Guide in PDF format

Important notice

The course guide is provisional.

The PDF version of the course guide may take a few days to become available in the DDD.

Interactive Communication and Social Networks

Code: 42431
Credits: 12

2026/2027

Degree programme	Type	Course
Audiovisual Communication and Advertising Contents	OP	1

Contact lecturer

Name :: Guillem Marca Frances
Email :: guillem.marca@uab.cat

Teaching staff

: Fernanda Pires De Sa
: Celia Andreu Sanchez
: Maria Teresa Soto Sanfiel

Group languages

You can consult this information at the end of the document.

Prerequisites

There are no formal prerequisites. A basic understanding of digital communication and social media, the ability to read academic texts in English, and autonomous working habits are recommended.

Objectives

The goal is to deepen the study, analysis and production of interactive content across different media and formats, as well as its transmedia extension and the implementation of communication strategies on social media. It approaches interactivity as a distinctive feature of multimedia products in order to adapt it to each communicative context, developing the ability to design and evaluate projects aimed at diverse audiences. The module also seeks to foster a critical view of social media and its applications, addressing both their communicative potential and their ethical and professional implications, so that students develop their own judgement for a strategic and responsible use of interactive communication.

Learning outcomes

CA06 (Apply digital interactivity in the design of communication projects both in the area of the content industry and in business initiatives outside this sector.) Apply digital interactivity in the design of communication projects both in the area of the content industry and in business initiatives outside this sector.
CA07 (Advise on the improvement and use of digital interactivity in communication projects with notable activity on digital social platforms, taking into account social and ethical commitment and care for the environment.) Advise on the improvement and use of digital interactivity in communication projects with notable activity on digital social platforms, taking into account social and ethical commitment and care for the environment.
KA13 (Master the theoretical foundation of interactivity in the field of digital content, placing special emphasis on interactive advertising.) Master the theoretical foundation of interactivity in the field of digital content, placing special emphasis on interactive advertising.
KA14 (Compare emerging trends around interactivity based on observing the conditions imposed by each platform.) Compare emerging trends around interactivity based on observing the conditions imposed by each platform.
KA15 (Identify innovative interactive content that promotes ethical and social commitment.) Identify innovative interactive content that promotes ethical and social commitment.
SA10 (Include digital interactivity in the creation and design of communication proposals.) Include digital interactivity in the creation and design of communication proposals.
SA11 (Use digital interactivity as a tool to develop the ethical and social commitment of a communication proposal.) Use digital interactivity as a tool to develop the ethical and social commitment of a communication proposal.

Artificial intelligence and the psychology of human-machine interaction: opportunities and challenges. Explores how people perceive and relate to artificial intelligence systems. It examines the communicative opportunities that AI opens up and the ethical, social and cognitive challenges raised by its integration into digital environments.

Design of interactive audiovisual works and human-machine communication. Addresses the narrative and technical foundations of designing interactive audiovisual works. The aim is to create experiences that adapt interactivity to each communicative context and audience.

Communication strategies on social media. Covers the planning, implementation and evaluation of social media communication strategies, taking into account the features of each platform, audience and metric, from a strategic and critical perspective.

Digital infographics. Explores the principles of data visualisation and the creation of digital infographics to communicate complex information clearly, rigorously and engagingly for diverse audiences.

Interactive advertising. Analyses the formats and strategies of advertising that incorporates interactivity to engage audiences, as well as its ethical implications in today's digital ecosystem.

Learning activities and methodology

Title	Hours	ECTS	Learning outcomes
Completion and tutored monitoring of the assignments for course assessment (classroom sessions and independent work)	40	1.6	CA06, CA07, KA13, KA14, KA15, SA10, SA11
Theoretical sessions and guided discussions in the classroom	40	1.6	CA06, CA07, KA13, KA14, KA15, SA10, SA11
Critical reading of scientific texts, independent study, writing of commentaries and written assignments, and preparation of presentations (inside and outside the classroom)	82	3.28	CA06, CA07, KA13, KA14, KA15, SA10, SA11

Classes, including lectures, will follow a seminar format and will encourage students' participation both inside and outside the classroom.

The detailed calendar with the content of the different sessions will be presented on the day the course is introduced and will also be available on the course's Virtual Campus, where students will find the various teaching materials and all the information needed to follow the course properly.

In the event of a change in teaching mode for reasons of force majeure as determined by the competent authorities, the teaching staff will inform students of any changes to the course schedule and teaching methods.

