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u
zz
le
g
a
m
e
th
at
ad
ap
ts
ac
ti
v
itie
s
t
h
at
e
n
ab
les to
n
u
r
t
u
r
e
m
e
ta
-
co
g
n
iti
v
e
s
k
il
ls
a
n
ed
u
ca
tio
n
a
l
to
o
l
h
as
b
ee
n
d
ev
elo
p
ed
.
I
t
is
co
n
s
tr
u
cted
f
o
r
ch
ild
r
e
n
ag
ed
b
et
w
ee
n
7
to
8
y
ea
r
s
o
ld
w
h
o
ar
e
f
ac
i
n
g
p
r
o
b
le
m
i
n
h
i
g
h
o
r
d
er
th
i
n
k
in
g
s
k
il
ls
.
T
h
is
ed
u
ca
t
io
n
al
to
o
l
i
s
d
esi
g
n
ed
to
s
u
it
Ma
la
y
s
ia
n
e
n
v
i
r
o
n
m
e
n
t
a
n
d
ap
ar
t
f
r
o
m
t
h
at,
it
is
u
s
i
n
g
Ma
l
a
y
lan
g
u
ag
e.
I
n
ad
d
itio
n
,
t
h
is
ed
u
ca
tio
n
al
to
o
l
is
ad
ap
tin
g
g
a
m
in
g
ap
p
r
o
ac
h
an
d
it
ca
n
b
e
d
eliv
er
ed
o
n
d
es
k
t
o
p
f
o
r
th
e
u
s
er
s
to
r
u
n
t
h
e
ap
p
licatio
n
.
T
h
is
p
ap
er
w
il
l d
is
cu
s
s
f
u
r
th
er
o
n
r
esear
c
h
b
ac
k
g
r
o
u
n
d
,
m
e
th
o
d
o
lo
g
y
,
d
esig
n
an
d
tes
tin
g
o
f
t
h
i
s
p
r
o
to
ty
p
e.
2.
RE
S
E
ARCH
B
ACK
G
RO
U
ND
A
cc
o
r
d
in
g
to
Kiili
[
5
]
,
lear
n
in
g
is
d
ef
i
n
ed
as
a
d
ev
elo
p
m
e
n
t
o
f
co
g
n
iti
v
e
s
tr
u
ct
u
r
es
th
r
o
u
g
h
ac
tiv
it
y
o
r
p
r
ac
tice
in
t
h
e
g
a
m
e
w
o
r
ld
.
W
h
ile
Ma
y
er
[
6
]
ex
p
r
es
s
ed
,
l
ea
r
n
in
g
i
s
co
n
ce
p
tu
alize
d
a
s
a
m
u
ltid
i
m
e
n
s
io
n
al
d
ev
elo
p
m
en
t
i
n
v
o
l
v
i
n
g
th
r
ee
co
m
p
o
n
e
n
t
s
,
w
h
ic
h
ar
e:
co
g
n
itiv
e
lear
n
i
n
g
ac
h
iev
e
m
e
n
t,
m
eta
-
co
g
n
itio
n
a
n
d
m
o
tiv
a
tio
n
.
B
o
th
o
f
th
is
d
ef
i
n
itio
n
s
ar
e
f
u
n
d
a
m
en
tal
to
R
u
g
g
ier
o
[
7
]
s
tate
m
en
ts
w
h
o
s
tated
t
h
at,
m
eta
-
co
g
n
iti
v
e
lear
n
i
n
g
ca
n
a
d
ap
t
ch
i
ld
r
en
in
lear
n
i
n
g
a
s
t
h
e
y
b
u
ild
th
e
ir
o
w
n
co
m
p
r
eh
en
s
io
n
o
f
t
h
e
w
o
r
ld
an
d
b
u
ild
th
eir
co
m
p
r
eh
e
n
s
io
n
th
u
s
d
ev
elo
p
h
i
g
h
er
o
r
d
er
th
i
n
k
i
n
g
s
k
ill
s
th
r
o
u
g
h
th
is
ac
ti
v
e
p
r
o
ce
s
s
.
No
r
m
a
ll
y
,
c
h
ild
r
en
r
eq
u
ir
ed
th
i
n
k
i
n
g
i
n
d
ep
en
d
en
tl
y
w
h
e
n
th
e
y
g
et
a
n
e
s
tab
lis
h
m
en
t
o
f
s
p
ec
i
f
ic
lear
n
in
g
.
T
h
ese
s
k
ills
i
n
clu
d
es
t
h
e
ab
ilit
y
a
n
d
d
is
p
o
s
itio
n
to
r
ec
o
g
n
ize
ca
u
s
e
-
e
f
f
ec
t
r
elatio
n
s
h
ip
s
[
8
]
,
u
s
e
ca
s
u
al
r
atio
n
ale
i
n
m
a
k
i
n
g
an
a
lo
g
ies
a
n
d
s
p
ec
u
latio
n
s
[
8
]
,
b
ec
o
m
e
a
w
ar
e
o
f
a
n
d
co
n
tr
o
l
t
h
eir
o
wn
e
m
o
tio
n
s
[
9
]
,
b
ec
o
m
e
e
m
p
at
h
ic
o
f
o
t
h
er
s
[
9
]
,
an
d
t
h
i
n
k
ab
s
tr
ac
tl
y
[
1
0
]
.
T
h
ese
s
k
ill
s
a
n
d
ab
ilit
y
n
ee
d
to
b
e
ac
tiv
ated
in
o
r
d
er
f
o
r
a
ch
ild
r
en
to
ap
p
r
eh
en
d
a
s
u
b
j
ec
t
w
it
h
ac
co
m
p
lis
h
i
n
g
h
i
g
h
er
lev
els
t
h
i
n
k
in
g
o
f
m
eta
-
co
g
n
iti
v
e
w
h
ile
lear
n
i
n
g
.
Me
ta
-
co
g
n
iti
v
e
is
s
i
g
n
i
f
ica
n
c
e
to
b
e
n
u
r
tu
r
ed
in
ev
er
y
c
h
ild
r
en
to
in
cr
ea
s
e
co
n
s
cio
u
s
ab
ilit
y
to
co
m
p
r
e
h
en
d
,
co
n
tr
o
l,
an
d
m
a
n
ip
u
late
ch
ild
r
en
‟
s
o
w
n
co
g
n
itiv
e
p
r
o
ce
s
s
an
d
a
w
ar
en
es
s
o
f
ch
ild
r
en
‟
s
o
w
n
k
n
o
w
led
g
e.
