___

• Ali, N., Santos I. M., & Areepattamannil, S. (2017). Pre-service teachers’ perception of quick response (Qr) code integration in classroom activities. The Turkish Online Journal of Educational Technology, TOJET,16(1), 93–100.
• Akın, T. (2014). Karekod destekli öğrenme materyalinin erişi ve kalıcılığa etkisi. Hacettepe Üniversitesi Eğitim Bilimleri Enstitüsü. Yayınlanmamış Yüksek Lisans Tezi, Ankara.
• Aktaş, C. (2013). Medya yakınsaması: Hızlı yanıt veren kod aracılığıyla geleneksel gazetenin, çevrimiçi gazete ile artan rekabet potansiyeli üzerine bir tartışma. Selçuk İletişim, 7(4), 118-128.
• Aktaş, C., ve Çaycı, B. (2013a). QR kodun mobil eğitimde yeni eğitim yöntemlerinin geliştirilmesine katkisi. Global Media Journal, 119, 1-19.
• Aktaş, C. ve Çaycı, B. (2013b). QR kodların eğitim teknolojilerinde kullanımı. International Conference on Communication, Media, Technology and Design, 379, 375-379.
• Arikan, Y. D., & Özen, S. O. (2015). A learning environment for english vocabulary using quick response codes. Educational Sciences: Theory & Practice, 15(2), 5.
• Baki, A., Aydın Yalçınkaya, H., Özpınar, İ., & Çalık-Uzun, S. (2009). İlköğretim matematik öğretmenleri ve öğretmen adaylarının öğretim teknolojilerine bakışlarının karşılaştırılması. Turkish Journal of Computer and Mathematics Education, 1 (1), 67-85.
• Birgin, O., Uzun, K., & Mazman-Akar, S. G. (2020). Investigation of Turkish mathematics teachers’ proficiency perceptions in using information and communication technologies in teaching. Education and Information Technologies, 25, 487–507. https:// doi.org/10.1007/s10639-019-09977-1
• Bonifacio, V. D. B. (2012). QR-coded audio periodictable of the elements: A mobile-learning tool. Journal Chemical Education, 89, 552–554.
• Bozkurt, A. (2015). Mobil öğrenme: Her zaman, her yerde kesintisiz öğrenme deneyimi. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 1(2), 65-81.
• Chaisatien, P. & Akahori, K. (2007). An Application on 3G Mobile Phone and Two Dimension Barcode in Classroom Communication Support System. In C. Montgomerie & J. Seale (Eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology 2007 (pp. 3320-3329). Association for the Advancement of Computing in Education (AACE).
• Chen, Teng, Lee & Kinshuk (2011). Augmenting papaer-based reading activity with direct access to digital material and scaffolded questioning. Computers & Education, 57, 1705-1715. Doi: 10.1016/j.compedu.201103.013.
• Chicioreanu, T. D., Bilal, E., & Butnariu, M. (2015). QR codes in education: Success or failure? The International Scientific Conference eLearning and Software for Education, 3, 180-187.
• Coleman, J. (2011). QR codes: What are they and why should you care?. Kansas Library Association College and University Libraries Section Proceedings, 1(1), 16-23.
• Çataloğlu, E. & Ateşkan, A. (2014). QR (Quick Response) kodunun eğitim ve öğretimde kullanımının örneklenmesi. İlköğretim Online, 13(1), 5–14.
• Çelik, A., (2012). Yabancı dil öğreniminde karekod destekli mobil öğrenme ortamının aktif sözcük öğrenimine etkisi ve öğrenci görüşleri: mobil sözlük örneği. Yayımlanmamış Yüksek Lisans Tezi, Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
• Dönmez-Usta, N., & Ayas, A. (2017). Worksheets enriched with computer-assisted activities based on the constructivist learning theory: an example of half-life and radioactive decay. Journal of Education and Practice, 8(35),75,89.
• Dönmez-Usta, N. & Turan-Güntepe, E. (2019). Öğrenme ortamında QR kod destekli materyallerin kullanımı. Bolu Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 19(3), 923-935. https://dx.doi.org/10.17240/aibuefd.2019.19.49440-482243.
• Durak, G., Ozkeskin, E., & Ataizi, M. (2016). QR codes in education and communication. Turkish Online Journal of Distance Education-TOJDE, 17(2), 42-58.
