Federal University of Bahia (BRAZIL)
About this paper:
Appears in: INTED2016 Proceedings
Publication year: 2016
Pages: 4838-4848
ISBN: 978-84-608-5617-7
ISSN: 2340-1079
doi: 10.21125/inted.2016.2197
Conference name: 10th International Technology, Education and Development Conference
Dates: 7-9 March, 2016
Location: Valencia, Spain
Interactive media referent to interactive computer graphics and advanced information visualization technologies (AIVT) have supported researchers’ investigation about how stimulating individuals’ cognition and learning skills through using bi-dimensional (2D) and three-dimensional (3D) digital environments and simulations at higher education.
On the other hand, there have been educational challenges such as how to introducing to and encouraging students to learn and use AIVT for understanding sciences concepts at k-12 education levels. And throughout these actions stimulating and amplifying individuals’ cognitive, learning and technical skills across and related to researching, reading, writing, producing and visualizing 2D and 3D digital content through applying accessible web-based interfaces and technologies.
This use case has addressed these educational challenges through an analysis of a human computer interaction (HCI) and beyond referent to a three hours interactive and exploratory learning by doing and transdisciplinar thinking workshop at k-12 education level supported by an accessible Web3D based AIVT, called X3DOm framework. X3Dom multimedia features, plus the possibility of integrating them in a blog created during the workshop, allowed individuals using this AIVT framework as a learning, teaching and reflective tool. This through applying a combination of web-based scripting languages, computer programming techniques, diverse school curricula’s scientific concepts, computer graphics, a personal computer, a smartphone, 2D and 3D web-based interfaces, a low cost text editor and a image editor programs, a sheet of paper used for drawing and making calculations, an internet connection, web browsers, and interactive 3D information visualizations.
This paper presents a qualitative analysis of the mentioned workshop within a transdisciplinar view. The analysis has support of the distributed cognition approach, including an integration of ethnographic and action research data collection techniques such as field study, participatory observation and still images gathered in a natural environment. In addition, a conceptual interactive interdisciplinary knowledge based learning framework that encompasses a combination among distributed cognition, immersive education, constructionism, transdisciplinarity and the field of digital humanities (DH) features has sustained this empirical use case implementation and analysis.
Similar to aims and achievements in a related work, in terms of stimulating individuals’ cognitive and learning aspects based on using a combination of HCI, 3D digital spaces and techniques as well as scientific knowledge. This analysis of the use case has indicated an inclusive potential for employing accessible Web3D based AIVT, such as the X3Dom framework, to producing digital content based on learning and applying curricula’s scientific concepts such as math, geometry, arts, languages and information technology in real time, since k12 levels. This interactive learning/teaching approach can and has been an effective way for subjects acquiring information and enhancing understanding during the learning by doing and transdisciplinar thinking processes. These processes can and have encouraged critical thinking and problem–solving, recalled and/or enhanced individuals’ digital literacy performance and cognitive skills such as attention, spatial thinking, reading, writing, communicating and researching abilities.
cognitive technologies, 3D digital technology, interactive learning at k-12, transdisciplinar thinking, creativity