Implementation of Augmented Reality Applications in Developing Flashcard Learning Media for the Solar System (Case Study: SDN 06 Taluak IV Suku) ^†

Abstract

The solar system is a Basic Competency for grade VI students at SDN 06 Taluak IV Suku. This material encourages students to recognize planets and their characteristics in the solar system, thus requiring interactive learning media. This research develops solar system flashcard learning media based on AR technology to enhance learning interactivity. Using the MDLC method, the application was built with Unity Editor and Vuforia SDK for Android and iOS devices. The application utilizes marker-based and markerless tracking technology to display 3D models of the planets. Flashcards are equipped with engaging images and brief information, as well as a quiz feature for evaluation. Testing showed that the application successfully displayed 3D objects and interactive quiz features. The application is considered to have an attractive appearance, appropriate material, ease of use, and provides an in-depth learning experience about the solar system.

1. Introduction

The solar system and the positions of its components are part of the Basic Competencies (KD) in the latest curriculum used by grade VI students at SDN 06 Taluak IV Suku. The competency covers planets and celestial bodies orbiting the sun and the positions of planets within the solar system. Computer-based learning has the potential to provide engaging textual, audio, and visual content for students. This media is expected to make learning easier, motivate students, and improve learning outcomes.

According to Muhaimin [1,2], augmented reality (AR) learning media is one of the media types that can enhance student interest as it presents information visually and contextually. Augmented reality (AR) is a technology that combines virtual objects with the real world. Interactive learning models involve two-way communication [3]. Teachers must create interactive learning situations and actively engage students in the learning process. By implementing interactive learning models, the teaching and learning process becomes more varied and involves intensive interaction between teachers and students [4,5].

Interactive learning can be achieved by combining the potential of flashcards with Augmented Reality to display virtual objects in the real world through mobile applications to create “Solar System Learning Media”. One supporting tool that can enhance interactive learning outcomes is quizzes. Quizzes are a way to improve students’ understanding of the material being studied by providing context and a suitable environment for the material [6].

Based on the above description, this research aims to produce a solar system learning media application that can be used by teachers teaching science to grade VI students at SDN 06 Taluak as an interactive learning media with augmented reality (AR) technology.

2. Literature Review

2.1. SDN 06 Taluak IV Suku

SD Negeri 06 Taluak IV Suku is a public elementary school located on Jln, Raya Taluak IV Suku, Desa Taluak Ampek Suku, Banuhampu District, Agam Regency, West Sumatra Province. This elementary school began its educational activities in 1932. Currently, SD Negeri 06 Taluak IV Suku uses the government curriculum guide, namely SD 2013.

2.2. Flowchart

A flowchart is a diagram that explains the process flow of a program. It is crucial when building a program as it helps clarify the process of how the program works, making it easier to understand. Each step is depicted in a diagram and connected with lines or arrows, making it more understandable, concise, and reducing the likelihood of misinterpretation.

2.3. Unified Modeling Language (UML)

Unified Modeling Language (UML) is a tool used for object-oriented analysis and design. In practice, UML helps in creating visual models of software systems through various graphic notations. UML provides various types of diagrams used in system development, including Use Case Diagrams, Activity Diagrams, Class Diagrams, Sequence Diagrams, Collaboration Diagrams or UML Communication Diagrams, State Machine Diagrams, Component Diagrams, and Deployment Diagrams.

2.4. Augmented Reality

Augmented reality (AR) is a technique for combining the real world with the virtual world. This technique allows virtual objects to be displayed alongside real-world objects through a screen with camera input [7]. AR users perceive virtual objects as if they exist in the real world [8].

2.5. FAST (Features from Accelerated Segment Test) Corner Detection (FCD)

Features from Accelerated Segment Test (FAST) is an algorithm used by Vuforia to detect the quality of images based on the marker objects being tracked or detected. The algorithm, created by Edward Rosten, Reid Porter, and Tom Drummond, focuses on increasing the speed of real-time calculations.

2.6. Mobile Applications

Mobile applications, also known as Mobile Apps, are software applications that run on mobile devices such as iPads, Tablets, Smartphones, and others with their own operating systems. Mobile applications can be pre-installed on mobile devices or downloaded from distribution locations.

