Paper—The Design and Development of Augmented Reality (AR) Application for Internet Evolution…

The Design and Development of Augmented Reality (AR)

Application for Internet Evolution Learning Topics
https://doi.org/10.3991/ijim.v17i05.36483

Hashim Suhaizal1(), Khairul Anuar Abdul Rahman1, Nurhani Khamis1,

Ummi Hanani Shukor1, Noor Hidayah Che Lah2, Nurul Nadwa Zulkifli3
1 Faculty
of Technical and Vocational Education, Universiti Tun Hussein Onn Malaysia,
Parit Raja, Malaysia
2 Faculty of Computing and Meta-Technology, Universiti Pendidikan Sultan Idris,

Tanjung Malim, Malaysia

3 Department of Science and Technology, Universiti Putra Malaysia Bintulu Campus, Bintulu,

Malaysia
[email protected]

Abstract—The education field has seen numerous revolutions and innova-

tions that have altered the teaching and learning process through the emergence
of Information and Communications Technology (ICT) which provides numer-
ous benefits to both educators and students. However, there is concern that stu-
dents' focus in the classroom becomes less due to the lack of pleasurable during
the teaching and learning sessions. Thus, the existence of learning using Aug-
mented Reality (AR) applications seems to help students improve their thinking
skills in terms of cognitive as well as behaviorism. Therefore, this study pro-
posed the Design and Development of an Augmented Reality (AR) Application
for Internet Evolution Learning Topics known as AREvo. The methodology
used in this study was based on design and development research (DDR) and
ADDIE Model was used for designing and developing AREvo. Several plat-
forms and software were used to develop AREvo. Several experts in the Crea-
tive Multimedia field from higher education were appointed to evaluate the
AREvo in terms of its functionality, content design, interaction design, and
presentation. The data analyze and obtained is in the form of frequency and
feedback. Results revealed that the AREvo application can be used as additional
material for instructors as well as students who are taking basic ICT courses. In
addition, AREvo is expected to provide a positive impact in terms of functional-
ity and usability of this AR application in the present and the future.

Keywords—Augmented Reality (AR), ADDIE model, ICT course

1 Introduction

The use of computer technology has resulted in numerous revolutions and innova-
tions in the field of education today. The teaching and learning process should be
carried out following current technological development and technological trends, as
teaching and learning methods have changed as a result of technological advance-

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Paper—The Design and Development of Augmented Reality (AR) Application for Internet Evolution…

ment. As a result, mastering technology has become a requirement for both teachers
and students, as it offers numerous benefits to both [1]. Multimedia technology is
used in teaching and learning methods, as the incorporation of elements such as video,
audio, text, and graphics is a current trend that has been shown to attract attention and
interest, as well as stimulate students' vision and hearing [2].
Students with exceptional technological skills should be considered by educators.
One of the important factors to consider in today's learning environment, according to
Dewi, Pahriah, and Purmadi [3], is that students of the Y and Z generations have a
strong technological background and literacy. Many students are disinterested in their
current learning environment, according to Malahito and Quimbo [4]. It is because the
current learning method only uses a whiteboard with chalk and talk from their teach-
ers to transfer information. Furthermore, Kamalruzzaman et al. [5] found that stu-
dents' focus in the classroom is declining due to a lack of enjoyment during learning
and teaching sessions.
The teacher is the most active participant in the process of learning in conventional
learning, and students are only required to hear and follow what the teacher says [6].
Traditional learning is teacher-centered learning in which the teacher controls the
majority of the presentation of learning, also known as the lecture method. The em-
phasis of teaching and learning activities is on outcomes rather than processes. The
traditional approach to education entails outlining specific learning objectives, provid-
ing students with logical justifications, and having students share their own preclinical
or clinical experiences. Traditional education has flaws such as reliance on the teach-
er's expertise, judgment, and interpersonal and communication skills.
According to Mitra and Gupta [7], traditional teaching techniques based on chalk,
conversation, and natural talent will not produce students with creative, critical, and
imaginative thinking, so they cannot solve problems better. Furthermore, when teach-
ers use traditional methods of instruction, which can be tedious and primarily teacher-
centered [8], students are unmotivated to learn. Thus, Sharoff [9] agrees that in the
age of information and communication technology (ICT), teachers must be creative
and innovative to educate students. Teachers, on the other hand, are hesitant to incor-
porate digital or technological tools into teaching and learning due to a lack of techno-
logical knowledge, skills, and experiences [10]. As a result, teachers must adapt ped-
agogical aspects as well as technology in the teaching and learning process for stu-
dents [11].
Augmented Reality (AR) is one of the alternative tools that can be used in teaching
and learning for fun learning. AR refers to a computer-generated visual that creates an
object that is then added to a real-world scene. AR is a variation of the Virtual Envi-
ronment (VE), or Virtual Reality, and is defined as a virtual environment that com-
bines real and virtual objects in a single interface [12]. It has helped students improve
their cognitive and behavioral thinking abilities.
AR is also used to supplement reality rather than completely replace it [13]. The
result will be displayed on the screen as if the object existed in the real world. AR, as
a multimedia element and a new technology in Malaysian education, can provide
additional information to learning students [14]. AR technology is a real-world com-
bination in which images appear on a mobile device display when directed to a specif-