• Ertaş-Kılıç. H. (2021). Astronomi öğretiminde hızlı yanıt (QR kod) uygulamaları. S. Karaçam (Ed.). Etkinliklerle astronomi öğretimi içinde (s.308-335). Ankara: Palme Yayıncılık.
• Henningsen, M., & Stein, M. K. (1997). Mathematical tasks and student cognition: Classroom-based factors that support and inhibit high-level mathematical thinking and reasoning. Journal for Research in Mathematics Education, 28(5), 524-549.
• Himmah, N., & Musdi, E. (2022). Improving problem-solving skills with worksheets using the discovery learning model-assisted quick response code. International Journal of Trends in Mathematics Education Research, 5(4), 422-428.
• Jeng, Y. L., Wu, T. T., Huang, Y. M., Tan, Q., & Yang, S. J. (2010). The add-on impact of mobile applications in learning strategies: A review study. Journal of Educational Technology & Society, 13(3), 3-11.
• Kaleli-Yılmaz, G., & Koparan, T. (2015). Investigate of the beliefs regarding to computer technology usage in mathematics teaching in terms of different variables. Mehmet Akif Ersoy University Journal of Education Faculty, 35, 112–135.
• Karakus, S., & Seyihoglu, A. (2022). Student and teacher views on a sample social studies activity with QR code application. Journal of Inquiry Based Activities, 12(1), 70-89.
• Koreňová, L., & Hvorecký, J. (2018). Applying QR codes in facilitating mathematics and ınformatics education. International Journal of Research in e-Learning, 2, 33-44.
• Kouninef, B., Merad, G., & Djelti, M. (2015, October). The use of QR codes and mobile technology in the blended learning approach. In e-Learning (econf), 2015 Fifth International Conferenceon (pp. 135-143). IEEE.
• Lai, H., Chang, C., Li, W., Fan, Y. & Wu, Y. (2013). The Implementation of mobile learning in outdoor education: Application of QR codes. British Journal of Educational Technology, 44(2), 57-62.
• Law, C. Y. & So, S. (2010). QR codes in education. Journal of Educational Technology Development & Exchange, 3(1), 85-100.
• Leahy, G. (2013). QR codes in the mathematics classroom. Mathematics Teaching 235,27–29.
• Mccabe, M. & Tedesco, S. (2012). Using Qr codes and mobile devices to foster an inclusive learning environment for mathematics education. International Journal of Technology and Inclusive Education (IJTIE), 1(1), 37-43.
• McMullen, J., Hannula‐Sormunen, M. M., Kainulainen, M., Kiili, K., & Lehtinen, E. (2019). Moving mathematics out of the classroom: Using mobile technology to enhance spontaneous focusing on quantitative relations. British Journal of Educational Technology, 50(2), 562-573.
• Millî Eğitim Bakanlığı [MEB] (2018). İlkokul ve ortaokul matematik dersi (1, 2, 3, 4, 5, 6, 7 ve 8. sınıflar) öğretim programı. http://mufredat.meb.gov.tr/Dosyalar/201813017165445- MATEMAT%C4%B0K%20%C3%96%C4%9ERET%C4%B0M%20 PROGRAMI%202018v.pdf
• Merchant, G. (2012). Mobile practices in everyday life: Popular digital technologies and schooling revisited. British Journal of Educational Technology, 43(5), 770-782.
• Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded source book. California, CA: Sage.
• Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teacher College Record, 108, 1017–1054.
• Niess, M. (2005). Preparing teachers to teach science and mathematics with technology developing a technology pedagogical content knowledge, Teaching and Teacher Education, 21, 509–523. http://dx.doi.org/10.1016/j. tate.2005.03.006
• Özmantar, M.F. ve Aslan, B. (2017). Matematiksel etkinliklerin uygulanması sırasında ortaya çıkan öğretmen ve öğrenci rolleri. Uluslararası Sosyal Alan Araştırmaları Dergisi, 6 (1), 1-23.
• Özmantar, M. F., Bozkurt, A, Demir, S., Bingölbali, E. ve Açıl E. (2010). Sınıf öğretmenlerinin etkinlik kavramına ilişkin algıları. Selçuk Üniversitesi Ahmet Keleşoğlu Eğitim Fakültesi Dergisi, 30, 379-398.
