Horizontal displays, such as tabletop systems, are emerging as the de facto platform for engaging participants in collaborative tasks. Despite significant efforts in improving the interactivity of information on such systems, very little research has been invested in understanding how groups of people view data visualizations in such environments. Numerous studies introduced different techniques to support viewing visualization for groups of people, such as duplicating or reorienting the visual displays. However, when visualizations compete for pixels on the display, prior solutions do not work effectively. In this thesis, I explore whether orientation on horizontal displays impacts the legibility of simple visualizations such as graphs. I have found that users are best at reading a graph when it is right side up, and takes them 20% less time than when it is read upside down. The main objective of this thesis was to investigate whether the readability and understandability of simple graphs can be improved. I have introduced the Orientation Agnostic Graph (OA-Graph) which is legible regardless of orientation. The OA-Graph uses a radial layout which has several interesting properties such as implicit orientation, points equidistant to center, and flexible rearrangement. OA-Graphs perform better than graphs that are presented upside down. I have converted several popular types of graphs into their OA counterpart for improved legibility on tabletop systems. Guidelines are presented that describe how other visualizations can be converted to being orientation agnostic.

Most multi-user horizontal interactive surfaces, or tabletop computers, cannot determine which user has performed a given action. These tabletops are less capable than identity-aware (IA) tabletops, which can. However, current research on IA is scarce and speculative. Notably, no one has rigorously compared the power of IA and non-IA devices, so evidence that IA enables groups to work better together is lacking. My thesis establishes an identity-aware perspective for interactive surface design. First, I have constructed an experiment to determine that IA can improve the effectiveness of small collaborative groups. A second experiment compares several emulation techniques designed to bring the benefits of IA to non-IA devices. I explore IA in detail through examples, present some open problems involving IA, and discuss promising solutions. Taken as a whole, this document serves as a comprehensive introduction to the study of identity awareness and a springboard for future research on the topic.

Tables have been used for working and studying for years, and people continue using tables to work with digital artifacts. Collaborative tabletop activities such as planning, designing, and scheduling are common on traditional tables, but digital tables still face a variety of design issues to facilitate doing the same tasks. For example, due to the high cost of digital tables, it is unclear how large a digital table must be to support collaborative problem solving. This thesis examines the impact of physical features, in particular the table size, on collaborative tasks. This research leverages findings of previous studies of traditional and digital tables, and focuses on exploring the interaction of table size and users’ seating arrangement in collaborative problem solving. An experimental study is used to observe the behaviors of two-member groups while doing problem-solving tasks. Two tasks, storytelling and travel planning, were selected for this study, and the experiments were performed on two traditional tables, one small and one large. Although working on digital and traditional tables differs, investigating the impact of physical features in traditional tables can help us better understand how these features interact with workspace awareness and external cognition factors during taskwork. In the empirical study, external cognitive behaviors of participants were deeply analyzed to understand how physical settings of the table and seating arrangement affect the way people manipulate artifacts in the table workspace. Collaborators passed through different stages of problem solving using varied strategies, and the data analysis revealed that they manipulated material on the tabletop for understanding, organizing and solution making through visual separation, cognitive tracing and piling. Table size, task type and user seating arrangement showed strong effects on the external cognition of collaborators. In particular, the accessibility of sufficient space on the table influenced how much users could distribute their materials to improve workspace awareness and cognitive tracing. On the other hand, lack of space or inaccessible space forced people to use the space above the table—by holding materials in their hands—or to pile materials to compensate for space limitations. The insights gained from this research inform design decisions regarding size and seating arrangement for tabletop workspaces. For cases in which there is insufficient space, design alternatives are recommended to improve accessibility to artifacts to compensate for space limitations. These solutions aim to enhance the external cognition of users when space is insufficient to work with artifacts in problem-solving tasks.

