A critical reflection on how immersive learning can be used to facilitate high quality teaching and learning in educational settings

Abstract

This practitioner-led research focuses on the extent to which immersive learning can be used to facilitate quality teaching, whilst supporting children’s engagement with the characteristics of effective learning: play and exploring; active learning; and creating and thinking critically. Data was collected in a fully immersive infant school through systematic observation, and triangulation was used to ensure trustworthiness through the use of questionnaires. Findings of the present study suggest immersive learning supports teacher’s ability to combine 21^st century skills and traditional teaching roles, whilst children were observed engaging in all areas of effective learning.