Mobile Application for Advertising Educational Services and Research

the Efﬁciency of Its Use

Galyna V. Marchuk

, Vitalii L. Levkivskyi

, Maryna S. Graf

, Dmytro K. Marchuk

and Iryna V. Panarina

Zhytomyr Polytechnic State University, 103 Chudnivska Str., Zhytomyr, 10005, Ukraine

Keywords:

Augmented Reality, Vuforia, Intelligence Analysis, Descriptive Statistics, Processing of Data Processing of

Data, Advertising.

Abstract:

The article shows the use of augmented reality technology and the creation of a mobile application for adver-

tising educational services of the Faculty of Information and Computer Technologies of Zhytomyr Polytechnic

State University, Ukraine. Today, augmented reality technologies are one of the most relevant for application

in the ﬁeld of advertising. However, little research has been conducted to determine the effectiveness of its

use. The purpose of the study is to create and determine the effectiveness of using a mobile application for

advertising educational services. The object of the study is the technology of creating mobile applications

using augmented reality technology and analyzing the feasibility of its use in advertising. The application was

created using the Vuforia Software Development Kit in Unity and compiled for various platforms. It can be

used on iOS and Android mobile devices, creating a wide range of uses. To determine the effectiveness of the

proposed mobile application, statistical and visual analysis methods were used, namely descriptive statistics

and exploratory analysis. Based on the results of the analysis, the effectiveness of using a mobile application in

career guidance has been proven. It is proved that the interest of applicants who have used the created applica-

tion in the proposed specialties has increased. The proposed mobile application can be used to get acquainted

with the list of specialties in an educational institution, increase the information content of advertising ﬂyers

and increase the interest of applicants. In the future, it is planned to expand this mobile application for use in

all faculties of the university.

1 INTRODUCTION

Human-computer interaction is a dynamically devel-

oping area of science. The constant improvement of

technology leads to the possibility of innovative user

interface paradigms. The globalization of virtual re-

ality has led to the introduction of a new related terms

like augmented reality into scientiﬁc circulation. If

current user interface technologies focus mainly on

human-computer interaction, then augmented reality

(AR) with the help of computer technology offers an

improvement in the interaction between humans and

the real world.

At the moment, augmented reality is one of the

most relevant objects for research. Augmented reality

https://orcid.org/0000-0003-2954-1057

https://orcid.org/0000-0002-1643-0895

https://orcid.org/0000-0003-4873-548X

https://orcid.org/0000-0001-8675-8047

https://orcid.org/0000-0003-4783-2587

is a concept that describes the process of augmenting

existing reality with virtual objects.

Smartphones and tablets are becoming more pow-

erful as the share of web browsing using desktop PCs

is reduced to 48.7% (Wha, 2022). Currently, the num-

ber of people using a mobile device exceeds the popu-

lation of China, India and Europe combined. The bal-

ance between mobile and desktop trafﬁc will never be

restored.

Currently, the vast majority of educational institu-

tions teach on a state and commercial basis. In ad-

dition, the constant increase in the number of private

educational institutions leads to the fact that universi-

ties are forced to “ﬁght” for each entrant. Having the

same areas of training and educational programs con-

tributes to the deterioration of perception and memory

of the educational institution by potential entrants and

their parents. To attract customers, strengthen their

position in the market of educational services and in-

crease competitiveness, universities should use rele-

564

Marchuk, G., Levkivskyi, V., Graf, M., Marchuk, D. and Panarina, I.

Mobile Application for Advertising Educational Services and Research the Efﬁciency of Its Use.

DOI: 10.5220/0012066100003431

In Proceedings of the 2nd Myroslav I. Zhaldak Symposium on Advances in Educational Technology (AET 2021), pages 564-577

ISBN: 978-989-758-662-0

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

vant marketing tools and instruments.

Therefore, the combination of mobile devices and

augmented reality technologies will give even more

advantages in the advertising purposes of educational

services.

Advantages of using AR for advertising purposes:

• informing entrants and their parents;

• creating a positive impression;

• increasing the level of recognition of the univer-

sity;

• increasing the efﬁciency of career guidance activ-

ities.

On the basis of the Department of Computer

Science of Zhytomyr Polytechnic State University,

Ukraine, specialists in the ﬁeld of game development

and augmented reality created the software product

UniAd. The development was presented in detail on

May 20, 2022 at The 5th International Workshop on

Augmented Reality in Education at Kryvyi Rih Na-

tional University.

The purpose of this study is to determine the effec-

tiveness of a mobile application UniAd for advertis-

ing educational services of the Faculty of Information

and Computer Technology (FICT), Zhytomyr Poly-

technic State University, Ukraine using augmented re-

ality technology. It is planned to conduct the study:

• use the data collected during career guidance

work;

• make a sample of the required data;

• to conduct intelligence analysis;

• to conduct statistical analysis in terms of various

indicators;

• draw conclusions based on the analysis.

2 LITERATURE REVIEW

At the AREdu 2020 (Augmented Reality in Education

2020) conference, AR technologies were considered

as part of their use in science education (Burov et al.,

2020).

