International Journal of Electronics Communication and Computer Engineering

Volume 5, Issue 3, ISSN (Online): 2249071X, ISSN (Print): 22784209

Visualization Cardiac Human Anatomy using

Augmented Reality Mobile Application
Al Hamidy Hazidar, Riza Sulaiman
Abstract Augmented Reality (AR) is currently widely
researched and rapidly evolving. This technology
supplements the real world with composite 3D virtual objects
that are integrated into the real world. This technology is
very interesting and interactive. Augmented reality and
Smartphone used as well as the interactive media and rarely
used as a medium for the introduction of the human bodies.
The aim of Cardiac Learning Detection (CLD) assists
students in the medical field in understanding the concepts of
learning materials presented interactively by the system,
especially cardiac anatomy human bodies and is able to
provide more information than delivered through
conventional teaching methods. For this reason, in this
research were made augmented reality on visual technique as
a medium to introduce the cardiac anatomy human.
Keywords CLD, Augmented Reality, Smartphone,
Cardiac Anatomy, Human Bodies.

I. INTRODUCTION
Augmented Reality is a term used to describe an
application of technology that combines the appearance of
an element (text, pictures, or sounds) generated by a
Smartphone application or computer (either twodimensional or three-dimensional) with a view of the real
world in the same time. It allows to have a real purpose
and to enrich the user experience with smartphone or
computer additional information that cannot be captured
directly.
Augmented Reality (AR) is currently widely researched
and rapidly evolving. This technology supplements the
real world with composite 3D virtual objects that are
integrated into the real world. Augmented reality has been
touted as an important technology of the future but has
been used primarily in high-end and novelty settings [1].
This technology is very interesting and interactive and
therefore there is a vast range of potential applications of
AR such as Assembly and Construction [2], Maintenance
and Inspection [3], Tourism [4], Urban Modeling [5],
Medicine [6], military training [7]. Nowadays with the
rapid developments in web and mobile computing
technologies and new learning theories, web and mobile
learning has exploded everywhere in our society, which is
considered as an essential learning style in the coming
future [8].
The main objective of this research is to identify the
visual technique and to improve existing visual technique
to overcome current problems.
To acquire human
anatomy knowledge, medical students must practice on
human corpses. However, human corpses only short
supply in medical schools worldwide [11]. The potential
solution to this problem is in Augmented Reality (AR). By
creating 3D model that includes the anatomy of human
bodies, and can give unlimited time to student or doctor to

observe about it. Seeing the problems above, the purposes

of this project are:
To identify the visual technique and challenges in an
augmented reality system in medical field.
To implement a learning prototype as a proof of concept
of AR application on a handheld device in medical field.
The use of Augmented Reality applications in the fields
of teaching is very effective and can be used to build
student interest in a study of the imaginary concept and
difficult to understand. With the collaboration of the two
concepts of Augmented Reality concept of mobile learning
and mobile augmented reality, mobile application
development generates an interactive augmented reality
based on best instructional practices in which human
anatomy science book (Netter Human Anatomy) will act
as a marker and the camera phone will work as a tool to
produce a visual display human heart. It becomes a trigger
for medical students in the learning experience of medical
science concepts.
A detailed survey and analysis has been performed in
order to determine the interest in learning system for
medical student through the application of Augmented
Reality, and the resulting visual display is very easy to
understand for medical students.

Fig.1. The Interest of visual 3D model

Fig.2. The ease of visual techniques

From the survey that was conducted at 35 medical

students and doctors, almost 57% of them believe that the
resulting visual display is attractive to look at and studied
(Figure 1), and 58% said that the visual techniques used in
Augmented Reality is easy to understand in learning
(Figure 2).
Copyright 2014 IJECCE, All right reserved
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International Journal of Electronics Communication and Computer Engineering

Volume 5, Issue 3, ISSN (Online): 2249071X, ISSN (Print): 22784209

II. LITERATURE REVIEWS

A. Augmented Reality Mobile
Mobile Augmented Reality Systems (MARS) e-learning
has the possibility to constantly offer, context-based, and
independent education to learn anytime, anyplace, and in
any space. MARS e-learning can enable mobility for the
student and human computer interactivity. Developments
of MARS based learning provides the improvement of a
natural human-computer interface, flexible movement, and
context of instruction that allows for students to improve
psychomotor skills while interacting with locations in
augmented perceptual indications [12].
Augmented Reality (AR) is performing to consumers by
reducing the object complement reality in the same space
[13]. Many prospective AR applications have been found
such as medical visualization, maintenance and repairs,
environmental planning robot, entertainment and other
[14]. Augmented Reality contains an accurate listing on
scene effect, the result is displayed on the camera in a 3D
environment [15].
Augmented reality is found to be very effective in the
field of teaching and this can be used in order to build
interest of students and young children to study the
concepts which are imaginary and are difficult to
understand. Due to advancements in the mobile
technology and the presence of strong mobile platforms, it
is now possible to use augmented reality technology in
mobiles [8].

