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CC B
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C
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Did
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Un
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Ku
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d
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d
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I
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Dev
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d
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wo
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[
1
]
.
C
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ased
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[
2
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Vo
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[
3
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p
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ased
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d
s
,
wo
r
k
en
v
ir
o
n
m
e
n
t,
w
o
r
k
p
lace
r
is
k
s
,
OHS
im
p
lem
en
tatio
n
,
OHS
cu
ltu
r
e
,
an
d
leg
is
latio
n
r
e
g
ar
d
in
g
O
HS.
T
h
e
lev
el
o
f
s
tu
d
e
n
t
ac
tiv
ity
is
also
lo
w
in
f
o
llo
win
g
o
cc
u
p
atio
n
al
s
af
ety
an
d
h
ea
lth
m
ater
ial
b
e
-
ca
u
s
e
t
h
e
m
ed
ia
u
s
ed
b
y
th
e
teac
h
er
a
r
e
less
in
n
o
v
ativ
e.
T
h
e
o
b
s
er
v
atio
n
s
o
f
th
e
lear
n
i
n
g
p
r
o
ce
s
s
at
SMK
Yo
g
y
ak
ar
ta,
I
n
d
o
n
esia,
ar
e
teac
h
er
s
s
till
u
s
in
g
th
e
p
r
in
ted
m
o
d
u
le
in
teac
h
in
g
m
ater
ial.
T
h
e
m
o
d
u
les
p
r
o
v
id
e
d
ar
e
n
o
t
av
ailab
le
in
f
u
ll
in
o
n
e
m
o
d
u
le
b
u
t
ar
e
f
r
ag
m
en
te
d
.
So
,
s
tu
d
en
ts
g
et
a
d
if
f
er
en
t
p
r
in
t
m
o
d
u
le
at
ea
ch
m
ee
tin
g
.
T
h
e
teac
h
er
p
r
in
ts
th
e
m
o
d
u
les
s
ep
ar
ately
,
th
en
s
tu
d
en
ts
p
ay
f
o
r
ea
c
h
m
ee
tin
g
.
So
s
tu
d
en
ts
ar
e
n
o
t
b
u
r
d
en
ed
with
h
ig
h
m
o
d
u
le
p
r
ices
if
th
e
m
o
d
u
les
ar
e
p
r
in
ted
in
th
eir
en
tire
ty
.
Sch
o
o
ls
d
o
n
o
t
c
h
ar
g
e
m
o
d
u
le
p
r
in
tin
g
f
ee
s
at
th
e
b
eg
in
n
i
n
g
o
f
th
e
s
em
ester
,
s
o
teac
h
er
s
m
u
s
t
ap
p
ly
th
e
m
o
d
u
le
p
r
in
tin
g
m
eth
o
d
f
o
r
ea
c
h
m
ee
tin
g
.
T
h
is
m
eth
o
d
is
co
n
s
id
er
ed
ap
p
r
o
p
r
iate
s
o
th
at
s
tu
d
en
ts
ar
e
n
o
t
b
u
r
d
en
ed
with
lar
g
e
an
d
co
n
cu
r
r
en
t
ex
p
e
n
s
es
b
ec
au
s
e,
o
f
co
u
r
s
e,
n
o
t
o
n
ly
o
n
e
s
u
b
ject
th
at
r
eq
u
ir
es
m
o
d
u
les.
B
u
t
s
o
m
e
p
r
o
b
lem
s
ar
is
e
d
u
e
to
th
e
u
s
e
o
f
th
is
m
eth
o
d
.
Stu
d
en
ts
ca
n
n
o
t
lear
n
b
ef
o
r
e
th
e
m
ater
ial
is
d
i
s
cu
s
s
ed
,
an
d
also
s
tu
d
en
ts
o
f
t
en
ig
n
o
r
e
th
e
p
r
in
t
m
o
d
u
le
at
p
r
ev
io
u
s
m
ee
tin
g
s
b
ec
au
s
e
th
ey
f
ee
l
th
at
th
e
m
o
d
u
le
will
n
o
t
b
e
d
is
cu
s
s
ed
ag
ain
at
th
e
n
e
x
t
m
ee
tin
g
.
I
t
wa
s
s
u
g
g
ested
th
at
th
e
teac
h
er
s
'
awa
r
en
ess
s
h
o
u
ld
b
e
f
o
cu
s
ed
o
n
th
e
s
tu
d
e
n
ts
'
lear
n
i
n
g
ap
p
r
o
ac
h
es to
v
o
ca
tio
n
al
s
ch
o
o
l stu
d
en
ts
'
[
6
]
.
I
n
ter
v
iews
also
in
clu
d
ed
v
o
ca
tio
n
al
s
tu
d
en
ts
wh
o
r
ec
ei
v
ed
t
h
e
p
r
i
n
ted
m
o
d
u
les
u
s
ed
b
y
t
h
e
teac
h
e
r
d
u
r
in
g
lear
n
in
g
.
Mo
s
t
s
tu
d
en
ts
th
in
k
th
at
th
e
p
r
in
t
m
o
d
u
l
e
is
less
ef
f
ec
tiv
e;
th
is
p
r
in
t
m
o
d
u
le
is
s
tr
aig
h
t
f
o
r
war
d
to
lo
s
e
b
ec
a
u
s
e
it
is
i
n
th
e
f
o
r
m
o
f
p
ap
e
r
a
n
d
is
ea
s
ily
tu
ck
ed
.
T
h
e
n
th
is
p
r
in
t
m
o
d
u
le
is
also
ea
s
ily
d
am
ag
ed
if
f
r
e
q
u
en
tly
o
p
en
e
d
o
r
f
o
ld
e
d
.
T
ea
ch
er
s
wh
o
u
s
e
th
e
lectu
r
e
m
eth
o
d
in
d
eliv
er
in
g
teac
h
in
g
m
ater
ials
m
ak
e
s
tu
d
en
ts
v
er
y
b
o
r
ed
an
d
q
u
ick
ly
g
et
b
o
r
ed
with
o
n
g
o
i
n
g
less
o
n
s
.
An
o
t
h
e
r
d
is
ad
v
an
tag
e
o
f
th
e
p
r
in
ted
m
o
d
u
le
is
th
at
th
e
im
ag
e
d
is
p
lay
e
d
b
e
co
m
es
less
c
lear
b
ec
au
s
e
th
is
m
o
d
u
le
is
a
p
h
o
to
co
p
y
,
s
o
th
e
ex
is
tin
g
im
ag
e
is
b
lu
r
r
ed
.
Stu
d
en
ts
'
ca
p
ab
ilit
y
also
v
a
r
ie
s
;
s
o
m
e
s
tu
d
en
ts
o
n
ce
s
aw
th
e
liv
e
b
r
o
a
d
ca
s
t
u
n
d
er
s
tan
d
th
e
m
ater
ial
p
r
ese
n
ted
.
Als
o
,
s
o
m
e
s
tu
d
en
ts
h
a
v
e
n
o
t
b
ee
n
a
b
le
to
u
n
d
er
s
tan
d
with
ju
s
t
o
n
e
v
i
d
eo
d
is
p
lay
.
I
t
ca
n
af
f
ec
t
s
tu
d
en
t
lear
n
in
g
o
u
tco
m
es.
Mo
s
t
s
tu
d
en
ts
h
av
e
r
ea
ch
e
d
th
e
m
in
i
m
u
m
co
m
p
leten
ess
cr
iter
ia,
b
u
t
th
e
k
n
o
wled
g
e
th
e
y
g
et
is
o
n
ly
u
s
ef
u
l
an
d
n
o
t
f
o
r
th
e
lo
n
g
ter
m
b
ec
au
s
e
th
ey
h
av
e
f
o
r
g
o
tten
wh
at
th
e
teac
h
er
d
is
cu
s
s
ed
at
th
e
m
ee
tin
g
.
L
ea
r
n
in
g
d
o
es
n
o
t
alwa
y
s
h
av
e
to
b
e
f
ix
ed
with
p
r
in
ted
m
o
d
u
les
in
th
e
f
o
r
m
o
f
b
o
o
k
s
.
T
ec
h
n
o
lo
g
y
th
at
co
n
tin
u
es
to
d
ev
elo
p
ca
n
h
elp
th
e
lear
n
in
g
p
r
o
ce
s
s
.
On
e
o
f
th
em
is
with
u
b
iq
u
ito
u
s
l
ea
r
n
in
g
o
r
lear
n
in
g
an
y
-
wh
er
e.
T
h
e
p
r
i
n
ted
m
o
d
u
le
m
ak
es
s
tu
d
e
n
ts
u
n
ab
le
to
lea
r
n
if
th
ey
d
o
n
o
t
b
r
i
n
g
t
h
e
m
o
d
u
l
e
.
S
t
u
d
e
n
t
s
t
o
d
a
y
c
a
r
r
y
s
m
a
r
t
p
h
o
n
e
s
m
o
r
e
o
f
t
e
n
t
h
a
n
b
o
o
k
s
o
r
m
o
d
u
l
e
s
w
h
e
n
g
o
i
n
g
a
n
y
w
h
e
r
e
.
A
s
t
u
d
y
b
y
Y
i
l
d
i
z
,
et
a
l.
[
7
]
co
n
clu
d
es
th
at
o
n
Vo
ca
tio
n
al
Hig
h
Sch
o
o
l
s
tu
d
en
ts
wer
e
a
p
o
s
itiv
e
an
d
s
ig
n
if
ican
t
r
el
atio
n
s
h
ip
b
etwe
en
s
o
cial
m
ed
ia
attitu
d
es a
n
d
in
te
r
n
et
co
n
n
ec
tio
n
y
ea
r
s
an
d
s
o
ci
al
m
ed
ia
u
s
ag
e
h
o
u
r
s
.
T
h
e
teac
h
in
g
an
d
lear
n
in
g
p
r
o
ce
s
s
g
r
ea
tly
in
f
lu
en
ce
s
th
e
o
u
tco
m
e
o
f
th
e
lear
n
in
g
o
b
je
ctiv
es.
A
teac
h
er
m
u
s
t
h
av
e
a
s
u
itab
le
m
eth
o
d
o
f
d
eliv
e
r
in
g
m
ater
ia
l
to
b
e
in
ter
ested
in
th
e
teac
h
in
g
m
ater
ial
b
ein
g
p
r
ep
ar
e
d
.
C
u
r
r
e
n
tly
,
s
tu
d
e
n
ts
h
av
e
b
ee
n
allo
wed
to
b
r
in
g
s
m
ar
tp
h
o
n
es
to
s
ch
o
o
l.
Ho
we
v
er
,
wh
ile
waitin
g
,
s
tu
d
en
ts
ar
e
b
u
s
y
with
th
eir
r
e
s
p
ec
tiv
e
s
m
ar
tp
h
o
n
es
an
d
d
o
n
o
t
p
ay
atten
tio
n
to
th
e
teac
h
er
r
ec
eiv
in
g
m
ater
ial
in
f
r
o
n
t
o
f
t
h
e
class
.
Sm
ar
tp
h
o
n
es
will
b
e
h
a
n
d
y
if
u
s
ed
.
