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Research from the University of Copenhagen has determined that when it comes to virtual reality (VR), adolescent male and female students learn differently. With a study focusing on 66 seventh and eighth grade students from Denmark, it was discovered that if children identified with the avatar seen on screen, their knowledge would improve. Boys were able to concentrate more on a drone figure, due to features that resembled a computer game with characteristics similar to a superhero or secret agent. With girls, however, using virtual reality in the form of a young researcher named Marie helped them absorb information better. This is also thought to be a potential step forward in keeping young females interested in science, technology, engineering and maths (STEM) subjects at school, as their attentiveness often decreases in their early teens.

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