A PROTOTYPE OF AUGMENTED REALITY COLOURING MOBILE APPLICATION FOR DENGUE AWARENESS - BAZILAH A. TALIP MOHD AMIN BIN CHE MOHD SHABRI ZAHIDAH ABD ...
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A PROTOTYPE OF AUGMENTED REALITY
COLOURING MOBILE APPLICATION
FOR DENGUE AWARENESS
BAZILAH A. TALIP
MOHD AMIN BIN CHE MOHD
SHABRI
ZAHIDAH ABD KADIR
NURUL SHUHADAH ROSNI
ZALIZAH AWANG LONG
i
First Publication 2021
©Copyright by Universiti Kuala Lumpur Publishing 2021
All rights reserved. No part of this publication may be reproduced or distributed in any form
or by any means, or stored in a database or retrieval system, without the prior written consent
of Universiti Kuala Lumpur Publishing Unit, including in any network or other electronic
storage or transmission, or broadcast for distance learning
Published by
UNIVERSITI KUALA LUMPUR PUBLISHING
1016, Jalan Sultan Ismail, 50250 Kuala Lumpur, MALAYSIA
ii
PREFACE
This research book aims to determine the benefits of use of Augmented Reality (AR)
technology for educational and awareness purposes. This research focuses on the
development of AR colouring of Aedes mosquitoes and its natural predators. This
empirical study has found that the use of AR technology has increased the motivation
and improve knowledge sharing approach for awareness in community. The
development of AR colouring mobile application has transformed the awareness
program from one way to two-way engagement and make the learning process more
entertaining and engaging. This prototype was the outcome of the final year project.
iii
TABLE OF CONTENTS
Preface ................................................................................................................................................... iii
Table of Contents .................................................................................................................................. iv
List of Figures ......................................................................................................................................... vi
List of Tables ......................................................................................................................................... vii
Abstract ............................................................................................................................................... viii
Chapter 1 : Introduction ...................................................................................................................... 10
1.0 Introduction ............................................................................................................................... 10
1.1 Background of Study .................................................................................................................. 11
1.2 Problem Statement.................................................................................................................... 12
1.3 Research Questions ................................................................................................................... 13
1.4 Research Objectives................................................................................................................... 13
1.5 Significance of the Study............................................................................................................ 13
1.6 Limitations of the Study ............................................................................................................. 14
Chapter 2 : Literature Review .............................................................................................................. 15
2.0 Introduction ............................................................................................................................... 15
2.1 Overview of Dengue Virus ......................................................................................................... 15
2.1.1 Types of Dengue Virus ........................................................................................................ 15
2.1.2 Mosquito Vector ................................................................................................................. 16
2.2 Mosquito Lifecycle ..................................................................................................................... 16
2.3 Augmented Reality (AR) in Education ........................................................................................ 17
2.3.1 Importance of Early Education ........................................................................................... 19
2.4 Existing Dengue Awareness Games ........................................................................................... 20
Chapter 3: Research Methodology ...................................................................................................... 21
3.0 Introduction ............................................................................................................................... 21
3.1 Overview of ADDIE..................................................................................................................... 21
3.1.1 Phase 1: Analyse ................................................................................................................. 21
3.1.2 Phase 2: Design ................................................................................................................... 23
3.1.3 Phase 3: Development ........................................................................................................ 23
3.1.4 Phase 4: Implementation.................................................................................................... 23
3.1.5 Phase 5: Evaluation ............................................................................................................. 24
3.2 Pilot Study .................................................................................................................................. 24
Chapter 4 : Product Design and Development .................................................................................... 26
4.0 Introduction ............................................................................................................................... 26
iv
4.1 Development of AR Aedes Alert Application ............................................................................. 26
4.1.1 Analysis ............................................................................................................................... 26
4.1.2 Design ................................................................................................................................. 26
4.1.3 Development ...................................................................................................................... 27
4.1.4 Implementation .................................................................................................................. 30
4.1.5 Evaluation ........................................................................................................................... 32
4.2 Design of AR Aedes Alert ........................................................................................................... 33
4.3 Interface .................................................................................................................................... 34
4.4 User Testing ............................................................................................................................... 35
4.4.1 Preliminary Test .................................................................................................................. 35
4.4.2 Primary Test ........................................................................................................................ 35
Chapter 5 : Results and Discussion ...................................................................................................... 37
5.0 Introduction ............................................................................................................................... 37
5.1 The Influence of Use of AR Colouring Mobile Application for Awareness ................................. 37
Chapter 6 : Conclusion ......................................................................................................................... 45
6.0 Introduction ............................................................................................................................... 45
6.1 Augmented Reality Technology as Educational Tool ................................................................. 45
6.2 Augmented Reality Application on Mosquito Lifecycle ............................................................. 45
