Application of Augmented Reality as a Multimedia Learning Media:

Case Study of Videography

Ahmad Zamsuri, Fadli Suandi and Rizki Novendra

Faculty of Computer Science, Universitas Lancang Kuning, Jl. Yos Sudarso KM. 8 Rumbai, Pekanbaru, Indonesia

Keywords:

Augmented Reality, Marker, Teaching Module, Tracking

Abstract:

The application of AR (augmented reality) is currently growing and adopted by various ﬁelds, including in the

ﬁeld of education. AR can be combined with conventional teaching materials such as books to provide more

in-depth experience and understanding of the material to be conveyed. This research utilizes AR technology

which is used in multimedia lecture teaching modules that discuss videography material. Testing by comparing

the minimum distance and maximum distance on the marker printed on white paper and opaque paper. The

results of the study found that teaching modules printed on white paper were better in AR tracking at a certain

distance compared to modules printed on opaque paper. The similarity between markers with each other also

makes the application display object incompatibility with the marker.

1 INTRODUCTION

Learning media is one of the factors that can improve

the quality of education. The use of learning media

can increase motivation and interest for students in the

teaching and learning process. Integration between

learning media and technology is busy nowadays.

This is done with the aim of producing learning media

that are more effective and efﬁcient (Afdal et al.,

2018; Amir, 2017).

Multimedia-based computer technology was later

adopted to support interactive learning media. The

technology is very effective for students to understand

the material taught compared to conventional learning

methods. This is in line with the standard

learning process contained in the Government

Regulation of the Republic of Indonesia number

19 in article 19 which reads: ”The learning

process in educational units is held interactively,

inspiring, fun, challenging, motivating students to

actively participate, and providing sufﬁcient space

for initiatives, creativity, and independence in

accordance with the talents, interests, and physical

and psychological development of students ”(Hanan

et al., 2018; Republik Indonesia, 2005).

One of the technological advancements that

are widely adopted in today’s learning media is

Augmented Reality (AR). AR is a technology that

allows virtual information generated by computers to

be combined into a real environment. The presence of

AR can bridge between real and virtual in real-time.

The application of AR is currently growing and

adopted by various ﬁelds, including in the ﬁeld of

education. AR can be combined with conventional

teaching materials such as books to provide more

in-depth experience and understanding of the material

to be conveyed(Jung and Dieck, 2018; Riyanto,

2015).

In this study, the author will use AR technology

which is used in multimedia lecture teaching modules

that discuss videography material. Videography

material that is full of practices is not optimal if

it only uses teaching materials in the form of text,

so it is considered necessary to use AR as a media

that can display material information in the form of

videos. This is expected to help students to more

easily digest lecture material using AR-based learning

media (Wulansari et al., 2013).

2 RESEARCH METHODS

The method used in this study is the Multimedia

Development Life Cycle (MDLC) method. The

MDLC method is used to create AR-based learning

material that uses multimedia content in the form

of videos. This method consists of several phases,

namely: Concept, Design, Material Collecting,

Assembly, Testing, and Distribution. The following

is a general description of MDLC in Figure 1.

188

Zamsuri, A., Suandi, F. and Novendra, R.

Application of Augmented Reality as a Multimedia Learning Media: Case Study of Videography.

DOI: 10.5220/0009149201880193

In Proceedings of the Second International Conference on Science, Engineering and Technology (ICoSET 2019), pages 188-193

ISBN: 978-989-758-463-3

Figure 1: MDLC development model

The initial concept in this study was to develop

a video-based augmented reality application as a

supporter of learning about videography. At the

design phase, a text-based teaching module will be

designed that contains some teaching material on

videography. After that, a marker is designed to refer

to certain material. Each material each has 1 marker

that will help the reader to use AR technology when

scanning the marker that has been made (Azuma,

1997; Azuma et al., 2001).

At the material collection phase, a number

of resources will be collected in designing

teaching materials and making applications such

as markers and videos supporting teaching materials.

Furthermore, in this step, the application supporting

materials will be processed. AR application

development uses Unity and vuforia. The AR

application will be used on mobile devices based on

the Android operating system (Milgram et al., 1995).

Next is the testing phase using the camera of a

mobile device with the Android operating system.

The test is done by trying to scan the markers that

have been made using white paper and opaque paper

with various lighting conditions, and the distance

whether the marker can display the video so that

the use of AR can be well adopted in the teaching

material. In the last phase, the distribution will be

made instructions on the use of teaching materials

along with the AR applications that have been made.

Thus the teaching material can be used and utilized

by those who want to use it.

