Differentiated science with IVR: Effects on gifted students’ engagement, self-regulation, and scientific creativity

Abstract

This study explored the effects of immersive virtual reality (IVR) supported sustainability-focused differentiated science instruction on gifted students’ engagement, self-regulated learning skills, and scientific creativity. A systematically developed instructional design incorporated Sustainable Development Goals (SDGs) related to Clean Water and Sanitation (SDG-6), Accessible and Clean Energy (SDG-7), Climate Action (SDG-13), Life Below Water (SDG-14), and Life on Land (SDG-15). Thirteen 3D scenes, created using Blender, were integrated into the Imedu 3D Metaverse. The embedded mixed-methods design included 40 gifted sixth graders (23 females, 17 males), divided into experimental (IVR-based) and control (non-IVR) groups. The experimental group used Oculus Quest 2 IVR headsets for a 10-week (40-lesson) intervention. Repeated measures ANOVA revealed significant group-by-time interaction effects, indicating that the IVR-supported group showed greater gains than the control group in science engagement, F(1, 38) = 5.181, η² = 0.12; self-regulated learning skills, F(1, 38) = 6.883, η² = 0.153; and scientific creativity, F(1, 38) = 68.237, η² = 0.642. Interviews, self-assessments, and student products confirmed these findings. Future research should explore larger samples and diverse SDG applications.