International Journal of Multimedia and Recent Innovation

p-ISSN: 2721-4745, e-ISSN: 2721-7299

Research Paper

OOP-AR: Learn Object Oriented Programming Using Augmented Reality

Zulhafiza Zainal Abidin1, Muhammad Asyraf Abdullah Zawawi2

1
Program of Software Engineering, Department of Computing, Faculty of Arts,
Computing, and Industry Creative. Universiti Pendidikan Sultan Idris, Malaysia.
2
Program of Information Technology (Education), Department of Computing, Faculty
of Arts, Computing, and Industry Creative. Universiti Pendidikan Sultan Idris,
Malaysia.

Article History Abstract: Object-Oriented Programming (OOP) is one of the challenging

Received: concept in computer science education especially for novice programmers. To
01.12.2019 help students understand this concept, this research try to blend OOP with
Augmented Reality (AR). The reason because AR can give fun aspect to the
Revised:
learner, which can also help learner to focus longer without distraction. For this
07-01-2020
research purpose, the target audience is 20 university students with different
Accepted: ability in programming and augmented reality experience. The overall results
25.02.2020 of this research show that OOP-AR received positive feedback from users. It
also proved that OOP-AR is a necessary product for students who need to
*Corresponding Author: improvise their knowledge in OOP and its concepts and gain interest in using
Zulhafiza Zainal Abidin AR application.
Email:
[email protected]

This is an open access article,

licensed under: CC–BY-SA
Keywords: Augmented Reality, Computational Thinking, Educational
Technology, Object Oriented Programming.

2020 | International Journal of Multimedia and Recent Innovation | Volume. 2 | Issue. 1 | 60-75
Zulhafiza Zainal Abidin, Muhammad Asyraf Abdullah Zawawi.
OOP-AR: Learn Object Oriented Programming Using Augmented Reality. International
Journal of Multimedia and Recent Innovation, vol. 2, no. 1, pp. 60-75, March 2020. DOI: 10.36079/lamintang.ijmari-0201.83

1. Introduction
Rapid development in Information and Communication Technologies (ICT) in this world give new
perspective to the learning process. Since computer science is implemented throughout worldwide,
technologies need to be expanded in order to parallel with the ‘sophisticated world’.
Object Oriented Programming (OOP) is one of computer science that majority of students find
difficulties to understand the concepts such as classes, objects, methods and others [1]. Attaway [2]
proposed that classes must be defined both the data and the functions that manipulate the data. Once a
class has been defined, objects can be created. These concepts are important to learn so that students
nowadays will be more advance to the programming. To make it easier and fun to learn, we can
implement OOP using one of the new technologies risen which is Augmented Reality.
Patel [3] proposed the AR works when virtual objects is applying in real physical world. Unlike
immersive Virtual Reality which creates a totally immerse environment, virtual imagery in AR
interfaces attached to real locations and objects and allow users to see like the real object. This
technology can enlarge the education sector worldwide, as it has the potential to enable new forms of
learning and transform the learning experience by motivating students with their study.
Students find that understanding object-oriented concepts is always a difficult task to them such as
classes, objects, methods, and other concepts. It is equally challenging for lecturers to teach these
concepts since lecturers have used various methods and they usually just using laptop and write code
practically. These methods will make students more bored and less excitement in learning this difficult
subject. To decline this problem facing among students and teachers, AR can give more excitement
while learning can be used to learn the OOP concepts.
There are several objectives that have been identified in order to achieve the aim of this research.
The objective of this research are:
 To design the features of application that can make students attracted to learn OOP in attractive
way.
 To develop the AR application that can interact between users and applications.
 To test the functionality and usability of the application that can be used by students.
The scope of this project focusing on undergraduate students that learn OOP subject.

2. Literature Review
This section discusses previous research collection that related with the development of this research
such as collaborative learning theory, mobile learning, challenge in learning programming and effect of
Augmented Reality in education. This section also discusses about instructional design model and
differentiate between three models which is Rapid Prototyping model, ASSURE model and Spiral
model.

