A THESIS SUBMITED TO THE GRADUATE SCHOOL OF APPLIED ...docs.neu.edu.tr/library/6817386022.pdf ·...
116
AUGMENTED REALITY CHILDREN’S BOOK A THESIS SUBMITED TO THE GRADUATE SCHOOL OF APPLIED SCIENCES OF NEAR EAST UNIVERSITY By AHMED LOQMAN MUSTAFA ALYOUSIFY In Partial Fulfilment of the Requirements for the Degree of Master of Science in Software Engineering NICOSIA, 2019 AHMED LOQMAN MUSTAFA ALYOUSIFY AUGMENTED REALITY CHILDREN’S BOOK NEU 2019
Transcript of A THESIS SUBMITED TO THE GRADUATE SCHOOL OF APPLIED ...docs.neu.edu.tr/library/6817386022.pdf ·...
AUGMENTED REALITY CHILDREN’S BOOK
A THESIS SUBMITED TO THE GRADUATE
SCHOOL OF APPLIED SCIENCES
OF
NEAR EAST UNIVERSITY
By
AHMED LOQMAN MUSTAFA ALYOUSIFY
In Partial Fulfilment of the Requirements for
the Degree of Master of Science
in
Software Engineering
NICOSIA, 2019
AH
ME
D L
OQ
MA
N M
US
TA
FA
AL
YO
US
IFY
A
UG
ME
NT
ED
RE
AL
ITY
CH
ILD
RE
N’S
BO
OK
N
EU
2019
AUGMENTED REALITY CHILDREN’S BOOK
A THESIS SUBMITED TO THE GRADUATE
SCHOOL OF APPLIED SCIENCES
OF
NEAR EAST UNIVERSITY
By
AHMED LOQMAN MUSTAFA ALYOUSIFY
In Partial Fulfilment of the Requirements for
the Degree of Master of Science
in
Software Engineering
NICOSIA, 2019
Ahmed Loqman Mustafa ALYOUSIFY: AUGMENTED REALITY CHILDREN’S
BOOK
Approval of Director of Graduate School of
Applied Sciences
Prof. Dr. Nadire ÇAVUŞ
We certify this thesis is satisfactory for the award of the degree of Masters of Science in
Software Engineering
Examining Committee in Charge:
Prof. Dr. Rahib Abiyev Department of Computer Engineering, NEU
Supervisor, Department of Information
Systems Engineering, NEU
Assoc. Prof. Dr. Kamil Dimililer Department of Automotive Engineering, NEU
Assist. Prof. Dr. Boran Şekeroğlu
I hereby declare that all information in this document has been obtained and presented in
accordance with academic rules and ethical conduct. I also declare that, as required by these
rules and conduct, I have fully cited and referenced all material and results that are not
original to this work.
Name, Last Name: AHMED LOQMAN MUSTAFA ALYOUSIFY
Signature:
Date:
ii
ACKNOWLEDGMENTS
First and foremost, I want to thank God for giving me the opportunity to study at this University
and specially at the department of Software Engineering and helping me throughout my life
and guided me every time.
I want to thank my family, my Mom and Dad for believing in me and pushing me to my limits
to achieve the goals I have set for myself. I will forever be thankful to you and will never forget
your actions and prayers.
To my dear Supervisor and Advisor, Assist. Prof. Dr. Boran Sekeroglu, I am proud and
thankful that in this journey, I have met you and any word of wisdom that you have taught me
will be with me and will teach it to others.
Thanks to Lana for her voice used in this project.
To all my friends and relatives who prayed for me and were with me throughout my study.
Thank you all, from the bottom of my heart.
iii
To my parents…
iv
ABSTRACT
This thesis describes the development of an Augmented Reality Children’s Book. The
application uses Augmented Reality technology to track Image Targets on the book and display
3D objects and models of the Turkish Alphabet and each alphabet has an example with it for
better understanding the use of that specific letter from the Alphabet. The phonetic is also
considered in this application. When an Image target is found, along with the 3D model of the
letter of the Alphabet, the sound (Phonetic) of that letter is played. The application was
developed using Unity3D game Engine with Vuforia SDK, and 3D models of Turkish
Alphabets and the design of the book were developed using Adobe Photoshop. The developed
system is the first AR Turkish Alphabet Learning Tool attempting to teach children of age 5 to
7 the Turkish Alphabets and Phonetic by using 3D objects, 3D letters, and sound of the
pronunciation of each letter and object in the book.
Keywords: Augmented Reality; virtual reality; mobile learning; language learning; turkish
language learning; children’s book; teaching children
v
ÖZET
Bu tez, Artırılmış Gerçeklik Çocuk Kitabı'nın geliştirilmesini anlatmaktadır. Uygulama,
Kitaptaki Resim Hedeflerini izlemek ve Türk Alfabesinin 3B nesnelerini ve modellerini
görüntülemek için Artırılmış Gerçeklik teknolojisini kullanır ve her bir alfabe, Alfabedeki söz
konusu harfin kullanımını daha iyi anlamak için buna bir örnektir. Fonetik de bu uygulamada
kabul edilir. Bir Görüntü hedefi bulunduğunda, Alfabenin harfinin 3D modeli ile birlikte, o
harfin sesi (Fonetik) çalınır. Uygulama Vuforia SDK ile Unity3D oyun motoru kullanılarak
geliştirildi ve Türk Alfabelerinin 3 boyutlu modelleri ve kitabın tasarımı Adobe Photoshop
kullanılarak geliştirildi. Geliştirilen sistem, 5-7 yaş grubundaki çocuklara Türk alfabelerini ve
fonetiği 3D nesneler, 3D harfler ve kitaptaki her harf ve nesnenin telaffuz seslerini kullanarak
öğretmeye çalışan ilk AR Türk Alfabesi Öğrenme Aracıdır.
Anahtar Kelimeler: Artırılmış Gerçeklik; sanal gerçeklik; mobil öğrenme; dil öğrenmek;
türkçe öğretimi; çocuk kitabı; çocuklara öğretim
vi
TABLE OF CONTENTS
ACKNOWLEDGMENTS ............................................................................................... ii
ABSTRACT ..................................................................................................................... iv
ÖZET ................................................................................................................................ v
TABLE OF CONTENTS ................................................................................................ vi
LIST OF TABLES ........................................................................................................... viii
LIST OF FIGURES ......................................................................................................... ix
LIST OF ABBRIVATIONS ............................................................................................ xi
CHAPTER 1: INTRODUCTION
1.1 The Importance of Phonics Reading to the Child .................................................... 2
1.2 Problem Statement ................................................................................................... 3
1.3 The Aim of the Thesis.............................................................................................. 3
1.4 Significance of the Thesis ........................................................................................ 3
1.5 Limitations of the Study........................................................................................... 4
1.6 Overview of the Thesis ............................................................................................ 4
CHAPTER 2: LITERATURE REVIEW……………………………………………… 5
CHAPTER 3: METHODOLOGY
3.1 Theoretical Framework ............................................................................................ 10
3.2 Augmented Reality .................................................................................................. 10
3.2.1 Objectives of augmented reality…………………………..……….………...... 11
3.2.2 Types of augmented reality…………………………..………………….……. 11
3.2.3 Importance of augmented reality ...................................................................... 13
3.2.4 Advantages of augmented reality…..……………………………….………... 15
3.2.5 Augmented Reality Software Development Kits (SDKs)……………....…..... 16
3.3 Virtual Reality ......................................................................................................... 19
3.4 Mobile Phones/ Smartphones ................................................................................. 22
CHAPTER 4: SYSTEM DEVELOPMENT AND IMPLIMENTATION
4.1 System Development .............................................................................................. 24
vii
4.1.1 Architectural System Design ........................................................................... 25
4.1.2 System description ........................................................................................... 26
4.2 Implementation of AR Children’s Book in Unity3D with Vuforia SDK ............... 28
4.2.1 Steps for configuring Vuforia into the project ................................................. 28
4.2.2 Steps of development in Unity3D Editor ......................................................... 31
4.3 Implementation of the Application ......................................................................... 35
4.3.1 Pages of AR Children’s Book .......................................................................... 36
4.3.2 AR Children’s Book in Use ............................................................................. 37
CHAPTER 5: RESULTS AND FINDINGS………………………………..………… 39
CHAPTER 6: CONCLUSION AND RECOMMENDATIONS
6.1 Conclusion ………………………………………………………………….…… 44
6.2 Recommendations.………………………...…………………………………….. 44
REFERENCES:……………………………………………………………………..… 45
APPENDICES
Appendix 1: Book Design (Image Targets)…………………………………………….. 54
Appendix 2: 3D Models While System Is In Play……………………………………… 64
Appendix 3: 3D Models of Turkish Alphabet…………………………….…………..... 80
Appendix 4: Features of Image Targets………………………………….…….………. 88
viii
LIST OF TABLES
Table 3.1: Types of AR applied in Education ................................................................. 13
Table 5.1: Recognition Probability based on Vuforia ..................................................... 40
Table 5.2: Image Targets Recognition Test Results……………………………………. 41
ix
LIST OF FIGURES
Figure 3.1: The mechanical head position sensor in use (Sutherland, I. E., 1968) ......... 10
Figure.3.2: Advantages of augmented reality from motivation perspective ……….……
…………....(Masmuzidin, et al., 2018) …………………………………………...….… 15
Figure.3.3: Diagram of the process of application development platform Vuforia.......…
…………... (G.Jack, 2013) ................................................................................................ 18
Figure.3.4: Reality-virtuality continuum (Milgram, P., & Kishino, F., 1994), (Flavian,……..
