Developing Pedagogically Aligned AR Media for Teaching Polyhedra in Junior Secondary Education

The development of this textbook aims to be able to assist students in self-study at home as well as teachers in understanding students, especially in the topic of ​​circumference and area of ​​ two-dimensional figure. This research is a textbook development research using 3 of the 4 steps of the 4D Development Model, namely Define (defining), Design (design), Development (development). The results of the media in the form of Textbooks of the topic Circumference and area of ​​ two-dimensional figure. The data obtained from this study were teacher interviews and validation of learning media. There are four kinds of validation sheets used, namely one for material validation, presentation validation, linguistic validation, and graphic validation. Based on the expert validator's assessment of the Circumference and area of ​​ two-dimensional figure Textbooks for Grade IV Elementary School, the results of the material validator's assessment showed an average value of 90% which was categorized as valid. The results of the language validator show an average value of 91.6% which is categorized as valid. The results of the presentation validator show an average of 85.4% so it is categorized as valid. The results of the graphical validator show an average value of 95.8% which can be categorized as valid. The assessments of the validators can be said as valid with a few revisions or additions to complete the textbook.
 Keywords : 4D Model, Textbook, Perimeter and Area, two-dimensional figure

BackgroundLearning cross‐sectional neuroanatomy is challenging. Nuclei may be distinct, but fiber tracts often have vague borders and change position, cross the midline and even change names. Nonetheless, understanding 3D spatial relations of nuclei and fiber tracts from receptor to cerebral cortex is crucial for interpreting clinical signs following CNS damage. Students of these relations often must rely on 2D images of cross‐sections and pathways. Such learning requires increased cognitive effort1. Since learning neuroanatomy of specimens with interactive 3D models results in higher scores on tests requiring spatial visualization and mental rotation2, we have developed an interactive virtual 3D model of CNS cross‐sections and somatosensory pathways extending from sensory receptors to sensory cerebral cortex.MethodsAlthough there are excellent virtual 3D models of brains, modeling pathways is more challenging due to the enormous scale of the human nervous system. Axons are only a few micrometers in diameter but extend for a meter or more, cross the midline and make multiple synaptic connections. Students must navigate the whole nervous system as well as a cellular level of detail ‐ and not get lost. Our virtual 3D model of brain cross‐sections and pathways was created with 3D design software 3DS Max®, Stingray® and Unity® (Autodesk and Unity Technologies). Images of the forebrain, brainstem and spinal cord (Digital Anatomy Collection©) are scaled to human CNS size and positioned at their approximate location in the body. Models of neuron cell bodies are placed in the dorsal root ganglia and sensory nuclei, and all are connected by axon fibers at each synapse of the pathway. The model is available for Windows® and McIntosh® computers, and students navigate and control label and object visibility using standard gaming controlsPilot ResultsFormer neuroanatomy student volunteers (n=12) were randomly divided into 2 groups to compare 2D study vs. 3D study of our model. Matched quizzes were administered before and after a study period. Questions were grouped as sensory, motor or non‐pathway dependent. Both groups improved after the study period, but the difference among groups was not significant. Students comments indicated that the use of the model was “minimally” helpful compared to class notes. They felt that more labeling and ability to see the effect of lesions would improve the model.Outcomes An interactive virtual 3D model of cross‐sections of the CNS with pathways was feasible. Students can use the model, but there was no significant effect between 2D vs. 3D groups. Improvements like labels and ability to see the effect of lesions may increase learning. A revised model with new features will be tested in Neuroanatomy Spring 2019. Support or Funding InformationThis work was supported by funding from the Northeastern University: Center for Advancing Teaching and Learning Through ResearchThis abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

Elementary school-age children need increased inhibitory control to focus and put aside things that are not priorities. Inhibitory control helps children to stay focused, control behavior, think before they act, and manage emotions. However, efforts specifically to increase the ability of inhibitory control have not been made much. This study aims to develop a guidebook to improve inhibitory control in children aged 10-12 years through the game "Self-Steering". This research is development research with the following steps: First, conducting a needs analysis through teacher interviews and classroom observations. Second, planning the manufacture of products as a solution to research problems. Third, making the product. Fourth, testing the product through expert validation and limited trials. Fifth, improving the product based on suggestions for improvement at the product trial stage. The result of this study is a game guidebook containing 3 inhibitory control games that were declared feasible by expert validators. Based on the field trial results, this game guidebook is an interesting game guide to improve children's inhibitory control. Some things that need to be improved will be discussed further.

