Visual Learning and Innovative Teaching in Primary Schools: A Mixed-Methods Study of Foreign Pupils ^†

Abstract

Visual learning is a valuable resource in inclusive educational settings. This study aims to analyse the effectiveness of using visual tools and media in the teaching process in primary schools, with a particular focus on foreign pupils. A mixed-methods approach was employed, integrating quantitative (pre–post tests) and qualitative (interviews and observations) methods to evaluate the impact of visual teaching on language comprehension, participation, and sense of belonging to the school. The results revealed significant improvements in learning and motivation, particularly among students from migrant backgrounds.

1. Introduction

Visual learning, which is defined as a set of teaching strategies that utilise the visual channel to enhance understanding and memorisation of information, is now one of the most relevant topics in pedagogy, particularly in multicultural school settings. Research shows that presenting content visually stimulates deeper, more participatory learning, which is particularly effective in primary school when concrete thinking and sensory processing dominate [1]. Images, maps and videos help pupils to build stable and accessible mental representations [2]. For pupils with a migrant background who are often linguistically disadvantaged, visual strategies can provide a compensatory bridge, reducing communication barriers and enabling access to subject content [3,4]. This is supported by dual coding theory [5] and multimedia processing theory [6], which states that combining verbal and visual information improves memory and retrieval of information. International guidelines for inclusive education and Universal Design for Learning [7] identify visualisation as a vital component in ensuring accessibility and participation. In Italy, the National Guidelines [8] also emphasise the importance of multimodal teaching to enhance different cognitive styles and promote motivation, particularly in diverse classrooms. Empirical research yields promising results: recent studies [9] have demonstrated that the systematic use of maps, illustrated cards, and iconographic strategies facilitates comprehension and bolsters self-efficacy, motivation, and academic performance in subjects such as mathematics and science. At the same time, educational technologies—such as interactive whiteboards, educational apps, and concept-mapping software—enrich visual learning environments and foster visual literacy skills, which are now considered transversal competencies [10]. These tools have many applications in the classroom, such as sequential images for storytelling, infographics for representing data and visual diaries for organising the day. These tools support pupils with language or cognitive difficulties and make learning more engaging for the whole group [11]. The growing number of foreign pupils in Italian schools (12% in primary schools, MIUR, 2023) means it is urgent to systematically adopt such approaches. These approaches must be fully integrated into teacher training and planning, rather than remaining linked to the individual initiative of the teacher. In light of this, the proposed study aims to analyse the impact of visual learning on primary school pupils, paying particular attention to those from other countries, using a mixed approach that integrates quantitative and qualitative data. The objective is to provide up-to-date empirical evidence to inform teaching practices and promote an inclusive and innovative school system that can respond sensitively and competently to increasing linguistic and cultural diversity.

2. Aim of the Research

Aim: to assess the impact of visual teaching on learning and on the educational inclusion of foreign pupils in primary schools.

Research questions:

• What effect does the systematic use of visual aids have on foreign pupils’ understanding of the language?
• Does visual learning affect participation and motivation levels at school?
• What perceptions do teachers and students have regarding the use of visual materials?

3. Methods

3.1. Research Design

The study, which was experimental in nature and used a mixed approach, evaluated the effectiveness of visual learning in primary schools over a ten-week period, focusing on foreign pupils, through parallel groups, standardised tests, interviews and structured observations.

3.2. Participants

The sample includes 120 pupils in Years 3–5 of primary school from three schools in areas with a high migrant population (Naples, Caserta and Salerno). The average age is 9.1 years, with 53% of pupils being foreign and 47% Italian. There are 65 females and 55 males. The non-Italian pupils originate from Eastern Europe, North Africa, South America and South Asia. None of the pupils have certified cognitive disabilities, and 27% have Italian language skills at BICS level only.

Inclusion criteria:

• Age between 8 and 10 years, enrolled in Years 3–5 of primary school
• Italian or non-Italian citizenship
• Minimum Italian L2 proficiency at A1 level
• Regular school attendance
• Informed consent

Exclusion criteria:

Students were excluded if they presented:

• Certified cognitive or sensory disabilities
• Neurological disorders
• School absences exceeding 10% of the intervention period

The pupils were divided into two groups: an experimental group (n = 60) who followed a visual course, and a control group (n = 60) who received traditional teaching. These criteria were established to ensure that the study participants could benefit fully from the proposed activities, and that the results obtained would be representative of, and generalisable to, the target population. The pupils were divided into two homogeneous groups:

• Experimental group (n = 60): followed an educational course focused on visual learning.
• Control group (n = 60): continued with traditional teaching, without systematic visual aids.

