Development of Augmented Reality Based Learning Applications in

Introducing Types of Animals after the Covid-19 Pandemic

Andy Rachman

, Sulistyowati

, Rachman Arief

, Nanang Fakhrur Rozi

Zakky Fatahilah Hasan

, Ach. Khafid Salim

, Mohadi

, Yusuf Effendi

Marsetya Aditia Arifiandi

and Ahmad Hafid Holy Saputra

Departement of Informatics Engineering, Institut Teknologi Adhi Tama Surabaya,

Jl. Arief Rachman Hakim 100, Surabaya, East Java, Indonesia

Departement of Information Systems, Institut Teknologi Adhi Tama Surabaya,

Jl. Arief Rachman Hakim 100, Surabaya, East Java, Indonesia

Keywords: Augmented Reality, Learning Applications, Software Engineering, Covic-19, Extreme Programming.

Abstract: Augmented Reality is a trending topic in the industrial era 4.0, utilized in all areas of society. The existence

of Augmented Reality is currently a major requirement for companies, hospitals, and even in the field of

education. The COVID-19 pandemic has changed learning methods in Indonesia from face-to-face learning

to information technology-based learning. During the COVID-19 pandemic, the learning process was carried

out online (online) to break the spread of the COVID-19 virus. This condition causes the education sector to

think hard about delivering existing material so students can better understand the material. One way that can

be done is to develop game-based learning applications. Researchers develop learning applications based on

augmented Reality to introduce animals based on augmented Reality using extreme programming models.

The application has been implemented and tested by 54 students with a score of 85.3% based on the usability

factor of ISO 9126-3, which means that the application is very useful for Ribath Darut Tauhid madrasah

students in studying animal introduction material. Learning applications have been applied to Islamic

elementary schools. From the results of the pre-test and post-test, it was found that the application was able

to improve students' abilities between 13% and 75%.

1 INTRODUCTION

The development of information and communication

technology is currently developing very rapidly

(Tanaamah & Indira, 2021). At the same time,

people's lives have changed from traditional to digital

with the use of information and communication

technology in everyday life (Nugroho et al., 2021).

Innovation is the key to the digital globalization of

information and communication technology (Zhu et

al., 2023). Information and communication

technology support in people's lives can be found on

computers, mobile devices, robots, and even virtual

Reality or augmented Reality. Its use can be seen in

https://orcid.org/0000-0002-2328-9367

https://orcid.org/0000-0003-2185-6388

https://orcid.org/0000-0003-0265-8773

https://orcid.org/0000-0002-2328-9367

https://orcid.org/0009-0001-4232-8448

industrial education (Grossard et al., 2023).

Collaboration between developers and end-users is

required in the utilization and development of

information and communication technology (Longo

et al., 2023).

Augmented Reality is a trending topic in the

industrial era 4.0, utilized in all areas of society.

Augmented Reality is currently a major requirement

for sales companies (Rauschnabel et al., 2022),

hospitals, agriculture, and even in education. Caudell

and Mizell first introduced the initial concept of

Augmented Reality in 1992 (Liao, 2016), for more

than 60 years, Augmented Reality (AR) has

experienced its journey where AR allows the creation

Rachman, A., Sulistyowati, ., Arief, R., Rozi, N., Hasan, Z., Salim, A., Mohadi, ., Effendi, Y., Ariﬁandi, M. and Saputra, A.

Development of Augmented Reality Based Learning Applications in Introducing Types of Animals after the Covid-19 Pandemic.

DOI: 10.5220/0012107700003680

In Proceedings of the 4th International Conference on Advanced Engineering and Technology (ICATECH 2023), pages 9-16

ISBN: 978-989-758-663-7; ISSN: 2975-948X

 2023 by SCITEPRESS – Science and Technology Publications, Lda. Under CC license (CC BY-NC-ND 4.0)

of objects that cover physical objects in real-time (De

Lima et al., 2022). Augmented Reality allows users

to see 3D objects using a smartphone device.