B. AR in Education
A volume visualization of datasets added to the user,
creating the illusion that users are able to see into the
body. Using movement, different slices of the photography
dataset can be selected for visualization. In addition, the
system can display a 3D model of the organ, text and
image information about anatomy. To interact with the
data we present new interaction metaphors that use depth
cameras. Visibility hands and body are altered based on
the distance to the plane virtual interaction. It helps users
to understand the spatial relationships between the body
and the field of virtual interaction [16].
Farias (2011) has presented the features of a tool called
Educ-AR. This tool allows the creation of a class by using
augmented reality techniques. With this tool, teachers can
make use of virtual models to enrich and improve the
explanation of abstract subjects in a variety of areas [17].
Based on [18] the AR technology will bring many new
features for experimental education, they are:
1. The class more interesting and exciting experiments
2. More convenient demonstration and instruction
3. More economical for promotion
4. There is no risk trial

C. Medical Education
Pan (2010) has been researched between M-Learning
and traditional learning, M-learning can connect between
student, teacher and instructional materials in a better way
and students will be engaged and motivated to learn
anytime and anywhere. Compared with traditional
education, M-learning technology offers the possibility of
easier and better for the medical students at leisure or in

rural areas. The teaching system consists of four basic

fundamental elements of M-learning which include
teachers, learners, learning materials and instructional
media. After teaching learning materials to send the Mlearning system with a mobile phone or a desktop
computer, students can access medical information
directly from the M-learning system with M-learning
technology [19].
Luanrattana (2011) said that database searches were
conducted by using relevant keywords that related to the
use of IT in medical education, medical settings and
aspects regarding the use of IT in such areas. The results
are a number of technologies have been adopted into
medical education, for instance, virtual practice or virtual
patients, online guide learning, web-based instruction and
distance learning method. However, the challenges of
technology adoption in medical education are also
identified, including lack of engagement, transferability
and evaluation, learning culture, education and training on
using technology, financial implications, infrastructure
constraints and technical aspects [20].
The method is made for human anatomy that students
can learn 3D spatial relationship between body organs and
also obtain knowledge of individual organs and apparatus.
The system establishes an inexpensive, cross-platform and
multi-user collaborative virtual environment. In addition,
students and instructors are able to perform a collaborative
task and engage in group discussions with the Internet. On
the other hand, artificial organ models are relatively scarce
and expensive comparable to computer generated models
which can be reproduced at virtually no cost [21].

D. Visual Technique
Researches on visual tracking have been discussed in
Ismar conference with more than 80% talk about computer
vision methods using the camera [22]. The method can
determine vision cameras are naturally occurring, such as
points, lines, line edge or texture. In addition, the use of
the camera can also process the image to display object
detection in real world.
Tracking based on marker technique is preferred
compared with other tracking [23]. According to Kato and
Billinghurst (1999), augmentation of success using this
method is higher because the process of tracking directly
on the image or markers is used [24].

III. METHODOLOGY TECHNIQUE

We used an AR technique development application was
divided into three essential parts of the vision camera,
capture and tracking markers identify of virtual 3D
objects, and visual display information. An overview of
the development methodology of this research is shown in
below (Figure 3).
Camera Vision: At this stage, camera vision serves used
as a tool to scan marker. Scanning marker is intended to
identify the size of the frame and to do an assessment of
the value of the threshold marker. The marker
identification process will be described in connection
with the further discussion.

Copyright 2014 IJECCE, All right reserved

498

International Journal of Electronics Communication and Computer Engineering

Volume 5, Issue 3, ISSN (Online): 2249071X, ISSN (Print): 22784209

Fig.3. Methodology Building Techniques

Capture and Tracking: These processes taking place in

this step to determine the actual size of the 3D objects in

the frame marker used. In AR applications, setting the
size of the marker is a point considered by system
developers.
Identify: At this stage, information was generated in the
previous process will be collected and analyzed.
Analyze information to ensure appropriate visualization
of 3D objects used marker.
Visual Display: this stage is to produce insight the user
in identifying raw visually abstract data. To easily
generate visual information, this study describes the
development steps in designing display system
information provided.