…………….C., 2018) ...................................................................................................... 19
Figure 3.5: Google Daydream View (Googlecom. 2019) ............................................... 20
Figure 3.6: Samsung Gear VR (Samsung, 2019) ........................................................... 20
Figure 3.7: Google Cardboard (Google.com, 2019) ....................................................... 20
Figure 3.8: HTC VIVE (Vive.com, 2019) ....................................................................... 21
Figure 3.9: Oculus Rift (Bbystaticcom. 2019) ............................................................... 21
Figure 3.10: Oculus Go (ESSA KIDWELL, 2018) ......................................................... 21
Figure 3.11: Oculus Quest (Oculus.com, 2018) ............................................................. 21
Figure 3.12: IBM Simon Personal Communicator (T. Caudell and D. Mizell, 1992)…. 22
Figure 3.13: Number of smartphone users worldwide from 2014 to 2020 (in billions), ….....
…………….(Statista, 2016) ............................................................................................. 23
Figure 4.1: System Development Tools .......................................................................... 24
Figure 4.2: Vuforia Core Components of the AR-Children's Book Application ............ 25
Figure.4.3: Mobile Augmented Reality Block Diagram Architecture (Dipti Raja …….
…………….Dhotre, 2016) ............................................................................................... 26
Figure 4.4: Flowchart of the developed system ............................................................... 28
Figure 4.5: License Key Creation (Vuforia) .................................................................... 29
Figure 4.6: Database Creation ......................................................................................... 29
Figure 4.7: Add Targets ................................................................................................... 30
Figure 4.8: Download Database ...................................................................................... 30
Figure 4.9: Importing Vuforia Assets .............................................................................. 31
Figure 4.10: Import Database .......................................................................................... 31
Figure 4.11: Add image target ......................................................................................... 32
Figure 4.12: Image Target with Database loaded ............................................................ 33
x
Figure 4.13: 3D model object .......................................................................................... 33
Figure 4.14: Default Trackable Event Handler in Visual Studio (C#) language ............. 34
Figure 4.15: Switching to Android Platform ................................................................... 34
Figure 4.16: First page of the Book ................................................................................. 35
Figure 4.17: Capital and Small Letter A ......................................................................... 36
Figure 4.18: An example of a car (Araba) on the Letter A ............................................. 36
Figure 4.19: Letter A (Capital, Small)............................................................................. 37
Figure 4.20: Car (Araba) ................................................................................................. 37
Figure 4.21: Threes Models Showing at the same time .................................................. 38
xi
LIST OF ABBRIVATIONS
3D: Three Dimension
AR: Augmented Reality
DOF: Degrees of Freedom
FOSS: Free and Open Source Software
GIS: Geographic Information System
IBM: International Business Machine
ICT: Information Communication Technology
IOS: iPhone Operating System
IT: Information Technology
NEU: Near East University
OOSE: Object orientated software engineering
OS: Operating System
PC: Personal Computer
SDK: Software Development Kits
VR: Virtual Reality
1
CHAPTER 1
INTRODUCTION
Educational content can be experienced through a wide variety of media, ranging from non-
interactive books to highly interactive digital experiences that fully engage the user’s senses.
This paper is concerned specifically with adding value to the field of education in the
emerging medium of augmented reality. A relatively high amount of research studies have
investigated the potential impact of augmented reality to benefit student learning. These
diverse research programs can provide useful information for educators and technology
designers interested in enriching young students’ minds through novel technologies Radu, I.
(2014). In recent years, technology-enhanced learning (TEL) research has increasingly
focused on emergent technologies such as augmented reality, ubiquitous learning (u-
learning), mobile learning (m-learning), serious games and learning analytics for improving
the satisfaction and experiences of the users in enriched multimodal learning environments.
Research on AR has also demonstrated its extreme usefulness for increasing the student
motivation in the learning process (Bacca, et al. 2014).
Technology of Information and Communication play a very important role in the education
sector, they can improve the knowledge of the student and at the same time the teaching
methods used by teachers. Likewise, many applications can be seen using augmented reality,
however are not oriented towards educational sector The nursery school "Juana Alarco de
Dammert" was founded in 1993 in the city of Trujillo, this educational institution hosts
children from 2 to 5 years of age every year with the aim of providing quality education, this
research focused on children older than 4 years, because they had a little difficulty at the
time of learning, the main factor was that they were too restless and were distracted very
quickly with the teaching method taught by the teacher through drawings made on paper,
printed images and pictures with images of the vowels or numbers. Therefore, the children
should learn in a more dynamic and fun way, where they can interact with the learning
material in the same educational institution and in the comfort of their home; preventing
them from being easily distracted (Cieza, et al., 2018).
2
1.1 The Importance of Phonics Reading to the Child
Phonics is a branch of linguistics where the sounds and physical properties of human speech
sounds are studied. Phonics reading is highly essential in every child education. It is not
uncommon to find parents who question the importance of phonics reading in the education
of their children. Such parents believe that children will naturally master the different sounds
of human speech since the ability to use language is innate in every human being. Their view
may look plausible but they are not actually correct (Clicknkidscom, 2019). Indeed, phonics
reading is very important in the education of children. The report of National Reading Panel
indicates that teaching children phonics will help them in many ways in life. In the first
instance, phonics reading is very important in helping children to learn how to spell words.
It will be impossible for a person to spell any word correctly if the person is not able to
recognize the sounds of the letters used in forming the words. When a child is taught phonics,
the child will be able to recognize sounds in words and will be able to spell them correctly
(Clicknkidscom, 2019).
Children have problem in reading because they are not able to recognize the sounds of the
letters of the alphabet in the words they read. Phonics reading will help children to recognize
and associate sounds of the letters of the alphabet in the word they read. This will help them
to improve in their reading skills and efficiency. In other words, it will be difficult for a child
to improve in his reading skills if the teaching of phonics is removed from their curriculum
(Clicknkidscom, 2019). Phonics reading is also necessary for the improvement of a child's
reading comprehension. It is impossible for somebody to understand a word that is not
properly pronounced. When a child learns how to pronounce a word very well, the child will
be able to comprehend what he or she reads. When a child is able to pronounce a word
correctly, the child will be able to understand the word. Children normally use in their words
that they understand in their daily speech (Clicknkidscom, 2019).
Children have to develop more confidence in themselves before they begin to vocalize more.
This begins the moment they realize that they can pronounce words correctly like older
people. It is only through phonics reading that children will develop the ability to pronounce
words very well (Clicknkidscom, 2019).
3
In order to make phonics learning becomes more effective, here comes a project with aims
of designing an interactive Turkish Language phonics learning Book for Children using
Augmented Reality (AR) technology. AR technology allows the physical images or object
mixed with a virtual layer.
1.2 Problem Statement
Augmented Reality has not yet been known or its near absent in the field of Turkish
Language teaching and learning.
There is a lack of learning system-based approaches to mobile applications which are using
AR technology for Turkish Language.
The objective of this thesis is to develop an AR mobile application based on Turkish
Alphabet and a Book to interact with the application. The project was developed for children
aged 5 to 7 years so that they can learn interactively using images, 3D models and sound
(phonetics).
1.3 The Aim of the Thesis
The aim of this thesis is to develop an Augmented Reality application and book for children
that teaches them Turkish Alphabets with phonics, and each letter with an example.
1.4 Significance of the Thesis
With the increased improvements in technology, it is reasonable to make use of the
technology in all areas of life where applicable. One of the fields where it needs more
implementation of technology is education. Using different techniques in the learning
process is a huge demand and once they practice using the technology in education and make
the most of it, learners tend to show more willingness in learning and in getting the
knowledge.
Being a child means playing and learning. These two things should be considered when
approaching any methods for teaching children. The lessons prepared and given by educators
and parents should focus on the playfulness and the fun factor (Rahmat, R. F., Akbar, F.,
Syahputra, M. F., Budiman, M. A., & Hizriadi, A., 2018, March). Removing those factors
4
will simply result in a bored child and eventually will stop following what the lesson is being
given. The basics of each language is the Alphabet. Those two factors mentioned earlier are
considered when developing the application to ensure that the children using the application
are enjoying the learning process.
Developing the Augmented Reality Children’s book for the Turkish Alphabet will be the
first application of such kind. No previous Augmented Reality Book Application of the kind
developed have been created for teaching Turkish Alphabet for children which gives more
significance to this thesis and motivation of building such application.
1.5 Limitations of the Study
Despite the fact that the thesis reaches its goals, if different designs were selected in making
the pages of the book, the tracking of the image targets would leave no chance for having
less features of an image target to be detected and get recognized better in placing 3D objects
over the targets.
1.6 Overview of the Thesis
The written thesis consists of six chapters, a brief insight on each chapter is written below:
Chapter 1: Chapter one gives a general introduction on Augmented Reality and the new
digital media, and how this technology can help in different areas of the current age. This
chapter also describes the aim of the thesis, the limitations, and the importance of the thesis.
Chapter 2: Past related research to the topic are reviewed, the techniques they used and their
results are also mentioned.
Chapter 3: This chapter focuses on the theoretical background of Augmented Reality,
Virtual Reality, and Mobile Learning and how AR helps in education sector.
Chapter 4: The process of developing the system, and the implementation of Augmented
Reality Children’s Book application is explained in details in this chapter.
Chapter 5: The results and finding of the thesis are discussed.
Chapter 6: Finally, the conclusion is explained in chapter six and also the future works is
presented for those who would like to continue on this research.
5
CHAPTER 2
LITERATURE REVIEW
This chapter presents previous works and studies on Augmented Reality applications,
interactive books and learning languages through Augmented Reality. It talks about what is
already available and which areas need more research and applications. Augmented Reality
is relatively new to consumers and it started getting public’s notice in the past couple of
years, this is one of the reasons the time range of the chosen literature presented is 5 years
from 2014 until 2019. In the end of this chapter the suggested application is presented to fill
that gap between what is already there and what is needed.
