Facilitating computational thinking with AI: A three-level meta-analytic evidence for future-ready learning

IF 5.3 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity Pub Date : 2026-06-01 Epub Date: 2025-11-19 DOI:10.1016/j.tsc.2025.102070

Yuru Lin, Yi Zhang, Yuqin Yang, Shidan Pan, Xu Ren, Dengkang Chen

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引用次数: 0

Abstract

The integration of artificial intelligence (AI) tools in education to promote computational thinking (CT) among students has become a trending topic of research; however, there is no consensus on the impact of such tools on CT. Qualitative syntheses regarding both the effect of AI tools and how to unleash their power more effectively are also lacking. Using a three-level meta-analytic approach, this study evaluated the effectiveness of AI tools in improving students’ CT and investigated the various moderating variables. A total of 32 empirical studies with 44 effect sizes were included in this meta-analysis, and the results showed that AI tools have a significant and moderately large effect on students’ CT (Hedges’s g = 0.75, 95 % CI [0.55, 0.95], p < 0.0001). Moderator analyses revealed that AI technologies, the application of AI tools, as well as tool customization and its method, and sample size significantly influence the effectiveness of AI tools. Other moderators—including region, publication year, subject disciplines, instructional approach, collaboration type, intervention duration, gender, and educational level—appeared to be universally effective in promoting student CT. Overall, this meta-analysis contributes to both the academic understanding and practical application of AI tools in CT education to help students prepare for the smart society of the future.

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用人工智能促进计算思维：面向未来学习的三层元分析证据

将人工智能（AI）工具整合到教育中以促进学生的计算思维（CT）已成为研究的热门话题；然而，这些工具对CT的影响尚未达成共识。关于人工智能工具的影响以及如何更有效地释放其力量的定性综合也缺乏。本研究采用三层次元分析方法，评估了人工智能工具在改善学生CT方面的有效性，并调查了各种调节变量。本荟萃分析共纳入了32项具有44个效应量的实证研究，结果表明，人工智能工具对学生的CT有显著和中等程度的影响（Hedges的g = 0.75, 95% CI [0.55, 0.95], p < 0.0001）。主持人分析显示，人工智能技术，人工智能工具的应用，以及工具定制及其方法，以及样本大小显着影响人工智能工具的有效性。其他因素——包括地区、出版年份、学科、教学方法、合作类型、干预持续时间、性别和教育水平——似乎在促进学生CT方面普遍有效。总的来说，这项荟萃分析有助于对人工智能工具在CT教育中的学术理解和实际应用，帮助学生为未来的智能社会做好准备。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Thinking Skills and Creativity EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.40

自引率

16.20%

发文量

172

审稿时长

76 days

期刊介绍： Thinking Skills and Creativity is a new journal providing a peer-reviewed forum for communication and debate for the community of researchers interested in teaching for thinking and creativity. Papers may represent a variety of theoretical perspectives and methodological approaches and may relate to any age level in a diversity of settings: formal and informal, education and work-based.