“Magic Boosed” an elementary school geometry textbook with marker-based augmented reality

Abstract

Recently media that is used on mathematic study is just board and printed book. Usually teacher uses, modelling tool to visualize study objects like geometry, but students must be in alternatively to fulfill that demand requires application which can deliver 3-dimension geometry to emphasize students understanding of volume and surface area. This research will implement based tracking marker method on textbook and develop geometry study application based on augmented reality, it is called "Magic Boosed". The existence of AR combination technology, then geometry which will be taught by teacher to elementary school student will be more interesting and make students are easier to learn shape and geometry formulas, this is evident from data analysis test on student learning improvement using kolmogorov-smirnov testing.

Aplikasi Pembelajaran Interaktif Augmented Reality Tata Surya Sekolah Dasar Menggunakan Metode Marker Based Tracking

“…Pelacakan berbasis marker menggunakan marker dengan bentuk hitam dan putih dengan batas hitam tebal dan latar belakang putih, atau dengan menggunakan gambar yang mempunyai pola gambar yang unik. Pelacakan ini lebih cocok untuk digunakan pada media kertas daripada metode pelacakan markerless [10]. Marker yang telah dibuat nantinya akan di arahkan ke kamera handphone sebagai media untuk menampilkan objek 3D tata surya.…”

What Is the Effect of Using Mobile Augmented Reality in K12 Inquiry-Based Learning?

“…Efstathiou et al [26] GPS outdoors Kyza and Georgiou [27] GPS outdoors Chiu et al [28] sensors indoors Singh et al [29] GPS out-and indoors Gardeli and Vosinakis [30] image indoors Patrício et al [31] GPS outdoors Reza et al [32] image indoors Bhagat et al [33] image indoors Ibáñez et al [34] image indoors Lindner [35] image indoors Estapa and Nadolny [36] image out-and indoors Hwang [37] QR-code outdoors Huang et al [38] ? 1 ?…”

“…Eight studies used marker-based applications: seven of them used an image-based recognition, and only one used the QR-code. For example, image-based markers were used to learn about the appearance of different butterfly species in live motion using 3D animations (see [33]), or to observe the properties of 2D book images as 3D geometric shapes (see [32]). There were six studies that used markerless applications, which were mostly location-based and needed GPS (five studies).…”

What is the Effect of Using Mobile Augmented Reality in K12 Inquiry-Based Learning?

“…Markerless Efstathiou et al [26] GPS outdoors Kyza and Georgiou [27] GPS outdoors Chiu et al [28] sensors indoors Singh et al [29] GPS out-and indoors Gardeli and Vosinakis [30] image indoors Patrício et al [31] GPS outdoors Reza et al [32] image indoors Bhagat et al [33] image indoors Ibáñez et al [34] image indoors Lindner [35] image indoors Estapa and Nadolny [36] image out-and indoors Hwang [37] QR-code outdoors Huang et al [38] ? 1 ?…”

“…Eight studies used marker-based applications: seven of them used an image-based recognition and only one used the QR-code. For example, image-based markers were used to learn about the appearance of different butterfly species in live using 3D animations (see [33]) or to observe the properties of 2D book images as 3D geometric shapes (see [32]). There were six studies that used markerless applications, which were mostly location-based and needed GPS (five studies).…”