Development of Interactive Augmented Reality Embedded Learning Materials in Basic Electronics

DEVELOPMENT OF INTERACTIVE AUGMENTED REALITY EMBEDDED
LEARNING MATERIALS IN BASIC ELECTRONICS
____________________
A Thesis Presented to the Faculty of the Department
Electronics Engineering of College of Engineering
Bulacan State University
____________________
In Partial Fulfillment of the Requirements for the Degree
Bachelor of Science in Electronics Engineering
____________________
by
BLANCO, KRIZIA R.
DINO, AERON CHESTER A.
GIGA, RYAN CHRISTOPHER T.
IZON, JOEZER M.
June 2019
3
APPROVAL SHEET
In partial fulfillment of the requirements for the degree, Bachelor of Science major
in Electronics Engineering, this thesis entitled DEVELOPMENT OF INTERACTIVE
AUGMENTED REALITY EMBEDDED LEARNING MATERIALS IN BASIC
ELECTRONICS has been prepared and submitted by KRIZIA R. BLANCO, AERON
CHESTER A. DINO, RYAN CHRISTOPHER T. GIGA and JOEZER M. IZON who
were hereby examined and approved.
DONALD M. LAPIGUERA, MEP-ECE DENNIS R. DELA CRUZ, MSECE
Thesis Instructor Thesis Adviser
The Oral Examination Panel is unanimous in its decision that the candidate
obtained a grade of PASSED on June 2019.
RINA S.P. SANTIAGO, ECE

Chairman
OLIVER R. MARIANO, ASEAN ENGR. SEVILLA M. TUAZON, ECE

Member Member
JENETTE C. CENTENO, ECE

Member
Accepted in partial fulfillment of the requirements for the degree Bachelor of
Science major in Electronics Engineering.
RUSSELL N. ALFONSO, ASEAN ENGR. RENATO G. GOPEZ, MSCE, M.ASEP

