ANI-WORLD VR (LAND HABITAT VIRTUAL REALITY)interaktif dan menyeronokkan. Selain itu, aplikasi ini menggunakan objek 3 dimensi interaktif, mengeluarkan bunyi dan paparan maklumat supaya

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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