Narrative-based learning, interactivity, and gamification are increasingly recognized as promising approaches to enhance STEM learning. Under DI5CIS – Interactive Teaching in 5G: Immersive Synchronous Content - an immersive solution was designed to allow students to conduct interactive video science labs using the sensors (e.g., gyroscope, camera) and gesture-based inputs (e.g., touch-screen, tilt) of their own devices. It aimed to replicate hands-on experimentation within a mobile, 5G-supported environment, and enabled teams to connect in real time from different locations and devices, promoting collaborative inquiry and friendly competition to further boost learner motivation and quality of experience [QoE].

According to the existing literature, narrative-based learning as well as storyfied learning can heighten emotional engagement by embedding scientific concepts within coherent narrative contexts, while interactivity and gamification are able to foster deeper conceptual understanding and more sustained motivation. Nonetheless, prior research also underscores potential pitfalls: high degrees of interactivity sometimes lead to cognitive overload, and gesture-based interfaces can impose accessibility barriers for learners with diverse skills or technological resources. Excessive competitive elements and reward systems in gamified environments risk undermining intrinsic motivation if not carefully balanced with reflective, problem-solving tasks.

Preliminary observations from the DI5CIS project corroborate many of these findings. Narrative-driven activities, such as interactive story arcs linking chemistry or physics problems to real-world contexts, appeared to support greater student engagement. Gamified feedback loops, offering immediate, tiered challenges and suitable incentives, demonstrated promise in reinforcing conceptual gains. The introduction of teams competing synchronously across multiple devices further heightened excitement and collaboration, yet, in some cases, overly complex sensor-based interactions frustrated users, and heightened competition overshadowed collaborative inquiry. Despite these challenges, data indicate that 5G-enabled sensor integration, combined with thoughtful storytelling and game design, has the potential to transform otherwise static exercises into immersive, explorative learning experiences.

A methodological framework has therefore been proposed to maximize the benefits while mitigating drawbacks. Its core principles involve coherent digital storytelling, which provides consistent thematic scaffolding; balanced gamification that spurs motivation without eclipsing critical reflection; and the deliberate use of device sensors, supported by reliable 5G infrastructure, to simulate hands-on processes in real time. Special consideration is given to inclusive design, ensuring that gesture-based tasks remain accessible to a wide range of learners and that friendly competition does not detract from deeper conceptual engagement. Equally important is the alignment of each immersive activity with explicit pedagogical goals, preserving the integrity of academic content while incorporating effective assessment methods to evaluate both learner satisfaction and knowledge acquisition.

The accompanying recommendations aim to guide educators, instructional designers, and researchers in effectively leveraging the investigated dimensions for STEM learning objectives.

Keywords: Narrative-based Learning, Interactivity, Gamification, Edtech, Collaborative Learning, Synchrony, 5G.