6.3 Evaluation of Augmented Reality Colouring Mobile Application .............................................. 45
6.4 Future Recommendation ........................................................................................................... 46
6.4.1 Simultaneous Localization and Mapping (SLAM)................................................................ 46
6.4.2 Realistic models of mosquitoes .......................................................................................... 46
6.4.3 Inclusion of different types of Aedes variants and Countermeasures ................................ 46
6.4.4 Pseudo Virtual Reality ......................................................................................................... 47
6.4.5 Hybrid AR core and Vuforia ................................................................................................ 47
6.5 Summary .................................................................................................................................... 47
References ........................................................................................................................................... 48
v
LIST OF FIGURES
Figure 1.1 Dengue case and death in Malaysia from 1995 to 2017 (National Crisis Preparedness and
Response Centre, 2017)(National Crisis Preparedness and Response Centre, 2017) ......................... 12
Figure 2.2 ARA in Practice.................................................................................................................... 18
Figure 2.1 Sherlock Dengue ................................................................................................................. 20
Figure 3.1 AR Games in GooglePlay ..................................................................................................... 22
Figure 3.2 Prototype of AR colouring .................................................................................................. 22
Figure 4.1 Application Flowchart ......................................................................................................... 27
Figure 4.2 Reference Sketch (Photograph by James Gathany, CDC Public Health Image Library) ...... 28
Figure 4.3 Wireframe and Bone .......................................................................................................... 28
Figure 4.4 Default and Colouring UVW................................................................................................ 28
Figure 4.5 Assets imported into Unity ................................................................................................. 29
Figure 4.6 Pilot Test ............................................................................................................................. 30
Figure 4.7 Product Field Test ............................................................................................................... 31
Figure 4.8 Product Introduction during Field Test ............................................................................... 32
Figure 4.9 Comparison of Models........................................................................................................ 32
Figure 4.10 Booklet Cover and Marker Sheet ...................................................................................... 33
Figure 4.11Home Scene and AR Aedes Mosquito ............................................................................... 34
Figure 4.12 AR Colouring Feature ........................................................................................................ 34
Figure 5.1 Distribution of Answers per Item........................................................................................ 37
Figure 5.2 Scale Definition (Team UEQ, 2018) ..................................................................................... 39
Figure 5.3 UEQ Graph Chart ................................................................................................................ 40
Figure 5.4 UEQ Scale ............................................................................................................................ 40
Figure 5.5 UEQ Scale Range of -2 to +2 ............................................................................................... 41
Figure 5.6 Mean Value Per Item .......................................................................................................... 42
vi
LIST OF TABLES
Table 3-1 Game Comparison ............................................................................................................... 21
Table 5-1 Scales Representation (Team UEQ, 2018) ........................................................................... 39
Table 5-2 UEQ Results ......................................................................................................................... 40
Table 5-3 Item Mean Value ................................................................................................................. 43
Table 5-4 Inconsistent Answers Scale .................................................................................................. 44
vii
ABSTRACT
Dengue is a virus transmitted by the commonly known mosquito variant; Aedes aegypti
and Aedes albopictus. To date, many prevention programs have been organised by
COMBI in Malaysia and digital advertisements have been published. Yet, no attractive
tool has been used to educate children on Dengue awareness. The lack of awareness
on the dangers of dengue virus and the ecology of the mosquito is one of the many
factors commonly stressed in dengue prevention campaigns. This study has adopted
Augmented Reality (AR) technology to enhance learning experience related to
Dengue awareness. A colouring application utilizing Augmented Reality (AR)
technology has been developed to understand the experience of use of AR for dengue
awareness among primary school students.
Keywords: Augmented Reality, edutainment, Dengue virus awareness, mosquito life cycle
viii
CHAPTER 1 : INTRODUCTION
1.0 Introduction
In 2019, the dengue case in Malaysia has increased to 61.4% compared to 2018,
which accumulative total of 130,101 cases have been reported (iDengue, 2020). The
increased number of the dengue cases in Malaysia has a significant impact on the
number of deaths (iDengue, 2020). Total number of deaths have also increased to
23.8% compared to 2018 (iDengue, 2020). It indicates 35 deaths only in 2019, which
accumulative of 182 deaths (iDengue, 2020). Many actions have been taken by the
government and community, to combat the diseases such as media campaign and
other activities.
Ministry of Health has initiated Communication for Behavioural Impact (COMBI).
COMBI aims to establish community mobilization, public relation, interpersonal and
point-of-service promotion. Every year, COMBI have done “gotong royong” activities
with communities. However, current community engagement is lack of knowledge
transfer programme on understanding the Aedes mosquito lifecycle and breeding has
as significant impact on dengue prevention. Surprisingly, school-aged children did not
know the different type of mosquitoes (Kadir et al., 2020) and how to destroy mosquito
eggs (Kularatne et al., 2015). Thus, it is essential to educate people with the proper
knowledge, so that we can control the mosquitoes breeding and prevent the disease
from spreading at the early stage.
This prototype is an invention for creating dengue awareness. No, educational and
awareness AR mobile game for dengue awareness available in the market. Thus, this
proposes product has a potential for commercialisation beneficial for education and
awareness purposes. This AR colouring mobile application is not limited to Malaysia
market, it can be used by ASEAN countries as well. This study emphasised that use
of AR can create a new dimension in educating locals on dengue awareness. The
innovation of this product can be transferable to other industry or knowledge transfer
program apart of dengue.
10
1.1 Background of Study
Augmented Reality (AR) is a technology that allows users’ interaction between virtual
and the real world in real time, where they become engage with the learning. AR
allows virtual information to be overlaid onto user’s natural environment, enables
them to view the information in the real world (Kadir et al., 2020). It has created an
interesting way in bridging the real within virtual worlds. AR has been used in many
disciplines and not limited to fields such as education, health and marketing (Attaran
& Morfin-Manibo, 2018). Compared to the traditional way in raising awareness
through radios, handheld displays or campaign, AR provides more meaningful
method to create personal awareness of the surrounding context (Alrowaily & Kavakli,
2018).
