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International Conference on Mathematics and Science Education 2019 (ICMScE 2019) IOP Publishing
Journal of Physics: Conference Series 1521 (2020) 022003 doi:10.1088/1742-6596/1521/2/022003

Development of augmented reality in the basic physics

practicum module

J Firmansyah1,2*, A Suhandi1, A Setiawan1 And A Permanasari1

1
Program Studi Pendidikan IPA, Sekolah Pascasarjana Universitas Pendidikan
Indonesia, Jl. Dr. Setiabudhi, Bandung 40154, Indonesia
2
Program Studi Pendidikan Fisika, Universitas Serambi Mekkah, Jl. Tgk. Imum
Lueng Bata, Bathoh, Banda Aceh 23245, Indonesia
*
Corresponding author`s email: juli.firman@upi.edu

Abstract. This research aims to design and develop a media lab in the form of Augmented
Reality applications that are used in basic physics lab module. AR applications work with a
tracking system and the reconstruction of the 2D marker contained in the experimental module
to display 3D video animation. The method used in this research is the development of
software includes the stages of collecting and analyzing the needs, do the design and
manufacturing applications, validation and testing by the user, and revision. Results of the
assessment by the AR application validator media and materials are respectively 80% and 85%
in the predicate is valid and may be used after minor revisions. The results of trials by students
as the user indicates that the 2D marker on lab module was initially less obvious and less
sensitive at the time of scanning. However, after the revision of the 2D marker on lab module,
2D AR marker was sufficiently clear and sensitive at the time of scanning so that AR can help
the general practical implementation and the AR content to support the practical
implementation. The results showed that the development of AR applications had been
successfully carried out and the AR application can function well with the scan time 1-1.5
second at a distance of 10-20 cm and successfully used in the experimental module at an angle
of <900, with the result that, AR applications in basic physics practicum module as the media
are supporting practicum implementation

1. Introduction
Laboratory activities are an integral part of the physics classroom learning activities that can serve as
advice for finding and reinforcing the concept, develop skills, motivation to learn, and build attitudes
towards physics [1-3]. Practical activities carried out by following the steps in the pilot or
experimental module that is tailored to the theme of the lab. Modules are teaching materials arranged
in a systematic, contains a set of learning experiences are planned and designed to master the specific
goals of learning [3]. The module as one of the teaching materials characterized by student self-
learning principle [4].
The quality of basic physics practicum modules can be found from the assessment of practicum
modules. Needs analysis study conducted to determine the state of implementation of the basic physics
lab at the two universities. Data was collected by documentary studies on lab module and the RPS to
determine the practical outcomes to be achieved in a practical implementation. Needs analysis study
results to show that the practical implementation using only conventional lab modules [5] and not

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International Conference on Mathematics and Science Education 2019 (ICMScE 2019) IOP Publishing
Journal of Physics: Conference Series 1521 (2020) 022003 doi:10.1088/1742-6596/1521/2/022003

