International Journal of Interactive Mobile Technologies (iJIM) – eISSN: 1865-7923 – Vol. 16, No. 06, 2022 Paper—Hi World: The Virtual Book Learning Integrated Augmented Reality to Increase… Hi World: The Virtual Book Learning Integrated Augmented Reality to Increase Knowledge of Covid-19 Prevention in The Learning Process Post-Pandemic Era https://doi.org/10.3991/ijim.v16i06.29001 Andika Bagus Nur Rahma Putra1(), Yee Mei Heong2, Dewi Sabrina Meidyanti1, Anita Dwi Rahmawati3 1Universitas Negeri Malang, Malang, Indonesia 2Universiti Tun Hussein Onn Malaysia, Johor, Malaysia 3Universitas Brawijaya, Malang, Indonesia andika.bagus.ft@um.ac.id Abstract—Education is essential for future sustainability; for example, education 4.0 can change the learning system into a digital system or what is commonly called an e-learning system. The Covid-19 pandemic is a tragedy that has grieved the entire population of the earth. All segments of human life on earth are disturbed, without exception education. It turns out that stress can contribute as much as 60% to all diseases. The objectives of this research include: (1) devel- oping Augmented Reality-based Virtual Book Learning; (2) testing the feasibility level through learning media experts; and (3) testing the feasibility level through learning material experts. This study uses the R&D method with a 4D model consisting of 4 main stages, namely Define, Design, Develop and Disseminate. The results of this study include: (1) Augmented Reality-based Virtual Book Learning, which was developed called Hi World, is divided into six chapters of coronavirus learning materials along with further explanation videos, as well as a brief exclamation about maintaining health using the local language body accom- panied by translations for providing psychological support for readers; (2) the feasibility level of Augmented Reality-based Virtual book learning media experts has an average score of 95%; and (3) the level of expert eligibility for Augmented Reality-based Virtual Book Learning materials has an average score of 91%. Keywords—disruptive media, virtual book, education 4.0, learning media, educational innovation 1 Introduction In this era, education is essential for future sustainability; for example, education 4.0 can change the learning system into a digital system or what is commonly called an e-learning system [1]–[3]. With education 4.0, it is necessary to prepare students for maturity to face this era so that later they will be ready to face various challenges. Theorists in education integrate technology both physically and non-physically into learning methods, thus creating education 4.0. Prior to the adoption of 4.0, we first recognized education 3.0. According to Jeff Borden, education 3.0 includes a meeting 176 http://www.i-jim.org https://doi.org/10.3991/ijim.v16i06.29001 mailto:andika.bagus.ft@um.ac.id Paper—Hi World: The Virtual Book Learning Integrated Augmented Reality to Increase… of neuroscience, cognitive psychology, and educational technology, using web-based digital and mobile technologies, including applications, hardware, and software other things like that. Education 4.0 is far above that, and in some ways, the phenomena that exist in education 4.0 create a new revolution in the fourth industry (4 IR) or (RI 4) where humans and machines are aligned to find solutions, solve problems, and of course find possibilities [4], [5]. Not yet over the hustle and bustle due to the Industrial Revolution 4.0, suddenly we were surprised by the emergence of Disruptive Society 5.0. This concept appears in the “Basic Policy on Economic and Fiscal Management and Reform 2016,” which is a core part of the strategic plan adopted by the Japanese Cabinet. Lately, the discourse on the era of disruption has been widely discussed by education experts because it has changed the paradigm of people’s thinking and acting to maintain their lives. In the world economic forum, ten skills that must be possessed are formulated to face the super virtual society [6], [7]. The three highest skills needed are the ability to solve complex problems, critical thinking, and creativity. Mastery of the three primary abili- ties needed in the future is the responsibility of the world of education [8]–[10]. The world of education must provide provisions for students always to be ready to face the challenges of the times [11], [12]. Learners who are now in school are the owners of the future. Therefore, appropriate learning media are needed and can support students’ knowledge, one of which is smart books. In developing books, the Ministry of Education and Culture has started to innovate through Electronic School Books (BSE). However, the development of BSE is not optimized. This can be analyzed from the BSE product, which only digitizes printed books into PDF format, with the presentation of learning content limited to writing/text and image elements only. Therefore, it is neces- sary to conduct an