ANTENNAR: AUGMENTED REALITY

MOBILE APPLICATION FOR VISUAL

LEARNING OF ANTENNA SYSTEMS TOPICS

____________________

A Thesis Presented to the Faculty of the Department of

Electronics Engineering of College of Engineering
Bulacan State University

____________________

In Partial Fulfillment of the Requirements of the Degree

Bachelor of Science in Electronics Engineering

____________________
by
BALALA, TRISTAN RUEL R.
CULILAP, LEMERICO P.
LEJANO, JHON MARVIN B.
TOLEDO, EVE KEILA S.
December 5, 2018
 Table of Contents

TITLE PAGE ..…………………………………………………………..…...……......... i

TABLE OF CONTENTS…………………………...………………...............................ii

CHAPTER

I. THE PROBLEM AND ITS BACKGROUND .......................................................1

INTRODUCTION .................................................................................................. 1

STATEMENT OF THE PROBLEM ...................................................................... 1

SIGNIFICANCE OF THE STUDY........................................................................ 5

SCOPE AND DELIMITATION............................................................................. 5

II. THEORETICAL FRAMEWORK ........................................................................8

RELEVANT THEORIES ....................................................................................... 8

RELATED LITERATURE ..................................................................................... 8

RELATED STUDIES ........................................................................................... 21

CONCEPTUAL FRAMEWORK ......................................................................... 25

III. RESEARCH METHODOLOGY .......................................................................28

METHODS AND TECHNIQUE OF THE STUDY ............................................ 28

POPULATION AND SAMPLE ........................................................................... 29

RESEARCH INSTRUMENTS ............................................................................. 31

DATA GATHERING PROCEDURE .................................................................. 32

ii
 DATA PROCESSING AND STATISTICAL TREATMENT ............................. 34

REFERENCES ........................................................................................................ 35

iii
 CHAPTER I

THE PROBLEM AND ITS BACKGROUND

INTRODUCTION

Antenna Systems is one of the subjects under Electronic Systems and Technologies

(EST), included in the curriculum of Electronics Engineering course took by ECE students.

Antenna systems discuss all about antennas, their specifications and advantages.

Unfortunately, most engineering courses are still taught in lecture-based format

(Dinis, Guimaraes, Carvalho, & Martins, 2017). Complicated interactions and concepts,

which the subject definitely has, are difficult to visualize by oneself. (Ferreira, Lima,

Cardoso, Vukovic, & Thomas, 2017). “Chalk and talk” teaching method is no longer

enough, especially for topics involving 2D or 3D visualizations (Bachnak & Maldonado,

2014). This approach towards Electromagnetics-related subjects is too theoretical (Crilly,

2014). Therefore, the team thought that current methodologies, specifically lecture-based

discussion and 2D images (whether projection or via computer) is not sufficient for a

proper and intuitive understanding of the subject.

A major effect of this insufficient teaching approach is that it affects the

performance of students in the board exams. Board exam results by PRC from 2011-15

indicates significantly lower passing rates, which generally fall below 40%, than other

engineering disciplines. Scores from EST subjects, which includes antenna systems, are

among the lowest compared to scores from other subjects (Ferrer, 2016). Another study,

this time from 2006-11 board passers, shows that grades in EST subjects obtained are

second to the lowest ratings (68%), with GEAS being the lowest (66.7%). (Dr. Laguador

1
& Engr. Dizon, 2013). The graduate’s performance in the board exams may be attributed

to the following their grades in all their subjects in the baccalaureate (Ferrer,

2016). Academic standing is also a highly significant factor for their performance in the

board exams (Dr. Laguador & Engr. Dizon, 2013).

Because of the mentioned problems and effects, the team behind the study thinks

of using a 3D visual medium to teach a visual subject such as Antenna Systems. This leaves

us a choice between computer simulation, virtual reality (VR) and augmented reality (AR).

The problem with computer simulation is that in the end, these are viewed on a

screen, so the 3D effect is lost and can only be viewed as 2D, unlike AR and VR.

Another thing we want to accomplish is to preserve the student-teacher interaction,

so the teacher to easily slip in information to the students, while still absorbing the

information from 3D images, sort of like a supplementary teaching device. Since VR

doesn’t preserve said student-teacher connection by completely immersing the student to

the screen, the team ultimately chose to use AR.

Applications of AR are never really explored until recently, where technology is

advanced enough to easily implement AR systems in different scenarios, including

educational settings. Despite this, AR has been around for a long time, as evident in its

history. Even before 1992, when Caudell and Mizell coined the term “augmented reality”

and discussed its distinction from VR, AR systems existed way back 1968, when Ivan

Sutherland created the first AR system. Since then, AR has been used in and refined for

various fields such as navigation, information dissemination, and entertainment (Clemens,

et al., 2015).

2
 One of the potential uses of AR is in the education sector. Studies have been

published and are being published showing that AR promotes different aspects of learning.

AR simulated games and systems help promote knowledge-seeking motivations, and

participation in an active and collaborative role. Aside from this, AR also enhances the

learning experience, and allows for experimentation, manipulation, and engagement.

(Dinis, Guimaraes, Carvalho, & Martins, 2017) (Thorton, 2014).

Using AR in teaching electromagnetism-related subjects is not new and is already

practiced. The advantage of using AR in teaching magnetism provides visualization, helps

in understanding concepts and enables more realistic approach in related subjects.

(Abdüsselam, 2014)

Numerous studies agree that presenting information visually, specifically AR, is

better than presenting it verbally or through text. AR promotes increased content

understanding and student motivation, long-term memory retention, and improved physical

task performance and collaboration (Radu, 2014). AR also brought tremendous influence

and improvement to education and allowed people to witness and understand invisible,

inaccessible and complex concepts (Kipper & Rampolla, 2013). Lastly, AR is proven more

effective than other media such as books, videos, or PC desktop experiences. Compiled

studies generally indicate that students learn better about topics such as spatial domains,

when using AR than when using either printed media or desktop software (Radu, 2014).

Students develop different cognitive inquiries depending on how the information is

presented to them (Radu, 2014). Presenting information as they should be, for example

when 3D antenna radiation pattern is presented in 3D, lowers the information distortion

that may be lost in conversion, for example to a 2D image.

