Reframing Catalog Design as Transmedia Brand Storytelling: A Curriculum Intervention and Mixed-Methods Evaluation

Abstract

In the context of media convergence, traditional catalog
design courses often struggle to develop students’
cross-platform brand storytelling and narrative-system
thinking. This study integrates transmedia storytelling
into a senior undergraduate Catalog Design course through a
4-stage project-based sequence (cognitive restructuring,
systematic practice, value creation, and multiple
evaluations). Using a quasi-experimental design with intact
classes, an analytic sample of 64 students (experimental
n=32; control n=32) completed rubric-based pre/post
assessments across 5 dimensions: narrativity, innovation,
synergy (transmedia integration), technicity, and
completion. Baseline equivalence was confirmed (all
p>0.05). The experimental group showed significant pre–post
gains on all dimensions (all p<0.001), with the largest
increases in narrativity (+70.20%) and synergy (+71.90%).
Post-test comparisons indicated that the experimental group
outperformed the control group across all dimensions (all
p<0.05), with mean advantages of 0.31–1.32 points on a
5-level rubric. Semi-structured interviews and thematic
analysis further revealed a shift in professional
self-concept from “technical operator” to “brand narrative
architect.” Overall, the findings support transmedia
storytelling as a viable and transferable framework for
strengthening narrative competence and cross-media
strategic communication in catalog design education.