T
h
is
s
m
ar
tp
h
o
n
e
m
u
s
t
b
e
a
d
d
r
ess
ed
wis
ely
b
y
r
esto
r
in
g
its
n
eg
ativ
ity
a
n
d
a
d
d
in
g
o
th
e
r
f
u
n
ctio
n
s
.
I
f
th
e
s
m
ar
tp
h
o
n
e
is
u
s
ed
as
a
teac
h
er
'
s
m
ed
ia
in
t
h
e
s
u
b
ject
m
atter
,
o
f
co
u
r
s
e,
th
e
s
m
ar
tp
h
o
n
e'
s
f
u
n
ctio
n
will
b
e
b
etter
th
an
s
tu
d
en
ts
u
s
e
it
f
o
r
less
u
s
ef
u
l
th
in
g
s
.
B
ağ
ci
[
8
]
ad
v
is
ed
f
o
r
to
d
ay
'
s
th
at
s
tu
d
e
n
ts
to
u
s
e
d
ig
ital
c
o
u
r
s
e
s
a
c
c
u
r
a
t
e
l
y
a
n
d
e
f
f
e
c
t
i
v
e
l
y
,
n
e
w
e
d
u
c
a
t
i
o
n
a
l
m
e
t
h
o
d
s
s
h
o
u
l
d
b
e
u
s
e
d
,
a
n
d
s
t
u
d
e
n
t
s
,
p
a
r
e
n
t
s
,
t
e
a
c
h
e
r
s
,
a
n
d
a
d
m
i
n
i
s
t
r
a
t
o
r
s
n
e
e
d
t
o
b
e
t
r
a
i
n
e
d
t
o
l
e
a
r
n
t
h
e
a
d
v
e
r
s
e
p
s
y
c
h
o
l
o
g
i
c
a
l
a
n
d
p
h
y
s
i
c
a
l
e
f
f
e
c
t
s
c
a
u
s
e
d
b
y
d
i
g
i
t
a
l
a
d
d
i
c
t
i
o
n
s
s
u
c
h
a
s
t
h
e
i
n
t
e
r
n
e
t
a
n
d
s
m
a
r
t
p
h
o
n
e
s
ad
d
ictio
n
s
.
I
n
ter
ac
tiv
e
lear
n
in
g
m
ed
ia
ca
n
b
e
in
th
e
f
o
r
m
o
f
tex
t,
v
is
u
als,
an
d
s
im
u
latio
n
s
th
at
ca
n
h
elp
s
tu
d
en
ts
g
ain
m
o
r
e
k
n
o
wle
d
g
e,
a
m
o
r
e
in
-
d
ep
th
u
n
d
er
s
tan
d
in
g
o
f
c
o
n
ce
p
ts
,
an
d
k
n
o
w
th
e
ap
p
lic
atio
n
o
f
k
n
o
wled
g
e
lear
n
ed
[
9
]
.
Ma
n
y
in
ter
ac
tiv
e
lear
n
in
g
m
ed
ia
ty
p
es
ca
n
tak
e
ad
v
an
tag
e
o
f
An
d
r
o
id
,
in
clu
d
in
g
au
g
m
en
ted
r
ea
lity
,
v
ir
tu
al
r
ea
lity
,
v
id
eo
lear
n
in
g
,
an
d
an
d
r
o
id
-
b
ased
in
ter
ac
t
iv
e
lear
n
in
g
m
ed
ia.
Au
g
m
en
ted
r
ea
lity
lear
n
in
g
m
ed
ia
s
till
n
ee
d
s
b
o
o
k
s
f
o
r
s
ca
n
n
in
g
im
a
g
es,
an
d
th
en
3
D
v
is
u
als
will
ap
p
e
ar
f
r
o
m
th
e
im
ag
e
.
Ho
wev
er
,
if
a
s
tu
d
en
t
f
o
r
g
ets
to
b
r
in
g
a
b
o
o
k
,
h
e
ca
n
n
o
t
u
s
e
th
e
au
g
m
en
ted
r
ea
lity
m
e
d
ia.
Vir
tu
al
r
ea
lity
lear
n
in
g
m
ed
ia
r
eq
u
ir
es o
th
er
eq
u
ip
m
en
t su
ch
as v
ir
tu
al
r
ea
lity
g
lass
ca
m
er
as
o
r
v
ir
tu
al
r
ea
lity
h
ea
d
s
ets.
I
f
th
e
s
ch
o
o
l
d
o
es
n
o
t
h
av
e
a
v
ir
tu
al
r
ea
lity
h
ea
d
s
et,
th
er
e
will
b
e
d
if
f
icu
lties
wh
en
u
s
in
g
v
ir
tu
al
r
ea
lity
-
b
ased
lear
n
in
g
m
e
d
ia.
L
ea
r
n
in
g
m
e
d
ia
in
th
e
f
o
r
m
o
f
v
id
e
o
s
till
d
o
es
n
o
t
in
v
o
lv
e
s
tu
d
en
ts
in
le
ar
n
in
g
.
Stu
d
en
ts
ar
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Ub
iq
u
ito
u
s
lea
r
n
in
g
i
n
o
cc
u
p
a
tio
n
a
l h
ea
lth
a
n
d
s
a
fety
fo
r
vo
ca
tio
n
a
l e
d
u
ca
tio
n
(
K
etu
t I
ma
I
s
ma
r
a
)
287
s
till
p
ass
iv
e
an
d
o
n
l
y
watc
h
with
-
o
u
t
tak
in
g
p
ar
t
in
th
e
lear
n
in
g
p
r
o
ce
s
s
.
T
h
er
e
f
o
r
e
r
esear
ch
er
s
u
s
ed
in
ter
ac
tiv
e
lear
n
in
g
m
ed
ia
b
as
ed
o
n
An
d
r
o
i
d
.
Ub
iq
u
ito
u
s
lear
n
i
n
g
is
a
n
e
w
ed
u
ca
tio
n
al
p
a
r
ad
i
g
m
m
a
d
e
p
o
s
s
ib
le
in
p
ar
t
b
y
d
ig
it
al
m
ed
ia'
s
af
f
o
r
d
a
n
ce
s
[
1
0
]
.
Ub
iq
u
ito
u
s
lear
n
in
g
is
v
er
y
s
u
itab
le
f
o
r
le
ar
n
in
g
b
ec
au
s
e
it
u
tili
ze
s
tech
n
o
lo
g
ical
a
d
v
an
ce
s
in
th
e
teac
h
in
g
a
n
d
lear
n
i
n
g
p
r
o
ce
s
s
.
T
ec
h
n
o
lo
g
y
ca
n
e
n
co
u
r
ag
e
lear
n
in
g
p
r
o
ce
s
s
es,
s
u
p
p
o
r
t
co
m
m
u
n
icatio
n
s
ettin
g
s
,
ass
es
s
lear
n
in
g
ac
tiv
i
ties
,
m
an
ag
e
r
eso
u
r
ce
s
,
a
n
d
cr
ea
te
lear
n
in
g
m
ater
ials
[
1
1
]
.
T
ec
h
n
o
lo
g
y
ca
n
h
elp
ad
v
an
ce
lear
n
in
g
i
n
s
ch
o
o
ls
.
Stu
d
en
ts
will
f
ee
l
cu
r
io
u
s
ab
o
u
t
th
e
ad
v
an
ce
d
m
ed
ia
a
n
d
u
s
e
tech
n
o
lo
g
y
t
o
d
eliv
er
th
e
m
ater
ial.
Ub
iq
u
ito
u
s
lear
n
i
n
g
tech
n
o
lo
g
ies
h
av
e
b
ee
n
s
u
cc
ess
f
u
lly
ap
p
lied
to
lear
n
in
g
ac
tiv
ities
in
v
ar
io
u
s
field
s
s
u
ch
as n
atu
r
al
s
cien
ce
,
s
o
cial
s
cien
ce
,
an
d
lan
g
u
ag
es.
T
h
e
s
tu
d
en
ts
'
lear
n
in
g
m
o
tiv
es a
n
d
in
ter
ests
h
av
e
b
ee
n
r
aised
,
as
well
as
g
o
o
d
lear
n
in
g
p
e
r
f
o
r
m
an
ce
b
ein
g
p
r
esen
ted
.
Mo
r
eo
v
e
r
,
th
ey
m
ig
h
t
n
o
t
b
e
ab
le
to
lin
k
wh
at
th
ey
a
r
e
lear
n
in
g
t
o
th
ei
r
p
r
e
v
io
u
s
k
n
o
wled
g
e
lear
n
e
d
in
th
e
class
with
o
u
t
p
r
o
p
er
g
u
id
an
ce
o
r
in
s
tan
t
s
u
p
p
o
r
ts
.
C
o
n
s
eq
u
e
n
tly
,
it
is
ess
en
tial
to
g
u
id
e
th
e
s
tu
d
e
n
ts
to
f
o
cu
s
o
n
th
e
c
o
r
r
ec
t
l
ea
r
n
in
g
tar
g
ets
an
d
p
r
o
v
id
e
t
h
em
with
in
s
tan
t
s
u
p
p
o
r
t
wh
en
en
c
o
u
n
ter
i
n
g
p
r
o
b
lem
s
d
u
r
in
g
th
e
u
b
iq
u
ito
u
s
lear
n
in
g
p
r
o
ce
s
s
,
p
ar
ticu
lar
ly
f
o
r
th
o
s
e
lear
n
in
g
task
s
th
at
r
eq
u
ir
e
f
r
eq
u
en
t
in
ter
ac
tio
n
s
with
th
e
lear
n
in
g
tar
g
ets
[
1
2
]
.
I
n
co
n
ju
n
ctio
n
with
s
u
p
p
o
r
t
f
r
o
m
th
e
d
ig
i
tal
wo
r
ld
,
u
b
i
q
u
ito
u
s
lear
n
in
g
is
r
ec
o
g
n
ize
d
as
a
p
r
ac
tical
ap
p
r
o
ac
h
to
p
o
s
itio
n
in
g
s
tu
d
e
n
ts
in
r
ea
l
-
w
o
r
ld
lear
n
i
n
g
en
v
ir
o
n
m
en
ts
[
1
3
]
.
Mu
ltime
d
ia
h
as
p
r
o
v
e
n
its
ef
f
icac
y
as
co
m
p
u
ter
-
ass
is
ted
to
o
ls
in
lear
n
in
g
.
I
ts
co
u
r
s
ewa
r
e
r
eq
u
ir
es
u
n
d
er
-
s
tan
d
in
g
d
esig
n
an
d
lea
r
n
in
g
th
eo
r
ies
d
u
r
in
g
th
e
p
r
e
-
d
ev
elo
p
m
e
n
t
p
r
o
ce
s
s
.
I
t
c
o
m
b
in
es
an
d
i
n
teg
r
ates
tex
t,
g
r
ap
h
ics,
s
o
u
n
d
,
a
n
i
m
at
io
n
,
an
d
v
id
eo
[
1
4
]
.
