LEARNING KIT ABOUT SUN ECLIPSE AND MOON

ECLIPSE USING AUGMENTED REALITY

HAIZATUL JANNAH BINTI KAMARUSMAN

BACHELOR OF INFORMATION TECHNOLOGY

(INFORMATICS MEDIA) WITH HONOURS

FACULTY OF INFORMATICS AND COMPUTING

UNIVERSITY SULTAN ZAINAL ABIDIN

2018

i

DECLARATION

I hereby declare that this report is based on my original work except for quotations and

citations, which have been duly acknowledged. I also declare that it has not been previously

or concurrently submitted for any other degree at Universiti Sultan Zainal Abidin or other

institutions.

__________________________

Name : HAIZATUL JANNAH BINTI KAMARUSMAN

Date : …………………...………………………………

ii

CONFIRMATION

This is to confirm that:

The research conducted and the writing of this report was under my supervision.

__________________________

Name : MAIZAN BINTI MAT AMIN

Date : …………...…………………..

iii

DEDICATION

First of all, thank you to Allah S.W.T for His mercy and guidance in giving me the

strength to complete this “Learning Kit about Sun Eclipse and Moon Eclipse using

Augmented Reality” report on time. Even facing with lots of difficulties in completing the

task, I still manage to complete it.

I would like to express my deepest sense of gratitude to my supervisor, Puan Maizan

binti Mat Amin, who offered her continuous advice, idea and encouragement. Thank you

for her effort, guidance, and sacrifice in helping throughout this whole semester.

Then, lots of love and thank you to my beloved parents for their love, endless du’a,

and continuous support through thick and thin during my whole studies. Last but not least,

I would like to thank to my classmates, my friends, and especially to my sisters who never

give up on giving their warm wishes, support and help in completing the task.

Thank you.

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ABSTRACT

Learning kit about Sun Eclipse and Moon Eclipse using Augmented Reality is a new idea

to make learning activities be better and exciting in classes especially for primary school

students. It is a should-do project because it can help students to more understanding the

studies. For nowadays primary school students, they are easily boring when study using

traditional approach. They also hard to imagine something that not visualize. They are more

attracted to something digital and have movement. As we can see, they are extremely

interested to gadget such as mobile games. So, if education was implemented in mobile

technologies, it can help students to focus to their studies like they are playing mobile

games. Besides, for sure it can easily to gain interest and focus from students during study.

Learning kit about Sun Eclipse and Moon Eclipse using Augmented Reality was invented

for primary school students especially for standard 6; using Marker-Based Augmented

Reality (AR) technique that include some activities and also science glossaries. Besides, it

also need to create 3D modeling of sun, moon and earth, and create its visual on flashcard.

v

ABSTRAK

Learning Kit about Sun Eclipse and Moon Eclipse using Augmented Reality adalah sebuah

idea baru untuk menjadikan aktiviti pembelajaran di dalam kelas menjadi lebih baik dan

menyeronokkan terutamanya untuk pelajar-pelajar sekolah rendah. Ia adalah projek yang

perlu dibuat kerana ia boleh membantu pelajar-pelajar untuk lebih memahami

pembelajaran. Pelajar sekolah rendah pada zaman ini, mereka mudah bosan ketika belajar

menggunakan kaedah tradisional. Mereka juga sukar untuk membayangkan sesuatu yang

bukan visual. Mereka lebih tertarik dengan sesuatu dalam bentuk digital dan mempunyai

pergerakan. Seperti yang boleh kita lihat, mereka sangat tertarik dengan gajet seperti

permainan telefon mudah alih. Jadi, sekiranya pendidikan dilaksanakan dalam teknologi

telefon bimbit, ia boleh membantu pelajar untuk fokus kepada pelajaran mereka seperti

mana ketika mereka bermain permainan telefon bimbit. Di samping itu, sudah tentu ia

mudah untuk menambah minat dan fokus daripada pelajar ketika belajar. Learning Kit

about Sun Eclipse and Moon Eclipse using Augmented Reality yang dicipta untuk kegunaan

pelajar sekolah rendah terutama sekali pelajar darjah enam menggunakan teknik Realiti

Bertambah Berasaskan Penanda yang melibatkan beberapa aktiviti dan juga glosari sains.

