Publications

@inproceedings{nokey,

title = {Beyond the Algorithm: Speculative Approaches to Critical AI Literacies with Diverse Youth},

author = {Kenny, Sadhbh and Antle, Alissa N. and Russell, Gillian and Kitson, Alexandra and Veldhuis, Annemiek},

url = {https://doi.org/10.1145/3713043.3727052},

doi = {10.1145/3713043.3727052},

isbn = {9798400714733},

year  = {2025},

date = {2025-06-23},

urldate = {2025-06-23},

booktitle = {Proceedings of the 24th Interaction Design and Children},

pages = {89-105},

publisher = {Association for Computing Machinery},

series = {IDC '25},

abstract = {As Artificial Intelligence (AI) integrates into daily life, cultivating critical AI literacies (CAIL) is crucial for empowering youth to engage in informed decision-making and take democratic action. Despite daily AI interactions, many youth, particularly from marginalized communities, lack accessible opportunities to grasp AI’s socio-technical complexities. Speculative design, offers a novel approach for supporting CAIL by challenging normative assumptions, surfacing present day issues and imagining more preferred possibilities. This exploratory case study investigates how six diverse youth (ages 14-17) cultivated CAIL through a 2-hour speculative design workshop. Participants reimagined AI in alternative socio-cultural contexts, scrutinized AI implementations as socio-technical systems, and articulated diverse and competing perspectives on AI’s construction and impacts. Together, youth envisioned more just AI futures and engaged critically with its complexities. We discuss the potential for speculative approaches to deepen critical engagement and transformative agency in CAIL contexts. This proof-of-concept offers actionable design recommendations for future CAIL workshops.},

keywords = {artificial intelligence, computational empowerment, critical ai literacy, speculative design, youth},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{nokey,

title = {Children’s Design Values Manifestos: Integrating Human Values in Middle School Design-based Learning},

author = {Veldhuis, Annemiek and Antle, Alissa N. and Smith, Crystal and Lo, Priscilla Y. and Kim, Tae H and Murai, Yumiko},

url = {https://doi.org/10.1145/3713043.3728838},

doi = {10.1145/3713043.3728838},

isbn = {9798400714733},

year  = {2025},

date = {2025-06-23},

urldate = {2025-06-23},

booktitle = {Proceedings of the 24th Interaction Design and Children},

pages = {1–20},

publisher = {Association for Computing Machinery},

series = {IDC '25},

abstract = {Design-based learning (DBL) can contribute to students’ designerly well-being when enabling them to engage with the world through their own personal values and beliefs. Reflecting on and incorporating personally meaningful human values in their designs might in turn provide an avenue to support students’ collective agency to engage critically with technology. In this paper, we investigate how value-sensitive design (VSD)-based activities and tools can support middle school students in incorporating their values into design projects. We detail the development and implementation of a Design Values card set and values-focused learning activities in an exploratory case study with 24 grade 6/7 students (ages 11–13) over 18 sessions across six weeks. Findings illustrate students’ value hierarchies and reasoning, the card set’s role in supporting their design processes, and how their values shaped their final designs. We present implications for educational designers and educators along with future directions for research to support designerly well-being.},

keywords = {constructionism, Design-Based Learning, designerly thinking, designerly well-being, elementary school, value-sensitive design},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{nokey,

title = {Briteller: Shining a Light on AI Recommendations for Children},

author = {Zhou, Xiaofei and Zhang, Yi and Jiang, Yufei and Gong, Yunfan and Zhang, Chi and Antle, Alissa N. and Bai, Zhen},

url = {https://doi.org/10.1145/3706598.3714106},

doi = {10.1145/3706598.3714106},

isbn = {9798400713941},

year  = {2025},

date = {2025-04-25},

urldate = {2025-04-25},

booktitle = {Proceedings of the 2025 CHI Conference on Human Factors in Computing Systems},

publisher = {Association for Computing Machinery},

series = {CHI '25},

abstract = {Understanding how AI recommendations work can help the younger generation become more informed and critical consumers of the vast amount of information they encounter daily. However, young learners with limited math and computing knowledge often find AI concepts too abstract. To address this, we developed Briteller, a light-based recommendation system that makes learning tangible. By exploring and manipulating light beams, Briteller enables children to understand an AI recommender system’s core algorithmic building block, the dot product, through hands-on interactions. Initial evaluations with ten middle school students demonstrated the effectiveness of this approach, using embodied metaphors, such as "merging light" to represent addition. To overcome the limitations of the physical optical setup, we further explored how AR could embody multiplication, expand data vectors with more attributes, and enhance contextual understanding. Our findings provide valuable insights for designing embodied and tangible learning experiences that make AI concepts more accessible to young learners},

keywords = {AI Literacy, augmented reality, embodied learning, Optical Computing, tangible user interface},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{nokey,

title = {Noel: A Chatbot Persona to Support Children Designing for Others},

author = {Lo, Priscilla Y. and Veldhuis, Annemiek and Antle, Alissa N. and DiPaola, Steve},

url = {https://doi.org/10.1145/3706598.3713836},

doi = {10.1145/3706598.3713836},

isbn = {9798400713941},

year  = {2025},

date = {2025-04-25},

urldate = {2025-04-25},

booktitle = {Proceedings of the 2025 CHI Conference on Human Factors in Computing Systems},