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ic object, which can help students learn and teach more effectively and enjoyably.
According to Saputro & Saputra [15], the use of AR technology can transform boring
learning methods by making users eager to learn more about a topic under study. It
can also help educators create information technology-based teaching materials for
the twenty-first century. According to Billinghurst, Clark, and Lee [16], the use of AR
in education provides a variety of benefits, including the ability to support the smooth
interaction between real and virtual environments in the context of education, which
can help students learn visually.
Additionally, according to the findings of a study conducted by Jesionkowska,
Wild, and Deval [17], the use of AR applications in learning and teaching can in-
crease student motivation. The use of new approaches that combine the virtual and
real worlds has a positive impact on learning quality. This augmented reality applica-
tion can also assist the education sector in conducting more effective learning and
teaching sessions. Aside from that, AR is one of the technologies that has altered the
location and timing of education and training [16].
Due to the benefits of using AR in teaching and learning, there is a high potential
for using AR in learning internet evolution. According to a Darby [18] study, students
can't see things that aren't real unless they use a specific device, and this app exists to
help students see what they are thinking. Students learning of the topic of internet
evolution is not visually visualized, and this learning is referred to through textbook
writing. Students struggle to remember the dates and changes that occur in this topic.
Thus, the goal of this research is to design and develop an augmented reality (AR)
application for internet evolution learning topics known as AREvo. The AREvo ap-
plication will be evaluated by experts based on its functionality. AREvo was created
to assist students in learning about internet evolution and WWW topics. Furthermore,
AREvo could contribute to increasing students' interest and creativity in learning
about the evolution of the internet and WWW topics.

2 Methodology

This study employed to design and development research (DDR) to design and de-
velop AREvo. The approach formulated is based on DDR empirically [19]. The de-
sign of this AREvo application was based on the DDR form proposed by Brown and
Collin in the 1990s and ADDIE Model. This model was selected because each phase
in this model is compatible with the development process of this AR application.
ADDIE Model includes five phases: analysis, design, development, implementation,
and evaluation. It is also one of the most common methods used in research to test
theory and validate its practicality. According to the DDR approach, there are three
main phases, as illustrated in Table 1.

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Table 1. Implementation of DDR Phase

Phase Type of Development
Phase 1: Requirement Analysis Literature Review
Phase 2: Design and Development Development of AR Application
Phase 3: Functionality Quantitative Method (Questionnaire)

2.1 Sampling
A purposive sampling method that has been used is in a form of non-probability
sampling in which researchers rely on their judgment when choosing members of the
population to participate in their surveys [20]. The respondents of this study involved
three experts and they were asked to evaluate the AREvo in terms of functionality via
questionnaire. The criteria of the selected experts are (i) lecturers from the field of
Creative Multimedia, (ii) lecturers teaching in several institutions of higher learning,
and (iii) lecturers who have extensive knowledge and experience in the field of study.

2.2 Instrument
The questionnaire was given to the three lecturers in the field of Creative Multime-
dia from several higher learning institutions who have extensive knowledge and expe-
rience in their field of study. In the questionnaire, Part B consists of items (8 items)
for application design in AREvo and Part C consists of items (12 items) for applica-
tion functionality in AREvo. The level of agreement was based on the Likert Scale
with five rating scale choices which score values ranging from Strongly Disagree (1),
Disagree (2), Partially Disagree (3), Agree (4), and Strongly Agree (5). The research-
ers opted to use this scale as it was easier to collect data and would provide an accu-
rate assessment in explaining respondents' feedback.

2.3 Data analysis

In this study, the data were collected and analyzed by using percentages based on
the questionnaire that has been distributed. To facilitate data analysis, each item was
classified and recorded as percentages. By using Microsoft Excel, the percentage used
to obtain the reading of agreement level regarding the AREvo application and classi-
fies into different determinant levels. The data then analyzed by using descriptive
statistics that been used to see the percentage score of experts' level of agreement
throughout the questions given.

