The development of digital tabletops that support user identification has opened the door for investigating users' achievement in groupware based face-to-face Computer Supported Collaborative Learning (CSCL) settings. When students collaborate around the tabletop, teachers need to be aware of the steps undertaken by the students in order to reflect their achievements.We focused on exploring patterns of interaction between students and the objects of an educational application called 'Digital Mysteries', used as a basis for distinguishing the work of higher achieving groups from lower achieving ones. Teachers' analysis of trial videos were informative in analysing data which aimed at automatically generating visualization log based dataset that reflect on students' achievements. Our approach on users' assessment, based on the interaction patterns in co-located CSCL setting, can be generalised to cover other collaborative application domains. The usefulness of such patterns can be applied in new designs of collaborative applications.