publisher = {Association for Computing Machinery},

series = {CHI '25},

abstract = {Designing for others encourages children to empathize with and consider different perspectives and needs. A chatbot persona could allow children to design for stakeholder groups that are challenging to involve directly in educational activities, such as people with disabilities. In this paper, we explore how an artificial intelligence chatbot persona leveraging the GPT-4 large language model can support children’s design empathy while designing for others. We report the design, development process, and implementation of a chatbot persona representing a 12-year-old child with low vision named Noel. The exploratory case study consisted of three 90- to 120-minute workshop sessions with nineteen students (ages 11 to 13) in a grade 6/7 classroom. Results illustrate ways that Noel supported students throughout the design process, their expressions of design empathy, and their experiences. We present implications for developers and educators along with future directions for research},

keywords = {artificial intelligence, chatbot, children, design thinking, education, empathy, large language model, personas, visual impairment},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{Kitson2024b,

title = {Supporting Cognitive Reappraisal With Digital Technology: A Content Analysis and Scoping Review of Challenges, Interventions, and Future Directions},

author = {Alexandra Kitson, Petr Slovak and Alissa N. Antle},

url = {https://doi.org/10.1145/3613904.3642488},

doi = {10.1145/3613904.3642488},

year  = {2024},

date = {2024-05-16},

urldate = {2024-05-16},

booktitle = {Proceedings of the CHI Conference on Human Factors in Computing Systems},

journal = {Proceedings of the CHI Conference on Human Factors in Computing Systems},

pages = {17},

publisher = {Association for Computing Machinery},

address = {New York, NY, USA},

series = {CHI '24},

keywords = {emotion regulation, virtual reality emotions},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{nokey,

title = { Untangling cables: A case study of the life & afterlife of digital devices in academic research.},

author = {Reese Muntean and Kate Hennessy and Chelsea Mills and Alissa N. Antle},

url = {https://dl.acm.org/doi/10.1145/3643834.3661540},

year  = {2024},

date = {2024-05-01},

urldate = {2024-05-01},

booktitle = {Proceedings of Conference on Designing Interactive Systems},

publisher = {Association for Computing Machinery},

series = {DIS '24},

keywords = {},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{nokey,

title = {"They Don't Come With a Handbook": Exploring Design Opportunities for Supporting Parent-Child Interaction around Emotions in the Family Context},

author = {Theofanopoulou, Nikki and Antle, Alissa N. and Slovak, Petr},

url = {https://doi.org/10.1145/3637409},

doi = {10.1145/3637409},

year  = {2024},

date = {2024-04-26},

booktitle = {Proc. ACM Hum.-Comput. Interact.},

volume = {8},

publisher = {Association for Computing Machinery},

series = {CSCW1},

keywords = {emotion regulation, emotion socialisation, family, parent-child interaction, tangible interaction, user-centred design},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{Kitson2024,

title = {“I Call Upon a Friend”: Virtual Reality-Based Supports for Cognitive Reappraisal Identified through Co-designing with Adolescents},

author = {Alexandra Kitson, Alissa N. Antle, Sadhbh Kenny, Ashu Adhikari, Kenneth Karthik, Artun Çimensel, and Melissa Chan},

url = {https://doi.org/10.1145/3613904.3642723},

doi = {10.1145/3613904.3642723},

year  = {2024},

date = {2024-03-16},

urldate = {2024-03-16},

booktitle = {Proceedings of the CHI Conference on Human Factors in Computing Systems},

pages = {18},

publisher = {Association for Computing Machinery},

address = {New York, NY, USA},

series = {CHI ' 13},

keywords = {emotion regulation},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{Zhou2024,

title = {"Bee and I need diversity!'' Break filter bubbles in recommendation systems through embodied AI learning},

author = {Xiaofei Zhou and Yushan Zhou and Yunfan Gong and Zhenyao Cai and Annie and Qinqin Xiao and Alissa N. Antle and Zhen Bai},

url = {https://dl.acm.org/doi/fullHtml/10.1145/3628516.3655802},

year  = {2024},

date = {2024-03-01},

urldate = {2024-03-01},

booktitle = {Proceedings of Conference on Interaction Design and Children},

publisher = {Association for Computing Machinery},

keywords = {critical ai literacy, embodied metaphor},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{Ibrahim2024,

title = {A systematic review of the probes method in research with children and families},

author = {Seray B Ibrahim and Alissa N. Antle and Julie A. Kientz and Graham Pullin and Petr Slovák},

url = {https://dl.acm.org/doi/10.1145/3628516.3655814},

year  = {2024},

date = {2024-03-01},

urldate = {2024-03-01},

booktitle = {Proceedings of Conference on Interaction Design and Children},

publisher = {Association for Computing Machinery},

series = {IDC '24},

keywords = {},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{10.1145/3615430.3615435,

title = {Reimagining Assessment for Maker Education in Elementary Education: Findings from a Values-led Co-Design Workshop with Teachers},

author = {Veldhuis, Annemiek and Murai, Yumiko and Lin, Anna and Kumpulainen, Kristiina and Antle, Alissa N.},