in-depth study of the benefits of technology-based innovative books and how to develop a smart book development model that follows the characteristics of the technology-based media [13]–[15]. The development of technology-based textbooks needs to be developed as a con- sequence of the demands of the times. Public awareness of technology for educa- tion is also increasing. Parents and teachers are increasingly aware of the benefits of digital media to support Learner’s education and learning. Computer-assisted learning media in problem-based learning effectively improves students’ critical thinking skills [16]–[18]. This means that technology can present learning content in all aspects of behavior change, namely cognitive, affective, and psychomotor. These characteristics and advantages have the potential to develop exciting and easy-to-understand text- books for students. The development of the lifestyle of modern society as a result of the influence of technology demands innovation in the book industry. One form of innovation in printed books is augmented reality-based books. Augmented Reality is a technology that com- bines two-dimensional and three-dimensional virtual objects into a real environment and then projects these virtual objects in real-time. AR can also be defined as a technol- ogy that combines virtual objects in two dimensions (2D) and three dimensions (3D) into a real environment and then projects these objects in real-time. Apart from the emergence of Disruptive Society 5.0, it is undeniable that the Covid-19 pandemic has arisen at the end of 2019 [19], [20]. The virus is transmitted through droplets (splits of saliva) that are produced when an infected person coughs, sneezes, or exhales. iJIM ‒ Vol. 16, No. 06, 2022 177 Paper—Hi World: The Virtual Book Learning Integrated Augmented Reality to Increase… These droplets are too heavy and cannot stay in the air, so they quickly fall and stick to the floor or other surface [15], [21], [22]. There are at least 179,257,412 positive cases of the Coronavirus in the world, with 3,881,928 deaths. In Indonesia alone, as of July 21, 2021, 2,983,830 positive cases of Covid-19 have been confirmed, with a total of 77,583 deaths. The Covid-19 pandemic is a tragedy that has grieved the entire population of the earth. All segments of human life on earth are disrupted, without exception education. Many countries have decided to close schools, colleges, and universities, including Indonesia. The crisis really came suddenly. Governments in any hemisphere, including Indonesia had to take the bitter decision to close schools to reduce people’s contact massively and to save lives. However, an unexpected increase in the number of corona cases occurred in a short time and infected anyone regardless of age [23]–[25]. For this reason, governments in several countries have decided to implement a lockdown or total isolation or quarantine. According to data from the Indonesian Association of Clinical Psychologists (IPK), since the pandemic in March to August 2020, there were around 14,619 cases of psychological problems. Psychological disorders are conditions that affect patterns of thinking, feeling, mood, and behavior. Psychological disorders lead to mental disorders, namely behavioral or psychological symptoms that affect various aspects of life and the emergence of stress for people who experience them [26], [27]. Psychological impacts during the pandemic include post-traumatic stress disorder (post-traumatic stress disorder), confusion, anxiety, frustration, fear of infec- tion, insomnia, and feeling helpless. In connection with facing the Covid-19 pandemic, anxiety needs to be appropriately managed so that it continues to provide awareness but does not cause excessive panic or lead to worse mental health disorders [28]–[30]. Stress can contribute as much as 60% to all diseases. One of the efforts that can be made to maintain, maintain and improve mental health during the Covid-19 pandemic is by managing stress or stress management. Stress management is where individu- als control or regulate stress. The goal is for individuals to recognize the causes of stress and know the techniques for managing stress so that the individual is better at controlling stress in life so that, in the end, mental health conditions can be achieved. In the context of patient isolation, this is an example of controlled action, one of which is reading a book. According to a study from the University of Sussex, UK, reading can reduce stress by up to 68%. It is known, listening to music and walking can also relieve stress, but not as powerful as reading a book [1], [10]. Therefore, it is necessary to have an effective and fun book to deal with stress problems for Covid-19 patients during isolation, one of which is the Hi World book. Hi World is a book that takes the theme of learning self-protection from the COVID virus accompanied by the use of regional languages and sign languages by relying on audio augmented reality technology. Augmented Reality (AR) is a technology that can combine two-dimensional or three-dimensional virtual objects into a real environment and then project them. The Hi World learning book is based on projecting markers on books into virtual Reality. The markers in the picture book will be captured by the mobile device camera, processed, and then an illustration of the building and related figures will appear. Regional languages are intended because local languages are con- sidered easier for learners and the elderly to understand. 