Ключевые слова

Media literacy, innovative didacticism, design, interactivity, immersion, interactive communication, multimedia

Резюме

This paper compiles data on how the use of hypermedia, interactive multimedia and interfaces have changed the classical dynamics of human communications and education to create a new paradigm. This paradigm originates in the interface since it allows multidirectional and multimedia communications through interactions with the elements of which it is composed. This research describes the different aesthetic, narrative, emotional and value elements that are integrated within the cultural hypermedia interfaces. These hypermedia elements are fundamental components to be taken into account in the creation of educational interactive media products. The communicative functions are interchangeable between sender-receptor, author-reader-author, creator-user, professor-student... thanks to the introduction of multimedia interactive expressions and technological instruments that allow several types of interactions. This flexible functionality generates new communicative as well as dramatic models of interactive narrative, where the interaction of receptors-senders and reader-authors with the narrative actions occur at the character or avatar level. The interfacial aesthetic, narrative, emotional and value elements are studied, analyzed and described in detail thanks to an innovative model of analysis that can be used to for the implementation and design of interactive edutainment media products. The application of this model helped to create cultural content interfaces enabling not only the development of interactive educational workshops in the USA, Peru and Bolivia for more than 200 students, but also multisensory and immersive communications with quality.

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Mora-Fernández, J. (2012). The analysis of interactive media and digital culture - hypermedia literacy in Peru and Bolivia. [Medios interactivos y cultura digital: Alfabetización hipermedia en Perú y Bolivia]. Comunicar, 39, 139-149. https://doi.org/10.3916/C39-2012-03-04

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