GEOMETRY SHAPED MATH

USING AUGEMENTED REALITY

MUHAMAD SHUKRAN BIN ROSDI

BACHELOR OF INFORMATION TECHNOLOGY

(INFORMATICS MEDIA) WITH HONOURS

UNIVERSITI SULTAN ZAINAL ABIDIN

JANUARY 2020

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 : Muhamad Shukran Bin Rosdi

Date : ..................................................

ii

CONFIRMATION

This project report titled Geometry shaped Math submitted by Muhamad Shukran Bin Rosdi

(Matric No: 046569) and has been found satisfactory in term of scope, quality and presentation

as partial fulfilment of the requirement for the Bachelor of Information Technology

(Informatics Media) in Universiti Sultan Zainal Abidin.

________________________________

Name : En. Wan Rizhan Bin Wan Idris

Date : ..................................................

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ABSTRACT

The purpose of AR Shape Math is focusing on standard 5 students in mathematics

subject to learn the perimeters, areas, and volumes of the square, rectangle, triangle, cube,

cuboid and triangle shapes. It can help student improve their skills and be more interested to

learn the geometry using Augmented Reality. Primary student is difficult to understand the

formula mathematics and to calculate the shape. This application also to help them dominate

subject mathematics while fun using the system. The project allows user use phone camera

point on flash card to interact with interactive 3D object. There are button info and button

calculate in this application. Button info will show the formula of shaped and button calculate

will show how to calculate in animation.

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ABSTRAK

Tujuan AR Bentuk Matematik adalah memberi tumpuan kepada pelajar tahun 5 dalam

matapelajaran matematik untuk mempelajari perimeter, kawasan, dan jumlah segi empat tepat,

segitiga, kiub, kuboid dan bentuk segitiga. Ini dapat membantu pelajar meningkatkan

kemahiran mereka dan lebih berminat untuk mempelajari geometri menggunakan Augmented

Reality (AR). Masalah utama pelajar ialah sukar memahami formula matematik dan untuk

mengira bentuknya. Aplikasi ini dapat membantu mereka menguasai matapelajaran matematik

sambil berseronok menggunakan sistem. Projek ini membolehkan pengguna menggunakan

kamera telefon pada kad flash untuk berinteraksi dengan objek 3D interaktif. Terdapat butang

maklumat dan butang mengira dalam aplikasi ini. Maklumat butang akan menunjukkan

formula perimeter, luas serta luas dan butang mengira akan menunjukkan bagaimana cara

mengira dalam animasi.

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DECLARATION PAGE

CONFIRMATION i

DEDICATION

ii

ABSTRACT iii

ABSTRAK iv

CHAPTER 1 INTRODUCTION

1.1 Introduction 1

1.2 Background 2

1.3 Problement Statement 3

1.4 Objectives 4

1.5 Scopes 5

1.6 Expected result 6

1.7 Limitation of work 7

1.8 Activities, Milestones (Gantt Chart) 8

CHAPTER 2 LITERATURE REVIEW 9

2.1 Introduction 9

2.2 Related Product 10

2.2.1 AR Contract 3D geometry and math education 10

2.2.2 AR Spatial measurement for medical 11

2.2.3 AR learning geometry education 12

2.2.4 AR Cyberchase shape quest 13

CONTENTS

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Table 2. Comparison table of article 14

Table 3: Comparison table of existing application 17

2.3 Summary 19

CHAPTER 3 METHODOLOGY 20

3.1 Introduction 20

3.2 Addie model 21

3.3 Methodology phase 22

3.3.1 Analysis phase 22

3.3.2 Design phase 24

3.3.2.1 Flowchart 25

3.3.2.2 Storyboard 26

i. Storyboard of application 26

3.3.3 Development phase 29

3.3.4 Implementation phase 31

3.3.5 Evaluation phase 32

3.4 Framework 33

3.5 Hardware and Software 34

3.6 Conclusion 35

References 36

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CHAPTER 1

INTRODUCTION

1.1 Introduction:

Augmented reality (AR) is the new technology that expands our physical world. It

brings digital information and virtual objects into the physical space. With AR the digital world

comes to life inside the view captured by phone camera. Unlike Virtual Reality (VR), AR does

not create the whole artificial environments to replace real with a virtual one. Augmented

reality allows us to create or put 3D object directly onto physical things or fused together in

real time using software. AR appears in direct view of an existing environment and

adds sounds, videos, graphics and animation to it.