Di samping itu, perlu juga untuk menghasilkan model matahari, bulan dan bumi dalam

bentuk 3 dimensi dan mereka visualnya di atas flashcard.

vi

CONTENTS

PAGE

DECLARATION i

CONFIRMATION ii

DEDICATION iii

ABSTRACT iv

ABSTRAK v

CONTENTS vi

LIST OF TABLES viii

LIST OF FIGURES ix

LIST OF APPENDICES x

CHAPTER 1 INTRODUCTION

1.1 Project Background 1

1.2 Problem Statement 4

1.3 Objectives 5

1.4 Scope 5

1.5 Limitation of Work 6

1.6 Milestones 7

1.7 Expected Results 8

1.8 Chapter Summary 8

CHAPTER 2 LITERATURE REVIEW

2.1 Introduction 9

2.2 About Courseware 9

2.3 Related Works 11

2.4 Summary of Related Works 18

2.5 Existing Application 20

2.6 Comparison of Existing Application 25

2.7 Chapter Summary 26

vii

CHAPTER 3 METHODOLOGY

3.1 Introduction 27

3.2 Methodology Model 27

3.3 Chapter Summary 35

REFERENCES 36

viii

LIST OF TABLES

TABLE TITLE PAGE

1.1 Milestones 7

2.1 Summary of Related Works 18

2.2 Comparison of Existing Applications 25

3.1 Hardware Requirement 33

3.2 Software Requirement 34

ix

LIST OF FIGURES

FIGURE TITLE PAGE

3.1 Analysis Component 29

3.2 Navigation Map 32

LIST OF APPENDICES

APPENDIX TITLE PAGE

A Storyboard 37

1

CHAPTER 1

INTRODUCTION

1.1 Project Background

In education approach, instead of using books there are

many other approach that used to teach students. As example,

Augmented Reality (AR), Virtual Reality (VR) and website. This

study will propose to focus on AR technology.

Augmented Reality is a technology that expands our

physical world, adding layers of digital information onto it and

using 3 Dimensional (3D) modeling and 3D animation as its

appearance. AR is different with Virtual Reality because in VR,

the whole surroundings are seen as man-made 3D environment

but AR does not create the whole artificial environments to

replace real with a virtual one (ThinkMobiles, 2018). It is a

digital information technology that user use it in real time. It use

object in real life that user can scan using their own smartphone

2

and the information will appear in 3D form. Developer also can

add any type of function to show some information on the AR.

Augmented Reality is actually start from 1957 to 1962

when an inventor who was a cinematographer, named Morton

Heilig create an simulator that he called it as ‘Sensorama’ with

visual, vibration and smell. Next, in 1966, Ivan Sutherland found

head-mounted display. In year 1975, Myron Krueger who is a

scientist found a Videoplace that enable user to interact with

virtual object for the first time. (Lazuardy, 2012) That augmented

reality keep bring changes to world nowadays. Besides, there are

four types of augmented reality, which are Markerless AR,

Marker-based AR, projection-based AR and superimposition-

based AR (Singh, 2006). This study will focus on Marker-based

AR.

Learning kit is a device that used to help children in

education for every level of age, plus in this era, education is very

important in live. Based on evolution of technologies today, the

group of information technology researcher can generate new

idea for helping people in education.

This project will develop Learning Kit about Sun Eclipse

and Moon Eclipse Using Augmented Reality (AR-Eclipse) in 3D

form. It come with some features such as audio, text and

animation. It also come with some interactive activities such as

3

showing differences between the both eclipse to attract more

user’s interest and it has science glossaries to increase

understanding among students.

4

1.2 Problem Statement

Today, technology is growing rapidly and it affect the

human mind to use that existing technology and have fun with

that. It also affect the mind of children to use it. Actually, we can

see that current generation are more attracted to gadgets such as

mobile games and not attracted to traditional games. As well as in

learning, children are not particularly interested in learning

methods in class using old methods such as reading the text

books, doing exercise and study from teacher’s slideshow.

In traditional approach only based on text books, it make

learning in class become passive. Many students become easily

boring as they are not too understand what was being delivered

by their teacher. They cannot imagine how things that taught to

them worked as it is not visualize in real life.

Therefore, this project will proposed using AR to assist in

teaching and learning especially for science subject.

5

1.3 Objectives

Objectives of this project are as below:

i. To design AR-Eclipse application.

ii. To develop AR-Eclipse application.

iii. To test the functionality of the proposed protoype.

1.4 Scope

Scope of the proposed project is divide to two, target user and scope

for the application contents.

1.4.1 Target user of the proposed project are:

i. School Teacher

Teaching student about the current subject or sub-topic

using the related type of augmented reality.

ii. Standard 6 student

Study and understand the subject and topic that taught to

them

iii. Parents

Train children to focus on their revision at home in

simple way without need to bring all subject related

books.