I
n
an
o
t
h
er
w
o
r
d
s
,
m
eta
-
co
g
n
iti
v
e
s
k
ill
s
en
ab
le
s
tu
d
en
t
s
to
m
a
s
ter
in
f
o
r
m
at
io
n
an
d
s
o
lv
e
p
r
o
b
le
m
m
o
r
e
ea
s
il
y
.
B
esid
es,
s
t
u
d
en
t
s
also
ar
e
ab
le
to
p
la
n
,
s
et
tin
g
g
o
als,
i
n
itia
tin
g
w
o
r
k
,
s
u
s
ta
in
i
n
g
f
u
t
u
r
e
-
o
r
ie
n
ted
p
r
o
b
lem
s
o
lv
i
n
g
ac
tiv
i
ties
,
o
b
s
er
v
in
g
an
d
o
v
er
s
ee
in
g
p
r
o
g
r
ess
o
n
task
s
to
d
etec
t
an
d
co
r
r
ec
t
e
r
r
o
r
s
,
th
u
s
k
ee
p
in
g
tr
ac
k
o
f
th
e
e
f
f
ec
t
o
f
o
n
e
‟
s
b
eh
a
v
io
u
r
o
n
o
t
h
er
s
.
Me
ta
-
co
g
n
iti
v
e
s
k
ill
h
as
th
r
ee
p
ar
ts
s
u
ch
a
s
m
eta
-
m
e
m
o
r
y
,
m
eta
-
co
m
p
r
e
h
en
s
io
n
,
an
d
s
el
f
-
r
eg
u
latio
n
[
1
0
]
.
A
ll
o
f
t
h
ese
t
h
r
ee
p
ar
ts
ca
n
b
e
en
g
a
g
ed
s
i
m
u
lta
n
eo
u
s
l
y
w
h
i
le
p
la
y
i
n
g
g
a
m
e.
2
.
1
.
L
ea
rning
W
hil
e
G
a
m
i
n
g
Ga
m
i
n
g
ca
n
s
u
p
p
o
r
t
th
e
i
m
p
r
o
v
e
m
e
n
t
o
f
lear
n
i
n
g
co
m
m
u
n
ities
by
o
f
f
er
in
g
e
x
p
er
ien
tial
l
ea
r
n
in
g
i
n
en
co
u
r
ag
in
g
th
e
d
ev
elo
p
m
e
n
t
o
f
m
eta
-
co
g
n
it
iv
e
t
h
in
k
i
n
g
s
k
ill
s
.
Ga
m
e
s
h
a
v
e
b
ee
n
r
ec
o
g
n
ize
b
y
th
e
ed
u
ca
tio
n
al
t
h
eo
r
is
ts
a
n
d
r
es
ea
r
ch
er
s
as
a
p
o
ten
tiall
y
p
o
w
er
f
u
l
r
eso
u
r
ce
s
[
1
2
]
to
h
elp
lear
n
in
g
p
r
o
ce
s
s
.
A
cc
o
r
d
in
g
to
Mc
Far
lan
e
[
1
3
]
,
g
a
m
es
ca
n
b
e
p
o
w
er
f
u
l
to
o
ls
f
o
r
s
u
p
p
o
r
tin
g
lear
n
i
n
g
,
a
n
d
a
lo
t
o
f
r
esear
c
h
ar
e
b
ein
g
d
o
n
e
o
n
g
a
m
es
i
n
ed
u
c
atio
n
.
T
h
is
h
as
b
ee
n
s
u
p
p
o
r
ted
b
y
W
h
ee
li
h
an
[
1
4
]
w
h
o
s
ai
d
th
at
g
a
m
es
co
u
ld
co
n
tin
u
all
y
p
r
o
v
id
e
ch
a
llen
g
e
s
an
d
g
o
als
to
t
h
e
p
la
y
er
s
as
an
i
n
ter
ac
tiv
e
ac
ti
v
ities
,
a
n
d
t
o
m
aster
t
h
e
g
a
m
e
m
ec
h
a
n
ic
s
th
e
y
w
il
l
n
ee
d
to
in
v
o
lv
e
i
n
to
an
ac
ti
v
e
lear
n
i
n
g
p
r
o
ce
s
s
w
h
ic
h
n
o
r
m
all
y
e
n
g
ag
e
d
s
u
b
co
n
cio
u
s
l
y
.
T
h
ese
d
a
y
s
,
p
la
y
i
n
g
co
m
p
u
t
er
g
a
m
es
g
i
v
e
s
lear
n
er
a
“m
en
tal
w
o
r
k
o
u
t”;
th
a
t
t
h
e
s
tr
u
ctu
r
e
o
f
ac
tiv
itie
s
en
h
a
n
ce
s
v
ar
io
u
s
c
o
g
n
iti
v
e
s
k
ill
s
w
h
ich
ar
e
e
m
b
ed
d
ed
in
a
co
m
p
u
ter
g
a
m
es
an
d
it
h
av
e
b
ee
n
co
n
ten
d
ed
b
y
t
h
e
r
esear
c
h
er
s
.
T
h
er
e
ar
e
lo
ts
o
f
g
a
m
e
s
t
h
at
th
e
p
la
y
er
s
ar
e
g
o
n
e
u
p
a
g
ai
n
s
t
w
it
h
a
s
u
r
g
e
o
f
b
o
th
lo
n
g
a
n
d
s
h
o
r
t liv
ed
d
ec
i
s
io
n
s
,
a
n
d
m
u
s
t a
r
r
an
g
e
cr
itica
l th
i
n
k
in
g
tec
h
n
iq
u
es
w
h
ic
h
i
n
co
r
p
o
r
ate
w
atc
h
in
g
a
co
u
r
s
e
o
f
ac
tio
n
co
m
p
le
x
er
r
an
d
s
s
u
ch
a
s
cr
o
s
s
w
o
r
d
p
u
zz
le,
Su
d
o
k
u
p
u
zz
le,
o
r
j
ig
s
a
w
p
u
zz
le
[
1
5
]
.
2
.
2
.
