2026-06-07T23:44:36Zhttps://docta.ucm.es/rest/oai/request

oai:docta.ucm.es:20.500.14352/970432025-03-18T12:28:02Zcom_20.500.14352_14col_20.500.14352_15

Sotelo García, Xiana 2024-01-31T11:41:48Z 2024-01-31T11:41:48Z 2019-12 2465-227X https://hdl.handle.net/20.500.14352/97043 2465-2261 https://www.ledonline.it/index.php/transmedialiteracy https://www.ledonline.it/index.php/transmedialiteracy/issue/view/135/showToc Highlighting the educational grounds of transmedia frameworks, this article acknowledges the positive impact of multimedia technology in cademic achievement and focuses on the examination of the reflexiveness in the communicative phenomenon as a key competence in education. In the search for a deeper understanding of the role that transmedia formats can play in both teaching and learning, the theoretical and conceptual ground for the analysis will follow the premises of the new field called TPCK (Technological Pedagogical Content Knowledge) and the well-known Seven Elements of Digital Storytelling. Moreover, a cognitive approach to narrative will be introduced to delineate the reflectiveness of the affection in linguistic and cognitive parameters. eng open access Transmedia Narratives of Social Intervention: Affecting Reflexiveness in the Communicative Phenomenon as a Key Competence in Education journal article