AUTOC-AR: A Car Design and Specification as a Work Safety Guide Based on Augmented Reality Technology

Abstract

The development of Augmented Reality (AR) technology until now continues to increase. Utilization of AR has been used in various aspects of life, including aspects of education, is no exception for automotive engineering education. In recent years, a variety of ideas and the latest innovations about automotive by utilizing AR technology began to boom, especially in the area of car design aimed at car production companies. At the car production stage, human resources skilled in understanding the design and specifications of car features are required. The seeds of educated human resources start from vocational students in automotive engineering expertise programs. This study aims to develop and implement an application called AUTOC-AR that functions to help and facilitate students in learning automotive engineering skills in vocational schools and supporting safety in the workplace. The research methodology consisted of a literature review and excavation of problems and needs, solution recommendations, application development, testing, results and discussion, conclusions and future work. The Extreme Programming (XP) model was used as a development method. Marker-based tracking was used as a detection approach. As many as 25 students as end-users were involved to use AUTOC-AR. The result is that all features in the AUTOC-AR application function properly based on the expected specifications. Non-functional testing has been carried out by adopting a user experience approach with a final average value of 4.83 with a percentage of 96.6%.

Full text

18 Jurnal Pendidikan Teknologi dan Kejuruan, Vol. 26, No.1, May 2020
Jurnal Pendidikan Teknologi dan Kejuruan, Vol. 26, No.1, May 2020, 18-25
ISSN: 0854-4735, accredited by KEMENRISTEKDIKTI, Decree No: 51/E/KPT/2019
https://doi.org/10.21831/jptk.v26i1.27907
Received October 30, 2019; Revised November 25, 2019; Accepted April 6, 2020
AUTOC-AR: A CAR DESIGN AND SPECIFICATION AS A WORK SAFETY
GUIDE BASED ON AUGMENTED REALITY TECHNOLOGY
Aulia Akhrian Syahidi1, Subandi2, and Amran Mohamed3
1Chair of Interactive Media, Game, and Mobile Technologies Research Group, Politeknik Negeri Banjarmasin, Indonesia
2Head of Informatics Engineering Study Program, Politeknik Negeri Banjarmasin, Indonesia
3Director of Research and Technology Development, EON Reality PTE LTD, Singapore
E-mail: aakhriansyahidi@poliban.ac.id
ABSTRACT
The development of Augmented Reality (AR) technology until now continues to increase. Utilization of
AR has been used in various aspects of life, including aspects of education, is no exception for automotive
engineering education. In recent years, a variety of ideas and the latest innovations about automotive by utilizing
AR technology began to boom, especially in the area of car design aimed at car production companies. At the car
production stage, human resources skilled in understanding the design and specifications of car features are
required. The seeds of educated human resources start from vocational students in automotive engineering
expertise programs. This study aims to develop and implement an application called AUTOC-AR that functions
to help and facilitate students in learning automotive engineering skills in vocational schools and supporting
safety in the workplace. The research methodology consisted of a literature review and excavation of problems
and needs, solution recommendations, application development, testing, results and discussion, conclusions and
future work. The Extreme Programming (XP) model was used as a development method. Marker-based tracking
was used as a detection approach. As many as 25 students as end-users were involved to use AUTOC-AR. The
result is that all features in the AUTOC-AR application function properly based on the expected specifications.
Non-functional testing has been carried out by adopting a user experience approach with a final average value of
4.83 with a percentage of 96.6%.
Keywords: augmented reality, automotive engineering, user experience
INTRODUCTION
Over time, the increasingly dynamic
development of technology has made all aspects
of human life inevitable with the use of
technology. No exception in the aspect of
education. Technological development,
especially in the field of multimedia, namely
Augmented Reality technology can maximize
the increase in various ideas in learning
innovation. Azuma [1] puts forward a theory
about Augmented Reality (AR), namely
technology that combines virtual objects into an
actual environment and then visualizes these
virtual objects directly into the actual world.
Virtual objects are the basic forms of the
original objects visualized through media aids.
This is what makes AR technology has a
usefulness as a tool in helping the perception
and interaction of its use in the real world. Feng
et al. [2] state that in general, the focus in the
development of AR technology consists of
tracking technology, visualization technology,
and interaction technology.
Tolle et al. [3] state that the presence of
AR can enrich the real world by adding digital
information and media such as 3D objects and
videos in real-time both on Smartphone
cameras, tablets, and others. Syahidi et al. [4]
mentioned that AR technology is very rich in
interaction and magical elements so that it
makes the users feel something extraordinary
and interesting to use. Gladston & Duraisamy
[5] state that AR is a sophisticated technology
based on computer vision to integrate AR with
the real world, AR technology is increasing in
its utilization and use both in industry and
academia. From the perspective of education
according to Syahidi et al. [6] can save funding
in terms of learning media, simply installing the
application on a smartphone without the need to
buy learning media equipment that tends to be
inefficient in terms of place and even time.
