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Computational thinking, and by extension, computer programming, isnotoriously challenging to learn. Conversational agents and generativeartificial intelligence (genAI) have the potential to facilitate this learningprocess by offering personalized guidance, interactive learning experiences,and code generation. However, current genAI-based chatbots focus onprofessional developers and may not adequately consider educational needs.Involving educators in conceiving educational tools is critical for ensuringusefulness and usability. We enlisted \numParticipants{} instructors to engagein design fiction sessions in which we elicited abilities such a conversationalagent supported by genAI should display. Participants envisioned aconversational agent that guides students stepwise through exercises, tuningits method of guidance with an awareness of the educational background, skillsand deficits, and learning preferences. The insights obtained in this paper canguide future implementations of tutoring conversational agents oriented towardteaching computational thinking and computer programming.

Anticipating User Needs: Insights from Design Fiction on Conversational Agents for Computational Thinking