In today’s education role of computing and ICT is becoming more various as new

technological methods can be used in the classroom as a tool to learn and gathering information,

as well as for communication and interaction between the students and teachers.

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1.2 Project Background

At this moment there are many educational Augmented Reality (AR) focuses on

different field which are AR are designed for learning subject. This application will display the

formula of perimeter, area and volume of certain shapes such as square, rectangle, triangle,

cube, cuboid and triangle. The augmented reality will show the step by step of how to calculate

for each consecutive perimeter, area and volume. For an example, for the perimeter of square

is P= 4 x sides and for volume of cuboid is length x breadth x height. This formula will display

while the students use this augmented reality system. For school and classroom, Augmented

reality can be useful because it allows student to interact easily with virtual content and develop

real-world skills. Therefore, the application was chosen to intrigue and help students use phone

camera to learn object shapes.

This software mainly focused for primary school students which is mathematics to be

precise. This software focus on calculation of the perimeter, area and volume of the shape using

Augmented Reality (AR).

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1.3 Problem Statements:

1. Mathematics textbook is not interesting because it contains graphical and textual

elements.

2. Teachers implements traditional method while teaching mathematics in class.

3. Primary school students are difficult to understand formula of mathematics especially

area, perimeter and volume because the formula is complex.

4

1.4 Objective:

1. To study application for calculating perimeter, area and volume of square, triangle and

circle.

2. To design and develop augmented reality system for calculating perimeter, area and

volume of shapes.

3. To evaluate the functionality of augmented reality system for student performance can

use the formula onto real world.

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1.5 Scope:

This study may determine the student’s interest in learning with a new technology

Augmented Reality (AR). In this task, the efficacy and skill of this learning activity is

significant. This project focused on standard five primary student for learning with Augmented

Reality by the main user.

System Scope:

1) Focuses on mobile device and platform using android only.

2) To calculate area, perimeter and volume in 2D and 3D geometrical shapes of triangle,

square and circle based on standard five mathematics textbook.

User Scope:

1) The target user is primary student standard five.

2) Admin is to control all the system maintenance and will be able to response feedback

from the user.

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1.6 Limitation of work:

There are several limitations and constraints that have arisen during this project development:

1) Marked based application are used to mark the object.

2) Only android user can use the application and unsuitable for IOS.

3) This application needs special marker to make it work.

4) Limit for shape of square, triangle, rectangle, cube, pyramid and cuboid only.

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1.7 Expected Result:

The expected results of the proposed project are as follows:

1) Augmented reality system clearly displays the formula of perimeter area and volume.

2) Users can use the system to learn how to calculate perimeter, area, and volume the

shape.

3) This augmented reality system provides an interesting method of learning Mathematics

to students.

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1.8 Activities and Milestones/Gant Chart

Table 1: Gant Chart table

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

1 Topic Discussion with

Supervisor

2 Project Title Proposal

3 Proposal Writing

(Introduction)

4 Proposal Writing

(Literature Review)

5 Proposal Progress

Presentation And

Evaluation

6 Discussion and

correction proposal and

proposed solution

methodology

7 Proposed Solution

Methodology

8 Proof of Concept

9 Drafting Report of the

proposal

10 Submit draft of report

to supervisor

11 Preparation for Final

Presentation

12 Seminar Presentation

13 Final report

submission

9

CHAPTER 2

LITERATURE REVIEW

2.1 Introduction

Literature review should enumerate, described, summarize, objectively evaluate and

clarify of previous research. This will survey scholarly articles, books, and other sources

relevant to area of search. The research comparison between the product to know the

advantages and disadvantages from data collection study theories, design, methods and

research finding. The purpose of literature review is giving full understanding of the

development field.

