The Development of Virtual Museum with Unity 3D of Learning

History

Syarifuddin

1,2,a

, Zulfiati Syahrial

, Atwi Suparman

Department of Educational Technology, State University of Jakarta, Indonesia

Department of Educational History, Sriwijaya University, Indonesia

Indonesia Open University, Indonesia

Keywords: Unity 3D, virtual museum, learning museum

Abstract: The article discusses the development of virtual museum for learning history in Sriwijaya University by

applying Unity3D. Development of the research uses Borg & Gall Model and Roblyer &Doering. This

research conducted at Sriwijaya University with 45 respondents students and 5 reviewers. Research steps

consist of three broad outlines. Firstly, analysing of virtual museum use. Secondly, development procedures

from expert validation to virtual museum development steps and experiment test. Thirdly, media evaluation,

revision result based on experiment test and validation of virtual museum expert. Based on the development

part of the research, it can be concluded that theoretically feasibility test to the several experts and empirically

proper test on field by learners, small group, and filed test are gotten development product of virtual museum

for hybrid learning in Sriwijaya University and able to contribute an indirect experience to the students and

learning process effectively.

1 INTRODUCTION

Today the development of the world of information

and communication technology has penetrated all

aspects of life (Mustakerov & Borissova, 2017) is no

exception in the world of education both in developed

countries or already developing(Tanye, 2017; Odeh,

Shanab & Anabtawi, 2015) in many subject human

life in virtual context (Chang, Zhang, & Jin, 2016; Li,

2016). The digital age also affects media or learning

material in digital form, precisely in the development

of virtual museums in public areas throughout the

world (Pan, Cheok, Yang, Zhu, & Shi, 2006; Guo,

Zhu, & Yan, 2016; Ye, 2016; Bai & Lavin, 2014)

with purpose and content that is clearly different.

Well-designed virtual field trips, which involve maps,

images and video clips in various formats can help

students visualize experiences on the site

created(Jacobson, Militello, & Baveye, 2009).

Virtual field trips can be designed for learning at

historical sites, such as museums, temples,

monuments, and more(Bai & Lavin, 2014). Virtual

field trips conducted in museums are commonly

defined virtual museums.

The virtual museum is also useful to participate in

preserving the culture, but it is also more innovative

as well practical. We do not need to come to the far

museum to only see one relic, but only by using a

virtual museum then we can save costs both in terms

of methods and tools, and certainly more exciting in

terms of its application (Styliani, Fotis, Kostas, &

Petros, 2009; Feng, 2016). In order for future virtual

museum users to gain indirect experience, it is

expected that the learning process of history will be.

The virtual museum application allows students to get

to know the historical events through the museum's

paintings, videos and dioramas. without having to

visit the museum physically. This saves time and

money (Barbieri, Bruno, & Muzzupappa, 2017).

Learning by using a virtual museum application is

chosen based on the learning strategies that are

appropriate for the material presented. Learning

strategies using this application can be used when

face to face or online regardless of all existing

restrictions.

Therefore, researchers are trying to develop a

virtual museum by using Unity 3D applications, the

introduction of historical sites is one of the subjects

of education that tend to be difficult to attract

students. 3D interactive map created using software

Unity 3D Engine. In addition to the effective use of

Unity 3D is also relatively affordable and suitable for

Syarifuddin, ., Syahrial, Z. and Suparma, A.

The Development of Virtual Museum with Unity 3D of Learning History.

DOI: 10.5220/0009994700002499

In Proceedings of the 3rd Sriwijaya University International Conference on Learning and Education (SULE-IC 2018), pages 54-59

ISBN: 978-989-758-575-3

 2023 by SCITEPRESS – Science and Technology Publications, Lda. Under CC license (CC BY-NC-ND 4.0)

beginners who want to develop game-based software

(Jerald et al., 2014; Lu, Xue, & Chen, 2011). So the

purpose of this virtual development is to give the

impression of experience indirectly to its users, and

the target is the students and also students in the

process of learning history.

2 RESEARCH METHOD

The applied research approach or model is research

and development. Research-development model of

Borg & Gall, Roblyer & Doering,(M. D. Gall,Walter

R. Borg, 2007) used as Virtual Museum based-

Learning Hybrid Source Development research. In a

broad line, it consists of three stages (Pratama &

Sariyatun, 2017), first is an analysis of virtual

museum use, second is development procedure from

expert validation to virtual museum development

steps and experiment test, and third is media

evaluation revision result based on experiment test

and validation of virtual museum expert.