3
 With an array of research in our hands, including the ones above, the researchers

want to use AR as a visual aid for specific topics of interest in Antenna Systems, in order

to prove our hypothesis, which will be explained in the next sections and chapters. The

team is confident that from the studies above, we would successfully implement the visual

aid system that we want.

STATEMENT OF THE PROBLEM

The general problem of the study is focused on how to develop an Augmented

Reality (AR) mobile application that will help the students to visualize different topics

from Antenna Systems while learning it.

The study also pursues to provide the answers to the following questions:

1. What are the significant elements that should be projected and options that should be

included in the proposed system for the students to comprehend well the topics under

Antenna Systems?

2. How can the proposed system detect the object that should be tracked in order to project

the corresponding 3D image?

The Use of Object Tracker for the Projection of 3D Image

The system includes a mobile application and a tracker which is printed in a paper. It

serves as the locator on where the 3D images should be projected. Once the camera of the

phone captures the whole area of the tracker, the Augmented Reality image will pop out.

The tracker has a QR code-like image on the majority part of the paper and on the lower

part, different buttons that is used for modifying the parameters of the antenna.

4
3. How can the proposed system provide antenna characteristics and made modified of its

various parameters i.e. antenna height, frequency, beam width, etc. and immediately alter

the projection?

4. What are the following programming software should be used to acquire the projections

that can be used as a visual aid for teaching Antenna Systems?

5. How can the proposed system be evaluated in order to distinguish if the students grasp

the lessons under Antenna Systems more with the use of the Augmented Reality mobile

application?

6. What are the specified outcome that should be encountered by the users to conclude that

the Augmented Reality mobile application has met the desired result in terms of:

a. Functionality

b. Reliability

c. Usability

d. Efficiency

e. Maintainability

SIGNIFICANCE OF THE STUDY

The integration of Augmented Reality mobile application in teaching and learning

of Antenna Systems topics will be beneficiary to the following:

5
 For the students. Students are having the hard time understanding lessons with 3D

imagery. Most of the students rely to existing computer generated images that still needs

to be imagined while listening to the discussion. Likewise, Electronics Engineering

students are having difficulty in understanding the lessons in Antenna Systems which

requires more visual representations to fully understand the different parameters included

in its lessons.

For the instructors. Instructors especially to those having a hard time teaching

Antenna Systems. These study also help those instructors, in order to impart what they

want to point out during class discussions and to give them the opportunity to have spare

time to discuss the succeeding lessons. This study will also lead to an opportunity, having

a new technique when it comes to teaching in order to have an increase in the number of

students that will understand and remember the lesson discussed.

For the future researchers. Researchers especially to those who are fond of

Augmented Reality technology. These study will help those future researchers, for it will

serve as a guide in conducting future studies, especially when it comes to advancing the

said technology which will help the society in the future in the field of learning.

SCOPE AND DELIMITATION

Scope

1. The study involves enrolled engineering students studying in a state University.

2. The study includes Instructors who are teaching engineering subjects.

3. The study is about enhancing the Teaching Learning Process in School.

6
 4. The study is about the presentation of subjects through newly immersed

technology.

5. The study covers the concept of Augmented Reality (AR) technology as a

method of presenting computer generated images.

6. The study covers the enhancement of collaborative learning.

Delimitation

1. The study is delimited to 4th year Electronics Engineering students from the

Main Campus of Bulacan State University and are enrolled in the Transmission

Lines and Antenna Systems course.

2. The study is delimited to College of Engineering Instructors specifically those

who are teaching the Transmission Lines and Antenna Systems course.

3. The study mainly promotes visual learning approach to easily absorb the

information delivered during discussions.

4. The study is focused on the presentation of Dipole, Yagi-Uda and Monopole

antenna and their corresponding radiation patterns.

5. The study is delimited to the application of Augmented Reality to project the

computer generated images.

6. The study is compactly about AR mobile application as an enhancement in

collaborative way of learning.

7
 CHAPTER II

THEORETICAL FRAMEWORK

RELEVANT THEORIES

Edgar Dale’s Theory of Learning

Although different learning styles were present, one of the most popular ones is

visual learning. In this type of learning, students take in information through images and

other visual means (Gilakjani, 2011). Visual learning is evident, even in the prehistoric era

in the form of pictures, which serves as a way of communication at that time, predating

text-based communication (Brill & Branch, 2016). Visual learning is very effective and is

considered to be one of the most important learning styles, which makes teaching easier

for professionals (Gilakjani, 2011).

Edgar Dale shows the corresponding retention rates based on how an individual be

able to gain its knowledge in the form of a pyramid, and is commonly known as the learning

8
pyramid. The said discipline states that experience leads to a high average retention rate,

which is shown at the base of the pyramid. As evidenced by Edgar Dale’s learning pyramid,

50% of the information was remembered when person gathers information through sense

of sight (visual) and hearing (auditory) (Masters, 2013).

Visual learning plays a vital role in an individual in terms of retention and

conventional learning technique need advancements, which is the main focus of the

research. The research will help those visual learners when it comes to learning topics that

in need of special method of teaching, which deals with 3D objects that can’t be easily be

taught by a professional with the use of a blackboard or whiteboard.

Dale’s Cone of Experience

Aside from the Pyramid of Leaning, Edgar Dale presents its second primary source,

namely the Cone of Experience which also shows different aspects of learning (Masters,

2013). According to him, the cone shows the progression of the experiences from the most

concrete, which is placed on the base of the cone, up to the most abstract, which is then

placed on the top (Davis & Summers, 2015). The Cone of Experience defines no number

of percentages, no suggestion of retention of information from any input source or activity

and is merely a classification sorted by abstractness of information (Masters, 2013). Dale

presents his Cone of Experience as “only a model”, and a “visual analogy” (Masters, 2013).

Moreover, the model is used to “…classify various types of instructional materials

according to the relative degree of concreteness that each can provide.” (Masters, 2013).