involve ICT technology in it. Students are having difficulty in understanding the basic concepts of
practical matters because the lab module is only a summary of the material of the concept. Another
difficulty experienced by students is to understand the shape of the electrical circuit and the direction
of motion of electric current in an electrical circuit on the topic of the dynamic lab. Findings were
similar in practical topics such as fluid topics, thermodynamics.
Based on the findings of the study needs analysis, to help students understand the material lab, and
it is necessary to develop an AR application that is integrated into the lab module. AR application
provides the opportunity for students to engage actively and interactively in real time in practical
activities and gain real experience. Advantage adds AR in the lab module is of practical value in
accessing the material basis of concept lab back in the object animation or video to ensure some basic
concepts were forgotten during the practicum takes place. Another advantage is the AR display
visualization phases of laboratory work in abstract topics such as electricity, heat, thermodynamics,
and fluid.
Augmented Reality (AR) technology is a combination of real objects and virtual objects. Real
objects such as pictures or objects as AR marker while the virtual object can be text, animation, 3D
models, or video combined with the actual environment so that users feel virtual objects in the
environment [5]. Adding AR technology in modules or practical guides can help improve the
perception and mastery of concepts students [6]. Results of previous studies show that adding the AR
in learning can improve the performance [7, 8], motivation and interest [9, 10], retention of knowledge
[11], participation, attitudes [12-14] and process skills [14, 15]. Other than that, the use of augmented
reality in practical activities can help students to interact with digital content, thus enhancing the
imagination and creativity [16, 17]. However, some studies have found that the addition of AR
technology in learning can impact [18, 19] as sensitive to changes in viewpoint marker and requires a
lot of memory on the equipment installed [20, 21]
AR applications work with the system tracking (tracking) and reconstruction (reconstruction). The
tracking process begins with detecting the 2D marker on a sheet of modules or practical guides via
webcam or camera gadget/smartphone. Data from the tracking used to reconstruct the real object
coordinate system. 2D Marker must be registered in advance using Vuforia SDK and processed using
the Unity game engine by adding a resource such as 3D animation, video, audio, and programming
line [20]. To add the complete menu and other additional features, the AR application of Unity
exported to Android Studio to be stored in the form of apk. When the application is started, the camera
on the gadget/ android smartphone to scan the 2D marker and then send the information to the device
[22, 23].
Furthermore, the purpose of this research is to design and develop AR applications that are used in
basic physics lab module. AR applications started working with 2D tracking marker that had been
prepared in the lab module. Coverage of the material in the lab module created is compatible with a
range of material in Physics lab course the Faculty of Education.

2. Methods
The methodology used in this study is the method prototype. Prototype development involves the
analysis of functional requirements or software selection, design, evaluation, and implementation [24].
Four prototyping process [25] is to collect and analyse the needs; do the designing and making of the
application; expert validation and testing by the user (evaluation), and revision. This process has
undergone several iterations (repetitions) in steps three and four for users to accept and be satisfied
with the development of the software being developed. Figure 1 shows the flow chart about
development process.

2
International Conference on Mathematics and Science Education 2019 (ICMScE 2019) IOP Publishing
Journal of Physics: Conference Series 1521 (2020) 022003 doi:10.1088/1742-6596/1521/2/022003

collect expert
designing
data and validation
and and testing Revision
analyse
making by the user
the needs

Iterations

Figure 1. Prototype of Development Software

Validation of the application involves two experts as validators consisting of media experts and
validator mater experts. Both validators provide an assessment of the four markers which has been
prepared in the lab module. Validator media will assess the AR application based on the theories of
instructional media or practicum that includes aspects of public view, the use of language, animations
and sound, on-screen display and presentation while validator material will assess the media based on
the suitability of the material presented in the media augmented reality that includes relevance material
with the expected competence, suitability of the material with the medium used, the presentation of
cutting-edge materials, accuracy of the material according to the principles of truth and science, and
packaging material in the media is in conformity with the relevant scientific approaches.
Validator provides an assessment by giving a checkmark on the scale is appropriate. Range grading
scale is from 1, 2, 3, 4, and 5 with the criteria of grading scale is 1 = irrelevant / not good, 2 = less
relevant / less good, 3 = relevant enough / pretty good, 4 = relevant / well, 5 = very relevant / very
good. The validator also provides advice on improvement of AR applications. Comments validator is
provided for each marker. Table 1 gives the criteria of media validity [26] which are used as a
reference in this research development. The test performed on the user AR application, the students
taking the basic physics course.
Table 1. Media evaluation criteria
Percentage Description Recommendations
25 – 40 Invalid Cannot be used
41 – 55 Less Valid Cannot be used
56 – 70 Enough Valid May be used after major revisions
71 – 85 Valid May be used after minor revisions
86 - 100 Very Valid Very good to use

3. Result and Discussion

3.1 Design and manufacture Prototype

AR Design begins with determining the 3D model or animation video that is displayed in the
application AR, AR lab module design series, and 2D AR marker design. Flow application design AR
app use case shown in Figure 2 and Figure 3 below.

