Design and Development Of Augmented Reality Book

For Pre-Primary Students

A Major Project Report Submitted To

Rajiv Gandhi Proudyogiki Vishwavidyalaya, Bhopal

Towards Partial Fulfilment for the Award Of

Bachelor of Technology

In

DEPARTMENT OF COMPUTER SCIENCE AND ENGINEERING

Submitted By

Shivendra Patel (0863CS191151)

Shrishty Jain (0863CS191153)

Suraj Soni (0863CS191163)

Vishal Sharma (0863CS191171)

Under the Supervision of

Dr. Piyush Choudhary

Session: 2022-2023

Department of Computer Science and Engineering,

Prestige Institute of Engineering, Management and Research, Indore (M.P.)

[An Institution Approved By AICTE, New Delhi & Affiliated To RGPV, Bhopal]
 PRESTIGE INSTITUTE OF ENGINEERING MANAGEMENTAND RESEARCH

INDORE (M.P.)

DECLARATION

We Shivendra Patel, Shrishty Jain, Suraj Soni and Vishal Sharma hereby declare that the
project entitled “Design and Development of Augmented Reality Book For Pre-Primary
Students”, which is submitted by us for the partial fulfilment of the requirement for the award of
Bachelor of Technology in Computer Science & Engineering to the Prestige Institute of
Engineering, Management and Research, Indore (M.P.). Rajiv Gandhi Proudhyogiki
Vishwavidyalaya, Bhopal, comprises my own work and due acknowledgement has been made in
text to all other material used.

Signature of Students:

Miss Shrishty Jain Mr. Shivendra Patel

Mr. Suraj Soni Mr. Vishal Sharma

Date:

Place:
 PRESTIGE INSTITUTE OF ENGINEERING MANAGEMENTAND RESEARCH

INDORE (M.P.)

DISSERTATION APPROVAL SHEET

This is to certify that the dissertation entitled “Design And Development of Augmented Reality
Book For Pre-Primary Students” submitted by Shivendra Patel (0863CS191151), Shrishty
Jain (0863CS191153), Suraj Soni (0863CS191163), Vishal Sharma (0863CS191171) to the
Prestige Institute of Engineering, Management and Research, Indore (M.P.) is approved as
fulfilment for the award of the degree of “Bachelor of Technology in Computer Science &
Engineering” by Rajiv Gandhi Proudhyogiki Vishwavidyalaya, Bhopal, (M.P.).

Internal Examiner External Examiner

Date: Date:

HOD, CSE

Dr. Piyush Choudhary

PIEMR, INDORE
 PRESTIGE INSTITUTE OF ENGINEERING MANAGEMENTAND RESEARCH

INDORE (M.P.)

CERTIFICATE

This is certified that project entitled “Design And Development of Augmented Reality
Book For Pre-Primary Students” submitted by Shivendra Patel, Shrishty Jain, Suraj Soni
and Vishal Sharma is a satisfactory account of the bona fide work done under our
supervision and is recommended towards partial fulfilment for the award of the degree
Bachelor of Technology in Computer Science & Engineering to Rajiv Gandhi
Proudyogiki Vishwavidyalaya, Bhopal (M.P.) .

Date:

Enclosed by:

Dr. Piyush Choudhary Prof. Arpit Maheshwari Dr. Piyush Choudhary

Project Guide Project Coordinator Professor & Head, CSE

Dr. Manojkumar Deshpande

Director
PIEMR, Indore
 PRESTIGE INSTITUTE OF ENGINEERING MANAGEMENTAND RESEARCH

INDORE (M.P.)

ACKNOWLEDGEMENT

After the completion of Major project work, words are not enough to express my feelings about
all these who helped me to reach my goal; feeling above this is my indebtedness to the almighty
for providing me this moment in life.
First and foremost, I take this opportunity to express my deep regards and heartfelt gratitude to my
Project Guide Dr. Piyush Choudhary and Project Coordinator Prof. Arpit Maheshwari,
Department of Computer Science and Engineering, PIEMR, Indore for their inspiring
guidance and timely suggestions in carrying out my project successfully. They are also the constant
source of inspiration for me. Working under their guidance has been an opportunity for me to learn
more and more.

I am extremely thankful to Dr. Piyush Choudhary, (HOD, CSE) for his co-operation and
motivation during the project. I extend my deepest gratitude to Dr. Manojkumar Deshpande,
Director, PIEMR, and Indore for providing all the necessary facilities and true encouraging
environment to bring out the best of my endeavour’s.

