000			03875nam a22003257a 4500
003			OSt
005			20260611161539.0
008			260611b |||||||| |||| 00| 0 eng d
040			_bEnglish _cTUPM _dTUPM _erda
050			_aBTH TR 897.5 _bA68 2026
100			_aAquino, Andrea Leila A. _eAuthor
245			_aPerspective Pop-Up (P-PuB): _bAugmented Reality as Learning Media for Spatial Visualization Skills Among Animation Students _cAndrea Leila A. Aquino, Rovy Zedric C, Dungo, Hanna Mae P. Eviota, Althea Tueday B. Mora;les, and Shane Denzel M. Rivera..-
260			_aManila: _bTechnological University of the Philippines, _c2026.
300			_axiii, 163pages: _c29cm.
336			_2rdacontent
337			_2rdamedia
338			_2rdacarrier
500			_aBachelor's Thesis
502			_aCollege of Industrial Education..- _bBachelor of Technical Vocational Teacher Education Major in Animation: _cTechnological University of the Philippines, _d2026
504			_aIncludes bibliographic references and index.
520			_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
650			_aAnimation
650			_bSpatial Visualization
650			_aLearning Media,
700			_aDungo, Rovy Zedric C. _eAuthor
700			_aEviota, Hanna Mae P. _eAuthor
700			_aMorales, Althea Tuesday B. _eAuthor
700			_aRivera, Shane Denzel M. _eAuthor
942			_2lcc _cBTH CIE _n0
999			_c31508 _d31507