url = {https://doi.org/10.1145/3615430.3615435},

doi = {10.1145/3615430.3615435},

isbn = {9798400708961},

year  = {2023},

date = {2023-10-29},

urldate = {2023-10-29},

booktitle = {Proceedings of FabLearn / Constructionism 2023: Full and Short Research Papers},

pages = {6},

publisher = {Association for Computing Machinery},

address = {New York, NY, USA},

abstract = {In maker education, traditional classroom assessments often fail to capture student learning. As of now, most assessment focus on the end product, are language-based, and are teacher-directed. Designing effective assessment processes requires resolving tensions between what teachers hope to accomplish and what they can do. This paper explores the values and tensions of elementary school teachers when it comes to designing assessment activities and tools for maker education. We describe the design, implementation, and outcomes of a values-led co-design workshop for reimagining assessment for maker education with three teachers. Using observation data and workshop artifacts, we present insights into teachers’ values, tensions, and ideas regarding maker education assessment, as well as their final assessment design.},

keywords = {},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{10.1145/3569009.3573111,

title = {TangiTeam: Supporting Social Regulation of Learning during Design-Based Learning},

author = {Annemiek Veldhuis and Alissa N. Antle and Bernhard Rieke},

url = {https://doi.org/10.1145/3569009.3573111},

doi = {10.1145/3569009.3573111},

isbn = {9781450399777},

year  = {2023},

date = {2023-01-01},

booktitle = {Proceedings of the Seventeenth International Conference on Tangible, Embedded, and Embodied Interaction},

publisher = {Association for Computing Machinery},

address = {Warsaw, Poland},

series = {TEI '23},

abstract = {Design-Based Learning (DBL) is a promising learning approach to nurture 21st century skills. It requires students to leverage social regulation of learning. However, students in elementary education still need to develop these skills. Tangible User Interfaces might help students move up in the developmental trajectory through providing scaffolds and supporting positive interdependence. In this paper, we present the considerations and design of a tool, TangiTeam, that aims to support social regulation during elementary school DBL activities. We hope to inspire teachers and designers to create scaffolds for social regulation.},

keywords = {Artifact, Collaborative Learning, Design-Based Learning, Socially Shared Regulation, Tangible User Interfaces},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{10.1145/3544549.3583172,

title = {Developing Participatory Methods to Consider the Ethics of Emerging Technologies for Children},

author = {Juan Pablo Hourcade and Meryl Alper and Alissa N. Antle and Gökçe Elif Baykal and Elizabeth Bonsignore and Tamara Clegg and Flannery Hope Currin and Christian Dindler and Eva Eriksson and Jerry Alan Fails and Franca Garzotto and Michail Giannakos and Carina S. Gonzalez and Ole Sejer Iversen and Monica Landoni and Nuria Medina Medina and Chris Quintana and Janet Read and Maria Roussou and Elisa Rubegni and Summer Schmuecker and Suleman Shahid and Cristina Maria Sylla and Greg Walsh and Svetlana Yarosh and Jason Yip},

url = {https://doi-org.proxy.lib.sfu.ca/10.1145/3544549.3583172},

doi = {10.1145/3544549.3583172},

isbn = {9781450394222},

year  = {2023},

date = {2023-01-01},

booktitle = {Extended Abstracts of the 2023 CHI Conference on Human Factors in Computing Systems},

publisher = {Association for Computing Machinery},

address = {Hamburg, Germany},

series = {CHI EA '23},

abstract = {This SIG will provide child-computer interaction researchers and practitioners, as well as other interested CHI attendees, an opportunity to discuss topics related to developing participatory methods to consider the ethics of emerging technologies for children. While the community has extensively debated on ethical issues, we have not had ample discussion of methods to study the ethical implications of emerging technologies. Consequently, we have been largely reactive and have not made significant contributions to public discussions on these topics, leaving these largely to experts from other fields. Our community is well-placed to contribute unique perspectives by leveraging its expertise in participatory methods, combining expert views with those of stakeholders, including children.},

keywords = {children, emerging technologies, ethics, extended reality, participatory methods},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{10.1145/3585088.3589381,

title = {Co-Designing a Virtual Reality Intervention for Supporting Cognitive Reappraisal Skills Development with Youth},

author = {Alexandra Kitson and Alissa N. Antle and Petr Slovak},

url = {https://doi.org/10.1145/3585088.3589381},

doi = {10.1145/3585088.3589381},

isbn = {9798400701313},

year  = {2023},

date = {2023-01-01},

booktitle = {Proceedings of the 22nd Annual ACM Interaction Design and Children Conference},

pages = {14–26},

publisher = {Association for Computing Machinery},

address = {Chicago, IL, USA},

series = {IDC '23},

abstract = {Cognitive reappraisal is a critical emotion regulation skill required for youth mental health. While it has been well theorized psychologically and many therapeutic approaches exist, youth still struggle to develop these skills. We explore the design space of using virtual reality to create technologically-mediated cognitive reappraisal supports for youth. We developed four VR prototypes that we used as prompts for feedback in a ten-session co-design workshop with nine youth (aged 15-17). Our work contributes youth-derived directions for further research in the design space of VR and mental health; and highlights opportunities to use VR for cognitive reappraisal skills training by generating meaningful emotionally laden situations, supporting body-based experiential learning, and providing technology-mediated social connection.},

