INTERNATIONAL JOURNAL OF LATEST TECHNOLOGY IN ENGINEERING,  
MANAGEMENT & APPLIED SCIENCE (IJLTEMAS)  
ISSN 2278-2540 | DOI: 10.51583/IJLTEMAS | Volume XIV, Issue XI, November 2025  
EsAR: An Augmented Reality Application for Learning Volcanoes  
Christian U. Esguerra  
La Consolacion University Philippines  
DOI : https://doi.org/10.51583/IJLTEMAS.2025.1411000087  
Received: 03 December 2025; Accepted: 08 December 2025; Published: 18 December 2025  
.
ABSTRACT  
Augmented Reality has become an important tool for improving how students learn complex science lessons. In  
many schools, instructional materials are often limited, outdated or not suited for interactive teaching. This  
affects subjects such as Earth Science where learners need clear visual explanations to understand processes  
inside the Earth. Teachers often rely on drawings and verbal descriptions which may not show the full structure  
or behaviour of natural events. Studies have also shown that inadequate learning resources contribute to lower  
academic performance, which highlights the need for better teaching tools.  
EsAR was developed as a response to these challenges. It is a Markerless AR application that presents 3D  
volcano models, types of volcanoes and simple eruption simulations. By using a mobile device, learners can  
view these models in real space and see how volcanoes form and erupt. This makes abstract ideas easier to  
understand. Modern AR systems such as EasyAR use surface detection and SLAM to track the environment,  
which allows digital models to blend naturally with the physical world.  
The application was created using the Waterfall Model. Each step, from gathering requirements to deployment,  
was completed in sequence. Unity 3D and C# were used to build the models and interactions. Storyboard and  
interface designs ensured the app remained simple and accessible to users.  
The system was evaluated using selected ISO 25010 quality characteristics. IT experts, science teachers and  
students rated functional suitability, usability, reliability, performance efficiency, compatibility and portability.  
The overall rating of 3.77, interpreted as Excellent, showed that the application worked as intended and was easy  
to use on different devices.  
The results show that AR can help address gaps in science education. EsAR offers a practical way to improve  
visual understanding and make learning more engaging. With further development, AR can continue to support  
better science instruction in schools.  
Keywords — Augmented Reality, Unity 3D, C#, ISO 25010, Markerless AR  
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INTRODUCTION  
Instructional materials refer to the content and resources used to deliver a course, such as lectures, readings,  
textbooks, and multimedia tools. These materials are crucial in helping students understand lessons, yet many  
educators continue to face daily challenges due to the lack of sufficient learning materials, especially in subjects  
requiring interactive instruction like Earth Science. As a core subject in Senior High School, Earth Science  
involves understanding the Earth’s structure, composition, processes, and environmental issues. Given its  
complexity, traditional lecture-based lessons, drawings, and storytelling are often not enough for students to  
grasp scientific concepts effectively.  
Since the implementation of Senior High School in 2016, the Department of Education has struggled to  
consistently supply adequate modules and learning resource. It was revealed that teachers across urban and rural  
settings often resort to creating their own materials using personal funds, outdated books, recycled supplies, and  
traditional tools. Studies such as Toyosi (2018) and Awolaju (2016) emphasize that inadequate instructional  
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INTERNATIONAL JOURNAL OF LATEST TECHNOLOGY IN ENGINEERING,  
MANAGEMENT & APPLIED SCIENCE (IJLTEMAS)  
ISSN 2278-2540 | DOI: 10.51583/IJLTEMAS | Volume XIV, Issue XI, November 2025  
materials negatively affect students’ academic performance, highlighting the importance of properly designed  
and validated resources in teaching and learning.  
With the advancement of technology, there is a need for schools and educators to adopt modern tools that support  
interactive and engaging learning. One promising innovation is Augmented Reality (AR), a technology that  
blends digital information with real-world environments. AR allows users to visualize 3D objects, interact with  
virtual models, and explore complex concepts more naturally. According to researchers like Chen (2019) and  
Chalimov (2018), AR enhances understanding, engagement, and retention of knowledge by making learning  
more immersive and enjoyable.  
