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Digital-Museum-Supported Intangible Cultural Heritage Education: Innovation Pathways and Learning Outcomes from the Xiping Leizu Case

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Τίτλος: Digital-Museum-Supported Intangible Cultural Heritage Education: Innovation Pathways and Learning Outcomes from the Xiping Leizu Case
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
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  Data: <searchLink fieldCode="AR" term="%22Yang+Yu%22">Yang Yu</searchLink><br /><searchLink fieldCode="AR" term="%22Metta+Sirisuk%22">Metta Sirisuk</searchLink>
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  Data: 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
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  Data: 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.
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      – Text: English
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      – SubjectFull: Electronic Learning
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      – SubjectFull: China
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