Like the Learning Pyramid, the Cone of Experience shows the different methods as

well as the levels of experiences (as presented by Dale) in order to achieve higher retention

9
rate and considered to be the main target of the research. The research and its product will

provide experience to its users, making them to achieve learning the topics and achieving

a high retention rate at the same time.

Antenna Theory

Communication plays a vital role in the society. It evolves together with the

evolution of mankind; from signal flags and smoke signals of the past, to electronic

communications of today. (Stutzman & Thiele, 2013). Wireless communication was

impossible to implement without antennas, a part of radio system that radiates and absorbs

electromagnetic (EM) waves, which makes wireless communications possible (Stutzman

& Thiele, 2013)

To achieve effective transmission of signals, electrically small, resonant,

broadband, and aperture antennas may be used, to describe just a few. (Stutzman & Thiele,

2013). These four general types differ based from its capability and specifications like

antenna directivity, input resistance and reactance, antenna radiation efficiency, power

gain, and bandwidth (Stutzman & Thiele, 2013). Antenna directivity deals with how an

antenna is positioned or “directed” with respect to the other antenna when it comes to its

radiation pattern. Increasing the power gain will lead to a higher antenna efficiency.

Bandwidth increase will lead to increased data transfer capability.

Antenna Systems plays a vital role in the community for communication is

important, especially evolution in the field of technology takes place as time goes by. This

topic will be the topic being projected by the product of our research since it deals with 3D

projections.

10
Cognitive Information Processing Theory

Decision tend to be made uncertain, and making bad choices lead to bad effects.

But then, it can be reduced with the use of information. Information is precious, and

knowledge about the outcome of a certain event gives the possessor an advantage. It is used

to change lives, nations and sometimes, even history itself (Klir & Wierman, 2013).

Cognitive Information Processing Theory or simply the “information processing”

theory. It states that the human mind is compared to a computer, being able to be a

processor of information. It clearly shows that an individual was able to process

information as well as how to obtain it, which is by the use of senses (like sense of sight)

and with the use of visual aids, can be a 2D or can be a 3D object (McLeod, 2008).

RELATED LITERATURE

Learning through Visual Approach

Although different learning styles were present, one of the most popular ones is

visual learning. In this type of learning, students take in information through images and

other visual means (Gilakjani, 2011). Visual learning is evident, even in the prehistoric era

in the form of pictures, which serves as a way of communication at that time, predating

text-based communication (Brill & Branch, 2016). Visual learning is very effective and is

considered to be one of the most important learning styles, which makes teaching easier

for professionals (Gilakjani, 2011). As evidenced by Edgar Dale’s learning pyramid, 50%

of the information was remembered when person gathers information through sense of

sight (visual) and hearing (auditory) (Masters, 2013).

11
 Teaching Learning Process is very composite (Adeyanju, 1997). The unique

learning style of a person helps him to excel in other areas. In complement, in Educational

community, a proper teaching approach is implemented to complete the system (Gardner,

2011). Learning is defined as almost permanent change in the behavior of a person over

time through knowledge, skills, principles, perceptions, facts and new information at hand

(Adeyanju, 1997). The 19th century way of teaching is not very effective on some 21st

century subjects. The present subjects require more appropriate approach of teaching to

fully deliver the concepts and principles (Lander, 2011). Visual learning has a big impact

on the education system because 65% of the population is known as visual learners

(Gardner, 2011). Visual Aids improve the interest of the learner about the subject being

discussed and at the same time, help the instructor to explain the topics easily. Instructional

aids, as other name of visual aids, are used in the classroom to promote the teaching

learning process (Singh, 2005). These instructional devices as stated by Singh in 2005 can

be models, diagrams, projections, film strips etc. (Rather, 2004). Visual images

instantaneously present the perception of what is real whether the object seems familiar or

not. Images simultaneously create unconscious memories that are stores in the prefrontal

cortex of the brain. Prefrontal lobe is necessary when doing work and making decisions. In

those instances, memories obtained caused by the images are frequently used (Magcalas,

2015). In addition, visualization is a pathway that ensures the increase of learnings in

concepts that involves situational ideas such as explaining the cause and effect and direct

and indirect proportionality of unseen parameters used (Linn, 2010). The statements

discussed the necessity of visual approach in a classroom setting that causes the research

12
to be more necessary because the study falls under the concept of having visual

representations of objects and concepts.

Augmented Reality as a Material in Visual Learning

It is clearly evident that the use of information technology, from stationary offices

and desktop computing, to mobile computing, has undergone a clear, sudden transition

(Schmalstieg & Hollerer, 2015). This sudden spurt of advancement took place when

smartphones and tablets dominated the field of technology that led to its growing sales

against PCs (Schmalstieg & Hollerer, 2015). Besides the sales, efforts have also been made

to improve computer literacy in the form of mobile applications (Schmalstieg & Hollerer,

2015). Mobile applications and cloud computing techniques replaced the PC in many

aspects, and is presently considered to be a beneficial thing in the society, such that

computing methods shifted from office or home office work, into anywhere-and-anytime

activity, which is again, through the use of advancing technology (Schmalstieg & Hollerer,

2015).

As many of the users nowadays prefer advancements, and move away from PCs, it

increasingly makes sense that mobile applications and computing can be included in our

own physical world, including AR systems (Schmalstieg & Hollerer, 2015). AR systems

can be defined as a real-time direct or indirect view of our physical world alongside some

computer-generated images, enhancing, or “augmenting” the real world environment

(Furht, 2011). AR systems can be accessed through smartphone technology, which is

rapidly improving and spreading (Sang, Chang, & Ji, 2013).

13
 Although AR seems to be state-of-the-art in the field of mobile technology, its end

user service developments is still in its infancy, due to the lack of user research regarding

the potential users’ expectations and user acceptance (Olsson, Kärkkäinen, Lagerstam, &

Venta-Olkkonen, 2012). Developments to AR applications will require new evaluation

methods (Sang, Chang, & Ji, 2013). In order to achieve this, improved usability and user

convenience should be considered (Sang, Chang, & Ji, 2013).

But in the end, AR technology is emerging, together with its advantages. Adapting

with it enhances perceptions and helps us see, feel and hear our own physical environment

in an advanced, enhanced, new and enriched ways (Krevelen & Poelman, 2010). This

technology may help people achieve ease and convenience, including education (Krevelen

& Poelman, 2010).