(Gil, et al., 2014) in a short-term experiment, presented an Augmented Reality story book
called AR Petite Theater, that enabled role-play via augmented reality technology. Through
interactive reading experience it provided an opportunity for children to learn the ability of
empathy by mocking and copying the way the character’s role of the story was thinking and
speaking. After conducting an experiment with twenty-four young children, they measured
the participation and perception of children’s role-playing. Empathic behavior was found in
the groups were Augmented Reality was used, and the children using the technology showed
less unconnected perspectives than those who did not use the Augmented Reality
technology.
(Al-Ali, et al., 2016) presented MyVision AIR, an interactive Augmented Reality book
(application), aiming to enhance the reading experience of adult-learners through integration
of Augmented Reality technology to improve the interaction between the user and normal
books. My Vision written by the Vice-President and Prime Minister of the UAE and Ruler
of Dubai, H.H. Sheikh Mohammed Bin Rashid Al Maktoum, was the book they applied
Augmented Reality to it. The added features to the normal book were 3D models, animations,
audio and video. In result of using Augmented Reality it improved the user experience with
traditional textbooks and the findings were found to be very positive as stated by the authors.
(Zainuddin, N., & Idrus, R. M, 2016) in their study described the development process of an
augmented reality enhanced flashcards for Arabic vocabulary acquisition, to improve
student’s knowledge and memorization of basic Arabic Vocabulary. The Augmented Reality
6
element provided an engaging, varied learning environment with a mixture of audio, visual
or multimedia content. The use of augmented reality was considered as one of the platforms
that can be used to help the students in memorizing certain information and maintained their
knowledge of a vocabulary in a language, in their example, the Arabic vocabulary.
Findings of the research conducted indicated that AR enhanced flashcards help in supporting
the knowledge of students regarding the Arabic vocabulary acquisition. Furthermore, they
also found that with the help of the AR enhanced flashcards the process of learning is easier.
(Dalim, et al., 2016) Presented An interactive augmented reality tool for teaching basic
English to children who do not come from an English-speaking background called TeachAR
which is an interesting challenge for educators. The system as the authors claimed was “the
first AR language learning tool attempting to teach young children, 4 to 6 years old, about
spatial relationship and shapes.” The results indicated a potentially better learning outcome
using the TeachAR system than the traditional system. It also showed that children enjoyed
using AR-based methods. However, it also showed a few usability issues with the TeachAR
interface such as issues in Speech-Input.
(Majid, et al., 2016) developed an Augmented Reality mobile application for Pre-Literacy
Kit. The developed AR application was based on three main things: contents, design, and
tools. The results show that the children and teachers gave positive feedbacks, children were
having fun in using the application and the teachers after using the mobile app for the pre-
literacy also liked the addition of a variety of teaching aids.
(Hsu, T. C., 2017) In an attempt for third grade students to learn English vocabulary in free
and situated environments, they developed and evaluated two Augmented Reality
educational game systems. The students had excellent learning effectiveness regardless of
whether they used the self-directed or the task-based AR educational game system in their
study. It was also found that the learning styles of the students had a critical role in the
foreign language learning anxiety and in their mental effort as mentioned in the study.
(Hashim, et al., 2017) developed ARabic, a Mobile Augmented Reality application for
teaching and learning early Arabic language and to also study its effectiveness. The
application had two main modules; Learning and Exercise Module which consisted of
objects, graphics, animation, video, audio, and 3D objects to keep the student’s interest.
7
Because of the printed textbook with digital information, and based on the user testing, it
showed that users were very interested in ARabic and learned the modules quickly. The
authors also mentioned that this application can also help parents to teach their children
Arabic at home, because it is a complete learning system that used the teaching modules in
school and it comes with Malay translation to help parents.
(Lee, et al., 2017) developed a prototype of an Augmented Reality application to teach
Kindergarten Students English vocabulary in an interactive way. The application allows
kindergarten students to learn English vocabulary in any place and at any time using a mobile
device. They also integrated a monitoring system into the application to address the parents’
concerns on their children’s health. The monitoring system allows the parents to monitor
their child’s usage and stop the application in real time online. This act would reduce the
negative effect on children’s health while they still enjoy the experience. In their preliminary
assessment, it showed that the effectiveness of the application was satisfactory.
(Sidi, J., et al., 2017) developed an interactive English Phonics Learning for Kindergarten
using Augmented Reality. With aims to make phonics learning more interesting, interactive,
and effective. The marker-based technique of Augmented Reality technology used for
tracking allowed children to interact with virtual phonics content through physical
manipulation. Phonics card here being the image marker that triggers the tracking process.
They were able to read CVC words with the phonics sound along with the related animated
3D model presented through the triple phonics card interaction. Children could answer the
questions with 3D model presented through assessment. This interaction method provided a
better learning experience for children. The results of performance evaluation showed that
children had reading improvements after using the mentioned courseware. It is considered
by the authors as a usable courseware through SUS evaluation held by teachers.
(Rahmat, et al., 2018) Developed an interactive Augmented Reality android application of
Hijaiyah alphabet (letters used in the Qur’an) for children education. The application used
the Smartphone and marker as its medium. 3D objects Hijaiyah can appear on the marker,
and each virtual button can make a sound based on the button selected by the hand. Using
the application, the user can learn and understand the shape and pronunciation of Hijaiyah
8
alphabet by touching the virtual button on the marker. One of the limitations of this
application is light, in the case of the dark or having less light, the application cannot run.
(Zainuddin, et al., 2018) developed an Augmented Reality application for Personalized
Arabic Vocabulary Learning for non-native students of Universiti Sains Islam Malaysia
(USIM). Findings indicated that the AR enhanced flashcards help in supporting the
knowledge regarding the learning of the Arabic vocabulary. Furthermore, the findings
showed that the AR enhanced flashcards facilitate the process of personalized learning. The
study also showed that the augmented reality application could be considered as one of the
personalized learning platforms that can be used to help students in memorizing certain
information and maintained their knowledge of Arabic vocabulary, and creating different
sentences by using the target vocabularies more than half of the time.
(MacCallum, et al., 2018) conducted a research on exploring Augmented Reality in Mobile
applications in early childhood literacy learning. The authors developed an early prototype
of an Augmented Reality application as the first phase to explore the concepts of exploring
and identifying the potential of AR in pre-literacy learning. The prototype made use of
markers for tracking purposes, in the form of cards showing a letter of the alphabet with an
associated image representing that letter to activate the content and to track it. Using the
application, a 3D animation of the object appears along with the phonetic sound of the letter.
The approach they used provided the children a context when getting familiar with the
sounds of the specific letter makes when pronouncing the letter phonetically.
(Cieza, et al., 2018) Developed an Educational Augmented Reality Mobile application based
on markers to improve the level of understanding of the usage of vowels and numbers for
children of a kindergarten in Trujillo. The scenes were developed in a way that when each
time you focus on a marker through the camera of the mobile application the respective
image is projected in Augmented Reality will be reflected. For example, using a marker with
an image of a number would present on the mobile application the 3D object of that number,
and the same case goes for the vowels. Authors indicated in their research that after
implementing the application, it was possible to increase the level of academic performance
of the use of numbers by 22.60% and vowel usage by 27.60% in the Juana Alarco de
Dammart nursery school children.
9
In this paper, an Augmented Reality Children’s Book was developed. It helps children learn
the Turkish Alphabets along with an example of a letter being used in a word. First, it
displays 3D objects of the Turkish Alphabet once the marker image is found, then sound of
the pronunciation of that letter is played, and the example of a 3D object of a word using that
letter is displayed. After following up with the recent research it has been found that there is
a huge demand of Augmented Reality in Educational sector, and for teaching children even
more.
It was also found that there is none-previous research nor application towards teaching
children learn Turkish Alphabet using Augmented Reality, and this was one of the reasons
this application was developed.
10
CHAPTER 3
METHODOLOGY
3.1 Theoretical Framework
This chapter will explain the theoretical framework used in this study, thus explaining
augmented reality, a brief history of AR, an introduction to its applications, augmented
reality usage and the advantages of having AR in the selected framework, Mobile application
development, types of mobile applications, smartphones, and the usage of smartphones in
the world.
3.2 Augmented Reality
Augmented reality is a technology that overlays virtual objects onto the real-world three-
dimensional environment. These virtual objects appear in real time and space that coexist in
the same place and can be collaborated with continuously to make it an immersive
experience (Akçayır, M., & Akçayır, G., 2017), (Kiryakova, G., Angelova, N., &
Yordanova, L., 2018).
The history of augmented reality usage goes back to the time when Ivan Sutherland created
the first augmented reality system, which is also the first virtual reality system (see Fig.1). It
used an optical see-through head-mounted display that was tracked by one of two different
6-Degrees-of-Freedom trackers or (6DOF): a mechanical tracker and an ultrasonic tracker.
Only very simple wireframe drawings could be displayed in real time Due to the limited
processing power of computers at that time (Sutherland, I. E., 1968, December).
Figure 3.1: The mechanical head position sensor in use (Sutherland, I. E., 1968)
11
Augmented Reality is considered to be one of the fastest growing branches of ICT that is
visible in our everyday lives. With its assistance, the physical world can be expanded with
virtual elements (e.g. 2D images, videos, 3D models, and animations) that merge into the
real-life environment. The technology is halfway between the real and the virtual world, and
the virtual objects are displayed and generated with the help of a computer screen, a mobile
phone, or a special head-mounted device (Biró, et al., 2017).
