Personal data and digital technologies increasingly shape children's daily experiences, but younger children are seldom presented with opportunities to reflect in-depth about their perspectives on personal data, beyond simple warnings about not sharing information online. We present Grasping Data, a set of portable activities aimed at helping children explore what counts as personal data, why some data feel more personal than others, and how meaning changes between audiences and purposes. The demo combines three linked tangible activities: a teddy-bear proxy for card sorting-based discussion, a wooden tangible prototype for self-generated activity data, and a set of shape-changing multi-material objects for embodied interpretation of personal data. For the IDC community, the demo contributes a 10-minute encounter highlighting concrete, research-based, low-tech methods to discuss personal data with young children across formal and informal learning settings.

Data physicalization is a promising approach for empowering children to understand and enjoy their own data. However, it relies on embodied metaphors to convey information effectively. This paper explores how to elicit children’s embodied experiences using a set of shape-changing objects that can inform the design of dynamic physicalizations. We propose a set of auxetic metamaterials, which can bend, twist, scale and shear. Following principles of tangible interaction, we conducted a study with 59 children who participated in four movement-based games before being introduced to the collection of shape-changing tangibles. Children expressed metaphors based on these activities related to concepts such as containers, rhythm, resistance, and semantic analogies, which we categorised into embodied schemas. Our findings reveal that characteristics of the shape-changing tangibles aid children in connecting their bodily experiences to dynamic transformations. Translating these insights into idea sketches, we outline how to tailor these affordable shape-changing mechanisms into usable prototypes.

Unlike any previous generation, children's lives are now highly datafied, tracked, and digitally monitored.They are increasingly vulnerable to data collection from seemingly innocuous toys and devices with cameras, sensors, voice recognition, and geolocation.Yet, children typically lack awareness or control over these data exchanges, as consent is usually given by adult caregivers (who may also lack data literacy).Despite regulatory improvements, interdisciplinary approaches remain crucial to empowering children to understand, value, and manage their personal data.How can the IDC community involve children in the design and use of their personal data?This workshop unites experts to explore current practices.1 CCS Concepts• Security and privacy → Social aspects of security and privacy; • Human-centered computing → Interaction design 1 This workshop merged with "Towards a Research Agenda for Including Children and their Care Ecosystems in HCI" to run a joint workshop: Grasping Data Together: Interdisciplinary Agendas for Engaging Children and their Care Ecosystems with their personal data

This article introduces constraint-based breakpoints, a technique for designing responsive visualizations for a wide variety of screen sizes and datasets. Breakpoints in responsive visualization define when different visualization designs are shown. Conventionally, breakpoints are static, pre-defined widths, and as such do not account for changes to the visualized dataset or visualization parameters. To guarantee readability and efficient use of space across datasets, these static breakpoints would require manual updates. Constraint-based breakpoints solve this by evaluating visualization-specific constraints on the size of visual elements, overlapping elements, and the aspect ratio of the visualization and available space. Once configured, a responsive visualization with constraint-based breakpoints can adapt to different screen sizes for any dataset. We describe a framework that guides designers in creating a stack of visualization designs for different display sizes and defining constraints for each of these designs. We demonstrate constraint-based breakpoints for different data types and their visualizations: geographic data (choropleth map, proportional circle map, Dorling cartogram, hexagonal grid map, bar chart, waffle chart), network data (node-link diagram, adjacency matrix, arc diagram), and multivariate data (scatterplot, heatmap).

This paper discusses challenges and design strategies in responsive design for thematic maps in information visualization. Thematic maps pose a number of unique challenges for responsiveness, such as inflexible aspect ratios that do not easily adapt to varying screen dimensions, or densely clustered visual elements in urban areas becoming illegible at smaller scales. However, design guidance on how to best address these issues is currently lacking. We conducted design sessions with eight professional designers and developers of web-based thematic maps for information visualization. Participants were asked to redesign a given map for various screen sizes and aspect ratios and to describe their reasoning for when and how they adapted the design. We report general observations of practitioners' motivations, decision-making processes, and personal design frameworks. We then derive seven challenges commonly encountered in responsive maps, and 17 strategies to address them, such as repositioning elements, segmenting the map, or using alternative visualizations. We compile these challenges and strategies into an illustrated cheat sheet targeted at anyone designing or learning to design responsive maps. The cheat sheet is available online: responsive-vis.github.io/map-cheat-sheet.