keywords = {Co-Design, Cognitive Reappraisal, emotion regulation, participatory design, virtual reality, youth},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{10.1145/3501712.3529717,

title = {“There Are a LOT of Moral Issues with Biowearables” ... Teaching Design Ethics through a Critical Making Biowearable Workshop},

author = {Alissa N. Antle and Yumiko Murai and Alexandra Kitson and Yves Candau and Zoe Minh-Tam Dao-Kroeker and Azadeh Adibi},

url = {https://doi.org/10.1145/3501712.3529717},

doi = {10.1145/3501712.3529717},

isbn = {9781450391979},

year  = {2022},

date = {2022-01-01},

urldate = {2022-01-01},

booktitle = {Interaction Design and Children},

pages = {327–340},

publisher = {Association for Computing Machinery},

address = {Braga, Portugal},

series = {IDC '22},

abstract = {There has been an increasing focus on teaching youth about design ethics as part of technical literacy. Biowearables are an emerging technology in which devices worn on children's bodies are used to track, monitor and provide feedback about their biological processes. In this paper we describe an online critical making workshop designed to enable students in middle school years to develop technical literacy skills that include reflection on issues related to design ethics. We investigated if and how our workshop enabled eleven youth, aged 12-14, to reflect through processes of making their own biowearable, on potential negative impacts of biowearables on their developing senses of identity, agency, autonomy and authenticity. The workshop elements included facilitated activities using custom created biowearable-tangible kit and ethics cards. Through qualitative coding and thematic analysis of moments of reflection captured with video, chat, and design journals we gathered evidence of the feasibility of promoting critical making as a means to cultivate technical literacy in youth. Our findings suggest the potential of teaching design ethics through critical making workshops and reveal a range of ways that reflection on ethical issues can be supported during making. We interpret our empirical evidence to further explore how workshop elements supported, or failed to support, learning outcomes and generalize our interpretations to propose preliminary guidance about workshop mechanisms that might be used to support ethical reflection during making.},

keywords = {Biowearables, children, Critical making, design ethics, ethics, teaching ethics, wearables, youth},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{10.1145/3501712.3529722,

title = {Lessons Learned and Future Considerations for Designing Remotely Facilitated Co-Design Studies with Children Focused on Socio-Emotional Experiences},

author = {Jillian L. Warren and Alissa N. Antle and Alexandra Kitson and Alireza Davoodi},

url = {https://doi.org/10.1145/3501712.3529722},

doi = {10.1145/3501712.3529722},

isbn = {9781450391979},

year  = {2022},

date = {2022-01-01},

urldate = {2022-01-01},

booktitle = {Interaction Design and Children},

pages = {37–49},

publisher = {Association for Computing Machinery},

address = {Braga, Portugal},

series = {IDC '22},

abstract = {The IDC community has a rich history of developing new methods for involving children in design research. However, few papers discuss developing new remotely facilitated co-design approaches. Fewer still focus on the challenges of eliciting discussion and generating design ideas around subjective experiences involving emotions, feelings, and thoughts. We argue these are of growing need in a post-Covid world. In this paper we contribute a methodological design rationale for a remotely facilitated co-design study aimed at addressing challenges related to ethically eliciting reflection on, promoting ideation around and capturing data of children and families about their personal Covid-19 experiences. To illustrate our methods, we provide exemplar cases of data collected from our participants to show the type of data that can be elicited using our methods. Lastly, we contribute considerations for future methods design based on a selection of our lessons learned.},

keywords = {Child-Computer Interaction, Co-design with Children, Methodology, no child alone, Research Methods},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{10.1145/3466725.3466759,

title = {Facilitating Online Distributed Critical Making: Lessons Learned},

author = {Yumiko Murai and Alissa N. Antle and Alexandra Kitson and Yves Candau and Azadeh Adibi and Zoe Dao-Kroeker and John Desnoyers-Stewart and Katrien Jacobs},

url = {https://doi.org/10.1145/3466725.3466759},

doi = {10.1145/3466725.3466759},

isbn = {9781450389891},

year  = {2021},

date = {2021-01-01},

urldate = {2021-01-01},

booktitle = {FabLearn Europe / MakeEd 2021 - An International Conference on Computing, Design and Making in Education},

publisher = {Association for Computing Machinery},

address = {St. Gallen, Switzerland},

series = {FabLearn Europe / MakeEd 2021},

abstract = {The global pandemic has brought numerous challenges for educators who take a maker-centered approach, whose instruction involves direct engagement with materials through collaborative and exploratory social interactions. Many educators have found creative ways to address the obstacles of being remote. However, inciting critical reflection through making, already difficult during in-person settings, has become an even greater challenge in remote settings. This paper reports on the lessons learned from a two-week online afterschool maker workshop where participants worked on a maker project being in remote locations, while engaged in critical reflections on ethical implications of biowearable devices. The results showed preliminary evidence that participants were able to produce a prototype and engaged in critical reflection on the ethical issues of biowearables. We also found that while online environments offer limited social cues and flexibility, access to multiple communication channels enabled just-in-time facilitation for critical reflection.},