3.2.1 Objectives of Augmented Reality:
To enhance the imagination of youths, to implement it into day by day lives to help the
majority to accomplish and attain what is a constraint in the real-world environment,
challenge the unthinkable, make new realities out of the real-world environment, and to make
a virtual objects more entertaining for client experience (Mohammed, M. M. ,2018).
3.2.2 Types of Augmented Reality
Fundamentally, AR applications when it comes to tracking are of two types of
implementations: The marker-based, and the marker-less. The marker-based makes use of
the camera and a visible indication of (e.g., An image, or a shape) to serve as the target to be
tracked, while the marker-less deals with the mobiles’ global positioning system and
compass from positioning information to be able to track and position the virtual objects.
These two main types can be derived to 4 types:
3.2.2.1. Fiducial Marker Based Tracking
The most used technique to achieve AR is this type. In AR they are used in the field of view
for easy recognition and typically have high contrast. By using them we can relate to point
in space and also calculate distance and the angle at which we look. The typical markers
used in AR are black and white squares with geometric Figures. The use of black and white
gives high contrast compared to having a background environment and can therefore be
quickly recognized. One of the common downfalls in fiducial markers technology is that
they always have to be seen and cannot be obscured by other objects during the
augmentation. This problem can be partially alleviated by remembering marker position and
refreshing its position accordingly with device movement (Amin, D., & Govilkar, S. ,2015).
12
3.2.2.2. Hybrid Based Tracking
Hybrid Based Tracking usually combines two or more data sources such as Compass, GPS,
Accelerometer to calculate the actual position and orientation. Using compass, we can tell
the direction where the device is pointing at and check if that route has any objects to be
augmented on. Global Positioning System (GPS) identifies the current location of the device,
with this location information, we can find objects that are to be augmented in our area. The
accelerometer is used to calculate orientation of the device using gravitation to its advantage.
Combining all information, we can calculate what should be augmented in the field of view
without any actual processing of the real image but of course the real image is used for
placing the layer of augmentation. (Amin, D., & Govilkar, S. ,2015).
3.2.2.3. Modeled Based Tracking
A model-based approach uses prior understanding of 3D objects within the environment
along with their appearance. Using geometrical representation of 3D objects, we are able to
manipulate their position and orientation matching them with their counterparts in the field
of view. Model approach works using edge detection for construction of 3D models, in some
instances the model is provided to track resemblance with regards to its object in the
environment e.g. tracking a moving car on the streets, but this approach usually requires
more processing power (Amin, D., & Govilkar, S. ,2015).
3.2.2.4. Natural Feature Tracking
This technique allows AR to be achieved using objects in real world as markers by
recognizing the markers natural characteristics. Based on some mathematical algorithms, we
find “interesting features” of the image that are highly distinguishable. A Feature descriptor
of a given image is saved for additional recognition purposes. Based on this particular feature
set we can recognize the exactly same image from different orientation, distances, and
illumination levels even with some occlusion due to the fact that the descriptor is invariant
to those changes (Amin, et al., 2015).
(Bacca, et al., 2014), in the results of their analysis found that most of the studies on the use
of Augmented Reality in Education used “Marker-based AR” by (59.3%) markers are most
used in the development of the AR applications towards educational settings. A probable
explanation for this result is that compared to the marker-less tracking techniques currently
13
the tracking process of markers is better and more stable. Therefore, Marker-based AR could
be recommended for a better experience with the technology for students until better
techniques for tracking can be developed for marker-less AR. In educational settings
“Markerless AR” has not been widely used based on the average percentage (12.5%) from
the analysis.
The development of “Location-based AR” applications is major (21.8%) compared to
marker-less AR applications. This is because of the availability of multiple sensors in today’s
smartphones and devices such as the accelerometer, digital compass, gyroscope, and usually
the GPS. These technological advancements enable developers to develop applications of
AR that are aware of the user’s location and in return be able to show information according
to the position and/or orientation based on the data given by the sensors (Bacca, et al., 2014).
Table 3.1: Types of AR applied in Education
Code Sub-category Number of studies Percentage (%)
SC1 Marker-based AR 19 59.38%
SC2 Marker-less AR 4 12.50%
SC3 Location-based AR 7 21.88%
SC4 Not specified in the study 2 6.25%
3.2.3 Importance of Augmented Reality
Augmented Reality applications are important and are being used in many different areas
and fields among which are (Medical Training, Retail, Repair & Maintenance, Design &
Modeling, Business Logistics, Tourism Industry, Classroom Education, Entertainment, etc.
…).
One of the main areas of focus in this research of where Augmented Reality is being used is
Education.
There is a wide variety of media in which educational content can be experienced. Student’s
traditional method of learning is through interaction with teachers. And also, through non-
interactive media like textbooks, slides and instructional videos. Digital media has gradually
14
made its way into educational settings in the last half century, providing students with
different learning opportunities around interactive simulations and educational games. Those
experiences have typically been accessible only in classrooms equipped with desktop
computers and some with interactive whiteboards. More recently, students can experience
different kinds of learning experiences and access them portable devices such as
smartphones and tablets (Radu, I., 2014).
There is an increase interest in Augmented Reality to develop effective learning experiences.
For teachers considering to implement AR experiences with their students, learning theories
can serve as an approach to accomplish that goal (Wang, et al., 2018).
For preschool children in the learning process, the role of AR is for sure to capture their
attention. Giving children information continuously in an attractive way will prepare them
for the future and motivate them to explore their surroundings and the world in their own
ways. Based on (Rasalingam, et al., 2014) research, they found that the use of flashcards
could enhance active learning. If learning is conducted in an educative environment where
technology is easily accessible, it tends to be more efficient, effective, and dynamic for
children. Teachers and parents should work together in the child’s learning process and
should make sure that the environment they are being thought in is a suitable one without
any disturbance.
In (Rasalingam, et al., 2014) they had an interview with a 6-year old child, preschooler and
an IPad user named Siti, they asked her about her experience using Augmented Reality
technology in the classroom and, and this was her reply:
“The class was nice. I see animals on the cards. I love to learn this way. I have IPad at home
but I only play games with the IPad……I play the Angry Bird game and car racing games. I
like to learn this way because there is animal on the card when I bring the cards near to the
camera. Yes, easy to learn this way. I had fun today. I want to use this in class. “
According to their interview, Siti seems to prefer learning using the AR technology in her
classroom rather than the traditional learning methods. She was excited to use this
technology in her learning process. She was also asked at the end of the class about the
alphabets, her response was good and gave an outstanding feedback.
15
3.2.4 Advantages of Augmented Reality
As mentioned before, the features and potential of AR technology has shown a need in the
field of education. Because there is an increase usage of AR technology, many reports by
researchers and educators have been made about the advantages of Augmented Reality.
According to (Masmuzidin, et al., 2018) and from motivation perspective, the major
advantages of AR are shown in Figure 3.2.
Figure 3.1: Advantages of augmented reality from motivation perspectives (Masmuzidin,
…………… et al., 2018)
According to (Safar, et al., 2017)., in 2012 in Bulgaria an empirical research was
implemented on 26 children at the primary stage to find if whether or not children who are
learning a language thorough the use of AR technology comprehend more than those who
learn languages by traditional methods. Their findings supported the argument that using AR
technology helps in promoting vocabulary and that children are satisfied after the educational
experiment was done in an AR environment.
To obtain knowledge and support learning, Books have long been used. When technology
advanced, books were available in an electronic form or as called e-books. These e-books
can be viewed on different types of multimedia platforms and devices which makes reading
experience more accessible and interesting. Thou the sense of having and touching a real
physical book is more preferred as mentioned in (Matcha, et al., 2012, June). In Books that
16
are using AR or AR-Books, virtual information and objects are added, they enhance the
reading experience.
One of the earliest works implementing AR technology in Books is the "MagicBook" which
used pop-up books as the concept (Billinghurst, et al., 2001). Users were able to read the
book like a regular one while being able to view the virtual contents (animations) through
the use of a Hand Held Display. In AR books, the way it works is that users can interact with
the physical book and use it as the interface to show the virtual content augmented through
a displaying device.
3.2.5 Augmented Reality Software Development Kits (SDKs)
In (M. Romilly, 2019) in his presentation, he talked about 12 Best Augmented Reality (AR)
SDKs available in 2019. The right SDK will depend entirely upon the exact project
requirements. Here the focus will be on Vuforia SDK used in the creation of the application.
“An augmented reality SDK (software development kit) is the core technological software
engine that powers the development and creation of new AR apps and experiences.” (M.
Romilly, 2019)
The role of the AR SDK is to perform the task of fusing digital content with the real world.
The capabilities of the AR SDKs determine the features and functionality within your AR
application, so it’s essential to choose the correct platform based on the requirements of your
project.
Each AR SDK is equipped with its own unique properties that enable developers to track,
recognize, and render the application in the most ideal manner possible.
Below is the list of the 12 Best Augmented Reality SDKs available in 2019:
1) Vuforia
2) ARKit
3) ARCore
4) Wikitude
5) EasyAR
6) Kudan
7) Onirix
17
8) MaxST
9) Pikkart AR SDK
10) DeepAR
11) Lumin (Magic Leap)
12) MixedReality Toolkit (HoloLens)
Vuforia is an augmented reality SDK that lets app developers and businesses to quickly make
highly-reliable, mobile-centric, immersive AR experiences The Vuforia AR SDK uses
computer vision technology to detect and track image targets and 3D objects in real-time.
This can help developers and businesses to place and orient virtual objects. Including 3D
models and other content such as 2D videos or images to the real-world environment. Virtual
objects are overlaid on top of the real-word environment scene and can be viewed using an
AR-enabled device such as a smartphone or a tablet (M. Romilly, 2019).
