Nowadays, in the digital society of the 21st century, the exponential onset of computers is forcing a
transition in which digital literacy is now a necessary ability to cultivate (Shute, Sun, & Asbell-Clarke, 2017). Most of us use computers on a regular basis and need to learn how to work with them to leverage their computing power most effectively (Shute et al., 2017). This is called Computational Thinking (CT).

CT is the new literacy. In 2006, Wing acknowledged CT as a vital skill that should be cultivated by all literate people attending compulsory education to supplement the other three key competencies which are reading, writing and mathematical skills. CT is a thinking process (or otherwise a human thinking ability) that uses analytical and algorithmic methods to formulate, evaluate and solve problems (Bocconi et al, 2016). CT, also, has been advocated by most educational policy makers as a capability that is equally important for all as numeracy and literacy (Bocconi et al, 2016). Not only it is the core for the STEM disciplines (Science, Technology, Engineering and Mathematics), but it is also useful in daily life. Human brain itself is wired to think computationally, therefore our development and future prospects need to learn how to use its full potential (Henderson, Cortina & Wing, 2007).