Particular attention should be paid to the develop-

ment of AR applications as a promising area of re-

search for students (Bilous et al., 2020). The article

outlines the essence of AR, directions and advantages

of using AR technology in the educational process.

It has been proven that AR is a unique tool that al-

lows educators to start a new digital generation in a

readable, understandable form and is the basis for de-

veloping interest in learning to share work.

The current state and relevance of the use of

augmented reality are discussed in many articles.

The described developed software application demon-

strates the behavior of solar system objects in detail

with augmented reality technology (Hordiienko et al.,

2020). The described application has its own features,

because to implement the distance to the planets uses

dimensions in scale that correspond to the real.

The development of technology and the increasing

use of mobile devices affects the educational process.

He et al. (He et al., 2014) describes a study demon-

strating the best results in learning English using AR

technology. Using the mobile camera, a bright pic-

ture appears to represent the English word on the card.

This approach improves children’s interest in learn-

ing. Vakaliuk et al. (Vakaliuk et al., 2021) demon-

strates the possibilities of using AR technology to cre-

ate a software application in the ﬁeld of local lore

“Monuments of the city of Zhytomyr”. The applica-

tion was tested during city tours with the participation

of elementary school students. As a result of this ap-

proach, the interest of schoolchildren in studying the

history of the native city has increased. Zhou et al.

(Zhou et al., 2020) presents a mobile application, the

purpose of which is to popularize the lifestyle in aug-

mented reality, allowing users to enjoy it. The ini-

tial goal of the project is to give children the opportu-

nity to combine practical skills and visuals in order to

better realize multidimensional intelligence develop-

ment.

Nechypurenko et al. (Nechypurenko et al., 2023)

explains the current state of augmented reality (AR)

technology use in contemporary chemical education

and the potential for using augmented reality technol-

ogy to enhance students’ chemistry research projects.

The article describes the development of augmented

reality software to support the research activities of

11th grade chemistry students in the form of an

AR-based virtual chemical laboratory, as well as its

implementation in the teaching and learning pro-

cess. The article (Krainyk et al., 2019) considers

the development of a historical guide based on aug-

mented reality technology. Hruntova et al. (Hrun-

tova et al., 2018) theoretically substantiate the appli-

cation of augmented reality technology and its fea-

tures in higher technical educational institutions. Bi-

lyk et al. (Bilyk et al., 2022) shows the feasibility

of using augmented reality in the case of STEM ed-

ucation in Ukraine. The expediency of using aug-

mented reality in the case of using STEM education

in Ukraine is shown.

All considered articles are aimed at achieving the

effectiveness of the educational process. In addition

to the educational process, augmented reality tech-

Mobile Application for Advertising Educational Services and Research the Efﬁciency of Its Use

565

nologies are used in various spheres of human life.

The application described in (Jung et al., 2020)

is intended for virtual tours of Jeju Island. Some-

times it is difﬁcult to ﬁnd time to travel, but such soft-

ware applications allow you to get acquainted with

the cultural heritage of even remote regions. Wang

et al. (Wang et al., 2021) examines the popularity of

augmented reality mobile applications in 4 categories:

augmented reality mobile games, advertising, videos

and augmented reality shopping for mobile devices.

As a result of the research, the author’s team came to

the conclusion that augmented reality mobile games

are most often used.

The role of virtual and augmented reality for ac-

cessibility and marketing in tourism is studied in

(Ozdemir, 2021). AR has both strengths, such as en-

riching knowledge, expanding experience, and weak-

nesses, such as high cost, insecurity. The high cost of

both technologies limits availability and marketing.

Wang et al. (Wang et al., 2020) analyzing the sta-

tus of the application of AR technology in domestic

logistics and the beneﬁts of using technology. This

article summarizes 36 applications of augmented re-

ality technology in domestic logistics. In addition,

the prospects for the application of augmented reality

technology in logistics are summarized and analyzed.

Osadchyi et al. (Osadchyi et al., 2021) analyzes

the possibilities of using innovative AR technologies

in the process of forming the viability of the future

specialist based on the implementation of competence

and subject-personal approach to the introduction of

AR technologies in the educational process. Research

by (Hu et al., 2021) aims to study the attributes of

theatrical performances using augmented reality in

theme parks that affect the emotional experience of

visitors. The results showed that the use of AR tech-

nology had a positive effect on nostalgia and emo-

tional arousal of visitors, which caused a sense of be-

longing to the theme park.

Carmigniani et al. (Carmigniani et al., 2011) con-

siders the current state of augmented reality technolo-

gies, systems and applications. The problems of aug-

mented reality mobile systems and the requirements

for successful mobile systems are considered.

Young and Koo (Young and Koo, 2020) discusses

the development of library services of the university

with the use of technology and content of virtual and

augmented reality (VR/AR). Based on the results of

the research, questions were suggested that should be

taken into account when using VR/AR technologies

and content to provide university library services.