M
a
ze
B
lo
ck
s
P
uzzle
G
a
m
e
Ma
ze
p
u
zz
les
g
a
m
e
i
s
a
b
o
ar
d
g
a
m
e
w
h
er
e
a
p
la
y
er
m
u
s
t
ac
h
iev
e
t
h
e
f
in
is
h
p
r
o
ce
s
s
o
f
a
m
az
e
as
t
h
e
e
m
itted
m
az
e
is
b
ei
n
g
d
e
f
i
n
ed
o
n
th
e
g
a
m
e
b
o
ar
d
.
Ma
ze
p
u
zz
les
i
n
clu
d
ed
an
e
n
d
o
r
s
ed
m
az
e
b
lo
ck
s
ar
r
an
g
e
m
en
t
w
h
er
e
a
p
la
y
er
m
u
s
t
p
r
o
g
r
ess
f
r
o
m
t
h
e
b
eg
in
t
h
r
o
u
g
h
t
h
e
m
az
e
u
n
til
th
e
r
ec
o
m
m
e
n
d
ed
f
i
n
is
h
[
1
6
]
.
T
h
er
ef
o
r
e,
th
e
d
e
s
ig
n
o
f
t
h
i
s
i
s
to
p
r
o
v
id
e
a
g
a
m
e
w
i
th
a
g
a
m
e
b
o
ar
d
o
u
tli
n
in
g
a
m
aj
o
r
ity
o
f
r
eg
io
n
s
an
d
t
h
e
b
o
ar
d
is
f
o
r
m
ed
i
n
o
r
d
er
to
s
ec
u
r
e
a
m
aj
o
r
ity
o
f
p
ar
titi
o
n
s
b
et
w
ee
n
th
e
r
eg
io
n
s
.
Ho
w
ev
er
,
ev
er
y
t
y
p
e
o
f
p
u
zz
les
h
a
s
t
h
e
ir
o
w
n
le
v
el
o
f
d
if
f
ic
u
lt
y
to
b
e
s
o
lv
ed
.
T
h
e
s
i
m
p
lest
p
u
zz
le
s
f
o
r
c
h
ild
r
en
o
n
l
y
h
av
e
a
f
e
w
p
iece
s
w
h
ile
ad
u
l
t
p
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[
1
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.
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1
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3.
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in
ed
p
iece
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n
t
h
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tab
le,
th
e
u
s
er
s
w
i
ll sca
n
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it
w
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a
h
an
d
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R
FID
r
ea
d
er
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ter
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atica
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SJ
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A
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it
w
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a
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th
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co
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p
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ter
s
cr
ee
n
[
2
2
]
.
T
h
e
s
u
cc
ess
f
u
l
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f
all
t
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ese
t
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r
ee
p
r
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h
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in
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u
r
tu
r
in
g
m
eta
-
co
g
n
iti
v
e
ab
ilit
y
i
n
ch
ild
r
en
.
As
f
o
r
th
e
p
r
o
to
ty
p
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f
o
r
th
is
r
esear
ch
a
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m
io
tic
lev
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w
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it
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ce
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t
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er
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a
n
g
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g
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t
h
e
a
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ad
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ted
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h
is
p
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e
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as
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itin
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f
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n
ctio
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y
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p
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f
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m
r
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tio
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e
-
e
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g
t
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e
w
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k
i
n
g
o
f
th
e
ap
p
licatio
n
co
m
p
ar
e
to
th
e
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th
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th
r
ee
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esear
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t
h
at
h
ad
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i
s
cu
s
s
ed
ea
r
lier
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A
p
ar
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f
r
o
m
th
a
t,
t
h
is
p
r
o
j
ec
t
ar
e
d
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co
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g
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ig
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f
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io
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Fo
r
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r
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en
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p
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it
i
s
s
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h
is
p
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j
ec
t
w
i
ll
d
esi
g
n
i
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f
o
r
2
D
ill
u
s
tr
atio
n
a
n
d
t
h
is
p
r
in
cip
le
s
tated
th
e
r
ea
lis
m
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o
t
s
u
ita
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le
w
h
e
n
t
h
e
m
ai
n
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b
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ec
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e
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to
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ab
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th
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lear
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er
s
to
u
n
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er
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tan
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co
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te
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t
Evaluation Warning : The document was created with Spire.PDF for Python.
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J
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g
&
C
o
m
p
Sci,
Vo
l
.
1
2
,
No
.
1
,
Octo
b
er
201
8
:
3
1
9
–
325
322
o
f
t
h
e
g
a
m
e.
W
h
i
le,
f
o
r
f
le
x
ib
ilit
y
p
r
in
cip
le
th
i
s
p
r
o
j
ec
t
w
ill
u
s
in
g
th
is
p
r
i
n
cip
le
b
ec
a
u
s
e
t
h
e
i
n
f
o
r
m
atio
n
w
i
ll
b
e
clea
r
ly
p
r
o
v
id
ed
in
th
e
an
i
m
atio
n
.
B
esid
es,
it
w
ill
g
i
v
e
s
o
m
e
k
n
o
w
led
g
e
an
d
in
ter
est
t
o
th
e
lear
n
er
s
ab
o
u
t
th
e
an
i
m
at
io
n
tec
h
n
iq
u
e
th
a
t
w
il
l
b
e
ap
p
lied
s
in
ce
th
i
s
tech
n
iq
u
e
h
as
n
o
t
b
ee
n
u
s
ed
i
n
p
r
ev
io
u
s
r
esear
ch
w
h
e
n
d
ev
elo
p
in
g
p
u
zz
le
g
a
m
e.
4.
M
E
T
H
O
DO
L
O
G
Y
T
h
e
d
ev
elo
p
m
en
t
o
f
t
h
is
p
r
o
to
t
y
p
e
i
s
b
ased
o
n
t
h
e
w
ater
f
al
l
m
o
d
el.
T
h
e
h
ea
d
w
a
y
o
f
w
a
ter
f
all
m
o
d
el
is
v
ie
w
ed
a
s
g
u
s
h
in
g
ten
ac
io
u
s
l
y
,
d
o
w
n
w
ar
d
s
as
a
w
a
ter
f
all,
in
w
h
ic
h
it
is
a
p
r
o
g
r
es
s
iv
e
o
u
tli
n
e
p
r
ep
ar
e
m
o
d
el
a
s
o
f
ten
u
s
ed
in
d
e
v
el
o
p
in
g
s
o
f
t
w
ar
e.
