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|title=Design and implementation of accessible open-source augmented reality learning authoring tool
|pdfUrl=https://ceur-ws.org/Vol-3076/ECTEL2021_DC_paper03.pdf
|volume=Vol-3076
|authors=Deogratias Shidende
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==Design and implementation of accessible open-source augmented reality learning authoring tool==
https://ceur-ws.org/Vol-3076/ECTEL2021_DC_paper03.pdf
Design and implementation of accessible open-source
augmented reality learning authoring tool
Deogratias Shidendea,b
a
University of Hohenheim, Schloss Hohenheim 1, 70599 Stuttgart, Germany
b
Duale Hochschule Baden-Württemberg (DHBW) Heidenheim, Marienstraße 20, 89518 Heidenheim, Germany
Abstract
The emerging learning technologies have brought new dimensions to the learning process.
Particularly in this era, where due to health reasons, online learning is preferred, augmenting
reality with digital information is paramount. Unfortunately, most of the existing augmented
reality learning applications were not designed for different abilities, apart from having
substantial annual licenses. Further, they require advanced digital competence such as
programming, which many non-technical educational practitioners lack. This research attempts
to fill this gap by designing and implementing an accessible open-source augmented reality
learning authoring tool that will empower non-technical educational practitioners of different
abilities to develop and use augmented reality applications for teaching and learning purposes.
Keywords 1
Learning Technologies, Augmented Reality, Augmented Reality Learning, Accessibility,
Open-source
1. Introduction communicating through interdependent
collaborative exercises [4–6]. Other studies by
Akçayır et al. [7] and Mylonas et al. [8]
Augmented Reality (AR) is a technology
revealed that AR improves university students'
that superimposes real-world objects with
laboratory skills and helps them build positive
virtual generated information in the same space,
attitudes. A variety of research projects
thus providing a more useful composite view.
examined the initial suitability of AR for
While AR is widely used with the sense of
different learning scenarios, e.g. flipped
sight, it also applies to smell, touch, and hearing
learning or experiential learning, and in various
senses [1].
disciplines [9–12] as well as its integration in
Since its inception, AR has been used in a
teaching and learning processes [13].
wide range of applications, including
However, studies show that most AR
entertainment, mapping, transportation, health,
applications have been developed using
and education sectors. At first, AR was
proprietary Software Development Kit (SDK)
introduced as a training tool for airline and Air
such as Vuforia, Kudan AR, Adobe Aero, and
Force pilots during the 1960s [2]. Due to the
Wikitude [5]. These are potent tools for
advancement in information technology, AR is
handling all three AR system stages, namely
currently implemented in computer and mobile
recognition, tracking, and mixing, allowing
devices without requiring expensive
ease of development for the developers [14],
technology such as head-mounted displays [3].
[15]. However, these AR tools are not open-
For learning purposes, AR creates immersive
source, and they carry heavy, substantial annual
hybrid learning environments that facilitate
license fees. This represents an obstacle for
critical thinking, problem-solving, and
Proceedings of the Doctoral Consortium of Sixteenth European
Conference on Technology Enhanced Learning, September 20–21,
2021, Bolzano, Italy (online).
EMAIL: deogratias.shidende@dhbw-heidenheim.de (Deogratias
Shidende)
ORCID: 0000-0002-2181-958X (Deogratias Shidende)
© 2021 Copyright for this paper by its authors. Use permitted under Creative
Commons License Attribution 4.0 International (CC BY 4.0).
CEUR Workshop Proceedings (CEUR-WS.org)
many small to mid-sized companies as well as the auditory ability [29], low vision [30] and
institutions of higher education alike. cognitive support [31]. Unfortunately, research
In fact, open-source software does not only shows that many proprietary and open-source
refer to the availability of source code. AR applications are not designed for users with
Moreover, it designates a broader sense of different abilities [32–34] and exclude many
values that embraces and celebrates open people who would benefit from these
exchange principles, collaborative applications.
participation, rapid prototyping, transparency, This research, therefore, aims to use existing
meritocracy, and community-oriented open-source libraries and approaches to design
development [16, 17]. By developing an open- and implement an inclusive and accessible AR
source tool, programmers and software users tool based on an open-source learning
benefit from the control over the tool, training environment, such as Moodle. It can be used to
from the communities behind it, security, and author AR learning in different disciplines by
stability. Thus, an open-source AR tool will users with varying levels of accessibility and in
benefit from using existing parts of an open- different learning settings, from university
source learning tool and enhance it for AR classrooms and for on-the-job training.
