ani-world vr (land habitat virtual reality)interaktif dan menyeronokkan. selain itu, aplikasi ini...
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ANI-WORLD VR
(LAND HABITAT VIRTUAL REALITY)
NURUL SYAZANA BINTI CHE AZHAR
BACHELOR OF INFORMATION TECHNOLOGY
(INFORMATICS MEDIA) WITH HONOURS
UNIVERSITI SULTAN ZAINAL ABIDIN
2019/2020
ANI-WORLD VR
(LAND HABITAT VIRTUAL REALITY)
NURUL SYAZANA BINTI CHE AZHAR
BACHELOR OF INFORMATION TECHNOLOGY (INFORMATICS MEDIA)
WITH HONOURS
Universiti Sultan Zainal Abidin, Terengganu, Malaysia
2019/2020
i
DECLARATION
I hereby declare that this report is based on my original work except for quotations
and citations, which have been duly acknowledged. I also declare that it has not been
previously or concurrently submitted for any other degree at Universiti Sultan Zainal
Abidin or other institutions.
________________________________
Name: Nurul Syazana Binti Che Azhar
Date :
ii
CONFIRMATION
This is to confirm that:
The research conducted and the writing of this report were under my supervision.
________________________________
Name : Prof Madya Dr.Syadiah Nor Binti Wan
Shamsudin
Tarikh :
iii
DEDICATION
In the Name of Allah, the Most Gracious and the Most Merciful.
Alhamdulillah, I thank God for His grace and grace, I can prepare and
complete this report successfully.
First of all, I would like to thank my supervisor, Prof Madya Dr. Syadiah Nor
Binti Wan Shamsudin because with guidance, the advice, and the thoughtful ideas are
given g me the opportunity to prepare this report successfully.
Besides, my gratitude is also to my colleagues who share ideas, opinions,
knowledge, and reminders. They helped me answer every question that was important
to me in completing this report.
Thanks also to my beloved mother and father always support and motivated
me to prepare for this report for Final Year Project.
I would like to take the opportunity to thank all lecturers of the Informatics and
Computing Faculty for their attention, guidance, and advice in helping and sharing
ideas and opinions in making this report successful.
May Allah SWT bless all the efforts that have been given in completing this
report.
Thank you.
iv
ABSTRACT
Ani-World VR (Land Habitat Virtual Reality) was developed for the
elementary student in standard 3 to learn Science subjects more effectively. Existing
learning methods are changed by VR technologies and using smartphones. This app
may be able to help elementary school students to learn about the habitat of the animal
more interactive and fun. Also, this application will use interactive 3-dimensional
(3D) objects, sound and display info so that students are interested in using this
application. ADDIE method is divided into five main sections, namely the beginning
of the analysis phases, design phases, development phases, implementation phases,
and evaluation phases. The use of the ADDIE method ensures that the development of
the system runs smoothly and according to planning.
.
v
ABSTRAK
Ani-World VR (Habitat Daratan menggunakan Virtual Reality) telah
dibangunkan untuk pelajar darjah 3 dalam subjek Dunia Sains Dan Teknologi supaya
dapat belajar dengan lebih cekap dan berkesan. Kaedah pembelajaran sedia ada
diubah oleh teknologi VR dan menggunakan telefon pintar. Aplikasi ini mungkin
dapat membantu pelajar mempelajari binatang di dalam habitat daratan dengan lebih
interaktif dan menyeronokkan. Selain itu, aplikasi ini menggunakan objek 3 dimensi
interaktif, mengeluarkan bunyi dan paparan maklumat supaya pelajar berminat
menggunakan aplikasi ini. Kaedah ADDIE dibahagikan kepada lima bahagian utama,
iaitu permulaan fasa analisis, fasa reka bentuk, fasa pembangunan, fasa pelaksanaan
dan fasa penilaian. Penggunaan kaedah ADDIE memastikan pembangunan sistem
berjalan lancar dan mengikut perancangan.