Human vision is considered to be the most important sense. The other senses are

important but the human vision has the biggest part of a normal human’s life (Olwal, 2009)

such that, it must be utilized properly by using the preset stimuli in teach (Gardner, 2011).

Visual Representation uses the stimuli stated. A modern technology, Augmented Reality,

arouse gives a new definition of Visual Representation. AR system provides three

dimensional images of either real or unreal objects. The AR systems do real-time frame

changes to allow the interaction of the user (Azuma, 2001). Augmented Reality is covered

under a wide ranged concept of Mixed Reality together with VR and telepresence.

Augmented Reality technology has various possible applications in different fields. AR

can be applied to entertainment, medicine, engineering, manufacturing and education

(Silva, 2003).

14
 AR devices are categorized by their display type. AR can be an Optical See-

Through, Virtual Retinal System, Video See-Through, Monitor Based AR and Projector

Based AR (Silva, 2003)

 An Optical See-Through projects the image on the screen as it overlays a part of

the physical environment. The reality is present and can be observed while the

projection of the computer generated image takes place.

 An AR is Virtual Retinal System (VRD) if it projects a modulated beam of light

containing the image and projects it through the retina. The image seems to be

projected in the device making an illusion that the image formed is in a two-foot

distance. VRD can be cautious because beam of light is directly transmitted into

one’s eye.

 An AR is a Video See-Through if the projection is on the device and the physical

reality is simultaneously projected with the computer generated image. The

scenario is caused by the camera that captures the physical environment and fetches

it to the device. After the complete transmission of data of the reality, the device

mixes the data to the image generated then display the product to the monitor of the

device. A well-known example of VST is using smartphones in AR applications.

 Monitor Based AR is somehow a boundary between Augmented Reality and

Virtual Reality. The projection of Monitor Based AR can be seen directly to the

desktop’s monitor. There is no actual reality present in presenting the AR image

unless the perspective is kept away to the display.

15
  Projector Based AR throws an image to a selected or a predetermined surface. The

image is seemed to be projected to a certain place accessible to may users. Tracker

Based AR is under Projector Based AR.

The characteristics of an AR system are well defined from widely used classical

criteria. The said criteria is subdivided into three; combines virtual and real, registered in

3-D and interactive in real time (Azuma, 2001). Augmented Reality (AR) allows the

mixing at different proportions of the virtual and the real world. Due to advances in

technology, the AR technology was widely used in different applications such as practice

in hazardous environment, surgery practices and complex analysis (Zlatanova, 2002). This

mixing process becomes the edge of the AR technology. The AR systems are optical see-

through techniques which provide a direct view of the real environment (Navab, 2003).

The following articles proposed various options to choose from in using

Augmented Reality technology. The Articles, especially Silva’s and Azuma’s, gives a great

impact on the flow of the research. With the numerous options, practicality and feasibility

of the research is tested. At the same time, the statements tackle the content and

construction of an Augmented Reality System.

As with other software, Augmented Reality has software requirements. For the

selected purposes, it includes creating 3D content, Deployment of Augmented Reality

content, visual tracking method, geometry rotation and get files (Thearea, 2017). For

creating AR system, there are computer software widely used. These are Unity 3D for

generating images matched with Vuforia for proper implementation of the system. For

most smartphone's compatibility Android Studio can be used (Dahlan & Rashid, 2016).

16
Antenna Systems Requires Visual Approach

Aerial, as antenna is sometimes called, is an electrical device that converts received

radio waves into electric currents and vice versa. An antenna is a device made up of

metallic conductors to radiate and to capture electromagnetic energies (Tomasi, 2004). The

human eye is an antenna incapable of transmitting electromagnetic energy. In

electromagnetic spectrum, Radio Frequencies are falling between 3000 hertz and

300,000,000,000 hertz (3 kHz – 300 GHz). On the other hand, the eye can receive high

frequency EM waves known as the Visible Light. Visible Light is ranging from 400 THz

to 800 THz. Therefore, eyes cannot see the radio waves by the use of naked eye (Tomasi,

2004).

Figure 1 Electromagnetic Spectrum

In understanding electromagnetic waves, despite of being invisible itself, many

invisible parameters are considered. Invisible EM waves’ effects in free space is analyzed

through schematic diagrams and Wave front. Wave front is a method of presenting

imaginary surface of electromagnetic waves at constant phase (Tomasi, 2004). The

combination Electric fields and Magnetic Fields is the composition of a Radio Wave and

they are both invisible (Frenzel, 1995). Radiation pattern is commonly analyzed to have a

17
quick understanding about the how the antenna will respond. An Absolute Radiation

Pattern is plotted by means of electric field strength or power density. If the radiation

pattern is plotted with respect to a reference point, it is termed Relative Radiation Pattern

(Tomasi, 2004).

Figure 2 Magnetic and Electric Field

Besides the fact that many parameters in discussing antenna systems are invisible

and cannot be observed by naked eye, multiple images and diagrams are observed in books

just to present the concepts in Antenna Systems. The conducted observation is a proof of

necessity on using the visual approach in teaching antenna systems.

Examples of antennas and their radiation patterns are observable on the works of

(Rhodes, 1976). It is more focused on the following types of antennas, namely, Dipole,

Yagi-Uda, and Monopole.

18
 Figure 3 Antenna Types and Their Radiation Pattern

Augmented Reality Systems and Implementations

The system implemented in the Museum of Technology in Helsinki as documented

by VTT Technical Research Centre in Finland shows radiation patterns in the space of the

venue. The system provides probable radiation with the selected type of radiation as

selected by the user. The system they implemented is related to the present research by the

way patterns are animated to provide visualization of the unseen parameter. The main

advantage of the present study is the availability of choices of what certain animations and

figures needed. The end-user is free to decide what to view at a certain time.

