=Paper=
{{Paper
|id=Vol-2547/paper19
|storemode=property
|title=Development of mobile applications of augmented reality for projects with projection drawings
|pdfUrl=https://ceur-ws.org/Vol-2547/paper19.pdf
|volume=Vol-2547
|authors=Oleksandr V. Kanivets,Irina М. Kanivets,Natalia V. Kononets,Tetyana М. Gorda,Ekaterina O. Shmeltser
|dblpUrl=https://dblp.org/rec/conf/aredu/KanivetsKKGS19
}}
==Development of mobile applications of augmented reality for projects with projection drawings==
https://ceur-ws.org/Vol-2547/paper19.pdf
262
Development of mobile applications of augmented reality
for projects with projection drawings
Oleksandr V. Kanivets1[0000-0003-4364-8424], Irina М. Kanivets1[0000-0002-1670-5553],
Natalia V. Kononets2[0000-0002-4384-1198], Tetyana М. Gorda3[0000-0002-6924-0219]
and Ekaterina O. Shmeltser4
1 Poltava State Agrarian Academy, 1/3, Skovorody Str., Poltava, 36003, Ukraine
k.alex2222@gmail.com, ira.gorda80@gmail.com
2 Poltava University of Economics and Trade, 3, Koval Str., Poltava, 36014, Ukraine
natalkapoltava7476@gmail.com
3 Poltava Polytechnic College, 83a, Pushkin Str., Poltava, 36000, Ukraine
gtatana343@gmail.com
4 Kryvyi Rih Metallurgical Institute of the National Metallurgical Academy of Ukraine,
5, Stephana Tilhy Str., Kryvyi Rih, 50006, Ukraine
Abstract. We conducted an analysis of the learning aids used in the study of
general technical disciplines. This allowed us to draw an analogy between
physical and virtual models and justify the development of a mobile application
to perform tasks on a projection drawing. They showed a technique for creating
mobile applications for augmented reality. The main stages of the development
of an augmented reality application are shown: the development of virtual
models, the establishment of the Unity3D game engine, the development of a
mobile application, testing and demonstration of work. Particular attention is paid
to the use of scripts to rotate and move virtual models. The in-house development
of the augmented reality mobile application for accomplishing tasks on a
projection drawing is presented. The created mobile application reads, recognizes
marker drawings and displays the virtual model of the product on the screen of
the mobile device. It has been established that the augmented reality program
developed by the team of authors as a mobile pedagogical software can be used
to perform tasks both with independent work of students and with the
organization of classroom activities in higher education institutions.
Keywords: virtual model, augmented reality, mobile application, Unity3D,
Vuforia, testing, resource-based learning, mobile learning.
1 Introduction
1.1 The problem statement
Now the tendency of the rapid development of computer tools and digital technologies,
their widespread adoption in all spheres of public life, the desire of students to widely
apply them in everyday life and professional activities, actualize the need for their use
___________________
Copyright © 2020 for this paper by its authors. Use permitted under Creative Commons License
Attribution 4.0 International (CC BY 4.0).
263
in the educational process [2; 4; 10]. In recent years, digital technology has made a huge
leap in the development and expansion of areas of use. Augmented Reality (AR) is an
environment which combine the physical world objects with digital data in real time
using mobile Internet devices (MID), as well as software for them. If earlier this
technology was used mainly in the military industry and computer games, now AR
penetrates almost all spheres of human social activity: economics, medicine, education,
architecture, advertising, etc. [30].
Thoroughly studying the problem of organizing mobile learning (m-learning),
domestic and foreign scientists Luke Bennett [5], Valerii Yu. Bykov [4; 3], Baiyun
Chen [5], Abdel Rahman Ibrahim Suleiman [13], Oksana M. Markova [17], Natalia V.
Moiseienko [26], Pavlo P. Nechypurenko [18], Olena O. Pavlenko [19], Kristine Peters
[20], Oleksandr P. Polishchuk [31], Maryna V. Rassovytska [22], Serhiy O. Semerikov
[24; 25], Ryan Seylhamer [5], Andrii M. Striuk [29], Illia O. Teplytskyi [27], Viktoriia
V. Tkachuk [32] note that the introduction of mobile learning with MID is an effective
way for students to gain knowledge, develop information skills, as well as a unique
form of vocational training and maintaining the productivity of the learning process
while a student it is independent of time, place and space.
