Edited Ark Chapter 1 5 Latest

ARK: An Augmented Reality Application
on Basic Learning for Kids
A Research Project by:

Joseph Adrian V. Masip
Jedd Cedric R. Remoroza
Submitted to the Computer Science and Information Technology Department

Bicol University College of Science
In Partial Fulfillment
of the Requirements for the Degree
Bachelor of Science in Computer Science
JANUARY 2023
Preliminaries
Republic of the Philippines

Bicol University
COLLEGE OF SCIENCE
Computer Science and
Information Technology Department
Legazpi City
RECOMMENDATION FOR ORAL DEFENSE
The undergraduate thesis entitled, “ARK: AN AUGMENTED REALITY

APPLICATION ON BASIC LEARNING FOR KIDS”, prepared and submitted by
MASIP, JOSEPH ADRIAN V., AND REMOROZA, JEDD CEDRIC R., in partial
fulfillment of the requirements for the degree of Bachelor of Science in Computer Science,
is hereby submitted to the thesis committee for the oral Examination.
MARIA ANGELA BELARMA

Programming Adviser
In partial fulfillment of the requirements for the degree Bachelor of Science in

Computer Science, this thesis undergraduate thesis entitled, “ARK: AN AUGMENTED
REALITY APPLICATION ON BASIC LEARNING FOR KIDS”, prepared and
submitted by MASIP, JOSEPH ADRIAN V., REMOROZA, JEDD CEDRIC R., is
hereby recommended for Oral Examination
THESIS COMMITTEE
ARLENE SATUITO, MIT MICHAEL ANGELO BROGADA, DIT

Member Member
NOLI LUCILA, MIT

Chairman
page ii
Preliminaries

Bicol University
COLLEGE OF SCIENCE
Legazpi City
RESULTS OF ORAL DEFENSE
Researchers : MASIP, JOSEPH ADRIAN V.

REMOROZA, JEDD CEDRIC R.
Title : ARK: AN AUGMENTED REALITY APPLICATION ON

BASIC LEARNING FOR KIDS
Place : Bicol University College of Science, Legazpi City
Date : September 30 ,2022
Time : 1:00 – 2:00pm
This is to certify that MASIP, JOSEPH ADRIAN V., and REMOROZA JEDD
CEDRIC R., have passed the oral examination with a grade of.
PANEL EXAMINERS TAKEN ACTION
NOLI LUCILA, MIT

Chairman
ARLENE SATUITO, MIT

Member
MICHAEL ANGELO BROGADA, DIT

Member
page iii
Preliminaries

Bicol University
COLLEGE OF SCIENCE
Legazpi City
APPROVAL SHEET
Upon recommendation of the Oral Examination Committee, this undergraduate thesis

entitled, “ARK: AN AUGMENTED REALITY APPLICATION ON BASIC
LEARNING FOR KIDS”, prepared and submitted by MASIP, JOSEPH ADRIAN V.,
AND REMOROZA, JEDD CEDRIC R., is hereby approved in partial fulfillment of
requirements for the degree Bachelor of Science in Computer Science.
RYAN A. RODRIGEZ, MIT, MSCS
Department Chair
JOCELYN E. SERRANO
Dean, BUCS
page iv
Preliminaries

Bicol University
COLLEGE OF SCIENCE
Legazpi City
CONTENT ADVISER’S CERTIFICATION
This is to certify that this undergraduate thesis entitled, “ARK AN AUGMENTED

submitted by MASIP, JOSEPH ADRIAN V., AND REMOROZA, JEDD CEDRIC R.,
in partial fulfillment of the requirements for the degree Bachelor of Science in Computer
Science, has been read and edited by the undersigned.
Issued this ____ day of _____ at Bicol University College of Science, Legazpi City.

Content Adviser
page v
Preliminaries

Bicol University
COLLEGE OF SCIENCE
Legazpi City
PROGRAMMING ADVISER’S CERTIFICATION
This is to certify that this undergraduate thesis entitled, “ARK: AN AUGMENTED

submitted by MASIP, JOSEPH ADRIAN V., AND REMOROZA, JEDD CEDRIC R.,
in partial fulfillment of the requirements for the degree Bachelor of Science in Computer
Issued this ____ day of _____ at Bicol University College of Science, Legazpi City.

Programming Adviser
page vi
Preliminaries

Bicol University
COLLEGE OF SCIENCE
Legazpi City
EDITOR’S CERTIFICATION
This is to certify that this undergraduate thesis entitled "ARK: AN AUGMENTED

REALITY APPLICATION ON BASIC LEARNING FOR KIDS", prepared and
submitted by MASIP, JOSEPH ADRIAN V., and REMOROZA, JEDD CEDRIC R., in
partial fulfillment of the requirements for the degree Bachelor of Science in Computer
Issued this 4th day of March at Bicol University College of Science, Legazpi City.
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Preliminaries
ACKNOWLEDGEMENT
This thesis became a reality with the kind support and assistance of many individuals,
who, in one way or another, contributed and extended their valuable assistance in the preparation
and completion of this study.
Foremost, the researchers want to offer this endeavor to the Almighty God for the
wisdom he bestowed upon the writers and for the strength, peace of mind, and good health they
needed to finish this research.
Prof. Mary Joy Canon and Prof. Majel Belarma, the thesis advisers, for showing
interest in this paper and supervising the researchers through their persistent guidance and
direction, which provided the impetus for the researchers to move ahead with this study.
Prof. Noli Lucila, Prof. Arlene Satuito, and Prof. Michael Angelo Brogada,
The panelists' positive and noteworthy feedback truly helped improve this manuscript.
Bicol University, who opened doors of opportunity and led the students’ hearts and
minds with wisdom to prepare them for the future,
Respondents and Teachers: We thank St. Agnes Academy’s teachers for giving
positive feedback on the application and the respondents who motivated us through their
reactions and suggestions towards the app.
Furthermore, the researchers would like to express their utmost gratitude to their families
for their encouragement and understanding. This thesis would have remained a dream.
Moreover, the writers sincerely appreciate the never-ending support and encouragement of their
friends and classmates in the development of this study.
J.A.V.M
J.C.R.R
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Preliminaries
ABSTRACT
JOSEPH ADRIAN V. MASIP, JEDD CEDRIC R. REMOROZA,