Studies further show the effectiveness of AR in improving learning outcomes, such as the research by  
Almohamadi (2018), which found that AR-based methods outperform traditional paper-based instruction.  
Integrating AR into Earth Science provides learners with an interactive supplementary tool that improves  
comprehension and makes the learning experience more meaningful.  
A. Augmented Reality  
Augmented Reality (AR) is defined by Hayes (2020) as an enhanced representation of the physical environment  
through digitally generated images, sounds, and sensory inputs. Its growing use in mobile devices and business  
applications highlights its role in emphasizing features of the real world to support analysis, data gathering, and  
smart interaction. The development of AR began in 1968 when Ivan Sutherland created the first head-mounted  
display, known as “The Sword of Damocles,” which allowed users to interact with virtual objects. This  
innovation inspired further research, including Myron Kruger’s 1974 “Videoplace,” an early artificial reality  
system that required no wearable device. In 1990, Boeing researcher Tom Caudell introduced the term  
“Augmented Reality” to describe a head-mounted display used for assisting aircraft technicians.  
AR advanced significantly in 1992 with Louis Rosenberg’s “Virtual Fixtures,” a fully functional AR system  
developed for the U.S. Air Force to enhance human performance. Further progress followed with the creation of  
KARMA by Feiner, MacIntyre, and Seligmann, which used knowledge-based AR for repair and maintenance  
tasks. AR soon expanded beyond laboratories into entertainment and media. Notable examples include Julie  
Martin’s AR theater production “Dancing in Cyberspace” (1994) and Sports vision’s televised NFL “yellow  
first-down marker” in 1998.  
The 2000s marked rapid development, beginning with Hirokazu Kato’s AR Toolkit, which provided developers  
with tools for creating AR programs. Mobile and gaming applications soon emerged, such as the first mobile  
AR game “ARQuake” in 2002. AR also influenced print media through interactive magazines like Esquire in  
2009. Industries adopted AR as well, with Volkswagen introducing MARTA for technical repair guidance.  
Modern AR adoption expanded further with Google Glass, Microsoft HoloLens, and the global success of  
Pokémon Go. Companies like IKEA also utilized AR for virtual product visualization. Today, AR influences  
retail, navigation, remote assistance, automotive industries, and events, demonstrating its wide-reaching impact.  
Understanding this evolution is essential, as AR has become deeply embedded in everyday life and remains a  
transformative technology across sectors.  
B. Augmented Reality in Education  
Augmented Reality (AR) is transforming traditional learning by offering interactive and immersive educational  
experiences. It enhances when and where learning can take place and supports both modern and conventional  
teaching methods. In the classroom, AR increases student engagement and deepens appreciation for the lesson  
content. With 80–90% of today’s youth owning mobile phones and actively using them for social media, gaming,  
and even academic tasks such as homework and advanced reading, AR becomes a practical tool for modern  
learners (Kovach, 2020). Its accessibility through mobile devices makes it an effective medium for integrating  
technology into education.  
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ISSN 2278-2540 | DOI: 10.51583/IJLTEMAS | Volume XIV, Issue XI, November 2025  
When used in classrooms, AR can turn ordinary lessons into dynamic and enjoyable learning experiences. It  
enriches textbooks and printed materials by providing virtual models, animations, and interactive elements. This  
makes classes more engaging and supports better comprehension, especially in subjects that require visualization  
and hands-on understanding. In public schools, several subjects—particularly in the hard sciences such as  
Physics, Biology, and Chemistry—would greatly benefit from AR because these fields require more than  
theoretical explanation. However, challenges such as outdated libraries, limited computer laboratories, and a  
lack of science equipment hinder effective teaching. AR can help fill these gaps by providing virtual simulations  
and interactive demonstrations that replace or supplement unavailable physical resources.  
