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              <p>Virtual environments used to acquire skills generate large amounts of behavioral data and thus provide new opportunities to understand learners' activity. From such data, a clustering method was used in the present study to identify phases in the procedural learning process. The recognition of these phases from a behavioral point of view would allow to follow in real time and in an automatic way the progress of the individuals and thus to personalize the pedagogical scenarios in a virtual environment. Sixty-three participants repeatedly performed a Soma cube assembly procedure in a virtual environment. Analyses show an improvement in performance and a decrease in cognitive cost as the task is repeated. The results of a multidimensional approach of dividing the activity into different phases are presented and discussed.</p>
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