I would like to thank all the teachers of our department for providing invaluable support and
motivation. I remain indebted to all the non-teaching staff of our Institute who has helped me
immensely throughout the project.

I am also grateful to my friends and colleagues for their help and co-operation throughout this
work. Last but not least; I thank my family for their support, patience, blessings and understanding
while completing my project.

Name of Students:

Shivendra Patel (0863CS191151)

Shrishty Jain (0863CS191153)

Suraj Soni (0863CS191163)

Vishal Sharma (0863CS191171)

 INDEX

Declaration I

Dissertation Approval Sheet II

Certificate III

Acknowledgement IV

Table of Contents V
 TABLE OF CONTENTS

CHAPTER 1 INTRODUCTION

1.1 Introduction…………………………………………………………………….………2
1.2 Motivation………………………………………………………..............................2
1.3 Objective………………………………………………………………………………3
1.4 Analysis ………………………………………………………….............................3
1.4.1 Functional Requirements ………………………………………………......4

1.4.2 Non-functional Requirements ………………………………………………5

1.4.3 Use Case Diagram…………………………………………………………..6

CHAPTER 2 BACKGROUND AND RELATED WORK

2.1 Problem Statement ……………………………………………………………………9

2.2 Background and Related Work………………………………………………………..9

2.2.1 Background Work …………………………………………………………..9

2.2.2 Literature survey ……………………………………………………….......12

2.3 Solution Approach (methodology and technology used) ………………………………16

CHAPTER 3 DESIGN (UML AND DATA MODELING)

3.1 UML Modeling

3.1.1 Sub Systems………………………………………………………………….20

3.1.2 Modules Specification………………………………………………………..20

3.1.3 Collaboration Diagram ……………………………………………………….21

3.1.4 Class Diagram……………………………………………............................22

 3.1.5 Sequence Diagram ………………………………………..........................22

3.1.6 Activity Diagram…………………………………………..........................23

3.2 Data Modeling

3.2.1 Data Flow Diagram………………………………………..........................24

CHAPTER 4 IMPLEMENTATION

4.1 Tools Used…………………………………………………………………………...26

4.2 Technology…………………………………………………………………………...27

4.3 Testing ……………………………………………………………………………...28

4.3.1 Testing Approach. …………………………………………………………..29

4.3.2 Test Cases……………………………………………………………………31

4.3.3 Test Reports………………………………………………………………….34

4.3 User manual……………………………………………………………………………34

CHAPTER 5 PROJECT PLAN

5.1 Gantt Chart………………………………………………………...............................39

5.2 Effort Schedule & Cost estimation ……………………………………………………39

5.3 Work Breakdown Structure…………………………………………………………….40

5.4 Deviation from original plan and correction applied………………………………..41

CHAPTER 6: Project Screenshot

CHAPTER 7 CONCLUSION/ FUTURE SCOPE

7.1 Conclusion………………………………………………………..............................42

7.2 Application Domain & Future Scope…………………………………………………42

Bibliography……………………………………………………………………………….43

Appendix A: Snapshots or Screenshots with description………………………………44

 CHAPTER 1
INTRODUCTION

1.1 WHAT IS AUGMENTED REALITY?

Augmented Reality is an interactive experience of a real-world environment where the objects that
reside in the real world are enhanced by computer-generated perceptual information,
sometimes across multiple sensory modalities, including visual, auditory, haptic,
somatosensory and olfactory. AR can be defined as a system that fulfills three basic features: a
combination of real and virtual worlds, real-time interaction, and accurate 3D registration of virtual
and real objects.

Augmented reality is the technology that expands our physical world, adding layers of digital
information onto it. Unlike Virtual Reality (VR), AR does not create the whole artificial
environments to replace real with a virtual one. AR appears in direct view of an existing
environment and adds sounds, videos, and graphics to it.

Google in 2013 introduced Google Glasses that took Augmented Reality to a more physical and
more wearable interface. It displays on the users lens through a projector and responds to voice
commands, overlaying images, videos and sounds onto the screen.

Phones and tablets are the most common way of Augmented Reality in our lives. Most of the
applications we use, are indeed a result of Augmented Reality. The games we play, the
interactive applications we use along with the real time applications all are a mere example of
augmented reality.

