Fachbereich 4: Informatik

Developing an augmentedreality-based marketing concept forthe major computational visualistics

Diplomarbeitzur Erlangung des Grades eines Diplom-Informatikers

im Studiengang Computervisualistik

vorgelegt von

Sebastian Ohmer

Erstgutachter: Prof. Dr.-Ing. Stefan Müller(Institut für Computervisualistik, AG Computergraphik)

Zweitgutachter: Dominik Grüntjens(Institut für Computervisualistik, AG Computergraphik)

Koblenz, im Oktober 2010

Erklärung

Ich versichere, dass ich die vorliegende Arbeit selbständig verfasst undkeine anderen als die angegebenen Quellen und Hilfsmittel benutzt habe.

Ja Nein

Mit der Einstellung der Arbeit in die Bibliothek bin ich einverstanden. � �

Der Veröffentlichung dieser Arbeit im Internet stimme ich zu. � �

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .(Ort, Datum) (Unterschrift)

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Dedication

The memories in my headAre just as real the time we spent

You always be close to meMy friends

This is not the end

An dieser Stelle möchte ich mich gerne bei allen den Menschen bedanken,die mich in meinem Studium und beim Gelingen dieser Arbeit vielseitigunterstützt und vorangebracht haben.Der größte Dank geht natürlich an meine Eltern, die mich immer tatkräftigunterstützt, finanziell getragen haben und ohne die dieses Studium nichtmöglich gewesen wäre. Neben meinen Eltern möchte ich aber auch meinenFreunden danken, die diese letzten sechs Jahre so leicht erscheinen ließen.

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Abstract

In dieser Diplomarbeit soll ein Augmented Reality-gestütztes Werbekonzeptentwickelt werden, um den Studiengang Computervisualistik an der Uni-versität Koblenz besser zu promoten und das Studium interaktiv möglichenStudienanfängern vorzustellen.

Die zentrale Frage der Arbeit wird sein, wie Augmented Reality optimalin Marketing eingesetzt werden kann und wie weit die Interesse an einemProdukt durch diese Technologie gesteigert wird. Augmented Reality isteine Erweiterung der Realität mit enormen Potenzial auch für die Werbe-brache, wobei diese nur teilweise ausgeschöpft werden. Mit dieser Arbeitsoll aufgezeigt werden, wie durch eine AR-basierte Anwendungen das Be-wusstsein für ein Produkt gesteigert werden kann. In der Untersuchungwerden positive und negative Aspekte deutlich, die zeigen, dass besondersjunge Menschen durch diese Technology begeistert werden kann.

Contents

1 Introduction 11.1 Intention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21.2 Personal motivation . . . . . . . . . . . . . . . . . . . . . . . . 31.3 Paper outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

2 Principles 62.1 Marketing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

2.1.1 Digital marketing . . . . . . . . . . . . . . . . . . . . . 62.1.2 Viral marketing . . . . . . . . . . . . . . . . . . . . . . 82.1.3 Target audience . . . . . . . . . . . . . . . . . . . . . . 10

2.2 Mixed reality . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112.2.1 Augmented reality . . . . . . . . . . . . . . . . . . . . 11

2.3 AR in marketing . . . . . . . . . . . . . . . . . . . . . . . . . . 142.3.1 Examples . . . . . . . . . . . . . . . . . . . . . . . . . 142.3.2 AR system . . . . . . . . . . . . . . . . . . . . . . . . 19

3 Concept 203.1 Application concept . . . . . . . . . . . . . . . . . . . . . . . . 21

3.1.1 List of requirements . . . . . . . . . . . . . . . . . . . 213.1.2 Programming language . . . . . . . . . . . . . . . . . 233.1.3 System component . . . . . . . . . . . . . . . . . . . . 253.1.4 Application goals . . . . . . . . . . . . . . . . . . . . . 27

3.2 Marketing concept . . . . . . . . . . . . . . . . . . . . . . . . 283.2.1 Target audience . . . . . . . . . . . . . . . . . . . . . . 283.2.2 Marketing goals . . . . . . . . . . . . . . . . . . . . . . 283.2.3 Viral marketing campaign . . . . . . . . . . . . . . . . 29

4 Application realization 314.1 Initialization . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

4.1.1 FLARconfig . . . . . . . . . . . . . . . . . . . . . . . . 324.1.2 3D objects . . . . . . . . . . . . . . . . . . . . . . . . . 33

4.2 Event handler . . . . . . . . . . . . . . . . . . . . . . . . . . . 354.2.1 Marker events . . . . . . . . . . . . . . . . . . . . . . . 354.2.2 Keyboard events . . . . . . . . . . . . . . . . . . . . . 354.2.3 Enter frame event . . . . . . . . . . . . . . . . . . . . . 36

4.3 Sokoban game . . . . . . . . . . . . . . . . . . . . . . . . . . . 374.3.1 Player class and figure . . . . . . . . . . . . . . . . . . 384.3.2 Box and final box . . . . . . . . . . . . . . . . . . . . . 394.3.3 Object shading and light . . . . . . . . . . . . . . . . . 404.3.4 Game developing process . . . . . . . . . . . . . . . . 424.3.5 Game interactivity . . . . . . . . . . . . . . . . . . . . 42

4.4 Marker and marker tracking . . . . . . . . . . . . . . . . . . . 44

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5 Marketing realization 465.1 Flyer design . . . . . . . . . . . . . . . . . . . . . . . . . . . . 465.2 Facebook page . . . . . . . . . . . . . . . . . . . . . . . . . . . 475.3 Web page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48

6 Evaluation 516.1 User survey . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51

6.1.1 Survey structure . . . . . . . . . . . . . . . . . . . . . 516.1.2 Expectations . . . . . . . . . . . . . . . . . . . . . . . . 53

6.2 Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 546.2.1 ARSokoban game evaluation . . . . . . . . . . . . . . 546.2.2 marketing campaign for computation visualistics . . 576.2.3 demographic of the users . . . . . . . . . . . . . . . . 60

6.3 evaluation summary . . . . . . . . . . . . . . . . . . . . . . . 64

7 Conclusion 657.1 Project in retrospect . . . . . . . . . . . . . . . . . . . . . . . . 657.2 Application improvements . . . . . . . . . . . . . . . . . . . . 677.3 Future of AR marketing . . . . . . . . . . . . . . . . . . . . . 68

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List of Figures

1 7 ingredients for viral marketing . . . . . . . . . . . . . . . . 92 Mixed reality - including AR and AV . . . . . . . . . . . . . . 113 AR example: BMW Z4 . . . . . . . . . . . . . . . . . . . . . . 144 AR example: Nissan 370Z . . . . . . . . . . . . . . . . . . . . 155 AR example: Toyota iQ . . . . . . . . . . . . . . . . . . . . . . 156 AR example: Ray Ban Virtual Mirror . . . . . . . . . . . . . . 167 AR example: Virtual Box Simulator . . . . . . . . . . . . . . . 168 AR example: GE Smart Grid . . . . . . . . . . . . . . . . . . . 179 AR example: Adidas . . . . . . . . . . . . . . . . . . . . . . . 1810 AR example: Esquire Magazine . . . . . . . . . . . . . . . . . 1811 Project concept . . . . . . . . . . . . . . . . . . . . . . . . . . . 2012 ARSokoban: UML class diagram . . . . . . . . . . . . . . . . 2513 Viral marketing campaign: flyer with marker . . . . . . . . . 3014 Init3D: tree object . . . . . . . . . . . . . . . . . . . . . . . . . 3415 Init3D: building object . . . . . . . . . . . . . . . . . . . . . . 3416 Game map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3817 Game player . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3818 Game boxes versions with and without logo . . . . . . . . . 3919 Game in different developing stages . . . . . . . . . . . . . . 4220 Game interactivity . . . . . . . . . . . . . . . . . . . . . . . . 4321 AR marker . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4422 Game marker tracking . . . . . . . . . . . . . . . . . . . . . . 4523 Flyer design with marker and instructions . . . . . . . . . . . 4624 Facebook fan page for ARSokoban . . . . . . . . . . . . . . . 4825 ARSokoban web page: start site . . . . . . . . . . . . . . . . . 4926 ARSokoban web page: application site . . . . . . . . . . . . . 4927 Evaluation: game fun, interaction and visualization . . . . . 5428 Evaluation: difficulties during setup . . . . . . . . . . . . . . 5529 Evaluation: gameplay . . . . . . . . . . . . . . . . . . . . . . 5530 Evaluation: augmented reality game . . . . . . . . . . . . . . 5631 Evaluation: computational visualistics . . . . . . . . . . . . . 5732 Evaluation: computational visualistics . . . . . . . . . . . . . 5833 Evaluation: ARSokoban as a marketing gadget . . . . . . . . 5834 Evaluation: user category . . . . . . . . . . . . . . . . . . . . 6035 Evaluation: user demographic . . . . . . . . . . . . . . . . . . 6036 Evaluation: experience with AR . . . . . . . . . . . . . . . . . 6137 Evaluation: viral marketing . . . . . . . . . . . . . . . . . . . 6238 Evaluation: interest in computational visualistics . . . . . . . 63

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1 Introduction

Nowadays, young people need to know the direction of their later profes-sion in early stage of their lives. A good education is the first step towardsa better and safe future. Therefore, people started to more actively informthemselves about further education programs and fields of study at col-leges. However, the Bologna Process formed a wider selection of special-ized degree programs and made the decision to pick a major more com-plicated. The course of study that lies behind a major’s name is no longertransparent.Nevertheless, the younger generation is more determined and more selec-tive to find the right major for them. They use the internet and new me-dia to research, which presents a great deal of information about academicdegrees, study programs and major related courses. That is why a majorneeds to be well-represented in the digital world by using the possibilitiesnew media offers. The university standard webpage and major text flyersalso have to be supported by new media strategies.Today, digital marketing has become an attractive tool to reach the massesand inform them about new products or services. There are web banners toclick on, newsletters with digital content or video campaigns to make con-tact with potential new students. A new trend in digital marketing is viralmarketing, which is based on using social networks to spread a message.This could be a Youtube video sent by a friend, an interesting Facebookpage or just a link you see in an short commercial. It is an alternative toraise awareness for a certain issue to a large group of people. Viral market-ing is a modern approach in advertising to target an audience, which fitsto the product’s identity. Therefore, this idea can also be applied to raiseawareness for a university or even a special field of study, especially sinceyoung people have grown up in a high tech controlled world.In addition, the technical standards and possibilities have been improvedin the past few years, which can be embedded in many areas of our dailylives. One of those improvements is Augmented Reality (AR), which com-bines the real world and the virtual world and offers a wide domain rangeas well. Since in advertising everyone is chasing the ’big idea’, augmentedreality is also integrated into the entertaining aspect of digital marketing.Not only has the targeted group changed, but also evolved based on thetechnical development. The so-called Generation Z or Net Generation hasadapted to the internet and gaming industry. Therefore the ways to reachand enthuse this group about a certain topic need to develop as well. Newdigital marketing ideas take advantage of the augmented reality’s wow-effect and the marketing campaign use the new technology to raise aware-ness or advertise a product. The universities need to join in the new market-ing strategies to reach more prospective students and increase their studentnumbers.

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1.1 Intention

This project required specific and well-defined goals in order to focus onand achieve the determined goals. Otherwise, the developing process couldhave lost focus and gone in any one of many directions. The two key el-ements were augmented reality and a digital marketing campaign, whichhad to be combined in a sophisticated application. The thesis revolvedaround three main intentions, which are not only enhanced by personalmotivation, but also relate to an actual issue.First, the thesis aims to raise awareness for the major computational vi-sualistics (CV) at the University of Koblenz so more students get to knowthe course of study and get informed about the endless possibilities that liewithin this major.Unfortunately, many people, who actually hear about the major, cannotassociate the major’s name to a diversified and interesting field of study.Therefore, the promotion campaign should not only raise awareness, butalso introduce the major with all its positive aspects. Even though peopleconnect a computer science-based major mostly with complex math andprogramming, it is important to point out the creative and fun side ofcomputational visualistics. Thus, the thesis will focus on creating an in-teractive and easy to understand application to represent the visually fas-cinating essence of the major.The tool to transport this message is through augmented reality, whichis also the third intention for this thesis. Augmented reality is still veryunknown to the masses and therefore holds a lot of potential for the fu-ture. Augmented Reality can be applied to many areas in a various levelsof complexity. It definitely is something new and exciting, which fascinatesthe masses with a wow-effect. Because of this, it is especially valuable todigital marketing to reach a younger generation of people. They are ex-posed to new media, internet and a digital world, which the project willtake advantage of. The gaming background will be a key element to pickup the target audience and introduce them to computational visualisticswith an interactive application.In summary, the project’s primary intention is to raise awareness for themajor computational visualistics in an augmented reality-based marketingconcept, which focuses on representing the major’s interactive and creativeaspects. The goal is to show potential new students what is hiding behindthe major’s name and motivate them to sign up for the major in the comingsemesters. Besides those three main intentions, a personal motivation alsosupports the thesis and its developing process for the next six months.