This paper defines, analyzes, and discusses the emerging genre of visualization atlases. We currently witness an increase in web-based, data-driven initiatives that call themselves "atlases" while explaining complex, contemporary issues through data and visualizations: climate change, sustainability, AI, or cultural discoveries. To understand this emerging genre and inform their design, study, and authoring support, we conducted a systematic analysis of 33 visualization atlases and semi-structured interviews with eight visualization atlas creators. Based on our results, we contribute (1) a definition of a visualization atlas as a compendium of (web) pages aimed at explaining and supporting exploration of data about a dedicated topic through data, visualizations and narration. (2) a set of design patterns of 8 design dimensions, (3) insights into the atlas creation from interviews and (4) the definition of 5 visualization atlas genres. We found that visualization atlases are unique in the way they combine i) exploratory visualization, ii) narrative elements from data-driven storytelling and iii) structured navigation mechanisms. They target a wide range of audiences with different levels of domain knowledge, acting as tools for study, communication, and discovery. We conclude with a discussion of current design practices and emerging questions around the ethics and potential real-world impact of visualization atlases, aimed to inform the design and study of visualization atlases.

Data physicalizations have gained prominence across domains, but their environmental impact has been largely overlooked. This work addresses this gap by investigating the interplay between sustainability and physicalization practices. We conducted interviews with experts from diverse backgrounds, followed by a survey to gather insights into how they approach physicalization projects and reflect on sustainability. Our thematic analysis revealed sustainability considerations throughout the entire physicalization life cycle—a framework that encompasses various stages in a physicalization’s existence. Notably, we found no single agreed-upon definition for sustainable physicalizations, highlighting the complexity of integrating sustainability into physicalization practices. We outline sustainability challenges and strategies based on participants’ experiences and propose the Sustainable Physicalization Practices (SuPPra) Matrix, providing a structured approach for designers to reflect on and enhance the environmental impact of their future physicalizations.

Although physical artifacts that represent data have been used for centuries, the research field—known as data physicalization—has only recently gained traction. Compared to data visualization, there is no established vocabulary for analyzing and discussing the properties of physicalizations. Through a grounded analysis of examples and literature, we propose a comprehensive design vocabulary, which consist of three separate, but connected parts: explicit variables , implicit properties , and consequential aspects . Explicit variables build on visual variables known from visualization and extend it to account for physicalization’s multi-modal nature. Implicit properties concern elements which are central to the design intention and user experience of physicalizations, yet are not a result of “explicit” encoding strategies. Finally, consequential aspects refer to unintentional effects of design decisions, that influence how a physicalization is experienced. Our work illustrates how physicalizations incorporate opportunities and challenges that are not afforded in other data representations, such as embodiment and imagined touch . With this, we contribute to generating theory on physicalization. Our design vocabulary can support (1) creators through informing their design processes and highlighting design strategies, (2) educators, and (3) academics and practitioners to analyse existing physicalizations, and reflect on the impact of design decisions on interpretation and experience.

This paper is a call to action for research and discussion on data visualization education. As visualization evolves and spreads through our professional and personal lives, we need to understand how to support and empower a broad and diverse community of learners in visualization. Data Visualization is a diverse and dynamic discipline that combines knowledge from different fields, is tailored to suit diverse audiences and contexts, and frequently incorporates tacit knowledge. This complex nature leads to a series of interrelated challenges for data visualization education. Driven by a lack of consolidated knowledge, overview, and orientation for visualization education, the 21 authors of this paper-educators and researchers in data visualization-identify and describe 19 challenges informed by our collective practical experience. We organize these challenges around seven themes People, Goals & Assessment, Environment, Motivation, Methods, Materials, and Change. Across these themes, we formulate 43 research questions to address these challenges. As part of our call to action, we then conclude with 5 cross-cutting opportunities and respective action items: embrace DIVERSITY+INCLUSION, build COMMUNITIES, conduct RESEARCH, act AGILE, and relish RESPONSIBILITY. We aim to inspire researchers, educators and learners to drive visualization education forward and discuss why, how, who and where we educate, as we learn to use visualization to address challenges across many scales and many domains in a rapidly changing world: viseducationchallenges.github.io.

