Educational Practices

*Narrative Transmedia*

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**Chapter 4**

*Bea Tomšič Amon*

encoded information.

**1. Introduction**

**Abstract**

Transmedia Narratives in

Education: The Potentials of

Multisensory Emotional Arousal

in Teaching and Learning Contexts

The role of the teacher has radically changed with the introduction of digital media in the different stages of the educational process. The teacher is not the deposit of knowledge anymore but acts as a dramatist that creates transmedia narratives to engage students in their access to knowledge. Teaching and learning experiences are a complex formed at least by visual, auditory, and verbal stimuli combined in specific modes stimulating multilayered sensitive emotional experiences. These experiences should be conceptualized as one interconnected complex as far as students need to develop tools for interpretation, negotiation, and meaning-making of the information they are constantly exposed to. This contribution presents an interdisciplinary pedagogical project that used transmedia narratives in the field of art education, stressing on the potentials of multisensory emotional arousal that increases the likelihood of memory consolidation, the process of creating a permanent record of the

**Keywords:** teaching and learning contexts, multisensorial information,

The role of the teacher within the different stages of the educational process has radically changed with the introduction of digital media. The teacher is a facilitator, tutor, and counselor, not anymore a deposit of indisputable knowledge that has to be absorbed by the students. The amount of factographic data that is, through new media, at the disposal of teachers and students is today unmeasurable. Yet facts do not represent knowledge. Knowledge arises with an interconnection of facts with a specific meaning. What to do, and how to use these facts, is the main question addressed to teachers as facilitators within the educational process. That is why the process of teaching and learning is not any more unidirectional. Instead, the teacher acts as a dramatist that creates narratives to engage students in their access to knowledge. He/she depicts contents and creates interdisciplinary connections, choosing what to present as relevant and what to leave aside because it would not

content meaning-making, emotions, art education

work in the context of his/her narration.
