 1 revealed that the mean value of the QR Code teaching-
learning method is higher than the traditional teaching-learning
method with a significant P value. The feedback survey shows
that students favor using QR codes to comprehend and evaluate
museum exhibits. A sizable majority of students said they agreed
with the statement, "I was able to better understand museum
Figure 4. Demonstration of bedside test of poison (Celphos).
specimens by using QR codes"; 65 students (61.9%) agreed, and
scanning. Students could correlate facts while standing in front of 30 students (28.6%) strongly agreed. Just five students (4.8%)
the exhibits, thanks to the method providing comprehensive disagreed, while five students (4.8%) were unsure (Chart 1).
information on each specimen. Students can now scan those QR Similarly, when questioned about their ability to distinguish
codes to get all pertinent study information in front of the between different specimens and analyze them more thoroughly
museum specimen [Fig. 1, Fig 2, Fig 3, Fig. 4]. Users had to using QR codes, most students gave good answers. Of the pupils,
download and install Google Lens from the Google Play Store if 75 (71.4%) agreed, and 23 (21.9%) strongly agreed. Seven
their smartphone did not have an inbuilt QR code scanner. Users (6.7%) students were unsure (chart 2). A significant portion of
must log in to their Gmail account through their smartphone students considered this feature helpful when using QR codes to
before scanning the QR Code. explore more information about specimens associated with a
particular topic. Sixty-eight students (64.8%) agreed, compared
Type of Study: Interventional study.
to 20 (19%) who strongly agreed. Nine students (8.6%)
Teaching Phase: Group B students were exposed to QR codes disagreed, while eight students (7.6%) were unsure (chart 3).
covering the same topics. In contrast, Group A students were Many pupils attested to the efficiency of employing QR codes to
given paper copies of the museum catalog as study material about revise various subjects quickly. Of the pupils, 73 (69.5%) agreed,
wet specimens, weapons, and poisons. The purpose of an and 15 (14.3%) strongly agreed. Ten students (9.5%) disagreed,
evaluation consisting of multiple-choice questions (MCQs) was two students (1.9%) strongly disagreed, and five students (4.8%)
to gauge how well students understood the presented content. were unsure (chart 4). Lastly, most students gave favorable
Using Google Forms, the MCQ assessment was given to both answers when asked how QR codes may be used to identify
groups after the museum visiting session that same day. After weapons and injuries sustained during medicolegal work. Forty-
completing the multiple-choice question test, Groups A and B five students (42.9%) strongly agreed, and fifty-five (52.4%)
switched exposures in a crossover procedure. Group A was agreed. Of the students, five (4.8%) had no idea (chart 5).
exposed to QR codes, while Group B was given traditional The feedback from students regarding the use of QR codes in
museum catalog study materials. Finally, a feedback form was identifying the clinical features of poison during cases of
given to the students to ascertain their opinions and preferences poisoning reveals a varied response. A notable 57.2% of students
about using the hard copy museum catalog or QR Code as a (combining those who strongly agreed and agreed) found the QR
teaching-learning instrument. This feedback collection technique codes helpful, emphasizing their perceived utility in
aimed to gather insightful information from the students to understanding the clinical aspects of poison-related cases.
provide a thorough grasp of their preferences and experiences in However, 23.8% of students expressed uncertainty, indicating a
the classroom. The feedback questionnaire asked questions about lack of consensus or mixed opinions among the respondents.
the overall learning experience, engagement, information Additionally, 18.8% of students (combining those who disagreed
accessibility, and ease of comprehension. Pre-testing was used to and strongly disagreed) did not find the QR codes effective for
validate this feedback form. A total of 105 students participated in identifying clinical features of poison. These results suggest a
the study; out of 105 students, Group A comprised 49 students,
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J Indian Acad Forensic Med. 2024 June; 46 (1-Suppl) ISSN : 0971 - 0973, e - ISSN : 0974 - 0848

need for further exploration of how QR codes can be optimized to been found to amplify student motivation and enthusiasm,
cater to different learning preferences and address any specific fostering learner-centered learning. Students in the present study
challenges students may encounter in comprehending clinical recognized QR codes as valuable tools that introduce variety in
features related to poisoning cases. the classroom and enhance understanding of challenging module
Overall, the response indicates that students generally agree that themes. The well-structured information and sample exam items
QR codes help improve their comprehension, analysis, and provided clarity on complex concepts. Overall, QR codes in
exploration of subjects linked to museum exhibits and mobile learning are highly beneficial, keeping students
medicolegal work. interested, involved, and connected- enhancing the learning
experience and promoting lifelong learning.
Discussion:
Conclusion:
Traditional techniques did not significantly affect the motivation
of second-year MBBS students to learn pathology, according to The study emphasizes how effective QR codes are as game-
the study by Kumar VVSR and Kumar M. On the other hand, the changing tools in the classroom, especially for mobile learning.
students in the experimental group who were shown QR codes in The findings align with earlier research by Kumar VVSR and
the pathology museum environment showed notably higher Kumar M11 that highlights the shortcomings of conventional
levels of motivation.11 In educational applications, QR codes are instruction compared to the increased motivation that students
versatile. According to Lee et al. (2011), these codes let teachers who encounter QR codes experience. Regarding education, QR
create customized field study guides for each student, increasing codes are helpful since they provide customized field study
student learning efficacy by supplying only relevant material. It guides and boost participation through creative methods like field
has been observed that incorporating field trips with QR code excursions. According to Rikala and Kankaanranta,13 the current
activities helps to engage students and seamlessly blend online study confirms the beneficial effects of learner-centered training,
learning with real-world applications. Essentially, QR codes where QR codes encourage students' enthusiasm and interest.
facilitate a variety of instructional approaches.12 QR codes Moreover, the result aligns with broader patterns in educational
enhance student motivation and passion and support learner- research, suggesting that students are looking for more adaptable
centered learning when used with learner-centered instruction. and convenient learning materials and that mobile learning is
Rikala and Kankaanranta report that pupils are curious about this their preferred method.15-17 The distinct qualities of QR codes,
novel method and find QR codes engaging.13 Some colleges use which provide time and location independence, support their use
QR codes to improve mobile phone efficiency, allowing students in educational settings. The integration of multimedia
to access information and services swiftly.14 Studies reveal that information and the capacity to extend learning outside regular
students actively seek instructional resources that provide more hours and venues improve the overall learning experience.18 The
convenience and flexibility to fit their busy schedules. Students' current study supports the conclusions made by Law and So,
responses to numerous studies investigating mobile learning, or highlighting that QR codes, add diversity to the classroom and
m-learning, in the classroom have been overwhelmingly positive. help students comprehend complex subjects more deeply.19
Most students concur that using mobile devices makes studying Simply put, the study adds to the increasing amount of data
flexible, portable, and convenient.15-17 The significant qualities of showing QR codes as great learning tools that can be used in solo
QR Codes as instructional aids, such as their independence from and group situations. The research's conclusions highlight how
time and place and ability to hold relevant content, highlight the QR codes can completely transform education and give students
strong arguments for using them in the classroom. While time access to interactive, adaptable, and lifetime learning
independence expands the learning experience beyond opportunities. Teachers who want to meet the changing
traditional classroom hours, location independence permits requirements of today's students must use tools like QR codes as
learning outside a prescribed context. Video and photo footage technology advances.
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