Investigación mixta de maestros en formación inicial participando en prácticas de transmedia digital

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This mixed-methods study, employing inferential statistics and fuzzy logic, explores the perspectives of 75 Spanish Primary Education undergraduates on digital transmedia production practices aligning with children's values. It also investigates the potential in creating visual stories in English as an additional language. The students, worked in groups with a project-based methodology, collaborated on a storyboard, which they then made into a visual narrative and presented to their colleagues. The practicalities of recording, editing, adding audio and distributing the short videos were carried out with a wide range of devices, applications and software chosen by the students themselves, who demonstrated proactive attitudes in exploring the possibilities offered by the ICT resources. The progress of socio-emotional competences was also observed: negotiating agreements, finding divergent solutions, making decisions, and resolving conflicts and critically receiving feedback on their work. Likewise, when they reached the creative stage of the trial, they showed more confidence in themselves. The results showed that the undergraduates rated the visual storytelling approach highly, underlining that it was more involving and developed more competences. The study adds to the literature in favour of the following active methodologies: PBL, collaborative work, divergent models and Maker education.