By comparing two-dimensional (2D) chemical animations designed for computer's desktop with three-dimensional (3D) chemical animations designed for the full immersive virtual reality environment CAVETM we studied how virtual reality environments could raise student's interest and motivation for learning.
Just like the unfit person who requires an existential shift in order to pursue a healthy life of exercise, the student who lacks the self-motivation to learn will become a good reader and writer only when he undergoes a change that results in a real interest or passion for learning.
Many readers will likely be interested in consequences for learning, which Atran and Medin make explicit: We think that it is very unlikely that category learning is a passive, bottom-up process that reflects intrinsic structure without bias.
Here, we are primarily interested in methods for learning regulatory networks from compendia of expression data, and combining this data with complementary data sources that provide priors on network structure.
Its potential impacts on their other clinical teaching, on their longer term interest in using technologies for learning and teaching or on their influence on peers' teaching practices cannot be determined at this time.
Furthermore, the interest shown by non-engineers for learning engineering as adults, along with existing engineers expanding their scope of knowledge, could have ramifications in the adult education sector.
Other contributing factors identified in the narratives included few opportunities for learning, little interest in the rotation, poor patient outcomes, numerous and complex patients, and fatigue.
(Scheffler 1973/1989, p. 123) Third, should educational programs at the elementary and secondary levels be made up of a number of disparate offerings, so that individuals with different interests and abilities and affinities for learning can pursue curricula that are suitable?
Although this practice may enhance interest, it may also have costs for learning and transfer.