Augmented reality technology is one of the

innovations in computer vision that can improve user

perception and interaction with the real world

(Andayani et al., 2020). Augmented Reality is one of

the most advanced technologies in the virtual world,

which is very effectively used in the learning process.

Augmented Reality can be utilized in formal and non-

formal education (Rusli et al., 2023).

The COVID-19 virus is a virus that attacks human

respiration and spreads very quickly between humans

(Rachman, 2021). COVID-19 stands for Coronavirus

Disease 2019, which attacked humans for the first

time at the end of 2019 in Wuhan, China (Putri et al.,

2023). Officially the COVID-19 virus attack was

declared a pandemic by the World Health

Organization (WHO) in March 2020 (Shobe et al.,

2023). The COVID-19 attack caused the Indonesian

state to impose Large-Scale Social Restrictions

(PSBB) (Anugerah et al., 2021). The implementation

of the PSBB has affected all activities by reducing

gatherings and maintaining distance between people

(Pontoh et al., 2021). One affected is the education

sector, where the teaching and learning process

cannot be carried out face-to-face (offline) but must

be done online (Aziz et al., 2022).

Madrasah Ibtidaiyah (MI) Ribath Darut Tauhid is

one of the Islamic schools on Jl. Nambangan Perak

89, Surabaya, East Java. MI is a school equivalent to

Elementary School. In its learning process, MI Ribath

Darut Tauhid still uses the traditional (face-to-face)

learning model. When the implementation of PSBB

MI Ribath Darut Tauhid experienced difficulties

delivering material online, one of the materials was

an animal introduction for class III students. Teachers

have difficulty conveying material with online

teaching conditions and knowing children's ability to

receive the material.

The researcher developed an animal recognition

learning application based on augmented reality from

the problems above.

2 METHOD

In this study, we focused on developing an augmented

reality-based animal recognition application for grade

III elementary school children. The research

methodology that we have developed is as shown in

figure 1, where there are five methods that the

researchers carried out, namely Idea Validation using

Merapi Analysis Framework (MAF), Pre-Test,

Application Development using Extreme

Programming model, Post-Test, and the last step is

the Application Feasibility Test using ISO 9126-3 for

Usability Factor.

Figure 1: Design research methodology augmented reality.

2.1 Idea Validation Using MAF

Researchers use Idea Validation to determine whether

a research idea can be implemented. Researchers

carried out idea validation using the Merapi Analysis

Framework (MAF). There are four steps taken: Idea

Generation, Idea Validation, Literature Study, and

Survey. In idea generation activities, researchers put

forward ideas that are used in research, namely:

1. During this pandemic, schools had difficulty

carrying out the teaching and learning process

online.

2. During the COVID-19 era, it is certain that

every student has a smartphone that can be used

to access learning materials and access the

internet.

3. What if we develop a learning application based

on augmented reality with the advantage being

that the material is delivered in 3D.

After the idea generation activity, the researcher

proceeded to the second step by carrying out the idea

validation activity. In this activity, the researcher

ascertains whether the research plan can be carried

out by looking at the target users or the target users of

the research. In this case, the application users are

elementary school students. Literature study is the

next step in MAF. The researcher conducted a

literature study on the material discussed in this

activity. The study relates to engine literature,

programming languages, and game development

tools. Besides that, the next literature collected is on

application development models in software

engineering. The fourth step in MAF is Survey.

Researchers surveyed according to the available

material by visiting several schools that application

developers targeted. Researchers surveyed 5

ICATECH 2023 - International Conference on Advanced Engineering and Technology

elementary schools or equivalent. Of the five schools

targeted, two schools are interested in becoming

partners in developing augmented reality

applications. From the two schools, it turned out that

the one who was pleased with the research topic was

Madrasah Ibtidaiyah Ribath Darut Tauhid.