These points led to new ideas to develop
AR technology towards automotive engineering
education, which in this case is to facilitate the
learning of automotive engineering in
recognizing and understanding the design and
specification of features in cars. Students do not
need to be directly at the place of practice to
know the specifications of car features; it also
supports the concept of work safety. The initial
condition is that automotive engineering
students are directed towards the use of
textbooks and direct practice, but this is
considered to be inefficient, especially when
students directly practice meaning safety at
work is not obeyed.
The latest issue in the use of AR
technology in automotive engineering states
that the presence of AR technology for the
automotive world is likely to increase
productivity and efficiency of car production. It
is widely used in designing cars for the
sustainability of car manufacturers. Not only in
terms of design, AR technology for cars are
also directed towards recommending the
appointment of direction or lane detection on
highway trajectories and other information.
From several issues, the use of AR is intended
for the team of car production companies. The
team of car production companies must
indirectly have human resources who know and
understand the theories and practices in the
world of automotive engineering, especially in
the design and specifications of car features.
The beginning of the creation of educated
human resources through vocational schools for
automotive engineering skills, there is a need to
provide good education and the approach and
use of the latest technology to be able to face
the challenges and demands of work.
Ideas in learning innovation in utilizing
other AR technologies as has been done by
Syahidi et al. [4] who designed and developed
the BandoAR application for learning Banjar
Languages and recommended applications to
facilitate local and foreign tourists to
understand Banjar Language using AR
technology with a markerless method. Then
Syahidi et al. [6] designed and developed a
learning application for animal and fruit
recognition called AR-Child, which was
accompanied by pronunciation and naming
based on AR technology with marker-based
tracking methods aimed at early childhood.
According to Herlandy et al. [7], the use and
application of AR in implementing the learning
process, of course, can be a solution so that
learning is more interesting, especially when
implemented in productive subjects in
vocational education, especially in Indonesia.
Next from Suryanto et al. [8] who developed an
AR-based of lathe machine introduction
learning media to make it easier for vocational
students to understand the parts of a lathe
machine, students tend to be helped by the AR
application and can be applied in the vocational
learning process. According to Ismail et al.[9]
states that by applying AR to the learning
process can improve the visualization side and
reduce cognitive load, creating a learning
experience that is more engaging students'
interests and a safe learning environment.
From some of the research that has been
done by researchers who utilize the advances in
AR technology and are based on needs and
problem findings. Thus the present study
recommends the development and
implementation of design applications and
feature specifications on AR technology-based
cars with a marker-based tracking method to
help and facilitate students in learning
automotive engineering expertise programs at
vocational high schools.
METHOD
The method in this study consists of six
stages in general, which are shown in Figure 1.
The research method consisted of carrying out a
literature review to several sources by looking
at the relevance of the proposed topic, exploring
problems and needs by adjusting the results of
the literature review, recommending solutions,
and developing applications using the Extreme
Programming (XP) development model. The

19Syahidi et al., AUTOC-AR: A Car Design and Specication as a Work Safety Guide Based on Augmented Reality Technology
AUTOC-AR: A CAR DESIGN AND SPECIFICATION AS A WORK SAFETY
GUIDE BASED ON AUGMENTED REALITY TECHNOLOGY
Aulia Akhrian Syahidi1, Subandi2, and Amran Mohamed3
1Chair of Interactive Media, Game, and Mobile Technologies Research Group, Politeknik Negeri Banjarmasin, Indonesia
2Head of Informatics Engineering Study Program, Politeknik Negeri Banjarmasin, Indonesia
3Director of Research and Technology Development, EON Reality PTE LTD, Singapore
E-mail: aakhriansyahidi@poliban.ac.id
ABSTRACT
The development of Augmented Reality (AR) technology until now continues to increase. Utilization of
AR has been used in various aspects of life, including aspects of education, is no exception for automotive
engineering education. In recent years, a variety of ideas and the latest innovations about automotive by utilizing
AR technology began to boom, especially in the area of car design aimed at car production companies. At the car
production stage, human resources skilled in understanding the design and specifications of car features are
required. The seeds of educated human resources start from vocational students in automotive engineering
expertise programs. This study aims to develop and implement an application called AUTOC-AR that functions
to help and facilitate students in learning automotive engineering skills in vocational schools and supporting
safety in the workplace. The research methodology consisted of a literature review and excavation of problems
and needs, solution recommendations, application development, testing, results and discussion, conclusions and
future work. The Extreme Programming (XP) model was used as a development method. Marker-based tracking
was used as a detection approach. As many as 25 students as end-users were involved to use AUTOC-AR. The
result is that all features in the AUTOC-AR application function properly based on the expected specifications.