ECE Department Head Dean, College of Engineering
June 2019
ii
ACKNOWLEDGEMENT
First and most important of all, the researchers give all the glory and thanks to the
Lord Jesus Christ for filling them with wisdom, strength, determination, and guidance to
accomplish this thesis.
To their family for their unwavering love and unending support to the researchers
in doing this research.
To their thesis instructor, Engr. Donald Lapiguera and to their thesis adviser, Engr.
Dennis Dela Cruz for guiding and helping the group whenever needed.
Blanco, Krizia R.
Dino, Aeron Chester A.
Giga, Ryan Christopher T.
Izon, Joezer M.
iii
DEDICATION
This humble work is dedicated to our families,
advisers, colleagues, friends and
future researchers.
And above all,
to our ever loving, awesome and Almighty God!
iv
ABSTRACT
Learning materials like printed handouts, for years of existence, have played a vital
role in every Electronics Engineering (ECE) student’s educational journey, but given its
perks, they are seen to be very much restricted in terms of graphical representations of
electronics and electrical properties and processes. This research aims to provide ease to
the students and bridge the gap between printed learning materials and the imaginary
representations of afore mentioned quantities and processes through the use of Interactive
Augmented Reality. Such technology was developed and superimposed to the handouts
through the use of programming and can be seen and manipulated through a mobile phone
application. The researchers tested the application by teaching two sample groups both
consisted of randomly picked ECE freshmen where in one group used the device and the
other did not. The post-test results showed that the students who used the application had
a higher mean score than those who did not. Also, a survey was conducted to the students
of the ECE Department of Bulacan State University to know the system and application’s
efficiency, and it was found to be reliable, efficient, functional and portable. The
researchers have concluded that the students could learn easier and with efficiency through
the use of augmented reality in a basic electronics course. Also, they have found out that
the application can be of benign use not only for Electronics Engineering students, but also
for students in other fields of science.
v
TABLE OF CONTENTS
Page
TITLE PAGE ............................................................................................................. i
APPROVAL SHEET ................................................................................................ ii
ACKNOWLEDGEMENT ........................................................................................ iii
DEDICATION ........................................................................................................... iv
ABSTRACT ............................................................................................................... v
TABLE OF CONTENTS .......................................................................................... vi
LIST OF TABLES ..................................................................................................... ix
LIST OF FIGURES .................................................................................................. xi
LIST OF APPENDICES ........................................................................................... xiii
CHAPTER
I. THE PROBLEM AND ITS BACKGROUND
Introduction ........................................................................................ 1
Statement of the Problem ................................................................... 5
Significance of the Study ................................................................... 5
Scope and Delimitation of the Study ................................................. 6
II. THEORETICAL FRAMEWORK
Relevant Theories ........................................................................... 8
Related Literature ............................................................................ 13
Related Studies ................................................................................ 18
vi
Hypothesis of the Study .................................................................. 29
Conceptual Framework ................................................................... 30
Definition of Variables .................................................................... 31
III. RESEARCH METHODOLOGY
Methods and Techniques of the Study .............................................. 33
Project Description ........................................................................... 34
Project Design ................................................................................... 35
Locale of the Study ........................................................................... 36
Population and Sample of the Study ................................................. 37
Research Instrument ......................................................................... 39
Data Gathering Procedure ................................................................ 40
Data Processing and Statistical Treatment ....................................... 41
IV. PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
Topic of Focus of the Study ............................................................. 45
Software Development Model .......................................................... 46
Interface and Operation of the Application ...................................... 48
Software, Hardware and Development Tools ................................... 52
Testing Procedure ............................................................................. 56
User Experience Survey .................................................................... 60
vii
V. SUMMARY, CONCLUSION AND RECOMMENDATION
Summary ........................................................................................... 70
Conclusion ........................................................................................ 71
Recommendation .............................................................................. 72
APPENDICES........................................................................................................... 74
BIBLIOGRAPHY ………………………………………………………………… 102
viii
LIST OF TABLES
Table Page
1 Distribution of Respondents for the Initial Survey .................................. 37
2 Distribution of Respondents for the User Experience Survey ................. 37
3 Distribution of Respondents for the Learning Assessment ...................... 38
4 The Likert Scale ....................................................................................... 42
5 PC Minimum Specifications ................................................................... 54
6 Minimum Android Phone Specifications ............................................... 55
7 Learning Assessment .............................................................................. 58
8 Descriptive Measures of the Level of Acceptability of Interactive
Augmented Reality Embedded Learning Materials in Terms of
Functionality ........................................................................................... 60
Reliability ................................................................................................ 61
Usability .................................................................................................. 62
Maintainability ........................................................................................ 63
ix
Portability ................................................................................................ 64
13 Quantification used in the Questionnaire ................................................ 65
14 Summary of Mean Distribution Evaluation by All Respondents per
Criterion ................................................................................................... 66
15 Summary of Average Mean Distribution per Group of Respondents ...... 66
16 Summary of Mean Distribution Evaluation by All Respondents per
Criterion ................................................................................................... 68
x
LIST OF FIGURES
Figure Page
1 Conceptual Framework of the Study ..................................................... 30
2 Project Design of the Study ................................................................... 35
3 Locale of Bulacan State University, Malolos, Bulacan ......................... 36
4 Results of the Initial Survey................................................................... 45
5 Modified Waterfall Model ..................................................................... 46
6 Opening Interface and LeARn ECE Logo ............................................. 48
7 Home Interface ....................................................................................... 48
8 How to Use the App Interface ............................................................... 49
9 About the App Interface ......................................................................... 49
10 LeARn ECE Application Flowchart ...................................................... 50
11 Half-Wave Rectifier Augmentation Flowchart ...................................... 51
12 Biasing Augmentation Flowchart .......................................................... 51
13 Blender 2.79 ........................................................................................... 52
14 Microsoft Visual Studio 2015 ................................................................ 52
15 Adobe Photoshop CC 19.0 ..................................................................... 53
16 Personal Computer ................................................................................. 53
17 Android Phone ....................................................................................... 54
18 Vuforia ................................................................................................... 55
19 Unity 2018.2.17f1 .................................................................................. 55
20 Classroom Discussion (ECE-1C) ........................................................... 56
xi
21 Using LeARn ECE ................................................................................. 57
22 Classroom Discussion (ECE-1-A) ......................................................... 57
23 Learning Assessment Results ................................................................ 59
24 Graph of the Summary of Average Mean Distribution Evaluation per
Group of Respondents ............................................................................ 67
25 Summary of Mean Distribution Evaluation by all Respondents per
Criterion ................................................................................................. 68
xii
LIST OF APPENDICES
Appendix Page
A 3D Models …………………………................................................... 74
B Image Markers ................................................................................... 80
C Flowcharts ……………………………………………....................... 82
D Application Icon with Brief Description ............................................ 86
E Letter of Consent for Learning Assessment ....................................... 88
F Post-Test for Learning Assessment .................................................... 90
G User Experience Survey Form ............................................................ 92
H Initial Survey Form ............................................................................ 95
I Researchers’ Profile ........................................................................... 97
xiii
CHAPTER I
THE PROBLEM AND ITS BACKGROUND
Introduction
Education has always been and will always be vital for the existence of all human
beings. It has played a huge part for the development of the people and therefore has also
a direct contribution for the advancement of the things around them. As education
continues to nurture the minds of the people, it has also been subject to many advancements
and developments. Various strategies were made and implemented to improve human
learning and to build venues for students’ growth and progress. One of these strategies is
to maximize technology in teaching because the unification of technology and learning is
said to be the future of education (Bernard, 2017).
The scope of education branches out into different fields; one of them is Electronics
Engineering. The course offers different intelligences and disciplines mostly talking about
the designs and concepts of electronics devices and the transmission of different
information. A lot of processes and mathematical concepts are being taught to the students
of the mentioned course. This shows how diverse Electronics Engineering is for it
encompasses concepts from the tiniest electronic parts processes to the transmission of the
biggest signals from one point to another.
Having been mentioned that the course deals with different electronics concepts
and information transmission, it can be said that most of the concepts being pitched in this
course are abstract and cannot be physically seen — this is what the problem is. Being
engaged on a topic that cannot be fully envisioned in mere prints and oral discussion, one
1
is most likely to use his/her imagination and intuition to create images and visualize such.
But a student cannot say that he/she actually learned the lesson just because he heard or
read it once, or just because his intuition says so. Also, a person cannot just trust his own
intuition when learning something (Cleary, 2018). This proves that imagining a certain
scenario, process, and concept can never make one fully understand and visualize it; not
ignoring the benefit it provides, but leaning too much on it can therefore be questionable
and doubtful. Looking on the other side of things, plain oral teaching is also used as
alternative. Given its effectiveness, it also has shortcomings in terms of students’ learning
retention and understanding. To support these claims and assumptions, a research shows
that only 15% of the students are auditory learners which can comprehend and understand
the lesson easily just by listening compared to the 85% of the visual and kinesthetic learners
which need an interaction and visual representations to fully understand the lesson being
presented to them (Monnes, 2013).
The researchers took the initiative to conduct a survey inside Bulacan State
University to verify if the problem really exists inside the institution. They used stratified
sampling method and implemented the survey to the students of the Electronics
Engineering Department in all year levels. Out of 48 respondents 91% find it hard to
imagine or visualize electronic processes and some components’ internal operation. Also,
80% of the mentioned sample size thinks that reading their textbooks alone would not make
them fully understand these concepts. It also shows that 68% of the sampled students think
that printed illustrations on books are enough aid for them to understand the mentioned
topics. Not only were the students were asked about these things, the researchers also
interviewed some Electronics Engineering professors to thoroughly
2
confirm these matters. The researchers have found out that 4 out of 5 instructors also find
it hard to visualize electronic processes; on the other hand, all five of them think that there
are insufficient visual representations of electronic processes for the students. Lastly, 5 out
of 5 of the surveyed instructors also think that printed handouts are not enough aid for the
students’ visualization of such processes. These figures provide assurance to the
researchers that the struggle for learners and instructors in this area of learning really exists.
The statistics that the researchers have presented showed that the situation of
deficient graphical and visual aids for abstract concepts was present not only in their
institution but also in the whole country, Philippines. As a matter of fact, most of the
Filipino students do not prefer plain auditory and verbal discussion and think that they are
better off seeing materials and visual aids. Hence, the effective approach in teaching them
is through the use of symbols, signs or anything which is visible (Tudy & Randy, 2014).
Given these information, the researchers’ area of the study encompassed their
pursuit to come up with an aid for the students to learn abstract electronics engineering
concepts and for the instructors to pitch these ideas to their students easier. Also, the study’s
beneficiaries were Electronics Engineering Students. The researchers’ intention was not
change the conventional ways of teaching electronics but to find a way to help improve
these methods. Also for a specific view of the area of this study, part of the researchers’
survey was to ask the students what subject needed improvement in terms of graphical
representations of its concepts and 35% of the population, which was the most, chose
Electronics Devices and Circuits. The researchers then focused on this subject and solved
relevant problems in terms of deficient graphical representations for such.
3
As a result, the technology which the researchers focused on as a solution was
Augmented Reality. Augmented reality is the result of using technology to superimpose
information — sounds, images and text — on the world people see (Emspak, 2018).
Augmented Reality is capable of showing different types of images including 3D models
and animations helped suffice the mentioned needs and deficiencies. The researchers came
up with an Augmented Reality embedded learning material that discusses about the basic
electronics concepts and showed three-dimensional models and animations of such
processes.
The proposed solution was expected to be beneficial because of several reasons.
First, AR has accessible learning materials for it only needs a phone and a personal
computer to be fully functional. Also, AR provides higher students interest and improved
collaboration capabilities because it opens venues where all students can be involved in
interactive lessons which help improve teamwork skills (Aleksandrova, 2018). Another
significance of the proposed solution is that it provided the students a venue in which the
students can visualize abstract concepts which they cannot see by the naked eye and
envision processes that are bounded by their mere imaginations and intuitions. Lastly, the
proposed solution was believed to help instructors engage their students even more for
three-dimensional models are believed to be of huge help in capturing students’ interest
and attention (Tromp, 2015). The researchers believed that this proposed solution would
be of great help both for Electronics Engineering students and their instructors.
4
Statement of the Problem
The general problem of the study is: How to develop interactive augmented reality
embedded learning materials for better visualization of electronic concepts and processes?
Specifically, the study sought answers to the following questions:
1. What is the ECE subject that will be the topic of focus of the application?
2. What model will be used for the development of the application?
3. How to create and layout the interface and operation of the application?
4. What are the required software, hardware and development tools to create the
application?
5. What are the testing procedures that should be implemented on the application to ensure
its effectiveness and efficiency in visualizing electronic concepts and processes?
6. What are the indicators that the application, has met the desired system outcomes in
terms of its functionality, reliability, usability, efficiency, maintainability and portability
based on ISO/IEC 9126-1 Standards?
Significance of the Study
Embedding 3D visuals through Augmented Reality technology on learning
materials is beneficial to the following:
ECE Students. As what resulted in the survey, majority of ECE students have difficulty in
understanding textbooks by just reading them alone. This application intends to bridge the
gap between the students and the learning materials’ deficient graphical representations.
The researchers’ aim is to provide an additional learning aid to the students. They did not
have any intention of replacing the conventional way of teaching.
5
Faculty. The researchers mentioned that they also asked the opinion of their instructors
about the deficiency in visual representation among the students. Majority provided
affirmative answers. The application will help them to convey easily such electronics
concepts and processes to the students and it will make their students more engaged on
what they are teaching.
Future Researchers. The development of this kind of technology in education may become
a benchmark on other fields or courses. This may open up new research area not just in
Electronics Engineering but also in other courses as well.
Scope and Delimitations of the Study
In this proposed research, the scopes of the study are as follows:
 The study intended to benefit the ECE students.
 The study focused on the learning enhancement of the students.
 The study focused on developing an Augmented Reality mobile application for
educational aid.
 The study focused on topics about basic electronics.
 The study focused on developing an interactive interface of the 3D models.
For the delimitations of the study:
 The study only covered ECE students of Bulacan State University.
 The study was applied on learning materials specifically printed hand-outs for the
learning enhancement of the students.
 The study was intended for Android platform only.
6
 The study only covered certain topics in basic electronics like: atomic structure of
conductors, semiconductors, and insulators; diode construction and its operations
which are forward biasing, reversed biasing and half-wave rectification.
 The study only covered the 3D models of atoms, diode construction and operations
with additional virtual buttons and onscreen events for interactivity.
7
CHAPTER II
THEORETICAL FRAMEWORK
This chapter presents the relevant theories, related literature and studies that were
used by the researchers in the study.
Relevant Theories
John Dewey’s Educational Theory. According to this theory, curriculum is a major issue
on traditional way of learning because it separates the child from the real life and school
becomes “place for listening" wherein knowledge becomes formal, static and dead
(Leshkovska & Spaseva, 2016). It pays attention to the relationship between the child and
curriculum, strives to unify the two opposing educational systems: subject centered and
child centered system. Even though, the theory tackles that the final point of learning
process must be from textbook and curriculum. However, human experience presented in
books and textbooks are great important for students to grow more that’s why learning
based on experiences and actual journey are the methods that the theory is referring which
can stabilize the children's knowledge. The theory shows the key method in the process of
learning is problem solving. Problem situations must be solved by each child, in earliest
age children can work on projects individually or in groups, and enable them to develop
their intelligence and manipulative skill in doing their experiments in school laboratories.
The researchers found out that Dewey’s theory is beneficial to the proposed study,
wherein children need to experience what the teachers are teaching them to be able to
acquire more knowledge. It is helpful to go on activities to learn more about a certain topic.
The proposed study is about interactive Augmented Reality which was used for education.
8
As per what Dewey’s theory tackled, a student can learn better when he is experiencing
and applying the learning he/she got. The study was helpful in this case because it allowed
the student to interact with the topic and manipulate some factors of it to see what will
happen. The theory proves that interactive Augmented Reality will be a useful learning
material in the future.
Howard Gardner's Multiple Intelligences Theory. This theory disapproves the traditional
way of teaching and learning. It shows that it is really hard for the students to absorb and
understand what the school attempt to cover and teach them. Society must value specific
capacities of each student and their knowledge encoded in variety of form. The theory of
multiple intelligences states that multiple intelligences are linguistic, logical-mathematical,
spatial, musical, bodily kinesthetic, intrapersonal, interpersonal and naturalist (Leshkovska
& Spaseva, 2016). According to this theory, these intelligences must be considered by the
teachers because students have their own ways on how to absorb the learning and
knowledge. It claims that every topic can be approached in several ways: telling of a story,
an artistic exploration, experiment or simulation and hands on activities or group work.
This theory proves that with the benefits of this pluralistic approach, more learners will be
able to understand well in a way that is comfortable to everyone.
The said theory was relevant for the research. Most of the students may learn something
new based on the different approaches of learning. With the use of this Augmented Reality
application, students can most likely learn things through seeing the applications of theories
being discussed to them. Learners which prefer to have visual and interactive
representations of the topics may also relate and acquire more knowledge. It is also
9
applicable to those students who easily cope in a topic through hands on. Gardner's theory
is helpful for this research because it supports new learning techniques of this era.
Cognitive Theory of Multimedia Learning. The theory states that simply adding words to
pictures is not an effective way to achieve multimedia learning. Instructional aids must
have a goal in line on how human mind works to create successful learning materials. The
principle under this theory is known as the "multimedia principle" which states that "people
learn more deeply from words and pictures than from words alone"(Sorden, 2012). It tells
that text is important on a person’s learning process but using multimedia in line on how
human mind works will help more to understand easier a certain topic.
Mayer's cognitive theory has three main assumptions when it comes to learning in
multimedia: 1.) The two separate channels for processing information which are auditory
and visual 2.) Limited capacity for each channel 3.) Learning is an active process of
selecting, organizing and integrating (Sorden, 2012). Human can only process a finite
amount of information so this is how it goes, there is a role of memory stores, the first one
is the sensory which receives a stimuli and stores it for the mean time like when a person
reads a text it goes here and stay for a short time. Then, working memory where the
received stimuli actively process to create representation like what a person reads his mind
will create a pattern of what it’s all about. Lastly, the long term memory which is the
repository of all things learned will be integrated here to be able for him to remember what
he had read. However, the theory presents that the brain does not interpret a multimedia
presentation of words, pictures and auditory information simultaneously. Perhaps these
elements are selected and organized logically before it will integrate in a particular
10
memory. It showed here how important for the brain to have visual representations or
patterns to process information and retain it to the long term memory.
The theory proved that the proposed research was useful for students because it used
interactive visualizations which the brain can easily processed the information. The
research was in line on enhancing learning process of students based on how the human
mind works so that it guaranteed as a trusted teaching aid on the future.
Theory on Marker-based Augmented Reality. Augmented reality actually deals on the
current situation of the real world. AR system should know where the user is and what the
user is looking for. In other words, orientation and location of the system is a vital factor
for it to render virtual objects in correct place. One major challenge that an AR system is
facing, is its time consuming way of collecting data to deduce the pose when an
environment is unknown. According to Siltanen, the system selects the orientation of the
coordinate axes at random in an unknown environment. That is not convenient for the user.
In order to solve this problem, a predefined marker which can be detected by the system is
added to the environment. Through image processing, pattern recognition and computer
vision techniques the marker will be able to detect by the computer system.
In marker detection process it is important first to determine the outlines of potential
markers and with their corners in the image the system will be able to interpret their
location. Siltanen listed down the steps of basic marker detection. First is the pre-
processing wherein the system will scan for an intensity image or a greyscale image. If the
image is something else like an RGB image, it will be converted to an intensity image. The
boundaries of the potential marker will be determined through either markers from binary
image or edges from a greyscale image. Another part of preprocessing method is the line
11
fitting. The system checks whether the markers have exactly four straight lines and four
corners. Next step is the fast acceptance or rejection tests for potential markers. Siltanen
(2012) stated that areas with only few pixels can be rejected by the AR system. Another
step is the identification and decoding of markers. This includes the template matching
wherein the detected marker is unwarped using the calculated camera pose, scaled to the
same size as marker templates and compared in four different positions to all marker
templates (Siltanen, 2012). The template with the smallest dissimilarity value determines
the correct marker. Last step is the calculation of the marker pose (location and orientation).
This includes the estimation of marker pose and repetitive calculation for accurate pose.
Some users prefer invisible pattern for markers in an AR system. Instead of just
using more presentable markers, they prefer markers and detecting device operating on
wavelengths other than visible light. Those are invisible markers, miniature markers and
image markers. Invisible markers utilize infrared light as marker and an IR camera is a
must. Miniature markers are so tiny that they are unnoticeable to the human eye. Image
markers use natural images as marker which we will be using in our study. Image markers
do not necessarily need frames or landmarks for easy detection.
This is the advantage that the researchers used with this marker; it can operate in
an existing environment without altering the environment itself. Same procedures and
principle were applied with the said markers. The theory served as the guiding principle
for the researchers in doing the Augmented Reality application.
12
Related Literature
Visual Representation versus Intuitive Learning
Visual representations are a big factor in the learning of the students. The human
brain tends to easily remember concrete things like visuals; therefore, using these kinds of
representations is more effective compared to learning through words which are complex
and difficult to remember (Kouyoumdjian, 2012). Different studies and researches have
also concluded that visual representations are more effective than words as it helps to retain
the lessons easily, decrease the learning time and enhance comprehension. Kouyoumdjian
also used visuals in his teaching and writing - having proper visuals with clear content can
help the students to understand different concepts than words alone. One article discusses
the occipital lobe, which is located at the back of the head, is the one who facilitates the
visual processing of the human brain. Human brain likes visual representation and to
stimulate the occipital lobe of the brain, it must be filled with visual diagrams, pictures or
anything that helps the visualization and it is one of the effective ways to help the lesson
easily understand by the students (Taibi, 2012). Research shows that only 15% of the
students are auditory learners which can comprehend and understand the lesson easily just
by listening compared to the 85% of the visual and kinaesthetic learners which needed an
interaction and visual representations to fully understand the lesson being presented to
them(Monnes, 2013).
A student cannot say that he actually learned the lesson just because he heard or
read it once, or just because his intuition says so. And a person cannot just trust his own
intuition when learning something (Cleary, 2018). Research studies show that people
usually base their own understanding of the lesson during the learning process. For
13
example, the students think that they fully understand the lesson just by looking at their
notes, but getting poor grades afterwards. It is because the notes are in front of the student
while studying and it gives the confidence to the student that he fully understands the lesson
and is ready to take the exam. There are dangers of following your own intuition just