T
h
is
A
n
d
r
o
id
-
b
ased
lear
n
i
n
g
m
e
d
ia
will
attr
ac
t
m
o
r
e
s
tu
d
en
ts
'
atten
tio
n
b
ec
au
s
e
it
is
m
o
r
e
e
x
citin
g
an
d
in
ter
ac
ti
v
e
with
im
a
g
es,
m
u
s
ic
th
at
c
an
b
e
p
lay
e
d
,
an
d
p
r
ac
tice
q
u
esti
o
n
s
o
n
o
n
e
p
r
o
d
u
ct
th
at
is
m
o
r
e
attr
ac
tiv
e
to
lear
n
er
s
'
d
esire
s
in
lear
n
in
g
.
An
d
r
o
id
-
b
ased
lear
n
in
g
m
ed
ia
is
co
n
v
en
ien
t
b
ec
au
s
e
it
ca
n
b
e
lear
n
ed
b
y
s
tu
d
en
ts
an
y
-
wh
er
e.
T
h
is
An
d
r
o
id
-
b
ased
lear
n
in
g
m
ed
ia
ca
n
f
ac
ilit
ate
ea
ch
s
tu
d
en
t
in
lear
n
i
n
g
s
o
th
at
wh
at
h
e
lear
n
s
is
r
i
g
h
t
with
th
e
lev
el
o
f
ab
ilit
y
an
d
in
tellig
en
ce
.
T
h
e
u
s
e
o
f
An
d
r
o
id
-
b
ased
lear
n
in
g
m
ed
ia
h
as
m
an
y
b
e
n
ef
its
o
v
er
o
th
er
m
ed
ia.
Fo
r
ex
am
p
le,
it
ca
n
ad
d
teac
h
in
g
m
ater
ials
to
s
tu
d
en
ts
in
th
e
cl
ass
r
o
o
m
,
a
d
d
s
t
u
d
e
n
t
s
'
c
u
r
i
o
s
i
t
y
t
o
t
h
e
m
a
t
e
r
i
a
l
b
e
i
n
g
p
r
o
v
i
d
e
d
,
a
n
d
d
e
v
e
l
o
p
i
n
t
o
i
n
d
e
p
e
n
d
e
n
t
l
e
a
r
n
i
n
g
m
a
t
e
r
i
a
l
s
f
o
r
s
t
u
d
e
n
t
s
w
i
t
h
o
u
t
t
h
e
t
e
a
c
h
e
r
'
s
n
e
e
d
f
o
r
g
u
id
an
ce
.
L
i,
C
h
iu
,
a
n
d
T
s
en
g
[
1
5
]
s
h
o
wed
t
h
at
co
n
tex
tu
alize
d
r
eso
u
r
ce
s
co
u
ld
b
etter
im
p
r
o
v
e
lear
n
e
r
s
'
lear
n
in
g
ac
h
iev
em
e
n
t
an
d
ef
f
icien
cy
an
d
im
p
r
o
v
e
th
eir
s
elf
-
lear
n
in
g
e
f
f
icien
cy
wh
ile
r
e
d
u
cin
g
th
eir
co
g
n
itiv
e
lo
ad
.
L
ea
r
n
er
s
th
o
u
g
h
t
th
e
u
b
iq
u
ito
u
s
lear
n
in
g
s
y
s
tem
wh
ich
p
r
o
v
id
ed
co
n
tex
t
u
alize
d
r
eso
u
r
ce
s
was
m
o
r
e
u
s
ef
u
l.
T
o
d
ay
,
w
h
en
in
f
o
r
m
at
io
n
tech
n
o
lo
g
ies
ar
e
ev
o
lv
i
n
g
r
ap
id
ly
,
d
ig
ital
p
latf
o
r
m
s
s
u
c
h
as
co
m
p
u
ter
s
,
th
e
in
ter
n
et,
s
o
cial
m
ed
ia,
an
d
s
m
ar
tp
h
o
n
es
h
av
e
b
ec
o
m
e
ess
en
t
ial
p
ar
ts
o
f
o
u
r
liv
es.
Peo
p
le
o
f
a
v
ar
iety
o
f
ag
es
i
n
-
ten
s
ely
u
s
e
th
ese
d
ig
ital
p
l
atf
o
r
m
s
.
Stu
d
en
ts
m
o
s
tly
u
s
e
d
ig
ital
p
latf
o
r
m
s
to
co
m
m
u
n
i
ca
te,
n
av
ig
ate
s
o
cial
m
ed
ia,
an
d
p
lay
o
n
lin
e
an
d
o
f
f
lin
e
g
am
es.
T
h
e
d
ig
ital
p
lat
f
o
r
m
s
u
s
ed
f
o
r
th
o
s
e
d
iv
er
s
e
aim
s
in
f
lu
en
ce
o
u
r
liv
es
an
d
esp
ec
ially
cr
ea
te
a
n
ad
d
ictio
n
f
o
r
s
tu
d
e
n
ts
.
I
n
t
h
is
co
n
tex
t,
v
o
ca
tio
n
al
s
ch
o
o
ls
'
s
tu
d
en
ts
m
ay
b
e
n
eg
ativ
ely
in
f
l
u
en
ce
d
b
y
t
h
e
i
n
ten
s
e
u
s
ag
e
o
f
d
ig
ital p
latf
o
r
m
s
[
8
]
.
T
h
is
s
tu
d
y
d
escr
ib
es
a
n
ew
lear
n
in
g
p
ar
ad
i
g
m
,
k
n
o
wn
as
u
b
iq
u
ito
u
s
lear
n
in
g
o
r
u
-
lear
n
in
g
,
s
u
p
p
o
r
ted
b
y
u
b
iq
u
ito
u
s
co
m
p
u
t
in
g
tec
h
n
o
lo
g
ies
[
1
6
]
.
A
m
e
d
ia
d
ev
elo
p
m
e
n
t
is
n
ee
d
ed
as
a
p
r
ac
tical
teac
h
er
teac
h
in
g
m
ater
ial;
s
tu
d
en
ts
d
o
n
o
t
in
cu
r
ad
d
itio
n
al
co
s
ts
f
o
r
p
r
in
tin
g
teac
h
in
g
m
ater
ial
an
d
ar
e
f
lex
ib
le,
wh
ich
ca
n
b
e
u
s
ed
as
lear
n
in
g
b
o
th
wh
en
th
e
teac
h
er
is
th
er
e.
Stu
d
en
ts
,
n
am
ely
an
d
r
o
id
-
b
ased
lear
n
in
g
m
e
d
ia,
ar
e
u
s
ed
in
d
e
p
en
d
e
n
tly
,
wh
ich
i
s
eq
u
ip
p
e
d
with
m
u
s
ic
an
d
p
r
ac
tice
q
u
esti
o
n
s
a
n
d
f
in
al
s
co
r
es
o
b
tain
ed
b
y
s
tu
d
en
ts
to
f
in
d
o
u
t
h
o
w
f
ar
s
tu
d
en
ts
ca
n
u
n
d
er
s
tan
d
th
e
m
at
er
ial
in
th
e
m
ed
ia.
W
ith
th
e
d
ev
elo
p
m
en
t
o
f
th
is
An
d
r
o
i
d
-
b
ased
lear
n
in
g
m
ed
ia
,
it is
ex
p
ec
ted
to
m
ak
e
s
tu
d
en
ts
m
o
r
e
in
ter
ested
in
th
e
m
ater
ial
b
ein
g
d
is
cu
s
s
ed
b
y
th
e
teac
h
er
an
d
ca
n
h
elp
e
d
u
ca
to
r
s
to
a
d
d
teac
h
in
g
m
ater
i
al
an
d
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elp
th
e
lear
n
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g
p
r
o
ce
s
s
.
T
o
s
o
lv
e
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n
e
o
f
th
ese
p
r
o
b
lem
s
,
it c
an
u
s
e
th
e
An
d
r
o
id
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b
as
ed
o
cc
u
p
atio
n
al
s
af
ety
an
d
h
ea
lth
lear
n
i
n
g
m
e
d
ia.
2.
RE
S
E
ARCH
M
E
T
H
O
D
2
.
1
.
T
y
pes
o
f
re
s
ea
rc
h
T
h
is
ty
p
e
o
f
r
esear
ch
is
r
esear
ch
an
d
d
e
v
elo
p
m
e
n
t
(
R
&
D
)
with
An
aly
s
is
,
Desig
n
,
Dev
elo
p
m
en
t,
I
m
p
lem
en
tatio
n
,
E
v
alu
atio
n
(
ADDI
E
)
as
a
m
eth
o
d
o
f
d
ev
e
lo
p
m
en
t.
R
esear
ch
an
d
d
ev
el
o
p
m
en
t
(
R
&
D)
is
a
ter
m
u
s
ed
to
d
escr
ib
e
t
h
e
a
ctiv
ities
ca
r
r
ied
o
u
t
b
y
o
th
e
r
en
titi
es
s
u
ch
as
co
r
p
o
r
atio
n
s
an
d
in
d
iv
i
d
u
al
en
tr
ep
r
en
e
u
r
s
to
cr
ea
te
s
o
m
et
h
in
g
n
ew
[
1
7
]
.
I
t
h
as
im
p
r
o
v
e
d
p
r
o
d
u
cts
a
n
d
p
r
o
ce
s
s
es.
T
h
i
s
ty
p
e
o
f
r
esear
c
h
is
r
esear
ch
an
d
d
ev
elo
p
m
en
t
(
R
&
D)
,
a
r
esear
ch
f
o
c
u
s
o
n
r
ese
ar
ch
in
g
an
d
test
in
g
t
h
e
d
ev
el
o
p
m
en
t
o
f
p
r
o
d
u
cts
th
er
e
b
e
f
o
r
e.
T
h
e
m
eth
o
d
u
s
e
d
in
th
is
s
tu
d
y
u
s
in
g
a
m
o
d
el
o
f
th
e
d
e
v
elo
p
m
e
n
t
o
f
ADDI
E
b
y
R
o
b
er
t
Ma
r
ib
e
B
r
an
ch
;
th
er
e
ar
e
f
iv
e
s
tag
es
in
th
e
tech
n
iq
u
e
o
f
ADDI
E
,
n
am
ely
an
aly
s
is
,
d
esig
n
,
d
ev
elo
p
m
e
n
t
,
im
p
lem
en
tatio
n
,
a
n
d
ev
al
u
atio
n
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2
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2
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im
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Yo
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2
.
3
.
Su
bje
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s
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h
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lo
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two
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t o
f
m
ed
ia
ex
p
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s
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d
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u
b
ject
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atter
ex
p
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ts
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h
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e
x
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er
ts
ar
e
a
lectu
r
er
in
th
e
Dep
ar
tm
en
t
o
f
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lectr
ical
E
n
g
in
ee
r
in
g
E
d
u
ca
tio
n
,
State
Un
iv
er
s
ity
o
f
Yo
g
y
ak
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ta,
an
d
th
e
1
0
th
-
g
r
ad
e
s
tu
d
e
n
t
o
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I
n
d
u
s
tr
ial
Au
to
m
atio
n
E
n
g
in
ee
r
i
n
g
D
ep
ar
tm
en
t
o
f
Vo
ca
tio
n
al
Hig
h
Sch
o
o
l
Yo
g
y
ak
ar
ta
as
in
s
tr
u
ctio
n
al
m
e
d
ia
u
s
er
s
.
