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TRILINGUAL 3D FRUIT FLASHCARDS USING
AR TECHNOLOGY
HASNUL AFIQAH BINTI HUSSIEN
Bachelor of Information Technology (Media Informatic) with Honours
Faculty of Informatics and Computing
Universiti Sultan Zainal Abidin, Terengganu, Malaysia
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: HASNUL AFIQAH BINTI HUSSIEN
Date:
II
CONFIRMATION
This is to confirm that:
The research conducted and the writing of this report was under my supervision.
_____________________________
Name: DR. ISMAHAFEZI BIN ISMAIL
Date:
III
DEDICATION
First of all, I would like to give big thanks to my supervisor, Dr. Ismahafezi bin Ismail
for giving me a lot of advice and guidance along the development of research. His
invaluable help of constructive comments and suggestions throughout this project have
contributed to the success of this research. Lastly, my deepest gratitude goes to my
beloved family for their support and motivation throughout the process of this research.
Also, thank you for those who directly or indirectly involved in helping me finish this
project.
IV
ABSTRACT
Nowadays, the use of technology is increasing and expanding in human life.
The use of technology has expanded into many fields including research, doctoral,
educational, and many more. The technology used in education ecspecially in early
education for children is to add more knowledge and help educators to teach more
effectively. Unfortunately, there are still children who abuse the existing technology
and cause their time wasted with unfortunate benefits. Therefore, with the advent of
Trilingual 3D Fruit Flashcards using AR Technology these children can use technology
properly. Additionally, this interactive flashcard also provides an opportunity for these
children to play with the technique interaction used virtual button. The objective of this
project was to provide opportunities for these children to study and use AR (Augmented
Reality) technology more profoundly. In addition, this project can also benefit parents
and kindergarten teachers in teaching children more effectively. A variety of
multimedia elements are provided in the Trilingual 3D Fruit Flashcards using AR
Technology app with the aim of attracting children to learning. In conclusion, this
project can help children learn more effectively and become part of an IT-savvy child.
V
ABSTRAK
Dewasa ini, penggunaan teknologi semakin meningkat dan meluas dalam
kehidupan manusia. Penggunaan teknologi telah meluas ke dalam banyak bidang
antaranya bidang penyelidikan, kedoktoran, pendidikan dan banyak lagi. Teknologi
yang digunakan dalam pendidikan terutamanya pendidikan awal kanak-kanak adalah
untuk menambahkan lagi ilmu pengetahuan dan membantu para pendidik mengajar
dengan lebih efektif. Malangnya, masih terdapat lagi kanak-kanak yang
menyalahgunakan kemudahan teknologi yang sedia ada dan menyebabkan masa
mereka terbuang dengan akitivti yang tidak berfaedah. Oleh itu, dengan adanya
‘Trilingual 3D Fruit Flashcards using AR Technology’ kanak-kanak ini dapat
menggunakan teknologi dengan sebaiknya. Selain itu, kad imbas interaktif ini juga
memberi peluang kepada kanak-kanak ini bermain dengan interaksi teknik yang
digunakan iaitu ‘virtual button’. Objektif projek ini dibangunkan adalah untuk memberi
peluang kepada kanak-kanak ini untuk mengkaji dan menggunakan teknologi
AR(Augmented Reality) dengan lebih mendalam. Di samping itu, projek ini juga dapat
memberi faedah kepada ibu bapa dan guru tadika dalam mengajar kanak-kanak ini
dengan lebih efektif. Pelbagai elemen multimedia yang disediakan dalam aplikasi
‘Trilingual 3D Fruit Flashcards using AR Technology’ ini dengan tujuan untuk menarik
minat kanak-kanak belajar. Kesimpulannya, projek ini dapat membantu kanak-kanak
belajar dengan lebih berkesan dan menjadi sebahagian daripada kanak-kanak yang
celik IT.