AR is used in various ﬁelds and is increasingly

used in the educational process. Although research on

the use of this technology in education is still scarce,

the research literature points to its potential and effec-

tiveness. The research results by Wyss et al. (Wyss

et al., 2022) show that students have a very positive at-

titude towards augmented reality technologies and are

very interested in working with this technology. With

the advent of information technology, AR has made

a signiﬁcant contribution to industrial applications,

namely: medicine, aviation, manufacturing, etc.

Park (Park, 2021) introduces ARLooper, an iOS

augmented reality application for multiplayer audio

and performance. The aim is to explore the possibil-

ity of using mobile augmented reality technology to

create new music interfaces and collaborative audio-

visual experiences.

Based on the analysis of recent publications and

the experience of using augmented reality technolo-

gies, it can be concluded that this technology can also

be used in education for advertising purposes.

3 THEORETICAL BACKGROUND

AND SYSTEM DESIGN

3.1 Augmented Reality Technology

Augmented reality is a concept that describes the pro-

cess of complementing existing reality with virtual

objects. AR is evolving rapidly and is ready to take

off and will be as important a technological advance-

ment as the Internet or mobile devices. AR is the most

important tool for brands, which attracts consumers,

improves communication with people and strength-

ens consumer conﬁdence. The camera transforms

AR from gaming technology into a complete experi-

ence that makes people’s lives exciting and rewarding.

Augmented reality is already here, widely recognized

as both interesting and useful, and also promotes rapid

implementation and growth. There is an untapped de-

mand to increase the number of applications in AR.

Consumer demand for AR needs to be met, and now

is the time to act for brands, platforms and developers.

The introduction of augmented reality is associ-

ated with a boom in the use of mobile devices –

by 2025 almost 75% of the world’s population and

almost all smartphones users will be frequent users

of AR. Deloitte Digital and Snap Inc. conducted a

survey of 15 thousand people and published global

“Consumer Augmented Reality” report, according to

which (Deloitte Digital, 2021):

• 73% of people successfully identify augmented

reality when they see it, but when they talk about

it, it’s hard for them to tell if a description of what

it is.

AET 2021 - Myroslav I. Zhaldak Symposium on Advances in Educational Technology

566

• 65% of augmented reality consumers worldwide

use AR to have fun; most discover AR through

social/communication programs.

• Augmented reality is usually considered a “toy”,

but 76% of people expect it and want to use AR

as a practical “tool” in everyday life.

• The use of augmented reality technology in ad-

vertising leads to a 94% increase in conversion

rate compared to companies that do not use AR

in advertising. Consumers are 41% more likely to

prefer a product that uses AR technology to pro-

mote.

AR can be implemented using applications for

ordinary smartphones and tablets, augmented real-

ity glasses, stationary screens, projection devices and

more. The essence of augmented reality technology

is to combine the real image with its complement and

the output of the ﬁnal image on the visualization de-

vice.

The basis of augmented reality technology is an

optical tracking system. There are several options for

using AR technology: marker-based, markerless.

Marker-based technology is easier to use. It is

easier to recognize by the camera and gives a tighter

binding to the location for the virtual model. This

technology works almost smoothly. A sheet of pa-

per with some special image often acts as a marker.

The type of image can vary greatly and depends on

image recognition algorithms. You can use pictures,

photos, booklets, but of good quality. The advertising

booklet of the Faculty of Information and Computer

Technologies of Zhytomyr Polytechnic State Univer-

sity, Ukraine is used in the work. Before using the

booklet, to activate the application, you need to mark

it with Vuforia. The booklet image must be less than 2

megabytes in size, with a clear picture or photo. You

need to upload it to the Vuforia website and get a rat-

ing. It is better not to use a 1-2 star rating, because the

speed and quality of recognition will be very low and

incorrect program reviews are possible. The booklet

to be used has a rating of 4-5 stars. This means that

the recognition in the software application does not

take much time and will be displayed reproduced in-

formation about the specialty.

Marker technology using Vuforia creates static

markers and uses them to enable an object to be acti-

vated (ﬁgure 1).

The left part of ﬁgure 1 shows an advertising ﬂyer

of the Faculty of Information and Computer Tech-

nologies of the Zhytomyr Polytechnic State Univer-

sity, Ukraine. On the right in the same ﬁgure is a ﬂyer

with markers on it with Vuforia.

3.2 Create 3D Objects

A number of graphics have been developed to create

the UniAd mobile AR application. All 3D models are

developed in Blender.

Figure 2 shows the main 3D models that were cre-

ated. The main, but the most time-consuming model

is the university building. In addition to the main fa-

cility, a number of others have been created. Models

of trees whose leaves should have animation – move-

ment in the wind. Models of people can also be seen

in ﬁgure 2. Each human object has an animation of

walking on its own trajectory. Models of benches,

lanterns and a model of a fountain located at the main

entrance to the university were also created.

In addition to 3D models, the mobile application

has added a number of 2D models that act as buttons.

With the help of buttons the user has the opportunity

to select certain actions (ﬁgure 3).

