This article explores the experiences and learning of university students when participating in different roles (players, actors, and staff) in transmedia games. A case study was carried out at the university that analyzes 9 of the 11 “I love to read” games carried out from 2014 to 2019 to promote reading. The participation in theseevents has been approximately 1048 university students. The results and findings indicate that these games are immersive experiences that generate readiness and diverse learning, arouse interest and benefit the university community. I conclude that they generate a space of intramural affinity and are an effective strategy to promote connected learning.

Este artículo analiza la expresión del miedo en Instagram, a partir de examinar publicaciones que utilizan el término miedo a modo de hashtag, dentro del texto o mediante elementos visuales. La investigación se enmarca en un proyecto más amplio orientado a comprender la construcción social del miedo a través de su manifestación lingüística. Su relevancia se fundamenta en la premisa de que comprender el miedo contribuye a reducir sus efectos dañinos. Desde un enfoque exploratorio, se diseñaron consultas (queries) que dieron lugar a tres subcorpus: fenómenos sociales contemporáneos vinculados al miedo, publicaciones con el hashtag #miedo, y combinaciones del hashtag #miedo con agentes populares. En total, se analizaron 12 600 publicaciones recopiladas entre el 2023 y el 2024. El diseño metodológico integró herramientas de las humanidades digitales, la analítica cultural y...

This article explores the experiences and learning of university students when participating in different roles (players, actors, and staff) in transmedia games. A case study was carried out at the university that analyzes 9 of the 11 “I love to read” games carried out from 2014 to 2019 to promote reading. The participation in theseevents has been approximately 1048 university students. The results and findings indicate that these games are immersive experiences that generate readiness and diverse learning, arouse interest and benefit the university community. I conclude that they generate a space of intramural affinity and are an effective strategy to promote connected learning.