vi
CONTENTS
PAGE
DECLARATION i
CONFIRMATION ii
DEDICATION iii
ABSTRACT iv
ABSTRAK v
CONTENTS vi
LIST OF TABLE viii
LIST OF FIGURES ix
LIST OF ABBREVIATION x
CHAPTER I INTRODUCTION
1.1 Introduction 1
1.2 Project Background 2
1.3 Problem Statement 2
1.4 Objectives 3
1.5 Scopes 4
1.6 Limitation of work 4
1.7 Expected Result 4
1.8 Activities, Milestones (Gantt Chart) 5
1.9 Summary of the Chapter 6
CHAPTER II LITERATURE REVIEW
2.1 Introduction 7
2.2 Virtual Reality 7
2.3 VR Platform 9
2.4 Technique 10
2.5 Land Habitat 11
2.6 Related Works 12
2.6.1 Slaughter: An Animal Rights Virtual Reality
Experience
12
vii
2.6.2 GIS And Forest Fire Simulation in a Virtual
Reality Environment for Environmental
Management
13
2.6.3 Virtual Reality in Science Museums 14
2.7 Comparison table of existing product 16
2.8 Comparison table of the existing product with
5 element of multimedia
17
2.9 Summary of the Chapter 18
CHAPTER III
METHODOLOGY
3.1 Introduction 19
3.2 ADDIE Model 20
3.2.1 Analysis phase 21
3.2.2 Design phase 25
3.2.3 Development phase 28
3.2.3.1 Hardware & Software
Requirement
29
3.2.3.2 Software Specification 32
3.2.3.3 Hardware Specification 33
3.3.4 Implementation phase 34
3.3.5 Evaluation phase 35
3.3 Design Framework 36
3.4 Conclusion 37
REFERENCES 38
viii
LIST OF TABLES
TABLE TITTLE
PAGE
1.1 Gantt Chart 5
2.1 Comparison table of existing product 16
2.2 Comparison table of the existing products with 5 elements
of multimedia
17
3.1 Front Page of ANI-World VR 25
3.2 The Environment In Land Habitat 26
3.3 The Scene In the Habitat 26
3.4 User Interaction in Land Habitat 27
3.5 List of Hardware Requirement 30
3.6 List of Software Requirement 31
ix
LIST OF FIGURES
FIGURE TITLE PAGE
2.1 Gaze Input 10
2.2 View In Slaughter VR Experience 12
2.3 The environment of the VR Simulator 13
2.4 The interface of the Museum 15
3.1 ADDIE Model 21
3.2 Diagram Flow of ANI-World VR 22
3.3 Content Diagram of ANI-World VR 23
3.4 Analysis Phase 24
3.5 Design Framework of the Flow Of the Application 36
x
LIST OF ABBREVIATIONS/TERMS/SYMBOLS
VR Virtual Reality
3D Three dimensional
FYP Final year project
1
CHAPTER I
INTRODUCTION
1.1 Introduction
Virtual Reality (VR) is the use of computer technology to create a simulated
environment. Unlike traditional user interfaces, VR places the user inside an
experience. Instead of viewing a screen in front of them, users are immersed and able
to interact with 3D worlds. By simulating as many senses as possible, such as vision,
hearing, touch, even smell, the computer is transformed into a gatekeeper to this
artificial world. The only limits to near-real VR experiences are the availability of
content and cheap computing power. As for the benefits, virtual reality creates a
realistic world. It also enables the user to explore the place and through virtual reality,
users can experiment with an artificial environment. Lastly, virtual reality also makes
education more easily and comfortably. The purpose of this project is to make
learning with virtual reality among the elementary student more fun with 3D models
of habitats of land. The project is based on a chapter in Science Textbook Standard 3.
2
1.2 Project Background
The project that will be developed is based on one of the chapters in Science
Textbook Standard 3, named “ANI-World VR". The idea behind this is intended to
help children understand more about the land habitat of animals in the chapter as well
as experiencing a wonderful and interactive 3D as if they were in the real world. They
will learn and understand the specific animals that will be added to the environment.
The animal in the virtual reality environment consists of 8 different animals which are
deer, pangolin, tapir, horse, tiger, bat, goat and elephant. The children will learn about
their specific names, how the animal breed, body features, and the body cover
features. The sound effect of the animal and the pop-up information are also added in
the habitat environment that will make the virtual reality application more immersive.
The VR gaze technique in the application also gives the children an experience of
exploring the habitat in virtual reality. The experience of traveling and exploring
things without leaving the classroom will be one of a new and exciting way of
education in Virtual Reality for children.
1.3 Problem Statement
The traditional method of teaching leads to a lack of student engagement
(Cantwell, L. D. 2005). Teaching style has changed significantly throughout the years,
the traditional ways of education that rely mainly on textbooks, chalks, and boards
whereas the modern ways are teaching that involves an interactive method. Being
immersed in what you're learning motivates you to fully understand it and that is what
Virtual Reality offers in education.
