Transmedia digital narratives in mathematics teaching in educational contexts: a systematic, bibliometric, and structural review (2014–2024)
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Resumo
IntroductionThis article presents a systematic review of the literature on the use of transmedia digital narratives in mathematics teaching in educational contexts in the period 2014–2024. The relevance of this research in educational contexts lies in the evidence it provides on the transformative potential of transmedia narratives as an innovative resource that articulates cognitive, socio-emotional, and digital dimensions of learning.MethodsThe review was developed following the PRISMA methodology, which enabled the refinement of a final corpus of 22 publications from records retrieved from two academic databases, ERIC and Web of Science. A quantitative and qualitative synthesis was conducted to analyze temporal trends, narrative types, pedagogical approaches, and reported learning outcomes.ResultsThe analysis shows that this is an emerging field, with moderate but irregular growth in scientific production. Four main types of transmedia digital narratives were identified: (1) digital storytelling, (2) comics and graphic narratives, (3) gamification and interactive worlds, and (4) audiovisual and multimedia resources. These narratives were associated with cognitive outcomes such as conceptual understanding, creativity, and problem solving, as well as socio-emotional outcomes including motivation, self-confidence, participation, and reduced mathematics anxiety.DiscussionThe findings indicate that transmedia digital narratives operate within pedagogical approaches such as constructivism, situated learning, and digital literacy, supporting learning in interactive, multimodal, and culturally diverse environments. While the results highlight the educational potential of these approaches, limitations were also identified in the reviewed literature, including the small number of studies and the heterogeneity of methodologies, populations, and educational levels, which restrict strong comparisons. This underscores the need for broader and more longitudinal research on the role of transmedia narratives in mathematics education.
Dados da obra
- Tipo
- Artigo
- Periódico
- Frontiers in Education, v. 10
- Editora
- Frontiers Media S.A.
- Ano
- 2026 (2026-01)
- Idioma
- en
- Palavras-chave
- digital learning; digital storytelling; educational innovation; mathematics; transmedia narratives
- Temas
- Resolução de Problemas
- DOI
- 10.3389/feduc.2025.1719806
- ISSN
- 2504-284X
- Acesso
- Metadados apenas
- Fontes
- DOAJ — Directory of Open Access Journals
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
ÁNGEL, Julián Andrés Ortegón; DEVIA, Álvaro Andrés Sánchez; GONZALEZ, Diana Carolina Burbano. Transmedia digital narratives in mathematics teaching in educational contexts: a systematic, bibliometric, and structural review (2014–2024). Frontiers in Education, v. 10, 2026. DOI: https://doi.org/10.3389/feduc.2025.1719806.
APA
Ángel, J. A. O., Devia, Á. A. S., & Gonzalez, D. C. B. (2026). Transmedia digital narratives in mathematics teaching in educational contexts: a systematic, bibliometric, and structural review (2014–2024). Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1719806
BibTeX
@article{angel2026,
author = {Ángel, Julián Andrés Ortegón and Devia, Álvaro Andrés Sánchez and Gonzalez, Diana Carolina Burbano},
title = {Transmedia digital narratives in mathematics teaching in educational contexts: a systematic, bibliometric, and structural review (2014–2024)},
year = {2026},
journal = {Frontiers in Education},
volume = {10},
publisher = {Frontiers Media S.A.},
doi = {10.3389/feduc.2025.1719806},
language = {en}
}RIS
TY - JOUR AU - Ángel, Julián Andrés Ortegón AU - Devia, Álvaro Andrés Sánchez AU - Gonzalez, Diana Carolina Burbano TI - Transmedia digital narratives in mathematics teaching in educational contexts: a systematic, bibliometric, and structural review (2014–2024) PY - 2026 JO - Frontiers in Education VL - 10 DO - 10.3389/feduc.2025.1719806 LA - en ER -
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