(2197) ADVANCED WEB3D INFORMATION VISUALIZATION TECHNOLOGY SUPPORTING LEARNING BY DOING AND TRANSDISCIPLINARY THINKING AT K-12 EDUCATION: ANALYZING A USE CASE WORKSHOP

摘要

Interactive media referent to interactive computer graphics and advanced information visualizationtechnologies (AIVT) have supported researchers' investigation about how stimulating individuals'cognition and learning skills through using bi-dimensional (2D) and three-dimensional (3D) digitalenvironments and simulations at higher education. On the other hand, there have been educationalchallenges such as how to introducing to and encouraging students to learn and use AIVT forunderstanding sciences concepts at k-12 education levels. And throughout these actions stimulatingand 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 webbasedinterfaces and technologies. This use case has addressed these educational challengesthrough an analysis of a human computer interaction (HCI) and beyond referent to a three hoursinteractive and exploratory learning by doing and transdisciplinar thinking workshop at k-12 educationlevel supported by an accessible Web3D based AIVT, called X3DOm framework. X3Dom multimediafeatures, plus the possibility of integrating them in a blog created during the workshop, allowedindividuals using this AIVT framework as a learning, teaching and reflective tool. This through applyinga combination of web-based scripting languages, computer programming techniques, diverse schoolcurricula's scientific concepts, computer graphics, a personal computer, a smartphone, 2D and 3Dweb-based interfaces, a low cost text editor and a image editor programs, a sheet of paper used fordrawing and making calculations, an internet connection, web browsers, and interactive 3Dinformation visualizations. This paper presents a qualitative analysis of the mentioned workshop withina transdisciplinar view. The analysis has support of the distributed cognition approach, including anintegration 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 conceptualinteractive interdisciplinary knowledge based learning framework that encompasses a combinationamong distributed cognition, immersive education, constructionism, transdisciplinarity and the field ofdigital 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 andlearning aspects based on using a combination of HCI, 3D digital spaces and techniques as well asscientific knowledge. This analysis of the use case has indicated an inclusive potential for employingaccessible Web3D based AIVT, such as the X3Dom framework, to producing digital content based onlearning and applying curricula's scientific concepts such as math, geometry, arts, languages andinformation technology in real time, since k12 levels. This interactive learning/teaching approach canand has been an effective way for subjects acquiring information and enhancing understanding duringthe learning by doing and transdisciplinar thinking processes. These processes can and haveencouraged critical thinking and problem-solving, recalled and/or enhanced individuals' digital literacyperformance and cognitive skills such as attention, spatial thinking, reading, writing, communicatingand researching abilities.