because they "feel right" (Hogan, 2012). Hogan (2012) also cited some literature in his
article and one of them is the book of Chabris and Simons entitled "The Invisible Gorilla
and Other Ways that Our Intuition Deceives Us" where there are six everyday illusions and
one of these illusions is the illusion of confidence. Confidence that the person thinks he
really understands a lesson or topic but in reality he did not. Research shows that
confidence is not an appropriate measurement of your own ability, so you cannot judge
your own understanding with just your intuition.
These stated data and literatures show that the need of visual representation in
learning is a must to help the students understand clearly the lessons that are being
presented to them. These literatures show that intuitive learning is not an appropriate
measure of how much a person learned the lesson: a person should not just depend his
learning on his own intuition.
Learning and Teaching using Three-Dimensional Models
According to a book written by Monnes (2013), three-dimensional-education,
being tagged as the future of learning, has been proven to be effective in teaching students
about various intelligences and disciplines. Several reasons are provided as on how and
why this method of teaching was said to be effective. First is that 3D representations can
be used and maximized in different areas and fields like science, mathematics, history, and
more. Second is it helps instructors engage their students to learn as 3D captures the
14
attention and interest of most reluctant students. Third, these models can make it possible
for students to view different structures and objects and even show them its tiniest parts as
these models are capable of having themselves zoomed. Another reason is that these three
dimensional models increase students’ understanding of abstract concepts as it provides
better visualization than textbooks.
In the talk of capturing the students’ attention and interest, it was already proven
that using 3D models is very much efficient. In fact, pupils’ attention and engagement span
were increased from 50% to 90%. Also, students who use 3D models remember more and
in great detail than those who use 2D models. Aside from these, 3D causes enhanced
classroom interaction and a clearer comprehension of the concepts being taught (Tromp,
2015). Three-dimensional learning shifts the focus of the science classroom to
environments that help the students use and learn concepts to explore, examine, and explain
how and why phenomena occur and to draw solutions to such problems (Krajcik, 2018).
The facts stated were important for the researchers for several reasons. First was
because 3D can be effectively imposed in mathematics and sciences. Second, because the
concepts they tried to impose using 3-dimensional models were those of basic electronics
which are mostly abstract and cannot be seen by the naked eye. And lastly, because three-
dimensional learning and teaching are proven to be of great help for both students and
teachers. To sum up, these literatures proved that 3D models were effectively used by the
researchers in their study.
15
Applications of Augmented Reality
In a book written by Schmalstieg & Höllerer (2016), Augmented Reality, being a
part of the improving world of technology, is seen to be effective in various applications
and utilization. In fact, the connotation that AR can only be used in gaming is continually
being destroyed as innovators come up with different areas of applications for such. As of
today, AR is used in disciplines like construction, medical, navigation, television, training,
advertising and commerce, and many others. One can also envision AR turning into a more
general interface paradigm, redefining the overall browsing experience for computing in
the physical world. It then shows that AR can still be maximized in other fields of sciences
– even on education.
As stated by Marr (2018) in his article, augmented reality can really be applied in
different areas; it can be then thoroughly proven through enumeration of actual applications
of such in different projects. AR was already used in an award-winning airport app where
in AR maps can be utilized by the passengers to roam around the vicinity of the airport.
Also, this technology was also used in a healthcare app where the app provides real-time
information to the treatment area to support diagnosis, surgery and treatment plans. AR is
also being used in interior designing. The app projects the possible position of furniture in
accordance to its size so that when an owner decides to buy a new piece of furniture, the
person can be sure that it would fit in a specific space inside the house. Continuous
developments are still being done to maximize the use of AR.
In the field of education, using and inculcating augmented reality provide a lot of
benefits and advantages both to the students and the instructors. To mention some, AR has
accessible learning materials for it only needs a phone and a personal computer to be fully
16
functional. Also, AR provides higher students interest and improved collaboration
capabilities because it opens venues where all students can be involved in interactive
lessons which help improve teamwork skills. This technology is not only applicable for
games, but can also give practical learning and efficient workplace training for it can be
used in a wide range of varieties and fields of applications (Aleksandrova, 2018).
These stated data and information from different literatures explain that Augmented
Reality is a diverse technology that can be maximized in different areas, intelligences, and
disciplines. Also, through these literatures, the researchers have seen that AR can be used
for educational purposes for it provides different advantageous effects both in learning and
teaching. It can serve as aid for both students and teachers in order to build a more efficient
learning process and environment. Lastly, AR is capable of producing interactive lessons
for students which is a fact that is very much needed by the researchers.
Software Prerequisites of the System
To be able to come up with a working augmented reality application, several
software requirements were met. These are:
Unity. An application that is capable of creating two-dimensional and three-
dimensional simulations for different platforms. It is basically the app builder and compiler
of the models to be made and the detection of image markers (Unity Technologies, 2018).
Vuforia. An application development kit that functions to recognize objects or
images where in the graphic to be augmented will appear. This was of great help for the
researchers to make the study effective and working (Unity User Manual, 2018).
Blender. An application that supports the entirety of the 3D pipeline-modelling,
rigging, animation, simulation, rendering, compositing and motion tracking, even video
17
editing and game creation(Blender Foundation, 2018). It was used by the researchers to
come up with animated models.
These literatures were significant to this study because the researchers will not be
able to make the system work without these. All of the mentioned software were needed to
build the system and finished the study and these literatures proved that these were
beneficial for the researchers.
Programming Language
C# is a general–purpose object-oriented (OOP) language developed by Bjarne
Stroustrup. C# is considered to be an intermediate-level language, as it encapsulates both
high- and low-level language features (Technopedia, 2018). This language was said to be
well suited with augmented reality (Herrera, 2017).
These literatures are beneficial to the researchers because they have known that C#
is the language that is well suited for augmented reality. Therefore, the researchers utilized
this language in coming up with their proposed augmented reality application.
Related Studies
Learning with visuals has a huge impact in understanding a certain topic. Image,
animations, and videos speak a thousand of words and they aid learners for quick
adaptation of what was needed to understand. With those visuals, our complex thoughts
were easy to be simplified (Rajasekaran & Arulchelvan, 2017). Not just for quick
adaptation in learning, visuals help learners to enrich their minds through retention
(Rajasekaran, Arulchelvan, & Davadas, 2016). There are different kinds of visuals that
educators are utilizing today. They may be categorized as either static and dynamic visuals
18
or 2D and 3D visuals. There are various studies exist about which visual and teaching
method is more effective in helping learners for understanding certain topics.
In the study conducted by Dan and Reiner (2017), they created a technology called
social virtual learning environment in which there exist a virtual interaction between the
learner and the instructor. They made a real-time 3D digital avatar that looks like a real
instructor as seen by the learners. The researchers examined which of the two visuals, 2D
or stereoscopic 3D displays, provides more cognitive load associated with a simple and
complex task. In order to calculate the cognitive load index (CLI) of the students, they used
electroencephalogram (EEG) during their testing to record EEG signals. The result of their
study shows a higher CLI when the students provided 2D visuals during the session as
compared when 3D visuals were given. In other words, students exert more effort when
using 2D visuals and it implies that 3D visuals lessen the complexity of instructions or
explanations in a certain task or topic (Dan & Reiner, 2017).
The study proved to the researchers that 3D visuals may simplify the complexity of
what was written and explained in most learning materials about Basic Electronics course.
Another study that may support the result of the previously stated study is from the
group of Rajasekaran, et. al (2016). They said that, to reduce the complexity of the
understanding level of the learners, static visual and animated visuals were used. They used
visuals from science subject particularly about respiratory system and digestion system as
the content of their analysis. They divided the students into two: the control group which
will be provided static visuals like pictures, illustrations, line drawing, 2D graphics and
photograph and the experimental group which uses animated visual representation like 3D
graphics, video and animation. Different observations were made by the researchers
19
comparing the learning experience of the two groups. The control group said that 2D
visuals are boring to watch, need to be explaining more and they are not interactive in terms
of content delivery. On the other hand, the experimental group said that 3D visuals made
the process easy to understand, they are effective and informative, interactive in terms of
content delivery, and entertaining. The group also added that 3D visuals were easy to
register in their minds and they are self-explanatory. 87.6% of learners benefited the
effective use of 3D visuals in learning. The complexities of the content or the topics being
discussed were simplified through 3D visuals and knowledge is increased among the
students (Rajasekaran, Arulchelvan, & Davadas, 2016).
Utilizing 3D visuals inside a classroom will engage the learners to participate and
interact in the discussion. Hence, learning becomes easy and entertaining.
3D visuals also create interactivity among the students and the teachers. The study
of Islam, et. al. (2014), proved the effectiveness of blended learning. Blended learning
defines as the combination of traditional learning with media and tools. In other words, it
is a form of teaching with technology. Just like what the group of Rajasekaran, et. al. (2016)
did in their study, they also conducted a discussion among the students. The difference is
their methodology. Their subjects are children and they use solar system as the content of
their analysis. They divided the children into three in accordance of what method of
teaching they will be experiencing. Those are traditional learning where a teacher is in front
of the class explaining solar system, visual learning where only a visual was shown to the
children and last is the blended learning wherein the students visualized the materials along
with the teacher’s instruction.
20
The result of their study showed that blended learning system provides a huge
impact in improving the learning skill and the adaptation of the students. The researchers
have no intention of replacing the traditional way of teaching; instead they just want to
introduce a new method of teaching wherein the teachers’ will be utilizing interactive
learning materials (Islam, Ahmed, Islam, & Shamsuddin, 2014). Same as this study, the
researchers will only put a touch of technology which is Augmented Reality in learning
and they have no intention of replacing traditional teaching.
The studies presented above showed how 3D visuals bridge the gap between the
learners and the teachers or learning materials. In addition, 3D visuals can also be used in
the field of medicine. The group of Lam, et. al. (2018), created a 3D simulation of human
anatomy to promote patients’ education on their medical condition. The idea came out
when they observed that patients easily forget the information and instructions provided to
them by their physicians. Patients tend to be confused when using the materials that care
providers give so the researchers made a 3D model of the patient’s liver to demonstrate the
different diseases associated with it. To test their project, they conducted a survey to the
patients. The majority of the respondents said that the tool they created is both beneficial
to the patient and physician.
The project bridged the communication gap between the patient and physician in
healthcare setting (Lam, Lockett, Reina, & Rafay, 2018). This just proves the flexibility of
Augmented Reality in different fields. AR has many applications in real life.
In a study conducted by Alhumaidan and Lo (2015), they aimed to enhance the
collaborative learning of primary school students by introducing AR book based on
primary school textbooks which can access through tablets. In developing the AR books,
21
it employs co-design methods to involve educators, Human-Computer Interaction (HCI),
experts and most specially a kid. The method of co-design is important because it helps the
developers to understand the children's perspectives and offers them a better understanding
of how they learn. Different research methods for designing an AR for this age of users are
shown: Low-tech Prototyping, Usability Evaluation with Affinity Diagramming, VAS
Questionnaire and Focus Group Discussion (Alhumaidan & Lo, 2015). After implementing
these methods, the developers clearly understand the problems concerning in designing an
AR book for primary students. However, revealing these challenges help the researchers
to reflect, modify new methods and adjustments or approach to be used in enhancing AR
books for children.
As what the study stated in designing an Augmented Reality for a particular user,
it needs to follow collaborative research methods on designing an AR application. Like, in
designing an AR for children, a kid must be a part of the developers team to help them
know how a child learn better on his own way. This method must be used as a guide of the
researchers so that they can develop an AR which will enhance the learning process of the
students and be more efficient.
Researchers think that AR improves people’s perceptions, knowledge, and
interaction with the real-world and it leads to improved productivity in real-world tasks
(Kose, Koca, & Yucesoy, 2013). The study conducted by Kose, et. al. (2013) showed how
AR improved a student’s knowledge about a certain course. This study aimed to improve
educational processes when it comes to abstract or technical courses by employing tool-
mobile software system which is the Augmented Reality. This tool tends to provide a
supportive e-learning material for students. By using it, students can view 3D animations
22
and special made videos for them to have additional ideas and knowledge regarding to their
topics or courses. In this research, tool-mobile software system has been employed for
Computer Science courses which enable them to gain necessary knowledge and easily cope
on the theoretical and applied studies on foundations of information and computation. The
authors show that the software tool ensures its effectiveness in learning experience by
employing advantages of mobile devices and forming interactive sessions between virtual
and real environment. The study proves its efficiency by doing an evaluation works and
figure out that the software system has been effective and successful performance on
improving student's learning experiences.
The study showed how the Augmented Reality ensures effectiveness when it
comes to abstract and technical courses. Using AR the students of Computer Science
courses easily cope in their topics because of the visuals, additional videos etc. Ideas
tackled on the study can be inculcated on the ongoing research, the researchers are
developing an interactive AR which will help to improve the learning process of
Electronics Engineering students like what on the said study did.
The research by Yen, et. al. (2013) showed that integrating the advantages of
technology in education can resolve problems caused by the following circumstances;
concepts of some subjects are excessively abstract; some topics require dangerous
experiments; there are courses require long periods of time for recording and observation;
the surroundings for observation are not easily constructed or meet the necessary
requirements due to cost and technological limits or remote locations (Yen, Tsai, & Wu,
2013). These problems are the reason why e-learning systems like interactive 2D, 3D and
Augmented Reality are introduced as a teaching aids nowadays. However, this study
23
explained the different effects on learning using 2-Dimensional, 3-Dimensional and
Augmented Reality. These methods are applied in a certain topic which is moon’s phases.
According to the results of test, 2D designed through Flash Technology has the least
influence in motivating a student to learn more, 3D simulation system through Google
Earth improved learners' immediate learning effects on the concepts of moon phases, as
well as the motions of sun, earth and moon while Augmented Reality developed using
virtual reality technology based on the Total Immersion D'Fusion AR software package
proved that it has significant improvement on the learning effects of concepts such as
phenomena, causes and periods of the moon phases. In short the study showed that
Augmented Reality is the most effective way to learn the concepts of moons phases but its
advantages require further exploration.
It is proven on this study that integrating advantages of technology in education
really helps in improving the learning process. This new e-learning system which is the
Augmented Reality influences students to know more about the topic because of the
features it is offering wherein it makes them excited. This made the researchers think that
their AR could be a successful teaching aids too because it offered new features that
encouraged each students to know more about their topic and as a result of widening their
knowledge.
One existing pedagogical application of Augmented Reality is the study conducted
by Ivanova, et. al. (2014). They stated that most learners today are digital learners which
mean that they prefer e-learning books rather than the tradition hard copy books because
for them hard copy books are not that attractive. They also enlisted other relevant
application of AR in different fields like vehicle technology, fashion, astronomy, surgical
24
procedures, and interior design. They emphasized the application of AR in education and
they said that it may be integrated on textbooks in different ways like creating 3D models,
video, audio and animated texts. With this technology, the bridge between the learners and
the book narrows. The researchers integrated AR apps in a bachelor’s degree course in the
department of “Machine Tools and Manufacturing” in the University of Ruse named
“Cutting Tools”. 3D models of the cutting tools are created to enrich the training with
interactive realistic 3D visualizations and simulations of equipment installed in a real
cutting tools laboratory (Ivanova, Aliev, & Ivanov, 2014).
Nowadays, most of the students are digital learners and preferring e-learning
books than the traditional one because they find it attractive. The study showed the
application of AR in one of the certain course about cutting tools that helps the student to
know more about their equipment. As what stated on the study, the researchers found it
relevant for their study. Wherein, they developed an AR which helped Electronics
Engineering students to learn more the diode construction and its operations.
The study conducted by Coimbra, et. al. (2015) explained AR applications as
having characteristics of integration and interaction between the real and virtual. AR
technologies are closely linked to the ability to calculate and to the computational
calculations and, thus, its evolution is related to the development of personal computers
(Coimbra, Cardoso, & Mateus, 2015). So, that research showed that Augmented Reality is
useful when it comes to study and in some learning areas specifically when it needs
practical and experimental interaction. Their application was test in a class with a specific
topic regarding Mathematics and figured out that students recognized Augmented Reality
as a way to understand easier the mathematical concepts because it caters a better
25
visualization and interaction. The authors concluded that teaching and learning of
mathematics in higher education are enhanced by the used of three dimensional
technologies such as Augmented Reality.
The researchers’ found out on this study that AR is proven useful to higher
education when it comes to practical and experimental interaction. Also it recognized that
AR is an easier way to understand mathematical concepts because it brings better
visualization and interaction. The researchers thought that these ideas were helpful for their
research which is the interactive AR, where the Electronics Engineering students who used
it were able to understand easier the topics about diodes.
Kaji, et. al. (2018), proved in their study the various uses of AR technology
particularly in smart cities. They reviewed articles existing from 2013 to 2017. With the
continuous growth of technology, the human perception of the real world comes along
(Kaji, Kolivand, Madani, Salehinia, & Shafaie, 2018). They studied which area in a smart
city benefited the most when utilizing AR technology. They concluded that tourism and
maintenance improved when AR technology was used based on the articles they’ve
reviewed.
They proved that Augmented Reality may also improve our living and it may
enhance different aspects of various disciplines.
A mobile application created by Piraveena, et al. (2017) featuring AR and VR can
aid users in interior designing. In this project, the user can virtually place pieces of furniture
or even design the space they want to. Their AR application was designed for mobile
devices or tablets working on android platform and it were developed in Unity Software.
Features of their application are: customizing single object, managing multiple objects,
26
virtual voice assistant and application features, and accompaniment of Virtual Reality.
Main use of the application is it retains the design of the external structure while being able
to manipulate it by augmenting computer generated images (Piraveena, Senanayake,
Charithapyiya, & Mayura, 2017).
Their study shows how Augmented Reality interacts with its users. The researchers
also made their Augmented Reality application as interactive as this for the students to
adapt quickly to the learning materials provided.
Brandas, et. al. (2017), also developed an augmented reality application using Unity
3D software just like what Piraveena, et al. (2017) used. Their app also worked in an
android platform. They used the Vuforia software which is an augmented reality software
development kit and is also for developing AR app. The researchers created the project for
mobile e-commerce. The application was said to allow better user interaction, customer
satisfaction, shopping value, quality and purchasing decision (Brandas, Didraga, & Huma,
2017). They emphasized that their app offers the best customer support which means that
they can virtually use a certain product before buying it.
What the researchers got from this study is the software used by the authors. They
also utilized application developer which is the Unity 3D and a plugin for creating
Augmented Reality which is the Vuforia.
In this chapter, the related theories, literatures and studies being tackled gave
substantial contributions in the development of the interactive Augmented Reality. The
relevant theories that were being discussed are John Dewey’s Educational Theory,
Cognitive Theory of Multimedia Learning, Theory on Marker-based Augmented Reality
and Howard Gardner’s Multiple Intelligences Theory provided concrete foundation in
27
developing the study. It helped the researchers to prove that interactive visual
representations of a topic being discussed could be more helpful for the students as a new
teaching aid of this generation according to the theories said earlier. Apart from these stated
related theories, related literatures about the advantages of visual representations,
disadvantages of intuitive learning, learning via 3D models and applications of augmented
reality provided the purpose to the researchers to develop an Augmented Reality mobile
application as an aid for the learning of the ECE students. And in developing this mobile
application, the related literatures about the programming language that were used, which
is the C++, and the software prerequisites for the mobile app, namely; Unity and Vuforia
provided the knowledge and information needed by the researchers to create the mobile
application.
Last of all, the related studies have discussed the ideas and assessments results of
the other researchers that are the same as the concept of the researchers. Specifically, the
way how the other researchers implemented the Augmented Reality was significant for the
recent researchers, because it shows them a lot of ideas on how the study could be even
more efficient and effective. Collected information helped the researchers in making
considerations and to improve more the developing interactive Augmented Reality than the
AR existed before.
28
Hypothesis of the Study
Null Hypothesis:
 The researchers were not able to develop an interactive Augmented Reality
application for learning materials in Basic Electronics courses.
 The application did not contribute to the learning enhancement of the ECE
students.
Alternative Hypothesis:
 The researchers were able to develop an interactive Augmented Reality
application for learning materials in Basic Electronics course.
 The application contributed to the learning enhancement of the ECE
students.
29
Conceptual Framework
The conceptual framework of this study is composed of three main frames, the
Input, Process, and Output, as shown in Figure 1.
Figure 1. Conceptual Framework of the Study
The Input frame of this conceptual framework is composed of all the necessary data
requirements the researchers need to gather and learn in order to make the study possible.
30
It is divided into three main parts, the knowledge, software, and hardware requirements.
All are inter-related and are beneficial for each other and for the totality of the study.
As stated in the Process frame, the researchers chose the appropriate model used
for the development of the application, planned the layout, interface, and operations of the
proposed application, identified the correct hardware, software, and developmental tool
requirements, established the most suitable testing procedure to be implemented on the said
application, and determined the indicators that dictate if the proposed application met the
desired outcomes to in terms of its functionality, reliability, usability, efficiency,
maintainability and portability.
All the involved and mentioned processes will lead to the finished output which is
the Development of Interactive Augmented Reality Embedded Learning Materials in Basic
Electronics for ECE Students.
Definition of Variables
For clarity and better understanding, the following variables are defined in the
context of how they were used in the study.
3D Models - mathematical representations of an object in three dimensions and can be
created using Blender Software.
Augmented Reality (AR) - the reality-based display environment that the researchers used
in creating the app which computer generated objects are being augmented to the real world
environment for the users to interact with.
31
Blended Learning – the application of modern technology to the traditional way of
teaching.
E-learning - it refers to the use of technologies and various kinds of electronic media to
enhance the learning which Augmented Reality is one of its example.
Image Marker - a two dimensional symbol which the Augmented Reality needed to
determine the position and rotation relative to a surface with the use of camera.
Virtual Reality (VR) - it refers to the simulated environment created by computer
technology which users will be interacting and it is being compared to the technology that
the researchers used which is the Augmented Reality (AR).
User Interface -any system that allows the user to connect to any software or physical
device and it is shown in Augmented Reality in mobile phones as a mobile app.
32
CHAPTER III
RESEARCH METHODOLOGY
This chapter covers the research methods and techniques used in the study. It also
includes the project description and design, locale of the study, population and sample of
the study, research instrument, as well as data gathering procedures and the data processing
and statistical treatment.
Methods and Techniques of the Study
In developing the proposed study, it is essential for the researchers to make use of
a suitable and effective research method that will serve as a tactic in conducting a research.
That’s why, the researchers adopted the applied research in creating a guide for the study.
Applied research refers to a scientific study which aims to solve a specific, practical
problem of an individual or group. This research is used in different aspects of people’s
lives like in business, medicine and education wherein it is a big help in finding solutions
that may cure diseases, solve scientific problems or develop innovative technology.
The researchers utilized applied research in solving a specific problem in education.
This was helpful in resolving one of the major problems of engineering students of Bulacan
State University. Most of the Electronics Engineering students find it hard when it comes
in imagining the operations of electronics components while being discussed by the
instructor. This difficulty has a big impact in the learning process of the students. Most of
them don’t get the topics well because they have difficulty in imagining those. This
research solved an Electronics Engineering students’ problem about envisioning the diodes
33
construction and its operations. This can be solved by developing an innovative technology
that is an interactive Augmented Reality. It can be used by the ECE students to learn more
and imagine better the diode construction and operations which help them to acquire more
knowledge about the topic. This innovation can be a new effective teaching aid of this
generation that will help students a lot.
Project Description
This is how the researchers expected the system to work; first, the Android phone
camera will detect image markers on the learning material. And when proper image marker
was detected, a 3D model equivalent of that image will be augmented on the learning
material itself. The users may adjust some parameters of the 3D models by doing simple
gestures on the screen of the cell phone.
34
Project Design
Figure 2. Project Design of the Study
35
Locale of the Study
The locale of the study was in Bulacan State University at Malolos, Bulacan,
specifically at College of Engineering. The researchers conducted a survey and testing of
their application to the sampled population of ECE students.
Figure 3. Locale of Bulacan State University, Malolos, Bulacan
Population and Sample of the Study
The researchers used purposive sampling method to determine the respondents of
the study. The researchers predetermined the total number of respondents and the division
of samples was determined according to the appropriate ratio of the sampled groups. Since
the researchers used different research instruments, the sample size also determined in
diverse ways as well.
36
In the initial survey which was earlier conducted, a total of forty eight respondents
were asked to take the survey. Table 1 shows the distribution of respondents.
Table 1
Distribution of Respondents for the Initial Survey
Respondents Actual Population Percentage Frequency