3.3. Tools

The following tools were used:

• Text comprehension test (MT Reading Test).
• Questionnaire on perceived self-efficacy and motivation (20 Likert items, α = 0.87).
• Structured observation of classroom interactions (participation, help, cooperation).
• Semi-structured interviews with 20 pupils and 6 teachers.
• Visual portfolio (concept maps, worksheets, videos, presentations).
• All tests were administered in pre–post mode.

The tests were administered in pre–post mode to measure changes.

3.4. Experimental Educational Protocol and Instructional Design

The programme included:

• the systematic use of concept maps, sequential images, educational videos, visual agendas, and illustrated storytelling;
• daily application in subjects such as English, maths, and science;
• preliminary training for the teachers involved.

Description of the experimental educational protocol.

The experimental course ran for ten weeks, comprising three 90 min sessions each week, for a total of 45 h of visualisation-oriented teaching activities. These activities were structured according to four macro-thematic areas: Italian, mathematics, science and history. Each teaching unit was designed in accordance with the principles of Visual Instructional Design and inspired by Mayer’s multimedia theory (2009). Activities involved using visual tools in Italian (e.g., storyboards, maps and comics), mathematics (e.g., diagrams, infographics and apps), science (e.g., videos, sequential cards, concept maps and digital whiteboards) and history (e.g., timelines, animations and role-playing games). All activities included individual and cooperative elements to encourage interaction and the co-construction of meaning. Teachers received six hours of training on techniques and software (Mindomo, Canva and Explain Everything), with ongoing support.

4. Results

The study collected pre- and post-test data using comprehension tests and questionnaires, which were analysed using IBM SPSS Statistics (Version 29.0) (t-test, ANOVA, ANCOVA). Observations and interviews were coded and analysed using NVivo (Version 14, QSR International), supplementing the quantitative analysis. The method combines theoretical rigour and validated tools for assessing visual learning.

4.1. Quantitative Results

The quantitative component of the survey involved administering two standardised tests:

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a language comprehension test for L2 students (CL-L2); and

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the School Engagement Scale (SES) to assess motivation and school participation.

Both instruments were administered at two time points: pre-intervention (T0) and post-intervention (T1), with a 10-week interval between them.

• Language Comprehension (CL-L2)

The data show a clear improvement in language skills in the experimental group (n = 60), with an increase from 22.8 to 30.9/40 and a highly significant effect size (p < 0.001; d = 1.34). In contrast, the control group (n = 60) exhibited only a marginal increase (23.1 → 25.2; d = 0.31). ANCOVA confirmed the effectiveness of the intervention (F = 36.75; p < 0.001). Using images, maps and diagrams to facilitate lexical comprehension is in line with dual coding theory and multimedia processing, demonstrating the superiority of multimodal learning over verbal learning.

• School Engagement and Motivation (SES)

The experimental group recorded a significant increase on the SES (from 3.1 to 4.2/5; F = 21.03; p < 0.001), with improvements in emotional (1.1), cognitive (0.9) and behavioural (0.8) engagement. These results are superior to those of the control group, confirming that visual intervention enhances not only learning, but also motivation and personal effectiveness. Using illustrated stories, videos and graphic games stimulated interest and strengthened school identity, in line with self-determination theory [12].

4.2. Qualitative Results

The visual intervention promoted learning and motivation, as well as a sense of efficacy and school identity, thanks to stimulating materials such as images, videos and graphic games. This is in line with [12] self-determination theory.

Focus Group:

The children reported a generally positive experience. Recurring keywords:

• ‘I understand better with images’
• ‘It’s easier to talk when I can see’

A comment from a pupil of Pakistani origin sums it up:

‘Before, I didn’t know what to do… now I see the image, then I understand the word and I can even explain it.’ These testimonials confirm that visualisation acted as a communication bridge, improving self-efficacy and socialisation among peers.

The experimental group recorded a significant increase on the SES (from 3.1 to 4.2/5; F = 21.03; p < 0.001), demonstrating progress in emotional, cognitive and behavioural areas, which was significantly higher than that of the control group. The visual intervention strengthened linguistic comprehension, motivation, sense of self-efficacy and school belonging. Using images, videos and graphic games stimulated interest and fostered a positive identity, in line with [12] theory of self-determination.