The orange plus button expands a kind of menu

with different buttons, where each has its own func-

tion. The green button with the letter “i” is responsi-

ble for displaying information cards for each specialty

of the Faculty of Information and Computer Technol-

ogy (FICT). The button, with the image of the social

network Facebook, will take the user to the main page

of FICT in this network. The button showing the point

on the map is responsible for the location of the uni-

versity on Google Maps. The button of the social net-

work Instagram is responsible for going to the main

page of the faculty in this social network. The but-

ton with the symbol of the university is responsible

for the user’s transition to the ofﬁcial website of the

educational institution.

3.3 Design and Implementation of

Individual System Modules

The Unity engine is used to create the program. Its

main advantage is the use of a component-oriented

system of working with objects. All interactivity and

gameplay in Unity are based on three fundamental

blocks: GameObject objects, components and vari-

ables (Scr, 2022). Any object in the application is a

GameObject, be it characters, light sources, special

effects, scenery and everything else. Components de-

termine the behavior of game objects to which they

are attached and control them.

Figure 4 shows a precedent diagram. This dia-

gram demonstrates possible user actions when using

a mobile application. The precedent corresponds to

a separate service of the system, determines one of

the options for its use and determines the typical way

of user interaction with the system. Usage parame-

Mobile Application for Advertising Educational Services and Research the Efﬁciency of Its Use

567

Figure 1: Creating targets on the booklet for the UniAD application.

ters are commonly used to determine system require-

ments.

The Activity diagram was used to describe the be-

havior of the mobile application (ﬁgure 5). The dia-

gram reﬂects the dynamic aspects of system behavior.

In essence, this diagram is a ﬂowchart that illustrates

how the control ﬂow moves from one activity to an-

other.

3D application simulation was created using the

Blender development environment. The main model

created is the university building. Auxiliary objects

on the stage have also been created – bushes, benches,

trees, and a fountain, which are partially animated.

Many animations have been created in the mobile ap-

plication. Animation of the university building – it

can be viewed from all sides, rotating 360 degrees.

Implemented bone animation of 3D characters of stu-

dents moving near the university. The animator con-

troller is created by Unity and allows you to manage a

set of animations for GameObject and switch between

them when you need to meet certain conditions.

After launching the mobile application, as soon as

the user hovers over the image of the paper advertis-

ing, the “Start” button will appear and the melody will

start playing. After that, the user can press a button,

and then the animation of the appearance of the uni-

versity as if from the ﬂoor and scrolling the building

360 degrees will begin. Other objects located on the

ground will also appear. Gait animation is applied to

objects in the form of people, the movement of leaves

on trees under the inﬂuence of wind is realized. The

animator controller is created by Unity and allows you

to manage a set of animations for GameObject and

switch between them when you need to meet certain

conditions.

The scheme presented in ﬁgure 6 shows the gen-

eral algorithm of the system. With the help of an AR

camera, the focus is on the booklet of the Faculty of

Information and Computer Technology. If the appro-

priate markers are found in the image, the “Start” but-

ton is displayed.

Let’s take a closer look at some of the Vuforia

methods that were used to create the software appli-

cation. This piece of code helps to determine how you

can “catch” the marker.

public enum TrackingStatusFilter {

Tracked,

Tracked_ExtendedTracked,

AET 2021 - Myroslav I. Zhaldak Symposium on Advances in Educational Technology

568

Figure 2: 3D models developed in Blender.

Figure 3: Buttons.

Tracked_ExtendedTracked_Limited

}

The part of the code that is responsible for press-

ing the “Start” button and launching the animation on

the stage of the software application.

public class GIFShow : MonoBehaviour{

public GameObject gif;

public GameObject hide;

public void ShowGif() {

if (gif != null) {

bool isActive = gif.activeSelf;

if (!isActive)

gif.SetActive(true);

else

if (isActive)

gif.SetActive(false);

}

if(hide != null) {

bool isActiveHide = hide.activeSelf;

if(!isActiveHide)

hide.SetActive(true);

}

else

if(isActiveHide)

hide.SetActive(false);

}

After pressing the “Start” button, the main scene

of the program starts. 3D models and textual infor-

mation appear on the stage. A piece of code that is

responsible for tracking the camera’s position and ro-

tates the text toward the camera so that it can be read.

public class TextCenter : MonoBehaviour{

public GameObject target;

void Start() {}

void Update() {

Vector3 targetPosition =

new Vector3(

target.transform.position.x,

target.transform.position.y,

target.transform.position.z);

transform.LookAt(targetPosition);

}

A sprite animation has been created for each spe-

Mobile Application for Advertising Educational Services and Research the Efﬁciency of Its Use

569

Figure 4: Use Case diagram of a mobile application.

cialty available in the application, which reﬂects the

speciﬁcs of the specialty. An array of graphic images

is used to play the animation. The part of the code

that is responsible for converting an array of images

into a sprite animation.

public class AnimationGIF : MonoBehaviour

{

public Sprite[] animatedImages;

public Image animateImageObject;

void Start() {}

void Update() {

animateImageObject.sprite =

animatedImages[(int)(Time.time*10)