The course content will be sensitive to aspects related to the gender perspective and to the use of inclusive language.

Annotation: within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.

Assessment

Continuous assessment activities

Title	Weight	Hours	ECTS	Learning outcomes
Assistance and participation in class	20%	72	2.88	CA06, CA07, KA13, KA14, KA15, SA10, SA11
Critical reading	40%	30	1.2	CA06, CA07, KA13, KA14, KA15, SA10, SA11
Reflective essays	40%	36	1.44	CA06, CA07, KA13, KA14, KA15, SA10, SA11

40% critical reading of scientific texts related to the course content: production and submission of critical commentaries, written assignments, presentations or other similar formats on the assigned readings (Reassessable)

20% attendance and class participation: both regular attendance at sessions, verified through the signing of the attendance sheet, and the active participation of students in the classroom will be assessed, that is, their involvement in discussions, their contributions to debates and their engagement in the activities proposed throughout the course. (Non-reassessable)

40% production of reflective assignments related to the course content: writing of assignments in which students critically analyse and argue the concepts covered throughout the course, relate them to specific communicative cases or contexts, and draw their own conclusions (Reassessable)

Single assessment

This course does not offer the single assessment system.

Reassessment

If the "critical reading" component is not passed, the person responsible for the course will assign the revision or production of new critical commentaries in order to pass. Similarly, if the "reflective assignments" component is not passed, the person responsible for the course will assign the relevant corrections or a new assignment in order to pass. Attendance and class participation, due to their nature, cannot be reassessed.

Plagiarism

If a student commits any irregularity that could lead to a significant change in the grade of an assessment activity, this activity will be graded with a 0, regardless of any disciplinary process that may be initiated. If multiple irregularities occur in the assessment activities, the final grade for the module will be a 0.

Use of artificial intelligence

For this course, the use of artificial intelligence (AI) technologies is permitted exclusively for support tasks, such as bibliographic or information searches, proofreading texts or translations, or when the teaching staff expressly indicates so. Students must clearly identify the parts that have been generated with this technology, specify the tools used and include a critical reflection on how these have influenced the process and the final outcome of the activity. A lack of transparency in the use of AI in this assessable activity will be considered a breach of academic integrity and may lead to a partial or total penalty in the activity grade, or more serious sanctions in severe cases.

Bibliography

Andreu-Sánchez, Celia, Martín-Pascual, Miguel Ángel, Gruart, Agnès, & Delgado-García, José María. (2018). Chaotic and fast audiovisuals increase attentional scope but decrease conscious processing. Neuroscience, 394, 83–97. https://doi.org/10.1016/j.neuroscience.2018.10.025

Andreu-Sánchez, Celia, Martín-Pascual, Miguel Ángel, Gruart, Agnès, & Delgado-García, José María. (2021). Viewers change eye-blink rate by predicting narrative content. Brain Sciences, 11(4), 422. https://doi.org/10.3390/brainsci11040422

Bijker, Wiebe E., Hughes, Thomas P., & Pinch, Trevor J. (Eds.). (1987). The social construction of technological systems: New directions in the sociology and history of technology. MIT Press.

Cairo, Alberto. (2012). The functional art: An introduction to information graphics and visualization. New Riders.

Chu, Shu-Chuan, Yim, Mark Yi-Cheon, & Mundel, Juan. (2025). Artificial intelligence, virtual and augmented reality, social media, online reviews, and influencers: A review of how service businesses use promotional devices and future research directions. International Journal of Advertising, 44(5), 798–828. https://doi.org/10.1080/02650487.2024.2325835

Davis, Fred D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340. https://doi.org/10.2307/249008

Floridi, Luciano, Cowls, Josh, Beltrametti, Monica, Chatila, Raja, Chazerand, Patrice, Dignum, Virginia, Luetge, Christoph, Madelin, Robert, Pagallo, Ugo, Rossi, Francesca, Schafer, Burkhard, Valcke, Peggy, & Vayena, Effy. (2018). AI4People—An ethical framework for a good AI society: Opportunities, risks, principles, and recommendations. Minds and Machines, 28(4), 689–707. https://doi.org/10.1007/s11023-018-9482-5

International Organization for Standardization. (2019). Ergonomics of human-system interaction—Part 210: Human-centred design for interactive systems (ISO Standard No. 9241-210:2019). https://www.iso.org/standard/77520.html

Kent, Michael L., & Taylor, Maureen. (2002). Toward a dialogic theory of public relations. Public Relations Review, 28(1), 21–37. https://doi.org/10.1016/S0363-8111(02)00108-X

King, Simon, & Chang, Kuen. (2016). Understanding industrial design: Principles for UX and interaction design. O'Reilly Media.

