<p>Examining the current state of elderly education and teaching activities in our country reveals a deep imprint of traditional educational paradigms and behavioral inertia. There are issues such as supply–demand mismatches, unidirectional transmission, and a focus on superficiality over substance. The root causes can be traced back to the disconnection of body and mind, cognitive separation, and the detachment from the environment during the teaching process. The immersive experiential learning for older people's education, based on the theory of "embodied cognition," the elderly education course "Reading Together" focuses on the mobilization of multi-dimensional senses, the "360 degree" feeling of the body, the stimulation of mind interaction, the all-round integration of emotions, the creation of three-dimensional situations, and the unification of body and mind. The instructional content is designed to be "contextualized," encouraging learners to explore independently; the teaching process promotes "multidirectional" interaction, fostering peer learning and mutual assistance; and the teaching methods incorporate "metaverse" applications to explore experiential learning strategies that deepen and broaden knowledge. In accordance with the physical and mental characteristics and psychological needs of older learners, it helps to enhance the learning experience and satisfaction, to satisfy their desire to know and learn, and to achieve self-worth and life meaning. The focus of the paper is on elderly people's learning abilities and learning possibilities, a research field often explored through the lens of traditional cognitivism. This paper can deepen the cognitive enhancement and potential development of older adults, as well as the design of learning environments, curriculum, and experiences that align with their learning characteristics. It will explore practices in education, psychology, and neuroscience related to learning, cognitive science, and the learning psychology of older adults.</p>