Comparing the learning progress of creating and using QR codes in a vehicle maintenance course

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.