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

Abstract

In this paper, we describe an exploratory study of how design fiction can be used to introduce machine learning (ML) to 14-15 year old students in an engaging way. The study describes three sessions conducted online that combined hands-on and design fiction activities related to supervised ML, focusing on facial analysis. Based on semi-structured interviews and field notes, we discuss how the design fiction approach seemed to be engaging and supportive for students' reflection on their relationship with technology. In future work, we will expand the study to include a larger number of students, assess their learning, and further explore connections between ML and its societal implications.