% animatedImages.Length];

}

The code snippet that is responsible for deﬁning

items in the Dropdown menu. Each list item has its

own method.

public class DropdownAction: MonoBehaviour

{

public GameObject Image;

private Animator animator;

void Start() {

GetComponent().value = 5;

}

void Update() {}

public void ShowImage() {

if(Image != null) {

bool isActive = Image.activeSelf;

if(isActive == false)

Image.SetActive(true);

else

if(isActive == true)

Image.SetActive(false);

}

public void ValueChanged() {

Debug.Log("Choosen element: " +

GetComponent().value);

if(GetComponent().value == 0) {

Application.OpenURL(

"https://www.instagram.com/fikt_ztu/");

GetComponent().value = 5;

}

if(GetComponent().value == 1) {

Application.OpenURL(

"https://goo.gl/maps/Me2vbsnkUzmLfxrN6");

GetComponent().value = 5;

}

if(GetComponent().value == 3) {

Application.OpenURL(

"https://www.facebook.com/zstufikt");

GetComponent().value = 5;

}

if(GetComponent().value == 4) {

Application.OpenURL(

"https://ztu.edu.ua/");

GetComponent().value = 5;

}

if(GetComponent().value == 2) {

ShowImage();

GetComponent().value = 5;

}

Unity supports C# scripting that follows one of

two main approaches: the traditional and widely

used object-oriented approach and the information-

oriented approach.

3.4 Mobile Application Interface

The application is implemented using Unity and Vu-

foria. Vuforia Engine is a software development kit

(SDK) for creating Augmented Reality apps. Man-

agement is carried out with the help of the camera of

the smartphone on which the application is installed,

AET 2021 - Myroslav I. Zhaldak Symposium on Advances in Educational Technology

570

Figure 5: Activity diagram.

Figure 6: Scheme of project elements and its works.

and the booklet of the faculty on which the user has

to point the camera.

The application can be used on devices with An-

droid operating system version 10 and higher and re-

quires 210 MB of free memory. The interface of the

application is quite simple. Management is carried

out using the camera of the smartphone on which the

application is installed, and pictures of triggers (ad-

vertising paper advertising of the faculty) on which

the user must point the camera.

After launching the mobile application and press-

ing the “Start” button, calm music starts playing and

the animation of the university appearance will start.

Near the university there are people who have an ani-

mation of walking, trees whose leaves have an anima-

tion of rustling, as well as benches, lanterns, a foun-

tain, an inscription above his head. Another “Menu”

button appears on the screen. An image of the pro-

gram after clicking the “Start” button can be seen in

ﬁgure 7.

Currently, you can view the model of the univer-

sity by turning around a paper advertisement with ad-

Mobile Application for Advertising Educational Services and Research the Efﬁciency of Its Use

571

Figure 7: General view of the program after pressing the

Start button.

vertising, it is also possible to enlarge or reduce the

image of the institution.

The user has the opportunity to open a drop-down

menu, where you can go to additional resources of the

university: the main site of the university, Instagram,

Facebook. It is also possible to open the Google Maps

service, which will indicate the location of the Zhyto-

myr Polytechnic State University, Ukraine.

By pressing the “I” button, the user will open

seven cards. All cards have the same design (ﬁg-

ure 8 – they are depicted in the form of a rectangle

with round edges, but each of them is a representation

of a separate specialty at the faculty.

At the top of the card you can see the name and

number of the specialty. Below is a list of preferences,

subjects or interests about each specialty. At the bot-

tom of the card, the user sees a button labeled “View

animation”, when pressed instead of the card appears

sprite animation related to the main activity, which is

studied in a particular specialty. Figure 8 shows an

animation showing an IT professional creating soft-

ware. This animation reﬂects the essence of the spe-

cialty 121 “Software Engineering”. By ﬂipping the

screen to the left, the user can see all the animations

and all the cards. To close the card view, the user must

click on the “I” icon again.

When the user loses sight of the camera paper

advertising with advertising, all objects, music and

sounds will be lost. To view the program again,

you need to point the camera at the paper advertising

again.

4 THE RESULTS OF THE STUDY

The application was intensively used during the ca-

reer guidance work of the Faculty of Information and

Computer Technology in 2021. In the process, a set of

data was accumulated, on the basis of which the anal-

ysis was conducted. A data set in CSV format was

used for analysis. The ﬁle contains 1086 records. The

data set is represented by the following ﬁelds: sub-

mitted documents, saw AR advertising, entered the

university, competitive score. Among them, 3 ﬁelds

are categorical data (0 or 1, saw advertising -1 did not

see -0) (ﬁgure 9).

It is better to use descriptive statistics in the initial

stages of the analysis of the created dataset. Mea-

sures of the central tendency were considered, where

the following indicators were revealed: the minimum

value on the competitive score is 125 points, the max-

imum – 200 points.

The scope is 27 points. The arithmetic mean is one

of the most common measures of the central trend.

