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This study then examined which approach was more beneficial for learning outcomes. The students were required to either search for or scan information and would thus exhibit two types of epistemic curiosity (EC), namely \"deprivation-type EC\" and \"interest-type EC,\" in relation to information seeking. Teachers administered pretests to identify participants' abilities, and students were segmented into either a high- or low-level ability group. Results revealed that with respect to learning progress, the creating-QR code group outperformed the using-QR code group in learning about vehicle maintenance. In addition, comparison of the results of the two types of EC indicated that students in the creating-QR code group employed a higher degree of \"deprivation-type EC\" than those in the using-QR code group. 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