Role of Fantasy for Developing Divergent Thinking in Students: A Systematic Literature Review and Meta-Analysis

Abstract

Recent pedagogical approaches increasingly emphasize meaningful learning and creativity over rote memorization. Fantasy literature is hypothesized to positively influence divergent thinking because it immerses readers in imaginative narratives that stimulate cognitive flexibility by encouraging the exploration of alternative possibilities and creative problem-solving. The review aimed to estimate the effectiveness of fantasy in the context of teaching-learning to promote the divergent thinking of learners. The study was reported under Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. A systematic search was conducted across PubMed, ERIC, Google Scholar, and Scopus to identify documents. A total of 38 studies were initially identified, from which, after rigorous screening and eligibility checking, 8 studies were included in the analysis. The meta-analysis employed a random-effects model, with the Fisher r-to-z transformed correlation coefficients, yielding a significant positive effect size (μ^=0.742, 95% CI: 0.367 to 1.117, z=3.88, p<0.001) indicating the effectiveness of fantasy in enhancing divergent thinking. However, significant heterogeneity was observed (τ²=0.2776, I²=96.72%, Q (7) =381.543, p<0.001), with a 95% prediction interval ranging from −0.3570 to 1.8404. The synthesis of results shows a medium effect size for the impact of fantasy literature on divergent thinking, with the average effect being statistically significant. The findings suggest that integrating fantasy literature into education can effectively foster divergent thinking in students, enhancing their creativity and problem-solving abilities.