Understanding the Effectiveness of Using 360º Immersive Photographs on Primary-Age Pupils’ Learning and Engagement

Executive Summary

This research project investigated the use of Thinglink, an immersive technology platform, to enhance learning and engagement in a Year 3/4 class at All Saints Primary School, Wrexham. Pupils participated in an interactive escape room challenge aligned with their current topic, Amazing Discoveries, and subsequently created their own virtual learning environments using multimedia elements such as video, audio, and imagery. Data gathered through pupil questionnaires, lesson observations, and teacher interviews revealed overwhelmingly positive results. Pupils consistently described the activity as “fun,” “easy,” and “exciting,” with an average enjoyment score of 8.53 out of 10. Many pupils indicated that the technology supported their understanding, particularly those who benefitted from alternative modes of communication beyond writing.

The teacher also reported high levels of engagement, with pupils demonstrating creativity, and a willingness to explore and collaborate. The activity allowed pupils to consolidate prior knowledge while gaining new digital skills, such as embedding media content. Notably, pupils transitioned from receiving direct instruction to supporting one another, culminating in peer-led sessions where they taught other Year 3/4 classes. Suggested improvements included enhancing the initial escape room with more complex challenges and extending Thinglink’s use as a tool for introducing, exploring, and consolidating topics. These findings suggest immersive technologies like Thinglink have strong potential to enrich primary education through differentiated, pupil-led, and cross-curricular learning experiences.

Literature Review

The use of 360º immersive images in primary education remains underexplored in academic literature. Most peer-reviewed studies focus on 360º videos, often within Virtual Reality (VR) environments and predominantly in higher education contexts. Rosendahl and Wagner (2024), in their systematic review of 44 studies on 360º videos in education, identified a concentration of research within disciplines such as medicine, language acquisition, teacher training, and the natural sciences. Notably, none of these studies were conducted in primary school settings. Findings commonly highlight increased engagement and motivation (Boda & Brown, 2020a, b; Han et al., 2022; Lee et al., 2020) and an enhanced sense of realism (Barnidge et al., 2022; Ferdig & Kosko, 2020).

Ranieri et al. (2022) also identified growing interest in 360º video through their scoping review, with consistent emphasis on increased learner engagement but an acknowledged need for further research. Specific to the Thinglink platform, its application has primarily been examined in secondary and higher education settings. Of particular relevance is the work of Natatsuka (2018), a US-based history teacher who guided secondary-aged pupils in creating a virtual museum using 360º images and Thinglink. Although the study does not specify pupil ages, it highlights how the tool enabled students to shift from passive knowledge consumers to active creators and problem-solvers, reinforcing critical thinking and future-ready digital skills.

Methodology

In response to interest from Open University school partners, All Saints Primary School in Wrexham was selected as the pilot site for this project. The school operates with mixed-year classes, and a Year 3/4 group of 28 pupils was identified as the participant cohort. In collaboration with the class teacher, a plan was developed to integrate Thinglink into their current topic, Amazing Discoveries, with the dual aim of exploring immersive technology and enhancing topic-related learning.

Lesson Plan:

• Starter (in pairs): Introduction to the technology via an escape room activity linked to the topic. (https://www.thinglink.com/view/scene/1988604687695217126)
• Main Lesson (in pairs):
  1. Pupils log into Thinglink using Hwb accounts and an invite code.
  2. Pupils access and edit their own escape room templates based on a chosen figure from the topic.
  3. Demonstration of various interactive tag types.
  4. Independent creation of rooms incorporating learned information.
  5. Pupils save their work and share it with the teacher via QR code or link.
  6. Additional activity added due to pupil interest: creation of an AI-generated 360º jungle scene inspired by studies of Alfred Russel Wallace.
  7. Completion of pupil questionnaire.
• Plenary: Class discussion and reflection on the activity.

Data Collection Methods:

• Teacher Interview: Conducted post-lesson to evaluate pupil engagement, knowledge acquisition, and overall impressions of the technology.
• Pupil Survey: Anonymous questionnaire gathering both quantitative (ratings) and qualitative (open responses) feedback.

Results

Findings from both direct observation and the survey  indicated a high level of enthusiasm and engagement among pupils. The escape room starter was particularly effective in stimulating interest and served as a compelling hook into the technology. Pupils adapted quickly to the Thinglink interface, demonstrating competence in creating interactive tags. Although some required initial support in sourcing appropriate content, they rapidly developed confidence and independence, even producing vlogs and voice recordings to document their learning—a development especially beneficial for those requiring alternative communication strategies.

Peer collaboration emerged as a notable strength of the activity. Pupils naturally transitioned into supporting one another, shifting the classroom dynamic from teacher-led instruction to pupil-led problem-solving. By the end of the session, pupils were answering each other’s queries and demonstrating newly acquired expertise. This culminated in the original class delivering the session to two additional Year 3/4 classes, reinforcing their learning through peer teaching.

Quantitative survey results supported these observations. Pupils rated the lesson an average of 8.53 out of 10, with the majority using descriptors such as “fun,” “easy,” and “exciting.” Almost half reported that the activity made learning easier, and all responses regarding engagement were either positive or neutral. Open-ended responses echoed this sentiment, with pupils stating, “It was very fun and it was easy once I knew what to do” and “It helps me to learn in a new way.”

The class teacher similarly praised the activity as highly effective, noting that pupils remained engaged even wanting to miss breaktime. While the lesson did not introduce new historical content, it provided rich opportunities for consolidating knowledge and building digital literacy. The teacher cited significant gains in pupil confidence and creativity, and recommended refining the starter activity for high-attaining pupils while extending Thinglink’s use across the curriculum.

Conclusion

This pilot study illustrates the potential of immersive technologies such as Thinglink to enrich primary education by fostering engagement, independence, and collaboration. Pupils demonstrated rapid mastery of the platform, actively supported one another, and embraced creative approaches to presenting their learning. The inclusive nature of the tool proved particularly valuable, offering alternative modes of communication for pupils with varying needs and preferences.

Recommendations for future iterations include:

• Expanding the variety of embedded tag types to inspire greater creativity.
• Differentiating starter activities to better challenge high-attaining pupils.
• Developing Thinglink as a long-term provision resource that evolves across a topic.
• Incorporating AI-generated environments while embedding digital literacy skills.
• Exploring Thinglink’s potential for introducing new content, not solely for consolidating existing knowledge.

This project contributes to the growing body of evidence suggesting that immersive tools can inspire, motivate, and deepen learning in the primary classroom. It offers a practical model for future implementation and invites further research into the long-term educational benefits of immersive media in primary settings.