3
Besides, it is difficult to deliver an authentic and highly relevant context for
learning (Li, D. 1998). A student sitting at the desk and taking notes while listening to
teacher's lectures uses approximately 3% of their brain's capacity. Instead of simply
memorizing biological facts, virtual reality can provide an environment for situated
learning that is relatively easy to access. Through the increased relevance and situated
nature of virtual worlds, students can learn academic content in contexts that increase
the potential for learning.
Teaching the 21st-century skills in a traditional classroom setting is difficult
(Darling-Hammond, L. (2006). The third problem in education nowadays is that today
they demand skills like creativity, empathy, critical thinking and technological literacy
but these kinds of skills are difficult to teach and are not emphasized. Using VR, it will
help students to visualize what they learn in the textbook.
1.4 Objectives
The goal of this project is to apply virtual reality into a fun and exciting way of
learning ANI-World VR that consist of land habitat. The project will mainly focus on
the following objectives.
• To design a mobile application that users can explore in the immersive world of
virtual reality supported by VR Headgear.
• To develop an application that enables students to understand more about the
land habitat as well as making learning more exciting.
• To test and evaluate the application is functional and provides benefits to the
user.
4
1.5 Scopes
The scopes for this project are identified to make the application development
process easier. The scope is divided into two which are application scope and
environment scope.
• Mobile Virtual Reality using VR Headgear.
• For elementary school students and teachers.
• Based on Chapter 3: Animal, the land habitat in Standard 3 Science Textbook.
• Featuring animals of land habitat as the 3D models in ANI-World VR.
1.6 Limitation of Work
The limitation of works is those characteristics of design or methodology that
impacted or influenced the application or interpretation of the result of your works or
study.
• Mobile-based application.
• The user needs a VR Box/ VR Cardboard to play the application and viewing
the virtual reality view.
• Only Android users can access this application.
1.7 Expected Result
The expected result following the development of the proposed project is the
immersive environment of the land habitat in ANI-World VR and also the effectiveness
of the learning process. The user can explore the emerging world of virtual reality 3D
5
model supported by VR Box. For the targeted audience, they can play this fun and
immersive VR application for free. The user is also able to obtain the project
information on exploring the land habitats in the real world.
1.8 Activities, Milestone (Gantt Chart)
TASK NAME SEPTEMBER OCTOBER NOVEMBER DECEMBER
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
TOPIC DISCUSSION AND DETERMINATION
PROJECT TITLE PROPOSAL
PROPOSAL WRITING - CHAPTER 1
(INTRODUCTION) - CHAPTER 2 (LITERATURE
REVIEW)
DISCUSSION
CORRECTION OF PROPOSAL
PROPOSAL PROGRESS PRESENTATION AND PANELS EVALUATION
CORRECTION
PROPOSAL WRITING - CHAPTER 3
(METHODOLOGY)
PROOF OF CONCEPT (POC)
DRAFTING REPORT OF PROPOSAL
SUBMIT DRAFT OF REPORT TO SUPERVISOR
PREPARATION FOR FINAL PRESENTATION
FINAL PRESENTATION AND PANEL’S EVALUATION
FINAL REPORT SUBMISSION AND SUPERVISOR’S EVALUATION
Table 1.1 Gant Chart
In the progress Gantt chart, some tasks needed to be done. In week 2 in
September, topic discussion and determination were completed. In week 3, the project
title was proposed. For week 3 in September until week 1 in October, the proposal of
6
Chapter 1 and 2 are completed along with the correction and discussion with
Supervisor. In week 3 of October, presentation and panel's evaluation were done. The
progress continued with the proposal writing of Chapter 3 (Methodology) in week 4 of
October until week 2 of September along with the proof of concept (POC). In week 4 in
November, the report of the proposal is drafted and ready to be submitted to the
Supervisor. In week 2 until week 3 of December, the preparation for the final
presentation was made and the final presentation and panel's evaluation for the project
are completed at the end of week 3 of December. Week 4 of December is the final report
submission and Supervisor's evaluation.
1.9 Summary Of The Chapter
Given the fact that technology is widespread nowadays, it seems reasonable to expect
that VR will be a trend in education or edutainment. As the ANI-WORLD VR has
shown, it is hoped that this project will help the children to gain knowledge about land
habitat and also more information about animals as well. Hoping that this virtual reality
application can help the children to learn and understand more about the land habitat
and animals.
7
CHAPTER 2
LITERATURE REVIEW
2.1 Introduction
This chapter aims to present a literature review that is important to the research.