AR has also widely been used as a learning for teaching and learning. The technology
allows students’ interaction between virtual and real worlds in real time, where they
become engaged with the learning. AR technology creates a magical feeling to
capture the student’s attention during learning. The use of AR technology has shown
the enormous potential in enabling students to construct new understanding. The
capability in layering digital displays over real-world environment is able to provide
scaffolds for students to experience the learning as well as to perceive virtual
elements as part of their present world (Yoon et al., 2017)
Taking the advantages of AR technology, which will be able to facilitate the
visualisation and integration of information by displaying it directly to the user’s view
(Kadir et al., 2020). A mobile AR colouring sheets has successfully developed for
dengue awareness. This product helps to educate school aged children about the
mosquito breeding as a complimentary to printed booklet information. Whilst reading
the printed materials, user is enabled to view a dynamic visualisation using the AR
application and assists their understanding to support the comprehension, meanwhile
the colouring features creates the enjoyment feeling (Loy Rodas et al., 2017). It
enables the user to view 3D animation of the colouring objects covered by the painted
colours. Hence, the dynamic 3D viewing, and colouring features are able to create
awareness in the early prevention of dengue as well as enable them to interact with
the booklet content for knowledge information.
11Mobile AR with marker-based use trigger such as 2D image with visual features for
object recognition and object tracking. Using the available AR SDKs in market such
as Vuforia, a particular algorithm is applied to extract features from the marker and
recognise it (Cheng et al., 2017). With the rapid development in AR technology,
features such as real time rendering is able to capture elements such as painted
colours on the 2D image where it can be viewed in 3D animation on the mobile screen
(Kadir et al., 2020). Thus, create an enjoyment feeling and engage them with the
learning. Creating an education topic particularly for raising awareness not only
requires providing visual that can stimulate content but also requires students to
interact, create and express themselves.
1.2 Problem Statement
In 2015, Malaysia was recorded having the highest ever cases of dengue as shown
in Figure 1.1; a drastic increase from the years before compared to decade ago
when the year 2008 was the placeholder. Last two years, Malaysia has seen
improvement but the numbers however implied that the situation was still in critical
state.
Figure 1.1 Dengue case and death in Malaysia from 1995 to 2017 (National Crisis Preparedness and
Response Centre, 2017)(National Crisis Preparedness and Response Centre, 2017)
Lack of knowledge on dengue epidemiology and prevention among the public and
in particular the younger generations has influenced on the rise of dengue cases
(Suwanbamrung et al., 2013). Bakhsh et al., (2018) highlighted that awareness
campaign helps people to understand the nature of Aedes mosquito and the danger of
12dengue virus to society. Thus, this research focused on the use of Augmented Reality
(AR) for dengue awareness purposes and its impact to society.
1.3 Research Questions
The main research question for this study is how effective use of augmented reality
for edutainment in creating dengue awareness?
To answer the main question, this study answered the following sub-questions.
1. What is the level of awareness among the primary school students regarding
the mosquito vector for Aedes?
2. Do they know the Aedes mosquito’s life cycle?
1.4 Research Objectives
1. To investigate the benefits of use of augmented reality for dengue
awareness.
2. To design and develop augmented reality application about mosquito life
cycle.
3. To evaluate the augmented reality application about mosquito life cycle
among secondary level students.
1.5 Significance of the Study
This study utilized AR technology to develop application with contents catered to
the education about the Aedes variant mosquitoes as the vector control for Dengue.
The contents developed for this study has a significant impact on education and
awareness as it enables the educator or instructor use this application for
educational tool. This study is also a step forward to the exploration of application
of AR technology in experienced-learning approach.
131.6 Limitations of the Study
The study only covered the Aedes mosquito but not the in-depth details of Dengue
virus. The area of study conducted was limited to primary school students in
Malaysia. Further research is required to investigate the effectiveness of this AR
colouring mobile application.
14CHAPTER 2 : LITERATURE REVIEW
2.0 Introduction
This chapter discusses on the overview of dengue virus, use of AR in education, and
existing Dengue Game. This literature review enables the researcher to identify the
key elements to develop a new AR mobile application for educational and
awareness purposes.
2.1 Overview of Dengue Virus
Dengue virus is transmitted by arthropods and has high rate of mortality throughout
the world if not treated early. Other known virus transmitted by the mosquito are the
yellow fever, Japanese encephalitis, West Nile virus, and zika virus (Dengue Virus
Net, 2021b). Dengue virus is primarily found in tropical countries due to the
mosquito thriving in warm climate. The first recorded dengue epidemic is in the year
1779 to year 1780 occurring in Asia, Africa and North America and in the 1950s,
the first severe dengue fever was recorded during the epidemics in the Philippines
and Thailand (Ng & Yong, 2000).
Dengue virus results in flu-like illness with high fever and either combination of
severe headache, muscle, joint and bone pain, swollen glands or rash with red
spots, pain behind the eyes, nausea and vomiting (International Association for
Medical Assistance to Travellers, 2020). The symptoms would persist from 2 to 7
days which may lead to other complications that can result in severe dengue.
