# data[].attributes.body
Provide links to at least 8 of your sources thus far.

The sources do not have to be in MLA.

Links should be active

Scholarly source links should be the DOI or permalink

May be a mix of scholarly and popular

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Text should be concise yet specific and detailed enough to understand your thought process

Clearly convey the connections you have derived between the sources thus far

Nodes should move from general to more specific showing relationships between ideas

Add representative imagery, color code, and organize to show hierarchy, and relationship between ideas

Use in-text parenthetical citation e.g. (Schmidt) where appropriate

Include your research question

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Immersive 3D Experience of Osmosis Improves Learning Outcomes of First-Year Cell Biology Students

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Immersive 3D Experience of Osmosis Improves Learning Outcomes of First-Year Cell Biology Students

# data[].attributes.body
10.1187/cbe.19-11-0254

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Using stereoscopy to teach complex biological concepts

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Using stereoscopy to teach complex biological concepts

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10.1152/advan.00034.2014

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How do visualization techniques, such as 3D modeling and virtual reality (VR), impact college students' comprehension and retention of complex micro-level concepts?

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How do visualization techniques, such as 3D modeling and virtual reality (VR), impact college students' comprehension and retention of complex micro-level concepts?

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Molecular Biology Meets the Learning Sciences: Visualizations in Education and Outreach

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Molecular Biology Meets the Learning Sciences: Visualizations in Education and Outreach

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10.1016/j.jmb.2018.08.020

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Learning with desktop virtual reality: Low spatial ability learners are more positively affected

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Learning with desktop virtual reality: Low spatial ability learners are more positively affected

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https://doi.org/10.1016/j.compedu.2014.07.010

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enhancing students' comprehension and retention of concepts by providing a more engaging and interactive learning experience.

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enhancing students' comprehension and retention of concepts by providing a more engaging and interactive learning experience.

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Student Perceptions Using Augmented Reality and 3D Visualization Technologies in Chemistry Education

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Student Perceptions Using Augmented Reality and 3D Visualization Technologies in Chemistry Education

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https://doi.org/10.1007/s10956-020-09880-2

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Using Virtual Reality in the Classroom：Reflections of STEM Teachers on the Useof Teaching and Learning Tool

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Using Virtual Reality in the Classroom：Reflections of STEM Teachers on the Useof Teaching and Learning Tool

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10.21891/jeseh.711779

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The utility of 3D, haptic-enabled, virtual reality technologies for student knowledge gains in the complex biological system of the human heart

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The utility of 3D, haptic-enabled, virtual reality technologies for student knowledge gains in the complex biological system of the human heart

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https://doi.org/10.1111/jcal.12638

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Learning anatomy via mobile augmented reality: Effects on achievement and cognitive load

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Learning anatomy via mobile augmented reality: Effects on achievement and cognitive load

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https://doi.org/10.1111/bjet.13028

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Cognitive Load Implications for Augmented Reality Supported Chemistry Learning

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Cognitive Load Implications for Augmented Reality Supported Chemistry Learning

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https://doi.org/10.3390/info12030096

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The impact of augmented reality on cognitive load and performance: A systematic review

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The impact of augmented reality on cognitive load and performance: A systematic review

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https://doi.org/10.1111/jcal.12617