Non-functional testing has been carried out by adopting a user experience approach with a final average value of
4.83 with a percentage of 96.6%.
Keywords: augmented reality, automotive engineering, user experience
INTRODUCTION
Over time, the increasingly dynamic
development of technology has made all aspects
of human life inevitable with the use of
technology. No exception in the aspect of
education. Technological development,
especially in the field of multimedia, namely
Augmented Reality technology can maximize
the increase in various ideas in learning
innovation. Azuma [1] puts forward a theory
about Augmented Reality (AR), namely
technology that combines virtual objects into an
actual environment and then visualizes these
virtual objects directly into the actual world.
Virtual objects are the basic forms of the
original objects visualized through media aids.
This is what makes AR technology has a
usefulness as a tool in helping the perception
and interaction of its use in the real world. Feng
et al. [2] state that in general, the focus in the
development of AR technology consists of
tracking technology, visualization technology,
and interaction technology.
Tolle et al. [3] state that the presence of
AR can enrich the real world by adding digital
information and media such as 3D objects and
videos in real-time both on Smartphone
cameras, tablets, and others. Syahidi et al. [4]
mentioned that AR technology is very rich in
interaction and magical elements so that it
makes the users feel something extraordinary
and interesting to use. Gladston & Duraisamy
[5] state that AR is a sophisticated technology
based on computer vision to integrate AR with
the real world, AR technology is increasing in
its utilization and use both in industry and
academia. From the perspective of education
according to Syahidi et al. [6] can save funding
in terms of learning media, simply installing the
application on a smartphone without the need to
buy learning media equipment that tends to be
inefficient in terms of place and even time.
These points led to new ideas to develop
AR technology towards automotive engineering
education, which in this case is to facilitate the
learning of automotive engineering in
recognizing and understanding the design and
specification of features in cars. Students do not
need to be directly at the place of practice to
know the specifications of car features; it also
supports the concept of work safety. The initial
condition is that automotive engineering
students are directed towards the use of
textbooks and direct practice, but this is
considered to be inefficient, especially when
students directly practice meaning safety at
work is not obeyed.
The latest issue in the use of AR
technology in automotive engineering states
that the presence of AR technology for the
automotive world is likely to increase
productivity and efficiency of car production. It
is widely used in designing cars for the
sustainability of car manufacturers. Not only in
terms of design, AR technology for cars are
also directed towards recommending the
appointment of direction or lane detection on
highway trajectories and other information.
From several issues, the use of AR is intended
for the team of car production companies. The
team of car production companies must
indirectly have human resources who know and
understand the theories and practices in the
world of automotive engineering, especially in
the design and specifications of car features.
The beginning of the creation of educated
human resources through vocational schools for
automotive engineering skills, there is a need to
provide good education and the approach and
use of the latest technology to be able to face
the challenges and demands of work.
Ideas in learning innovation in utilizing
other AR technologies as has been done by
Syahidi et al. [4] who designed and developed
the BandoAR application for learning Banjar
Languages and recommended applications to
facilitate local and foreign tourists to
understand Banjar Language using AR
technology with a markerless method. Then
Syahidi et al. [6] designed and developed a
learning application for animal and fruit
recognition called AR-Child, which was
accompanied by pronunciation and naming
based on AR technology with marker-based
tracking methods aimed at early childhood.
According to Herlandy et al. [7], the use and
application of AR in implementing the learning
process, of course, can be a solution so that
learning is more interesting, especially when
implemented in productive subjects in
vocational education, especially in Indonesia.
Next from Suryanto et al. [8] who developed an
AR-based of lathe machine introduction
learning media to make it easier for vocational
students to understand the parts of a lathe
machine, students tend to be helped by the AR
application and can be applied in the vocational
learning process. According to Ismail et al.[9]
states that by applying AR to the learning
process can improve the visualization side and
reduce cognitive load, creating a learning
experience that is more engaging students'
interests and a safe learning environment.
From some of the research that has been
done by researchers who utilize the advances in
AR technology and are based on needs and
problem findings. Thus the present study
recommends the development and
implementation of design applications and
feature specifications on AR technology-based
cars with a marker-based tracking method to
help and facilitate students in learning
automotive engineering expertise programs at
vocational high schools.
METHOD
The method in this study consists of six
stages in general, which are shown in Figure 1.
The research method consisted of carrying out a
literature review to several sources by looking
at the relevance of the proposed topic, exploring
problems and needs by adjusting the results of
the literature review, recommending solutions,
and developing applications using the Extreme
Programming (XP) development model. The

20 Jurnal Pendidikan Teknologi dan Kejuruan, Vol. 26, No.1, May 2020
next steps were conducting functional and non-
functional testing, explaining the results and
discussing the study that has been carried out.