178 http://www.i-jim.org Paper—Hi World: The Virtual Book Learning Integrated Augmented Reality to Increase… 2 Methods The research model used in this study is R&D research and development with a 4D model consisting of Define, Design, Develop, and Disseminate (Bakri et al., 2018). The following is an explanation of the development carried out; 1) define stage or also known as needs analysis stage; 2) the design stage includes constructing criterion-referenced tests, media selection, format selection, initial design; 3) the devel- opment stage includes expert (a technique for validating or assessing the feasibility of a product design) and developmental testing (a product design trial activity on the real target subject); 4) the dissemination stage includes Validation testing (products that have been revised and then implemented on the real target), Packaging (Packaging of developed books and applications) and Diffusion and adoption (dissemination of prod- ucts so that they can be absorbed or understood by others and used in general). Fig. 1. Model design mindset developed for Hi World book development research The four stages of development above are generally carried out according to the flow chart presented in Figure 1. First, this research begins by analyzing what materials are needed to accelerate the healing of Covid patients. Second, designing Augmented Reality-based textbooks, including book design, selecting markers, and creating 3D animations and simulation videos that learners want to add to the book. Third, print a iJIM ‒ Vol. 16, No. 06, 2022 179 Paper—Hi World: The Virtual Book Learning Integrated Augmented Reality to Increase… book and test the Augmented Reality display one to one. Fourth, improve the appear- ance of Augmented Reality. Fifth, make all the Augmented Reality design scenes into one android application with the help of Unity. If it is not feasible, then the learner has to repeat the second stage, while if it is feasible, it can be continued to the eighth stage. Eighth, revise the product and write a final report. 3 Results and discussion 3.1 Result After going through the 4D research and development stage model, we got a product in the book Hi World: Coronavirus Virtual Book with Integrated in Regional Languages for Child Covid Patients. This book is generally divided into 6 chapters of coronavirus learning materials and further explanation videos. The follow-up videos are in the form of presentation videos made with PowToon and vlog videos made with the Reality application. In the video vlog, sign language makes it easier for deaf people to learn advanced videos. Fig. 2. Hi World book Figure 2 shows the appearance of the developed product. The entire display of the book is made in full color to increase the level of interest of the reader. There is also a brief exhortation about maintaining health using the body of the regional language accompanied by translations to provide psychological support for reading. As for displaying AR, the learner must download the “Free Cakrawala App” application which can later be downloaded on the Playstore. Please note that in this development, not all images in the book can generate AR. Data collection for validation test and limited trial using a questionnaire instrument. A validation test was conducted on July 22, 2021, on the expert doctor. As the head of the Covid 19 task force at the State University of Malang and a lecturer in Visual Communication Design, State University of Malang. The data obtained from the results of the validation and readability test are presented in the following table. 180 http://www.i-jim.org Paper—Hi World: The Virtual Book Learning Integrated Augmented Reality to Increase… Table 1. Material expert validation test data No. Aspects of Assessment Precentage 1 Material suitability 92% 2 Material consistency 89% 3 Material writing 89% Based on Table 1, the book developed was considered very good and followed the Coronavirus concept that was carried with an interpretation percentage reaching 92%. The book developed was considered very good and consistent in delivering the mate- rial. This consistency can be seen from the use of reference sources, appropriate images, and systematic writing, with an interpretation percentage reaching 89%. The developed book is considered very good with the use of appropriate language. The suitability of the language is