The effect of differentiated science instruction in the Metaverse on gifted students' engagement, self-regulated learning skills and scientific creativity

Children are entering a milieu confronted with significant issues such as environmental degradation, climate alteration, and the extinction of species. Sustainable Development (SD) and Sustainability Education (SE) constitute a vital framework for addressing these challenges. The interdisciplinary nature of SE is particularly conducive to fostering engagement, self-regulated learning, and scientific creativity through differentiation in science education, particularly for gifted learners. This educational process can be augmented by the synergistic application of Metaverse technologies, including Immersive Virtual Reality (IVR) and 3D Metaverse platforms. This study aimed to investigate the effects of differentiated science instruction implemented on the 3D Metaverse platform among gifted students, specifically focusing on their engagement, self-regulated learning skills, and scientific creativity. In this framework, a differentiated science instructional design emphasizing sustainability has been crafted for students identified as gifted. The development of this instructional design adhered to a systematic approach encompassing the phases of analysis, design, development, implementation, and evaluation. The content incorporates Sustainable Development Goals 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). The thirteen scenes designed using the Blender 3D software have been successfully integrated into the Imedu 3D Metaverse platform and optimized for educational use. The research methodology was structured according to the embedded design derived from mixed-method research designs. Within this framework, the pre-test-post test control group semi-experimental design (quantitative method) was prioritized, while the case study (qualitative method) served as a complementary element. The study sample consisted of 40 gifted sixth-grade students (23 females, 17 males), selected through typical case sampling techniques. Among these participants, 20 were assigned to the experimental group and 20 to the control group. The differentiated science instructional design was implemented for the experimental group with the aid of IVR and the Imedu 3D Metaverse platform, in contrast to the only differentiated science instructional design provided to the control group. Each participant received an Oculus Quest 2 IVR headset. The instructional intervention spanned a duration of ten weeks, encompassing a total of 40 lesson hours. In the course of the research, quantitative data were amassed utilizing the Science Engagement Scale, the Science Self-Regulation Scale, and the Scientific Creativity Test. Qualitative data were derived from semi-structured interview protocols, video recordings, self-assessment instruments, and students' learning outputs. The analysis of quantitative data was conducted using Two-Factor ANOVA for Repeated Measures. Qualitative data obtained from interviews, video recordings, and self-assessment forms were subjected to content analysis, while data from learning products underwent descriptive analysis. The findings of the study indicated that differentiated science instruction via the 3D Metaverse platform significantly enhanced the engagement of gifted students (η2=.12, medium effect size), self-regulated learning skills (η2=.15, large effect size), and scientific creativity (η2=.64, large effect size) in comparison to the control group. Interviews and video recordings with students in the experimental group corroborated the quantitative data, indicating improved cognitive, affective, behavioral, and social engagement among gifted students. Qualitative insights derived from interviews with students in the experimental group and self-assessment forms reinforced the quantitative data suggesting the enhancement of self-regulated learning skills. It was revealed that gifted students employed strategies including goal setting, planning, repetition, note-taking, resource management, metacognitive self-regulation, time management, elaboration, peer-to-peer learning, effort organization, and environmental regulation. Furthermore, it was demonstrated that students exhibited perseverance throughout the learning process, transferred their knowledge, visualized concepts during learning, and showcased their self-efficacy. Data obtained from learning products and interviews also illuminated the advancement of the trait, processes, and product dimensions of students' scientific creativity, further substantiating the quantitative findings. In conclusion, the research established that the engagement, self-regulated learning skills, and scientific creativity of gifted students in the experimental group experienced a greater enhancement compared to their counterparts in the control group. At varying educational tiers, it is advisable to undertake novel investigations within a broader participant cohort, where diverse SD objectives are incorporated, alongside the integration of 3D Metaverse platforms and IVR in the scientific pedagogy of gifted learners.