“ARK: AN AUGMENTED REALITY APPLICATION ON BASIC LEARNING FOR KIDS”
(Unpublished Undergraduate Thesis, Bicol University College of Science, Legazpi City, June
2022)
This application aims to provide preschool students with a learning tool that visualizes
and engages them to learn faster, easier, and more entertainingly. The main function of this
application is to recognize markers through the use of the marker-based technique and integrate
computer-generated objects with sound and animation, which creates a 3D simulation once these
markers are tracked. Rapid Application Development was used in this study as a software
development method because it only has minimal planning techniques and prototyping
procedures. The other open-source tools utilized in developing the system are: (a) Vuforia
Engine with Unity as a library to create the augmented reality experience operated with
Javascript as a programming language for backend programming; (b) Unity for 3D modeling; (c)
Adobe Photoshop for UI designing; and (d) Epidemic Sound for the audio and background
music.
By augmenting the real world with virtual information, augmented reality provides new
possibilities for education. The education process should be all about creativity and interaction.
A child learns the most when the lesson is interactive. So, it's necessary to provide them with a
platform where they can interact with the subject for their mental growth. This app is an
approach to fulfilling that goal. This study was conducted to test the effect of the augmented
reality-based program on the motivation, attention, and conceptual skills of preschool children.
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Table of Contents
TABLE OF CONTENTS
TITLE PAGE i
RECOMMENDATION FOR ORAL DEFENSE ii
RESULT OF THE ORAL DEFENSE iii
APPROVAL SHEET iv
CONTENT ADVISER CERTIFICATION v
PROGRAMMING ADVISER CERTIFICATION vi
EDITOR’S CERTIFICATION vii
ACKNOWLEDGEMENT viii
ABSTRACT x
LIST OF TABLES xiv
LIST OF FIGURES xv
LIST OF APPENDICES xvi
CHAPTER I INTRODUCTION
Introduction 1
OBJECTIVES OF THE PROJECT 5
SIGNIFICANCE OF RESEARCH 5
SCOPE AND DELIMITATION OF THE PROJECT 7
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Table of Contents
DEFINITION OF TERMS 9
CHAPTER II REVIEW OF RELATED LITERATURE AND STUDIES
Technical Background 10
Augmented Reality 11
Augmented Reality in Educational Applications 13
Marker-Based Algorithm 17
Synthesis 18
CHAPTER 3 METHODOLOGY
Research Methodology 20
Phase 1: Analysis and Quick Design 21
Phase 2: Prototype Development 22
Phase 3: Testing Phase 28
Phase 4: Deployment 29
CHAPTER 4 RESULTS AND DISCUSSIONS
Data Collection 30
Data Analysis 32
The Marker Based Algorithm 33
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Features of the developed AR application 34
Recognize Markers 36
Generate 3D models 40
Testing Evaluation Tool and Respondents 44
Evaluation Results 48
CHAPTER 5 SUMMARY OF FINDINGS, CONCLUSIONS, AND
RECOMMENDATIONS
Summary of Findings and Accomplishments 50
Conclusions 50
Recommendations 51
BIBLIOGRAPHY 52
APPENDICES 56
CURRICULUM VITAE 80
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Table of Contents
LIST OF TABLES
Table 1 Software Requirements 22
Table 2 Evaluation Results 49
Table 3 Gantt Chart 62
Table 4 Individual Tasking Table 64
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Table of Contents
LIST OF FIGURES
Figure 1 RAD Methodology Phases 20
Figure 2 Database Design 23
Figure 3 Initial Figure Design for the Application 24
Figure 4 Application Structure 25
Figure 5 Sequence Diagram 26
Figure 6 Deployment Diagram 29
Figure 7 The Marker-based Algorithm flow 33
Figure 8 Main Menu, Category Menu, and help 35
Figure 9 Animals, Planets, and Shapes actual view in the app 36
Figure 10 Markers used for animals 37
Figure 11 Markers used for shapes 38
Figure 12 Markers used for planets 39
Figure 13 Markers on Track and on Lost 40
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Table of Contents
Figure 14 Animals 3D assets 41
Figure 15 Planets 3D assets 42
Figure 16 Shapes 3D assets 43
Figure 17 AR scenes 45
Figure 18 Kindergarten post evaluation of ark 46
Figure 19 Teachers successful evaluation of ark 47
LIST OF APPENDICES
Appendix A Letters and Appointments 56
Appendix B Gantt Chart 62
Appendix C Individual Tasking Table 64
Appendix D Activity Diagram 66
Appendix E User Evaluation Tool 67
Appendix F User’s Manual 68
Appendix G Source Codes 72
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Review of Related Literature and Studies
CHAPTER I
Introduction
Augmented reality (AR) applications were mostly available for powerful workstations
and high-power personal computers. The introduction of augmented reality applications to
smartphones enabled new mobile AR experiences for everyday users. Because of the increasing
pervasiveness of smartphones, AR is set to become a ubiquitous commodity for leisure and
mobile learning (Bhatt, 2020).
With this ubiquitous availability, mobile AR allows the devising and design of innovative
learning scenarios in real-world settings. This carries much promise for enhanced learning
experiences in situated learning. In the present article, there are different dimensions of mobile
AR that exemplify their potential for education. In the end, they want to report on a short
experiment that was conducted called Locatory. It exceeds the current state of the art for
common mobile AR applications by introducing interactive and collaborative elements and
gaming mechanisms. This specifies augmented reality as a system that enhances a person's three
primary senses (vision, aural, and tactile) with virtual or naturally invisible information by digital
means. A key defining factor in this is the synchronization that the system requires to
perceptually embed the information into the enhanced presentation of the world view, where
‘view’ also includes other primary human senses.
Like context-aware systems, augmented reality applications make it possible to filter
information and present information overlays relative to the user’s current context. Today’s
children are increasingly using a range of touch devices like smart boards, smartphones, tablets,
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iPods, e-toys, and more to play, learn, and communicate in new ways (Goodwin, 2013) and
spend a great deal of time in front of screens.
Ebbeck et al. (2016), in a study in Singapore that included 1,058 adult participants, who
were parents or caregivers of 1,559 children below the age of 7, found that tablets were the most
popular technological devices used daily by children under the age of 7. Summary points of the
study were that 3-year-olds spent the largest amount of time on smartphones, on average, 6 hours
per day, while 5-year-olds spent the largest amount of time on touchscreen devices (0.6 hours per
day).
The students would need an Android phone or tablet and an internet connection to
download the application. The marker-based AR application would contain animals, planets,
trees, shapes, and solar systems as 3D objects that would be displayed if the application scanned
the trigger photo, e.g. The 3D object, planets, would be displayed if the trigger photo was set to
round objects, like a tennis ball. The application would give instructions for the students to
follow in using the application.
The English language will be used for the entire application. Additionally, smart device
mobility and ease allow children to learn in a variety of settings instead of the traditional desk
and chair (Tang, 2022). Primary students are able to improve learning outcomes. Kids may find
it more fun and interesting than traditional learning. Kids in this generation have modern
gadgets, and they are more interested in gadgets than reading books. The solution is a user-
friendly application so that they can enjoy learning. This can dramatically impact the learning
outcomes of kids. Those features permit children the flexibility of laying the tablet in their lap,
on the floor, or moving it to any area within their home (Tang, 2022). Especially useful for
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preschool-aged users are certain characteristics of tablets, such as the automatic screen rotation
to landscape or portrait mode based just on how they are holding the device, the multi-touch
options, and the ability to interface with the device using alternative gestures (moving an object
either by touching a point on the screen or by dragging it), movements that do not need the help
or guidance of an adult (Crescenzi-Lanna, 2019).
It is not a coincidence that interactive tablet stylus toys and products for toddlers are
already available from major toy companies worldwide, such as Apptivities from Mattel and
Appmates from Disney (Stamatios Papadakis, 2017). AR’s relative seamlessness of digital
objects within the "real world" encourages interactivity and engagement. It maximizes students'
ability to spend their time learning curricular subjects while minimizing the time spent learning
how to use the new technology. When combined with assignments involving teamwork, AR
similarly helps provide new opportunities for students to learn how to communicate and
collaborate with one another. It could potentially also be the same technologies they will use in
the workforce later on.
Many countries around the world, like the US, India, and Europe, have used this type of
strategy of teaching education, transforming traditional teaching into a more advanced and
modernized way of educating students. In the case of the Philippines, AR technology has been
used mostly for entertainment and had gradually conquered the news industry, but there were
only a few AR products which were used for educational purposes.
The teaching and learning of science, like any other subject, requires that both the teacher
and student communicate effectively. Due to the pandemic, different educational approaches
have been adjusted. For the students to continue learning, the government came up with two
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alternative methods: modular and online classes. Modular learning is offered mostly in public
schools, where the majority of the students don't have an internet connection. Parents pick up the
module if the student is a minor, and the module for each subject contains lectures and activities
that need to be submitted within a time frame. Online classes, on the other hand, are mostly
offered in private schools. The students would have a schedule to meet every teacher or professor
using Zoom or Google Meet upon enrollment. The teacher gave lectures and activities, and all of
the activities would be submitted online.
Recent studies have shown the potential of Augmented Reality (AR) in education, but its
implementation in the classroom is currently limited. The purpose of this study is to determine
the present development factor of AR use in schools, as well as what is inhibiting schools from
reaching higher degrees of maturity. We want to talk about how AR is currently being used in
classrooms and how it may evolve and adapt to promote more meaningful and successful
learning methods.
With the foregoing, the researchers propose an AR application that would be
incorporated into basic subjects for kids learning from ages 5-7 or kindergarten to grade 2
students. Kids would find learning through augmented reality applications more interesting than
traditional learning. One of the difficulties and challenges in learning basic science is the lack of
resources, like textbooks. Teachers also might be lacking in explaining the topic for the students
to understand and visualize properly, the student’s interest should be considered in learning the
subject.
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Objectives of the Project
The main goal of this research is to develop a user-friendly application, not to replace
traditional learning but to serve as an additional learning tool that can help kids learn and
visualize simple concepts about basic science in a simple and effective manner wherever they are
by the use of augmented reality, without any complications.
1. To develop an Android mobile application and real-time visualization on selected topics
on basic science in kindergarten to grade 2 which are:
a) Animals
b) Shapes
c) Planets
2. To utilize and design the app's features and functionalities using the marker-based AR
algorithm.
3. To evaluate the level of usability of the developed AR application under the ISO 25010
quality model, which are:
a. Portability
b. Usability
c. Functionality
Significance of the Research
Augmented reality helps make training interactive and allows learners to focus more on
practice instead of just theory. So, rather than just reading from books or listening to lectures,
AR can be used as an additional tool for learning. AR-enabled content allows learners to practice
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with headsets and goggles' help. This increases user engagement and improves the learning
experience. Augmented reality is changing the way we communicate and interact. Augmented
reality can be used in practical ways such as education, training, engineering designs,
manufacturing, medical education and instruction, etc.
Smartphones were once considered a distraction in the classroom. While that still remains
true, educators have slowly found that phones can be turned into learning tools. Phones have
evolved over the years into powerful teaching aids that, when used appropriately, can improve
learning outcomes. This study is directed at an Augmented Reality mobile tool for primary
schools and focuses on basic topics that could be used on the Android device, which is beneficial
to:
Science Teachers. This application would be a way of connecting with people who have the
same interest in teaching science in a fun way and people who love to use mobile platforms
wherein they can engage them in a way that is exciting and educational as well.
Kindergarten to early grade school students This study serves as a reference and guide for the
students who are willing to enhance existing ideas and studies or develop their own mobile
applications.
Parents. This study is a significant factor in teaching their children without difficulty. It will
help the parents further improve their knowledge about teaching, specifically science.
Researchers. The researchers can learn immensely from the development of this application.
This may be used as a steppingstone to aim for the job that the researchers certainly want.
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Developers: The AR application would help the software developers who may utilize it to come
up with a more powerful and steadfastly related software system.
Future Researchers: This would serve as a guide for future researchers in getting ideas prior to
their study. This would also serve as an effective learning reference for those who will be
engaging in a similar study.
Scope and delimitation of the project
The study aims to develop an application that can serve as a learning tool as well as
visual material for young students from kindergarten to grade 2. The AR app became an
intermediary between the kindergarten student and teacher in the house or classroom learning
setting. In the modern-day classroom situation, educators still highly value traditional teaching.
However, with the latest technologies integrated into teaching, teachers as well as students with
disabilities would benefit from the assistive features of immersive technologies. It is a mobile
application for devices such as smartphones and tablets.
The AR app focuses on visualizing 3D objects and existing source materials, allowing the
student to choose specific topics about science, such as animals, shapes, and planets. Sources of
information on these topics would be the child development workers and textbooks used in
preschool. The ARK AR mobile app has 3 categories: animals, shapes, and planets. Each
category has its own unique models. In the animal category, we have only six models. In the
planet category, we have only nine models, while the shapes category would have only nine
models. The categories in the app were limited by the researchers because of the high cost of
building and acquiring the 3D models needed for the development. The developers incorporated
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animations and instructions in the app. The users had an augmented reality experience in
learning as it allowed them to interact with objects in 3D perspectives with the use of triggers or
markers from different objects, such as postcards, which were created by the developers.
To recognize the features of the app and extract them, the researchers utilized the marker-
based AR algorithm. The algorithm works by scanning a marker that triggers an augmented
experience, like an object appearing. Implementing the characteristics of the quality model
would be considered when evaluating the properties of a software product through the ISO
25010 quality model.
The learning application is only limited to specific students from kindergarten to grade 2.
The app would only focus on basic science; other subjects are excluded from this study.
Moreover, future updates about the status of the use of the application by the students are not
included in this research since the developers' goal is for students to have an alternative way of
learning. The software package should require an Android mobile device with at least an 8.0
version or higher to be able to run this learning application smoothly. Other devices with
operating systems like iOS are not supported by this application.
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Definition of terms
The following terms related to the research are defined operationally for better understanding.
Augmented reality is a technology that superimposes a computer-generated image on a user's
view of the real world, thus providing a composite view.
3D Model: A mathematical representation of something three-dimensional.
Android Application: A software application that is designed to operate on any android
platform device.
Android Platform: a Linux-based operating system designed primarily for touchscreen mobile
devices such as smartphones and tablet computers.
Marker-based AR: A mobile device application that allows you to scan physical images, or
"markers", and render a 3D model, another image, video, or scene, and interact with it using your
device.
Mobile Application: A software application designed to run on a mobile device.
ISO 25010: A software quality standard. It describes the models, consisting of characteristics
and sub-characteristics, for both software product quality, and software quality in use together
with practical guidance on the use of the quality models.
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CHAPTER II
Technical Background
In our modern community, technologies are evolving and innovating rapidly. Augmented
reality technology was invented in 1968 with Ivan Sutherland's development of the first head-
mounted display system, and now in our society, many researchers have discovered that we can
use this technology for education and learning. With fourth-grade students as participants,
quantitative research was conducted to determine whether one technology can truly impact and
affect students' academic achievement. Mareco (2017) explained the reason why students need
technology in the classroom or at home. He enlightened us in his article by saying that in the
modern community, integrating new technology into education helps students stay focused and
engaged. Most students today have been using mobile devices like tablets and smartphones to
play and learn since they could crawl. Moreover, the role of information and communication
technology supports the development of students in interaction with physical, computer, and
virtual environments such as science, commercial, banking, education, and many more. One
