learning solar system using augmented reality (ar) for

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Learning Solar System using Augmented Reality (AR) for Upper Primary School Kids

Ooi Li Ying

Bachelor of Computer Science with Honors (Multimedia Computing)

2020

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LEARNING SOLAR SYSTEM USING AUGMENTED REALITY (AR) FOR UPPER PRIMARY SCHOOL KIDS

OOI LI YING

This project is submitted in partial fulfillment of the requirements for the degree of

Bachelor of Computer Science with Honors

Faculty of Computer Science and Information Technology UNIVERSITI MALAYSIA SARAWAK

2020

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PENGAJARAN SISTEM SOLAR MENGGUNAKAN REALITI TERTAMBAH UNTUK PELAJAR SEKOLAH RENDAH

OOI LI YING

Projek ini merupakan salah satu keperluan untuk Ijazah Sarjana Muda Sains Komputer dan Teknologi Maklumat

Fakulti Sains Komputer dan Teknologi Maklumat UNIVERSITI MALAYSIA SARAWAK

2020

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DECLARATION OF ORIGINALITY

I hereby declare that this research together with all of its content is none other than that of my own work, with consideration of the exception of research based information and relative materials that were adapted and extracted from other resources, which have evidently been quoted or stated respectively.

Signed,

……….

OOI LI YING

Faculty of Computer Science and Information Technology 20^th June 2020 Universiti Malaysia Sarawak.

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ACKNOWLEDGMENT

This Final Year Project is made possible through the help and support of everyone. I sincerely express my deep sense of gratitude to my supervisor, Dr. Irwandi Hipni Bin Mohamad Hipiny for his valuable guidance, advice, and encouragement throughout the process of this project. I would also like to thank my examiner Madam Amelia Jati Anak Robert Jupit for giving feedback on my report. Besides, I would like to express my gratitude to my Final Year Project coordinator, Professor Wang Yin Chai for giving guidelines toward the progress of the project.

In addition, I want to thank university students who gave full cooperation and volunteer to provide feedback during the testing session. Lastly, I would like to take this opportunity to thank my friends who had shared their knowledge and opinions throughout this report.

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iii ABSTRACT

Augmented reality (AR) is the future of the education industry. It can motivate and engage students in the learning process. Currently, most of the primary school lack of hands-on learning. Therefore, this project proposed a mobile app to provide students to learn the solar system using AR. In this report, improvement and development are discussed to provide a better solution in learning. The proposed application testing will be including pre-test and post- test, and interview The purpose of testing is to evaluate the application is working fine and provide effective learning towards users. It is expected that the proposed application will provide effective learning modules into the mobile app.

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iv ABSTRAK

Realiti tertambah adalah industri pendidikan pada masa depan. Ia dapat memotivasi dan melibatkan pelajar dalam proses pembelajaran. Pada masa ini, kebanyakan sekolah rendah kekurangan pembelajaran langsung. Oleh itu, projek ini mencadangkan aplikasi mudah alih untuk menyediakan pelajar mempelajari sistem suria menggunakan realiti tertambah. Dalam laporan ini, peningkatan dan pengembangan dibincangkan untuk memberikan penyelesaian yang lebih baik dalam pembelajaran. Ujian aplikasi yang dicadangkan akan merangkumi ujian pra dan ujian pasca, dan temu ramah. Tujuan pengujian adalah untuk menilai aplikasi berjalan dengan baik dan memberikan pembelajaran yang berkesan terhadap pengguna.

Diharapkan aplikasi yang dicadangkan akan menyediakan modul pembelajaran yang berkesan ke dalam aplikasi mudah alih.