This chapter also includes explanations and descriptions of the literature review that
was carried out on the applications that will be used as references to develop this
application. The literature review will discuss the existing application and also aims to
review the advantages and disadvantages of each application. It is important to
understand all information to be considered and related before developing this
application. The data for final research of this literature review will be implemented in
the "ANI-WORLD VR" application.
2.2 Virtual Reality
Virtual Reality or VR allows a user to interact with a computer-generated
three-dimensional model or virtual environment. This environment may be realistic, in
the sense that it is familiar at a macroscopic scale, it may be realistic in the sense that it
depicts the physical world as known to science but which is not usually observable, or it
may be used to visualize an entirely imaginary world.
As such, VR is broadly applicable and has been applied to, many different areas
of education including the sciences, archaeology, history, and architecture. The
8
advantage of VR over conventional methods of description is that the student is allowed
to experience subject matter that would be difficult if not impossible to illustrate or
describe with conventional methods.
There are many types of VR implementations that commonly setup which are
Desktop VR (Monoscopic or Stereoscopic), Immersive VR (HMD, CAVE,
widescreen), Collaborative Systems, Mixed or Augmented Reality and also Virtual
Reality application that allows user to play it on Android or IOS.
There is also the type of virtual reality which including non-immersive,
semi-immersive, and fully-immersive simulations. Fully-immersive simulations
Chances are when users think of VR, they picturing a fully-immersive experience with
complete with head-mounted displays, headphones, gloves, and sometimes a treadmill
or some kind of suspension apparatus. This type of VR is commonly used for gaming
and other entertainment purposes in VR arcades or even at home. Fully-immersive
simulations give users the most realistic experience possible, complete with sight and
sound. The VR headsets provide high-resolution content with a wide field of view.
Next is semi-immersive experiences that provide users with a partially virtual
environment. This type of VR is mainly used for educational and training purposes and
the experience is made possible with graphical computing and large projector systems.
Semi-immersive VR simulations still give users the perception of being in a different
reality. This type of virtual reality is not always possible to experience wherever.
Instead, physical environments are created to supplement virtual reality.
Last is non-immersive simulations that are often forgotten as an actual type of
VR, honestly because it’s very common in everyday lives. The average video game is
technically considered a non-immersive virtual reality experience. The user is sitting in
9
a physical space, interacting with a virtual one. These types of experiences have become
more advanced in recent years with video games like Wii Sports, where the system
detects your motion and translates it on screen. According to all the types, The
ANI-WORLD VR project is semi-immersive with the android based application.
2.3 VR Platform
In virtual reality, the various platform has been made to experience more
immersive and effective ways. VR box is used as the main platform. VR Box is a virtual
reality platform developed for use with a head mount for a smartphone. This platform is
intended as a low-cost system to encourage interest and development in VR
applications. VR Box works by placing your phone at the optimal distance away from
the lenses. Then, by using compatible apps, the lenses create a 3D effect when held up
to your eyes. You can even move your head around, and the images will respond as if
you're in the same place as what's displayed on your screen. Users can either build their
viewer from simple, low-cost components using specifications published or purchase a
pre-manufactured one. As the application is based on one of the chapters in Science
Textbook Standard 3, and the targeted audiences are elementary school and teacher, it
will be more convenient for them.
10
2.4 Technique
The technique is a systematic procedure, formula or routine which a task is
accomplished. Many techniques can be used in the development of virtual reality. One
of the techniques is Gaze Input. Gaze input interaction techniques are suitable to apply
in this application. The controller is not applied to this gaze input interaction to play the
application. To play the application, the user will wear the VR box and use the pointer
to interact with the application. An example technique of gaze input interaction is
shown in figure 2.1.
Figure 2.1 Gaze Input interaction
11
2.5 Land Habitat
In ecology, a habitat is the type of natural environment in which a particular
species of organism lives. It is characterized by both physical and biological features. A
species' habitat is those places where it can find food, shelter, protection, and mates for
reproduction. The physical factors are for example soil, moisture, range of temperature,
and light intensity as well as biotic factors such as the availability of food and the
presence or absence of predators. Every organism has certain habitat needs for the
conditions in which it will thrive, but some are tolerant of wide variations while others
are very specific in their requirements.
