ict, society and human beings 2008

IADIS International Conference ICT, Society and Human Beings 2008

USING VIRTUAL REALITY, COMPUTER GRAPHICS AND WEB-BASED TECHNOLOGY FOR DEVELOPING KNOWLEDGE AND IMPROVING K-12 EDUCATION Jorge Ferreira Franco, Irene K. Ficheman, Gilda A. Assis, Marcelo K. Zuffo, Roseli de D. Lopes, University of Sao Paulo Laboratório de Sistemas Integráveis da Escola Politécnica da USP (LSI –EPUSP) - Av. Prof. Luciano Gualberto, travessa 3, nº 158 - São Paulo - CEP: 05508-970

Marlene Moreno, Marlene Gonçalves da Silva Freitas Prefeitura Municipal de São Paulo –PMSP – Secretaria Municipal de Educação- SME Av. Interativa nº 100 - São Paulo - SP - CEP: 02820-020

ABSTRACT This paper presents an ongoing work that aims to improve k-12 education teaching and learning actions and to development individuals’ knowledge with support of the combination among Web-based 2D and 3D technology, virtual reality and interactive computer graphics techniques as well as diverse low cost learning objects related to multimedia instruments and files. The work development involves interdisciplinary collaboration among educators, students and a surround community, bringing about individuals’ knowledge empowerment for using information and communication technologies and digital resources with conscience. It has contributed for disseminating emerging technologies within an educational environment that is in a region where individuals are under socioeconomic disadvantage. The work strategy has supported individuals’ cognition, reasoning and mental models development by direct manipulating digital resources such as VRML, HTML, WAV, JPEG and MPEG files, computers, video cameras and microphones. Individuals have also learned about the importance of researching, reading, writing, communicating, creating content, and sharing knowledge with effectiveness through a lifelong learning process. KEYWORDS Knowledge improvement, intelligence, virtual environments, education, interactive media, information visualization

1. INTRODUCTION This work follows initiatives referent to the problem of promoting and disseminating innovative actions related to the use of digital technology on k-12 education and stimulating individuals’ scientific and technical knowledge development. It includes content production through information visualization tools and hypermedia systems related to computer graphics, virtual reality and web-based technology as media to support better and interactive individuals’ education. The initiatives have been carried out by diverse educators, artists, private and public sectors around the world [1-9]. On the other hand, research fields such as computer graphics CG research and applications as well as virtual reality RV tend to be more academic and high level scientific research rather than real world problem solving [5, 10]. However, researchers have indicated that is necessary and time to democratize the knowledge referent to fields such as CG and VR, considering that their hardware and software technology have achieved maturity for supporting other sciences development and individuals’ knowledge improvement [16, 34]. For instance, CG and RV can be used as problem-solving tools in the learning of the diverse sciences during curriculum development with focus on visual communication [11, 12], serving as a base for interdisciplinary work, a fact that approximates CG and VR including other digital technology from learning theories and concepts such as art/education [20, 33, 35, 36], constructionism and experiential learning [5, 20, 24]. Brazilian students’ low scores related to math, reading and sciences in PISA 2006 [13] as well as students’ low level of literacy skills in INAF 2005 [38] are problems that have decreased individuals’