One of the most popular recent invention is the mobile game Pokémon Go. Augmented Reality
doesn't stop here. With each day more researchers are working on it and establishing more new
ideas and technologies that help improve our life.
1.1.2 TYPES OF AUGMENTED REALITY

The best part of Augmented Reality is that it’s accessible to all ordinary users. Augmented
reality companies are helping users to experience Augmented Reality through their smart-
phones. This has lead businesses to new heights of developments and inventions. Such
evolution of Augmented Reality technology development created the most available and best fit
Augmented Reality mobile application development for various purposes. Let us have a look at
the types of augmented reality:

 Marker-based Augmented Reality- Well you can also call it the image recognition, as it
requires a special visual object and a camera to scan it. It may be anything, from a printed QR
code to special signs. The Augmented Reality device also calculates the position and
orientation of a marker to position the content. Thus, a marker initiates digital animations for
users to view, and so images in a magazine may turn into 3D models.

 Marker-less Augmented Reality- It is also known as the location-based or position-based

augmented reality, that utilizes a GPS, a compass, a gyroscope, and an accelerometer to
provide data based on user's location. This data then determines what Augmented Reality
content you can find or get in a certain area. With the availability of smart-phones this type of
Augmented Reality typically produces maps and directions, nearby businesses
information. Applications include events and information, business ads pop-ups,
navigation support.

 Projection-Based Augmented Reality- It is the projecting of synthetic light to physical

surfaces, and in some cases allows to interact with it. These are the holograms we have all
seen in sci-fi movies like Star Wars. It detects user interaction with a projection by its
alterations.

 Superimposition-Based Augmented Reality- It replaces the original image view with an

augmented, fully or partially. Object recognition plays a key role, without it the whole
concept is simply impossible. We've all seen the example of superimposed augmented
reality in IKEA Catalog app that allows users to place virtual items of their furniture
catalog in their rooms.
1.1.3 HOW DOES AUGMENTED REALITY WORK?

For many of us the way Augmented Reality works implies to the technical side. Augmented Reality
can be displayed on various devices: screens, glasses, handheld devices, mobile phones, head-
mounted displays. It involves technologies like simultaneous localization and mapping, depth
tracking which is basically a sensor data calculating the distance of the objects. Augmented
Reality also consists of the following components :

 CAMERAS AND SENSORS- It collects data about user's interactions and sends it for
processing. Cameras on devices scans the surroundings and with this information, a device
locates the physical objects and generates 3D models. This may be special duty cameras,
like in Microsoft Halogens, or common smart-phone cameras to take pictures or videos.

 PROCESSING- Augmented Reality devices at the end should act like little computers,
something modern smart-phones already do. In other words, they require a CPU, a GPU, flash
memory, RAM, Bluetooth or Wi-Fi, a GPS, etc., to be able to measure speed, angle, direction,
orientation in space, and so on.

 PROJECTION- This refers to a miniature projector on Augmented Reality headsets, which

takes data from sensors and projects digital information onto a surface to view. In fact, the use
of projections in Augmented Reality has not been fully invented yet to use it in
commercial products or services.

 REFLECTION- Some Augmented Reality devices have mirrors to assist human eyes to
view virtual images. Some have an “array of small curved mirrors” and some have a double-
sided mirror to reflect light to a camera and to a user's eye. The goal of such reflection paths
is to perform a proper image alignment.
1.1.4 AUGMENTED REALITY DEVICES

Many modern devices already use the technology of augmented reality. From our smart-phones
and tablets to gadgets like Google Glass or handheld devices such as sensors and these
technologies continue to evolve. For processing and projection, AR devices and hardware,
first of all, have requirements such as sensors, cameras, accelerometer, gyroscope, digital compass,
GPS, CPU, displays, and things we've already mentioned. Devices suitable for augmented reality
fall into the following categories:

 MOBILE DEVICES- These are tablets which are most available and best fit for AR
mobile apps, ranging from pure gaming and entertainment to business analytics, sports, and
social networking.

 SPECIAL AUGMENTED REALITY DEVICES- These are designed primarily and

solely for Augmented Reality experiences. One example is head-up displays, sending
data to a transparent display directly into user's view. Originally introduced to train
military fighters’ pilots, now such devices have applications in aviation, automotive
industry, manufacturing, sports, etc.

 AUGMENTED REALITY GLASSES- Google Glasses, Meta 2 Glasses, Lester See-Thru,

Lafarge AR eyewear, etc. These units are capable of displaying notifications from your
smart-phone, assisting assembly line workers, access content hands-free, etc.

 AUGMENTED REALITY CONTACT LENSES- This takes Augmented Reality

one step even farther. Manufacturers like Samsung and Sony have announced the
development of Augmented Reality lenses. Respectively, Samsung is working on lenses as
the accessory to smart-phones, while Sony is designing lenses as separate Augmented
Reality devices with features like taking photos or storing data.