W
o
r
k
Saf
ety
h
ea
lth
b
ased
o
n
An
d
r
o
id
.
T
h
e
r
e
wer
e
1
0
3
s
tu
d
en
ts
as
r
esp
o
n
d
en
ts
f
r
o
m
2
n
d
Vo
ca
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Dep
o
k
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an
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2
n
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Vo
ca
tio
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al
State
Yo
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y
ak
ar
ta,
a
n
d
3
r
d
Vo
ca
tio
n
al
State
Yo
g
y
ak
ar
ta.
T
h
e
s
am
p
le
s
ele
ctio
n
tech
n
iq
u
e
u
s
ed
p
u
r
p
o
s
iv
e
s
am
p
lin
g
.
T
h
e
s
am
p
le
cr
iter
ia
ar
e
s
ch
o
o
ls
th
at
ar
e
willin
g
to
r
ep
o
r
t
ac
tiv
ities
b
y
s
en
d
in
g
p
h
o
to
s
o
f
ac
cid
e
n
ts
,
h
az
ar
d
p
h
o
to
s
,
o
r
p
h
o
t
o
s
o
f
co
n
d
itio
n
s
th
at
ar
e
co
n
s
id
er
ed
d
an
g
er
o
u
s
in
p
r
ac
tice
p
lace
s
o
r
wo
r
k
s
h
o
p
s
.
2
.
4
.
Resea
rc
h pro
ce
du
re
R
esear
ch
p
r
o
ce
d
u
r
es
co
n
d
u
ct
f
o
llo
win
g
th
e
ADDI
E
a
p
p
r
o
ac
h
.
ADD
I
E
Mo
d
el
is
a
ter
m
u
s
ed
to
d
escr
ib
e
a
s
y
s
tem
atic
ap
p
r
o
ac
h
to
lear
n
in
g
,
v
ir
tu
ally
i
d
en
tic
al
to
th
e
d
ev
elo
p
m
en
t
o
f
lear
n
in
g
s
y
s
tem
s
[
1
8
]
.
I
n
th
e
an
aly
s
is
,
th
e
p
h
ase
an
aly
ze
s
p
o
ten
tial a
n
d
ex
is
tin
g
p
r
o
b
le
m
s
to
b
e
s
o
lv
ed
with
th
e
r
ig
h
t
s
o
lu
tio
n
.
A
r
ev
iew
o
f
th
e
en
v
ir
o
n
m
en
t
ar
e
c
o
n
d
it
io
n
s
,
th
e
lear
n
in
g
p
r
o
ce
s
s
,
s
tu
d
en
t
u
n
d
e
r
-
s
tan
d
in
g
,
lear
n
in
g
s
u
p
p
o
r
t
f
ac
ilit
ies,
an
d
th
e
m
atter
at
th
is
s
tag
e.
Fu
r
th
er
m
o
r
e,
r
esear
ch
e
r
s
an
aly
ze
d
th
e
ex
is
tin
g
p
r
o
b
lem
s
o
n
th
ese
asp
ec
ts
to
b
e
ad
d
r
ess
ed
.
R
esear
ch
er
s
d
ev
el
o
p
An
d
r
o
id
-
b
as
ed
m
ed
ia
as
a
m
ed
iu
m
o
f
lear
n
in
g
to
s
o
lv
e
ex
is
tin
g
p
r
o
b
lem
s
.
T
h
e
s
ec
o
n
d
p
h
ase
is
th
e
d
esig
n
.
T
h
e
d
esig
n
was
m
ad
e
b
y
a
d
ju
s
tin
g
th
e
n
ee
d
s
o
f
v
ar
io
u
s
p
ar
ties
an
d
m
a
d
e
as
attr
ac
tiv
e
as
p
o
s
s
ib
le
to
attr
ac
t
s
tu
d
en
t
in
ter
est.
T
h
is
s
tag
e'
s
r
esu
lts
f
r
o
m
th
e
in
itial
s
k
etch
es
o
f
m
ed
ia
d
esig
n
an
d
m
ed
ia
a
p
p
licatio
n
s
an
d
wo
r
k
in
g
d
iag
r
a
m
s
wer
e
cr
ea
ted
.
T
h
e
n
ex
t
s
tag
e
is
th
e
d
ev
elo
p
m
en
t
an
d
m
a
n
u
f
ac
tu
r
e
o
f
p
r
o
d
u
cts
to
r
ea
lize
th
at
th
e
s
u
p
e
r
v
is
o
r
h
as
v
alid
ated
th
e
p
r
ev
io
u
s
d
esig
n
.
Pro
d
u
cts
m
ad
e
in
th
e
f
o
r
m
o
f
in
s
tr
u
ctio
n
al
m
e
d
ia
W
o
r
k
Saf
ety
an
d
Hea
lth
A
n
d
r
o
id
b
ased
at
Vo
ca
tio
n
al
Hig
h
Sch
o
o
l
Yo
g
y
ak
a
r
ta.
Af
ter
th
e
m
e
d
ia
is
co
m
p
lete
f
u
r
th
e
r
test
in
g
t
h
e
f
ea
s
ib
ilit
y
o
f
th
e
p
r
o
d
u
cts
in
ter
m
s
o
f
s
ev
er
al
asp
ec
ts
:
m
ed
ia
an
d
m
ater
ial
asp
ec
ts
,
im
p
lem
en
tatio
n
p
h
ase
co
n
d
u
cte
d
af
ter
t
h
e
p
r
o
d
u
ct
ar
e
m
ad
e
a
n
d
test
ed
b
y
th
e
ex
p
er
ts
o
f
m
ed
ia
a
n
d
s
u
b
j
ec
t
m
atter
ex
p
er
ts
.
I
m
p
lem
en
tatio
n
o
f
h
ea
lth
a
n
d
s
af
ety
in
s
tr
u
ctio
n
al
m
ed
ia
w
o
r
k
d
o
n
e
in
1
0
th
-
g
r
ad
e
V
o
ca
tio
n
al
Hig
h
Sch
o
o
l
Yo
g
y
ak
ar
ta.
T
h
e
ap
p
licatio
n
d
o
n
e
b
y
th
e
r
esear
c
h
er
s
is
to
s
tu
d
y
th
e
r
esp
o
n
s
e
o
f
th
e
lear
n
er
as
th
e
m
e
d
ia
cr
ea
ted
.
Pro
d
u
ct
ev
alu
atio
n
as a
lear
n
in
g
m
e
d
iu
m
p
er
f
o
r
m
ed
af
ter
th
e
im
p
lem
e
n
tatio
n
p
h
ase.
2
.
5
.
Da
t
a
,
ins
t
rum
ent
s
,
a
nd
da
t
a
co
llect
io
n t
ec
hn
iqu
es
Data
wer
e
co
llected
u
s
in
g
r
e
s
ea
r
ch
in
s
tr
u
m
en
ts
.
T
h
e
r
ese
ar
ch
in
s
tr
u
m
e
n
t
ap
p
lied
f
ir
s
t
v
alid
ated
u
s
in
g
th
e
ex
p
e
r
t
ju
d
g
m
en
t
t
ec
h
n
iq
u
e.
T
h
e
d
ata
u
s
ed
is
th
e
n
u
m
b
er
o
f
d
ata
o
b
tain
e
d
f
r
o
m
t
h
e
ex
p
er
t
ass
es
s
m
en
t
an
d
th
en
co
n
v
er
t
ed
in
to
d
escr
ip
tiv
e
ca
teg
o
r
ie
s
o
f
elig
i
b
ilit
y
.
T
h
e
in
s
tr
u
m
en
t
u
s
ed
f
o
r
d
ata
co
llectio
n
is
a
q
u
esti
o
n
n
air
e
w
ith
f
o
u
r
alter
n
ativ
e
an
s
wer
s
,
a
m
o
n
g
wh
ich
4
(
Stro
n
g
A
g
r
ee
)
,
3
(
Ag
r
ee
)
,
2
(
L
ess
Ag
r
ee
)
,
1
(
Dis
ag
r
ee
)
.
Data
c
o
l
lectio
n
is
d
o
n
e
b
y
g
iv
in
g
q
u
esti
o
n
n
air
es
to
ex
p
e
r
t
an
d
u
s
er
r
atin
g
s
.
E
x
p
e
r
ts
an
d
u
s
er
s
ar
e
ask
ed
to
f
ill
in
th
e
a
n
s
wer
s
to
th
e
tick
m
ar
k
o
n
th
e
ap
p
r
o
p
r
iate
s
elec
tio
n
o
f
alter
n
ativ
e
s
o
lu
tio
n
s
an
d
o
p
in
io
n
s
o
r
v
o
tes,
r
esp
ec
tiv
ely
.
No
tice
in
th
e
f
o
r
m
o
f
s
u
g
g
esti
o
n
s
f
o
r
im
p
r
o
v
em
e
n
t
r
eg
a
r
d
in
g
d
ictio
n
m
ed
ia
in
s
er
ted
in
th
e
co
m
m
en
ts
an
d
i
d
ea
s
th
at
h
av
e
b
ee
n
p
r
o
v
id
e
d
at
th
e
en
d
o
f
th
e
q
u
esti
o
n
n
air
e
2
.
6
.
Da
t
a
a
na
l
y
s
is
t
ec
hn
iqu
e
T
h
e
d
ata
an
aly
s
is
tech
n
iq
u
es
u
s
ed
in
th
is
r
esear
ch
is
q
u
an
titativ
e
d
escr
ip
tiv
e
an
aly
s
is
.
Q
u
an
titativ
e
d
escr
ip
tiv
e
an
aly
s
is
ch
ar
ac
ter
izes
th
e
wo
r
ld
o
r
a
p
h
en
o
m
en
o
n
b
y
id
e
n
tify
in
g
p
atter
n
s
in
d
ata
to
an
s
wer
q
u
esti
o
n
s
ab
o
u
t
wh
o
,
wh
at,
w
h
er
e,
w
h
en
,
an
d
to
wh
at
ex
ten
t
[
1
9
]
.
Descr
ip
tiv
e
an
al
y
s
is
s
im
p
lifie
s
ass
ess
m
en
t
to
tr
an
s
f
o
r
m
th
em
in
to
n
u
m
b
er
s
.
Descr
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2252
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[
2
3
]
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
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8
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2
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I
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J
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l.
[
2
4
]
th
at
th
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tu
d
en
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en
jo
y
u
s
in
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m
o
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lth
o
f
th
eir
wo
r
k
o
n
t
h
e
m
o
b
ile
p
h
o
n
e
s
cr
ee
n
.
T
h
is
p
ap
e
r
,
t
h
er
e
f
o
r
e,
p
r
o
v
id
es
a
n
o
p
p
o
r
tu
n
ity
f
o
r
d
e
v
elo
p
er
s
to
cr
ea
te
u
b
iq
u
ito
u
s
lear
n
in
g
en
v
ir
o
n
m
e
n
ts
th
at
co
m
b
in
e
r
ea
l
-
wo
r
ld
an
d
d
ig
ital
wo
r
ld
r
eso
u
r
ce
s
[
2
5
]
.
