Penerapan Model Pembelajaran Problem Solving Berbantuan Augmented Reality Untuk Meningkatkan Pemahaman Konsep Mahasiswa Pada Mata Kuliah Fisika Umum

Abstract —General physics is one of the subjects that is considered difficult by students. This is because General Physics requires complex mathematics, too much material, textbook dependent, abstract and complex. One of the learning media that is seen as helping and facilitating students in learning physics science is Augmented reality. This study used a quasi-experimental (quasi-experimental) method. This study involved all students who took general physics courses at the Indonesian educational institute. The subjects in this study were selected using purposive sampling. The results showed that overall problem solving learning assisted with augmented reality received a good response from students with a score of 84% in the Very Good category. This shows that the AR-assisted problem solving learning has a major effect on the heat transfer material so that it increases students' understanding of the concept. Keywords— Augmented Reality, understanding of the concept, Abstrak —Fisika umum merupakan salah satu matakuliah yang dianggap sulit oleh mahasiswa. Hal ini dikarenakan Fisika Umum membutuhkan matematika yang rumit, materi yang terlalu banyak, bergantung pada buku teks, abstrak dan kompleks. Salah satu media pembelajaran yang dipandang dapat membantu dan memfasilitasi untuk memudahkan mahasiswa dalam mempelajari sains fisika adalah Augmented reality . Penelitian ini menggunakan metode kuasi eksperimen (eksperimen semu). Penelitian ini melibatkan seluruh mahasiswa yang mengambil mata kuliah Fisika umum di institut pendidikan indonesia. Subjek dalam penelitian ini dipilih dengan menggunakan puposive sampling. Hasil penelitian menunjukan bahwa pembelajaran problem solving berbantuan Augmented reality secara keseluruhan mendapatkan respon yang baik dari siswi-siswi dengan perolehan nilai yaitu 84% dengan kategori Baik Sekali. Hal ini menunjukkan bahwa Pembelajaran Problem solving berbantuan AR berpengaruh besar terhadap Materi perpindahan kalor sehingga mengalami peningkatan Pemahaman konsep mahasiswa. Kata Kunci— Augmented Reality, pemahaman konsep

Evaluating indoor positioning systems in a shopping mall : the lessons learned from the IPIN 2018 competition

The Indoor Positioning and Indoor Navigation (IPIN) conference holds an annual competition in which indoor localization systems from different research groups worldwide are evaluated empirically. The objective of this competition is to establish a systematic evaluation methodology with rigorous metrics both for real-time (on-site) and post-processing (off-site) situations, in a realistic environment unfamiliar to the prototype developers. For the IPIN 2018 conference, this competition was held on September 22nd, 2018, in Atlantis, a large shopping mall in Nantes (France). Four competition tracks (two on-site and two off-site) were designed. They consisted of several 1 km routes traversing several floors of the mall. Along these paths, 180 points were topographically surveyed with a 10 cm accuracy, to serve as ground truth landmarks, combining theodolite measurements, differential global navigation satellite system (GNSS) and 3D scanner systems. 34 teams effectively competed. The accuracy score corresponds to the third quartile (75th percentile) of an error metric that combines the horizontal positioning error and the floor detection. The best results for the on-site tracks showed an accuracy score of 11.70 m (Track 1) and 5.50 m (Track 2), while the best results for the off-site tracks showed an accuracy score of 0.90 m (Track 3) and 1.30 m (Track 4). These results showed that it is possible to obtain high accuracy indoor positioning solutions in large, realistic environments using wearable light-weight sensors without deploying any beacon. This paper describes the organization work of the tracks, analyzes the methodology used to quantify the results, reviews the lessons learned from the competition and discusses its future

Applied Symmetry for Crystal Structure Prediction

This thesis presents an original open-source Python package called PyXtal (pronounced pi-crystal ) that generates random symmetric crystal structures for use in crystal structure prediction (CSP). The primary advantage of PyXtal over existing structure generation tools is its unique symmetrization method. For molecular structures, PyXtal uses an original algorithm to determine the compatibility of molecular point group symmetry with Wyckoff site symmetry. This allows the molecules in generated structures to occupy special Wyckoff positions without breaking the structure\u27s symmetry. This is a new feature which increases the space of search-able structures and in turn improves CSP performance. It is shown that using already-symmetric initial structures results in a higher probability of finding the lowest-energy structure. Ultimately, this lowers the computational time needed for CSP. Structures can be generated for any symmetry group of 0, 1, 2, or 3 dimensions of periodicity. Either atoms or rigid molecules may be used as building blocks. The generated structures can be optimized with VASP, LAMMPS, or other computational tools. Additional options are provided for the lattice and inter-atomic distance constraints. Results for carbon and silicon crystals, water ice crystals, and molybdenum clusters are presented as usage examples

Integrating augmented reality technology in education: vector personal computer augmented reality [version 2; peer review: 2 approved, 1 approved with reservations]