2.7. Unity Editor

Unity Editor is software used to create games, virtual reality (VR) applications, and augmented reality (AR) applications [9]. Unity can be used to create 3D video games, real-time 3D animations, and interactive architectural visualizations.

2.8. Vuforia SDK (Software Development Kit)

Vuforia (version 10.24.3) is software used for augmented reality. This software uses consistent computer vision resources focused on image processing. Vuforia has many features and capabilities that help developers realize their ideas without technological limits.

2.9. Flashcard Learning Media

Flashcards are an educational media form consisting of cards with images and text information tailored to the learning material. Effective use of flashcards can improve retention, foster independence, enhance motivation, and improve learning outcomes.

2.10. Multimedia Development Life Cycle

The methodology used is the Multimedia Development Life Cycle (MDLC), which is a research methodology with several stages. These stages include concept, design, content collection, creation, testing, and distribution.

3. Methods

3.1. Research Stages

To achieve the research objectives, the author provides a general overview of the research process from initiation to completion. An outline of the research stages can be seen in Figure 1 below.

3.2. Problem Identification

The problem identification stage is a crucial initial step in the research process. In this study, the general problem identified is the use of conventional learning media, which is less engaging and less effective in enhancing students’ understanding of the solar system. Based on this issue, the research focuses on developing a flashcard-based learning media utilizing augmented reality technology to increase student interest and understanding of the solar system.

3.3. Literature Review

The literature review was conducted to gain insights both from theoretical perspectives that support the research and from practical approaches relevant to the study. This foundation supports the testing and analysis that will be carried out in the research.

3.4. Application Development Stages

The method used for application development is the Multimedia Development Life Cycle (MDLC). The stages in the MDLC methodology are as follows.

3.4.1. Concept

The concept stage begins with defining the goals and the target audience for the application.

Table 1. Application concept.

Concept Category	Concept Description
Application Title	Solar System Flashcard Learning Media (Case Study: SDN 06 Taluak IV Suku)
Multimedia Type	Educational media displaying the solar system in 3D via flashcard markers using AR technology
Objective	Implement an AR-based application on flashcard learning media at SDN 06 Taluak IV Suku. The application is expected to enhance student interest through more interactive media and improve interaction between teachers and students through quiz features.
Target Users	6th-grade teachers at SDN 06 Taluak IV Suku teaching solar system material.
Minimum AR Application Specifications	Minimum system requirements include Android 8.0 Oreo and iOS 15.0 for devices running the solar system application.
Audio	Dubbing background sound in *.wav and *.mp3 formats.
3D Assets	Three-dimensional assets of the solar system and its components.

outlines the conceptual framework for the learning media application.

3.4.2. Design

The design stage offers an overview of the system that will be developed for the solar system application. This stage includes a detailed system block diagram, which visually represents the principles and performance of the system design. The operation of the resulting tool is illustrated through this block diagram, providing a clear depiction of how each component interacts within the system, as referenced in Figure 2.

In addition to the block diagram, storyboarding is carried out to map the flow of activities on each page of the application. The storyboard serves as a guide for the user experience, outlining the sequence of interactions and transitions throughout the application. This visual planning ensures that the development process follows a coherent structure and that the final product delivers an intuitive and engaging experience for users.

A flowchart is used to manage and visualize the workflow of a process, and in this context, it illustrates the workflow of the solar system educational media application. This visual representation helps clarify the sequence of operations and decision points within the application, ensuring that each step in the process is logically connected and easy to follow.

The use case diagram provides a textual and visual representation of user interactions with the system, highlighting the system’s functionality and the relationships between different classes. Typically created at the beginning of system or software development, the use case diagram for this research, outlines the various ways users can interact with the application and the core features that are supported (

Table 2. Concept design of the solar system application.

Menu	Description
Main Menu	Options include AR camera menu, solar system arrangement menu, quiz, help, about, and exit buttons.
Flashcard Scan Menu	Displays a camera that shows 3D objects and brief explanations of each planet when directed at the flashcard marker. Features include play/stop audio, info, quiz, download marker, and return to main menu buttons.
3D Solar System Menu	Displays the AR arrangement of planets around the sun and a return button.
Quiz Menu	Shows quiz questions related to each planet in the solar system and their arrangement.
Help Menu	Provides a description of how to use the application and a feedback button for requesting new material and suggestions for further development.
About Menu	Information about the application developer and a brief description of the application with a close button.
Exit Menu	Button to exit the application.

