Welcome Dr. Alex Kitson! (an Interview with Dr. Yun Lu)

I chat with Dr. Alex Kitson, one of our newest faculty members. We discuss how she discovered computer science, her research in human-computer interaction, and how she developed her teaching philosophy. 

Can you tell me a bit about your academic journey? 

My academic journey began at UBC in the sciences, where I was especially interested in math. While choosing second-year courses, I saw the Cognitive Systems major and was immediately drawn to it. It combined computer science, psychology, philosophy, linguistics, and core math and science—very interdisciplinary. 

For my bachelor’s thesis, I joined a lab at SFU working on a meditation sound chamber installation. That experience led the PI, Bernhard Riecke, to encourage me to pursue graduate school, so I continued at SFU. I articulated into the PhD program because the project I wanted to pursue was quite large. 

I graduated during COVID. I had planned to do a postdoc in the US, but that wasn’t possible, so I stayed at SFU and joined a different lab with Alissa Antle. There, I began working in child–computer interaction, focusing on teens, VR, and emotion regulation. That’s where my research direction really solidified. 

Yun: You started in cognitive systems and moved into VR and emotion regulation. Was it a smooth transition? 

I’ve always been interested in the intersection of psychology and technology. Initially, my supervisor, who had a physics background, wasn’t entirely convinced of my focus on mental health. But I volunteered at a crisis centre for seven years, so community mental health was already very important to me. 

I found collaborators who supported that direction, including Andrea Gaggioli in Italy, who works on positive technology, and later researchers like Petr Slovak and Katherine Isbister. Those relationships helped me develop my work on emotion regulation. 

How did you first get into computer science? 

I didn’t have much exposure to it in high school—I went to a very remote school and even had to take physics online. But programming appealed to me because I liked the logic and systems-based thinking, which felt intuitive. 

My first year at UBC was very special. I was part of the Science One Program, a cohort-based interdisciplinary science program with about 70 students. We took integrated courses in physics, biology, chemistry, and math and even went on a research field trip to Bamfield. I’m still close friends with many people from that program. 

Another standout was a large introductory psychology course. Despite having 500 students, the professor was incredibly engaging. He used interactive activities and performances to explain concepts, which made the class memorable and effective. 

During undergrad, did you ever feel intimidated approaching professors? 

I had mixed experiences. One chemistry professor terrified me at first because he seemed strict, but when I finally went to office hours, he was incredibly kind and supportive. It made me realize how misleading first impressions can be. 

I also had wonderful professors who took time to understand students’ interests. One math professor even recommended a psychology book to me because he could tell where my interests were leaning. 

On the other hand, I’ve also had a very discouraging experience with a professor who suggested I drop the course when I asked for help. That was devastating and really shaped how I approach teaching now. I make a point of supporting students wherever they’re at and encouraging them to keep learning. 

What are you most excited about in your work right now? 

I’m currently interviewing prospective graduate students, which is exciting. I’m looking forward to building out the lab, acquiring equipment, and collaborating across departments like physiotherapy, psychology, health, and visual arts. I’m especially excited to continue my work on emotion regulation and teen mental health. 

Finally, if you could give your younger self a piece of advice, what would it be? 

I’d tell myself to ask for help sooner and not see it as a failure. It’s part of learning. I’d also say it’s okay to take breaks—even breaks from school—and to prioritize well-being. You don’t have to do everything at once.