There are a few types of habitats which are terrestrial habitat as known as land
habitat, freshwater habitat, marine habitat, and dessert habitat. The ANI-WORLD VR
covered the land habitat. Terrestrial habitat or land habitat types include forests,
grasslands, wetlands, and deserts. Within these broad biomes are more specific
habitats with varying climate types, temperature regimes, soils, altitudes, and
vegetation types. Many of these habitats grade into each other and each one has its
typical communities of plants and animals. A habitat may suit a particular species
well, but its presence or absence at any particular location depends to some extent on
chance, on its dispersal abilities and its efficiency as a colonizer. That concludes in the
overall environment of the application, there will be a forest and a variety of animals.
12
2.6 Related Works
The related work section is also be called a literature review. The point of the
section is to highlight work done by others that somehow ties in with this project work.
It can be work that shows other's attempts to solve the same problem or any related.
2.6.1 Slaughter: An Animal Rights Virtual Reality Experience
This VR Simulation gives the user a unique experience of the animal's point
of view. The user is welcomed and led into a small, dark room with a chair in the
middle of the room. The user will be introduced to a virtual reality simulation in
which they are a pig stuck in a pig pen along with other pigs, in a truck taking them
to the slaughterhouse. The headphones will broadcast a soundscape with sounds of
pigs grunting and groaning, as well as the rumble of the moving truck and ambient
sounds of the outside world.
Figure 2.2 View in Slaughter VR Experience.
There are several types of features in this application which is the graphic is
in the High Definition 3D model. There are also have various types of animals
included in the application. The application also offers the user a 360-degree view
13
of the farm and lastly, it has no stitching errors(distortions) when moving around
inside the real-life scene in any head's direction.
As much as there are advantages to this app, so do the problems too. For the
limitation involve based on the user's feedback and on-hand testing in the
application are it is not compatible with certain devices. It also has glitches such as
black gaps on the screen.
2.6.2 GIS And Forest Fire Simulation in a Virtual Reality Environment for
Environmental Management
This VR environment is new software to help sensitizing and
decision-making about the brush-clearing process necessary to avoid forest fires. It
enables us to visualize in three dimensions any given area in France and to simulate
fires there. Very intuitive tools let the user modify the vegetation on the ground,
either by virtually planting new kinds of trees or by cutting existing ones, to
visualize the impact of such choices on a forest fire.
Figure 2.3 shows the environment in the simulation app.
14
There are a few types of features in this VR, the 3D visualization of the
landscape from any viewpoint allows a better comprehension of the map. The
visual realism of the 3D plays a very important part in the psychological impact
required by our application which is dedicated to being a teaching aid. The user
interface of the application is very simple to use, as even a non-specialist must be
able to handle it. The user can visualize in 3D the whole French territory and select
the area where the forest fire has to be simulated.
For the limitation involved in this application, the application is not
user-friendly as it turns out quite complicated for first-time users. It has many
menus to choose from the realistic 3D landscape. It also lags and glitch sometimes
because of the high poly used.
2.6.3 Virtual Reality in Science Museums
The user can learn about nature and the animal kingdom in this mobile app.
It is the perfect app for those who love nature and want to learn about animal life.
This museum also allows users to shrink down to the size of an ant, hold a galaxy in
the hand, enter an erupting volcano, travel through time or create their world with
variable amounts of friction, gravity, and atmosphere.
15
Figure 2.4 shows the interface in the VR apps.
There are several types of features in this application such as Advanced VR
systems in the application that produce a sense of total immersion using a
wide-angle stereoscopic head-mounted display, simulated three-dimensional
audio, and a remote hand-held (or glove) manipulator. The virtual world is also
modeled within a computer graphics database so it gives a high quality of the
environment to the user.
There are also a few limitations in the application which is some of the 3D
models are glitches with each other. The audio and sound effects of the 3D models
are also sometimes low and sometimes high based on the user's feedback.
16
2.7 Comparison Table of the Existing Product
AUTHOR ARTICLE ADVANTAGES DISADVANTAGES
Lu, M. (2018).
Slaughter: An
Animal Rights
Virtual Reality
Experience.
Slaughter: An
Animal Rights
Virtual Reality
Experience
It was inspired by the
experience of the animal
being slaughtered all
around the world so that
people can become
aware of the animal's
rights.
It was too brutal to
become a part of
education, especially for
children.
Thon, S., Remy,
E., Raffin, R., &
Gesquière, G.
(2007).
Combining GIS
and forest fire
simulation in a
virtual reality
environment for
environmental
management. A
CE:
Arquitectura,
Ciudad y
Entorno, núm. 4,
Junio 2007.
