Development Multimedia Learning of Introduction of Animals using

Augmented Reality Technology for Early Childhood Education

Programs

Rajanner Dewana, Trudi Komansilan, Peggy Togas, and Olivia Eunika Selvie Liando

Universitas Negeri Manado, North Sulawesi, Indonesia

Keywords: Multimedia Learning, Augmented Reality, Android, Early Childhood Education Programs

Abstract: The objectives of this study is to develop multimedia learning of animal introduction using augmented reality

technology for early childhood education, to discover the feasibility level of the developed product, and to

find whether application is running well or not. The method that used in this research is Multimedia

Development Life Cycle system which has six stages, that consist of Design, Obtaining Content Material,

Assembly, Testing, and Distribution. The developed product are testing at an alpha test stage involving a

media expert, while the beta test involves two parents as a guide. The results are showed that the multimedia

learning of animal introduction can be used by early child guided by parents as learning resource using

augmented reality technology, the developed product is considered very appropriate based on expert material

judgment, media experts, and test subjects, and the application had been running well and no errors that occur

during the operation of the application.

1 INTRODUCTION

In the introduction of animals for early childhood

there is a lack of learning aids that can visualize

objects for the animals themselves. The limited itself

such as a viewpoint that provided by books or videos,

that not make the whole picture of the 3d object,

which results in children only being able to see from

a limited perspective. The reason why learning aids

are needed because of limited funds and time to look

directly at animal habitat or to animal care providers

such as zoos. The location of the existing zoo has a

far location and cannot be reached by parents. This

makes early age children unable to make good

observations of animal recognition in that age. To

overcome this problem, a media can be used as an

intermediary to visualize the animals.

Multimedia learning used in this study are form as

an introduction model. The intended introduction

model is a program designed to act as an introduction

application for children. While augmented reality is

needed as a solution to visualize these animals.

Augmented reality is a technology that combines

two-dimensional or three-dimensional virtual objects

into a real three-dimensional environment and then

projected these objects in real time(Furhat, 2011).

The existence of this technology is capable of

displaying virtual objects in the real world is getting

a high response from android users. This can be seen

from one of the Android-based games that use

augmented reality technology, Pokemon Go.

Pokemon go is one of the games with daily active

users approaching the popular Twitter service on the

Android platform (Similarweb.com, 2016).

Based on the description above, researchers are

interested in developing multimedia learning that will

help early childhood to learn animal recognition

based on augmented reality. This multimedia learning

consists of a handbook and a mobile application for

Android. Multimedia learning is a medium that is

useful to guide children to learn independently with

parents or teachers as facilitators.

2 METHOD

This study aims to develop an interesting and

interactive learning media using Augmented Reality

by utilizing the camera features on an Android

Smartphone. The type of research used in this

research is MDLC (Multimedia Development Life

Cycle) where this method has 6 stages, namely

326

Dewana, R., Komansilan, T., Togas, P. and Liando, O.

Development Multimedia Learning of Introduction of Animals using Augmented Reality Technology for Early Childhood Education Programs.

DOI: 10.5220/0009010703260329

In Proceedings of the 7th Engineering International Conference on Education, Concept and Application on Green Technology (EIC 2018), pages 326-329

ISBN: 978-989-758-411-4

concept, design, collecting material, assembly,

testing and distribution (Bintaro, 2015). The cycle of

MDLC is depicted in Figure 1.

Figure 1: Multimedia Development Life Cycle.

In this study the first test was conducted by media

experts. This media expert test to assess and evaluate

products before being tested on parents who will

guide this application to early childhood. This media

test is included in the alpha test. After that the beta

test was carried out on two parents.

Development that will be carried out to make this

learning media begin with the presurvey stage. The

goal is to do research on material needs analysis, what

is the topic of discussion on this products that will be

develop, and what also the facilities and infrastructure

that are available for the product application.

The next stage was carried out with the MDLC

development model. These stages are: first is concept,

this application made is aimed at early childhood

(AUD) accompanied by parents as mentors. This

application will certainly contains educational values

for the early childhood. Development of learning

multimedia using Augmented Reality technology is

made based on mobile (android) with the extension

.apk (Android Package File).

Second, at the design stage. At this stage the

researcher will begin the design of the application, the

researcher will do the design in the form of a

storyboard and design the navigation structure in the

form of a menu hierarchy as shown in Figure 2.

Figure 2: Hierarchy.Menu.

The third is the Obtaining Content Material stage,

where at this stage, the author has collected materials

that are suitable for applications such as logic links,

scripts, images, animation, music and videos. the

content used is self-made or takes various sources.

The following is an example of the content that has

been obtained by the author. Figure 3, Figure 4,

Figure 5 and Figure 6 show obtaining content

material.

Figure 3: Obtaining Content Material.

Figure 4: Obtaining Content Material.

Figure 5: Obtaining Content Material.

Development Multimedia Learning of Introduction of Animals using Augmented Reality Technology for Early Childhood Education

Programs

327

Figure 6: Obtaining Content Material.

The fourth stage is the Assembly stage, at this

stage including determining the button icons that will

be used in making the application, the icon comes

from searching on the internet and there are also

homemade results using Adobe Illustrator and Adobe

Photoshop. In processing material content such as

images, sounds, animations, videos and others, they

are selected and separated according to a

predetermined concept, at this stage researchers

prefer images that attract children's attention. After

processing the content created, the next process is

making an application using Open Space 3D where

all the content that has been wrapped with the script

and also the logic link will be processed and made

into a .xos format project.

