Introducing Teenagers to Machine Learning through Design Fiction: An Exploratory Case Study

In Pursuit of Inclusive and Diverse Digital Futures: Exploring the Potential of Design Fiction in Education of Children

“…Further, schools in Finland have integrated classrooms, and thus, several neurodiverse pupils participated in our project in an inclusive manner. Less work so far has considered the suitability of design fiction with young children, while our studies showcase its feasibility when modified for children as young as seven years old (some examples with older children can be found, see [1][20] [49][67]). Our contexts and approaches are also diverse, from in-person studies with schoolchildren in Finland, to online workshops with adults at academic conferences.…”

“…Burke & Kafai [12] devised a magic-wand for children to explore elements of storytelling that support the learning process and Duggan et al [20] worked with young pupils and teachers from disadvantaged communities to consider alternative and inclusive futures for schooling systems in the 21st century. Studies have also explored technologies and their implications on children, such as the design of emotionally sensitive children's products [27], new and emerging technologies [28], and machine learning for teenagers [1]. Diverse groups of children and youth have been involved in studies employing design fiction, including children as young as 2-7 years of age [12], children with visual impairment and their caregivers [51], and children and teachers from disadvantaged communities [20].…”

“…Our focus is particularly on design fiction, which, among other speculative and critical design approaches, has received attention during recent years (see e.g. [1][5] [20][49][52] [58][67] [71]). Generally, design fiction can be characterized as allowing us to envision and explore speculative futures and alternative presents and to engage diverse stakeholders to critique, question, provoke, and pose value-laden questions (e.g., [9][23] [45][48] [52]).…”

“…However, design fiction can be interpreted and used in various ways [52] [67]. Moreover, despite the topic being widely discussed, the potential of design fiction in an educational context, such as for children, with children, and by children, is underexplored [1][32] [58][67] [71]. Design fiction, and related SCD approaches, are considered valuable to teach to future professionals and designers as they offer a useful, alternative set of approaches in the design repertoire, enabling in addition to innovation, probing, questioning, reflecting, and raising awareness on our digital futures and associated values.…”

“…Furthermore, Child-Computer Interaction (CCI) research, which underscores the value, and need, for children to not only be technology users, but co-designers and coresearchers [19], and also protagonists in their own technology use and design [35][39] [43], has started to explore the potential of design futuring approaches for children's computational empowerment [40] and technology comprehension [64]. Children have been invited to design, discuss, and critically analyse their own digital futures with the goals of empowerment and nurturing them as design protagonists [1] [20][49] [67].…”