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2.2 Related product from Article

Related products article refer a system already existing and used until now. This is

example of system.

2.2.1 Construct3D: An Augmented Reality application for Mathematics and geometry

education

Contsruct3D is a three-dimensional geometry construction tool specifically for

mathematics and geometry education. It is based on the mobile collaborative augmented reality

system. This software uses see-through HMD capable of overlaying compute-generated images

onto the real world.

Figure 2.1 The image is generated as live video capture with computer overlays

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2.2.2 Spatial Measurements for Medical Augmented Reality

This paper presents a set of Augmented Reality (AR) based interaction techniques for

spatial analysis of medical datasets. It can measure of distances, volumes and angles. This

system develops a spatial measurement possibility for the virtual liver surgery planning.

System aims at assisting teams of surgeons and radiologist in making decisions regarding the

surgical treatment of liver cancer. The measurement tools are used for spatial analysis of

medical data sets (Figure 2).

Figure 2.2 Many tools are used for Measurements

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2.2.3 Learning geometry with augmented reality to enhance spatial ability

From this study have shown that providing students with geometry learning activities

would help student develop spatial ability using augmented reality (AR).They are two purpose

based on this project is to develop an augmented reality system to assist student solve the

Rubrik’s cube and learn the geometry concepts of volume and surface area and to examine the

effects of using the system in terms of students improvement on spatial ability, geometry

achievement, and attitudes towards learning. 3D view allows student to use tablet to scan an

object from specified viewing degrees and to subsequently display a three-dimensional view

of the object on a screen tablet.

Figure 2.3.1 AR to colour on the originally no-existed surface area

Figure 2.3.2 AR to magnify the changed volume and surface area with overlaid colour

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2.2.4 Cyberchase Shape Quest: Pushing Geometry Education Boundaries with

Augmented Reality

Cyberchase Shape Quest is an augmented reality math app from kids and thirteen that exposes

elementary-school children to three-dimensional immersive puzzle worlds, teaching geometry

and engaging spatial cognition skills use of augmented reality (AR) technology. Designed for

children six to eight years old, the app features three games, Patch the Path, Feed the Critters

and Hide & Seek. In Patch the Path, players to use a tablet device’s camera and a printable

game board to interact with 3D puzzles within five different virtual environments, over thirty

different levels include in this application.

Figure 2.4 Game play of Cyberchase shaped quest

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2.3 Summary

In this chapter discuss a product develop to help children learn the shaped add with

elements of mathematics. Besides that, to know and learn their techniques used to develop the

project through the research based on acticle. In this chapter also need to compare some of

similar project or application that develop by other. The comparison used to making right

decision will be selected.

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CHAPTER 3

METHODOLOGY

3.1 INTRODUCTION

This chapter will explain the details of the methodology being used in this project. The

project methodology should systematically solve all the problems appear in the system analysis

to make sure this project complete excellently and working smoothly. It is an important step of

development since it will guide the researcher through software development. After the system

has been completely develop, it should be tested to make sure all the objective requirement of

the project achieved. Then, the ADDIE model method has been used for AR Shaped Math apps

based on phase for each development process.

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3.2 ADDIE Model

In order to achieve the objective of the project, good planning and methodology must

be done before the later stage of the process begin. This system has been choosing ADDIE

model as a methodology to develop this project. ADDIE has been almost a standard for

professionally developed, high quality distance education programs, whether print-based or

online. ADDIE is an acronym for the five stage of a development process: Analysis, Design,

Development, Implementation, and Evaluation. Each step has an outcome that feeds into

subsequent step. The ADDIE model relies in each stage being done in the given order but with

a focus on reflection and interaction. Instructional system design (ISD) is a systematic process

for the assessment and development which mean the basic model that can applied to any kind

of learning solution.

