GIFTED FIFTH-GRADE STUDENTS’ ATTITUDES, MOTIVATION, AND MEANING-MAKING REGARDING IMMERSIVE VIRTUAL REALITY IN SCIENCE EDUCATION

Leyla Ayverdi

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GIFTED FIFTH-GRADE STUDENTS’ ATTITUDES, MOTIVATION, AND MEANING-MAKING REGARDING IMMERSIVE VIRTUAL REALITY IN SCIENCE EDUCATION

Title	GIFTED FIFTH-GRADE STUDENTS’ ATTITUDES, MOTIVATION, AND MEANING-MAKING REGARDING IMMERSIVE VIRTUAL REALITY IN SCIENCE EDUCATION
Publication Type	Journal Article
Year of Publication	2026
Authors	Ayverdi, L
Journal	Journal of Baltic Science Education
Volume	25
Issue	5
Start Page	773-791
Pagination	Continuous
Date Published	October / 2026
Type of Article	Original article
ISSN	1648-3898
Other Numbers	E-ISSN 2538-7138
Keywords	convergent mixed methods, gifted students, immersive virtual reality (IVR), science education
Abstract	Research examining gifted students’ attitudes, motivation, and meaning-making regarding immersive virtual reality (IVR) in science education remains limited. This study examined gifted fifth-grade students’ attitudes and motivation towards virtual reality (VR), together with their metaphorical meanings and free word associations related to IVR, before and after IVR-supported science teaching. The participants were 73 students attending a Science and Art Centre in Türkiye. The study followed a convergent mixed-methods design. During six lessons, students received theoretical preparation, guided IVR observation and exploration, and post-activity discussion. Attitude and motivation scales provided quantitative data; metaphors and free word associations provided qualitative data. At post-test, higher scores were found for attitudes towards VR, total motivation, intrinsic motivation, integrated regulation, and the reverse-scored external regulation subscale. Higher scores on the latter reflected lower endorsement of externally regulated reasons. Individual patterns varied. Reality and virtuality remained central in the qualitative findings, while learning, education, knowledge, and enjoyable learning became more prominent and technology-related meanings less prominent. Considered together, the findings showed partial convergence and expansion. Because the study involved a single group, the observed pre–post differences are not interpreted as evidence of causal effects or academic learning.
URL	https://oaji.net/articles/2026/987-1793131341.pdf
DOI	10.33225/jbse/26.25.773
Refereed Designation	Refereed
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