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1.2 Personal motivation

Because the project stretches over a period of six months, it is importantto have a driving motivation to keep one going and interested in the topic.This paragraph will talk about my personal motives to take up the chal-lenge to create an augmented reality-based marketing concept. It relates tomy educational background and also my personal fields of interest in com-puter science.After six years studying computational visualistics, I grew very close tomy major and tried to gain insights into as many different areas as possi-ble. Unfortunately, there was not enough time to get to know everythingand to learn about all areas through practical projects. Therefore, I enjoyedworking on projects for a longer period of time like my semester projectsor my study thesis where I developed a 2D jump ’n’ run game. First, since Itook a game programming class during my exchange year at the Universityof Georgia, I had an interest in designing and developing gaming relatedapplications. I feel computer games have a limitless fascination, which canbe applied to more than fun and entertainment. Game play and interactiv-ity are two of the key elements I wanted to pick up for my thesis withoutdeveloping just a game for fun.Second, I never had the chance to take the class VR/AR offered on an irreg-ular basis at the department of computer graphics. Ever since I read aboutaugmented reality and its diverse area of application, I wanted to developan augmented reality-related software tool. Augmented reality has a lot ofpotential, but is still very new to the computer controlled world. However,I wanted to interpret AR in a different way, which lives on the wow-effectthat it has on its users.During my exchange year at UGA I also took an advertising class, whichintroduced the principles of marketing and creative advertising ideas. Un-fortunately, this class was only part an interdisciplinary set of classes eventhough I have a strong interest in that field. Therefore, I decided to mergemy interest in augmented reality and my curiosity for digital marketing inmy thesis. Both areas live off creative ideas and are perfect to connect withother topics without distorting their core elements.Third, the thesis was an opportunity to try something new and unexpected.It was a chance to gain experience in a new area and develop in a new pro-gramming language without any strong previous knowledge. The thesiswas a challenge to become acquainted with a new topic and create a ready-to-use system in six months. In addition to improving my programmingskills, it would teach me how to familiarize myself with an unknown topicto prepare myself for the working world. Furthermore, the project shouldnot only represent technical skills, but also already relate to the work fieldI want to go into.

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I feel strongly about this opportunity to not only combine these two fieldsbut also prove that computational visualistics can be used in many dif-ferent, unexpected areas. Unfortunately, the major at the University ofKoblenz seems still unknown even though it is a very dynamic and ver-satile part of computer science. In a world so closely linked to new media,computers and the internet, the major has a lot of potential for a younggeneration. Therefore, this state was motivation to concentrate on an aug-mented reality-based marketing concept to promote the major computa-tional visualistics. The possibility to establish the AR application in a realenvironment after the six months developing process, made the projectmore relevant and motivating.At last, I want to mention that the personal motivation was probably thedriving force in the developing process. There were defined goals and aperspective, which helped me focus. Additionally, the thesis was a chanceto apply the knowledge gained in the past few years and gave an impres-sion how the real job world works. The opportunity to create somethingnew, but still identify myself with the topics I chose gave me the motiva-tion for the project and encouraged me to keep working on it.

1.3 Paper outline

This paper provides an insight into the thesis project, which stretched outover a period of six months and documents the different stages of thisproject from background research about augmented reality and differentmarketing strategies to the concept phase for the program, the realizationof the marketing campaign and AR application and ends with the evalu-ation with the help of a user survey and summarizes the users’ opinionabout the future of augmented reality in marketing. The paper is separatedinto seven chapters to guide the reader through the project.Chapter 1 talks about the circumstances and personal reasons that led to thethesis and the intentions for the augmented reality marketing idea. It is themost personal chapter in the paper, because it reflects the personal back-ground of the thesis. Chapter 2 gives an overview of the term augmentedreality and the latest technical background so the reader has a better under-standing of what to expect from the project and to define key words and tomake the field more transparent to the reader. It also gives a review aboutdigital marketing and viral marketing and what rules apply to a successfulmarketing campaign. The reader gets to know terms like target audienceand the AIDA model, which also apply also to the AR application. Addi-tionally, the chapter presents different successful augmented reality-basedmarketing examples, which have been created in the past few years. Theseexamples will be a guide for positive and negative ideas referring to aug-mented reality-based marketing concepts.

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The application concept and the marketing concept are the focus of chap-ter 3. First, the requirements and system terms will be defined and theprogram structure specified with an UML class diagram. Second, chapter3 explains the marketing goals, defines the target audience and providesa more detailed insight into the marketing campaign. Chapter 4 and 5 willfocus on the realization of the concept and document the issues and solu-tions in the development phase. In addition to taking a closer look at theprogramming tools, the chapter will illuminate source code examples todemonstrate the implementation of the concept.Chapter 6 documents the evaluation phase and the results collected fromthe user survey. Before the results are listed and analyzed with the help ofcharts, the reader will be introduced to the different questions in the surveyand the intention of these questions. The results will relate to the conceptand intention of the thesis.The most reflection will be in chapter 7, which summarizes the key resultsagain and compares them to the early expectations. The conclusion willdemonstrate how powerful augmented reality is in advertising and mar-keting, but will also point out what could be improved based on issuesin the augmented reality program. The documentation will end with aprospect of the future of AR-based marketing ideas linked to my personalexperience.

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2 Principles

2.1 Marketing

A well-planed marketing concept is the key to success in promoting a prod-uct. There are many different marketing strategies and marketing has comea long way to include new technical improvements as well. However, theyall follow the same simples rules, which can be summarized in a model.The AIDA principles are a simple model in advertising and marketing thatdescribes the four steps of the complete sales process. It stands for atten-tion, interest, desire and action. First, the awareness of the brand, productor service has to be raised to attract the attention of the customer. Then, theinterest also has to be raised by more demographic-related information onthe product. Third, it is important to convince the user to desire the prod-uct and that it will satisfy their needs. Lastly, the customer should havethe opportunity to take action and actually buy the product. The AIDAprinciples capture the essence of good marketing. However, it is still just asimple model, which can be used as a guideline for marketing campaigns.Since the augmented reality project is a web application, it is important tolook at specific marketing areas, which focus on the web and social media.That is digital and viral marketing.(Dol09)

2.1.1 Digital marketing

Digital marketing has grown a lot in the past years, because online retail-ing, emails and social networks have become more and more attractive forthe consumers. To reach customers who are also in the digital world, com-panies had to come up with new innovative marketing concepts, which usethe positive aspects of digital media.

definition: digital marketingthe use of digital technologies to create an integrated, targetedand measurable communications which help to acquire and re-tain customers while building deeper relationships with them.

However, digital marketing has many faces: banner ads, blogs, short mes-sage service (SMS), websites, really simple syndication (RSS) feeds, spamor podcasts. It is important to connect all kinds of different communicationmedia channels to reach the consumer. (Smi07)

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These six key digital media channels are:

• search marketing: search engine optimization (SEO) or pay per click(PPC) - great strategy to reach consumer on intention even for smallcompanies if SEO and PPC is done right.

• online PR: social media, blogs and communities - great way to raiseawareness of the brand, using backlinks to a site for SEO reasons.

• online partnership: affiliate marketing, sponsorship, co-branding orwidget marketing - joined partnerships to reach more audiences throughthe partner’s sites.

• interactive ads: site-specific media buys, ad networks, behavioral tar-geting - display ads that achieve awareness and clicks

• opt-in e-mail:house list e-mails or e-newsletter - email marketing tocreate awareness of brands or special offers. It also has a call of actionor direct response.

• viral marketing: pass-along emails, word of mouth, buzz marketing- using the network of people to forward, recommend and transferinformation and can also build a large audience. (Cha07)

In conclusion, there are many ways to raise awareness for a productand use multiple channels to reach the target audience. They all work witheither the push or the pull method to achieve this.

Pull digital marketing: This method involves the visitors and potentialcustomers coming to you directly by searching for the content. Pull digi-tal marketing is generally a web based medium or web page promoted byinternet links or internet banners. There are no restrictions on the content,size or type that can be delivered to the customers. Nevertheless, the mosteffort is to get the message out because there is no way to personalize thecontent to the users.

Push digital marketing: This method works with direct marketing tech-niques like email, text messages or RSS to pushes to specialized data to therecipient. The personalized message can target a certain kind of group ofpeople and is one of the advantages to pull digital marketing. Furthermore,push digital marketing can be tracked and is a measurable method to showthe effectiveness of the marketing campaign. (Kan10)

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2.1.2 Viral marketing

People talk about the latest issues, recommend products and services orshare their experience with it. Word of mouth messages get a brand’s nameout in the public. Viral marketing focuses on that kind of digital marketingand how it effectively helps to achieve awareness. The message relatesto a digital medium like a website, blog article, video, image or simpledigital information. Additionally, word of mouth messages build trust. Theuser has to trust the messenger in order to accept the message’s credibility.According to Edelman’s 2008 Trust Barometer 58 % of respondents trusta “person like me” as a spokesperson. Social media is the perfect way topass on messages because it is build on a community of “people like me”.(Ede08)

definition: viral marketinga form of word of mouth marketing which aims to result in amessage spreading exponentially. It takes its name from a virus,because of the similarities that marketers aim to emulate: easilypassed on and the number of people who have been “infected”grows exponentially.

Viral marketing can be split into two types: organic and amplified cam-paigns, which have two different approaches on how to seed the “virus”into the world. The viral marketing campaign is successful when the mes-sage is spread exponentially and it creates awareness and a desire for thebrand.Organic viral marketing is an uncontrolled viral campaign, which growswithout or just a small amount of input from the marketer them-selves.The messages are passed around in a viral nature and without any influ-ence from the marketers, which happens mostly with negative messagesabout a brand, product or service. Organic viral marketing can build anenormous increase in brand popularity and sales without expensive cam-paign costs. The marketer has to be careful not to intervene in the directcommunication flow between the consumers and ”let go of their brand”because people are more likely to try a new product or service if a trustedsource has referred them.Additionally, there is controlled viral marketing, which focuses on ampli-fied marketing campaigns with a defined goal and a well-structured strat-egy. The concept has a distinct demographic target audience and the mar-keters use planned methods to reach their audience. These methods can betracked and measured by the marketer. (Str08)

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According to GoViral.com there are seven ingredients of a ”viral bomb”.

Figure 1: 7 ingredients for viral marketing

• outstanding story: the basis for an outstanding campaign, whichkeeps people talking about it.

• stickyness: the viral campaign has to be memorable and sticky in theconsumer’s mind.

• relevance: for the consumer the message has to fit the situation andtiming in order to be relevant.

• portability: a portable viral message can be passed on wherever andwhenever the consumer wants to

• shareability sharing is in the nature of people and an essential driv-ing force to keep a viral campaign alive.

• timing / actuality a viral message relates to a present issue or topic aslong as the consumer has not moved on

• seeding hock it is the little extra that catches the consumer’s atten-tion. It is an essential key for a successful campaign and sometimesmore important than the campaign material itself.

(GoV06)

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2.1.3 Target audience

In order to find the right campaign strategy the marketersalso have to con-sider, who the target audience is they want to reach. Each product or ser-vice has a specific target audience, with a detectable demographic and char-acteristics.

definition: target audienceThe audience to whom the advertising is directed. The targetaudience is defined in terms of demographic (and sometimespsychographic ) characteristics, such as age, sex, education, in-come, buying habits, and the like.

Since the target audience defines a brand’s market, it is necessary to nar-row down the target market just to a certain kind of group. The marketershave to know that group inside out. Therefore, an extensive market anal-ysis identifies the target audience and delivers data, who these people are,where they live, how to reach them and what attracts them to the prod-uct. Only if the campaign successfully reaches the target audience, is therea traceable return of investment (ROI). Thus, every marketing campaigndevelops a target market description to define their product’s target audi-ence answering questions about their demographic, lifestyle patterns andexpectations. (Str08)

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2.2 Mixed reality

When users go on the internet, play computer games or use their mobilephones, they enter new realities even though they might not notice it. Infact, the technical standards in computing and visualization open the doorsto virtual worlds almost as perfect as the real world.Instead of switching between those worlds, mixed reality (MR) brings themtogether and merges the real and virtual worlds to create a new environ-ment. Therefore, there are new possibilities to the users.

definition: mixed realityrefers to the merging of real and virtual worlds to produce newenvironments and visualizations where physical and digital ob-jects co-exist and interact in real time.