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LIST OF FIGURES

Figure 1.1. Process of ADDIE model ... 3

Figure 1.2. Project schedule ... 6

Figure 2.1. Characteristic of planet ... 12

Figure 2.2. Incorrect in ordering planets ... 12

Figure 2.3. Tangible moon model in AR... 14

Figure 2.4. Study material on the model surface ... 14

Figure 2.5. Transfer planet to the orbit... 15

Figure 2.6. Planetary core view ... 16

Figure 2.7. Bloom's Taxonomy pyramid levels ... 19

Figure 2.8. MCQ layout ... 21

Figure 2.9. Result layout ... 21

Figure 2.10. True or False layout ... 23

Figure 3.1. Ratio of respondents heard about AR ... 29

Figure 3.2. Votes of the most difficult subtopic ... 29

Figure 3.3. Votes of feature help in mobile learning ... 30

Figure 3.4. Ratio of the necessity of quiz in mobile learning ... 30

Figure 3.5. Use case diagram: SolAR Kid application ... 31

Figure 3.6. Application sequence diagram ... 37

Figure 3.7. Activity diagram... 38

Figure 3.8. Class diagram ... 39

Figure 3.9. Main menu ... 40

Figure 3.10. AR camera page ... 40

Figure 3.11. Learning material ... 41

Figure 3.12. Animation ... 42

Figure 3.13. Quiz menu ... 42

Figure 3.14. Quiz for each primary ... 43

Figure 3.15. Correct answer view ... 43

Figure 3.16. Wrong answer view ... 44

Figure 3.17. Score page ... 44

Figure 3.18. Leaderboard page ... 45

Figure 3.19. Collection page... 45

Figure 4.1. Animation in Autodesk Maya ... 47

Figure 4.2. Flashcard ... 47

Figure 4.3. Vuforia Target Manager Database ... 48

Figure 4.4 Firebase Authentication ... 49

Figure 4.5. Firebase Realtime Database ... 49

Figure 4.6. Setup audio in Untiy3D ... 50

Figure 4.7. Setup video in Unity3D ... 50

Figure 4.8. Main menu ... 51

Figure 4.9. Side navigation ... 51

Figure 4.10. Display orbit ... 52

Figure 4.11. Display asteroid ... 52

Figure 4.12. Display information ... 52

Figure 4.13. Display AR Sun ... 53

Figure 4.14. Information about Sun ... 53

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Figure 4.15. Display solar eclipse scene ... 53

Figure 4.16. Display lunar eclipse scene ... 53

Figure 4.17. Display AR Moon ... 54

Figure 4.18. Information about Moon ... 54

Figure 4.19. Display moon images ... 54

Figure 4.20. Display moon phases ... 54

Figure 4.21. Display AR Mercury ... 55

Figure 4.22. Information about Mercury ... 55

Figure 4.23. Mercury fun fact 1 ... 55

Figure 4.24. Mercury fun fact 2 ... 55

Figure 4.25. Display AR Venus ... 56

Figure 4.26. Information about Venus ... 56

Figure 4.27. Venus fun fact 1 ... 56

Figure 4.28. Venus fun fact 2 ... 56

Figure 4.29. Display AR Earth ... 57

Figure 4.30. Information about Earth ... 57

Figure 4.31. Earth fun fact 1 ... 57

Figure 4.32. Earth fun fact 2 ... 57

Figure 4.33. Size and distance ... 57

Figure 4.34. Display AR Mars ... 58

Figure 4.35. Information about Mars ... 58

Figure 4.36. Mars fun fact 1 ... 58

Figure 4.37. Mars fun fact 2 ... 58

Figure 4.38. Display AR Jupiter ... 59

Figure 4.39. Information about Jupiter... 59

Figure 4.40. Jupiter fun fact 1 ... 59

Figure 4.43. Display AR Saturn... 60

Figure 4.44. Information about Saturn ... 60

Figure 4.45. Saturn fun fact 1 ... 60

Figure 4.48. Display AR Uranus ... 61

Figure 4.49. Information about Uranus ... 61

Figure 4.50. Uranus fun fact 1 ... 61

Figure 4.51. Uranus fun fact 2 ... 61

Figure 4.52. Display AR Neptune... 62

Figure 4.53. Information about Neptune ... 62

Figure 4.54. Neptune fun fact 1 ... 62

Figure 4.55. Neptune fun fact 2 ... 62

Figure 4.56. Correct animation ... 63

Figure 4.57. Incorrect animation ... 63

Figure 4.58. Quiz score ... 63

Figure 4.59. Quiz pseudocode (i) ... 64

Figure 4.60. Quiz pseudocode (ii)... 65

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Figure 4.61. Leaderboard ... 66

