Alif Faisal Ibrahim1\*, Muhammad Hazman Bin Yussri2 1,2,3 Faculty of Computer Science & Mathematics, Universiti Teknologi MARA, Perlis Branch, Arau Campus, Malaysia Corresponding author: aliffaisal@uitm.edu.my Received Date: \*date Accepted Date: \*date ABSTRACT *The purpose of this research is to help students in learning theory-based courses such as operating systems concepts. By improving the mobile learning environment together with using Augmented Reality (AR) element, it can boost the users’ motivation and interest in learning. This is due to having visual help by AR technology in helping users to understand. During the research, analysing, designing, developing, implementation and evaluation were done using the ADDIE model. This model was chosen to be followed to help in organizing the building of the application. User acceptance testing were performed by the students of UiTM Perlis. The results were mostly positive towards the application’s functionality. The feedbacks were then reviewed to make necessary adjustments to the application before being deployed.* *Keywords: Mobile applications, mobile learning, augmented reality, operating system concepts* # INTRODUCTION In the current age, drastic changes in the social and economic lifestyles of modern people become possible because of the advancement in handheld portable devices and wireless technology. However, these developments have only been limited to social communication and just some people solely think about mobile learning as a key educational activity (El-Hussein & Cronje, 2010). Mobile learning was seen to be widely used where it was proven by the growing size and the frequency of dedicated conferences, seminars and workshops internationally (Traxler, 2005). Learning theory-based courses, such as operating system concepts can be difficult as the topics are mostly relying on the students’ imagination to visualize the whole concept of operating systems components and functions. Nowadays, learning can be done anywhere, anytime according to the user’s convenience. This can happen with the help of mobile learning applications. Though, having these convenience does not mean that they can have a better understanding just by reading. With the help of augmented reality, students will get better understanding visually and can improve their memory. This is because the image projected using augmented reality technology can help them understand more about the subject and to strengthen the interest of the users to use the mobile learning application. Augmented reality offers us unique affordances where physical and virtual worlds are combined to alter our interaction with reality. It improves the user’s perception and interaction with reality by bringing virtual information to the user’s indirect view of the real-world environment (Kesim & Ozarslan, 2012). It is an interactive environment where real life is enhanced by virtual things in real-time. # LITERATURE REVIEW **Current State of Mobile Learning** In recent years, technology-enhanced learning (TEL) work has focused increasingly on emerging technologies such as increased reality, ubiquitous learning (u-learning), mobile learning (m-learning), serious games and learning analytics to boost user satisfaction and interactions in enriched multimodal learning environments (Johnson, Adams Becker, Estrada & Freeman, 2014). Such research take advantage of technological innovations in mobile device hardware and software and their increasing popularity among people as well as the significant creation of user modelling and personalisation processes that put the student at the core of the learning process. Alzaza and Yaakub (2011) suggested that today's high school students have sufficient technical skills, awareness and self-motivation to use mobile technologies to support their learning. They also conclude that many higher institutions have the necessary technological infrastructure within the curriculum to implement mobile learning activities. Data services and multimedia messaging systems and increasing awareness among students about the potential use of mobile technology in the learning environment (Uzunboylu, Cavus & Ercag, 2009). **Augmented Reality in Education** Augmented reality (AR) can be described as a technology that overlays the real world with virtual objects (augmented components) (Akçayır & Akçayır, 2017). Then these virtual objects seem to coexist in the same space as real world objects (Azuma et al., 2001). A research by Cuendet, Bonnard, Do-Lenh, & Dillenbourg, (2013), implies that AR refers to technology projecting digital materials on objects in the real world. Such meanings are based on one of AR's functions, which means that virtual knowledge can be superimposed on real objects. By incorporating virtual objects to actual environments, AR allows the inclusion of missing information in real life (El Sayed, Zayed, & Sharawy, 2011). AR technology has matured to the extent that it can be applied to a wider range of applications. Education is an area in which this technology could be of particular value (Billinghurst, 2002). Augmented Reality's educational experience is different for several reasons. One of the