A systematic literature review of artificial intelligence applied to STEM education to foster computational thinking

Abstract

This paper is a systematic literature review aiming to explore the current status and role of the application of artificial intelligence in cultivating computational thinking in STEM education. By searching Chinese and foreign databases, 12 relevant literatures between 2014 and 2024 were screened and analyzed. It was found that AI is widely used in STEM education, which is dominated by self-developed tools, with less application of robotics and large language modeling. Most of the studies showed that AI technology effectively promotes students' computational thinking, but over-support may weaken students' ability to think autonomously. Both domestic and international studies take primary school students as the main sample group, and there are fewer domestic empirical studies. The study suggests strengthening the research and development of AI tools, exploring the deep integration with STEM education, focusing on individual student differences, and increasing the investment in domestic empirical research to promote the development of education.