This article reports on an in-depth study that investigates barriers to network exploration with visualizations. Network visualization tools are becoming increasingly popular, but little is known about how analysts plan and engage in the visual exploration of network data-which exploration strategies they employ, and how they prepare their data, define questions, and decide on visual mappings. Our study involved a series of workshops, interaction logging, and observations from a 6-week network exploration course. Our findings shed light on the stages that define analysts' approaches to network visualization and barriers experienced by some analysts during their network visualization processes. These barriers mainly appear before using a specific tool and include defining exploration goals, identifying relevant network structures and abstractions, or creating appropriate visual mappings for their network data. Our findings inform future work in visualization education and analyst-centered network visualization tool design.

Based on word-color associations from a comprehensive, crowdsourced lexicon, we present Lexichrome: a web application that explores the popular perception of relationships between English words and eleven basic color terms using interactive visualization. Lexichrome provides three complementary visualizations: "Palette" presents the diversity of word-color associations across the color palette; "Words" reveals the color associations of individual words using a dictionary-like interface; "Roget's Thesaurus" uncovers color association patterns in different semantic categories found in the thesaurus. Finally, our text editor allows users to compose their own texts and examine the resultant chromatic fingerprints throughout the process. We studied the utility of Lexichrome in a two-part qualitative user study with nine participants from various writing-intensive professions. We find that the presence of word-color associations promotes awareness surrounding word choice, editorial decision, and audience reception, and introduce a variety of use cases, features, and opportunities applicable to creative writing, corporate communication, and journalism.

Building data analysis skills is part of modern elementary school curricula. Recent research has explored how to facilitate children's understanding of visual data representations through completion exercises which highlight links between concrete and abstract mappings. This approach scaffolds visualization activities by presenting a target visualization to children. But how can we engage children in more free-form visual data mapping exercises that are driven by their own mapping ideas? How can we scaffold a creative exploration of visualization techniques and mapping possibilities? We present Construct-A-Vis, a tablet-based tool designed to explore the feasibility of free-form and constructive visualization activities with elementary school children. Construct-A-Vis provides adjustable levels of scaffolding visual mapping processes. It can be used by children individually or as part of collaborative activities. Findings from a study with elementary school children using Construct-A-Vis individually and in pairs highlight the potential of this free-form constructive approach, as visible in children's diverse visualization outcomes and their critical engagement with the data and mapping processes. Based on our study findings we contribute insights into the design of free-form visualization tools for children, including the role of tool-based scaffolding mechanisms and shared interactions to guide visualization activities with children.

While previous work exists on how to conduct and disseminate insights from problem-driven visualization projects and design studies, the literature does not address how to accomplish these goals in transdisciplinary teams in ways that advance all disciplines involved. In this paper we introduce and define a new methodological paradigm we call design by immersion, which provides an alternative perspective on problem-driven visualization work. Design by immersion embeds transdisciplinary experiences at the center of the visualization process by having visualization researchers participate in the work of the target domain (or domain experts participate in visualization research). Based on our own combined experiences of working on cross-disciplinary, problem-driven visualization projects, we present six case studies that expose the opportunities that design by immersion enables, including (1) exploring new domain-inspired visualization design spaces, (2) enriching domain understanding through personal experiences, and (3) building strong transdisciplinary relationships. Furthermore, we illustrate how the process of design by immersion opens up a diverse set of design activities that can be combined in different ways depending on the type of collaboration, project, and goals. Finally, we discuss the challenges and potential pitfalls of design by immersion.

Previous research has identified trade-offs when it comes to designing visualization tools. While constructive "bottom-up' tools promote a hands-on, user-driven design process that enables a deep understanding and control of the visual mapping, automated tools are more efficient and allow people to rapidly explore complex alternative designs, often at the cost of transparency. We investigate how to design visualization tools that support a user-driven, transparent design process while enabling efficiency and automation, through a series of design workshops that looked at how both visualization experts and novices approach this problem. Participants produced a variety of solutions that range from example-based approaches expanding constructive visualization to solutions in which the visualization tool infers solutions on behalf of the designer, e.g., based on data attributes. On a higher level, these findings highlight agency and granularity as dimensions that can guide the design of visualization tools in this space.

Self-reflection is a central goal of personal informatics systems, and constructing visualizations from physical tokens has been found to help people reflect on data. However, so far, constructive physicalization has only been studied in lab environments with provided datasets. Our qualitative study investigates the construction of personal physicalizations in people's domestic environments over 2-4 weeks. It contributes an understanding of (1) the process of creating personal physicalizations, (2) the types of personal insights facilitated, (3) the integration of self-reflection in the physicalization process, and (4) its benefits and challenges for self-reflection. We found that in constructive personal physicalization, data collection, construction and self-reflections are deeply intertwined. This extends previous models of visualization creation and data-driven self-reflection. We outline how benefits such as reflection through manual construction, personalization, and presence in everyday life can be transferred to a wider set of digital and physical systems.