Figure 3.1 ADDIE Model

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3.3 METHODOLGY PHASE

Five phases in ADDIE model are described as below:

3.3.1 Analysis

This is where the process of analysis begins can considered as the “Goal-setting stage”.

In this phase the developer must identify the problems encountered as a whole and state

objective of project. To identify the problems, the developer can do with some methods such

as observation in article or etc. The problem statement, objective and existing application on

any of the standards platforms are searched to compare several current applications about using

shaped in mathematics learning to get information. Through this phase the application will help

the project working excellently (Figure 3.2).

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Figure 3.2 ADDIE model

• Primary student standard five.

• Admin.

ANALYSIS

PROBLEM

• Mathematics textbook is not interesting because it contains

graphical and textual elements.

• Primary school students are difficult to understand formula of

mathematics.

OBJECTIVES

• To design and develop augmented reality system for

calculating perimeter, area and volume of shapes.

• To evaluate the functionality of augmented reality system for

student performance can use the formula onto real world.

TARGET

USER

CONTENT

Shaped Math Marker

• Images shaped picture.

• Used as marker based for augmented reality.

Image Shaped use to Augmented reality technology

• Contains 3D images to mobile phone.

• Have sound and information of formula math

STRATEGY • Used 3D modelling to create the object

• Used Augmented Reality technology

Software

• Unity3D

• Vuforia

• Autodesk Maya

Hardware

• Laptop (ACER)

• Mobile phone (Android)

REQUIREMENT

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3.3.2 Design

In this phase, the idea for the Shaped Math AR project is the output from the analysis

phase to plan strategy for developing the instruction. Flowchart and storyboard were developed

to explain clearly about this project. The feasibility of developing the application on all mobile

platforms determined based on information gathered during the analysis phase is reviewed and

compiled.

3.3.2.1 Flowchart

Flowchart is a diagram that show workflow of the system process. The purpose is to

provide user with a common language or reference point when dealing with a project. Start

with main page that user will choose the play button, about button and exit button. The play

button conducted an important role to automatically direct to user camera phone. The users will

scan an image in the AR book. Then, it will detect to user camera and 3D object and sound

were appears automatically. Users allow to touch and move the object on screen.

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Homepage

Read marker in AR

book

Detect

marke

r

3D object appears

include sound

Camera phone

detected

End

Start

NO

Figure 3.3 Flowchart

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3.3.2.2 Storyboard

Storyboarding is also a part of multimedia design process. The storyboard shows the

look and feel of the application that will be developed.

i. Storyboard of application

Homepage

-This is homepage of the system

-There are four buttons in this

interface.

-User have to press play button to

start.

How to Play

-Tutorial page will explain to user

how to use this apps

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About

-This page will show introduction,

objective and credit.

-Introduction will explain the purpose

of the project.

Marker

-AR marker for this project.

-This marker has to scan from camera.

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Info AR

-Info page will explain about the

shaped after press info button.

CALCULATE

-This is page after user press calculate

button and show how to calculate

shaped.

Figure 3.4 Storyboard application

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3.3.3 Development

In the development phase all the modules that have designed will be develop and are

used as a guide to authorizing process. Multimedia elements have to be applied in the design

phase. This design refers to the software and hardware development process using several

applications ready to building 3D model, animation, button and others authorizing into Shaped

Math project. A successful development phase uses the information collected in the analysis

phase and the decisions made in this phase. All steps in development of the project are

collected, prepared, created and ready to be tested.

i) Create maker

Figure 3.5 Create Marker

This is the first step before start build 3D animation models. Markers created Adobe

Photoshop CS6. Users can scan the images and the 3D models will display use mobile phone.

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i) Modelling 3D

Figure 3.6 Modeling 3D

That figure shows the making process of modeling 3D animation models using

Autodesk Maya software. It includes rigging, animation, texturing and rendering process are

created in this software.

ii) Store Markers Database with Vuforia

Figure 3.7 Store marker database with Vuforia

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The figure 3.7 show the homepage of Vuforia development tool. Developer store makers

database in this engine. Vuforia is able to recognize and track targets by analyzing the contrast

based feature of the target that are visible to camera.

ii) Building Environment AR use 3D Unity

Figure 3.8 Building environment AR use 3D Unity

That figure shows the unity 3D software. The developer needs to setup before start

using it. This is the platform where to begin build AR experiences. Next, developer need to

create project and create by scenes which is navigation, camera & light, 3D object, physics,

material and scripts.