example of this technology is augmented reality. This has provided a variety of uses that can
help people in many ways, not just for games but for education, businesses, medicine, and the
like. That is why further use and spread of awareness about this could offer more about its
benefits to potential areas.
This study’s second goal was to determine whether one technology also affects student
motivation to learn. The results show that one technology could be a factor in student academic
achievement and motivation to be at school. These findings are important due to the
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technological shift that schools are currently facing. With more technology exposure for students
and more professional development for teachers to hone their newly acquired teaching method
(Harris, 2021).
Augmented Reality
Augmented reality gives a view of the real world where elements are superimposed by
computer-generated files such as graphics, sounds, videos, or digital information. Although the
application of augmented reality technologies in construction projects has tremendously
increased in recent years, these technologies are still in the research stage, and their full potential
has not yet been fully realized. There are limitations that should be addressed before these
technologies become dominant in the industry, such as tracking technologies and rendering
software. Moreover, appropriate application areas for different types of augmented reality would
continue to evolve.
According to Pandingan (2019), vuforia uses edge image detection , it is some kind of
mathematical expression to detect the boundaries between objects between images in real world,
with media like camera phone. Many aspects have used edge image detection, one of them is
Augmented Reality, especially marker-based Augmented Reality. Augmented reality used edge
image detection for reading and detecting the marker in real world and transfer the data to the
database in application.
According to Vita (2021), the findings of this extensive study validate the premise that
AR offers its own unique advantages for virtual learning in education. A considerable amount of
literature has been published on AR applications in various domains, such as AR technology
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application in training, modern pedagogical techniques, and AR usage in creating new learnings
and environments.
According to Santos et al. (2014), mobile augmented reality is a next-generation
interface. It offers many novel interactions that enable the visualization of digital information on
real places and objects. These interactions require user-based testing for suitability in educational
settings. One important interaction is augmented reality X-ray, which provides the illusion of
looking inside objects. In this chapter, they implement augmented reality X-rays on a tablet
computer by modifying the live video feed with computer graphics. Then, the researchers
evaluated their own prototype based on the students’ perceptions of depth, legibility, and realism.
The results show that augmented reality X-ray hampers legibility.
Bottani et al. (2019) proposed a technical AR solution for supporting inspectors during
the on-field inspection of a machine when carrying out maintenance tasks. They used two
technical solutions for the usage of AR: an AR user interface for nanoscale interaction and a real-
time client-server system that can be integrated with 3D AR services.
The researcher Dayagdag (2019) proposed the user experience design principles for the
MAR vocational training application and applied them to the design and development of ARJun.
AR4 Juan is an android-based MAR vocational skills training application for senior high school
students specializing in Computer System Servicing National Competency (CSS NC) 2. This is
essential in ensuring the application's natural user usage increases. This drives business success.
Reyes et al. (2020) developed a mixed reality guidance system (MRGS) for motherboard
assembly with the purpose of exploring the usability and viability of using mixed reality and
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tangible augmented reality (TAR) for simulating hands-on manual assembly tasks. TAR was
used by the researchers to remove the need for real-world parts as well as to provide a natural
interaction medium for our system. To evaluate their system, they conducted two usability
studies involving 25 (10 experienced and 15 naive) participants. For the first study, participants
were tasked with rating only the proposed interaction technique. Both experienced and naive
participants gave acceptable scores, with experienced users giving significantly higher ratings. In
the second study, participants were tasked with partially assembling the motherboard using the
MRGS. Participants who utilized the MRGS were able to properly determine the correct
orientation and location of the motherboard parts, in contrast to the control group.
Augmented Reality in Educational Applications
The use of augmented reality (AR) to achieve educational inclusion has not been deeply
explored. This systematic review describes the current state of using AR as an educational
technology that takes into consideration the needs of all students, including those with
disabilities. It is done through the analysis of factors such as the advantages of AR, its
limitations, uses, challenges, its scope in the educational field, the attended population, and the
positive or negative effects of its use in learning scenarios that involve students with diverse
educational needs. as exceptional talents and immigrants, which could be explored in the future.
The researchers Li and Wang (2017) published a paper that presents a literature review of
augmented reality games for learning. They classified learner groups, learning subjects, and
learning environments. From this, they conclude that AR games for learning generally have
positive effects. They found that the most commonly reported effects of AR learning games were
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the enhancement of learning performance and the learning experience in terms of fun, interest,
and enjoyment.
In the study of Quintero (2019), the use of augmented reality to achieve educational
inclusion has not been deeply explored. This study describes the current state of using AR as an
educational technology that takes into consideration the needs of all students, including those
with disabilities. It is done through the analysis of factors such as the advantages of AR, its
limitations, uses, challenges, its scope in the educational field, the attended population, and the
positive or negative effects of its use in learning scenarios that involve students with diverse
educational needs. A total of 50 studies between 2008 and 2018 were analyzed.
The study Arici (2021) investigates the AR immersion experiences of university students
studying science education. The research design that they adopted is a correlational method. A
model was developed that is capable of explaining 71% of the variance in university students'
flow experiences. According to their model, the focus of attention and presence of university
students have an influence on their flow experiences.
In the study of Khan (2019), the goal of the researcher was to measure and understand the
impact of an augmented reality mobile application on student learning motivation. The intrinsic
motivation theory was used to explain motivation in the context of learning. The attention,
relevance, confidence, and satisfaction (ARCS) model guided the understanding of the impact of
augmented reality on student motivation, and the Instructional Materials Motivation Survey was
used to design the research instrument. The results of the research showed that using an
augmented reality mobile application increased the learning motivation of students. The
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attention, satisfaction, and confidence factors of motivation were increased, and these results
were found to be significant.
The researchers Kerr (2019) developed an AR prototype, Master of Time, which was
created to educate first-year students and non-designers on the foundational principles of
landscape architecture. Their study is to examine the learning potential and benefits of AR
technology with a focus on creating new practices in digital storytelling across situated
experiences. The Master of Time project has succeeded on multiple levels as an educational tool
for landscape design. Certainly, this would be further explored in future, larger-scale user testing
across first-year student groups. Their project demonstrates how future learning can become
richer and have a greater potential impact.
In the study of Yamoto (2021), the researcher stated that augmented reality has the
potential to create compelling learning experiences. They treat AR as a type of multimedia that is
situated in authentic environments and apply multimedia learning theory as a framework for
developing our educational applications.
Gonzales et al. (2020) developed a 3D engine assembly simulation. The researchers used
mixed methods to determine the considerations needed in developing an application for
educational use, particularly among laboratory and practical subjects like engine assembly. The
researchers used ISO 25010 quality standards in evaluating the application (n = 153 students and
3 ICT experts).
A study by Almenara (2019) developed an augmented reality (AR) application for
formative learning, ‘ARGeo Philippines, to provide undergraduate-level students with an
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interactive learning experience of Philippine geography. They applied the waterfall model to
software development and subjected the AR application to a software quality test, a usability test,
and a pedagogical effectiveness test. The AR mobile application for teaching Philippine
geography was successfully developed, wherein its pedagogical effectiveness, usability, and
software quality characteristics were tested. This can be considered an alternative aid for teachers
teaching Philippine geography in the classroom setting as well as for students who are studying
at home. Thus, it might be beneficial to further explore the use of the AR application as an
alternative learning material for the academy.
In this study, Balcita (2020) created a model framework for maritime education. The
researcher stated that the maritime industry in the Philippines had several deficiencies that must
be addressed seriously in order to maintain a strong reputation for producing competitive
seafarers worldwide. The learning strategies used in this study are focused on using presentation,
multimedia, simulation, and hands-on. But these are not enough to satisfy students' craving to
learn due to some constraints during learning. In this study, most of the factors identified are
from literature, monitoring reports, previous surveys, and studies conducted in one of the
maritime institutions north of the Philippines. A descriptive research method was applied with
the 32 marine engineering third-year students as the respondents. Results extracted from
questionnaires revealed important points that must be considered in the different learning
strategies.
In this study Garcia (2020), in history education ordinarily faces a relativist slant, if not
by the monotonous nature of the course. The researcher's main goal for this study was to 'bring
history to life through a mobile application powered by augmented reality that can provide an
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immersive storytelling experience on the American colonization period in the Philippines.
Through a participatory approach, the researcher stated that co-designers evaluated HARA in
terms of pedagogical value (knowledge acquisition, acceptability, motivation, and attitude) and
quality standards (effectiveness, satisfaction, and efficiency) through a usability inspection
method.
The researchers Velasco et al. (2021) developed Project AGHAM: An Augmented
Reality Application for Science and Health, which provides alternative ways of learning for
students through an application using Augmented Reality that can provide models and assets
from topics such as solar systems, flower structure, classification of animals, the respiratory
system, and the circulatory system. Also, students can test their knowledge by taking quizzes
with levels provided by the application. Their system provided users with further information
and advanced technology with regard to augmented reality.
Marker-Based AR Algorithm
The main goal is to allow the user or client to view virtual and 3D objects in the real
world using the marker-based AR system. The user can provide images of the object, which
would be on all sides of the picture of the object. The images would be placed in a 3D cube that
would process and complete the virtual object.
The marker-based watershed approach is a very efficient means of image segmentation
and has been widely used in recent years. The conventional marker-based algorithms are realized
using hierarchical queues. A new marker-based watershed algorithm based on the disjoint set
data structure is proposed in this paper. It consists of two steps: the flooding step and the
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resolving step. This algorithm has significantly lower memory requirements as compared with
the conventional algorithms while maintaining the computational complexity of O(N), where N
is the image size. Experimental results further show that the new algorithm implemented in the C
language runs much faster than the conventional algorithm based on hierarchical queues as a
result of savings from huge memory allocation and releasing operations (Gao, 2013)
Three-dimensional (3D) object recognition and localization are of major importance in a
wide range of applications. A few implementations concerning complex 3D object recognition
and localization have been achieved using heuristic approaches. However, theoretical
considerations concerning the construction of invariant relations between the types of objects
(identifying those objects) and the position in the 3D space of those objects are still a problem.
That is why a marker-based method for the recognition and localization of 3D objects from their
2D image is suggested (Penev et al., 2020).
Synthesis
The collected literature and studies of augmented reality from both foreign and local
authors will be used to understand their significance, give the researchers additional information,
or serve as resources to make ideas simplier in the present study.
The researcher stated that augmented reality has the potential to create compelling
learning experiences. They treat augmented reality as a type of multimedia that is situated in
authentic environments and apply multimedia learning theory as a framework for developing our
educational applications. They also predicted that augmented reality (AR) technologies would
emerge more fully in the future and have advantages for virtual learning in education.
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The researchers conducted an interview with a certified childcare worker about child
development. So, they gathered more information by interviewing experts and professionals and
asking for individual opinions as to the basis of improvement and recommendations for
practicable child development.
The developers designed augmented reality mobile applications for use in education to
help the students motivate, enhance their skills, introduce objectives that give learning a purpose,
optimize learning, support behavior change, and socialize. The goal was to measure and
understand the impact of an augmented reality mobile application on student learning. The
results of the research showed that using an augmented reality mobile application increased the
learning motivation of students. So, the researcher came up with the idea of developing the
application "Augmented Reality for Kids (ARK)" that runs through Android phones. The app has
an educational purpose, focusing on basic subjects. e.g., animals, shapes, and planets.
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Methodology
CHAPTER III
METHODOLOGY
Research Methodology
The research team decided that the Rapid Application Development (RAD) methodology
would be applied in developing the AR application. Rapid Application Development has major
advantages to be considered an effective methodology for our research, but working fast-paced
yet, can still Enhance flexibility and adaptability as developers can make the adjustment quickly;
quick iterations that reduce development time; and code reuse that means less room for errors,
shorter testing times, better risk management, and low cost. This enables the researchers to
minimize the time used in the planning and designing stages and to maximize prototype
development. The main advantages of RAD are its fast pace, high prototype quality, and low
cost.
Our process is classified according to the following phases in the figure, which follow
one of the RAD phases.
Figure 1. RAD Methodology Phases
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Methodology
Through RAD, we can reduce planning and designing time, tackle prototypes, allow
stakeholders to monitor the development progress, and collaborate and coordinate with the
developers, which can lead to a rapid phase of development yet high-quality progress.
Phase 1: Analysis and Quick Design
In the first phase, the project requirements are defined and finalized, such as the project
goals, timeline, and budget. If the project requirements are already defined and finalized, the
timeline of the project must be specified to determine how much time the developers and
researchers had to complete the project before the deadline (Appendix B, Gantt Chart). The team
has managed and divided their tasks equally in order to complete their own respective tasks and
complete the project.
The team also discussed dividing the task to have an efficient and equal task. The team
based it on the available resources that each individual has, such as an internet connection, a
smartphone, a signal, and a laptop or PC (Appendix C, Individual Tasking Table). Preschool
students are the target users. IT experts, teachers, admin staff, and others are among the users
who are also engaged with the AR app that is being developed. The team will conduct online and
actual interviews with the students, IT experts, and teachers. The researcher visited clusters of
schools and daycare centers in Oas, albay for the interviews and data collection of primary and
secondary resources. The researchers have also decided to purchase realistic 3D models
according to the budget, to avoid too much delay on creating each model since the goal is to help
the target users to visualize these objects using Augmented Reality. Each category contains 6-9
realistic models with animations.
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Methodology
Phase 2: Prototype Development
In the second phase, the researchers began creating a prototype for proposal, it has a
design based on the target users, which are kindergarten through grade 2 students. After the
protoype has been developed the main functions, such as the category menu, were improved by
adding a panel that contains a description of the 3D object for the main design. The main output
is developed with a simple design because simplicity is one of the main principles of augmented
learning, and it only takes less time to complete this. The searchers focused on the user interface,
the art style they will be using, and the tone to be set on the application.
The researchers analyzed and determined the hardware and software requirements for the
prototype development, Table 1 software requirements for development.
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Methodology
Figure 2. Database Design of Planets.

