04076nam a22003497a 4500003000400000005001700004008004100021040002900062050002700091100003600118245025300154260006500407300002700472336001500499337001300514338001500527500002300542502016300565504004900728520249500777650001403272650002603286650002003312700003503332700003403367700004003401700003603441942002003477952013403497952007803631999001703709OSt20260611161539.0260611b        |||||||| |||| 00| 0 eng d  bEnglishcTUPMdTUPMerda  aBTH TR 897.5bA68 2026  aAquino, Andrea Leila A.eAuthor  aPerspective Pop-Up (P-PuB): bAugmented Reality as Learning Media for Spatial Visualization Skills Among Animation StudentscAndrea Leila A. Aquino, Rovy Zedric C, Dungo, Hanna Mae P. Eviota, Althea Tueday B. Mora;les, and Shane Denzel M. Rivera..-  aManila:bTechnological University of the Philippines,c2026.  axiii, 163pages:c29cm.  2rdacontent  2rdamedia  2rdacarrier  aBachelor's Thesis   aCollege of Industrial Education..-bBachelor of Technical Vocational Teacher Education Major in Animation:cTechnological University of the Philippines,d2026  aIncludes bibliographic references and index.  aIn the field of Animation, due to the complexity of visualizing and translating
three-dimensional objects, students often encounter challenges in learning

perspective drawing. The study objective is to develop an Augmented Reality Pop-
up Book (AR P-PuB) as a learning media tool for supporting spatial visualization

skills among animation students. This study is design-based research by Reeves
embedded within a mixed-method sequential-exploratory design. The participants
of this study are second-year and third-year students of BTVTED Animation. For
the qualitative phase, the researchers used a semi-structured interview and
purposive sampling to examine students’ experiences and difficulties, and
analyzed the data using thematic analysis. Data gathered from students, experts,
and instructors is used to design and develop the AR P-PuB, including features,
content, and alignment of instructional materials with the subject matter. For the
quantitative phase, the researchers used a Likert scale was used to measure and
assess the application of AR P-PuB in accordance with ISO/IEC 25010. The
researchers analyzed the emergent themes from previous phases to identify the
design principles. The finding shows that students experience significant difficulties
with spatial visualization, indicating that current instructional methods are often
exploratory, unclear, and lack direct guidance, hindering improvement in these
skills. The project has three major components: (1) a printed pop-up book, (2) an
AR-based mobile application, and (3) a web-based platform for lessons. And
several key design features were incorporated into the AR P-PuB application,
including School Tour, AR Viewer, and Poser. Results show that students were
overall Highly Satisfied (mean range 4.27 - 4.57) in all categories, concluding that
the AR P-PuB meets learning needs and supports the improvement of spatial
visualization skills. There are three key design principles that have emerged as
essential for supporting spatial visualization skills: Interactive Learning Integration,
Organized and Appealing Design, and AR-Enhanced Content Structure. These
principles emphasize that effective AR learning media for animation education

must be interactive, visually structured, and pedagogically aligned with AR-
enhanced content delivery, which supports spatial visualization skills.

Keywords: Augmented reality, ISO/IEC 25010, Learning Media,
Perspective drawing, Pop-up Book, Spatial Visualization  aAnimation  bSpatial Visualization  aLearning Media,  aDungo, Rovy Zedric C. eAuthor  aEviota, Hanna Mae P.eAuthor   aMorales, Althea Tuesday B. eAuthor  aRivera, Shane Denzel M.eAuthor  2lcccBTH CIEn0  00102lcc4070aTUPbTUPd2026-06-11eDonation iBTH-6938l0oBTH TR 897.5 A68 2026pBTH0006938r2026-06-11w2026-06-11yBTH CIE  00102lcc4070aTUPbTUPd2026-06-11l0r2026-06-11w2026-06-11yBTH CIE  c31508d31507