6

1.4.2 Scope for the application contents are:

i. AR View

In this AR View contained five types of flashcard that will show sun

eclipse, moon eclipse, moon, sun and earth together with their

descriptions when scanned.

ii. Activities

This content contain three activities which is quiz 1: multiple choice

question, quiz 2: true or false question and pick & match activity.

iii. Glossary (Farhan, 2017)

This glossary involve some database in creating and designing it.

1.5 Limitation of Work

In developing this project, there are a few limitation of work:

1. This application only worked on android only.

2. Only applicable for standard 6 students and above.

7

1.6 Milestones

Milestones is a specific point in time within a project lifecycle used to measure the

progress of a project toward its ultimate goal. Milestones for this project is shown in

Table 1.1.

ACTIVITIES WEEK

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Topic

Discussion

and

Determination

Project Title

Proposal

Proposal

Writing -

Introduction

Proposal

Writing -

Literature

Review

Proposal

Progress

Presentation

& Evaluation

Discussion &

Correction

Proposal

Proposed

Solution

Methodology

Proof of

Concept

8

Drafting

Report of the

Proposal

Submit draft

of report to

supervisor

Seminar

Presentation

Correction

Report

Final Report

Submission

Table 1.1 : Milestones

1.7 Expected Result

At the end of this project, the result are expected as below:

1. This AR-Eclipse application can be used.

2. The prototype of this project can work perfectly.

1.8 Chapter Summary

This chapter will deliver about the early stages about this project development. It

explains more about initially project development process.

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CHAPTER 2

LITERATURE REVIEW

2.1 Introduction

In this chapter, related journal and articles were analysed to find out what are the

weakness of the previous research that can be overcome. Based on the review of literature,

this project will upgrading any weakness of previous research. In this chapter also will do

comparison with any other existing application that maybe have the same or nearly same

with this application. It will decide what to do to overcome other applications.

2.2 About courseware

Courseware is educational material intended as kits for teachers or trainers or as

tutorials for students, usually packaged for use with a computer. Courseware can

encompass any knowledge area, but information technology subjects are most common.

Courseware is frequently used for delivering education about the personal computer and its

most popular business applications, such as word processing and spreadsheet programs.

Courseware is also widely used in information technology industry certification programs,

such as the Microsoft Certified Systems Engineer ( MCSE ) and the Computing Technology

Industry Associaton's A+ examination (Target, 2005). In this project, the courseware added

with augmented reality.

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2.2.1 Augmented Reality

In augmented reality, there are four types, Markerless AR, Marker-based AR,

projection-based AR and superimposition-based AR. For Markerless AR or it also called

as location-based AR because it known as position based AR and GPS based augmented

technology. In projection-based AR, its technology is based on AR projection function

where lights from the device projected on the objects. For superimposition-based AR, the

augmented image can replace the original image, either partially or fully.

This study will focus on Marker-based AR. It also called Image Recognition or

Recognition based AR. Usually, 2D images are used to be the visual marker. The users get

the result when camera reader senses the marker.

The marker-based AR technology is having the following uses:

1. It detects the object in front of the camera and gives information about the detected

object on the screen.

2. It translates the words seen by the camera using Optical Character Recognition

technology and shows them with the translated version.

3. The technology is also useful in education as it can help students to bring their

imagination turned into reality.

In this technology, the position and orientation of the object are calculated first and later

the gathered information is overlaid by the marker. (Singh, n.d.)

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2.3 Related works

A few articles have been studied to analyze and compare to find out what are the

weakness of the previous research that can be overcome. Besides, those articles also used

as references for this project.

2.3.1 Using Augmented Reality for Teaching Earth-Sun Relationships to

Undergraduate Geography Students (Brett E. Shelton, 2002)

In this application-based paper they describe an ongoing research project in which

they utilize AR Toolkit to help teach undergraduate geography students about earth-sun

relationships. As many students have difficulty accommodating spatially related

knowledge involving complex concepts and phenomena. As a result, instructors are

challenged to find new ways of representing spatial systems that are more cognitively

beneficial for student learning. This is a significant issue for teaching and learning in higher

education and is well documented in current scientific research literature.