Virtual reality (VR) along with Augmented Reality (AR) is widely used in various

applications. The system is continuously enhanced especially in the education and learning

19
field. Smartphone is usually possessed by students to be usable in a classroom setup

(Pantelić & Vukovac, 2017). AR Learning materials can vary in the way they present the

image and to what plane it is applied. It can be used as a labeling system in learning the

parts of a hardware. In the present there are available studies and application doing the

certain task. The system made by Pantelić and Vukovac is great example of the existing

system (Pantelić & Vukovac, 2017). The existing system is related to the present research

by means of tracker finding technique used to identify the proper location in the surface

where the image will appear.

Another way of presenting the information is through pop up in a specific tracker.

For existing systems, books are used as tracker of multiple computer images. The

application used by Galina Ivanova, Yuksel Aliev and Aleksandar Ivanov is projecting

images in the surface of the textbook they used presenting concepts in mechanical

engineering included in the book. 2D images printed in the book serves as the tracker for

the same image to pop up but as a 3D image (Ivanova, Aliev, & Ivanov, 2018). The works

of Ivanova, Aliev and Ivanov is related to the proposed study by the presence of tracking

system in which the system looks for a surface or a triggering image to project the computer

generated image.

Another textbook-based system and an IEEE reviewed work is for teaching grade

school students regarding literature. The system projects pop-up images suitable for

storytelling and for learning English as a foreign language. The book contains 2D images

popping out the book and seems to be an electronic pop-up book. The system also provides

games called The Seed Shooting Game for the system to be interactive and be user

encouraging technique that can attract the grade school to use the system more frequently

20
(Poonsri Vate-U-Lan, 2012). The system made in Thailand is related to the present study

because interaction is provided and prohibited.

The following existing systems have similarities in the way of presenting the

computer-generated images from tracker evaluation to the actual projection of the images.

The edge of the present study is through the presence of the interactive features where end-

users can modify data regarding the projected figures. At the same time, the present

research has an app-based control to customize what projections are needed or required.

RELATED STUDIES

A Qualitative Case Study in Augmented Reality Applications in Education:

Dimensions of Strategic Implementation

A dissertation from the University of Colorado entitled A Qualitative Case Study

in Augmented Reality Applications in Education: Dimensions of Strategic Implementation

discussed the potential of Augmented Reality (AR) in education. According to Almoosa

(2018), AR is a new instructional tool in the educational field. It is stated that AR is

successfully implemented in the schools in United States, yet it is not being known in the

country of Kuwait. The study explored the experience of the teachers in the United States

in applying it in teaching because it was already utilized by different schools in the United

States, and the educators affirmed that it helped improving the learning experience of the

students. Furthermore, this aimed to present AR as an enhancement in the education field

to the teachers in Kuwait. The findings of this research proved that AR used as an

educational tool contributed a big part in the enhancement of the learning process of the

students. They also suggested to create a further study regarding the experience of the

teachers and students with the integration of AR in education (Almoosa, 2018).

21
 This study showed that AR can be helpful in education and can be implemented

effectively just like what this research aimed for.

BeamViewer: Visualization of Dynamic Antenna Radiation Patterns using

Augmented Reality

A study entitled BeamViewer: Visualization of Dynamic Antenna Radiation

Patterns using Augmented Reality was conducted at University of Oulu, Finland, wherein

the researchers presented a demonstration of an Augmented Reality (AR) mobile

application named BeamViewer. It would help those who study RF electromagnetic signals

as well as antenna radio pattern which are tedious to visualize. Furthermore, it also captured

the dynamic radiation patterns of reconfigurable antennas in real time. BeamViewer has

the ability to take input from the cognitive radios controlling beam-steerable antennas and

appears on a live-view mobile screen the corresponding radiation pattern. The mentioned

features made it easy for the users to visualize instantly and provide valuable insights into

the dynamic of a reconfigurable antenna-based cognitive radio network. This mobile

application enhanced the level of radiation visualization through interactive 3D plots

(Chacko et al., 2016).

Similar to what this study is all about, augmented reality and antenna system, where

both aimed to create an aid for visualization of the antenna radiation patterns that are

invisible in nature. It is proven that the system proposed is feasible and achievable.

Use of Photography to Support the Learning Process of Science Teachers of Ninth

through Twelfth Grades in the Schools of Kuwait

22
 The study Use of Photography to Support the Learning Process of Science

Teachers of Ninth through Twelfth Grades in the Schools of Kuwait from University of

Northern Colorado is about examining the difference of the learning outcomes between the

teachers who used visual aid and those who barred from using it. The study showed that

photographic aid contributed well in order for the students to easily grasp their lessons in

science subjects, specifically biology, physics, and chemistry. It was also stated that visual

media should be included in the curriculum of the schools in Kuwait to enhance the

comprehension of the students. The benefits associated with the use of visual aids are

apparent as it helped the students in have an opportunity in developing their own ideas and

perspective regarding to the concept that was being taught. Moreover, the main importance

of utilizing visual aid in a lesson is the students will be able to understand complex lessons

in a less tedious way (Alenizi, 2015).

With this study, it is established that the proposed system can be used as a

photographic aid that can be useful for educational purposes. It will become an advantage

for teaching Antenna Systems and it will be an assistive tool for the students in learning

the mentioned subject.

PHILIPPINE HistoRec: An Augmented Reality Based Tool for Grade 5

Another research with a title PHILIPPINE HistoRec: An Augmented Reality Based

Tool for Grade 5 Students where it focused on the enhancement of mobile learning with

the use of Augmented Reality (AR). It aimed to develop an alternative way of learning

Philippine History in terms of mobile application rather than using books which can be

catchier to the students in studying the said subject. The technological improvement will

also add zeal to the students in a way that studying Philippine History will become

23
interactive by utilizing the mobile application. The application has the ability to project 3-

dimensional images of historical figures that can also be seen in books. Also, the

information about the historical figures can also be shown in text and audio format through

the application (Buenaventura, Fiesta, Moncawe, Santos, & Tarol, 2017).

The aforementioned study became helpful with the idea that a mobile application

can come in handy in the field of education. It supported the objective of the proposed

system which is to provide useful information and become an interactive one.

Developing an Educational Augmented Reality Game on the Battle of Mactan Using

the Intel Perceptual Computing Kit

A thesis named Developing an Educational Augmented Reality Game on the Battle

of Mactan Using the Intel Perceptual Computing Kit from Ateneo de Manila University is

about an educational AR game for elementary students taking up Araling Panlipunan class.