The main task in the vocational training of first-year students of technical specialties
is the development of spatial thinking for quality reading of drawings, drawing skills,
memorization and systematization. To do this, use various learning aids, such as
diagrams, photographs and technical drawings. Basically, it is quite difficult to teach
students to read drawings, which is associated with the need to develop orientation
skills in 3D space and spatial imagination. This requires additional efforts from students
to visualize objects in different projections and orientations (axonometric perspective
geometry), as well as to manipulate imaginary 3D models to create two or three flat
views. Thus, in educational institutions it is customary to use 3D physical objects or
other models as additional learning tools.
3D physical models (Fig. 1) are used in the learning of Engineering Graphics and
Descriptive Geometry, Engineering and Computer Graphics et al.
A typical example is the use of 3D physical models to solve metric and positional
problems in descriptive geometry, which help students look at solutions from different
perspectives and improve the understanding of the relationship between a real object
and a two-dimensional image [6].
The use of physical models also has several disadvantages, such as: high cost, which
leads to the purchase of models only from the basic topics of the discipline. In the
process, models wear out and break their parts, and sometimes, due to inadvertence and
difficulty in moving, entire models are destroyed. Usually, physical models belong to
educational institutions and require special storage, which in turn makes it impossible
for a student to constantly have free access to objects. These and other factors limit the
possibility of the full use of models in the educational process.
To solve these problems, it is advisable to use virtual models of products. They are
easily using on MID with AR. But some scientists [1; 7] emphasize the importance of
using physical models in the educational process, justifying this by lowering the prices
of digital manufacturing technologies, such as 3D printers.
264
Fig. 1. 3D physical models in teaching projection drawing
1.2 Theoretical background
AR attracts a lot of attention in education. In our study, mobile learning is understood
as a form of resource-based learning and is considered as a system of organizational
and didactic activities based on the use of mobile ICT. Undoubtedly, the problem of
developing such mobile pedagogical software tools that will improve the quality of
professional training of specialists, in particular, technical specialties, is also becoming
relevant now [16].
A number of scientists [1; 7; 9; 23] provide comparative data on the use of physical
and virtual models. After analyzing the possibility of replacing the physical (material)
model with a 3D virtual one when studying the drawing course, the scientists recorded
that the students did not feel any discomfort when working with electronic models.
The use of 3D virtual models makes it possible to level out some negative factors
that have real physical models, such as breakdowns or damage, since a mobile
application that demonstrates virtual models can be effectively used with MID. The
problems of transportation, storage and exchange of learning equipment outside the
laboratory are also solved, in connection with the possibility of their placement on cloud
media or virtual training classes on the Internet.
The display of digital models on MIS, as a rule, is based on the capabilities of AR,
which attracts more and more attention of the educational community. Unlike
multimedia and virtual reality (VR), AR reflects virtual objects as holograms
superimposed on the real world [28]. Most of the published studies in the field of AR
are presented on promising technologies (imaging, passive visualization), there are also
applications on experimental prototypes with an active interface [12].
1.3 The objective of the article
Consider the methodology for creating mobile applications using AR technology and
present your own development to perform tasks on a projection drawing.
265
2 Results and discussion
We performed the development of AR mobile application on a laptop with the
following characteristics: processor Intel Core i7-3520М, RAM 12 GB, video card Intel
HD 4000, web camera and network card with Windows 7 Ultimate (64-bit version).
At the beginning of development, it is necessary to design all models. While the
mobile application is running, virtual models that are better developed in a CAD
program are displayed on the phone screen.
This mobile application is being developed to study the Engineering Graphics or
Descriptive Geometry, Engineering and Computer Graphics using Compass 3D,
AutoCAD, Inventor, Solidwork, 3ds Max, Cinema4d or Maya.
The above software product is paid and for their use it is necessary to have the
appropriate knowledge and skills. Therefore, in the project we used an open source
program – Blender [23].
The next stage of development is the installation and configuration of Unity3D.
Download the free version 2017.3.1f1 (64-bit) for Windows of the Unity3D game
engine from the official site [33]. During the installation, in addition to the Unity3D
and MonoDevelop, we also note the Android Build Support and Vuforia Augmented
Reality [21] support, which are necessary for developing and compiling augmented
reality programs in the Android system.