Fourth Year Students 240 50 24
Fifth Year Students 240 50 24
Total 480 100 48
The respondents of the initial survey was composed of twenty four fourth year
students, and twenty four fifth year students, with a total of forty eight respondents. They
were all fourth and fifth year ECE students for they already have taken up various ECE
subjects.
For the user experience survey, the researchers used a total of fifty respondents as
a sample size. Table 2 shows the distribution of respondents for the survey conducted.
Table 2
Distribution of Respondents for the User Experience Survey
Respondents Actual Population Percentage Frequency

First Year ECE Students 135 21.26 10
Fourth Year ECE Students 240 37.80 19
Fifth Year ECE Students 240 37.80 19
ECE Faculty 20 3.15 2
Total 635 100 50
The respondents of the survey for study were composed of ten first year ECE
students, nineteen fourth year ECE students, nineteen fifth year ECE students, and two (2)
37
members from the ECE faculty, with a total of fifty respondents. The fourth and fifth year
ECE students have already finished the basic electronics subject while the freshmen are the
ones to be taught about it after several years. On the other hand, the ECE faculty members
are well knowledgeable in this subject matter for they are the people who teach it. The
selected respondents are the students and faculty members who are mainly involved with
electronics subjects and the people who can fully comprehend the study and its output.
For the learning assessment, the researchers had a total of forty respondents: twenty
for the controlled group and twenty for the experimental group. Table 3 shows the
distribution of respondents for the learning assessment.
Table 3
Distribution of Respondents for the Learning Assessment
Respondents Percentage Frequency