The researchers used the advantages of AR by developing an educational game on the

Battle of Mactan which was called Zubu: Battle of Mactan. One of its features is a quiz

show where users will be competing to AI opponents and there are also mini games about

the mentioned historical battle. There was a visible improvement by playing the AR game

and it was proven with the use of pre-game and post-game test scores. The researchers

stated that the game had been a helpful tool but is in need of further development in order

to maximize its potential in the educational field (Danseco, Ong, & Tecson, n.d.).

With this study, it is proven that pre-test and post-test can be used as an evaluation

tool in order to figure out if the proposed system will contribute to the enhancement of

learning.

24
Igpaw: Intramuros — Design of an Augmented Reality Game for Philippine History

There is a research from Ateneo de Manila University entitled Igpaw: Intramuros

— Design of an Augmented Reality Game for Philippine History and this was presented as

a tablet and smartphone-based Augmented Reality (AR) game application for learning

Philippine History. This paper discussed the design and features of the mobile application

which highlights its educational contents, game mechanics, and user interface. It also gave

emphasis on how the stated elements can help the players to learn about the historical

locations situated in Intramuros, Manila. In addition, this paper also aimed to use AR for

both education and entertainment purposes wherein the players will be able to learn the

Philippine history while enjoying the game. Key geographical features were used as AR

markers. The researchers used a beta prototype to test the design that was built in order to

gather observation and user interface concerns. The testing revealed that some of the users

attempted to touch the virtual entities as they appear on the device screen, nonetheless the

existence of the interaction buttons. The researchers worked on the conflicts that rose

during the beta testing which they include black-box/white-box testing in the extensive

beta testing (Caluya, DIY, Rodrigo, & Vidal Jr., 2015).

The discussed study has been similar to the proposed system wherein it will use

objects as markers in the projection of the 3D images.

CONCEPTUAL FRAMEWORK

This study’s conceptual framework explains the process the study went through in

order to implement the system and test the hypothesis. The input box explains the things

we needed for the system: preliminary knowledge regarding Antenna Systems, as well as

textbooks and online references for the things the team does not understand as well as the

25
team needs. There was also a research made regarding the process behind Augmented

Reality (AR), which affected the researchers’ decision for the software programs to use.

The software needs are as follows: Blender for the creation of 3D shapes and

projections that will be seen in the AR. Another one is Unity for the implementation of AR

system. Lastly, Unity and Android studio to create the GUI for the PC and phones

respectively.

The process box explains the implementation of the proposed system. First, the

researchers brainstormed for the features that the system must have. Second, a validation

of the topic was conducted by looking for existing studies and data gathering. During the

data gathering, things that are not feasible and things that current Philippine technology

cannot attain are scrapped and adjusted from the study. Next, the proposed system which

is associated with AR was finalized by conceptualizing and designing the exact

specifications that it requires. For this, a flowchart for the program was made. As for the

assessment of the system, survey will be conducted to gauge if it is a helpful tool. The said

Survey is also to evaluate the user’s experience. From this, the data which will be used for

our evaluation, which will prove or disprove our hypothesis.

The output box contains the proposed system because the researchers preferred the

output to be a visual aid in order to visualize the subject of interest more easily, and help

26
with the understanding of the subject.

INPUT PROCESS OUTPUT

1. Knowledge
 Antenna Systems
 AR Systems 1. Brainstorming
2. Software 2. Data Gathering Mobile Application
 Blender 3. Conceptualization for Antenna Systems
 Unity 4. Design Process using Augmented
 Android Studio 5. Implementation Reality System
3. Hardware 6. Evaluation
 Android Phone

Figure 4 Input-Process-Model (IPO) Model

DEFINITION OF VARIABLES

Augmented reality – is the overlaying of digital images onto the real world. It is part of

the “virtuality continuum” that combines human and computer interactions.

Collaborative learning – is an umbrella term for a variety of approaches in education

that involve joint intellectual effort by students or students and teachers. It refers to

methodologies and environments in which learners engage in a common task in which

each individual depends on and is accountable to each other.

Visual learning – is also referred to as the visual-spatial style, and people who favor this

style prefer to use colors, images, maps, charts and graphs to communicate and organize

information.

27
 CHAPTER III

RESEARCH METHODOLOGY

METHODS AND TECHNIQUE OF THE STUDY

This paper classifies itself as a mixed research. Specifically, the study will

follow three approaches: applied and qualitative approach.

Applied research approach will be used in the underlying principles and finding

solutions to a scientific dilemma, which is specifically explained in the previous chapters.

28
 To study the effectiveness of the researchers’ proposed system to the learning

experience of students, the researchers would follow a quantitative approach, to see by how

much exactly the proposed solution improve the knowledge of the students in Antenna

Systems, via a difference of scores.

POPULATION AND SAMPLE

The researchers’ population will consist of the following: ECE students from

BulSU who will be taking the subject Transmission Lines (which includes Antenna

Systems), as well as professors who teach Antenna Systems in Bulacan State University –

Malolos. More details regarding the population can be seen in the table below.

Table 1
Student Population Breakdown

Section Population Distribution

ECE-4A 48 17.33%
ECE-4B 47 16.97%
ECE-4C 45 16.25%
ECE-4D 46 16.61%
ECE-4E 46 16.61%
ECE-4F 45 16.25%
TOTAL 277 100%

For the students, assuming all current regular 4th year ECE students will pass the

subjects prerequisite to Transmission Lines (which includes Antenna Systems), the

population for this research will be 277 persons, not including the instructors. However,

29
for the assessment of the effectiveness of the proposed system to the learning experience

of students, the sample population will only consist of the ones who will use the device to

learn, the students. The instructors’ sample population, who will use the device to teach,

will be used in the qualitative aspect of the research.

Slovin’s Formula will be used to compute the sample size, shown below.

𝑁
𝑛=
1 + 𝑁𝑒 2

277
𝑛=
1 + 277 × 0.052

n = 164

Using Slovin’s formula, the sample size for the students will be 164 persons.