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accessing and understanding arts, culture and digital technology. On the other hand, hypermedia systems and emerging technologies through 2D and 3D games, VR interfaces and Web-based technology have influenced and attracted individuals’ attention in everyday life [4, 5, 13, 14, 24]. Then, it is thought that using these technologies within a k-12 learning environment can bring about more interactive, high quality, dynamic, multicultural and inclusive learning and teaching experiences that can be expanded to individuals’ home. This work addresses the challenge of practicing concepts such as social computing and collective intelligence development beyond the academic filed as stated in [15] through small scale web-based education and low cost multimedia projects. Hence, there are too many individuals around the world that have not been aware that web-based 2D and 3D technology can support their education and professional development lifelong. Due to local community, individuals’ low level of digital technology domain, we focus on disseminating web-based technology to support individuals’ education and stimulate ones’ mind enhancements in terms of improving the way of thinking while ones are programming and visualizing content in real time. This focus has inspired people to share the knowledge developed lifelong. It is a mood to keep sustainable this educational action life cycle in a spiral way, to improve k-12 curriculum development and empower the social interactions among students, educators and outside community based on digital knowledge development [1-5, 25]. Since 2002, this work has been carried out in a community where students live at risk situation. By offering to individuals direct manipulating CG, VR and Web-based 2D and 3D technologies, it has been contributed for decreasing problems such as an under socioeconomic disadvantage community needs related to access, understand, dominate, and use digital technology with awareness, a fact that can lead through a long term work to both digital and social inclusion [1, 2, 5, 20-22]. In addition, the work has achieved a flexible strategy for forming a sustainable educators and students’ preparation. So, they can use the combination of education, arts, science, culture, information visualization resources and interactive media with effectiveness during school curriculum development and outside [5, 1722]. It has been provided opportunities for individuals to engage, expand and share digital knowledge within a lifelong learning process that has empowered individuals’ mind and stimulated ones’ persistent educational attitudes [5, 20], including creative expression [2, 15]. These opportunities have been transformed into local community participation in national and international initiatives for improving k-12 education such as Brazilian Fair of Science and Engineering (Feira Brasileira de Ciências e Engenharia FEBRACE) in [5], the OLPC one-to-one learning model prototype experience by using low cost mobile in [28-31, 40], the Global School Partnerships referent to exchange English and Brazilian cultures and develop educators and students’ knowledge via ICT [41], and approximating basic and higher education through collaborative work [26-31].

2. RELATED WORK Immersive Education IE is a platform that combines interactive 3D graphics, commercial game and simulation technology, virtual reality, voice chat (Voice over IP/VoIP), Web cameras (webcams) and rich digital media with collaborative online course environments and classrooms. Originally available only to university students, the next generation of I E is focused on a broad spectrum of academic and non-academic users (higher education, K-12 [kindergarten through high school], and corporate training). IE is designed to immerse and engage students in the same way that today's best video games grab and keep the attention of players. IE supports self-directed learning as well as collaborative group-based learning environments that can be delivered over the Internet or using fixed-media such as CD-ROM and DVD. Shorter mini-games and interactive lessons can be injected into larger bodies of course material to enrich the IE experience [4]. The NICE (Narrative Immersive Constructionist /Collaborative Virtual Environment) project focus is on informal and formal education, social content domains, embracing a constructivist approach, collaboration, plus narrative development. It uses virtual reality main power: a combination of immersion, tele-presence, immediate visual feedback, and interactivity. Software development is based on open standard languages such as HTML, JAVA, VRML and C++. The virtual reality environment is designed for both multiprojection CAVE™ and PC systems [24]. The collaborative work among Universities and Museums in [20] provides to young people the opportunity to become digitally fluent through an established network of learning centers, called Computer

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Clubhouses in economically disadvantaged communities. Individuals use leading-edge software to create their own artwork, animations, simulations, multimedia presentations, musical compositions, websites, and robotic constructions.

3. WORK STRATEGY AND DEVELOPMENT The work strategy has been to offer, share and develop with individuals’ digital knowledge related to the combination of CG, VR and Web-based technology in the context of improving the diverse sciences learning experiences within more interactive and proactive ways since the primary education [25-31].

3.1 Technical Tools for Supporting the Work The tools used for running the work are low cost third-party and free software such as Paint™, Notepad™ and GIMP™, as well as accessible standard languages from WEB such as (Hypertext Markup Language – HTML, Virtual Reality Modeling Language – VRML, JavaScript) and their templates [32-33]. School lab Intranet and the Internet are also used for researching and developing off-line and on-line projects. Browsers used are Cortona VRML client™, and Internet Explorer™. Other multimedia resources employed for researching as well creating content are the school’s library and computers labs, as well as multimedia instruments such as video cameras, webcams, tape recorder, microphones and the XO Laptop version B2 and B4. Students have reported that at home they use Windows ™ operating system for practicing with HTML and VRML, but some of them have asked about the possibility of using Linux™. It would be excellent that non-technical individuals could install in a quick way a browser able to read wrl. files in a Linux™ system. For instance, it would be very useful for working with the XO B4 that are able to rum wrl. files according to previous tests. However, there is a problem for installing a VRML browser on sugar interface that runs on the top of a Linux operating system [40].

