Comunicar 39-ingles - Revista Comunicar

146Comunicar, 39, XX, 2012can be described further. Thismodel has served to implementand increase the multi-sensoryimmersion and level of entertainmentin educational interactivemedia. The model only includesthe descriptions of the terms thatmight not be found easily in agood dictionary.Figure 8. Through this schema it is shown how the player, reader-author, interacts withthe different forms and levels of the dramatic narrative through the hypermedia materialsoffered by the interface.active interfacial expressions can develop differentkinds of interaction, as well as with which narrativeelements: space, time, characters and/or actions.Through the exhaustive identification of theseinterfacial elements, and their dramatic organization, itis possible to develop research projects that observethe different moments developed by the hypermediacommunication. These observations allow the identificationof the elements of the interface that are moreattractive and that motivate the most immersion andidentification. Those combinations of expressions,narratives, emotions and values that are more activatedand used represent the most effective interfacedesigns. Davenport and the members of the InteractiveCinema Group from the MIT Media Lab (2000: 456-459) emphasize during their research the importanceof contents, how the structural form is organized andhow the expressive resources are the substantial componentsfor the user’s participation and emotionalimplication. That is one of the main questions thatmotivated the creation of a model by the author of thispaper. The following model allows observation ofwhat the relationships between the expressions are,each narrative form: action, characters, spaces andtimes; the types of interaction, and the ethical or unethicalvalues communicated through the hypermediainterface.The empty cells and the subcategories belowsome categories serve to describe the qualities of thedifferent characteristics, and are to be filled and/orchosen during the description of the interface analysis.The characteristics of each element that is not applicablecan just be deleted, and the ones that are pertinent4. DiscussionsIn synthesis, the previousinnovative models can be appliedto implement any educationalhypermedia products and medialiteracy in multiple contexts. It isrecommended that the qualitativeanalyses that the model facilitatesbe used in combination withquantitative systems allowing the quantification of theinteractions with each of the interface elements. Oneof the most effective is the multi-camera audiovisualrecording technique, so the real and virtual actions orthe inter-actors are registered in synchronicity. Thismethodological combination serves to contrast the realinteraction facts, developed while using the interfaces,with questionnaires, interviews and group discussions.It also serves to quantify the number of interactions inrelationship with the qualitative expressive data describedusing the analytical model, Table 1.4.1. Potential applications of the models in newmedia literacyThe analytical process of an in-depth study ofhypermedia interfaces is complex and multidisciplinary,especially when taking into account all the differentaesthetic, narrative, perceptual, emotional and valuesvariables. The study of broad groups of young adultsor of other ages requires a great investment in multiplescientists and experts from different knowledge areassuch as: communication, narrative, pedagogy, sociology,cognitive, perceptual and cultural psychology,anthropology, ethics, statistics... With professionalteamwork it is possible to broadly apply the model ofTable 1 to build a system of producing educationalvideo games and hypermedia systems to differentpublics. That can be an effective form to create interestingand attractive hypermedia interfaces that couldcompete with the most popular commercial games onthe market. Moreover, more evolved techniques andsystematic methods are required for registering theaudiovisual data from the physical and psychological© ISSN: 1134-3478 • e-ISSN: 1988-3293 • Pages 139-149