The last step was concluding and recommended
works for future development. The Extreme
Programming development model of Pressman
[10] is used thus the implementation of
development is carried out quickly, without
much informal documentation and being
sensitive to all changes of users’ needs by
handling them quickly and flexibly.
.
Figure 1. Research Methodology
Furthermore, the method in AR
technology, where AR provides an overview to
users about the merging of the real world with
virtual space viewed from the same place.
There are two very popular AR methods,
marker-based tracking, and markerless. Marker-
based tracking is a special marker that is created
like a barcode or black frame, QR code, and
printed AR marker, which has a pattern that
will be read by a computer via a webcam or
camera that has been connected to the computer
[11]. While the markerless method is a marker
that is directly related to natural objects, namely
AR markers that are printed naturally and
markers of life that exist in the actual
environment [12]. In this study, the marker-
based tracking method is shown in Figure 2.
Based on Figure 2, the flow chart of the marker-
based tracking method [6] is very simple, but it
must ensure that the patterns of the markers
have been loaded in the database. Therefore, the
marker tracking process can run effectively, and
3D objects must be visualized when tracking is
successful.
Figure 2. Marker-Based Tracking Method
The Extreme Programming model is used
to develop the AUTOC-AR application; XP is
one of the agile development models that has a
fast process. The Extreme Programming
methodology has four phases of performance
namely planning, design, coding, and testing
[10]. The planning stage is an activity to listen
and gather information in the form of exploring
needs and problems. The design phase strictly
follows the principle as simple as possible,
compared to complicated designs; simple
designs tend to be preferred. The coding phase
is to create AUTOC-AR application
architecture through the coding process, also
done refactoring. For architecture, the coding
process is shown in Figure 3.
Figure 3. Architecture in the Coding Process

21Syahidi et al., AUTOC-AR: A Car Design and Specication as a Work Safety Guide Based on Augmented Reality Technology
next steps were conducting functional and non-
functional testing, explaining the results and
discussing the study that has been carried out.
The last step was concluding and recommended
works for future development. The Extreme
Programming development model of Pressman
[10] is used thus the implementation of
development is carried out quickly, without
much informal documentation and being
sensitive to all changes of users’ needs by
handling them quickly and flexibly.
.
Figure 1. Research Methodology
Furthermore, the method in AR
technology, where AR provides an overview to
users about the merging of the real world with
virtual space viewed from the same place.
There are two very popular AR methods,
marker-based tracking, and markerless. Marker-
based tracking is a special marker that is created
like a barcode or black frame, QR code, and
printed AR marker, which has a pattern that
will be read by a computer via a webcam or
camera that has been connected to the computer
[11]. While the markerless method is a marker
that is directly related to natural objects, namely
AR markers that are printed naturally and
markers of life that exist in the actual
environment [12]. In this study, the marker-
based tracking method is shown in Figure 2.
Based on Figure 2, the flow chart of the marker-
based tracking method [6] is very simple, but it
must ensure that the patterns of the markers
have been loaded in the database. Therefore, the
marker tracking process can run effectively, and
3D objects must be visualized when tracking is
successful.
Figure 2. Marker-Based Tracking Method
The Extreme Programming model is used
to develop the AUTOC-AR application; XP is
one of the agile development models that has a
fast process. The Extreme Programming
methodology has four phases of performance
namely planning, design, coding, and testing
[10]. The planning stage is an activity to listen
and gather information in the form of exploring
needs and problems. The design phase strictly
follows the principle as simple as possible,
compared to complicated designs; simple
designs tend to be preferred. The coding phase
is to create AUTOC-AR application
architecture through the coding process, also
done refactoring. For architecture, the coding
process is shown in Figure 3.
Figure 3. Architecture in the Coding Process
The architecture in the coding process
presented in Figure 3, is a process for creating
applications using software including Unity,
Blender, Vuforia SDK, and MonoDevelop. The
next is the testing phase which is making unit
tests (one of the main keys of the XP
development method). Unit tests were
developed using black-box testing adapted from
Murnane & Reed [12], Nidhra [13], and
Steegmans et al. [14].
Subsequent testing is from the
perspective of success on users’ experience in
using the application. User experience (UX)
according to Norman in Allanwood & Beare
[15] confirms that in the current era it is not
enough to only create applications that can
function properly and can be used, but an
application is also required to bring a pleasant
impression to its users. The benefits of UX
itself include providing convenience for users,
increasing users’ confidence, the level of user
trust is greatly influenced by the ability
(performance) shown by the application and all
the features of the service provided to help
solve user problems, and from the business side
with a good UX trusted able to increase the
number of users.