3.3.4 Implementation

The implementation phase is the process strategies and plan of project into action in

order to accomplish strategic instruction. It also known as testing phase. When the application

is ready it will be test developer. Testing performed is ensure that the project can be used and

running accordingly and to understanding of material and objectives to gain knowledge.

❖ Test Run Project

❖ User Test Run

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3.3.5 Evaluation

Final stage of ADDIE model is phase, the main goal is to determine if the goals have

been met, and the required have through instruction efficiency and success rate of the project.

Evaluation is done throughout the implementation phase with the aid of supervisor. It is the

process of getting feedback from supervisor on content, audio, graphics, animation and

interface. It because to ensure that the application is in line with the needs of the users. After

all process test the project will be released to end user.

i) Debug

a) Identify Errors

After done test run, errors and bugs that were found by users should be

identified. Errors and mistakes should be highlight for developer to improve the

project while also implementing the feedback.

b) Find solutions

If once errors have been identified, solutions the bugs must be completely solve.

ii) Final product

a) Presentation

The system is ready to be presented and launched for end user to use the system.

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3.4 Framework

Figure 3.9 Framework Design

Figure 3.9 above show the framework design of project. User must use android smart

phone to install the application and able to choose any button in application. The user

needs to scan any image object from marker book for display 3D object and press info

button to show the description of object. For admin can update the application for make

new design. Admin also available view the response feedback. Unity 3D used to create

Augmented Reality application and overall project environment. Vuforia use to create

image marker. The Vuforia detects and tracks the features that are naturally found in

the image itself by comparing these natural against a known target resource database.

Once the Image Target is detected, Vuforia engine will track the image as long as it is

at least partially in the camera field of view.

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3.5 Hardware and Software

This section will show the list of all software and hardware that involve in the

development process. These elements are important in the process of the development of the

application. List of hardware and software are shown as below:

3.5.1 Hardware

a) Laptop : Acer

Model : Aspire E 14

Processor : Intel® core ™ i5-7200U 2.5GHz

Ram : 8 GB

Hard Disk : SSD 240 GB

Operating System: Window 10

System Type : 64-bit

3.5.2 Software

▪ Unity3D

▪ Autodesk Maya

▪ Vuforia

▪ Adobe Photoshop

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1.4 Conclusion

Methodology is very important in app development, to make sure the app is in correct

path during development, methodology will play the role. If the system methodology is

wrongly chosen, the app might have probability to preserve. System methodology also will

make sure the system will meet all the objectives listed. Hardware and software compatibility

are also play important role to ensure performance is working well.

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REFRENCES

1. Kaufmann, H. (2002, December). Construct3D: an augmented reality application for

mathematics and geometry education. In Proceedings of the tenth ACM international

conference on Multimedia (pp. 656-657). ACM.

2. Bernhard Reitinger, Pascal Werlberger, Alexander Bornik, Reinhard Beichel and Dieter

Schmalstieg (Article 2005) “Spatial measurements for medical augmented reality

“Institute for Computer Graphics and Vision Graz University of Technology A-8010

Graz, Austria. (pp. 132-134). IEEE.

3. Liao, Y. T., Yu, C. H., & Wu, C. C. (2015, April). Learning geometry with augmented

reality to enhance spatial ability. In 2015 International Conference on Learning and

Teaching in Computing and Engineering (pp. 221-222). IEEE

4. Radu, I., Doherty, E., DiQuollo, K., McCarthy, B., & Tiu, M. (2015, June). Cyberchase

shape quest: pushing geometry education boundaries with augmented reality.

In Proceedings of the 14th international conference on interaction design and

children (pp. 430-433). ACM.