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A framework for students’ digital heritage education in the classroom - a human-engaged computing perspective

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Abstract

In the Digital Heritage Education (DHE) classroom, students use digital tools to assist in understanding intangible cultural heritage (ICH), which comprises intricate knowledge. However, students may still encounter obstacles when trying to produce creative designs. To address this issue, we propose a framework that adopts a human-engaged computing perspective to enhance the understanding and design of ICH through phased synergized engagement between engaged students and engaging digital tools. To validate the effectiveness of the proposed framework, we designed, implemented, and tracked Cantonese Porcelain (CP) Creative Design courses over five years. We then evaluated the framework using the probing method, i.e., interviews and focus groups, to obtain lessons learned about understanding and designing CP in the classroom from students and teachers. The findings demonstrate that the framework effectively facilitates students’ step-by-step understanding of the knowledge of CP and improves their creative design performance by integrating digital tools and the knowledge of CP. The framework emphasizes both the human and digital aspects of the learning process, encouraging students to engage in a synergized relationship with digital tools to enhance their understanding of ICH and creative design skills. We also discuss the theoretical and practical importance of this framework and outline a future research agenda for DHE in the classroom. Our framework provides researchers and educators with a new approach to explore how digital technology can effectively support students in understanding and designing ICH. It can be applied to other domains of cultural heritage beyond CP. In general, our study contributes to the development of effective pedagogical practices to integrate digital tools into DHE classrooms and to improve student creativity and cultural awareness.

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Data availability statements

The data that support the findings of this study are available from the corresponding author upon reasonable request.

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Acknowledgements

This paper is supported by the Project supported by Research on the Theory and Application of the New Generation Human-Computer Collaborative Design of the “Overseas Famous Teachers” Project in Guangdong Province (2021). This statement is to certify that that the author list is correct, all Authors have seen and approved the manuscript being submitted and agree to its submission to the Education and Information Technologies. The Authors also confirm that this research has not been published previously and that it is not under consideration for publication elsewhere. On behalf of all Co-Authors, the Corresponding Author shall bear full responsibility for the submission. All authors agree that the author list is correct in its content and order and that no modification to the author list can be made without the formal approval of the Editor- in-Chief. All authors accept that the Editor-in-Chief’s decisions over acceptance, rejection or retraction (the latter in the event of any breach of the Principles of Ethical Publishing in the Education and Information Technologies being discovered) are final.

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Authors and Affiliations

  1. Center for Human-Engaged Computing, Kochi University of Technology, Miyanokuchi, Kami, 7820002, Kochi, Japan

    Peng Tan & Xiangshi Ren

  2. Public University Corporation, University of Aizu, Aizuwakamatsu, Fukushima Prefecture, 9658580, Fukushima, Japan

    Zixue Cheng

  3. School of Art and Design, Guangdong University of Technology, Yuexiu, Guangzhou, Guangdong, 246200, China

    Yi Ji

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  1. Peng Tan
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  4. Yi Ji
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Contributions

Conceptualization: [Peng Tan and Xiangshi Ren]; Methodology: [Xiangshi Ren]; Formal analysis and investigation: [Yi Ji]; Writing - original draft preparation: [Peng Tan]; Writing - review and editing: [Xiangshi Ren and Zixue Cheng]; Funding acquisition: [Yi Ji]; Resources: [Yi Ji].

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Correspondence to Xiangshi Ren or Yi Ji.

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Tan, P., Ren, X., Cheng, Z. et al. A framework for students’ digital heritage education in the classroom - a human-engaged computing perspective. Educ Inf Technol 29, 10225–10247 (2024). https://doi.org/10.1007/s10639-023-12199-1

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