By examining the results of an iterative design process, specifically a tabletop roleplaying game, Oceania 2084, this thesis aims to formulate a generalizable design process applicable when translating a work of fiction into a ruleset. The object that was translated into a ruleset was the book Nineteen Eighty-Four written by George Orwell in 1949. The iterative game development process spanned over 2.5 years and the author provides documents from 2phases of playtesting and discusses how the playtest results influenced design choices. In addition to the analysis of the effects of playtest results, the author also explores various game design decisions by means of auto-ethnographic analysis, and semiotic analysis. / Genom att undersöka resultatet av en iterativ designprocess för ett bordsrollspel, Oceania2084, så syftar denna uppsats till att formulera en generaliserbar designprocess för översättningen av ett skönlitterärt verk till ett regelsystem. Objektet som översatts till ett regelsystem är boken 1984 skriven av George Orwell år 1949. Den iterativa utvecklingsprocessen sträckte sig över en 3 års period, och författaren inkluderar dokumentation från 2 speltestningsfaser och analyserar hur dessa resultat påverkade de tagna designbesluten. Utöver att analysera speltesternas resultat så utforskas en mängd designbeslut genom autoetnografisk analys, och semiotisk analys.

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Tabletop role-playing games (TRPGs) present a unique opportunity to study political behavior. In educational settings, role-playing games (RPGs) of all kinds have proven to be valuable educational tools, and even when played for fun, participating in role playing games has been shown to increase one's level of confidence. Knowing this, I designed an experiment to attempt to increase internal political efficacy through the use of a politically-themed TRPG. I took inspiration from the original TRPGs of the 1970s and 1980s which were used purely for entertainment purposes to create my own game in a traditional TRPG setting with current issues woven into the story of the game (also called a campaign), and utilized quantitative and qualitative methods to analyze participants' reactions to the campaign and levels of efficacy. In doing so, I seek to determine whether players will recognize real-world issues when presented in a science fiction or fantasy-themed campaign. Furthermore, given that TRPGs have the potential to shape players' understanding of how the world works and their place in it, will players be more motivated to act on said issues presented in-game, even if they do not consciously make the connection between the real-life issues presented in the science fiction/fantasy setting and those same issues in the real world?

Multi-touch technology on tabletop displays lets children interact with digital objects in collaborative and competitive ways. Multi-touch tables are not a part of classroom instruction because of high cost and lack of meaningful applications. This thesis explores possible solutions to building hardware and software that support the engagement of children. Outlined is a demonstration of our Mobile Interactive Learning Table (MILT), a custom hardware system that can be built for a cost well below current commercial implementations. Experiences with transporting the table to schools and similar settings are discussed, as well as proposed advantages to this do-it-yourself custom approach. Additionally, digital card games were created to encourage elementary and middle school student engagement in meaningful learning. Observations of children collaborating and competitively playing these games, and a comparison study comparing gameplay using different input devices were conducted. / Master of Science

Deivisceris is a four-player role-playing tabletop game that focuses on themes of horror. It looks into ideas from the horror genre as a whole while combining aspects from the body horror and cosmic horror subgenres to create a discomforting horror experience. The game features illustrations and written events with a choice-based narrative that can have multiple outcomes depending on a player's decisions, stats, and items. Deivisceris utilizes randomness in order to create a new experience each time it is played through randomized characters and a randomized game board that is built up as it is played. The game reveals its narrative through clues within the gameplay, illustrations, and written text as characters enter the game's world blindly. Deivisceris is an immersive tabletop horror experience that can be further expanded on in the future with the possibility of a larger production. / Master of Fine Arts / Deivisceris is a four-player tabletop game that looks into the ways horror can be created in a board game format. It examines various ideas from the horror genre as a whole while taking inspiration more directly from two subgenres of horror: body horror and cosmic horror, each of which has very different ways of evoking horror. The game includes a variety of full-color illustrations and written situations that give players a chance to make their own decisions. Deivisceris utilizes randomness in order to create a new experience every time it is played. The game board is built up differently every time it is played and characters' stats, such as strength, intelligence, and endurance, may be different in each game. The game's story is revealed through clues within the gameplay, illustrations, and text. Deivisceris is a tabletop role-playing horror experience that can be further expanded on in the future with the possibility of a larger production.

