QR Code or Virtual Reality (VR) Tools for Enhancing Teachers' Learning

Abstract

Background and Objective: The world is currently facing rapid and uncertain changes in economic, social, and technological dimensions as societies transition into the era of artificial intelligence (AI). A review of Thailand's current national curriculum, namely the Basic Education Core Curriculum B.E. 2551 (2008), revised in B.E. 2560 (2017), indicates that it was developed based on the concept of Standard-based Education, in which learning standards and indicators serve as the primary goals of instructional management. Consequently, instructional media often include activities and traditional paper-based worksheets. However, these conventional learning materials may no longer effectively motivate learners or capture their attention. Therefore, this academic article aims to present and analyze the potential of QR Code (Quick Response Code) technology and Virtual Reality (VR) as innovative tools for enhancing contemporary learning and teaching practices.

Methodology: This study employed analytical and synthetic approaches to examine issues related to human learning, particularly instructional media in the digital era characterized by artificial intelligence. It explored the transformation of traditional teaching materials into tools that facilitate Active Learning. Technologies such as QR Codes and Virtual Reality (VR) can be embedded in instructional documents, worksheets, and teaching content through innovative formats and processes to enrich learning experiences and promote learner engagement.

Results: The findings revealed that QR Code technology offers several advantages, including low implementation costs and flexibility in providing immediate access to a wide variety of online information resources. Meanwhile, Virtual Reality (VR) demonstrates considerable potential for creating immersive learning experiences, enabling learners to visualize and interact with phenomena that cannot be observed directly with the naked eye, such as molecular structures and magnetic fields. Moreover, VR can overcome budgetary constraints through Virtual Field Trips conducted on contemporary platforms such as Google Arts & Culture and the Metaverse. These technologies not only support the achievement of learning indicators prescribed by the Basic Education Core Curriculum but also foster higher-order thinking skills and serve as important tools for integrating learner competencies required in the age of artificial intelligence, particularly those associated with digital learning behaviors. Furthermore, within the context of classroom management aimed at reducing the Digital Divide, Thai teachers are encouraged to integrate digital innovations into their teaching practices and enhance their professional competencies through the effective application of these technologies.

Conclusion: The integration of QR Codes and Virtual Reality (VR) contributes to transforming teachers' roles from creators of instructional materials into lifelong learners committed to continuous professional self-development. Teachers can utilize QR Codes as gateways to diverse online knowledge repositories and employ Virtual Reality (VR) to simulate authentic classroom situations through Classroom Simulations, thereby enabling them to practice instructional management skills and develop the ability to solve immediate classroom problems independently. Therefore, QR Codes and Virtual Reality (VR) should not be viewed merely as instructional media for learners; rather, they represent effective alternatives and powerful tools for strengthening learners' educational experiences while simultaneously empowering teachers' professional development in the future.