Transformative Computational Practices Based On Coding Web3d Virtual Reality Spaces At K-12 Levels

In times of fourth industrial revolution, educating people for acquiring and using cognitive and technical skills referent to informatics encompassing an integration of coding and scientific transdisciplinary concepts within the digital society has been a challenge. Reducing this challenge can contribute to transcend from digitization processes to a state of participatory digital transformation. Attempting to contribute for digital transformation, this work has presented a qualitative action research experience, use cases and their impacts within a primary school learning environment and beyond. The strategy has been using a hybrid of information production and visualization tools, the emerging spatial computing and communication paradigm and its technologies combined with the minimalist computing approach, focusing on inspiring dialogic and collaborative computational education practices and reflection processes to support educating non-technical people. Individuals have direct manipulated and engaged with web3D-based spatial computing technologies through computational practices of coding for learning across building web3D-based virtual reality (VR) digital spaces interrelated with acquiring and applying sciences concepts at k-12 levels. These practices have provided social good such as acquiring and using transdisciplinary technical and scientific knowledge involving an integration of informatics, arts, math and languages concepts. Hence, computational practices have inspired individuals participating in equitable coding literacy and Science Technology Engineering Arts and Mathematics (STEAM) education across stimulating technical and cognitive skills acquisition for dealing with accessible, low cost, advanced information production and visualization technologies. Hence, ones have enhanced visual, spatial and complex thinking abilities and attitudes for knowledge acquisition and lifelong learning with sustainability.