5. Discussion

The study emphasised the advantages of using visual aids for learning, particularly for international students with limited language proficiency. Visual teaching was found to significantly improve comprehension, participation and motivation, in line with existing scientific literature. Strategies based on images, maps and videos were effective in overcoming language barriers, thus confirming Cummins and Echevarría’s findings that visual content provides access to complex concepts and anchors abstract ideas to concrete representations [6].

Notably, there was an increase in motivation and a greater sense of belonging to the school. The use of visual aids not only promotes understanding, but also reinforces inclusion and engagement, in line with self-determination theory [12]., which identifies autonomy and competence as key factors in motivation. Visual learning makes cognitive processes more accessible and less anxiety-provoking, thereby strengthening self-esteem and self-efficacy. Interviews with teachers confirmed the advantages of visual materials in increasing interest and participation [13], while also highlighting the risk of cognitive overload if used excessively. This is in line with the principles of Mayer’s multimedia theory (2009). Representations and diagrams have also been found to make abstract concepts and complex phenomena more understandable in mathematics and science. These findings align with dual coding theory [5] and the Universal Design for Learning model [7], which promotes multimodal strategies to ensure accessibility and inclusion. Primary school has been confirmed as an ideal context thanks to pupils’ natural receptivity to visual stimuli [11]. However, the study has some limitations, including a small sample size, short duration, and a reliance on teachers’ perceptions without sufficient direct student involvement.

In conclusion, visual learning is confirmed as an effective and inclusive strategy capable of strengthening understanding, motivation, and a sense of belonging. To consolidate these benefits, schools need to commit to designing balanced activities and integrating visual resources in a stable manner to promote innovation and enhance diversity as an educational resource. However, some critical aspects deserve further consideration. Although teachers highlighted the potential risk of cognitive overload when visual materials are used excessively, this issue requires deeper investigation. While visual supports can facilitate comprehension and engagement, an excessive density of images, graphics, and multimedia stimuli may saturate students’ attentional resources, particularly in young learners and second-language pupils. Future research should therefore explore the thresholds at which visual input becomes counterproductive and begins to hinder information processing. In particular, it would be useful to identify optimal levels of visual density and to determine how visual and verbal inputs can be effectively balanced within instructional design. Follow-up studies could examine how different combinations of visual and textual elements influence cognitive load, comprehension, and long-term retention. Such investigations would contribute to developing clearer pedagogical guidelines for the balanced and sustainable use of visual learning strategies in primary education.

6. Conclusions

The research, which focused on visual learning in primary school and was conducted using a mixed approach, documented the positive impact of visual strategies on the inclusion and learning of foreign pupils. Quantitative and qualitative evidence shows that systematically using maps, graphic schematisations and multimedia resources improves linguistic and disciplinary comprehension and promotes a more participatory, relational climate. These results corroborate the theories of dual coding [5] and multimedia learning [6] which propose that the simultaneous activation of visual and verbal channels improves memory and cognitive processes. This is particularly evident among pupils with a migrant background, for whom the visual channel acts as a communication bridge when acquiring a second language (L2) [3]. The qualitative component revealed increased motivation, a stronger sense of belonging, and greater self-efficacy. Interviews and observations revealed that using images and videos boosts confidence, participation and interest [2,9]., which is consistent with self-determination theory [12]. Teachers confirmed the benefits of visual aids while emphasising the importance of balanced use to avoid cognitive overload [6].

The results in mathematics and science align with previous studies: visual representations made abstract concepts and complex processes more accessible, thus facilitating memorisation. Visual learning is therefore confirmed as a cross-curricular strategy that is useful for all pupils [11]. From a pedagogical point of view, these strategies need to be integrated structurally into teaching design in line with the principles of Universal Design for Learning [7]. Initial and ongoing teacher training in critically using visual resources is essential [14], including using educational technologies such as interactive whiteboards and mapping software to create dynamic, inclusive environments [10,15]. Limitations include the short duration of the intervention (10 weeks), the small sample size, and the lack of follow-up. Further validation of the results and development of more specific tools for assessing visual–spatial skills will require longitudinal research in different contexts. In conclusion, this study highlights visual learning as an effective, inclusive strategy for enhancing comprehension, motivation, and educational success. Systematically integrating visual resources can guide policies and teacher training towards multimodal teaching that values diversity and promotes equity.