The average value indicates that the “typical” score

in the dataset is approximately 160.76. Accordingly,

most entrants have a fairly high competitive score. Es-

timation of tightness established by Spearman’s rank

correlation established a connection between two pa-

rameters – competitive score and admission. There

is still a small relationship between parameters such

as admission and ad viewing. The distribution of ob-

servations showed the following data: the ﬁrst quarter

is 152, the second quarter – 162, the third quarter –

166. The standard deviation of the competition score

is 13.32.

After proﬁling the ﬁle, it was determined that out

of all applicants who submitted documents, 630 saw

advertising, which is 58% of all submitted documents.

Of all entrants who submitted documents, 60%

(652) of applications were submitted for specialty

121 “Software Engineering”, 23.8% (259) for spe-

AET 2021 - Myroslav I. Zhaldak Symposium on Advances in Educational Technology

572

Figure 8: The result of pressing the “I” button

Figure 9: Fragment of a data set.

cialty 122 “Computer Science”, 6.9% (75) for spe-

cialty 125 Cybersecurity, 5.5% (60) for specialty 123

“Computer Engineering”, 3.7% (40) for specialty 126

“Information Systems and Technologies”.

Of all the applicants who applied, 374 became

students of the Faculty of Information and Computer

Technology of Zhytomyr Polytechnic State Univer-

sity, Ukraine.

Figure 10 shows the general schedule of all ap-

plicants and those who enrolled and those who saw

the advertisement. The results show that not everyone

who used the mobile application enrolled at the Fac-

ulty of Information and Computer Technology of the

Zhytomyr Polytechnic State University.

Figure 11 shows the data for the target variable

entered. Elements of the sample according to the

value of the target variable entered are divided into

Mobile Application for Advertising Educational Services and Research the Efﬁciency of Its Use

573

Figure 10: The general schedule of all applicants and those

who enrolled and those who saw the advertisement.

two graphs, which show a separate number of appli-

cants who did not enroll in FICT, but saw advertising

and those who saw advertising and enrolled in FICT.

From the received schedule it is possible to draw con-

clusions that on two values, the number of entrants

who saw advertising is more. This demonstrates the

search conducted before admission and increased in-

terest in specialties at the university.

Figure 12 shows a histogram showing the data on

the viewing of advertising using the application and

the number of students enrolled in terms of special-

ties FICT. The histogram is an estimate of the central

trend for a numerical variable and gives an idea of the

uncertainty of this estimate using the error bar. It is in-

teresting to note that in the specialty 122 “Computer

Science” the number of entrants who viewed the ad is

less than the number of entrants. Although specialty

122 is given special attention to the study of aug-

mented reality technology, on the basis of which the

created and researched mobile application UniAd is

built. Analyzing in more detail the data of entrants to

the specialty 122, it was found that a signiﬁcant num-

ber of students came from other regions of Ukraine

than Zhytomyr region (Lviv, Luhansk, Kyiv, Khmel-

nytsky, Rivne regions) and did not have the opportu-

nity to use applications and are not reﬂected in the

collected statistics. The coverage of a larger number

of geographical regions of Ukraine has a great inﬂu-

ence.

The results show a signiﬁcant number of entrants

who saw the ad, but did not enroll. This is due to vari-

ous factors. One of them is the low competitive score

of entrants (ﬁgure 13). The next factor – the fact that

the passing score for admission was quite high (dif-

ferent in each specialty) – this created a signiﬁcant

competition. The graph in ﬁgure 13 establishes the

relationship between categorical and continuous vari-

ables. Vertical segments indicate part of the data of a

particular category.

Another factor inﬂuencing admission is the lack

of budget places (for new specialties), due to which

entrants are looking for other specialties or universi-

ties.

Considering the data in the context of gender,

shown in ﬁgure 14, we can observe a much smaller

number of female entrants to technical specialties. In

contrast, the girls’ competitive score varies between

154-176, which is above the mean, and the standard

deviation is less than the total. It should also be noted

that girls are more interested in specialties 121 “Soft-

ware Engineering” and 122 “Computer Science”.

Based on the analysis of the data set, it can be con-

cluded that advertising services using a mobile appli-

cation based on AR technology are effective. Such

applications attract entrants, as information about the

specialty is provided in an interesting way. Not al-

ways textual information is perceived qualitatively

and in full. The information presented in the animated

video brieﬂy represents the essence of the specialty

that improves perception.

Methods of descriptive statistics and exploratory

analysis were used for the analysis. This is im-

plemented using the Python programming language,

namely the libraries numpy, pandas, seaborn, mat-

plotlib.

5 CONCLUSIONS

In the process of studying the effectiveness of the use

of a mobile application for advertising educational

services of the Faculty of Information and Computer

Technologies of the Zhytomyr Polytechnic State Uni-

versity was an analysis of data collected during career

guidance work. The metrics for the analysis were:

the number of entrants who submitted applications,

taking into account the specialty, the number of en-

trants who used the mobile application, the competi-

tion score and the number of entrants.