2.1.1 Types of Dengue Virus
The dengue virus has four similar yet different serotypes which categorized each
strains of dengue virus based on the antibodies’ response encountering the virus in
which certain level of immunity is granted to an infected towards a serotype for
certain period ranging from 2 months to 1 year although the infected would be more
susceptible to different serotype dengue virus due to the immune system
developing non-neutralizing antibodies (Gubler et al., 2014).
15Dengue virus can develop into Dengue Haemorrhagic Fever (DHF) or also known
as severe dengue fever with worse complications than the classic dengue fever
should the initial illness persists. The symptoms for DHF involves complications
such as difficulty in breathing, uncontrolled bleeding, organ failure, or diarrhoea (Ng
& Yong, 2000). Sudden drop in temperature and circulatory failure can cause the
infected to go into critical state of shock. This deterioration in condition is known as
Dengue Shock Syndrome and can be fatal if no treatment is applied within the next
12 to 24 hours (Dengue Virus Net, 2021a).
2.1.2 Mosquito Vector
The virus is transmitted only by the female mosquito through feeding on an infected
person’s blood where the virus is incubated within the mosquito for a period of 3 to
14 days in the midgut and then spread to other cells or the salivary gland which is
then transmitted to a host during feeding time (Ng & Yong, 2000; World Health
Organization, 2020). The virus infection lasts throughout the entirety of the
mosquito’s life.
Aedes aegypti (yellow fever mosquito) and Aedes albopictus (Asian tiger mosquito)
are the two main vectors in transmitting dengue virus among several other viruses.
Both species are diuturnal, peaking just after sunrise and right before sunset (Mohd
Pozi et al., 2015). Aedes aegypti mainly feeds indoors while Aedes Albopictus can
feed both indoors and outdoors and the flight radius of both species is 200 metres
and depending on the wind, people and other external factors, the flight radius can
expand to an average of 400 metres (World Health Organization, 2020)
2.2 Mosquito Lifecycle
The lifecycle of a mosquito consists of four phases starting from egg which is laid
generally around 100 eggs at a time. The eggs are commonly found near the
surface of water or the sides of the container and hatch generally from a few minutes
to 1 day in optimum condition and can survive up to 6-8 months in non-optimum
environment such as the water drying (Centers for Disease Control and Prevention,
2019).
16The larvae will emerge from the eggs and consists of 4 instars of growth starting
from the first stage being the smallest in size and having weak frame and then from
the second to third stage having stronger frame with the size of at least 7mm
depending on its intake of food which consists of microorganisms and nutrients in
the water with the last stage being the transformation into pupae. The larvae breathe
through a spiracular opening at the end of its tail by sticking at the surface of the
water and swim in a particular “S” motion (Mohd Pozi et al., 2015).
The pupa stage can liken to a cocoon stage since the pupa does not feed in this
stage and only rest for 2-3 days until adult mosquito emerges by intaking air,
expanding the body and splitting the pupa skin. At this stage, the pupa is still capable
of moving when detecting light changes that indicate danger by flipping the tail to
swim towards the bottom of the water or protective area (Mohd Pozi et al., 2015).
The emerging adult mosquito would rest on the surface of the water to dry off water
and hardening its exoskeleton since its wings must be spread and dry before it is
capable of flight. The male mosquitoes emerge the fastest but will linger around to
wait for the female counterpart where mating would occur early due to high
mortality. The males can last up to 6 or 7 days on average while the females can
last up to 6 weeks and depending on its food supply, the lifespan can be extended
to 5 months or more (Mosquito Biology, 2021).
2.3 Augmented Reality (AR) in Education
The interactivity provided by AR technology opens new possibilities in the
educational field to enhance the learning experience. According to Radu (2014), the
increasing integration of digital media in the classroom has changed the manner of
interaction for the students from the traditional keyboard and mice into full body
interaction with educational object supplemented onto the physical world; made
possible through the use of AR technology. Martin et al. (2011) highlighted that AR
technology has not reached the maturity required to create the expected impact in
education in the early years (2008-2010) but will show prominent influence in the
future due to the increasing research has been conducted on AR.
AR technologies have been more accessible due to technological advancements
and research committed into improving AR, thus increasing the supply of AR
17technologies and making the devices affordable to the public. This allows AR
technology to see greater applications in various fields from the previous limitations
where entertainment and marketing were the focus of AR development. Chiang et
al., (2014) have argued that computer technology can assist educators in teaching
and learning as it helps to increase motivational level among the students. Lee
(2012) has emphasised that AR technologies is useful in capitalizing on the realism-
based practices by utilising augmented and virtual reality in teaching and learning.
AR technology is beneficial as an educational tool because it helps to motivate the
learners. AR technology can create interactive features that make the learning
experience more engaging and encouraging for the students.
Figure 2.1 ARA in Practice
Figure 2.2 is an example of the study conducted by Calderón and Arbesú (2015)
focused on the mobile devices available to the students where the Augmented
Reality in Automation (ARA) was incorporated in a lab activity. The activity had the
student developed their designs on their mobile devices and then implemented the
design in the lab to see the effectiveness of their design by using AR to simulate
the cause and effect of the students’ design. The study concluded with positive
result to the enhanced learning experience. Iftene and Trandabăț (2018) have
emphasised that use of AR can increase the interest and motivation to learn. This
study aimed to extend this niche area in the content of use of AR technology for
awareness.
