Creativity and computational thinking (CT) have been recognized as crucial skills for the twenty-first century and have been extensively researched in recent years. However, their connections have not yet been fully understood, and there is room to expand the body of knowledge. This study examines the impact of an intervention program to increase creativity on the acquisition of CT. Our findings highlight the contribution of the intervention on learning, particularly the unique contribution to students’ acquisition of CT and computational creativity. Educators who want to promote CT should encourage creative thinking, whether through dedicated learning environments or by providing traditional thinking exercises.
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