ECE-1A Students 12.5 5
ECE-1C Students 37.5 15
Controlled Group 50 20
ECE-1A Students 12.5 5
ECE-1C Students 37.5 15
Experimental Group 50 20
Total 100 40
The controlled group was composed of five (5) ECE-1A students and fifteen ECE-
1C students. On the other hand, the experimental group was composed of five (5) ECE-1A
students and fifteen ECE-1C students. The total of all the respondents for the learning
assessment was forty. These first year students were the only remaining ECE students who
38
still not have been taught about the basic electronics subject. These selected freshmen were
the main beneficiary of the output of the study.
Research Instrument
To obtain the necessary data, the researchers conducted a survey using evaluation
forms and a learning assessment as the research instruments of the study.
The researchers provided survey forms to be filled up by the respondents which
evaluated the proposed application based on the given criteria. The proposed application’s
functionality, reliability, usability, efficiency, maintainability, and portability will be
established through the said method. Another research instrument that the researchers used
was the learning assessment of the sampled population. The sampled population was
divided into two; controlled and experimental group. The researchers compared the
performance of each group in order to see if the application enhanced the learning
experience of the students.
The researchers chose an instrument that has the characteristics and standards that
can help in the proposed software. ISO 9126 Quality Model for Test Specifications was
the basis of the criteria in this instrument because of its international standard for software
or program evaluation. The researchers used an analytical rubric that gave an insight on the
users’ point of view on several factors significant in the study. The rubric includes the
following criteria: functionality, reliability, usability, efficiency, maintainability, and
portability. Functionality deals with the responsiveness of the application; reliability tells
how dependable the application is; usability describes how accessible the software is;
efficiency measures the ability of the system to produce the desired output; maintainability
39
deals with how easy to troubleshoot the application whenever an error occurs for a short
period of time and; portability describes how the application responds depending on
different conditions it faces. The stated criteria were the basis of the respondents in
evaluating the researchers’ proposed application.
In order to visualize more the procedures of the entire system, the researchers used
flowcharts based on the guide provided in ISO 5807. With this standard, system and
program flowcharts were formed to fully depict the information needed in following the
process of the proposed system. This must be carefully followed in order to avoid
misconception on how the whole application will flow. The use of system flowchart in the
study is important for it represents the control of operations and the data flow of the system.
Each symbols and conventions found in the system flowchart has given signification
maintained by the International Organization for Standardization.
Data Gathering Procedure
To accumulate significant data for the study, the researchers conducted a survey
and a learning assessment to a sampled population of ECE students.
The survey acted as the collective opinions of the respondents about the application.
The researchers had a demonstration of the application and they gave the respondents the
evaluation form that they need to answer. The respondents rated the application in a scale
of one (1) to five (5), indicating their level of agreement for each statement based on the
given criteria. The survey helped the researchers to be able to establish the proposal’s
functionality, reliability, usability, efficiency, maintainability, and portability.
40
For the learning assessment, the sampled population was grouped into two:
controlled and experimental group. Both group had a traditional discussion about a topic
on basic electronics. Also, both group have been provided printed hand-outs regarding the
topic to be discussed. The printed hand-outs contain 2D illustrations and plain text
explaining what was illustrated. Their main difference was, the experimental group used
the researchers’ Augmented Reality application enabling them to see 3D visualization of
the printed hand-outs provided.
Data Processing and Statistical Treatment
Three (3) mechanisms were involved in data processing which was the input,
process and output mechanisms. The input mechanism that was considered is the gathered
data from the respondents. While the statistical procedures and techniques were included
on the process mechanism. And finally the results of the study had been taken into account
for the output mechanism. There were also three (3) basic steps in data processing. The
first step in data processing is the data categorization which pertains to the grouping of
subjects in accordance to the objectives of the study. The next step is the transforming the
gathered information from the evaluation forms into values to facilitate its tabulation and
this is called data encoding. And the last step consist of the tabulation of the data that is
done by counting and tallying the raw data to arrive at a frequency distribution and organize
them in a table.
The statements in the evaluation forms were structured using the Likert format. It
is a five-point scale used to allow the respondents to express their level of agreement with
41
a particular statement. The Likert scale is the most widely used approach to rate and
describe the responses in a survey research.
In the evaluation form, five ratings were provided for every statement under each
criterion. The choices represent the degree of acceptability of the respondent for each
statement. In addition, this type of research instrument can effectively collect sufficient
quantitative data for evaluation. The Likert scale will be used to measure and interpret the
evaluation results of the study, as shown in Table 4.
Table 4
The Likert Scale
Range of
Rating Scale Weighted Description
Mean
The respondent
really believes that
5 Highly Acceptable 4.51-5.0 the system has
performed
excellently in that
corresponding
criterion.
The respondent is
satisfied in the
4 Acceptable 3.51-4.5 performance of the
42
system with regards
to that criterion.
The respondent is
slightly convinced
3 Somewhat 2.51-3.5 in the performance
Acceptable of the system in that
criterion and
believes that some
improvements must
be made for the
system to be
accepted.
The respondent is
not convinced in the
2 Unacceptable 1.51-2.5 performance of the
system in that
particular criterion.
The respondent
Highly believes that the
1 Unacceptable 1.0-1.50 system has failed in
that citerion.
43
Moreover, the learning assessment consists of the groups which the researchers
considered and how they treated the data gathered. The groups were the controlled group,
the students that used the traditional way of learning, and the experimental group who used
the traditional way and the Augmented Reality mobile application. The researchers
evaluated the scores of the examination that was taken by the students after the discussion
by getting the mean scores of the controlled group and the experimental group. And upon
getting the mean score of each group, the researchers compared and evaluated which
learning system applied to the students got the higher score.
44
CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter covers the presentation of the steps involved in the development of
Interactive Augmented Reality Embedded Learning Materials in Basic Electronics. This
contains the answers to the specific questions relative to the proposed project, the result of
the evaluation process, and the analysis of the results after the presentation of data.
Topic of Focus of the Application
Figure 4 shows the results of the initial survey that was conducted by the
researchers to find out what subject needs graphical representation aid the most.
What subject needs graphical representation aid