Research in sonification and physicalization have expanded data representation techniques to include senses beyond the visual. Yet, little is known of how people interpret and make sense of haptic and sonic compared to visual representations. We have conducted two phenomenologically oriented comparative studies (applying the Repertory Grid and the Micro-phenomenological interview technique) to gather in-depth accounts of people's interpretation and experience of different representational modalities that included auditory, haptic and visual variations. Our findings show a rich characterization of these different representational modalities: our visually oriented representations engage through their familiarity, accuracy and easy interpretation, while our representations that stimulated auditory and haptic interpretation were experienced as more ambiguous, yet stimulated an engaging interpretation of data that involved the whole body. We describe and discuss in detail participants' processes of making sense and generating meaning using the modalities' unique characteristics, individually and as a group. Our research informs future research in the area of multimodal data representations from both a design and methodological perspective.

In this pictorial, we present a method to facilitate hands-on physicalization processes during workshops. Data physicalization -- encoding data in physical artefacts -- allows for new ways to represent and communicate data and, as a process, can make the principles of data representation more "graspable". In order to (1) engage different research communities to discuss data physicalization from a social and technology point of view, (2) promote data-driven prototyping, and (3) teach physicalization as a creative process in educational settings we have run hands-on data physicalization workshops within Human Computer Interaction, Information visualization and Design communities. Based on these workshops, we identified three main pitfalls that can cause participants to get stuck in the data preparation, ideation and construction phases. To address these, we designed a workshop to facilitate a rapid engagement in physicalization activities. Testing this method as part of another physicalization workshop shows its potential for participant engagement, prototyping and design reflection.

The emergence of tools that support fast-and-easy visualization creation by non-experts has made the benefits of InfoVis widely accessible. Key features of these tools include attribute-level operations, automated mappings, and visualization templates. However, these features shield people from lower-level visualization design steps, such as the specific mapping of data points to visuals. In contrast, recent research promotes constructive visualization where individual data units and visuals are directly manipulated. We present a qualitative study comparing people's visualization processes using two visualization tools: one promoting a top-down approach to visualization construction (Tableau Desktop) and one implementing a bottom-up constructive visualization approach (iVoLVER). Our results show how the two approaches influence: 1) the visualization process, 2) decisions on the visualization design, 3) the feeling of control and authorship, and 4) the willingness to explore alternative designs. We discuss the complex trade-offs between the two approaches and outline considerations for designing better visualization tools.

Evaluation is increasingly recognized as an essential component of HCI research. However, evaluation itself is a changing research area. In particular, the many variations of qualitative research are emerging as important empirical methods. This half-day tutorial is designed for beginning to intermediate audiences. We will focus on the basic methods for analyzing qualitative data using a mixture of talks and hands-on activities. In particular we will consider closed and open coding as well as clustering and categorizing coded data. After completing this tutorial, attendees will have a richer understanding of the benefits and challenges of qualitative empirical research and, more specifically, how to analyze qualitative data.

OPAC interfaces, still the dominant access point to library catalogs, support systematic search but are problematic for open-ended exploration and generally unpopular with visitors. As a result, libraries start subscribing to simplified search paradigms as exemplified by web-search systems. This is a problem considering that systematic search is a crucial skill in the light of today's abundance of digital information. Inspired by novel approaches to facilitating search, we designed CollectionDiver, an installation for supporting systematic search in public libraries. The CollectionDiver combines tangible and large display direct-touch interaction with a visual representation of search criteria and filters. We conducted an in-situ qualitative study to compare participants' search approaches on the CollectionDiver with those on the OPAC interface. Our findings show that while both systems support a similar search process, the CollectionDiver (1) makes systematic search more accessible, (2) motivates proactive search approaches by (3) adding transparency to the search process, and (4) facilitates shared search experiences. We discuss the CollectionDiver's design concepts to stimulate new ideas toward supporting engaging approaches to systematic search in the library context and beyond.

We present the findings from a longitudinal study of iPad use in a Primary school classroom. While tablet devices have found their way into classroom environments, we still lack in-depth and long-term studies of how they integrate into everyday classroom activities. Our findings illustrate in-classroom tablet use and the broad range of learning activities in subjects such as maths, languages, social sciences, and even physical education. Our observations expand current models on teaching and learning supported by tablet technology. Our findings are child-centred, focusing on three different roles that tablets can play as part of learning activities: Friend, Functionary, and Facilitator. This new perspective on in-classroom tablet use can facilitate critical discussions around the integration and impact of these devices in the educational context, from a design and educational point of view.