Figure 4.62. Leaderboard pseudocode ... 67

Figure 4.63. Collection ... 68

Figure 4.64. Collection pseudocode (i) ... 69

Figure 4.65. Collection pseudocode (ii) ... 70

Figure 4.66. Achievement ... 71

Figure 4.67. Achievement pseudocode (i) ... 72

Figure 4.68. Achievement pseudocode (ii)... 73

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LIST OF TABLES

Table 2.1. Comparison between existing applications and proposed application ... 17

Table 2.2. Comparison of different quiz types ... 24

Table 3.1. Science topics in primary school ... 28

Table 3.2. Deliver content method for each topic ... 28

Table 3.3. Use case description: Scan AR marker ... 32

Table 3.4. Use case description: View AR model ... 33

Table 3.5. Use case description: Attempt quiz ... 34

Table 3.6. Use case description: View leaderboard ... 35

Table 3.7. Use case description: View collection ... 35

Table 3.8. Use case description: View achievement ... 36

Table 4.1. Software installation and configuration ... 46

Table 4.2. Learning content for Sun ... 53

Table 4.3. Learning content for Moon ... 54

Table 4.4. Learning content for Mercury ... 55

Table 4.5. Learning content for Venus ... 56

Table 4.6. Learning content for Earth ... 57

Table 4.7. Learning content for Mars... 58

Table 4.8. Learning content for Jupiter ... 59

Table 4.9. Learning content for Saturn ... 60

Table 4.10. Learning content for Uranus ... 61

Table 4.11. Learning content for Neptune ... 62

Table 5.1. Test case: Sign up ... 74

Table 5.2. Test case: Login ... 75

Table 5.3. Test case: Forgot password ... 75

Table 5.4. Test case: Solar system page ... 76

Table 5.5. Test case: Planet page ... 77

Table 5.6. Test case: Quiz page ... 78

Table 5.7. Test case: Leaderboard page ... 78

Table 5.8. Test case: Collection page... 79

Table 5.9. Test case: Achievement page ... 79

Table 5.10. Test case: Tutorial page ... 80

Table 5.11. Test case: Exit from the application ... 80

Table 5.12. Test case: Logout ... 81

Table 5.13. Pre-test and post-test result ... 83

Table 5.14. Paired samples statistics ... 83

Table 5.15. Paired samples test ... 83

Table 5.16. Interview ... 84

Table 6.1. Objective achieved ... 85

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CHAPTER 1: INTRODUCTION 1.1 Introduction

Science, Technology, Engineering, and Mathematics (STEM) education is essential because it applies to everyday life. It was emphasized since students are young, this is to encourage students’ interest in these subjects. To increase students' attention, augmented reality (AR) can help students in enhancing hands-on learning (Zsolrt, 2017).

AR is a technology that overlays computer-generated information, 3D model, image, video, and audio in the real world with a smartphone or tablet (Rouse, 2016). The growth of augmented reality (AR) applications in recent years grow rapidly (Ratnottar, n.d.). It becomes a significant technology that has been exploring in different fields, such as gaming, business, retail, education, and others (Ratnottar, n.d.).

Science subjects required imagination on untouchable and intangible topics. The first that comes to mind is solar system topics. Everyone can't travel to the solar system. Currently, students gain knowledge from textbooks, or teachers use video as a learning medium to convey learning information to students. However, these learning materials are lacking in hands-on activities. Using AR in education will soon affect the conventional learning process. AR can change the teaching and learning methods in schools.

This project aims to develop an AR solar system mobile application for primary school kids. Developing this application is to give primary schoolkids view virtual objects that overlay in the real world. Students need a smartphone to point on the AR markers (flashcards) to explore the solar system in with animated 3D models. This application includes multimedia elements such as audio, graphics, video, and animation.