T
h
e
w
ater
f
a
l
l
d
ev
elo
p
m
e
n
t
c
y
cle
h
as
s
ev
er
al
s
tag
e
s
s
u
c
h
as
r
eq
u
ir
e
m
en
t
an
al
y
s
i
s
,
s
y
s
te
m
d
esig
n
,
s
y
s
te
m
i
m
p
le
m
en
tatio
n
an
d
s
y
s
te
m
test
i
n
g
.
T
h
is
is
th
e
s
tar
ti
n
g
s
tag
e
o
f
th
e
f
r
a
m
e
w
o
r
k
ad
v
a
n
ce
m
en
t
li
f
e
c
y
cle
(
SD
L
C
)
i
n
w
h
ic
h
all
co
n
ce
iv
ab
le
f
r
a
m
e
w
o
r
k
n
ec
es
s
ities
ar
e
f
o
u
n
d
a
n
d
ev
alu
a
ted
.
P
r
o
g
r
am
m
i
n
g
p
r
er
eq
u
is
ite
s
d
etail
i
n
co
r
p
o
r
ates
th
e
to
tal
in
f
o
r
m
atio
n
ab
o
u
t
h
o
w
g
en
u
i
n
e
e
n
d
u
s
er
s
ar
e
s
u
s
p
ec
ti
n
g
f
r
o
m
t
h
e
f
r
a
m
e
w
o
r
k
.
T
h
is
ac
co
m
p
lis
h
co
v
er
s
all
t
h
e
es
s
en
tial
p
r
er
eq
u
is
ites
f
o
r
th
e
i
m
p
r
o
v
e
m
en
t
o
f
er
r
an
d
.
Fin
al
l
y
,
af
ter
cu
l
m
in
at
io
n
o
f
p
r
er
eq
u
is
ite
s
co
llectin
g
an
d
i
n
v
e
s
ti
g
atio
n
,
a
n
ec
e
s
s
it
y
d
etail
r
ep
o
r
t is m
ad
e
w
h
ich
it
g
iv
e
s
o
u
t a
s
a
d
ata
to
th
e
n
ex
t
s
tag
e
o
f
SD
L
C
.
I
n
th
is
s
tag
e
t
h
e
f
r
a
m
e
w
o
r
k
an
d
p
r
o
g
r
a
m
m
i
n
g
co
n
f
ig
u
r
atio
n
is
s
et
u
p
f
r
o
m
th
e
n
ec
ess
it
y
d
eter
m
in
at
io
n
t
h
at
is
co
n
te
m
p
lated
in
t
h
e
p
r
in
c
ip
al
s
ta
g
e
.
Fra
m
e
w
o
r
k
co
n
f
i
g
u
r
atio
n
h
elp
s
in
in
d
icat
in
g
eq
u
ip
m
e
n
t
a
n
d
f
r
a
m
e
w
o
r
k
n
e
ce
s
s
itie
s
f
u
r
t
h
er
m
o
r
e
h
el
p
s
i
n
ch
ar
ac
ter
izin
g
g
e
n
er
al
f
r
a
m
e
w
o
r
k
e
n
g
i
n
ee
r
in
g
.
T
h
e
f
r
a
m
e
w
o
r
k
p
lan
p
ar
ticu
la
r
s
s
er
v
e
as
co
n
tr
ib
u
t
io
n
f
o
r
t
h
e
n
e
x
t
s
tag
e
o
f
th
e
m
o
d
el.
I
n
t
h
e
w
a
k
e
o
f
g
etti
n
g
th
e
f
r
a
m
e
w
o
r
k
o
u
tli
n
e
d
eter
m
i
n
atio
n
d
etail
th
e
g
e
n
u
in
e
co
d
i
n
g
m
a
y
b
e
s
tar
ted
.
A
t
t
h
e
p
o
in
t
w
h
e
n
s
tar
ti
n
g
t
h
e
g
en
u
i
n
e
co
d
in
g
,
n
ec
es
s
itie
s
ar
e
ap
p
o
r
tio
n
ed
in
to
t
h
e
m
o
d
el
o
r
u
n
it
s
.
T
h
e
g
en
u
i
n
e
co
d
in
g
a
r
e
f
ir
s
t
cr
ea
te
to
t
h
e
f
r
a
m
e
w
o
r
k
ca
lled
u
n
it
s
.
I
n
th
e
w
a
k
e
o
f
r
ea
lizi
n
g
a
ll
u
n
it
s
,
t
h
e
co
o
r
d
in
atio
n
m
a
y
b
e
s
tar
te
d
in
t
h
e
n
e
x
t
s
ta
g
e.
T
h
e
b
u
ild
u
n
it‟s
m
o
d
el
d
esig
n
is
tr
ied
f
r
ee
ly
i
n
th
i
s
p
h
ase
to
ch
ec
k
i
f
th
e
u
n
it
m
o
d
el
s
ar
e
m
ee
ts
th
e
p
r
ed
ef
in
ed
p
r
er
eq
u
is
ites
an
d
t
h
is
m
o
d
el
test
in
g
i
s
ca
lled
as Un
i
t T
esti
n
g
.
I
n
t
h
e
p
ast
m
o
d
el
t
h
e
f
r
a
m
e
wo
r
k
p
r
er
eq
u
is
ites
ar
e
d
etac
h
ed
in
to
m
o
d
els
a
n
d
ea
ch
m
o
d
el
is
cr
ea
ted
a
n
d
tr
ied
a
u
to
n
o
m
o
u
s
l
y
.
I
n
t
h
is
p
h
a
s
e
all
u
n
i
ts
ar
e
co
n
s
o
lid
ated
an
d
d
o
n
e
th
e
f
r
a
m
e
w
o
r
k
test
i
n
g
to
c
h
ec
k
i
f
ev
er
y
o
n
e
o
f
t
h
e
m
o
d
els
o
r
u
n
its
ar
e
j
o
in
ed
leg
iti
m
atel
y
o
r
n
o
t
an
d
th
e
f
r
a
m
e
w
o
r
k
as
w
h
o
l
e
d
o
in
g
as
d
etail
as
p
er
th
e
f
r
a
m
e
w
o
r
k
p
r
er
eq
u
is
it
es
r
ep
o
r
t,
s
o
th
is
s
ta
g
e
as
th
e
S
y
s
te
m
T
esti
n
g
.