VI
TABLE OF CONTENTS
CONFIRMATION ...................................................................................................... II
DEDICATION ........................................................................................................... III
ABSTRACT ................................................................................................................ IV
ABSTRAK ..................................................................................................................... V
LIST OF FIGURES ................................................................................................... IX
LIST OF TABLES ...................................................................................................... X
LIST OF APPENDICES ....................................................................................... ...XI
CHAPTER 1 ................................................................................................................ 1
INTRODUCTION ……………………….……………………….…………………..1
1.1 BACKGROUND ……………………………………………….……….…1
1.2. PROBLEM STATEMENT .………….….…………………………..….…4
1.3. OBJECTIVES ……………….…………………………….…………..….4
1.4. SCOPE ………………….……………………………………………...….5
1.5. LIMITATION OF WORK ………………………….……………….…….6
1.6. EXPECTED RESULT …………….………………………………..……..7
1.7. THESIS STRUCTURE ………………….……….………………………..7
VII
CHAPTER 2 …………………….……………………………………………………8
LITERATURE REVIEW ………………..…………………………………………..8
2.1. INTRODUCTION ………………………………………………..…………...8
2.2. RELATED PRODUCTS …………………………………..………………....9
2.3. RESEARCH COMPARISON …………………………..…………………...14
2.4. METHOD AND TECHNIQUE ……………………………………….……..17
2.4.1. MARKER BASED …………..…………………..……………………18
2.4.2. VIRTUAL BUTTON ……………………….…………………………19
2.5 SUMMARY ……………………..…………………………………………...20
CHAPTER 3 ………………………………...….…………………………………...21
METHODODLOGY ………………………………………………………………..21
3.1. INTRODUCTION ………………..…………………………………………21
3.2. METHODOLOGY MODEL …………………...…………………………...22
3.2.1. ANALYSIS PHASE ………………………...…………………………23
3.2.2. DESIGN PHASE …………………….………………………..………25
3.2.3. DEVELOP PHASE …………….…………..………………………….27
3.2.4. IMPLEMENT PHASE ………………………………...………………30
3.2.5. EVALUATE PHASE ………………………………………………….31
VIII
3.3. FRAMEWORK ………………………………….………………………….33
3.4. HARDWARE AND SOFTWARE REQUIREMENTS …………………….34
3.5. SUMMARY …………………………...…………………………………….36
REFERENCES ………………….…………………………………………………. 37
IX
LIST OF FIGURES
Figure 2.1: Example of Invjoy AR by Chanlong ….…………………………………9
Figure 2.2: Example of Pelangi Dicken AR flashcards ……………………………...10
Figure 2.3: Example of Wizarkids flashcards 4D+AR ……………………………...11
Figure 2.4: Example of AR 4D flashcards game by MySmartFlash ..………………12
Figure 2.5: Example of Arabic 3D flashcard by Arabic AR Studio …………………13
Figure 2.6: QR code marker ………………………………………………………….18
Figure 2.7: Image marker …………………………..………………………………...18
Figure 2.8: Process create virtual button using Unity ……………………..…………19
Figure 2.9: Interaction technique using virtual button …..…………………………...19
Figure 3.1: ADDIE Model ………………………………………..…………………..22
Figure 3.2: Analysis Phase ..................................…………………………………….24
Figure 3.3: Storyboard …..……………………………………………………...…….26
Figure 3.4: Framework .………………………………………………………..……..33
X
LIST OF TABLES
Table 2.1: Comparison table of existing products …………………………………..14
Table 2.2: Comparison table of existing products with 5 element multimedia …….16
Table 3.1: Hardware requirements…………………………………………………...34
Table 3.2: Software requirements ……………….…………………………………..35
XI
LIST OF APPENDICES
Appendix A : Gantt Chart …………………………………………………………… 38
Appendix B : Milestone ………………………………………………………………39
1
CHAPTER 1
INTRODUCTION
1.1 BACKGROUND
At present, technology is one of the most important and necessary in human life.
Without the existence of technology, humans cannot live perfectly and peacefully.
Additionally, technology upgrades are currently very high around the world, including
Malaysia. The use of technology has expanded into various fields as an example in
business, medicine, education, agriculture, and others. Furthermore, with the
technology in our lives, it can be done easily and effectively. In Malaysia, the use of
technology towards education has been growing. Teachers use technology both in and
out of class to educate their students in more depth and detail.
In addition, students use technology to share information with each other or to gain
their knowledge. Not surprisingly, children in this Z generation are often exposed to the
use of technology in their lives. Some parents take the initiative by teaching their
children to learn using modern technology. Moreover, these children can be seen
more interest in learning to use technology than using books and so on.
This new technology, Augmented Reality, also commonly referred to as AR is
defined as a real-time direct or indirect view of a physical real-world environment that
has been enhanced or augmented by adding virtual computer-generated information to
it. Augmented Reality is considered by many to not be restricted to a particular type of
2
display technology such as head-mounted display (HMD), nor is it considered to be
limited to the sense of sight. AR can potentially be applied to all senses, augmenting
smell, touch and hearing as well. (Carmigniani, December 2011) When compared to
other reality technologies, augmented reality lies in the middle of the mixed reality
spectrum between the real world and the virtual world. Furthermore, augmented reality
is changing the way we view the world or at least the way its users see the world.