2.4 The design and development of AREvo

In addition, Merrill’s Principles of Instruction Model also will be used as guidance
to design the AREvo. Merrill’s Principles of Instruction Model consists of task-
centered, integration, activation, application, and demonstration. In the task or prob-
lem-centered phase, students learn when instruction is centered on a real-world prob-

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lem or task and this goes from simple to complex while in the activation phase, stu-
dents learn when they are asked to recall previous knowledge, remember a structure
to organize that knowledge or are given a structure to organize new knowledge. The
demonstration phase allows students to learn new skills and knowledge when those
skills or knowledge are shown to them in the context of a real-world problem or task
and the applications phase help students learn when they perform tasks in the real
world. Lastly, in the integration phase, students learn when they integrate new
knowledge into their daily lives. Although Merrill's [21] principles are very general
for reporting actual practices in classrooms, the feasibility of using this framework for
designing classrooms is emphasized [22]. Figure 1 shows Merrill’s Principles of In-
struction Model that has been embedded within the ADDIE Model for the design of
the AREvo application.

Fig. 1. Merrill’s Principles of Instruction Model Implementation [23]

Merrill's Principles of Instruction Model is an educational theory that takes into ac-
count a variety of teaching theories and models. It consists of a series of interconnect-
ed principles such as task or problem-centered, activation, demonstration, application,
and integration. These guidelines can assist instructional designers in creating teach-
ing materials that improve the teaching and learning process. It's a task-centered edu-
cational theory, therefore it emphasizes the utilization of real-world challenges or
tasks in the learning process, which is ideal for AREvo. This AREvo application was
created using the ADDIE model instructional design as part of the design and devel-
opment process. The ADDIE model provided users with a method of instructional
design that included an iterative process that included all of the necessary phases for
creating a successful course or program [24]. The ADDIE model method's five key
phases were used as a guide for product development in this process:
Analyse Phase. In this stage, the researchers examine the application's content as
well as the study's three objectives, which are to design and develop Augmented Real-

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ity (AR) applications for the topic of Internet Evolution and to test the applications'
functionality in AREvo-style teaching and learning processes. The first level of analy-
sis in the ADDIE model was performed, and the process of determining the target
group, existing problems, and steps to solve the problems were performed. At this
phase, the research's scope and objectives were also decided. The information gath-
ered will be obtained and evaluated. Table 2 shows the five primary criteria that were
reviewed during the evaluation process before developing the AREvo application:

Table 2. Selection of Analysis in Design Criteria

Criteria Explanation
This design should have an operational value where the design developed fits or meets the
Functionality
scope of the study.
Controllabil- Consumers need to manage the products that are guided by the manual provided so that the
ity operation of the production system can be shown.
The development of the AR application must be compatible with the functions and operat-
Design
ing methods used for teaching and learning purposes.
The selection of materials for the development of the AR application must be taken into
Agility
account since it also involves the product's durability and is able of functioning properly.
The cost, time, and energy of the AR application development are quite high but, in reality,
Economic
it is affordable with its functionality as an effective tool for teaching and learning purposes.

Design Phase. Content, interaction, and interface design are the three categories of
the design described by the researchers. The researchers have gone through the pro-
cess of creating a storyboard based on the findings of the overall investigation and
data collection. The storyboard is a diagram that depicts the information layout, se-
quence, and detail for the produced AREvo application's presentation display. Fur-
thermore, the researchers have stated that three types of design have been integrated,
including content, type of interaction, and type of presentation for multimedia ele-
ments that have been placed according to the analysis phase. The storyboard was
created using Microsoft Word as a sketching tool because it is simple to use, as well
as tidy, and easy to read. Table 3 shows the preparation and planning process for the
main components and consumables.

Table 3. Selection of Analysis in Design Criteria

No Design Display and description

1. Content Design

The content design process is the process of explaining the purpose of the AR
application and organizing the content into a design that can help to achieve the
purpose of AR application development. The content in this AREvo application
includes introductions, user manuals, notes, AR notes, and quizzes.

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No Design Display and description

2. Interface Design

The interface design is the main link to the user in displaying this AREvo appli-
cation page that has been developed as it creates fewer problems, increases user
involvement, perfects functionality, and creates a strong link between this ARE-
vo application.

Interaction
3.
Design

The interaction design is the navigation of this AREvo application that allows
full control of the value of a communication service to its users and the quality of
experience they have when using it.