3.2 A Case Study – ICT and Science Synergy Improving Knowledge The ICT and Science educators developed a collaborative work on the second semester of 2007, using the combination of CG, VR and Web-based technology for developing students’ knowledge in both science and technology. First the educators developed an informal brainstorm to understand how the collaborative work would be carried out. The Science educator explained that she was working the theme “Water Pollution” with 5th and 6th grade level students. And had asked to a group of 5th grade level students to prepare a cycle of scientific seminars for enhancing students’ researching, writing, reading and communication skills based on the “Letter of 2070” [42] aiming to awareness students related to the necessity of respecting nature and using water with responsibility in everyday life. Then, the ICT facilitator suggested to create a 3D environment that could serve as support for the students develop their science research and work presentation based on digital technology beyond a proprietary program such as Power Point™. There was not too much time to develop the plan. It was the beginning of August, and the work should be finished in October. The ICT facilitator suggested to her to invite an 8th grade student to take part in the group that would develop the work. The science educator accepted the idea. The 8th grade student had modeled and presented a work integrating web-based technology, VR, CG and multimedia files through a VRML 3D interface. And it would be a nice example of sharing knowledge rising from an individual of the local community. The 8th grade student improved his web-based knowledge with support of the ICT facilitator at school and with his brother, a former student at home. The 8th grade student has become a persistent autonomous researcher, learner and creator related to web design and CG [43]. The 8th grade student was consulted and also accepted to participate in the project. Then, the educators and the 8th grade student did another brainstorm followed by a workshop for showing to the science educator the techniques that would be used for building the virtual environment VE. It was used a text editor, a 2D and a 3D web browsers, still and movie textures to support individuals’ transform knowledge in visual information. After that, it was planned a 3D model based on reusing the virtual museum that the 8th grade student’s group designed and developed for storytelling about Chaplin’s life and artwork for presenting to a Portuguese teacher in the first semester of 2007 figure-1.

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Figure 1. The left and middle figures represent the use of text editor, letters and numbers to transform individuals’ creativity in visual information. The right figure is the 3D model created by the 8th grade student.

During the workshop the science educator was reminded about a previous work at school using these techniques to develop a 3D model during the 8th grade students’ graduation ball in 2005. It was a fact that brought about to her deeper awareness related to technology and amplified her security to engage in the proposed work. She said she had never known a kind of work like that in the Municipal Education Secretary ‘Secretaria Municipal de Educação-SME’ school network for improving k-12 curriculum. And it would be nice to experience and offer that collaborative and interdisciplinary learning opportunity to the students. The next meeting involved the 5th grade students who gave their opinion about the VE construction reusing and transforming the 8th grade student’s model as a learning object. The work development in the next 6 weeks was to transform the 3D model in a web-based digital narrative that was enhanced with audio, sound and video resources applying CG, VR and web-based techniques similar to the work in [4, 20, 24]. For developing the VE narrative, the students researched on the Internet still images that could demonstrate good and bad aspects of everyday life related to the use of natural resources of the Planet Earth. In this case, researching the theme ‘water pollution’ supported students’ approximation from the synergy among science, education, arts, culture, technology and nature. The research also developed educators and students’ critical thinking not only related to the necessity of using Earth’s natural resources better, but how to design a 3D environment and construct a presentation applying diverse digital resources. The work development involved a video production through the deconstruction of the pictures from the Letter of 2070 Power Point™ presentation and reusing them in a film through the Movie Maker™ software. A 5th grade student improved the film with a narrative based on the Letter of 2070 original scripts. After that the .wmv movie file was converted to mpeg file through Aone™ demo software and integrated in the VE museum. Gimp™ software was used to develop textures, decrease and adapt .jpg and .gif files size. The VE other components are: 1- an interactive animated sphere covered by a Planet Earth texture; 2- an interactive blue box linked with a VRML sensor that starts a music playback when clicked by the user figure2 (a). The playback was researched on the Internet through UOL radio station and reused as a learning object in the VE using a cassette tape recorder and the Audacity™ software to capture the .wav file from the cassette to the computer. The playback music used in the VE is called “Planeta Água” (Planet Water) that is written by Guilherme Arantes. It is used a version interpreted by Sandy and Junior. The music is programmed to reach 1000 units (meters) from its original point (the blue box) in the VE, allowing to influence ones’ sensorial perception through users’ space and time walking through mixing auditory and visual sensations; 3- and interactive movie texture with images captured from a small polluted river in the north region of the city of São Paulo figure-2 (b). The work was first presented for students from 5th and 6th grade levels in the School library, during Brazilian week of Science and Technology that happened from 1 to 7 October, 2007. Another public presentation occurred in November 2007.