We are developing an AR application using the Vuforia AR platform. To use it, you
must register for free on the official website. This makes it possible to download the
software and get an access key. In the account in the target manager, create a new
database. Upload target images to the new database. Each target image is processed by
means of computer vision and a rating is set (Fig. 2).
Fig. 2. Vuforia Target Image Recognition System
266
The best images have five stars. They will be quickly and efficiently allocated by the
application. The minimum recommended value is three stars. A fully formed database
of target images is loaded into Unity3D.
Unity starts with a dialog box for creating and storing a new 3D project. The user
dialogue with the Unity3D game engine is possible using the Visual editor and C#
programming language.
The Visual editor consists of a Scene, a window in which all the models used in the
program are displayed; Inspector – a panel for setting properties of Project commands
– an analogue of Explorer in Windows; hierarchy window – a window with a list of all
project objects.
Since we are developing the AR program for the Android platform, we therefore
additionally install and configure the Android SDK [8] and JDK [14]. These are free
products from Google and Oracle, the latest versions of which can be downloaded from
official sites.
We begin the development of a mobile application with video tutorials on building
a cam. We took the video from the lessons of Anna Veselova [34]. In the hierarchy
window, replace the standard camera with AR. On the scene we add the target image
of the cam, which is a child of the AR camera. Using the Component – Video – Video
Player command, we create funds for playing a video resource, which already has a
start and pause button (Fig. 3).
Fig. 3. Video resource development
We begin the development of the main part of the program by downloading
ImageTarget and the most virtual models (Fig. 4). Thus, the program through the
phone’s camera, having scanned the correct figure, will show the correct model on its
screen.
267
Fig. 4. Download ImageTarget and its model
The model is controlled using the fingers of a user who can move and rotate it. Such
work is ensured thanks to new components – scripts that will indicate the action to
perform when they are activated. In our project, we used open source scripts provided
by Carlos Wilkes in the free Lean Touch project [35]. For example, the scenario for
moving the model on the phone screen is as follows:
using UnityEngine;
namespace Lean.Touch
{
/// This script allows you to translate the current
/// GameObject relative to the camera.
[HelpURL(LeanTouch.HelpUrlPrefix + "LeanTranslate")]
public class LeanTranslate : MonoBehaviour {
[Tooltip("Ignore fingers with StartedOverGui?")]
public bool IgnoreStartedOverGui = true;
[Tooltip("Ignore fingers with IsOverGui?")]
public bool IgnoreIsOverGui;
[Tooltip("Ignore fingers if the finger count doesn't match?
(0 = any)")]
public int RequiredFingerCount;
[Tooltip("Does translation require an object to be
selected?")]
public LeanSelectable RequiredSelectable;
[Tooltip("The camera the translation will be calculated
using (None = MainCamera)")]
268
public Camera Camera;
#if UNITY_EDITOR
protected virtual void Reset() { Start(); }
#endif
protected virtual void Start() {
if (RequiredSelectable == null)
RequiredSelectable = GetComponent();
}
protected virtual void Update() {
// Get the fingers we want to use
var fingers =
LeanSelectable.GetFingers(IgnoreStartedOverGui, IgnoreIsOverGui,
RequiredFingerCount, RequiredSelectable);
// Calculate the screenDelta value based on these fingers
var screenDelta = LeanGesture.GetScreenDelta(fingers);
if (screenDelta != Vector2.zero) {
// Perform the translation
if (transform is RectTransform)
TranslateUI(screenDelta);
else
Translate(screenDelta);
}
}
protected virtual void TranslateUI(Vector2 screenDelta) {
// Screen position of the transform
var screenPoint =
RectTransformUtility.WorldToScreenPoint(Camera,
transform.position);
screenPoint += screenDelta; // Add the deltaPosition
// Convert back to world space
var worldPoint = default(Vector3);
if
(RectTransformUtility.ScreenPointToWorldPointInRectangle(
transform.parent as RectTransform, screenPoint, Camera, out
worldPoint) == true)
transform.position = worldPoint;
}
protected virtual void Translate(Vector2 screenDelta) {
// Make sure the camera exists
var camera = LeanTouch.GetCamera(Camera, gameObject);
if (camera != null) {
// Screen position of the transform
var screenPoint =
camera.WorldToScreenPoint(transform.position);
// Add the deltaPosition
269
screenPoint += (Vector3)screenDelta;
// Convert back to world space
transform.position =
camera.ScreenToWorldPoint(screenPoint);
}
else
Debug.LogError("Failed to find camera. Either tag your
cameras MainCamera, or set one in this component.", this);
}
}
}
According to the method described above, we add all the models and scripts to the
program, as well as compile the installation file for the Android system. The work and
the main features of the mobile application can be seen on the demonstration video
[15].
