本研究探討臺灣南部某大學學生對於在文學課程中整合數位工具和方法的看法，回應數位科技對全球教學的影響。研究對象為28位大三英語系學生，課程設計以技術整合規劃（TIP）模型為基礎，為期18週。課程旨在培養學生運用數位人文工具進行文本分析的能力，並提升其批判性思考能力。學生首先學習傳統的細讀和遠讀方法，隨後接受數位分析工具培訓，如Wordseer、AntConc等，並將這些工具應用於小組專題中。研究通過學生學習收穫評估（SALG）問卷、課程滿意度調查以及期中和期末專題評估收集數據。結果顯示，學生在技能發展方面的感知學習收穫最高（平均值3.90），而學習態度評分較低（平均值3.23）。從期中到期末評估，學生在知識獲取、技能發展、學習態度和學習整合四個面向都有顯著進步。SALG得分與期末成績呈現弱正相關（Spearman’s rho = 0.316）。研究發現，儘管學生能有效運用數位工具進行特定分析任務，但在更廣泛應用中仍欠缺信心。學生對整合數位人文表現出適度興趣，但在推薦或繼續修讀相關課程方面顯得猶豫。本研究凸顯了數位人文在高等教育中的潛力，同時指出優化課程設計、明確傳達課程目標以及調整學生期待的必要性。

This study investigated students’ perspectives on integrating digital tools and methods into literature courses at a university in southern Taiwan. It addressed the growing influence of digital technologies on global teaching philosophies and methods. The research aims to explore whether students, given their everyday familiarity with digital technology, share educators’ enthusiasm for digital tool integration in education. Employing a mixed-methods approach, the research involved 28 junior English majors in an 18-week course designed based on the Technology Integration Planning (TIP) model to develop students’ skills in employing digital humanities tools for text analysis and improve their critical reading and thinking capabilities. Students were first introduced to traditional close and distant reading methods through the study of short stories, poems, and plays, followed by comprehensive training in digital analysis tools, such as Wordseer and AntConc, which they applied to group analytical projects. Data were collected through Student Assessment of Learning Gains (SALG) questionnaires, course satisfaction surveys, and midterm and final project evaluations. Results indicate that students perceived the highest learning gains in skills development (mean = 3.90) but scored relatively lower in learning attitudes (mean = 3.23). Significant improvements were observed across knowledge acquisition, skills development, learning attitudes, and learning integration from midterm to final evaluations. A weak positive correlation was found between SALG scores and final grades (Spearman’s rho = 0.316). The study reveals that while students could effectively use digital tools for specific analytical tasks, they lacked confidence in broader applications and professional contexts. Students showed moderate enthusiasm for digital humanities integration but hesitancy in recommending or pursuing further courses.

數位人文; 學習成果評估; 文學教育; 教學策略; 技術整合規劃模型

digital humanities; learning gains assessment; literature education; teaching strategies; technology integration planning model