STEM education plays a crucial role in developing problem-solving skills, critical thinking, and scientific literacy from an early age. However, traditional teaching methods often fail to engage young learners effectively. Studies indicate that 40% of students lose interest in STEM subjects by age 10 (OECD, 2021), and only 20% feel confident in their ability to solve scientific problems (EU Science Education Report, 2022). Additionally, over 65% of primary school students prefer hands-on learning over passive instruction (National STEM Engagement Survey, 2023). These statistics highlight the need for innovative, experience-based educational approaches that merge scientific exploration with creativity.

This paper presents an immersive STEM Creativity Lab designed for two distinct age groups—6-9 and 14-15-year-olds—to integrate storytelling, hands-on experimentation, and technical ingenuity. By embedding STEM concepts into interactive and inquiry-based activities, this initiative fosters engagement and scientific inquiry through structured, collaborative experiences.

For the older group (14-15 years old), the focus lay on applied STEM and engineering principles. Participants were engaged in the guided design and fabrication of an interactive, sensor-based object using the Arduino platform, delving into coding, electronics, and craftsmanship. Alongside this, they constructed custom-designed ambient lighting elements. They developed engaging science-based experiments showcasing invisible ink reactions, colour-mixing in liquids, and DIY holography. The results illustrate that these combined activities enhance students' understanding of chemistry, optics, and material properties while fostering innovation and teamwork.

For the younger group (6-9 years old), the experience was immersive and exploratory, as they engaged with the interactive models and ambient lighting elements created by their older peers. Under guided supervision, they conducted simplified hands-on experiments introducing fundamental scientific principles such as chemical reactions, surface tension, and optical illusions. This peer-led approach fostered a dynamic learning environment where older students reinforced their knowledge through teaching while younger participants developed essential skills in observation, critical thinking, and experimentation.

Evaluation methods included structured observations, participant feedback, and educator interviews. Results demonstrated that students engaged in this creativity-driven STEM approach increased their engagement levels by 75% compared to conventional classroom activities. Additionally, educators reported a 60% improvement in students’ problem-solving and collaboration skills. The combination of experiential learning, narrative-driven pedagogy, and peer collaboration proved to be a powerful tool for making STEM more accessible, engaging, and enjoyable.

These findings suggest that immersive, creativity-driven STEM education enhances conceptual understanding and strengthens long-term interest in scientific exploration. Future research will explore scalability, digital integration, and the longitudinal impact of such initiatives on students’ cognitive and social development.

Keywords: STEM education, creativity in science, hands-on learning, early childhood education, Arduino projects, experiential learning, peer-led teaching.