Multimedia
4. Element Presen-
tation Design

In this section, the presentation of multimedia elements that have been used in
the AREvo application such as video, text, audio, animation, and graphics have
been displayed. Therefore, it is important to provide information and enhance the
other media being presented to run smoothly and systematically.

Development Phase. This phase involves the application that has been used to de-
velop this AREvo application that includes the media and technology elements as
needed. Researchers use Adobe 3D Max and Unity software in this phase to facilitate
the development of this AREvo application. In this phase, the researchers will follow
the ICT syllabus which is an introduction to Internet Evolution as a base where the
user will learn theoretically. The development phase is implemented after the design
phase is completed. This level involves many activities that include interface and
content development followed by embedding multimedia elements such as text,
graphics, audio, and video. Interface design is very important because it involves an
initial overview of the user's application, and the development process should be care-
fully implemented so that it can adapt to the subject and meet the target users' objec-
tives.

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Next, content development will be carried out carefully. The content of this AREvo
application must comply with the ICT syllabus which is an introduction to Internet
Evolution. This process should be carried out carefully so that the objectives of the
study can be achieved. Lastly, it is the development of multimedia elements which is
an important element as the application contains many multimedia elements, which
can give the user an enjoyable learning session, especially in terms of understanding
the passage time of the Internet Evolution. The multimedia elements available in this
application include video, graphics, audio, and text as per Table 4. The effective use
of quality graphics can boost students' motivation in focusing on this course.
Implementation Phase. At this stage, the teaching materials provided will be used
or implemented in real situations. The completed AREvo application will be tested on
real users to identify errors during project development. If an error occurs, it will be
fixed before handing it over completely to the user. This phase will be implemented
after the completion of the development phase. This stage involves the process of
testing the effectiveness of the students who use it. Previously, a member verification
application was required to determine whether the AREvo application complied with
the validity of the course syllabus adopted by students. At this stage, the teaching
materials provided will be used or implemented in real situations. If an error occurs, it
will be fixed before handing it over completely to the user.
i) Student Centering: First of all, AR is an application that can create visuals and
audio with the atmosphere or even a real-world view of the creation with digitally
generated sensory input. In the teaching and learning process carried out, student
centralization uses a situation where there were instructed to complete tasks by find-
ing information related to this AR application. After that, the instructor will issue
instructions to the students by solving a puzzle related to the topic.
ii) Activation: At this stage, students search for information related to AR technol-
ogy and try to explain all the information based on searches and discussions between
them as well as assisted by the instructor. In addition, students can also provide in-
sights on the topic of Internet Evolution from time to time-based on students' existing
perceptions and experiences by adapting the use of the internet in their daily lives. In
general, instructor guidance is intended to help students relate new experiences to the
structures provided during this phase.
iii) Demonstration: In this phase, the instructor explains the AR-related infor-
mation as well as demonstrates the actual use of the way to operate this AREvo appli-
cation. In addition, the instructor asked for the student's attention to focus on the
demonstration. The instructor shows the right steps to explore into AREvo application
on the topic of Internet Evolution. Students will see and try to understand the instruc-
tor's description and be prepared to use it. This demonstration phase is very important
to show students visually with real movements so that they can remember things that
have been described very well. This demonstration process can also increase students'
motivation and understanding during the activities.
iv) Application: In this application phase, the instructor allows the students to use
this AREvo application for the first time and run some of the things that have been
demonstrated. In addition, students train themselves by using the application and the
instructor needs to ask some questions related to the operation of the AREvo applica-

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tion to identify the level of understanding and students’ responses. In addition, in-
structors need to ask students to move from time to time so that students can under-
stand and see all the existing content in the situation and environment of the AR.
Students will try to explore the AREvo application environment and resolve every-
thing as a process of improvement in terms of their understanding and experience.
v) Integration: In this integration phase, students are required to present and
demonstrate the use of the AREvo application in front of other students. This is done
to see the level of understanding of students by sharing their new experiences while
using this AR technology. In addition, students are also required to make reflections
aimed at seeing their level of achievement before and after using this AREvo applica-
tion. During the reflective writing process, students should be guided to summarize
what they have learned and again examine how the new knowledge relates to what
they previously knew through a structure that can be remembered or provided.
Evaluation Phase. In this phase, AREvo was evaluated by three (3) experts in
terms of its application of design and functionality. The assessment phase is the last
phase of the Internet Evolution learning topic in the AREvo application. At this stage,
the usability of this application will be evaluated through a questionnaire to elicit
feedback on the usefulness and improvement of the AREvo application.