Background: Educators often face difficulties in explaining abstract concepts such as vectors. During the ongoing coronavirus disease 2019 (COVID-19) pandemic, fully online classes have also caused additional challenges to using conventional teaching methods. To explain a vector concept of more than 2 dimensions, visualization becomes a problem. Although Microsoft PowerPoint can integrate animation, the illustration is still in 2-dimensions. Augmented reality (AR) technology is recommended to aid educators and students in teaching-learning vectors, namely via a vector personal computer augmented reality system (VPCAR), to fulfil the demand for tools to support the learning and teaching of vectors. Methods: A PC learning module for vectors was developed in a 3-dimensional coordinate system by using AR technology. Purposive sampling was applied to get feedback from educators and students in Malaysia through an online survey. The supportiveness of using VPCAR based on six items (attractiveness, easiness, visualization, conceptual understanding, inspiration and helpfulness) was recorded on 5-points Likert-type scales. Findings are presented descriptively and graphically. Results: Surprisingly, both students and educators adapted to the new technology easily and provided significant positive feedback that showed a left-skewed and J-shaped distribution for each measurement item, respectively. The distributions were proven significantly different among the students and educators, where supportive level result of educators was higher than students. This study introduced a PC learning module other than mobile apps as students mostly use laptops to attend online class and educators also engage other IT tools in their teaching. Conclusions: Based on these findings, VPCAR provides a good prospect in supporting educators and students during their online teaching-learning process. However, the findings may not be generalizable to all students and educators in Malaysia as purposive sampling was applied. Further studies may focus on government-funded schools using the newly developed VPCAR system, which is the novelty of this study

Virtual Reality Aided Mobile C-arm Positioning for Image-Guided Surgery

Image-guided surgery (IGS) is the minimally invasive procedure based on the pre-operative volume in conjunction with intra-operative X-ray images which are commonly captured by mobile C-arms for the confirmation of surgical outcomes. Although currently some commercial navigation systems are employed, one critical issue of such systems is the neglect regarding the radiation exposure to the patient and surgeons. In practice, when one surgical stage is finished, several X-ray images have to be acquired repeatedly by the mobile C-arm to obtain the desired image. Excessive radiation exposure may increase the risk of some complications. Therefore, it is necessary to develop a positioning system for mobile C-arms, and achieve one-time imaging to avoid the additional radiation exposure. In this dissertation, a mobile C-arm positioning system is proposed with the aid of virtual reality (VR). The surface model of patient is reconstructed by a camera mounted on the mobile C-arm. A novel registration method is proposed to align this model and pre-operative volume based on a tracker, so that surgeons can visualize the hidden anatomy directly from the outside view and determine a reference pose of C-arm. Considering the congested operating room, the C-arm is modeled as manipulator with a movable base to maneuver the image intensifier to the desired pose. In the registration procedure above, intensity-based 2D/3D registration is used to transform the pre-operative volume into the coordinate system of tracker. Although it provides a high accuracy, the small capture range hinders its clinical use due to the initial guess. To address such problem, a robust and fast initialization method is proposed based on the automatic tracking based initialization and multi-resolution estimation in frequency domain. This hardware-software integrated approach provides almost optimal transformation parameters for intensity-based registration. To determine the pose of mobile C-arm, high-quality visualization is necessary to locate the pathology in the hidden anatomy. A novel dimensionality reduction method based on sparse representation is proposed for the design of multi-dimensional transfer function in direct volume rendering. It not only achieves the similar performance to the conventional methods, but also owns the capability to deal with the large data sets

Learning strategies using augmented reality technology in education: Meta-analysis

The learning environment is changing rapidly with the advent of the Industrial Revolution 4.0. One of the trending technologies in education is Augmented Reality. The Augmented Reality technology allows users to interact with virtual objects that are integrated into the real world and appear in the same space in real-time. The purpose of this meta-analysis is to identify the types of learning strategies that have been implemented using the Augmented Reality technology. The research methodology is based on a systematic literature search in online databases, namely, Scopus, Web of Science, Science Direct, Taylor Francis, and Springer. Keywords used in the search include Augmented Reality in education, learning strategies, integration strategies, as well as Augmented Reality teaching and learning. The results of this meta-analysis reveal that interactive learning, game-based learning, collaborative learning, and experiential learning are the dominant strategies in education that use Augmented Reality. Such findings will provide educators with guidance on the learning strategies that use Augmented Reality and its potential in education, which will subsequently lead to further research on how learning strategies using the Augmented Reality technology can be implemented in teaching and learning effectively

Augmented Reality Trends in Education between 2016 and 2017 Years

The aim of this chapter is to review literature regarding using augmented reality (AR) in education articles published in between 2016 and 2017 years. The literature source was Web of Science and SSCI, SCI-EXPANDED, A&HCI, CPCI-S, CPCI-SSH, and ESCI indexes. Fifty-two articles were reviewed; however, 14 of them were not been included in the study. As a result, 38 articles were examined. Level of education, field of education, and material types of AR used in education and reported educational advantages of AR have been investigated. All articles are categorized according to target groups, which are early childhood education, primary education, secondary education, high school education, graduate education, and others. AR technology has been mostly carried out in primary and graduate education. “Science education” is the most explored field of education. Mobile applications and marker-based materials on paper have been mostly preferred. The major advantages indicated in the articles are “Learning/Academic Achievement,” “Motivation,” and “Attitude”

Fourth-Dimensional Education in Virtual Reality

This project was driven by an interest in mathematics, visualization, and the budding field of virtual reality. The project aimed to create virtual reality software to allow users to interact and play with three-dimensional representations of four-dimensional objects. The chosen representation was a perspective projection. Much like three-dimensional shapes cast two-dimensional shadows, four-dimensional shapes cast three-dimensional shadows. Users of the software developed in this project could interact and experiment with these three-dimensional shadows using hand controlled inputs. The hypothesis put forward is that virtual reality is currently the best medium to teach three-dimensional and four-dimensional geometry