QR code utilization in a large classroom: Higher education students’ initial perceptions

The integration of Quick Response (QR) codes in classrooms have been identified as an important tool in promoting active as well as distributed learning, especially in higher education. Even though the versatility of this technology within the educational milieu cannot be over-emphasized, the initial perceptions of students who are at the centre of QR integration are important towards achieving the prospects of this technology in the pedagogical process, particularly in a large classroom context. Against this backdrop, Technology Acceptance Model (TAM) and Unified Theory of Acceptance and Use of Technology2 (UTAUT2) were employed as theoretical foundation to study students’ perceptions. A questionnaire was used to collect data from 200 students, based on a purposive sampling technique with Partial Least Squares Structural Equation Modelling (PLS-SEM) employed for statistical analysis. Initial results suggested that students had very positive attitudes towards QR code utilization for course related activities which ultimately determined their intentions to accept this technology. However, their positive attitude was anchored on their perceived usefulness and easiness towards QR code which were promoted by perceived playfulness, facilitating conditions and hedonic motivation respectively. The social influence variable was not a predictive factor of students’ perception towards the usefulness of QR codes. The study provided practical examples of how QR codes can be integrated in teaching and also recommended future experimental research into QR code effectiveness as well as instructor acceptance if the technology is to be integrated on a wider national scale. © 2018, Springer Science+Business Media, LLC, part of Springer Nature.