So, what do we talk about when we talk about transmedia storytelling in education? A systematic literature review

Transmedia storytelling is an increasingly used didactic approach to develop digital and transmedia competences in education. However, how the concept of transmedia storytelling is used beyond its foundational definition—which underpins educational practices—remains underexplored. The long period si...

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Detalles Bibliográficos
Autores: Meyerhofer-Parra, Rafel, González-Martínez, Juan
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2025
País:España
Institución:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
Repositorio:Recercat. Dipósit de la Recerca de Catalunya
OAI Identifier:oai:recercat.cat:10256/27268
Acceso en línea:http://hdl.handle.net/10256/27268
Access Level:acceso abierto
Palabra clave:Narrativa transmèdia
Transmedia narrative
Tecnologia educative
Educational technology
Estratègies d'aprenentatge
Learning strategies
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spelling So, what do we talk about when we talk about transmedia storytelling in education? A systematic literature reviewMeyerhofer-Parra, RafelGonzález-Martínez, JuanNarrativa transmèdiaTransmedia narrativeTecnologia educativeEducational technologyEstratègies d'aprenentatgeLearning strategiesTransmedia storytelling is an increasingly used didactic approach to develop digital and transmedia competences in education. However, how the concept of transmedia storytelling is used beyond its foundational definition—which underpins educational practices—remains underexplored. The long period since Jenkins's initial definition, its adaptation to education, and the lack of reviews on its educational use justify the need for this study. The systematic literature review was conducted using the keywords “transmedia” AND “education”, searching in four databases which identified a total of 573 studies, with a final inclusion of 43, with a focus ranging from primary to secondary education, although post-compulsory cases are identified. Findings reveal Jenkins's foundational definition strongly influences how transmedia storytelling is conceptualised in the educational field. However, discrepancies emerge when comparing definitions to their actual practices, revealing a heterogeneous, often implicit use of ‘transmedia’ and ‘storytelling’. This prompts an examination of the concept's practical utilisation, as opposed to its theoretical characterisation. Therefore, a plural scenario of uses pivoting under the very same Jenkins definition is characterised, which can be grouped under five different uses of the term ‘transmedia storytelling’: (1) transmedia and transmedia storytelling as a synonym; (2) crossmedia, transmedia narratives, and transmedia as synonyms; (3) use of the narrative (4) media focus; and (5) transmedia mimicking daily life. Consequently, this facilitates a thorough investigation into a wide array of transmedia practices within the educational sector, which have previously been concealed under the definition of transmedia storytelling. The discussion underscores that transmedia storytelling represents merely one approach within the broader framework of transmedia. It emphasises the necessity of recognising that transmedia encompasses and can extend beyond the confines of transmedia storytellingOpen Access funding provided thanks to the CRUE-CSIC agreement with Wiley4Wiley2025info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionpeer-reviewedapplication/pdfhttp://hdl.handle.net/10256/27268http://hdl.handle.net/10256/27268Review of Education, 2025, vol. 13, núm. 2, p. e70086Articles publicats (D-P)reponame:Recercat. Dipósit de la Recerca de Catalunyainstname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)Inglésinfo:eu-repo/semantics/altIdentifier/doi/10.1002/rev3.70086info:eu-repo/semantics/altIdentifier/eissn/2049-6613Attribution-NonCommercial 4.0 Internationalhttp://creativecommons.org/licenses/by-nc/4.0/info:eu-repo/semantics/openAccessoai:recercat.cat:10256/272682026-05-29T05:05:01Z
dc.title.none.fl_str_mv So, what do we talk about when we talk about transmedia storytelling in education? A systematic literature review
title So, what do we talk about when we talk about transmedia storytelling in education? A systematic literature review
spellingShingle So, what do we talk about when we talk about transmedia storytelling in education? A systematic literature review
Meyerhofer-Parra, Rafel
Narrativa transmèdia
Transmedia narrative
Tecnologia educative
Educational technology
Estratègies d'aprenentatge
Learning strategies
title_short So, what do we talk about when we talk about transmedia storytelling in education? A systematic literature review
title_full So, what do we talk about when we talk about transmedia storytelling in education? A systematic literature review
title_fullStr So, what do we talk about when we talk about transmedia storytelling in education? A systematic literature review
title_full_unstemmed So, what do we talk about when we talk about transmedia storytelling in education? A systematic literature review
title_sort So, what do we talk about when we talk about transmedia storytelling in education? A systematic literature review
dc.creator.none.fl_str_mv Meyerhofer-Parra, Rafel
González-Martínez, Juan
author Meyerhofer-Parra, Rafel
author_facet Meyerhofer-Parra, Rafel
González-Martínez, Juan
author_role author
author2 González-Martínez, Juan
author2_role author
dc.subject.none.fl_str_mv Narrativa transmèdia
Transmedia narrative
Tecnologia educative
Educational technology
Estratègies d'aprenentatge
Learning strategies
topic Narrativa transmèdia
Transmedia narrative
Tecnologia educative
Educational technology
Estratègies d'aprenentatge
Learning strategies
description Transmedia storytelling is an increasingly used didactic approach to develop digital and transmedia competences in education. However, how the concept of transmedia storytelling is used beyond its foundational definition—which underpins educational practices—remains underexplored. The long period since Jenkins's initial definition, its adaptation to education, and the lack of reviews on its educational use justify the need for this study. The systematic literature review was conducted using the keywords “transmedia” AND “education”, searching in four databases which identified a total of 573 studies, with a final inclusion of 43, with a focus ranging from primary to secondary education, although post-compulsory cases are identified. Findings reveal Jenkins's foundational definition strongly influences how transmedia storytelling is conceptualised in the educational field. However, discrepancies emerge when comparing definitions to their actual practices, revealing a heterogeneous, often implicit use of ‘transmedia’ and ‘storytelling’. This prompts an examination of the concept's practical utilisation, as opposed to its theoretical characterisation. Therefore, a plural scenario of uses pivoting under the very same Jenkins definition is characterised, which can be grouped under five different uses of the term ‘transmedia storytelling’: (1) transmedia and transmedia storytelling as a synonym; (2) crossmedia, transmedia narratives, and transmedia as synonyms; (3) use of the narrative (4) media focus; and (5) transmedia mimicking daily life. Consequently, this facilitates a thorough investigation into a wide array of transmedia practices within the educational sector, which have previously been concealed under the definition of transmedia storytelling. The discussion underscores that transmedia storytelling represents merely one approach within the broader framework of transmedia. It emphasises the necessity of recognising that transmedia encompasses and can extend beyond the confines of transmedia storytelling
publishDate 2025
dc.date.none.fl_str_mv 2025
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
peer-reviewed
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/10256/27268
http://hdl.handle.net/10256/27268
url http://hdl.handle.net/10256/27268
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv info:eu-repo/semantics/altIdentifier/doi/10.1002/rev3.70086
info:eu-repo/semantics/altIdentifier/eissn/2049-6613
dc.rights.none.fl_str_mv Attribution-NonCommercial 4.0 International
http://creativecommons.org/licenses/by-nc/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Attribution-NonCommercial 4.0 International
http://creativecommons.org/licenses/by-nc/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Wiley
publisher.none.fl_str_mv Wiley
dc.source.none.fl_str_mv Review of Education, 2025, vol. 13, núm. 2, p. e70086
Articles publicats (D-P)
reponame:Recercat. Dipósit de la Recerca de Catalunya
instname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
instname_str Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
reponame_str Recercat. Dipósit de la Recerca de Catalunya
collection Recercat. Dipósit de la Recerca de Catalunya
repository.name.fl_str_mv
repository.mail.fl_str_mv
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