Development and Preliminary Evaluation of QR-Linked Visual Cards for Teaching Animal Organ Systems in Sixth-Grade Science
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Abstract
Understanding animal organ systems can be challenging for elementary pupils because internal structures and functions are not directly observable, yet how QR-linked visual resources can complement textbook representations remains insufficiently examined. This study aims to develop and preliminarily evaluate QR-linked visual cards for teaching animal organ systems in sixth-grade science. The study employed a research-and-development approach guided by the ADDIE model, including expert appraisal, a preliminary user trial with 10 pupils, and a one-group pretest–posttest evaluation involving 30 sixth-grade pupils. The developed resource comprised four illustrated cards featuring chickens, ducks, goats, and cows, each linked to a short explanatory video. The findings showed an expert appraisal score of 119 out of 120 possible points (99.2%) across six product-suitability domains and favorable pupil feedback on visual appeal, clarity, and access to supplementary explanations. Normalized-gain results placed 23 pupils (76.7%) in the high-gain category and seven (23.3%) in the moderate-gain category. However, without a comparison group, the observed learning gains cannot be attributed solely to the developed media. This study contributes preliminary evidence about the design and classroom appraisal of QR-linked print–video resources, with implications for multimodal elementary science instruction and more rigorous evaluations.
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