).

Activity diagrams further detail the sequence of activities involved in system development. These diagrams explain how activities are initiated, the possible paths they can take, and how they are completed. By mapping out sequential activities and linking each one with process lines, the activity diagram, as shown in Figure 3, offers a comprehensive view of the system’s operational flow.

The sequence diagram provides a detailed outline of the sequence of events required to produce the desired output. It illustrates the workflow of a specific activity, such as using the AR camera, and offers a clear view of how data or behaviors are received and sent throughout the process. Figure 4 presents the sequence diagram for the AR camera, demonstrating the step-by-step interactions that occur within this feature.

At the user interface design stage, sketches are created using Figma, guided by the flowchart and activity diagram. These interface designs are then imported into Unity software for further development, ensuring that the final application is both user-friendly and satisfying to use. The user interface design for the “Solar System Learning Media” application, along with its features, showcasing the thoughtful integration of functionality and visual appeal.

3.4.3. Material Collecting

In this stage, materials that match the project’s needs are collected. These materials include images, 3D objects, audio, and others, which can be obtained for free or ordered from other sources according to the design.

3.4.4. Assembly

During this stage, materials collected from previous stages are assembled using Unity 3D software. Unity 3D software version 2021.3.18f1 LTS was used. The collected materials are processed and integrated into a single application. This stage also involves coding the application to ensure proper functioning of navigation, buttons, and icons.

3.4.5. Testing

After assembly, the next step is testing the application or program to check for errors. Testing will use White Box testing and Black Box (alpha and beta) testing methods to determine if the development process aligns with the plan.

3.4.6. Distribution

In this stage, the application or product is stored in media such as USB, CD, or online storage. The completed application is implemented in the user environment, involving installation, configuration, and adaptation to ensure it functions as intended. The writing of the research report is also part of the distribution stage.

3.4.7. Maintenance

Maintenance involves ensuring the application operates well and remains relevant to users. This includes bug fixes, feature updates, adaptation to technological changes, performance optimization, and ongoing monitoring. User feedback is used for training and support, documentation updates, security management, and configuration management to ensure changes are tracked and applied correctly. The goal is to keep the application functional, secure, and aligned with user needs and technological advancements.

3.4.8. Research Tools

The hardware used in this research consists of an MSI GF-63 laptop equipped with an Intel(R) Core(TM) i7-9750H CPU running at 2.60GHz, 16GB of RAM, a 512GB SSD for storage, and an NVIDIA GeForce GTX 1650 Ti graphics card with Max-Q Design. This is because MSI (GF-63 laptop) is produced by Micro-Star International Co., Ltd., which has its headquarters in New Taipei City, Taiwan. These specifications provided the necessary performance and reliability for developing and testing the application.

In terms of software, the research was conducted on a system running Windows 11, version 23H2. Visual Studio Code, Version 1.94.2 (Microsoft, Redmond, WA, USA) was used as the code editor, with C# serving as the primary programming language for application development. The Unity Editor 2022.3.20f1 was utilized to build and manage the application environment, while the Vuforia SDK plugin was integrated to enable augmented reality features. This combination of hardware and software ensured a smooth workflow throughout the research and development process.

4. Results and Discussion

4.1. Results of the Concept Stage

The designed application concept can be used as an innovative learning media for the solar system, providing a new educational tool for teachers, especially 6th-grade science teachers at SDN 06 Taluak. The addition of augmented reality features for each planet with an engaging design aims to inform, educate, and enhance student learning interest.

4.2. Results of the Design Stage

During the design stage, the application’s interface was crafted using engaging illustrations and animations to ensure it would be easily understood by users, particularly teachers. The splash screen, as implemented from the initial design, provides an inviting introduction to the application, as shown in Figure 5. Moving onto the main menu, the design maintains clarity and accessibility, allowing users to navigate the application with ease, as depicted in Figure 5.

