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A Low-Cost Interactive Writing Board for Primary Education using Distinct Augmented Reality Markers

Author

Listed:
  • Dawar Khan

    (Interactive Media Design Lab, Information Science, Nara Institute of Science and Technology, Nara 630-0192, Japan
    D. Khan and I. Rehman are joint first authors.)

  • Inam ur Rehman

    (Department of Computer Science and IT, University of Malakand Pakistan, Chakdara 18800, Khyber Pakhtunkhwa, Pakistan
    D. Khan and I. Rehman are joint first authors.)

  • Sehat Ullah

    (Department of Computer Science and IT, University of Malakand Pakistan, Chakdara 18800, Khyber Pakhtunkhwa, Pakistan)

  • Waheed Ahmad

    (Shenzhen Institutes of Advanced Technology, Chinese Academy of Sciences, Shenzhen 518055, China
    University of Chinese Academy of Sciences, Beijing 100049, China)

  • Zhanglin Cheng

    (Shenzhen Institutes of Advanced Technology, Chinese Academy of Sciences, Shenzhen 518055, China)

  • Gul Jabeen

    (Department of Computer Science, Karakoram International University, Gilgit 15100, Pakistan)

  • Hirokazu Kato

    (Interactive Media Design Lab, Information Science, Nara Institute of Science and Technology, Nara 630-0192, Japan)

Abstract

Educational institutions demand cost-effective and simple-to-use augmented reality systems. ARToolKit, an open-source computer tracking library for the creation of augmented reality applications that overlay virtual imagery on the real world, is such a system. It uses a simple camera and black-and-white markers printed on paper. However, due to inter-marker confusion, if the marker distinctions are not ensured, the markers are often miss-recognized. This paper presents an ARToolKit-based Interactive Writing Board (IWB) with a simple mechanism for designing confusion-free marker libraries. The board is used for teaching single characters of Arabic/Urdu to primary level students. It uses a simple ARToolKit marker for the recognition of each character. After marker recognition, the IWB displays the corresponding image, helping students with character understanding and pronunciation. Experimental results reveal that the system improves students’ motivation and learning skills.

Suggested Citation

  • Dawar Khan & Inam ur Rehman & Sehat Ullah & Waheed Ahmad & Zhanglin Cheng & Gul Jabeen & Hirokazu Kato, 2019. "A Low-Cost Interactive Writing Board for Primary Education using Distinct Augmented Reality Markers," Sustainability, MDPI, vol. 11(20), pages 1-14, October.
    • Handle: RePEc:gam:jsusta:v:11:y:2019:i:20:p:5720-:d:277055
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    References listed on IDEAS

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    1. Yu-Hung Chien, 2019. "Technology-Enhanced Learning: An Optimal CPS Learning Application," Sustainability, MDPI, vol. 11(16), pages 1-11, August.
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    Cited by:

    1. Yuh-Shihng Chang, 2021. "Applying the ARCS Motivation Theory for the Assessment of AR Digital Media Design Learning Effectiveness," Sustainability, MDPI, vol. 13(21), pages 1-24, November.

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