(a)

(b)

(c)

(d)

Figure 2. The left figures a and b show screenshots of the VE. The right figures c and d show the students’ presentation at school library.

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4. CONCLUSION It was showed a piece of a work that has been carried out for reducing the problem of promoting and disseminating actions related to intensify the use of digital technology to improve k-12 education and stimulating individuals’ scientific and technical knowledge development. It includes inspiring ones’ content production through CG, VR and web-based technologies synergy as demonstrated in sections 1, 2 and 3. The related work [4, 20, 24] and researched literature showed that there are similar problems on the education field in both developed and in development countries. The problems involve how to transform ones’ education and improve their knowledge through active learning and teaching actions in combination with digital technology. For instance, by stimulating individuals produce their own simulations [3, 5, 20-22]. One approach to achieve this goal, it is by intensifying the use of CG, VR and web-based technologies in the learning environment through interactive and collaborative learning experiences such as demonstrated in the case study section. These actions have proved to serve as a platform for engaging in the educational process diverse individuals with respect to their multicultural background and social condition [1-6, 17-23]. So, it is a key point to have in mind that improving human’s intelligence can be linked with good learning opportunities within the logic of inspiring individuals’ achieving the highest level of cognitive progress that is enhanced wisdom [23]. “Wisdom is knowledge of how to live a good life and, if one is fortunate enough to understand other peoples and their histories as well, it is knowledge of how to make a better world” accordingly to [23]. CG, VR and web-based technologies synergy can allow the building of an interactive rich media environment that enables to develop ones’ intelligence in a multitude of ways. For instance, paraphrasing [52], interactive content engages multiple senses and offers multiple ways of acquiring information and new skills – via hearing, reading, viewing moving and still images, by manipulating content an communicating in a variety of ways as demonstrated on figures 1, 2 and 3 as well as section 3. By participating and observing learning experiences such as in section 3, individuals have comprehended how technology can support better and interactive opportunities to develop their learning and perhaps their professional lives. So, they have looked for the school ICT facilitator to ask support how to set up an environment at home in order they can also practice with CG, VR and web-based technologies. Despite, they are under socio economic disadvantage and vulnerability, due to constant hardware prices reduction, students have had their access to computers at home increased. In general, web-based technology is already there in their homes. For example, computers have Internet Explorer ™ installed. On the other hand, as described in section 1, individuals have not been aware about what technology can offer in order to improve their knowledge beyond playing ‘mechanic like’ games [5, 20]. However, across installing another browser such as Cortona™ the potential for developing ones’ knowledge and stimulating self expression increases. The school environment has been a key point to democratizing this kind of knowledge. Some students that saw the multimedia presentation on the school library, started to go the School computers’ lab to practice with .wrl files. And other ones have practiced and shared this knowledge at home according to students reported to school ICT facilitator during informal talk at school computers’ lab in March 2008. Currently, April 2008, the process of technology dissemination has been amplified by developing interactive workshops with ICT, Arts, Science, History, Math educators and pedagogic coordinators during two hours once a week, at school environment. The hands on experiences support educators’ understanding how to use technology and adapting it to their teaching subjects and proposing adequate tasks, for instance to 6th, 7th, and 8th grade level students figure-3. Educators and students from the first year of primary education are also being approximated to the technology through using web-based 2D and 3D technologies for teaching arts, geography and storytelling. For example, the fair tales genre is enhanced with 2D and 3D still and animated VRML castles images presentation at school lab [49, 50] figure-3 last on the right.

