The effect of computational thinking on creativity: A meta-analysis for teaching strategies

This meta-analysis aims to examine the relationship between computational thinking (CT) and creativity, to understand the effect of CT on creativity, and to evaluate this effect in different contexts to develop applicable recommendations for teaching strategies. A literature search was conducted in the Web of Science and Scopus databases during the fall of 2024 using the keywords “computational thinking” OR “CT” and “creativity” OR “creative thinking,” and it was filtered for full-text articles published in English after 2016. This search identified 410 studies, of which seven studies, with eight effect size, met the inclusion criteria. The included studies provided the necessary experimental data (Mean, SD and t of F-value) for measuring creativity after CT intervention. Effect sizes were calculated using Hedges’s g under a random effects model to correct for small sample bias; heterogeneity was assessed with Q and I² statistics. Publication bias was analyzed by funnel plot and Duval and Tweedie’s Trim and Fill test, confirming the reliability of the findings. In this meta-analysis, moderator variables such as publication year, country, discipline, grade, CT activity and intervention duration were considered. By identifying in which contexts the effects are stronger or weaker through these moderators, the study guides the design and implementation of CT activities in education. The results showed that CT has a significant and positive effect on creativity (Hedges’s g = 0.68) with moderating disciplines, grade and year. This study contributes to a deeper understanding of how CT can be integrated into educational environments to foster creativity, providing both theoretical and practical contributions to the field of technology.