According to Paul Milgram and Fumio Kishino the mixed reality existsin two major subsets within in the reality-virtuality continuum, augmentedreality (AR) and augmented virtuality (AV). Augmented reality is an envi-ronment where virtual information generated by a computer is combinedwith the user’s view of the real world scene. On the other hand, augmentedvirtuality is an environment where real objects are inserted into a predom-inantly virtual world. (Val02)

Figure 2: Mixed reality - including AR and AV

2.2.1 Augmented reality

Since the project focuses on an augmented environment, it’s important tohave a closer look at the main properties of an augmented reality. Thiswill help later to built a coherent concept for the program and enhancenavigation and interaction within the augmented world.

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definition: augmented realitya type of virtual reality in which synthetic stimuli are regis-tered with and superimposed on real-world objects; often usedto make information otherwise imperceptible to human sensesperceptible.

Augmented reality uses a display technology, which allows a user to per-ceive the real world with additional virtual information placed in the realworld scene.In fact, AR mostly focuses on augmenting the visual sense. An example issupporting a mechanic repairing a car engine with additional informationabout the technical system, adding visual help about where certain compo-nents are located or displaying instructions about the step and what kind oftools will be needed. Doctors might use AR systems to help them in theirsurgery, because they have a limited view of internal organs. AR is alsoused in Learning games, where the user gets further visual input throughaugmented virtual objects, which help them understand a certain topic.

In this project augmented reality is used in a different way, but the focus isstill on on its key aspects. Experiencing the augmented reality is based onfour key aspects:

• a virtual world

• immersion

• sensory feedback

• interactivity

A big part of an augmented reality is of course the virtual world itself,because it has to fit in into the real world environment. If the user noticesany incoherencies in the AR system, it results in a lack of credibility andtherefore leaves a bad impression on the user. Next to the same visualidentification, the virtual world also has to follow the same physical lawsas the real world. The virtual world is an imaginary space, which can beaccessed through a certain medium, but exists without the user. Thus, theaugmented reality system is only an access point into this environment fora specific time window.

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The user has the opportunity to immerse themselves in an augmentedreality. Even though the immersion should be cohesive, the user shouldalso feel that they entered a new world. It will result in a curiosity for theapplication. There are two kinds of immersion: physical and mental im-mersion.

definition: mental immersionstate of being deeply engaged; suspension of disbelief; involve-ment.

definition: physical immersionentering bodily into a medium; synthetic stimulus of the body’ssenses via the use of technology; this does not imply all sensesor that the entire body is immersed/engulfed.

The communication between the user and the augmented reality is con-trolled with a sensory feedback, which supports the realistic world experi-ence. The system provides mostly a direct feedback to the visual sense, butalso includes a feedback based on the physical position. Augmented realitycreates scenarios which are not possible in the real world. Therefore, feed-back is a tool which can archive an immediate interactivity. It’s a respondsto the user’s actions and has an effect on the computer-based world. An-other kind of interactivity is the change of view port within the augmentedworld. The user has the chance to change the location in the world whichmakes it more accessible and creates a feeling of infinity.It is important that all four elements come together to create a coherentworld which the user can access, live in and change so they can have thebest augmented reality experience. .(Str08), (Vel06) , (Cha07)

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2.3 AR in marketing

Augmented reality has a wide range of application areas and there aremany examples of how an AR application can improve a work environ-ment. But since it is still new, augmented reality still has this ’Wow’ effect.Therefore, it is also used in the advertising industry to promote a product.The next chapter will be a short outline of creative augmented reality-basedmarketing concepts.

2.3.1 Examples

There are several examples of augmented reality based promotion cam-paigns, where a new product is introduced to the user. In fact, the userhas the chance to experience the product first hand in a virtual way. It is ashowcase for the new product and is the first step to spark interest in it.

1. product showcase:

Figure 3: AR example: BMW Z4

BMW Z4BMW introduced the new Z4 with an interactive web application toshowcase their new car. First, the user defines a path with a marker.Afterwards, he can see a virtual Z4 car drive this created path. In thepath-creation process the user also creates and abstract image and canpublish that image on Facebook or Twitter.

source: http://www.youtube.com/watch?v=cTUJKvXIkSU

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Figure 4: AR example: Nissan 370Z

Nissan 370ZNissan has a quite similar approach to introduce the new Nissan 370Zwhich also has an interactive web application. The user can rotate thevirtual car on a wheel, which is a cut out marker. Additionally, theuser can choose between a day and night view. If the user wants toget more information, there is a ’book test drive’ button to experiencethe car in real life.

source: http://takethewheel.nissan.com.au/

Figure 5: AR example: Toyota iQ

Toyota iQFor their iQ car Toyota developed an ’IQ reality’ web application,where the user can choose between two different markers. One showsthe car and its inner structure. The other one is an interactive streetview, where the user can move the car forward and backwards on avirtual street.

source: http://www.toyota.co.uk/cgi-bin/toyota/bv/frame_start.jsp?id=iQ_reality

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2. product tryout:

Figure 6: AR example: Ray Ban Virtual Mirror

Ray-BanInstead of introducing new products to their user, Ray Ban devel-oped a virtual mirror to experience their glasses and sunglasses in anaugmented world. First, the user needs to download the program.Second, the program tracks the users face and gets its position in theworld. After the user selects the type of glasses they want to try on itis virtually mapped on the user’s face.

source: http://www.ray-ban.com/usa/neverhide/events/virtualmirror

Figure 7: AR example: Virtual Box Simulator

Virtual Box SimulatorThe virtual box simulator is more than just a showcase of a selectionof products. It has a practical benefit. First, the user needs to print outthe marker for the web application. The program visualizes differentpackage types and the user can move and change their transparency.The application allows the user to find the right package type for theirshipment, which can be ordered afterwards.

source: http://www.youtube.com/watch?v=tp0EyeXayNM

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3. interactive gimmick:

In contrast to the other two areas, augmented reality can also be usedas an interactive gimmick, which is added to the product to make itmore interesting and fun. Therefore, the application is not always re-lated to the actual product itself. The next three examples are just afew of the many interesting approaches. But they all have certain im-portant key elements, which affected the project’s concept.

Figure 8: AR example: GE Smart Grid

GE: The Smart GridEcomagination is a green business to help customers for a more energy-efficient products. The SSmart Gridïs an augmented reality with vir-tual wind engines, where the user can experience green technologyin an augmented game environment. The user can interact with theworld by blowing into the microphone which starts the wind tur-bines. It is a desktop application, which the user has to downloadfirst and then start by using the smart grid marker.

source: http://www.youtube.com/watch?v=NK59Beq0Sew

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Figure 9: AR example: Adidas

Adidas Originals Shoe ARThe Adidas augmented reality web application relates to the brand’slifestyle. Instead of presenting a virtual world that is related to theshoe, the shoe becomes a substitute for a controller. The shoe has themarker on the shoe tongue to start the application with. The user en-ters a game world, where he can shoot objects and collect points. Theshoe serves as a gun and its position is tracked thanks to the marker.

source: http://www.youtube.com/watch?v=rRcognsyqNY

Figure 10: AR example: Esquire Magazine

Esquire Augmented Reality IssueEven magazines picked up on the augmented reality hype. Esquiremagazine created an augmented reality issue and printed the markeron their cover. The user enters a virtual magazine and can flip throughdifferent pages full of creative and fashion related image and videosequences. Robert Downey Jr. guides the user through the AR sys-tem, which seems like a virtual add-on to the actual magazine issue.

source: http://www.youtube.com/watch?v=LGwHQwgBzSI

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2.3.2 AR system

After researching all these different approaches on augmented reality, thereis a collection of positive and negative aspects, which should definitely beincluded in a well-functioning AR-based system, and some which are bet-ter left out. Even though all these applications work with the same idea, therealization is quite different and thus the effect on the user is also different.Before the concept development for an AR system starts, it is important tosummarize what key elements should be considered in the developmentprocess based on the research.Since the application should be available immediately to the user, a web ap-plication should be a better alternative than providing just a downloadableversion of the program. Therefore, the user does not have to go through aninstallation process. But this is just one element of the AR application. Tostart the program the user also needs to have a marker. In order to workas a viral marketing campaign, the marker has to be available for everyoneand be portable on a simple medium. A flyer is a clean and simple way toachieve this..To promote a university major, a fun and interesting gimmick with a cer-tain relation to the major itself works the best. The AR system should besimilar to the GE Smart Grid, because it focuses on interactivity, but stillrelates to the company’s identity. It is important to understand what kindof product you want to sell to the user and how it could displayed in acorresponding context. All the major’s main areas should be visualized inan effective way, the wow-effect. The most important part is to present allthis information in a short, simple and clean application for the user.Therefore, the information should be reduced to a certain limit. The appli-cation cannot be ten things at once, but should focus on few main elements:fun, interactive and easy to understand. (Shu09)

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3 Concept

After introducing the principles of mixed reality and marketing, let’s havea closer look at the concept phase. This step focuses on developing a cohe-sive, organized and detailed concept for the application and the supportingmarketing concept. The concept includes all kinds of definitions, require-ments and details about the program and will be used as a layout in thedeveloping process.It is important to specify which developing software, what kind of pro-gramming language and what graphic library will be used. The marketingconcept will focus on how to get the application out to the users and howto raise awareness for computational visualistics with viral marketing.

The concept phase started with the main question, what components haveto come together to create a good AR-based marketing concept? It becameclear that the core of the project would be a web application, which userscan visit and experience computational visualistics first hand? Addition-ally, there has to be some kind of a marker, so the user can access the aug-mented reality. A portable flyer works as a medium with the AR markerand web URL on it. This new kind of flyer should replace the boring tex-tual flyer and lead the user to a fun and interactive augmented reality.

Figure 11: Project concept

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3.1 Application concept

Before the development process starts, several questions about the appli-cation have to be answered first. The requirement engineering focuses onthese questions and will gather information on what conditions the appli-cation has to meet. Later, in the developing chapters there will be a com-parison on which requirements can be integrated successfully and whichcannot.

3.1.1 List of requirements

The list of requirements specifies all demands to the program. This list ofrequirements is divided into three categories: must, can and may.

• the program must be a web application, which should be accessibleto everyone online on a mini web site.

• the user needs a webcam and a marker in order to launch the appli-cation

• the augmented reality starts as soon as it tracks the marker, which islocated on a flyer in the webcam image

• the marker should be a memorable graphic with simple geometricforms

• the flyer must also have the web link on the front, so the user can beforwarded to the mini web site.

• the user has to installed right software tools, in this case Flash 10. Ifnot a link to a downloadable version should be available.

• the AR application must show an interactive game environment withuniversity buildings and additional world items.

• the user must move the flyer ( and the marker) in order to change hisview on the world.

• If the user removes the marker from the scene, the virtual objectsmust disappear.

• the marker should also be a tool to interact with the augmented re-ality and move objects or the player. Otherwise the user can use thekeyboard to change object’s positions.

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• the user may get a sound feedback to support the user’s impact onthe AR world.

• If the user clicks the R keyboard button, he can restart the game.

• The AR application should show a Sokoban game level, with yellowboxes and a blue player box. The goal fields should initialized with ax on them.

• If the user finishes the level there should be a text feedback ”youwon!”.

• If the user want to play the game again and restarts it with the R-button, the text feedback must disappear again.

• The application closes when the user leaves the web site through alink or closing the browser.

• There must be a link to the computational visualistics university web-page for further information

This list is an important point of reference in the development process.In summary, the web application and the flyer with the marker open thedoors to an augmented reality game, which can be controlled by keyboardbuttons and the marker alone. The feedback of visual motion, sounds andtransformation should create an interactive and fun representation for themajor computational visualistics. If the user wants to get further informa-tion, he can use a link to the official major webpage.In conclusion, the program should be a short and simple overview over theof different core areas of the major computational visualistics and createdesire to start their studies at the University of Koblenz.