Additionally, augmented reality adds graphics, sounds and haptic feedback to the
natural world as it exists. In contrast to the synthetic environment rendered onto a virtual
reality (VR) system, an AR system augments the physical environment (as seen through
the camera lens) with a synthetic representation. Thus, the environments co-existing
together can be viewed as a hybrid environment–one completing the other, and vice
versa. According to the study, children are very fond of learning that has multimedia
elements including audio, video and animation. By this element, the brain cells of the
children will be faster, more relevant and effective and learning will be faster.
Unfortunately, children in this generation are more focused on learning using Malay
language and English language only but they are not vulnerable to the use of Arabic
language which also be emphasized in their lives. Therefore, Trilingual 3D Fruit
Flashcards using AR Technology is generated.
Trilingual 3D Fruit Flashcards using AR Technology is an interactive flashcards
which is using new era technology to help the kids learn and know about fruits in
trilingual language which is in Malay, English and Arabic. This interactive flashcards
is invented specially for kids as early as age 5-6 years old with implant 5 elements of
multimedia. In addition, this interactive flashcards focus on several fruits that users have
learned before. The users need to scan the image of the fruits that created on the
flashcard using their mobile phone. Then, 3D fruit models will appear at the mobile
3
phone automatically. Besides that, the users can touch the virtual button that created on
the flashcard such as Malay button, English button and Arabic button. Meanwhile, on
the mobile apps they also can click physical button such as home, about, sound, video
and information button. This interactive flashcards has sound that gives instruction and
interaction with the users. Also, the 3D fruit models was created is suitable for the kids,
so it has many of the movement to make this interactive flashcards more attractive. Last
but not least, this interactive flashcards also has built with videos that explain about the
information of the fruits. So the users can gain their knowledge with an interactive way.
4
1.2 PROBLEM STATEMENT
As we can see, kids nowadays are currently too much open with the technology
so they may not interest too much for reading the book or dictionary beside they will
feel bored with it. Furthermore, the kids like to learn to sound which is contains
interaction and listening. Unfortunately, book or dictionary cannot be dealt with this
problem because this way of education doesn’t have a sound that can give attraction to
them. Besides that, there a lot of books or flash card using AR technology that provide
in Malay and English, but there is no attention on Arabic language for kids. At the end,
the kids will growth without knowing about of Arabic knowledge.
1.3 OBJECTIVES
The objectives of the Trilingual 3D Fruit Flashcard using AR technology are:
1. To study the AR technology that used to create 3D flashcard.
2. To design and develop 3D flashcard using AR technique with more interactive.
3. To test the functionality of the project.
5
1.4 SCOPE
The main scopes of the system:
1.4.1 ADMIN
The admin can use this interactive flashcard to make a maintenance on the
application and update a new version. Next, the admin also needs to look the
responses to the feedback which comes from the users.
1.4.2 KID
This interactive flashcard is invented especially for kids as early as age 5-6 years
old. The kids can use this Trilingual 3D Fruits Flashcard using AR Technology to
learn about fruits in trilingual language in an interesting way. The kids also can learn
with the AR interactions which, is implanted in this interactive flashcard. In
addition, they also can experience to see virtual object appear in real-world with the
animation.
1.4.3 PARENT
The parent will be able teach their kids about fruits using this Trilingual 3D Fruits
Flashcard using AR Technology. The parent also can spent time with their kids in
an interactive way.
6
1.4.4 KINDERGARTEN TEACHER
The kindergarten teacher have an opportunity to teach their students about fruits
using this Trilingual 3D Fruits Flashcard using AR Technology with more effective.
After that, the teacher can save the time to give the kid understanding about the
fruits in trilingual language.
1.5 LIMITATION OF WORK
There are several limitations and constraint that occurred throughout the development
of this interactive flashcard. These limitations in conducting this study are:
1. The user can use this interactive flashcard using mobile phone only.
2. This interactive flashcard is build only for android version.
3. This interactive flashcard is developed exclusively for learning local fruits only.
4. This interactive flashcard is build for 5-6 years old.
7
1.6 EXPECTED RESULT
At the end of this project, the expected result following the development of the proposed
project is as follows:
1. The user can use Augmented Reality technology.
2. The user will be able to improve and gain their knowledge about Augmented
Reality technology.