T
h
is
ap
p
lica
tio
n
h
a
s
b
ee
n
te
s
ted
an
d
th
e
h
eu
r
i
s
tic
e
v
al
u
atio
n
f
o
r
m
h
as
b
ee
n
d
is
tr
ib
u
ted
to
t
h
e
th
r
ee
c
h
o
s
e
n
ex
p
er
ts
t
h
at
s
p
ec
ialized
in
m
e
ta
-
co
g
n
iti
v
e
s
t
u
d
y
.
T
h
e
h
eu
r
is
ti
c
ev
alu
atio
n
f
o
r
m
is
ca
te
g
o
r
is
ed
in
t
w
o
ca
te
g
o
r
y
w
h
ic
h
ar
e
in
ter
f
ac
e
an
d
in
ter
ac
ti
v
it
y
;
a
n
d
co
n
te
n
t.
T
h
e
m
o
ti
v
atio
n
b
eh
i
n
d
t
h
is
h
e
u
r
is
tic
e
v
alu
a
tio
n
f
o
r
m
is
to
o
b
tain
t
h
eir
o
p
in
io
n
ab
o
u
t th
is
ed
u
ca
tio
n
al
to
o
l a
n
d
also
th
eir
d
esire
an
d
r
ec
o
m
m
e
n
d
atio
n
i
n
o
r
d
er
to
en
h
an
ce
th
e
ap
p
licatio
n
.
5.
P
RO
T
O
T
YP
E
DE
SI
GN
Ho
m
e
s
cr
ee
n
i
s
d
esi
g
n
ed
b
ased
o
n
th
e
f
i
g
u
r
e
an
d
g
r
o
u
n
d
p
r
in
cip
le.
T
h
is
o
u
t
lin
e
s
m
ak
e
s
an
ad
j
u
s
t
m
e
n
t
i
n
t
h
e
g
r
o
u
n
d
t
h
at
c
h
ar
ac
ter
izes
t
h
e
s
tate
o
f
t
h
e
f
ig
u
r
e,
i
n
cl
u
d
in
g
s
h
a
d
in
g
th
at
m
a
k
e
s
a
te
m
p
er
a
m
e
n
t,
o
r
s
ettin
g
u
p
a
r
ef
er
en
ce
p
o
in
t
lik
e
p
lace
.
Fig
u
r
e
1
is
an
s
cr
ee
n
s
h
o
t
o
f
w
h
a
t
th
e
u
s
er
w
ill
f
ir
s
t
n
o
tice
an
d
p
r
o
ce
s
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u
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3
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6.
T
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d
r
ea
l ti
m
e
f
ee
d
b
ac
k
alg
o
r
it
h
m
.
F
ir
s
t E
xp
ert
T
h
e
f
ir
s
t
e
x
p
er
t
is
s
at
is
f
ied
a
n
d
h
ap
p
y
w
it
h
t
h
e
i
n
ter
f
ac
e
an
d
in
ter
ac
tiv
i
t
y
o
f
t
h
e
p
r
o
j
ec
t
p
r
o
to
ty
p
e.
As
f
o
r
co
n
ten
t
a
n
d
d
eli
v
er
ab
le
p
er
s
p
ec
tiv
e,
e
x
p
er
t
is
al
s
o
s
ati
s
f
ied
,
en
j
o
y
ed
a
n
d
en
g
ag
ed
w
i
th
t
h
e
p
r
o
j
ec
t
p
r
o
to
ty
p
e
w
h
ile
s
h
e
w
er
e
test
in
g
it.
S
ec
o
n
d
E
xp
ert
Seco
n
d
ex
p
er
t
is
s
ati
s
f
ied
an
d
im
p
r
es
s
ed
w
ith
t
h
e
i
n
ter
f
ac
e
an
d
in
ter
ac
ti
v
it
y
o
r
th
e
p
r
o
j
ec
t
p
r
o
to
ty
p
e.
Fo
r
co
n
ten
t
a
n
d
d
eli
v
er
ab
le
p
er
s
p
ec
tiv
e,
e
x
p
er
t
d
id
en
j
o
y
ed
a
n
d
s
atis
f
ied
t
h
o
u
g
h
s
h
e
d
o
s
u
g
g
e
s
t
f
o
r
m
o
r
e
lev
el
o
f
in
te
n
s
it
y
to
k
ee
p
i
n
g
t
h
e
lear
n
e
r
s
o
r
p
lay
er
s
en
g
a
g
e
m
en
t a
n
d
l
ea
r
n
in
g
co
n
ti
n
u
atio
n
.
Th
ir
d
E
xp
ert
T
h
ir
d
ex
p
er
t
s
h
e
h
as
e
v
alu
ate
d
in
ter
f
ac
e
d
esi
g
n
a
s
s
ati
s
f
ac
t
o
r
y
a
n
d
ask
i
n
g
f
o
r
s
tr
i
k
in
g
c
o
lo
r
s
f
o
r
all
r
elate
d
o
b
j
ec
ts
to
k
ee
p
s
tu
d
en
ts
f
o
cu
s
.
Fo
r
co
n
ten
t
p
er
s
p
ec
tiv
e,
s
h
e
also
s
atis
f
ied
an
d
en
j
o
y
ed
t
h
e
j
o
u
r
n
et
y
o
f
t
h
e
p
r
o
j
ec
t p
r
o
to
ty
p
e.
A
ll
th
r
ee
e
x
p
er
ts
ar
e
h
ap
p
y
an
d
s
atis
f
ied
w
it
h
t
h
e
i
n
ter
f
ac
e
d
esi
g
n
a
n
d
th
e
y
ar
e
al
l
en
g
a
g
ed
th
e
m
s
el
v
es
w
h
ile
p
la
y
i
n
g
w
it
h
th
e
p
r
o
j
ec
t
p
r
o
to
ty
p
e.
B
ased
o
n
th
e
h
e
u
r
is
tic
e
v
al
u
atio
n
m
ad
e,
th
e
p
r
o
to
t
y
p
e
p
r
o
j
ec
ts
is
a
s
u
cc
es
s
f
u
l.
As
f
o
r
f
u
n
ctio
n
al
it
y
te
s
ti
n
g
,
all
p
r
o
to
t
y
p
e
f
u
n
c
t
io
n
s
ar
e
test
ed
m
o
d
u
lar
l
y
an
d
test
ed
ag
ain
a
f
ter
f
i
n
a
l
i
n
te
g
r
atio
n
ar
e
b
ein
g
d
o
n
e.
