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Language - Extensible 3D (X3D) - (Technical support https://www.web3d.org/)
X3D version 4 - Draft - https://www.web3d.org/specifications/X3Dv4Draft/ISO-IEC19775-1v4-WD1/
Software and hardware requirements - For programming on-line we can use the HTML Editor of a blog related to the Google (Blogger.com) platform and the (X3Dom framework features (https://www.x3dom.org/). Any browser and computer devices able to run webgl graphical libraries related to the X3Dom framework.
Alternatively, for the places without online resources and connectivity, use standalone open source browsers such as (Freewrl working on personal computers and mobile android systems (http://freewrl.sourceforge.net/)) and or the instant reality framework (https://www.instantreality.org/) for personal computers. There is also Titania X3D editor for Linux users (http://create3000.de/titania/whats-new/ - http://create3000.de/users-guide/)
The K-12 educational context of using X3D language for inspiring students and educators' coding literacy is that such language and tools have gained sustainable accessibility. This accessibility has addressed problems of how to use advanced digital computing resources for deepening technical and scientific knowledge in an integrated way. An example of this possibility is analyzed through the following code created in 2019 for supporting an before/after-school project and experimental computing education processes 8th grade individuals' learning and applying scientific concepts. (For testing it, the code bellow can be visualized in a blog HTML editor or at codepen org text editor (https://codepen.io/education/).
Our First 3D Virtual Reality Museum
Our first complex 3D digital content production work.
Nosso primeiro trabalho de conteúdo digital complexo.
<x3d width='1400px' height='900px'> <scene>
<transform translation='0 0 0'> <shape> <appearance> <material diffuseColor='1 0 0'></material> </appearance> <box size= '60.0, 0.1, 90.0' solid='false'></box> </shape> </transform>
<transform translation='-25 5 0'> <shape> <appearance> <material diffuseColor='0 0 1' transparency='0.5' ></material> </appearance> <box size= '0.5, 10.0, 90.0' solid='false'></box> </shape> </transform>
<transform translation='-24.8 5 -30'> <shape> <appearance> <ImageTexture url="https://scontent.fcgh11-1.fna.fbcdn.net/v/t1.0-9/73495085_10157162660278393_5012001546217455616_n.jpg?_nc_cat=109&_nc_oc=AQnzj8J-BiwWBDQp9hyX7Z855Y2aLB4jXl4ZylXsQhWV0n3BfuMtCAYQp_qdXO3l6ns&_nc_ht=scontent.fcgh11-1.fna&oh=387c183fc4e0b252e1e8151a066ff9c4&oe=5E5966E8"><ImageTexture/> <material diffuseColor='0 1 0' transparency='0.2' ></material> </appearance> <box size= '0.2, 7.0, 14.0' solid='false'></box> </shape> </transform>
<transform translation='-24.8 5 30'> <shape> <appearance> <ImageTexture url="https://scontent.fcgh11-1.fna.fbcdn.net/v/t1.0-9/74290224_10157188420193393_5945857161560064000_n.jpg?_nc_cat=106&_nc_oc=AQl_jFIYgphh3gK4soJOln3Jvz-k3Uddk7ZlgETCB-1MKOMbifW7Ba3yJGhvCprQJSY&_nc_ht=scontent.fcgh11-1.fna&oh=dd8fb33e87a60dc03940ce35254da2e2&oe=5E4CF0E6"><ImageTexture/> <material diffuseColor='0 1 0' transparency='0.2' ></material> </appearance> <box size= '0.2, 9.0, 12.0' solid='false'></box> </shape> </transform> </scene> </x3d>
Visualization Image in Codepen editor:
The accessibility and modularity of the X3D language through the X3Dom framework has allowed to use it for supporting before/after-school computing education projects. However, attempting to integrate the projects dynamics with learning and teaching scientific concepts from the k-12 curriculum as explained in the quote bellow.
"This code literacy case highlights a connection between real and virtual worlds, extending the source code analyses of figure 1 (b), in section 2.1, with HCI at ESB’s school lab and beyond. For example, there is a meaning of using a (real) ruler and comparing its functionalities with the ones of the (virtual and non-visible / immaterial software behind the scene of the digital box described) in the command line ( ) in the figure 1 (b) (text in blue picture below). This objects comparison helped author 1 and a student from 8th grade communicative processes. By comparing the Cartesian coordinate system X, Y and Z with the ruler measuring functionalities they got insights related to decimal numbers (0.4) and size proportions, encompassing ((length (X), height (Y) and depth (z)) through real time sensorial and multidimensional stimuli based on applying VR and its features like physical and mental immersion, sensory feedback and interactivity. The described objects’ connection inspired visual and tactile interactions via reading a programming code template on a sheet of paper and digitizing (reading through writing) code source via a keyboard, in the figure 2 (b), and visualizing the symbolic representation of the code programmed in the form of a 3D rectangular geometric object placed in the 3D interactive interface produced utilizing principles of digital storytelling in a blog created by the student . It includes, navigating the blog 3D scenery with a mouse for interacting with this particular piece of 3DVR rectangle object created using the blog HTML text editor for coding X3D language algorithms linked with computer graphics libraries related to the X3Dom framework. These design, creative, participatory, communicative and 3D navigation starting point processes stimulated the production of new 3D objects. Such production processes implicated in stimulating ones’ spatial reasoning materialized through transforming and translating the initial 3D rectangle shape and position throughout reusing the initial source code. For that, the student reused two command lines successively (first for reshaping the rectangle and second for moving it to diverse positions) until the adapted rectangle pieces together form a box with four lateral walls as showed in the figure 2 (d) on the computer screen (educator programming using Code pen editor - picture bellow)." (Franco; Oliveira, 2019)
text in blue picture below
educator programming using Code pen editor - picture bellow
This type of computing education at k-12 levels has addressed how to inspire inclusive and equality education in terms of gender and ethnicity knowledge enhancements and participation in computing. It includes inspiring ones' tacit knowledge application in lifelong learning attitudes (FRANCO et al., 2007(https://www.researchgate.net/publication/260386601_DEVELOPING_INTERACTIVE_EDUCATIONAL_ENVIRONMENTS_TO_STIMULATE_LIFELONG_LEARNING) ;FRANCO; LOPES, 2012 -https://www.intechopen.com/books/computer-graphics/developing-an-interactive-knowledge-based-learning-framework- ) beyond a reductionist technical perspective of reading and writing computer code (BROCK, 2019, https://www.researchgate.net/project/Rhetorical-Code-Studies).
Individuals improving reading and writing skills through acquiring and developing coding and visual literacy abilities.
Enhancing Educators' digital skills in service preparation
Gender and ethnicity inclusion and equality in computing education using a connection between real and virtual resources through acquiring and applying digital and scientific knowledge at the natural environment of school computers lab since k-12 levels.
Example 1 - 8th grade students and educator during computational practices at school computer lab
Example 2 - reading, writing, communicating through acquiring coding literacy using a connection between real and virtual materials
Blogs construction are some results of a 8 week interactive and collaborative knowledge based computing education processes with 8th grade students at the end of 2019.