the most?
18 17
16
14 13
12
12
10
8 6
6
4
2
0
Electronics 1 Electronics 2 Pulse and Switching Principles of
Communication
Figure 4. Initial Survey Results
It can be seen in the graph that there were seventeen students who voted for
Electronics 1, twelve students for Electronics 2, thirteen students for Pulse and Switching,
and six (6) students for Principles of Communication. It was then found out by the
45
researchers that the topic of focus of the application was Electronics 1 or Electronics
Devices and Circuits for it garnered the most number of votes from the respondents.
Software Development Model
The model that was used for the development of the application is the Modified
Waterfall Model.
Figure 5. Modified Waterfall Model
Requirements
The requirements needed to create this augmented reality application are the
computer software and development tools such as Blender for creating the 3D models and
animations, Unity that served as an app builder and compiler of the 3D models created, and
Vuforia which is an online platform that was used to register the image markers of the 3D
models and to recognized those images and objects.
46
Design
The mobile application was designed to aid the Electronics Engineering students to
improve their learning and be more engaged in the topics that are being discussed. It was
also designed to have a user friendly UI (User Interface) that is capable of producing
accurate 3D models and animations of some of the basic concepts and operations in
Electronics. The application’s user interface, sequence and interactive virtual buttons were
programmed by using the C# programming language, an object-oriented programming
language.
Implementation
The inputs from the system design and the software requirements were used to
create the components of the mobile application such as the 3D models, user interface, and
image markers and to build the application itself.
Testing
The mobile application underwent testing for correction of errors. The 3D models
were tested and previewed in the Unity software if they were created accurately and if the
animations were working before building the application.
Maintenance
The maintenance was provided to fix the defects that appeared during the use of the
mobile application. It involves correction in scaling of the 3D models, their color and their
appearance time.
47
Interface and Operation of the Application
The researchers were able to come up with the Graphical User Interface (GUI) of
the application through three basic steps. First, the researchers created the façade or the
main look of every page of the application through the use of Adobe Photoshop. They
basically made those pages as plain images.
Figure 6. Opening Interface and LeARn ECE Logo
Figure 7. Home Interface
48
Figure 8. How to Use the App Interface
Figure 9. About the App Interface
The next step was to superimpose the buttons that were present in the application.
The researchers have done it through maximizing the application, Unity. The researchers
just traced out the buttons that were in the images and made them clickable. The last step
was to assign and imply the logical functions of the application. It was done through the
49
use of C# Programming Language and was also made in the Unity application where it is
its built-in programming language
On the other hand, the operation of the application is shown in Figures 10-12:
Figure 10. LeARn ECE Application Flowchart
50
Figure 11. Half-Wave Rectifier Figure 12. Biasing Augmentation
Augmentation Flowchart Flowchart
51
The flowcharts show how the application operates. It shows all the functions and
the things that happen for each choice that the user makes while using the application. Also,
the chart includes how the application detects image markers and what corresponding
models or animations pop up for each. The figures given above are just segments of the
totality of LeARn ECE’s flowchart. The remaining segments are on the Appendix C.
Software, Hardware and Development Tools
The researchers utilized the following requirements in order to create the
application. Most of them are available online for free.
Software
Figure 13. Blender 2.79
Blender 2.79 - The researchers only used the 3D modeling and animation facets of this
software. This version is available for Linux, Mac OS X and Windows. There is no
operating system issue with the group since most of them use Windows operated
computers.
Figure 14. Microsoft Visual Studio 2015
52
Microsoft Visual Studio 2015 - This is where the programming takes place. Visual Studio
supports all types of programming languages including C#. The developers write their
scripts here for non-virtual and virtual buttons which were used for changing scenes in the
application.
Figure 15. Adobe Photoshop CC 19.0
Adobe Photoshop CC 19.0 – This is where the researchers created the layout and interface
of the whole application.
Hardware
Figure 16. Personal Computer
Personal Computer (Windows OS) – It is the primary device for the creation of the whole
application. Herrera (2017) in his blog, listed down the minimum PC specifications for
53
AR/VR projects. However, the group was able to use lower requirements for CPU and
graphics.
Table 5
PC Minimum Specifications
CPU Intel Core i3-2310M Processor 2.10 GHz or higher
Graphics NVIDIA GeForce GTX 1060 or AMD Radeon RX 480
RAM 4 GB or higher
Operating System Windows 7 or superior
Figure 17. Android Phone
Android Phones – The application created is only for Android devices only. The file to be
installed is in APK format which is for the said devices only. The internal memory and
Android version was personally set by the researchers during the final build-up of the
application. For the CPU and RAM, higher specifications are recommended for the
application to run faster.
54
Table 6
Minimum Android Phone Specifications
CPU Quad Core 1.2 GHz or higher
RAM 2 GHz or higher
Internal Memory 16 GB or higher
Android Version 4.x or superior
Development Tools
Figure 18. Vuforia
Vuforia - This is an augmented reality software development kit (Unity User Manual,
2018). It is the main tool responsible for an AR to be developed. Vuforia is an online
platform where developers must register their image markers. Those markers will be
downloaded and installed inside the Unity software.
Figure 19. Unity 2018.2.17f1
Unity 2018.2.17f1 - This is where all the 3D models were placed according to their
respective image marker. Unity enables clients to create games and intuitive encounters in
both 2D and 3D, and the engine offers an essential scripting API in C# (Unity
55
Technologies, 2018). This version must have an additional plugin that supports Vuforia
which is another tool used by the researchers. This is also where virtual buttons are created.
Testing Procedure
Learning assessment was the testing procedure implemented by the
researchers. They conducted a short discussion about basic electronics; they divided the
class into two, one of which experienced conventional learning and the other used the
application during discussion. After that, they have given an examination about what was
discussed. Table 6 shows the individual scores of each student and the mean scores of each
group.
The photos of the testing procedure are shown by the following figures:
Figure 20. Classroom Discussion (ECE 1-C)
56
Figure 21. Using LeARn ECE
Figure 22. Classroom Discussion (ECE-1A)
57
Table 7
Learning Assessment
Conventional Scores Enhanced Learning (using Scores
Learning the application)
Student 1 9 Student 21 8
58
Mean Score 8.9 Mean Score 10.3
It can be seen on the bar graph (Figure 23) that, the group that used the Augmented
Reality application had a mean score of 10.3 while the group that did not use the application
got 8.9. The average score of the students who used AR are higher than students who did
not use it. The results of the test proved that the students who maximized Augmented
Reality in learning had a greater percentage of retaining the knowledge and information
they were given than the students who only used the handouts.
Learning Assessment
10.3
10.5
10
Mean Scores
9.5
8.9
9
8.5
8
Conventional Learning Enhanced Learning
Figure 23. Learning Assessment Results
59
User Experience Survey
The tables below show the results of the conducted user experience survey by the
researchers. First of which is Table 8 which shows the affirmative response of the
respondents to the functionality of the application.
Table 8
Descriptive Measures of the Level of Acceptability of Interactive Augmented Reality
Embedded Learning Materials in Terms of Functionality
Frequency Verbal
Items 5 4 3 2 1 Mean Interpretation
1 The mobile application runs
smoothly and swiftly.
31 19 0 0 0 4.62 Strongly Agree
The mobile application is
accurate in giving the right
3D model for the specific

2 36 14 0 0 0 4.72 Strongly Agree
marker
The virtual buttons are
3 interactive in manipulating 35 15 0 0 0 4.7 Strongly Agree
some of the 3D models.
Average Mean 4.68
60
Table 9 shows that the respondents strongly agreed to the reliability of the mobile
application to provide the accurate information for the given 3D models and to its
performance when it comes to accuracy and consistency.
Table 9
Embedded Learning Materials in Terms of Reliability
Frequency Verbal
1 The mobile application
provided the accurate
information for the given 3D
models.
The mobile application
performs with accuracy and