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2 1.2 Problem Statement

The current problem in education is most of the primary school lack of hands-on learning material in teaching the solar system. In conventional learning, textbook reading is often difficult for students, especially the required imagination of objects that untouchable and invisible. These students often like to hold, touch, or take part in the experience to learn something new (Segal & Smith, 2019).

Besides, students having problems understanding the solar system topic due to many sources that are available in 2D images as in the school textbook (Zaki, Zain, & Zanilabdin, 2018). The 3D graphic is an alternative way to replace the 2D images from the textbook. 3D technology can help students understand scientific phenomena effectively (Gimbel, 2019). So, this proposed project will resolve these current problems facing by students.

1.3 Scope

1. This application will be built on the Android platform.

2. The target audience for this proposed project for students from 10 to 12 years old and upper primary science teachers.

3. The application focus on solar system topic from the Science textbook issued by Minstry of Education (MOE) to Primary 4, 5, and 6 students.

4. The language used in this application is in Bahasa Melayu.

1.4 Objectives

1. To develop an AR mobile application for learning about the solar system.

2. To integrate effective learning modules into the mobile app.

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3 1.5 Methodology

This project used the ADDIE model in designing and devolving augmented reality (AR) solar system application. ADDIE produces an excellent instructional design which widely used in developing instructional courses and training programs. It is a dynamic and flexible guideline for developing effective training and performance support tools ("ADDIE Model", 2018).

ADDIE model is suitable for developing education in the solar system mobile app. To produce effective instruction, all instructional design models required the following phases: analysis, design, development, implementation, and evaluation.

Figure 1.1. Process of ADDIE model 1.5.1 Analysis

This phase involves the process of identifying problem statements, scopes, aims, the significance of the project, and expected outcomes. This project focus on Science subject in solar system topic and the target audience are upper primary student and science teacher. The first factor for analyzing the students is research on the students' existing knowledge about the solar system. Through further explore students' problems, it can help in identifying apparent objectives. It is easier to develop and design a useful application when there is a clear objective.

Review on primary Science school textbooks and reference books able to construct learning materials that suit primary students' level. Besides, a questionnaire is delivered out to collect suggestions and opinions from the target users.

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4 1.5.2 Design

This phase focus on the conceptual design of an application. There are three main buttons on the main menu page designed including 'SISTEM SURIA’, 'PALNET', and 'KUIZ'. The 'SISTEM SURIA’ and 'PALNET' scenes provide learning materials such as the name of the planets, the sequence of the solar system, fun facts of each planet, and others. By scanning on AR markers (flashcards), students able to explore the solar system in augmented reality (AR).

Meanwhile, the 'KUIZ' scene provides exercises to test how well the students master that topic.

Both learning materials and quizzes are designed that fit actual lesson plans for Malaysia primary schools. However, other knowledge such as sources from the Internet is being added as well. The designs are constructed in use case diagram, use case description, application sequence diagram, activity diagram, class diagram, and user interface.

1.5.3 Development

This phase involves developing and testing the application. The hardware requirement required for developing this project is a laptop and an Android smartphone. Meanwhile, the software needed in developing this application is Unity. Unity is a development game platform, and it required to install Vuforia package to operate AR camera and other functions. The 3D objects are created with Autodesk Maya. Autodesk Maya is a software that modeling a 3D object which can export to Unity. Besides, Adobe Photoshop is used to develop AR markers (flashcards), it is an editing image software. Firebase is connected to the Unity3D project and utilizing Firebase Authentication and Realtime Database services. The purpose of Firebase is to store the information of the users. After the completion of the development, the internal test of the application is conducted before it used by the target audience.

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5 1.5.4 Implementation

This phase is the process of delivering the application to users. There are 10 students involved in testing the application. Pre-test and post-test are applied to measure the performance of students before and after using the proposed application. Besides, test cases are used to make sure the application is working fine.

