Cooperative learning with QR codes technology: enhancing cognitive achievement and attitudes among students
DOI: 10.3389/feduc.2025.1655913
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Summary
This study investigates the effectiveness of integrating Quick Response (QR) code technology into cooperative learning strategies to enhance students' cognitive achievement and attitudes in higher education. Motivated by the potential of mobile learning to reduce extraneous cognitive load and streamline access to multimedia resources, the research addresses whether this technological integration improves learning outcomes in technology-rich courses. The study is grounded in Cognitive Load Theory and sociocultural constructivist theory, positing that QR codes facilitate efficient information processing and peer-assisted learning. The research employed a quasi-experimental, single-group, repeated-measures design involving 30 undergraduate students enrolled in a “Technology in Sports” course at Qassim University. The intervention lasted 12 weeks and utilized five specific cooperative learning strategies: Think–Pair–Share, Timed Pair Share, Three-Step Interview, Jigsaw, and Case Study. These strategies were supported by QR codes embedded in instructional materials, which linked to digital resources such as videos, diagrams, and simulations. To ensure objectivity, cognitive assessments were graded by an independent faculty member, and ethical protocols included informed consent and data anonymization. Cognitive achievement was measured via tests administered at pre-test, post-test, and a one-month follow-up. Student attitudes were assessed post-course using a validated Likert-scale instrument covering cognitive, emotional, and behavioral dimensions. Results from a repeated-measures ANOVA indicated significant gains in cognitive achievement from pre-test to post-test, with a large effect size (η² = 0.89). Crucially, the difference between post-test and follow-up scores was nonsignificant, demonstrating that the learning gains were retained one month after the intervention. Power analysis confirmed the robustness of these findings (1 − β = 1.00). Additionally, attitude scores were positive across all measured dimensions, indicating favorable student perceptions of the instructional approach. The study concludes that embedding QR technology within cooperative learning is a feasible and effective learner-centered approach that enhances both cognitive outcomes and student attitudes in sport-technology courses. The findings suggest that thoughtful instructional design, teacher readiness, and high-quality digital resources are critical for maximizing effectiveness. By reducing extraneous cognitive load and promoting active engagement, this integrative model supports schema development and sustained learning, offering a valuable framework for educational innovation in higher education.
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| Stage | Outcome | Tool | Model | Prompt | Attempts | Completed |
|---|---|---|---|---|---|---|
| discover | success | Crossref | — | — | 1 | 2026-06-18 |
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Summary generated by qwen3.6-27b-prismaquant on 2026-06-26; verification: verified.
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