2 32 18 0 0 0 4.64 Strongly Agree
consistency.
Average Mean 4.7
61
Table 10 shows that the respondents strongly agreed that the mobile application is
usable since its user interface is simple and straightforward and also that the operation can
be easily learned by the users.
Table 10
Embedded Learning Materials in Terms in Terms of Usability
Frequency Verbal
1 The user interface of the mobile
application is simple and
straightforward.
The operation of the mobile
application can be easily

2 46 4 0 0 0 4.92 Strongly Agree
learned by the users.
Average Mean 4.91
62
Table 11 shows that the respondents agreed to the maintainability of the mobile
application because it was stable even for a long period of time and the 3D models were
able to maintain their position even the phone was moving.
Table 11
Embedded Learning Materials in Terms of Maintainability
Frequency Verbal
1 The mobile application is
stable even for a long period of
time.
27 22 1 0 0 4.22 Agree
The mobile application’s 3D
models are able to maintain

2 33 16 1 0 0 4.64 Strongly Agree
their position even the phone is
moving.
Average Mean 4.43
63
Table 12 shows that the respondents strongly agreed that the application was
portable and can be easily transferred and installed.
Table 12
Embedded Learning Materials in Terms of Portability
Frequency Verbal
1 The mobile application is
transferable to other phones.
The mobile application is easy

2 to install. 39 11 0 0 0 4.78 Strongly Agree
Average Mean 4.78
Table 13 shows the meaning of each range used in getting the mean. It displays
that the ranges 4.51-5 means strongly agree, 3.51-4.5 means agree, 2.51-3.5 means
neither agree nor disagree, 1.51-2.5 means disagree and lastly, 1-1.5 means strongly
disagree.
64
Table 13
Quantifications used in the Questionnaires
Scale Ranges Criteria
The respondent
5-Strongly Agree 4.51 - 5 strongly agrees with
the statement.
The respondent
4-Agree 3.51 - 4.5 agrees with the
statement.
The respondent is
3-Neither Agree nor Disagree 2.51 - 3.5 neutral about the
statement.
The respondent
2-Disagree 1.51 - 2.5 disagrees with the
statement.
The respondent
1-Strongly Disagree 1 - 1.5 strongly disagrees
with the statement.
Table 14 shows that all the respondents strongly agreed on all the criteria on the
user experience survey except for one which is the maintainability factor where the
majority had only voted for agree. The four criteria in which they had strongly agreed were
functionality, reliability, usability and portability.
65
Table 14
Summary of Mean Distribution Evaluation by All Respondents per Criterion
Criteria Mean Verbal
Interpretation
Functionality 4.68 Strongly Agree
Reliability 4.7 Strongly Agree
Usability 4.91 Strongly Agree
Maintainability 4.43 Agree
Portability 4.78 Strongly Agree
OVERALL MEAN 4.7 Strongly Agree
Table 15 shows that all criteria including functionality, reliability, usability,
maintainability, and portability had different results for each group of respondents.
Table 15
Summary of Average Mean Distribution per Group of Respondents
Criteria 5th Year 4th Year 1st Year Instructors Mean

Students Students Students
Functionality 4.84 4.66 4.37 4.83 4.68
Reliability 4.79 4.74 4.4 5 4.73
Usability 4.92 4.89 4.9 5 4.93
Maintainability 4.69 4.45 4.6 4.75 4.62
Portability 4.89 4.74 4.6 5 4.81
66
It can be seen on the bar graph, which is shown on Figure 24, the comparison on
the mean scores for each group of respondents for the given criteria. It displays the
differences between these mean and shows which group of respondents got the highest or
lowest mean.
5.1
5
4.9
4.8
4.7
4.6
4.5
4.4
4.3
4.2
4.1
4
Functionality Reliability Usability Maintainability Portability
5th Year Students 4th Year Students 1st Year Students Instructors
Figure 24. Graph of the Summary of Average Mean Distribution Evaluation per
Group of Respondents
Table 15 shows that all criteria including functionality, reliability, usability,
maintainability, and portability had different results for each group of respondents but all
of them can be observed to fall on an EXCELLENT remark.
Table 16
Summary of Mean Distribution Evaluation by All Respondents per Criterion
Criteria Mean Remark/s
67
Functionality 4.68 Excellent
Reliability 4.73 Excellent
Usability 4.93 Excellent
Maintainability 4.62 Excellent
Portability 4.81 Excellent
Overall Mean 4.75 Excellent
4.93
4.95
4.9
4.85 4.81
4.8
4.73
4.75
Mean
4.68
4.7
4.65 4.62
4.6
4.55
4.5
4.45
Functionality Reliability Usability Maintainability Portability
Figure 25. Summary of Mean Distribution Evaluation by all Respondents per
Criterion
Figure 25 shows the mean distribution evaluation from fifty (50) respondents. The
survey results show that among the five (5) criteria, usability got the highest rating of 4.93
which corresponds to an excellent remark and followed by portability that had a rating of
4.81, reliability with a rate of 4.73, functionality with 4.68 and lastly maintainability with
a rating of 4.62. A general weighted mean of 4.75 which is equivalent to an EXCELLENT
68
rating was computed. The respondents were therefore very satisfied and believed that the
LeARn ECE is highly recommended for use.
69
CHAPTER V
SUMMARY, CONCLUSION AND RECOMMENDATION
This chapter contains the summary of the answers in the statement of the problem
and conclusion based on the overall result of testing and survey conducted by the
researchers. This also contains the recommendations that they deem to be essential to the
beneficiaries of the study.
Summary
1. The ECE subject which became the topic of focus of the application was Electronics
Devices and Circuits for most of the respondents of the survey voted for it. The
subject was broken down in to smaller and different subtopics.
2. Modified Waterfall Model was used for the development of the mobile application.
It was used to have a good flow of the development of the application because if
there was an error or modification to be made in the application, the researchers can
go back to the previous step/s in developing the application wherein the correction
of error or the modification must be done.
3. The researchers came up with the operation of the application through the use of a
flowchart and the user interface was developed by following the flowchart and by
utilizing the different software applications.
4. Different software, hardware, and development tools were required to develop the
mobile application. And each of them has different functions to create the whole
application.
70
5. As a testing procedure, the researchers did a learning assessment of the students by
conducting an exam after the discussion of the topics listed in the handouts given
to the students. The students were divided into two groups, one group that used of
the hand outs and the application and one group that used the handouts only. After
tallying the scores of the exam, the group of students that used the mobile
application has a higher mean score compared to the group of students that used the
handouts only.
6. The researchers conducted a survey that utilizes ISO/IEC 9126-1 Standards to test
if the application met the desired system outcomes in terms of functionality,
reliability, usability, maintainability, and portability. And the results strongly agree
to each of the criterion provided by the researchers except maintainability which is
only agree to it.
Conclusion
For this study, the researchers developed a mobile application that utilizes the
augmented reality technology which they applied in learning. They made an interactive
augmented reality embedded learning material that tackle topics about basic electronics.
Since their study was all about application development, they have observed that Modified
Waterfall Model was an efficient guide to do such. The software development model
helped them have the right series of steps in creating the application. Also, constructing a
flowchart gives a straightforward guide for the creation of the interface and the overall
operation of the application. To put those into reality, different hardware, software and
71
development tools were used by the researchers. Each hardware and software has its own
functions and contributions in the totality of the mobile application.
The researchers tested their application through learning assessment and user
experience survey among ECE students in Bulacan State University. After conducting a
learning assessment, they noticed that there was a positive impact among the students who
used it during discussion. Students who used the application got a higher mean score that
those who did not. This implies that those students quickly adapt on the learning materials
with the help of the app. It also means that the technology introduced was efficient in terms
of delivering knowledge among the learners. The user experience survey shows that most
of the respondents strongly agreed that the application is accurate in giving the right 3D
model for a specific marker, the information provided is correct, the user interface is
straightforward and the application is easy to install to their mobile devices. Furthermore,
most of the respondents agreed that the application is stable when in used. Their method
shows the enhancement of learning capability and adaptation of the students when utilizing
augmented reality technology, although they did not have the intention to replace the
traditional way of learning.
Recommendation
Based on the foregoing findings and conclusion, the following recommendations
are presented:
1. Future developers can create a version of this application for other platforms like
iOS since this version was develop just for Android platforms only.
2. The file size of the whole application consumes up to 90 Mb of the smartphone’s
local memory which is too big for a single app. The researchers suggest that future
72
developers might find a way to compress the whole app into a much smaller file
size.
3. As per the evaluation of the respondents, sometimes 3D models took time before
they appear. The researchers recommend to future developers to find a way to make
a 3D model appear in the quickest possible time. The improvement might be on the
3D model itself or it may be on the quality of the image marker.
4. The researchers only used two virtual buttons for the interactivity of the app. They
recommend to add more virtual buttons with different functions. Future researchers
might also use another form of interactivity like drag and drop, virtual touch and
onscreen events.
5. Future developers might add features to the application. It may be audio, onscreen
information/trivia and in-app examination.
6. The topic that were discussed is only about Basic Electronics. It is recommended
to widen the scope of the topic up to higher electronic topics.
7. Furthermore, the researchers also suggest to create other versions for other fields
or disciplines not just for Electronics.
8. As for the learning assessment conducted by the group, they only compare the mean
scores of each group. Future researchers should seek assistance to the College of
Education on how to evaluate a student’s learning not just depending on his/her
score.
73
APPENDIX A
3D Models
74
Insulator (Sulfur) Atom Conductor (Copper) Atom
Atom
Semiconductor (Silicon) Atom
75
Conductor Band Gap
Insulator Band Gap
Semiconductor Band Gap
76
N-Type Semiconductor
P-Type Semiconductor
77
Forward Bias Circuit
Reverse Bias Circuit
78
Diode 3D Model
Half-wave Rectifier Circuit
79
APPENDIX B
Image Markers
80
Atom Insulator Conductor Semiconductor
Conductor Band Gap Insulator Band Gap Semiconductor Band Gap
N-Type Semiconductor P-Type Semiconductor
Forward/Reverse Bias
Diode Half-wave Rectifier
81
APPENDIX C
Flow Charts
82
Atom Augmentation
Sulfur Atom Augmentation
Copper Atom Augmentation Silicon Atom Augmentation
83
Insulator Band Gap Augmentation Conductor Band Gap Augmentation
Semiconductor Band Gap Augmentation N-Type Semiconductor Augmentation
84
P-Type Semiconductor Augmentation Actual Diode Augmentation
85
APPENDIX D
Application Icon with Brief Explanation
86
LeARn ECE Icon
The technology used by the researchers in this study was Augmented Reality (AR)
which is the superimposing of virtual pictures or models into the real world. They used this
with the purpose of enhancing the learning among their co-ECE students. The topics that
they focused on were all about basic electronics, starting from atomic structures up to diode
operations. Hence, as seen on their application icon, they highlighted the words “learn”,
“AR” and “ECE”.
87
APPENDIX E
Letter of Consent for Learning Assessment
88
89
APPENDIX F
Post-Test for Learning Assessment
90
91
APPENDIX G
User Experience Survey Form
92
Survey Form
Bulacan State University
College of Engineering
Electronics Engineering Department
Development of Interactive Augmented Reality Embedded Learning Materials in