Vuforia’s augmented reality SDK has the ability of supporting a various range of 2D and 3D
targets, including multi-target 3D configurations, marker-less image targets, and fiducial
markers also known as a ‘VuMark’. Other additional features available in the Vuforia
augmented reality SDK include localized occlusion detection by using virtual buttons, the
capacity to calibrate target sets and develop them at runtime, and target image selection at
runtime (M. Romilly, 2019).
Vuforia provides different application programming interfaces (API’s) in C++, Objective
C++, Java, and .NET via an extension of the Unity game engine. Vuforia SDK has the ability
to support both native development for Android and iOS and the development of AR
applications and prototypes in Unity’s game engine that can easily be ported across both of
the mentioned platforms (M. Romilly, 2019).
This gives a great option for brands and businesses looking to develop apps that cover both
Android and iOS platforms whilst minimizing commercial and technical risk. The means
that AR apps can be developed in short period of time seamlessly for the widest possible
number of target mobile devices (M. Romilly, 2019).
18
Figure 3.2: Diagram of the process of application development platform Vuforia (G.Jack,
…………… 2013)
To track a target, a developer uploads an input image. The mobile application can access
target resources in two ways:
• Using web services, it can be accessed from a cloud target database.
• It can be downloaded in a device target database to be incorporated with the mobile
app.
In the case of text recognition, the developer specifies a set of words that can recognize,
using the following text data sets:
• Word lists in the Vuforia Word List (VWL) binary format.
• Using simple text files, additional word lists can be specified.
• Optional list filters for words (black or white lists) to explicitly include or exclude
the recognition of specific words.
The mobile app and the word lists and filter files are bundled together and loaded at runtime
using the API (G.Jack, 2013).
19
3.3 Virtual Reality
Often times when Augmented Reality is mentioned, Virtual Reality (VR) is also mentioned
with it, here Virtual Reality will be explained in brief and also to differentiate between both
AR and VR technologies.
Virtual Reality is 100% digitally generated environment where users can interact with, VR
contains real-time immersive simulations through digital graphics. In other words, Virtual
Reality provides users with a feeling of actual presence and being immersed psychologically
in that virtual environment (Huang, et al., 2019).
Between the real environment and the virtual environment there is augmented reality and
virtual reality, they both gave birth to mixed reality.
Figure 3.3: Reality-virtuality continuum (Milgram, P., & Kishino, F., 1994), (Flavian, C.,
…………… 2018)
VR headsets can be divided into three categories:
• Mobile headsets
A Mobile headset is basically used by placing the smartphone in a case with lenses, usually
there is a divider between the two lenses, and the related VR app on the smartphone divides
the screen into two separate images, each for an eye to make an immersive experience on a
smartphone. Some of the example of mobile headsets are Google Daydream View, Samsung
Gear VR, and also the cheap headset to enter the VR world is Google Cardboard.
20
• Tethered (PC/Laptop Powered) headsets
They are called Tethered headsets because they are physically connected to a PC or
(PlayStation – PlayStation 4 for the PS VR). The major differences between Tethered
headsets and Mobile headsets is that they use 6DoF (6-Degrees-of-Freedom) Controllers,
and built-in headset cameras and sensors. Examples on Tethered headsets are HTC VIVE,
and Oculus Rift. Both the HTC VIVE and Oculus Rift required powerful processing power
from a PC to tun.
Figure 3.4: Google Daydream View
………… (Googlecom. 2019) Figure 3.5: Samsung Gear VR (Samsung,
…………… 2019)
Figure 3.6: Google Cardboard
…………… (Google.com, 2019)
21
Figure 3.7: HTC VIVE (Vive.com, 2019)
Figure 3.8: Oculus Rift (Bbystaticcom.
…………… 2019)
• Stand-alone headsets
Standalone VR headsets are new on the market of VR headsets and provide a median option
between the Mobile-Based headsets and Tethered headset. No additional hardware is
required. They are basically VR headsets with built-in displays and a custom-built android
operating system. Examples on Stand-alone headsets are Oculus Go, and the most recent
release of the Oculus Family with new features and improvements, the Oculus Quest.
Figure 3.9: Oculus Go (ESSA ……………
KIDWELL, 2018)
Figure 3.10: Oculus Quest (Oculus.com,
…………… 2018)
Whether it’s a Mobile-Based, Tethered, or a Stand-alone headset, the development of these
devices is in the benefit of end user and in return the more advanced they get the more it can
help the areas we need the most like Health sector, Education, etc.
22
3.4 Mobile Phones/ Smartphones
In (Arth, et al., 2015)., the authors talk about when the first ever smartphone was introduced
by IBM and Bellsouth at COMDEX in 1992, It was called the IBM Simon Personal
Communicator. The phone had a 1 Megabyte of memory equivalent to 1000 Kilobytes and
a Black & White touch screen with 160 x 293 pixels as resolution. The IBM’s Simon worked
as a phone, calculator, pager, address book, a fax machine, and as an e-mail device. It
weighted 500 grams and cost around 900 United States Dollars.
Figure 3.11: IBM Simon Personal Communicator (T. Caudell and D. Mizell, 1992)
A mobile phone is considered to be as one of the essential components of modern life. The
continuous evolution of mobile phones has changed the shape of the world and how we
interact with it (michaelcon123, 2019). What makes smartphones different from traditional
mobile phones is that smartphones offer more functions for the end user, including internet
connection, multimedia players for music, pictures, and videos (michaelcon123, 2019). One
of the standing innovations about smartphones is the ability for the users to download various
types of applications on different platforms. This ability opens the door to a lot of
possibilities for the developers to develop applications in different fields and for different
aspects of life and for the user to use and make their life easier.
In a survey done by Statista in the duration of 2014 to 2015, (Statista, 2016) in June, 2016,
they published statistics on the total number of smartphone users worldwide from 2014 to
2020 as shown in the Figure 3.13.
23
Figure 3.12: Number of smartphone users worldwide from 2014 to 2020 (in billions)
…………… (Statista, 2016)
In their findings, it appears that the number of mobile phone users in the world was
expected to reach around 2.5 billion mark by 2019 (Statista, 2016).
Operating system of mobile phones:
To run a smartphone, an operating system is required, there are three major operating
systems available in the market and are widely spread worldwide.
1. Android
2. iOS
3. Windows OS
When searching for mobile operating systems, other operating systems might appear, but
they are not as strong and widespread as the other top three, other OS for mobile are but not
limited to (Bada, Palm OS, Open WebOS, Maemo, MeeGo, Verdict, Symbian, etc…).
24
CHAPTER 4
SYSTEM DEVELOPMENT AND IMPLEMENTATION
This chapter explains and navigates through the developed Augmented Reality mobile
application the Augmented Reality Children’s Book and talks about the system development,
system architecture, the implementation and how it works.
4.1 System Development
To achieve the desired application, different tools were used for both the software and the
book itself. In Figure 4.1 it shows all the tools used in the development of the Augmented
Reality Children’s Book.
The system development contains five steps.
Step 1: Modeling 3D Letters, via Adobe Photoshop, and preparing the related 3D objects
from ready to use 3D models.
Step 2: Drawing and creating image targets for the Book via Adobe Photoshop.
Step 3: Preparing and editing sound using Adobe Audition.
Figure 4.1: System Development Tools
25
Step 4: System programming of the augmented reality based on Vuforia SDK and Unity
Game Engine as the system development environment.
Step 5: Finally, Unity is used as system building platform and integrated with the Android
SDK, the final product application is available for installation and for usage.
4.1.1 Architectural System Design
The AR-Children’s Book is designed using Vuforia SDK that has the ability to store multiple
image targets and also capable of communicating to the database connected with the
application on the user’s device. After tracking image targets and a successful detection, 3D
objects are placed in real life through a screen display to make the immersion possible. The
AR-Children’s Book application architectural system design is described in the bellow
Figure.
Figure 4.2: Vuforia Core Components of the AR-Children's Book Application
26
The user opens the application to detect an image target in the Book through the camera, the
camera then captures the preview frame and passes it to the image tracker. The image
convertor uses the pixel format convertor and converts the default format of the camera and
changes It to a suitable format for openGLES rendering and tracking. Tracker, detects and
tracks real world objects in the preview frame of the camera using image recognition
algorithms, then the results are stored in the state object which is passed to the video
background renderer. Rendered the camera image stored in object state and the virtual
objects are augmented on the real world displayed in the camera screen of the user’s device.
4.1.2 System description
Mobile phone AR applications with Marker-based feature search for an image target through
the camera. It compares the live feed from the camera with the stored image target in the
database. Once the target image is found, the software brings the digital object/ a 3D model
and places it on to the real world. Marker-based AR are also called Image recognition or
Recognition based AR. The working principle of how Marker-based AR applications work
is demonstrated bellow in Figure 4.3.
Figure 4.3: Mobile Augmented Reality Block Diagram Architecture (Dipti Rajan Dhotre,
…………… 2016)
27
The Architectural block diagram of the developed AR above shows the following important
parts:
Camera:
When the camera is opened in the device which the user is using, a real-world live video is
presented as an input from the device (In this case an Android phone) camera and passes the
information to the Camera module.
Image Capturing Modules:
The live video feed from a mobile device camera is the input to the Image Capturing Module,
by examining and processing each frame in the video (Dipti Rajan Dhotre, 2016)
Image Processing Modules:
The images from the Image Capturing Module are the inputs to the Image Processing
Module. Using an image processing technique these images are processed to detect the AR
camera. The detection of the AR camera is necessary to identify the position, and where to
play the virtual object. The moment an AR object is detected, its location is given as an input
to the Tracking Module (Dipti Rajan Dhotre, 2016).
Object Tracking Modules:
The tracking module is the essential core of the augmented reality system; the relative
position of the camera in real time is calculated (Dipti Rajan Dhotre, 2016).
