Making immersive storytelling accessible: Interactive low-tech implementation in elementary school civic learning.

This article focuses on the design and implementation of a low-tech immersive storytelling (IST) approach for elementary education using Google Slides to create psychological immersion through participatory learning. Addressing challenges of high-cost, technologically immersive tools like virtual and augmented reality, the study developed a 10-day Native American history unit that engaged 234 students across nine U.S. classrooms by combining narrative, interactive decision-making, and collaborative problem-solving grounded in culturally relevant pedagogy. Drawing inspiration from tabletop roleplaying games and leveraging familiar, accessible technology, the curriculum fostered student agency, empathy, and critical dialogue without requiring advanced hardware or software. Preliminary student feedback indicated high engagement and emotional connection, suggesting that low-tech IST can be a feasible, flexible alternative for immersive learning in resource-constrained educational settings.