Teaching & research interests

 

  • Child-computer interaction / interaction design for children 
  • Tangible, embedded and embodied computing 
  • Research through design and mixed methods evaluation methodologies
  • Design and participatory ethics in child-computer interaction

 

Alissa N. Antle's research interests

Alissa Antle is an innovator and scholar, whose research pushes the boundaries of computation to augment the ways we think and learn. As a designer and builder of interactive technologies, her goal is to explore the ways in which these innovations can improve, augment, and support children’s cognitive and emotional development. Her interactive systems have been deployed to facilitate collaborative learning about aboriginal heritage, sustainability and social justice; improve learning outcomes for dyslexic children; and teach emotion-regulation to disadvantaged children. Alissa is a Faculty of Communication, Art and Technology (FCAT) Distinguished Researcher and a member of the Royal Society of Canada’s College of New Scholars, Artists and Scientists.

To see a descriptions of complete and current research projects, please view Alissa Antle's research site.

Tangible, Embodied, Child Interaction (TECI) Research Group

Research through design at TECI: Creating innovation, knowledge and social impact in tangible and embodied computing.

If you are interested in finding out more about joining the TECI Lab as a graduate student under my supervision, I recommend heading our prospective students page, and perhaps chatting with some members of the lab.

Selected publications

  • Alissa N. Antle and Juan Pablo Hourcade. 2021. Research in child-computer interaction: Provocations and envisioning future directions. International Journal of Child-Computer Interaction, Aug 2021, Elsevier, 100374.
  • Alissa N. Antle, Alexandra Kitson, Yumiko Murai, Azadeh Adibi, Yves Candau, John Desnoyers-Stewart, Katrien Jacobs and Zöe Dao-Kroeker. 2021. Scaffolding reflection on potential ethical impacts of biowearables in a critical making workshop for youth. In Proceedings of FabLearn Europe Conference, Virtual, May 31 – June 2 2021, ACM Press, 1-6.
  • Alissa N. Antle and Alexandra Kitson. 2021. 1,2,3,4 Tell me how to grow more: A position paper on children, design ethics and biowearables. International Journal of Child-Computer Interaction, 30, May 2021, Elsevier, 100328. 
  • Min Fan, Alissa N. Antle and Jillian L. Warren. 2020. Augmented reality for early language learning: A systematic review of augmented reality application design, instructional strategies, and evaluation outcomes. Journal of Educational Computing Research58, 6, 1059-1100.
  •  Alissa N. Antle, Elgin-Skye McLaren, Holly Fiedler and Naomi Johnston. 2019. Evaluating the impact of a mobile neurofeedback app for young children at school and home. In Proceedings of SIGCHI Conference on Human Factors in Computing Systems (CHI '19) ACM Press, Paper 36. 
  • Alissa N. Antle, Elgin-Skye McLaren, Holly Fiedler and Naomi Johnston. 2019. Design for mental health: How socio-technological processes mediate outcome measures in a field study of a wearable anxiety app. In Proceedings of Conference on Tangible, Embedded and Embodied Interaction (TEI '19) ACM Press, 87-98. 

Please visit Alissa Antle's research site for a complete list of publications.

Education

  • Ph.D. Geography: Human-Computer Interaction & Interactive Cartography, University of British Columbia (Canada)
  • B.A.Sc. Systems Design Engineering (Honours), University of Waterloo (Canada)
  • 1990 B.A. Liberal Arts, University of Waterloo (Canada)

Current & upcoming courses