seen from the ease of understanding, not multiple interpretations, and meeting the EYD rules, with the percentage of interpretation reaching 89%. Table 2. Media expert validation test data No. Aspects of Assessment Precentage 1 Book size 100% 2 Book cover layout 98% 3 Book cover typograph 93% 4 Book content layout 94% 5 Typography of book content 89% 6 Illustration of the contents of the book 95% 7 AR interfaces 93% 8 AR contents 97% Based on Table 2, the developed book should have a larger size than B5 ISO to contain more book material with an interpretation percentage reaching 100%. The book cover layout developed is considered very good and has a proportional layout with an interpre- tation percentage reaching 98%. The developed book is considered very good with the use of proportional letters. The proportions of the letters in the book are assessed based on the combination of fonts used and not too much use of decorative fonts, with an interpretation percentage reaching 93%. The developed book has an appropriate com- position. The suitability of the composition is seen from the placement of chapter titles. The proportional margin with the percentage of interpretation reaches 94%. The developed book is considered very good with the use of proportional letters. The proportions of the letters in the book are assessed based on the combination of types of letters used, with the percentage of interpretation reaching 89%. The developed book is considered very good with the use of appropriate illustrations. The suitability of the illustration is seen from the ability of the illustration to reveal meaning with the per- centage of interpretation reaching 95%. The developed application is considered very good with the use of a well-organized interface menu. The suitability of the language is seen from the ease of understanding, not multiple interpretations, and meeting the EYD rules, with the percentage of interpretation reaching 93%. The developed application is iJIM ‒ Vol. 16, No. 06, 2022 181 Paper—Hi World: The Virtual Book Learning Integrated Augmented Reality to Increase… considered very good with the appropriate use of AR. The suitability of AR content is seen from the suitability of AR media with the material presented with an interpretation percentage reaching 97%. 4 Discussion Based on the data presented in the table, the average value of expert validation is obtained, which indicates that the Hi World book is worthy of being called an inno- vation book because it has met the criteria for an innovation book. Several aspects affect innovation: novelty, reinvention, distinctiveness, relative benefits, appropriate, complex, and observable. From this aspect, Hi World is an innovative book about the Coronavirus where. This book is an update on the previous Covid learning books. The update aspect is that this book has 16 popular regional languages in Indonesia, which has not been found in previous Coronavirus learning books. The concept of augmented Reality and barcode scanning to the explanation video that was carried was a reinven- tion that previously existed but was developed in the Hi World book in an interesting form [31]–[33]. Hi World is a book that has been validated so that it is suitable for use for Covid-19 patients. Several things exacerbate the spread of this virus. Understanding public liter- acy in receiving hoax news about Covid-19 is one of them. Many people believe and share in circulating hoax information, causing efforts to break the chain of Covid-19 spread cannot be carried out properly because people are easily influenced by hoax news that causes violations of the Covid-19 health protocol. On this basis, Hi World presents the latest material by the government’s recommendation, namely 7M, which has been officially validated by an expert doctor. What 7M means are wearing masks, washing hands, maintaining distance, avoiding crowds, limiting mobility, limiting interactions, and giving vaccines to the public to control the Covid-19 pandemic [14], [28], [34]. The Hi World book consists of 6 main chapters containing covid-19 education starting from the basics. These chapters contain various things, including (1) Defini- tion of Covid-19; (2) Causes of Covid-19; (3) the symptoms that arise in the patient; (4) Enforcement of diagnosis and supporting examinations; (5) Treatment; (6) Pre- vention in the form of 7M. There are also fun facts related to the world of health and interactive games in the book to reduce stress and depression levels. An imbalance in the performance of both sides of the brain can trigger depression. Furthermore, he stated that playing games could reduce stress levels, improve mood, and balance the right brain and left brain [35]–[37]. The Hi World book has a full-color display with various colors on each page to increase interest in reading and meditation. Decades of research show that color affects our thoughts, actions, health, and even our relationships with other people. Ancient cul- tures in Egypt, China, and India, built large rooms where patients are bathed with light filtered through several stained-glass panels or windows and has been shown to restore tired and diseased bodies. While some of the theories behind color therapy remain scientifically proven, research has shown that colors can profoundly affect mood and often have measurable effects on human emotional and physical behavior [38]–[40]. 