reasons being that it is supported for seamless interaction of real and virtual environments. Next, the use of a tangible metaphor interface to manipulate objects is also one of the factors. Physical objects or props are commonly used in educational settings to convey purpose. There is an intimate relationship in Augmented Reality between virtual and physical objects (Billinghurst, 2002). Physical objects can be enhanced by providing dynamic information overlay, private and public data display, context-sensitive visual appearance, and physically based interactions in ways that are not normally possible. # METHODOLOGY The method used in this research is the ADDIE Model. ADDIE model is an instructional methodology where it would assist to organize and streamline course content development. The model is divided into several phases which are analysis, design, development, implementation, and evaluation as shown in Figure 1. The model focuses on reflection and iteration while is being based on each phase. The model gives a streamlined, oriented strategy that offers continuous improvement feedback. ![](154-1-401-1-4-20200902_media/media/image1.png) Figure 1: Methodology ![](154-1-401-1-4-20200902_media/media/image2.png) Figure 2: OS-Learn Storyboard Based on Figure 2, the storyboard explained the interface design and the flow of OS-Learn application. Upon launching the application, the user would be directed to the main menu. In the main menu, the user has four options where they can navigate to notes page, quiz page, memorise page or to quit the application. When they tapped on to the note page, they will be directed to a topic selection menu. They can view notes based on the topic they choose. The notes page also have a function where the user can use the augmented reality camera to view selected structures. When the user tapped on the quiz page, they will be directed to a quiz page where they would be able to view a quiz form. The user can do assessments based on the materials in the notes page. When the user tapped on the memorise page, the user will be directed to the keyword viewing page. In that page, user will be able to view keyword and its description. **Development Phase** Vuforia is an augmented reality software development kit (SDK) for mobile devices that enables the creation of augmented reality applications and can be found easily in the build settings in Unity editor. The developers used the built-in Vuforia assets in the Unity Editor to enable OS-Learn project the ability to use AR features. It uses computer vision technology to recognize and track planar images and 3D objects in real time. This image registration capability enables developers to position and orient virtual objects, such as 3D models and other media, in relation to real world objects when they are viewed through the camera of a mobile device. The virtual object then tracks the position and orientation of the image in real-time so that the viewer's perspective on the object corresponds with the perspective on the target. It thus appears that the virtual object is a part of the real-world scene. The AR element needed in this app were created using Paint 3D. This can be done by drag and dropping the created 3D model onto the element. Once the items were added into the image target, the developer needs to readjust the placement of the 3D object to make it more presentable. Figure 3 shows the preview in the editor on how to manipulate the 3D object positions. As a result, Figure 5 shows an example of viewing AR content in OS-Learn. When the user chooses “3D Diagram”, they will be navigated to the AR Camera interface. The interface would launch the user’s smartphone camera. User can then use the AR features once they point the camera to the designated marker where a 3D diagram will be projected. The user would be able to view three structures which are Single-layer Diagram, Two-layer Diagram and Tree Structure diagram. Once the user finished using the camera and wanted to navigate back to the menu, there is a “Back” button on the bottom left for the user to click on. ![](154-1-401-1-4-20200902_media/media/image3.png) Figure 3: Manipulating 3D object positions to set markers for the AR content Figure 4 shows an example of OS-Learn learning content. In the “Notes” menu, users can choose the topic they want to view. File concept and access methods topics will display simple notes for the user to read. There is also a “Back” button for the users to use if they want to transition back to the main menu. ![](154-1-401-1-4-20200902_media/media/image4.png) Figure 4: Example of Notes menu in OS-Learn App ![](154-1-401-1-4-20200902_media/media/image5.png) Figure 5: Example of Directory Structure content using AR **FINDINGS AND DISCUSSION** User acceptance testing was carried out to ensure that the program can fulfil the requirement of the user or not to by getting the input of the respondents by distributing a set of questions. In this testing, 30 questionnaires had been distributed to the students to evaluate the application accordingly towards their reaction to the application, interface design, navigation and contents. Table 1: User Acceptance Testing Results
No