Table 4. AR Application Development

No Element Display and description

Home Page
1.
Interface Design

This page has various buttons in the AREvo application that can take the user to
the provided page.

Note Page Inter-

2.
face Design

This page displays a note on Internet Evolution. There are three different notes
and the user can select their choice of notes.

Augmented
3. Reality Page
Interface Design
On this page, the user needs to press the "scan" button to activate the device's
camera system. After that, the user needs to scan the target image or marker that
has been provided. Next, the 3D object will be displayed on the screen of the
user's device.

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No Element Display and description

Target Image
4.
Brochure

The developed AREvo application has user-friendly features. In addition, this

part can ensure that users can easily understand how these applications work. For
example, each button displayed on each page has a label that is easy for the users
to understand.

3 Result and discussion

We discuss the process of analysis that will be carried out to discover all of the in-
formation about the product produced in detail. The analysis findings will help to
achieve the goals of developing this AREvo application based on expert evaluation of
the topic of Internet Evolution. Researchers have implemented phases of testing and
evaluation of the AREvo application based on the approval of three experts articulat-
ed in their field and expertise. Researchers have measured the functionality and relia-
bility of the AREvo application based on the content, interfaces, and interactions
design based on the testing and evaluation process. As a result, experts were provided
a checklist form to use during this phase to determine the functional extensions of the
AREvo application based on three design elements.
The questionnaire in Part B has eight items to test the AREvo application function-
ality in terms of content design. In addition, the researchers analyzed the data in the
form of percentages. Information is analyzed and carried out using answer options
and feedback on selected items. Table 5 shows items, answer options, and feedback
for the testing process in terms of content design elements by experts.
As a result of analysis by experts on the content design, items 1, 2, 7, and 8 states
that all experts (100%) agreed on the content of the AREvo application was suitable
and easy to understand, the content of the AREvo application fulfills the needs of
teaching and learning in Internet Evolution topic, the questions in the quizzes provid-
ed in AREvo application were based on the provided notes and the language used in
this AREvo application is clear and easy to understand. While for items 3 and 6, there
are two experts (67%) who that agree the AREvo application help user maintain con-
sistency throughout the course and that the AREvo application content meets the
objective that has been set in the course while another expert (33%) strongly agree on
it. Next, for item 4 two experts (67%) agreed that the instructions in the AREvo appli-
cation are clear and easy to understand while another expert disagreed on the same
thing. For item 5, two experts (67%) agreed on the 3D model used in the AREvo

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application is suitable and interesting while another expert (33%) choose neutral on
the matter.

Table 5. Analysis of Content Design

Percentage (%)
No. Items
1 2 3 4 5
The content of the AREvo application was suitable and easy to
1 0 0 0 100 0
understand.
The content of the AREvo application fulfills the needs of teaching
2. 0 0 0 100 0
and learning in the Internet Evolution topic.
The AREvo application help user maintains consistency throughout
3. 0 0 0 67 33
the course.
The instructions in the AREvo application are clear and easy to
4. 0 33 0 67 0
understand
The 3D model used in the AREvo application is suitable and inter-
5. 0 0 33 67 0
esting.
The AREvo application content meets the objective that has been
6. 0 0 0 67 33
set in the course.
The questions in the quizzes provided in the AREvo application
7. 0 100
were based on the provided notes.
The language used in this AREvo application is clear and easy to
8 0 100
understand.

For section C, there are 12 items related to the analysis of interaction and interface
design that experts need to evaluate to obtain functional confirmation of this AREvo
application as shown in Table 6. Information analysis was carried out and stated by
using percentages and feedback of acceptance for testing in terms of interaction and
interface design elements by experts. The results indicated that on items 2, 4, 6, 7, 8,
9, and 11, all three experts (100%) agreed on these seven things that are the exit but-
ton in the AREvo application helps the user to log out and close the application, the
AREvo application allow the user to control, trust and explore, the AREvo application
invite interactions through intuitions and interactive media, the AREvo application
allows the user to control, trust and explore, the font size used is used in AREvo ap-
plication is suitable and easy to read, the font type used in this AREvo application is
appropriate and interesting and the target image content used in AREvo application is
easy to watch and well-matched. Next, for items 1 and 10, two experts (67%) agree
on two things on the menu button in the AREvo application work as expected The
provided quiz used in the AREvo application is interesting and well functions while
another expert (33%) disagrees about it. For item 3, each expert (33%) namely disa-
gree, agree, and strongly agree the buttons/icons used in the AREvo application are
suitable and easy to understand. Then for item 12, an expert (33%) agree on the mat-
ter of There being no technical issue happened during the use of the AREvo applica-
tion and two experts (67%) agree on the same thing.