2.2 Pre-Test

The Pre-Test is an activity carried out by researchers

to get students' abilities about the material developed

by researchers, namely about animal recognition.

Table 1: Instrument pre-test development of educational

game.

NO QUESTION

1 What senses does the Sumatran tiger have?

2 What do iguanas eat?

3 Whale belongs to what class of animal?

4 What cats don't eat is?

5 What are the characteristics of birds?

6 Where is the giraffe's original habitat?

7 How many tusks are there in an elephant?

What kind of animal is in the picture

eside?

9 What is cowhide usually used for?

10 Goats are animals that produce?

2.3 Application Development

In the application development section, researchers

use the extreme programming model. The Extreme

Programming model has five major activities:

Planning, Design, Coding, Test, and Release. At the

Planning stage, the researcher met with the school to

discuss the application developed through user stories

to get user needs. The researcher carried out the

design stage in connection with the prototype of the

augmented reality application, which was developed

according to its main purpose. The third stage is

Coding. This stage aims to realize the application

designed as a prototype in the design section. The

fourth stage is Testing; in this stage, the researcher

tests the software from the smallest parts (units),

which produce tests that the customer can accept.

These four stages are repeated until the application

results meet the user story's needs. When finished,

then enter the application release stage.

Figure 2: Extreme programming for developing augmented

reality.

2.4 Post-Test

The Post-Test stage is the stage where the end-users

of the target users are tested concerning the existing

material. The Post-Test Mater is the same as the

material in the Pre-Test. Still, the difference is that the

Post-Test Activities are carried out after the end user

uses the application. In contrast, the pre-test students

do not use the application because the application has

not been developed. A good result is whether the

value obtained is better results or the same as the pre-

test.

2.5 Application Feasibility Test

The Application Feasibility Test was carried out by

researchers using the Usability Factor from ISO

9126-3, where there are five sub-factors assessed:

understandability, learnability, operability,

attractiveness, and usability compliance. The

feasibility test process is carried out by sending

questionnaires to application users. Applications are

rated for each sub-factor by users from 1 to 5 on a

Likert scale.

3 RESULT AND DISCUSSION

3.1 Result

This research uses the MAF framework and the

Extreme Programming application development

model to develop an augmented reality-based animal

recognition learning application.

3.2 Target User

Based on the MAF stages, the target users of the

animal recognition learning application are class III

students from Madrasah Ibtidaiyah Ribath Daruth

Development of Augmented Reality Based Learning Applications in Introducing Types of Animals after the Covid-19 Pandemic

Tauhid. There are two classes III which are the target

users, namely Class 3A and Class 3B. This study's

total number of users was 54, with details: of 27

students in Class 3A and 27 students in Class 3B.

3.3 Educational Game Application

The educational game application developed by

researchers uses the Extreme Programming model.

3.3.1 Stage 1 – Planning

At the planning stage, the researcher carried out four

actions, namely carrying out four activities, namely,

user stories, values, acceptance test criteria, and

iteration plan.

3.3.2 User Stories

In the user stories section, the researcher interviewed

third-grade students regarding the expectations of

students as users. From the results of these interviews,

it was found that there were 9 wishes of class III

students regarding the animal introduction

augmented reality educational game, as shown in

Table 2.

Table 2: User stories educational game introduction to

animals.

CODE USER STORIES

US1

As a student, I want to enjoy an interesting

look at augmented reality games

US2

As a student, I can see the diversity of

animals in augmented reality games

US3

As a student, I can learn by playing

mented realit

ames

US4

As a student, I can interact and control

animal characters in augmented reality

ames

US5

As a student, I want augmented reality

games to be able to display interesting

gamepla

US6

As a student, I want an augmented reality

game to be able to distinguish between

different types of animals

US7

As a student, I want an augmented reality

game to be able to replace Indonesian or

lish

US8

As a student, I want an augmented reality

game to be able to clearly display animal

descri

tions

US9

As a student, I want augmented reality

games to make it easier for players to

answer

uiz

uestions.

