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Procedia Computer Science 00 (2023) 000–000
www.elsevier.com/locate/procedia
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Procedia Computer Science 227 (2023) 699–708

8th International Conference on Computer Science and Computational Intelligence

(ICCSCI 2023)

Development of Augmented Reality Application in Physics through

Newton's Laws and Object Interaction
Bayu Ferdimana, Hadad Al Akbara, Muhammad Reza Faturrahmana, Fairuz Iqbal
Maulanaa*
a
Computer Science Department, School of Computer Science, Bina Nusantara University, Jakarta, Indonesia 11480

Abstract

Physics learning is often challenging for students due to its abstract and complex concepts. This research is made to overcome the
problem of lack of understanding related to physics learning due to abstract concepts. This research aims to develop and evaluate
an Augmented Reality (AR) application that focuses on learning Newton's Law by interacting with 3D objects like balls, cars,
and rockets. AR-based technology has been recommended for use in education due to its excellent potential in helping to
improve the understanding of the concept of a material to be better. Therefore, this research will develop and evaluate the use of
augmented reality in physics learning related to newton's law. This paper uses the ADDIE model method as the basis for
developing Augmented Reality applications by involving the stages of analysis, design, development, implementation, and
evaluation. The study results show that the developed AR application can help students understand the concept of Newton's Law
and increase interest in learning. Student feedback obtained through questionnaires indicated that they rated this application
positively regarding ease of use, engagement, and effectiveness in supporting the learning process. The AR application developed
in this study improves the quality and effectiveness of physics learning through innovative and interactive technology. Further
research could focus on developing additional content and features and exploring the impact of this application on a broader
group of students and in different areas of education.

© 2023 The Authors. Published by Elsevier B.V.

© 2023 The Authors. Published by ELSEVIER B.V.
This is an open access article under the CC BY-NC-ND license (https://creativecommons.org/licenses/by-nc-nd/4.0)
This is an open access article under the CC BY-NC-ND license (https://creativecommons.org/licenses/by-nc-nd/4.0)
Peer-review under responsibility of the scientific committee of the 8th International Conference on Computer Science and
Peer-review
Computational under responsibility
Intelligence 2023 of the scientific committee of the 8th International Conference on Computer Science
and Computational Intelligence 2023
Keywords: Augmented Reality; Physics Education; Newton's Law; ARCore; Object Interaction; Interactive Learning.

*
Corresponding author: Fairuz Iqbal Maulana
E-mail address: fairuz.maulana@binus.edu

1877-0509 © 2023 The Authors. Published by ELSEVIER B.V.

This is an open access article under the CC BY-NC-ND license (https://creativecommons.org/licenses/by-nc-nd/4.0) Peer-review
under responsibility of the scientific committee of the 8th International Conference on Computer Science and Computational
Intelligence 2023

1877-0509 © 2023 The Authors. Published by Elsevier B.V.

This is an open access article under the CC BY-NC-ND license (https://creativecommons.org/licenses/by-nc-nd/4.0)
Peer-review under responsibility of the scientific committee of the 8th International Conference on Computer Science and
Computational Intelligence 2023
10.1016/j.procs.2023.10.574
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742 Bayu Ferdiman et al. / Procedia Computer Science 00 (2023) 000–000