182 http://www.i-jim.org Paper—Hi World: The Virtual Book Learning Integrated Augmented Reality to Increase… In addition, the remarkable thing that happens to the heart rate and brain waves when coloring is a good sign that therapy can help to get benefits like meditation. From a psychological perspective, the psychological impacts during the pandemic include post-traumatic stress disorder, confusion, anxiety, frustration, fear of infec- tion, insomnia, and feeling helpless [41]. It is a form of self-defense mechanism or a sign that there is a threat that we face. However, if it is excessive, it will negatively impact a person’s physical condition. The relationship between Covid-19 infection and symptoms of psychological disorders is quite complex. Covid-19 patients commonly experience anxiety, insomnia, depression, and post-traumatic stress disorder (PTSD). However, this assumption is still being studied further about the impact of coronavirus infection on physical and brain function. The Coronavirus can cause delirium, anxiety, depression, mania, insomnia, and memory problems. Any virus that attacks the central nervous system causes hypoxic brain injury or affects physical function as well as men- tal health [23], [42], [43]. Stress can contribute as much as 60% to all diseases. In terms of social interaction, stigma causes patients and families to experience isolation, rejection, bullying from people offline and online (social media). Stigma can also have an impact on discrimi- natory behavior from others. Therefore, it is proper to stop the stigma against Covid-19 survivors. Simple support for Covid-19 survivors means a lot. All parties, from the gov- ernment to elements of society, can work hand in hand to overcome this complicated problem [44], [45]. Appropriate support will significantly help individuals to meet their needs when experiencing challenging conditions. Individuals can find effective ways to get out of problems and feel valued and loved, which will increase confidence in them- selves to live a better life. Social support for patients, Covid-19 survivors, and families can reduce the impact of negative stigma given by the community and accelerate the recovery process for patients. As for the Hi World book contains calls for the spirit of maintaining health, which can be a patient support system where individuals really need this to help reduce the effects of loneliness during the pandemic because isolation affects mental health and can improve the quality of individuals during the Covid-19 pandemic. 5 Conclusion In this development research, several conclusions were drawn. First, Augmented Reality-based Virtual Book Learning, which was developed called Hi World, is divided into 6 chapters of coronavirus learning materials, further explanation videos, and a brief exhortation about maintaining health using the body in regional languages with translations to provide psychological support for readers. Second, the feasibility level of Augmented Reality-based Virtual Book Learning media experts has an average score of 95%. Third, the feasibility level of Augmented Reality-based Virtual Book Learning material experts has an average score of 91%. iJIM ‒ Vol. 16, No. 06, 2022 183 Paper—Hi World: The Virtual Book Learning Integrated Augmented Reality to Increase… 6 Acknowledgment The research team expresses their deepest gratitude to LP2M State University of Malang, providing funding for the 2021 UM PNBP. We also express our deepest grat- itude to the Automotive Engineering Education study program, which has always supported facilities and infrastructure. 7 References [1] X. Wu, “Application of artificial intelligence in modern vocational education technology,” J. Phys. Conf. Ser., vol. 1881, no. 3, 2021. https://doi.org/10.1088/1742-6596/1881/3/032074 [2] R. Abdullah, M. Pikoli, and N. Suleman, “Analysis of scientific argument of vocational high school students on the topic of substance change,” J. Phys. Conf. Ser., vol. 1760, no. 1, 2021. https://doi.org/10.1088/1742-6596/1760/1/012008 [3] N. V. Abramovskikh, V. V. Abashina, V. L. Sinebryukhova, V. V. Tolmacheva, and A. R. Filippova, “Experience in designing a system for monitoring and assessing the results of vocational education of a future educator at a university,” SHS Web Conf., vol. 101, p. 03022, 2021. https://doi.org/10.1051/shsconf/202110103022 [4] A. B. N. R. Putra et al., “The innovation of disruptive learning media with augmented reality based 3D object concept with drill machine design to improve