182.3.1 Importance of Early Education
Early education on dengue mosquito vector recognition is important as it is a basic
knowledge for the students to learn and understand the epidemiology of the
mosquito. Suwanbamrung et al., (2013) highlighted that 306 students with age ranging
from primary educations in levels 4 to 6 were participated in the survey found that
they knew mosquitoes are present in their environment, but they are unaware the
risk of Dengue virus.
According to Bakhsh et al., (2018) the participants who have had experienced
dengue understand the danger of the dengue virus, which they believe prevention must
be undertaken. It is vital to educate people at young age so they will understand the
situation while others had revealed only basic awareness and not taking prevention
methods under serious consideration.
In this study, the researchers had also emphasized that despite other factors such
as income influencing the public in adopting the prevention method more widely,
improving the knowledge, perception and adaptation must be prioritized in order to
increase the awareness of dengue.
In another study carried out by Suwanbamrung et al., (2013) in their paper titled
“Risk factors related to dengue infections in primary school students: Exploring
students' basic knowledge of dengue and examining the larval indices in southern
Thailand”, the results obtained from their study had indicated that of 15 items
included in the questionnaire, only 5 were answered correctly by 80% or more of
the students with data on the answers collected showing significant different
distribution of correct, incorrect and unknown answers. The sample size of the study
was a total of 43 participants.
192.4 Existing Dengue Awareness Games
Due to the epidemic risk of dengue being a global scale issue, there has been several
studies conducted in order to implement gaming as a medium of educational tool to
contribute to the dengue awareness campaign.
Figure 2.2 Sherlock Dengue
Figure 2.1 is an example of gameplay for a study carried out by Buchinger et al.,
(2014) from Santa Catarina State University utilizing gaming as teaching tools which
was titled “Sherlock Dengue” which has 8 versions of the game available after
reviewing and revising the design and gameplay. The game utilized the technology
of virtual reality and a gameplay of roleplaying as the virtual dengue inspector
investigating the game stage for clues and facts to pinpoint the dengue mosquitoes
and earn scores through quiz presented in the game.
Lennon and Coombs (2005) had conducted study to understand and research the
influence of gaming on the learning process of dengue virus. Although the game
differs from other genre of gaming; being physical educational board games with
interactive cards and not a videogame, the concept of mixing game with education
was still present and thus served as another reference of work.
20CHAPTER 3: RESEARCH METHODOLOGY
3.0 Introduction
This study has adopted Analysis, Design, Development, Implement, and Evaluate
(ADDIE) model to develop colouring augmented reality mobile application. This
application has also been tested by primary school students.
3.1 Overview of ADDIE
The development of this application is based on five phases of ADDIE model as
discussed below.
3.1.1 Phase 1: Analyse
Comparison with existing mobile applications have been conducted to identify the
best features and functions that can be adopted to produce an interactive colouring
augmented reality mobile application. Following Table 3.1 shows two AR games
with a similar concept are compared with Aedes Alert. The comparison showed that
the two games are focused on entertainment, whereas Aedes Alert – AR colouring
mobile application developed for this study is focused on edutainment. Due to that,
the content of the informative AR book has been verified by experts in Vector Unit,
Ministry of Health (MOH), Malaysia.
Game Anti-Mosquito AR Mosquitoes Aedes Alert
Game (Augmented Reality (Research Project)
Game)
Summary Shoot mosquitoes Shoot 10 mosquitoes Colouring AR with
with various with 10 bullets within interaction between
weapons fastest time assets to demonstrate
facts
Medium AR AR AR
Type Shooting Shooting Interaction
Content Entertainment Entertainment Edutainment
Table 3-1 Game Comparison
21Figure 0.1 AR Games in GooglePlay
Figure 0.2 Prototype of AR colouring
Figure 3.1 and Figure 3.2 demonstrated the differences between existing game and
this current study as shown in Table 3.1. Gameplays of the existing games are
similar to this study, which using the same concept of layering game assets onto
the real world and interacting with the assets. Despite using the same AR
technology, the existing games in the market are not impactful for teaching and
learning as it focuses on entertainment rather than comprehensive edutainment
game.
Literature review analysis has been conducted to identify the important key of
developing AR mobile application for edutainment. This study found that adopting
AR technology can increase motivation of the user to learn more and encourage
them to engage with the content. Therefore, it shows that attractive AR colouring
mobile application has a significant impact on creating Dengue awareness among
primary school students.
223.1.2 Phase 2: Design
The researcher has designed the storyboard and storyline of the AR colouring
mobile application to meet the objective of this study. This study focused on creating
nature predators that can kill Aedes mosquitoes and type of Aedes mosquitoes. All
the characters are designed in 3D to make the character look as close as a real
Aedes mosquitoes and the predators. User Interface (UI) and Experience (UX) were
also designed and tested to ensure the UI design of the application can be displayed
on-screen according to the desired UX.
3.1.3 Phase 3: Development
All assets were developed using 3D software; 3Ds Max as this software enables the
researcher to model and render the assets. The assets are programmed using Unity
that allows the user to control, move, and interact as designed in the storyboard.
The UI and UX were also developed in the same platform to enable interaction
between users and contents. The layout of the UI was designed to compatible with
all smartphones and tablets.