However, due to the lack of time and resources to make this possible, the study would only

use 18 persons for the experimental group and 18 persons for the control group. Only the

experimental group will undergo the questionnaire, along with the instructors.

For the probability sampling technique, stratified sampling technique will be used.

Using this sampling method, the breakdown of the participants for the pretest-posttest

system is shown below.

Table 2
Participant Breakdown

Section Population

30
 ECE-4A 6

ECE-4B 6
ECE-4C 6
ECE-4D 6
ECE-4E 6
ECE-4F 6
TOTAL 36

In order to remove the bias coming from the students’ prior knowledge of the

subject, the pre-test scores will be used as a variable to divide the 36 students for the control

and experimental group into 3 groups, which will then be distributed equally to the control

and experiment group.

Table 3
Subgroup of Participants for the Pretest-Posttest System

Subgroup Pretest Score (%)

Academically Advanced 67% - 100%
Academically Average 34% - 66%
Academically Deficient 0% - 33%

RESEARCH INSTRUMENTS

The researchers chose quantitative form of research instruments providing

statistical and descriptive evaluation of data. For the quantitative data gathering, pretest

31
and posttest are to be given to both groups of students, the group that undergo the traditional

way of learning and the group with the augmented reality intervention. Pretest score serves

as reference value where the posttest score will soon be compared to obtain the gain. The

said gain is the raw but essential data required for the data analysis.

For quantitative evaluation of data, inferential statistics is to be applied to confirm

the variance between dissimilar groups.

The software will also be evaluated under the ISO-IEC 12207 standard of 2008 that

is applied to the acquisition of systems and software products and services. The standard

covers the development, operation and maintenance of the software product. The ISO-IEC

12207 standard suits with the Augmented Reality System of the present study that will

undergo development prior to a predetermined operation and be documented to establish

proper maintenance if a difficulty takes place.

DATA GATHERING PROCEDURE

Pretests

 Data obtained in pretests will be set as the reference point or initial value of

the variable data

Posttests

 Data acquired in posttest will serve as the final value of the variable data

and will be compared to its initial value.

o Design Guidelines

Planning and System Analysis Stage

32
  The study is focused on the implementation of new technology in teaching

Antenna Systems. Antenna Systems is a subject that is full of images and

visual representations to fully understand. Augmented Reality is a new

technology system that projects three dimensional virtual images that

blends in the reality. This new technology system can be maximized in the

educational fields, especially in Antenna Systems, as representations of

objects.

Design of Product Stage

 The system is fed to the mobile phone then the camera locates the tracker

and then the mobile phone creates an image.

Development of Product Stage

 In developing the software, unity is used where the generated images are

being fetched and programmed to do things it supposed to do such as

popping out when the camera detects the tracker. Blender is the software

used to create the computer-generated images that is to be projected. Lastly,

make it a mobile application for compatibility to mobile phones.

Testing Stage

 Pretests are to be given to have a bench mark for scores. The participants

are to be divided into two, doing the traditional way of learning process and

with the AR technology intervention. After the discussion, both groups will

answer the posttest that will be compared to their pretest scores. In that way,

33
 gain is to be computed. The gain will dictate the efficiency of the device.

Through the gain acquired, means are computed and compared with each

other.

Implementation Stage

 The approach can be fully implemented if every student in class, as end-

users, has their installed mobile application to use.

Maintenance Stage

 By monitoring and knowing feedbacks is the starting point in maintaining

the quality and efficiency of the system. Next is to troubleshoot if an error

occurs, fix it and do documentations to be fully aware of what are the things

to be done if the error reoccurs.

DATA PROCESSING AND STATISTICAL TREATMENT

For the pretest-posttest system, the researchers will use inferential statistics.

Specifically, the researchers will One-Way Analysis of Variance (ANOVA) is to be done

as proven reliable by multiple studies that implemented pretest-posttest system. ANOVA

is used for comparison of two or more means Invalid source specified. The difference

between the pretest and posttest scores is evaluated for the control and experiment group

(Brewer, 2016).

The ANOVA model incorporates regression coefficient (β) with the effects of

independent variable (x) on the dependent variable (y) while controlling for the effects of

covariant (c), (Brewer, 2016). The linear relationship is thereby represented by equation:

34
 𝑦𝑖 = 𝛽𝑜 + 𝛽1 𝑥1 + 𝛽2 𝑐 − 𝜀𝑖

The ANOVA results can be used to conclude whether there is a correlation between

the independent and dependent variables.

REFERENCES

Abdüsselam, M. (2014). Teachers’ and Students’ Views on Using Augmented Reality

Environments in Physics Education: 11th Grade Magnetism Topic Example.

Pegem Journal of Education & Instruction.

Adeyanju, J. L. (1997). Teachers Perception of the effects and use of learning aids in

teaching. Creativity Learning and Learning Styles.

Alenizi, A. (2015). Use of photography to support the learning process of science teachers

of ninth through twelfth grades in the schools of kuwait.

Almoosa, A. S. (2018). A qualitative case study in augmented reality applications in

education: Dimensions of strategic implementation .

Azuma, R. (2001). Recent advances in Augmented Reality. 20-38.

Bachnak, R., & Maldonado, S. C. (2014). A Flipped Classroom Experience: Approach and

Lessons Learned. 121st ASEE Annual Conference & Exposition.

Brewer, M. (2016). An experiment on visual aids, interactive technologies and student

performance in mathematics .

Brill, J. M., & Branch, R. M. (2016, February 29). Visual Literacy Defined - The Result of

a Delphi Study :Can IVLA (Operationally) Define Visual Literacy?

35
Buenaventura, A. C., Fiesta, D. A., Moncawe, A. B., Santos, C. J., & Tarol, J. M. (2017).

PHILIPPINE HistoRec: An Augmented Reality Based Tool for Grade 5 Students.

Caluya, N. R., DIY, W. A., Rodrigo, M. T., & Vidal Jr., E. E. (2015). Igpaw: Intramuros

— Design of an Augmented Reality Game.

Chacko et al., J. (2016). BeamViewer: Visualization of dynamic antenna radiation patterns

using Augmented Reality. 2016 IEEE Conference on Computer Communications

Workshops (INFOCOM WKSHPS), San Francisco, CA. 794-795.