quality of dis tance learning in the era of education 4.0,” Int. J. Interact. Mob. Technol., vol. 15, no. 12, p. 193, 2021. https:// doi.org/10.3991/ijim.v15i12.21579 [5] Tuwoso, A. B. N. R. Putra, A. Mukhadis, Purnomo, A. K. Bin Mahamad, and M. S. Subandi, “The technology of augmented reality based on 3D modeling to improve special skills for vocational students in the era of industrial revolution 4.0,” J. Phys. Conf. Ser., vol. 1833, no. 1, pp. 1–7, 2021. https://doi.org/10.1088/1742-6596/1833/1/012010 [6] J. Khlaisang and N. Songkram, “Designing a virtual learning environment system for teach- ing twenty-first century skills to higher education students in ASEAN,” Technol. Knowl. Learn., vol. 24, no. 1, pp. 41–63, 2019. https://doi.org/10.1007/s10758-017-9310-7 [7] K. Morehead, J. Dunlosky, K. A. Rawson, R. Blasiman, and R. B. Hollis, “Note-taking habits of 21st century college students: implications for student learning, memory, and achievement,” Memory, pp. 1–13, 2019. https://doi.org/10.1080/09658211.2019.1569694 [8] F. Tentama and M. Z. Nur, “The correlation between self-efficacy and peer interaction towards students’ employability in vocational high school,” Int. J. Eval. Res. Educ., vol. 10, no. 1, pp. 8–15, 2021. https://doi.org/10.11591/ijere.v10i1.20573 [9] M. Sukardjo, U. Khasanah, and F. Rahman, “Development of basic electronic practices module in vocational schools,” J. Hunan Univ. Natural Sci., vol. 48, no. 1, pp. 64–71, 2021. [10] I. Martínez-Morales and F. Marhuenda-Fluixá, “Vocational education and training in Spain: steady improvement and increasing value,” J. Vocat. Educ. Train., vol. 72, no. 2, pp. 209–227, 2020. https://doi.org/10.1080/13636820.2020.1729840 [11] M. Kalogiannakis, S. Papadakis, and A. I. Zourmpakis, “Gamification in science education. A systematic review of the literature,” Educ. Sci., vol. 11, no. 1, pp. 1–36, 2021. https://doi. org/10.3390/educsci11010022 [12] S. Papadakis, M. Kalogiannakis, and N. Zaranis, “Teaching mathematics with mobile devices and the Realistic Mathematical Education (RME) approach in kindergarten,” Adv. Mob. Learn. Educ. Res., vol. 1, no. 1, pp. 5–18, 2021. https://doi.org/10.25082/ AMLER.2021.01.002 184 http://www.i-jim.org https://doi.org/10.1088/1742-6596/1881/3/032074 https://doi.org/10.1088/1742-6596/1760/1/012008 https://doi.org/10.1051/shsconf/202110103022 https://doi.org/10.3991/ijim.v15i12.21579 https://doi.org/10.3991/ijim.v15i12.21579 https://doi.org/10.1088/1742-6596/1833/1/012010 https://doi.org/10.1007/s10758-017-9310-7 https://doi.org/10.1080/09658211.2019.1569694 https://doi.org/10.11591/ijere.v10i1.20573 https://doi.org/10.1080/13636820.2020.1729840 https://doi.org/10.3390/educsci11010022 https://doi.org/10.3390/educsci11010022 https://doi.org/10.25082/AMLER.2021.01.002 https://doi.org/10.25082/AMLER.2021.01.002 Paper—Hi World: The Virtual Book Learning Integrated Augmented Reality to Increase… [13] H. Blake et al., “Students’ views towards SARS-CoV-2 mass asymptomatic testing, social distancing and self-isolation in a university setting during the COVID-19 pandemic: a qualitative study,” Int. J. Environ. Res. Public Heal., vol. 18, 2021, [Online]. Available: www.preprints.org; https://doi.org/10.20944/preprints202101.0399.v1 [14] A. Schiavio, M. Biasutti, and R. Antonini Philippe, “Creative pedagogies in the time of pandemic: a case study with conservatory students,” Music Educ. Res., pp. 1–12, 2021. https://doi.org/10.1080/14613808.2021.1881054 [15] G. Alessandri, E. De Longis, F. Golfieri, and E. Crocetti, “Can self-concept clarity protect against a pandemic? a daily study on self-concept clarity and negative affect during the COVID-19 outbreak,” An Int. J. Theory Res., vol. 21, no. 1, pp. 6–19, 2021. https://doi.org/ 10.1080/15283488.2020.1846538 [16] D. Daryono and M. B. Firmansyah, “Public relations promotion strategy for higher edu- cation in the era of society 5.0,” Praniti Wiranegara Journal Res. Innov. Dev. High. Educ., vol. 1, no. 1, pp. 10–25, 2021. https://doi.org/10.53602/pwjridhe.v1i1.16 [17] S. M. Salleh, J. Musa, and J. H. Jaidin, “Development of TVET teachers’ Beliefs about technology enriched instruction through professional development workshops: application of the technology acceptance model,” vol. 2, pp. 25–33, 2021. https://doi.org/10.30880/ jtet.2021.13.02.003 [18] H. P. Dewi, “Determination of green marketing strategies through marketing communica tion in the business world in the society 5.0 era,” Proc. 18th Int. Symp. Manag. (INSYMA 2021), vol. 180, no. Insyma, pp. 181–187, 2021. https://doi.org/10.2991/aebmr.k.210628.030 [19] J. Hondonga, M. S. Ramaligela, and M. Makgato, “Investigation on possible mismatch between TVET skills acquired in high school and workplace skills needed by Zimbabwean migrants in Botswana: a case study of Botswana’s South East District,” Diaspora, Indig. Minor. Educ., vol. 15, no. 3, pp. 208–220, 2021. https://doi.org/10.1080/15595692.2021.19 37601 [20] F. Rahmanto, U. Pribadi, and