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A challenge is arising in the digital age we are living in. The surrounding presence of computation and information technologies in our everyday life gives us new tools for learning and teaching in a complete different way, an obvious example are the MOOCs (Massive Open Online Courses). As Digital Humanity is an emerging field requiring an education from many and opposite areas, how can this benefit fully from a pedagogical improvement? What are the challenges? What are the issues? The answer to these questions will be given through the study of three abstracts (referenced below) presenting their own unique teaching process and platform.

The question of how to motivate a student is primary. A solution is to make him want to learn, to come back from his own will to the next lecture. A course following a game-like thematic seems to be appropriate for this situation. Abstract number [1] presents the Ivanhoe tool, which is a pedagogical role-game that is used to get students to interact and argue on a given subject. In a similar way, in abstract [2], the interactive visual novel Kapital is presented, it is a game based on dialog and multi-narratives play-through aiming on instructing the concepts presented in Karl Marx’s essay: Das Kapital. This kind of ‘edutainment’ aspect is also shown in abstract [3], where the authors created an educational and associative 3D environment which immerse the student in a virtual library that allows him to learn gradually and progress inside of it as his knowledge progresses.

There seems to be many advantages in these courses format compared to the regular ones. As said before the relation to gaming is a good way to have the student want to go further in his work, it becomes addictive. The use of the current technology which most young people have been exposed since they are children is also a good incentive for them to learn through it compared to the traditional use of books, pen and paper. Moreover in all the three abstracts’ game, the pedagogy used is a ‘learn through practice’ which allows the assessment of the knowledge gain via the actual progress in the game, it gives a real indication on how well or not the student is doing.

Apart from the theoretical advantages of these kinds of approaches for teaching and learning, the practical benefits can be found in the use of those methods in Digital Humanities studies. As said in the introduction the necessary knowledge to practice this discipline is by having a well mix of scientific and literary background. Abstracts [1] and [3] demonstrate that each the Ivanhoe tool and the UWS PX framework give the possibility to learn both kinds of knowledge, for example programming, WordPress, poetry, literature… Furthermore students develop other important skills such as project management and teamwork between people from ICT and people from Humanities, which is a necessity for Digital Humanities studies.

The next generations of pedagogical methods oriented around digital technologies seem to be promising but nevertheless come also with potential issues. As abstract [1] briefly stated, the use of digital tools come at a certain cost which could lead to inequalities between students from different economical background. Also the concept of teaching a class around a digital game has not been yet well explored so the learning efficiency is still uncertain, but this problem shall be solved with time and through further studies.



[1] “Digital Humanities Educational Vehicle – New Patterns of Research and Learning Approach in the Digital Age of Access.” Digital Humanities educational vehicle – new patterns of research and learning approach in the Digital Age of Access. Web. 10 Oct. 2015.
Digital Humanities Educational Vehicle

[2] “Kapital: An Interactive Fiction Game.” Kapital: An Interactive Fiction Game. Web. 10 Oct. 2015.

[3]“Ivanhoe: A Platform For Textual Play.” Ivanhoe: A Platform for Textual Play. Web. 10 Oct. 2015.