In this research, a system architecture design framework is proposed which can be standardized for textbook companion apps, and is customizable for any subject, especially pedagogically complex subjects like Biosciences. The architecture uses the images in the textbook itself as a marker for generating Augmented Reality based interactive content. Apart from standard interactive afordances, Augmented Reality based in-screen interactions and Generative Pre-trained Transformers (GPT) enabled on demand 'Ask me anything' feature was introduced in the app design. Eleven participants validated the usabiliy of the proposed model using SUS (system usability score) on three complex Biology topics for the high school level. The proposed app design had a higher usability score when compared to the standard textbook app. Overall, the proposed system architecture design has the potential to improve the usability of any textbook companion app and consequently the learning experience.
Textbook companion apps are a type of mobile app that is designed to complement a traditional
physical textbook [
The following is the key contribution of this research: — Development of a novel system architecture design framework for mobile companion apps, which is customizable and does not require any additional hardware, except for a standard Android OS-enabled mobile phone.
Many evaluation frameworks for educational apps [7], [8],[9] have been proposed in order to simplify and facilitate the app development evaluation process. However, some of these frameworks emphasize on the technical aspects of the apps rather than the educational aspects, as stated in the comprehensive work by [10]. Furthermore, many of these frameworks are subjectspecific, and therefore are inapplicable to other subject-based apps. For example, frameworks for language learning apps (e.g. Duolingo [11]) cannot be applicable for STEM subject apps, even if they use gamification as a core model. However, some of these studies indicate that there are purely educational features (e.g. tools supporting active reading interactions) that can be used to identify high-quality educational apps. In this proposed research, such educational features are identified and aggregated as a set of immersive learning enabling afordances and interactions, which are transferable and can be generalized across domains.
The work by [12] analyzed existing Augmented Reality (AR) app frameworks, focusing on the concepts, design, and implementation of mobile applications. One of the primary challenges in the development of AR-based educational apps is the lack of standardization [13],[14] in interactions. The number of interactions in an educational app is not very specific [ 15], and this fragmentation makes it dificult for developers to create apps that are compatible with diferent subjects. This leads to higher development costs and longer development times. This lack of standardization can also lead to two other constraints: • Usability and user experience: AR-based educational apps often require a high level of interaction from users, and the apps can be complex to navigate. This complexity can result in frustration and disengagement, leading to low user adoption rates. • Integration with existing learning management systems (LMS): Integrating ARbased educational apps with existing LMS can be challenging, as specialized software development kits (SDKs) are required for this purpose, which may not be compatible with existing LMS platforms.
These challenges can lead to higher development costs, longer development times, and low user adoption rates. To address them, it is important for developers to work together to develop standardized interaction frameworks, which would make it easier for developers to create compatible apps to improve the usability and learning experience of AR-based educational apps. Additionally, there are a number of other challenges that need to be addressed in order to develop efective AR-based educational apps. These challenges include: a) The need for high-quality 3D models and animations, b) The need for accurate tracking and positioning user log for eficient data management, and c) The need for efective pedagogical design to maximise the app’s utility.
Based on the existing literature, the following questions were considered for this research: • RQ1: Which features should exist in educational apps that can be generalized across disciplines? • RQ2: Can these features be combined together in a system architecture framework to standardize text book companion app design?
As a prototype design, a markerless augmented reality (AR) app [16] called "i-BioVARse" was developed for Biology students of grades 10 and 11 using Unity 3D1. The demo app is available at this link2. The list of interactions is available at table 1.
i-BioVARse was compared against the oficial app of the NCERT (National Council of Educational Research and Training) Biology book available from the DIKSHA portal3 and the epathshala AR app portal4. DIKSHA app is a standard textbook companion app while epathshala AR focuses only on AR content. The instructions to use the oficial DIKSHA app can be obtained from here5. The topics chosen for the experiment were: Heart (Grade 11, Chapter 18), Human Eye (Grade 10, Chapter 11), Lungs (Grade 11, Chapter 17). Figure 1 shows the proposed System Architecture Diagram and the infographic description of the i-BioVARse app.
The proposed system architecture design consists of five major modules, namely: (i) Augmented Reality (AR) Module, (ii) Assessment (Quiz) Module, (iii) In-screen Active Reading (Notes) Module, (iv) Ask me Anything (GPT based QnA) Module, and (v) Hosting and Analytics Platform (Google Firebase) Module. These modules independently perform specific interactions based on some pre-defined afordances. The user interface (UI) consists of a main menu, a quiz game, a note-taking feature, and an "Ask Me Anything" feature. The main menu allows users to select
2https://github.com/SPARTA-Research-Group-ET-IITB/i-BioVARse 3https://diksha.gov.in/getapp/ 4https://play.google.com/store/apps/details?id=nic.ncert.ciet.epathshalaarhl=en 5https://ncert.nic.in/textbook/pdf/instruction.pdf from the diferent features of the app. The quiz game allows users to test their knowledge of Biology. The note-taking feature allows users to take notes about the 3D models. The "Ask Me Anything" feature allows users to ask questions about Biology and receive answers from a large language model.
