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Computer Science courses in Higher education have received severe criticism because are based on the utilization of two-dimensional (2D) learning platforms and in oral-based teaching methods. Beyond that hybrid course delivery method is used on these platforms, it is lacking the real time feedback from the instructor to his/her students and thence opportunities are limiting for meaningful or purposeful collaborative activities between distributed users (Berns, Gonzalez-Pardo & Camacho, 2013; Lau & Yuen, 2009; Sun et al., 2008). This procedure has led students to become passive receivers of information and this obviously can be provoked from an overloaded theoretical content that is emerging and it is impossible to be digested or practically applied in innovative learning environments via a typical computer laboratory.
Many curricula internationally have consistent with the didactic models which are necessary for teaching different fields even for the professional preparation of students who enrolled in Computer Science courses. During this operation and based on the conventional teaching methods, it became a rigorous problem to fill the gap between the theory transaction of the dimension between what the theory defines and what in practice-applied computing programming commands at an introductory-level students understand in project-based procedures and how can this process motivate them to cooperatively learn with others. At the same time the rapid changes in 2D or three-dimensional (3D) systems have provided learning materials and occurred on a global level as the most appropriate for the acquisition of programming commands in learning environments. Two main categories of these environments that currently being used for programming courses are those of 2D [Asynchronous] Learning Management Systems ([A] LMS) (Addison, 2011; Kris et al., 2010) and these 3D (multi-user) of virtual worlds (VWs) (Esteves et al., 2010; Pellas, Peroutseas & Kazanidis, 2013), with the latter category to be the most prominent for various educational processes.
All the above have established a novel dialogue in the Computer Science community on how to enable better the Information, Communication and Technologies (ICT) transactions in order to meet new requirements that modern curricula of the 21th century predominantly require. Innovative learning activities by exploiting sources of the Web 2.0 and mostly those that endorse 3D interactive technology have already appeared in different university-level disciplines and have equally unveiled not only valuable impressions to users, but also conspicuous promises for the future.
For almost seven years, many researchers and scholars (Lee, Wong, & Fung, 2010; Pellas, Peroutseas & Kazanidis, 2013; Roussou et al., 2006; Winn, Windschitl, Fruland, & Lee, 2002) have already used the 3D interactive technology because its features can be combined adequately with the students’ prior experiences in order to be constructed a truly novel platform for enhancing their technological literacy.