A. Priyanto, “Big data: what are the implications for public sector policy in society 5.0 era?,” IOP Conf. Ser. Earth Environ. Sci., vol. 717, no. 1, pp. 0–7, 2021. https://doi.org/10.1088/1755-1315/717/1/012009 [21] N. Septantiningtyas, J. Juhji, A. Sutarman, A. Rahman, N. Sa’adah, and Nawisa, “Imple- mentation of google meet application in the learning of basic science in the covid-19 pan- demic period of student learning interests,” J. Phys. Conf. Ser., vol. 1779, no. 1, 2021. https://doi.org/10.1088/1742-6596/1779/1/012068 [22] D. A. Dutta, Impact of digital social media on Indian higher education: alternative approaches of online learning during COVID-19 pandemic crisis,” Int. J. Sci. Res. Publ., vol. 10, no. 5, pp. 604–611, 2020. https://doi.org/10.29322/IJSRP.10.05.2020.p10169 [23] T. T. Wijaya, “How chinese students learn mathematics during the coronavirus pandemic,” IJERI Int. J. Educ. Res. Innov., vol. 15, pp. 1–16, 2020, [Online]. Available: https://doi. org/10.46661/ijeri.4950 [24] W. Wargadinata, I. Maimunah, E. Dewi, and Z. Rofiq, “Student’s responses on learning in the early COVID-19 pandemic,” Tadris J. Kegur. dan Ilmu Tarb., vol. 5, no. 1, pp. 141–153, 2020. https://doi.org/10.24042/tadris.v5i1.6153 [25] M. Łukianow, M. Głowacka, M. Helak, J. Kościńska, and M. Mazzini, “Poles in the face of forced isolation. A study of the polish society during the covid-19 pandemic based on ‘Pan- demic Diaries’ competition,” Eur. Soc., vol. 23, 2021. https://doi.org/10.1080/14616696.20 20.1841264 [26] N. Vidakis, A. K. Barianos, A. M. Trampas, S. Papadakis, M. Kalogiannakis, and K. Vassilakis, “In-game raw data collection and visualization in the context of the ‘ThimelEdu’ educational game,” Commun. Comput. Inf. Sci., vol. 1220, pp. 629–646, 2020. https://doi.org/10.1007/978-3-030-58459-7_30 iJIM ‒ Vol. 16, No. 06, 2022 185 http://www.preprints.org https://doi.org/10.20944/preprints202101.0399.v1 https://doi.org/10.1080/14613808.2021.1881054 https://doi.org/10.1080/15283488.2020.1846538 https://doi.org/10.1080/15283488.2020.1846538 https://doi.org/10.53602/pwjridhe.v1i1.16 https://doi.org/10.30880/jtet.2021.13.02.003 https://doi.org/10.30880/jtet.2021.13.02.003 https://doi.org/10.2991/aebmr.k.210628.030 https://doi.org/10.1080/15595692.2021.1937601 https://doi.org/10.1080/15595692.2021.1937601 https://doi.org/10.1088/1755-1315/717/1/012009 https://doi.org/10.1088/1742-6596/1779/1/012068 https://doi.org/10.29322/IJSRP.10.05.2020.p10169 https://doi.org/10.46661/ijeri.4950 https://doi.org/10.46661/ijeri.4950 https://doi.org/10.24042/tadris.v5i1.6153 https://doi.org/10.1080/14616696.2020.1841264 https://doi.org/10.1080/14616696.2020.1841264 https://doi.org/10.1007/978-3-030-58459-7_30 Paper—Hi World: The Virtual Book Learning Integrated Augmented Reality to Increase… [27] E. Fokides and D. Zachristou, “Teaching natural sciences to kindergarten students using tablets,” Adv. Educ. Technol. Instr. Des., vol. 1, pp. 40–60, 2020. https://doi.org/10.4018/ 978-1-7998-1486-3.ch003 [28] J. M. Rosenberg, “How K-12 school districts communicated during the COVID-19 pandemic: a Study using facebook data,” in Companion Proceedings 10th International Conference on Learning Analytics & Knowledge (LAK20), 2020, pp. 19–21. [29] P. Klein et al., “Studying physics during the COVID-19 pandemic: Student assessments of learning achievement, perceived effectiveness of online recitations, and online lab- oratories,” Phys. Rev. Phys. Educ. Res., vol. 17, pp. 1–11, 2020. https://doi.org/10.1103/ PhysRevPhysEducRes.17.010117 [30] P. Kiani et al., Immune fitness and the psychosocial and health consequences of the COVID-19 pandemic lockdown in The Netherlands: methodology and design of the CLOFIT study,” Eur. J. Investig. Heal. Psychol. Educ., vol. 11, no. 1, pp. 199–218, 2021. https://doi.org/10.3390/ejihpe11010016 [31] J. Barrow, C. Forker, A. Sands, D. O’Hare, and W. Hurst, “Augmented reality for enhanc- ing life science education,” Vis. 2019-The Fourth Int. Conf. Appl. Syst. Vis. Paradig., vol. 1, no. 1, pp. 1–7, 2019. [32] P. H. Diao and N. J. Shih, “Trends and research issues of augmented reality studies in architectural and civil engineering education-A review of academic journal publications,” Appl. Sci., vol. 9, no. 9, pp. 1–19, 2019. https://doi.org/10.3390/app9091840 [33] M. Karakus, A. Ersozlu, and A. Clark, “Augmented reality research in education: a bib- liometric study,” Eurasia J. Math. Sci. Technol. Educ., vol. 15, no. 10, pp. 1–12, 2019. https://doi.org/10.29333/ejmste/103904 [34] D. Prestiadi, “Effectiveness of e-learning implementation as a distance learning strategy during coronavirus disease (covid-19) pandemic,” in International Webinar On Education 2020, 2020, no. 5, pp. 47–53. [35] G. Dautzenberg, J. Lijmer, and A. Beekman, “Clinical value of the Montreal Cognitive Assessment (MoCA) in patients suspected of cognitive impairment in old age psychiatry. Using the MoCA for triaging to a memory