{"id":{"repo_id":"rowan","oai_identifier":"oai:rdw.rowan.edu:etd-1335"},"canonical_url":"https://search.dev.ndltd.org/etd/rowan/oai:rdw.rowan.edu:etd-1335","repository":{"repo_id":"rowan","name":"Rowan University","base_url":"https://rdw.rowan.edu/do/oai/"},"display":{"title":"What happens when QR codes are used to increase student engagement, motivation and independence in a fourth grade basic skills classroom?","abstract":"The purpose of this study was to determine what happens when QR Codes are used to increase students' engagement, motivation and independence in a 4th grade BSI classroom. Twelve students participated in the research model. Data collected included surveys, audio taped interviews, and audio taped discussions, personal teacher journal, and student surveys. The data was analyzed recursively across all data sets to determine patterns and themes. Themes that emerged were difficulties scanning the QR Codes on the iPads, creating QR Codes independently, and limited timing issues. Also, one of the major findings of this study was that the students who had ADHD displayed significant frustration. They did not respond positively during the interviews and on their surveys and visibly struggled to work independently as the teacher- researcher observed them. Future researchers can benefit from allowing for more time for the study and provide pre-study technology training to better equip the students to scan the QR Codes and operate the iPads.","abstract_html":"The purpose of this study was to determine what happens when QR Codes are used to increase students' engagement, motivation and independence in a 4th grade BSI classroom. Twelve students participated in the research model. Data collected included surveys, audio taped interviews, and audio taped discussions, personal teacher journal, and student surveys. The data was analyzed recursively across all data sets to determine patterns and themes. Themes that emerged were difficulties scanning the QR Codes on the iPads, creating QR Codes independently, and limited timing issues. Also, one of the major findings of this study was that the students who had ADHD displayed significant frustration. They did not respond positively during the interviews and on their surveys and visibly struggled to work independently as the teacher- researcher observed them. Future researchers can benefit from allowing for more time for the study and provide pre-study technology training to better equip the students to scan the QR Codes and operate the iPads.","abstract_has_math":false,"creators":["Baruffi, Stephanie"],"institution":null,"degree_name":"M.A. Reading Education","degree_level":"Thesis","degree_discipline":"Language, Literacy, and Special Education","degree_department":null,"school":null,"contributors":["Madden, Marjorie"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-04-08T07:00:00Z","date_published":"2015-04-08T07:00:00Z","updated_at":"2026-07-24T04:13:09Z","subjects":["Tablet computers; Reading","Elementary Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/336","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Madden, Marjorie"]},{"key":"dc:creator","label":"Author","values":["Baruffi, Stephanie"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2020-03-03T19:59:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Language, Literacy, and Special Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. Reading Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Tablet computers; Reading","Elementary Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/336"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to determine what happens when QR Codes are used to increase students' engagement, motivation and independence in a 4th grade BSI classroom. Twelve students participated in the research model. Data collected included surveys, audio taped interviews, and audio taped discussions, personal teacher journal, and student surveys. The data was analyzed recursively across all data sets to determine patterns and themes. Themes that emerged were difficulties scanning the QR Codes on the iPads, creating QR Codes independently, and limited timing issues. Also, one of the major findings of this study was that the students who had ADHD displayed significant frustration. They did not respond positively during the interviews and on their surveys and visibly struggled to work independently as the teacher- researcher observed them. Future researchers can benefit from allowing for more time for the study and provide pre-study technology training to better equip the students to scan the QR Codes and operate the iPads."]},{"key":"dc:title","label":"Title","values":["What happens when QR codes are used to increase student engagement, motivation and independence in a fourth grade basic skills classroom?"]}]}],"canonical_facts":{"dc:contributor":["Madden, Marjorie"],"dc:creator":["Baruffi, Stephanie"],"dc:date.available":["2020-03-03T19:59:00Z"],"dc:description.abstract":["The purpose of this study was to determine what happens when QR Codes are used to increase students' engagement, motivation and independence in a 4th grade BSI classroom. Twelve students participated in the research model. Data collected included surveys, audio taped interviews, and audio taped discussions, personal teacher journal, and student surveys. The data was analyzed recursively across all data sets to determine patterns and themes. Themes that emerged were difficulties scanning the QR Codes on the iPads, creating QR Codes independently, and limited timing issues. Also, one of the major findings of this study was that the students who had ADHD displayed significant frustration. They did not respond positively during the interviews and on their surveys and visibly struggled to work independently as the teacher- researcher observed them. Future researchers can benefit from allowing for more time for the study and provide pre-study technology training to better equip the students to scan the QR Codes and operate the iPads."],"dc:identifier":["https://rdw.rowan.edu/etd/336"],"dc:subject":["Tablet computers; Reading","Elementary Education and Teaching"],"dc:title":["What happens when QR codes are used to increase student engagement, motivation and independence in a fourth grade basic skills classroom?"],"thesis:degree_discipline":["Language, Literacy, and Special Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. Reading Education"]},"updated_at":"2026-07-24T04:13:09Z"}