Augmented Reality Definition
2.0 Overview
This chapter discusses the literature review which about the issues and past research of graphic and instructional contents design for “The Mystery of Universe” Augmented Reality (AR) book. On the other hand, this chapter is divided into definition of Augmented Reality (AR), Graphics Design and Instructional Content Design
2.1 Definition of Augmented Reality (AR)
According to Dias (2009),
Augmented Reality (AR) is a multidisciplinary field of computer science, involving areas like 3D Computer Graphics, Computer Vision and Human-Computer Interaction, which deals with the combination of real-world and computer-generated data (virtual reality), where computer graphics objects are blended into real video footage in real time.
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In addition, ID model tells how to combine instructional strategy to produce the objective of instructional (Schneider, 2014). ID models are an instructional design process’s visualized representations and display the main components, stages, and their relationships. The ID model involves five stages, which is analysis, design, development, implementation, and evaluation.
The first stage of ADDIE model is analysis. Analysis is aimed to defining and analysing the problem of learning and background of learner (Baruque & Melo, 2004). According to Davis (2013), the problem of instructional is recognised based on instructional characteristics in this stage. On the other words, what do learners to learn and how will you explain the goals of instructional? Besides that, instructional module will complete by create the timeline.
The next stage is design. Design is aimed to identifying and specifying the content of instructional (Baruque & Melo, 2004). Davis (2013) mentioned that instructional strategies’ outline is created and the activities of learning are organised in this
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David Merrill. First Principles of Instruction is used to identify basic constant principles of good instructional design which including in educational strategy. Figure 1 shows that a conceptual framework of First Principles of Instruction.
Figure 1. Components of First Principles of Instruction. Reprinted from “First Principles of Instruction”, by Merrill, 2002, Educational Technology Research and Development, 50(3), p. 45, Copyright 2002 by the Kluwer Academic Publishers
There are five principles involved in the First Principles of instruction, which is Demonstration, Application, Activation, Integration and Problem-centered. All of these principles can defined as (Merrill, 2002, p. 45-50):
Demonstration : Learning is promoted when the instruction demonstrates what is to be learned rather than merely telling information about what is to be learned.
Application : Learning is promoted when learners are required to use their new knowledge or skill to solve problems.
Activation : Learning is promoted when relevant previous experience is activated.
Integration : Learning is promoted when learners are encouraged to integrate (transfer) the new knowledge or skill into their everyday life.
Problem-centered: Learning is encouraged when learners are engaged in solving real-world
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