Academic Journal
Digital-Museum-Supported Intangible Cultural Heritage Education: Innovation Pathways and Learning Outcomes from the Xiping Leizu Case
| Τίτλος: | Digital-Museum-Supported Intangible Cultural Heritage Education: Innovation Pathways and Learning Outcomes from the Xiping Leizu Case |
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| Γλώσσα: | English |
| Συγγραφείς: | Yang Yu, Metta Sirisuk |
| Πηγή: | Journal of Education and Learning. 2026 15(3):377-385. |
| Διαθεσιμότητα: | Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Ημερομηνία έκδοσης: | 2026 |
| Τύπος εγγράφου: | Journal Articles Reports - Research |
| Descriptors: | Museums, Cultural Education, Electronic Learning, Asian Culture, Scaffolding (Teaching Technique), Inquiry, Active Learning, Outcomes of Education, Relevance (Education), Computer Simulation, Foreign Countries |
| Γεωγραφικοί όροι: | China |
| ISSN: | 1927-5250 1927-5269 |
| Περίληψη: | This study evaluates a pedagogically orchestrated model of digital-museum-supported intangible cultural heritage (ICH) education using the Xiping Leizu Digital Museum. A design-based, mixed-methods design across two 3-5- week cycles combined curriculum co-design with teachers and bearers; measures included pre/post tests, rubric-scored artifacts, platform analytics (time-on-artifact, path diversity, revisit ratio, collaboration events), surveys, observations, and interviews. Results show significant gains in cultural knowledge, authentic task performance, and cultural identity/inheritance willingness, strongest when VR/AR immersion was paired with community-linkage tasks and scaffolded critique. Analytics linked greater time-on-artifact and path diversity to larger gains; completing full ritual sequences predicted richer identity statements. Three innovation pathways emerged--narrative-guided inquiry, community linkage, and scaffolded interpretation/reflection. A dual-axis framework--social-memory stabilization (provenance cues) plus constructivist activation (age-segmented, AIGC-supported scaffolds)--explains effects. Implications include unit-level integration, practice-centered teacher development, visible provenance/AIGC governance, and age-sensitive resources. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Αριθμός Καταχώρησης: | EJ1512324 |
| Βάση Δεδομένων: | ERIC |
| ISSN: | 1927-5250 1927-5269 |
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