Akademik Veri Yönetim Sistemi
International Journal of Educational Research, cilt.139, 2026 (SSCI, Scopus)
Recently, researchers have emphasised that computational thinking (CT) should be considered a new literacy skill beyond a specific discipline. However, a notable mismatch persists between this perspective and prevailing empirical research and practices, which often frame CT as a skill developed primarily through coding. This discrepancy leads to CT being perceived as a skill that can only be developed through coding activities, thereby narrowing its conceptual scope. This study addresses CT within a holistic framework encompassing creativity, algorithmic thinking, cooperativity, critical thinking, and problem solving, and empirically examines whether logic-based intelligence games (LIG), alongside coding, contribute to CT development. Using a quasi-experimental pretest–posttest control group design, the study involved two experimental groups and one control group. Over six weeks, the first experimental group participated in Tospaa-based unplugged coding activities, the second engaged in LIG activities, and the control group received no intervention. Data were collected using the self-report CT Scale . Results showed a significant increase in total CT scores only for the LIG group. This group also demonstrated significant gains in creativity and critical thinking sub-dimensions, whereas no significant changes were observed in any CT sub-dimension for the coding or control groups. Intergroup comparisons revealed a significant difference in total CT scores between the LIG and control groups in favor of the LIG group; however, no significant differences emerged across groups for the CT sub-dimensions. This study demonstrates that the development of CT cannot be limited to a single approach and that different learning contexts must be considered.