The transfer effects of computational thinking: A systematic review with meta-analysis and qualitative synthesis

55 empirical studies

K-12 and higher education, with computational-thinking transfer into mathematics, science, engineering and the humanities.

The publisher blocked retrieval from every route attempted, and the published abstract reports only a generally significant effect of the transfer of computational-thinking skills to other subject areas — with no effect size, no confidence interval, no moderator, and no publication-bias statement. That is not gradeable, which is why the source is recorded as unresolved.

Nothing quantitative could be extracted. An abstract that reports a meta-analysis without a single number is itself a datum about the field's reporting norms, but it cannot enter an evidence table.

Unknown.

Could not be assessed; no numbers obtained.