Traditionally, attempts to address the spatial learning problem have taken a 2D form

in text and illustration, 2D digital media and animations, and most recently with 3D

modeling through desktop interfaces. Numerous studies addressing the problem of

students’ conceptions regarding the dynamics of the earth-sun-moon systems further

substantiate the significance of the spatial learning issue. Their research examines the

advantages of the AR interface for viewing and manipulating 3D objects and how students’

understandings of spatial content change through their physical interactions with virtual

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objects. We investigated the potential of AR to improve education by studying thirty-four

students enrolled in Geography 205 during summer 2002. The students experienced three-

to-six animated 3D Earth and Sun models using AR. The models were designed to build an

understanding of rotation and revolution, solstice and equinox, and seasonal variation of

light and temperature of the northern and southern hemispheres. The way to use it is the

AR system was set up in one corner of a room dedicated to performing the exercise and

videotaping the students in action. Users wore a lightweight Cy-Visor™ DH-440 head

mounted display (HMD) with a Logitech QuickCam Pro 3000 video camera attached. The

HMD and camera were connected to a computer Pentium 4 1.6 GHz laptop running

Windows XP and AR Toolkit version 2.52 software.

2.3.2 Overview of Smartphone Augmented Reality Applications for Tourism (Zornitza

Yovchevaa, 2012)

Based on this article, a visual AR system enhances or augments the surroundings of

the user with virtual information that is registered in 3D space and seems to coexist with

the real world. Unlike traditional AR devices, such as head-mounted displays (HMDs) and

mobile laptops, smartphones combine all necessary technologies for augmentation in one

small device. This is also the first medium to introduce AR to the mass market which has

enormous potential for tourism. In a typical GPS-based smartphone AR application for

outdoor use, the user points the device towards physical objects in their surroundings. They

then able to see additional virtual information overlaid on top of the realworld camera view

through virtual annotations. The type of content and amount of information within the

13

virtual annotations varies amongst applications and can include video, images, text or

symbols for different types of landmarks. Available data includes descriptions of tourist

attractions, restaurants and monuments. Other useful information, such as WiFi spots,

ATMs, car parks, transportation, local news items, and weather can also be displayed in

AR-view.

Several available applications allow access to geo-coded user generated content,

such as tweets, videos and photos, as well as comments and recommendations about a

place. The complex spatio-temporal behavior of tourists in unfamiliar environments

requires vast amounts of information. AR-enabled smartphone applications can be used to

access personalized (and private), relevant and updated information at any time and place.

The main benefit is that tourists are able to view variable information about an object of

interest that is placed immediately in context but there is still a lack of a wider adoption by

the general public as well as tourists, many of whom prefer more traditional sources of

information, such as, for example, paper-based guidebooks. The full potential of

smartphone AR for Tourism is still not widely explored. Therefore, the aim of this study

was to identify the key challenges that smartphone AR applications pose when used to

access tourism-related information in unfamiliar environments. This study is part of an

ongoing research project that examines the effective design of tourism context-aware

smartphone AR applications for on-site access to geo-tagged content.

The main objective of this study was to explore the benefits and drawbacks of

current smartphone applications in their effort to support tourists roaming in unfamiliar

environments. It was found that when it comes to effective support of mobile on-site needs

of tourists, current smartphone AR applications is to provide access to location-based

14

information, relevant to the immediate surroundings of tourists, enable access to variable

content, which is timely and updated, are flexible in terms of delivering text, video, or

images and provide interactive annotations which are integrated with map-based services

and additional information.

Considering the specific nature of tourism-related applications, several problems

were identified. First, the reviewed applications do not support extensively value-adding

functionalities for mobile tourism applications, such as Context-aware push of information,

m-Commerce, Feedback and Routing. Second, the provided information in virtual

annotations should be adjusted to suit better tourists in unfamiliar environments, providing

more natural and engaging content. Ideally, context-awareness and automatic context-

based filtering of content should be provided.

2.3.3 “Making it real”: Exploring the potential of Augmented Reality for teaching

primary school science (Kerawalla, 2006)

The use of Augmented Reality in formal education could prove a key component in future

learning environments that are richly populated with a blend of hardware and software

applications. However, relatively little is known about the potential of this technology to

support teaching and learning with groups of young children in the classroom. Analysis of

teacher-child dialogue in a comparative study between use of an AR virtual mirror interface

and more traditional science teaching methods for 10-yearold children, revealed that the

children using AR were less engage than those using traditional resources.

15

In this paper they introduce the nature of Augmented Reality: the technology used

and the ways in which it has already been applied to educational contexts. They then

describe an empirical study conducted with 133 children aged 9 – 10 years and their

teachers from five London schools. They focus on a comparison of the dialogue used by

teachers engaged in teaching about the earth, sun and moon using either AR or more

traditional methods. AR has been used to support informal learning in museums and

educational exhibits. However, much of this work has required users to wear a see-through

head mounted display. This is expensive and cumbersome and can lead to problems such

as poor depth perception and discomfort. In an attempt to overcome these problems, the

‘virtual-mirror’ interface uses a computer screen or whiteboard instead of head-mounted

displays.