The scan flashcard menu was also implemented according to the earlier design, enabling users to access the flashcard scanning feature seamlessly, as illustrated in Figure 5. For the 3D solar system menu, the final implementation brings the previously developed concept to life, offering an interactive and visually rich experience for exploring the solar system, as seen in Figure 5.

The quiz menu, shown in Figure 5, was designed to be intuitive, guiding users smoothly into the quiz section. The quiz question display, as implemented from the design, presents questions in a clear and engaging manner, as demonstrated in Figure 5. The help menu, resulting from the earlier design, provides users with accessible guidance and support, as shown in Figure 5. Finally, the about menu was implemented to offer information about the application and its development, as depicted in Figure 5. Each of these interface elements was carefully designed and realized to create a cohesive, user-friendly experience throughout the application.

4.3. Results of the Material Collecting Stage

The outcome of the material collecting stage consists of a variety of prepared materials, including images, 3D objects, audio, and collected data, all of which will be processed further in the assembly stage. The creation of 3D planet assets involved using Unity with 3D Sphere objects to model the Sun as the center of the solar system and each of the constituent planets. These 3D assets were assembled to form a complete solar system, as depicted in Figure 6.

Each 3D object was enhanced with a distinct texture that corresponds to the unique shape and characteristics of each planet. These planet texture assets are illustrated in Figure 6, providing visual differentiation and realism to the models. Marker flashcard assets, featuring the Sun and the planets, were created using Canva and Adobe Fresco. Each marker was exported in .png format and then converted to either a 24-bit RGB or 8 gray scale image format, as shown in Figure 6.

For the audio component, materials such as dubbing for each planet were generated using Artificial Intelligence. The resulting audio files are available in both .mp3 and .WAV formats, as displayed in Figure 7. In addition, quiz questions were carefully collected and written to align with guidelines from textbooks and student worksheets. These multiple-choice questions, with options from A to D and five questions per planet, are stored in .txt format, as shown in Figure 7. All of these materials form the foundation for the next stage of application development.

Audio materials, including dubbing for each planet, were created using Artificial Intelligence. The audio files are in .mp3 and .WAV formats, as displayed in Figure 7 below:

4.4. Results of the Assembly Stage

In this stage, the implementation of the previous stages, based on the design specifications, is carried out. The assembly involves combining materials using Unity 2022.3.20f1 and the Vuforia SDK 10.22 for augmented reality development. The assembly process varies across different scenes within the application.

In the Figure 8, the application assembly is performed in Unity Editor by adding game object image targets to the scene and aligning them with the database imported from Vuforia. Each planet’s image target includes five game objects: the 3D planet object, SoundController, UIController, PanelInfo, and Canvas. The augmented reality uses marker-based tracking with a total of 10 image targets, referred to as multiple targets. The Max Simultaneous Tracked Images is limited to one to ensure that only one interaction occurs when the user activates audio or quizzes.

The scene interface is designed using game object canvas, beginning with a popup usage instruction that appears when the camera does not detect the image target. Additionally, there are two buttons at the top, a back button and a button for the main scene creation, as seen in Figure 9 below:

In this scene, when the camera is directed at a flashcard, the application displays three additional buttons: play & stop audio, info, and quiz. Each image target is associated with the ‘OnTargetFound()’ function, which triggers the ‘Detected()’ function in UIController when the image target is detected, and ‘OnTargetLost()’ when it is not detected, triggering the ‘Gone()’ function. These functions are crucial for resetting the application display by managing the active and inactive status of audio buttons, info, and initial popup instructions, as seen in Figure 10 below.

In audio settings, each planet has a SoundController distinguished by its AudioSource. The canvas game object also contains two other buttons: an info button displaying 3D augmented reality information about the scanned planet, and a quiz button that directs users to a quiz scene with questions about the scanned planet. The same quiz scene is used for both the Scan Flashcard and Quiz Practice menus, with ‘PlayerPrefs()’ storing user-selected options.

4.5. Results of the Testing Stage

The testing stage of the “Solar System Learning Media” application focused on evaluating the functionality of buttons and elements across each scene to ensure they operated as expected. White Box testing was conducted to examine the logical pathways within the application, and the results showed that there were no issues in the constructed logic. This indicates that the logical flow of the application system was successfully validated and met all required functions and needs.