authoring. Therefore, it provides an authoring
tool available with an open-source license for 2. Research objectives and
use and opens for further future development by
business partners and other stakeholders. questions
Research further reveals that few AR
applications have been developed by using an The main objective is to develop an
open-source library such as ARToolkit, AR.js accessible augmented reality learning authoring
and DroidAR. With these libraries, tool. Specifically, the research aims the
programmers are using traditional languages following
such as c#, c/c++, python, Java and JavaScript 1. To identify the requirements for developing
to develop AR applications [5, 14]. This means, an open-source AR learning authoring tool
developing AR applications requires technical 2. To develop an open-source tool for
knowledge in these programming languages or authoring AR learning, building on an
hiring computer programmers. Unfortunately, existing OS learning platform.
many non-technical instructors lack this digital 3. To validate the AR authoring tool through
competence [18–20]. Also, it is costly to hire a authoring a pilot AR learning application
programmer for mid-sized companies and
educational institutions [21]. Furthermore, This thesis intends to answer the following
most of these applications are challenged with main question: How can you design and
usability problems, inadequate technology implement an augmented reality learning
experience, interface design errors, and authoring tool for a broad audience? The
technical difficulties [3, 22–24]. secondary research questions are as follows: -
World Health Organisation estimates about 1. What are the requirements for developing
15% of the world's population have at least one an accessible open-source AR learning
particular form of disability. This number authoring tool?
increases due to increased chronic diseases, 2. How can we develop an accessible open-
ageing, and technology discovery to identify source augmented reality learning
various disabilities [25]. The various forms of authoring tool?
disabilities include auditory, cognitive, learning 3. What kind of AR learning applications can
and neurological, physical, speech and visual be authored with the tool?
disabilities. These forms require different
approaches and strategies to reduce the 3. Theoretical framework
obstacles in accessing the AR applications [26].
Most existing AR Learning applications, The combination of real-world with
however, target one form of disability. For multimedia elements is one of the promising
example, a multi-sensory AR map targets blind technologies in the field of education. This
and low vision students [27], whereas follows from the cognitive theory of
MoviLetrando targets Autism Spectrum multimedia learning, which states that people
Disorder students [28]. Other authors dealt with
learn better when the instruction is given using Accessibility is more than technical standards,
both words and pictures than words alone [35]. it is also a moral obligation and legal
Further, Buchem et al. [36] argue that AR is requirement. For instance, European Union
characterised by various affordances such as directives 2016/2102 directs websites and
embodied, collaborative, and augmentative mobile applications of the public sector to be
affordances. These affordances make AR accessible [54].
indispensable in a learning environment as it Despite its significance, many AR
forages helpful information for learners and applications do not consider accessibility in the
constructs more profound knowledge. early design stage, or they are dealing with one
Though Garzón noted that the effectiveness form of ability. Examples of AR studies with a
of AR in learning is medium [33], numerous particular ability are numerous. Mentioning a
studies have reported the interaction between few are Albouys-Perrois et al. [27]
learner and AR artefacts is potent in learning. implemented a Multi-sensory AR map for blind
For instance, AR learning has resulted in and low vision students by using text-to-speech,
learning gain and motivation [3, 32, 37, 38], tactile tools, and visual calibrated projector.
content understanding and retention [32, 39– Antão et al [28] improved the performance and
41], increased interaction and attention [42, 43], reaction time skills of Autism Spectrum
learning efficiency and performance [44, 45] Disorder students using the AR computer game
and enhances problem-solving abilities and MoviLetrando. In auditory ability, Al-Megren
influence decision making [3, 5]. & Almutairi [55] developed a mobile
Various other examples have proved that application that uses AR to support literacy
AR is beneficial in teaching and learning. For among hard of hearing children. Another study
instance, Mylonas et al. [8] used AR as a visual employed AR to give cognitive support during
aid to teach students how electrical devices assembly tasks [31]. Further, a systematic
consume energy. Fidan and Tuncel [46] review by Garzón [33] of 61 selected AR in
integrated AR application with problem-based education settings articles from 2012-2018
learning activities to help students understood revealed that only one paper dealt with the
physics concepts and improve their attitudes accessibility of AR learning. This finding
towards physics. agreed with previous studies by [32] and [34],
Like any other technology, AR is not whose results showed very few systems
without challenges and limitations. Alalwan et designed for users with diverse needs.