2.1. Collaborative Learning

According to Scager et al. [4], collaborative learning has been acceptable in any different disciplines,
school settings and age groups. The cognitive benefits in collaborative learning such as enhanced
learning performance and motivation to learn can improved social skills needed in future work. A
collaborative learning involves five mains components which is positive dependency, individual
responsibility, promotive interaction, social skills training and group processing.
For the first component which is positive dependency, a cooperative group have a similar common
goal and completing learning tasks together. In individual responsibility, each member has their own
responsible to gain their successfulness. The next component is promotive interaction which means
strategies are used to facilitate teamwork, create trust among group members, and strengthen
communication and the last one is group processing meaning that learners need to think about their
experiences and learn from each other.
The findings in Alghasab et al. [5] revealed that the teachers adopted the students from directive
approach to dialogic. Directive means that students tended to interact with the teacher rather than with
their classmates and wrote by themselves individually. Since the teachers adopted dialogic approach, it
is implementing student-to-student interaction and collaboration learning are builds.
According to Haataja et al. [6], many teachers do not know about how students apply collaborative
learning in their education although research on it give an idea that monitoring the students plays an
important role in successful management of the collaborative learning process. Particularly, it examines
on how students in a group monitor their cognitive, behavioral and effective processes during their

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Zulhafiza Zainal Abidin, Muhammad Asyraf Abdullah Zawawi.
OOP-AR: Learn Object Oriented Programming Using Augmented Reality. International
Journal of Multimedia and Recent Innovation, vol. 2, no. 1, pp. 60-75, March 2020. DOI: 10.36079/lamintang.ijmari-0201.83

collaboration, as well as how observations are observed alongside their physiological segments during
collaborative learning session.

2.2. Mobile Learning

According to Crompton et al. [7], the research covered that majority of the studies concentrated on the
effect of mobile learning on student attainment. The studies reveal that 74% consists of undergraduate
students while 54% took place in a formal educational context. Most of the faculties in higher education
are endorsed to appraise the chance to enlarge their learning capability outside the classroom with
mobile learning.
Briz-Ponce et al. [8] said that the social impacts are raised to be a significant factor in attitude and
behavioral learning by using mobile learning. In addition, the student’s ease of understanding in
learning process seems to be the major factor in social influence impact and the reliability to propose
this technology for learning was the main factor that influencing behavioral intention. The researcher
said that nowadays mobile learning implements widely in many universities to furnish flexibility and
to make students and teachers prepare for the developing digital area.
The United Nations Educational, Scientific and Cultural Organization (UNESCO) give a major idea
to governments to embrace technological infrastructure to ensure identical access to mobile connectivity
in order to provide students accessing to an important and enlarge range of learning possibilities.

2.3. Challenge in learning Programming

Patel [3] said that students who learn programming find difficulties in learning this subject because it
involves not only learning syntax of language but also includes logic clarity and conceptual
understanding that can make them confused. In order to handle some of the challenges in programming,
first and foremost, students need to have clear understanding on what and how the programming
language that they used works. Many novices and even students who take programming subject have
confused knowledge about language basics. Misunderstanding or not enough understanding of
programming language make students tend to confusion and prevent them from performing well.
When teachers give a program to the students to work on, many of them questioned about the
functions of the coding given and find difficulties to solve it. Though the students claimed to understand
the functions of a class can access the data members of that class, they do not really make it unless they
start to write codes practically based on that concept. To help them more understand, the teachers will
give assignments to their students based on what they learn in the class [9].

2.4. Augmented Reality in education

In recent years, an extensive number of emergent technologies have been obtained a strong impact.
Almenara et al. [10] mentioned that one of these technologies is Augmented Reality (AR). In the next
3 to 5 years, AR technology will widely use in all our educational center including universities, as it is
already highlighted in the number of different reports. Since educational sector have been concerned,
the different experiences and research imaginations related to AR usage have recently been adopt at
various educational level needs to be highlighted.
According to Bosque et al. [11], in order to motivate and raising up the student’s performance and
achievement in their learning units in university education, it has considered using technology
application. The use of emerging technology in education has begun with introducing Augmented
Reality in some of their disciplines and educational sector. Klimova et al. [12] also proposed that since
the development of AR technologies widely use in the world and the area of this applications have been
expanding, highly qualified specialist in educational field led to the demand.