• Patton, M. Q. (2014). Nitel araştırma ve değerlendirme yöntemleri (M. Bütün ve S. B. Demir, Çev. Ed.). Ankara: Pegem Akademi.
• Rikala, J., & Kankaanranta, M., (2012). The use of quick response codes in the classroom. 11th Conference on Mobile and Contextual Learning. Helsinki, Finland, pp.148-155.
• Rivers, D. J. (2009). Utilizing the quick response (QR) code within a Japanese EFL environment. The Jalt CALL Journal, 5(2), 15-28.
• Robertson, C., & Green, T. (2012). Scanning the potential for using QR codes in the classroom. TechTrends, 56(2), 11-12.
• Sardone, N. B. (2019). Developing engaging learning experiences in preservice education. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 92(6), 235-245. https://doi.org/10.1080/00098655.2019.1679070
• Siegle, D. ( 2015.) Using QR codes to differentiate learning for gifted and talented students. Gifted Child Today 38 (1), 63–66. doi: 10.1177/1076217514556534.
• So, S. (2008). A study on the acceptance of mobile phones for teaching and learning with a group of pre-service teachers in Hong Kong, Journal of Educational Technology Development and Exchange (JETDE), 1(1), 81-92. doi: 10.18785/ jetde.0101.07. Available at: http://aquila.usm.edu/jetde/vol1/ iss1/7.
• So, S. (2011). Beyond the simple codes: QR in education. In G. Williams, P. Statham, N. Brown & B. Cleland (Eds.), Changing demands, changing directions. Proceedings Ascilite Hobart 2011. (pp.1157-1161). Australia.
• Sullivan, P., & Mornane, A. (2014). Exploring teachers’ use of, and students’ reactions to, challenging mathematics tasks. Mathematics Education Research Journal, 26(2), 193-213.
• Susono, H., & Shimomura, T. (2006). Using mobile phones and QR codes for formative class assessment.Retrieved from http:// citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.129.836 0&rep=rep1&type=pdf
• Talua, R. M., Pelingon, J. C., & Verecio, R. L. (2016). Sociodemographic profile, attitude toward ICT, computer selfefficacy and level of ICT competency of elementary grades teachers. e-Journal of the Social Science Researches, 4, 16–27.
• Thorne, T. (2016). Augmenting classroom practices with qr codes. TESOL Journal, 7(3), 746-754.
• Uçak, E. (2019). Teaching materials developed using qrcode technology in science classes. International Journal of Progressive Education, 15(4), 215-228. https://dx.doi.org/ 10.29329/ijpe.2019.203.16
• Uçak, E. & Usta, S. (2023). Eğitimde QR kod kullanımına yönelik öğrenci, öğretmen ve öğretmen adaylarının görüşleri. Elektronik Sosyal Bilimler Dergisi, 22(87), 889-909.
• Yıldırım, A. ve Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri. Seçkin Yayıncılık.
• Yeşildere-İmre, S. (2020). Etkinlik tasarlama ilkeleri. Y. Dede, M. F. Doğan ve F. Aslan-Tutak (Ed.). Matematik eğitiminde etkinlikler ve uygulamaları içinde (s. 165-188). Ankara: Pegem Akademi Yayıncılık.
• Wang, T. H., Kao, C. H., & Wang, T. J. (2021). Implementation of mobile learning in mathematics instruction for elementary second graders. Mathematics, 9(14), 1603. https://doi. org/10.3390/math9141603
• Widyasari, W., Sutopo, H. & Agustian, M. (2019). QR Code-based Learning Development: Accessing Math Game for Children Learning Enhancement. International Association of Online Engineering. Retrieved July 11, 2023 from https://www. learntechlib.org/p/216617/.
• Wu, Z. (2023). Research and application of SUP educational game framework based on mobile interaction in learning process. Entertainment Computing, 46, 100574. https://doi. org/10.1016/j.entcom.2023.100574
• Županović, I. Č. & Tijan, E. (2012, May). QR codes as a time management tool in m-learning. MIPRO, 2012 Proceedings of the 35th International Convention (pp. 1470-1474). Opatija, Croatia.