keywords = {Biowearables, Critical making, Critical reflection, design ethics, design thinking, Maker-centered learning, Online learning, Online workshop, quantification of self, teaching ethics, wearables, youth},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{10.1145/3411764.3445713,

title = {Exploring Opportunities to Aid Generation of Input Action Ideas for Tangible User Interfaces},

author = {Uddipana Baishya and Alissa N. Antle and Carman Neustaedter},

url = {https://doi.org/10.1145/3411764.3445713},

doi = {10.1145/3411764.3445713},

isbn = {9781450380966},

year  = {2021},

date = {2021-01-01},

booktitle = {Proceedings of the 2021 CHI Conference on Human Factors in Computing Systems},

publisher = {Association for Computing Machinery},

address = {Yokohama, Japan},

series = {CHI '21},

abstract = {Novice tangible interaction design students often find it challenging to generate input action ideas for tangible interfaces. To identify opportunities to aid input action idea generation, we built and evaluated a tool consisting of interactive physical artifacts coupled with digital examples of tangible systems and technical implementation guidance. Through video recorded design sessions and interviews with twelve students, we investigated how they used the tool to generate input action ideas, how it supported them, and what challenges they faced. We found that the tool helped in generating input action ideas by enabling to experience input actions, supporting hands-on explorations, and introducing possibilities. However, introducing examples at times caused design fixation. The tool fell short in supporting the planning of technical implementation of the generated ideas. This research is useful for tangible interaction design students, instructors, and researchers to apply in education, design similar tools, or conduct further research.},

keywords = {Idea generation, Input actions for tangible user interfaces, Tangible interaction design, Tangible user interface design tool},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{10.1145/3459990.3465182,

title = {Designing Biotech Ethics Cards: Promoting Critical Making During an Online Workshop with Youth},

author = {Zoe Minh-Tam Dao-Kroeker and Alexandra Kitson and Alissa N. Antle and Yumiko Murai and Azadeh Adibi},

url = {https://doi.org/10.1145/3459990.3465182},

doi = {10.1145/3459990.3465182},

isbn = {9781450384520},

year  = {2021},

date = {2021-01-01},

booktitle = {Interaction Design and Children},

pages = {450–455},

publisher = {Association for Computing Machinery},

address = {Athens, Greece},

series = {IDC '21},

abstract = {There are ethical concerns surrounding how youth interact with biowearable technology and the potential effects it has on their psychological and physiological health. We need to give youth the tools to critically reflect and explore ethical issues surrounding biowearables in order for them to make informed decisions about how they interact with them. To address this, we developed the Biotech Ethics cards as part of a critical making workshop. They are a set of design cards designed to scaffold critical reflection during a critical making workshop where youth prototype a biowearable from a kit. We focus this short paper on the requirements, initial design and revisions we made after studying card use in our workshop. We identified key design elements that are important in the cards and that may generalize to the design of other card sets meant to be integrated into a critical making process.},

keywords = {Biowearables, computer ethics, Critical making, Design cards, design ethics, reflection, youth},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{10.1145/3466725.3466762,

title = {Opportunities and Scaffolds for Critical Reflection on Ethical Issues in an Online After School Biowearable Workshop for Youth},

author = {Alissa N. Antle and Alexandra Kitson and Yumiko Murai and John Desnoyers-Stewart and Yves Candau and Azadeh Adibi and Katrien Jacobs and Zoe Dao-Kroeker},

url = {https://doi.org/10.1145/3466725.3466762},

doi = {10.1145/3466725.3466762},

isbn = {9781450389891},

year  = {2021},

date = {2021-01-01},

booktitle = {FabLearn Europe / MakeEd 2021 - An International Conference on Computing, Design and Making in Education},

publisher = {Association for Computing Machinery},

address = {St. Gallen, Switzerland},

series = {FabLearn Europe / MakeEd 2021},

abstract = {The rapid adoption of biowearables, such as smartwatches, raises ethical issues as youth are increasingly being tracked, monitored and given feedback on a growing number of measures. To address this pressing need, we investigated how to support youth to understand and explore these ethical issues grounded in the processes of prototyping during an afterschool online critical making workshop. The main contribution of this paper is our critical reflection framework, consisting of three interrelated components: ethical issues, technical opportunities, and reflection scaffolds. We focus on ethical issues related to the potential for biowearables to negatively impact six constructs taken from child development. We describe how we created a biowearable-tangible prototyping kit that has under-determined design decision points, creating technologically-mediated opportunities for reflection during the iterative prototyping process. Third, we present a set of critical reflection cards created to support youth to explore the ethical issues related to those decision points. We provide two scenarios from a pilot study that illustrate our framework in action, providing preliminary validation for our approach in an online environment.},

keywords = {Biowearables, Critical making, design ethics, ethics, teaching ethics, youth},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{caadria2020_241,

title = {Spatial Metaphors for Multi-Dimensional Design Gallery Interfaces},

author = {Shireen, Naghmi, Erhan, Halil, Woodbury, Robert and Antle, Alissa N.},

url = {https://papers.cumincad.org/cgi-bin/works/paper/caadria2020_241?bypass_token=0290d3a60564b391d2c71a19e1780068},