GIS And
Forest Fire
Simulation in a
Virtual Reality
Environment
for
Environmental
Management
The major advantage is
that this type of
interactive,
computer-generated
experience allows
people to visualize and
observe the impact on
the forest on fire.
The user interface of our
application is very
simple to use, as even a
non-specialist must be
able to handle it. The
user can visualize in 3D
the whole French
territory and select the
area where the forest
fire has to be simulated.
This model does not
only have some
technical problems but
also experiment have
shown that fire spread is
never circular.
Virtual Reality
in Science
Museums, Instruction
Delivery
Systems, 6(4),
10-12, 1992
Virtual Reality
in Science
Museums
The participant learns
not just from the
audio/visual
information presented,
but from how the VE
responds to their unique
inputs. VR exhibits
will be stimulating,
captivating, and will
invite explore
The 3D models in the
environment are just a
few and there is not
much option to interact
with the models.
Table 2.1 Comparison table of the existing product
17
Table 2.1 describes the comparison of the existing product with advantages and
disadvantages. In this table, we can conclude that each of the apps still has its
limitations. There is still a lacks interaction between the 3D models and some are not
even suitable for children. That can identify how the ANI-WORLD VR can have a
better version out of all the comparison of the apps above.
2.8 Comparison Table of the Existing Products With 5 Elements of Multimedia
The overall analysis of the application
3D
Animation Image Audio Text Video
Slaughter: An
Animal’s
Right VR
Simulator
✓ ✓ ✓ ✓ ✓
GIS And
Forest Fire
Simulation in
a Virtual
Reality
Environment
for
Environmental
Management
✓ × × ✓ ×
Virtual Reality
in Science
Museums
✓ ✓ ✓ ✓ ✓
Table 2.2 Comparison of the existing product with 5 elements of multimedia.
Table 2.2 shows the comparison of the existing products with 5 elements of
multimedia such as 3D animation, Image, Audio, Text, and Video. In this table, it
18
shows that Slaughter: An Animal’s Right VR Simulator and Virtual Reality in Science
Museums have an immersive experience more than other apps.
2.9 Summary of the Chapter
The whole chapter, discussed the comparison of other products to analyzed so
that it can be added as part of the process of development of ANI-WORLD VR
application. The comparison with the previous research and products is done so that the
right choice will be selected. The comparison of similar projects or products is also
included in this chapter.
19
CHAPTER 3
METHODOLOGY
3.1 Introduction
The methodology is the systematic, theoretical analysis of the methods applied
to a field of study. It comprises the theoretical analysis of the body of methods and
principles associated with a branch of knowledge. Typically, it encompasses concepts
such as paradigm, theoretical model, phases and quantitative or qualitative techniques.
This chapter covers the process of developing a project from the beginning until the
end of this project. The flow of the project will discuss briefly to give more
understanding of the design and develop of this application. Many methods can be
used for developing this project. The methodology that can be decided in this project
is ADDIE. This methodology is based on phases for each development process. Every
phase of this methodology will be explained.
20
3.2 ADDIE Model
The ADDIE model is the generic process traditionally used by instructional
designers and training developers. The five phases in the ADDIE model is Analysis,
Design, Development, Implementation, and Evaluation represents a dynamic, flexible
guideline for building effective training and performance support tools.
While perhaps the most common design model, there are several weaknesses
to the ADDIE model which have led to some spin-offs or variations. It is an
Instructional Systems Design (ISD) model. Most of the current instructional design
models are spin-offs or variations of the ADDIE model, other models include the Dick
& Carey and Kemp ISD models. One commonly accepted improvement to this model
is the use of rapid prototyping. This is the idea of receiving continual or formative
feedback while instructional materials are being created. This model attempts to save
time and money by catching problems while they are still easy to fix.
Instructional theories also play an important role in the design of instructional
materials. Theories such as behaviorism, constructivism, social learning, and
cognitivist help shape and define the outcome of instructional materials. The ADDIE
model has five steps processes that include analyses, design, develop, implement and
evaluate as illustrated in Figure 3.1.
21
Figure 3.1 shows an ADDIE Model
3.2.1 Analysis phase
In the analysis phase, the instructional problem is clarified, the instructional
goals and objectives are established and the learning environment and learner's
existing knowledge and skills are identified.
The analysis was done to identify what is needed to develop VR Mobile
Application. The analysis stage is the most important phase in the process. In this
stage, it is necessary to create an overall picture of the instructional design. The
content in the VR Mobile Application can be referred to in Figure 3.2. The VR
Mobile Application is developed to focus on Animals in their habitat based in
Standard 3 Textbook.
