ABSTRACT This study examines how students characterize their experience of a communication-based digital humanities project in relation to elements of situated embodiment and situated learning. Analysis of student response data indicates that the Virtual Martin Luther King Project situates students in a particular space and historical context resulting in communication outcomes including a form of cognitive attention that is conducive of reflection and fosters civic engagement. The essay concludes with a discussion of what is transferable from this case in relation to creating the conditions for situated learning and public address as immersive, embodied experience in communication classrooms.

中文翻译：

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公共演讲作为具体体验：使用数字技术增强交流课堂中的交流和公民参与

摘要 本研究考察了学生如何根据情境化体现和情境学习的要素来描述他们在基于通信的数字人文项目中的体验。对学生反应数据的分析表明，虚拟马丁路德金项目将学生置于特定空间和历史背景中，从而产生交流成果，包括一种有利于反思和促进公民参与的认知关注形式。本文最后讨论了从这个案例中可以借鉴的内容，为情境学习和公共广播创造条件，作为交流课堂中身临其境的具体体验。