 VIRTUAL RETINAL DISPLAYS- This creates images by projecting laser light into the
human eye. Aiming at bright, high contrast and high-resolution images, such systems yet
remain to be made for a practical use.
1.1.5 APPLICATIONS OF AUGMENTED REALITY

Augmented Reality has been complementing or lives on a daily basis. From our smart-phones to
our tablets and desktop, all of these run some of its program and applications with the help of
Augmented Reality. One of the most popular use of Augmented Reality is gaming. New
Augmented Reality games provide much better experience to the users. Some even promote
outgoing activities nowadays for example as mentioned earlier Pokémon GO one of the most
recent popular AR game requires the need of going out and travelling. Gaming grounds are being
moved from virtual spheres to real life, and players actually perform certain activities. For instance,
a simple gym activity for kids by the Canadian company SAGA, where to crack cubes moving on
a wall children hit it with a ball. Other applications of Augmented Reality are as follows:

 EDUCATION: Interactive models for learning and training purposes, from mathematics
to chemistry.

 MEDICINE/HEALTHCARE: To help diagnose, monitor, train, localize, etc.

 MILITARY: For advanced navigation, marking objects in real time.

 Art / installations / visual arts / music.

 TOURISM: Data on destinations, sightseeing objects, navigation, and directions.

 BROADCASTING: Enhancing live events and event streaming by overlaying content.

 INDUSTRIAL DESIGN: To visualize, calculate or mode

1.2 Motivation

Educators and researchers put hope in new technologies to enhance and support children’s
learning. One such technology may be Augmented Reality, which allows the user to view and
manipulate virtual 3D objects in a real-world environment.

An area of high educational relevance is literacy as a basic cultural technique enabling participation
in society. With interest in books declining educators need to explore means to boost children’s
motivation to read and to support the development of reading skills.
1.3 Objective

• Augmented Reality (AR) in education features aspects that enhance learning of abilities
like problem-solving, collaboration, and creation to better prepare students for the future.
• It is also good for traditional pedagogy focused on technical knowledge and
proficiencies.
 CHAPTER 2
BACKGROUND AND RELATED WORK

2.1 PROBLEM STATEMENT

 Now a days teachers and parents are facing difficulties and problems while establishing a
connection between child and neural learning.
 Visualization is better way of creative learning instead of traditional learning.
 So, to overcome this old traditional way of learning and establishing a positive connection
between child and its psychology we came up with a 3D model learning method.

2.2 SOLUTION APPROACH

Educators and researchers put hope in new technologies to enhance and support children’s
learning. One such technology may be Augmented Reality, which allows the user to view and
manipulate virtual 3D objects in a real-world environment. An area of high educational relevance
is literacy as a basic cultural technique enabling participation in society. With interest in books
declining educators need to explore means to boost children’s motivation to read and to support
the development of reading skills.

Augmented Reality (AR) provides an opportunity to integrate

interactive sequences into books and to make them ‘come to life’. The notion of an ‘augmented
book’ was proposed with the “MagicBook” and inspires researchers and educators alike as a means
to enhance books with interactive visualizations, animations, 3D graphics, and simulations.
Educators expect augmented books to provide a better understanding of complex content that can
be actively manipulated and explored, and to enhance engagement, supporting immersive learning.
2.2 BACKGROUND AND RELATED WORK

2.2.1 BACKGROUND WORK

These employ a combination of physical story pages and desktop interaction (screen,
mouse), and alternate traditional narrated text pages with interactive sequences. On each
text page (on-screen) the children can either read by themselves or listen to a recording. By
clicking on buttons on the screen they can navigate between consecutive text pages. After
each text section they need to close the text age, starting an interactive sequence where
they interact with physical pages and paddles and see an augmented view on the monitor.
The paddles represent and control the main characters of the story and the paper pages
constitute the setting (and other characters) for interactive sequences, organized as a series
of physical pages. The augmentation is based on AR Toolkit markers on the pages and
paddles that are detected by a web-cam and are replaced in the video image with computer
generated, animated 3D images. The image also is overlaid with navigation elements.

2.2.2 LITERATURE REVIEW

The features of AR lead to a variety of positive effects on learning. The interactive 3D

models in AR can enhance students’ learning experience and collaborative skills; the
combination of the real world and the virtual world in AR can support the study of the
invisible concept and content; and the rich instructional materials (e.g., text, video, audio,
etc.) can attract and immerse students into the learning. In addition to that, some literatures
drew attention to the social impacts of AR.

In addition to that, some literatures drew attention to the social impacts of AR on students.
For instance, the use of AR technology provided more opportunities for students to
communicate and collaborate in the real world. The social interactions between students
and teachers, students and their parents were also encouraged.