To measure users’ experience using the
users’ experience questionnaire adapted from
Laugwitz et al. [16], Cota et al. [17], Schrepp et
al. [18], and Schrepp [19] who suggested that to
measure users’ experience, when end users use
the product quickly and simply, it is used the
UEQ (User Experience Questionnaire) with the
assessment of answers in the form of Likert
Scale of 5 to 1. The scale was categorized as
Very Strongly Agree, Strongly Agree, Agree,
Disagree, and Strongly Disagree. The concept
of the User Experience Questionnaire is
presented in Figure 4.
Figure 4. Scale Assumptions and Concepts of User Experience Questionnaire
Based on Figure 4, the User Experience
Questionnaire states that the main aspects
of the assessment consists of attractiveness,
efficiency, perspicuity, dependability,
stimulation, and novelty. Attractiveness
is a dimension of pure valence. Perspicuity,

22 Jurnal Pendidikan Teknologi dan Kejuruan, Vol. 26, No.1, May 2020
efficiency, and dependability are pragmatic
quality aspects (directed at the goal of the direct
user experience aspect), whereas stimulation
and novelty are hedonic quality aspects (not
directed at the hedonic quality aspect) the
purpose of users’ experience, but aiming for the
effect and recommendations/future work of the
product being assessed).
RESULTS AND DISCUSSION
The design of the AUTOC-AR
application will be developed. Before the
design phase, the planning phase must be
carried out by listening and gathering
information in the form of exploring the needs
of stakeholders, namely vocational teachers, so
that the technical members of the XP team can
understand the business context of the
application, its functions, and what results
expected from the AUTOC-AR application. In
principle, making the AUTOC-AR application
is made as simple as possible to make it easier
to use.
Besides, the coding phase stated for
application development is starting with
creating a car object using the Blender
application. The next is preparing a marker, so
that later when the AR camera is directed, then
a 3D object appears. The marker in this study is
a barcode printed on paper measuring 10 cm x
10 cm. To make AR needed Unity software,
Vuforia SDK or Database, and MonoDevelop
which has also been included in Unity. The
results of this phase are the user interface
shown in Figure 5 and 6.
Figure 5 and 6 shows the AUTOC-AR
application interface that has simulated its use.
The AR camera has successfully detected so
that it can bring up 3D car objects. Then when
the AR camera is directed slowly to the parts on
the car's 3D object, the user will be presented
with a feature name along with the theory and
application of the car's design.
Furthermore, black-box testing was
performed to examine whether all provided
features can function as expected based on
functional requirements. This test observed the
results of execution through test data and
functional inspection software presented in
Table 1. Table 1 shows that all features work
and function by system expectations. Therefore,
the AUTOC-AR application can be used by
end-users with all the functions that run
perfectly. The lighting, position and angle, the
distance between the marker and the AR
camera are very influential when tracking the
marker.
Figure 5. AUTOC-AR Simulation and Interaction
(Outside the Car)
Figure 6. AUTOC-AR Simulation and Interaction
(Inside the Car)
The users look very enthusiastic when
trying to use the AUTOC-AR application in the
learning class. Moural & Oritsland [20]
revealed that when users first use AR or VR-
based applications indirectly tend to be highly
motivated and comfortable. Early simulations
users are required to install the AUTOC-AR
application on their respective smartphones,
they tend to be very interested in learning to

23Syahidi et al., AUTOC-AR: A Car Design and Specication as a Work Safety Guide Based on Augmented Reality Technology
efficiency, and dependability are pragmatic
quality aspects (directed at the goal of the direct
user experience aspect), whereas stimulation
and novelty are hedonic quality aspects (not
directed at the hedonic quality aspect) the
purpose of users’ experience, but aiming for the
effect and recommendations/future work of the
product being assessed).
RESULTS AND DISCUSSION
The design of the AUTOC-AR
application will be developed. Before the
design phase, the planning phase must be
carried out by listening and gathering
information in the form of exploring the needs
of stakeholders, namely vocational teachers, so
that the technical members of the XP team can
understand the business context of the
application, its functions, and what results
expected from the AUTOC-AR application. In
principle, making the AUTOC-AR application
is made as simple as possible to make it easier
to use.
Besides, the coding phase stated for
application development is starting with
creating a car object using the Blender
application. The next is preparing a marker, so
that later when the AR camera is directed, then
a 3D object appears. The marker in this study is
a barcode printed on paper measuring 10 cm x
10 cm. To make AR needed Unity software,
Vuforia SDK or Database, and MonoDevelop
which has also been included in Unity. The
results of this phase are the user interface
shown in Figure 5 and 6.
Figure 5 and 6 shows the AUTOC-AR
application interface that has simulated its use.
The AR camera has successfully detected so
that it can bring up 3D car objects. Then when
the AR camera is directed slowly to the parts on
the car's 3D object, the user will be presented
with a feature name along with the theory and
application of the car's design.
