Document Type : Original Article
Authors
1 Ph.D. in Arabic Language and Literature, Shiraz University, Shiraz, Iran
2 Ph.D. in Arabic Language and Literature, Isfahan University, Isfahan, Iran
Abstract
Following the outbreak of the COVID-19 pandemic, significant have been observed in students’ learning modalities and the content of educational materials. Educators increasingly adopted virtual and distance learning, while school and university textbooks began incorporating marker-based quick response (QR Code). .How ever Arabic language education problems a low affective engagement and poor, as conventional linear pedagogies have proven ineffective in stimulating meaningful learning engagement, Therefore this context, this study investigates the impact of technology (QR Code) on fostering Engagement across its three dimensions—behavioral, emotional, and cognitive—among ninth-grade female students studying Arabic at Efaf School in Dayyer, located in Bushehr Province. The statistical population comprised all female students in Ninth grade during the academic year 1403 (2024–2025). The sample was selected using simple random sampling. The study employed a quasi-experimental design with two groups (control and experimental). The experimental group received instruction enhanced by quick response (QR Code), while the control group followed traditional teaching methods. The results revealed highly significant statistical differences (p < 0.001) in favor of the experimental group across all dimensions. In the behavioral dimension, the experimental group achieved a higher mean score (13.60 vs. 11.46), attributable to the interactive nature of quick response, which transformed learning into an engaging activity aligned with the digital characteristics of the students. In the emotional dimension, a notable increase in mean scores was observed (17.32 vs. 16.5), stemming from the technology’s ability to connect academic content with students’ emotions and cultural identity. In the cognitive dimension, the difference in mean scores was particularly striking (17.15 vs. 13.25), underscoring quick response’s role in enhancing multisensory processing (visual/auditory) and stimulating analytical thinking.
Keywords
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