Research consistently shows that AR improves learning outcomes. Koehler et al. (2017) found that AR-based  
activities significantly enhanced students’ understanding of complex scientific concepts. Beyond academic  
performance, AR also helps develop essential 21st-century skills, including critical thinking, creativity, and  
problem-solving. According to Liarokapis et al. (2018), AR enables students to engage in immersive scenarios  
where they must analyze information, solve real-world problems, and make informed decisions. Overall, AR  
offers an innovative and accessible solution to strengthen instruction, particularly in resource-limited educational  
settings.  
C. Markerless AR  
Augmented Reality (AR) can now be widely experienced through mobile devices and is commonly categorized  
into two types: marker-based and Markerless AR. Both provide real-time 3D interactive environments but differ  
in how they detect and place virtual objects. Markerless AR, as defined by Schechter (2020), overlays virtual 3D  
content onto a scene without relying on predefined markers. Instead, it analyzes natural features of the  
environment, using sensors such as accelerometers, compasses, and thermal positioning systems to understand  
the user’s surroundings. This allows the application to accurately position virtual objects in physical space.  
Szczepaniak (2022) notes that the collected sensor data is then processed and displayed through the device to  
enhance real-world objects with digital information.  
A key technology supporting Markerless AR is Simultaneous Localization and Mapping (SLAM). SLAM  
enables a device to map its environment while also determining its position within that map in real time.  
According to Ross (2021) and Martin (2019), this technique helps AR applications recognize 3D objects and  
track spatial changes, allowing digital augmentations to interact seamlessly with the physical world.  
In this study, AR is utilized for tasks such as detecting flat surfaces and rendering 3D objects. These capabilities  
enhance user interaction and create a more immersive and enjoyable mobile AR experience.  
System Overview  
Figure 1 shows the architecture of esAR. Users should use a mobile device to utilize the system. The system  
used Markerless surface tracking, a feature of EasyAR System Development Kit, which recognizes significant  
features in the camera image, tracks differences in the positions of those features across continuous frames.  
Fig. 1 Architecture of EsAR  
Figure 2 shows the storyboard of EsAR. The system has different sections, namely: Start, Instructions, Settings,  
and Exit. Start section contains sub sections such as introduction to volcanoes, types of volcanoes, anatomy of  
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volcano and simulation of volcanic formation and eruption. Instructions section shows the instruction on how to  
use esAR. Settings shows graphic and sound setting. Lastly, Exit will close the application once clicked.  
Fig. 2 Storyboard  
METHODOLOGY  
The study used Waterfall Model illustrated in Figure 3 to describe the activities performed in the development  
of the system. This model was utilized because it was simple and easy to understand and use. The software  
development life cycle model defines the phases of the software cycle as well as the sequence in which those  
phases were carried out. Each phase was generated deliverables that were needed by the following phase of the  
life cycle.  
Fig. 3 Waterfall Model  
The process followed several key phases. In the Requirement Gathering and Analysis Phase, the needed system  
requirements were collected through interviews. Continuous interaction between the proponents and users  
ensured a clear understanding of system expectations.  
During the Design Phase, the creation of diagrams. These designs were reviewed and validated against the  
system requirements, and the necessary hardware and software specifications were finalized.  
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INTERNATIONAL JOURNAL OF LATEST TECHNOLOGY IN ENGINEERING,  
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The Implementation Phase involved coding the system modules. The proponents used Unity 3D to create 3D  
models and C# for programming. Icons and other interface elements were developed, and debugging was  
conducted to reduce system errors.  
In the Testing Phase, the system was evaluated to ensure that it met the requirements gathered earlier. The testing  
checked functional suitability, usability, portability, and performance efficiency. Any gaps identified were  
addressed before finalizing the system.  
Finally, in the Deployment Phase, the completed system was prepared and released to users as the final product.  
