When examining the average college campus, it becomes obvious that students feel rushed from one place to another as they try to participate in class, clubs, and extracurricular activities. One way that students can feel more comfortable and relaxed around campus is to introduce the aspect of gaming. Studies show that “Moderate videogame play has been found to contribute to emotional stability” (Jones, 2014). This demonstrates that the stress of college can be mitigated by introducing the ability to interact with video games. This same concept has been applied in the workplace, where studies have shown that “Gaming principles such as challenges, competition, rewards and personalization keep employees engaged and learning” (Clark, 2020). This means that if we manage to gamify the college experience, students will be more engaged which will increase and stabilize the retention rate of colleges which utilize this type of experience. Gaming allows students to connect with their peers in a casual environment while also allowing them to find resources around campus and find new places to eat and relax. We plan to gamify the college experience by introducing augmented reality in the form of an app. Augmented reality is “. . . a technology that combines virtual information with the real world” (Chen, 2019). College students will be able to utilize the resources and amenities available to them on campus while completing quests that help them within the application. This demonstrates the ability for video games to engage students using artificial tasks but real actions and experiences which help them feel more connected to campus. Our Founders Lab team has developed and tested an AR application that can be used to connect students with their campus and the resources available to them.

Augmented reality offers a unique and innovative way to interact and connect with the natural world through the digital world. In an effort to better facilitate learning, this project makes use of web-based augmented reality. This project employs JavaScript libraries, AR.js and Three.js, to provide an augmented reality experience that better links real-world objects to information in a more digestible format. As well as discusses the many issues with technology and how to work around them and ultimately solve them.

Augmented Reality (AR) especially when used with mobile devices enables the creation of applications that can help students in chemistry learn anything from basic to more advanced concepts. In Chemistry specifically, the 3D representation of molecules and chemical structures is of vital importance to students and yet when printed in 2D as on textbooks and lecture notes it can be quite hard to understand those vital 3D concepts. ARsome Chemistry is an app that aims to utilize AR to display complex and simple molecules in 3D to actively teach students these concepts through quizzes and other features. The ARsome chemistry app uses image target recognition to allow students to hand-draw or print line angle structures or chemical formulas of molecules and then scan those targets to get 3D representation of molecules. Students can use their fingers and the touch screen to zoom, rotate, and highlight different portions of the molecule to gain a better understanding of the molecule's 3D structure. The ARsome chemistry app also features the ability to utilize image recognition to allow students to quiz themselves on drawing line-angle structures and show it to the camera for the app to check their work. The ARsome chemistry app is an accessible and cost-effective study aid platform for students for on demand, interactive, 3D representations of complex molecules.

Video playback is currently the primary method coaches and athletes use in sports training to give feedback on the athlete's form and timing. Athletes will commonly record themselves using a phone or camera when practicing a sports movement, such as shooting a basketball, to then send to their coach for feedback on how to improve. In this work, we present Augmented Coach, an augmented reality tool for coaches to give spatiotemporal feedback through a 3-dimensional point cloud of the athlete. The system allows coaches to view a pre-recorded video of their athlete in point cloud form, and provides them with the proper tools in order to go frame by frame to both analyze the athlete's form and correct it. The result is a fundamentally new concept of an interactive video player, where the coach can remotely view the athlete in a 3-dimensional form and create annotations to help improve their form. We then conduct a user study with subject matter experts to evaluate the usability and capabilities of our system. As indicated by the results, Augmented Coach successfully acts as a supplement to in-person coaching, since it allows coaches to break down the video recording in a 3-dimensional space and provide feedback spatiotemporally. The results also indicate that Augmented Coach can be a complete coaching solution in a remote setting. This technology will be extremely relevant in the future as coaches look for new ways to improve their feedback methods, especially in a remote setting.

Video playback is currently the primary method coaches and athletes use in sports training to give feedback on the athlete’s form and timing. Athletes will commonly record themselves using a phone or camera when practicing a sports movement, such as shooting a basketball, to then send to their coach for feedback on how to improve. In this work, we present Augmented Coach, an augmented reality tool for coaches to give spatiotemporal feedback through a 3-dimensional point cloud of the athlete. The system allows coaches to view a pre-recorded video of their athlete in point cloud form, and provides them with the proper tools in order to go frame by frame to both analyze the athlete’s form and correct it. The result is a fundamentally new concept of an interactive video player, where the coach can remotely view the athlete in a 3-dimensional form and create annotations to help improve their form. We then conduct a user study with subject matter experts to evaluate the usability and capabilities of our system. As indicated by the results, Augmented Coach successfully acts as a supplement to in-person coaching, since it allows coaches to break down the video recording in a 3-dimensional space and provide feedback spatiotemporally. The results also indicate that Augmented Coach can be a complete coaching solution in a remote setting. This technology will be extremely relevant in the future as coaches look for new ways to improve their feedback methods, especially in a remote setting.

Video playback is currently the primary method coaches and athletes use in sports training to give feedback on the athlete’s form and timing. Athletes will commonly record themselves using a phone or camera when practicing a sports movement, such as shooting a basketball, to then send to their coach for feedback on how to improve. In this work, we present Augmented Coach, an augmented reality tool for coaches to give spatiotemporal feedback through a 3-dimensional point cloud of the athlete. The system allows coaches to view a pre-recorded video of their athlete in point cloud form, and provides them with the proper tools in order to go frame by frame to both analyze the athlete’s form and correct it. The result is a fundamentally new concept of an interactive video player, where the coach can remotely view the athlete in a 3-dimensional form and create annotations to help improve their form. We then conduct a user study with subject matter experts to evaluate the usability and capabilities of our system. As indicated by the results, Augmented Coach successfully acts as a supplement to in-person coaching, since it allows coaches to break down the video recording in a 3-dimensional space and provide feedback spatiotemporally. The results also indicate that Augmented Coach can be a complete coaching solution in a remote setting. This technology will be extremely relevant in the future as coaches look for new ways to improve their feedback methods, especially in a remote setting.