Abstract: The convergence of interactive human 3D models with conventional artificial intelligence (AI) represents a groundbreaking fusion of computer graphics and intelligent systems. This interdisciplinary field combines advanced 3D modeling techniques with classical AI methodologies to create interactive virtual representations of humans. Rigorous studies in 3D modeling and animation form the basis for lifelike avatars, while conventional AI empowers these models with the ability to understand user inputs, make contextually relevant decisions, and engage in dynamic and responsive interactions. At the heart of this innovation is the emphasis on human-computer interaction (HCI), leveraging principles such as gesture recognition, voice commands, and user-friendly interfaces to enhance user experiences. The integration extends into virtual and augmented reality (VR/AR), providing users with immersive and engaging environments where interactive 3D human models come to life. Applications of this technology span a wide array of fields, including virtual companionship, education, healthcare simulations, entertainment, and training scenarios. The impact is transformative, offering new possibilities for human-machine interactions and redefining traditional approaches to AI applications. However, the burgeoning field is not without challenges. Privacy concerns, ethical considerations related to realistic human representation, and the societal impact of interactive 3D models necessitate careful examination. This abstract provides a glimpse into the technical intricacies of creating lifelike models, the intelligence driving their interactive capabilities, and the broader implications for diverse applications and industries. As research and development progress, the collaboration of computer graphics and AI not only opens new avenues but also prompts a thoughtful reevaluation of the evolving relationship between humans and intelligent, interactive 3D representations.

Innovation in PowerPoint media determines students' interest and motivation in learning. The lack of use of game elements makes students bored. To support interactive learning, games such as crossword puzzles are needed as evaluations in the media. This study is purpose to produce interactive PowerPoint learning equipped with a crossword puzzle about plant tissue material for high school students. The research subjects is an expert validator consisting of two Biology lecturers at UNP and one Biology teacher at Payakumbuh Senior High School 3. The research used is ADDIE development research. The research was conducted up to the development stage. The analysis phase uses instruments in the form of observation sheets and interviews for teachers and students. The design stage is the design of interactive powerpoint learning media. At the development stage, using an instrument in the form of a validation sheet addressed to expert validators and analyzed. The percentage results of the three expert validations show that interactive powerpoint media is 91.90% with a very valid category. so that interactive powerpoint learning media equipped with crossword puzzles that have been developed meet the criteria and can be used by students in learning biology.
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Torsional control is studied theoretically using a four-dimensional (4D) model introduced recently [Phys. Rev. Lett. 107, 113004 (2011) and Phys. Rev. A 87, 043403 (2013)] for calculating energy levels and eigenfunctions of nonrigid biphenyl-like molecules undergoing internal rotation and subject to a strong electric field. The time-dependent Schr\odinger equation is solved to determine the behavior of the molecule when submitted to a short laser pulse. Torsional alignment is investigated for four limiting hindering potentials and for several peak laser intensities. The results obtained with the 4D model are compared to those from already available 2D and 1D models. Similar results are found with the 4D and 2D model and are consistent with the molecule interacting the most with the electric field for the hindering potential displaying four minima with ${D}_{2d}$ symmetry staggered equilibrium configurations. Molecular axis alignment is also investigated and it is found that the one arising with the 4D model starts deviating substantially from the one arising with a rigid rotator for a value of the peak laser intensity of $3\ifmmode\times\else\texttimes\fi{}{10}^{13}$ ${\mathrm{W}/\mathrm{cm}}^{2}$.

PurposeThe purpose of this paper is to investigate the antecedents and benefits of 3D and 4D modelling as a construction planning tool in the construction process, and examine why it is not being implemented throughout the construction industry.Design/methodology/approachA survey of the literature, questionnaire survey, and a case study including interviews and observations were used to conduct the study. The findings are investigated using appropriate statistical tests.FindingsThis study shows that using 4D modelling will benefit the industry once the lack of confidence amongst contractors, design teams and clients has been overcome. Eventually design teams will provide 3D models, but in the interim contractors wishing to receive the benefits of this technology are using modellers to produce these 3D models which planners can then manipulate to display their construction schedule as a 4D model. Attitude, lack of continuity of similar work, and lack of knowledge rather than cost of producing 4D models are identified as the main barriers impacting on the deployment of this technology among the construction planners. The preferred mode of communicating 3D and 4D awareness was via presentation, whereas the least ranked was through articles.Research limitations/implicationsThe cross‐sectional data would make it difficult to generalise the findings.Practical implicationsThis technology will provide many benefits to the planning role, resulting in a much more thoroughly planned project which will in turn improve health and safety, shorten contract periods, improve quality and reduce costs. Furthermore, the results have provided a new series of issues and concepts that can help to develop the technology further.Originality/valueThe paper explains how this technology can benefit the planning role. The deployment of the technology results in costs reduction during the construction period and impacts on the securing of future work. The paper stresses that the planner should be involved in the process of adding the 4D modelling to a 3D model.