I
t
b
r
in
g
s
th
eo
r
etica
l
an
d
p
r
ac
tical
id
ea
s
to
th
e
i
m
p
lem
en
tatio
n
o
f
u
b
i
q
u
ito
u
s
lear
n
in
g
c
o
n
tex
ts
.
W
h
ile
p
ay
in
g
atten
tio
n
to
th
e
d
ev
el
o
p
m
en
t
o
f
b
o
th
i
n
d
i
v
i
d
u
a
l
a
n
d
c
o
l
l
e
c
t
i
v
e
l
e
a
r
n
i
n
g
,
t
h
e
r
e
a
d
e
r
i
s
a
l
s
o
i
n
t
e
r
e
s
t
e
d
i
n
g
o
i
n
g
f
u
r
t
h
e
r
[
2
6
]
.
Per
ce
n
tag
e
o
n
th
e
lan
g
u
ag
e
asp
ec
t
o
f
8
7
.
5
%,
th
is
is
b
ec
a
u
s
e
th
e
s
en
ten
ce
s
ar
e
ea
s
y
t
o
r
ea
d
,
t
h
e
in
f
o
r
m
atio
n
o
n
th
e
m
e
d
ia
is
clea
r
,
th
e
in
f
o
r
m
atio
n
o
n
th
e
m
atter
f
o
llo
win
g
th
e
co
n
ten
ts
Z
er
o
s
ick
s
,
b
u
t
th
e
lan
g
u
ag
e
d
ev
el
o
p
er
s
u
s
e
is
s
till
a
litt
le
d
if
f
icu
lt
to
u
n
d
er
s
tan
d
f
o
r
s
tu
d
e
n
ts
.
Fo
r
f
u
r
th
e
r
d
ev
elo
p
m
en
t,
th
e
d
ev
elo
p
er
ca
n
th
en
u
s
e
lan
g
u
ag
e
th
at
is
m
o
r
e
ea
s
ily
u
n
d
er
s
to
o
d
b
y
v
o
ca
tio
n
al
s
tu
d
e
n
ts
.
T
h
e
p
r
o
g
r
ess
o
f
o
n
lin
e
m
ed
ia
is
m
ad
e
s
o
t
h
at
lear
n
in
g
ca
n
b
e
ac
ce
s
s
ed
an
y
wh
er
e
to
lear
n
m
o
r
e
ef
f
icien
tly
an
d
f
le
x
ib
ly
.
T
h
e
d
ev
elo
p
m
e
n
t o
f
o
n
lin
e
m
e
d
ia
p
r
o
v
id
es a
p
o
s
itiv
e
r
esp
o
n
s
e
t
h
a
t c
an
in
cr
ea
s
e
s
tu
d
en
t
m
o
tiv
atio
n
[
2
7
]
.
Per
ce
n
tag
e
asp
ec
ts
o
f
th
e
p
r
esen
t
atio
n
o
f
9
2
.
8
5
7
%,
th
is
is
b
ec
au
s
e
th
e
p
u
r
p
o
s
e
o
f
th
e
m
ed
ia
is
clea
r
,
ac
co
r
d
in
g
to
t
h
e
C
o
r
e
C
o
m
p
eten
ce
an
d
B
ased
C
o
m
p
eten
ce
an
d
lis
ted
o
n
th
e
m
ed
iu
m
o
f
lear
n
in
g
,
lear
n
in
g
m
ed
ia
u
s
ag
e
i
n
s
tr
u
ctio
n
s
ar
e
s
tr
aig
h
tf
o
r
war
d
a
n
d
ea
s
y
to
u
n
d
e
r
s
tan
d
,
p
r
esen
tin
g
co
h
e
r
en
t
an
d
s
y
s
tem
atic
wr
itin
g
co
h
esiv
e
m
ater
ial.
Fo
r
f
u
r
th
e
r
d
ev
el
o
p
m
en
t,
t
h
e
d
e
v
elo
p
er
ca
n
th
en
a
d
d
th
e
s
tu
d
en
t'
s
in
f
o
r
m
atio
n
,
s
u
ch
as a
lis
t o
f
b
o
o
k
s
th
at
ca
n
b
e
ac
ce
s
s
ed
b
y
s
tu
d
e
n
ts
o
n
o
c
cu
p
atio
n
al
s
af
ety
a
n
d
h
ea
lth
.
T
h
e
p
er
ce
n
tag
e
o
f
th
e
b
en
ef
i
cial
asp
ec
ts
o
f
9
7
.
5
%
is
th
at
th
e
m
ed
ia
h
elp
f
ac
ilit
ate
th
e
lear
n
in
g
p
r
o
ce
s
s
,
s
tu
d
en
ts
'
in
ter
est,
cla
r
if
y
th
e
d
eliv
e
r
y
o
f
m
ater
ials
,
an
d
ass
is
t
teac
h
er
s
in
th
e
lear
n
in
g
p
r
o
ce
s
s
.
Fo
r
f
u
r
th
er
d
ev
el
o
p
m
en
t,
th
e
d
e
v
e
lo
p
er
ca
n
th
en
a
d
d
au
d
io
m
ate
r
ials
,
n
o
t
ju
s
t
tex
t.
I
t
is
in
lin
e
with
Su
n
ar
to
,
et
a
l.
r
esear
ch
[
2
8
]
,
wh
ich
s
t
a
t
e
s
t
h
a
t
a
M
o
b
i
l
e
L
e
a
r
n
i
n
g
a
p
p
l
i
c
a
t
i
o
n
h
a
s
b
e
e
n
s
u
c
c
e
s
s
f
u
l
l
y
i
n
c
r
e
a
s
e
d
l
e
a
r
n
i
n
g
o
u
tco
m
es.
T
h
e
d
ata
ca
n
b
e
s
ee
n
i
n
Fig
u
r
e
3
in
f
o
r
m
th
e
g
r
ap
h
p
r
esen
tatio
n
asp
ec
t
p
er
ce
n
ta
g
e
o
f
8
7
.
5
%
an
d
th
is
m
ay
b
e
d
u
e
to
th
e
s
elec
tio
n
o
f
ty
p
ef
ac
e
a
n
d
f
o
n
t
s
ize
is
r
ig
h
t,
th
e
co
l
o
r
co
m
p
o
s
itio
n
with
g
o
o
d
m
e
d
ia
b
ac
k
g
r
o
u
n
d
an
d
tex
t,
la
y
o
u
t,
an
d
im
ag
es
c
o
r
r
esp
o
n
d
in
g
letter
.
Fo
r
f
u
r
th
e
r
d
ev
el
o
p
m
e
n
t,
d
ev
elo
p
e
r
s
ca
n
th
en
m
ak
e
m
ed
ia
m
o
r
e
attr
ac
tiv
e
ag
ain
,
f
o
r
ex
am
p
le,
b
y
ad
d
in
g
f
ea
tu
r
es
an
d
m
o
r
e
d
if
f
er
en
t
co
lo
r
s
elec
tio
n
o
n
lear
n
in
g
m
ed
ia.
T
h
ese
tech
n
o
lo
g
ies
h
elp
s
tu
d
en
ts
lear
n
s
elf
-
ex
tr
ac
tin
g
in
f
o
r
m
atio
n
wh
il
e
a
c
t
i
v
e
l
y
u
s
i
n
g
t
h
e
c
o
g
n
i
t
i
v
e
s
t
r
u
c
t
u
r
e
s
o
f
m
e
m
o
r
y
,
t
h
i
n
k
i
n
g
,
a
n
d
i
m
a
g
i
n
a
t
i
o
n
[
2
9
]
.
Per
ce
n
ta
g
e
o
f
th
e
asp
ec
ts
o
f
ea
s
e
o
f
9
2
.
1
8
7
%,
th
is
is
b
ec
au
s
e
th
e
m
ed
ia
is
ea
s
y
to
u
s
e,
clea
r
p
r
esen
tatio
n
o
f
th
e
m
ater
ial,
wh
ich
is
p
r
esen
te
d
clea
r
ly
an
d
b
u
tto
n
s
wo
r
k
f
i
n
e
f
o
llo
win
g
its
f
u
n
ctio
n
,
a
lan
g
u
ag
e
th
at
is
ea
s
y
to
u
n
d
e
r
s
tan
d
,
th
er
e
ar
e
clea
r
in
s
tr
u
c
tio
n
s
f
o
r
u
s
in
g
th
e
m
ed
ia,
a
n
d
th
e
m
ed
ia
d
o
n
o
t
co
n
f
u
s
e
s
tu
d
en
ts
.
T
h
e
n
ex
t
d
e
v
elo
p
er
'
s
f
u
r
th
er
d
ev
elo
p
m
en
t
d
o
es
n
o
t
n
ee
d
to
r
em
o
v
e
th
e
ex
is
tin
g
s
cr
o
ller
o
n
th
e
m
ed
ia
f
o
r
a
n
o
v
ice
u
s
er
,
n
o
d
if
f
icu
lties
wh
en
u
s
in
g
th
e
m
ed
ia
.
Ub
iq
u
ito
u
s
lear
n
in
g
tak
es
ad
v
an
tag
e
o
f
d
ig
ital
co
n
ten
t,
p
h
y
s
ical
s
u
r
r
o
u
n
d
in
g
s
,
m
o
b
ile
d
ev
ices,
p
er
v
asiv
e
co
m
p
o
n
en
ts
,
an
d
wir
ele
s
s
co
m
m
u
n
icatio
n
to
d
eliv
er
teac
h
in
g
-
lear
n
in
g
e
x
p
er
ien
ce
s
to
u
s
er
s
an
y
tim
e,
an
y
wh
er
e,
a
n
d
an
y
way
.
Ub
iq
u
ito
u
s
lear
n
in
g
ca
n
tr
an
s
f
o
r
m
tr
ad
itio
n
al
ed
u
ca
tio
n
p
r
o
v
id
e
d
at
th
e
class
r
o
o
m
lev
el
an
d
b
y
e
-
lear
n
in
g
.
T
h
e
s
tu
d
en
ts
o
f
d
iv
er
s
e
ac
ad
em
ic
lev
els
ex
p
er
ien
ce
r
e
al
an
d
au
th
en
tic
s
ettin
g
s
,
ar
e
im
m
er
s
ed
in
d
u
al
r
ea
lity
s
ce
n
er
ies,
b
en
ef
it
f
r
o
m
co
n
tex
t
-
awa
r
e
s
u
p
p
o
r
t,
an
d
i
n
ter
ac
t w
ith
d
if
f
er
e
n
t d
ev
ices a
n
d
tech
n
o
l
o
g
ies in
a
b
len
d
ed
f
a
s
h
io
n
[
3
0
]
.
Per
ce
n
tag
e
o
n
th
e
co
n
s
is
ten
cy
asp
ec
t
o
f
9
4
.
