Designing a transmedia educational process in non-formal education: Considerations from families, children, adolescents, and practitioners

Transmedia storytelling has the potential to be an effective approach for non-formal education. Previous research has suggested that there may be a reciprocal relationship between transmedia storytelling and the characteristics of non-formal learners. However, there is limited literature on how to s...

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Detalles Bibliográficos
Autores: Erta-Majó, Arnau, Vaquero Tió, Eduard
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2023
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:10459.1/463695
Acceso en línea:https://doi.org/10.30935/cedtech/13338
https://hdl.handle.net/10459.1/463695
Access Level:acceso abierto
Palabra clave:Transmedia education
Non-formal education
Educative design
Transmedia educational process
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spelling Designing a transmedia educational process in non-formal education: Considerations from families, children, adolescents, and practitionersErta-Majó, ArnauVaquero Tió, EduardTransmedia educationNon-formal educationEducative designTransmedia educational processTransmedia storytelling has the potential to be an effective approach for non-formal education. Previous research has suggested that there may be a reciprocal relationship between transmedia storytelling and the characteristics of non-formal learners. However, there is limited literature on how to structure and design educational processes using this approach in non- formal settings, and even less literature that integrates the perspectives of stakeholders on the necessary components for instructional design. To address this gap, a qualitative analysis of multiformat focus groups was conducted to describe the necessary items to be considered when developing transmedia educational process (TEP) in non-formal educational proposals when these are designed to families, children, and/or adolescents. Based on the findings, seven important levels were identified for instructional designing of TEPs: level of intentions (1), level of facilitators' indications (2), level of participants' needs (3), level of narrative integrations (4), level of elaboration and production (5), level of means and technological/physical support (6), and level of sharing willingness (7). The study discusses the importance to consider multiple perspectives, including those of facilitators, children and adolescents, and parents, when designing TEPs. Additionally, it is important to use a variety of media platforms, formats, and channels to engage diverse and heterogeneous groups of participants in non-formal educational settings. Further research could focus on developing and validating tools and strategies to guide instructional design in these types of educational processes.This study was developed in the framework of the research group GRISIJ (Research Group for Social and Educational Interventions in Child and Youth) (2017SGR905), and it was funded by the program Santander Predoc 2020, the Chair Adolescent and Education and by the Ministry of Science, Innovation and Universities, the Spanish State Research Agency and the European Regional Development Fund (RTI2018-099305-B-C21)Bastas Publications2023info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://doi.org/10.30935/cedtech/13338https://hdl.handle.net/10459.1/463695reponame: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/grantAgreement/AEI/Plan Estatal de Investigación Científica y Técnica y de Innovación 2017-2020/RTI2018-099305-B-C21Reproducció del document publicat a https://doi.org/10.30935/cedtech/13338Contemporary Educational Technology, 2023, vol. 15, núm. 3, ep442cc-by (c) Arnau Erta-Majó, Eduard Vaquero, 2023info:eu-repo/semantics/openAccesshttp://creativecommons.org/licenses/by/4.0/oai:recercat.cat:10459.1/4636952026-05-29T05:05:01Z
dc.title.none.fl_str_mv Designing a transmedia educational process in non-formal education: Considerations from families, children, adolescents, and practitioners
title Designing a transmedia educational process in non-formal education: Considerations from families, children, adolescents, and practitioners
spellingShingle Designing a transmedia educational process in non-formal education: Considerations from families, children, adolescents, and practitioners
Erta-Majó, Arnau
Transmedia education
Non-formal education
Educative design
Transmedia educational process
title_short Designing a transmedia educational process in non-formal education: Considerations from families, children, adolescents, and practitioners
title_full Designing a transmedia educational process in non-formal education: Considerations from families, children, adolescents, and practitioners
title_fullStr Designing a transmedia educational process in non-formal education: Considerations from families, children, adolescents, and practitioners
title_full_unstemmed Designing a transmedia educational process in non-formal education: Considerations from families, children, adolescents, and practitioners
title_sort Designing a transmedia educational process in non-formal education: Considerations from families, children, adolescents, and practitioners
dc.creator.none.fl_str_mv Erta-Majó, Arnau
Vaquero Tió, Eduard
author Erta-Majó, Arnau
author_facet Erta-Majó, Arnau
Vaquero Tió, Eduard
author_role author
author2 Vaquero Tió, Eduard
author2_role author
dc.subject.none.fl_str_mv Transmedia education
Non-formal education
Educative design
Transmedia educational process
topic Transmedia education
Non-formal education
Educative design
Transmedia educational process
description Transmedia storytelling has the potential to be an effective approach for non-formal education. Previous research has suggested that there may be a reciprocal relationship between transmedia storytelling and the characteristics of non-formal learners. However, there is limited literature on how to structure and design educational processes using this approach in non- formal settings, and even less literature that integrates the perspectives of stakeholders on the necessary components for instructional design. To address this gap, a qualitative analysis of multiformat focus groups was conducted to describe the necessary items to be considered when developing transmedia educational process (TEP) in non-formal educational proposals when these are designed to families, children, and/or adolescents. Based on the findings, seven important levels were identified for instructional designing of TEPs: level of intentions (1), level of facilitators' indications (2), level of participants' needs (3), level of narrative integrations (4), level of elaboration and production (5), level of means and technological/physical support (6), and level of sharing willingness (7). The study discusses the importance to consider multiple perspectives, including those of facilitators, children and adolescents, and parents, when designing TEPs. Additionally, it is important to use a variety of media platforms, formats, and channels to engage diverse and heterogeneous groups of participants in non-formal educational settings. Further research could focus on developing and validating tools and strategies to guide instructional design in these types of educational processes.
publishDate 2023
dc.date.none.fl_str_mv 2023
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://doi.org/10.30935/cedtech/13338
https://hdl.handle.net/10459.1/463695
url https://doi.org/10.30935/cedtech/13338
https://hdl.handle.net/10459.1/463695
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv info:eu-repo/grantAgreement/AEI/Plan Estatal de Investigación Científica y Técnica y de Innovación 2017-2020/RTI2018-099305-B-C21
Reproducció del document publicat a https://doi.org/10.30935/cedtech/13338
Contemporary Educational Technology, 2023, vol. 15, núm. 3, ep442
dc.rights.none.fl_str_mv cc-by (c) Arnau Erta-Majó, Eduard Vaquero, 2023
info:eu-repo/semantics/openAccess
http://creativecommons.org/licenses/by/4.0/
rights_invalid_str_mv cc-by (c) Arnau Erta-Majó, Eduard Vaquero, 2023
http://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Bastas Publications
publisher.none.fl_str_mv Bastas Publications
dc.source.none.fl_str_mv 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
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