2.5. Instructional Design Model

An instructional design model is defined as a step-by-step reference that will guide the development of
educational software. Kurt [13] proposed that instructional design model is provides guidelines to
organize appropriate pedagogical scenarios to achieve instructional goal. Dudhagundi [14] define an
instructional design model is a tool, a framework to develop instructional materials. It helps
instructional designers provide a structure and meaning to the learning material. It allows them
visualized the training need and break down the process of designing training material into steps. There
are three models that need to compare which is Rapid Prototyping, ASSURE, and Spiral Model. Table
1 shows the comparison of research methodology between Rapid Prototyping, ASSURE, and Spiral

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Zulhafiza Zainal Abidin, Muhammad Asyraf Abdullah Zawawi.
OOP-AR: Learn Object Oriented Programming Using Augmented Reality. International
Journal of Multimedia and Recent Innovation, vol. 2, no. 1, pp. 60-75, March 2020. DOI: 10.36079/lamintang.ijmari-0201.83

Model. From this comparison, researchers will choose the best model that be used in development of
this research.

Table 1. Comparison of Research Methodology

Rapid Prototyping ASSURE Spiral

Phase 1. Requirement gathering 1. Analyze learners 1. Planning
2. Quick design 2. State standards & 2. Risk Analysis
3. Build prototyping objectives 3. Development &
4. Customer evaluation of 3. Select strategies, Testing
prototype technology, media & 4. Evaluation
5. Refine requirements materials
6. Design 4. Utilize technology,
7. Coding media & materials
8. Testing 5. Require learner
9. Maintenance participation
6. Evaluate & revise

Advantages 1. Errors can be detected 1. Provides lesson 1. Good for large and
earlier planning foundation mission-critical projects
2. Missing functionality can be while allowing 2. Additional
identified easily creativity from the functionality can be
3. Quick implementation instructors added at a later date

Disadvantages 1. Insufficient analysis 1. Online information 1. Doesn’t work well

2. User confusion can be unreliable and for smaller projects
3. Excessive development time biased 2. Risk analysis
requires highly specific
expertise

3. Methodology
This section defines the research methodology that implemented in the research that consist of phases
used as a guideline for the project development. The methodology selection is important to ensure that
the aim and objectives of the research that mentioned at the beginning is fulfilled. The methodology
used in this research is Rapid Prototyping. Rapid Prototyping is a flexible methodology that can be used
to develop an application. It is because the iteration occurs in certain phase is convenient to fix or
changing the requirements. Rapid prototyping methodology consists of nine phases which divided into
two parts which is prototype development and iterative development. In prototype development have
five phases; requirements gathering, quick design, build prototype, customer evaluation of prototype
and refine requirements incorporating customer suggestions. However, the iteration occurs between
second phase to fifth phase until the process in the phases have been done. While in iterative
development have four phases; design, coding, testing and maintenance. It is also had iteration between
these four phases if one of the process in certain phase have some mistakes.

3.1. Requirements Gathering

In this phase needs to gather all the requirements from user target by using interview techniques. It is
important to know the user’s requirement before develops any application so that users are satisfied
with the functions provided.
For interview techniques will be carried out among novices which are minor students in Sultan Idris
Educational University that take Object-Oriented Programming subject and Software Engineering
students who are particularly familiar with OOP concepts and coding. Before starting the questionnaire,

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Zulhafiza Zainal Abidin, Muhammad Asyraf Abdullah Zawawi.
OOP-AR: Learn Object Oriented Programming Using Augmented Reality. International
Journal of Multimedia and Recent Innovation, vol. 2, no. 1, pp. 60-75, March 2020. DOI: 10.36079/lamintang.ijmari-0201.83

students will be informed about the aim and the objectives of this study in order to make them
understand about this application and know the capabilities of AR in educations.

3.2. Quick Design

After all the requirements from the user target are collected in the first phase, a quick design or a
preliminary design of the application is created. Since it is only design for prototype, it will design only
for interface that shows certain concepts in OOP. All the design in each interface can be draft through
storyboard. Marker based also need to design in this phase. There are four types of marker based that
have been mentioned in literature review. The marker that will be use in this application is template
marker. Template marker is a black and white marker that has a simple image inside a black border.
The image that will be drawn on the marker is an image of OOP concept in the prototype.

3.3. Build Prototype

After designing process of marker based and certain interface have been done at previous phase, the
prototype of the application can start to develop. The prototype will develop by using Unity, Vuforia
and Visual Studio software. For target marker, developer create and design it by using Microsoft
PowerPoint while hands-on coding design by using Microsoft Word.

