Design fictions for learning: A method for supporting students in reflecting on technology in Human-Computer Interaction courses

Abstract Design fictions describe non-existing prototype devices and services, encouraging reflection on technology matters. However, until now most of the fictional design work has been carried out either by “experts” to foster critical thinking within the Human-Computer Interaction (HCI) community, or by user groups to mostly define requirements for creating novel devices. In this article, we aim to use design fictions as a method for supporting students in thinking of the assumptions and consequences of emerging technologies. We report a multi-year experience in using fictional design in the context of academic education to show that such method can be employed to both teach fundamental elements of technology design and HCI and, at the same time, elicit a critical thinking, helping students reflect on the ramifications of their creations and their role as designers. We discuss the methodological implications, pointing out the opportunities this method opens as well as its weaknesses. Finally, we propose a series of methodological suggestions addressed to facilitate the use of design fictions as a “tool for reflection.”