Twenty-three undergraduates participated in a pre-post quasi-experimental single-group study involving an immersive VR simulation which allowed them to embody (i.e. become) a biomolecule and enact/experience its molecular interactions at a microscopic level using actions and gestures. Based on initial data analyses from this study, the present poster reports preliminary findings on the relationships between the participants' visual navigation, and conceptual as well as affective learning outcomes.
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Washington et al. (2024) studied this question.
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