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3.1.2 Programming language

This chapter focuses on the technical aspect of developing an augmentedreality system. It will introduce the different programming languages andgraphic libraries, which have been combined together to create the appli-cation.First, the program should be available to all operation systems. Therefore,a web-based application has the best potential because everyone uses theinternet. A web application can be a java applet, a client-server system or aintegrated Flash file. The decision is also linked to the choice of program-ming language and the augmented reality library built on this language.Thus, let’s have a look at different AR libraries, which are available on theGNU GPL open source license for non-commercial usage:

• ARToolKitIt is a software library for creating augmented reality applications.ARToolKit was developed by Hirokazu Kato in 1999 and was releasedby the University of Washington Human Interface Technology Lab-oratory (HIT Lab). The library uses computer vision algorithms totrack the user’s view port. It calculates the real camera position andorientation relative to physical markers in real time. ARToolKit sup-ports all kinds of operation systems (Windows, Linux, Mac OS X, SGI)and works with a simple API in C.

official website: http://www.hitl.washington.edu/artoolkit/

• NyARToolKitNyARToolKit is also an augmented reality library of functions de-rived from ARToolKit, but exclusively written in Java. It was createdin 2008 and named after the Japanese developer Nyatla. The toolkitalso works also with C# and the Android operating system. Unfor-tunately, the documentation and code comments are all in Japanese,but releases in other languages are in the works.

official website: http://nyatla.jp/nyartoolkit/wiki/index.php

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• FlARToolKitFLARToolKit is an Actionscript 3 ported version of ARToolKit, butactually based on NyARToolKit. It identifies the marker from the in-put image and calculates its orientation and position in the 3D world.To draw 3D graphics in the world, you need a Flash 3D engine likePapervision3D, Away3D or Alternativa3D.There is also a framework FLARMananger, that supports FlarToolKitand 3D engines and provides a more robust event-based system formanaging different markers. .

official website http://www.libspark.org/wiki/saqoosha/FLARToolKit/

official website http://words.transmote.com/wp/flarmanager/

• AndARAndAR is an augmented reality framework for Android, which isonly offered in a java API. It is a well-structured system and alsoworks with OpenGL to visualize the 3D objects in the augmented re-ality world.

official website http://code.google.com/p/andar/

In summary, even though there are several interesting approaches to aug-mented reality frameworks, not all of them work for the project. Since themarketing campaign focuses on a web-based application FLARManager isthe perfect fit. It is developed in Actionscript 3 and so the .swf Flash file iseasy to integrate in a web page.Actionscript 3 is an object-oriented programming language for Flash Playerrun-time environment by Adobe. It is executed by the Actionscript virtualmachine (AVM), which is part of the Flash Player. Actionscript 3 can bewritten and compiled with the Adobe Flash Builder 4, which is also avail-able on the Adobe website.FLARMananger also supports Papervision3D, which is an open-source 3Dengine for the Flash platform. It is a collection of Actionscript classes to cre-ate 3D content in Flash. The Papervision3D folders have to be in the FLAR-Mananager folder, which will be imported into the Adobe Flash Builderproject. It provides all the essential functions to create and define objects,light and shading, transformation or other graphic related functions.Thereis also a well structured documentation to support the developers. (Soc09),(Bri10)

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3.1.3 System component

A closer look at the UML class diagram will identify the main system com-ponents to get the augmented reality ARSokoban application running. Thenext few paragraphs will explain the importance of each element and itsfunction.

Figure 12: ARSokoban: UML class diagram

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The UML diagram is used as a guide for how the system elements cometogether. Each element contains the necessary functions and the variablesneeded for these functions. The ARSokoban application is split in two areas,the setup classes and the game classes. All the libraries and initializationfunctions are separated from the dynamic game elements, which can bemodified by the user.The ARSokoban class is the main class for the augmented reality applicationand contains all needed variables like initializing the scene, light, cameraor the render engine to set up the augmented world. It also loads the treeand building models and adds them to the scene. Finally it initializes thegame and sets up the event listeners to handle the marker events. The onlyongoing functions are these event listeners, which not only regulate theuser marker input but also calculate the new position of the game objectsdependent to the marker and render the new output frame.The other classes are all related to the initialized ARSokoban game and reg-ulate the different game elements. First, there is the game class, which ini-tializes, updates and restarts the Sokoban game. It contains the game maparray, where the game figure and the position of boxes is defined. Duringthe game map initialization the function also saves the information abouthow many boxes are placed in the game in the countBox variable and savesall the boxes in a gameBox array to track the boxes in this list later and up-date their positions. For a possible undoLastMove() function it also saveseach move in the gameMoves array and counts the number of moves in amoveCount variable.The player class handles all the information about the player in the game,which is regulated with an initPlayer() and move functions, The player fig-ure is initialized as a cube and the original position is saved in a playerXInitand a playerYInit variable. The actual position is updated with the x andy variables of the playerFigure cube, which is already ready to use by Pa-pervision3D. The box class basically works the same way. It contains twofunctions to initialize and to update each Box, which relate to the necessaryposition variables posX, posY and posZ and check if the box is a normal boxor a final box. Depending on which kind of box it is the function choosesthe appropriate shading.The shading for the boxes and the other 3D objects is handled by the game-Shader class, which loads all texture material, initializes the shader andcalculates each shadedMaterial with the shader and material information.At first, each 3D object calculated their material information on their own,but an own class keeps all the shading information together and simplifieschanges and making it more transparent.The game could also control sound output with a separate sound class,which initialize the sound files and regulates the sound with a play() anda stop() function. Since the project uses Papervision3D and FLARManangerfunctions, both libraries have to be imported in the main class ARSokoban.

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3.1.4 Application goals

Aside from the obvious questions about software tools and programminglanguages, it is also necessary to define goals. They determine what thedeveloper intended with the application. Therefore, if there are no goals, itis difficult to stay on track in the development process. The concept phaseshaped five core goals. The goals for the project application are:

• the application should be simple and easy to follow. Since not allusers are experienced with computers, it should be clear what to doand how to get there.

• the sokoban game should be reduced to its key elements: the gameplayer, movable colored boxes with the computational visualisticslogo, walls with brick textures and the walk-able ground.

• the application should be easy to start and just show the augmentedword without any complicated setups or unmotivated distractions.

• the game should focus on playability and game fun instead of train-ing logical skills. However, it should not be too simple and bore theuser.

• the application should integrate all core areas of the major computa-tion visualistics even though it might not be visible on the surface tothe user. Therefore, it creates desire for the major.

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3.2 Marketing concept

The marketing concept summarizes the key components for a successfuldiffusion of the application. Thus, the concept defines the target audience,the steps in the viral marketing campaign and the set goals. A marketingcampaign is only effective if all aspects have been observed.

3.2.1 Target audience

The target audience the project is aiming for is school kids between seven-teen and nineteen, who already show an interest in computer science andare about to graduate from high school and are planning on going to col-lege.It is important to have a precise idea about what your target audience isand why they should be your target audience. The project focuses on intro-ducing a major at the University of Koblenz, therefore, someone fresh outof high school is the perfect fit. They have the educational background andare open to more information on potential majors at colleges.The students should show interest in technology, new media or computergames. Even though the application should be attractive for both genders,it probably addresses male teenagers more. The target audience should seethe augmented reality as a first step to get to know a major.

3.2.2 Marketing goals

The marketing concept also needs clearly defined goals just like in the ap-plication concept a few chapters earlier. They will summarize what theconcept focuses on and how the marketing campaign relates to these goals.In retrospect, the survey data will show if the marketing goals have beenachieved.

These are the main goals for the marketing concept:

• raise awareness for the project

• ”seed virus” into target audience

• sustain marketing campaign

• introduce computational visualsitics

• create desire for computer science

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3.2.3 Viral marketing campaign

Viral marketing campaigns have several steps until the user reacts to themarketing concept. First, the ”virus” has to be seeded into a small targetaudience. then, if it is a well-planned campaign, the ”virus” can grow onto other people. Therefore, there are three methods to promote the aug-mented reality game: a flyer, school presentations and a Facebook page.One method uses social media and social networks to keep the ”virus”growing and to raise awareness for the AR application. The other focuseson a personal instruction to the project to the target audience, which is adirect ”seeding” by the developers. The third method is a more sustainableapproach and primary specializes in replacing a pure texture flyer.If all three methods work together, the campaign will successfully raiseawareness for the application to the target audience by using social net-works and mouth of word.

1) Facebook pageFacebook is the leading social network with more than 500 million activeusers, therefore, the perfect place for viral marketing to raise awareness forthe ARSokoban marketing project. Users have a personal profile and canadd other users to their friends list. Aside from status updates and mes-saging, users can also create or join groups and like-pages to communicatewith each other. Groups are limited subnetworks which revolve around acertain topic. Their users can discuss that topic and exchange ideas eachother. Like-pages also a related to a topic, but work more like fan pagesinstead of a forum to talk in. The user can find information and links aboutthat topic and the administrator can send page updates to the fans. If a userlike a like-page, there is a like-button to click and the user will be added tothe like-user list. The Facebook like-page is the best way to inform a userabout the ARSokoban project and raise awareness. Users can be forwardedto the ARSokoban webpage with a link on the Facebook like-page. The like-user list is also a great option to gather information on page calls.

2) school presentationsThe target audience for the projects are high school students about to grad-uate. Presentations at schools make sure to reach that target audience ina personal and direct way and also give immediate feedback about theproject. If the application is presented effectively, the students will recom-mend the augmented reality system to their friends. It is the ”seeding” partof the marketing campaign, which has a direct influence on the acceptanceof the project. There will be presentations in two computer science classes(11th and 13th grade) at the Otto-Hahn-Gymnasium Landau.

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3) flyer hand-outs

Figure 13: Viral marketing campaign: flyer with marker

Another main campaign element is handing out flyer, which have the ARmarker on it. If user got attracted to the project without having the flyerfirst, the flyer is also available on the project website.The flyer is designed very simply and contains all the necessary informa-tion. There should be the project name, the augmented reality marker, theweb link and an interesting tagline. Additionally, there could be instruc-tions on how to setup everything to start the AR application or how to playthe sokoban game. A university logo and the computational visualisticslogo show the represented organizations. Next to the flyer’s informationcontent the upright shape supports the augmented reality experience. It’seasier to hold up the marker into the camera or even position the flyer sta-bly in front of the webcam. The flyer is easy to reproduce and the perfectmedium to pass along to raise awareness.

The marketing concept is a well structured campaign to promote the aug-mented reality application by using viral marketing elements and socialmedia network benefits. They are all laid out to reach a certain target au-dience, which is interested in computer science and about to study at auniversity.

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4 Application realization

This chapter is all about the technical realization of the augmented realityapplication. The next paragraph will explain the usage of the importedprogram libraries and Flash functions, which help for the AR experienceto come to life. It will provide an insight into the main game elementsand how they interact with each other. This chapter will also have an in-sight into the steps, which were necessary to get the developer environmentstarted.

Flash Builder 4 is an integrated developer environment to help developcross-plattform rich internet applications (RIAs) by using the open sourceFlex framework. It also supports the developing process with powerful de-bugging and testing tools. The FLARManager framework was easy to im-port into the Actionscript project, when the necessary folders were down-loaded by subversion. After the import, the FLARconfig.xml file opens nu-merous options like customize the threshold adapter, smoothing or addingdifferent marker patterns to the Flash project. The XML file is a configura-tion file for the application.The project also needs a FLARCameraParams.dat file to correct the distor-tion from the webcam and make objects look appropriate. According toLee Brimelow’s tutorials on gotoandlearn.com, who is an Adobe platformexpert, these files can be copied from example projects. Because FLARMan-ager is doing most of the work, the only thing left to do is to initialize theFLARManager system and add to the display list. Therefore, FLARManagerwill setup the webcam and use the configurations in the required xml files.Even in the early developing phase it is possible to compile the applicationand add or remove the marker with a response. (Soc09)The FLARMananger also includes the Actionscript based graphic frame-work Papervison3D, which allows one to create 3D objects, effects and in-teractivity in Flash.In order to construct a believable augmented reality world, the frameworksalso supports loading custom-made 3D models and adding light, shadingand special effects to the objects. These models are made with AutodeskMaya 2010 and exported as Collada files (Colladaborative Design Activity)with the OpenCOLLADA exporter plugin. It is a file format based on theXML schema for interactive 3D applications.Even though the setup seems simple and easy, it was difficult to get thesystem up and running. Online communities, tutorials and forums werethe only help to find a way through the hardly documented setup. (Soc09),(Bri10)

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4.1 Initialization

The initialization function calls all the important functions and sets all nec-essary variables when the augmented reality application is started in theweb browser. In addition to the FLARManager initialization with the config-uration xml file, the initFLAR() function also starts the FLARMarker events,which will be analyzed in a later chapter. The initialization consists of twokey functions:

• initFLAR() with the FLARManager setup and FLARMarker events

• inite3D() to setup scene and 3D objects

4.1.1 FLARconfig

The main function is called the initFLAR() function, which passes the pathto the FLARManager xml file to the FLARManager constructor. In listing 1in line 1 the code segment shows how the FLARManager is started with theneeded config file. The manager is also added to the display list to displaythe video capture later as shown in line 3 of listing init FLARManager.