doi = {https://doi.org/10.52842/conf.caadria.2020.1.265},

year  = {2020},

date = {2020-08-05},

booktitle = {Proceedings of the 25th CAADRIA Conference},

volume = {1},

pages = {265-274},

publisher = {D. Holzer, W. Nakapan, A. Globa, I. Koh (eds.), RE: Anthropocene, Design in the Age of Humans},

address = {Chulalongkorn University, Bangkok, Thailand},

series = {CAADRIA},

abstract = {With increased computing capabilities and large screen displays, the opportunity to support multiple designs in a single interface has recently become practical. Generating a large number of design alternatives is still a challenge but equally is to manage, review, understand and make-sense out of this multi-dimensional design space. Especially, when we consider the human cognitive limitations and the overly crowded informational displays. This research focuses on developing spatial metaphors based on the previous design literature and the findings from a study conducted to understand how to manage large design spaces with thousands of alternatives. We compare the existing design gallery systems used in practice with the spatial metaphors proposed in this paper. The goal is to develop a spatial structuring toolkit for interface designers of such tools.},

keywords = {},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{10.1145/3357236.3395460,

title = {Communicating Sustainable Consumption and Production in 360° Video},

author = {Reese Muntean and Alissa N. Antle and Kate Hennessy},

url = {https://doi.org/10.1145/3357236.3395460},

doi = {10.1145/3357236.3395460},

isbn = {9781450369749},

year  = {2020},

date = {2020-01-01},

booktitle = {Proceedings of the 2020 ACM Designing Interactive Systems Conference},

pages = {1259–1271},

publisher = {Association for Computing Machinery},

address = {Eindhoven, Netherlands},

series = {DIS '20},

abstract = {Research at the intersection of technology and sustainability is increasing across disciplines. Virtual reality is one technology used to address social issues, though less work has explored how immersive environments might impact a viewer's impression of complex environmental issues like sustainability.SCP in 360°: Sustainable Consumption and Production in 360 Degrees is a series of 360° videos aiming to make sustainable consumption and production understandable and engaging to a wider audience. In this paper, we describe the context and production of these videos, report on the visitor study conducted during the videos' exhibition, and discuss the specifics of using 360° video for communicating sustainability and the broader implications for other 360° video projects and sustainability-focused interactive media. In contrast to research on empathy in virtual reality, our study suggests that 360° video supports participants in feeling compassion towards the situations viewed and understanding the context and complexity of sustainability solutions.},

keywords = {360 video, cinematic vr, sustainability, sustainable consumption and production, virtual reality},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{10.1145/3392063.3394409,

title = {An English Language Learning Study with Rural Chinese Children Using an Augmented Reality App},

author = {Min Fan and Alissa N. Antle},

url = {https://doi.org/10.1145/3392063.3394409},

doi = {10.1145/3392063.3394409},

isbn = {9781450379816},

year  = {2020},

date = {2020-01-01},

urldate = {2020-01-01},

booktitle = {Proceedings of the Interaction Design and Children Conference},

pages = {385–397},

publisher = {Association for Computing Machinery},

address = {London, United Kingdom},

series = {IDC '20},

abstract = {Augmented reality (AR) apps have the potential to support early English learning for children. However, few studies have investigated how children from rural low socio-economic status (SES) schools, who learn English as a foreign language (EFL) used and perceived an AR app in language learning. In this paper, we present an exploratory case study of 11 EFL children and four school teachers from a Chinese rural county who used an AR app (called AR PhonoBlocks), for one week. The goal of the app is to support children to learn the alphabetic principle of English. The key features are overlaid dynamic colour cues on 3D physical letters. We present the results including themes related to children's interactional behaviours and motivations, and rural teachers' feedback on the opportunities and concerns around using an AR app in a rural school context. We suggest design implications and future research directions for designing AR apps to support EFL children from low SES schools in early English learning.},

keywords = {augmented reality, children, developing country, english language learning, phonoblocks, phonological awareness, school},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{10.1145/3392063.3394412,

title = {Techniques for Augmented-Tangibles on Mobile Devices for Early Childhood Learning},

author = {Victor Cheung and Alissa N. Antle and Shubhra Sarker and Min Fan and Jianyu Fan and Philippe Pasquier},

url = {https://dl.acm.org/doi/abs/10.1145/3392063.3394412},

doi = {10.1145/3392063.3394412},

isbn = {9781450379816},

year  = {2020},

date = {2020-01-01},

urldate = {2020-01-01},

booktitle = {Proceedings of the Interaction Design and Children Conference},

pages = {589–601},

publisher = {Association for Computing Machinery},

address = {London, United Kingdom},

series = {IDC '20},

abstract = {Integrating physical learning materials with mobile device applications may have benefits for early childhood learning. We present three techniques for creating a hybrid tangible-augmented reality (T-AR) enabling technology platform. This platform enables researchers to develop applications that use readily available physical learning materials, such as letters, numbers, symbols or shapes. The techniques are visual marker-based; computer-vision and machine-learning; and capacitive touches. We describe details of implementation and demonstrate these techniques through a use case of a reading tablet app that uses wooden/plastic letters for input and augmented output. Our comparative analysis revealed that the machine-learning technique most flexibly sensed different physical letter sets but had variable accuracy impacted by lighting and tracking lag at this time. Lastly, we demonstrate how this enabling technology can be generalized to a variety of early learning apps through a second use case with physical numbers.},