The fifth stage is the testing phase where when the

application has been completed, the system is tested

and tested by media and user experts, where the test

aims to find out whether the multimedia learning

application is in accordance with the plan and

whether it is functioning properly. The two stages in

testing, namely alpha test and beta test. (1) Alpha test,

product testing at this testing stage involves a media

expert and one parent. (2) Beta test, will involve two

parents who act as early childhood counselors.

Data collection techniques used in this study were

interviews and questionnaires. (1) interviews, in this

study interviews were conducted to obtain data during

the needs analysis process when conducting

presurvey. These needs analysts are the basis for

developing learning multimedia products. (2)

questionnaire, this data collection technique is carried

out by giving a questionnaire containing questions

that must be answered by the respondent. The nature

of the questionnaire is closed, where the respondent

has been given a choice of answers so that the

respondent just chooses an answer that is in

accordance with the respondents' beliefs. Data

collection techniques through questionnaires were

carried out during the alpha test by media experts and

parents. The guidelines

for instrument score scoring

scale is shown in Table 1.

Table 1. Guidelines for Instrument Score Scoring Scale.

Qualitative Data Score

Very Feasible 4

Feasible 3

Less Feasible 2

Very Less Feasible 1

3 RESEARCH RESULTS AND

DISCUSSION

This study aims to develop an interesting and

interactive learning media using Augmented Reality

by utilizing the Android Smartphone camera features.

The type of research used in this study is MDLC

(Multimedia Development Life Cycle) where this

method has 6 stages, namely concept, design,

collecting material, assembly, testing and

distribution.

Next, product trials included alpha test and beta

test. The alpha test was carried out by two material

experts and two media experts. Beta test was

conducted by three students. The material expert

evaluates learning material from the material aspects

and aspects of learning. Media experts evaluate the

aspects of appearance, media aspects, and technical

aspects. The results of the media evaluation and the

material are used to revise the product. After the

revision is done, then a beta test is conducted to obtain

responses or input from students regarding the

product being developed.

EIC 2018 - The 7th Engineering International Conference (EIC), Engineering International Conference on Education, Concept and

Application on Green Technology

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In the alpha test the results obtained from two

media experts and two material experts can be seen in

Table 2 and Table 3.

Table 2: Material Experts Result.

Material Expert Average Category

1 3,4 Very Feasible

3,4 Very Feasible

The assessment results found that the average

total value of the two material experts was 3.40. based

on the conversion table, this value is categorized as

"very feasible". And these results indicate that the

products developed are suitable for use as multimedia

learning for early childhood education by improving

the parts according to the advice of media experts.

Table 3. Media Experts Result.

Media Expert Average Category

1 2,8 Feasible

3,9 Very Feasible

Based on the data shown in the table above, it was

found that the value of validation by media experts on

learning multimedia products was 3.37. based on

conversion tables, this value is categorized as "very

feasible" and can be tested on students.

The results of the beta test given to 3 students

were obtaining a mean score of 3.52 in a very feasible

category. therefore the multimedia learning produced

is very feasible to be used as a learning medium for

animal recognition material.

Student learning outcomes at pre-test before using

learning multimedia averaged 27.70. while the

student's post test after using augmented reality based

learning media has a mean of 82.91. This shows that

the products used can improve the achievement of

students' cognitive learning outcomes on animal

recognition material. Thus it can be concluded that

the learning multimedia products introduction of

computer components using augmented reality

technology can improve student learning outcomes.

4 CONCLUSIONS

Multimedia learning is developed through the

MDLC stage. The purpose of this research is to

produce learning multimedia products using

augmented reality technology. This technology is

interesting and interactive to be used as a learning

medium for early childhood. The material in this

learning multimedia product is equipped with text,

images, animation, sound, and video that are

packaged in .apk file format and stored in compact

disk (CD).

This multimedia product has been evaluated

based on alpha test and beta test by two material

experts, two media experts, and based on responses

from three students. The results are categorized as

"very feasible", thus it can be concluded that this

learning multimedia product is appropriate even

though there are some parts that need to be revised.

After revision, the learning multimedia products were

tested for their usefulness by giving pre-test and post-

test questions to two parents.

The use of this product for parents should follow

the following steps: (a) Before using a multimedia

learning program, parents must understand and

explain to the child how to operate this multimedia

learning program; (b) Submission of material begins

with explaining the purpose of learning so that the

child can have a shadow of the material to be

presented.

As for future development, this media can be add

by more collection of animal, so that will be a

comprehensive application that can covered many

species of animal..

ACKNOWLEDGEMENTS

If any, should be placed before the references section

without numbering.

REFERENCES

Furht, B. (2011). Handbook of augmented reality. New

York: Springer.

Similarweb.com. (2016). Pokemon go: the data behind

america’s latest obsession.

https://www.similarweb.com/blog/pokemon-go.

access date August 20th 2016.

Bintaro, I., (2015). Tinjauan Metode Pengembangan

Perangkat Lunak Multimedia Yang Sesuai Untuk

Mahasiswa Tugas Akhir. Seminar Nasional Rekayasa

Komputer dan Aplikasinya 2015

Development Multimedia Learning of Introduction of Animals using Augmented Reality Technology for Early Childhood Education

Programs

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