Vuforia has a web-based tool called the Vuforia Target Manager that enabled the
researchers to create and manage target databases. The target manager can determine whether the
marker is augmentable or not, the higher the rating the more trackable the marker is, most of the
marker used for the application has a 4-star rating. The database made in Vuforia Target
Manager has a license key which is needed on the unity platform to access and import the
database manually. The design is printed as a flashcard, which will be the trigger marker to
enable the app to display the 3d model.
A user-friendly interface is key. For the target users to maneuver with versatility, the
researchers have designed a simple and basic interface for the application that suits the user’s
capability to adapt, without even asking for the guidance of their parents. First the splash screen
with the app’s name "Augmented Reality for Kids", then the main screen, which contains the
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Methodology
following categories: shapes, animals, and planets. It also has background music, and each 3D
model has audio to play to make it more realistic. The team also added a Help and About button
that contains step-by-step instructions and information about the app. The team would further
improve the design during the development phase. Figure 3 presents the initial model for the
design.
Figure 3. Initial figure design of the application
The researchers used the Unity 3D platform alongside Vuforia. Unity is a real-time 3D
development platform for building 2D and 3D applications, like games and simulation, the
Vuforia is a software development kit for creating augmented reality apps.
. Vuforia is also running alongside the Unity platform, which handles the scripting for
the objects and other subjects in the application. Vuforia is an augmented reality software
development kit for mobile devices that enables the creation of augmented reality applications, it
uses computer vision technology to recognize and track planar images and 3D objects also it
contains motion tracking, which determines the position and orientation of the device using the
camera and spots the feature points in the room. That helps place virtual objects accurately.
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Methodology
The purpose of the camera is to recognize and detect a marker to give the appropriate
output. If the application recognizes a specific marker through scanning, it generates the
integrated 3D model. Thus, the application can only process one marker at a time. The team also
added a Help button. Upon selecting the option, this will display a set of guides and instructions
to know more about the application. There is also a "Quit" button; if selected, the application will
ask the user if he/she wants to continue to quit. Figures 4-5 show the user flow diagram and
sequence diagram of the application.
Figure 4. Application Structure.
To operate the ARK app, the user should understand the structure of the application.
First, open the application, and after the splash screen loads, the main screen is displayed. Then
he/she can either choose from the 2 categories; after selecting either of the 2 categories, the AR
camera will be activated.
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Methodology
Figure 5. Sequence Diagram
The main purpose of the sequence diagram of the application is to understand what
happens during these sequences of main events. The user starts the application, and after
selecting a category, the camera activates. Then a message was sent to the user to scan for a
marker; after scanning, the AR camera can recognize the object and determine if it’s valid or not.
If the data is valid, it is sent to the 3D renderer, and the user can now view the 3D model.
The researchers generated the following components: The first is to have three
categories for the application’s main function: animals, shapes, and planets. Each category has a
variety of options to choose the object it projects. Next is to have the option to know more about
the application and the developers. Also, an option for sounds and a user manual are provided to
provide a better user experience, which contains information on how to use the application. The
user interface of the application utilized a minimalist vector style mixed with some 2D elements.
The background art and application icons are made using vector art, while the objects and their
movements are designed in Unity. Moreover, the background art has a theme that can be
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Methodology
recognized easily by the user and is unique to the application. The 3D image illustrated the initial
sketch and design for the main menu, which shows the title of the application.
The coding phase of the project started when researchers implemented and refactored the
code constantly. The procedure of refactoring allowed them to simplify the code or its parts
without affecting the functionality of the final product. The researchers have optimized and
modified the code in order to have an efficient result for the application itself. The team selected
C# and Java as the programming languages utilized in the prototype development. Since Vuforia
software has a built-in Java API, the researchers were easily able to itemize.
The main designs of the application such as the user interface and panel are created
using Adobe Photoshop. Most of the art design of the application is created by the researchers
themselves, while some are outsourced. Any of the art, image, sound, or music that was used in
the final product is not protected by copyright. The visual representation of the objects in the
application was inspired by how they looked in the environment. The researchers made this
possible with the help of online video tutorials and Unity forums. For the system, the Vuforia,
Java Development Kit, and Software Development Kit, which are efficient and effective for
developing applications, would be utilized.
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Methodology
Phase 3: Testing Phase
The testing phase of this methodology occurred during the procedure of code writing. To
complete the system, bugs are fixed, and tests are run. Finding the minimum and recommended
software and hardware requirements were tested to have reliable results.
Testing for the development of the project also began during coding. During the
development of the project, various tests were made to ensure that the final product is of high
quality. The testing of the application is conducted to ensure that the app is entirely running and
that there are few to no bugs in the application that will ruin the user's enjoyment.
The researchers used three types of sampling methods in data gathering: students,
teachers, and IT experts to test and evaluate the application through ISO 25010 stantard quality.
Snowball sampling method was used by the researchers to find teachers to test and evaluate the
app. Convenience samping, it is a non-probability method used by researchers to find students to
evaluate the app. The students are difficult to access given our situation, and there are still no
face-to-face classes for elementary students. Purposive sampling, the researchers decided to use
this type of sampling to find IT experts to evaluate the application for the purpose of gaining
detailed suggestions and information before deployment.
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Methodology
Phase 4: Deployment
In the final stage of rapid application development, the built app has been
evaluated by the respondents (students, IT experts, and teachers) for final customization
and improvements. Upon receiving a positive rating from the respondents, using the ISO
25010 quality model, and everything working out perfectly and being sure to go, the
researchers are confident that the application built through augmented reality is now
complete, successful, and ready for user operation. The success of the phases and creation
of the software led to a high-quality, user-friendly, and amusing application for learning
and visualization suited for children.
The application is manually deployed to the users using SHAREit and Google
Drive after testing and evaluating it. Teachers and students who have tested the app can
access and share the apk file using these platforms.
Figure 6, Deployment Diagram
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Summary of Findings, Conclusions, and Recommendations
CHAPTER IV
RESULTS AND DISCUSSION
This chapter presents the results and analysis of findings interpreted in the course of the
study. This includes the discussion of the developed AR application, "Augmented Reality for
Kids," that can be used as a learning tool and visual tool for kindergarten students to grade 2
level or even higher. In the app, target students would be able to visualize animals, shapes, and
planets with the use of an Android device that has at least an operating system of Android 8.0
Oreo and a set of flashcards that would be provided by the researchers. The researchers started
with the data collection, data analysis, and sampling methodology, along with the 3D assets used
in this research. The app’s measurement and assessment of the level of usability, portability, and
functionality based on ISO 25010 Standard would also be presented.
Data Collection
The researchers conducted the first data collection before the prototype development,
from primary to secondary sources in the different day care facilities or schools in Oas
specifically the areas of Obaliw – Rinas, Talongog, Ilaor Sur, Ilaor Norte and Iraya Norte. They
provided various of flashcards that they are using during class. The researchers used the provided
flashcards as the markers of the 3D model as the official markers which are shapes, animals and
planets.
The students, teachers, and school administrators were interviewed. To gather more
information, the researchers also asked for individual opinions as a basis for improvement and
recommendations for practicable child development. The researchers conducted an interview
with kindergarten students, elementary students, and teachers using augmented reality
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questionnaires after the app had been developed. 8 out of 10 kindergartens are likely to want an
AR application for learning, and 4 out of 5 teachers are also using gadgets for teaching their
students.
In addition to collecting data from student participants at the prekindergarten level, two
lecturers in the Daycare Faculty of Health Sciences were also interviewed. The interview was
conducted online and consisted of open-ended questions. Of interest were their views regarding
the use of AR in the classroom.
Lecturer X in the Division of Health Sciences and Lecturer Y in the Division of Daycare
in the UCT Department of Health Sciences were interviewed. Both lecturers support the use of
AR to teach science topics in classrooms, as Lecturer X said that "students are often attracted by
the use of technology as a learning tool" and "augmented reality may prove to be useful in
teaching animals and planets." However, Lecturer X also stated that "although AR represents an
exciting new technology in higher education, we should caution ourselves against embracing it
blindly." Although Lecturer X stated that "the advantages [of AR] cannot be stated at this point,"
Lecturer Y stated that the advantages of augmented reality include "making learning fun,
appealing to multiple learning styles, and increasing motivation to learn."
"Tools should be critically examined and researched in order to weigh their potential
benefits; the advantages [of AR] cannot be stated at this point. "Research will need to be
conducted at the time of implementation to see if it does offer advantages to higher education
teaching and learning in the sciences." The challenges highlighted by the lecturers include.
(i) training of staff and students on the application of the equipment
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(ii)technical difficulties
(iii) Possessing a support team to assist with necessary software and hardware
(iv) access to the internet in the classroom.
The lecturers stated that AR may improve student motivation towards learning as it could
"make learning more enjoyable and interactive" and be "a ‘fun’ way to learn." ‘Augmented
reality could improve students’ intrinsic motivation towards learning. However, it must be stated
that this is speculative, and research would be the only reliable way to answer this question.
“Lecturer X "would like to explore the use of a smartphone app that could be used to bring AR
into the daycare learning center. In contrast, Lecturer Y would "recommend [AR] as an
additional resource" and views AR "as a helpful and attractive additional learning resource."
Data analysis
The researchers have conducted research and data analysis for studying the concept of
augmented reality amongst respondents and might analyze the context of when and how the
respondent has used or referred to the word "augmented reality.’
Two faculty members collaborated on the content analysis process. The steps of
categorizing studies in the process of analysis. The researchers' mutual knowledge was used to
determine the validity and reliability of the data collected. Lastly, the information was organized
in accordance with the study questions.
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The Marker-Based Algorithm
The marker-based algorithm was used for the device to recognize the triggers from the
images stored in the database provided by Vuforia. This integrates the computer-generated 3D
objects that appeared with the animation, trivia, and sound by pressing the play/pronounce button
every time a valid marker has been detected by the AR camera. Figure 11 shows the flow of the
marker-based algorithm used in the application.
Figure 7. The Marker-based Algorithm flow in Augmented Reality.
The developed app is a marker-based system that relies on trigger markers that are
stored in the app’s database to render 3D images. The algorithm consists of the following
components: Camera: The real-time live video serves as input from the device’s camera that is
passed to the Image Capturing module. Image Capturing: This process analyzes the camera feed
by examining each frame in the video. This process is where binary images are generated to