Basic Electronics
Name: _____________________ Date: _________________________________

Position: ____________________ Location: ______________________________
Rate the following based on:
(5) VERY SATISFIED - The respondent (2) DISSATISFIED - The respondent

fully agrees with the criterion stated doubtfully agrees with the criterion stated.
(4) SATISFIED - The respondent mostly (1) VERY DISSATISFIED - The
agrees with the criterion stated. respondent does not believe that the
application satisfied the criterion stated.
(3) UNSURE - The respondent agrees
with the criterion stated.
CRITERIA 5 4 3 2 1
FUNCTIONALITY
1. The mobile application runs smoothly and swiftly.
2. The mobile application is accurate in giving the right 3D model for
a specific marker.
3. The virtual buttons are interactive in manipulating some of the 3D
models.
RELIABILITY
1. The mobile application provided the accurate information for the
given 3D models.
2. The mobile application performs with accuracy and consistency.
USABILITY
1. The user interface of the mobile application is simple and
straightforward.
2. The operation of the mobile application can be easily learned by
the users.
MAINTAINABILITY
93
1. The mobile application is stable even for a long period of time.
2. The mobile application's 3D models are able to maintain their
position even the phone is moving.
PORTABILITY
1. The mobile application is transferable to other phones.
2. The mobile application is easy to install.
Recommendation:
________________________________________________________________________
________________________________________________________________________
94
APPENDIX H
Initial Survey Form
95
96
APPENDIX I
Researchers’ Profile
97
98
99
100
101
Bibliography
Aleksandrova, M. (2018, May 2). Augmented Reality in Education. Retrieved October
18, 2018, from DZone: https://dzone.com/articles/augmented-reality-in-education
Alhumaidan, H., & Lo, K. P. (2015). Co-Design of Augmented Reality Book for
Collaborative Learning Experience in Primary Education.
Bernard, Z. (2017, December 27). Here's how technology is shaping the future of
education. Retrieved October 30, 2018, from Business Insider:
https://www.businessinsider.com/how-technology-is-shaping-the-future-of-
education-2017-12
Blender Foundation. (2018). About Blender. Retrieved November 23, 2018, from
Blender: https://www.blender.org/about/
Brady, G. (2018, September 4). What is Sketchup (and How Do I Use It)? Retrieved
October 22, 2018, from How-to Geek: https://www.howtogeek.com/364232/what-
is-sketchup/
Brandas, C., Didraga, O., & Huma, D. (2017). Smart E-Commerce Framework:
Augmented Reality, Mobile and Cognitive Application. IE International
Conference (pp. 140-145). ResearchGate.
Cleary, A. M. (2018). Learning Is Not Intuitive: What This Means for How We Learn.
Coimbra, M. T., Cardoso, D. T., & Mateus, D. A. (2015). Augmented Reality: an
Enhancer for Higher Education Students in Math’s learning?
102
Dan, A., & Reiner, M. (2017). EEG-based cognitive load of processing events in 3D
virtual worlds is lower than processing events in 2D displays. International
Journal of Psychophysiology, 75-84.
Emspak, J. (2018, May 31). What is Augmented Reality? Retrieved October 27, 2018,
from Live Science: https://www.livescience.com/34843-augmented-reality.html
Herrera, E. (2017, June 2). How You Can Become an AR/VR Developer? Retrieved
October 16, 2018, from Pusher: https://blog.pusher.com/how-you-can-become-an-
ar-vr-developer/
Hogan, M. (2012). Understanding Intuition and How the Mind Works.
Islam, B., Ahmed, A., Islam, K., & Shamsuddin, A. K. (2014). Child Education Through
Animation: An Experimental Study. International Journal of Computer Graphics
& Animation, 43-52.
Ivanova, G., Aliev, Y., & Ivanov, A. (2014). Augmented Reality Textbook for Future
Blended Education.
Kaji, S., Kolivand, H., Madani, R., Salehinia, M., & Shafaie, M. (2018). Augmented
reality in smart cities: applications and limitations. Journal of Engineering
Technology, 28-45.
Kose, U., Koca, D., & Yucesoy, S. A. (2013). An Augmented Reality Based Mobile
Software to Support Learning Experiences in Computer Science Courses.
Kouyoumdjian, H. (2012, July 20). Learning Through Visuals.
103
Krajcik, J. (2018). What is Three-Dimensional Learning? Retrieved October 20, 2018,
from Activate Learning: https://www.activatelearning.com/3-dimensional-
learning
Lam, A., Lockett, C., Reina, J., & Rafay, S. (2018). Project Livermore: 3D Simulation of
Human Anatomy and Patient Education on Medical Conditions. Atlanta: Georgia
Institute of Technology.
Leshkovska, D. E., & Spaseva, D. S. (2016). John Dewey's Educational Theory and
Educational Implications of Howard Gardner's Multiple Intelligences Theory.
Monnes, S. (2013). The Future of 3D Education. Stockholm, Sweden: Sensavis
Education AB.
Piraveena, S., Senanayake, S., Charithapyiya, W., & Mayura, S. (2017). Interior
Designing using Augmented Reality and Virtual Reality. SLIIT Research and
Publications.
Rajasekaran, S., & Arulchelvan, D. S. (2017). How Visuals Affects the e-Learning
Environment. International Advanced Research Journal in Science, Engineering
and Technology, 117-121.
Rajasekaran, S., Arulchelvan, S., & Davadas, M. D. (2016). 2d and 3d Visuals in
Increasing Retention Capacity of the Learners. Australian Journal of Basic and
Applied Sciences, 592-597.
Siltanen, S. (2012). Theory and applications of marker-based augmented reality. Finland:
VTT Technical Research Centre of Finland.
104
Sorden, S. D. (2012). Cognitive Theory of Multimedia Learning.
Taibi, C. (2012). Brain Basics, Part One: The Power of Visualization.
Technopedia. (2018). C++ Programming Language. Retrieved October 22, 2018, from
Technopedia: https://www.techopedia.com/definition/26184/c-programming-
language
Tromp, S. (2015, April 9). Impact of 3D Learning in Schools. Retrieved October 22,
2018, from Cyber Science 3D: http://cyberscience3d.com/impact-of-3d-learning-
in-schools/
Tudy, I., & Randy, T. (2014). Preferred Learning Styles of Criminology Students.
SLONGAN Volume 2 , 25-27.
Unity Technologies. (2018). Unity-Multiplatform. Retrieved October 21, 2018, from
Unity 3D: https://unity3d.com/unity/features/multiplatform
Unity User Manual. (2018, August 24). Unity User Manual. Retrieved October 16, 2018,
from Unity Documentation:
https://docs.unity3d.com/2018.3/Documentation/Manual/UnityManual.html
Yen, J.-C., Tsai, C.-H., & Wu, M. (2013). Augmented Reality in Higher Education:
Student's Science Concept Learning and Academic Achievement in Astronomy.
105

Development of Interactive Augmented Reality Embedded Learning Materials in Basic Electronics

Загружено:

Сведения о документе

Исходное описание:

Авторское право

Доступные форматы

Поделиться этим документом

Поделиться или встроить документ

Параметры публикации

Этот документ был вам полезен?

Это неприемлемый материал?

Авторское право:

Доступные форматы

Development of Interactive Augmented Reality Embedded Learning Materials in Basic Electronics

Загружено:

Авторское право:

Доступные форматы

DEVELOPMENT OF INTERACTIVE AUGMENTED REALITY EMBEDDED

LEARNING MATERIALS IN BASIC ELECTRONICS

A Thesis Presented to the Faculty of the Department

Electronics Engineering of College of Engineering

Bulacan State University

In Partial Fulfillment of the Requirements for the Degree

Bachelor of Science in Electronics Engineering

in Electronics Engineering, this thesis entitled DEVELOPMENT OF INTERACTIVE

AUGMENTED REALITY EMBEDDED LEARNING MATERIALS IN BASIC

ELECTRONICS has been prepared and submitted by KRIZIA R. BLANCO, AERON

CHESTER A. DINO, RYAN CHRISTOPHER T. GIGA and JOEZER M. IZON who

were hereby examined and approved.

DONALD M. LAPIGUERA, MEP-ECE DENNIS R. DELA CRUZ, MSECE

Thesis Instructor Thesis Adviser

obtained a grade of PASSED on June 2019.

RINA S.P. SANTIAGO, ECE

OLIVER R. MARIANO, ASEAN ENGR. SEVILLA M. TUAZON, ECE

JENETTE C. CENTENO, ECE

Accepted in partial fulfillment of the requirements for the degree Bachelor of

Science major in Electronics Engineering.

RUSSELL N. ALFONSO, ASEAN ENGR. RENATO G. GOPEZ, MSCE, M.ASEP

accomplish this thesis.

in doing this research.

This humble work is dedicated to our families,

advisers, colleagues, friends and

And above all,

to our ever loving, awesome and Almighty God!

for students in other fields of science.

APPROVAL SHEET ................................................................................................ ii

ACKNOWLEDGEMENT ........................................................................................ iii

TABLE OF CONTENTS .......................................................................................... vi

LIST OF TABLES ..................................................................................................... ix

LIST OF FIGURES .................................................................................................. xi

LIST OF APPENDICES ........................................................................................... xiii

I. THE PROBLEM AND ITS BACKGROUND

Statement of the Problem ................................................................... 5

Significance of the Study ................................................................... 5

Scope and Delimitation of the Study ................................................. 6

II. THEORETICAL FRAMEWORK

Relevant Theories ........................................................................... 8

Related Literature ............................................................................ 13

Related Studies ................................................................................ 18

Conceptual Framework ................................................................... 30

Definition of Variables .................................................................... 31

III. RESEARCH METHODOLOGY

Methods and Techniques of the Study .............................................. 33

Project Description ........................................................................... 34

Project Design ................................................................................... 35

Locale of the Study ........................................................................... 36

Population and Sample of the Study ................................................. 37

Research Instrument ......................................................................... 39

Data Gathering Procedure ................................................................ 40

Data Processing and Statistical Treatment ....................................... 41

IV. PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

Topic of Focus of the Study ............................................................. 45

Software Development Model .......................................................... 46

Interface and Operation of the Application ...................................... 48

Software, Hardware and Development Tools ................................... 52

Testing Procedure ............................................................................. 56

User Experience Survey .................................................................... 60

BIBLIOGRAPHY ………………………………………………………………… 102

1 Distribution of Respondents for the Initial Survey .................................. 37

2 Distribution of Respondents for the User Experience Survey ................. 37