3 RESULTS AND DISCUSSION

3.1 Concept

The concept in this study is to create an augmented

reality application that is used in a text-based

multimedia teaching material. The learning material

chosen is about videography. The material used in

this study is about the 8 basic movements of the

camera in videography.

The concept of the 8 basic movements is explained

through text in teaching materials, then the function

of the augmented reality application designed is as

an additional medium that will display video-based

tutorials on the 8 basic movements of the camera. The

following research concepts can be seen in Figure 2.

Figure 2: The concept of Augmented Reality developed

3.2 Design

Augmented reality application developed using Unity

version 2018.2.11 which is integrated with Vuforia

as a marker storage database. The application is

designed later through a compiler (output) process

with the output in the form of an .apk extension

so that the application can be run on an Android

device. Android devices that can run this augmented

reality application with minimum speciﬁcations

using Android 4.1 JellyBean and the maximum

speciﬁcations of Android 8.0 Oreo.

For making augmented reality markers using

the Adobe Photoshop CS 6 application. Markers

are made using certain black and white letter

combinations that aim to obtain a high contrast

level with the aim of the marker being more easily

recognized during application testing.

Next is making a simple teaching module about

the basic techniques of videography. This teaching

module is designed using the Microsoft word

application. In this module a brief explanation

of 8 types of basic camera movements for video

capture is accompanied by examples of how to take

through tutorial videos that will appear when scanned

augmented reality markers use an Android device.

Application of Augmented Reality as a Multimedia Learning Media: Case Study of Videography

189

3.3 Material Collecting

The resources collected in this step are teaching

modules along with video tutorials supporting

learning materials basic techniques of camera

movement on videography. The teaching module

adopted in this research is based on journals

and several websites that discuss basic shooting

techniques in the science of videography.

After the teaching module is ﬁnished, the next

step is to make a video tutorial related to the basic

techniques of shooting on videography. Each of the

techniques described will contain 1 tutorial video

and 1 marker. The following examples of teaching

materials and markers can be seen in Figure 3.

Figure 3: Teaching materials along with markers that will

display the learning video tutorial when scanned

3.4 Assembly

This research began by making teaching material

about the basic techniques of camera movement in

videography. Next, 8 simple modules are produced

as teaching material. Then followed by making 8

markers. Last is to create an augmented reality

application that is integrated with the teaching

modules that have been created.

3.4.1 Production of Teaching Modules

The material presented in this teaching module only

discusses the basic techniques of camera movement

in discussions about videography. By collecting

learning material from journals and websites, 8

teaching modules are produced representing eight

camera movement techniques discussed in this

module which include a discussion of techniques:

zoom, tilt, dolly, dolly zoom, arc, follow, tracking

and pan . The resulting document is created using

the Microsoft Word application.

3.4.2 Markers Production

At this phase the author makes 8 markers using

the Adobe Photoshop CS 6 application. The

marker making technique is adopted at this phase

by making markers based on the names of each

camera movement technique. An example is in the

discussion of zoom techniques, the word ’zoom’ is

used for making markers. When discussing the dolly

technique, the word ’dolly’ is used as a marker on

the marker. In order for the marker to be easily

recognized during the application experiment, the

color combination used must produce a high degree

of contrast. Simple colors that have high contrast are

black and white. So that the color is chosen as the

main color on the marker that will be made. Black

will be the edge surrounding the marker, and will

become the color of the word made. White is used

as the background for the marker. Markers used in

this study can be seen in ﬁgure 4.

Figure 4: The marker that will be tested

3.4.3 Production of Augmented Reality

Application

The phases of making augmented reality applications

use 2 main tools, Vuforia engine and Unity. Vuforia

engine functions as a database of marker storage

that has been created. Unity functions as processing

software that can process graphics, images, sounds,

animations and so on. Unity is a cross platform

software that can produce application output in

various formats such as .exe, .apk, and so on.

In the ﬁrst phase is registering 8 markers that have

been made at Vuforia. After all the markers have

been uploaded, a rating statement for each marker

will appear. The rating is rated with a star with a

maximum value of 5 stars and a minimum of 0 stars.

If the marker gets a 5 star rating, it indicates that the

marker is more easily detected. Conversely, if the

rating is closer to 0, the more the marker will be more

difﬁcult to detect.

Of the 8 markers that have been uploaded to

Vuforia, we got 7 markers with a rating of 4 stars and

1 marker that has a rating of 3 stars. The following

is the appearance after the entire marker has been

uploaded to Vuforia as can be seen in Figure 5.