1.5.5 Evaluation

This phase is to ensure the objectives are achieved. A summative evaluation is conducted on this complete instructional application. Pre-test, post-test and the interview are gathered from the users after using the application. This process is carried out to measure the effectiveness of learning activities based on students' understanding of the topic.

1.6 Significance of Project

This project will contribute to improve the learning environment for primary students.

Education using augmented reality (AR) changes the teaching and learning process in schools.

Teachers can reduce the obstacles and difficulties in explaining the solar system. By visualizing 3D models, students more understand the topic compare to reading text. Visual learning able to catch students' attention in class by overlaying the 3D model. Students are more excited as learning materials are in visualized objects along with the audio. This project is to initiate students to study without stress and provide a better understanding of the solar system.

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6 1.7 Project Schedule

Figure 1.2. Project schedule

1.8 Expected outcome

At the end of the project, this project will develop a mobile application for learning about the solar system using augmented reality (AR) for primary students. This application consists of multimedia elements to provide effective learning. The students should be expected to improve solar system knowledge after using the application. Hence, the objectives of this project can be achieved.

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CHAPTER 2: LITERATURE REVIEW 2.1 Introduction

This chapter will be reviewing the background of teaching materials, the design of mobile learning, the impact of AR in education. To achieve the first objective, three existing applications which are related to the proposed application will be reviewed. To achieve the second objective, two quiz types will be reviewed as well.

2.2 Background

In 2014, MOE comes out with a plan digitalizing textbooks will be used in school to enable teaching and learning through a virtual classroom (Chin, 2018). Virtual learning and teaching will never same as traditional methods that involve seeing, touching, and experiencing (“Mobile phones and the classroom”, 2012). After 5 years, MOE announced that physical textbooks would be replaced with digital, students would able to access study materials with their own mobile devices (Pui, 2019). The introduction of e-textbook is to help students lighten the load of their school bags and eliminate the need for bringing so many physical textbooks to school (Pui, 2019). However, traditional educators argue that mobile devices for students bringing to school, there would be a high probability of students do not switch to silent mode and easily get distracted because they are busy scrolling mobile devices (“Mobile phones and the classroom”, 2012). MOE, Teo announced they would develop better digital textbooks to provide more interactive learning in the future (Pui, 2019). Currently, students able to download and access these digital textbooks on the free mobile app, MOE e-Textbook Reader (Pui, 2019).

However, this plan is introduced to secondary students only as too much usage of electronic devices for primary students at such an early age will bring negative impacts to them (Pui, 2019).

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Nevertheless, BAC Education Group launched an electronic learning (e-learning) platform, BACfreeschool.com for primary students and secondary students. This e-learning offered free access to learning content based on the national school syllabus. It categorized the e-learning to six specialist learning portals which are SPMflix.com, PT3flix.com, UPSRflix.com, SJKCflix.com, SJKTflix.com, and IGCSEflix.com. Teachers and students can use this e-learning which designed as an additional learning resource and revision tool for existing teaching and learning activities in Malaysia (“Family of e-learning sites”, 2018). Yahya (2014) investigated the effectiveness of blended e-learning forums in a sample of science students. Yahya’s study proved that the results of the analysis with the implementation of blended e-learning highly effective in teaching and learning compared to traditional methods.

This is because blended e-learning provides hands-on activities, appropriate teaching methods, and discussion within the forum to gain knowledge. This may be due to the belief that blended e-learning can facilitate in developing self-learning skills and building favorableness in science lesson plans (Yahya, 2014).

Technological devices have rapid growth in the education field as time goes. The usage of the informatics technologies had facilitated rapidly and slowly forgotten the significance of traditional education methods by replacing with technological education methods. This advancement revealed the concept of e-learning (Korucu & Alkan, 2011). Although e-learning has more benefits compare to traditional education methods, some shortcomings of its own have to lead the science world to new pursuits. The development of mobile technologies and the movement need in education bring the idea of mobile learning (m-learning). M-learning is not a new concept, but it becomes important over recent years with the demand for learning in a virtual environment. In 2018, an analysis of the modern learner shows 96% of them get used to search and check their phones up to 10 times per hour (Hill, 2019). This means that people

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nowadays rely too much on mobile devices. The most essential advantage of m-learning is to enable learners to access knowledge anytime and anywhere (Korucu & Alkan, 2011). Besides, m-learning creates a learning environment that fits the demand for modern, diverse learners with including many activities such as interactions, collaborations, conversations, and problem- solving (Sarrab, Elgamel, & Aldabbas, 2012).