3.4. Customer Evaluation of Prototype

In this phase, users will be given the chance to try and use the prototype in order to make customer
evaluation. From that we will know the user satisfaction about the application. After users used the
prototype, they will be asked about the understanding of the education material inside the application.
All the evaluations from the users whether it is positive or negative comments will be gather by using
interview techniques and will be fixed at the next phase.

3.5. Refine Requirements Incorporating Customer Suggestion

In this phase is where the user’s comments about the prototype from previous phase will be taken and
will be fixed in the application. From the comments, additional features and some changes will be
created. Negative comments from user also need to be taken in order to remove or re-design that can
suite with the user expectation. The iteration process between second to fifth phase takes places until
the application is fully satisfied by user requirements.

3.6. Design, Coding, Testing and Maintenance

After all the requirements from the previous phase have been fixed and the prototype is accept by the
users, iterative development is occur. In iterative development consists of four phase which is design,
coding, testing and maintenance. In design phase, we will completing the storyboard until the end of
the application that have been started at quick design phase. Marker based also need to be done for all
the functions needed for AR. In coding phase, developer need to code and develop a full complete OOP-
AR application by using the selected software which are Unity and Microsoft Studio Visual Code. In
the testing phase, need to test all the functions and features that available in this application. If some of
the functions cannot run, it can go back to previous phase to re-code the application and will be repeated
between coding phase and testing phase until all the functions work.
The last phase is maintenance. Maintenance occurs when the previous phase have been done and the
application can be fully used to the users without any mistakes. In this phase, OOP-AR need to be
monitored in case the application need to upgrade or fix if some of the functions are broken.

4. Development
This section discuss in detail about the development of the products according to the chosen research
methodology based on the objectives of the study. The methodology used for the product’s development
is Rapid Prototyping which includes prototype development and iteration development.

4.1. Requirement Gathering

Requirement gathering is the initial phase of the chosen methodology where information will be
collected required to the project title. Researcher using questionnaire and interview techniques from
user target in order to gain the content of the application. The interview was carried out among students
from Software Engineering and Information Technology courses in Sultan Idris Education University

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Zulhafiza Zainal Abidin, Muhammad Asyraf Abdullah Zawawi.
OOP-AR: Learn Object Oriented Programming Using Augmented Reality. International
Journal of Multimedia and Recent Innovation, vol. 2, no. 1, pp. 60-75, March 2020. DOI: 10.36079/lamintang.ijmari-0201.83

(UPSI) who ever learn OOP subject.

Regarding to the interview session, interviewee want this application display notes and provide
hands-on coding that related with the concepts of OOP. For target marker will show the concept of OOP
based on the hands-on coding. For Augmented Reality, the interviewee wants this application shows
the 3D object pop-up after scanning the marker. Interviewee also suggest 3D object should be a butterfly
moving to the right parallel with the output of hands-on coding that run in Java will be a ball move to
right.
From this phase also, developer had idea of using tools and software required to develop this
application which are developed by using Unity 3D, Vuforia and Microsoft Visual Studio Code. For
designing target marker, developer design it by using Microsoft PowerPoint while hands-on coding
design it by using Microsoft Word. Other than that, developer also follows Rapid Prototyping
methodology in developing OOP-AR.

4.2. Quick Design

In quick design phase, it will design only for prototype interface that shows certain concepts in OOP.
All the design in each interface can be drafted through storyboard. In order to design the content and
interfaces, developer applied the information that gained in previous phase to make sure it is satisfied
the requirement needed. Researcher also provide flowchart of project design that will show the process
of designing this application and provide storyboard that will show its content.

Figure 1. Flowchart of Project Design

Figure 1 shows the flowchart of project design in developing this application. Developer initiated this
project by selecting topic about the concept of Object-Oriented Programming and proceed by choosing
Class, Object and Method as the concept of OOP that will be focuses in OOP-AR.
After determining the chosen concepts of OOP to be focus on, developer will provide a hands-on
coding that have its own Class, Object and Method and its output that will run in Java will be a ball that

65
Zulhafiza Zainal Abidin, Muhammad Asyraf Abdullah Zawawi.
OOP-AR: Learn Object Oriented Programming Using Augmented Reality. International
Journal of Multimedia and Recent Innovation, vol. 2, no. 1, pp. 60-75, March 2020. DOI: 10.36079/lamintang.ijmari-0201.83

move to right. After that, image target will be designed by using Microsoft PowerPoint. Next, developer
will design interfaces and develop it in Unity 3D. Lastly, OOP-AR will be builds into Android system
by using Android Studio SDK.