The limited variety of learning media will create various learning problems. One of the problems that arise is the lack of motivation to learn and low learning outcomes. These problems can be overcome by developing learning media integrated with technology such as web-based learning. This study aims to produce web-based learning using Google Sites on Heat and Temperature topics for high school students. The media development used the 4D model with the following stages: 1) Define, 2) Design, 3) Develop. The design and development stages of the media involve experts who assess two aspects, namely material and media design. The average result of media expert's validation is "very feasible". The average effect of material expert validation is "feasible." Based on the validation results by experts, this media is feasible to be used as a learning medium that helps students learn Heat and Temperature topics. The weakness in this research was that the learning design on the developed media was not very relevant to the learning objectives and basic competencies. Researchers hope to develop a learning media with learning designs that are more relevant to learning objectives and basic competencies in the future.

We present some recent progress in designing and implementing two interactive image-based 3D modeling systems.The first system constructs 3D models from a collection of panoramic image mosaics. A panoramic mosaic consists of a set of images taken around the same viewpoint, and a camera matrix associated with each input image. The user first interactively specifies features such as points, lines, and planes. Our system recovers the camera pose for each mosaic from known line directions and reference points. It then constructs the 3D model using all available geometrical constraints.The second system extracts structure from stereo by representing the scene as a collection of approximately planar layers. The user first interactively segments the images into corresponding planar regions. Our system recovers a composite mosaic for each layer, estimates the plane equation for the layer, and optionally recovers the camera locations as well as out-of-plane displacements.By taking advantage of known scene regularities, our interactive systems avoid difficult feature correspondence problems that occur in traditional automatic modeling systems. They also shift the interactive high-level structural model specification stage to precede (or intermix with) the 3D geometry recovery. They are thus able to extract accurate wire frame and texture-mapped 3D models from multiple image sequences.KeywordsIEEE Computer SocietyMultiple ImagePlane EquationResidual DepthCamera MatrixThese keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

The Smart House Planner is an AI-powered solution designed to simplify the process of residential home design by combining intelligent planning, 3D modelling, and real-time cost estimation through an interactive conversational interface. With the rising demand for personalized housing solutions and the complexity of balancing aesthetics, functionality, and budget, there is a growing need for systems that can automate architectural planning while remaining user-friendly. This project addresses that challenge by integrating Gemini AI for intelligent design recommendations, Blender for automated 3D visualization, and a cost estimation engine for transparent financial planning. The system enables users to specify requirements such as housing type (1BHK, 2BHK, 3BHK, Duplex, Villa), dimensions, and style preferences via a modern Django-based web interface. Gemini AI processes these inputs to generate optimized layouts by considering space utilization, and functional flow. These layouts are then transformed into realistic, interactive 3D models using Blender, allowing users to explore their prospective homes virtually. Simultaneously, the cost estimation module calculates material, labour, costs, producing downloadable reports that support informed decision-making and budget control. By unifying AI-driven design intelligence, real-time 3D modelling, and detailed cost breakdowns, Smart House Planner provides a comprehensive platform that enhances user engagement, reduces reliance on professional intervention, and democratizes access to architectural planning. This solution demonstrates how AI, visualization technologies, and web-based interfaces can transform the way individuals approach housing design, making the process more efficient, transparent, and accessible to both professionals and non-experts.

The purpose of this study was to develop a handout based on the results of a DNA Fingerprinting Profile in Javanese-Arabic Ethnics in Malang, East Java, Indonesia for the course of Evolution. Development (Handout) was carried out based on the 4D development model of Thiagarajan. The 4D model has 4 stages, namely define, design, develop, and disseminate, while the research to be carried out is only limited to the develop stage. The research subjects were students of the Biology Education Study Program IKIP Budi Utomo Malang who had taken as many as 40 evolutionary subjects. Data analysis techniques used to analyze quantitative data in the form of validation scores from two material experts, two media experts and readability tests. The instruments used to collect data in the study included validation sheets and questionnaires. The results of the material expert validation analysis included aspects of the completeness of the material, material, questions about evaluation and aspects of material development. The results of expert media validation analysis include aspects of Handout size, Cover Design Handout, Cover Handout Typography, Cover Handout Illustration aspects, Handout Content Design, Typography of Handout Content, Handout Illustration, Language Feasibility, and Presentation Completeness. The results of the readability test analysis include aspects of the material ease, the victory of the handout of understanding material, and renewal of material. Based on the results of the analysis data in this development research, it can be concluded that the average results of the assessment from the material expert validator was obtained with a percentage of 89.85% with the category Very Valid. The average assessment results from media expert validators with a percentage of 98.22% with the category Very Valid. The average assessment results from the readability test with a percentage of 92.73% with the category Very Valid.

