This project aims to develop an augmented reality application called "Geometry Shape Math via AR" to help primary school students learn mathematics formulas. The application will calculate the perimeter, area, and volume of various shapes like squares, rectangles, triangles, cubes, cuboids and pyramids. It is being developed using Unity3D and Vuforia for Android devices. The application is being designed using the ADDIE methodology, with storyboards created and 3D models developed in Autodesk Maya. A proof of concept has been implemented to test the marker detection and 3D object rendering capabilities. The application is expected to provide an interactive and interesting way for students to learn mathematics formulas by visualizing the calculations on real world shapes.

1. NAME: MUHAMAD SHUKRAN BIN ROSDI
NO MATRIC: BTDL17046569
COURSE: ISMTM IM (INFORMATIK MEDIA)
SUPERVISOR: ENCIK WAN MOHD RIZHAN BIN WAN IDRIS
GEOMETRY SHAPE MATH VIA AR

2. PROJECT BACKGROUND
Geometry shape math is an
application that will display
formula mathematics.
This apps focus on calculate
perimeter, area, and volume of the
shape using Augmented Reality
(AR)
This augmented reality system
provide interactive elements
such as animation to make
learning method for student
more interesting.

3. PROBLEM STATEMENT
Mathematics
textbook is
not interesting
because it
contains
graphical and
textual
Teachers
implements
traditional
method while
teaching
mathematics
in class.
Primary school
students are
difficult to
understand formula
of mathematics
especially area,
perimeter and
volume because
the formula is

4. OBJECTIVE
 To study application for calculating perimeter, area and
volume of square, rectangle, triangle, cube cuboid and
pyramid.
 To design and develop augmented reality system for
calculating perimeter, area and volume of shapes.
 To evaluate the functionality of augmented reality system
for student performance can use the formula onto real
world.

5. SCOPE
 SYSTEM
1. Focuses on mobile device and platform using android only.
2. To calculate area, perimeter and volume in 2D and 3D geometrical shapes of
triangle, square and circle based on standard five mathematics textbook.
 USER
1. The target user is primary school student standard five
2. Admin is to control all the system maintenance and will be able to response
feedback from the user

6. LIMITATION OF WORK
LIMITATION
1)Limit for shape of square,
triangle, rectangle, cube, pyramid
and cuboid only.
Only android user can use
this application.
This application need special
marker to make it work.

7. LITERATURE REVIEW

8. COMPARISON TABLE OF ARTICLE AUGMENTED REALITY FOR MATH

10. TITLE TECHNIQUE ADVANTAGES DISADVANTAGES
Formula Math Mobile apps -The content is well
structured when
attempting to calculate
things.
-User friendly interface
and easy to navigate ,
text and images are
suitable for user.
-Scrolling of pages
doesn’t work
properly
-Not all formula
mathematics
include in this app
GeoGebra
geometry
Mobile apps -Easy touch with a
good control and
graphical layout is
simple and clear to use
this app.
-Can explore,
manipulate and
experiment with
mathematical
concepts.
-No kind of
assistance when
you are using the
commands.
-Non animation in
this app
COMPARISON TABLE FOR EXISTING APPLICATION OF AUGMENTED REALITY FOR MATH

12. EXPECTED RESULT
1) Augmented reality system clearly displays the formula
of perimeter area and volume.
2) Users can use the system to learn how to calculate
perimeter, area, and volume the shape.
3) This augmented reality system provides an interesting
method of learning Mathematics to students.

13. WEEK 1 2 3 4 5 6 7 8 9 1
0
1
1
12 13 14 15
Topic Discussion with Supervisor
Project Title Proposal
Proposal Writing (Introduction)
Proposal Writing (Literature Review)
Proposal Progress Presentation & Evaluation
Discussion & Correction Proposal & Proposed
Solution Methodology
Proposed Solution Methodology
Proof of Concept
Drafting Report of the Proposal
Submit draft of report to Supervisor
Preparation for Final Presentation
Seminar Presentation
Final Report Submission

14. METHODOLOGY
GEOMETRY SHAPE MATH VIA AR

15. METHOD: ADDIE
ANALYSIS DESIGN DEVELOP IMPLEMENT EVALUATE
During this
phase, it must
define the
problem,
identify the
source of the
problem and
determine
possible
solutions.
Phase involves
using the
outputs from
the Analyze
phase to design
the system
interface a
strategy for
developing the
instruction.
Phase builds on
both the
Analyze and
Design phases.
The purpose of
this phase is to
develop and
generate the
lesson plans
and lesson
Refer to the
actual delivery
of the
instruction to
make
classroom
based to be
tested.
This phase
measure the
effectiveness
and efficiency
of the
instruction by
the end users.

16. ANALYSIS

17. ANALYSIS
PROBLEM
STATEMENT
• Mathematics textbook is not interesting because it contains graphical and textual
elements.
• Primary school students are difficult to understand formula of mathematics.
OBJECTIVES • To design and develop augmented reality system for calculating perimeter, area
and volume of shapes.
• To evaluate the functionality of augmented reality system for student
performance can use the formula onto real world.

18. CONTINUED
TARGET USER
• Primary student standard five.
• Admin.
• Teacher
CONTENT
• Contains 3D images to mobile phone.
• Have animation and information of formula math.
STRATEGY
REQUIREMENT
• Used 3D modelling to create the object
• Used Augmented Reality technology
• Software.
• Hardware.

19. DESIGN

20. STORYBOARD APPLICATION
1.HOME PAGE
• There has four
button in home
page :
 Play
 How to play
 About
 Exit

21. STORYBOARD APPLICATION
2.HOW TO PLAY
• Show that explain
how to use this
application.

22. STORYBOARD APPLICATION
3.ABOUT
• This page will show
introduction, objective
and credit.

23. STORYBOARD APPLICATION
4.INFO BUTTON
• Info page will explain
about formula of
shaped after press info
button.

24. STORYBOARD APPLICATION
4.CALCULATE BUTTON
• Calculate button will
show the calculation for
user in animation.

25. DEVELOPMENT

26. DEVELOPMENT
 Idea
 Storyboard
 Design
Modelling
Coding
Layout
Texture
Rendering
Final output

27. IMPLEMENTATION

28. IMPLEMENTATION
TEST RUN
PROJECT
DEVELOPER
AND PANEL

29. EVALUATION

30. EVALUATION
RESULT DEBUG FINAL
OUTPUT PRESENTATION END USER

31. HARWARE AND SOFTWARE

32. HARDWARE
Laptop Acer
Aspire E14
Android
Smartphone
Pendrive
Printer

33. SOFTWARE
Autodesk
Maya
Adobe Illustrator
Unity 3DVuforia
Adobe
Photoshop

34. FRAMEWORK

35. FRAMEWORK
USER ANDOID
SMARTPHONE
ADMIN
MARKE
R
AR
APPALICATION

36. SOLUTION AND COMPLEXITY

37. Platform:
Mobile
Environment:
3D
Language:
c#
SQUARE
FORMULA AREA
RECTANGULAR TRIANGLE
FORMULA PERIMETER
FORMULA VOLUME
SQUARERECTANGULAR TRIANGLE
CUBE CUBOID PYRAMID
VIRTUAL
BUTTON:
CALCULATE
SOLUTION

38. PROOF OF CONCEPT

39. PROOF OF CONCEPT
1. Marker
• Created use adobe
photoshop and
Illustrator.

40. PROOF OF CONCEPT
2. Object
• Object and animation
create using Autodesk
Maya.

41. PROOF OF CONCEPT
3.Database
• Use Vuforia to create
database marker.

42. PROOF OF CONCEPT
• This unity3D
environment to create
augmented reality
apps.
4. Homepage

43. PROOF OF CONCEPT
5. Scene Play
• Scene play when create
in unity3D
environment.

44. REFERENCES
 Kaufmann, H. (2002, December). Construct3D: an augmented reality application for mathematics and geometry
education. In Proceedings of the tenth ACM international conference on Multimedia (pp. 656-657). ACM.
 Bernhard Reitinger, Pascal Werlberger, Alexander Bornik, Reinhard Beichel and Dieter Schmalstieg (Article
2005) “ Spatial measurements for medical augmented reality “ Institute for Computer Graphics and Vision Graz
University of Technology A-8010 Graz, Austria. (pp. 132-134).IEEE.
 Liao, Y. T., Yu, C. H., & Wu, C. C. (2015, April). Learning geometry with augmented reality to enhance spatial
ability. In 2015 International Conference on Learning and Teaching in Computing and Engineering (pp. 221-222).
IEEE.
 Radu, I., Doherty, E., DiQuollo, K., McCarthy, B., & Tiu, M. (2015, June). Cyberchase shape quest: pushing
geometry education boundaries with augmented reality. In Proceedings of the 14th international conference on
interaction design and children (pp. 430-433). ACM.