Adolescents Facing Transmedia Learning: Reflections on What They Can Do, What They Think and What They Feel

Abstract

The integration of new media literacies and, consequently, strategies such as transmedia learning in the teaching–learning processes has been a topic of interest among various types of national and international institutions and governments. In this sense, the current article deals with the abilities, thoughts and expectations that Italian students in classical high schools have in order to face these new formative changes. For this purpose, a mixed methods approach (qualitative and quantitative) was designed and applied in the context of a classical high school in Cagliari (Italy): a questionnaire on digital skills (N = 128), a set of semi-structured interviews (N = 17) and two focus groups (N = 14). The results obtained allow us to verify that, from the point of view of skills, adolescents are prepared to take on the challenges of transmedia learning (navigation, information management), although their collaboration skills need to be strengthened. On the other hand, from the cognitive and affective points of view, they are positive and enthusiastic about these new possibilities: greater interaction, flexibility, engagement and variety of resources and learning strategies.

Building a model for transmedia learning

“…Similarly, MOOCs have often been studied in a separate form, rather than a part of integrated use of technology in transmedia learning. From a theoretical perspective this research develops and extends the understanding of transmedia learning of which there is a small but growing body of academic literature (Fleming, 2013;Raybourn, 2013;Runchina et al 2022;Tombleson, et al, 2016). There is limited theory discussing the effectiveness of using a transmedia approach to higher education as Raybourn (2014, p.247) notes "there are very few integrated applications of transmedia learning in use today by researchers, instructors, or training cadre and therefore few examples of experimental data are available on its effectiveness" and therefore this is an area this study attempts to address.…”

“…Research by Scolari (2020) outlines a taxonomy of transmedia literacy skills however these are very much focussed on how students learn transmedia skills, rather than the use of a transmedia approach to learning. Recent research has presented a clear definition of what transmedia learning is however it does not approach the learning in relation to synchronous or asynchronous learning nor define the activities that are of benefit to the learner (Runchina et al 2022).…”

10 Facilitators of sense of belonging through Digital Competences: a qualitative study with educational science students

“…Afterward, the small groups of participants created, edited, and produced digital content through several media and formats using digital technologies (such as short videos, podcasts, digital collages, etcetera). The participants had freedom in choosing the format to better express their ideas and experiences about the different social groups and their relationship with the framework's concepts (Erta-Majo et al, 2022;Runchina et al, 2022). This process ended in oral presentations of several multimedia productions about different social groups also determined by the participants.…”

Appreciations and practices of digital citizenship in the Andean community

“…Under any conceptual perspective, achieving online citizenship involves literacy, critical thinking and skills to manage information and privacy online, as well as competences to execute effective and ethical communication (Ohler, 2012;Selwyn, 2014;Fraillon et al, 2019). However, digital citizenship does not replace the concept of citizenship, it refers to a set of practices through which civic activities are performed in digital environments (Yue et al, 2019;Runchina et al, 2022). In general, it describes a more understanding and inclusive community that participates meaningfully in the digital society (Mossberger, 2010;Ribble, 2015), but requires access and skills, i.e., that all people are able to use ICTs and the Internet to bring about impact or change in collectivities (Warschauer, 2003;Rheingold, 2008).…”