According to the results of the study, we can con-

clude that it is appropriate to use the developed mo-

bile application. This is proved by the fact that the

enrollment of ﬁrst-year students in 2021 has increased

for all specialties of the faculty. The number of sub-

mitted applications exceeded the number of licensed

volumes by specialties (Marchuk et al., 2023).

Therefore, we believe that the use of augmented

reality technology is appropriate to promote the edu-

cational process and advertising of the educational in-

AET 2021 - Myroslav I. Zhaldak Symposium on Advances in Educational Technology

574

Figure 11: Data on the target variable entered.

Figure 12: Histogram of views of advertising and special-

ties entered.

Figure 13: Data on the competitive score of entrants by spe-

cialties.

stitution. This will undoubtedly increase the interest

of applicants, as well as increase the level of percep-

tion of information about the specialties of the fac-

Figure 14: Diagram of advertising views by gender.

ulty. This is achieved through diversity, interactivity

and visual presentation of information.

The mobile application was tested on the basis of

the Faculty of Information and Computer Technolo-

gies of the Zhytomyr Polytechnic State University,

Ukraine. In the future, it is planned to expand it so

that it can be used by various faculties and published

in the Play Market.

REFERENCES

(2022). Scripting in Unity for experienced programmers.

https://unity.com/how-to/programming-unity.

(2022). What percentage of internet trafﬁc is mo-

bile in 2022? https://webtribunal.net/blog/

mobile-percentage-of-trafﬁc/#gref.

Mobile Application for Advertising Educational Services and Research the Efﬁciency of Its Use

575

Bilous, V. V., Proshkin, V. V., and Lytvyn, O. S. (2020). De-

velopment of AR-applications as a promising area of

research for students. In Burov, O. Y. and Kiv, A. E.,

editors, Proceedings of the 3rd International Work-

shop on Augmented Reality in Education, Kryvyi Rih,

Ukraine, May 13, 2020, volume 2731 of CEUR Work-

shop Proceedings, pages 205–216. CEUR-WS.org.

https://ceur-ws.org/Vol-2731/paper11.pdf.

Bilyk, Z. I., Shapovalov, Y. B., Shapovalov, V. B., Me-

galinska, A. P., Zhadan, S. O., Andruszkiewicz, F.,

Dołha

nczuk-

odka, A., and Antonenko, P. D. (2022).

Comparison of Google Lens recognition performance

with other plant recognition systems. Educational

Technology Quarterly, 2022(4):328–346. https://doi.

org/10.55056/etq.433.

Burov, O. Y., Kiv, A. E., Semerikov, S. O., Striuk, A. M.,

Striuk, M. I., Kolgatina, L. S., and Oliinyk, I. V.

(2020). AREdu 2020 - How augmented reality helps

during the coronavirus pandemic. In Burov, O. Y. and

Kiv, A. E., editors, Proceedings of the 3rd Interna-

tional Workshop on Augmented Reality in Education,

Kryvyi Rih, Ukraine, May 13, 2020, volume 2731 of

CEUR Workshop Proceedings, pages 1–46. CEUR-

WS.org. https://ceur-ws.org/Vol-2731/paper00.pdf.

Carmigniani, J., Furht, B., Anisetti, M., Ceravolo, P., Dami-

ani, E., and Ivkovic, M. (2011). Augmented real-

ity technologies, systems and applications. Multi-

media Tools and Applications , 51:341–377. https:

//doi.org/10.1007/s11042-010-0660-6.

Deloitte Digital (2021). Deloitte digital and snap inc. re-

port reveals the rich, untapped future of augmented

reality for customer experience. https://tinyurl.com/

4yh5746a.

He, J., Ren, J., Zhu, G., Cai, S., and Chen, G. (2014).

Mobile-Based AR Application Helps to Promote EFL

Children’s Vocabulary Study. In 2014 IEEE 14th In-

ternational Conference on Advanced Learning Tech-

nologies, pages 431–433. https://doi.org/10.1109/

ICALT.2014.129.

Hordiienko, V. V., Marchuk, G. V., Vakaliuk, T. A., and

Pikilnyak, A. V. (2020). Development of a model

of the solar system in AR and 3d. In Burov, O. Y.

and Kiv, A. E., editors, Proceedings of the 3rd In-

ternational Workshop on Augmented Reality in Edu-

cation, Kryvyi Rih, Ukraine, May 13, 2020, volume

2731 of CEUR Workshop Proceedings, pages 217–

238. CEUR-WS.org. https://ceur-ws.org/Vol-2731/

paper12.pdf.

Hruntova, T. V., Yechkalo, Y. V., Striuk, A. M., and Pikil-

nyak, A. V. (2018). Augmented reality tools in physics

training at higher technical educational institutions. In

Kiv, A. E. and Soloviev, V. N., editors, Proceedings of

the 1st International Workshop on Augmented Reality

in Education, Kryvyi Rih, Ukraine, October 2, 2018,

volume 2257 of CEUR Workshop Proceedings, pages

33–40. CEUR-WS.org. https://ceur-ws.org/Vol-2257/

paper04.pdf.

