Abstract:

Advanced web-based three dimensional (Web3D) information visualization technologies, in particular hypertext languages and frameworks, have been investigated and enhanced in terms of democratizing computer science knowledge and inspiring practical skills to individuals who lack technical abilities to build 3D digital environments and or applications. With support of such foundation, this paper addresses the challenges of democratizing Web3D knowledge as well as stimulating and sharing the passion for learning attitudes through describing a transdisciplinary use of Web3D-based information visualization technologies at k-12 levels. This work presents a use case, in which a combination of a web-based hypertext framework, blog, 3D computer graphics principles, math, arts, language learning, communication and digital literacy supports individuals’ investigating and applying K-12 curriculum scientific knowledge as well as inspiring ones’ cognitive skills enhancements. Based on ethnographic data, some results of this collaborative and knowledge sharing processes are stimulating individuals’ lifelong learning attitudes and sharing digital literacy knowledge and skills at home and at school. It includes, sharing learning and teaching experience at K-12 levels involving science, technology, engineering, arts, math (STEAM). In addition, this work has brought about a democratic way of how to broadening participation of individuals with low level of technical skills in computer science education through combining critical, collaborative and transdisciplinar thinking, creativity, and diverse k-12 curricular scientific concepts.

Keywords:

Immersive education, interactive learning, HCI at K-12 levels, transdisciplinar thinking.