6
4
2
%
is
b
ec
au
s
e
th
e
f
o
n
ts
u
s
ed
a
r
e
co
n
s
is
ten
t,
co
n
s
is
ten
t
f
o
n
t
s
ize,
d
is
p
lay
a
u
n
if
o
r
m
,
co
n
s
is
ten
t
n
av
ig
atio
n
b
u
tto
n
lay
o
u
t,
an
d
c
o
n
s
is
ten
t
n
av
ig
atio
n
ess
e
n
tial
f
u
n
ctio
n
s
.
Fo
r
f
u
r
th
er
d
ev
elo
p
m
en
t,
th
e
d
ev
el
o
p
er
ca
n
t
h
en
ad
d
th
e
n
e
x
t
b
u
tto
n
o
n
th
e
m
atter
s
o
th
at
b
ef
o
r
e
th
e
n
ex
t
k
e
y
is
p
r
ess
ed
,
th
en
t
h
e
m
atter
will
n
o
t
m
o
v
e
to
th
e
n
ex
t
q
u
esti
o
n
.
Per
ce
n
tag
e
in
th
e
asp
ec
t
g
r
ap
h
o
f
84.
3
7
5
%,
th
is
is
b
ec
au
s
e
th
e
c
o
lo
r
is
u
s
ed
a
p
p
r
o
p
r
iately
,
th
e
p
ictu
r
e
p
r
esen
ted
is
clea
r
a
n
d
n
o
t
b
r
o
k
e
n
,
a
n
d
th
e
d
esig
n
o
f
th
e
d
is
p
lay
ac
co
r
d
in
g
ly
.
Fo
r
f
u
r
th
er
d
ev
elo
p
m
en
t
,
th
e
n
ex
t
d
e
v
elo
p
er
ca
n
ad
d
c
o
n
ten
t
to
th
e
m
ed
ia
im
ag
e
o
f
lear
n
in
g
s
o
t
h
at
s
tu
d
en
ts
ar
e
in
cr
ea
s
in
g
ly
in
ter
ested
in
lear
n
in
g
m
ed
ia.
T
h
e
last
o
n
e
in
Fig
u
r
e
4
a
b
o
u
t
d
ia
g
r
am
r
atin
g
r
esp
o
n
d
e
n
ts
o
b
tain
ed
th
at
p
er
ce
n
ta
g
e
o
n
d
is
p
lay
asp
ec
ts
o
f
8
8
.
2
1
4
%
th
is
is
d
u
e
to
attr
ac
t
m
ed
ia
a
p
p
ea
r
a
n
ce
an
d
co
lo
r
ar
e
u
s
ed
ac
co
r
d
i
n
g
ly
.
T
h
e
d
ev
el
o
p
er
'
s
f
u
r
th
er
d
ev
elo
p
m
en
t
ca
n
ch
a
n
g
e
th
e
c
o
lo
r
s
b
le
n
d
b
etter
an
d
u
s
e
a
c
o
n
tr
asti
n
g
c
o
lo
r
an
d
f
ir
m
b
u
t
s
till
co
m
f
o
r
ta
b
le
v
iewin
g
b
y
th
e
u
s
er
.
Per
ce
n
tag
e
o
n
t
h
e
m
ate
r
ial
asp
ec
ts
o
f
8
8
.
4
2
8
%
th
is
is
b
ec
au
s
e
o
f
th
e
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m
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p
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co
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tly
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as
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as
ea
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tan
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th
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f
o
r
m
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I
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f
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o
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th
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d
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v
elo
p
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e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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&
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N:
2252
-
8
8
2
2
Ub
iq
u
ito
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s
lea
r
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in
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i
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o
cc
u
p
a
tio
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a
l h
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lth
a
n
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s
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fety
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ca
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(
K
etu
t I
ma
I
s
ma
r
a
)
291
o
r
d
er
o
f
m
ater
ial
o
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f
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in
g
s
to
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m
o
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t,
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m
b
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ater
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icate
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ater
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Per
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g
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ar
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p
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ag
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m
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th
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e
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co
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te
n
t
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f
s
u
ch
m
ater
ial
ico
n
r
ep
lace
d
with
a
h
am
m
er
,
h
elm
et,
an
d
m
o
r
e.
I
t
ca
n
r
ig
h
tly
s
ay
t
h
at
m
o
d
er
n
ed
u
ca
tio
n
is
in
cr
ea
s
in
g
ly
tak
in
g
p
lace
in
a
m
u
ltime
d
ia
en
v
ir
o
n
m
en
t
an
d
r
ely
in
g
o
n
m
u
ltime
d
ia
teac
h
in
g
an
d
lear
n
in
g
.
T
h
e
m
u
ltime
d
ia
d
i
s
p
lay
p
r
o
v
id
es
a
b
etter
u
n
d
er
s
tan
d
i
n
g
an
d
u
n
d
er
s
tan
d
in
g
o
f
teac
h
i
n
g
co
n
ten
t
th
at
ca
n
b
e
p
r
esen
ted
in
m
a
n
y
way
s
an
d
wh
ich
g
iv
es a
h
ig
h
er
e
d
u
ca
tio
n
al
v
alu
e
[
3
1
]
.
I
t is also
n
ec
ess
ar
y
to
d
ir
ec
tly
en
g
ag
e
th
e
s
tu
d
e
n
ts
in
a
d
ialo
g
u
e
ab
o
u
t h
o
w
th
ey
w
o
u
ld
lik
e
to
s
ee
th
e
u
s
e
o
f
tech
n
o
lo
g
y
to
h
elp
th
e
m
lear
n
m
o
r
e
e
f
f
ec
tiv
ely
.
At
t
h
e
s
am
e
tim
e,
it
is
im
p
o
r
ta
n
t
f
o
r
th
e
teac
h
e
r
to
b
e
awa
r
e
th
at
cu
s
to
m
izatio
n
is
ce
n
tr
al
to
th
e
d
ef
in
itio
n
o
f
tech
n
o
lo
g
y
f
o
r
s
tu
d
en
ts
.
I
t
is
s
o
m
eth
in
g
th
at
ad
ap
ts
to
th
eir
n
ee
d
s
,
n
o
t
s
o
m
eth
i
n
g
th
at
r
eq
u
ir
es
th
em
to
ch
a
n
g
e
.
T
h
e
in
co
m
in
g
s
tu
d
en
ts
wil
l
h
av
e
s
ig
n
if
ican
t
ex
p
ec
tatio
n
s
r
eg
ar
d
in
g
th
e
u
s
e
o
f
tech
n
o
lo
g
y
to
s
u
p
p
o
r
t
le
ar
n
in
g
,
b
u
t
th
o
s
e
ex
p
ec
tatio
n
s
ar
e
tied
to
teac
h
er
an
d
th
eir
ab
ilit
y
to
u
s
e
tech
n
o
l
o
g
y
c
o
r
r
ec
tly
[
3
2
]
.
T
h
e
u
s
e
o
f
in
ter
ac
tiv
e
lear
n
in
g
m
ed
ia
b
ased
o
n
An
d
r
o
id
ca
n
co
m
b
in
e
with
b
len
d
e
d
lear
n
i
n
g
im
p
lem
en
tatio
n
.
I
t
ca
n
h
e
lp
im
p
r
o
v
e
s
tu
d
e
n
ts
'
lear
n
in
g
an
d
also
in
cr
ea
s
e
s
tu
d
en
t’
s
ac
h
iev
em
en
t
[
3
3
]
.
4.
CO
NCLU
SI
O
N
T
h
e
ap
p
licatio
n
ca
lled
Z
er
o
s
ick
s
f
o
r
m
o
b
ile
d
ev
ices
to
h
elp
s
tu
d
en
ts
l
ea
r
n
th
e
p
r
i
n
cip
les
o
f
o
cc
u
p
atio
n
al
s
af
ety
an
d
h
ea
lth
h
as
b
ee
n
s
u
cc
ess
f
u
lly
d
ev
elo
p
ed
f
o
r
v
o
ca
tio
n
al
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
an
d
h
as
b
ee
n
ev
alu
ated
with
th
e
r
esu
lts
:
1
)
T
h
e
lev
el
f
ea
s
ib
ilit
y
s
tu
d
y
m
e
d
ia
an
d
r
o
id
b
ased
K3
is
in
clu
d
ed
in
th
e
ca
teg
o
r
y
o
f
"Ve
r
y
De
ce
n
t."
T
est
v
alid
atio
n
is
p
e
r
f
o
r
m
ed
b
a
s
ed
o
n
th
e
asp
ec
t
o
f
m
ater
ial
an
d
m
e
d
ia
asp
ec
ts
,
ea
ch
asp
ec
t
e
x
am
in
ed
b
y
two
ex
p
er
ts
.
B
ased
o
n
th
e
an
aly
s
is
o
f
d
ata
v
alid
atio
n
test
,
a
s
co
r
e
is
an
av
e
r
ag
e
s
co
r
e
o
f
s
u
b
ject
m
atter
ex
p
er
t
s
b
y
9
4
%
with
th
e
test
in
ter
-
r
ate
r
o
f
0
.
8
4
8
wh
ile
th
e
av
er
a
g
e
s
co
r
es
o
f
m
ed
ia
ex
p
er
ts
am
o
u
n
ted
to
9
0
.
5
%
with
th
e
test
in
ter
-
r
ater
0
.
8
2
1
,
b
o
th
in
th
e
ca
teg
o
r
y
o
f
"
Ver
y
De
ce
n
t"
an
d
o
th
er
wis
e
r
eliab
le;
2
)
An
al
y
s
is
o
f
th
e
r
esp
o
n
s
es
to
g
et
an
a
v
er
ag
e
s
co
r
e
o
f
8
8
.
9
8
%
with
a
C
r
o
n
b
ac
h
Alp
h
a
test
f
o
r
0
.
8
2
3
.
Su
g
g
esti
o
n
s
f
r
o
m
t
h
e
d
ev
elo
p
m
en
t
o
f
th
is
p
r
o
d
u
ct
in
clu
d
e
ad
d
in
g
a
v
i
d
eo
to
th
e
m
ed
ia,
p
r
o
v
id
i
n
g
a
s
elec
tio
n
o
f
m
u
s
ic
f
o
r
u
s
er
s
an
d
ad
d
a
d
is
cu
s
s
io
n
f
o
r
u
m
f
o
r
u
s
er
s
.
ACK
NO
WL
E
DG
E
M
E
NT
S
Ack
n
o
wled
g
m
e
n
ts
ar
e
ad
d
r
e
s
s
ed
to
th
e
Min
is
tr
y
o
f
E
d
u
ca
tio
n
an
d
C
u
ltu
r
e
o
f
t
h
e
R
ep
u
b
lic
o
f
I
n
d
o
n
esia.
Ack
n
o
wled
g
m
en
ts
to
Un
iv
er
s
itas
Neg
er
i
Yo
g
y
ak
ar
ta
wh
ich
h
av
e
f
ac
ilit
ated
th
e
r
esear
ch
.
