Targaryen Thought Experiments: Do Science Fiction and Fantasy Examples Aid or Obfuscate Student Learning?

This article examines the impact of using science fiction and fantasy media as teaching tools in political science and criminal justice classrooms, comparing their effects on student learning to those of documentary films. Through two mixed-methods studies—one using HBO's *Game of Thrones* to teach United Nations peacekeeping concepts and another employing the film *Gattaca* to explore criminological theories—the research finds that fictional examples neither significantly improve nor hinder objective learning outcomes. However, student enjoyment and perceived preparedness vary according to their interest in these genres, and fictional worlds may create interpretive challenges that require additional instructor preparation and debriefing. The authors recommend cautious, limited use of science fiction and fantasy in teaching, emphasizing the need for contextualization to avoid alienating students and to bridge gaps between fictional narratives and real-world social science concepts.