For Black Box testing (alpha test), every button, element, and feature of the application was examined. The results demonstrated that the application’s functionality is operating correctly, indicating that it is ready for user use. Additional testing was performed to assess the distance and angle parameters of the marker-based technique. The marker-based method was tested multiple times for both tilt angles and camera distances from the marker. These tests concluded that the optimal distance for displaying objects above the image target ranges from 10 to 80 cm, with the best viewing angles between 45° and 90°. It was also found that the markerless method in this application requires a relatively close distance to facilitate target scanning.

Further, the markerless method was tested based on the type of tracking area and distance, using the same device. The tracking area type was tested several times with different patterns to identify the most effective area for displaying 3D objects. The results indicated that the application scans the ground more quickly in a patterned tracking area. Distance tests between the camera and the patterned ground showed that the best distance for displaying markerless objects is between 100 and 250 cm.

Finally, beta testing was conducted to evaluate the application’s alignment with its design process and to assess the overall quality of the “Media Pembelajaran Tata Surya” application. This stage involved collecting data through questionnaires, which used weighted intervals for each statement to categorize the assessment results as shown in

Table 3. Evaluation category interval.

Percentage	Description
80–100%	Very Good
60–79.9%	Good
40–59.9%	Fair
20–39.9%	Poor
0–19.9%	Very Poor

.

The questionnaire results showed that the Media Pembelajaran Tata Surya application received positive responses, with 98.6% of respondents answering “Yes,” indicating that the application is very good. Respondents appreciated the attractive and easy-to-understand interface, suitable animations for students, and the informative content. The application effectively serves as a learning tool, engaging students with relevant quiz questions. The majority of respondents felt comfortable using the application, finding it user-friendly, and believed the content was comprehensive and appropriate. However, there were suggestions from respondents, including teachers, to add animations of other celestial objects and information about asteroids, comets, and star types. These suggestions will be important for future application development to make it more beneficial and engaging for students.

4.6. Results of the Distribution Stage

In this stage, the completed application was distributed to end-users. Along with the application distribution, the research report was also written. The distribution required a medium to reach the users; for this, the internet was used, specifically Google Drive for Android devices and a third-party service for iOS. During this stage, the developed application was implemented in the research environment. This process involved installation, configuration, and adaptation to ensure the product functioned well according to the specified goals.

4.7. Maintenance

After the application was implemented and evaluated, the research continued with the maintenance of the completed application to improve it based on feedback about potential deficiencies or errors. Several critical activities were carried out to ensure the application remained functional and relevant for users. Maintenance will be performed periodically whenever there is a curriculum change in primary schools. These activities include bug fixes, feature updates, adaptation to technological changes, performance optimization, and continuous monitoring to detect and resolve issues.

5. Conclusions

Based on the research and testing conducted on the implementation of augmented reality in the solar system flashcard learning media for SDN 06 Taluak IV Suku, several conclusions can be drawn. The Media Pembelajaran Tata Surya application successfully displays all 3D objects using both marker-based and markerless methods. The marker-based method proves effective at distances ranging from 10 to 150 cm and at an angle of 10°, while the markerless method can display objects up to a distance of 300 cm on a patterned surface. This demonstrates that the application is suitable as an interactive and informative learning medium for understanding the planets in the solar system.

Furthermore, the application provides interactive quiz features that are well-aligned with the content of the application and the solar system flashcards. This makes it effective for evaluation purposes and enhances teacher–student interaction. The application is also compatible with devices running at least Android v8.0 (Oreo) and iOS 15.0, ensuring accessibility across a wide range of modern devices.

6. Recommendation

The Media Pembelajaran Tata Surya application, which utilizes augmented reality technology, still requires further development in several areas. Expanding the coverage of learning materials is necessary to enrich the learning experience and increase student interest. It is also important to demonstrate the augmented reality solar system learning media application to teachers at SDN 06 Taluak IV Suku, so that they can use it effectively as an interactive learning medium. In addition, further optimization for a wider range of devices is needed to achieve better application performance. Once these improvements are made, the application can be publicly published on platforms such as the Google Play Store or App Store, making it more accessible to a broader audience.