Clemens, A., Gruber, L., Grasset, R., Langlotz, T., Mulloni, A., Schmalstieg, D., &

Wagner, D. (2015). The History of Mobile Augmented Reality: Developments in

AR for the last almost 50 years.

Crilly, P. (2014). An Innovative Approach to Teaching An Undergraduate

Electromagnetics, Antennas and Propagation Course.

Dahlan, H. M., & Rashid, R. A. (2016). Software Requirements for mobile Augmented

Reality Tourism Application.

Danseco, B. P., Ong, A. D., & Tecson, R. V. (n.d.). Developing an Educational Augmented

Reality Game on the Battle of Mactan Using the Intel Perceptual Computing Kit.

Davis, B., & Summers, M. (2015). Applying Dale's Cone of Experience to increase

learning and retention : A study of student learning in a foundational leadership

course .

36
Dinis, F., Guimaraes, A., Carvalho, B., & Martins, J. (2017). Virtual and Augmented

Reality game-based applications to Civil Engineering Education. 2017 IEEE

Global Engineering Eduation Conference (EDUCON).

Dr. Laguador, J., & Engr. Dizon, N. (2013). ACADEMIC ACHIEVEMENT IN THE

LEARNING DOMAINS AND PERFORMANCE IN LICENSURE

EXAMINATION FOR ENGINEERS AMONG LPU'S MECHANICAL AND

ELECTRONICS ENGINEERING GRADUATES. International Journal of

Management, IT, and Engineering.

Dr. Rizov, T., & Dr. Rizova, E. (2015). AUGMENTED REALITY AS A TEACHING

TOOL IN HIGHER EDUCATION. International Journal of Cognitive Research

in Science, Engineering and Education.

Ferreira, G., Lima, C., Cardoso, G., Vukovic, A., & Thomas, D. (2017). Teaching

Electromagnetics in an Electrical/Electronic Engineering Undergraduate Course:

The Hybrid Option. IEEE World Engineering Education Conference.

Ferrer, F. (2016). PERFORMANCE IN THE ENGINEER LICENSURE

EXAMINATIONS: PHILIPPINES, 2011-2015. International Journal of Advanced

Research in Science and Engineering.

Fitzpatrick, R. (2007). Law of Reflection.

Frenzel, L. E. (1995). Communication Electronics. New York: GLENCOE.

Furht, B. (2011). Handbook of Augmented Reality.

Gardner, H. (2011). Multiple Intelligence. New York: Basic Books Group.

37
Gilakjani, A. P. (2011). Visual, Auditory, Kinaesthetic Learning Styles and their Impacts

on English Language Teaching.

Golden, S. (2016). AUGMENTED 3D HOLOGRAMS IN HIGHER EDUCATION,

INCREASING STUDENTS’ LEARNING OUTCOME SCORES: A MIXED-

METHODS STUDY.

Hughes, M. (2016). Antenna Basics : Radiation Patterns, Permittivity, Directivity and

Gain.

Ivanova, G., Aliev, Y., & Ivanov, A. (2018). Augmented Reality Textbook for Future

Blended Education .

Kipper, G., & Rampolla, J. (2013). Augmented reality: An emerging technologies guide to

AR.

Klir, G. J., & Wierman, M. J. (2013). Uncertainty-based Information : Elements of

Generalized Information Theory.

Krevelen, D., & Poelman, R. (2010). A Survey of Augmented Reality Technologies,

Applications and Limitations.

Lander, E. (2011). European Journal of Cognitive Psychology . A PET meta-analysis of

object and spatial mental imagery, 673-695.

Linn, H. Y. (2010). Can Dynamic Visualization improve science learning?

Magcalas, B. J. (2015). Learning styles of Grade 9 Using Dynamic Visualization Activities

in Teaching selected Topics in Biology.

38
Masters, K. (2013). Edgar Dale's Pyramid of Learning in Medical Education : A Literature

Review.

McLeod, S. (2008). Information Processing.

Navab, N. (2003). Industrial Augmented Reality IAR. Challenges in Design and

Commercialization of Killer apps.

Olsson, T., Kärkkäinen, T., Lagerstam, E., & Venta-Olkkonen, L. (2012). User Evaluation

of Mobile Augmented Reality Scenarios.

Olwal, A. (2009). An introduction to augmented reality. 2-11.

Pantelić, A., & Vukovac, D. P. (2017). THE DEVELOPMENT OF EDUCATIONAL

AUGMENTED REALITY APPLICATION: A PRACTICAL APPROACH.

Poonsri Vate-U-Lan. (2012). An Augmented Reality 3D Pop-Up Book: the Development

of a Multimedia Project for English Language Teaching .

Radu, I. (2014). Augmented reality in education: a meta-review and cross-media analysis.

Pers Ubiquit Comput.

Rather, A. .. (2004). Essentials of Instructural Technology. In A. .. Rather, Essentials of

Instructural Technology (p. 272). New Delhi: Discovery Publishing House.

Rhodes, P. (1976). The Log-Periodic Dipole Array.

Sang, M., Chang, W., & Ji, Y. (2013). Usability Principles for Augmented Reality

Applications in a Smartphone Environment.

Schmalstieg, D., & Hollerer, T. (2015). Augmented Reality : Principles and Practice.

39
Silva, J. O. (2003). Introduction to Augmented Reality. 1-9.

Singh, Y. K. (2005). Instructional Technology in Education. In Y. K. Singh, Instructional

Technology in Education (p. 314). Darya ganj, New Delhi: Lotus Press.

Stutzman, W. L., & Thiele, G. A. (2013). Antenna Theory and Design.

Thearea. (2017). Augmented Reality Software & Content Generation Tools Functional

Requirements for Industrial Industry Use Cases.

Thorton, T. (2014). Understanding How Learner Outcomes Could be Affected through the

Implementation of Augmented Reality in an Introductory Engineering Graphics

Course.

Tomasi, W. (2004). Electronic Communications System: Fundamental Through Advanced

(5th ed.).

Zlatanova. (2002). Augmented Reality Technology, 17-20.

40