2.3.4 Augmented Reality in science education – affordances for student learning

(Birgitte Lund Nielsen, 2016)

This paper presents findings related to augmented reality (AR) for educational

purposes, more specifically for Science Education in lower secondary school. When

reviewing research in the field, several researchers emphasize the importance of focusing

on the ways that AR technologies can support meaningful learning more than the

technologies themselves, acknowledging that the use of AR in education is still in its

infancy.

16

The aim is to develop a framework for designing and analyzing AR in science

education based on rich qualitative data provided by expert teachers, researchers and

designers from Denmark, Norway, the UK and Spain.

The human respiration system

This is for the nursing students. This first generation AR app allowed students to

visualize the workings of a set of lungs situated ‘inside ’ a student’s body using marker-

based AR and handheld display. A marker placed on a T-shirt launched a 3D-model of a

set of lungs expanding and contracting to simulate inhalation and exhalation. By orienting

the handheld display, the 3D model could be viewed from different angles, while also

allowing students to zoom in and out.

Augmented Reality Sandbox

The Augmented Reality Sandbox was developed as a hands-on exhibit combining

a real sandbox, and virtual topography and water. The setup of the system consists of a

Microsoft Kinect 3D camera, a computer equipped with a simulation software, and a data

projector. The setup allows the Kinect 3D camera to measure the distance to the sand in

the sandbox, providing data to the computer, which generates a topographic map. The

map is subsequently displayed via the data projector on top of the sand so that the map is

fully aligned with the topography of the sand. As the image displayed on the sand is

updated in real time, when someone makes changes to the sand topography, the overlaid

image is immediately updated. The model also supports water as the display medium.

Users can interact with the AR sandbox by digging in the sand to change the topology, or

they can keep an open hand over the sandbox, which will be perceived by the software as

17

a rain cloud, resulting in virtual rain emerging from the palm. By using AR in this way,

users can experience the relationship between the physical topography of the sand and the

virtual topographic maps.

18

2.4 Summary of related works

Summary for all those article are as shown in table 2.1.

Author

(year) Title Summary Method Discussion

Brett E.

Shelton

Nicholas R.

Hedley

(2002)

Using

Augmented

Reality for

Teaching

Earth-Sun

Relationships

to

Undergraduate

Geography

Students

Utilize AR

Toolkit to

help teach

undergraduate

geography

students about

earth-sun

relationships.

Students

experienced

three-to-six

animated 3D

Earth and Sun

models using

AR.

AR has the potential

to transform

instruction and

learning of complex

spatial concepts and

content. Building on

theory and

development in the

cognitive and applied

attributes of AR, they

used AR to

teach students earth-

sun relationships as

part of an

undergraduate class

curriculum.

Zornitza

Yovchevaa

Dimitrios

Buhalisb

Christos

Gatzidisc

(2012)

Overview of

Smartphone

Augmented

Reality

Applications

for Tourism

A visual AR

system

enhances or

augments the

surroundings

of the user

with virtual

information

that is

registered in

3D space and

seems to

coexist with

the real

world.

GPS-based

AR

Data analysis

Implementing and

developing context-

aware smartphone AR

for tourists is

connected with

undertaking a

number of critical

design decisions. In

view of the lack of

design guidelines and

heuristics for mobile

AR

applications, several

lines of investigation

are worth exploring

further.

19

Author

(year) Title Summary Method Discussion

Kerawalla

Lucinda

Luckin

Rosemary

Seljeflot

Simon

Woolard

Adrian

(2006)

‘Making it

real’:

exploring the

potential of

augmented

reality

for teaching

primary school

science

The focus as

researchers is

in the nature

of the

affordances

and

constraints

offered by

AR

technology to

both learners

and teachers

within the

formal,

schooled

education

sector of the

UK.

Participants

and teaching

sessions

Class teacher

interviews

This study has been

successful in

supporting and

evidencing the

potential

that AR offers to

formal education. The

comparison between

teachers’ use of AR

with

their use of traditional

teaching materials has

illustrated that AR can

be used to help

10 year old children

understand how the

earth and sun interact

in 3D space to give

rise

to day and night.

Birgitte

Lund

Nielsen

Harald

Brandt

Hakon

Swensen

(2016)

Augmented

Reality in

science

education

– affordances

for student

learning

Findings

related to

augmented

reality (AR)

for

educational

purposes,

more

specifically

for Science

Education in

lower

secondary

school.