High-Fidelity Wireframes  
Fig. 4 shows the menu of the AR application. It shows 4 sections: Introduction to volcanoes, anatomy of  
volcanoes, types of volcanoes and esAR Simulation  
Fig. 4 EsAR Menu  
Figure 5 shows the AR application presenting a 3D model of a volcano. The app displays the volcano’s shape  
and surface clearly, helping learners see how molten rock and gases come out through the vent. It gives a quick  
visual guide to what a volcano is and how it forms.  
Fig. 5 Introduction to Volcano Section  
Figure 6 shows the AR application displaying a cutaway model of a volcano. The app labels each major part  
such as the magma chamber, conduit, vent, crater, lava and parasitic cone. This helps learners see how the inside  
and outside parts connect and how magma moves through the volcano.  
Fig. 6 Anatomy of a Volcano  
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Figure 7 shows the AR application displaying different types of volcanoes. The app lets learners view cinder  
cone, composite and shield volcano models, making it easier to compare their shapes and features in 3D.  
Fig. 7 Types of Volcanoes  
Figure 8 shows the AR application simulating an eruption result. The model displays flowing lava on a shield  
volcano and explains that the eruption is gentle because the magma has low silica and low gas content. This  
helps learners see how different magma properties affect eruption style.  
Fig. 8 Types of Volcanoes  
RESULTS AND DISCUSSION  
Twelve evaluators participated in the ISO 25010 assessment: three IT experts, two science teachers, and seven  
students. Each group rated the system across the selected ISO 25010 quality characteristics using a 4-point Likert  
scale.  
Functional suitability  
IT experts rated the system highly (3.90) and confirmed that all features worked as expected. Teachers (3.80)  
said the AR sections accurately represented the lesson content. Students (3.70) found the functions easy to use.  
The overall mean of 3.77 indicates Excellent functional performance.  
Usability  
Teachers gave the highest usability score (3.90), noting that the interface was simple and clear for classroom use.  
Students (3.75) said they understood the controls quickly. IT experts (3.85) noted minimal risk of user errors.  
Usability earned an Excellent rating.  
Performance efficiency  
All groups reported smooth AR tracking and fast model loading. IT experts rated this at 3.80, teachers at 3.70  
and students at 3.60. The overall mean of 3.67 falls under Excellent.  
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Reliability  
The system showed stable performance. IT experts (3.90) confirmed no crashes during repeated tests. Teachers  
and students also experienced stable results. The overall mean of 3.72 indicates Excellent reliability.  
Compatibility  
The application worked on devices with different screen sizes and Android versions. Ratings ranged from 3.70  
to 3.85. The overall mean of 3.75 is Excellent.  
Portability  
This category received the highest overall rating. IT experts gave 3.95 after testing the app on multiple Android  
versions. Teachers and students also found installation easy. The overall mean of 3.88 is Excellent.  
Overall Interpretation  
The combined ratings from three IT experts, two science teachers and seven students gave the system an overall  
mean of 3.77, interpreted as Excellent. This shows that the AR learning tool meets the selected ISO 25010 quality  
criteria and was effective as a supplementary tool for learning Volcanoes.  
CONCLUSION  
The development of esAR provided a practical way to support the teaching and learning of volcanoes. The  
system used Markerless Augmented Reality to present 3D models and simple simulations that helped learners  
understand structures, types and eruption behaviour. The Waterfall Model guided the work from requirements  
up to deployment and ensured that each phase met its purpose.  
Results from the ISO 25010 evaluation showed strong performance across all selected quality characteristics. IT  
experts, science teachers and students all rated the tool as Excellent. They confirmed that the features worked as  
intended, the interface was easy to use, and the AR models loaded smoothly. They also noted stable performance  
on different devices, which supported the high portability score.  
The findings show that AR can help address gaps in instructional materials, especially in subjects that require  
visual and interactive learning. EsAR offered a clear view of complex concepts and supported better  
understanding without relying on expensive laboratory equipment. The tool can serve as a supplementary  
resource and can be improved further with added simulations and extended content.  
Overall, the study showed that AR was a useful and accessible technology for enhancing science learning in  
schools.  
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