The suspension of disbelief is integral to the performing arts. We ask our actors to see couches made of three chairs, designers to create cities in empty spaces, and most of all; we ask audiences to believe the stories and relationships that are figurative and often abstract. This level of critical and creative engagement is assumed to develop in spaces of higher education. However, with an ever-changing world and increasing conversions and integrations of Artificial Intelligence (AI) in spaces of higher education, it has become even more apparent that students need to develop their creative and critical thinking skills earlier on in their development. By recontextualizing learning through imaginative immersive game systems, such as Dungeons & Dragons and similar tabletop role-playing games (TTRPGs), I have found that students experience categories of significant learning synergistically through experiential gameplay. This immersive storytelling relies entirely on the player-performers to spend their disbelief and immerse themselves in their imagination, termed theatre of the mind. The gamification of role-play acts as a means of challenging students to activate their development of collaborative improv, storytelling/playwriting, and dramaturgy skills. Through research and play testing, I have developed a gamified drama-focused role-play educational tool utilizing many of the core gameplay mechanics in the world's most popular TTRPGs. In this thesis, I present the game structure and reflect upon my experiences implementing this work. Additionally, I explore the cross sections between game design and immersive theatre practice and consider how this intersection is utilized in gamified performance and pedagogy. Finally, I consider how a theatre-of-the-mind-based pedagogy can be utilized in subjects outside of the theatre classroom.

Yes / The unique characteristics of games have led scientific research to increasingly focus on their potential role in learning processes. Currently, their effectiveness in fostering experiential learning and skill acquisition in several areas is already supported by the existing evidence, mainly about the potential of digital games. Paradoxically, the current post-digital era seems to have led to a growing popularity of analogue games. The present Systematic Literature Review aimed to map the existing literature on the potential of board, tabletop, or other analogue games in learning processes. It intended to systematize the contemporary state of the art (2012-2022) around the pedagogical role of these games, their effectiveness, the promoted learning outcomes, the methodological aspects of the interventions, the used games – including mechanics and other characteristics – and the current discussions around inclusion and accessibility in analogue game-based learning. Adopting the PRISMA methodology, we searched ACM Digital Library, EBSCO, ERIC, Scopus - Elsevier, and Web of Science databases, as well as other peer-reviewed “grey literature” sources. The search resulted in an initial sample of 2741 articles that was then screened by inclusion and exclusion criteria previously defined according to the research objectives. We obtained a final sample of 45 articles. To formulate the mapping of existing research, these studies were analyzed using a combination of statistical, content, and critical analysis procedures. The obtained results support the role of board, tabletop, and other analogue games in educational contexts – based on their educational potential – with a broad range of knowledge, cognitive, and psychological outcomes. The study also emphasized the relevance of these games in the promotion of soft skills and other aspects typically associated with meaningful learning, such as engagement, satisfaction, flexibility, and freedom of experimentation. However, important limitations were found in a fair amount of the pedagogical approaches studied, which can be mostly attributed to the low prevalence of modern board games that relate what is intended to be learned to aspects of game design and have little to no consideration of accessibility and inclusion aspects in these studies. / The present work was developed in the scope of the Project Training the Educators to Facilitate the Teaching and Assessment of Abstract Syllabus by the Use of Serious Games – TEGA (2020-1- UK01-KA203-079248), funded by the European Commission on the scope of Erasmus+ Programme. The research team also acknowledges the funding by Fundação para a Ciência e para a Tecnologia (FCT) provided to CICANT R&D Unit (UIDB/05260/2020), on the scope of Verão com Ciência initiative, which allowed the inclusion of a research initiation grant holder as co-author of the present work.