keywords = {augmented reality, early childhood learning, education mobile apps, phonoblocks, tablets, tangible interaction},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{10.1145/3374920.3374942,

title = {Tangible Interfaces and Interactions in Sci-Fi Movies: A Glimpse at the Possible Future of TUIs through Fictional Tangible Systems},

author = {Victor Cheung and Alissa N. Antle},

url = {https://doi-org.proxy.lib.sfu.ca/10.1145/3374920.3374942},

doi = {10.1145/3374920.3374942},

isbn = {9781450361071},

year  = {2020},

date = {2020-01-01},

booktitle = {Proceedings of the Fourteenth International Conference on Tangible, Embedded, and Embodied Interaction},

pages = {393–401},

publisher = {Association for Computing Machinery},

address = {Sydney NSW, Australia},

series = {TEI '20},

abstract = {Science-Fiction (Sci-Fi) movies have long been a frontier in showcasing futuristic computer interfaces and their associated interactions. Unconstrained by technological limitations, they are free to depict the most imaginative systems, including augmenting objects attributes that are not yet possible in reality. We present a case study on Sci-Fi movies where tangible objects are part of these systems, and examine how they illustrate Tangible User Interfaces (TUIs) concepts. We provide three examples of tangible systems and one that deviates considerably (holographic system), and analyze them using a well-established interaction model (MCRpd). We found that TUIs in movies exhibit various levels of the model's characteristics and demonstrate an inclusive and diverse context through combining interaction modalities and catering to audience needs. We argue that these aspects provide valuable lessons and implications in designing future TUIs and hope to broaden the design space by initiating discussions on the fascinating worlds in Sci-Fi movies.},

keywords = {case study, futuristic interfaces, interface and interaction design, sci-fi movies, speculative interfaces, tangible systems},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{10.1145/3334480.3381060,

title = {Child-Computer Interaction SIG: Looking Forward After 18 Years},

author = {Alissa Antle and Juan Pablo Hourcade and Paulo Blikstein and Jerry Alan Fails and Franca Garzotto and Ole Sejer Iversen and Panos Markopoulos and Glenda Revelle},

url = {https://doi.org/10.1145/3334480.3381060},

doi = {10.1145/3334480.3381060},

isbn = {9781450368193},

year  = {2020},

date = {2020-01-01},

booktitle = {Extended Abstracts of the 2020 CHI Conference on Human Factors in Computing Systems},

pages = {1–4},

publisher = {Association for Computing Machinery},

address = {Honolulu, HI, USA},

series = {CHI EA '20},

abstract = {This SIG will provide child-computer interaction researchers and practitioners an opportunity to discuss future directions for the field after 18 years of Interaction Design and Children conferences. Topics for discussion include interdisciplinarity, theory and rigor, impact, emerging areas of research, and ethics.},

keywords = {Child-Computer Interaction, impact, interaction design and children, methods, research areas},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{10.1145/3334480.3382894,

title = {Interactive Technologies for Emotion-Regulation Training: Opportunities and Challenges},

author = {Ofir Sadka and Alissa Antle},

url = {https://doi.org/10.1145/3334480.3382894},

doi = {10.1145/3334480.3382894},

isbn = {9781450368193},

year  = {2020},

date = {2020-01-01},

booktitle = {Extended Abstracts of the 2020 CHI Conference on Human Factors in Computing Systems},

pages = {1–12},

publisher = {Association for Computing Machinery},

address = {Honolulu, HI, USA},

series = {CHI EA '20},

abstract = {Emotion regulation (ER) is foundational to mental health and well-being. In the last ten years, there has been an increasing focus on this use of interactive technologies to support ER training in a variety of contexts. However, work has been done by researchers from diverse fields, and no cohesive research agenda exists that explicates how and why interactive technologies may benefit ER training. To address this gap, this paper presents the initial results of a descriptive review of 38 peer-reviewed papers on this topic. Qualitative analysis revealed four opportunity themes where interactive technologies appear to provide unique benefits. The analysis also revealed three challenge themes where design guidance, particularly around emotion representation, is ambiguous or underspecified. Based on our findings, we propose future research in these thematic areas; we also propose intersectional themes and underexplored areas that researchers and designers may find productive to explore.},

keywords = {descriptive literature review, emotion regulation training, interactive technology},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{10.1145/3290605.3300266,

title = {Evaluating the Impact of a Mobile Neurofeedback App for Young Children at School and Home},

author = {Alissa N. Antle and Elgin-Skye McLaren and Holly Fiedler and Naomi Johnson},

url = {https://doi.org/10.1145/3290605.3300266},

doi = {10.1145/3290605.3300266},

isbn = {9781450359702},

year  = {2019},

date = {2019-01-01},

urldate = {2019-01-01},

booktitle = {Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems},

pages = {1–13},

publisher = {Association for Computing Machinery},

address = {Glasgow, Scotland Uk},

series = {CHI '19},

abstract = {About 18% of children in industrialized countries suffer from anxiety. We designed a mobile neurofeedback app, called Mind-Full, based on existing design guidelines. Our goal was for young children in lower socio-economic status schools to improve their ability to self-regulate anxiety by using Mind-Full. In this paper we report on quantitative outcomes from a sixteen-week field evaluation with 20 young children (aged 5 to 8). Our methodological contribution includes using a control group, validated measures of anxiety and stress, and assessing transfer and maintenance. Results from teacher and parent behavioral surveys indicated gains in children's ability to self-regulate anxiety at school and home; a decrease in anxious behaviors at home; and cortisol tests showed variable improvement in physiological stress levels. We contribute to HCI for mental health with evidence that it is viable to use a mobile app in lower socio-economic status schools to improve children's mental health.},