Structured literature reviews were found on AR for educational purposes. For example,
one systematic review of AR for education investigated 68 AR studies in education and
concluded a number of advantages and challenges. In this review, the advantages of AR in
educational settings were classified into learner outcomes, pedagogical contributions,
interaction, and others.
 CHAPTER 3
DESIGN (UML AND DATA MODELING)

3.1 USE CASE DIAGRAM: Augmented Reality Books are actual paper or digital copies of
traditional books. Similarly, they have both text and illustrations. They are linked to the additional
content . The camera is pointed at a page in the book. Then, the application ‘reads’ the page and
displays that content on the screen of the device.
3.2 Activity Diagram
 CHAPTER 4
IMPLEMENTATION

The aim is to enable students to master the production process of “AR + Books”. By setting up the
implementation process of children’s AR books, including traditional book production,
multimedia resource design and AR content implementation, students can experience the
realization process of “AR + book” production process in the virtual simulation system, so that
they can make AR books by themselves according to the overall process. Using unity 3D, Vuforia
and other design software to complete the development and production of AR books and mobile
terminals. Based on virtual simulation laboratory and “AR + book” technology, the realization
process of “AR + book” is fully displayed by virtual simulation experiment, so that students can
learn and master the whole process of “AR + book” production on the basis of immersing in virtual
reality.

THE MAIN COMPONENTS THAT MAKE AN AR SYSTEM WORKS ARE:

1. DISPLAY

This corresponds to head mounted devices where images are formed. Many objects that do not
exist in the real world can be put into this environment and users can view and exam on these
objects. The properties such as complexity, physical properties etc. are just parameters in
simulation.

2. TRACKING

Getting the right information at the right time and the right place is the key in all these applications.
Personal digital assistants such as the Palm and the Pocket PC can provide timely information
using wireless networking and Global Positioning System (GPS) receivers that constantly track
the handheld devices

3. ENVIRONMENT SENSING

It is the process of viewing or sensing the real world scenes or even physical environment which
can be done either by using an optical combiner, a video combiner or simply retinal view.
4. VISUALIZATION AND RENDERING

Some emerging trends in the recent development of human-computer interaction (HCI) can be
observed. The trends are augmented reality. computer supported cooperative work, ubiquitous
computing, and heterogeneous user interface. AR is a method for visual improvement or
enrichment of the surrounding environment by overlaying spatially aligned computer-generated
information onto a human's view (eyes).

THE EXAMPLE OF PLACING A RUBICK CUBE ON THE TABLE ILLUSTRATES AR

TECHNIQUE.

THIS IS HOW AR WORKS.

• PICK A REAL WORLD SCENE

Real world. User's view through the display of the real world, showing a table and a
marker(tracker) without any overlaid graphics.
• ADD YOUR VIRTUAL OBJECTS IN IT
User's view of the virtual world intended to overlay the view of the real world.
• Delete Real World Objects
• Not Virtual Reality since Environment Real
 CHAPTER 5
PROJECT PLAN

5.1 Gantt Chart

 CHAPTER 6
PROJECT SCREENSHOT

TARGAT IMAGE RESULT

TARGAT IMAGE RESULT

TARGAT IMAGE RESULT

TARGAT IMAGE RESULT

TARGAT IMAGE RESULT

TARGAT IMAGE RESULT

TARGAT IMAGE RESULT

TARGAT IMAGE RESULT

TARGAT IMAGE RESULT

TARGAT IMAGE RESULT

 CHAPTER 7
CONCLUSION/ FUTURE SCOPE

This paper presented the development of an interactive mobile augmented reality magical
playbook for preschool children in learning numbers using an old ABC literature, Numeric System.
This playbook consists of mobile AR application and interactive physical book interface design.
Based on observational study on the prototype, this playbook turns reading Alphabetical
Characters and Numeric Letters from traditional book into a new joyful, interactive and engaging
learning experience. Based on encouraging response from observational study, it motivates the
development of the AR playbook series for preschool education as future work.
 REFERENCES

1. https://www.udemy.com/course/develop-augmented-reality-book-ar-business-card-with-
unity/
2. https://cxocard.com/augmented-reality-for-children-books/
3. https://www.slideshare.net/VaibhavMehta48/augmented-reality-paper-presentation/
4. 2013 International Conference on Virtual and Augmented Reality in Education by
ScienceDirect.
5. FreeCodeCamp- https://youtu.be/WzfDo2Wpxks
Augmented Reality Course Certification: