Design of an Interactive Art History Curriculum for Secondary Schools: Implementation and Evaluation

Thesis Abstract

This study addresses the lag between traditional Art History instruction and contemporary learning modalities in secondary schools, where limited engagement, low retention, and insufficient integration of visual literacy impede students’ critical understanding of art within cultural and historical contexts. The aim is to design, implement, and evaluate an Interactive Art History Curriculum (IAHC) for secondary schools that leverages digital stories, immersive inquiry, and collaborative diagnostics to enhance conceptual understanding, visual literacy, and historical reasoning. Specific objectives are (1) to identify pedagogical gaps in current Art History instruction through a baseline diagnostic study; (2) to design an interdisciplinary IAHC incorporating multimedia timelines, virtual studio visits, and project-based inquiries aligned with national standards; (3) to implement the curriculum across three urban secondary schools with diverse student populations; (4) to evaluate learning outcomes, student engagement, and teacher readiness using a mixed-methods approach; and (5) to provide evidence-based recommendations for scalable adoption and policy integration. The study adopts a quasi-experimental mixed-methods design, combining a non-equivalent control group with pretest–posttest assessments and iterative qualitative inquiry. The population comprises secondary school students (n=900) enrolled in Art History courses across three metropolitan districts and their teachers (n=30). A purposive sampling strategy will select two matched schools for the intervention and one demographically similar school as a control, with approximately 450 students in the intervention cohort and 450 in the control cohort. Data collection instruments include a validated Art History Content Knowledge Test (scaled 0–100), a Visual Literacy Instrument, a Engagement with Art History Scale, teacher readiness and fidelity checklists, classroom observation protocols, and semi-structured interviews with a purposeful sample of 12 teachers and 24 students. Instrument validity and reliability will be established through expert panel review (N=5) and pilot testing (n=60) with Cronbach’s alpha targets above 0.80 for all scales. Data will be analyzed using ANCOVA to compare post-intervention outcomes while controlling for pre-test scores, hierarchical linear modeling to account for nested data (students within classes), and thematic analysis for qualitative data to elucidate process mechanisms. Regression analyses will identify predictors of achievement gains, and ANOVA will examine differences in engagement across subgroups (gender, socioeconomic status, prior achievement). A convergent parallel mixed-methods design will integrate quantitative and qualitative findings to provide a comprehensive interpretation. The anticipated findings include statistically significant improvements in Art History content knowledge (effect size d ? 0.50 to 0.70), enhanced visual literacy scores, and higher student engagement in the intervention group compared with control. Qualitative data are expected to reveal that interactive elements—virtual gallery tours, inquiry-driven projects, and collaborative digital storytelling—facilitate deeper disciplinary thinking, epistemic agency, and motivation, while teachers report improved instructional clarity, resource accessibility, and the need for ongoing professional development. Contributions to knowledge encompass (a) a validated, scalable IAHC model integrating technology-enabled inquiry into secondary Art History pedagogy; (b) empirical evidence on the impact of interactive curricula on content mastery, visual literacy, and engagement; and (c) a framework for policy and curriculum designers to align digital-interactive approaches with national standards. The study advances theoretical understanding by testing and refining constructivist and sociocultural learning perspectives within a large-scale, technologically enriched Art History curriculum, linking learning design to observable outcomes. The main conclusion posits that an Interactive Art History Curriculum, thoughtfully embedded in authentic inquiry and multimedia experiences, significantly improves student achievement, engagement, and literacy when supported by targeted teacher development and fidelity to design principles. Based on findings, recommendations include (i) adopting the IAHC across similar urban contexts with modular adaptations, (ii) instituting ongoing professional development focused on digital pedagogies and assessment literacy, (iii) investing in accessible digital resources and partnerships with museums for virtual and live experiences, and (iv) establishing continuous evaluation cycles to monitor equity, access, and long-term retention of historical and visual literacy skills.