Transmedia Strategies in Reading Education: A Systematic Study

Abstract

Transmedia education has emerged as an innovative methodology that integrates multimodality across multiple platforms and digital media formats to enrich learning experiences. This systematic review, conducted according to PRISMA 2020 guidelines, examines the relationship between reading and transmedia education in academic publications in Spanish and English indexed in Web of Science, Scopus, and ERIC between 2020 and 2025. The results indicate that transmedia strategies enhance reading comprehension by fostering critical, digital, and multimodal skills. Additional benefits identified include increased student motivation, meaningful learning, and the development of collaborative competencies. However, significant challenges were also highlighted, such as the need for specific teacher training, the absence of clear pedagogical frameworks to ensure effective learning, and technological limitations in disadvantaged contexts. These findings reflect both the potential and the limitations of transmedia education across different educational levels. In the discussion, the evidence suggests that transmedia practices connect educational activities with contemporary media habits, promoting active, creative, and collaborative learning. Nevertheless, effective implementation requires careful planning, teacher preparation, and adaptation of resources to the technological realities of each context. Persistent challenges, including the digital divide and the need for solid pedagogical frameworks, must be addressed to guarantee equity and sustainability. In conclusion, transmedia education consolidates as a promising strategy for strengthening reading competence, while future research should explore its long-term impact and application in less-studied educational stages to achieve more effective and equitable integration into reading pedagogy