3.3.3 Value

In this section, the researcher communicates with the

teacher as a team of material experts regarding the

application features developed by the researcher.

Application features prioritized in application

development according to user stories are in the order

CODE US3, US6, and US8 get the highest priority.

Namely, a value of 5 means the most priority. CODE

US1, US2, and US5 get high priority, which is worth

4, meaning it takes precedence. For CODE US4, US7,

and US9, they get a fairly high priority, namely a

value of 3 means that it must be considered.

3.3.4 Acceptance Test Criteria

Acceptance Test Criteria are the criteria used for test

acceptance concerning existing user stories. The

Acceptance Test Criteria referred to are in table 3.

Table 3. Acceptance test criteria in animal introduction

educational game user stories.

CODE ACCPTANCE TEST CRITERIA

US1

Games must be able to provide an attractive

and colorful display

US2

Games must contain a variety of animals that

can be played and introduced to students

US3

Games must be able to contain a wide

variety of animals, food, sounds, and

ictures of animals

US4 Games can move animals or control animals

US5

Games can display animal images, text

information about animals, and animal audio

US6

Game gives players choose the type of

animal

US7 The game has a language switching feature

US8

Games can provide information about

animals

US9

Games provide guides, information, tutorials

about quizzes.

3.3.5 Iteration Plan

The researcher divides application development

activities into two iteration plans in this section. The

first iteration focuses on system development for

developers and teachers, and the second iteration is

ICATECH 2023 - International Conference on Advanced Engineering and Technology

on system development for students, as shown in

figure 3.

Figure 3: Iteration plan development of educational game.

3.3.6 Stage 2 – Design

At the design stage the researcher carried out two

main activities namely Simple Design and CRC

Cards, and Spike Solution and Prototypes.

3.3.7 Simple Design and CRC Cards

Researchers carry out the application design process

in the simple design section by developing

application features. For this reason, the researcher

used a case diagram to develop an augmented reality-

based animal recognition educational game

application.

Figure 4: Use Case Diagram Educational Game Introducing

Types of Animals.

Figure 4 shows that the teacher and developer

features become one level of importance before

researchers develop features for students. The student

feature is the biggest part of existing user stories—

armed with user stories that have been evaluated,

interesting learning features formed for third-grade

students.

Researchers assign responsibilities to each team in the

CRC Card (Class, Responsibilities, and

Collaboration) section. There are ten researchers with

a division of responsibilities, as shown in Table 4.

There are four job functions in the research, namely

game design and development (CRC1), application

system design (CRC2), game tester (CRC3), and

quality control (CRC4). The highest number of teams

and game testers are in game design and development

(figure 5)

Table 4: CRC card educational game introducing of types

of animals.

ID NAME CODE

CRC

JOB

DESCRIPTIO

TI1

Andy

Rachman

CRC1

Game Design

and

Develo

ment

TI2 Sulistyowati CRC2

Application

System Design

TI3

Rachman

Arief

CRC3 Game Tester

TI4

Nanang

Fakhrur Rozi

CRC4 Quality Control

TI5

Zakky

Fatahilah

Hasan

CRC1

Game Design

and

Development

TI6

Ach. Khafid

Salim

CRC2

Application

System Design

TI7 Mohadi CRC1

Game Design

and

Develo

ment

TI8 Yusuf Effendi CRC4 Quality Control

TI9

Marsetya

Aditia

Arifiandi

CRC3 Game Tester

TI10

Ahmad Hafid

Hol

utra

CRC3 Game Tester

Figure 5: Team number of development educational game

introducing of animal types.

Development of Augmented Reality Based Learning Applications in Introducing Types of Animals after the Covid-19 Pandemic

3.3.8 Spike Solution and Prototypes

In the spike solution and prototypes section, the

researcher developed an augmented reality prototype.

