Could a Museum-integrated Art History Course Contribute to Place Attachment? A Case Study in Taiwan

Recent studies highlight museums’ role in fostering art literacy, shaping public imagery, and reinforcing local identity. However, the impact of participatory museum experiences on undergraduate students’ visual art appreciation and engagement in local art remains a neglected and under-researched topic. This study examines a participatory art history course co-designed by university faculty and museum staff in Kaohsiung, a city in southern Taiwan.. Using a quantitative approach, the research compares a treatment group enrolled in an art history course with museum-based projects to a control group in an urban transportation course. Independent and paired sample t-tests assess performance differences and changes over time. Results show the museum-integrated course significantly enhances students’ visual art literacy and boosts engagement in local artistic activities despite a limited impact on place attachment. These findings underscore the value of museum-based participatory learning as an active teaching method, amplifying the social impact of art history education and fostering connections with local cultural activities.