1.7 THESIS STRUCTURE
This thesis consists of three chapters. Chapter one is introduced that contains
project background, problem statement, objectives, scope, limitation of work, expected
result and thesis structure. Chapter two is literature review and discuss the advantages
and disadvantages that had been carried out by another existing products that related to
the on-going project. Chapter three is a methodology that discusses method or technique
that are used in the project also design framework, specifying in detail design of
development project. Chapter four is the implementation of the project and report of
testing that had been done to the development system. Chapter five is the conclusion of
the overall project followed by references.
8
CHAPTER 2
LITERATURE REVIEW
2.1 INTRODUCTION
Augmented reality is a combination of what's real and what's computer-
generated by enhancing what we see, hear, feel and smell. Its combines real and virtual
images both can be seen at the same time. When compared to other reality technologies,
augmented reality lies in the middle of the mixed reality spectrum between the real
world and the virtual world. Furthermore, augmented reality is changing the way we
view the world or at least the way its users see the world. Additionally, augmented
reality adds graphics, sounds and haptic feedback to the natural world as it exists.
9
2.2 RELATED PRODUCTS
There are several products related to the topic of the project that will be
develop. Most of them used the same methods but different features and multimedia
elements. There are some advantages and drawback that can analyze and then try to
think of the added value that can be applied in the project that will develop.
2.2.1. Invjoy AR by Chanlong
Figure 2.1: Example of Invjoy AR by Chanlong.
Invjoy AR is a one of the interactive education for kids. As well as, this
flashcards combines the real 2-D world into the 3-D virtual world with this
cutting edge augmented reality technology. The users can play with the image
on the cards as you bring them to life. They can see the 3D models come alive
from the cards. The users can get the apps free from the Play store and App
Store.
10
2.2.2. Pelangi Dickens AR Flashcards
Figure 2.2: Example of Pelangi Dickens AR Flashcards.
Pelangi Dickens AR Flashcard is developed printed both sides in all sorts
of topics such as fruits, animals, vegetables and more. It contains Q&A session
on back side for the kids to learning while gaining their thinking skill. This
interactive flashcard is designed specially in handy sized cards which is
convenient to be carried anywhere and anytime user needs. At the same time,
this interactive flashcard is great and fun learning tools as it provided a bite-
sized information that makes it easy for children to learn and remember.
11
2.2.3. WizarKids Flashcards 4D+ AR
Figure 2.3: Example of WizarKids Flashcards 4D+ AR.
4D+ AR Flashcards from WizarKids is a delightful and useful 30 pieces
of cards. The experience becomes more captivating when the kids see flashcard
images coming to life in 4D+ through the magical effects of Augmented Reality.
The kids also can personalize the 6 experiences which is reading, listening,
speaking, learning, interacting and gaming. In addition, this interactive flashcard
also build with sound interaction. So the kids will be more interesting with
learning through this. Furthermore, this interactive flashcard app is available for
android and IOS. So the user can download it from free at the App Store and Play
store.
12
2.2.4. AR 4D Flashcards game by MySmartFlash
Figure 2.4: Example of AR 4D flashcards game by MySmartFlash.
AR 4D Flashcard game creates a fantasy world for children and adults.
They can interact with the object, listen to the way it is pronounced by a native
speaker, watch it moving and know the name of the objects in different
languages. Also, users can take incredible photos to share with friends.
Furthermore, AR 4D Flashcards have 50 colorful high quality paper flash card
which is land animals, sea animals, transport, fruits and so on. This free
multilingual 4D Flashcards app based on the AR technology for smartphones/
tablets / PC / notebooks, compatible with IOS, Android, and OS Windows. It
also presently available in English (default), German, French, Spanish, Russian,
Turkish, Chinese, Tamil and Arabic languages
13
2.2.5. 3D Flashcard by Arabic AR Studio
Figure 2.5: Example of AR Arabic 3D Flashcard by Arabic AR Studio.
Arabic 4D Flashcard is an interactive flashcard with using Augmented
Reality. Arabic 4D Flashcard application displays 4D animated live models of
animals. It makes children’s learning more interesting and interactive. The user
only can play this application through android mobile phone only. Arabic 4D
Flashcard, children as young as 2 years old can learn the Arabic “Hijaiyah”
alphabets and the names of animals. The animal image on the flashcard also
generates noises and entertaining animation. The learning process of the
children with parent will be more enjoyable. Additionally, the app is currently
available in Arabic and Malay language only.
14
2.2 RESEARCH COMPARISON
There are two types of comparison table of existing products that have related
to the project that will be develop. There are platform, function, method and some of
the advantages and drawback of the products that have been analyze in table 2.1.
