<p>The cell is a fundamental topic for understanding the complexity of life; however, it is often difficult for students to comprehend because it involves processes that cannot be directly observed. The present study aims to comparatively examine the relative contributions of three different learning environments, namely immersive virtual reality (IVR), augmented reality (AR), and a concrete learning environment based on traditional microscopy, in enhancing gifted students’ conceptual understanding of the cell within the framework of the Cognitive Affective Model of Immersive Learning (CAMIL). The study included 66 gifted students, with 22 students evenly assigned to each group. The results indicated that the conceptual knowledge of all groups increased significantly. Analysis of covariance conducted by controlling for pretest scores revealed a significant difference among the posttest scores of the groups. Bonferroni post hoc comparisons showed that the difference between the IVR and AR groups was significant in favor of the IVR group, while no significant differences were found among the other groups. The findings suggest that IVR may provide a greater contribution than AR in supporting conceptual learning, particularly for abstract and complex topics such as the cell. In addition, the results demonstrate that authentic learning experiences offered by traditional microscopy have the potential to create learning environments that are as effective as immersive technologies. The findings are discussed within the CAMIL framework. This study contributes to the literature by offering pedagogical implications for the integration of technology in science education and the use of diverse learning environments in differentiated instruction.</p>