4.3. Detailed Design

Unity is the best platform in build Augmented Reality application. Unity also can design and develop
interfaces for each scene. In this project, developer used Unity 2018.4.6f1 (64-bit) version. The author
using Unity to develop the scene, add image target, add 3D model, setup GUI interface, build settings,
and export android APK. While visual studio is used to facilitate the creation of scripts that used to
control the GUI and its interaction. In addition, it reduces the development time because Visual Studio
has a direct connection with Unity 3D. It simplifies copy and paste the script and modified it from one
scene to another.

4.4. Customer Evaluation of Prototype

In this phase, researcher give target users that include Software Engineering students from Sultan Idris
Education University and lecturer to try the application in order to satisfy requirement needed. After
they already used it, researcher gives questionnaire to students to justify their understanding about OOP-
AR. Researcher also run interview session with lecturer who is expert in Object-Oriented Programming
subject and ask whether this application need to add some functions.
Regarding to the questionnaire and interview session, there are some functions that need to add so
that OOP-AR gives more understanding to user about OOP and gives more excitement while students
used AR in this application. All the requirements gathered will be discussed in next phase.

4.5. Refine Requirements Incorporating Customer Suggestion

After gives questionnaire to students and interview session carried out with lecturer, the requirements
of the application need to improve and add some functions. Researcher classify the requirements before
and after test the prototype as shown in Table 2.

Table 2. Requirements Before and After Test Prototype

Categories Before After

Content  Provide notes about the meaning  Provide notes about the
of Class, Object, and Method. meanings of OOP, Class,
Object, and Method.
 Provide examples of each
concepts.
 Show on how to write
syntax for the concepts
given.

Hands-on Coding  Only provide one hands-on  Provide five hands-on

coding which is coding that coding that give output of
shows output of ball moving to five movement which are
right. ball move to right, left,
upward, downward and
static.

Target Marker  Only classify Class, Object and  Classify Class, Object,
Method from hands-on coding. Method and draw arrow
of the movement from the
output of hands-on
coding.

66
Zulhafiza Zainal Abidin, Muhammad Asyraf Abdullah Zawawi.
OOP-AR: Learn Object Oriented Programming Using Augmented Reality. International
Journal of Multimedia and Recent Innovation, vol. 2, no. 1, pp. 60-75, March 2020. DOI: 10.36079/lamintang.ijmari-0201.83

After researcher classify the requirements, researcher need to go back to quick design and build
prototype phase to re-design and re-build the application based on requirements needed.

4.6. Re-iterate Quick Design

From the previous phase, the requirements of application need to be improved and added. Since
researcher follow Rapid Prototyping model, researcher need to redesign the project to satisfy
requirement needed. So, researcher need to re-do the flowchart of project design that parallel with new
requirements.

Figure 2. Flowchart of Project Design after Test Prototype

Figure 2 shows the flowchart of project design after test the prototype. Developer first need to study
the meaning of OOP, Class, Object and Method. Next, developer need to provide the examples and
syntax of each concepts to make students more understand about OOP.
For hands-on coding, developer will provide five coding and each coding have its own Class, Object
and Method. The output of each coding that will run in Java will be a ball move to right, left, upward,
downward and static. After that, developer create five image target and each of them will show the
Class, Object, Method and arrow of movement regarding to the hands-on coding provided. Next,
developer will design interfaces and contents follow with the new requirements and develop it in Unity
3D. Lastly, OOP-AR will be builds into Android system by using Android Studio SDK.

4.7. Design
After the application accepted by users, researcher proceed with design phase. Design phase is about
applying on how design instruction can be effective in learning and interaction with the materials that
developer create and focuses on designing the content for the OOP concepts. In this phase, researcher
will provide instructional strategy, hierarchical navigation and activity diagram.
OOP-AR application provides five target markers to scan the output that related with hands-on
coding. Each marker will show the direction of the output hands-on coding which are static, right, left,

67
Zulhafiza Zainal Abidin, Muhammad Asyraf Abdullah Zawawi.
OOP-AR: Learn Object Oriented Programming Using Augmented Reality. International
Journal of Multimedia and Recent Innovation, vol. 2, no. 1, pp. 60-75, March 2020. DOI: 10.36079/lamintang.ijmari-0201.83

upward and downward movement and its Class, Object and Method. The output of the marker should
be a 3D butterfly pop up according to the stated movement.