Criteria 1: Reaction to the

application

 Min Max Mean
Q1

I am able to complete all the tasks in this

application.

 4 5 4.60
Q2 This application is easy to use. 4 5 4.70
Q3 This application is really useful. 3 5 4.23
Criteria 2: Interface design
Q1 The user interface design is interesting. 3 5 4.23
Q2 The color used is attractive. 3 5 4.03
Q3 The text is clear and readable. 4 5 4.63
Criteria 3: Navigation
Q1

It is easy to move from one screen to

another screen.

 4 5 4.70
Q2 The button provided is easy to interact. 3 5 4.23
Q3 The instruction given is clear. 3 5 4.17
Criteria 4: Content
Q1

The content provided is clear and well

arrange.

 4 5 4.63
Q2

The information provided is easy to

understand.

 3 5 4.20
Q3

The application has all the functions

according to user expectation.

 4 5 4.80
Table 2: Overall Results for Each Criteria | Criteria | Min | Max | Mean | | --------------------------- | ---- | ---- | ---- | | Reaction to the application | 4.23 | 4.70 | 4.51 | | Interface design | 4.03 | 4.63 | 4.30 | | Navigation | 4.17 | 4.70 | 4.37 | | Content | 4.20 | 4.80 | 4.54 | Table 2 shows the overall result for each criteria that were summarized from Table 1. The mean for reaction to the system is 4.51. For interface design, the mean is 4.30. For the navigation, the mean is 4.37 and content criteria, the mean is 4.54. Therefore, the reaction to the system is the highest value which is the users is accept this system. The interface design criteria are the lowest value which is needed to redesign the interface to make more interesting. Therefore, the overall response from each criteria can be concluded that users gave out positive feedback. This can be translated to users were satisfied with the application. **CONCLUSION AND RECOMMENDATION** This application will help students to learn more effective on operating system concepts topics by having notes, 3D diagrams and assessments. The researcher invites any feedback to further improve the application in the future. Several recommendations can be issued to further improve the efficiency, effectiveness, and user-friendliness of OS-Learn app. Firstly, the user interface needs to be further improved to make it more appealing. Secondly, expand the augmented reality functions by enabling multiple tracking to give the ability to track multiple marker targets and display multiple diagrams at once. Thirdly, give the ability for the user to add their own keywords for more flexibility in memorizing. **REFERENCES** Alzaza, N. S. & Yaakub, A. R. (2011). Students’ Awareness and Requirements of Mobile Learning Services in the Higher Education Environment. American Journal of Economics and Business Administration, 3(1), 95-100. Akçayır, M., & Akçayır, G. (2017). Advantages and challenges associated with augmented reality for education: A systematic review of the literature. Educational Research Review. Azuma, R., Baillot, Y., Behringer, R., Feiner, S., Julier, S., & MacIntyre, B. (2001). Recent advances in augmented reality. IEEE Computer Graphics and Applications. Billinghurst, M. (2002). Augmented Reality in Education. New Horizons for Learning. Cuendet, S., Bonnard, Q., Do-Lenh, S., & Dillenbourg, P. (2013). Designing augmented reality for the classroom. Computers & Education, 68, 557–569. doi:10.1016/j.compedu.2013.02.015 El-Hussein, M. O. M., & Cronje, J. C. (2010). Defining mobile learning in the higher education landscape. Educational Technology and Society. El Sayed, N. A. M., Zayed, H. H., & Sharawy, M. I. (2011). “ARSC: Augmented reality student card” An augmented reality solution for the education field. Computers & Education, 56(4), 1045–1061. doi:10.1016/j.compedu.2010.10.019 Johnson, L., Adams Becker, S., Estrada, V., & Freeman, A. (2014). Horizon report 2014 - Higher education edition. Austin, TX: The New Media Consortium. Kesim, M., & Ozarslan, Y. (2012). Augmented Reality in Education: Current Technologies and the Potential for Education. Procedia - Social and Behavioral Sciences. Traxler, J. (2005). Defining mobile learning. Learning. Uzunboylu, H., Cavus, N. & Ercag, E. (2009). Using mobile learning to increase environmental awareness. Computers & Education, 52, 381–389.