Digital Humanities as an emerging interdisciplinary area of study and academic inquiry remains open for extensive exploration and potentialities. In his “New Horizons for the Study of Propel; Interdisciplinary, Internationalization and Innovation” Chad Garfield anticipated that Digital Humanities will be the leading edge of re-imagining higher education in the twenty-first century for the promising ability to move beyond the epistemological dichotomies of the late 20th century (153, 2014). Narratology of the past has been the domain of humanities studies for long. Currently with the advent of digital humanities and VR (Ramy, 2015), the possibilities are wide open for the recreation of historic narratives that allows for an active interaction between memory, space, and metaspace (Wang, 2019). It crosses the boundaries and conventions of traditional learning and provides models of collaborative creativity (Daskolia, 2015). Additionally, Digital Humanities introduces examples of the employability of digital narratives and VR as educational tools that can allow the reliving of past experiences and creating future relations with space and time. The objective of the study is to explore the possibilities that digital narratology may open to the classes of humanities in higher education. It examines its expectations and limitations in creating sustainable educational experiences and the occupation of the metaspace. Further, it analyzes a case study of the learning endeavors of students’ experiential learning through creating their own digital narratives as a model of collaborative learning. Through a qualitative approach, the study assesses the utilization of creating digital narratives in a class.

Authors:
Hadeer Aboelnagah, Prince Sultan University, Saudi Arabia

About the Presenter(s)
Dr Hadeer Aboelnagah is a University Associate Professor/Senior Lecturer at Prince Sultan University, Riyadh in Saudi Arabia

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