The analysis is also carried out by doing a literature review on the existing
products in Chapter 2 so that the weakness of the existing product can be
identified. The target audience in this application also being analyzed and
22
children from age nine (9) to twelve (12) years old and teachers are chosen to
use this application. This ANI-World VR application uses all the models using
the 3D object and Virtual Technology to develop this application.
Figure 3.2 shows the diagram flow in the ANI-World VR
The figure above shows the flow of the content in the ANI-World VR. From
the application, the user will be played with four buttons which are button Play,
button exit, button Help, and button Credit. The Play button will show the user the
view of the land habitat. The land habitat in the VR view will contain 3D models.
ANI-World
VR
PLAY
HELP
VR VIEW
CREDIT
LAND
HABITAT
3D
ANIMALS
EXIT
23
Figure 3.3 shows the content of ANI-World VR
Figure 3.3 shows the contents of the ANI-World VR application. The user
will be displayed a VR view of land habitat. In the land habitat, there are different
types of animals with pop-up information. There are 8 different types of animals.
The animals include deer, pangolin, cipan, horse, tiger, bat, goat, and elephant.
24
Figure 3.4 Analysis Phase
Analysis Problem
Statement
1. Not interaction
2. The traditional method causes student
easily bored
Objectives 1 To design a mobile application that users can
explore in the immersive world of virtual
reality supported by VR Headgear.
2 To develop an application that enables
students to understand more about the land
habitat.
3 To test the application is functional.
Target
Audience
1. Elementary School Students (standard 3)
2. Teachers
Content This project included:
1. A land habitat environment VR
2. It contains 3D models for the student to
interact with.
Strategy
Requirement
1. Use the 3D model
2. Virtual reality technology
1. Software
-Unity3D
-Vuforia
-Maya3D
2. Hardware
-Laptop
-Mobile phone (Android)
25
3.2.2 Design phase
The design phase deals with learning objectives, assessment instruments,
exercises, content, subject matter analysis, lesson planning and media selection.
The design phase should be systematic and specific. Systematic means a logical,
orderly method of identifying, developing and evaluating a set of planned
strategies targeted for attaining the project's goals. Specific means each element
of the instructional design plan needs to be executed with attention to detail.
In this design process, a prototype scene is made. The prototype is also a part of
the multimedia design process. The prototype is a draft representing the built to
test the idea for a layout. The designed prototype is shown in Figure 3.1 until
Figure 3.4.
Front Page
- Users use the gaze input technique to use the button included play, exit,
information, and help button.
Table 3.1 shows the Front Page
Play Button
Exit Button
Help Button
Information Button
26
VR View – The Environment in the Habitat
- The view of the beginning in the habitat scene.
- Users use gaze input to the walkthrough in the scene that shows the
overview in the habitat scene.
- Users can use the Back button to go back to the main menu.
Table 3.2 Shows the Environment in the Land Habitat
Scene In The Habitat
- Users use gaze input techniques to explore the scene in the habitat or to the
model.
Table 3.3 Shows the Scene in the Habitat
Back Button
Option Button
Back
Button
Setting
Button
3D
Model
27
VR View – User Interaction
- Users can interact with the 3D model by using the gaze input technique
and the pop-up info will show the detail of information in this
ANI-WORLD VR.
- Audio is also added while the user interacting with the 3D model and the
user can adjust the sounds in the option button.
Table 3.4 Shows the User Interaction in the Land Habitat
Back Button
Pop-up
Information
Setting
Button
28
3.2.3 Development phase
The development phase is where the developers create and assemble the
content assets that were created in the design phase. Programmers work to
develop and/or integrate technologies. Testers perform debugging procedures.
The project is reviewed and revised according to any feedback given. The
multimedia application should be used based on the design established through
the design process. The development of this design refers to the process of
software development using a variety of existing applications such as
programming applications, graphics, animation, and others. At this process, the
final contents and structures are created. All of the components of multimedia
are prepared during this phase.
29
3.2.3.1 HARDWARE AND SOFTWARE REQUIREMENT
Software and hardware are important in making this project as it is needed for
application development. Table 3.5 and Table 3.6 illustrates the software and
hardware are used to develop this application.
HARDWARE USE FIGURE
Laptop To create the
sketches for the
characters,
background and
create scripts or
documents related
to the application.
Also used for on
the go coding and
3D modeling.
Headphones
Used for
development and
test runs of the
projects as well as
used for the
finished project to
amplify
immersion.