1. Introduction

Physics education is one of the branches of science that is very important in developing critical thinking and
understanding of basic science concepts. Innovative teaching methods are needed to incorporate technologies such as
Augmented Reality (AR) to interact virtually with learning objects to improve the knowledge of basic physics
concepts. One example of the application of technology in education is multimedia, such as augmented reality in
teaching natural science [1]. Teaching methods incorporating technologies such as augmented reality are now
beginning to be used in education, which has proven more effective than traditional teaching methods [2]. Therefore,
innovation is needed in learning methods to help students understand physics concepts more easily and enjoyably.
One technology that is currently developing rapidly and has the potential to increase the effectiveness of physics
learning is augmented reality.
Augmented reality is a technology that combines real-world elements with virtual elements through an interactive
computer system [3,4]. In the context of education, augmented reality has the potential to improve students'
understanding of concepts by presenting information visually and interactively. In recent years, augmented reality
has shown significant potential to enhance the learning experience and facilitate students' conceptual change [5]. For
example, research conducted shows that the use of augmented reality in astronomy learning can help students correct
their misconceptions about the rotation of the Earth, Moon, and Sun. In addition, augmented reality can help students
understand how optics work, like the human eye, refraction of light, and combining colours [6].
In recent years, the development of augmented reality has undergone significant changes ranging from augmented
reality libraries such as Vuforia, ARKit, ARCore, AUGMENT, and Maxst. In addition, there are many
improvements to augmented reality devices such as Microsoft HoloLens, and Epson Moverio introduced. These
tools will undoubtedly provide a more realistic learning experience because they can interact directly with 3D
objects [7]. Augmented reality will provide an exciting experience in applying physics learning and allow students to
understand basic physics concepts. Several studies have been conducted to describe motion in the real world through
physics-based simulations, such as free fall and parabolic motion.
This research will combine augmented reality technology with physics materials to improve conceptual
understanding and reduce students' cognitive load in learning fundamental concepts related to Newton's Laws. Based
on previous studies, augmented reality has been used as a suitable learning medium in various fields, including
natural sciences. Augmented reality is expected to help students learn by presenting 3D objects with animation,
interaction, and sound to trigger their interest and involvement in learning [8].
The application will develop using augmented reality technology and add elements of educational games as a
medium for learning physics, focusing on Newton's Laws and object interactions. The app will display augmented
reality objects such as balls, cars, and rockets as Newton's laws one, two, and three simulations. In addition, there are
case studies that students can do to increase their understanding of the basic concepts of Newton's law.

2. Literature Review

2.1. Study of Literature

Several journals become instructions and references in making applications and papers. The following explains
each paper that becomes a reference in making papers and applications.
Research conducted by Nadeem, Chandra, Livirya, and Beryozkina is developing AR-LabOR applications using
augmented reality [9]. This application utilizes augmented reality technology to study tools in the Laboratory. In the
application, created information such as sound, text, images, and videos are combined with 3D objects and can
interact. This development and research aim to support, motivate, and help students understand laboratory equipment
and how to use it correctly.
The research conducted by Schaffernak, Moesl, Vorraber, and Koglbauer showed the use of augmented reality in
flight training ranging from theory instruction, preflight aircraft inspection, and flight procedure training [10]. In
addition, the survey they conducted by designing augmented reality education concepts supports gender diversity in
pilot education. This research can be a reference for the field of education that is mainly preferred by men rather than
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women and vice versa. Implementing the use of augmented reality in learning is expected to attract all people,
whether male or female.
In the development of the ARTutor application carried out by Lytridis, Tsinakos, and Kazanidis were able to
make book pages into 3d objects that can be seen directly using augmented reality [11]. This application can give an
exciting impression in understanding learning books. In addition, there are additional features such as voice with
virtual tutors, adding media, book content search features, and supported visualization of concepts presented on the
book page. With these features, it can increase student understanding and facilitate the delivery of material by
teachers.
The journal "Development of Learning Solar System Augmented Reality for Elementary School" discusses the
development of augmented reality applications using solar objects and eight other planets in the solar system (8). In
the application, there are several questions that students can fill in to test their understanding after learning using
augmented reality. In addition, there is a score when successfully answering the questions given. The tools used in
developing this application are Unity 3D, Blender, and Vuforia. The application can make solar system learning
more interactive than traditional learning, like reading a book picture.
Augmented reality applications can be developed in all science families, such as biological science. The journal
"The Augmented Reality for Teaching Thai Students about the Human Heart" discusses the development of
augmented reality applications using human heart objects [12]. In addition, this application has been tested for its
effectiveness using the T-Test and obtained significant results by using this augmented reality application in
studying the human heart.

