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Emerging technologies, such as virtual reality, haptics, and 3-dimensionality, provide novel opportunities to allow students to investigate scientific phenomena by fostering perceptions of virtual presence, the feeling of being sensorially immersed and authentically interacting within a computer-generated virtual learning environment (VLE). Neurotypical learners are largely represented in VLE research on science learning, with fewer with neurodivergent learners, such as students with ADHD. This descriptive case study sought to address the dearth in the literature on neurodivergent students’ experiences, with emerging technologies, for learning science. Specifically, the case describes the extent to which neurodivergent learners experience the affordances of VLEs for science learning, as compared to their neurotypical peers, in: zooming, spatially orienting and rotating objects, viewing multiple representations and abstract processes in real-time, as well engaging in risk through multiple trials. Five middle grades students (diagnosed with ADHD) were assessed and observed using a tool (zSpace) that combines emerging technologies to learn cardiac anatomy and physiology. Students’ utterances of virtual presence and technological affordances were coded, and frequency counts and percentages were calculated, both individually and collectively. The results found that students most described sensory (41%), control (30%), and realism (26%) constructs with fewer reports of holding their attention (3%). Analyses of cardiac assessments found gains in scores for spatial rotation and viewing abstract processes, no change in score in viewing multiple representations, and a decrease in scores for spatial orientation. This case study provides unique insight into the needs of neurodivergent learners when using emerging technologies for science learning.

Background: Knowledge of the structure and function of the human heart is fundamental to accurately understanding human physiology. As a complex biological system, naïve conceptions abound regarding cardiac anatomy and physiology for K-12 learners and medical students alike.Objective: Textbooks and lectures, as well models and simulations, have had limited success in aiding learners in constructing accurate and cohesive knowledge of the human heart. Three dimensional (3D) modelling, haptic-enabled (HE) feedback, and interactive virtual reality (VR) experiences aid tertiary learners, yet it is unknown if secondary learners benefit from learning with these technologies.Methods: An exploratory study examined secondary student knowledge of cardiac anatomy and physiology after participation in an interactive lesson on cardiac structure and function using a 3D, HE, VR technology system. Students from sixth grade (11-12 years old; n = 75) and ninth grade (14-15 years old; n = 76) completed a pre-and post-assessment on cardiac knowledge, anatomy, and physiology punctuated by technology-delivered instruction on the human heart.Results and Conclusions: Significant gains were found in knowledge from both groups in cardiac anatomy and blood circulation within the chambers of the heart; however, only ninth grade students demonstrated significant knowledge gains in pulmonary circulation.Takeaways: Results suggest that 3D HE VR technologies provide learners robust representations of and student-driven interactions with complex biological systems that are innovative instructionally for strong conceptual and systematic learning. This study offers insight on technology-assisted science visualizations for the promotion of knowledge acquisition and systems thinking of the human heart among secondary science students.