1 fm = new FLARManager ( " f l a r C o n f i g . xml " ) ;2 fm . addEventListener ( Event . INIT , in i t3D ) ;3 addChild ( S p r i t e ( t h i s . fm . f l a r S o u r c e ) ) ;

Listing 1: init FLARMananger

The FLARconfig.xml file consists of three main elements, the source set-ting, the manager setting and the pattern setting. In the source setting arethe variables for the display window width and height or the framerate.The manager setting are several configurations on the webcam image likethe display mirroring, smoothing factors. or tracking threshold. These canbe changed and therefore the tracking results improvedThe pattern setting lists all the marker patterns for the augmented realitysystem. The pattern has a certain resolution and a pattern ID dependenton its position in the listing. There are additional settings the developercan add to the config file to modify the FLARManager framework. Unfor-tunately it is not documented in detail so the options for the project werelimited to tutorials on the web. (Soc09) (Bri10)

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4.1.2 3D objects

When the FLARManager is initialized completely, the function init3D() iscalled to set up Papervision3D and the 3D objects for the augmented real-ity scene. Init3D() starts with the few essential variables.

1 scene = new Scene3D ( ) ;2 camera = new FLARCamera3D( t h i s . fm . cameraParams ) ;3 view = new Viewport3D ( s tage . stageWidth , s tage . stageHeight ) ;4 l r e = new BasicRenderEngine ( ) ;5 l i g h t = new PointLight3D ( ) ;6 sokobanGameShader = new GameShader ( l i g h t ) ;

Listing 2: init3D

First, the program need to setup a scene so the objects and game elementscan be added to that scene like scenegraph. This can be done with the func-tion addChild(). Second, the scene needs a camera with camera parametersand a viewport that defines the part of the scene the user will see later in thegame. The camera also has a position in the world and near and far planesto define the borders of the visible area. Third, line 4 shows the setup of thelre BasicRenderEngine(), which will render the output scene later with thefunction renderScene().Finally, there is a light source, a point light, which will be used later intexturing and shading material in the shader class. The light source willcomplete the scene and make it look more realistic. The sokobanGameShaderis also initialized in the init3D function, which creates all the different ma-terialLists and shaded materials for the 3D objects.After the setup of the overall scene with all its elements, the 3D objects canbe initialized and added to the scene with the addChild() function.The objects will be added to separate containers:

• world containerfor the static game world objects like the building and tree

• game containerfor the dynamic game objects like the player and boxes

(Win09)

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Figure 14: Init3D: tree object

Let’s have a look at the static game elements, which enhance the gameenvironment and so the game experience. The game world is built with twostatic objects, a building and tree. It also represents the university campus.which supports the marketing idea for the university. Fig. 14 shows a sim-ple tree modeled in Maya and mapped with a green leaves texture. Themodel is exported as a Collada file and loaded in the init3D() function. Itloads the file combined with the compatible material list and shading prop-erties. The model has to be scaled so it fits relatively into the scene.

Figure 15: Init3D: building object

Fig. 15 shows the university building, which was also modeled in Au-todesk Maya. The building texture is mapped with UV mapping on the 3Dmodel. Each area is defined on the 2D texture image. The model is alsoexported with the Collada exporter plugin and loaded into the programwith additional shader information. It also has to be scaled to fit into theenvironment like the tree model. The building model is no the virtual copyof an actual university building. The model is reduced to a minimum oftriangles because otherwise it would slow down the program and framerate. Hence, there are different versions of the building, which didn’t makeit into the game.

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4.2 Event handler

There are different event handlers in the application, which trigger func-tions if the event occurred. They can be used to catch user input, to specifymarker events or to simply check if a certain status is completed or stillrunning. Each event handler has one assigned function. AddEventListener()adds an event handler function and is removed with removeEventListener()from the listener list. Both functions are part of the EventDispatcher class,which is not a new concept in Actionscript 3.

4.2.1 Marker events

In the augmented reality application are three different marker related eventsand event handlers and they define different stages a marker can have:added to the scene, removed from the scene and moved in the scene.

1 fm . addEventListener ( FLARMarkerEvent .MARKER_ADDED, onMarkerAdded ) ;2 fm . addEventListener ( FLARMarkerEvent .MARKER_UPDATED, onMarkerUpdated ) ;3 fm . addEventListener ( FLARMarkerEvent .MARKER_REMOVED, onMarkerRemoved ) ;

Listing 3: marker event listeners

The listing 3 shows the three marker event listeners based on the FLAR-MarkerEvents added in the initFLAR() function. Each event listener needsthe event and the function to call as passed on parameters.The functions onMarkerAdded, onMarkerUpdated and onMarkerRemoved changethe game containers visibility depending on if the marker is added, re-moved or just updated. Since the containers include all 3D objects the aug-mented reality world is visible or disappears.If the update event is active, a KeyboardEvent is added to the event listenerlist. Therefore, events can trigger new event listeners, which can triggernew events. (Ado08), (Moc07)

4.2.2 Keyboard events

The keyboard events are similar to the marker event, but specify whichkey has been pressed by the user in keyboard function. It also has twopassed-on parameters, the KeyDown event and the KeyDownHandler func-tion to call. This function uses a switch statement to differentiate betweenthe different keys by their key ID. There are five keys necessary to play thegame: left arrow key (ID 37), up arrow key (38), right arrow key (39), downarrow key (40) and the R key (82) to reset the game. The arrow keys call theplayer move function to move the play figure and the R key sets everythingback to its start position.(Ado08), (Moc07)

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4.2.3 Enter frame event

1 p r i v a t e funct ion onEnterFrame ( e : Event ) : void2 {3 /∗ ∗ a p p l y t h e FLARToolk i t t r a n s f o r m a t i o n ma t r ix ∗ /4 i f ( markerMain != n u l l )5 {6 worldContainer . transform = FLARPVGeomUtils .7 convertFLARMatrixToPVMatrix ( markerMain . transformMatrix ) ;8

9 gameContainer . transform = FLARPVGeomUtils .10 convertFLARMatrixToPVMatrix ( markerMain . transformMatrix ) ;11 }12

13 /∗ ∗ r e n d e r new frame ∗ /14 l r e . renderScene ( scene , camera , view ) ;15 }

Listing 4: marker event listeners

Instead of showing the event listener for the event ENTER_FRAME,which is added in the end of the 3D initialization, listing 4 skips right tothe onEnterFrame function. It is more important to explain what happensthere, because it has a significant effect on the augmented reality visualiza-tion.When all the 3D objects are initialized and added to their containers it isrelevant to update the containers on their position in the AR world relatedto the marker position. Therefore, if the marker is tracked in the webcamimage, its transformation matrix is also calculated on the different contain-ers as shown in line 6 to 10. The FLARManager function convertFLARMa-trixtoOVMatrix does all the work to get the containers new position in theaugmented reality environment.If the containers are updated, the new frame is rendered with the render-Scene() function in line 14, which calls the BasicRenderEngine lre initializedearlier.In conclusion, the onEnterFrame function is called on every frame to up-date the containers according to the markers position and renders the newoutput frame. (Win09)

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4.3 Sokoban game

The original Sokoban game was developed by Hiroyuki Imabayashi in1982. ”Sokoban” is japanese for warehouse keeper and defines the keygame idea: a player pushes boxes around to their predetermined areas.However, only one box can be pushed at a time and not be pulled.The simple and well designed game is perfect for an augmented reality en-vironment. It is split into its different classes to integrate it easily in theprogram structure. The game is initialized in the init3D() function and canbe modified with the keyboard events by the user. Next to the boxes andplayer figure, the game has a game map. This map is defined by the game-World array, which consists of several map elements. The map file andoutcome is shown in Fig. 16:

• # : represents a wall element

• @ : represents the player figure

• * : is a box on a final area

• . : represents an empty final area

• $ : represents a box on a normal area

If the initGame() function initializes the Sokoban game, each found ele-ment in the array initializes a related 3D object. For example, if the func-tions finds a $ in the array, it creates a new box and places it in the world.After the game initialization is completed, there is a game world with sev-eral boxes and a game figure. Keyboard events call the updateGame() func-tion, which updates the box and player positions in the game world. Thereare only a few possible moves for the player, which are checked by themoveLeft(), moveRight(), moveUp() and moveDown() functions. Since every-thing is saved in an array, these functions compare the array entries aroundthe player to check if a move is valid or not.These are the possible moves a player can do:

• move one left, right, up or down if the next field is a free or final field

• push one box to the left, right, up or down if the next but one field isfree field or a final field

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Figure 16: Game map

4.3.1 Player class and figure

The Sokoban game has one player figure, which is placed somewhere inthe game world. In the augmented reality version it is kept very simpleand clean, therefore, the figure is just a colored cube. However, it has allthe necessary game options to move the boxes and finish the game level.Unfortunately there was no time to design a more in detail player avatar,which would enhance the gaming experience. Furthermore, a more de-tailed model would have had more triangles and also slow down the framerate even more. Since a cube is already a built-in 3D primitive in Papervi-sion3D, there is almost no further programming needed. The player classinitializes the figure by creating a new cube with material properties andpositions it in the world. There are four move functions, to move the figureto the right, left, up or down. It is also important to save the initial positionfor the restart function.(Win09)

Figure 17: Game player

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4.3.2 Box and final box

Next to the player figure, the boxes are the only movable objects in thegame world. During the developing process there have been a lot of changesregarding the boxes. The idea was pretty simple. The initGame() functionsgoes through the array and creates for each $ a box and for each * a final box.The updateGame() basically did the same. Unfortunately, it wasn’t possiblein Flash to delete the old cubes from the scene, therefore, the number ofcubes kept growing and slowed down the game. Besides the cube-creatingproblem it was difficult to identify, which box would turn into a final boxbecause the ID function was based on how the array scanning was defined.So the boxes never had the same ID because it was related to their positionin the array.The final solution was a different approach, because it saves all the boxesfound by the initGame() function in a separate array and updates that ar-ray in the updateGame() function. The initBox() function just creates the cubeprimitive with the certain material.The idea was to put the computationalvisualistics logo on the box textures, but it didn’t look right so they justgot a yellow coloring. If the box turns into a final box the coloring shouldchange. Unfortunately, in Flash the color of a cube can only be changedonce. If the user would click the reset button there would be still the wrongfinal box coloring on the boxes. Thus, the boxes don’t have a color changeat all to keep it clean. Even though the box class looks very simple, it wasthe class with the most changes during the programming process due toFlash reasons. (Win09)

Figure 18: Game boxes versions with and without logo

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4.3.3 Object shading and light

The right shading and light positioning transforms 3D objects in a realisticaugmented reality world, which lives through its level of detail in textur-ing, coloring and lighting. It is an impression that influences the user andenhance the game experience.In the program most of the shader work is controlled by the GameShaderclass, which sets up all the material information for the different 3D objects.The GameShader class is initialized in the init3D() function so all the tex-turing information for the objects when they are needed. This informationis composed of the light source, 2D textures or color and shader. Papervi-sion3D has all the essential functions to create those elements and put themtogether as the shader information for the objects.Before there can be certain shaders and materials, a light source is neces-sary first. Therefore, the GameShader creates a PointLight3D, which will beused to calculate shading in later functions. Second, the GameShader classpreloads the different 2D textures to process them later. The light positionand shading information has to be calculated on the graphic and creates ashaded material, which can be added to the object’s material list.

1 shader = new FlatShader ( l i g h t , 0xFFFFFF , 0 x454545 , 5 5 ) ;2 m a t e r i a l L i s t B u i l d i n g = new M a t e r i a l s L i s t ( ) ;3 shadedMaterialBuilding = new ShadedMaterial ( Tex1_Tex , shader ) ;4 m a t e r i a l L i s t B u i l d i n g . addMaterial ( shadedMaterialBuilding , " a l l " ) ;

Listing 5: shaded material example

In line 1, there is the initialization of a flat shader, which also containsthe light information. The shaded material is computed with the shader in-formation and the image 2D texture like in line 3. The ready-to-use shadedmaterial is added to the material list, which is assigned to the 3D object andcontains all necessary shading information for a realistic visualization. Thematerial list can be added to several areas of the 3D object like to ”all” as inthe example.