T
esti
n
g
h
a
s
b
ee
n
m
ad
e
b
y
t
h
e
r
esear
c
h
er
s
an
d
r
e
s
u
l
ts
ar
e
s
atis
f
ac
to
r
y
w
h
er
e
all
f
u
n
c
tio
n
s
ar
e
f
u
n
ctio
n
i
n
g
w
ell.
I
n
a
d
d
itio
n
,
th
e
p
r
o
to
t
y
p
e
p
r
o
j
ec
t
h
as
al
s
o
b
ee
n
te
s
ted
to
a
f
e
w
g
r
o
u
p
o
f
c
h
ild
r
en
a
g
ed
7
to
8
y
ea
r
s
r
a
m
d
o
m
l
y
ch
o
o
s
en
to
te
s
t
f
o
r
th
e
f
u
n
ctio
n
a
li
t
y
o
f
t
h
e
p
r
o
to
t
y
p
e
p
r
o
j
ec
t.
A
ll f
u
n
c
tio
n
ali
t
y
r
es
u
l
ts
ar
e
s
atis
f
ac
to
r
y
.
7.
CO
NCLU
SI
O
N
Ma
ze
w
i
th
a
n
i
m
ated
p
u
zz
le
g
a
m
e
h
as
b
ee
n
d
e
v
elo
p
ed
f
o
r
ch
ild
r
en
a
g
ed
7
to
8
y
ea
r
s
o
l
d
w
h
o
ar
e
f
ac
i
n
g
p
r
o
b
le
m
in
m
e
ta
-
co
g
n
i
t
iv
e
t
h
i
n
k
in
g
to
h
elp
i
n
s
tr
en
g
t
h
en
th
e
ir
s
k
ill.
T
h
is
ap
p
licatio
n
h
o
p
ef
u
ll
y
ca
n
b
e
w
id
el
y
u
s
ed
ac
r
o
s
s
th
e
co
m
m
u
n
i
t
y
as
a
to
o
l
f
o
r
s
tr
en
g
t
h
e
n
m
eta
-
co
g
n
iti
v
e
s
k
ill.
Ma
ze
w
i
th
an
i
m
ated
g
a
m
e
p
u
zz
le
is
a
c
h
alle
n
g
in
g
g
a
m
e
as
it
u
s
es
a
cr
it
ical
th
in
k
i
n
g
to
s
o
lv
e
t
h
e
tas
k
.
A
l
s
o
m
az
e
w
i
t
h
an
i
m
ated
p
u
zz
le
g
a
m
e
is
i
n
ter
ac
ti
v
e
to
u
s
e
as
it
is
a
co
m
p
u
ter
ized
p
u
zz
le
g
a
m
e
th
at
u
s
e
t
h
e
a
n
i
m
atio
n
ap
p
r
o
ac
h
.
A
t
t
h
e
d
esi
g
n
p
h
ase,
th
e
b
lo
ck
s
o
f
t
h
e
p
u
zz
l
e
g
a
m
e
th
a
t
h
as
b
ee
n
d
esi
g
n
e
d
is
u
s
ed
as
a
r
ef
er
en
ce
.
I
t
is
b
asicall
y
a
n
o
r
m
a
l
p
u
zz
le
g
a
m
e
b
u
t
in
a
d
ig
i
tal
f
o
r
m
.
T
h
e
an
i
m
atio
n
ap
p
r
o
ac
h
is
i
m
p
le
m
e
n
ted
to
cr
ea
te
a
n
ew
e
n
v
ir
o
n
m
e
n
t
an
d
to
attr
ac
t
th
e
u
s
er
s
i
n
to
th
e
g
a
m
e.
Ma
ze
w
i
th
a
n
i
m
ated
p
u
zz
le
g
a
m
e
w
as
d
e
v
elo
p
ed
to
h
elp
ch
ild
r
en
to
in
cr
ea
s
e
m
eta
-
co
g
n
it
iv
e
th
in
k
in
g
t
h
i
n
k
i
n
g
b
y
s
o
l
v
i
n
g
th
e
task
in
t
h
at
g
a
m
e.
A
t
th
e
d
ev
elo
p
m
e
n
t
p
h
ase,
th
e
p
r
o
to
ty
p
e
w
a
s
d
ev
elo
p
ed
b
ased
o
n
th
e
d
esig
n
ed
b
lo
ck
s
as
a
r
e
f
er
en
ce
.
Mu
lti
m
ed
i
a
ele
m
en
t
s
u
ch
a
s
an
i
m
atio
n
,
au
d
io
an
d
p
ictu
r
e
is
in
cl
u
d
ed
in
th
e
ap
p
licatio
n
in
o
r
d
er
to
attr
ac
t
atten
tio
n
an
d
co
n
ce
n
tr
atio
n
o
f
th
e
tar
g
eted
u
s
er
.
T
h
o
s
e
m
u
lti
m
ed
ia
ele
m
e
n
t
s
ca
n
h
elp
th
e
c
h
ild
r
en
to
g
et
a
b
etter
co
n
ce
n
tr
atin
g
a
n
d
u
n
d
er
s
ta
n
d
in
g
.
Evaluation Warning : The document was created with Spire.PDF for Python.
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A
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P
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I
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ch
Gr
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FR
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[
Fil
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No
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0
0
-
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MI
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1
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5
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RE
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E
S
[1
]
S
u
h
a
il
i
,
A
.
B.
H.
(2
0
1
4
).
Exp
l
o
rin
g
tea
c
h
e
rs
'
e
x
p
e
rie
n
c
e
s
o
n
in
teg
ra
ti
o
n
o
f
h
ig
h
e
r
o
rd
e
r
th
in
k
i
n
g
sk
il
ls
(HO
T
S
)
in
tea
c
h
in
g
o
f
sc
ien
c
e
(Do
c
to
ra
l
d
iss
e
rtatio
n
,
U
n
iv
e
rsiti
M
a
lay
sia
S
a
ra
w
a
k
).
[2
]
M
a
la
y
sia
Ed
u
c
a
ti
o
n
B
lu
e
p
ri
n
t
2
0
1
3
–
2
0
2
5
(
P
re
sc
h
o
o
l
to
P
o
st
-
S
e
c
o
n
d
a
ry
Ed
u
c
a
ti
o
n
)
[3
]
No
r‟a
in
,
M
.
A
.
B.
S
.