3.1.4 Phase 4: Implementation
This study has developed the prototype of AR colouring mobile application using
3D model for the development of all assets. Unity has been used to program the
assets and a pilot test has been adopted to investigate the experience of use among
the primary school students. The objective of the pilot study was to ensure the
application is designed to meet the target users of this application. 6th grade primary
school students have been selected because this group of students are completed
introductory of science course in school. Thus, it helps them to understand the
Aedes mosquito’s lifecycle and the danger of Dengue virus.
Field testing has been adopted to obtain more feedback from users. The feedback
has helped the researcher to improve the development of the AR colouring mobile
application. Field testing enabled the researcher to determine the influences of
demographic on the design of this application. The outcome of this field testing has
helped the researcher to create an interactive AR colouring mobile application that
are beneficials for Dengue awareness. Moreover, a constant reviewing and revising
23of the application are adopted to fulfil to ensure the content is current and effective
for education and awareness purposes. Content assets such as the 3D models
were refined to allow smoother animation and more desired impact. The layouts of
the UI were enhanced for better UX by referencing the feedbacks obtained.
3.1.5 Phase 5: Evaluation
Formative evaluation and summative evaluation have been adopted for this study.
Formative evaluation or also known as internal evaluation was conducted during
the initial stages of each phases by seeking professional advices and supervisors
on the refinement on development process. This evaluation was conducted to
determine that the program is progressing the desired direction in parallel to the
research objectives. The summative or external evaluation focused on the
outcomes of the phases such as the completed data collection, drafts, content
assets and prototype by running through the results with supervisors, self-
evaluation and participants. The feedbacks were then entered as new inputs in the
analyse phase and proceed into the next phases as new iteration. The feedback can
be in the form of surveys, complaints and suggestions collected during the
implementation phase. According to Branch (2009), these evaluations occurred
throughout the process of development in order to provide immediate feedback.
Therefore, the researcher can refer it as a guideline to revise the requirements of
the application.
3.2 Pilot Study
A pilot study has been conducted to evaluate the effectiveness of this application and
investigate the experience of use of the application in primary school. This study has
adopted a survey during the pilot study. Fourty-three (43) 6th grade students Sekolah
Kebangsaan Felda Chemoimoi have participated in this study. The students were
given survey questions that are designed based on the User Experience
Questionnaire (UEQ) (Team UEQ, 2018). Twenty-six (26) survey questions are
designed to determine usability of the AR colouring mobile application. The responses
were compiled and calculated using Data Analysis Tool provided in tandem with the
24UEQ. The results were evaluated and discussed to determine the efficiency and flaws
that can be mended to improve the product, see Chapter 5.
A briefing with the participants was conducted, which the participants were
introduced to the AR colouring mobile application. The researcher has shown the
step by step on how to use the application. The participants were given a colouring
sheet and handheld device to scan the picture. The participants scanned the
coloured picture and the AR of the Aedes mosquitoes are emerged. In addition, the
researcher has observed the interaction between the audience and the AR colouring
mobile application. This pilot study discovered that use of AR technology has
increased the motivation of the student to know more about the Aedes mosquitoes.
25CHAPTER 4 : PRODUCT DESIGN AND DEVELOPMENT
4.0 Introduction
This chapter discusses on the prototype of AR colouring mobile application. User
Interface (UI) and User Experience (UX) of the application are also explained.
4.1 Development of AR Aedes Alert Application
ADDIE model has adopted to develop this application, as explained in Chapter
3, Section 3.1.
4.1.1 Analysis
Preliminary study of this research discovered that existing Dengue awareness
campaign used slideshows as medium of presenting and knowledge transfer to
the audience. This text-based education was one way engagement and not
attractive. This study aimed to improve current state of the art of technology by
adopting AR technology. AR technology enables the learning activity to be more
engaging and encouraging for young generation in particular.
4.1.2 Design
Figure 4.1 shows the flow of AR colouring mobile application. The content of the
informative book has been verified by Vector Unit, Ministry of Health (MOH),
Malaysia.
26Figure 4.1 Application Flowchart
AR contents are implemented only in certain scenes requiring AR environment to
generate the content. For example, AR colouring scenes – Aegypti, Albopictus,
Guppy and Dragonfly.
This application focused on marker-based tracking over markerless tracking after
taking into consideration targeted users. Moreover, this study found that offline
marketing than online application marketing and the device compatibility has also
influenced on the chosen of marker-based tracker. The absence or lack of AR core
in older devices is one of the discerning factors limiting the utilization of markerless
tracking system. AR core is only available to newly released devices that support
the technology. Therefore, limited users are able to afford those devices, which
narrowing the marketing opportunity of the application. Another factor why the
researcher opted marker-based system was the requirement of script package
which will be explained further in the Chapter 4, Section 4.1.3.
4.1.3 Development
The development stage is the process of developing the multimedia components
required for the content of the application. 3D image of the mosquito was created
based on several reference images on the Internet.
27Figure 4.2 Reference Sketch (Photograph by James Gathany, CDC Public Health Image Library)
Figure 4.2 shows the reference image that is used to produce the sketch on the
mosquito. The sketch is transformed to 3D model for content development. The
software used during this process was 3DS Max – 3D modelling, rendering and
animation software, under student license.
Figure 4.3 Wireframe and Bone
Figure 4.3 shows the finished modelling of the mosquito vector in wireframe mode.
The bone mode was the output of attaching bone objects utilizing skin modifier to
animate the 3D object.