Delphi

Method

- asking a

cohort of

experts from

the four

countries to

identify and

reflect on

benefits and

challenges

related to the

use of AR in

science

education.

Sampling

Data analysis

A central fnding is

that all three expert

groups referred to the

development of AR

technology for

education as only

being important if

explicitly considering

how the technology is

mediating student

learning of relevant

science content.

Table 2.1 : Summary of Related Works

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In AR-Eclipse will using a simple technique of augmented reality which is using

Marker-based AR to show how the eclipse happened. Using this marker-based AR will

make the learning process easier for standard six students and also to the teachers.

2.5 Existing application

Several existing applications are referred to compare and make improvements by

overcoming the lack of multimedia elements. Source of those applications are from the

Google Play Store.

2.5.1 Augmented Reality Solar System (MyARgalaxy)

This application developed by lunarexgames.com. It has two modules which are

AR View and Explore Space. The AR View is using marker-based AR but the marker need

to download from the internet and print by self. The Explore Space module is to study about

planets which user can view the shape of others planet in 3D view. There is button for info

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but if user click on it, the info not appear in the application but will direct user to Wikipedia.

It also has audio that sounds like in the National Science Center.

2.5.2 Earth-Augmented Reality

This application developed by Magic Software. It created using vuforia. It only has

one module which is AR View. It also using marker-based AR and need to download and

22

print the marker by self. It has voice audio which the voice state instruction on how to use

the application.

2.5.3 AR-3D Science

This AR-3D Science is not an outer space view application. It is a learning kit for

Science Stream subject such as Chemistry, Biology and Physics. It developed by Panther

Studio. It has two modules, AR View and 3D View. In AR View, it used marker-based AR

method and the marker need to download and print from the internet. In 3D View module,

it contain 3D models that related with the subject. User can zoom in, zoom out and rotate

the 3D model. For audio, it has music.

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2.5.4 Science Augmented! Explore AR

Application that developed by Pixel Profundo LLC has five different modules that

related to science. The AR View using marker-based AR and the marker need to download

from the Pixel Profundo website.

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2.5.5 Solar System Scope

This application show some video animation on the start combine with unique

music. The background of the application not a static background but it can be rotate, zoom

in and zoom out. It show planets on its orbit. When user click on a planet, it will appear the

name of the planet, button encyclopedia and button structure. The encyclopedia button

when clicked will appear description of the planet while the structure button will show

every layer of the planet and its description. In this application does not has AR View.

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2.6 Comparison of existing applications

The comparison between the existing applications and this project application are

shown as in Table 2.2.

Applications

Augmented

Reality

Solar

System

Earth –

Augmented

Reality

AR-3D

Science

Science

Augmented

– Explore

AR

Solar

System

Scope

AR-

Eclipse

Image Yes Yes Yes Yes Yes Yes

Animation/Video No Yes Yes Yes Yes Yes

Audio Yes Yes Yes No Yes Yes

Text Description Yes No No Yes Yes Yes

AR Method Marker-

based

(Download

marker)

Marker-

based

(Download

marker)

Marker-

based

(Download

marker)

Marker-

based

(Download

marker)

Do not

have

AR

View

Marker-

based

(Using

flashcard)

Table 2.2 : Comparison of existing applications

26

2.7 Chapter Summary

Chapter two discussed about the collection of literature review that had been

reviewed during the feasibility studies. The literature review helps developer to discover

the problem of previous research or applications which needs to overcome in this

application development. Besides, it also can gain understanding about the application that

undergo the development process.

27

CHAPTER 3

METHODOLOGY

3.1 Introduction

This chapter will briefly and deeply explain about research methodology that been

used for this project. The function of the methodology is to guide in completing the project

within the given time. There are several method that can be used in augmented reality

project, as example, ADDIE model or production pipeline. In developing of this project,

ADDIE model has be chosen to be the research methodology. Every details in each phase

has been described in this chapter.

3.2 Methodology Model

ADDIE is an acronym for every phase. It is analysis, design, development,

implementation and evaluation. The ADDIE model is basically a generic, systematic, step-

by-step framework used by instructional designers, developers and trainers to ensure course

development and learning does not occur in a haphazard, unstructured way (Castagnolo,

28

2008) This approach is very useful because having stages clearly defined every phase of

developing this project.

3.2.1 Analysis Phase

This phase is the most important phase in ADDIE model. Analysis was done in this

phase to identify the idea and the need for developing the augmented reality application.