Rendering Module:
Rendering Module has 2 inputs. The first one is the calculation of the position from the
Tracking Module, and the other input is the Virtual Objects to be Augmented. The Tracking
Module then combines both the original image and the virtual components using the
calculated position and displays the augmented objects on the display screen of the mobile
device (Dipti Rajan Dhotre, 2016).
28
Figure 4.4: Flowchart of the developed system
4.2 Implementation of AR Children’s Book in Unity3D with Vuforia SDK
4.2.1 Steps for configuring Vuforia into the project
• License key
o A license key is needed to be able to use Vuforia in the application.
o Create and copy a license key from Vuforia’s developer portal and past It In
the unity software
29
Figure 4.5: License Key Creation (Vuforia)
• Database
o To create a new Database, go to Vuforia’s developer Portal
o Go to Target Manager
o Click on Add Database
o Give a name to your Database
o Choose the type of the Database
o Click Create to create the Database
Figure 4.6: Database Creation
• Add Targets to Vuforia
o After the Database is created, start by adding targets to the database
30
o Select a Database
o Click on Add Target
o Choose an image file form your device
o Give dimensions(width) to your target
o Give your target a name
o Click Add
o For multiple targets, repeat the same actions in the same Database
uploading different Targets with different names
Figure 4.7: Add Targets
• Download desired Database
o After uploading all the targets wanted, you can start downloading the
Database to use it in your project
o Click on Download Database (All)
o Choose the Development platform you wish to work on, in this case Unity
Editor
Figure 4.8: Download Database
31
4.2.2 Steps of development in Unity3D Editor
• Add AR, and Vuforia assets to your Unity project
o Since Unity version 2017.2, Unity integrated Vuforia Engine for easy
development of AR experiences
o In the Hierarchy Area, right click on an empty space and hover on Vuforia
Engine, a List will show, click on Add Camera
o It will ask you to import some quired assets, click import
Figure 4.9: Importing Vuforia Assets
• Add Vuforia Database to Unity Editor
o In the Assets folder, right click on an empty space, then Hover on Import
Package, then click on Custom package and select the database you’ve
downloaded earlier
Figure 4.10: Import Database
32
• Add Image Targets
o Right click on an empty space in Hierarchy area and hover on Vuforia Image,
then click on Image
o When the Image Target is added, If the Database is loaded before this step, it
automatically assigns an image for detection to the Image Target
Figure 4.11: Add image target
33
• Modify Image Target settings
o In-order to modify the settings of the Image Target, Vuforia has to be enabled
in the Player Settings
o File->Build Settings->Player Settings
o In XR settings, check Vuforia Augmented Reality
o Remove the main camera, and leave only the AR camera
Figure 4.12: Image Target with Database loaded
• Adding 3D models to Image Targets
o Load your 3D models into Unity
o Drag and Drop your Object/3D model and place it on top of your image target
o Use the Scale tool if the Model is too Large or Too Small
Figure 4.13: 3D model object
34
• Adding Sound
o Click on the Image Target you want to add sound to
o Find Default Trackable Event Handler and double click on the script
o This will take you to your preferred script editor, In the case of this project it
was Visual Studio, and the script language is C#
o The notable mention here when coding to add sound is when image target is
found, it should activate the sound file, if not found it will not do anything
until image target is found
Figure 4.14: Default Trackable Event Handler in Visual Studio (C#) language
• Compile the project with Android
o This project is for Android platform, so naturally we should change the
project settings in Unity accordingly
o File->Build Settings->Android
o Click Switch platform
o For the project to run with no errors, Android SDK is advised to be installed
in the PC before starting the development process.
Figure 4.15: Switching to Android Platform
35
4.3 Implementation of the Application
AR children’s book was designed based on the Turkish Alphabet and according to each
Alphabet a respective representation of that letter is presented in an example. When the
Camera detects and Image Target, the 3D model/Object of that assigned to the Image Target
will appear in the camera. At the same time when Image Target is found, a sound is played
which pronounces that letter in the Alphabet or the example related to that letter.
Figure 4.16: First page of the Book
36
4.3.1 Pages of AR Children’s Book
The first page when you open the book as shown in Figure 4.17. is the letter A, Capital Letter
A, and Small Letter a in Turkish language. The Next Page or each page to the right is an
example of that specific letter, in this example a Car (Araba) in Turkish representing the
letter in the Turkish Alphabet. See Figure 4.18.
Figure 4.17: Capital and Small Letter A
Figure 4.18: An example of a car (Araba) on the Letter A
37
4.3.2 AR Children’s Book in Use
After a user points the camera towards the image target, the letter in this case, the 3D model
of the letter will appear on the smartphone’s screen along with a sound pronouncing that
letter. The same thing goes for the other page. The user will point the camera towards the
image target, towards to the image of the car in this example and the 3D model of the car
will appear on the device (smartphone) with the sound of the pronunciation of that word
containing the previous letter learnt from the application. See Figure 4.19. And Figure 4.20.
Figure 4.19: Letter A (Capital, Small)
Figure 4.20: Car (Araba)
38
Another example on the application being used is shown below in Figure 4.21.
Figure 4.21: Three Models Showing at the same time
In the above Figure, two, 3D models are shown at the same time since the letters from the
Alphabet are shown as one object connected with a single image target. The program has
been set to track only 2 targets at the same time because the way the book looks is two image
targets can be seen at once in the book when opened, which makes it reasonable to only track
2 targets, maximum at the same time. This also reduces resource consumption because after
reaching the limit of showing objects at the same time, it won’t be looking for another object
to find. Although the Letters and the example can be tracked simultaneously, it is advised
for the user to point the camera to only one page and interact with for better learning
experience.
39
CHAPTER 5
RESULTS AND FINDINGS
One of the requirements of this study was to make a new augmented reality children’s book
application that teaches children Turkish Alphabet.
R1. Generate 3D models of Turkish Alphabet Letters
R2. Generate 3D models of examples for each Turkish Alphabet Letter
R3. Play the respective sound once an image is recognized for pronunciation
3D models of the Turkish Alphabet letters have been created from scratch and have been
implemented in the application.
3D models of examples on each Turkish Alphabet Letter have been gathered and
implemented successfully in the developed application.
The implementation of sound in this application has also been successful. After each
successful recognition of an Image Target, related sound of the letter or the example will be
played accordingly.
In the below table it is shown that the Image target representing letter A is not likely to appear
based on the image’s feature points, and gave its system gave it 0 out of five stars.
The Second example is the Red Car, though the system deals with the image in black and
white, the color of the image here does not affect the performance. The only thing the system
to recognize an Image target is its feature points. Here the system gave this example 4 out of
five stars, which means that its probability of recognizing the Image Target is high.
The Third example is of a flower. In this example a change has been made on the original
chosen Image Target for more probability of recognition. In return, the Vuforia’s system in
measuring the probability of an Image Target being recognized gave this image 4 stars out
of 5.
40
Table 5.1: Recognition Probability based on Vuforia
Original Image Image Features Recognition Probability
41
Comparing these results with the actual developed application results show that unlike the
percentage given by Vuforia’s system, the Letter A is always recognizable when pointing
the camera to the related Image Target. More test findings show that although it is advised
to update the Image Tracker once a low recognition rate is given. Not every low recognition
rate means that the respective Image Tracker will not be recognized.
Table 5.2: Image Targets Recognition Test Results
Target
Image
(Letter)
Recognized Note
Target
Image
(Example)
Recognized Note
A Yes None Araba Yes None
B Yes None Balloon Yes None
C Yes None Ceket Yes None
Ç Yes None Çîçek Yes None
D Yes/No
D struggles
until it gets
recognized
Defter Yes/No
Struggles until it
gets recognized,
this could be
because of the
size or details of
the 3D object
E Yes None El Yes None
F Yes None Fil Yes None
G Yes None Güneş Yes None
Ğ Yes None Ağaç Yes None
H Yes None Havuş Yes None
42
I Yes None Irmak Yes None
İ Yes None Înek Yes None
J Yes None Jöle Yes None
K Yes None Kedî Yes None
L Yes None Lamba Yes None
M Yes None Masa Yes None
N Yes None Nar Yes None
O Yes None Ot Yes
The presented
3D model object
contains a lot of
details which
makes the
application a bit
slower than
usual
Ö Yes None Ördek Yes None
P Yes None Pencere Yes None
R Yes None Roket Yes None
S Yes/No
At times,
instead of
recognizing S,
it recognizes Ş
because of the
Sincap Yes None
43
shape
similarity
Ş Yes None Şemsiye Yes None
T Yes None Tavşan Yes None
U Yes None Uçak Yes None
Ü Yes None Üzüm Yes None
V Yes None Vişne Yes None
Y Yes None Yıan Yes None
Z Yes None Zil Yes None
D struggles until it recognizes the image target, but after a few tries, it shows.
Defter also struggles until it is recognized, and when it is finally recognized, the 3D model
shakes, it is assumed that it is due to the details and the size of the object and the rendering
time.
Even though S letter image target has been modified, the lack of distinguished features of
the letter makes it hard to be recognized. In times it miss-represents it with Ş and sometimes
it correctly recognizes S.
Because the application was developed to interact with a physical book, Image Targets were
somehow forced to be in a certain shape. Almost every issue can be avoided if the designs
are only serving the detection purpose nothing else in mind.
All other letters and shapes are recognized instantly when the camera is directed towards the
Image Targets.
Based on the above table, only 10.34% of the Image Targets face issues when trying to be
recognized, which in return gives an 88.66% of correct recognition of Image Targets.
