Computational thinking, and by extension, computer programming, is notoriously challenging to learn. Conversational agents and generative artificial intelligence (genAI) have the potential to facilitate this learning process by offering personalized guidance, interactive learning experiences, and code generation. However, current genAI-based chatbots focus on professional developers and may not adequately consider educational needs. Involving educators in conceiving educational tools is critical for ensuring usefulness and usability. We enlisted \numParticipants{} instructors to engage in design fiction sessions in which we elicited abilities such a conversational agent supported by genAI should display. Participants envisioned a conversational agent that guides students stepwise through exercises, tuning its method of guidance with an awareness of the educational background, skills and deficits, and learning preferences. The insights obtained in this paper can guide future implementations of tutoring conversational agents oriented toward teaching computational thinking and computer programming.

翻译：计算思维，以及由此延伸的计算机编程，历来以学习难度高而著称。对话代理与生成式人工智能（genAI）有望通过提供个性化指导、互动学习体验和代码生成来促进这一学习过程。然而，当前基于genAI的聊天机器人主要面向专业开发者，可能未能充分考量教育需求。让教育工作者参与构思教育工具，对于确保工具的实用性和易用性至关重要。我们邀请了\numParticipants{}名教师参加设计小说研讨环节，借此征询他们期望由genAI支持的对话代理应具备的能力。参与者设想了一个能够逐步引导学生完成练习的对话代理，并根据其教育背景、技能与不足以及学习偏好来调整指导方式。本文获得的见解可为未来面向计算思维和计算机编程教学辅导对话代理的实现提供指导。