The following is a comparison table of some of the papers above that will be a reference in making this application.

Table 1. Literature Reviews.

No Author Title Description

1 M. Nadeem, A. Chandra, A. AR-LaBOR: Design and assessment of an Focus on making applications on how
Livirya, and S. Beryozkina augmented reality application for lab orientation to use tools in the Laboratory.

2 H. Schaffernak, B. Moesl, W. Potential augmented reality application areas for Focus on making applications on how
Vorraber, and I. V. Koglbauer pilot education: An exploratory study to use tools in the Laboratory.

3 C. Lytridis, A. Tsinakos, and I. ARTutor—An augmented reality platform for
Kazanidis interactive distance learning
4 A. R. Mattola, R. Andrea, and B. The Development of Learning Solar System
Rachmadani Augmented Reality for Elementary School
5 S. Nuanmeesri The augmented reality for teaching Thai students
about the human heart
Focus on creating apps about
interactive learning using books
Focus on making applications about
solar system learning.
Focus on creating applications about
learning human heart biology.

2.2. Newton's Laws and Object Interaction in Education

Newton's laws and object interactions are fundamental concepts in physics often taught at the secondary
education level and are an essential foundation for further understanding of physics. Newton's three laws (Law I:
inertia, Law II: force and acceleration, and Law III: action and reaction) explain how objects interact and move due
to the forces acting on them. A good understanding of Newton's laws and object interactions is essential for students
to develop problem-solving and critical thinking skills in physics and understand higher physics concepts [13].
In physics, learning such as Newton's law which relies on theories, formulas, and problems without interactive
learning support facilities, is considered to make low learning motivation for students [14]. Many students need help
understanding this concept due to the abstract and mathematical nature of the laws. Developing an interactive
learning model can achieve participants' learning goals, and students can become more active and do practicum
independently. Therefore, innovative and exciting learning approaches, such as the application of augmented reality,
can help students more easily understand these concepts by presenting interactions with 3D objects directly.
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3. Research Method

The method that the development team uses in developing this AR application is the ADDIE Model [15–17]. In
developing AR physics applications that teach Newton's law through the interaction of ball, car, and rocket objects,
the ADDIE model is used as a frame of reference in the design and development process.

Fig. 1. ADDIE Model

The ADDIE model consists of the stages of Analysis, Design, Development, Implementation, and Evaluation
[18]. These stages are what the development team will implement systematically to identify learning needs, design
effective materials and interactions, develop innovative applications, implement them in a learning environment, and
evaluate the results and their impact on students' conceptual understanding.
At this stage, the development team will identify the needs, goals, and learning objectives of the AR app. This
stage involves understanding the characteristics of the students, such as age, background knowledge, and cognitive
ability. Next, the team will analyze what topics should be taught through the AR app.
After identifying the learning needs and objectives, the team will design the teaching and interaction strategies to
be used in the AR app. It starts from the selection of objects (ball, car, rocket), activities that involve interaction with
the objects, and how the objects will be used to teach physics concepts related to Newton's law.
In the development stage, the AR application will be made by the predetermined design. The development team
will develop visual assets, such as 3D models and animations, and the code needed to run the application. The
application will be developed by considering the limitations of the devices and technologies, such as cameras,
sensors, and device processing capabilities.
Once the AR app is developed, the implementation involves testing and launching the app. The development team
will test some students who need more understanding of Newton's law. In addition, the development team will test
some students who are less interested in learning physics. Whether with interactive learning such as augmented
reality, they become interested again in learning physics.
In the last stage, the development team will evaluate the effectiveness of the AR application in achieving the
learning objectives that have been set. They will collect student data to measure concept understanding and interest
in learning. Based on the evaluation results, the team can make changes or adjustments to the app if needed to
improve its effectiveness in teaching physics concepts related to Newton's laws.
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4. Result and Discussion

In the analysis stage, students' learning needs will be identified to determine whether students have difficulty
understanding the concept of Newton's law and need more interactive and exciting tools. From the survey results and
interviews with students, AR applications have the potential to improve understanding of physics concepts.