44
CHAPTER 6
CONCLUSION AND RECOMMENDATIONS
6.1 Conclusion
Augmented Reality is an interesting and effective technology where it combines the virtual
objects with the real-world environment. This technology gives endless ideas and
innovations to happen in different areas. One of the uses of AR is in education. In this thesis,
Augmented Reality Children’s Book was presented, an AR application which teaches
children Turkish Alphabet with Phonetic and examples.
Based on the literature research, the developed system is the first AR Turkish Alphabet
Learning Tool attempting to teach children of age 5 to 7 the Turkish Alphabets and Phonetic
with using 3D objects, 3D letters and sound of the pronunciation of each letter and each
example used in the book.
After successfully developing an AR application for teaching Turkish Alphabet for Children,
a great step is taken in filling the gap between using the newest technology in education
sector and specially language learning.
6.2 Recommendations
Future works can be but not limited to, developing moving 3D models and animations of
objects. Make the user directly interact with the objects and modify the outcome based on
the user’s input. More unique image targets. All these new works help in the advancement
of using technology in general areas and specifically in education.
45
REFERENCES
Akçayır, M., & Akçayır, G. (2017). Advantages and challenges associated with augmented
reality for education: A systematic review of the literature. Educational Research
Review, 20, 1-11.
Al-Ali, H., Bazzaza, M. W., Zemerly, M. J., & Ng, J. W. (2016, April). MyVision AIR: An
augmented interactive reality book mobile application. In 2016 IEEE Global
Engineering Education Conference (EDUCON) (pp. 741-745). IEEE.
Amin, D., & Govilkar, S. (2015). Comparative study of augmented reality SDKs.
International Journal on Computational Science & Applications, 5(1), 11-26.
Arth, C., Grasset, R., Gruber, L., Langlotz, T., Mulloni, A., & Wagner, D. (2015). The history
of mobile augmented reality. arXiv preprint arXiv:1505.01319.
Ati, M., Kabir, K., Abdullahi, H., & Ahmed, M. (2018, April). Augmented reality enhanced
computer aided learning for young children. In 2018 IEEE Symposium on Computer
Applications & Industrial Electronics (ISCAIE) (pp. 129-133). IEEE.
Bacca, J., Baldiris, S., Fabregat, R., & Graf, S. (2014). Augmented reality trends in education:
a systematic review of research and applications.
Bbystaticcom. 2019. Bbystaticcom. [Online]. [13 May 2019]. Available from:
https://pisces.bbystatic.com/image2/BestBuy_US/images/products/5989/5989502_r
d.jpg
Billinghurst, M., Kato, H., & Poupyrev, I. (2001). The MagicBook: a transitional AR
interface. Computers & Graphics, 25(5), 745-753.
Biró, K., Molnár, G., Pap, D., & Szűts, Z. (2017, September). The effects of virtual and
augmented learning environments on the learning process in secondary school. In
2017 8th IEEE International Conference on Cognitive Info communications
(CogInfoCom) (pp. 000371-000376). IEEE.
46
Bursali, H., & Yilmaz, R. M. (2019). Effect of augmented reality applications on secondary
school students' reading comprehension and learning permanency. Computers in
Human Behavior, 95, 126-135.
Castellanos, A., & Pérez, C. (2017). New challenge in education: enhancing student’s
knowledge through augmented reality. Augmented reality, 273.
Chen, C. P., & Wang, C. H. (2015, December). The effects of learning style on mobile
augmented-reality-facilitated English vocabulary learning. In 2015 2nd International
Conference on Information Science and Security (ICISS) (pp. 1-4). IEEE.
Chen, Y., Zhou, D., Wang, Y., & Yu, J. (2017, June). Application of Augmented Reality for
Early Childhood English Teaching. In 2017 International Symposium on Educational
Technology (ISET) (pp. 111-115). IEEE.
Cheng, K. H., & Tsai, C. C. (2014). Children and parents' reading of an augmented reality
picture book: Analyses of behavioral patterns and cognitive attainment. Computers &
Education, 72, 302-312.
Cieza, E., & Lujan, D. (2018). Educational mobile application of augmented reality based on
markers to improve the learning of vowel usage and numbers for children of a
kindergarten in Trujillo. Procedia computer science, 130, 352-358.
Clicknkidscom. (2019). Clicknkidscom. Retrieved 16 May, 2019, from
https://www.clicknkids.com/clickn_kids_phonics_reading.php
Dalim, C. S. C., Dey, A., Piumsomboon, T., Billinghurst, M., & Sunar, S. (2016, September).
Teachar: An interactive augmented reality tool for teaching basic english to non-
native children. In 2016 IEEE International Symposium on Mixed and Augmented
Reality (ISMAR-Adjunct) (pp. 82-86). IEEE.
Darmawiguna, I. G. M., Kesiman, M. W. A., Crisnapati, P. N., Wiartika, I. M. E., Suparianta,
K. D., Susena, I. K., & Yudiantara, I. M. (2014). Augmented reality for the
documentation of cultural heritage building modelling in Bali, Indonesia. In Kultur
un Informatik: Reality and Virtuality, Proceeding of Culture and Computer Science
Conference, Berlin, Germany (pp. 107-117).
47
Dipti Rajan Dhotre. (2016). Research on Object Based Augmented Reality Using Unity3d in
Education System. International Journal of Advance Research And Innovative Ideas
In Education, 2(3), 4481-4492.
Dita, F. A. (2016). A foreign language learning application using mobile augmented reality.
Informatica Economica, 20(4), 76.
Essa Kidwell, “Oculus-go”, https://www.imore.com/oculus-go, 1 May, 2018. [Online].
Available: https://havethisbeast.com/mobile-vs-tethered-vs-standalone-headsets-
2018-buyers-guide/ [Accessed 14 May 2019].
Flavián, C., Ibáñez-Sánchez, S., & Orús, C. (2019). The impact of virtual, augmented and
mixed reality technologies on the customer experience. Journal of Business Research,
100, 547-560. Vate-U-Lan, P. (2015). Teaching English with augmented reality
technology: evaluative feedback of elementary school students.
G.Jack, “Vuforia Sdk + Gravity Jack’s Browsar Code Stack is an Augmented Reality
Developer’s Dream”, gravityjack.com, October 9, 2013. [Online]. Available:
https://gravityjack.com/news/vuforia-sdk-gravity-jacks-browsar-code-stack-is-an-
augmented-reality-developers-dream/ [Accessed 11 May 2019].
Gil, K., Rhim, J., Ha, T., Doh, Y. Y., & Woo, W. (2014, September). AR Petite Theater:
Augmented reality storybook for supporting children's empathy behavior. In 2014
IEEE International Symposium on Mixed and Augmented Reality-Media, Art, Social
Science, Humanities and Design (ISMAR-MASH'D) (pp. 13-20). IEEE.
Googlecom. 2019. Googlecom. [Online]. [13 May 2019]. Available from
https://vr.google.com/daydream/
Googlecom. 2019. Googlecom. [Online]. [13 May 2019]. Available from:
https://vr.google.com/cardboard/
Hashim, N. C., Majid, N. A. A., Arshad, H., Nizam, S. S. M., & Putra, H. M. (2017, May).
Mobile augmented reality application for early Arabic language education-: ARabic.
In 2017 8th International Conference on Information Technology (ICIT) (pp. 761-
766). IEEE.
48
Hawkinson, E. (2014). Augmented reality enhanced materials design for language learning.
In the Asian Conference on Technology in the Classroom, Conference Proceedings
2014(pp. 155-161).
He, J., Ren, J., Zhu, G., Cai, S., & Chen, G. (2014, July). Mobile-based AR application helps
to promote EFL children's vocabulary study. In 2014 IEEE 14th International
Conference on Advanced Learning Technologies (pp. 431-433). IEEE.
Hsu, T. C. (2017). Learning English with augmented reality: Do learning styles matter?
Computers & Education, 106, 137-149.
Huang, K. T., Ball, C., Francis, J., Ratan, R., Boumis, J., & Fordham, J. (2019). Augmented
Versus Virtual Reality in Education: An Exploratory Study Examining Science
Knowledge Retention When Using Augmented Reality/Virtual Reality Mobile
Applications. Cyberpsychology, Behavior, and Social Networking, 22(2), 105-110.
Ibrahim, A., Huynh, B., Downey, J., Höllerer, T., Chun, D., & O'Donovan, J. (2017). ARbis
Pictus: a study of language learning with augmented reality. arXiv preprint
arXiv:1711.11243.
Khan, T., Johnston, K., & Ophoff, J. (2019). The Impact of an Augmented Reality
Application on Learning Motivation of Students. Advances in Human-Computer
Interaction, 2019.
Kim, S. L., Suk, H. J., Kang, J. H., Jung, J. M., Laine, T. H., & Westlin, J. (2014, March).
Using Unity 3D to facilitate mobile augmented reality game development. In 2014
IEEE World Forum on Internet of Things (WF-IoT) (pp. 21-26). IEEE.
Kiryakova, G., Angelova, N., & Yordanova, L. (2018). The potential of augmented reality to
transform education into smart education. TEM Journal, 7(3), 556.
Küçük, S., Yýlmaz, R. M., & Göktaþ, Y. (2014). Augmented reality for learning English:
Achievement, attitude and cognitive load levels of students. Education &
Science/Egitim ve Bilim, 39(176).
49
Lee, L. K., Chau, C. H., Chau, C. H., & Ng, C. T. (2017, June). Using Augmented Reality to
Teach Kindergarten Students English Vocabulary. In 2017 International Symposium
on Educational Technology (ISET) (pp. 53-57). IEEE.
Li, S., Chen, Y., & Vorvoreanu, M. (2015). A pilot study exploring augmented reality to
increase motivation of Chinese college students learning English. The ASEE
Computers in Education (CoED) Journal, 6(1), 23.