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Table 6. Analysis of Interaction and Interface Design

Percentage (%)
No. Items
1 2 3 4 5
1 The menu button in the AREvo application works as expected. 0 33 0 67 0
The exit button in the AREvo application helps the user to log out
2. 0 0 0 100 0
and close the application.
The buttons/icons used in the AREvo application are suitable and
3. 0 33 0 33 33
easy to understand.
The AREvo application have match user experience and expecta-
4. 0 0 0 100 0
tions.
The infographic notes used in the AREvo application are attractive
5. 0 0 33 67 0
and easy to understand.
The AREvo application invites interactions through intuitions and
6. 0 0 0 100 0
interactive media.
The AREvo application allows the user to control, trust and ex-
7. 0 0 0 100 0
plore.
The font size used is used in the AREvo application is suitable and
8 0 0 0 100 0
easy to read.
The font type used in this AREvo application is appropriate and
9. 0 0 0 100 0
interesting.
The provided quiz used in the AREvo application is interesting
10. 0 33 0 67 0
and well functioned.
The target image content used in the AREvo application is easy to
11. 0 0 0 100 0
watch and well-matched.
There is no technical issue that happened during the use of the
12. 0 0 33 67 0
AREvo application.

Based on the result and analysis, the process to design and develop an Augmented
Reality (AR) application for the topic of Internet Evolution and test the functionality
of these applications in teaching and learning processes known as AREvo seems to be
successful. All three experts give positive comments about this AREvo application,
and it looks good and is suitable to be used as teaching material for the Internet Evo-
lution topic. The selected ADDIE model proved to be suitable for the AREvo applica-
tion design and development process as supported by Soraya [25], who stated that this
model has proven to be effective in developing teaching modules as it effectively
achieves learning goals with a systematic approach of meeting the students’ desires
and needs.
Aside from that, the AREvo application looks capable of attracting students by
knowing and understanding the history of Internet Evolution and the web timeline
more clearly due to the interaction and interface design of the AR technology devel-
oped which is intriguing. This is because of the use of an AR application to visualize
learning content, which is used to entice students to learn interactively. AR can assist
users in interacting with real and virtual environments through a tangible interface
composed of words, specific information, and 3D models [26]. Users' comprehension
will improve as a result, and the learning process will improve as well.
Furthermore, the development of this AREvo application can be used as an alterna-
tive reference material for students who is less interested in academic work i.e., read-

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ing, and writing through developing interest and passion in them using technology
[27]. This assertion is consistent with Bayanova et. al. [28], who claim that technolo-
gy applications such as electronic textbooks are a great alternative to books because
one small tablet can contain all of the manuals and textbooks, and searching for the
necessary information in them is simple and quick, not to mention the fact that you
don't have to carry many textbooks.
In the future, the developer can add more features and content to benefit students
and improve this AREvo application, such as adding more quiz questions to make
learning more interesting and motivating. This statement is similar to a study con-
ducted by Zourmpakis Papadakis & Kalogiannakis [29], in which students demon-
strated strong interest and motivation in the activities when quiz games were used
because they competed with friends which eventually assisted them to understand and
remember the learning content. As a result, the AR application should be very intui-
tive and provide real-time feedback on their learning to encourage perseverance [30],
which can be accomplished by implementing quizzes designed to provide students
with continuous feedback on their information’s apprehension and retention obtained
during the information.
As explained by Goipova, Boqiyeva, and Azimova [31], audiences nowadays are
more interested in seeing visual elements such as photos, infographics, and illustra-
tions rather than text. In addition, the use of graphics also provides a visual display
that can explain something more clearly and is easier to map into the student's
memory. In other words, the information conveyed by using one of the multimedia
elements, namely graphics, is easier to remember for a long time.
Because of this, most informants think that they can re-explain the content of les-
sons learned based on the multimedia elements used by the teacher because the in-
strument is easier to understand than purely descriptive reading as found in textbooks.
This is because descriptive reading materials require more time and attention to find
important content for a subject, the teachers need to innovate by using the latest
methods that are more interesting because, for Garzón et. al. [32], the role of the
teacher nowadays is more of a facilitator and not a mere conveyer of information. As
a facilitator, teachers need to be prepared to use learning alternatives efficiently and
effectively by applying interactive multimedia in the teaching and learning process in
this era of globalization and liberalization. Like the research done by Yeop et. al. [33],
the analysis of the study has concluded that Information and Communication Tech-
nology (ICT) is an important medium nowadays to obtain information and share
knowledge. Through the study, the two tried to convey an understanding of the im-
portance of the medium in the teaching and facilitation process in schools to the Ma-
laysian Ministry of Education.
The application of technology is a necessary attention to the readiness of educators
and students to implement it in the learning process as described earlier in technology
acceptance. This is because teachers with favorable attitudes and perceptions of tech-
nology are more likely to use it in their classrooms. Furthermore, high technology
acceptance might reduce second-order barriers like rising teachers' beliefs about edu-
cational technology and willingness to change teaching practices to incorporate tech-
nology [34]. If teachers and students are ready for and accept technology, they can