Furthermore, black-box testing was
performed to examine whether all provided
features can function as expected based on
functional requirements. This test observed the
results of execution through test data and
functional inspection software presented in
Table 1. Table 1 shows that all features work
and function by system expectations. Therefore,
the AUTOC-AR application can be used by
end-users with all the functions that run
perfectly. The lighting, position and angle, the
distance between the marker and the AR
camera are very influential when tracking the
marker.
Figure 5. AUTOC-AR Simulation and Interaction
(Outside the Car)
Figure 6. AUTOC-AR Simulation and Interaction
(Inside the Car)
The users look very enthusiastic when
trying to use the AUTOC-AR application in the
learning class. Moural & Oritsland [20]
revealed that when users first use AR or VR-
based applications indirectly tend to be highly
motivated and comfortable. Early simulations
users are required to install the AUTOC-AR
application on their respective smartphones,
they tend to be very interested in learning to
recognize and understand the design and
specifications of the features of the car. The
teachers also give direction that this application
can work safely before students practice it in
the actual condition of the car.
Table 1. Black Box Testing Results
ID
Fitur (Input)
Expected results
Output
AR1
Main Menu
Page
Displays the main
menu page
OK
AR2
Usage
Instructions
Page
Display the usage
instructions page
OK
AR3
AR Camera
Page
Displays the activity
of the AR detection
camera
OK
AR4
Play Button
Displays the AR
detection camera
page
OK
AR5
Exit Button
Exit the application in
full
OK
AR6
Guide
Button
Display the usage
instructions page
OK
AR7
AR Object
Displays AR objects
according to markers
in the database
OK
AR8
AR Chassis
Component
Information
Displays information
on the chassis
components that
accompany AR
objects that appear
(theory and their
application)
OK
The next test is in the form of users’
experience consisting of 8 questions from 6
main aspects. A total of 25 end users from one
of the vocational automotive engineering
expertise programs were involved to evaluate
the AUTOC-AR application by filling out an
online user questionnaire. Table 2 presents the
result of the respondents' responses.
Based on Table 2, the highest score is the
aspect of the attractiveness of the AUTOC-AR
application which has an average score of 5
with a percentage of 100%. The users also
strongly suggest that the interface and
visualization of the AUTOC-AR are attractive
with an average score of 5 and a percentage of
100%. Furthermore, the users strongly agree
that the AUTOC-AR application is innovative
and creative.
Table 2. Users’ Experience Questionnaire Results
No.
Aspects
Questions
Average
Value
1
Attractiveness
Do users like the
AUTOC-AR
application?
5
2
Perspicuity
Is it easy to get to
know the AUTOC-
AR application?
4.36
3
Perspicuity
Is it easy to learn
how to use the
AUTOC-AR
application?
4.88
4
Efficiency
Can users use this
application as a
learning media in
the introduction of
car design and
feature
specifications?
4.68
5
Dependability
Do users feel they
can control the
interaction of the
AUTOC-AR
application?
4.84
6
Stimulation
Is the interface and
visualization of the
AUTOC-AR app
interesting?
5
7
Stimulation
Can it motivate
users to use
AUTOC-AR as a
learning media
application for
introducing car
design and feature
specifications?
4.88
8
Novelty
Is the AUTOC-AR
application
innovative and
creative?
5
Total Overall Average Value
4.83
The ease and motivation in using the
application both achieve the average scores of
4.88 with a percentage of 97.6. The use of the
AUTOC-AR application as a learning media
application is for the introduction of design and
feature specifications in the car.

24 Jurnal Pendidikan Teknologi dan Kejuruan, Vol. 26, No.1, May 2020
The users strongly agree that they feel
they can control all interactions presented by
the AUTOC-AR application with an average
score of 4.84 with a percentage of 96.8%. The
average score of 4.68 with the percentage of
93.6% is achieved by the statement that the user
can use the AUTOC-AR application as a
learning media application for the introduction
of design and feature specifications on the car.
The lowest score is obtained by the
statement that the users find it easy to get to
know the AUTOC-AR application which has an
average score of 4.36 with a percentage of
87.2%. The total average score of the results
from the user experience questionnaire is 4.83
with a percentage of 96.6%, which can be
ascertained that the AUTOC-AR application
has adapted the user experience approach of
interaction and visualization of the interface.
In supporting work safety, with the
application of AUTOC-AR, productive teachers
have assessed that the application can be used
in the productive learning process in automotive
engineering programs on material design and
car feature specifications. In the concept of
work safety, one of which is to make an
introduction to the equipment both functions,
ways of working, and safety in its use.
AUTOC-AR application is directly
conceptualized as the concept of work safety.