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serve as input for image processing. Image Processing: The inputs generated by the binary
images are processed to detect the trigger marker.
The detection of a trigger marker is essential to determining the right position in which
to place the virtual object. Upon detecting the trigger marker, its location serves as an input to
the tracking module. Marker tracking is the main function of augmented reality. It calculates the
relative pose of the camera in real-time, which is provided and serves as an input to the
Rendering module: Rendering - In this process, there are two inputs that are calculated: 1.) the
pose from the tracking module; and 2.) The virtual object is to be augmented. It combines the
main image and the virtual components using the calculated pose, then renders the augmented
image on the display of the mobile device. Display of a 3D Object: after all the steps are
processed, the device would now be able to integrate computer-generated models that were once
calculated and rendered every time a marker is tracked.
Features of the developed AR Application
The augmented reality app was developed using Unity and Vuforia. The app consists of
three basic categories of learning: animals, planets, and shapes. These were based on the Basic
Science Learning module lent to the researchers by one of the daycare teachers from daycare
centers in Oas, Albay. The developed app has features like background music on the menu, a
mute button, 3D models animations, trivia about each 3D model, and lastly, a play sound or
pronounce button. The app was developed to help students of all levels, from kindergarten to
grade 2 or higher, visualize, read, and learn the 3 basic categories of science using their mobile
phones and a set of flashcards at home or wherever they are. The AR application would be handy
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and fun to use for students who want to learn and have fun. The features of the application are
shown in Figure 12.
Figure 8. The developed AR application. Main menu, help, and category menus are listed
with the title of the application "ARK."
The developed application has a help button that contains instructions on how to use the
application and a contact us button that directly redirects the user to our social accounts. The user
can press the button "Start" after reading the instructions. There are three categories that contain
6–9 3D models each to render. The developed application serves as a visual tool for learning. It
recognizes images that generate 3D models depending on the choice of the user and detected
markers. Figure 9 demonstrates examples of captured screenshots of how the app works.
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Figure 9. Animals, Planets, and Shapes actual view in the app.
Additionally, the developed AR app has a special feature that displays a panel that
contains different trivia and a Play/Pronounce button that has audio when pressed for each
marker upon detection. Depending on the user’s choice to scan, it displays the 3D version of the
marker. The panel above indicates the category being used by the user to avoid confusion.
Recognize Markers
Figure 14–16 shows the recognized markers that are stored in the database of each topic
together with the integrated 3D models. As the user scans the markers, the AR device also
calculates the position and orientation of a marker to position the content. The outcome from the
marker initiates digital animations for users to view; thus, images may turn into 3D models.
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Figure 10. Markers for the Animals The six animals reveal assorted patterns and layouts for
quicker and more accurate augmentation. Each of the 3D objects has an animation.
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Figure 11. Markers Used for Shapes The researchers’ choice of shapes is only limited to 1–9 and
has a single color for each model.
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Figure 12. Markers Used for Planets The researchers used 9 planets from our solar system as
markers.
These markers are used as the point of detection that triggers the device to integrate computer-
generated content.
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Generate 3D Models
Figure 13. Markers on Track and Lost The figure shows the default trackable handler codes and
commands to track and generate 3D models. The program also contains commands that indicate
if something is not trackable.
The script is attached to the AR camera, and each game object contains an image target
(each of the image targets is a child of a 3D model). For the device to integrate the models, the
components should be enabled first. Once the marker was recognized in the scanning process of
the camera, it would automatically set the component to active or "true. If the marker was "lost",
the 3D model should also disappear. If the track is lost, it would set the component to false. The
source of 3D models is the Unity Asset Store. Free 3D models are basic packages with no color,
blend, or animations. The researchers struggled with making 3D models and needed a graphic
artist to save time so they could start developing sooner.
Finding a 3D artist is time-efficient but expensive, so instead, the researchers set a
budget to find a ready-made package that contains 3D assets. The assets require small
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adjustments and animation tweaking from the researchers to be fully functional. Figures 14, 15,
and 16 show the 3D assets used by the researcher.
Figure 14. Animals as 3D assets (Tiger, Bison, Cat, Elephant, Dog, and Horse).
Each of the 3D assets has no audio included in the package. The researchers downloaded
audio for each sound the animals make (e.g., dog = bark).
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Figure 15. Planets 3D Assets (Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus,
Neptune, Pluto)
The planets have no sound effects, so the researchers downloaded pronunciation audio
in Google Speech for each planet. All the planets have a rotation animation tweaked by the
researchers.
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Figure 16. Shapes of 3D Assets (Sphere, Rectangular Prism, Hexagon, Pentagon, Oval,
Triangle, Diamond, Cube, and Heart)
The shapes have no sound effects, so the researchers downloaded pronunciation audio in
Google Speech for each shape.
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Testing, Evaluation Tool, and Respondents.
The researchers have prioritized the IT experts to evaluate the app first to get their
opinion and suggestions for the app and make final adjustments before the target students
evaluate and test the developed app. The right user privileges are an important issue in system
development. It ensures that users will get the things that are only intended for their privilege.
The researchers experienced problems finding respondents in different schools. The request letter
for testing the application was rejected by the respondent’s principal due to our situation, the
pandemic, and the young age of the target users, which requires the approval of their guardians
and parents. However, they suggest finding random students or relatives rather than requesting a
schedule that is not guaranteed. The researchers have decided to extend the range of users from
kindergarten to sixth-grade students with the permission of the adviser. The researchers based the
establishment of the evaluation tool on the objectives of the study in order to make sure that the
goals of the study are achieved. It was based on the ISO 25010 standards for evaluating a
developed system, focusing on three factors: functionality, usability, and portability. Items in the
evaluation tool were directed toward the realization of the objectives of the study.
There was a total of 27 respondents, which included Bicol University alumni IT experts,
teachers from St. Agnes Academy, and students in different schools. The respondents have
provided suggestions and personal observations to further improve the AR application. Most of
the respondents suggested adding more categories, like history, and students wanted to add more
3D objects. The IT experts suggested improving the audio in the shapes category, which was
immediately fixed by the researchers. The application runs smoothly on the devices of the
respondents with Android 8 or higher; it even works on an Android tablet.
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The developed application will serve as a visual tool for learning. It recognizes images
that will generate 3D models depending on the choice of the user and detected markers. Figure
18 demonstrates the examples of captured scenes and how the app works.
Figure 17. AR Scenes The examples shown depict how each picture from a given 2D
material was converted into a 3D perspective.
The St. Agnes Academy's pupils and instructors took part in an application test that the
researcher conducted. Pair programming, a concept, is developed at this level. According to the
scope of the program, the project being created, and the shared ownership of the code, among
other factors, this relates to communication with all parties involved. The clients for this project
in the ARK are the students who carry out the implementation. This enables researchers and
teachers to accept user stories that have been defined at a given level through experimenting with
the AR app.
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Figure 18. Kindergarten students post evaluation of ARK.
Unit tests are carried out for each component of the narrative to verify and validate their
operation in accordance with the requirements indicated in the planning. A unit test on a guided
command applied to an ARK-developed app, for example, should result in a certain movement.
When necessary, these tests guarantee that the prototype is scaled correctly. These tests are only
run once; the application clearly works. The goal is for users and students to confirm the
acceptance criteria specified during the planning stage and to ensure that everything in the
project functions properly. If the project is accepted, it can be regarded as finished and ready to
be utilized as a training tool for future engineers, or it can be moved to the next iteration. If the
project is approved, it is given the released status.
The decision to proceed to the next iteration might be based on whether more elements
can be added to the application or if more detail is required for the scenario with which the user
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interacts. All modules must be tested before being integrated into subsequent revisions or
releases.
Figure 19: Researcher Joseph Masip and teachers from St. Agnes Academy
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EVALUATION RESULTS
The accomplished evaluation results illustrate positive feedback from all of the
respondents. The students were fascinated by how the application renders the 3D model when
the camera detects the AR trigger. The researchers didn’t expect the average mean for
functionality to reach 4.8, usability 4.8, and portability 4.9, with an overall mean of 4.8, which
concludes a total rating of 4.83. The AR application was able to deliver and accomplish both the
major and minor functions of the app.
The results showed that the developed AR application was able to meet the objectives
and the end-users’ requirements.
As stated by the researchers, formative evaluations are typically conducted during the
development or improvement of a program, person, or product, and they are conducted with the
intent to improve. On the other hand, summative evaluation is typically quantitative, using
numeric scores or letter grades to assess learner achievement. Thus, a comprehensive evaluation
involving both types of assessment is advisable in order to have a better overview of the process
and its outcome.
BU:CS/IT Department
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Table 2
The functionality section contains 5 items. The achieved rating concludes that the
application and its features are all functional.
The usability section contains 3 items. The achieved rating concludes that overall, the app
is usable and can be easily manuevered by the users.
The portability section contains 4 items. According to the result, the app can be easily
accessed by the users anywhere without any complications.
BU:CS/IT Department
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CHAPTER V
SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
This chapter presents the summary of findings, conclusions, and recommendations of the study
about Augmented Reality Application in basic learning for kids
Summary of Findings and Accomplishments
Based on the objectives of the study, the following results were accomplished:
1. The developed AR application was able to recognize all image markers stored in
the database accurately. It then triggered certain computer-generated content, thus
projecting a 3D model.
2. The Marker-Based Detection Algorithm alongside Vuforia is effective in terms of
tracking image markers, enabling it to display 3D objects with animations, trivia,
and playing audio.
3. The ISO 25010 quality model is effective in evaluating the application’s
functionality, usability, and portability to further improve the application.
Conclusions
Based on the summary of findings, the following conclusions were drawn:
1. Augmented reality in basic learning for kids could encourage young students that
learning is actually fun, which can improve their academic performance.
2. The application successfully identified the image markers and is able to generate
the 3D models, trivia, and audio without any issues in technicalities.
BU:CS/IT Department
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3. The realistic 3D models, animations, and audio could increase the interest of
students in using the app for learning.
Recommendations
On the basis of their conclusions, the researchers come up with several recommendations.
1. For future researchers, it is necessary to add more categories and features so that the
students can further continue their development in learning.
2. It is recommended to use an augmentable image target that has a 4 or 5-star rating to