Table 3. Hands-on Coding and Target Marker

Hierarchical navigation is organized in order to make the application be more structured and
organized well. This navigation is very important because the user can easily use and understandable.
Figure 3 shows the hierarchical navigation of OOP-AR application.

Figure 3. Hierarchical Navigation

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Zulhafiza Zainal Abidin, Muhammad Asyraf Abdullah Zawawi.
OOP-AR: Learn Object Oriented Programming Using Augmented Reality. International
Journal of Multimedia and Recent Innovation, vol. 2, no. 1, pp. 60-75, March 2020. DOI: 10.36079/lamintang.ijmari-0201.83

Figure 4. Activity Diagram

Activity diagram is basically a flowchart to represent the flow of the application from one activity to
another activity. The activity can be described as an operation of the application. Figure 4 shows activity
diagram to represent the flow of OOP-AR application.

Table 4. Activity Diagram Description

Functions Description
Main Menu Main Menu is the first interface that will display after user opens the
application. It consists of four buttons which are About, Notes, Play and
Quit button.
About Display the description OOP-AR application.
Notes Provide notes for the meanings of OOP, Class, Object and Method and
examples of OOP concepts as well as the syntax.
Play Scan target marker in AR Camera to get the output 3D butterfly flying
follow the directions shown in the marker
Quit Quit from Application

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Zulhafiza Zainal Abidin, Muhammad Asyraf Abdullah Zawawi.
OOP-AR: Learn Object Oriented Programming Using Augmented Reality. International
Journal of Multimedia and Recent Innovation, vol. 2, no. 1, pp. 60-75, March 2020. DOI: 10.36079/lamintang.ijmari-0201.83

4.8. Coding
Used Unity as a tool to develop OOP-AR is not integrated so many coding. Coding used just for the
functions of button to interact from one interface to another interfaces. Coding used in developing this
application is C# and run it in Visual Studio 2017 version that directly connected from Unity.

4.9. Testing
In testing phase, OOP-AR that already implement in mobile device need to be tested to make sure that
all the functions run smoothly as required in order to support and maintain the instruction based on its
usability and functionality. To test the application, researcher distributed questionnaire to 20
respondents from Software Engineering and Information Technology students in Sultan Idris Education
University.

Table 5. Testing Result of AR for Right Movement

Table 6. Testing Result of AR for Left Movement

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Zulhafiza Zainal Abidin, Muhammad Asyraf Abdullah Zawawi.
OOP-AR: Learn Object Oriented Programming Using Augmented Reality. International
Journal of Multimedia and Recent Innovation, vol. 2, no. 1, pp. 60-75, March 2020. DOI: 10.36079/lamintang.ijmari-0201.83

Researcher also test the functionality of Augmented Reality in the application. The procedures of
testing whether the application is well functioning as expected are shown in Table 7.

Table 7. Testing Result of AR for Upward Movement

Table 8. Testing Result of AR for Downward Movement

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Zulhafiza Zainal Abidin, Muhammad Asyraf Abdullah Zawawi.
OOP-AR: Learn Object Oriented Programming Using Augmented Reality. International
Journal of Multimedia and Recent Innovation, vol. 2, no. 1, pp. 60-75, March 2020. DOI: 10.36079/lamintang.ijmari-0201.83

Table 9. Testing Result of AR for Static

5. Evaluation
This section discussed about the evaluation steps used to test the application by target user. A complete
application needs to be evaluated by user in order to achieve the third research objectives which is to
test the functionality and usability of the application that can be used by students.
The testing was done by distributing the questionnaire according to the research scope. This
evaluation involved 20 respondents from degree in Software Engineering and Information Technology
who taking Object-Oriented Programming subject. The respondents are required to give their answer
based on Likert Scale Evaluation, from strongly disagree to strongly agree (1 – 5).
Research finding included the results from questionnaire that required the respondents to answer.
First, researcher gave a chance to respondents to try OOP-AR application. After they used it, the
evaluation questionnaire was given to them. The questionnaire has three parts which is respondent
background, evaluate in term of functionality and usability of application.
In the questionnaire provides section about respondent background in order to evaluate the
respondents. This section includes the respondent’s level of knowledge in OOP which is novice,
intermediate or expert and ever used Augmented Reality before using OOP-AR. From the answer, it is
known that 65% of them are novice, 30% intermediate and 5% are expert in OOP. It is also shown that
70% of respondents are ever used AR in other application while 30% of them are never used AR.