T
h
an
k
s
also
g
o
to
th
e
team
p
ar
ticip
ati
n
g
d
u
r
in
g
t
h
e
d
ata
co
llectio
n
p
r
o
ce
s
s
u
n
til th
e
wr
itin
g
o
f
th
is
ar
ticle.
RE
F
E
R
E
NC
E
S
[1
]
B.
A.
Al
tan
a
n
d
H.
O.
Altı
n
tas
,
“
P
ro
fe
ss
io
n
a
l
I
d
e
n
ti
ti
e
s
o
f
Vo
c
a
t
io
n
a
l
Hig
h
S
c
h
o
o
l
S
tu
d
e
n
ts
a
n
d
Ex
trac
u
rricu
lar
Ac
ti
v
it
ies
,
”
J
o
u
r
n
a
l
o
f
Ed
u
c
a
ti
o
n
a
n
d
T
ra
i
n
i
n
g
S
t
u
d
ies
,
v
o
l
.
5
,
n
o
.
7
,
p
p
.
4
6
-
52
,
2
0
1
7
.
[2
]
M
.
N.
M
a
li
k
,
S
.
S
o
e
n
a
rt
o
,
a
n
d
F
.
S
u
d
a
rso
n
o
,
“
Th
e
c
o
m
p
e
ten
c
y
-
b
a
se
d
train
in
g
m
o
d
e
l
fo
r
v
o
c
a
ti
o
n
a
l
h
ig
h
sc
h
o
o
l
tea
c
h
e
rs fro
m
e
lec
tri
c
a
l
e
x
p
e
rti
se
p
ro
g
ra
m
s,”
J
u
rn
a
l
Pen
d
i
d
ika
n
V
o
k
a
si
,
v
o
l.
8
,
n
o
.
3
,
p
p
.
3
1
3
-
3
2
3
,
2
0
1
8
.
[3
]
R.
G
ry
tn
e
s,
M
.
G
ril
l,
A.
P
o
u
se
tt
e
,
M
.
T
ö
rn
e
r
,
a
n
d
K.
J.
Nie
lse
n
,
“
Ap
p
re
n
ti
c
e
o
r
S
tu
d
e
n
t?
T
h
e
S
tru
c
t
u
re
s
o
f
Co
n
stru
c
ti
o
n
In
d
u
str
y
Vo
c
a
ti
o
n
a
l
Ed
u
c
a
ti
o
n
a
n
d
Train
in
g
i
n
De
n
m
a
rk
a
n
d
S
we
d
e
n
a
n
d
th
e
ir
P
o
ss
ib
le
Co
n
se
q
u
e
n
c
e
s fo
r
S
a
fe
ty
Lea
rn
in
g
,
”
Vo
c
a
ti
o
n
s a
n
d
L
e
a
r
n
in
g
,
v
o
l
.
1
1
,
n
o
.
1
,
p
p
.
6
5
-
87
,
2
0
1
8
.
[4
]
K.
I
.
Ism
a
ra
,
B.
R.
S
e
ti
a
d
i,
A.
W.
Kh
u
r
n
iaw
a
n
,
a
n
d
D.
S
u
p
r
iad
i,
“
Re
a
rra
n
g
in
g
lab
o
ra
t
o
ry
d
e
sig
n
to
wa
rd
s
g
o
o
d
v
o
c
a
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2
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p
p
.
3
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-
3
0
5
,
2
0
1
9
.
[5
]
K.
I.
Ism
a
ra
a
n
d
E.
P
r
ian
to
,
H
o
w
d
o
I
ma
k
e
th
e
V
o
c
a
ti
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n
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l
Ed
u
c
a
ti
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a
b
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ra
t
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ry
a
n
d
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o
rk
sh
o
p
b
e
c
a
me
Co
mfo
rta
b
le,
S
a
fe
a
n
d
He
a
l
th
y
?
Yo
g
y
a
k
a
rta:
UN
Y P
re
ss
,
2
0
1
7
.
[6
]
L.
C.
Oz
se
v
g
e
c
a
n
d
T.
K.
Az
a
k
li
,
“
An
in
v
e
stig
a
ti
o
n
o
n
t
h
e
v
o
c
a
ti
o
n
a
l
h
ig
h
sc
h
o
o
l
st
u
d
e
n
ts’
lea
rn
i
n
g
a
p
p
r
o
a
c
h
e
s
i
n
term
s o
f
v
a
rio
u
s v
a
riab
les
,
”
Un
iv
e
rs
a
l
J
o
u
rn
a
l
o
f
E
d
u
c
a
ti
o
n
a
l
Res
e
a
rc
h
,
v
o
l.
6
,
n
o
.
1
,
p
p
.
1
8
4
-
1
8
9
,
2
0
1
8
.
Evaluation Warning : The document was created with Spire.PDF for Python.
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5
-
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2
292
[7
]
E.
P
.
Yil
d
iz,
M
.
Çe
n
g
e
l,
a
n
d
A.
Alk
a
n
,
“
S
o
c
ial
m
e
d
ia
a
tt
it
u
d
e
s
a
m
o
n
g
v
o
c
a
ti
o
n
a
l
sc
h
o
o
l
st
u
d
e
n
ts
,
”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
Eva
l
u
a
ti
o
n
a
n
d
Res
e
a
rc
h
in
Ed
u
c
a
ti
o
n
(IJ
ER
E)
,
v
o
l
.
8
,
n
o
.
3
,
p
p
.
3
8
4
-
3
9
1
,
2
0
1
9
.
[8
]
H.
Ba
ğ
c
i,
“
An
a
ly
z
in
g
t
h
e
Dig
i
t
a
l
Ad
d
icti
o
n
o
f
Un
i
v
e
rsity
S
tu
d
e
n
ts
t
h
ro
u
g
h
Div
e
rse
Va
riab
les
:
Ex
a
m
p
le
o
f
Vo
c
a
ti
o
n
a
l
S
c
h
o
o
l
,”
I
n
t
.
J
.
C
o
n
tem
p
o
ra
ry
E
d
u
c
.
Res
.
,
v
o
l.
6
,
n
o
.
1
,
p
p
.
1
0
0
-
1
0
9
,
2
0
1
9
.
[9
]
S
.
S
u
y
it
n
o
,
“
De
v
e
lo
p
m
e
n
t
o
f
I
n
t
e
ra
c
ti
v
e
M
u
lt
ime
d
ia
M
e
a
su
re
m
e
n
t
Tec
h
n
iq
u
e
s
to
Im
p
r
o
v
e
Lea
rn
i
n
g
O
u
tco
m
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o
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Vo
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ti
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l
S
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h
o
o
l
S
tu
d
e
n
ts
(i
n
B
a
h
a
sa
)
,
”
J
.
Pen
d
id
ik.
T
e
k
n
o
l.
d
a
n
Ke
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ru
.
,
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o
l.
2
3
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o
.
1
,
p
p
.
1
0
1
-
1
0
9
,
2
0
1
6
.
[1
0
]
B.
Co
p
e
a
n
d
M
.
Ka
lan
tzis,
“
Ub
i
q
u
it
o
u
s
lea
rn
in
g
:
A
n
a
g
e
n
d
a
f
o
r
e
d
u
c
a
ti
o
n
a
l
tran
sfo
rm
a
ti
o
n
,
”
Pro
c
e
e
d
in
g
s
o
f
t
h
e
6
th
I
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ter
n
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ti
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g
,
2
0
1
0
,
p
p
.
5
7
6
-
5
8
2
.
[1
1
]
C.
M
o
h
d
,
F
.
S
h
a
h
b
o
d
in
,
a
n
d
N.
C
.
P
e
e
,
“
Ex
p
lo
ri
n
g
th
e
p
o
ten
t
ial
t
e
c
h
n
o
l
o
g
y
in
p
e
rso
n
a
li
z
e
d
lea
rn
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n
g
e
n
v
ir
o
n
m
e
n
t
(P
LE
),
”
J
o
u
rn
a
l
o
f
Ap
p
li
e
d
S
c
ien
c
e
a
n
d
Ag
ric
u
l
tu
re
,
v
o
l
.
9
,
n
o
.
1
8
,
p
p
.
6
1
-
6
5
,
2
0
1
4
.
[1
2
]
C.
K.
Hs
u
a
n
d
G
.
J.
Hw
a
n
g
,
“
A
c
o
n
tex
t
-
a
wa
re
u
b
i
q
u
it
o
u
s
lea
rn
i
n
g
a
p
p
ro
a
c
h
fo
r
p
ro
v
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i
n
g
i
n
st
a
n
t
lea
rn
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g
su
p
p
o
rt
in
p
e
rso
n
a
l
c
o
m
p
u
ter as
se
m
b
ly
a
c
ti
v
it
ies
,
”
I
n
ter
a
c
ti
v
e
L
e
a
rn
i
n
g
En
v
iro
n
me
n
ts
,
v
o
l
.
2
2
,
n
o
.
6
,
p
p
.
6
8
7
-
7
0
3
,
2
0
1
4
.
[1
3
]
S
.
W.
Hs
ieh
,
Y.
R
.
Ja
n
g
,
G
.
J.
Hw
a
n
g
,
a
n
d
N.
S
.
Ch
e
n
,
“
Eff
e
c
ts
o
f
tea
c
h
in
g
a
n
d
lea
rn
i
n
g
sty
le
s
o
n
st
u
d
e
n
ts’
re
flec
ti
o
n
lev
e
ls f
o
r
u
b
i
q
u
it
o
u
s
lea
rn
in
g
,
”
Co
mp
u
ter
s &
Ed
u
c
a
ti
o
n
,
v
o
l
.
5
7
,
n
o
.
1
,
p
p
.
1
1
9
4
-
1
2
0
1
,
2
0
1
1
.
[1
4
]
C.
K.
N.
C.
K.
M
o
h
d
a
n
d
F
.
S
h
a
h
b
o
d
i
n
,
“
De
sig
n
a
n
d
d
e
v
e
lo
p
m
e
n
t
o
f
a
m
u
lt
ime
d
ia
c
o
u
rse
wa
re
u
si
n
g
p
e
rso
n
a
li
z
e
d
lea
rn
in
g
e
n
v
iro
n
m
e
n
t
a
p
p
r
o
a
c
h
f
o
r
n
u
tri
ti
o
n
t
o
p
ic,”
AR
PN
J
o
u
rn
a
l
o
f
En
g
in
e
e
rin
g
a
n
d
Ap
p
li
e
d
S
c
ien
c
e
s
,
v
o
l
.
1
1
,
n
o
.
1
8
,
p
p
.
1
0
7
1
4
-
1
0
7
2
0
,
2
0
1
6
.
[1
5
]
W.
Li
,
C.
K
.
Ch
i
u
,
a
n
d
J.
C.
R.
T
se
n
g
,
“
Eff
e
c
ts
o
f
a
p
e
rso
n
a
li
z
e
d
n
a
v
ig
a
ti
o
n
su
p
p
o
rt
a
p
p
ro
a
c
h
o
n
st
u
d
e
n
ts’
c
o
n
tex
t
-
a
wa
re
u
b
iq
u
it
o
u
s lea
rn
i
n
g
p
e
rfo
r
m
a
n
c
e
s,”
Ed
u
c
a
ti
o
n
a
l
T
e
c
h
n
o
l
o
g
y
&
S
o
c
iety
,
v
o
l.