3
International Conference on Mathematics and Science Education 2019 (ICMScE 2019) IOP Publishing
Journal of Physics: Conference Series 1521 (2020) 022003 doi:10.1088/1742-6596/1521/2/022003

Marker Lab
module
AR Series
Model 3D /
Animation / Video Gadget / Local
smartphone Database

application
AR Library AR Model 3D /
Animation / Video
2D
script marker

Figure 2. AR product design workflow Figure 3. Use case user with AR applications,
Figure 2 shows the flow of the AR application design that starts with setting up the 3D
models/animations/ videos for records in AR library then set the script and build applications that will
read the AR marker that had been prepared in the lab module. Figure 3 provides an explanation Use
case or grooves user interaction with the AR application that begins by scanning the AR marker on lab
module with a smartphone camera will then display a 3D model/animation/ video that has been
designed.
Prototype manufacture AR applications require hardware (hardware) the computer/laptop with
Windows 10 operating system, 8 GB of RAM. Other hardware is a phone with the Android operating
system as the operation of mobile AR applications. Mobile phone specifications used by the processor
ARMv version 7 and above, supports OpenGLES 2.0, camera, accelerometers, magnetic sensors, and
GPS [27]. While the software used in the manufacture of the AR application is Vuforia SDK, the
Software Development Kit to record 2D Marker in Practice Module. Next is the Unity, which serves to
create AR applications and process the 2D marker of Vuforia SDK. Other software used is ADT
(Android Development Tools), which is software for building applications based on Android; it
includes the Android SDK and Eclipse as an IDE (Integrated Development Environment).
AR application process involves the observation of any support needed for Vuforia SDK, and
Unity can work. Based on observations in mind that it takes Library Android is a system built using
Java, so it needs to be considered whether the JRE (Java Runtime Environment). ADT used was
version 22.0.1 and Android used is at least version 4.1 (jelly bean) both devices requires JRE 1.6. USB
debugging is required for running the apk after the build in unity. Other Google API Library's 17, the
library is required to run a minimum of Android version 4.1 (jellybean).

3.2 Validation application AR

Table 2 illustrates the results of the assessment augmented reality application validator media and
experts. Each validator assesses the four markers.
Table 2. AR application improvement recommendations by Validator
Validator Score Objects Ratings Recommendations put forward
expert 80% Need to add information on tools and materials,
Marker 1
Media such as the size and length of the wire, the type
(tools and materials)
of bulb, the number of switches, etc.
Marker 2 (series circuit)
Need to add sound effects on the AR object,
Marker 3 (parallel circuit)
information barriers and the battery voltage
Marker 4 (measurement value needs to be raised in the AR display
technique)
expert 85% Need to pay attention, any part of the lab
Marker 1
Content module that needs and do not need to be made
(tools and materials)
AR
Marker 2 Using standardized and appropriate language
(Series circuit) EYD in the display explanation of the concept

4
International Conference on Mathematics and Science Education 2019 (ICMScE 2019) IOP Publishing
Journal of Physics: Conference Series 1521 (2020) 022003 doi:10.1088/1742-6596/1521/2/022003

Validator Score Objects Ratings Recommendations put forward

Marker 3 Text explanations appear to be using language
(parallel circuit) that can be understood operationally
Marker 4 Voltage and current values should appear on the
(measurement technique) multimeter, as the measurement in real/unreal.
Based on Table 2 above, every validator provides an assessment of the four markers. Marker 1
contains an AR view of the tools and materials lab, load the AR marker 2 on the circuit Series, 3 loads
the AR marker on the parallel circuit and load the AR marker 4 on the measurement of voltage and
current in series and parallel circuits. Media expert assessment on each marker, indicating a valid
application of AR in the category, with a percentage of 80% value in the range of 71-85% with a valid
category, may be used after minor repairs. While the expert assessment of material on each marker,
indicating that a valid application of AR in the category, with a percentage value of 85% in the range
of 71-85% with a valid category, may be used after minor repairs. Both Validator provides AR app
ratings in the category of valid and may be used after minor repairs on each marker 2D. The second
recommendation validator, in general, is all the AR marker on the module is less clear and less
sensitive at the time of scanning. Also, improving the appearance of the AR to add sound effects,
using operational and communicative language.

