3D technology has emerged as a prominent and innovative digital instruction tool within STEAM education. However, gaps remain in understanding the mechanisms through which 3D technology influences students' creativity, as well as the conditions under which it is most effective. To address this, the present study conducts a meta-analysis of empirical research published between 2000 and 2025 on the effects of 3D technology on students' creativity. Based on 20 studies (comprising 34 independent effect sizes and 2,086 participants) analyzed using a random-effects model, the results indicate a significant medium effect of 3D technology on enhancing students’ creativity (Hedges' g = 0.755, 95% CI [0.571, 0.939], p < 0.001). Using a moderator analysis framework, the study further examined how technical features (i.e., 3D technology dimension), learner features (i.e., age and region), and characteristics of teaching context (i.e., subject, and study duration) influence the effect of 3D technology on creativity. Subgroup analyses revealed that the 3D technology dimension, learner age group, geo-cultural background, subject, and study duration significantly moderated the effects. This study provides empirical evidence for the effectiveness of 3D technology in education, as well as theoretical insights and practical implications for enhancing creativity through technology.