2
2
,
n
o
.
2
,
p
p
.
5
6
-
7
0
,
2
0
1
9
.
[1
6
]
S
.
Ya
h
y
a
,
E.
A.
Ah
m
a
d
,
K.
A.
Ja
li
l,
a
n
d
U.
T.
M
a
ra
,
“
Th
e
d
e
fi
n
it
i
o
n
a
n
d
c
h
a
ra
c
teristics
o
f
u
b
iq
u
it
o
u
s
lea
rn
in
g
:
A
d
isc
u
ss
io
n
,
”
I
n
ter
n
a
t
io
n
a
l
J
o
u
rn
a
l
o
f
E
d
u
c
a
ti
o
n
a
n
d
De
v
e
lo
p
me
n
t
u
sin
g
In
f
o
rm
a
ti
o
n
a
n
d
Co
mm
u
n
ica
ti
o
n
T
e
c
h
n
o
l
o
g
y
(IJ
EDICT
)
,
v
o
l.
6
,
n
o
.
1
,
p
p
.
1
1
7
-
1
2
7
,
2
0
1
0
.
[1
7
]
OECD,
“
Co
n
c
e
p
ts
a
n
d
d
e
fin
it
io
n
s
fo
r
id
e
n
ti
fy
i
n
g
R&
D,”
in
T
h
e
M
e
a
su
re
me
n
t
o
f
S
c
ien
ti
fi
c
,
T
e
c
h
n
o
l
o
g
ica
l
a
n
d
In
n
o
v
a
ti
o
n
Activi
ti
e
s
,
F
.
M
a
n
u
a
l
,
Ed
.
OECD
,
p
p
.
4
3
-
79
,
2
0
1
5
.
[1
8
]
N.
Ald
o
o
b
ie,
“
AD
DIE
M
o
d
e
l
,
”
A
m
e
r
i
c
a
n
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
C
o
n
t
e
m
p
o
r
a
r
y
R
e
s
e
a
r
c
h
,
v
o
l
.
5
,
n
o
.
6
,
p
p
.
68
-
7
2
,
2
0
1
5
.
[1
9
]
S
.
L
o
e
b
,
S
.
D
y
n
a
rsk
i
,
D.
M
c
F
a
rl
a
n
d
,
P
.
M
o
rris,
S
.
Re
a
rd
o
n
,
a
n
d
S
.
Re
b
e
r,
“
De
sc
rip
ti
v
e
a
n
a
ly
sis
i
n
e
d
u
c
a
ti
o
n
:
A
g
u
i
d
e
fo
r
re
se
a
rc
h
e
rs,”
U.S
.
De
p
a
rtme
n
t
o
f
E
d
u
c
a
ti
o
n
,
2
0
1
7
.
[2
0
]
H.
N.
Bo
o
n
e
a
n
d
D.
A.
Bo
o
n
e
,
“
An
a
ly
z
in
g
Li
k
e
rt
d
a
ta,”
J
o
u
rn
a
l
o
f
Ext
e
n
s
io
n
,
v
o
l
.
5
0
,
n
o
.
2
,
2
0
1
2
.
[2
1
]
M
.
Tav
a
k
o
l
a
n
d
R.
De
n
n
ick
,
“
M
a
k
in
g
se
n
se
o
f
Cro
n
b
a
c
h
’s
a
lp
h
a
,
”
In
ter
n
a
t
io
n
a
l
J
o
u
rn
a
l
o
f
M
e
d
i
c
a
l
Ed
u
c
a
ti
o
n
,
v
o
l.
2
,
p
p
.
5
3
-
5
5
,
2
0
1
1
.
[2
2
]
D.
G
e
o
rg
e
a
n
d
P
.
M
a
ll
e
r
y
,
S
P
S
S
f
o
r
W
in
d
o
ws S
tep
b
y
S
te
p
:
A
n
swe
rs
to
S
e
lec
ted
Exe
rc
ise
s
.
Bo
sto
n
:
Ally
n
&
Ba
c
o
n
,
2
0
0
3
.
[2
3
]
C.
P
imm
e
r,
M
.
M
a
tee
sc
u
,
a
n
d
U.
G
rö
h
b
iel,
“
M
o
b
il
e
a
n
d
u
b
i
q
u
it
o
u
s
lea
rn
i
n
g
i
n
h
ig
h
e
r
e
d
u
c
a
t
io
n
se
tt
i
n
g
s.
A
sy
ste
m
a
ti
c
re
v
iew
o
f
e
m
p
iri
c
a
l
st
u
d
ies
,
”
Co
m
p
u
ter
s i
n
Hu
ma
n
Be
h
a
v
io
r
,
v
o
l
.
6
3
,
p
p
.
4
9
0
-
5
0
1
,
2
0
1
6
.
[2
4
]
T.
M
.
K
u
rn
iaw
a
n
a
n
d
D.
N
.
Ok
y
,
“
Im
p
lem
e
n
tatio
n
o
f
An
d
r
o
id
-
B
a
se
d
M
o
b
i
le
Lea
rn
in
g
Ap
p
li
c
a
ti
o
n
a
s
a
F
lex
i
b
le
Lea
rn
in
g
M
e
d
ia,”
IJ
CS
I
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
Co
m
p
u
ter
S
c
ie
n
c
e
Iss
u
e
s
,
v
o
l
.
1
1
,
n
o
.
3
,
p
p
.
1
6
8
-
1
7
4
,
2
0
1
4
.
[2
5
]
K.
-
Y.
Ch
in
a
n
d
Y.
-
L.
Ch
e
n
,
“
A
M
o
b
il
e
Lea
rn
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g
S
u
p
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y
ste
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U
b
iq
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it
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Lea
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o
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m
e
n
ts,
”
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ia
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0
1
3
,
v
o
l.
7
3
,
p
p
.
1
4
-
21
.
[2
6
]
J.
G
.
Lab
o
rd
a
,
U
b
iq
u
it
o
u
s lea
r
n
in
g
e
n
v
iro
n
me
n
ts a
n
d
tec
h
n
o
lo
g
ies
.
Kin
sh
u
k
,
H.
Be
rli
n
:
S
p
rin
g
e
r
,
2
0
1
5
.
[2
7
]
L.
He
ra
y
a
n
ti
,
H.
Ha
b
i
b
i,
a
n
d
M
.
F
u
a
d
d
u
n
a
z
m
i,
“
D
e
v
e
lo
p
in
g
m
o
o
d
le
-
b
a
se
d
lea
rn
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m
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d
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f
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a
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p
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sic
s
(i
n
Ba
h
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sa
)
,
”
J
u
rn
a
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C
a
k
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2
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p
p
.
2
1
0
-
2
1
9
,
2
0
1
7
.
[2
8
]
M
.
J.
D.
S
u
n
a
rto
,
B
.
Ha
riad
i
,
T
.
S
a
g
iran
i,
T.
Am
e
li
a
,
a
n
d
J.
L
e
m
a
n
tara
,
“
M
o
Lea
rn
,
a
we
b
-
a
n
d
a
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lea
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f
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lea
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i
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g
p
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ss
in
h
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h
sc
h
o
o
ls,”
I
n
ter
n
a
t
i
o
n
a
l
J
o
u
rn
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o
f
In
stru
c
ti
o
n
,
v
o
l
.
1
3
,
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o
.
1
,
p
p
.
5
3
-
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0
,
2
0
2
0
.
[2
9
]
A.
Irin
a
,
B.
Irin
a
,
G
.
An
a
sta
sia
,
a
n
d
D.
E
l
e
n
a
,
“
A
c
t
i
v
e
l
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a
r
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g
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t
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s
t
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d
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n
t
s
,
”
I
n
t
e
r
n
a
t
i
o
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a
l
J
o
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a
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t
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R
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E
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r
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g
a
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d
E
d
u
c
a
t
i
o
n
,
v
o
l
.
7
,
n
o
.
1
,
p
p
.
8
5
-
9
4
,
2
0
1
9
.
[3
0
]
L.
A.
Cá
rd
e
n
a
s
-
Ro
b
le
d
o
a
n
d
A.
P
e
ñ
a
-
Ay
a
la,
“
Ub
iq
u
it
o
u
s
lea
rn
in
g
:
A
sy
ste
m
a
ti
c
re
v
iew
,
”
T
e
lem
a
ti
c
s
a
n
d
In
fo
rm
a
t
ics
,
v
o
l.
3
5
,
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o
.
5
,
p
p
.
1
0
9
7
-
1
1
3
2
,
2
0
1
8
.
[3
1
]
Z.
S
tan
k
o
v
ić,
J.
M
a
k
sim
o
v
ić,
a
n
d
J.
Os
m
a
n
o
v
ić,
“
Co
g
n
it
i
v
e
t
h
e
o
ries
a
n
d
p
a
ra
d
ig
m
a
ti
c
re
se
a
rc
h
p
o
sts
in
t
h
e
fu
n
c
ti
o
n
o
f
m
u
lt
ime
d
ia
tea
c
h
in
g
a
n
d
lea
rn
i
n
g
,
”
In
ter
n
a
ti
o
n
a
l
J
o
u
r
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a
l
o
f
Co
g
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i
ti
v
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Res
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a
rc
h
in
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c
ien
c
e
,
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g
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e
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rin
g
a
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E
d
u
c
a
ti
o
n
,
v
o
l.
6
,
n
o
.
2
,
p
p
.
1
0
7
-
1
1
4
,
2
0
1
8
.
[3
2
]
S
.
Zah
e
e
r,
S
.
M
.
Bu
tt
,
G
.
V.
An
a
to
l
y
e
v
n
a
,
a
n
d
H.
S
a
lma
n
i
,
“
Do
M
o
b
il
e
Tec
h
n
o
l
o
g
y
in
th
e
Cl
a
ss
ro
o
m
Re
a
ll
y
Im
p
ro
v
e
Lea
rn
i
n
g
Ou
tc
o
m
e
s?
”
I
n
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
Eva
lu
a
ti
o
n
a
n
d
Res
e
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rc
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i
n
Ed
u
c
a
ti
o
n
(
IJ
ER
E)
,
v
o
l.
7
,
n
o
.
3
,
p
p
.
1
8
8
-
1
9
3
,
2
0
1
8
.
[3
3
]
N.
S
h
a
m
su
d
d
i
n
a
n
d
J
.
Ka
u
r,
“
S
tu
d
e
n
ts
’
lea
rn
i
n
g
sty
le
a
n
d
i
ts
e
ffe
c
t
o
n
b
le
n
d
e
d
lea
rn
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n
g
,
d
o
e
s
it
m
a
tt
e
r?
”
In
ter
n
a
t
io
n
a
l
J
o
u
rn
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l
o
f
Ev
a
lu
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ti
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d
Res
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rc
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E
d
u
c
a
ti
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n
(IJ
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,
v
o
l.
9
,
n
o
.
1
,
p
p
.
1
9
5
-
2
0
2
,
2
0
2
0
.
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