Papervision3D has different shader possibilities to choose from:

• Cell Shader

• Flat Shader

• Gouraud Shader

• Phong Shader

• EnvMap Shader

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There are two of those shaders used in the ARSokoban project to createa well-designed shading on the 3D objects, the Flat shader and Gouraudshader. Since the shader didn’t look as good as expected on the boxes andplayer figure there is an additional FlatShadedMaterial, which uses a colorand the light source to create a realistic coloring. Flat shading is a very ba-sic type of shading, which has hard edges and a very blocked look and feel.Gouraud shading is more advanced shader, which works also with the am-bient color and a calculated color per vertex normal and interpolated.Unfortunately, Papervision3D has its limits also in shading, because shad-ing and textures do not always work out. Even though Papervision3D iswell documented in that area, it was difficult to find the right entry intoshading. Unfortunately, it is a big part of a well-designed augmented real-ity experience. (Win09)

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4.3.4 Game developing process

In order to illustrate the different levels during the game developing pro-cess, Fig. 19 shows the design and developing stages during the past sixmonths. In the beginning the focus was on to get all the game elementsinto the ARSokoban game. In the end these game elements had to be opti-mized.

Figure 19: Game in different developing stages

4.3.5 Game interactivity

The game environment has all the needed 3D objects with the associatedmaterial and shading. The objects have to be put in relation to one anothernow to create interactivity. A few paragraphs earlier, we already intro-duced how to capture key events and how the user can manipulate thegame.Game interactivity is a main aspect in the augmented reality experience,because it makes the world changeable. First, there was the idea to inter-

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act with the game elements through an additional marker. For example tomove the player to the right, left, up or down. Unfortunately the markertracking is too inconsistent for a high quality interaction tool. Therefore,the keyboard is the better solution for interactivity.Second, the user can interact with the virtual world by changing his pointof view. If the user moves the marker, the new position is transferred tothe AR world and the objects change their position as well. The game canbe played from different angles and as a result raises the game experience.The flyer with the marker is not only the access key to ARSokoban. It is aninteractive game controller.

Figure 20: Game interactivity

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4.4 Marker and marker tracking

The FLARManager is a helpful tool, which provides a simple configurationfile to set up marker tracking. If the tracking does not work right, the ob-jects have a flickering effect because they keep appearing and disappear-ing. It can disrupt the augmented reality game experience and so wouldnot work as a marketing concept. Since it is such an important aspect, Thischapter will give a detailed outline on how marker tracking works withthe FLARMananger and how the designed marker is incorporated into theprogram.

Figure 21: AR marker

FLARManager works as a fiducial-tracking engine, which uses an im-age object in the range of an imaging system as a point of reference. Fig.21 shows the marker created for the augmented reality application. It is asimple square box with two graphic elements in the center. The ARToolKitmarker generator, which is available online as a open-source tool, trans-forms this marker into a pattern of 16 x 16 pixels. This pattern is integratedinto the project and added to the pattern list in the FLARMananger config-uration file. The tracking engine checks the webcam input image for thatpattern and forwards the information to the event listeners if a marker isdetected. To identify a 16 x16 pixel image in the webcam input frame, thetracking software uses several image processing filters to improve the im-age recognition process.Since the marker is not always head-on in the camera, the tracking pro-cess also has to calculate the markers position in the world. This has to betransferred to the 3D objects. Let’s have a look how the tracking softwareidentifies the marker in the webcam image. Fig. 22 shows concretely whatstages the image has to go through.

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Figure 22: Game marker tracking

First, there is the actual image, which shows the marker. Then a certainthreshold set in the configuration file transforms the image into a binaryimage, which makes the marker easier to detect. Now there is only ei-ther white or black pixels. The black border around the marker simplifiesthe process as well thanks to edge detection algorithm. If the marker isdetected, the distortion is calculated compared to the saved pattern. Thisprocess is applied to each frame and the related event initiated. (Ong04),(Val02)

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5 Marketing realization

After the last chapter introduced the application, the next paragraphs willoutline the realization of the marketing concept. In summary, the market-ing campaign exists of three main ideas with the use of viral marketing: aflyer, a mini web page and a Facebook page. The next three chapters willshow results how these marketing elements have been realized and whatproblems were in the focus.

5.1 Flyer design

Normally, a flyer is a common medium to promote a product or servicewith transporting information to the target audience.The intention for theARSokoban is still the same, but created with a different content concept. In-stead of presenting textual information, the user gets the marker and link tothe project website to experience the content and not just read about it. Theflyer only contains the necessary information about how to experience com-putational visualistics instead of just reading about what it is. Even thoughthe flyer is also available on the website, the original idea is to hand theflyers out in schools and education information offices.

Figure 23: Flyer design with marker and instructions

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The complete flyer consists of three areas shown in Fig. 23 with thecover, inside instructions and the official sponsors. The marker should bethe first thing that catches the user’s attention, hence it is on the cover page.A title and slogan should get the users attention and forward them to theweb page with the URL.The cover is very clean and reduced to its essential elements. Since themarker is used for the augmented reality application, a white backgroundworks the best. Inside the flyer, the user gets game instructions on how toplay ARSokoban. The instructions are also on the web, but the user can getfurther insight into what the web application is all about. The last area isthe logo area to show which company or association is behind this market-ing concept. Therefore, there is the Logo of the University of Koblenz andthe Department of Computational Visualistics.Next to the content the flyer has also the perfect shape to be used in theAR system. The upright flyer can be held in the hands during playing theaugmented reality game, put down on the table or positioned upright infront of the camera. The flyer is also very simple to reproduce because iteasily fits on a DIN A4 page and requires only a few folding steps..It is the perfect medium to raise awareness for the project and the majorat the University of Koblenz because it is a very simple idea but containsall necessary information for the augmented reality application. The usersare used to flyers and comprehend easily what the context is and how tointerpret the message. That’s what the flyer is all about.

5.2 Facebook page

Viral marketing works great with social networks where people come to-gether and share content. Since Facebook is the leading social networkthese days, the project also got a fan page like already mentioned in theconcept chapter.The fan page contains a description of the project and a link to the appli-cation web page for further information and to start the AR game. Peoplewho liked ARSokoban can click on a like-button to show their support onthe fan page or recommend this page to their friends. It was nice to see thatpeople kept clicking on the fan page so that there are 20 active fans and 100visits on the site.The fan page will also update the users on new updates or other news re-lating the ARSokoban game. Fig. 24 shows a selection of the Facebook page,which also has the marker as a profile image.

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Figure 24: Facebook fan page for ARSokoban

The Facebook page hopefully keeps growing and forwards interesteduser to the project website. Unfortunately, viral marketing needs its timeand it will see if social networks can help raise awareness for such a project.In summary, the fan page is a place to support the project and just an inter-mediate stop to the website.

5.3 Web page

In viral marketing the campaign needs a message and an object that carriesthe message. The AIDA model, which has been introduced earlier, consistsof attention, interest, desire and action. The viral concept focuses on thefirst two parts of this model. If the user got the viral message and has aninterest in the project, the viral marketing concept needs a gathering pointwhere all these users find more answers or information.Therefore, the web page is the ’desire’ part in the AIDA model. It gives theuser further information on the project and also contains the augmentedreality application, which the user can easily access. All the viral com-munication channels come together here to hit the user with experiencingaugmented reality.

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Figure 25: ARSokoban web page: start site

The web page consists of four areas as shown in Fig. 25: the welcomesite, game instructions, the ARSokoban application and the thesis survey.The user can switch between those subsites through a navigation menuon the top under the header graphic. On the welcome page the user getsinformed that he will need a webcam and the marker to start the applica-tion. If the user doesn’t have the flyer yet, there is downloadable versionavailable. The instruction site explains what the user has to do to run theapplication and what kind of events can be triggered by keyboard buttoninput. The navigation of the player figure is controlled by the arrow keysand the game can be restarted with the R-button.

Figure 26: ARSokoban web page: application site

The ARSokoban site contains the actual Flash file, which starts automat-ically when the user enters the site (shown in Fig. 26). First, the user needto approve the webcam access by the program. Then, the marker will showthe augmented reality world. The site also has a link to the Adobe site,since the application needs Flash 10. Additionally, there is a link to themajor’s official university website for further information and enrollmentrequirements.

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The last site contains the thesis survey to collect the users opinion and im-pression of the AR marketing concept. These results will be presented inthe evaluation chapter and will identify if the marketing campaign raisedawareness among the target audience and what effect the application had.Since de.nic.vu offer free domain names, the project got the catchy web ad-dress www.cvstudieren.de.vu, which is easy to memorize as well.The overall design for the website is very simple and easy to follow. Thesite works on all basic web browsers, if Flash 10 is installed correctly. Addi-tionally, there is a direct link to the Flash game file to avoid problems withthe web page.

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6 Evaluation

A software evaluation should document the results of how the users experi-enced the augmented reality game. The chapter will first introduce the usersurvey and its categorized questions to demonstrate the survey’s proposi-tion. The paragraph results will summarize the survey outcome and pointout the positive and negative highlights in the ARSokoban program.Since there were two presentations at the Otto-Hahn Gymnasium in Lan-dau (Pfalz), the students could fill out the survey right after the practicalsoftware testing. Next to that, there was a chance for personal conversa-tions about the project, where it was possible to collect additional feedback.

6.1 User survey

The user survey consists of three categories with a total of twenty-five ques-tions to get the users demographic background and opinions about the soft-ware. The survey is build on a Google Doc form, which is an open-sourcetool to build a survey and integrate it into a web page.The tool offers different types of survey questions like multiple choice,checkboxes, lists or paragraph texts. Then the questions can be structuredvia drag and drop or split on multiple pages with a break tool. The resultswill be written in an excel file, which can be interpreted visual graphics likehistograms, run or pie charts.The user survey is the essential part to track the success of the marketingcampaign and what kind of issues bothered the user in the test phase. Itreflects the potential of ARSokoban and shows if the augmented reality ap-plication has come up to its expectations. The evaluation started a monthbefore last of the thesis and there are 28 responses so far. Unfortunately, itwill take more time to raise awareness for the project and responses withthe user survey to support the idea that an augmented reality marketingconcept can promote a university major. The results will show how theidea is accepted in general. Let’s have a closer look at the survey structureto understand the survey’s key aspects.

6.1.1 Survey structure

The survey is split in three parts to categorize the questions. The first setof questions focuses on the AR application itself to support the thesis thataugmented reality can be used in viral marketing campaigns. The secondset relates to the major computational visualistics to evaluate if the soft-ware awakened interest not only in augmented reality but also in a field ofstudies involving that topic. The third set are demographical questions toidentify the users and compare them with the target audience mentionedin the concept. Each set had certain key questions.

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I - Application set

• How would you rate the fun factor in the AR game?

• Have you heard the term augmented reality before?

• Did you had any difficulties during testing ARSokoan

• How would you rate the interaction with the augmented world

• What fascinated you to most while playing ARSokoban?

• Would you recommended ARSokoban to any friends?

The set of questions about the ARSokoban application focus on the realiza-tion of the augmented reality program. Since the game should be fun andsimple to raise awareness for the major, the first few questions concentrateon these aspects. These questions also measure what the used did and didnot like about the application and if they would recommend the project,which is essential to work as a viral marketing campaign. The set not onlyshows the user’s opinion about the software tool, but also its potential in amarketing campaign.

II - Computational visualistics set

• Did ARSokoban awaken your interest in the major CV?

• Have you heard of the major before?

• What key aspect of the major interests you the most?

• Would you agree that ARSokoban is an interactive promotion game?

• Would you choose an ARSokoban flyer over a text-based flyer?

Since ARSokoban is a marketing game to promote the major computationalvisualistics it is important to look at how the game can raise awareness forit. The questions focus on how augmented reality is part of a major andif there is interest in other areas of the major. The questions also mature ifthe promotion game can replace standard text-based flyers. It is importantto point out that computational visualistics is not only augmented realityeven thought it is the main tool in this marketing campaign. Unfortunately,most of the users haven’t heard of the major yet, therefore, there is a ques-tion to track how many users actually heard of computational visualisticsbefore.

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III - demographic set

• How old are you?

