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<p>Digital humanities (DH) is one of the fastest-growing interdisciplinary fields, driven by rapid technological advancements. However, the majority of DH tools, databases, and methodologies have been developed primarily for research purposes, with comparatively few designed explicitly for teaching and learning. This study adopts an experimental approach, referring to the Technological Pedagogical Content Knowledge (TPACK) framework, to examine the implementation of a DH module in university-level history education. The aim is to enhance students’ awareness of digital humanities and improve their digital competencies through structured exposure to selected DH categories and tools. The study was conducted at The Hong Kong Polytechnic University from 2023 to 2024, covering four semesters, eight courses, and involving approximately 500 students from both history and non-history majors. Findings suggest that the DH module represents a cost-effective and practical strategy for integrating digital tools into existing curricula with minimal structural adjustments. Survey data and classroom observations demonstrate that the module effectively increased students’ awareness of digital humanities, regardless of academic background. The study also underscores the need for a tiered framework to categorize DH tools and approaches by complexity and learner readiness, particularly in light of generally low DH awareness among Hong Kong students. Additionally, broadly applicable tools such as StoryMaps and Generative AI were more favorably received than domain-specific tools like CBDB and MARKUS, offering insight into future tool selection in historical education. A small-scale competition aligned with the DH module also demonstrated significant potential for enhancing student engagement and motivating the practical application of digital tools.</p>

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Applying and evaluating digital humanities tools in teaching Chinese history and culture to a diverse university-level student population

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年10月14日

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  • Ka Fai Kwok

摘要

Digital humanities (DH) is one of the fastest-growing interdisciplinary fields, driven by rapid technological advancements. However, the majority of DH tools, databases, and methodologies have been developed primarily for research purposes, with comparatively few designed explicitly for teaching and learning. This study adopts an experimental approach, referring to the Technological Pedagogical Content Knowledge (TPACK) framework, to examine the implementation of a DH module in university-level history education. The aim is to enhance students’ awareness of digital humanities and improve their digital competencies through structured exposure to selected DH categories and tools. The study was conducted at The Hong Kong Polytechnic University from 2023 to 2024, covering four semesters, eight courses, and involving approximately 500 students from both history and non-history majors. Findings suggest that the DH module represents a cost-effective and practical strategy for integrating digital tools into existing curricula with minimal structural adjustments. Survey data and classroom observations demonstrate that the module effectively increased students’ awareness of digital humanities, regardless of academic background. The study also underscores the need for a tiered framework to categorize DH tools and approaches by complexity and learner readiness, particularly in light of generally low DH awareness among Hong Kong students. Additionally, broadly applicable tools such as StoryMaps and Generative AI were more favorably received than domain-specific tools like CBDB and MARKUS, offering insight into future tool selection in historical education. A small-scale competition aligned with the DH module also demonstrated significant potential for enhancing student engagement and motivating the practical application of digital tools.