3.3 User trials

The next stage is to test the AR application users are students taking basic physics practicum courses.
Table 3 shows the student's response to the AR application in practical implementation.
Table 3. Test Results AR applications on User
User The response stated
2D marker on lab module of less legible (vague), less sensitive at the time of
scanning marker
AR app helps practical implementation, but it takes time to be able to scan the
College student marker,
AR appearance less attractive, because of the layout and the menu list is less
appropriate color selection
If the added sound effects in the video display will be more easily understood
Table 3 shows the test results in AR applications that respond to the AR application. Based on the
response stated, AR applications still need improvement in 2D Markers and display video from the
results of the scan to be added sound effects.

3.4 Revision
The final stage of development of AR applications is the revision based on the recommendation
validator and test results by the students as a user. Revision 2D dominant marker contained in the lab
module so that the AR application can help the general practical implementation and the AR content to
support the practical implementation. Revision markers are done by making markers with clear color
and have a level of complexity levels 4-5 in Vuforia. Revisions are also made on the AR display
object with color adjustment and setting a better menu list and add sound effects that make it easier for
students to support the practical implementation.
After the revision, the AR application response time observation was conducted to determine how
fast the device can respond when the camera is scanning the marker to bring up the AR object. These
observations were made by scanning the markers pieces in good lighting conditions and the angle of
0° or parallel straight directly opposite the marker distance of 10-20 cm. Table 4 shows the results of
performance testing of the AR application response time scanning activity marker.

5
International Conference on Mathematics and Science Education 2019 (ICMScE 2019) IOP Publishing
Journal of Physics: Conference Series 1521 (2020) 022003 doi:10.1088/1742-6596/1521/2/022003

Table 4. The test results AR application response time

The average scan time (in seconds)
Galaxy ASUS
4A OPPO Redmi Xiaomi Samsu VIVO
aspects of G ZF 3
Redmi A39 note MI4 ng J5 1606
testing Prime MAX
OS: OS: 5A OS: OS: OS: OS:
OS: OS:
6.0.1 5.1 7.1.2 6.0 6.0.1 6.0.1
4.4.4 8.1
marker 1 1 2 2 2 2 2 1 1
marker 2 2 1 1 2 1 1 2 1
marker 3 1 1 1 1 1 1 1 1
marker 4 1 2 2 1 1 1 2 1
̅ 1.25 1.5 1.5 1.5 1.25 1.25 1.5 1
Based on the data in Table 4, shows that the AR application has worked well with the response
time of 1 - 1.5 seconds. This data illustrates that the AR application can support practical
implementation so that it becomes easier. The time difference scanning in Table 4 relates to the
processor, memory capacity, storage capacity, screen resolution, the resolution of the camera, and the
lighting of each device used. Subsequent observations were done by giving variation to determine the
maximum slope angle of the device when scanning marker. Table 5 shows the test results of the
scanning angle marker by AR applications.
Table 5. Testing with the scanning angle variation
Scan angle
Aspects of Observation
00 300 600 900
Erect -
Rotation to the right and the left 900 -
Rotation to the right and left in 1800 -
Rotation to the right and left in 2700 -
Rotation to the right and left 3600 -

Table 5 illustrates that AR applications can work optimally at an angle of <90 0 between the
smartphone's camera with a 2D marker on the module. AR applications can also function when the
rotation reaches 3600 to the right and the left of smartphones. This finding is slightly different from the
results of previous studies which found [28] the fastest marker scanning time of 0.33 s, but the
scanning angle capability was only a maximum of 300 with an orientation of the upright marker.

4. Conclusion
Has successfully developed AR applications in fundamental physics experiment module as the media
are supporting practical implementation. AR application is designed to prepare and make
arrangements of hardware and software, prepare and configure marker 2D into modules and software
AR, 3D modeling/video, setting the 3D models/video is displayed AR in the library AR, testing,
building, and running applications AR on the PC and Device/Gadget. AR application developed to
function well in supporting the practical implementation by the response time between 1-1.5 second
scan at a distance of 10-20 cm and successfully used in the experimental module at an angle of <900.

5. References
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International Conference on Mathematics and Science Education 2019 (ICMScE 2019) IOP Publishing
Journal of Physics: Conference Series 1521 (2020) 022003 doi:10.1088/1742-6596/1521/2/022003

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Acknowledgments
Acknowledgments infinite to Kemenristekdikti for facilitating this study with the scholarship program
on going BPPDN 2019