• Are you male or female?

• Have you had computer science in high school?

• What is your occupation

• Did you hear of augmented reality in the media?

• How would you rate the project overall?

The last set gets all the information about the users to show their demo-graphic background. An earlier chapter defined the target audience forthis marketing concept. Therefore these questions will demonstrate if AR-Sokoban attracted young students fresh out of high school, who have aninterest in computer science. They also point out how they heard of theproject and which viral marketing concept worked the best. A last fewquestions measure the project ’s overall impression on the user.

All questions together have a certain direction and intention, but each setconcentrates on a specific aspect. Before the next chapter will present theresults, let’s talk about the expectations for the project and a possible futureof augmented reality in marketing.

6.1.2 Expectations

The concept for this project assumes that augmented reality can be usedas an interactive and fun game in marketing. Therefore, the survey result’sexpectations relate to these assumptions and hopefully demonstrate the po-tential of AR in numbers. Unfortunately, the time frame for the evaluationis too short and can only show a tendency. However, the results may sup-port a longer running use of augmented reality in marketing.First, the marketing concept targets people fresh out of high school lookingfor a major to enter. Thus, the results should show that ARSokoban attractsprimarily the target audience. Second, the application is all about creatinga desire for computational visualistics. Only if ARSokoban can convince thatthis desire is possible. Otherwise the user will never go to further steps toinform himself about the major. The AIDA model would be incomplete.Overall, ARSokoban should have a positive outcome because it still lives onthe augmented reality wow-effect.

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6.2 Results

The user survey is integrated in the ARSokoban web page, which saves thesurvey’s results in a google doc table file. The survey has been filled outby 28 users so far. Therefore the numbers and interpretation are only seenas tendencies. However, it supports the key thesis points, which connectaugmented reality with modern digital marketing concepts. The resultsare separated in several categories to combine different questions to onestatement.

6.2.1 ARSokoban game evaluation

(a) Wie würdest Sie den Spielspaß einstufen? (b) Welcher Bereich hat Sie besonders an derAR-Anwendung angesprochen?

Figure 27: Evaluation: game fun, interaction and visualization

The first and probably most important point is to analyze if the applica-tion was fun to play and what aspect the users liked the most. The programneed to convince as a normal game first in order to work as a marketinggadget. The fun factor is the first step to create the desire for more and per-suades the user to come back again. Fig. 27 shows the results for this setof questions, which is split in two questions. Question a) rates the user’sfun factor while playing the game in a range between 1 and 10, where 1 isequal to very low and 10 is equal to very high. The user rated the fun aspectoverall very positive because 47% gave the game at least 7 points out of 10.11% of the users even rated the game with the highest rate of 10 points.Questions b) wants to showcase what aspect of the game impressed theuser the most. The three areas; gaming fun, with 46%, visualization, with64%, and interactivity, with 50% proved to be relatively popular, whichdemonstrates that the application is convincing as a whole. Therefore, AR-Sokoban is a fun and interactive game, which integrates the simple Sokobangame successfully in an interesting augmented reality environment.The realization already lives up to the most important expectations, a greatfirst impression on the user. This is essential to work as a viral marketingcampaign.

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(a) Wie schwierig war es die Anwendung aufGrund der vielen verschiedenen Elemente zustarten?

(b) Wenn es Schwierigkeiten gab bei der Be-nutzung des AR-Systems, in welchen Bere-ich?

Figure 28: Evaluation: difficulties during setup

Unfortunately, the augmented reality game has a lot of elements, whichhave to come together first in order to play the game. First, the user needsthe flyer with the marker on it, which eventually has to be printed out bythe user as well. Second, the user needs a working and already set up we-bcam for the input image. Third the user needs to install the latest Flashversion in order to play the game. All these elements could be a sourcefor errors or problems. Therefore, the next set of questions evaluates ifthere were any problems within the application, especially the setup pro-cess. 68% of the users grade the application as easy to start without anyproblems interfering.However question b) shows that many users especially had problems withthe tracking process. 19% of the users struggled with their webcam setupand 56% of the users had problems with the marker tracking, which couldalso affect the game play negatively. Since 30% had no problems usingthe augmented reality application, the problem depends probably on hard-ware. Newer computers with better hardware components might be moreoptimized than older generation computers.

(a) Wie würden Sie die Interaktion mit demFlyer einstufen?

(b) Wie bewerten Sie die visuelle Umsetzungder Augmented Reality Welt?

Figure 29: Evaluation: gameplay

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The overall positive feedback is at odds with the negative feedbackfrom the tracking problems. However, a closer look at more gameplay as-pects will showcase that ARSokoban is an overall positively rated applica-tion. The next set in Fig. 29 demonstrates that 75% rate the interaction withthe flyer as positive with at least 7 out of 10 points. 18% even grade it with10 out of 10 points. The same can be applied to question b), which evalu-ates the visual realization. 72% of the users rate the visualization with atleast 7 points out of 10. Furthermore 43% rate it with at least 9 points outof 10. The set showcases that the augmented reality application convincedin its visual and interactive aspects, which support the fun game play. insummary, ARSokoban is a well-designed game, which wins over the userby a creative and interesting game environment even though it might lackin some usability aspects.

(a) Kannten Sie den Begriff AugmentedReality vor der Benutzung der Anwen-dung?

(b) Haben Sie das Augmented Reality Spiel Fre-unden weiterempfohlen?

Figure 30: Evaluation: augmented reality game

The last set of questions regarding the ARSokoban application focuseson the abstract term augmented reality to clarify if the user already had anassociation to the term and if the experience is worth sharing with friendsand other users. First, the questions what to identify the background if ARis still new to most of the users. Second, the questions check if the userwould recommend the system to other user even though they might notknow what AR is all about either. Unfortunately, users tend to decline anew experience because it is something totally unknown and new. The rec-ommendation and trust in the friend can be the only access point to keepthe new user to try the application. Fig. 30 points out, that almost two-thirds haven’t heard of the term AR before, but according to the pie chartb) almost 70% recommended the program to their friends. Since some ofthe users have an IT-based background, the diagram Fig. 30 a) might bedistorted. However, the high rate of recommendations support the inten-tion for the AR game, which focuses on an viral marketing campaign. Thiscampaign will even grow based on further recommendations.

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6.2.2 marketing campaign for computation visualistics

Besides the overall application realization, the evaluations also examine ifthe AR system works as a potential marketing tool. Therefore, the nextquestions evaluate the users position towards the major computational vi-sualistics and if the augmented reality experience effected that position.

(a) Hat die Anwendung die Interesse anComputervisualistik gesteigert?

(b) Haben Sie vorher vom Studiengang Com-putervisualistikän der Universität Koblenz-Landau gehört?

Figure 31: Evaluation: computational visualistics

The first thing that needs to be evaluated is the general awareness aboutthe major and if the augmented reality application had a positive effect toraise awareness. ARSokoban should put visualization, computer graphics,image processing and interactivity in contact with the major so the user hasa better understanding of what’s hiding behind the name.Fig. 31 is split in two questions again. Question a) represents the applica-tion’s impact on the user and if it raised awareness for the major. 69% of theusers support that opinion and clicked 7 points out of 10 or even a higherpoint number. Question b) points out how necessary a new approach mightbe, because 71% haven’t heard of the major before.Those two numbers define the possibilities of ARSokoban to raise awarenessfor a major that people might not even heard of before. This is exactly theintention for the project. The small number of users, who already knew themajor, might result from students from the University of Koblenz partici-pating in the evaluation.However, the next set of questions will go deeper into this issue and eval-uate what exactly fascinated the user about computational visualistics andif the user took advantage of the opportunity to get further informationabout the major in the official university web page, which has been linkedright on top of the Flash game window.

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(a) Welcher dieser Schwerpunkte spricht Siebesonders an?

(b) Haben Sie den Link zur Uni Web-seite angeklickt, um sich über den Bachelor-Studiengang zu informieren?

Figure 32: Evaluation: computational visualistics

Even though Fig. 32 a) showcases the wide range of the user’s interestin all fields of study, 71% of the users did not click on the link for furtherinformation on the major. The action-part of the AIDA model failed, whichcan be explained with a simple answer. After further consideration, theposition for the link not the most optimal and can be overlooked easily.This assumption results of the great interest in the different major’s field ofstudy and the overall positive feedback on the major.

(a) Das Augmented Reality Spiel ist ein in-teraktives Werbespiel für den StudiengangComputervisualistik. Stimmen Sie dem zu?

(b) Würden Sie den AR-Spiel Flyer einemreinen informellen Text-Flyer vorziehen?

Figure 33: Evaluation: ARSokoban as a marketing gadget

Therefore, the next set of questions focus on to identify the user’s opin-ion about the augmented reality game’s potential as a marketing concept.In Fig. 33 a) the question revolves around that ARSokoban actually is a pro-motion gadget and evaluates if the user is the same opinion.In contrast to the assumption that the user likes the game, but doesn’t em-brace it as a marketing concept, the results show instead that the users ac-tually support the idea to use ARSokoban in a viral marketing campaign.68% of the users support ARSokoban as a marketing game and give at least

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7 points out of 10 possible points. 39% even give 9 or 10 points, which em-phasizes the positive attitude towards the AR game.One key element of the AR application is the flyer with marker, which isalso used as a viral medium in the viral marketing campaign. The flyerconcept is completely different to the general text-based flyer with a fo-cus on content. the AR flyer has the intention to get the message out andprovides the user will the necessary information for the augmented realityexperience. Therefore, it is important to evaluate how the new flyer con-cept is accepted by the user compared to the standard text flyer concept.However, the question, which results are shown in Fig. 33 b), presents alsothe option that both flyers work together and not replace one another.It is great to see that 57% of the users would prefer the AR flyer instead thetext flyer and only 21% would choose the old text-based concept. Further-more, 21% support the idea of a combination of both flyers, which wouldpresent the positive features of both ideas. The text flyer could still informpeople about the major, without the need to click on the university website,but still give the potential students an idea of what computational visual-istics is all about.

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6.2.3 demographic of the users

This last set of questions represent the demographic background of theusers and evaluates if the marketing concept actually targeted the targetaudience for this project. It is important to consider that the two schoolpresentations at the Otto-Hahn Gymnasium in Landau (Pfalz) might dis-torted the results, since most of the survey responses are probably studentsfrom that school.

(a) Wie ist Ihr Alter? (b) Männlich oder Weiblich?

Figure 34: Evaluation: user category

Question a) in Fig. 34 shows the age groups of the users, which is def-initely a younger generation with 82% between 16 and 20 years old. Thissupports the marketing concept to target young students fresh out of highschool, who are looking for a possible major to go into. However 17 out ofthe 23 responses in that age group result from the school visits.As expected a majority of the users are male, which is very common in atechnology based major. Only 18% of the users were female as shown inFig. 34 b) and supports the target audience definition of the young, male,computer science driven student.

(a) Haben/ Hatten Sie Informatik an derSchule?

(b) Zu welcher Berufsgruppe gehören Sie?

Figure 35: Evaluation: user demographic

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The questions presented in Fig. 35 represent the demographic back-ground of the users. It divides them in different educational backgroundsand showcase if the user already had an interest in computer science or ifthe user maybe works in a computer science related profession.Actually, 75% of the users had computer science during high school, whichshowcases a strong interest in the related topic just like in our target au-dience. Additionally, most of the users are still in high school, which isillustrated in Fig. 35 b) with also 75% of the users. This supports the aug-mented reality game and its potential to aim the target audience. However,this number might also be distorted because of the school visits and pre-sentations. Furthermore, the project needs more time to spread out in thetarget audience group. It is still definitely a positive feedback, which sup-ports the assumption for the project.

(a) Durch welche Medien sind sie vielleichtschon auf Augmented Reality aufmerksamgeworden?

(b) Wie würden Sie ihre Erfahrung mit Aug-mented Reality (AR) einschätzen?

Figure 36: Evaluation: experience with AR

The next set of questions illuminates the user’s foreknowledge of aug-mented reality, which is not a completely new concept in marketing. Someusers might already have experience other AR-based applications or heardof augmented reality in the media. Question b) aims to rate the user’s levelof experience on a scale between 1 and 10 points.Even though 32% of the users claimed to have no experience in AR, manyusers have heard about augmented reality over the internet (29%), televi-sion (18%) or friends (18%). or even magazines (4%). That shows that thetopic AR is definitely present in the new media according to two-thirds ofthe users. However, question b) damp down the results from question a),because 82% of the users claim to have almost no personal experience withaugmented reality. This qualifies the statement about AR in the media.Even though it is appears in the internet or television, the users don’t havea chance to get to know AR firsthand.