Meanwhile, in table 2.2, there are comparison table of existing products between 5
elements of multimedia. In this way, we can analyse and then try to added value that we
can apply on the project that we will develop.
Product Platform function Method Advantage Drawback
Invjoy
AR by
Chanlong
(2017)
Android
/IOS
Creative
learning
with 4D
Augmented
Reality.
Marker
based
method
1. Handy-sized
cards easy to
carry around.
2. Chinese and
English
language.
1. Design not
interactive.
2. No specific
topic.
Pelangi
Dickens
AR
Flashcard
by Dicken
Publishing
Ltd (2016)
Adroid/
IOS
Die-cut
flashcards
type 25pcs
fruit cards
printed both
sides. Q&A
session on
back side
Marker
based
Method
1. The pictures
are brightly
colour.
2. Versatile and
multi-
functional.
3. It contains
games and
quizzes.
1. English
language
only.
2. Lack of
element
multimedia.
WizarKids
Flashcards
4D+AR by
Wizarkids
(2018)
Android/
IOS
Creative
learning
with 4D
Augmented
Reality.
30 pieces of
Interactive
Marker
based
Method
1. Real 3D
object.
2. Its contains
game.
1. English
language
only.
2. Lack of
element
multimedia.
15
Table 2.1: Comparison table of existing products.
Fruits
Flashcards.
AR 4D
Flashcards
game by
MySmart
Flash
(2017)
IOS,
Android
phone, OS
window/
tablets /
Creative 4D
Augmented
Reality
Multilingual
language
50 colorful
of flashcard
Marker
based
Method
1. Take photos
and share.
2. Provide
multilingual.
languages
3. Interactive
design.
1. No specific
topic.
2. Lack of
element
multimedia.
Arabic 3D
Flashcard
by Arabic
AR Studio
(2016)
Android Creative 4D
Augmented
Reality
Arabic and
Malay
language
Learn about
animals
Marker
based
method
1. Interactive
animation
2. Sound
interaction
1. Not attractive
design.
2. No English
language
16
Table 2.2: Comparison table of existing products with 5 elements of multimedia.
Title text image video audio animation
Invjoy AR by
Chanlong (2017)
Pelangi
Dickens AR
Flashcard by
Dicken
Publishing Ltd
(2016)
WizarKids
Flashcards
4D+AR by
Wizarkids
(2018)
AR 4D
Flashcards game
by
MySmartFlash
(2017)
Arabic 3D
Flashcard by
Arabic AR
Studio (2016)
17
2.3 METHOD/TECHNIQUE
In recent years, much researchers has focused on developing AR applications,
which could be generally classified into two types based on the different devices used
which is optical see-through AR, and video see-through AR. Optical see-though AR
uses semi-transparent screens to project computer generated objects, by which user
could also see-through it to gain the integrated AR scene. Video see-through AR uses
cameras to capture the live scene as videos.
At each frame, video image is processed and computer generated object are
added. The mixed scene of video see-through AR could be displayed on different
devices. Markers are often used for tracking with computer vision technology in video
see-through AR. Among these recent AR applications, video-based AR has attracted
the most attention from researchers (Lu, 2007 ).
Method is a technique to reduce the work content by analysing each operation
of given piece of work very closely in order to eliminate unnecessary operations by
materials or equipments. Addition, methods or techniques that have been used in
development of this Trilingual 3D fruit flashcards using AR technology is a marker-
based and also virtual button as the added value in this project.
18
2.4.1 MARKER-BASED TRACKING
Augmented reality tracking methods depend greatly on the type of
environment and the type of AR system built. Knowing that the environment
might be indoor, outdoor or a combination of both will dictate the lightning
control capability of the system beforehand, which is an important factor in
computer vision. Likewise, whether the AR system built is meant to be static or
dynamic, or whether the environment it will be used in is known or unknown,
will also dictate the type of computer vision methods to use.
Marker is such a sign or image that a computer system can detect using
image processing, pattern recognition and computer vision techniques. Once
detected, it then defines both the correct scale and pose of the camera. This
approach is called marker-based tracking, and it is widely used in AR. The
marker can be a QR code or an image. In marker- based tracking, the system
needs to detect the marker, identify it and then display the pose. In short, if user
want to play tangible AR environment, they need to have the flashcards which
is called as markers. Then, if they scan the image on the flashcards the 3D
models will pop out automatically on the screen (Siltanen, 2012 ).
Figure 2.6: QR code marker. Figure 2.7: Image marker.
