Effects of Immersive Technologies and an Innovative Pedagogy on Elementary Education Standardized Testing, Curriculum Delivery, Student and Teacher Engagement: A Pilot Study

Authors

  • James Clarence Rosser

    Department of Surgery, Jacobs School of Medicine, University at Buffalo, Buffalo, NY 14203, USA

    Department of Surgery, Gila Regional Medical Center, Silver City, NM 88061, USA
  • Julio Cesar Arango Lamboy

    Jacobs School of Medicine and Biomedical Sciences, University at Buffalo, Buffalo, NY 14203, USA

    College of Arts and Science, Cornell University, Ithaca, NY 14850, USA
  • Farrah Mawani Lamboy

    Jacobs School of Medicine and Biomedical Sciences, University at Buffalo, Buffalo, NY 14203, USA
  • Eric Young

    Jacobs School of Medicine and Biomedical Sciences, University at Buffalo, Buffalo, NY 14203, USA
  • Lillian Shen

    College of Human Ecology, Cornell University, Ithaca, NY 14850, USA
  • Hamilton Jeong

    College of Agriculture and Life Sciences, Cornell University, Ithaca, NY 14850, USA

DOI:

https://doi.org/10.30564/jiep.v9i1.11991
Received: 24 March 2026 | Revised: 5 June 2026 | Accepted: 10 June 2026 | Published Online: 29 June 2026

Abstract

Underperformance in Science, Technology, Engineering, and Mathematics (STEM) education in the United States is a persistent problem, with disparities most pronounced among women and certain minorities. Standardized testing remains the primary proficiency measure, yet traditional remedial curricula have produced limited gains. Prior research suggests that technology-enhanced, gamification-infused lessons within an innovative pedagogical framework may be more effective. This fifth-grade, observational, single-site, prospective, mixed-methods pilot feasibility study examined a teacher intervention that converted Florida's fifth-grade remedial STEM curriculum into a technology- and gamification-based pedagogy combining music videos, validated video games, drone and surgical simulation, competition-based learning, rewards, and tiered mentoring. The pedagogy, termed Stealth Learning (SL), combines multiple technology-assisted approaches within a single lesson plan and incorporates cross-industry learning (applications drawn from surgery) to transfer STEM-relevant skills. The study assessed whether the conversion was feasible, executable with high teacher satisfaction, and associated with improved Florida Comprehensive Assessment Test (FCAT) performance. At a Title I Florida school (98% minority enrollment), the 11 lowest-performing remedial fifth-graders enrolled non-randomly and voluntarily, completing eight two-hour after-school sessions over eight weeks; 61 peers received standard preparation. The SL pass rate was 55% (6/11) versus 26% (16/61); mean Nature of Science (NOS) scores were similar (5.63 vs. 5.59), but regression indicated SL participants reached the passing threshold at a lower NOS score (6.91 vs. 7.97). All teachers and the principal endorsed the program; attendance was 100%. Given the small, single-site, self-selected, non-randomized sample, these findings are promising but exploratory and require confirmation through larger, controlled studies.

Keywords:

Curriculum Innovation and Teaching; Assessment and Evaluation; Educational Practice; Educational Technology

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Rosser, J. C., Arango Lamboy, J. C., Lamboy, F. M., Young, E., Shen, L., & Jeong, H. (2026). Effects of Immersive Technologies and an Innovative Pedagogy on Elementary Education Standardized Testing, Curriculum Delivery, Student and Teacher Engagement: A Pilot Study. Journal of International Education and Practice, 9(1), 105–121. https://doi.org/10.30564/jiep.v9i1.11991

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