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use this AR technology to carry out deep learning development. Besides, AR applica-
tions can be a creative and adaptable emergent response to a specific crisis such as
COVID-19, hurricanes, or war [35].
The options for using technology in Augmented Reality visualization are deter-
mined by the teacher and student. Teachers require a period to transition from tradi-
tional learning methods to new learning technologies. To use abilities, ideas, and
interests in the learning process, students and teachers must collaborate in implement-
ing AR technology as a form of visualization learning. Utilizing deep AR technology
Internet Evaluation learning topics can adopt various methods that are used and ap-
plied in general subjects. There are stages in applying the Internet Evolution topic in
learning:
a) Setting up an Augmented Reality Application
As educators, they must be able to determine the media to be used in the teaching
and learning process. The thing that needs to be taken into consideration for teachers
who teach the topic of Internet Evolution is to determine the accuracy of the media
and provide socialization in its use to students. The Augmented Reality application
used is adjusted to the achievements of the subjects. For example, look for AR appli-
cations that support and are not heavy in accessing 3D images, because not all stu-
dents have android devices that have high specifications. Schools can work with third
parties to prepare AR applications or technology according to the learning implemen-
tation plan.

b) Marker identification
Marker is a detection or application that is used to identify objects captured by the
media used. 3D objects are displayed by markers which will then produce images as if
they were real. In identification, the camera marker will receive the object and acquire
the image by refracting light in the reflection of the object through the camera lens.
After the acquisition, the image is detected according to the edge of the captured ob-
ject.

c) Marker Validation
The markers that have been identified will then be matched with the existing mark-
er database. If the matching process is successful, it will immediately render or build
an image or video according to the captured object. Rendering in the world of multi-
media is a way to combine captured objects with objects that already exist in the data-
base.
d) Displaying 3D Image Objects
If the image or object is valid, it will display objects that are already in the data-
base according to the edge detection of the object which is focused. The displayed
image is a 3D image that has been stored in the database markers.

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e) View Image Objects

Users will see image objects that have been captured by the camera according to
their shape, and usually, the display produced by Augmented Reality technology is
like a moving image.
According to Goipova, Boqiyeva, and Azimova [31], the mainstay of interactive
multimedia is in teaching situations where students have control over potentially re-
viewing learning materials in their own space based on their interests, needs, and
cognitive processes. In addition, the use of text elements in a multimedia matter is
important for conveying clear understanding and information to students [36]. The
development of this AREvo application incorporates the concept of the 3D model
because it will help stimulate students and increase their motivation to explore the
topic [37].
Next, video is a very effective medium for assisting the learning process because it
contains a lot of comprehensive information and directly reaches the students. In their
study, Agustien, Umamah, and Sumarno [38] state that video can add a new perspec-
tive to the learning content because it can show students the information through
moving pictures and voices. The ability of video to illustrate material is extremely
useful in assisting educators in the preparation of dynamic material. This statement is
similar to a study conducted by Rosa [39], applications can attract students with fea-
tures such as a combination of the virtual and real worlds. It can even provide stu-
dents with the opportunity to learn and explore something new. As a result of the
existence of this application, such learning can, to some extent, encourage students to
learn with a new and beneficial experience.
Learning media development is critical in today's teaching and learning process,
and AR technology has made it easier for students to understand the information con-
veyed. The significance of conveying knowledge in the development of Internet Evo-
lution learning is a barometer for a learning process's success in shaping student char-
acter. This statement is supported by Lee et. al. [40], who state that technology can
develop a more contextual and scientific learning process to shape students' characters
with the spirit of scientists and the demands to produce quality students. Thus, the
implementation of AR technology as a form of developing media technology is criti-
cal. The introduction of forms and functions of Internet Evolution is one of the appli-
cations that can be made in development or innovation by utilizing AR technology.
AR technology can be used to introduce students to various parts of Internet Evolu-
tion functions and forms as well.
The use of AR technology in the development of learning on the Internet Evolution
topic makes learning more interesting and can increase students' desire and motivation
to learn. This statement is consistent with Campos-Pajuelo et. al. [41], which empha-
sizes the importance of implementing AR in education because it can improve moti-
vation, comprehension, and involvement with the subject matter. Furthermore, the
advancement of learning through AR technology can assist students in thinking criti-
cally about a problem, which can be done directly anywhere and at any time [42].
This is because this technology can visualize the concept of shapes and objects
through teaching materials, allowing it to become a more effective medium in terms