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(a) Woher haben Sie von diesem Projektgehört?

(b) Wie groß waren ihre Erwartungen andiesem Werbekonzept?

Figure 37: Evaluation: viral marketing

The last questions evaluated the presence in the media and showed thatthe users enjoy the experience of augmented reality on their own. The nextstep is to find out, where they have heard of ARSokoban, which also high-lights the success of the different marketing campaign elements.64% of the users heard in presentations in schools from the ARSokobanproject, which depends on the school visits at the Otto-Hahn Gymnasium.However 32% of the users got the application recommended by friends,which supports the idea as a viral marketing campaign. This questionsshows the best that more people are necessary to make a clear statement ifthe viral marketing campaign actually worked. Nevertheless, it is a posi-tive tendency.Question b) represents the user’s expectations towards ARSokoban, espe-cially since the user weren’t as AR experienced as anticipated. The diagramdemonstrates that users had different levels of expectations. 56% of theusers had high expectations and rated their level with at least 7 points outof 10 possible points. However, almost 20% had low expectations probablybecause they haven’t heard of augmented reality or computational visual-istics before. The tendency definitely leans more towards users with highthan low expectations.At last, the evaluation questions about the overall impression of the aug-mented reality application and if it actually raised the interested in a com-puter science related field of study. The set will conclude if the ARSokobanhaspotential as a marketing concept.

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(a) Welchen Eindruck hat die Augmented Re-ality Anwendung im Allgemeinen auf Siegemacht?

(b) Wenn Sie Schüler sind, wie hoch ist dieInteresse an einem Informatikstudium?

Figure 38: Evaluation: interest in computational visualistics

In Fig. 38 a) the users had to rate the overall impression of the ARapplication, which has been very positive with 79% of the users give atleast points out of 10 possible points. Only 4% evaluate ARSokoban nega-tively, which maybe results from the marker tracking issue discussed ear-lier. Furthermore, question b) should evaluate if the user is eager to start acomputer science related major now, but the questions might be a little bitmisleading and resulted in a very mixed outcome.The users can be split in three categories: 15% with a low interest and 3 orless points out of 10 possible points, 47% of an average interest in the ma-jor computational visualistics (4-7 out of 10 points) and 29% with a overallhigher interest in it (8-10 out of 10 points). However the most people 18%went with 5 or 8 points out of 10. Therefore the question concludes thatthere is a slim tendency towards interest, but overall very mixed feedback.Unfortunately, it’s impossible to evaluate which user belonged to whichcategory, because not only the high school students responded to that ques-tion. Older users, who already have a profession or are already enrolled ina major, have to be taken out of the result.

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6.3 evaluation summary

After the evaluation had a closer look at the survey’s results, it is possibleto connect these results with the project’s intentions now. Overall, the eval-uation went very well and most of the numbers can support the project’sassumptions and the idea for an augmented reality-based marketing con-cept for the major computational visualistics. In retrospect, the evaluationshould have had more users and responses to make a clearer statement.Right now, the evaluation’s outcome characterizes more a direction with 28responses, which still showcases certain facts.First of all, ARSokoban is definitely a simple and easy to follow game witha lot of fun factor for the user. It might take a few minutes to set up theenvironment, but the augmented reality application is not only convincingin its visual aspects, but also in interactivity and game play. However, thegame experience depends on the user’s computer and modern hardware.Furthermore, the bad marker tracking sometimes interrupts the gameplay.Better tracking settings should upgrade the AR experience without any dis-ruptions.Second, the application has a positive influence on the user’s attitude to-wards computation visualistics, because they have a better understand-ing now what topics relate to the major without reading any text flyersor content-heavy web sites. Even though the users mostly haven’t heardof the major before, they show an interest in learning more about its fieldof studies like computer graphics, image processing or programming. Theevaluation shows that ARSokoban is a well-designed representation of themajor.Therefore. it works great as an additional flyer to promote the majorpart of a viral marketing campaign. Even though the users didn’t click onthe link to the official university website, the users were eager to forwardthe game to their friends. Since the AR application certainly reached thetarget audience, it raised awareness for potential new students. Unfortu-nately, only the next few years will show if the concept has a positive effecton enrolling numbers.The project goals definitely have been fulfilled, because the evaluation provesthat ARSokoban works as an interactive augmented reality marketing con-cept with only a few minor issues.

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7 Conclusion

The documentation’s last chapter will summarize the general project pro-gression and outcome with a focus on the key elements and what mightcome next for the ARSokoban application. The conclusion will also pointout possible improvement suggestions and problems during the develop-ment process.

7.1 Project in retrospect

Even though six months seems like a long period to develop an applica-tion, the time went by so fast and the program had to be compromised inall kinds of areas. The concept and realization phases both used up most ofthe time, especially since a well-structured leading concept was the foun-dation for the developing process. During the concept phase many ideashas been discarded in order to get to the current concept and its goals.Augmented reality can go in so many directions and it was difficult to de-cide on one and build a concept around it. I personally never worked withAR, which complicated the decision making process. In additionto all thesedecisions the program had to be developed with a specific augmented real-ity library, where FLARManager based on Flash seemed like the easiest solu-tion for a web application without any client-server difficulties. However,most of the AR libraries are poorly documented and are sometimes noteven in the English language. In retrospect, I should have stuck with theARToolKit and OpenGL, because I struggled a lot in the beginning to getan insight in Actionscript 3 and the Flash-based graphic library. In compar-ison to AR library, Paper- vision3D is well documented but lacks in someOpenGL supported functions. For example, there is no z-buffer in Paper-vision3D to distinguish between different 3D objects. I often had to findsolutions to work around problems, which also impacted the time issue.Overall, the concept was an important guide through the development pro-cess and I’m glad I spent a greater part of time on the concept phase. Therealization is more or less what I envisioned for an augmented reality ver-sion of the 80s game Sokoban. The game is simple and contains only a fewelements, which can be easily structured in the program. However, someissues with the 3D object shading and lighting could not be resolved and af-fect the visual world negatively. The user evaluation showed neverthelessthat they liked the visual realization. It is probably common that the devel-oper would have a more critical eye on the project. The original plan wasto create a more dynamic and moving world with motion effects, whichsupport the feeling that the user entered a realistic new virtual world. Be-cause of frame rate reason, the world had to be limited to static, but stillmovable with objects. An additional set of markers were intended to con-

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trol the player moves. But since the marker tracking wasn’t consistent thearrow keys became the main game navigation.In summary, the frame rate was and still is the biggest issue. Complex 3Dobjects would slow down the frame rate and a more complicated markertracking would slow down the rendering. Therefore, it was not possibleto construct a complex and flexible AR world without affecting the framerate and to decelerate the rendering process.The second issue relates to themarker tracking, which is based in the FLARManager and the xml config-uration file. Unfortunately, there just was not enough time to deepen myknowledge to optimize the file. The standard tracking worked fine in thebeginning, but made problems when the application started growing. Inthe end, slow computers with older hardware and webcam might havetracking and rendering issues, which is definitely an issue to focus on anupgrade.Let’s concentrate on the bigger picture of the thesis to develop an aug-mented reality-based marketing concept. Besides the focus on modernaugmented reality technology, the thesis also integrates recent marketingstrategies for digital marketing. Unfortunately, there was a lot of researchnecessary to gather all the information about digital marketing and viralmarketing, because I personally only had one related course during mystudies. There has to be a marketing concept besides the application con-cept in order to combine both areas successfully in one project. It turnedout that viral marketing campaigns are nothing new; therefore, there weremany examples to build it on. Social networking has become an importanttool in our society, which can be applied on the project as well. The viralmarketing concept is based on a Facebook fan-page, a mini website to rep-resent the application and a viral marketing flyer with the marker on it. Ipresented the project in two classes of the Otto-Hahn Gymnasium in Lan-dau to seed the virus, which has been a great experience. Not only werethe students interested in the application and major, but also gave personalfeedback in addition to the user survey. The personal relationship to thetarget audience and their positive feedback supported the intentions forthis project. They also supported the idea to use augmented reality in amarketing concept and especially were fond of the simple and easy to un-derstand virtual world and its visual realization.However, I wish there would have been more responses to the viral mar-keting campaign and more feedback with the survey to support this overallpositive feedback. I would not say that the marketing concept failed, butsince it was my first campaign it might have lacked precision to reach thetarget audience. Nevertheless, it was well planned and focused on a cer-tain target audience to raise awareness. The survey showed an increase ofinterest in the major computational visualistics, which has been one of themain intentions for this project.ARSokoban raises awareness for the major computational visualistics by

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representing several fields of study. The focus in the game is the aug-mented reality experience and interactivity. The innovative marker con-cept does not only works as a game controller, but also as an eye-catcher inthe marketing concept. The overall game design is kept very simple, butminimized on the most important aspects. The building and tree modelextends the standard game world and puts it in relation to the Universityof Koblenz. First, there was the idea to create an interactive campus world,but was reduced to the representative objects. The logo of computationalvisualistics also didn’t make it into the AR world, because the texturing ofthe game boxes didn’t look as clean as normal coloring. However, the eval-uation supports that the AR experience goes along with the game worldand impresses with its simplicity.In conclusion, the project has been a success to develop an interactive andfun augmented reality-based promotion game, which represents the dif-ferent aspects of the major and creates desire to get further informationon it. Even though the AR system had to go through minor developingcuts, it still makes a good impression on the target audience shown in theevaluation. I am personally very happy with the outcome of the project. Iwish there would have been more people testing the AR application, butthe overall feedback has been outstandingly positive. If the application canaddress even a small, but interested group of people, the project’s goals aremore than accomplished.

7.2 Application improvements

In Addition, this chapter will present several ideas of improvement for theARSokoban application. These ideas result from the user survey numbersand personal experience during the developing process. Some elementsdid not make or were simplified in the ARSokoban version, because of timeor technical compromises. If there would have been more time to work onthe project, these elements would have been improved:

• better tracking cofiguration

• undo-last-move function

• marker-based game figure controlling

• show user’s done moves and game time

• improved shading and textures

• moving more complex player figure and campus buildings

• sound feedback for the user when moving boxes and player figure

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If the marker tracking is optimized, there would be less interruptionsduring the game play and the augmented reality experience would be morefluid. The fun factor would be upgraded and the user could experience thecomplete virtual world. None of the test users complained about the arrowkey navigation, but a maker-based game controlling would enhance theAR portion in ARSokoban. There is still the risk that the game would workthe same as just a normal web application. The library supports multiplemarkers with different effects on the game world.Second, the game can be improved by additional game functions like theundo-last-move function or game information like done moves and gametime. An undo-function would help to get out of stuck game situations tofinish the game successfully. The function would avoid the constant use ofthe reload function in order to get out of obstructed levels.Third, the augmented reality game environment can be improved throughmore complex 3D objects and a more realistic virtual world. The buildingand tree are reduced because of frame rate reasons even though a more de-tailed world would enhance the AR world. It is an opportunity to representa more detailed campus model. Movement within the trees and dynamicgame world elements could refresh the static game world. Finally, all thegame related impacts can be supported by sound feedback for the user,which would especially enhance the boxes and player animation. Overall,the improvements would only advance the already existing game experi-ence and strengthen the impact on the users.

7.3 Future of AR marketing

Since the project focuses partly on marketing, this chapter will give a per-spective for the use of augmented reality in digital marketing. Augmentedreality is still a new area in marketing campaigns therefore there is a lotof hidden potential. It is still an innovative and new idea, which reflects anew side of a product or service.The marketing concept for the University of Koblenz definitely has a futureeven though some minor changes have to be applied first. The combinationwith viral marketing is a totally different approach to reach new potentialstudents, which persuades with its fun factor. It is an alternative way toraise awareness among the target audience. Compared to other market-ing campaigns the idea still focuses on the product itself and represents thecore elements of the product by experiencing it at the same time. Computa-tional visualistics can be showcased the best by a visual application boxedin a marketing gadget.

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In general, the use of augmented reality in marketing is still in its earlysteps. It still has a wow-effect on the customers and supports the AIDA-model. Surely, there will be more AR related viral marketing concepts inthe near future until the hype is gone and the people are used to it.However, augmented reality has one big issue. In marketing it is only amedium to support an intention and does not exist on its own. Therefore,augmented reality is nothing more than a great tool to get a message outlike ARSokoban to promote a major by introducing interactively its field ofstudies.

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