The proposed application will be using mobile devices as a learning medium. This is because m-learning supports easy access to study material and immediately impact students’

performance in a learning environment. By using mobile devices, students will be more self- motivated and self-disciplined as they can study anywhere and at any time (Korucu & Alkan, 2011).

2.3 Digital Learning

2.3.1 Design of Mobile Learning Strategy

A practical approach to m-learning which known as Mobile Interactive Learning Objects (MILOs) takes into consideration when developing this proposed mobile application.

M-learning considers as explorative learning, it gives users to learn independently whenever they what to study. Thus, increasing their motivation for learning. However, explorative learning more suitable for experienced users which means the users already have the basic knowledge and the ability to learn independently, whereas inexperienced users are more recommend using traditional learning objects (Holzinger, Nischelwitzer, & Meisenberger, 2005).

Willingham (2009) stated memory is the residue of thought, what had remained in memory is depends on all that had though in the brain. The Willingham mentioned visual imagery facilitates due to it makes cues more distinctive and less vague. When creating a visual image, all characteristics must specify, such as size, proportions, coloring, posture, and others.

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These details help to make it more distinctive and less likely to be confused with another image, so it provides a better cue to the target memory. This study explains the importance of image help to make memories longer-lasting during studying over time.

Therefore, media elements including pictures, videos, and audio are essential in m- learning. Innovative teaching activities such as gamification, story-based, and quiz can motivate learners’ interest in learning. Applying interactive questions facilitates learning and understanding. If users answered incorrectly, the application can provide hints to them. This can assist them to rethink the problem and help them to search for the correct answer. And punishment in the terms of ‘Wrong’ message should avoid and replace with encouragement messages. By solving the question independently, users feel proud and successful, as well as increase their knowledge (Holzinger et al., 2005). This will help students to create memorable regarding the topic and ensure the relevant content tightly memorize into the brain (“Designing mobile learning”, 2015).

2.3.2 Impact of Augmented Reality in Education

Augmented reality (AR) in education had increasingly used by young users such as elementary school and high school students. AR brings a virtual object to the real world and allows the users to use their whole body to interact with it. This literature review discusses the impact of AR experience on learners.

The impact of AR in education is closely associated with student attitudes towards technology in general. Student attitudes toward AR are important in ensuring the use of AR in schools. Attitudes can be defined as an individual’s reaction towards an object or situation, it is not a behavior but is a tendency to guide an individual to certain behaviors (Sirakaya & Cakmak, 2018). The Technology Acceptance Model (TAM) developed by Davis, explained the fact of affect students accepting technology is from their attitude. According to the TAM, users accept

learning solar system using augmented reality (ar) for

Learning Solar System using Augmented Reality (AR) for Upper Primary School Kids

LEARNING SOLAR SYSTEM USING AUGMENTED REALITY (AR) FOR UPPER PRIMARY SCHOOL KIDS

OOI LI YING

OOI LI YING

ACKNOWLEDGMENT

TABLE OF CONTENTS

CHAPTER 1: INTRODUCTION ... 1

CHAPTER 3: REQUIREMENT ANALYSIS AND DESIGN ... 27

CHAPTER 5: TESTING AND EVALUATION ... 74

LIST OF FIGURES

LIST OF TABLES

CHAPTER 1: INTRODUCTION 1.1 Introduction

1.3 Scope

1.4 Objectives

1.5.3 Development

1.6 Significance of Project

1.8 Expected outcome

2.2 Background

2.3 Digital Learning

2.3.2 Impact of Augmented Reality in Education