Enhancing Inclusion and Student Engagement in Primary School Through Genially-Based Laboratory Activities
Abstract
This study examines the effectiveness of a laboratory-based educational intervention based on the use of the digital platform Genially to promote inclusive and participatory practices in primary school. The research was conducted using a quasi-experimental design with an experimental group and a control group, involving a total of 78 fifth-grade students, including 10 students with special educational needs. The experimental group participated in a sixteen- session laboratory aimed at the collaborative design of an interactive digital game, while the control group continued with regular curricular classroom activities. Data were collected through a mixed-method approach, using the Index for Inclusion Questionnaire administered in pre-test and post-test formats, systematic classroom observations, and focus groups with students. Quantitative results show a statistically significant improvement in levels of perceived inclusion, participation in classroom activities, and quality of peer relationships in the experimental group compared to the control group. Qualitative analysis confirms these findings, highlighting improvements in classroom climate, increased collaborative interactions, and greater recognition of individual competencies within working groups. In particular, students experiencing greater academic difficulties demonstrated higher levels of engagement thanks to the opportunity to participate through different expressive languages and operational roles. Overall, the study suggests that the integration of laboratory-based teaching, cooperative learning, and interactive digital technologies represents an effective strategy for supporting student participation and promoting more inclusive learning environments in primary school.
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