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Fig. 4 | Cognitive Research: Principles and Implications

Fig. 4

From: Teaching students to think spatially through embodied actions: Design principles for learning environments in science, technology, engineering, and mathematics

Fig. 4

Students shifting their physical perspective as they work to draw a Newman perspective of (1S,2S)-1-amino-2-chloropropan-1-ol from a static image. Correctly drawing the Newman diagram requires students to mentally imagine shifting their perspective. After learning from the embodied interface, students reproduced the high-fidelity motoric action even though it no longer controlled the visual display

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