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Paper—The Design and Development of Augmented Reality (AR) Application for Internet Evolution…

of learning outcomes and objectives. According to a study [43], AR technology al-

lows for the merging of virtual objects with the view of real objects, allowing both
virtual and real objects to coexist and interact in real-time. Plus, through more theoret-
ical modes of presentation, AR technologies enable the integration of theoretical
knowledge in real-world contexts.
This AREvo application has also been viewed as a platform that allows students to
learn independently, and they can explore it gradually to help them focus and under-
stand the information presented. According to García Botero, Questier, and Zhu [44],
students can do independent learning outside of the classroom to increase their moti-
vation. According to Kok et. al. [45], the use of video learning can demonstrate some
differences between what can and cannot be seen completely during actual learning
sessions conducted by instructors in practice. This could be a perfect solution to the
problem raised by Shabiralyani et. al. [46] regarding school learning materials, which
still rely on reference books with 2D images to generate student understanding. As
AR development creates affordable technology, teachers have greater access to inno-
vative support for their students with disabilities in academic, social, emotional, and
behavioral skill development [47].
In conclusion, there needs to be a shift in learning from two-dimensional (2D) to
three-dimensional (3D) settings to keep up with the technology that is becoming more
prevalent. This can also make history appear more realistic. To assist students in im-
plementing learning process activities, learning materials in the form of news or in-
formation must be converted into media aids [48].

4 Conclusion

This study was developed to produce AREvo for Internet Evolution learning topics
for students who are taking ICT courses as alternative learning tools. It can help to
facilitate students to learn visually and more clearly regarding the history of the inter-
net. This AREvo application can give a positive impact on students in terms of effec-
tive and interesting knowledge delivery. Apart from that, AREvo can also provide a
new experience to the outside community, where they can see the content of 3D learn-
ing. The AREvo application fulfilled the experts' judgment criteria. However, some
refinements and improvements need to be done based on experts’ suggestions. The
improvement process after this is expected to provide a positive impact in terms of
functionality and usability of this AREvo application in other fields such as medicine,
tourism, design, arts, entertainment, military industry, education, and others.

5 Acknowledgment

This research was supported by the Ministry of Higher Education (MOHE) through
Fundamental Research Grant Scheme (FRGS/1/2021/SSO/UTHM/03/3) and Univer-
siti Tun Hussein Onn Malaysia (UTHM) through RE-GG (vot Q198). We also want
to thank the Government of Malaysia which provides the MyBrain 15 program for
sponsoring this work under the self-funded research grant and L00022 from the Min-

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Paper—The Design and Development of Augmented Reality (AR) Application for Internet Evolution…

istry of Science, Technology, and Innovation (MOSTI). We would also like to thank
UTHM-Labtech Digital Innovation Centre of Industry for their efforts in assisting this
project.

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7 Authors

Suhaizal Hashim is a senior lecturer in Faculty of Technical and Vocational Edu-

cation, Universiti Tun Hussein Onn Malaysia.
Khairul Anuar Abdul Rahman is a senior lecturer in Faculty of Technical and
Vocational Ed-ucation, Universiti Tun Hussein Onn Malaysia.
Nurhani Khamis is a PhD student in Faculty of Technical and Vocational Educa-
tion, Universiti Tun Hussein Onn Malaysia.
Ummi Hanani Shukor first degree student in Faculty of Technical and Vocational
Education, Universiti Tun Hussein Onn Malaysia.
Noor Hidayah Che Lah is a senior lecturer in Faculty of Computing and Meta-
Technology, Universiti Pendidikan Sultan Idris, Malaysia.
Nurul Nadwa Zulkifli is a senior lecturer in Department of Science and Technol-
ogy, Faculty of Humanities, Management and Science, Universiti Putra Malaysia
Bintulu Campus, Malaysia.

Article submitted 2022-10-30. Resubmitted 2023-01-07. Final acceptance 2023-01-07. Final version
published as submitted by the authors.

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