The existence of learning media by
utilizing AR technology such as AUTOC-AR
greatly facilitates students in learning, supports
work efficiency, and provides full support to
vocational teachers to make innovations in
learning. Especially in the 21st-century learning
innovation is very important especially to
welcome education era 5.0 [21].
CONCLUSION
Based on the results of the study, the
AUTOC-AR application facilitates vocational
students of automotive engineering expertise
programs to learn and recognize the design and
specification of features on cars. Functional
testing has also been carried out with the result
that all the features of the AUTOC-AR
application meet the expected specifications.
Non-functional testing with users’ experience
approaches using users’ experience
questionnaires obtained the total average score
of 4.83 with a percentage of 96.6%. It indicates
the AUTOC-AR application is considered to
have adopted the user experience approach both
in terms of interaction and visualization
application interface. Applications that have
been developed can also support the concept of
work safety. The recommended future work is
to increase the 3D object of the car and keep it
by existing car brands, so it is not far different
from the actual form, then to evaluate the
AUTOC-AR application with other testing
methods and develop it further with Virtual
Reality (VR) technology along with other
enhancements to enrich interaction.
REFERENCES
[1] R. Azuma, “A Survey of Augmented
Reality,” Presence Teleoperators
Virtual Environ., vol. 6, no. 4, 1997.
[2] Z. Feng, B. D. Henry, and B. Mark,
"Trends in Augmented Reality Tracking,
Interaction, and Display: A Review of
Ten Years of ISMAR," Nanyang
Technological University, Singapore,
2008.
[3] H. Tolle, A. Pinandito, E. M. A.
Jonemaro, and K. Arai, “Virtual Reality
Game Controlled with User’s Head and
Body Movement Detection Using
Smartphone Sensors,” ARPN J. Eng.
Appl. Sci., vol. 10, no. 2, pp. 9776–9782,
2015.
[4] A. A. Syahidi, H. Tolle, A. A. Supianto,
and K. Arai, "BandoAR: Real-Time
Text-Based Detection System Using
Augmented Reality for Media Translator
Banjar Language to Indonesian with
Smartphone," in Proceeding of the 5th
IEEE ICETAS, 2018, pp. 1–6.
[5] A. Gladston and A. Duraisamy,
“Augmented Reality Indoor Navigation
Using Handheld Devices,” Int. J. Virtual
Augment. Real., vol. 3, no. 3, pp. 1–17,
2019.

25Syahidi et al., AUTOC-AR: A Car Design and Specication as a Work Safety Guide Based on Augmented Reality Technology
The users strongly agree that they feel
they can control all interactions presented by
the AUTOC-AR application with an average
score of 4.84 with a percentage of 96.8%. The
average score of 4.68 with the percentage of
93.6% is achieved by the statement that the user
can use the AUTOC-AR application as a
learning media application for the introduction
of design and feature specifications on the car.
The lowest score is obtained by the
statement that the users find it easy to get to
know the AUTOC-AR application which has an
average score of 4.36 with a percentage of
87.2%. The total average score of the results
from the user experience questionnaire is 4.83
with a percentage of 96.6%, which can be
ascertained that the AUTOC-AR application
has adapted the user experience approach of
interaction and visualization of the interface.
In supporting work safety, with the
application of AUTOC-AR, productive teachers
have assessed that the application can be used
in the productive learning process in automotive
engineering programs on material design and
car feature specifications. In the concept of
work safety, one of which is to make an
introduction to the equipment both functions,
ways of working, and safety in its use.
AUTOC-AR application is directly
conceptualized as the concept of work safety.
The existence of learning media by
utilizing AR technology such as AUTOC-AR
greatly facilitates students in learning, supports
work efficiency, and provides full support to
vocational teachers to make innovations in
learning. Especially in the 21st-century learning
innovation is very important especially to
welcome education era 5.0 [21].
CONCLUSION
Based on the results of the study, the
AUTOC-AR application facilitates vocational
students of automotive engineering expertise
programs to learn and recognize the design and
specification of features on cars. Functional
testing has also been carried out with the result
that all the features of the AUTOC-AR
application meet the expected specifications.
Non-functional testing with users’ experience
approaches using users’ experience
questionnaires obtained the total average score
of 4.83 with a percentage of 96.6%. It indicates
the AUTOC-AR application is considered to
have adopted the user experience approach both
in terms of interaction and visualization
application interface. Applications that have
been developed can also support the concept of
work safety. The recommended future work is
to increase the 3D object of the car and keep it
by existing car brands, so it is not far different
from the actual form, then to evaluate the
AUTOC-AR application with other testing
methods and develop it further with Virtual
Reality (VR) technology along with other
enhancements to enrich interaction.
REFERENCES
[1] R. Azuma, “A Survey of Augmented
Reality,” Presence Teleoperators
Virtual Environ., vol. 6, no. 4, 1997.
