Children’s Learning Experiences in Immersive Museum Art Education: An Observational Case Study

Abstract

This study explores students’ learning experiences within an immersive art education environment through an observational case study conducted at the Shandong Museum. Grounded in constructivist learning theory, the research examines how immersive settings influence the learning engagement, peer collaboration, creative expression, and reflective thinking of students aged 9 to 11. Data were collected and analyzed using qualitative research methods, including participatory observation and visual documentation, within a series of immersive art education programs. The findings indicate that immersive learning effectively stimulates students’ curiosity, emotional involvement, and collaborative awareness. Students actively engaged in hands-on exploratory activities, demonstrating creative interpretations and personalized understandings of cultural artifacts, and expressed internal reflections through artistic creation. The museum space, enhanced by multisensory stimulation and interactive teaching strategies, was redefined as a student-centered and dynamic learning environment. Furthermore, the study reveals how, under the support of well-designed educational programs, museums can serve as effective platforms for fostering inquiry, interaction, and creativity.

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