From the module mobile learning, we can see that:

a) Multimedia interaction modules: a system developed to
make all kinds of multimedia for student access timely
examples in this module: audio interaction, courseware
interaction, and the interaction of e-books, interaction of
video and other multimedia.
b) Information interaction module: the learner can directly
interact with and learn from fellow students, families,
teachers that were previously inaccessible. Learners may
also share information when they study a problem and
exercise in their own way, an example application in this
module includes: BBS, chat rooms, information requests
and other interactions chest.
c) Management and monitoring module: This module is
intended for use by the instructors or administrators to
constantly update and manage multimedia content
systems, including: the production release of the module,
the authority of the user, learners reservation, and so on
[10].

B. Development
The application is designed and developed for regular
Android phone users where there are plenty of other
applications has been developed based on various
operating systems and platforms. The CLD (figure 5) has
been developed based on a comprehensive instructional
design model and M-Learning Model, which has a
systematic flow to completely fulfill the task for which it
has been designed.

IV. DESIGN AND DEVELOPMENT

A. Framework Design
M-learning system (Figure 4.) is a complete learning
and easy to use for both teachers and learners. This system
runs with transferring media to the learning materials and
computer-based multimedia learning or referred to as elearning. M-learning systems focused on software that
allows teachers to create learning and support for students.
It is composed of interactive multimedia module, and
information interaction module management and
monitoring module.

Fig.4. The Learning modules

Source: (Pan et al. 2010)

Fig.5. CLD Splash Screen

In addition, some interface design encompasses three
distinct, but related constructs such as usability,
visualization and functionality [9]. In terms of
visualization for example, creating information
visualization in attractive form is able to make the useful
information more interesting and informative.

Fig.6. 3D cardiac object

Copyright 2014 IJECCE, All right reserved

499

International Journal of Electronics Communication and Computer Engineering

Volume 5, Issue 3, ISSN (Online): 2249071X, ISSN (Print): 22784209
The positive of items collaboration above can improve
good interface design which makes the users easy to
understand the information well. Illustration of
information visualization can be seen in Fig.6.

[9]

[10]

V. CONCLUSION
In this paper, we describe how Cardiac Learning
Detection (CLD) is developed to proof of concept of AR
in medical student and learn anatomy of human body
especially cardiac aspect. The application of a
customizable android platform can become an innovative
approach which could help to aim a gradually increase
social cognitive skills of autistic subjects.
In future, employed by the Smartphone media will be
very interesting to see how the Smartphone can be used in
a more 'free-form' scenario education. Using this
technology can be simply and rapidly modified due to the
AR technology, especially when this technology is able to
be applied to the mobile smart phone (Android). AR
technology abilities in its implementation on android smart
phone can increase colossal potential users principally due
to the role of smart phone in providing stability for users
who needed it.

[11]
[12]

[13]

[14]

[15]

[16]

[17]

ACKNOWLEDGMENT
The authors wish to acknowledge the financial support
provided by the Institute of Visual Informatics (IVI),
Universiti Kebangsaan Malaysia (UKM). The authors
thank the anonymous reviewers for their helpful
comments.

[18]

[19]

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International Journal of Electronics Communication and Computer Engineering

Volume 5, Issue 3, ISSN (Online): 2249071X, ISSN (Print): 22784209

AUTHORS PROFILE
Al Hamidy Hazidar
is a student Master in Computer Science, National
University of Malaysia (Universiti Kebangsaan
Malaysia, UKM). He holds a S.Kom in
Informatics Computer from Technology University
of Yogyakarta (Universitas Teknologi Yogyakarta),
Indonesia and A.Md in Electronics from
Politeknik Negeri Medan (PolMed), Medan, Indonesia. His research
area is in networking, Microcontroller, web programming, visualization
computing. He is also a member of Persatuan Pelajar Indonesia-UKM
(PPI-UKM), and freelance IT consultant.
Email: aldidy@gmail.com

Riza Sulaiman
is a Professor in Visualization and Senior
Research Fellow in the Institute of Visual
Informatics, National University of Malaysia
(Universiti Kebangsaan Malaysia, UKM). He
holds a PhD in Mechanical Engineering, a MSc
in Advanced Manufacturing Technology from the University of
Portsmouth and B.Eng. (Hons) in Mechanical Engineering from the
University of Sunderland,United Kingdom. His research area is in
Visualisation CADCAM, Graphics and Robotic Vision. He is a reviewer
of more than 30 international journals and conference proceedings. He
has published two books in Computer-Aided Design. He is also a
member of the Institution of Mechanical Engineers (IMechE), United
Kingdom and the Board of Engineers Malaysia (BEM).
Email: riza@ivi.ukm.my

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