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Figure 5: Display of the marker uploaded to Vuforia

The second phase is to make an augmented reality

project using Unity. The project in this study as

well as the name of the application produced is

VideograﬁAR. The following picture of the project

that has been made using Unity can be seen in Figure

The project consists of 1 main scene called

videograﬁar which contains 8 marker objects. In

Figure 5.12 you can see the naming of objects based

on the name of the marker preceded by the word

’ImageTarget’ in front of it. Each object contains each

marker along with the tutorial video which will then

be displayed when the camera on the android device

detects the marker.

Figure 6: Display of the marker uploaded to Vuforia

After completing all objects in the main scene, the

next is to do the build process. The build process is a

process that will make a scene that has been made into

an output in the form of an application with a certain

format. In this project the selected build process is the

Android platform. The following look of the build can

be seen in Figure 7.

Figure 7: Build process in Unity

3.5 Testing

After the application creation process is complete,

then the application is installed on an Android device

to be tested. Android devices used in this trial are

Samsung S7 Edge with the following speciﬁcations:

• Operating System: Android 8.0.0 Oreo

• Memory: 4GB RAM, Internal: 32GB

• Rear Camera: 12 MP

The test in this study uses 2 types of paper with

different colors. The ﬁrst paper is white HVS paper

and the second paper is opaque paper with a darker

color. All markers were printed on both types of

paper, then tested how the minimum and maximum

distance of the marker was successfully tracked using

the augmented reality application. The following test

documentation can be seen in Figure 8 and Figure 9.

Figure 8: Markers printed on white paper and opaque paper

Application of Augmented Reality as a Multimedia Learning Media: Case Study of Videography

191

Figure 9: Markers detected using an android device and

displaying a tutorial video

After testing, the following results from the test can

be seen in table 1. From the test, it can be concluded

that there is a difference in the farthest distance of the

marker printed on white paper and opaque paper. Of

the 8 markers tested, markers printed on white paper

can be detected at distances greater than 5 to 10 cm

compared to markers printed on opaque paper. For the

detection of markers at the shortest distance on white

paper and opaque paper each is at the same distance

of 5cm.

Table 1: The marker detection test results using an Android

device

Marker Marker White Paper Opaque Paper

Name Rating Shortest

Distance

Farthest

Distance

Shortest

Distance

Farthest

Distance

1 Pan 4 5 cm 70 cm 5 cm 65 cm

2 Zoom 4 5 cm 90 cm 5 cm 85 cm

3 Tracking 4 5 cm 65 cm 5 cm 55 cm

4 Follow 4 5 cm 75 cm 5 cm 60 cm

5 Dolly 4 5 cm 85 cm 5 cm 80 cm

6 Tilt 3 5 cm 30 cm 5 cm 25 cm

7 Dolly

Zoom

4 5 cm 90 cm 5 cm 85 cm

8 Arc 4 5 cm 85 cm 5 cm 70 cm

All markers tested successfully displayed

videography learning tutorial videos using the

augmented reality VideographyAR application.

Markers with a rating of 3 produce the farthest

distance shorter than markers with a rating of 4.

When tracking markers with a lower rating, the

camera on an android device must be closer to the

marker less than 30 cm.

Especially for markers with the name ”Dolly

Zoom” there is still confusion in displaying video

content. The one that should appear is a dolly zoom

videography technique tutorial video, but at the time

of testing, several times the video tutorial on dolly

videography and the zoom videography technique

came along. This is because the marker with the name

”Dolly Zoom” contains the word dolly and zoom

which is also used in the marker ”Dolly” and ”Zoom”.

So that when the marker design must be considered

so that between markers with one another do not have

similarities.

3.6 Distribution

After the testing is done, the next is the distribution

process. At this stage, all teaching materials,

applications with .apk format and procedures for

using the application are stored in the same folder

as VideograﬁAR. Then it is left to those who need

augmented reality teaching materials in learning the

basic techniques of videography.

4 CONCLUSION

The VideograﬁAR augmented reality application

that has been developed successfully displays video

learning tutorials to complete the videography

learning module by utilizing markers embedded in

the learning module. From the tests conducted

Markers printed on white paper are better at tracking

at a distance than markers printed on opaque paper.

Another factor inﬂuencing marker tracking is the

rating of the marker. The higher the marker’s rating

used, the further the range of marker tracking to

display the learning tutorial video. In the design of

markers it is better to avoid the same word / form,

because it has the potential to cause tracking errors by

the application, so the video tutorial displayed does

not match the marker being tracked.

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