19
2.4.2. VIRTUAL BUTTON
Virtual buttons are defined rectangular regions on an image target which
can trigger an event when occluded in a camera view provided by Vuforia SDK
additional features. We assume that we have an image target to augment it with
virtual contents to allow virtual button-based interaction. Therefore, while some
mobile AR applications use touch screen of physical button on the device to
interact with the content is not feasible. (Hyejin Kim, 2015)
The suggested method is using virtual buttons which are placed on the
image target. Therefore, we can provide precise hand interaction on the image
target surface. The method uses an image target tracker to make occlusion-based
interaction button. Occlusion-based interaction using a set of visible markers in
tangible AR environments which can detect occlusions of tracked markers. This
method uses much lower computational power than bare-hand tracking while
providing similar pointing results.
Figure 2.8: Process create virtual Figure 2.9: Interaction technique
button using Unity. using virtual button.
20
2.4 SUMMARY
This chapter discusses an overview about the concept of the system. Literature
review is important to help the developer to know the problem from the previous
products that can improves or flow the on-going project. Besides, it helps the developer
in understanding the project and the chosen technique more.
21
CHAPTER 3
METHODOLOGY
3.1 INTRODUCTION
In this chapter, we will talk about methodology and the process of developing
Trilingual 3D Fruit Flashcards using AR Technology. By the way, the methodology that
has been used to develop this interactive flashcards is described. The methodology will
guide the system to solve the problem smoothly and complete the project within the
given time. There are many types of methodology that can be applied and used in the
development of AR technology. The approach must be chosen correctly for the project.
It is important to guide the researcher to manage the given task. Hence, the ADDIE
model is used for this project. Furthermore, every details about each phase that involve
in the development of this project will be explained later in this chapter. Besides that,
also rates this chapter describes the software and hardware requirement that will be used
for development process.
22
3.2 METHODOLOGY MODEL
It is important to know and understand the ADDIE model if a developer want to
develop a successful project. The ADDIE model have five phase acronyms is Analysis,
Design, Development, Implementation, and Evaluation. ADDIE is an extremely
effective tool in training development that addresses instruction. Most employees have
a significant amount of information to learn in order to become more proficient at their
jobs. Therefore, the ADDIE model could be quite helpful for many in planning a course
of action that would lead to the successful implementation of a project. When dealing
with projects that involve instruction or steps, the approach fits nicely. (Bates, 2015)
In order to ensure effective learning outcomes from augmented reality (AR)
education development, careful planning are required before the development process
begins. ADDIE Instructional Design Model is used in this mobile AR application
development methodology. The ADDIE model for instructional system design (ISD) is
a basic model that can be applied to any kind of learning solution. The ADDIE model
has five steps processes which is analysis, design, development, implementation, and
evaluation as illustrated in the Figure 3.1.
Figure 3.1 : ADDIE Model.
ANALYSIS
DESIGN
DEVELOPMENT
IMPLEMENTATION
EVALUATION
23
3.2.1 ANALYSIS PHASE
In this phase, analysis was done to identify the need to develop the
mobile AR application. The analysis phase involves are requirement analysis,
task analysis and instructional analysis. Then, the activities involve are
identifying the problem statement, the goals and objectives of the mobile AR
application. This is important because, to developed the users need, existing
knowledge and any other relevant characteristics. The mobile AR application is
developed focusing on fruits learning in trilingual language which is the content
aim for children age over 5 to 6 years old.
The analysis is also carried out by doing comparison between existing
products that implanted AR technology in their products especially in fruits
learning. Through the analysis, the weaknesses of the existing fruits learning
courseware or mobile application can be identified. All information gathered
were used to develop goals and objective of developing mobile AR application.
The flow of analysis phase is shown in Figure 3.2
24
.
Figure 3.2 : Analysis Phase
Analysis Problem
Statement
Objectives
Target
Audience
Content
1. Traditional way not
interactive.
2. Lack of element of
multimedia.
3. No attention on trilingual
language.
1. To study the AR technology.
2. To design and develop 3D
flashcard using AR technique.
3. To test the functionality.
1. Admin
2. Kids over 5-6 years old
3. Parents
4. Kindergarten teachers
This project included:
1. Trilingual Fruit flashcard
- Fruit flashcard that
contain the image of the
fruits with trilingual
language.
- Used as a marker for AR.
2. Trilingual 3D Fruit flashcards
using AR technology
- A mobile apps contain
3D model for the
Trilingual Fruit
flashcards.
- Virtual button.
Strategy
Use 3D model.
Augmented Reality
Technology.
