Despite the increased use of technology in higher education classrooms, we need a better understanding of pedagogical strategies that improve student ability to produce quality scholarly digital content in the humanities. This research was designed to examine student learning through scholarly digital storytelling, a technology-enhanced assessment. The researcher collected data during and after an interdisciplinary, graduate scholarly digital storytelling course, including student work, student reflections, and individual interviews, to examine experiences at key points throughout the learning process. The results indicate that this pedagogical approach, when carefully scaffolded alongside formative feedback and ongoing student support, can increase student capacity—including digital agency, problem-solving skills, and digital knowledge production skills—to produce scholarly digital work in the humanities. Students can also learn to understand the interplay between disciplinary learning and digital skills and the ways in which both are essential for scholarly communication within and beyond the classroom.

尽管在高等教育课堂中越来越多地使用技术，但我们需要更好地了解教学策略，以提高学生在人文学科中制作高质量学术数字内容的能力。这项研究旨在通过学术数字讲故事（一种技术增强的评估）来检查学生的学习情况。研究人员在跨学科、研究生学术数字讲故事课程期间和之后收集数据，包括学生作业、学生反思和个人访谈，以检查整个学习过程中关键点的经验。结果表明，这种教学方法与形成性反馈和持续的学生支持一起精心搭建，可以提高学生的能力——包括数字代理、解决问题的技能、和数字知识生产技能——生产人文科学领域的学术数字工作。学生还可以学习理解学科学习和数字技能之间的相互作用，以及两者对于课堂内外的学术交流至关重要的方式。