Abstract:

There has been an increase in the computer graphics (CG) impact on citizens’ daily life through using information visualization technologies (IVT) in new entertainment and communication devices, applications in medicine, and academic research. This work has used CG principles through three-dimensional web-based information visualization technologies (Web3D) for overcoming the challenge of stimulating individuals’ cognitive skills at k-12 education. The strategy for stimulating individuals has been implementing experiential work, in which individuals have direct manipulated Web3D for building content and reflecting about educational processes of acquiring, organizing and using transdisciplinary knowledge based on applying k-12 curriculum sciences’ concepts in order to create digital artefacts. Data related to the educational processes have been collected and analyzed through combining bibliography, multimodality and ethnographic techniques. The analyses’ finds have contributed to enlarge a body of empirical studies on how to use 3D information production and visualization technologies for stimulating ones’ cognitive skills such as reading, writing and spatial abilities. It includes, understanding how to ones’ can and have enhanced digital, visual and cultural literacy skills at k-12 education levels as well as participated with more awareness from contemporary social, technical and cultural transformations. Therefore, benefiting throughout recursive long term learning and teaching work under economic disadvantage students, young girls, and in service educators.

Keywords:

Multimodal literacies, collaborative learning, 3D virtual environments in education, human computer interaction.