Humans have represented data in many forms for thousands of years, yet the main sensory channel we use to perceive these representations today still remains largely exclusive to sight. Recent developments, such as advances in digital fabrication, microcontrollers, actuated tangibles, and shape-changing interfaces offer new opportunities to encode data in physical forms and have stimulated the emergence of 'Data Physicalization' as a research area.

In this paper we exemplify how information visualization supports speculative thinking, hypotheses testing, and preliminary interpretation processes as part of literary research. While InfoVis has become a buzz topic in the digital humanities, skepticism remains about how effectively it integrates into and expands on traditional humanities research approaches. From an InfoVis perspective, we lack case studies that show the specific design challenges that make literary studies and humanities research at large a unique application area for information visualization. We examine these questions through our case study of the Speculative W@nderverse, a visualization tool that was designed to enable the analysis and exploration of an untapped literary collection consisting of thousands of science fiction short stories. We present the results of two empirical studies that involved general-interest readers and literary scholars who used the evolving visualization prototype as part of their research for over a year. Our findings suggest a design space for visualizing literary collections that is defined by (1) their academic and public relevance, (2) the tension between qualitative vs. quantitative methods of interpretation, (3) result- vs. process-driven approaches to InfoVis, and (4) the unique material and visual qualities of cultural collections. Through the Speculative W@nderverse we demonstrate how visualization can bridge these sometimes contradictory perspectives by cultivating curiosity and providing entry points into literary collections while, at the same time, supporting multiple aspects of humanities research processes.

Information visualization has become a popular tool to facilitate sense-making, discovery and communication in a large range of professional and casual contexts. However, evaluating visualizations is still a challenge. In particular, we lack techniques to help understand how visualizations are experienced by people. In this paper we discuss the potential of the Elicitation Interview technique to be applied in the context of visualization. The Elicitation Interview is a method for gathering detailed and precise accounts of human experience. We argue that it can be applied to help understand how people experience and interpret visualizations as part of exploration and data analysis processes. We describe the key characteristics of this interview technique and present a study we conducted to exemplify how it can be applied to evaluate data representations. Our study illustrates the types of insights this technique can bring to the fore, for example, evidence for deep interpretation of visual representations and the formation of interpretations and stories beyond the represented data. We discuss general visualization evaluation scenarios where the Elicitation Interview technique may be beneficial and specify what needs to be considered when applying this technique in a visualization context specifically.

When searching through collections of books or written texts, the efficient yet limiting query paradigm is still the most dominant entry point. Previous work characterizes search processes in various contexts and describes them as integral and closely related to creative endeavours. We revisit this work from a design perspective, proposing guidelines for versatile search interfaces that are based on a modular approach to search. Inspired by aspects of search in physical environments, our recommendations address learning, creativity, inspiration, and pleasure as positive aspects of (book) search. Based on in-depth interviews with library patrons about search practises in physical and digital environments and drawing from previous work on search behaviour, we discuss search patterns as modular constructs consisting of micro-strategies. We illustrate how the structure of these patterns is highly flexible. Much like creative processes, they fluidly evolve based on learning and ideation during search, particularly in physical environments. This modular perspective provides a basis for designing interfaces that facilitate creative approaches to search in digital environments.

With the proliferation of large multi-faceted datasets, a critical question is how to design collaborative environments, in which this data can be analysed in an efficient and insightful manner. Exploiting people's movements and distance to the data display and to collaborators, proxemic interactions can potentially support such scenarios in a fluid and seamless way, supporting both tightly coupled collaboration as well as parallel explorations. In this paper we introduce the concept of collaborative proxemics: enabling groups of people to collaboratively use attention- and proximity-aware applications. To help designers create such applications we have developed SpiderEyes: a system and toolkit for designing attention- and proximity-aware collaborative interfaces for wall-sized displays. SpiderEyes is based on low-cost technology and allows accurate markerless attention-aware tracking of multiple people interacting in front of a display in real-time. We discuss how this toolkit can be applied to design attention- and proximity-aware collaborative scenarios around large wall-sized displays, and how the information visualisation pipeline can be extended to incorporate proxemic interactions.