Lowdermilk, Travis. (2013). User-centered design: A developer's guide to building user-friendly applications. O'Reilly Media.

MacKenzie, Donald, & Wajcman, Judy (Eds.). (1999). The social shaping of technology (2nd ed.). Open University Press.

Marca Francés, Guillem, & Armisen, Albert. (2026). Public relations in the AI ecosystem: Structural invisibility and critical challenges. Public Relations Review, 52(4), Article 102719. https://doi.org/10.1016/j.pubrev.2026.102719

Martín-Pascual, Miguel Ángel, & Andreu-Sánchez, Celia. (2025). Visual perception of war images in Spanish TV news: An eye-tracking study using still frames. Frontiers in Neuroscience, 19, Article 1612487. https://doi.org/10.3389/fnins.2025.1612487

Nass, Clifford, & Moon, Youngme. (2000). Machines and mindlessness: Social responses to computers. Journal of Social Issues, 56(1), 81–103. https://doi.org/10.1111/0022-4537.00153

Norman, Donald A. (2013). The design of everyday things: Revised and expanded edition. Basic Books.

Pan, Meizhi, Blut, Markus, Ghiassaleh, Arezou, & Lee, Zach W. Y. (2024). Influencer marketing effectiveness: A meta-analytic review. Journal of the Academy of Marketing Science, 53(1), 52–78. https://doi.org/10.1007/s11747-024-01052-7

Reeves, Byron, & Nass, Clifford. (1996). The media equation: How people treat computers, television, and new media like real people and places. Cambridge University Press.

Rogers, Everett M. (2003). Diffusion of innovations (5th ed.). Free Press.

Rogers, Yvonne, Sharp, Helen, & Preece, Jennifer. (2023). Interaction design: Beyond human-computer interaction (6th ed.). Wiley.

Soto-Sanfiel, María Teresa, Angulo-Brunet, Ariadna, & Lutz, Christoph. (2025). The scale of artificial intelligence literacy for all (SAIL4ALL): Assessing knowledge of artificial intelligence in all adult populations. Humanities and Social Sciences Communications, 12, 1618. https://doi.org/10.1057/s41599-025-05978-3

Soto-Sanfiel, María Teresa, Angulo-Brunet, Ariadna, & Saha, Sanjay. (2025). Deepfakes as narratives: Psychological processes explaining their reception. Computers in Human Behavior, 165, 108518. https://doi.org/10.1016/j.chb.2024.108518

Sundar, S. Shyam. (2020). Rise of machine agency: A framework for studying the psychology of human–AI interaction (HAII). Journal of Computer-Mediated Communication, 25(1), 74–88. https://doi.org/10.1093/jcmc/zmz026

Turing, Alan M. (1950). Computing machinery and intelligence. Mind, 59(236), 433–460. https://doi.org/10.1093/mind/LIX.236.433

Voorveld, Hilde A. M., van Noort, Guda, Muntinga, Daniël G., & Bronner, Fred. (2018). Engagement with social media and social media advertising: The differentiating role of platform type. Journal of Advertising, 47(1), 38–54. https://doi.org/10.1080/00913367.2017.1405754

Wardle, Claire, & Derakhshan, Hossein. (2017). Information disorder: Toward an interdisciplinary framework for research and policy making. Council of Europe.

Yue, Cen April, Men, Linjuan Rita, Davis, Donna Z., Mitson, Renee, Zhou, Alvin, & Al Rawi, Ahmed. (2024). Public Relations Meets Artificial Intelligence: Assessing Utilization and Outcomes. Journal of Public Relations Research, 36(6), 513–534. https://doi.org/10.1080/1062726X.2024.2400622

Software

Students will work with presentation software (PowerPoint, Canva or similar), word processing software (Word or similar) and spreadsheet software (Excel or similar).

Course groups and languages

The information provided is provisional until November 30. After this date, you will be able to consult the language of each group through this link. To access the information, you will need to enter the course CODE

Type of teaching	Group	Language	Semester	Shift
(TEm) Theory (master)	10	Spanish	annual	morning-mixed