detect markers easily. Additionally, the printed flashcard should be of high quality.
3. It is recommended to create a camera autofocus function to eliminate poor tracking

quality on different devices and avoid using the application in dark areas.
4. It is recommended to use Unity version 2019.1.4f1 for AR applications to avoid JDK and
SDK package errors.
BU:CS/IT Department
BIBLIOGRAPHY
P a g e |52
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APPENDICES
P a g e |56
Appendices
APPENDIX A
LETTERS OF APPOINTMENT
BICOL UNIVERSITY
COLLEGE OF SCIENCE
Computer Science and Information Technology Department
Legazpi City
APPOINTMENT OF SPECIAL PROBLEM I1 EVALUATORS
November 25, 2022

Chairman: NOLI LUCILA, MIT
Member: ARLENE SATUITO, MIT
Member: MICHAEL ANGELO BROGADA, DIT
You are hereby appointed to constitute the Special Problem II Panel as indicated above to
evaluate the research work of Mr. Joseph Adrian V. Masip and Mr. Jedd Cedric R,
Remoroza who will work on the topic, “ARK: An Augmented Reality Application on Basic
Learning for Kids”, which is scheduled for its Final Defense on November 25, 2022, at 1:30-
3:00 pm in Zoom meeting.
As members of the panel, you are asked to:

1) Appraise the validity and acceptability of the thesis work in terms of its
scholarly quality, the correctness of the facts and claims contained therein, and
completeness as to its basic components.
2) Make sure that all the suggestions are judiciously incorporated.
3) Evaluate the research report based on adoption.
4) Provide ample time to his advice in relation to the thesis work.
5) Orient the advisee on what might/will transpire in the defense session and
6) Be physically present during the oral defense.
You shall be entitled to an honorarium as chairman and as members of the panel, as per Board
Resolution No.93, s 2006.

Very truly yours,
Ryan A. Rodriguez, MIT, MSCS
Conforme: Dean College of Science
NOLI LUCILA, MIT

Chairman
ARLENE A. SATUITO, MIT

Member

Member:
P a g e |57
Appendices
BICOL UNIVERSITY
COLLEGE OF SCIENCE
Legazpi City
APPOINTMENT OF SPECIAL PROBLEM 1I EVALUATORS
November 25, 2022
NOLI LUCILA, MIT
College of Science
Legazpi City
You are hereby appointed to constitute the Special Problem Panel II as indicated above to


Very truly yours,

Dean College of Science
Conforme:
NOLI LUCILA, MIT
Chairman of the Panel

P a g e |58
Appendices
BICOL UNIVERSITY
COLLEGE OF SCIENCE
Legazpi City
November 25, 2022
ARLENE SATUITO, MIT
College of Science
Legazpi City
You are hereby appointed to constitute the Special Problem II Panel as indicated above to


Very truly yours,


Conforme:
ARLENE SATUITO, MIT
Member of the Panel

P a g e |59
Appendices
BICOL UNIVERSITY
COLLEGE OF SCIENCE
Legazpi City
November 25, 2022
College of Science
Legazpi City
You are hereby appointed to constitute the Special Problem Panel II as indicated above to


Very truly yours,


Conforme:
Member of the Panel

P a g e |60
Appendices
BICOL UNIVERSITY
COLLEGE OF SCIENCE
Legazpi City
APPOINTMENT OF SPECIAL PROBLEM 1I PROGRAMMING ADVISER
November 25, 2022
College of Science
Legazpi City
You are hereby appointed to act as PROGRAMMING ADVISER ofMr. Joseph Adrian
V. Masip and Mr. Jedd Cedric R. Remoroza who will work on the topic, “ARK: An
Augmented Reality Application on Basic Learning for Kids”, which is scheduled for its Final
Defense on November 25, 2022, at 1:30-3:00 pm in Zoom Meeting.
As an adviser, you shall perform the following task:

1) Check the format of the manuscript.
2) Provide general editing of thesis work.
3) Attend the defense session of advisees and record suggestions and
recommendations at the panel.
4) Orient the advisee on what might/will transpire in the defense session
This designation shall be entitled to a professional fee as authorized under Board

Very truly yours,


Conforme:
Programming Adviser

P a g e |61
Appendices
BICOL UNIVERSITY
COLLEGE OF SCIENCE
Legazpi City
APPOINTMENT OF SPECIAL PROBLEM 1I CONTENT ADVISER
November 25, 2022
College of Science
Legazpi City
You are hereby appointed to act as PROGRAMMING ADVISER of Mr. Joseph Adrian
V. Masip and Mr. Jedd Cedric R. Remoroza who will work on the topic, “ARK: An
Augmented Reality Application on Basic Learning for Kids”, which is scheduled for its Final
Defense on November 25, 2022, at 1:30-3:00 pm in Zoom Meeting.
As an adviser, you shall perform the following task:

1) Check the format of the manuscript.
2) Provide general editing of thesis work.
3) Attend the defense session of advisees and record suggestions and
recommendations at the panel.
4) Orient the advisee on what might/will transpire in the defense session
This designation shall be entitled to a professional fee as authorized under Board Resolution
No.65, s 2004.
Very truly yours,

Conforme:
Content Adviser

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Appendices
Appendix B
Table 3, Gantt Chart
ACTIVITIES OCTOBER NOVEMBER DECEMEBER JANUARY FEBRUARY MARCH APRIL MAY

2021 2021 2021 2022 2022 2022 2022 2022
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
TITLE PROPOSAL
DATA GATHERING
PREPARATION OF
THE NEEDED
REQUIREMENTS
DEVELOPING OF
CHAPTER 1 -3
SUBMISSION OF
CHAPTER 1 -3
PREPARATION FOR
THE PROPOSAL
DEFENSE
PROPOSAL DEFENSE
REVISION OF
CHAPTER 1-3
PLANNING AND
DESIGNING THE
SYTEM INTERFACE
SYSTEN
DEVELOPMENT
PROGRAMMMING
PHASE
DEVELOPING
CHAPTER 4-5
TESTING AND
DEBUGGING CODES
PREPARATION FOR
FINAL DEFENSE
REVISION OF SYSTEM
BASED ON
RECOMMENDATION
REVISION OF
MENUSCRIPT
PRINTING AND
BINDING
CONSULTATION TO
THE ADVISERS

P a g e |63
Appendices
ACTIVITIES JUNE 2022-DECEMBER 2022 JANUARY FEBRUARY MARCH APRIL MAY

2023 2023 2023 2023 2023
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
TITLE PROPOSAL
DATA GATHERING
PREPARATION OF
THE NEEDED
REQUIREMENTS
DEVELOPING OF
CHAPTER 1 -3
SUBMISSION OF
CHAPTER 1 -3
PREPARATION FOR
THE PROPOSAL
DEFENSE
PROPOSAL DEFENSE
REVISION OF
CHAPTER 1-3
PLANNING AND
DESIGNING THE
SYTEM INTERFACE
SYSTEN
DEVELOPMENT
PROGRAMMMING
PHASE
DEVELOPING
CHAPTER 4-5
TESTING AND
DEBUGGING CODES
PREPARATION FOR
FINAL DEFENSE
REVISION OF
SYSTEM BASED ON
RECOMMENDATION
REVISION OF
MENUSCRIPT
PRINTING AND
BINDING
CONSULTATION TO
THE ADVISERS
Title: ARK ”An Augmented Reality Application on Basic Learning for Kids”
Legends:
COMPLETED NOT YET COMPLETED

P a g e |64
Appendices
APPENDIX C
Individual Tasking Table
Table 4:
Activity Description Person

responsible
Brainstorming for Conducting research for possible topics

possible SP topic/s ALL
PROPONENTS
Presentation of the client and proposed title

Title Defense to the professor ALL
PROPONENTS
Asking the client about the certain data

Data Gathering which is given by the professor during the ALL
title defense PROPONENTS
Revision of the title Revised the title of the proposed project

proposal ALL
PROPONENTS
Making individual research for the info.

needed ALL
Developing the Chapters PROPONENTS
1-3

P a g e |65
Appendices
Summarizing Chapter 1 by using the data

Summarize Chapter 1 gathered ALL
PROPONENTS
Searching for the related foreign and local:

Researcher for Chapter 2 (literature and studies) ALL
PROPONENTS
Adding important Supplying more data requirements in

requirements to Chapter 3 Joseph Adrian V.
Chapter 3 Masip
Making a review of the details of the

Finalize Chapters 1 - 3 information ALL
PROPONENTS
Proposal Defense
Presentation Prepare PowerPoint Presentation Jedd Cedric
Remoroza
Developing the Making the Application Joseph Adrian V.

