Abstract
The aim of this Ph. D thesis is to explore the potential of interactive documentaryas a pedagogical tool, covering both the use of interactive documentaries as a didactictool and the development of interactive documentaries by students in the classroom.The research analyzes the growth of the interactive documentary as a novelformat, as well as the changes that it presents before the traditional documentary interms of production, distribution and exhibition logic. He also explores educational trendssuch as Constructivism, Connectivism and Media Literacy, and argues about theimplementation of interactive documentary in the classroom within the framework ofthese theories.The first part of the research analyzes the different educational currents in whichthe research is developed, with emphasis on those in which the interactive documentaryhas more application. Next, we describe the interactive medium and the field of non-fiction, the two conceptual branches in which the interactive documentary format isframed. We analyze the knowledge society, the web environment and the interactiveinterfaces, and then proceed to analyze the genres of non-fiction and their differenceswith the genres of interactive non-fiction. In the third chapter, we focus on the interactivedocumentary as a format and the characteristics that define it, its modes of navigationand interaction.In the fourth chapter, the changes in the logic of production, distribution andconsumption presented by this format are analyzed in relation to its linear counterpart.In that chapter, we also delve into the formats with which the interactive documentary,such as the Docugame or Serious Game, and the platforms where it unfolds beyond thecomputer, such as interactive television or mobile platforms, converge. The fourthchapter closes with possible areas of application of interactive documentary, virtualreality, visual anthropology, activism or communication for social change, collaborativedocumentary or transmedia narrative.The second part of the research is also addressed from an exploratoryperspective. We carried out a mixed, quantitative and qualitative, study with a sample of182 students from first, second and fourth year of ESO from two educational institutionsin the community of Madrid, students of the Master's Degree in Multimedia Journalismat the Universidad Complutense de Madrid and Adults from 10 different countriesbetween the ages of 20 and 67.30
The study measured the reception of the documentary and the learning of thesubjects. For this, the visualization of two versions of a documentary was proposed, thelinear version and the interactive vision, in order to evaluate the learning and factors thatfavor it. In the qualitative section, we measure the levels of attention, attraction, fun,satisfaction, ability to maintain attention, generation of empathy, levels of change incultural vision and levels of content understanding. The qualitative section analyzed thefactors that caught the attention of students, their immersion in the story and theiremotional identification with the characters.In a second phase, a workshop was held to produce interactive documentaryshort films under the participatory action-research methodology. Four training sessionswere given to first, second and fourth year students to instruct them with the necessarytools to make a short interactive documentary using the Klynt tool. The proposal invitedthe raising of problems of the student's environment within the framework of the subjectof Civic Values or revisiting the community itself from a historical perspective in thesubject of Geography.The conclusions chapter summarizes the original contributions of the researchaffirming the superiority of interactive versus linear documentary in elements such asattention, attraction, fun, satisfaction, ability to maintain attention, generation of empathy,and levels of change in cultural vision and understanding of the contents. It alsohighlights the interactive as a channel that introduces movement and action as tools forimmersion and learning.In addition, despite the fact that there were different participation rates, it isevident that the production of interactive documentary short films in the classroom canbe an attractive and fun learning tool that encourages the reinterpretation of content. Thestudy successfully involved the production of interactive documentary shorts in theschool setting.
| Date of Award | 6 Jun 2017 |
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| Original language | Spanish |
| Awarding Institution |
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| Supervisor | Rafael Díaz Arias (Director) & Arnau Gifreu Castells (Director) |