Cooperative learning with QR codes technology: enhancing cognitive achievement and attitudes among students

Introduction Integrating quick response (QR) codes into cooperative learning may streamline access to multimedia, reduce extraneous cognitive load, and improve learning outcomes in technology-rich courses. Methods A quasi-experimental single-group, repeated-measures design was used with 30 regularly attending undergraduates in “Technology in Sports.” Students completed a cognitive test at pre-, post-, and 1-month follow-up; attitudes were collected post-course via a validated Likert instrument. Instruction employed five cooperative strategies (Think–Pair–Share, Timed Pair Share, Three-Step Interview, Jigsaw, Case Study) supported by QR-linked resources. Results Repeated-measures ANOVA showed significant gains from pre- to post-test with retention at follow-up ( η ² = 0.89, α = 0.05). Post vs. follow-up differences were nonsignificant, indicating maintenance. Power analysis indicated 1 − β = 1.00. Attitude scores were positive across cognitive, emotional, and behavioral dimensions. Discussion QR-supported cooperative learning improved and sustained cognitive achievement and elicited favorable student attitudes. Thoughtful instructional design, teacher readiness, and high-quality resources appear critical to effectiveness. Conclusion Embedding QR technology within cooperative learning is a feasible, learner-centered approach that enhances outcomes and attitudes in higher-education sport-technology courses.