Research subject consists of 45 students and two

lectures of learning History in Sriwijaya University

and also the stakeholder. Meanwhile, research

instrument is validated by a language expert, a

content expert, an educational technology expert, a

multimedia expert, and a printed media expert. Data

collection technique based on students’ questionnaire

and displayed descriptively.

3 RESULT AND DISCUSSION

Researchers conducted some reviews of some virtual

reality found online. The Virtual Museum of Iraq

State is accessed on the web address

www.virtualmuseumiraq.cnr.it by using adobe flash

devices in its development process. The shortcomings

found in this device is an application that is not up to

date with the development of 3D technology, the

other shortcomings that, static appearance which

causes the user cannot move space. For museums in

the country, 3D museum objects can be found on the

website address www.virtualindonesia.com which is

a picture of the National Museum (Museum Gajah in

Jakarta) in the development process using Photo 360

Degrees with real display. The weakness found in the

virtual museum is a static view like Google Street

View which is just a 360-degree photo display that

limits the user's space in observing objects. Several

factors are obstacles found in the virtual display of

Indonesian museums. In addition, researchers also

conducted several reviews on some article about

development of e-learning and virtual museum

development related to the concept of development

that will be developed(Rojas-Sola, Castro-García, &

Carranza-Cañadas, 2011; Moffat & Robinson, 2015;

Ann Nicholls, n.d.; González-Marcos, Alba-Elías,

Navaridas-Nalda, & Ordieres-Meré, 2016; Lou,

2017). Based on the findings, the researchers tried to

develop a virtual museum dynamic and also well in

appearance compared to previous findings.

Besides, the analysis also done to the students and

lecturers of Indralaya University's learning history as

well as the stakeholders regarding their responses on

the use of e-leaning media in the process of learning

history, based on the interview results obtained some

outlines of their responses among others:

a. Students usually rely on internet at the learning

process only services such as Youtube and so

forth.

b. The use of multimedia technology in the learning

process of history is very good because it can

petrify understand the material well, but there

should be innovations, actions that can be done

update or variation in learning with technology

utilization.

c. Procedures used in designing learning materials,

many have used the technology, but there is also

a normal course that only a visual media,

Although the development of the Internet is

growing rapidly there are still many teachers who

do not know about the use of technology in

learning so that still using media pickup.

3.1 Virtual Museum

Furthermore, virtual museum can create a conceptual

framework. Jan Jonker and Bartjan W. Penink

expressed about the definition of conceptual model in

their book, that "a conceptual model of concepts,

theoretical constructs and relations between those

attributes and concepts based on theoretical

constructs"(Jan Jonker, 2010). Furthermore, they also

explain that "Conceptual models are inescapably

based on theory or at least theoretical notions.

Without this theoretical input, it is impossible to make

a dedicated construction of a specific reality up

front".

The development of the procedural model as the

researcher in this research adopted from four

development models. The four development models

in question are the development model 1) Borg and

Gall 4

Edition, 2)Unity 3D is very popular in recent

years, as it is perfect for developing small and

independent game apps (Xie, 2012).

The Development of Virtual Museum with Unity 3D of Learning History

The result of physical development in the form of

final draft has done theoretical and empirical

feasibility test. Theoretical tests are conducted by

several experts or ratters through interviews

consisting of Instructional Design Experts, Content /

Material Experts and Language Experts. Generally,

there are several things that must be improved based

on the advice of the experts, namely improvements in

terms of grammar and also the depth of material or

content of this VM, in terms of appearance and also

the concept of motion is good enough so worthy to be

tested.

3.2 Testing and Evaluation Virtual

Reality

The objective of this development is to provide

facilities to students of history education in the

learning process, in this VM content contains about

the history of Indonesia National. Researchers

assume that by using a virtual museum as a learning

material then its users will get a real experience or

indirect experience without having to visit the actual

museum. After conducting preliminary flowchart pre-

production hence, the researcher conducted the

validation to some experts about virtual museum

richness tested. In broad outlines, there are some

input from the experts in validating the content,

materials and also the appearance of this virtual

museum namely;

a. The writing or typing is clear, and the u.se of the

standard term is correct but they are best to make

changes to the altering word that should change

and the word chronology is changed by word

chronology and preferably text related to

typography

b. Checking is required by using devices that will

use the computer hardware, tablet and android

aspects of compatibility, the compatibility

between products produced with Operation

System or OS, the suitability between images,

video, and sound with learning objectives so as

to communicate the material well.

c. Adding the intro to the submitted material, The

text on the quiz should not be too long, The logo

and the background are not contrasting should

the small logo be omitted, Shadow in the shadow

is not too appropriate, not gray note the color of

example elements at the Museum of Bank

Indonesia, Material properties (shader) produced

not yet fit the example on the top of the monas

color match the existing material and use

narrators with special recording and Adjust the

color of the original object and material.