clinic,” Cogn. Neuropsychiatry, vol. 26, no. 1, pp. 1–17, 2021. https://doi.org/10.1080/13546805.2020.1850434 [36] N. Brezack, M. Meyer, and A. L. Woodward, “Three-year-olds’ Perspective-taking in Social Interactions: Relations with Socio-cognitive Skills,” J. Cogn. Dev., vol. 00, no. 00, pp. 1–24, 2021. [37] S. P. León, M. del C. Carcelén Fraile, and I. García-Martínez, “Development of cognitive abilities through the abacus in primary education students: a randomized controlled clin ical trial,” Educ. Sci., vol. 11, no. 2, p. 83, 2021. https://doi.org/10.3390/educsci11020083 [38] M. J. Sousa and Á. Rocha, “Skills for disruptive digital business,” J. Bus. Res., vol. 1, no. 1, pp. 1–7, 2018. https://doi.org/10.1016/j.jbusres.2017.12.051 [39] Marniati and S. C. Wibawa, “The impact of fashion competence and achievement motivation toward college student’s working readiness on ‘Cipta Karya’ subject,” in IOP Conference Series: Materials Science and Engineering, 2018, vol. 296, pp. 1–4. https://doi. org/10.1088/1757-899X/296/1/012017 [40] M. Ferasso, I. A. Pinheiro, and C. D. S. Schröeder, “Strategies of innovation in an ancient business: cases of the fountain pen industry,” Int. J. Econ. Bus. Res., vol. 14, no. 1, pp. 73–84, 2017. https://doi.org/10.1504/IJEBR.2017.085555 [41] A. H. Sahputri, “Stress masyarakat di masa pandemi,” Jurnal Manajemen Bisnis., vol. 18, no. 1. pp. 22–34, 2019. [42] B. Nadeak, “The effectiveness of distance learning using social media during the pan- demic period of covid-19: A case in universitas kristen indonesia,” Int. J. Adv. Sci. Technol., vol. 29, no. 7, pp. 1764–1772, 2020, [Online]. Available: https://www.scopus.com/inward/ record.uri?partnerID=HzOxMe3b&scp=85085285142&origin=inward 186 http://www.i-jim.org https://doi.org/10.4018/978-1-7998-1486-3.ch003 https://doi.org/10.4018/978-1-7998-1486-3.ch003 https://doi.org/10.1103/PhysRevPhysEducRes.17.010117 https://doi.org/10.1103/PhysRevPhysEducRes.17.010117 https://doi.org/10.3390/ejihpe11010016 https://doi.org/10.3390/app9091840 https://doi.org/10.29333/ejmste/103904 https://doi.org/10.1080/13546805.2020.1850434 https://doi.org/10.3390/educsci11020083 https://doi.org/10.1016/j.jbusres.2017.12.051 https://doi.org/10.1088/1757-899X/296/1/012017 https://doi.org/10.1088/1757-899X/296/1/012017 https://doi.org/10.1504/IJEBR.2017.085555 https://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85085285142&origin=inward https://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85085285142&origin=inward Paper—Hi World: The Virtual Book Learning Integrated Augmented Reality to Increase… [43] F. Z. Hibbi, O. Abdoun, and H. El Khatir, “Coronavirus pandemic in Morocco: measuring the impact of containment and improving the learning process in higher education,” Int. J. Inf. Educ. Technol., vol. 11, no. 1, pp. 30–34, 2020. https://doi.org/10.18178/ijiet.2021.11.1.1485 [44] A. B. N. R. Putra, A. Mukhadis, and N. Ulfatin, “Augmented Reality (AR) press machine as the application of the latest learning media technology in the XXI Century,” J. Phys. Conf. Ser. Pap., vol. 19, no. 1, pp. 1–7, 2021. https://doi.org/10.1088/1742-6596/1908/1/012011 [45] T. Tuwoso, A. B. N. R. Putra, A. Mukhadis, A. K. B. Mahamad, and A. I. Sembiring, “Devel- opment of MOOCs synchronized life-based learning to improve the quality of outcomes in prospective vocational teachers in the era of education 4.0,” J. Phys. Conf. Ser., vol. 1456, no. 1, pp. 0–7, 2020. https://doi.org/10.1088/1742-6596/1456/1/012051 8 Authors Andika Bagus Nur Rahma Putra is a productive young lecturer at the Universitas Negeri Malang, Indonesia. He is active in writing scientific papers, researching, and developing learning technology. He also owns more than 150 educational copyrights, 5 patens, and often conducts international collaborative research. Yee Mei Heong is a productive and active young lecturer at Tun Hussein Onn University Malaysia, Malaysia. She is active in writing scientific articles and reference books on vocational education. She has participated in many national and international activities. She is also active as a resource person and speaker in international activities. Dewi Sabrina Meidyanti is an active undergraduate student at the State University of Malang. She actively participates in seminar activities. She has an interest in health. She actively participates in social activities and community service. Anita Dwi Rahmawati is an active postgraduate student at Brawijaya University. She is active in research and social activities in health education. She has written many scientific works in the form of books. She actively participates in national and interna- tional seminars. Article submitted 2021-12-19. Resubmitted 2022-01-18. Final acceptance 2022-01-19. Final version published as submitted by the authors. iJIM ‒ Vol. 16, No. 06, 2022 187 https://doi.org/10.18178/ijiet.2021.11.1.1485 https://doi.org/10.1088/1742-6596/1908/1/012011 https://doi.org/10.1088/1742-6596/1456/1/012051