Figure 4.4 Default and Colouring UVW
28Figure 4.4 demonstrates the output of UVW mapping the textures to the 3D models
based on desired content focused on this study. The content of the application
consisted of the facts regarding the lifecycle, habitat and type of Aedes variant of
the mosquito vector of Dengue.
The UVW mapping for the left side of Figure 4.4 was developed for the default
texture of the object while the right side of Figure 4.4 shows the test result of UVW
mapping to create the blueprint of texture to be applied on the object after reflecting
the captured texture of the marker.
The texture changing was the concept behind focusing on marker-based system for
the development of the application. Although markerless can create the same result
of applying the changes in texture to implemented object, the marker-based system
allows for utilization of medium that can be used for commercialization because
markerless system would limit the marketing option mostly to online marketing.
Figure 4.5 Assets imported into Unity
Unity development software was used to create the application implementing the
AR technology by utilizing the game assets which are the 3D models imported into
Unity.
Marker-based system was implemented using Vuforia – an AR development kit, and
Region Capture to create the texture changing system by reflecting the changes
detected by Region Capture on the marker included in Vuforia database on the
generated 3D model.
The UI was specifically created for users’ age demographic. The UI were then
29designed using Adobe (“Adobe Creative Cloud | Software and services for creative
professionals”) editing software such as Photoshop and Illustrator. As shown in
Figure 4.1 Scripts for movement, scaling and rotating were created for navigation
through the application. Meanwhile, the gaming features were imported from the
asset store available in Unity; Cross-platform Input from Standard Asset (“Standard
Assets - Asset Store”) and Lean Touch (“Lean Touch - Asset Store”).
4.1.4 Implementation
The implemented contents were compiled into a working prototype and tested in
the real world to measure the effects of the application and determine the degree
of impacts. The tests were conducted while catering to the targeted user
demographic to receive feedback for further revision.
Figure 4.6 Pilot Test
Figure 4.6 demonstrates the first pilot test of the application during an event with
users ranging from various ages but still within accepted range of targeted
audience.
30Figure 4.7 Product Field Test
Figure 4.7 depicts the field test of the product after development of previous
prototype into working product. The product was developed after implementing
and revising feedbacks obtained from the pilot test.
314.1.5 Evaluation
The content validation has been done by the experts in Vector Unit in Ministry of
Health (MOH), Malaysia. Usability and suitability of the content are validated to
ensure the application is easy to use and attractive for the users, as shown in Figure
4.8. The outcome of this session is used to improve the application.
Figure 4.8 Product Introduction during Field Test
Figure 4.9 Comparison of Models
Figure 4.9 shows the comparison of the two versions of 3D models (prototype model
on left side, revised model on right side), which is used as assets in the application.
Pilot test result showed that the fluidity of the application being heavily implicated by
usage of model with high polygon count due to higher procession power required
to render the model. The revised model was the result of remodelling a new object
but with lower polygon count and was observed during the development and field
32test, improving the performance of the application.
4.2 Design of AR Aedes Alert
Figure 4.10 demonstrates the colouring sheets that are used as markers for AR
colouring feature in the application.
Figure 4.10 Booklet Cover and Marker Sheet
Three stages of AR content development have been adopted – data extraction,
modelling and AR interface (Christ et al., 2018), as below,
1. Data Extraction stage is extraction of objects of interest, followed by sketching
in 3D perspectives and outline drawing for the objects.
2. Low polygonal models of the objects were built by modelling software; 3DS Max.
The map for UVW was developed to accommodate the texture changes of the
rendered image tracker onto the 3D objects. This was the Modelling stage.
3. AR Interface stage involved utilizing Unity to setup AR environment and various
features needed for the application. The 3D models were imported into Unity as
gaming assets along with the UI design and functionality of each implemented
features accordingly.
334.3 Interface
Figure 4.11Home Scene and AR Aedes Mosquito
Figure 4.11 shows two different scenes which summarise the basic navigation of
the application. The left side of Figure 4.11 is the Home scene that can be assessed
after the initial splash screen of the application. The user can access the different
scenes by selecting the buttons with designated scenes scripted for navigation.
The right side of Figure 4.11 shows one of the scenes implemented; the Aedes
Aegypti scene, branching from the Type button in Home. The bottom-right button;
Setting, when clicked, opened the various options available for navigation, ranging
from Back button to go back to previous scene, Home button to return to Home
scene and the Sound button to mute volume.
Figure 4.12 AR Colouring Feature
The left side of Figure 4.12 depicts the selection scene for AR colouring feature
implemented in the application. The user can select 4 available modes to view the
coloured version of the model accordingly.
The right side of Figure 4.12 is the output of selecting Aedes Aegypti AR colouring
scene. The bottom-left of the screen is the movement pad; scripted to control the
generated model. The Fly button near the center of the screen change the
animation state of the mosquito model into another mode; Flying or vice versa.
34The Re-Colour button situated next to Fly button is the button controlling the
rendering of the texture reflected onto the 3D model in which by clicking on the
button, the user can adjust the camera to find the right angle which reflects the best
texture onto the model mosquito.
The upper-right buttons consist of Re-Center and Screenshot buttons. The Re-
Center button will reset the position of the model to the first position the model was
generated onto while Screenshot button will capture the current image shown on
the screen; minus the UIs and save the generated image into the Gallery scene
which is also available to be viewed if the user searches the directory of saved
image as well.