• Augmented Reality Content Module: This module is responsible for creating and displaying 3D models of biological objects. The module uses the Vuforia augmented reality platform6 to track the position of the user’s device and overlay the 3D models on the real world. The module also includes a variety of features that allow users to interact with the 3D models, such as a) rotation, b) zooming, and c) panning. • Assessment (Quiz) Module: It provides users with a way to test their knowledge of Biology through a series of questions about Biology. The questions are presented to the user in a multiple-choice format. The user can select the answer they believe is correct. The quiz module keeps track of the user’s score and provides feedback on their performance. The quizzes are designed to be challenging but fair, and they provide users with feedback on their performance. • In-screen Active Reading (Note Taking) Module: This module is responsible for providing users with a way to take notes and screenshots of the 3D models and other content in the app. It also includes a gallery where users can store their notes and screenshots, and allows users to type notes about the 3D models in addition to taking their screenshots, which can be saved to the user’s device or shared with others. • Ask me Anything Module: The "Ask Me Anything" feature allows users to ask questions about Biology and receive answers using a large language model (GPT 3.5) 7 • Hosting and Analytics Platform (Google Firebase) module: The hosting and analytics platform (Google Firebase 8) [17] module is responsible for hosting the app and
providing analytics data about user behavior. The module uses the Google Cloud Platform to host the app and store its data, and it includes a variety of analytics features that allow developers to track user activity and identify trends.
The System Usability Scale (SUS) was used to assess the usability of the i-BioVARse app. The usability of i-BioVARse was compared with the standard textbook companion apps available from the DIKSHA and ePathshala portals. In this study, 11 participants were provided with the applications and were asked to interact with them for a limited duration. Their feedback was recorded through a web platform. This interaction was focused on various application features, such as the AR model, multimedia content, and MCQ assessments. The average SUS score for i-BioVARse was 85.45 which is good usability, and it was 42.04 for the standard textbook companion app, which has fair usability. This result is indicative of a better usability for i-BioVARse application. Table 1 shows the comparison between i-BioVARse and the oficial textbook app (NCERT DIKSHA).
The study presented here has demonstrated the efectiveness of i-BioVARse as a learning tool. However, further studies are needed to investigate the long-term efects on student learning outcomes. One area to look into is collaborative learning through apps as classroom activities are often collaborative in nature. Addition of these features would make the app more engaging and efective, and would allow students to learn from each other by sharing their ideas, working in teams to solve problems, and learn from each other in a more meaningful way. [3] S. P. Prajapati, S. Das, Designing a phygital interface for textbooks to support active collaborative learning, in: Companion Proceedings of the 28th International Conference on Intelligent User Interfaces, 2023, pp. 1–4. [4] A. Bullock, R. Dimond, K. Webb, J. Lovatt, W. Hardyman, M. Stacey, How a mobile app supports the learning and practice of newly qualified doctors in the uk: an intervention study, BMC medical education 15 (2015) 1–6. [5] N. Golenhofen, F. Heindl, C. Grab-Kroll, D. A. Messerer, T. M. Böckers, A. Böckers, The use of a mobile learning tool by medical students in undergraduate anatomy and its efects on assessment outcomes, Anatomical Sciences Education 13 (2020) 8–18. [6] G. Taylor, J. Kolak, E. M. Bent, P. Monaghan, Selecting educational apps for preschool children: How useful are website app rating systems?, British Journal of Educational Technology 53 (2022) 1262–1282. [7] J. Kolak, S. H. Norgate, P. Monaghan, G. Taylor, Developing evaluation tools for assessing the educational potential of apps for preschool children in the uk, Journal of Children and Media 15 (2021) 410–430. [8] M. Meyer, J. M. Zosh, C. McLaren, M. Robb, H. McCafery, R. M. Golinkof, K. Hirsh-Pasek, J. Radesky, How educational are “educational” apps for young children? app store content analysis using the four pillars of learning framework, Journal of Children and Media 15 (2021) 526–548. [9] S. Papadakis, Tools for evaluating educational apps for young children: a systematic review of the literature, Interactive Technology and Smart Education 18 (2021) 18–49. [10] A. Montazami, H. A. Pearson, A. K. Dube, G. Kacmaz, R. Wen, S. S. Alam, Why this app? how educators choose a good educational app, Computers & Education 184 (2022) 104513. [11] S. Savvani, State-of-the-art duolingo features and applications, in: M. E. Auer, T. Tsiatsos (Eds.), The Challenges of the Digital Transformation in Education, Springer International Publishing, Cham, 2019, pp. 139–148. [12] F. Herpich, R. L. M. Guarese, L. M. R. Tarouco, A comparative analysis of augmented reality frameworks aimed at the development of educational applications, Creative Education 8 (2017) 1433–1451. [13] A. C. Camilleri, M. A. Camilleri, Mobile learning via educational apps: an interpretative study, in: Proceedings of the 2019 5th International Conference on education and training technologies, 2019, pp. 88–92. [14] S. Papadakis, M. Kalogiannakis, N. Zaranis, Educational apps from the android google play for greek preschoolers: A systematic review, Computers & education 116 (2018) 139–160. [15] M. Akçayır, G. Akçayır, Advantages and challenges associated with augmented reality for education: A systematic review of the literature, Educational research review 20 (2017) 1–11. [16] M. Abdinejad, C. Ferrag, H. S. Qorbani, S. Dalili, Developing a simple and cost-efective markerless augmented reality tool for chemistry education, 2021. [17] J. Harty, H. Zhang, L. Wei, L. Pascarella, M. Aniche, W. Shang, Logging practices with mobile analytics: An empirical study on firebase, in: 2021 IEEE/ACM 8th International Conference on Mobile Software Engineering and Systems (MobileSoft), IEEE, 2021, pp. 56–60.