[2] Z. Feng, B. D. Henry, and B. Mark,
"Trends in Augmented Reality Tracking,
Interaction, and Display: A Review of
Ten Years of ISMAR," Nanyang
Technological University, Singapore,
2008.
[3] H. Tolle, A. Pinandito, E. M. A.
Jonemaro, and K. Arai, “Virtual Reality
Game Controlled with User’s Head and
Body Movement Detection Using
Smartphone Sensors,” ARPN J. Eng.
Appl. Sci., vol. 10, no. 2, pp. 9776–9782,
2015.
[4] A. A. Syahidi, H. Tolle, A. A. Supianto,
and K. Arai, "BandoAR: Real-Time
Text-Based Detection System Using
Augmented Reality for Media Translator
Banjar Language to Indonesian with
Smartphone," in Proceeding of the 5th
IEEE ICETAS, 2018, pp. 1–6.
[5] A. Gladston and A. Duraisamy,
“Augmented Reality Indoor Navigation
Using Handheld Devices,” Int. J. Virtual
Augment. Real., vol. 3, no. 3, pp. 1–17,
2019.
[6] A. A. Syahidi, H. Tolle, A. A. Supianto,
and K. Arai, “AR-Child: Analysis,
Evaluation, and Effect of Using
Augmented Reality as a Learning Media
for Preschool Children,” in Proceeding
of the 5th IEEE ICCED, 2019, pp. 1–6.
[7] P. B. Herlandy, J. A. Amien, P. Pahmi,
and A. Satria, “A Virtual Laboratory
Application for Vocational Productive
Learning Using Augmented Reality,” J.
Pendidik. Teknol. dan Kejuru., vol. 25,
no. 2, pp. 194–203, 2019.
[8] A. Suryanto, D. A. Kusumawati, and I.
M. H. Sanhoury, “Development of
Augmented Reality Technology Based
Learning Media of Lathe Machines,” J.
Pendidik. Teknol. dan Kejuru., vol. 24,
no. 1, pp. 32–38, 2018, doi:
10.21831/JPTK.V24I1.18245.
[9] M. E. Ismail et al., “The Effect of an
Augmented Reality Teaching Kit on
Visualization, Cognitive Load and
Teaching Styles,” J. Pendidik. Teknol.
dan Kejuru., vol. 24, no. 2, pp. 178–184,
2018.
[10] R. S. Pressman, Software Engineering A
Practitoner’s Approach (Seventh
Edition). New York: The McGraw-Hill
Companies, Inc., 2010.
[11] F. Manuri and A. Sanna, “A Survey on
Applications of Augmented Reality,”
ACSIJ Adv. Comput. Sci. an Int. J., vol.
5, no. 1, p. 19, 2016.
[12] T. Murnane and K. Reed, “On the
Effectiveness of Mutation Analysis as a
Black Box Testing,” in Australian
Software Engineering Conferen, 2001,
pp. 12–20.
[13] S. Nidhra, “Black Box and White Box
Testing Techniques – A Literature
Review,” Int. J. Embed. Syst. Appl., vol.
2, no. 2, 2012.
[14] E. Steegmans et al., “Black and White
Testing: Bridging Black Box Testing
and White Box Testing,” J. Softw. Test.,
pp. 1–12, 2004.
[15] G. Allanwood and P. B. Beare, User
Experience Design: Creating Design
Users Really Love. London: Bedford
Square, 2014.
[16] B. Laugwitz, M. Schrepp, and T. Held,
“Construction and Evaluation of a User
Experience Questionnaire,” A. Holzinger
USAB 2008, LNCS, vol. 5298, pp. 63–
67, 2008.
[17] M. P. Cota, J. Thomaschewski, M.
Schrepp, and R. Goncalves, “Efficient
Measurement of the User Experience,”
in Procedia Computer Science the 5th
International Conference on Software
Development and Technologies for
Enhancing, 2014, pp. 491–498.
[18] M. Schrepp, A. Hinderks, and J.
Thomaschewski, “Design and
Evaluation of a Short Version of the
User Experience Questionnaire (UEQ-
S),” Int. J. Interact. Multimed. Artif.
Intell., vol. 4, no. 6, pp. 103–108, 2017.
[19] M. Schrepp, User Experience
Questionnaire Handbook Version 7. The
UEQ, 2019.
[20] A. Moural and T. A. Oritsland, “User
Experience in Mobile Virtual Reality:
An On-site Experience,” J. Digit.
Landsc. Archit., vol. 4, p. `152-159,
2019.
[21] D. M. Yulanto, P. Sudira, and P. D.
Aristya, “Quality Continuous
Professional Development for
Automotive Engineering Productive
Teachers,” J. Pendidik. Teknol. dan
Kejuru., vol. 24, no. 2, pp. 192–197,
2018.