al. [47] conducted a semi-structured interview However, designing for accessibility is more
with 29 science teachers in a developing than considering a particular form of disability;
country. They found that teachers' competency, it is adhering to accessibility guidelines and
proper instructional design and resources were standards such as Web Content Accessibility
common limitations in AR utilisation. Also, Guidelines (WCAG 2.1) [56] and IEEE
Pellas et al. [48] pointed out that teachers could Standard for Augmented Reality Learning
not modify or add content to AR applications. Experience Model [57]. In addition, consider
These teachers' incapability might be because XR Accessibility User Requirements [58] and
most non-technical teachers are at the basic- follow developers' guidelines such as the XR
level of digital competence [49, 50]. Dirin & Association Developer guide [59], helpful in
Laine [51] found usability problems, when making an XR application accessible. Thus, the
evaluated two mobile AR applications. The development of an accessible AR authoring
usability problems in AR are also reported by tool intends to comply with the mentioned
other researchers [3, 23, 24]. While the usability standards, guidelines, and use cases,
problems can be solved through following good particularly level AA of WCAG 2.1.
design principles, Buchem et al [36] proposes Open-source is both a legal term and a
interdisciplinary training to alleviate digital development model [60]. Legally, it is
illiteracy among educational practioners. governed by an open-source license, a license
Accessibility is a concept that ensures a that is approved by Open Source Initiative
product or service is usable by people with (OSI). This license gives the software users the
different abilities. Designing for accessibility legal power of using, inspecting, modifying and
widens a pool of users, opens equal opportunity distributing the software source code. These
for various user types and increases the rights are outlined in the ten characteristics of
compatibilities with other devices [52, 53]. the Open-Source Definition (OSD) [60, 61].
Whether the open-source software will be free research [70, 71]. Thus, we anticipate that AMS
of charge or not will depend on the adopted and designed research to develop an
business model and the open-source license intervention can complement each other. Some
used [62]. studies that have hybridised the DBR with
As a development model, Open-source can agility include Cochrane [72], Cooney [73] and
be developed in a distributed manner with Dass [74].
developers scattered geographically and The research will be carried out in higher
organisationally [63]. This peer-reviewed learning institutions and partner companies
manner of development can foster different located in Germany and Tanzania. The partner
organisations, such as Universities and universities and companies will provide both
companies, to cooperate in producing reliable, educational practitioners and customers. Like
cheaper, and faster-delivery software [64]. other DBR approaches, we will follow a
AlMarzouq et al. [60] argued that the quality of pragmatic paradigm by using appropriate
open-source software depends on license, qualitative and quantitative methods [67, 75]
community, and development process. The such as surveys, interviews, focus groups, and
license, for instance, decides which document reviews.
components to use and encourages or Further, we will follow the DBR processes
discourages community participation. While as outlined by Plomp [70]. Plomp examined
the motivated community is essential, the various researches conducted by using DBR
development process determines feedback and concluded the following three phases. The
speed and the review process. Thus, this study first phase is preliminary research comprising
intends to adopt an Open-Source license that practical problem analysis, literature review
will enable partner universities and companies and conceptual or theoretical framework
to participate in the development of accessible development. The second is the development
AR learning tool. phase, in which the prototype is iteratively
developed as a micro-cycle of the research with
4. Research methods formative evaluations. And the last is the
assessment phase consisting of summative
evaluation to check if the intervention meets the
This research aims to design and implement agreed specifications [70, 76]. These three
an accessible open-source augmented reality phases are conducted iteratively [71, 77].
learning authoring tool for non-technical The AMS consists of roles, processes and
instructors with different levels of abilities. The artefacts. The roles are scrum master and scrum
guiding research methods will be Design-based team. The activities in the process include
Research (DBR) blended with Agile kickoff, the meeting to plan the sprint, sprint
Methodology in Scrumban (AMS). While execution, the daily Scrum and the sprint
various researchers have successfully used review meeting. The iteration, also known as a
DBR to develop learning interventions [65–67], sprint, should be planned such that it is
AMS is an effective project management completed in a short time. The last component
methodology in information systems of AMS is scrum artefacts: these are product
development [65]. Both DBR and AMS are backlog, sprint backlog, and burnout charts
iterative and involve practitioners from the [65]. Thus, since AMS focus on sprints with
early stages of problem analysis to product small deliverables and direct communication
acceptance. Despite its success, some studies among the partners, it can help adapt quickly to
have reported the challenges of DBR. These the project unpredictability and become helpful
include researchers' biases [66, 67], the to DBR, as shown by Kastl and Romeike [78]
possibility of iterations to exceed available and Confrey [79]. They applied the agile
resources [66], and the inapplicability of methodology to improve intra-communication,
interventions in different settings [68]. AMS, team member cooperation and active
on another side, has been reported to have a participation in the DBR design activities.
positive influence in both project management
knowledge areas and project management triple
constraints, i.e. scope, cost and time [69].
Unfortunately, applying AMS to create an
intervention without creating knowledge is not
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