,
M
a
z
li
n
i
,
M
.
T
.
,
&
S
a
a
d
,
A
.
M
.
I.
M
.
Ad
v
e
n
tu
re
Ba
se
d
L
e
a
rn
in
g
M
o
d
u
l
e
in
S
tatisti
c
s:
De
v
e
lo
p
m
e
n
t
a
n
d
Im
p
a
c
t
o
n
S
tu
d
e
n
ts
A
c
h
iev
e
m
e
n
t,
Crit
ica
l
T
h
in
k
in
g
a
n
d
L
e
a
d
e
rsh
ip
s S
k
il
ls.
[4
]
P
h
il
li
p
s,
M
.
(1
9
9
7
).
W
h
a
t
m
a
k
e
s
sc
h
o
o
ls
e
f
f
e
c
ti
v
e
?
A
c
o
m
p
a
r
iso
n
o
f
th
e
re
latio
n
sh
ip
s
o
f
c
o
m
m
u
n
it
a
rian
c
li
m
a
te
a
n
d
a
c
a
d
e
m
ic
c
li
m
a
t
e
to
m
a
th
e
m
a
ti
c
s
a
c
h
iev
e
m
e
n
t
a
n
d
a
tt
e
n
d
a
n
c
e
d
u
ri
n
g
m
id
d
le
sc
h
o
o
l
.
Ame
ric
a
n
e
d
u
c
a
ti
o
n
a
l
re
se
a
rc
h
jo
u
rn
a
l
,
34
(4
),
6
3
3
-
6
6
2
.
[5
]
Ne
v
il
le,
K.,
&
He
a
v
in
,
C.
(2
0
1
3
).
Us
i
n
g
S
o
c
ial
M
e
d
ia
to
S
u
p
p
o
rt
t
h
e
L
e
a
rn
in
g
Ne
e
d
s
o
f
F
u
t
u
re
IS
S
e
c
u
rit
y
P
r
o
f
e
ss
io
n
a
ls.
El
e
c
tro
n
ic J
o
u
rn
a
l
o
f
e
-
L
e
a
rn
in
g
,
11
(
1
),
2
9
-
38.
[6
]
M
a
y
e
r,
R.
E.
,
&
M
a
ss
a
,
L
.
J.
(2
0
0
3
).
T
h
re
e
f
a
c
e
ts
o
f
v
isu
a
l
a
n
d
v
e
rb
a
l
lea
rn
e
rs:
Co
g
n
it
iv
e
a
b
il
it
y
,
c
o
g
n
it
iv
e
st
y
le,
a
n
d
lea
rn
i
n
g
p
re
f
e
re
n
c
e
.
J
o
u
rn
a
l
o
f
e
d
u
c
a
ti
o
n
a
l
p
sy
c
h
o
lo
g
y
,
95
(
4
),
8
3
3
.
[7
]
Ru
g
g
iero
,
G
.
M
.
,
S
tap
in
sk
i,
L
.
,
Ca
se
ll
i,
G
.
,
F
io
re
,
F
.
,
G
a
ll
u
c
c
i,
M
.
,
S
a
ss
a
ro
li
,
S
.
,
&
Ra
p
e
e
,
R.
M
.
(2
0
1
2
).
Be
li
e
f
s
o
v
e
r
c
o
n
tro
l
a
n
d
m
e
ta
-
w
o
rr
y
in
tera
c
t
w
it
h
th
e
e
ff
e
c
t
o
f
in
to
ler
a
n
c
e
o
f
u
n
c
e
rtain
ty
o
n
w
o
rry
.
Per
so
n
a
li
ty
a
n
d
In
d
ivi
d
u
a
l
Diff
e
re
n
c
e
s
,
53
(3
),
2
2
4
-
2
3
0
.
[8
]
Cra
n
to
n
,
P
.
(1
9
9
4
).
S
e
lf
-
d
irec
ted
a
n
d
tran
sf
o
rm
a
ti
v
e
in
stru
c
ti
o
n
a
l
d
e
v
e
lo
p
m
e
n
t.
T
h
e
J
o
u
rn
a
l
o
f
Hig
h
e
r
Ed
u
c
a
ti
o
n
,
65
(
6
),
7
2
6
-
7
4
4
.
[9
]
Ce
fa
i,
C.
,
&
Co
o
p
e
r,
P
.
(2
0
1
0
).
S
tu
d
e
n
ts
w
it
h
o
u
t
v
o
ice
s:
th
e
u
n
h
e
a
rd
a
c
c
o
u
n
ts
o
f
s
e
c
o
n
d
a
ry
sc
h
o
o
l
stu
d
e
n
ts
w
it
h
so
c
ial,
e
m
o
ti
o
n
a
l
a
n
d
b
e
h
a
v
io
u
r
d
iff
icu
lt
ies
.
Eu
ro
p
e
a
n
J
o
u
r
n
a
l
o
f
S
p
e
c
ia
l
Ne
e
d
s E
d
u
c
a
t
io
n
,
25
(
2
),
1
8
3
-
1
9
8
.
[1
0
]
Ox
f
o
rd
,
R.
L
.
(1
9
9
5
).
W
h
e
n
e
m
o
ti
o
n
m
e
e
ts
(
m
e
ta)
c
o
g
n
it
io
n
i
n
lan
g
u
a
g
e
lea
rn
in
g
h
isto
ries
.
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
Ed
u
c
a
ti
o
n
a
l
Res
e
a
rc
h
,
23
(
7
),
5
8
1
-
5
9
4
.
[1
1
]
L
o
a
iza
,
M
.
E.
R.
(
2
0
1
6
)
.
A
n
y
ti
me
a
c
ti
v
e
lea
rn
i
n
g
.
Ill
i
n
o
is
I
n
stit
u
te o
f
T
e
c
h
n
o
lo
g
y
.
[1
2
]
F
a
c
e
r,
K.,
Jo
in
e
r,
R.
,
S
tan
to
n
,
D.,
Re
id
,
J
.
,
Hu
l
l,
R.
,
&
Ki
rk
,
D.
(2
0
0
4
)
.
S
a
v
a
n
n
a
h
:
m
o
b
i
le
g
a
m
in
g
a
n
d
lea
rn
in
g
?
.
J
o
u
rn
a
l
o
f
C
o
mp
u
ter
a
ss
i
ste
d
lea
rn
i
n
g
,
20
(6
),
3
9
9
-
4
0
9
.