Developments in the field of technology, especially education, are very influential in life. Educators as one of the main factors in supporting the quality of education must be able to utilize the types of media in an effort to carry out learning innovation strategies. The type of media that can support learning activities is the androidbased quiz game media using quizizz. This quiz game research is a development research. The android-based quiz game using quizziz has the purpose of knowing the design of android-based quiz game development using quizizz, the application of android-based quiz game products using quizizz, and the effectiveness of androidbased quiz games using thematic subjects. This research procedure uses a 4D model, namely define, design, development, and dissemination. SDN Catakgayam 1 Mojowarno was the location chosen to carry out research on a large scale, with 15 students enrolled in the 2020/2021 academic year. The techniques used in this study include media expert validation, material expert validation, RPP expert validation, student response expert validation, and documentation. Analysis of the data used is descriptive analysis. The results of the research on the application of quiz games obtained a total score of 87% which was validated by media experts, material experts and RPP experts. The validation contains media expert validation with a value of 92% which is very good, material expert validation 84% which is very good, RPP expert validation gets a score of 86% which is very good. Meanwhile, the effectiveness of the android-based quiz game obtained a total score of 82% which included student understanding with a value of 81.6% which was very good and student interest obtained a score of 82.5% which was very good. So it can be concluded, that an android-based quiz game using quizizz is stated to be very effective in supporting the learning activities of fourth grade students at SDN Catakgayam 1 Mojowarno.

This study used an adapted the research and development designed by Hyland (2003) (1), which consisted of eight stages, namely(1) Need analysis, (2) Carrying Out Survey, (3) Developing the Product, (4) Experts Validation, (5) Revision I, (6) Product Try Out, (7) Revision II, and (8) Final Product. The instruments used in the need analysis were a questionnaire, an interview guide, and a classroom observation sheet. The students’ data were calculated in percentages, and those from the teacher interview and classroom observation were described qualitatively. The data from the need analysiswere used as a basic consideration for material development. The story of ”Golden Cucumber” was chosen based on the result of need analysis which most of the students did not know about the ”Golden Cucumber” story because moreover, they like to read foreign folktales. From the”Golden Cucumber” story,the students can learn to keep survive when they meet problems and not give up. Questionnaires were provided for the validation of language and the validation of the media. The result of these questionnaires was used to revise the product before the try-out. Some revisions are based on the expert’s validation stage, such as grammatical errors in the narration of the story, worksheet, and unsuitable between text with some pictures. The expert and teacher data were analysed qualitatively, while data from the try-out were analysed qualitatively and quantitatively. The try-out was conducted once on Thursday, 9 October 2020. It was carried out in Class X Networking 4 that consisted of thirty-nine students. The result from the questionnaires showed that the students liked the video animation and could answer the questions. That been showed with the average score of all the students was 86.6. They were interested in watching the video animation entitled Golden Cucumber. The data obtained from the questionnaires also showed that 55% of students said that the media really helped them, and 45% of students said that the video animation quite helped them to understand the story and answer the questions.

The understanding of multi-level spatial topologies is a difficult and frequent challenge in people with visual impairments daily life, impacting their independent mobility. Using the tools of the “maker” movement, and following an iterative co-design process with Orientation and Mobility instructors, we created an innovative tool (3D printed interactive model of a train station) for teaching complex spatial knowledge. Then, we did a comparative study with end users between the 3D interactive model that we designed and two 2D interactive tactile maps representing the same location. Our results show that the 3D interactive model is useful and usable, provides better satisfaction and is preferred to 2D tactile maps. In addition, complex spatial notions are better understood with the 3D model. Altogether, these results suggest that the “maker movement” may empower special education teachers with adapted and innovative tools.

There is currently controversy over the validity and applicability of functional behavioral assessment (FBA) procedures with students with emotional/behavioral disorders (E/BD). A set of FBA procedures, including teacher and student interviews and direct classroom observations, were carried out with eight students with disabilities (7 classified E/BD, one classified LD). Results indicated that when all three methods (teacher/student interviews, classroom observations) yielded a ranking for a function they agreed 64% of those occasions. For those situations in which there was overall disagreement there was agreement between teacher interview and classroom observations most of the time. Social validity data indicated that both students and teachers felt that the assessment procedures were a useful and productive process.