Transmedia skill derived from the process of converting films into educational games with augmented reality and artificial intelligence

  1. María Esther Del Moral Pérez
  2. Nerea López-Bouzas
  3. Jonathan Castañeda-Fernández
Aldizkaria:
NAER: Journal of New Approaches in Educational Research

ISSN: 2254-7339

Argitalpen urtea: 2024

Alea: 13

Zenbakia: 1

Mota: Artikulua

DOI: 10.1007/S44322-024-00015-8 DIALNET GOOGLE SCHOLAR lock_openSarbide irekia editor

Beste argitalpen batzuk: NAER: Journal of New Approaches in Educational Research

Laburpena

Transmedia skill, derived from the process of converting films into educational games using augmented reality and artificial intelligence, involves employing various languages and mediums to adapt an original narrative to another format. This transmedia practice presents an opportunity to cultivate diverse skills in teacher training by transforming film narratives into educational games with Augmented Reality (AR) and Artificial Intelligence (AI). Moreover, these educational games enable student engagement in missions or challenges, enhancing their engagement with educational activities. Thus, this research stems from an Innovation project implemented in the Degree in Early Childhood Education (N=77) with two groups of university students who developed 24 educational games in physical and digital formats. The objectives are: 1) to compare the transmedia process adopted by both groups when converting children's animation films into games, some in digital format and others combining physical and digital resources; and 2) to analyze their transmedia skill reflected in the games developed. The methodology adopted is non-experimental empirical, with a descriptive and comparative nature. Two instruments were designed and validated, one to analyze the transmedia process followed in each case and another to ascertain the level of transmedia skill of the university students. The results reveal that both groups chose different creative approaches to gamify the films, expanding their stories by leveraging the potential of AR and AI to create interactive characters and settings. From this, their transmedia capability could be inferred. Thus, the use of digital applications to collaboratively design games—utilizing film narratives—represented an innovation in their training, holistically enhancing various skills. In conclusion, this experience presents an opportunity to increase the transmedia skills of future educators.

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