Application Masip
Finalize Chapters 1-5 Making Review Details ALL

PROPONENTS
Final Defense Prepare PowerPoint Jedd Cedric

Presentation Presentation Remoroza

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Appendices
APPENDIX D
ACTIVITY DIAGRAM

P a g e |67
Appendices
Appendix E
User Evaluation Tool

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Appendices
Appendix F
User’s Manual
Main Menu
1. Start - If the user selects and taps the start button, the category menu will show up
a) Category Menu - The user can select one from the 3 categories and toggle the mute
button.

P a g e |69
Appendices
b) If the user selects and taps one of the 3 categories, The AR camera will activate, and the
user can now scan a flashcard/postcard to view the 3D model. Sample Demonstrations
are shown below.
After detecting a marker, the 3D model will show up, also a panel that contains
trivia and a play sound button will appear on the screen. The user can press the
play/sound to hear the sound each animal makes, or hear the pronunciation of each shape
and planet. Additionally, the user can press the back button on the upper right of the
screen in order to go back to the category menu and select other categories.
2. Help - It is recommended that the user select and tap the help button before tapping the start
button. This contains instructions that can guide the user in using the app. Below is the actual
help screen.

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Appendices
Additionally, there is a contact us button that will redirect the user to the researcher’s
social account in case there are any questions and suggestions, the user can contact us there.
3. About - The about button contains information about the ARK application, it also has the
ARK team identification and a short description of the developers. Below is the actual About
screen.
Additionally, there is a Facebook button that will redirect the users to the official
accounts of the researchers.

P a g e |71
Appendices
4. Quit - After using the app, users may also close the application by tapping the quit button,
then a pop-up panel will show up that asks a question if the user is sure about closing the
application or not. Below shows the actual Quit screen.

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Appendices
Appendix G
Source Codes
Listing 1: To Track Markers for Integrating Debug.Log("Active image target:"

3D animal models, sounds, and trivia. + name + " -size: " + size.x + ", " + size.y);
public class dataTarget : MonoBehaviour //Everytime the target found it will
{ show “name of target” on the
TextTargetName. Button, Description and
public Transform TextTargetName; Panel will visible (active)
public Transform TextDescription;
public Transform ButtonAction; TextTargetName.GetComponent<
public Transform PanelDescription; Text>().text = name;
ButtonAction.gameObject.SetActi
public AudioSource soundTarget; ve(true);
public AudioClip clipTarget; TextDescription.gameObject.SetA
ctive(true);
// Use this for initialization PanelDescription.gameObject.Set
void Start() Active(true);
{
//add Audio Source as new game
object component //If the target name was “dog”
soundTarget = then add listener to ButtonAction with
(AudioSource)gameObject.AddComponent< location of the dog sound (locate in
AudioSource>(); Resources/sounds folder) and set text on
} TextDescription a description of the animal
// Update is called once per frame if (name == "Dog004")
void Update() {
{ ButtonAction.GetComponent<
StateManager sm = Button>().onClick.AddListener(delegate
TrackerManager.Instance.GetStateManager( { playSound("sounds/Bark"); });
); TextDescription.GetComponent
IEnumerable<TrackableBehaviour> <Text>().text = " A dog sense of smell is at
tbs = sm.GetActiveTrackableBehaviours(); least 40 times better than ours. Dogs are as
smart as a two-year old child and dogs are
foreach (TrackableBehaviour tb in also known as Man's Bestfriend. ";
tbs) }
{
string name = tb.TrackableName;
ImageTarget it = tb.Trackable as
ImageTarget; //If the target name was “Tiger ”
Vector2 size = it.GetSize(); then add listener to ButtonAction with
location of the Tiger sound (locate in

P a g e |73
Appendices
Resources/sounds folder) and set text on }

TextDescription a description of the animal
//ANIMALS if (name == "Bison002")
if (name == "Tiger003") {
{
ButtonAction.GetComponent<
ButtonAction.GetComponent< Button>().onClick.AddListener(delegate
Button>().onClick.AddListener(delegate { playSound("sounds/BisonMoo"); });
{ playSound("sounds/Tigergrowl"); }); TextDescription.GetComponent
TextDescription.GetComponent <Text>().text = " Bison are often called
<Text>().text = " The tiger is the largest buffalos. Bison is one of the largest
living cat species. Tigers are strong, mammals on land, they live mostly on
powerful, and one of nature's most feared plains, but some are known to inhabit river
predators on land. It is easy to recognize for valleys as well as forests. ";
its dark vertical stripes on orange fur with a
white underside. "; }
}
if (name == "Elephant005")
{
if (name == "Cat001")
{ ButtonAction.GetComponent<
Button>().onClick.AddListener(delegate
ButtonAction.GetComponent< { playSound("sounds/Elephanttrumpet"); });
Button>().onClick.AddListener(delegate TextDescription.GetComponent
{ playSound("sounds/Catmeow"); }); <Text>().text = " Elephants are the largest
TextDescription.GetComponent existing land animal, with an average of 3
<Text>().text = " Cats are nearsighted, but meters high and weigh up to 6 tons and they
their peripheral, vision and night vision are eat up 150kg of food every day. ";
much better than ours and their reflex are
extremely fast. Cats can jump up to six }
times their length. ";
}//
}
//function to play sound
if (name == "Horse006") void playSound(string ss)
{ {
clipTarget =
ButtonAction.GetComponent< (AudioClip)Resources.Load(ss);
Button>().onClick.AddListener(delegate soundTarget.clip = clipTarget;
{ playSound("sounds/Horseneigh"); }); soundTarget.loop = false;
TextDescription.GetComponent soundTarget.playOnAwake =
<Text>().text = " Horses can run shortly false;
after birth. Horses have 205 bones in their soundTarget.Play();
skeleton and they have bigger eyes than any }
other mammal that lives on land. Its been }
proven that their memory is outstanding. "; }

P a g e |74
Appendices
} Debug.Log("Active image target:"

+ name + " -size: " + size.x + ", " + size.y);
Listing 2: To Track Markers for Integrating
3D Planet models, sounds, and trivia. //Evertime the target found it will
public class PlanetsTarget : MonoBehaviour show “name of target” on the
{ TextTargetName. Button, Description and
Panel will visible (active)
public Transform
TextTargetNamePlanets;
public Transform TextTargetNamePlanets.GetComponent<Te
TextDescriptionPlanets; xt>().text = name;
public Transform ButtonActionPlanets;
public Transform ButtonActionPlanets.gameObject.SetActive(
PanelDescriptionPlanets; true);
public AudioSource soundTarget; TextDescriptionPlanets.gameObject.SetActi

public AudioClip clipTarget; ve(true);
// Use this for initialization PanelDescriptionPlanets.gameObject.SetAct

void Start() ive(true);
{
//add Audio Source as new game
object component
soundTarget = // PLANETS
(AudioSource)gameObject.AddComponent<
AudioSource>(); if (name == "Mercury_001")
} {
// Update is called once per frame

ButtonActionPlanets.GetComponent<Button
void Update()
>().onClick.AddListener(delegate
{
{ playSound("soundsp/MercuryPro"); });
StateManager sm =
TrackerManager.Instance.GetStateManager(
TextDescriptionPlanets.GetComponent<Tex
);
t>().text = "Mercury is one of the rocky
IEnumerable<TrackableBehaviour>
planets. It has a solid surface that is covered
tbs = sm.GetActiveTrackableBehaviours();
with craters like our Moon. It has a thin
atmosphere, and it doesn't have any moons.
foreach (TrackableBehaviour tb in
Mercury is the nearest planet from the sun";
tbs)
{
}
ImageTarget it = tb.Trackable as
if (name == "Venus_002")
ImageTarget;
{
Vector2 size = it.GetSize();

P a g e |75
Appendices
weather. It has a very thin atmosphere made

ButtonActionPlanets.GetComponent<Button of carbon dioxide, nitrogen, and argon.";
>().onClick.AddListener(delegate }
{ playSound("soundsp/VenusPro"); });
if (name == "Jupiter_005")
TextDescriptionPlanets.GetComponent<Tex {
t>().text = "Venus is the second planet from
the Sun.Even though Mercury is closer to
the Sun, Venus is the hottest planet in our ButtonActionPlanets.GetComponent<Button
solar system. Its thick atmosphere is full of >().onClick.AddListener(delegate
the greenhouse gas carbon dioxide, and it { playSound("soundsp/JupiterPro"); });
has clouds of sulfuric acid.";
} TextDescriptionPlanets.GetComponent<Tex
t>().text = "Jupiter is the fifth planet from
if (name == "Earth_003") the Sun and the largest in the Solar System.
{ It is a gas giant with a mass more than two
and a half times that of all the other planets
in the Solar System combined, but slightly
ButtonActionPlanets.GetComponent<Button less than one-thousandth the mass of the
>().onClick.AddListener(delegate Sun.";
{ playSound("soundsp/EarthPro"); }); }
TextDescriptionPlanets.GetComponent<Tex if (name == "Saturn_006")

t>().text = "Earth is our home planet, it is a {
rocky terrestrial planet. It has solid and
active surface with mountains, valleys, ButtonActionPlanets.GetComponent<Button
volcanos, and much more. Earth is an ocean >().onClick.AddListener(delegate
planet. Waters covers 70% of Earth's { playSound("soundsp/SaturnPro"); });
surface";
} t>().text = "Saturn is the sixth planet from
the Sun and the second-largest in the Solar
if (name == "Mars_004") System, after Jupiter. It is a gas giant with an
{ average radius of about nine and a half times
that of Earth. Saturn is also called the Ring
Planet. ";
ButtonActionPlanets.GetComponent<Button }
{ playSound("soundsp/MarsPro"); }); if (name == "Uranus_007")
{
t>().text = "Mars is sometimes called the ButtonActionPlanets.GetComponent<Button
Red Planet. It's red because of the rusty iron >().onClick.AddListener(delegate
on the ground. Like Earth, Mars has seasons, { playSound("soundsp/UranusPro"); });
polar ice caps, volcanoes, canyons, and