keywords = {brain computer interfaces, children, field studies, hci for mental health, mindfull, positive computing, self-regulation},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{10.1145/3294109.3295650,

title = {Design for Mental Health: How Socio-Technological Processes Mediate Outcome Measures in a Field Study of a Wearable Anxiety App},

author = {Alissa N. Antle and Elgin Skye McLaren and Holly Fiedler and Naomi Johnson},

url = {https://doi.org/10.1145/3294109.3295650},

doi = {10.1145/3294109.3295650},

isbn = {9781450361965},

year  = {2019},

date = {2019-01-01},

urldate = {2019-01-01},

booktitle = {Proceedings of the Thirteenth International Conference on Tangible, Embedded, and Embodied Interaction},

pages = {87–96},

publisher = {Association for Computing Machinery},

address = {Tempe, Arizona, USA},

series = {TEI '19},

abstract = {Millions of children have challenges with anxiety that negatively impact their development, education and well-being. To address this challenge, we developed version 2.0 of Mind-Full, a wearable, mobile neurofeedback system, designed to teach young children to learn to self-regulate anxiety. We present a mixed methods evaluation of a seven week long intervention in schools. We report on a subset of outcome measures related to 10 children's anxiety and stress in the classroom and describe mediating socio-technological processes that may have impacted outcomes. Findings showed improvement in children's ability to self-regulate anxiety and reduced cortisol levels for some children. Qualitative findings suggested that children who made multimodal connections during system mediated learning and had teacher support for learning transfer responded well to the intervention. We suggest that framing mental health app design as a distributed, adaptive, socio-technological system enables designers to better meet individual's unique and changing mental health needs.},

keywords = {Brain-computer interfaces, children, emotion-regulation, learning, mental health., mindfull, socio-technological studies},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{10.1145/3290607.3312820,

title = {Idea Bits: A Tangible Design Tool to Aid Idea Generation for Tangible Manipulation},

author = {Uddipana Baishya and Alissa N. Antle and Elgin-Skye McLaren},

url = {https://doi.org/10.1145/3290607.3312820},

doi = {10.1145/3290607.3312820},

isbn = {9781450359719},

year  = {2019},

date = {2019-01-01},

booktitle = {Extended Abstracts of the 2019 CHI Conference on Human Factors in Computing Systems},

pages = {1–6},

publisher = {Association for Computing Machinery},

address = {Glasgow, Scotland Uk},

series = {CHI EA '19},

abstract = {Tangible interaction design students often find it difficult to generate ideas for tangible manipulation. They often restrict their explorations to a few familiar possibilities. To our knowledge, there is no design tool that focuses on facilitating the exploration of a variety of manipulation and aiding generation of ideas for manipulation. To address this gap, we designed Idea Bits, a tangible design tool consisting of interactive physical artifacts that enable users to experience a set of manipulations. These artifacts are coupled with digital examples of tangible systems and technical implementation guidance to help users understand how to implement the manipulations. Our work contributes knowledge about the generation of ideas for manipulation and will be useful to tangible interaction design students, instructors, practitioners, and researchers.},

keywords = {design tools, Idea generation, manipulation, Tangible interaction design, Tangible User Interfaces},

pubstate = {published},

tppubtype = {inproceedings}

}

@inproceedings{10.1145/3173574.3173729,

title = {G2G: The Design and Evaluation of a Shared Calendar and Messaging System for Grandparents and Grandchildren},

author = {Forghani, Azadeh and Neustaedter, Carman and Vu, Manh C. and Judge, Tejinder K. and Antle, Alissa N.},

url = {https://doi.org/10.1145/3173574.3173729},

doi = {10.1145/3173574.3173729},

isbn = {9781450356206},

year  = {2018},

date = {2018-04-19},

booktitle = {Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems},

pages = {1-12},

publisher = {Association for Computing Machinery},

series = {CHI '18},

abstract = {Distance separated grandparents and grandchildren often face challenges in staying connected. To explore this topic, we designed G2G, a shared calendar and video messaging system to connect young children (ages 5-10) with their grandparents over distance. Our design focused on providing grandparents and grandchildren with an awareness of each other's lives to support conversations and design elements to help reduce the need for parent scaffolding. A field study with two grandparent-grandchild pairs over two months showed that systems designed around structured communication can help young children develop a routine around staying in touch with their remote grandparents. Autonomy in maintaining awareness can help children to be engaged more easily. This suggests that designs focusing on connecting young children to their grandparents over distance should be flexible yet structured and designing to reduce parental scaffolding can lead to positive effects and strengthened relationships.},

keywords = {},

pubstate = {published},

tppubtype = {inproceedings}

}