Abstract
Transmedia storytelling has great potential in the field of education and research on its applications and benefits in teaching and learning is growing. This paper explores the use of transmedia storytelling as a multimodal pedagogical tool for tertiary students. This paper explicates the design and application of a transmedia storytelling project in increasing multimodal engagement for undergraduate students from various faculties. A case study of a transmedia storytelling campaign conceptualised and produced by undergraduate students from a Malaysian public university was analysed for evidence of multimodal engagement. Students’ project output including campaign pitches, campaign designs and artefacts such as scripts, storyboards, posters, photos and videos submitted via digital formats were collated and analysed using a multimodal framework. Post-assessment reflections submitted by students were also analysed. The findings of the case study revealed that the conceptualisation and production of a transmedia storytelling campaign consisting of a short film, book and social media page enabled students to engage with multiple modalities and develop various skills and competencies. Analysis of campaign artefacts and student reflections found that the use of this novel pedagogy enabled students to engage with visual and spatial, linguistic, audio, gestural and technical digital modes of meaning as well as develop literary competencies and creative thinking skills through this project. This paper paves the way for further exploration of the use of transmedia storytelling as a multimodal pedagogical tool to develop various literacies, educational competencies as well as 21 st century skills amongst tertiary students.
Highlights
Teaching and learning practices across the globe have begun to shift from using primarily language-based pedagogies to multimodal ones in order to increase learner engagement and reflect 21st century technological and communication trends
This paper explores the applications of transmedia storytelling as a multimodal pedagogical tool in higher education contexts
This paper has detailed the use of TS as a pedagogical tool for multimodal engagement for undergraduate students
Summary
Teaching and learning practices across the globe have begun to shift from using primarily language-based pedagogies to multimodal ones in order to increase learner engagement and reflect 21st century technological and communication trends. As observed by Nouri (2018), students today are mobile and flexible learners who use the affordances of different technologies to construct knowledge and meanings through different semiotic modes. These students make up a generation referred to as the digital natives, who were born into the digital era and are surrounded and immersed in digital technologies. Technology is a ubiquitous and indispensable essential element in their daily lives and they have new ways of thinking about and applying technology and media (Dingli & Seychell 2015) They use media that provide meaning through language, and other modes such as visual, aural, gestural and musical in their everyday living and learning experiences (Toohey et al, 2015). Many educational institutions have yet to fully tap into and develop the eISSN: 2550-2131 ISSN: 1675-8021
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