Markerless Augmented Reality in Construction Engineering Utilizing Extreme Programming

Abstract

This study aims to build Android-based Markerless Augmented Reality as a learning media in the Construction field, specifically Bridge material for vocational students. This study applies the Extreme programming method, which consists of the Planning, Design, Coding, and Testing stages. The developers and potential users performed the tests. The Functional Usability test results using Black-Box testing reveal that all features in the application can operate successfully. In terms of compatibility, the application is declared very suitable for use. The application has proven successful in running on several kinds of Android smartphones with different versions and screen resolutions. Meanwhile, in terms of Usability, the application acquires an eligibility percentage of 84.2%. Users find it easy to operate the application since they can immediately run 3D objects wherever they are, without being limited by the presence of markers. They consider being freer to run AR applications. However, the Markerless application that has been built can only be operated on Android smartphones version 7.0 and above.

Essential Competence as a Determiner of Learning Media Development in Network-Based on 3D Augmented Reality in the Pre-Teacher Civil Engineering Education Study Program

“…The implementation of digital technology into the construction industry in the 21st-century era is an unavoidable demand for the world of construction work. Digital construction is based on the use of information and communication technologies for a more efficient and high-quality execution of construction and installation works [11], [21]. Human resources as actors of construction work through vocational education in vocational schools and teachers as transformation agents need to be prepared to be able to meet the demands of digitalization.…”

“…Some of the research results using Augmented Reality 3D as a medium for delivering content in pre-teacher education learning in civil engineering have worked well. Functional usability and compatibility test results show that the application is very feasible to use and works well on several types of Android smartphones with different versions and screen resolutions [11], [13]. In the structural analysis course, the use of 3D AR allows students to observe the pedestal reaction that occurs and can be interactive by changing the load acting on the support [9], [11].…”

“…The use of information and communication technology in learning is growing rapidly Vocational High School teachers can take advantage of various forms of technology to support teaching in the field of construction that also leads to digitization, such as animation, simulation, Augmented Reality [8]- [10] and [11] as well as online learning platforms. For technology to be used effectively in learning, teachers need to have a good understanding of how to link learning technology with subject content and the learning strategies applied [11]- [13].…”

“…The problems raised by professional teachers of the Construction and Property Technology Expertise Program in learning at Vocational High School include: (1) the lack of availability of professional teachers by the expertise program; (2) there is a change in the orientation of student learning outcomes in the operational curriculum at the education unit level that has not been widely disseminated in SMK; (3) the lack of creativity and innovation of teachers using IT in learning in the 21st-century, (4) there is a change in the learning achievement of each vocational subject that has not been accompanied by training for teachers, and (5) there is no restructuring of learning facilities following demands for learning outcomes and the existence of disruptive learning in the current era. As a solution to these problems, teaching materials are developed that are responsive to the demands of 21st-century teachers using AR technology in Pre-Teacher education in the field of Civil Engineering [11], [13].…”