Based on input from the experts, the researcher

made some improvements in accordance with the

suggestions that have been given, so that later it will

minimize the occurrence of errors and also mismatch

either the material or the application of virtual

museum at the trial time.

Figure 1: Simple front view of the house with traditional

style as the home of the entire Museum

Figure 2: Sections inside the home containing furniture and

photo documentation relating to the Indonesian nation

history

After the improvement, the researchers conducted

empirical feasibility test, small group test (small

group) which totally 12 students and field test (field

test) amounted to 30 students. The three stages of the

experiment are conducted to the students of History

Educations Program of FKIP in Sriwijaya University

with samples of each different stage. The following

are the results of the empirical feasibility study

descriptions in the field.

The indicator of learning materials that exist in the

learning materials obtained the attitude expressed in

small group test with a category or classification is

very good and on test field good classification test.

The statements for the learning material indicator

obtained very good classification on small group

trials and either in the test field. Learning activity has

been very good according to respondents on small

group test and have good according to field test

SULE-IC 2018 - 3rd Sriwijaya University International Conference on Learning and Education

respondents. Similarly, for evaluation indicators of

learning outcomes (test) that developed according to

small group respondents and field tests are good.

Relying on the attitude of respondents that have been

described above, the result of development of

learning materials based on virtual hybrid learning

museum that has been developed this get good

response. This means that attitudes toward material

satisfaction developed are aligned, proportional and

support the results of pre-test and post test in small

group and field test stages. Thus the researchers

concluded that the questionnaire of respondents'

attitudes toward the results of learning materials

based on virtual hybrid learning museum has

strengthened the effectiveness test results. This adds

to the evidence that the products produced in this

study are appropriate.

Figure 3 : The view from the back of the room where the

Asian-African Conference was held

Figure 4 :The view from the back of the room where the

Asian-African Conference was completed with 3D

furnishings

At the implementation time, there are several

problems with the virtual application of this museum,

including;

a. Virtual application of the museum can not be

opened online on the website because it

requires great and expensive hosting. The

researcher uses a desktop application by

inserting an offline application on the

computer used. The app can also be used on

Android using the PlayStore app. This

application is used using special 3D glasses.

b. Internet network problems, students often do

not conduct online activities due to not

having a quota or wifi is not up.

c. Inadequate Computer Specifications.

The use of virtualmuseumindonesia.com website,

makes it easy for students to learn anywhere and

anytime during online learning. Students can access

various facilities provided, namely chat room, power

point, discussion room, and blog reflection. The use

of virtual museum applications enables students to

understand a historical event through painting, video,

dioramas, and pyrotechnics in a museum without

having to visit the museum physically. This will save

you time and money. Learning using virtual museum

applications is chosen based on a suitable learning

strategy for the material being delivered. Learning

strategy using this application can be used at the time

of face to face or even online. Use of print materials

with the content of the material in depth and equipped

with glossary, summaries, exercises, and a list of

libraries make students able to understand the

material clearly. The guidebook of lecturers and

students provides guidance on the use of teaching

materials based on virtual hybrid learning museum.

This handbook comes with online usage instructions,

virtual museum codes, learning strategies, contractual

lectures, and more.

Virtual museum, in addition to facilitating the

learning process on historical material is also able to

assist students in generating cultural awareness,

therefore in addition to effect on cognitive shutter use

of virtual museum also affects affective shutter, and

assist students in overcoming the pattern of memory

short-term memory at the poses of learning because it

maximizes the visual concept (Brady et al., 2008;

Klein & Meltzoff, 1999) historical reconstruction as

well as awareness to help preserve the culture around

us (Mortara et al., 2015).

The Development of Virtual Museum with Unity 3D of Learning History

Figure 5 and 6: Students use 3DVirtual goggles to access

the virtual museum.

4 CONCLUSIONS

Through the theoretical of feasibility test to some

experts and empirical feasibility test in the field with

the stages of learners, small groups, and field test

produced are gotten the development of learning

materials based on virtual hybrid learning museum in

the course of Indonesia National History VI ofHistory

Education Sriwijaya University and able to provide

an indirect experience to students. Preferably the

implementation of learning Hybrid learning is not

implemented more than equal to 20%. Lessons

learned still require face-to-face process in the

classroom with a larger percentage. Gadgets ownedby

the students personally do not support as a medium

for the virtual learning of the museum, therefore this

learning can be overcome by doing in computer

laboratories that have high specification capabilities

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