Table 2. Identify student learning needs.

No Students Understanding Level Learning needs

of Newton's Law
1 Students with initials FM Low Understand the basic concepts of
newton's laws, real-life examples,
and their applications.
2 Students with initials FI Low Relate Newton's laws to everyday
situations.
3 Students with initials AF Low Introduction to Newton's laws,
examples, and simulations.
4 Students with initials JS Low Understand the concept and
application of Newton's law in
different contexts.
5 Students with initials AP Middle Requires more interactive learning.

The table above shows five students with different initial understanding and learning needs levels. From the
results of the student learning needs above, several features can be made that will meet the needs of these students.
The following are the features that will be made in the AR application.

Table 3. Features of the AR application.

No Features Description
1 Simulation of Newton's Laws 1, Interactive simulations that show the application of
2, and 3. Newton's laws 1, 2, and 3, such as the motion of
objects and the forces acting.
2 Real examples It displays 3D objects that are often found in
everyday life.
3 Different applications of The 3D object will display three different objects.
newton's law
4 Concept Explanation A text explanation of the concept of Newton's law.

5 Interactive Qu Presents questions to test students' understanding.

After analyzing student learning needs, the first step in developing an augmented reality application is to create a
diagram that describes the interaction of users and AR applications. The followings are use case diagrams and
activity diagrams.
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Fig. 2. Use case diagram

Fig. 3. Activity Diagram

After analyzing the needs of students and the application concept, the next stage is to create a design for the
augmented reality application display. In the design stage, the development team designed the AR application
concept, starting from the user interface and 3D objects, such as textures, animations, and sounds. The 3D objects
used are balls, cars, and rockets. These objects will represent Newton's laws one, two, and three. The design for this
AR application is as follows.

1. Wireframe
The following is an AR application user interface wireframe design:

Fig. 4. Wireframe
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2. High Fidelity Mockup

The following is an AR application user interface mockup design:

Fig. 5. Mockup AR Application

After the design stage is complete, the following process is development. The first step was to search the internet
for the required assets. The assets were 3D objects such as balls, cars, and rockets. There are also additional
materials in the form of textures, UI elements, and sounds. In addition, the development team is also looking for
material related to the concept of Newton's law as an explanation that will be displayed in the application, such as an
explanation of the basic theory and questions. The following is an overview of Newton's law AR application
development process.
Once the assets are collected, creating a Unity scene is next. This scene will be where the AR elements will be
placed and interact with it. 3D assets will be imported into Unity and placed in the scene hierarchy at this stage.
Next, user interface (UI) elements such as buttons and information panels are created according to the predefined
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design. Then, ARCore was imported into the Unity project. ARCore provides AR functionality, such as motion
tracking, environmental understanding, and light estimation. In the Unity scene, ARCore components, such as AR
Session, AR Session Origin, and ARCore XR plugin, are added to enable AR features.
Next, the flat field detection process is integrated into the application. With ARCore, the app can identify flat
planes in the user's environment and place virtual objects on them. At this stage, custom code or scripts are written to
manage the interaction between ARCore and 3D objects. After that, 3D object animations are created to add visual
appeal and increase user engagement. The animation the developer uses is in the form of 3D object movement to
simulate that the object can interact with the user. Unity Animator was used to create and organize these animations.

Fig. 6. Application development

The next stage was to export the app to the Android platform. To do this, the build settings in Unity were changed
to target the Android platform. Then, the app was compiled and built into an APK that could be installed on an
Android device. Finally, the app was tested on Android to ensure optimal performance and accurate field detection.
During testing, any issues that arise are identified and fixed before the app is finally ready for distribution.
Thus, the AR app development process using Unity and ARCore involves several essential steps: asset collection,
scene, and UI creation, ARCore integration, plane detection, animation creation, export to Android, and app testing.
This approach ensures that the AR app can be used effectively and engage users in learning Newton's laws. The
following are the results of the development of AR physics applications using Unity and 3D assets.

