TITLE:
Digital Interactive Tools and Classroom Integration: Practical Reflections on Immersive Learning for Primary School Students
AUTHORS:
Haosheng Lu, Wuting Huang, Lulu Shao, Shirui Hong, Ziyi Xie
KEYWORDS:
Digital Interactive Tools, Immersive Learning, Primary School Teaching, Interaction Design, Urban-Rural Equity
JOURNAL NAME:
Open Access Library Journal,
Vol.13 No.7,
July
28,
2026
ABSTRACT: Against the backdrop of in-depth advancement in educational digital transformation, digital interactive tools, as crucial carriers for creating immersive learning scenarios and stimulating students’ learning initiative, are gradually being integrated into primary school classrooms. However, current applications generally suffer from single forms, insufficient alignment with students’ cognitive laws, and unsatisfactory immersive learning effects. The gaps in hardware and teaching resources between urban and rural schools further restrict the effectiveness of technology-enabled teaching. Targeting primary school students aged 5 - 12, this study draws on flow theory, constructivism, Piaget’s cognitive development theory, and embodied cognition theory. Through literature review, classroom observation, and typical case analysis, it clarifies the internal logic and practical value of integrating digital interactive tools with immersive learning. On this basis, a theory-driven, tiered and classified design framework for digital interactive tools is constructed, and systematic optimization paths covering six dimensions—teaching philosophy, classroom design, teacher training, resource integration, evaluation reform, and long-term guarantee—are proposed. To verify the feasibility of the strategies, comparative analysis and transformation practices were conducted on typical mathematics lessons in urban and rural primary schools. The results show that tiered and classified interaction design can adapt to different school-running conditions, effectively extend students’ attention spans, and promote deep learning. This study provides practical reference for primary school teachers to scientifically use digital tools and build normalized immersive classrooms, and has positive significance for bridging the urban-rural digital divide in education and improving the quality and efficiency of primary school digital classrooms.