Requireme
nts
1. Software
- Unity 3D
- Vuforia SDK
- Maya 3D
2. Hardware
- Laptop
- Mobile phone (Android)
25
3.2.2 DESIGN PHASE
The design phase endeavors to identify specific learning objectives,
topic content, presentation methods and media, learner exercises and assessment
criteria to be used. During the design phase, the information gathered during the
analysis phase is reviewed and compiled to build the project. This phase requires
logical and creative thinking. An individual must get inside the mind of the
intended audience. The designers of the program must determine how the
audience likes to learn, what the personality of the user is, what type of project
methods would best achieve the project objectives and any other obstacles that
need to be addressed. In this phase, storyboard are created to inform how the
product will be develop.
3.2.2.1 Storyboard
Storyboard is also a part of multimedia design process. The
storyboard shows the look and feel of the application that will be
developed. Some of the storyboard can be seen in interface prototype.
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Figure 3.3 : Storyboard.
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3.2.3 DEVELOP PHASE
Development is the third phase of the planning process. During the
development phase, the actual course materials are created. A successful
development phase uses the information collected in the analysis phase and the
decisions made in the design phase. In the development phase pipeline is created
which production and assembly of the materials that were developed in the
design phase. In this phase, all steps in development of the project are collected,
prepared and created.
In the development phase, developers create and assemble content assets
blueprinted in the design phase. The project is reviewed and revised according
to feedback.
3.2.3.1 Production
a) Create marker
Before starting develop the 3D fruit models, the fruit flashcard must
be created earlier using Adobe InDesign. This flashcard used as for
markers which is when we scan the image that created on the flashcard
its will pop out the 3D fruit models at the mobile phone screen.
b) Animating 3D characters
Next process in production is animating 3D fruit models using
Autodesk Maya. There are 5 steps that included during the process:
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- Modelling :
In this process, the 10 of 3D fruit models is created.
Reference images are required throughout this process.
- Texturing :
In this process, the 3D fruit models is applying with color
&surface properties. The surface of model must look like it does
match real-world and concept art.
- Rigging :
In this process, rig the 3D fruit models to make the
movement in the next process which is in animation process.
Furthermore, joint controller, skinning, enveloping, muscle
system and floating GUI is involved.
- Animation :
In this process, the 3d fruit models movement is created.
This process was the hardest part in animating 3D fruit models.
Then, it will make the 3D fruit models animation more
interesting and realistic.
- Rendering :
This process is the last process in animating 3D fruit
models. Rendering is a process which is painting all component
in the production stage to make final output.
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c) Create 2D animation video
This process is to make the 2D animation video which is place the
video at the music video page. The process will be involved 2D
animation and song about the fruits. The process will be create using
Adobe Flash and Adobe Premiere.
d) Building AR
In this process, the 3D fruit modesl of the fruits will be imported into
Unity 3D software. Then, the developer can started building AR
experiences using Unity 3D and Vuforia Platform.
e) Interaction Button
Adding virtual buttons provide by Vuforia to the scene, which
simply means that we add buttons to the AR world, which can be touched
in the real world.
f) Building mobile interfaces and features
In this process, the mobile interfaces and features are created using
Adobe InDesign and Adobe Illustrator. The objective is to make the
mobile application more attractive and users understand the
functionality.
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3.2.3.2. Post-Production
a) Coding
During this process, the developer must implement language c# to
the desired outcome of the project based on the findings during the
research phase.
b) Final Output
After all of steps in production stages are completed, final output
have been done and ready to perform.
3.2.4 IMPLEMENT PHASE
The implementation phase refers to the actual delivery of the instruction.
The purpose of this phase is the effective and efficient delivery of instruction.
This phase must promote the users understanding of material, support the users
achieve of objectives, and ensure user transfer of knowledge from the
instructional setting to the job.
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3.2.4.1 Test Run
a) Test Run Project
This is when the developer test runs the project by herself. This is to
ensure that the project can be used and is running accordingly.
b) User Test Run
Before presenting the final product, developer give to the user test
the project and give the feedback. Criticisms and constructive feedback
is taken to be implemented later on.
3.2.5 EVALUATE PHASE
This phase measures the effectiveness and efficiency of the instruction.
Evaluation should actually occur throughout the entire instructional design
process within phases, between phases, and after implementation. Evaluation
may be formative or summative.
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3.2.5.1. Debug
a) Identify Errors
After the test run had been done, errors that were found by the
users must be identified. Glitches and mistakes must be brought to
light for the developer to improve the project while also
implementing the feedback given by the alpha and beta testers.
b) Find Solutions
Once errors have been identified, solutions to solve them must
be done.