6. Results
There are two keys evaluation of this application which is functionality and usability.

6.1. Functionality of Application

The first question for functionality test is “The AR in OOP-AR works properly without encounter any
problem”. 20% of the respondents answered normal, while 25% agree and another 55% strongly agree.
The second question is “3D object displays right after the image scan”. 5% answered normal, 30% agree
while the rest 65% are strongly agree. For the third question, researcher asked “The output of 3D object
is appeared correctly with the image scanned by OOP-AR camera” with 5% answered normal, 30%
agree and 65% strongly agree. The last question, researcher asked respondents to rate the performance
of OOP-AR. 5% answered normal, 25% answered agree while 70% strongly agree. Overall, the users
are satisfied with the functionality of application without encounter any problems.

6.2. Usability of Application

In the usability test, the respondents given 5 questions. The first is “Be able to understand the flow of
OOP-AR” with 5% answered normal, 35% agree while another 60% strongly agree. The second
question is “The notes provided in OOP-AR is clear and understandable” with 5% answered normal,

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Zulhafiza Zainal Abidin, Muhammad Asyraf Abdullah Zawawi.
OOP-AR: Learn Object Oriented Programming Using Augmented Reality. International
Journal of Multimedia and Recent Innovation, vol. 2, no. 1, pp. 60-75, March 2020. DOI: 10.36079/lamintang.ijmari-0201.83

35% answered agree while the rest 60% strongly agree. For the third question, researcher asked “I learn
OOP concepts easily by using OOP-AR” with 5% answered normal, 30% agree while 65% strongly
agree. The next question, “The lessons and AR provided in OOP-AR is relatable” with 10% answered
normal, 30% agree and 60% strongly agree. The last question, researcher asked respondents if they
satisfied with OOP-AR. 10% answered normal, 20% agree while 70% strongly agree. After evaluates
all the questions, researcher concludes that OOP-AR is understandable and successfully deliver its
content to users.

Figure 5. Functionality Results of Application

Figure 6. Usability Results of Application

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Zulhafiza Zainal Abidin, Muhammad Asyraf Abdullah Zawawi.
OOP-AR: Learn Object Oriented Programming Using Augmented Reality. International
Journal of Multimedia and Recent Innovation, vol. 2, no. 1, pp. 60-75, March 2020. DOI: 10.36079/lamintang.ijmari-0201.83

7. Conclusion
The purpose of this research is to make sure that students who learn OOP subject more understand about
its concepts and give an attractive environment in class by using AR technology. The results can be
summarized as below:
• This application provides AR technology that suitable to attract student’s interest. In the use of
AR in learning OOP, students will less bored while learn this difficult subject. The design of
application also can be a factor to attract students such as animation button and attractive
background of each interface.
• Developer develops several of target marker in order to make users explore more in OOP. In
this way, AR application provided in this application can interact between users and
application.
• Researcher test the functionality and usability of application by using questionnaire technique.
From the questionnaire, researcher proved that users are satisfied with the effectiveness and
deliverable content of OOP-AR.

For the recommendation for future work, researcher has found that OOP-AR application need to
improvise based on the feedback and error occur in AR that have been discussed in testing phase. The
recommendation can be categorized as follow:
• The content of this application can be expanded into more concepts of OOP to make users more
understand about the subject. Besides that, this application can add quizzes or questions section
to provide users some exercise while learning and using AR. For the error of 3D model,
developer will learn more on how to animate 3D model so that students will explore more
objects in AR technology and gives more excitement in class.
• OOP-AR have commercialization potential to make it as a teaching and learning tool in
secondary school or even in universities that learn OOP subject or programming subject that
implement Object-Oriented. OOP-AR can be used not only for IT students, but other students
who learn programming also can used this application.

Overall, OOP-AR has showed that this application is necessary in order to make students more
understand and attractive while learning OOP subject. This application also be able to enhance the
traditional form of teaching by implement AR application in class. In addition, this application could
encourage students to think critically which improves their understanding and experiences in using
technologies while learning. The improvement suggested before also need to solve so that the
application does not encounter any problem in future. Even there is error in AR, this application still
can help students understand about the concepts of OOP as expected.

References
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