In the development of augmented reality games,

researchers divide it into seven main sections: the

splash screen, main menu, choose the animal menu,

quizzes menu, guess the sound, types of animals, and

setting menu

Table 5. Spike Solution and Prototypes of Educational

Game Introducing of Types Animals.

BOARD PROTOTYPE FUNCTION

Splash

Screen

Splash

Screen

Game

Main

Main Menu

Game

Augmented

Reality

Choose

The

Animal

Choose The

Animal

Quizzes

Quizzess

Game

Augmented

Reality

Guess

The

Sound

Guess The

Sound Game

Augmented

Reality

Setting

Game

Augmented

Reality

3.3.9 Stage 3 – Coding

In this section, the researcher is coding an educational

game application using the C# language. The game

engine used is UNITY. In application development,

the markers used by researchers are of the Marker

Based Tracking type. The tool used to map markers

are the Vuforia SDK. TI1, TI5, and TI7 in pair

programming generated the program code.

3.3.10 Stage 4 – Test

At this stage, the researcher conducted the software

testing process using black box testing. In general,

five components are tested, and 22 test scenarios are

in the testing phase.

Table 6. Black Box Testing Educational Game Introducing

of Types Animals.

No Component

Test

Scenario

Succeed Failed

Main

4 4 0

Choose

Animal

4 4 0

3 Quizzes 6 6 0

4 Sound 4 4 0

Introducing

of Animals

4 4 0

3.3.11 Stage 5 – Release

At this stage, the researcher carried out the

application release process that had been developed.

The researcher carried out the release process after

obtaining approval from the Madrasah Ibtidaiyah

Ribathh Darut Tauhid. At this stage, the researcher

also carried out the implementation process for Class

III students. The results of application development

are shown in figure 6.

Figure 6: Main menu of educational game augmented

reality.

ICATECH 2023 - International Conference on Advanced Engineering and Technology

Figure 7: Educational game augmented reality introducing

types of animals.

3.4 Post-Test

Researchers carried out the post-test process by

surveying 54 third-grade students. The purpose of the

Post-Test is to discover students' abilities regarding

animal introduction material where students have

played augmented reality games. After playing the

game for one week, students are given the same exam

questions as during the pre-test, from the post-test

results obtained as shown in Figure 8.

Figure 8. Ability Test Results for Class III Students (Pre-

Test and Post-Test).

From the results of the Post-Test, which were

compared with the results of the Pre-Test, it was

found that the understanding of material about

animals increased between 13% and 75%

3.5 Analysis

The researcher analyzes the applications developed

using ISO 9126-3 for Usability Factors in this section.

There are five sub-factors in the usability factor:

understandability, learnability, operability,

attractiveness, and usability compliance. The total

number of respondents who rated the animal

introduction augmented reality educational game

application was 54 respondents. From the results of

the application feasibility test for the ISO 9126-3

usability factor, 85.30% was obtained. This

application is useful for third-grade students of Ribath

Darut Tauhid. The total results can be seen in the

table.

Table 7: The result of application feasibility assessment

test using iso 9126 usability factors.

USABILITY FACTORS VALUE

Understandability 83.85%

Learnability 85.18%

Operability 84.99%

Attractiveness 86.47%

Usability Compliance 86.04%

Average = 85.31%

4 CONCLUSIONS

From the research results, it can be concluded that

researchers have succeeded in developing an animal

recognition learning game application based on

augmented reality by implementing an extreme

programming model. The application developed

received an assessment of 85.31%, which means that

the application is very useful for third-grade students

of Ribath Darut Tauhid Surabaya. The application has

increased students' abilities by between 13% - 75% in

animal recognition.

ACKNOWLEDGEMENTS

I want to thank YPTS-ITATS, which has supported

all research activities, the Department of Informatics

Engineering, the Faculty of Electrical Engineering

and Information Technology, the Chancellor of

ITATS, and the Vice-Chancellors.

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