QR Challenge: Gamification Strategies

Created using the ClassTools QR Treasure Hunt Generator

Teacher Notes

A. Prior to the lesson:

1. Arrange students into groups. Each group needs at least ONE person who has a mobile device.

2. If their phone camera doesn't automatically detect and decode QR codes, ask students to

• Download a QR reader (e.g. I-Nigma | NeoReader | Kaywa) onto their mobile devices
• Bring these devices into the lesson.

3. Print out the QR codes.

4. Cut them out and place them around your class / school.

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B. The lesson:

1. Give each group a clipboard and a piece of paper so they can write down the decoded questions and their answers to them.

2. Explain to the students that the codes are hidden around the school. Each team will get ONE point for each question they correctly decode and copy down onto their sheet, and a further TWO points if they can then provide the correct answer and write this down underneath the question.

3. Away they go! The winner is the first team to return with the most correct answers in the time available. This could be within a lesson, or during a lunchbreak, or even over several days!

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C. TIPS / OTHER IDEAS

4. A detailed case study in how to set up a successful QR Scavenger Hunt using this tool can be found here.

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Questions / Answers (teacher reference)

Question	Answer
1. 1. If you could play one of the following types of games, which would you choose (card game, board game, or video game)?	Answers may vary
2. 2. Do you currently use competition between or among your classes for assignments or benchmark tests (if so, explain how)?	Answers may vary
3. 3. Of the six reasons that HOOK people into playing games , which HOOK motivates you the most (competition, strategy, achievement, the story, chance, or social aspect)?	Answers may vary
4. 4. How do you already use gamification or game-based learning strategies do you already use in your classroom?	Answers may vary
5. 5. Which strategy that you learned about today would you like to try with your students?	Answers may vary

 

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