ORIGINAL RESEARCH article
Front. Educ.
Sec. Digital Education
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1655913
This article is part of the Research TopicDigital Learning Innovations: Trends Emerging Scenario, Challenges and OpportunitiesView all 32 articles
Cooperative learning with QR codes technology: Enhancing cognitive achievement and attitudes among students
Provisionally accepted
- College of Education, Qassim University, buraydah, Saudi Arabia
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This study examined the effectiveness of integrating QR code technology into cooperative learning techniques within the "Technology in Sports" course. A quasi-experimental design with repeated measures (pre-test, post-test, and follow-up) was utilized, involving an experimental group of 30 regularly attending students. The intervention linked printed course materials to multimedia content via QR codes to support cooperative learning activities. Results from repeated measures ANOVA revealed a statistically significant improvement from pre-to post-test scores, favoring the post-test. The follow-up assessment, conducted one month after the course, showed sustained cognitive achievement compared to the pre-test (η² = .89, α = .05). Power analysis (1 – β = 1.00) exceeded the recommended threshold of 0.80, confirming a robust effect. Notably, no significant difference was found between post-test and follow-up scores, indicating retention of learning outcomes. Students also reported positive attitudes toward the QR-enhanced cooperative learning approach across cognitive, emotional, and behavioral domains. These findings suggest that QR code technology can be effectively embedded within cooperative learning environments when supported by thoughtful instructional design, high-quality resources, adequate preparation, and teacher readiness.
Keywords: e-learning, Teaching, Education, Active Learning, QR codes, cooperative learning, Educational innovation
Received: 28 Jun 2025; Accepted: 06 Oct 2025.
Copyright: © 2025 Rakha. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Ahmed Hassan Rakha, a.rakha@qu.edu.sa
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