Group reaching over digital tabletops with digital arm embodiments

In almost all collaborative tabletop tasks, groups require coordinated access to the shared objects on the table’s surface. The physical social norms of close-proximity interactions built up over years of interacting around other physical bodies cause people to avoid interfering with other people (e.g., avoiding grabbing the same object simultaneously). However, some digital tabletop situations require the use of indirect input (e.g., when using mice, and when supporting remote users). With indirect input, people are no longer physically embodied during their reaching gestures, so most systems provide digital embodiments – visual representations of each person – to provide feedback to both the person who is reaching and to the other group members. Tabletop arm embodiments have been shown to better support group interactions than simple visual designs, providing awareness of actions to the group. However, researchers and digital tabletop designers know little of how the design of digital arm embodiments affects the fundamental group tabletop interaction of reaching for objects. Therefore, in this thesis, we evaluate how people coordinate their interactions over digital tabletops when using different types of embodiments. Specifically, in a series of studies, we investigate how the visual design (what they look like) and interaction design (how they work) of digital arm embodiments affects a group’s coordinative behaviours in an open- ended parallel tabletop task. We evaluated visual factors of size, transparency, and realism (through pictures and videos of physical arms), as well as interaction factors of input and augmentations (feedback of interactions), in both a co-located and distributed environment. We found that the visual design had little effect on a group’s ability to coordinate access to shared tabletop items, that embodiment augmentations are useful to support group coordinative actions, and that there are large differences when the person is not physically co-present. Our results demonstrate an initial exploration into the design of digital arm embodiments, providing design guidelines for future researchers and designers to use when designing the next generation of shared digital spaces

Do You Know What I Know?:Situational Awareness of Co-located Teams in Multidisplay Environments

Modern collaborative environments often provide an overwhelming amount of visual information on multiple displays. In complex project settings, the amount of visual information on multiple displays, and the multitude of personal and shared interaction devices in these environments can reduce the awareness of team members on ongoing activities, the understanding of shared visualisations, and the awareness of who is in control of shared artifacts. Research reported in this thesis addresses the situational awareness (SA) support of co-located teams working on team projects in multidisplay environments. Situational awareness becomes even more critical when the content of multiple displays changes rapidly, and when these provide large amounts of information. This work aims at getting insights into design and evaluation of shared display visualisations that afford situational awareness and group decision making. This thesis reports the results of three empirical user studies in three different domains: life science experimentation, decision making in brainstorming teams, and agile software development. The first and the second user studies evaluate the impact of the Highlighting-on-Demand and the Chain-of-Thoughts SA on the group decision-making and awareness. The third user study presents the design and evaluation of a shared awareness display for software teams. Providing supportive visualisations on a shared large display, we aimed at reducing the distraction from the primary task, enhancing the group decision-making process and the perceived task performance

The effect of representation location on interaction in a tangible learning environment

Drawing on the 'representation' TUI framework [21], this paper reports a study that investigated the concept of 'representation location' and its effect on interaction and learning. A reacTIVision-based tangible interface was designed and developed to support children learning about the behaviour of light. Children aged eleven years worked with the environment in groups of three. Findings suggest that different representation locations lend themselves to different levels of abstraction and engender different forms and levels of activity, particularly with respect to speed of dynamics and differences in group awareness. Furthermore, the studies illustrated interaction effects according to different physical correspondence metaphors used, particularly with respect to combining familiar physical objects with digital--based table-top representation. The implications of these findings for learning are discussed

A three person poncho and a set of maracas:designing Ola De La Vida, a co-located social play computer game

Events that bring people together to play video games as a social experience are growing in popularity across the western world. Amongst these events are ‘play parties,’ temporary social play environments which create unique shared play experiences for attendees unlike anything they could experience elsewhere. This paper explores co-located play experience design and proposes that social play games can lead to the formation of temporary play communities. These communities may last for a single gameplay session, for a whole event, or beyond the event. The paper analyses games designed or enhanced by social play contexts and evaluates a social play game, Ola de la Vida. The research findings suggest that social play games can foster community through the design of game play within the game itself, through curation which enhances their social potential, and through design for ‘semi-spectatorship’, which blurs the boundaries between player and spectator thus widening the game’s magic circle

Audio-based narratives for the trenches of World War I : intertwining stories, places and interaction for an evocative experience

We report in detail the co-design, setup and evaluation of a technological intervention for a complex outdoor heritage site: a World War I fortified camp and trenches located in the natural setting of the Italian Alps. Sound was used as the only means of content delivery as it was considered particularly effective in engaging visitors at an emotional level and had the potential to enhance the physical experience of being at an historical place. The implemented prototype is visitor-aware personalised multi-point auditory narrative system that automatically plays sounds and stories depending on a combination of features such as physical location, visitor proximity and visitor preferences. The curators created for the trail multiple narratives to capture the different voices of the War. The stories are all personal accounts (as opposed to objective and detached reporting of the facts); they were designed to trigger empathy and understanding while leaving the visitors free to interpret the content and the place on the bases of their own understanding and sensitivity. The result is an evocative embodied experience that does not describe the place in a traditional sense, but leaves its interpretation open. It takes visitors beyond the traditional view of heritage as a source of information toward a sensorial experience of feeling the past. A prototype was set up and tested with a group of volunteers showing that a design that carefully combines content design, sound design, tangible and embodied interaction can bring archaeological remains, with very little to see, back to file

Entry and access : how shareability comes about

Shareability is a design principle that refers to how a system, interface, or device engages a group of collocated, co-present users in shared interactions around the same content (or the same object). This is broken down in terms of a set of components that facilitate or constrain the way an interface (or product) is made shareable. Central are the notions of access points and entry points. Entry points invite and entice people into engagement, providing an advance overview, minimal barriers, and a honeypot effect that draws observers into the activity. Access points enable users to join a group's activity, allowing perceptual and manipulative access and fluidity of sharing. We show how these terms can be useful for informing analysis and empirical research