During this phase, we define and develop as clear of an understanding of the desired

outcome of the application include of problem statement, objectives, target user,

application contents, limitation of work and requirement as shown in Figure 3.1.

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Anal

ysi

sProblem

Statement

1. Student easily boring when study using traditional approach.

2. Student hard to imagine something that not visualize.

Objectives1. To design AR-Eclipse application.

2. To develop AR-Eclipse application.

3, To test the functionality of the proposed prototype.

Target User1. Primary school teacher

2. Standard 6 student

3. Parents

Application Contents

1. AR View - sun eclipse & moon eclipse

2. Activities - Multiple choice, True or false & Pick and Match

3. Mini Glossary

Limitation of Work

1. Only worked on android mobile only.

2. Only applicable for standard 6 students and above.

Requirement

1. Software

- Autodesk Maya, Unity 3D, Vuforia

2. Hardware

- Laptop & android mobile phone

Figure 3.1: Analysis Component

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3.2.2 Design Phase

In this phase, every information and ideas that gathered during the analysis phase is

reviewed, compiled and visualized to build the project. Each item needs to be designed

and visualized so that the contents and information are easier to reach the user. It also

is to identify and decide the arrangement of topic content, the presentation methods and

the media so that it can simply reach users’ view.

3.2.2.1 Interface Design

To design the interfaces need to use several software such as Adobe Photoshop,

Adobe Illustrator and Adobe InDesign. Interface is as a guide to create the real project.

In designing the interface requires high creativity so that the interface looks appealing

and fits into the theme and the title it brings. In this project, based on the title eclipse,

the interfaces designed with outer space view include the background and the buttons.

3.2.2.2 Develop Storyboard

After designing the interfaces, developing storyboard also an important step and

requires high creativity. The function of developing the storyboard is to show the

change from one interface to another interfaces when the button in interface was

clicked. Storyboard is to make it easier for developers to understand the navigation keys

contained in the project storyboard. The storyboard is as in Appendix A

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3.2.2.3 3D Modeling

3D modeling is the process of developing a mathematical representation of any

surface of an object either inanimate or living, in three dimensions via specialized

software such as Autodesk Maya, Blender and Autodesk 3ds Max. 3D modeling is

creating 3D model that were sketch as 2D. Modeling object need high creativity to

design every detail on the objects. After model has been developed, the next step is

texturing which it needs to put color and texture on the model. The color used is the

original color of the object in the real world as example the sun has reddish orange color

and some white yellowish. The texture is a special effect on the model so that the model

looks more realistic as example the moon has rough and cratered texture.

3.2.2.4 Database Design

Database is an organized collection of data, generally stored and accessed

electronically from a computer system. Where databases are more complex they are

often developed using formal design and modeling techniques. In this project, the

database model is relational model which uses a table-based format. Users can directly

state what information the database contains and what information they went from it,

and let the database management system software take care of describing data structures

for storing the data and retrieval procedures for answering queries. As in this project

involve the database that focus on the mini glossary modul. The new words like

scientific term will be provided to the database along with the meaning. User just can

easily search the word through the mini glossary modul and the meaning of the word

will appear in the table along with image for the word.

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3.2.2.5 Navigation Map

Navigation map is map that represent how the user navigates through the

application. Navigation map for this application is shown in figure 3.2.

Figure 3.2 : Navigation Map

AR-Eclipse

Introduction

AR View

Sun Eclipse with description

(Flashcard)

Moon Eclipse with description

(Flashcard)

Moon with description

(Flashcard)

Sun with description

(Flashcard)

Earth with description

(Flashcard)

Activity

Quiz : Multiple choice

Quiz : True or False

Pick and Match

Mini Glossary

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3.2.3 Development phase

Development phase is developing the application based on the storyboard designed

in the design phase. The application developed using several software to finish this project.

The main software that used is unity3D which it was used to develop the augmented reality

view using some coding which its programming language is C#. It used to give command

of how the augmented reality should work when scan. The next software that used to

develop this application is Autodesk Maya. Autodesk Maya used to modeling the sun,

moon and earth model. Then, the models imported into unity3D for the next process which

is to arrange the position of the model and its environment. In table 3.1 show the hardware

requirement and in table 3.2 show other software that used to develop this project.

Software and hardware requirement

Hardware

Hardware Uses

Laptop To create the sketches for the

storyboard, flashcard design

and create some info related

to AR-Eclipse. Also used for

run the coding and 3D

modelling.

Android Mobile Phone To test and to run the

developed project.

