Abstract:

Individuals’ coding skills have been highlighted in education systems. However, there has been a gap related to inspiring educators and students to enhancing their coding skills based on textual syntax practices, in particular, through building three dimensional (3D) and virtual reality (VR) based environments in combination with applying k-12 curriculum sciences concepts. The goal of this work is analyzing a case of inspiring individuals direct manipulating Web3D based advanced production and information visualization technology (APIVT) for learning how to coding and applying sciences concepts of a given k-12 curriculum. The strategy for carrying out this experimental work of continuing flux has been stimulating ones’ coding literacy skills through a before/after school educational project with support of computational action and immersive education concepts via utilizing web browser based platforms for coding and visualizing content and computer graphics techniques for storytelling and simulating in VR, stimulating reading and writing abilities solving problems and developing symbolic representations. As result, this work has implicated in inspiring individuals’ meaningful APIVT appropriation and ubiquitous learning based on computational action in practice. It also has brought about affecting subjects’ collaborative lifelong learning and professional development attitudes related to enhancing their storytelling, scientific, cognitive, spatial, visual and digital skills through using a combination of VR and coding techniques throughout designing and building 3D digital environments in association with connecting and enhancing scientific and digital transdisciplinary knowledge at k-12 levels.

Keywords:

Innovation across virtual reality, interactive education, computer programming at k-12, ubiquitous learning.