[1
3
]
Kirriem
u
ir,
J.,
&
M
c
F
a
rlan
e
,
A
.
(2
0
0
4
).
L
it
e
ra
tu
re
re
v
ie
w
in
g
a
m
e
s
a
n
d
lea
rn
i
n
g
.
[1
4
]
He
o
n
g
,
Y.
M
.
,
Yu
n
o
s,
J.
M
.
,
Ot
h
m
a
n
,
W
.
,
Ha
ss
a
n
,
R.
,
Kio
n
g
,
T
.
T.
,
&
M
o
h
a
m
a
d
,
M
.
M
.
(2
0
1
2
)
.
T
h
e
n
e
e
d
s
a
n
a
l
y
sis
o
f
lea
rn
in
g
h
ig
h
e
r
o
r
d
e
r
t
h
in
k
in
g
sk
il
ls
f
o
r
g
e
n
e
ra
ti
n
g
id
e
a
s.
Pro
c
e
d
ia
-
S
o
c
i
a
l
a
n
d
Beh
a
v
io
ra
l
S
c
ien
c
e
s
,
59
,
1
9
7
-
2
0
3
.
[1
5
]
Jo
h
n
s
o
n
,
W
.
L
.
,
V
il
h
jálm
ss
o
n
,
H.
H.,
&
M
a
rse
ll
a
,
S
.
(2
0
0
5
,
M
a
y
).
S
e
rio
u
s
g
a
m
e
s
f
o
r
lan
g
u
a
g
e
lea
rn
in
g
:
Ho
w
m
u
c
h
g
a
m
e
,
h
o
w
m
u
c
h
A
I
?
.
In
AIE
D
(
V
o
l
.
1
2
5
,
p
p
.
3
0
6
-
3
1
3
)
.
[1
6
]
Ha
rtu
p
,
W
.
W
.
,
&
Co
a
tes
,
B.
(1
9
6
7
).
Im
it
a
ti
o
n
o
f
a
p
e
e
r
a
s
a
f
u
n
c
ti
o
n
o
f
re
in
f
o
rc
e
m
e
n
t
f
ro
m
th
e
p
e
e
r
g
ro
u
p
a
n
d
re
wa
rd
in
g
n
e
ss
o
f
th
e
m
o
d
e
l.
Ch
il
d
d
e
v
e
lo
p
me
n
t
,
1
0
0
3
-
1
0
1
6
.
[1
7
]
Bu
c
h
in
,
K.,
&
Bu
c
h
in
,
M
.
(
2
0
1
2
).
Ro
l
li
n
g
b
lo
c
k
m
a
z
e
s
a
re
P
S
P
A
CE
-
c
o
m
p
lete
.
In
fo
rm
a
ti
o
n
a
n
d
M
e
d
ia
T
e
c
h
n
o
l
o
g
ies
,
7
(
3
),
1
0
2
5
-
1
0
2
8
.
[1
8
]
Ro
u
se
,
R.
,
&
Ill
u
stra
t
o
r
-
Og
d
e
n
,
S
.
(2
0
0
0
).
Ga
me
d
e
sig
n
th
e
o
ry
a
n
d
p
ra
c
ti
c
e
.
W
o
rd
w
a
re
P
u
b
li
s
h
in
g
I
n
c
.
.
[1
9
]
Kirsh
,
D.
(
2
0
0
9
).
P
ro
b
lem
so
lv
in
g
a
n
d
situ
a
ted
c
o
g
n
it
i
o
n
.
[2
0
]
Ca
rv
a
lh
o
,
J.,
G
u
e
rre
iro
,
T
.
,
D
u
a
rte,
L
.
,
&
Ca
rriço
,
L
.
(2
0
1
2
,
Ju
l
y
).
A
u
d
io
-
b
a
se
d
p
u
z
z
le
g
a
m
in
g
fo
r
b
li
n
d
p
e
o
p
le.
In
Pro
c
e
e
d
i
n
g
s
o
f
t
h
e
M
o
b
il
e
Acc
e
ss
ib
il
it
y
W
o
rk
sh
o
p
a
t
M
o
b
il
e
HC
I
(
M
OBACC)
.
[2
1
]
Dia
k
o
p
o
u
l
o
s,
N.,
L
u
th
e
r,
K.
,
&
Essa
,
I.
(2
0
0
8
,
Oc
t
o
b
e
r).
A
u
d
i
o
P
u
z
z
ler:
p
iec
in
g
to
g
e
th
e
r
t
im
e
-
sta
m
p
e
d
sp
e
e
c
h
tran
sc
rip
ts
w
it
h
a
p
u
z
z
l
e
g
a
m
e
.
I
n
Pro
c
e
e
d
i
n
g
s
o
f
th
e
1
6
th
ACM
in
ter
n
a
ti
o
n
a
l
c
o
n
fer
e
n
c
e
o
n
M
u
lt
ime
d
ia
(p
p
.
8
6
5
-
8
6
8
).
A
CM
.
[2
2
]
Bo
h
n
,
J.
(2
0
0
4
,
A
p
ril
).
T
h
e
sm
a
rt
ji
g
sa
w
p
u
z
z
le
a
ss
istan
t:
Us
in
g
RF
ID
tec
h
n
o
l
o
g
y
f
o
r
b
u
il
d
i
n
g
a
u
g
m
e
n
ted
re
a
l
-
w
o
rld
g
a
m
e
s.
In
W
o
rk
sh
o
p
o
n
Ga
min
g
A
p
p
li
c
a
ti
o
n
s
in
Per
v
a
siv
e
Co
mp
u
ti
n
g
En
v
iro
n
me
n
ts
a
t
Per
v
a
siv
e
(V
o
l.
2
0
0
4
).
[2
3
]
S
u
tclif
f
e
,
A
.
,
Be
n
n
e
tt
,
I.
,
Do
u
b
l
e
d
a
y
,
A
.
,
&
R
y
a
n
,
M
.
(1
9
9
5
).
De
sig
n
in
g
q
u
e
r
y
su
p
p
o
rt
f
o
r
m
u
lt
ip
le
d
a
tab
a
se
s.
In
Hu
ma
n
—
C
o
mp
u
ter
In
ter
a
c
ti
o
n
(p
p
.
2
0
7
-
2
1
2
).
S
p
ri
n
g
e
r,
Bo
sto
n
,
M
A
.
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