Table 3.1 : Hardware requirement

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Software

Software Uses

Unity 3D

To create the augmented reality

Autodesk Maya

To create the 3D model of sun, moon and

earth

Adobe Photoshop

To design the flashcard, marker-base of

augmented reality

Audacity

To record sound or voice if required

To create and design the database

Table 3.2 : Software requirement

Xampp

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3.2.4 Implementation Phase

In the implementation phase, several tests have been performed on prototypes that

have been developed during the development phase. Tests are conducted from one interface

to another interface to make sure no mistakes occur. If there are errors, it will be corrected

and re-tested until there is no mistake. This phase is crucial to ensure no defects and no

errors in the project that being developed

3.2.5 Evaluation Phase

Every detail in this project need to evaluate including the interface, the storyboard,

the navigation map and all of the prototype. Evaluation phase provides a final review

checkpoint for the project. During this evaluation phase, the supervisor and panels measure

how well the project achieved its goals and provide their feedback.

3.3 Chapter Summary

This chapter discusses the methodology for the application development,

hardware and software required to develop the application. Every phase in the

development follows the project methodology mentioned earlier in this chapter.

Application requirements regarding the hardware and software required to develop the

augmented reality were briefly explained. This chapter also discuss every phase in

ADDIE model which are analysis, design, develop, implement and evaluation. Every

phase were briefly explained in this chapter.

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REFERENCES

1. Birgitte Lund Nielsen, H. B. (2016). Augmeted Reality in science education - affordances for

student learning. Augmeted Reality in science education - affordances for student

learning, 157-174.

2. Brett E. Shelton, N. R. (2002). Using Augmented Reality for Teaching Earth-Sun Relationships

to. Using Augmented Reality for Teaching Earth-Sun Relationships to, 1-9.

3. Castagnolo, C. (2008). Retrieved from The eLearning Site:

http://theelearningsite.com/2011/03/the-addie-model-why-use-it/

4. Farhan. (2017, February 2). Cikgu Grafik. Retrieved from CikguGrafik:

http://www.cikgugrafik.com/2017/02/istilah-sains-tahun-45-dan-6.html

5. Kerawalla, L. L. (2006). 'Making it real': exploring the potential of augmented reality for

teaching primary school science. 'Making it real': exploring the potential of augmented

reality for teaching primary school science, 1-20.

6. Lazuardy, S. (2012, 5 2). KOMPAS.com. Retrieved from

https://tekno.kompas.com/read/2012/05/02/00265964/masa.lalu.kini.dan.masa.depan.

teknologi.augmented.reality

7. Singh, H. (2006, February 23). DEV. Retrieved from DEV: https://dev.to/theninehertz/what-is-

augmented-reality--types-of-ar-and-future-of-augmented-reality--1en0

8. Target, T. (2005, august). whatis.com. Retrieved from whatis.com:

https://whatis.techtarget.com/definition/courseware

9. ThinkMobiles. (2018). ThinkMobiles. Retrieved from ThinkMobiles.com:

https://thinkmobiles.com/blog/what-is-augmented-reality/

10. Zornitza Yovchevaa, D. B. (2012). Overview of Smartphone Augmented Reality Applications

for Tourism. Overview of Smartphone Augmented Reality Applications for Tourism, 1-4.

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APPENDIX A : STORYBOARD

This is the view once the application was opened. It will show the application’s name and

it will appear for a few seconds.

This introduction will appear after the application’s name disappear. There is proof from

Quran about the creation of day and night. There is also voice that reading the sentence.

User can skip by click on the menu button.

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When the menu button was clicked, this interface will appear. This is the modules of this

application. Users can choose which button they want.

The AR View appear as the phone camera. Users need to point the camera to the

flashcard to view the 3D animation of eclipses, sun, moon and earth.

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This interface show when the Activity button on the menu clicked. This application has

three activities.

Before the activity start, there will appear the instruction. This is the instruction for

Multiple Choice activity.

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This interface is the example of question in the multiple choice activity. User need to

choose the correct answer and click the next button on the right bottom for the next

question.

In this interface show the example of other question that consist diagram. This also the

last question and user need to click finish to know the full mark of current activity.

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This interface show the instruction for True or False activity.

This is the example of question in True or False activity. Users can click next button for

the next question.

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This interface also show that True or False activity contain question with diagram. After

finish answering those question, user can click the finish button to show the full marks of

current activity.

This interface show the instruction for Pick and Match activity

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This is the interface for Pick and Match activity. Users can pick the name and match it

with the correct image. The finish button clicked after finish answering the question and

full mark of current activity will appear.

This interface show the Mini Glossary from the module. Users can search any words that

related in this topic and the meaning with its image will appear.