The next stage in the development of any program is testing. The developed mobile
application was tested on the following Android-based mobile devices:
1. Samsung Galaxy A5 A520F – Android 8.0.0; 5,2"; 1920х1080; Exynos 7880 Octa;
16 MPx camera; RAM 3 GB;
2. Xiaomi Redmi Note 4x – Android 7.0; 5,5"; 1920х1080; Qualcomm Snapdragon
625; 13 MPx camera; RAM 2 GB;
3. Xiaomi Redmi 4x – Android 7.1.2; 5,0"; 1280х720; Qualcomm Snapdragon 435;
13 MPx camera; RAM 2 GB;
4. Lenovo S8 А7600 – Android 5.0; 5,3"; 1280х720; МТ6592М; 13 MPx camera;
RAM 2 GB;
5. Lenovo А6010 Pro – Android 5.0; 5,0"; 1280х720; Cortex-A53; 13 MPx camera;
RAM 2 GB.
It is necessary to check the display of models, the operability of their movement and
rotation with the touch of a finger on the screen, playing the training video and the
sound. According to testing results, we can conclude that the program works correctly
on phones with Android 5.0 system and on newer systems, regardless of processor type,
screen matrix and RAM size.
Thus, we have developed a mobile application, which reads, recognizes the image
marker and displays an model of a product on the MID screen that can be moved or
rotated with the touch of a finger. After receiving the input information and its
processing, the program inserts the corresponding 3D model into the real image
displayed on the screen of the MID.
Moreover, the 3D virtual object is correctly located relative to the marker and
interacts with it according to the given rules: for example, it is tilted along with the
marker printed on the textbook or manual page. At the same time, moving the textbook,
you can consider the model of the product in different angles and scales.
The designed AR app allows to implement a number of important tasks of the
modern educational process: thanks to the capabilities of 3D modeling, visualize
270
solutions to key problems (teach students how to read and execute working drawings
and sketches, assembly drawings, schematic images, build virtual models) when
students majoring in engineering study the Engineering graphics, Descriptive
geometry, Engineering and Computer graphics, Mathematics, Physics, Theoretical
Mechanics, Resistance of Materials, Theory of Mechanisms and Machines [11], within
the framework of which 3D physical models are used; help students better understand
complex structures and complete tasks that require spatial imagination and developed
spatial thinking, which are the basis for the successful implementation of future
professional activities of students majoring in engineering; provide students with the
opportunity to master practical skills, research experience using their own MID;
increase the motivation for learning and the effectiveness of independent work of
students, making learning a bright and interesting process; create a new generation of
mobile learning tools in the context of the implementation of the concept of resource-
oriented education of students in higher education.
3 Conclusion
Thus, in the statement of the problem, we substantiated that a person equally perceives
both physical and virtual models, but virtual models have some advantages over
physical ones, thereby proving the desirability of describing the methodology and
creating applications for MID using AR technologies.
The analysis of programs for 3D modeling made it possible to substantiate the choice
of open source software. The main points of installing the game engine Unity3D and
additional components, including the AR platform Vuforia, are shown. The stages of
the development of the scenes were given. Particular attention is paid to writing detaily
commented scripts. The finished program was tested by students on mobile phones with
various technical characteristics when performing tasks on independent work and
preparing for classroom studies in Engineering Graphics and Descriptive Geometry,
Engineering and Computer Graphics. And also a demo video was created showing the
operation and main features of the program. Demonstrated experience in the
development of AR programs with engineering graphics will be useful to the
pedagogical community for writing their own applications.
This article describes a methodology of application developing for MID using AR
technology on one topic of an engineering graphics course. In the future, we plan to
create full-fledged electronic systems (handbooks), including tests and tasks for self-
testing, from the most difficult topics, such as the formation of projection images,
simple and complex cuts, types and formations of threads, detachable and integral
connections, and others.
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