Develop more advanced AR applications

Oct 13, 2025 by talynt.org 46 views

Introduction

The respiratory system is one of the most vital systems in living organisms, including vertebrate animals. In biology education, the respiratory system is often a fundamental topic, but conventional learning methods such as blackboards, images, books, and animations or videos often fall short in engaging students. This becomes even more challenging in the context of online learning, where clear visualization and hands-on practice without animal dissection are essential. Therefore, this research utilizes augmented reality technology to develop applications that can display the respiratory organs of vertebrate animals as interactive learning media.

Background

Augmented reality (AR) technology has revolutionized the way we learn and interact with information. By overlaying digital information onto the real world, AR provides an immersive and engaging experience that can enhance learning outcomes. In the context of biology education, AR can be used to create interactive 3D models of complex biological systems, such as the respiratory organs of vertebrate animals. This can help students visualize and understand the intricate structures and functions of these organs in a more effective and efficient way.

Methodology

This research utilizes the markerless method to develop an AR application that displays the respiratory organs of vertebrate animals. The application is designed using the Android operating system and provides various interactive features that allow users to explore and learn about these organs in a more engaging and informative way. The application is designed to be user-friendly and accessible, making it easy for students to navigate and interact with the 3D models.

Results

The results of user testing through a questionnaire involving 40 students showed that the average satisfaction level reached 86.46%. This indicates that the AR application with the markerless method is effective in engaging students and improving their learning experience. Additionally, the assessment of three biology teachers as experts showed an average score of 92%, indicating that the application is not only effective but also efficient as an interactive learning media for vertebrate animal respiratory organs.

Discussion

The results of this study demonstrate the potential of AR technology in enhancing biology education. The use of the markerless method allows for a more seamless and intuitive user experience, making it easier for students to interact with the 3D models and learn about the respiratory organs of vertebrate animals. The high level of satisfaction from users and experts suggests that this innovative approach is very useful in improving learning experiences.

Conclusion

In conclusion, the 3D modeling of vertebrate animal respiratory organs through augmented reality offers significant solutions to learning problems in the current digital era. This technology not only provides better visualization but also allows students to interact with learning objects directly. In the future, the application of AR in education can be extended to other fields, creating a more in-depth and pleasant learning experience for students.

Future Directions

The results of this study suggest that AR technology has the potential to revolutionize biology education. Future research can focus on developing more advanced AR applications that incorporate machine learning and artificial intelligence to create more personalized and adaptive learning experiences. Additionally, the use of AR in other fields such as medicine, engineering, and art can also be explored to create more immersive and engaging learning experiences.

Limitations

This study has several limitations that need to be addressed in future research. Firstly, the sample size of 40 students may not be representative of the larger population of biology students. Secondly, the assessment of the application by biology teachers as experts may not be comprehensive, and further evaluation by other experts is needed. Finally, the use of the markerless method may not be suitable for all types of AR applications, and other methods such as marker-based or markerless methods may need to be explored.

Recommendations

Based on the results of this study, the following recommendations can be made:

Develop more advanced AR applications: Future research can focus on developing more advanced AR applications that incorporate machine learning and artificial intelligence to create more personalized and adaptive learning experiences.
Explore the use of AR in other fields: The use of AR in other fields such as medicine, engineering, and art can also be explored to create more immersive and engaging learning experiences.
Evaluate the effectiveness of AR in different contexts: Further research is needed to evaluate the effectiveness of AR in different contexts, such as online learning, classroom learning, and self-directed learning.
Develop more user-friendly and accessible AR applications: The development of more user-friendly and accessible AR applications is essential to ensure that students with different learning styles and abilities can benefit from AR technology.

Conclusion

Q: What is the purpose of this research?

A: The purpose of this research is to develop an augmented reality (AR) application that can display the respiratory organs of vertebrate animals as interactive learning media. The goal is to enhance biology education by providing a more engaging and informative way for students to learn about these complex biological systems.

Q: What is the markerless method?

A: The markerless method is a technique used in augmented reality to track the user's movements and position without the need for physical markers or beacons. This allows for a more seamless and intuitive user experience, making it easier for students to interact with the 3D models.

Q: How was the AR application developed?

A: The AR application was developed using the Android operating system and the markerless method. The application provides various interactive features that allow users to explore and learn about the respiratory organs of vertebrate animals in a more engaging and informative way.

Q: What were the results of the user testing?

A: The results of the user testing showed that the average satisfaction level reached 86.46%. Additionally, the assessment of three biology teachers as experts showed an average score of 92%, indicating that the application is not only effective but also efficient as an interactive learning media for vertebrate animal respiratory organs.

Q: What are the benefits of using AR in biology education?

A: The benefits of using AR in biology education include:

Improved visualization: AR provides a more immersive and engaging way for students to visualize complex biological systems.
Increased interaction: AR allows students to interact with learning objects directly, making the learning experience more engaging and interactive.
Enhanced understanding: AR can help students develop a deeper understanding of complex biological systems by providing a more intuitive and interactive way to learn.

Q: What are the limitations of this research?

A: The limitations of this research include:

Sample size: The sample size of 40 students may not be representative of the larger population of biology students.
Assessment: The assessment of the application by biology teachers as experts may not be comprehensive, and further evaluation by other experts is needed.
Methodology: The use of the markerless method may not be suitable for all types of AR applications, and other methods such as marker-based or markerless methods may need to be explored.

Q: What are the future directions of this research?

A: The future directions of this research include:

Developing more advanced AR applications: Future research can focus on developing more advanced AR applications that incorporate machine learning and artificial intelligence to create more personalized and adaptive learning experiences.
Exploring the use of AR in other fields: The use of AR in other fields such as medicine, engineering, and art can also be explored to create more immersive and engaging learning experiences.
Evaluating the effectiveness of AR in different contexts: Further research is needed to evaluate the effectiveness of AR in different contexts, such as online learning, classroom learning, and self-directed learning.

Q: What are the recommendations for future research?

A: The recommendations for future research include:

Developing more user-friendly and accessible AR applications: The development of more user-friendly and accessible AR applications is essential to ensure that students with different learning styles and abilities can benefit from AR technology.
Evaluating the effectiveness of AR in different contexts: Further research is needed to evaluate the effectiveness of AR in different contexts, such as online learning, classroom learning, and self-directed learning.
Developing more advanced AR applications: Future research can focus on developing more advanced AR applications that incorporate machine learning and artificial intelligence to create more personalized and adaptive learning experiences.