The Relationship Between Computational and Creative Thinking in Preschool Children: An Application Through Gamification and Artificial Intelligence-Supported Constructivist Personalized Learning Environment

Background/purpose. In response to the increasing need to foster future-ready competencies, this study investigates the relationship between computational thinking (CT) and creative thinking (CrT) in early childhood. Traditional early education often overlooks the integration of these higher-order cognitive skills. This research aims to examine how a constructivist personalized learning Environment—integrating gamification and artificial intelligence—can simultaneously develop CT and CrT among preschool learners. Materials/methods. A mixed-methods design was employed, involving 30 preschool children in Kindergarten Year 2 at a university demonstration school. Participants engaged in adaptive learning tasks delivered through a constructivist, gamified platform enhanced by AI. Quantitative data were collected using validated CT and CrT assessment tools, while qualitative data were derived from protocol-based interviews and performance observations. Results. The findings indicated high proficiency in both CT (mean = 33.36/40; 83.4%) and CrT (mean = 28.47/40; 71.18%). Strong correlations were observed between CT and CrT total scores (r = .74, p < .01), especially between Pattern Recognition and Fluency (r = .66) and Decomposition and Originality (r = .57). Qualitative data supported these outcomes, revealing that children applied structured problem-solving and imaginative strategies concurrently in open-ended tasks. Conclusion. CT and CrT are mutually reinforcing cognitive domains that can be effectively developed through constructivist, personalized, and technology-enhanced learning environments. The integration of gamification and AI in early education facilitates engagement, differentiation, and cognitive growth, offering a promising model for cultivating foundational 21st-century thinking skills.