VR Headset
Used for test runs
and overall final
product.
Mobile Phone
To run and test the
application
30
Mouse
The mouse is used
during coding and
the 3D modeling
process.
Table 3.5 shows List of Hardware Requirement
31
SOFTWARE USE
Unity
Used to create the Virtual Reality app and overall
project and animate 3D characters
Maya
Used to create 3D character models
Adobe Photoshop
Used to create a sketch of background character and
posters
Google Cloud
Used as an external render model or animation
Adobe Illustrator
To design posters and logo applications.
Table 3.6 shows the List of Software Requirement
32
3.2.3.2 Software Specification
Four specific software needed to develop this app. That is:
a. Unity
Is the main software used in developing this project in producing gaze interaction
and using script C #
b. Adobe Photoshop CC
It is graphic software for editing images according to the user's creativity. This
software is used to resize the image and modify the image.
c. Adobe Illustrator CC
It is a graphic software used to create and modify various illustrations of images.
d. Autodesk Maya 2018
It is a 3D software to develop a 3-dimensional object and model any object in 3D
form.
e. Google Cloud
Create a server that is used for data backup and used as external render models or
animations.
33
3.2.3.2 Hardware Specification
The necessary hardware and details are as follows:
Laptop
Manufacturer : Asus
Model : X454L Series
Processor : Intel ® Core ™ i3-3570 @ 2.80GHz 2.80GHz
Memory : 8 GB
Operational system : Windows 10
Type of system : 64-bit System Operation 24
Headphone
Model: Samsung
Mobile Phone
Model : Vivo S1
Storage : 128GB
Memory(RAM) : 6GB
Mouse
Model : Dell
Wireless : Yes
34
3.2.4 Implementation phases
During the implementation phase, a procedure for training the facilitators
and the learners is developed. The facilitators' training should cover the course
curriculum, learning outcomes, method of delivery, and testing procedures.
Preparation of the learners includes training them on new tools (software or
hardware), student registration. Testing is aimed at finding the weakness and
detecting any unobserved errors during the authorized process. During the test,
the supervisor is free to comment and criticized for improvement in the project.
In this phase, there will be a test run project and user test run. The test run
project is when the developer test run the project by himself. This is to make
sure that the project is working and is running accordingly. The user test run is
before presenting the final product, the demo version will be given to the alpha
and beta testers to ensure that the project is meeting the criteria. The criticism
and feedback will be taken into action later on.
.
35
3.2.5 Evaluation phases
The evaluation phase consists of two parts: formative and summative.
Formative evaluation is present in each stage of the ADDIE process. Summative
evaluation consists of tests designed for domain specific criterion-related
referenced items and providing opportunities for feedback from the users. This
involves the process of obtaining feedback from users based on the contents,
graphics, audio, animation and so on in the application. This process will be
carried out through the testing, questionnaire, and interviews to ensure the
application will be suitable for the consumers. In this stage, there will be a debug
and final product. In the debug stage, the first is to identify the errors. After
running the test, the errors that were found must be identified. The glitches or
mistakes in the product needed to be fixed by the developers to improve the
project while at the same time implementing the feedback given by the alpha and
beta testers. Next is to find a solution. Once the errors are identified, the
developers need to find the solution and it must be done. In the final product, the
developers have to present their products. The product is ready to be launched for
the targeted audiences to use this application in the play store.
36
3.3 Design Framework
The project conducted based on the framework and flow of a process to
achieve the aim of the project which to analyses ANI-World VR using VR Box that
can be accomplished. To run the project, the requirement analysis should be done and
the project framework can be built to see and understand its flow. Figure 3.10 shows
an overview of the flows of the project. The framework shows that users need to apply
VR Box using this application. Autodesk Maya 3D and Unity are also developed for
the application. After finished developing the application, the application gives VR
view to VR Box and VR Box gives an immersive view to a user.
Figure 3.5 Design framework shows the flow of the application
ANI-WORLD
VR
APPLY VR BOX
IMMERSIVE VR VIEW
CONNECT
ANI-World
application
GAZE INPUT
ANI-WORLD
VR
Multimedia
element
37
3.4 Conclusion
The chapter discussed the methodology used to complete the project. The
methodology is very important in system development. The ADDIE methodology is
used because every phase during the application follows the project methodology that is
mentioned in this chapter. It helps to make sure that the application develops correctly
from phase to phase. It also ensures all the objects can be achieved. The hardware and
software requirement is also discussed.
.
38
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