The evolution of human-computer interaction design (HCID) over the last 20 years suggests that there is a growing need for educational scholars to consider new and more applicable theoretical models of interactive product design. The authors suggest that such paradigms would call for an approach that would equip HCID students with a better understanding of the social context of technology design and development. An intrinsic part of the proposed pedagogical model is the concept of affordance or that which implicitly suggests to the user a particular kind of functionality of the product. According to cognitive theory, people approach multi-functional mobile devices by building mental models of their functions, starting with physical appearance. A case study of an HCID teaching strategy, based upon the primacy of affordance, highlights how students can be taught a range of knowledge domains for product design to support creative problem-solving and critical thinking skills.