Hu, R., Wang, C., Zhang, T., Nguyen, T., Shapoval, V.,

and Zhai, L. (2021). Applying augmented real-

ity (AR) technologies in theatrical performances in

theme parks: A transcendent experience perspective.

Tourism Management Perspectives, 40:100889. https:

//doi.org/10.1016/j.tmp.2021.100889.

Jung, K., Nguyen, V. T., Piscarac, D., and Yoo, S.-C.

(2020). Meet the Virtual Jeju Dol Harubang—The

Mixed VR/AR Application for Cultural Immersion in

Korea’s Main Heritage. ISPRS International Jour-

nal of Geo-Information, 9(6):367. https://doi.org/10.

3390/ijgi9060367.

Krainyk, Y. M., Boiko, A. P., Poltavskyi, D. A., and Za-

selskiy, V. I. (2019). Augmented Reality-based his-

torical guide for classes and tourists. In Kiv, A. E.

and Shyshkina, M. P., editors, Proceedings of the 2nd

International Workshop on Augmented Reality in Edu-

cation, Kryvyi Rih, Ukraine, March 22, 2019, volume

2547 of CEUR Workshop Proceedings, pages 241–

250. CEUR-WS.org. https://ceur-ws.org/Vol-2547/

paper17.pdf.

Marchuk, G., Levkivskyi, V., Graf, M., Dombrovska, Y.,

and Panarina, I. (2023). Mobile application for adver-

tising faculty educational services. Educational Tech-

nology Quarterly. https://doi.org/10.55056/etq.30.

Nechypurenko, P., Semerikov, S., and Pokhliestova, O.

(2023). Cloud technologies of augmented reality as

a means of supporting educational and research activ-

ities in chemistry for 11th grade students. Educational

Technology Quarterly. https://doi.org/10.55056/etq.

44.

Osadchyi, V., Varina, H., Falko, N., Osadcha, K., and

Katkova, T. (2021). The peculiarities of the usage of

AR technologies in the process of hardiness of future

professionals. Journal of Physics: Conference Series,

1840(1):012059. https://doi.org/10.1088/1742-6596/

1840/1/012059.

Ozdemir, M. A. (2021). Virtual Reality (VR) and Aug-

mented Reality (AR) Technologies for Accessibil-

ity and Marketing in the Tourism Industry. In

Eus

ebio, C., Teixeira, L., and Carneiro, M., editors,

ICT Tools and Applications for Accessible Tourism,

pages 277–301. IGI Global. https://doi.org/10.4018/

978-1-7998-6428-8.ch013.

Park, S. (2021). ARLooper: A Mobile AR Applica-

tion for Collaborative Sound Recording and Per-

formance. In Kronland-Martinet, R., Ystad, S.,

and Aramaki, M., editors, Perception, Representa-

tions, Image, Sound, Music, pages 554–562, Cham.

Springer International Publishing. https://doi.org/10.

1007/978-3-030-70210-6

35.

Vakaliuk, T. A., Marchuk, G. V., Levkivskyi, V. L., Morgun,

A. M., and Kuznietsov, D. V. (2021). Development

of ar application to promote the historical past of the

native land. In Digital Humanities Workshop (DHW

2021), December 23, 2021, Kyiv, Ukraine, pages

125–131, New York, NY, United States. Association

for Computing Machinery. https://doi.org/10.1145/

3526242.3526244.

Wang, W., Wang, F., Song, W., and Su, S. (2020). Ap-

plication of Augmented Reality (AR) Technologies

in inhouse Logistics. E3S Web of Conferences, 145.

https://doi.org/10.1051/e3sconf/202014502018.

Wang, Y., Wang, Y., and Fan, Z. (2021). Current Status

and Prospects of Mobile AR Applications. In 2021

AET 2021 - Myroslav I. Zhaldak Symposium on Advances in Educational Technology

576

International Conference on Culture-oriented Science

Technology (ICCST), pages 34–37. https://doi.org/10.

1109/ICCST53801.2021.00018.

Wyss, C., Degonda, A., B

uhrer, W., and Furrer, F. (2022).

The Impact of Student Characteristics for Work-

ing with AR Technologies in Higher Education -

Findings from an Exploratory Study with Microsoft

HoloLens. Information, 13(3):112. https://doi.org/10.

3390/info13030112.

Young, K. S. and Koo, J. H. (2020). University Librar-

ians’ Perception and Needs Assessment of Library

Services Development Applying Virtual/Augmented

Reality (VR/AR) Technologies. Journal of Korean

Library and Information Science Society, 51(4):375–

403. https://doi.org/10.16981/kliss.51.4.202012.375.

Zhou, J., Xu, Z., Yan, H., Gao, B., Yang, O., and Zhao,

Z. (2020). AR Creator: A Mobile Application of

Logic Education Based on AR. In 2020 Interna-

tional Conference on Virtual Reality and Visualization

(ICVRV), pages 379–380. https://doi.org/10.1109/

ICVRV51359.2020.00109.

Mobile Application for Advertising Educational Services and Research the Efﬁciency of Its Use

577