In this paper we explore numeric typeface design for visualization purposes. We introduce FatFonts, a technique for visualizing quantitative data that bridges the gap between numeric and visual representations. FatFonts are based on Arabic numerals but, unlike regular numeric typefaces, the amount of ink (dark pixels) used for each digit is proportional to its quantitative value. This enables accurate reading of the numerical data while preserving an overall visual context. We discuss the challenges of this approach that we identified through our design process and propose a set of design goals that include legibility, familiarity, readability, spatial precision, dynamic range, and resolution. We contribute four FatFont typefaces that are derived from our exploration of the design space that these goals introduce. Finally, we discuss three example scenarios that show how FatFonts can be used for visualization purposes as valuable representation alternatives.

Serendipity, a trigger of exciting yet unexpected discoveries, is an important but comparatively neglected factor in information seeking, research, and ideation. We suggest that serendipity can be facilitated through visualization. To explore this, we introduce the Bohemian Bookshelf, which aims to support serendipitous discoveries in the context of digital book collections. The Bohemian Bookshelf consists of five interlinked visualizations each offering a unique overview of the collection. It aims at encouraging serendipity by (1) offering multiple visual access points to the collection, (2) highlighting adjacencies between books, (3) providing flexible visual pathways for exploring the collection, (4) enticing curiosity through abstract, metaphorical, and visually distinct representations of books, and (5) enabling a playful approach to information exploration. A deployment at a library revealed that visitors embraced this approach of utilizing visualization to support open-ended explorations and serendipitous discoveries. This encourages future explorations into promoting serendipity through information visualization.

In this paper we describe our findings from a field study that was conducted at the Vancouver Aquarium to investigate how visitors interact with a large interactive table exhibit using multi-touch gestures. Our findings show that the choice and use of multi-touch gestures are influenced not only by general preferences for certain gestures but also by the interaction context and social context they occur in. We found that gestures are not executed in isolation but linked into sequences where previous gestures influence the formation of subsequent gestures. Furthermore, gestures were used beyond the manipulation of media items to support social encounters around the tabletop exhibit. Our findings indicate the importance of versatile many-to-one mappings between gestures and their actions that, other than one-to-one mappings, can support fluid transitions between gestures as part of sequences and facilitate social information exploration.

The goal of a research institution is, ultimately, to share and disseminate knowledge. Yet the sheer volume of information produced by large institutions makes it challenging to keep track of the vast knowledge within. Information on who knows what is often scattered across multiple sources and media. Expertise tracking systems allow users to search for people who know answers, but do not support serendipitous discovery. To help visitors and researchers alike develop awareness of research activities, we have designed ResearchWave---a large-display ambient visualization, installed in the social spaces of a research institution. ResearchWave represents information on research activities in a lightweight and aesthetically pleasing manner. Research-Wave is based on a "walk up and use" approach: it uses multiple levels of visual encodings to engage people while allowing them to learn more with each novel encounter. In this paper, we report our design process, first prototype and lessons learned from initial user feedback.

Digital information displays are becoming more common in public spaces such as museums, galleries, and libraries. However, the public nature of these locations requires special considerations concerning the design of information visualization in terms of visual representations and interaction techniques. We discuss the potential for, and challenges of, information visualization in the museum context based on our practical experience with EMDialog, an interactive information presentation that was part of the Emily Carr exhibition at the Glenbow Museum in Calgary. EMDialog visualizes the diverse and multi-faceted discourse about this Canadian artist with the goal to both inform and provoke discussion. It provides a visual environment that allows for exploration of the interplay between two integrated visualizations, one for information access along temporal, and the other along contextual dimensions. We describe the results of an observational study we conducted at the museum that revealed the different ways visitors approached and interacted with EMDialog, as well as how they perceived this form of information presentation in the museum context. Our results include the need to present information in a manner sufficiently attractive to draw attention and the importance of rewarding passive observation as well as both short- and longer term information exploration.

Tabletop displays provide exciting opportunities to support individual and collaborative activities such as planning, organizing, and storyboarding. It has been previously suggested that continuous flow of interface items can ease information access and exploration on a tabletop workspace, yet this concept has not been adequately studied. This paper presents an exploratory user study of Interface Currents, a reconfigurable and mobile tabletop interface component that offers a controllable flow for interface items placed on its surface. Our study shows that Interface Currents supported information access and sharing on a tabletop workspace. The study findings also demonstrate that mobility, flexibility, and general adjustability of Interface Currents are important factors in providing interface support for variations in task and group interactions.