2025/12/23 by Yujun Xu, Jun Chen · 1 voice
Arts and Humanities · Decision Sciences · Health Professions · #Digital Storytelling and Education #Interdisciplinary Research and Collaboration #Literacy, Media, and Education
paper · doi:10.1080/14703297.2025.2582597
openalex created_date 2025/12/23 · openalex publication_date 2025/12/23 · openalex updated_date 2026/06/14
Amid global calls to reimagine higher education assessment in response to creativity, interdisciplinarity, and digital transformation, this paper proposes transmedia storytelling as a forward-looking framework for student assessment and evaluation. Drawing on a case study of a multimedial cultural heritage undergraduate course at P University in China, it investigates how students reinterpreted classical narratives through multimodal projects, ranging from AI-generated visuals and algorithmic games to multilingual adaptations and handcrafted designs. Rather than functioning as a static measurement or summative endpoint, assessment utilising this model becomes a generative site of meaning-making, where students construct knowledge through design, experimentation, and reflexive engagement. The findings reveal that student agency, creative autonomy, and cross-domain translation are not byproducts but essential drivers of deep engagement with heritage content. The paper offers practical insights for educators aiming to integrate multimodal literacy, reflective practice, and student-led design into inclusive and future-facing assessment strategies, particularly in AI-mediated and post-textual learning environments.