Figure 3. Showing screenshots of educators and students’ researching and learning by doing 3D models based on the combination of CG, VR and Web-based technology during the second semester of 2007 and the first one of 2008.

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It has been observed that the hands on practice with VR and web-based technology in the learning experiences have addressed the problem of improving educators’ digital knowledge with awareness, enabling them to enhance curriculum development in a proactive way as demonstrated in the case study in section 3. These actions are supported by the thinking that it is not enough to know how digital technology works, rather it is most important to understand its implications and how best to apply it. Only at this point can an educator design and influence that students design their own materials what can fully reveal the potential use of digital technology [14]. Through the hands on experience and ones’ knowledge enhancements the problem of using CG and RV for solving real world problems can be reduced and support to decrease others such as digital inclusion. So, using the state of the art of technology in educators training can transform and improve learning actions now and for the future [14, 15]. For instance, stimulating more engaging, interdisciplinary and proactive formal and informal learning opportunities at school and outside by applying interactive CG and VR communication features [11, 16] with support of web-based technology, beyond just using them as isolated disciplines and research fields worth it [3, 5]. The learning actions have formed a technical and pedagogic ‘common ground’ [51, 52] that allowed, for instance, the 8th grade student from the case study section to talk during fifteen minutes with a high education Professor about CG and VR while the student showed his work related to Chaplin’s life and artwork, figure-1 on the right. The 8th grade student’s persistent attitude in investigating and using low cost software brought about twenty minutes of interactive talk about image processing software with another Professor from a high education institution. The student showed some of his drawings in [43] developed with Gimp™ software. The Professor who heads the implementation of OLPC one-to-one learning model asked student’s opinion about what kind of drawing software would be good to be installed in the mobile computer XO. Using information visualization tools through the combination and interoperation of virtual reality – VR, computer graphics and Web based technology has proved to be a good way of democratizing information and transforming it into knowledge within a collaborative and interdisciplinary long term work. Computer Graphics simulations and virtual reality have offered students the unique opportunity of experiencing and exploring a broad range of environments, objects, and phenomena within the walls of the classroom and outside. Students can observe and manipulate normally inaccessible objects, variables, and processes in realtime. The ability of these technologies to make what is abstract and intangible concrete and manipulable suits them to the study of natural phenomena and abstract concepts, “(VR) bridges the gap between the concrete world of nature and the abstract world of concepts and models according to (Yair, Mintz, & Litvak, 2001, p.294)” in [47]. This makes them a welcome alternative to the conventional study of science and mathematics, history, geography, arts, languages. The approach we have used requires students to develop understandings based on textual descriptions, and visualizing 2D and 3D representations such as in figure-1 and 2. While students are programming and visualizing content they are also developing intelligence [53]. The combination of technical and pedagogic support for the educational experience development comes from the convergence of diverse and well known learning theories and methodologies such as Piaget’s constructivism and Papert’s constructionism. These approaches can enhance individuals’ understanding about how people learn and grow, providing better support for designing teaching and learning materials and environments in [5, 20, 21, 24]. Also, it is applied the concept of scaffolding and/or software scaffolding use in education, which is a process that requires direct teaching and monitoring by an adult [44]. It should be noted that one of the distinguishing feature of scaffolding is the role of dialogue between teacher and student. In addition, it is used from Vygotsky's theory, which is of great interest to educators, the zone of proximal development – ZPD concept. The ZPD is the difference between the child's capacity to solve problems on his own, and his/her capacity to solve them with assistance [45]. The Experiential Learning concept supports school community inside and outside interactions [37, 38]. Affective aspects are also relevant to the student’s learning experience success. These aspects are inspirited by Paulo Freire and Ivan Illich’s thoughts about the necessity of revolutionizing the curriculum content and the pedagogy of the present-day schools. In particular, transforming them to be more practical and inclusive based on a horizontal relationship between educator and pupil, as well love, humility, hope, faith, confidence and respect for the freedom of expression. However, it is fundamental considering the knowledge and scientific rigor necessary for learning and teaching school curriculum subjects’ key concepts [46].

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ACKNOWLEDGEMENT Thanks to the students and educators from ESB School that supported this work. God bless you.

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