Evaluating an Integrated Computational Thinking and Design Thinking Module to Foster Co-Creation Among Primary School Students: An Empirical Study Using the Kirkpatrick Framework
This study explores the feasibility and pedagogical value of an integrated Computational Thinking–Design Thinking (CT–DT) module designed to foster co-creation by promoting essential 21st-century competencies—creativity, critical thinking, collaboration, and communication (4Cs)—among primary school students. Grounded in constructionist learning theory (Papert, 1980) and the knowledge co-creation framework (Bereiter & Scardamalia, 2006), the intervention was implemented in a project-based learning (PjBL) environment involving 35 Year 3 pupils in China. The module combined algorithmic reasoning (e.g., abstraction, decomposition, and iteration) with human-centred design processes (e.g., empathy, ideation, prototyping). The New World Kirkpatrick Model was used to evaluate student engagement and learning outcomes (Levels 1 and 2). Qualitative data from classroom observations revealed rich interpersonal collaboration and communicative practices, while quantitative results showed statistically significant improvements in creativity and critical thinking (p < .001, large effect sizes). These findings provide empirical support for the integration of CT–DT approaches in interdisciplinary primary education to cultivate co-creation competencies in authentic learning environments.