3.2.5.2. Final Product
a) Present Product
Product is ready to be presented and launched for a large
audience to use it.
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3.3 FRAMEWORK
Figure 3.4 : Framework.
Figure above shows the framework design of Trilingual 3D Fruit Flashcards using AR
Technology. Vuforia SDK is a platform to create Augmented Reality for mobile
devices. The databases which are image target are saved there. Unity used to create the
Augmented Reality adn overall project. Meanwhile, User able to choose any button in
the mobile application. User also able to scan any image on the flashcard for display 3D
animation models. Addition, User can play with virtual button that implanted at the
image target. For Admin, Admin can update this application if there is features that need
to be improve. Furthermore, Admin also able to view the response the feedback that
coming from the users.
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3.4 HARDWARE AND SOFTWARE REQUIREMENTS
Software and hardware are one of the important things in the making this project
completely as it is needed for the application development. The section will show the
list of all software and hardware requirement that involved in the development
process.
3.4.1 Hardware
HARDWARE USE FIGURE
Laptop
To create the sketches for the
storyboard, flashcard design
and create some info related to
“Trilingual 3D Fruit Flashcard
using AR Technology”. Also
used for on the coding and 3D
modelling.
Mobile Phone
(Android)
Used to play with AR
experiences using mobile
application. Its camera also
used to scan the image at the
flashcard. Then, its speaker
used to give the sound.
Table 3.1 : Hardware requirements.
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3.4.2 Software
SOFTWARE USE FIGURE
Unity Used to create the
Augmented Reality app
and overall project.
Vuforia SDK
It uses computer vision
technology to recognize
and track Image target
and simple 3D objects,
such as boxes, in real
time.
Maya Autodesk Used to create 3D
character models.
Adobe
Illustrator/
Adobe InDesign
Used to create design of
flashcard and mobile
app interface.
Adobe Flash
Player
Used to create 2D
animation video.
Adobe Audition To record sound if
required.
Adobe Premiere To make video of 2D
animation video.
Table 3.2 : Software requirements.
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3.5 SUMMARY
Based on this chapter, the methodology used for the project was elaborated.
The project requirements that were used are also stated. Choosing methodology to be
used for a system development is a crucial part in ensuring that the development start
off at a great place. The next step is the implementation of the project. The project will
be developed by using the right method to help developer to make the project more
efficient and systematic.
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REFERENCES
[1] Bates, A. W. (2015). Teaching in a Digital Age,The ADDIE model. Anthony
William (Tony) Bates.
[2] Carmigniani, J. (December 2011). AUGMENTED REALITY METHODS AND
ALGORITHMS FOR HEARIN. Boca Raton, Florida: Florida Atlantic
University .
[3] Hyejin Kim, E. A.-I. (2015). Dynamic hierarchical virtual button-based hand
interaction for wearable AR. Korea: IEEE.
[4] Lu, Y. (2007 ). Methods for Augmented Reality E-commerce. Ames, Iowa:
Iowa State University.
[5] Marco. (2014, May 4). Virtual buttons in Augmented Reality with Vuforia.
Retrieved from marcofolio.net: https://marcofolio.net/virtual-buttons-vuforia/
[6] Siltanen, S. (2012 ). Theory and applications. Finland : VTT.
38
APPENDIX A: GANTT CHART
No. Activities Week
1. Topic Confirmation &
Discussion with
Supervisor
2 Project Title Proposal
3 Submission of
proposal
4 Preparation of
Chapter1/Chapter 2
5 Proposal Progress
Presentation &
Evaluation
7 Discussion &
Correction Proposal
8 Proposed Solution
Methodology
(Chapter 3)
9 Develop prototype
10 Drafting Report of the
Proposal
11 Submit draft of
report to supervisor
12 Seminar Presentation
& Final presentation
13 Correction Report
14 Final Report
Submission
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APPENDIX B: MILESTONE
No Activities Months (4 months)
First week
September
–
Second week
September
Third week
September
-
Fifth week
October
Sixth week
October
-
Ninth week
November
Tenth week
November
-
Fifteenth
week
December
1 1.1 Topic Discussion
and determination
project title proposal
2 2.1 Proposal writing
2.2 Literature review
2.3 Proposal
progress
2.4 Presentation
& Evaluation
3 3.1 Discussion
correction proposal
3.2 Proposed
solution
3.3 Methodology
3.4 Proof of concept
4 4.1 Drafting report
of the proposal
4.2 Submit draft of
report to supervisor
4.3 Seminar
Presentation
4.4 Correction
Report
4.5 Final Report
Submission