Table 4. Device Compatibility Test

No. Device Brand & Model Android OS ARCore Support Result

1 Samsung Galaxy S21 FE Android 13 Yes Success

2 Vivo Y93 Android 8.1 No Fail
3 Oppo F7 Android 10 No Fail
4 Samsung A53 Android 11 Yes Success
5 Xiaomi Redmi Note 10s Android 11 Yes Success
6 Xiaomi mi 10 T pro Android 11 Yes Success
7 Xiaomi Redmi 8 Pro Android 11 Yes Success
8 Oppo … Android No Fail
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Table 4 shows that the AR application developed using ARCore has been tested on various devices with different
specifications. The test results show that as many as 62,5% of the tested devices successfully run the AR application
properly, while the other 37,5% are incompatible with ARCore. This data shows the importance of considering
device compatibility when developing AR applications.
The results of the application performance are based on the assessment of the development team where the
performance test results in Table 7 show that this AR application has excellent load speed (90%) and good stability
(85%). In addition, the accuracy of AR objects is satisfactory (85%), and the user interaction response is excellent
(90%). The visual quality of AR objects could be better (70%). This visual quality could be better because the time
and source of object assets are minimal. From the results of this test, it can be concluded that the developed AR
application has adequate performance to be used in an educational context.
Most respondents (50%) found the app very easy to use, and 40% and 10% found it challenging. Regarding
usability, 30% of respondents found the app very helpful, 30% found it helpful, and 40% found it quite helpful. This
data suggests that this AR app can improve students' understanding of physics concepts. The app's user interface
received positive feedback, with 60% of respondents stating good, 20% excellent, and 20% fair. This data suggests
that the design and layout of the app are intuitive and easy for users to navigate. In addition, most respondents (90%)
said they would recommend this app to others, while only 10% stated otherwise. This high recommendation
indicates that this AR application is valuable and effective in helping students understand physics concepts.

Fig. 7. Interested learning physics after using this app.

Students' interest in learning physics also increased after using this application. The score of interest in learning
physics ranged from 1 to 5, where 20% of respondents gave a score of 5, 20% gave a score of 4, 40% gave a score of
3, and 20% gave a score of 2. No respondent gave a score of 1. These results illustrate that this AR application
successfully attracts students' interest in learning physics and encourages them to understand the concept of
Newton's Law better.
Overall, the results of this study indicate that the developed AR application positively impacts students'
understanding of physics concepts, especially Newton's Law. The app also attracts students' interest in learning and
is considered easy to use, with a good user interface. With these results, this AR application can be considered an
effective learning tool in physics education.

5. Conclusion

This paper describes developing an Augmented Reality (AR) application designed to help students understand
physics concepts, especially Newton's Law, by interacting with objects such as balls, cars, and rockets. This
application was developed using the ADDIE model, which includes the stages of Analysis, Design, Development,
Implementation, and Evaluation. This application uses Unity and ARCore technology compatible with specific
Android devices.
This application received a positive response based on the survey results involving ten respondents. As many as
50% of respondents consider this application very easy to use, 40% consider it easy, and only 10% find it difficult.
In addition, 30% of respondents found the app very helpful, and 30% and 40% found it moderately helpful. About
the user interface, 60% of respondents rated it as good, 20% as excellent, and 20% as fair. Respondent's interest in
learning physics also increased, with scores of 3 and above, reaching 60%, and 90% of respondents stated they
would recommend this app to others.
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The testing table shows that the app supports several ARCore-compatible Android devices. The flat object
distance testing table shows that the app effectively detects flat surfaces at various distances. The AR application
developed in this research shows great potential in improving the understanding of physics concepts, particularly
Newton's Laws, through interesting object interactions. Support for various Android devices and an easy-to-use user
interface make this application an effective and engaging learning tool. Thus, this newton's law AR application can
be an effective and innovative alternative to physics learning.

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