StoryMat-Robot: From Activating Narrative and Transmedia Competences in Prospective Teachers to the Development of Computational Thinking

Abstract

This study stems from the implementation of the StoryMat-Robot (SMR) project within initial teacher education for Early Childhood Education. It focuses on the design of didactic proposals supported by transmedia narratives featuring robots and materialised through floor mats, with the aim of activating teachers’ Computational Thinking (CT). The objective is to examine whether this transmedia creative process—based on adapting literary works and films—enables the development of CT dimensions alongside narrative and transmedia competences. A quantitative methodology with a descriptive and analytical approach was adopted. The SMR proposals were assessed using a set of indicators, examining narrative coherence, the logic of the route, the suitability of the challenges posed, the integration of digital resources, the use of artificial intelligence, robot functionality, and the adequacy of the mat design. The results show that the development of CT is associated with the ability to decompose the story into progressive challenges and with the coherent integration of multimodal elements. Differences were identified between literary adaptations, which are more robust in terms of spatial organisation, and film adaptations, which are richer in the variety of digital resources and pedagogical design. In conclusion, this innovative project constitutes an appropriate training practice for fostering teachers’ CT, which is closely linked to narrative and transmedia competences.