4.4 User Testing
Two testing procedures have been conducted to test the initial prototype and
revised the product accordingly.
4.4.1 Preliminary Test
The pilot test was conducted using the first completed initial prototype utilizing basic
navigation and high-poly model. This prototype served as a reference point to
evaluate the attractiveness of the product as well as the performance of the
application in available devices. The users were given simple tutorial on how to
watch their colouring came to life using the application. The feedback from the users
and observation conducted by the researcher were analysed. The outcomes of the
testing are used to improve the product.
4.4.2 Primary Test
Field testing has been conducted in Sekolah Kebangsaan Felda Chemoimoi.
Eighty-six (86) 6th grade students have participated in this testing. Below are the field
testing protocols:
1. The test started with introduction of the content; Dengue awareness through
knowledge of mosquito vector and proceeded into demonstration of the
application.
352. The students were then given the colouring sheets which served as the markers
for the application.
3. The student is grouped into several small groups due to limited devices.
4. The researcher explained and assisted the students on how to navigate with
the application throughout the session.
5. Surveys were provided to the students at the end of the testing session to
obtain a feedback on the application and their experience of use of the
application.
6. The students are cooperated well throughout the session that make the field
testing run smoothly.
36CHAPTER 5 : RESULTS AND DISCUSSION
5.0 Introduction
This chapter explains the outcomes of pilot study of this AR colouring mobile
application. Forty-three (43) 6th grade primary school students have participated in this
pilot as discussed on Chapter 3, Section 3.2. This study found that UX of the AR
application was vital to determine the attractiveness of the application.
5.1 The Influence of Use of AR Colouring Mobile Application for Awareness
The 26 items of the questionnaire are categorized into 6 scales; Attractiveness,
Perspicuity, Efficiency, Dependability, Stimulation and Novelty, which are not
independent of one another. Schrepp, Hinderks, and Thomaschewski (2017) argued
that the Attractiveness is pure valence dimension that is influenced by the pragmatic
quality aspects (goal-directed) – Perspicuity, Efficiency and Dependability, and
hedonic quality aspects (not goal-directed) – Stimulation and Novelty (Schrepp &
Hinderks, 2014).
Figure 5.1 Distribution of Answers per Item
37Figure 5.1 demonstrates that the users are pleased and excited using the application.
They felt the content was interesting and enjoying learning about Aedes mosquito and
they were surprised with the application. These findings are consistent with Iftene and
Trandabăț (2018), which use of AR technology in education can make the learning
experience more engaging and interesting. However, this study discovered that
motivation has not significantly influenced on the use of AR technology for learning
experience.
38Scales Items
Attractiveness Annoying/Enjoyable Good/Bad
Unlikeable/Pleasing Unpleasant/Pleasant
Attractive/Unattractive Friendly/Unfriendly
Efficiency Fast/Slow Inefficient/Efficient
Impractical/Practical Organized/Cluttered
Perspicuity Not understandable/Understandable Easy to learn/Difficult to learn
Complicated/Easy Clear/Confusing
Dependability Unpredictable/Predictable Obstructive/Supportive
Secure/Not Secure Meets expectations/Does not meet
expectations
Stimulation Valuable/Inferior Boring/Exciting
Not Interesting/Interesting Motivating/Not Motivating
Novelty Creative/Dull Incentive/Conventional
Usual/Leading edge Conservative/Innovative
Table 5-1 Scales Representation (Team UEQ, 2018)
Table 5.2 depicts the categorization of the 26 items under the 6 scales. The definition
of each scale is shown in Figure 5.3 below. This study emphasised that the
attractiveness of the AR colouring mobile application can increase the efficiency of the
knowledge transfer regarding Aedes mosquito and its life cycle. Thus, it shows that
use of AR technology for awareness has transformed community engagement
approach in creating Dengue awareness in Malaysia.
Figure 5.2 Scale Definition (Team UEQ, 2018)
39Table 5-2 UEQ Results
Figure 5.3 UEQ Graph Chart
According to Schrepp and Hinderks (2014), mean values are prioritized to determine
the evaluation of the product with -0.8 to +0.8 considered as neutral and -3 and +3 as
extreme negative or positive. Figure 5.3 shows that the use of AR technology for
awareness are exciting because it’s a new and lack of exposure on use of AR
technology for educational purpose among primary school students. However, this
study is not investigating the individual experience use of the AR application, thus this
study cannot be accepted nor rejected the theory that it can increase the individual
motivation when using AR technology for awareness or educational purposes. Further
research is required in this area.
Figure 5.4 UEQ Scale
40Inconsistencies of answers caused by human factors such as untruthful answers and
insincerities, most results do not reach the extremities of positive or negative with most
results averaging in -2 and +2 which causes the value of 1.5 in scale to look visually
unfavourable in scale range of -3 to +3 (Team UEQ, 2018). Consistent with the finding
of this study, researcher has selected scale range of -2 to +2 in representing the
results, as displayed in Figure 5.5.
Figure 5.5 UEQ Scale Range of -2 to +2
This study emphasised that the AR colouring mobile application has positively
impacted on Dengue awareness, which the Stimulation factor was +1.75 value while
lowest value was +0.698 which was the Novelty factor. The average means of the
scales are mostly above +1 value with exceptions of Novelty and Dependability scales
which indicates the product was well-received by the participants.
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