M. Romilly, "12-best-augmented-reality-sdks," dzone.com, 25 January 2019. [Online].
Available: https://dzone.com/articles/12-best-augmented-reality-sdks. [Accessed 10
May 2019].
MacCallum, K., & Kumar, M. (2018). Exploring ARMobile in early childhood literacy
learning. In Proceedings: Flexible Learning Association (FLANZ) 2018 Conference,
Palmerston North, New Zealand (pp. 137-142).
Majid, N. A. A., Yunus, F., Arshad, H., & Johari, M. F. M. (2016). Development Framework
Based on Mobile Augmented Reality for Pre-Literacy Kit. Development, 1, 51610.
Martínez, A. A., Benito, J. R. L., González, E. A., & Ajuria, E. B. (2017, November). An
experience of the application of Augmented Reality to learn English in Infant
Education. In 2017 International Symposium on Computers in Education (SIIE) (pp.
1-6). IEEE.
Masmuzidin, M. Z., & Aziz, N. A. A. The current trends of Augmented Reality in early
childhood education.
Matcha, W., & Rambli, D. R. A. (2012, June). Design consideration for augmented reality
book-based application for collaborative learning environment. In 2012 International
Conference on Computer & Information Science (ICCIS) (Vol. 2, pp. 1123-1126).
IEEE.
McNally, B., Guha, M. L., Norooz, L., Rhodes, E., & Findlater, L. (2014, June).
Incorporating peephole interactions into children's second language learning activities
on mobile devices. In Proceedings of the 2014 conference on Interaction design and
children (pp. 115-124). ACM.
50
Michaelcon123, “Mobile Vs Tethered Vs Standalone Headsets 2019: Buyer’s Guidevuforia
Sdk + Gravity Jack’s Browsar Code Stack Is an Augmented Reality Developer’s
Dream”, havethisbeast.com, 2019. [Online]. Available:
https://havethisbeast.com/mobile-vs-tethered-vs-standalone-headsets-2018-buyers-
guide/ [Accessed 13 May 2019].
Milgram, P., & Kishino, F. (1994). A taxonomy of mixed reality visual displays. IEICE
TRANSACTIONS on Information and Systems, 77(12), 1321-1329.
Mohammed, M. M. (2018). Developing Mobile Augmented Reality Application for Car
Museum (Master Thesis, Near East University).
Munnerley, D., Bacon, M., Fitzgerald, R., Wilson, A., Hedberg, J., Steele, J., & Standley, A.
(2014). Augmented Reality: Application in Higher Education. Office for Learning
and Teaching (Australia). DOI, 10(2.1), 3121-7445.
Oculus.com, “Quest”, https://www.oculus.com/quest/, 2019. [Online]. Available:
https://havethisbeast.com/mobile-vs-tethered-vs-standalone-headsets-2018-buyers-
guide/ [Accessed 14 May 2019].
Ozdamli, F., & Karagozlu, D. (2018). Preschool Teachers’ Opinions on the Use of
Augmented Reality Application in Preschool Science Education. Croatian Journal of
Education: Hrvatski časopis za odgoj i obrazovanje, 20(1), 43-74.
Radu, I. (2014). Augmented reality in education: a meta-review and cross-media
analysis. Personal and Ubiquitous Computing, 18(6), 1533-1543.
Rahmat, R. F., Akbar, F., Syahputra, M. F., Budiman, M. A., & Hizriadi, A. (2018, March).
An interactive augmented reality implementation of hijaiyah alphabet for children
education. In Journal of Physics: Conference Series (Vol. 978, No. 1, p. 012102). IOP
Publishing.
Rasalingam, R. R., Muniandy, B., & Rass, R. (2014). Exploring the application of
Augmented Reality technology in early childhood classroom in Malaysia. Journal of
Research & Method in Education (IOSR-JRME), 4(5), 33-40.
51
Safar, A. H., Al-Jafar, A. A., & Al-Yousefi, Z. H. (2017). The Effectiveness of Using
Augmented Reality Apps in Teaching the English Alphabet to Kindergarten Children:
A Case Study in the State of Kuwait. Eurasia Journal of Mathematics, Science &
Technology Education, 13(2).
Samsungcom. 2019. Samsung ca. [Online]. [13 May 2019]. Available from:
https://www.samsung.com/ca/wearables/gear-vr-r325n/
Santos, M. E. C., Taketomi, T., Yamamoto, G., Rodrigo, M. M. T., Sandor, C., & Kato, H.
(2016). Augmented reality as multimedia: the case for situated vocabulary learning.
Research and Practice in Technology Enhanced Learning, 11(1), 4.
Shaharom, M. S. N., & Halimb, M. A. (2016). Parents’ Perception on the Use of Augmented
Reality Educational Mobile Application for Early Childhood Education. Journal of
Advanced Research in Social and Behavioural Sciences, 3(2), 137-146.
Sidi, J., Yee, L. F., & Chai, W. Y. (2017). Interactive English Phonics Learning for
Kindergarten Consonant-Vowel-Consonant (CVC) Word Using Augmented Reality.
Journal of Telecommunication, Electronic and Computer Engineering (JTEC), 9(3-
11), 85-91.
Statista. (2016). number-of-smartphone-users-worldwide. (statista) Retrieved May 12, 2019,
from https://www.statista.com/statistics/330695/number-of-smartphone-users-
worldwide/
Sutherland, I. E. (1968, December). A head-mounted three-dimensional display. In
Proceedings of the December 9-11, 1968, fall joint computer conference, part I (pp.
757-764). ACM.
T. Caudell and D. Mizell, (Jan, 1992) Augmented reality: an application of headsup display
technology to manual manufacturing processes," in System Sciences, 1992.
Proceedings of the Twenty-Fifth Hawaii International Conference on, vol. ii, pp.
659{669 vol.2}
Vivecom. 2019. Vivecom. [Online]. [13 May 2019]. Available from:
https://www.vive.com/media/filer_public/b1/5f/b15f1847-5e1a-4b35-8afe-
dca0aa08f35a/vive-pdp-ce-ksp-family-2.png
52
Wang, M., Callaghan, V., Bernhardt, J., White, K., & Peña-Rios, A. (2018). Augmented
reality in education and training: pedagogical approaches and illustrative case studies.
Journal of Ambient Intelligence and Humanized Computing, 9(5), 1391-1402.
Yilmaz, R. M., Kucuk, S., & Goktas, Y. (2017). Are augmented reality picture books magic
or real for preschool children aged five to six? British Journal of Educational
Technology, 48(3), 824-841.
Zainuddin, N., & Idrus, R. M. (2016, April). The use of augmented reality enhanced
flashcards for arabic vocabulary acquisition. In 2016 13th Learning and Technology
Conference (L&T) (pp. 1-5). IEEE.
Zainuddin, N., Sahrir, M. S., Idrus, R. M., & Jaffar, M. N. (2018). Scaffolding a Conceptual
Support for Personalized Arabic Vocabulary Learning Using Augmented Reality
(AR) Enhanced Flashcards. Journal of Personalized Learning, 2(1), 95-103.
53
APPENDICES
54
APPENDIX 1
BOOK DESIGN (IMAGE TARGETS)
All pages of the Augmented Reality Children’s Book are shown here starting from page 3
of the book.
A2
A3
A4
A1
55
A5
A6
A7
A8
A9
A10
56
A11
A12
A13
A14
A15 A16
57
A17 A18
A19 A20
A21 A22
58
A23
A25
A26
A27
A28
A24
59
A29 A30
A31 A32
A33 A34
60
A35
A36
A37
A38
A39
A40
61
A41
A42
A43
A44
A45
A46
62
A47
A48
A49
A50
A51
A52
63
A53
A54
A55
A56
A57
64
APPENDIX 2
3D MODELS WHILE SYSTEM IS IN PLAY
When the user directs the camera towards the image targets in the book, 3D models appear
on the device’s screen.
B1
B2
65
B3
B4
B5
B6
66
B7
B8
B9
B10
67
B11
B12
B13
B14
68
B15
B16
B17
B18
69
B19
B20
B21
B22
70
B22
B23
B24
B25
71
B26
B27
B28
B29
72
B30
B31
B32
B33
73
B34
B35
B36
B37
74
B38
B39
B40
B41
75
B42
B43
B44
B45
76
B46
B47
B48
B49
77
B50
B51
B52
B53
78
B54
B55
B56
B57
79
B58
B59
80
APPENDIX 3
3D MODELS OF TURKISH ALPHABET
In Appendix 3, all the original modeled Letters of the Turkish Alphabet are shown.
C1 C2
C3 C4
C5 C6
81
C7
C8
C9
C10
C11
C12
C13
C14
82
C15
C16
C17
C18
C19
C20
C21
C22
83
C23
C24
C25
C26
C27
C28
C29
C30
84
C31
C32
C33
C34
C35
C36
C37
C38
85
C39
C40
C41
C42
C43
C44
C45
C46
86
C47
C48
C49
C50
C51
C52
C53
C54
87
C55
C56
88
APPENDIX 4
FEATURES OF IMAGE TARGETS
D 1 D 2
D 3 D 4
89
D 5
D 6
D 7
D 8
90
D 9
D 10
D 11
D 12
91
D 13
D 14
D 15
D 16
92
D 17
D 18
D 19
D 20
93
D 21
D 22
D 23
D 24
94
D 25
D 26
D 27
D 2
95
D 29
D 30
D 31
D 32
96
D 33
D 34
D 35
D 36
97
D 37
D 38
D 39
D 40
98
D 41
D 42
D 43
D 44
99
D 45
D 46
D 46
D 48
100
D 49
D 50
D 51
D 52
101
D 53
D 54
D 55
D 56
102
D 57
D 58
