Immersive Metaverse Learning Environment (IMLE) to Improve Social-Cognitive Skills in STEAM Learning in Elementary Schools.

Background: The development of social-cognitive skills is increasingly important in STEAM (Science, Technology, Engineering, Arts, and Mathematics) learning at the elementary school level. Immersive Metaverse Learning Environments (IMLEs) offer students the opportunity to learn in interactive virtual spaces, but research on their integration into STEAM learning remains limited, particularly in enhancing cognitive, social, and collaborative aspects. Purpose: This study aims to test the effectiveness of using IMLE technology in improving social-cognitive skills in STEAM learning in elementary schools. Design/Methodology/Approach: This study employed a mixed-methods design, combining quantitative and qualitative approaches. Quantitative data were used to assess the effectiveness of IMLE in improving social-cognitive skills, while qualitative data explored student and teacher experiences through observations, interviews, and analysis of classroom learning activities. The study subjects included 50 elementary school students in Surabaya, Indonesia. Results: The study findings showed significant improvements in students' social-cognitive skills, including collaboration, problem-solving, empathy, communication, and learning motivation. Furthermore, the use of IMLE contributed to improved STEAM learning outcomes and enriched learning interactions. Originality/Value: Research on the integration of IMLE into STEAM learning in elementary schools is still rare, both in Indonesia and globally. This study demonstrates that IMLE effectively supports the development of social-cognitive skills while encouraging innovation in immersive technology-based learning practices. These findings provide valuable contributions to teachers in adopting interactive, student-centered learning media.