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146 | Digital Media and Storytelling in Higher Education
modification, where the instructor asks students to summarize and organize
different transmedia adaptations of the content. Reinterpretation can be
illustrated in students’ synthesis, reuse, and reinterpretation of content related
to a topic in a modular way with a specific logic using digital tools.
The SAMR model has been further extended with elements representing
levels of students’ digital tool usage (Figure 18), which can be passive, interactive,
and creative. The teacher's usage of digital tools is reduced to three levels:
replace, amplify and transform. This model is named PICRAT (Kimmons
et al., 2020) after the first letters of the English terms. In the new model, the
integration of technology can be represented in a two-dimensional matrix.
CR CA CT
C
CREATIVE
IR IA IT
INTERACTIVE
STUDENT'S RELATIONSHIP TO TECHIS
PR | PA | PT
P
PASSIVE
REPLACES AMPLIFIES TRANSFORMS
R A T
Figure 18. The PICRAT matrix based on Kimmons (2016)
(Rausch & Pasztor, 2021)
Students use technology in a passive way when they are simply receiving
(i.e., reading, watching, or listening to) the narrative through digital media.
Passivity is transformed into interactivity when peer-to-peer task solving
or individual exploration through interactive interfaces becomes part of
the learning process, such as when students participate in digital games or
solve problems through tests or puzzles. Other examples include students
collaboration in online escape rooms by solving problems or participating
in interactive multi-platform strategy video games. The highest level, the