Zhengzhou Experimental Primary School, Jinshui District, Zhengzhou, Henan Province, China

Abstract: Digital transformation has become a key priority in Chinese education, with primary science education serving as a critical domain for technology integration. This paper presents the design and implementation of an AI-Driven Immersive Inquiry Learning (AI-IIL) ecosystem for primary science education. Grounded in constructivist learning theory and aligned with China's 2022 Compulsory Education Science Curriculum Standards, the AI-IIL ecosystem integrates four technological layers—resource, interaction, data, and social—with five core components: AI Virtual Lab Companion, Immersive AR/VR Exploration, Smart Data Dashboard, Collaborative Inquiry Community, and Personalized Learning Pathway. Artificial intelligence functions as an "immersive inquiry partner" that deeply engages with students throughout the scientific inquiry process, rather than serving as a mere auxiliary tool. The ecosystem was implemented with 124 Grade 4 students at Zhengzhou Experimental Primary School over a 16-week "Exploring Nature" science unit. Results indicate significant improvements in science inquiry abilities (d = 0.91), scientific attitudes (d = 0.78), and digital literacy (d = 0.85). Students reported high levels of engagement and motivation, with 89% expressing increased interest in science learning. Teachers noted that the ecosystem reduced preparation time by approximately 40% while providing richer insights into student learning processes. The study contributes to the growing body of research on technology-enhanced science education and offers practical implications for Chinese primary school teachers seeking to implement digital transformation in their science classrooms.

Keywords: AI in education; immersive learning; inquiry-based science; digital transformation; primary science education; learning ecosystem