P a g e |76
Appendices
t>().text = "Uranus is the seventh planet //function to play sound

from the Sun, and has the third-largest void playSound(string ss)
diameter in our solar system. It was the first {
planet found with the aid of a telescope, clipTarget =
Uranus was discovered in 1781 by (AudioClip)Resources.Load(ss);
astronomer William Herschel, although he soundTarget.clip = clipTarget;
originally thought it was either a comet or a soundTarget.loop = false;
star."; soundTarget.playOnAwake =
} false;
soundTarget.Play();
if (name == "Neptune_008") }
{ }
}
ButtonActionPlanets.GetComponent<Button }
{ playSound("soundsp/NeptunePro"); });
Listing 3: To Track Markers for Integrating
TextDescriptionPlanets.GetComponent<Tex 3D Shapes models, sounds, and trivia.
t>().text = "Neptune is dark, cold, and very
windy. It's the last of the planets in our solar {
system. It's more than 30 times as far from public class ShapesTarget :
the Sun as Earth is. Neptune is very similar MonoBehaviour
to Uranus. It's made of a thick soup of water, {
ammonia, and methane over an Earth-sized
solid center."; public Transform
} TextTargetNameShapes;
public Transform
if (name == "Pluto_009") TextDescriptionShapes;
{ public Transform ButtonActionShapes;
public Transform
PanelDescriptionShapes;
ButtonActionPlanets.GetComponent<Button
>().onClick.AddListener(delegate public AudioSource soundTarget;
{ playSound("soundsp/PlutoPro"); }); public AudioClip clipTarget;
TextDescriptionPlanets.GetComponent<Tex // Use this for initialization

t>().text = "Pluto is a dwarf planet in the void Start()
Kuiper Belt, a donut-shaped region of icy {
bodies beyond the orbit of Neptune. There //add Audio Source as new game
may be millions of these icy objects, object component
collectively referred to as Kuiper Belt soundTarget =
objects. Pluto was reclassified from a planet (AudioSource)gameObject.AddComponent<
to a dwarf planet in 2006."; AudioSource>();
} }
}
// Update is called once per frame
void Update()
P a g e |77
Appendices
{ >().onClick.AddListener(delegate
StateManager sm = { playSound("soundss/TrianglePro"); });
TrackerManager.Instance.GetStateManager(
); TextDescriptionShapes.GetComponent<Tex
IEnumerable<TrackableBehaviour> t>().text = "A triangle is a polygon with
tbs = sm.GetActiveTrackableBehaviours(); three edges and three vertices, or a plane
figure with three straight sides and three
foreach (TrackableBehaviour tb in angles";
tbs)
{ }
ImageTarget it = tb.Trackable as if (name == "Square")
ImageTarget; {
Vector2 size = it.GetSize();
Debug.Log("Active image target:" ButtonActionShapes.GetComponent<Button

+ name + " -size: " + size.x + ", " + size.y); >().onClick.AddListener(delegate
{ playSound("soundss/SquarePro"); });
//Evertime the target found it will
show “name of target” on the TextDescriptionShapes.GetComponent<Tex
TextTargetName. Button, Description and t>().text = "A square is a plane figure with
Panel will visible (active) four equal straight sides and four right
angles. The 3D version of a square is a
cube";
TextTargetNameShapes.GetComponent<Te }
xt>().text = name;
if (name == "Rectangle")
ButtonActionShapes.gameObject.SetActive( {
true);
TextDescriptionShapes.gameObject.SetActi ButtonActionShapes.GetComponent<Button
ve(true); >().onClick.AddListener(delegate
{ playSound("soundss/RectanglePro"); });
PanelDescriptionShapes.gameObject.SetAct
ive(true); TextDescriptionShapes.GetComponent<Tex
t>().text = "A rectengale is a plane figure
with four sides. Its two sides meet at right
angles. The 3D version of a rectangle is
// Shapes Rectangular Prism";
if (name == "Triangle") }
{
if (name == "Heart")
{
ButtonActionShapes.GetComponent<Button

P a g e |78
Appendices
t>().text = " A pentagon shape is a flat shape

ButtonActionShapes.GetComponent<Button or a flat 5-sided geometric shape. ";
{ playSound("soundss/HeartPro"); });
if (name == "Hexagon")
TextDescriptionShapes.GetComponent<Tex {
t>().text = "A heart is shaped like a pine
cone. A heart symbolizes love."; ButtonActionShapes.GetComponent<Button
} >().onClick.AddListener(delegate
{ playSound("soundss/HexagonPro"); });
if (name == "Diamond")
{ TextDescriptionShapes.GetComponent<Tex
t>().text = " A hexagon shape is a flat shape
or a flat 6-sided geometric shape.";
ButtonActionShapes.GetComponent<Button }
{ playSound("soundss/DiamondPro"); }); if (name == "Oval")
{
TextDescriptionShapes.GetComponent<Tex
t>().text = " A diamond is a plane figure
with four straight, equal sides with both ButtonActionShapes.GetComponent<Button
pairs of opposite sides being parallel. The >().onClick.AddListener(delegate
3D version of a diamond is octahedron"; { playSound("soundss/OvalPro"); });
}
if (name == "Circle") t>().text = "An oval is a closed curve in a
{ plane which resembles the outline of an egg.
";
{ playSound("soundss/CirclePro"); });
//function to play sound
TextDescriptionShapes.GetComponent<Tex void playSound(string ss)
t>().text = " A circle is a round shaped {
figure that has no corners or edges. The 3D clipTarget =
version of a circle is a sphere. "; (AudioClip)Resources.Load(ss);
} soundTarget.clip = clipTarget;
soundTarget.loop = false;
if (name == "Pentagon") soundTarget.playOnAwake =
{ false;
soundTarget.Play();
{ playSound("soundss/PentagonPro"); }); }
}

P a g e |79
Appendices

CURRICULUM VITAE
P a g e |80
Curriculum Vitae
CURRICULUM VITAE
PERSONAL INFORMATION
Name : Joseph Adrian V. Masip

Age : 24
Gender : Male
Birth Date : June 10, 1998
Address : Brgy 40, Cruzada Legazpi City,
Albay
Civil Status : Single
Citizenship : Filipino
Religion : Roman Catholic
Parents : Anne V. Masip, Edison P. Masip
Email Address: [email protected]
EDUCATIONAL BACKGROUND
College :
*School: Bicol University College of Science
*Address : Rizal St., Legazpi City Albay
*Academic Program: Bachelor of Science in Computer Science
*Duration: 2015-2022
Secondary :
*School: Divine Word College of Legazpi
*Address: Washington Drive Legazpi City (North Campus)
*School: Aquinas University (UST-L)

*Address: Rawis Legazpi City
Elementary:
*School: St. Agnes Academy
*Address: Rizal St. Legazpi City Albay

P a g e |81
Curriculum Vitae
CURRICULUM VITAE
PERSONAL INFORMATION
Name : Jedd Cedric R. Remoroza

Age : 24
Gender : Male
Birth Date : May 11, 1998
Address : Obaliw - Rinas , Oas, Albay
Civil Status : Single
Citizenship : Filipino
Religion : Roman Catholic
Parents :Daisy P. Rempillo (mother), Eduardo L. Remoroza (father)
Email Address: [email protected]
EDUCATIONAL BACKGROUND
College :
*School: Bicol University College of Science
*Address: Rizal St., Legazpi, Albay
*Academic Program: Bachelor of Science in Computer Science
Secondary :
*School: Bicol Regional Science High School
*Address: Tuburan Ligao City
Elementary:
*School: Our Lady of Roses Montessori
*Address: Ilaor Sur, Oas, Albay

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ARK: An Augmented Reality Application

on Basic Learning for Kids

A Research Project by:

Submitted to the Computer Science and Information Technology Department

Republic of the Philippines

RECOMMENDATION FOR ORAL DEFENSE

The undergraduate thesis entitled, “ARK: AN AUGMENTED REALITY

MARIA ANGELA BELARMA

In partial fulfillment of the requirements for the degree Bachelor of Science in

ARLENE SATUITO, MIT MICHAEL ANGELO BROGADA, DIT

NOLI LUCILA, MIT

Republic of the Philippines

Researchers : MASIP, JOSEPH ADRIAN V.

Title : ARK: AN AUGMENTED REALITY APPLICATION ON

Place : Bicol University College of Science, Legazpi City

Date : September 30 ,2022

Time : 1:00 – 2:00pm

PANEL EXAMINERS TAKEN ACTION

NOLI LUCILA, MIT

ARLENE SATUITO, MIT

MICHAEL ANGELO BROGADA, DIT

Republic of the Philippines

Upon recommendation of the Oral Examination Committee, this undergraduate thesis

RYAN A. RODRIGEZ, MIT, MSCS

Republic of the Philippines

CONTENT ADVISER’S CERTIFICATION

This is to certify that this undergraduate thesis entitled, “ARK AN AUGMENTED

MARIA ANGELA BELARMA

Republic of the Philippines

PROGRAMMING ADVISER’S CERTIFICATION

This is to certify that this undergraduate thesis entitled, “ARK: AN AUGMENTED

MARIA ANGELA BELARMA

Republic of the Philippines

This is to certify that this undergraduate thesis entitled "ARK: AN AUGMENTED

JOSEPH ADRIAN V. MASIP, JEDD CEDRIC R. REMOROZA,

RECOMMENDATION FOR ORAL DEFENSE ii

RESULT OF THE ORAL DEFENSE iii

CONTENT ADVISER CERTIFICATION v

PROGRAMMING ADVISER CERTIFICATION vi

EDITOR’S CERTIFICATION vii

LIST OF TABLES xiv

LIST OF APPENDICES xvi

OBJECTIVES OF THE PROJECT 5

SCOPE AND DELIMITATION OF THE PROJECT 7

CHAPTER II REVIEW OF RELATED LITERATURE AND STUDIES

Augmented Reality in Educational Applications 13

Phase 1: Analysis and Quick Design 21

Phase 2: Prototype Development 22

Phase 3: Testing Phase 28

CHAPTER 4 RESULTS AND DISCUSSIONS

The Marker Based Algorithm 33

Features of the developed AR application 34

Testing Evaluation Tool and Respondents 44

CHAPTER 5 SUMMARY OF FINDINGS, CONCLUSIONS, AND

Summary of Findings and Accomplishments 50

Table 1 Software Requirements 22

Table 2 Evaluation Results 49

Table 3 Gantt Chart 62

Table 4 Individual Tasking Table 64

Figure 1 RAD Methodology Phases 20