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Social Determinants of Health Research Center, Hamadan University of Medical Sciences, Hamadan, Iran , afshari_m20@yahoo.com
Abstract: (5 Views)
Background & Objective: The rapid spread of mobile technologies has opened new avenues for enriching laboratory education. Quick Response (QR) codes provide learners with immediate access to educational resources and may enhance the overall learning experience. This study set out to design QR code–based laboratory instructions using the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model and to test their effect on students’ practical performance.
Materials & Methods: In this pilot quasi-experimental study (2024–2025), 20 third-semester Environmental Health Engineering students at Hamadan University of Medical Sciences were randomly allocated to an intervention group and a control group (n = 10 each). Students in the intervention group used QR code–based laboratory instructions, while those in the control group followed conventional teaching methods. Practical performance, ease of use, enjoyment, and perceived usefulness were measured before and after the intervention and compared using appropriate statistical tests.
Results: No significant baseline differences were observed between the two groups. After the intervention, the intervention group achieved higher practical performance scores and reported significantly greater ease of use, enjoyment, and perceived usefulness than the control group, which showed no meaningful change over the same period.
Conclusion: QR code–based laboratory instructions appear to offer real benefits for practical performance and student experience among environmental health students. Because this was a small pilot study, however, larger multicenter trials are needed before these preliminary findings can be generalized.
Materials & Methods: In this pilot quasi-experimental study (2024–2025), 20 third-semester Environmental Health Engineering students at Hamadan University of Medical Sciences were randomly allocated to an intervention group and a control group (n = 10 each). Students in the intervention group used QR code–based laboratory instructions, while those in the control group followed conventional teaching methods. Practical performance, ease of use, enjoyment, and perceived usefulness were measured before and after the intervention and compared using appropriate statistical tests.
Results: No significant baseline differences were observed between the two groups. After the intervention, the intervention group achieved higher practical performance scores and reported significantly greater ease of use, enjoyment, and perceived usefulness than the control group, which showed no meaningful change over the same period.
Conclusion: QR code–based laboratory instructions appear to offer real benefits for practical performance and student experience among environmental health students. Because this was a small pilot study, however, larger multicenter trials are needed before these preliminary findings can be generalized.
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