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An educa
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s.
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a
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d
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o
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u
c
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ti
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n
Cu
rricu
lu
m
(DEC)
t
o
h
e
lp
st
u
d
e
n
ts
imp
r
o
v
e
th
e
ir
v
is
u
a
li
z
a
ti
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n
,
u
n
d
e
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d
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g
a
n
d
m
e
m
o
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ti
o
n
o
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th
e
t
h
e
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ries
o
f
d
ri
v
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ru
les
a
n
d
re
g
u
latio
n
s
a
s
we
ll
a
s
t
o
b
e
m
o
r
e
p
re
p
a
re
d
b
e
fo
re
tak
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n
g
th
e
d
ri
v
in
g
th
e
o
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y
tes
t.
A
p
re
li
m
in
a
ry
stu
d
y
wa
s
c
o
n
d
u
c
te
d
a
n
d
it
in
d
ica
ted
t
h
a
t
st
u
d
e
n
ts
h
a
d
a
h
a
rd
ti
m
e
in
v
isu
a
li
z
in
g
,
u
n
d
e
r
sta
n
d
in
g
a
n
d
m
e
m
o
r
izin
g
t
h
e
t
h
e
o
ries
o
f
d
riv
i
n
g
.
Th
e
G
a
m
e
De
v
e
lo
p
m
e
n
t
Li
fe
Cy
c
le
(G
DLC)
wa
s
imp
lem
e
n
ted
a
s
a
m
e
th
o
d
o
lo
g
y
to
d
e
v
e
lo
p
t
h
e
DE
C
a
p
p
l
ica
ti
o
n
wh
ich
c
o
n
sists
o
f
in
it
iatio
n
,
p
re
-
p
ro
d
u
c
ti
o
n
,
p
r
o
d
u
c
ti
o
n
,
te
stin
g
,
b
e
ta,
a
n
d
re
lea
se
p
h
a
se
s.
Th
e
e
ffe
c
ti
v
e
n
e
ss
o
f
t
h
e
DEC
a
p
p
li
c
a
ti
o
n
wa
s
m
e
a
su
re
d
b
y
G
a
m
e
-
Ba
se
d
Lea
rn
in
g
E
v
a
lu
a
ti
o
n
M
o
d
e
l
(G
EM
).
Th
e
fin
d
in
g
s
in
d
ica
ted
th
a
t
e
d
u
c
a
ti
o
n
a
l
g
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m
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h
e
lp
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d
s
tu
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n
ts
to
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m
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rsta
n
d
t
h
e
th
e
o
ries
o
f
d
riv
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n
g
e
a
sily
.
K
ey
w
o
r
d
s
:
Dr
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ed
u
ca
tio
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cu
r
r
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lu
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E
d
u
ca
tio
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Gam
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ased
lear
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in
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T
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s
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n
o
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n
a
c
c
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ss
a
rticle
u
n
d
e
r th
e
CC B
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-
SA
li
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n
se
.
C
o
r
r
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s
p
o
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ing
A
uth
o
r
:
Z
ain
ab
Oth
m
an
,
Facu
lty
o
f
C
o
m
p
u
ter
an
d
Ma
th
em
atics,
Un
iv
er
s
iti T
ek
n
o
lo
g
i M
a
r
a
,
Kam
p
u
s
J
asin
,
7
7
3
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J
asin
Me
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Ma
lay
s
ia.
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m
ail:
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.
m
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1.
I
NT
RO
D
UCT
I
O
N
No
wad
ay
s
,
p
eo
p
le
ten
d
to
co
m
m
u
te
to
p
lace
s
u
s
in
g
th
eir
p
r
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ate
v
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icles
m
o
r
e
th
a
n
u
s
in
g
p
u
b
lic
tr
an
s
p
o
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tatio
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[
1
]
.
I
n
o
r
d
er
t
o
d
r
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th
eir
v
e
h
icles,
th
ey
m
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s
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leg
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tak
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Dr
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E
d
u
ca
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C
u
r
r
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lu
m
(
DE
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)
co
u
r
s
e.
T
h
ey
h
av
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to
p
ass
th
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th
eo
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etica
l
test
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s
af
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r
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in
g
th
r
o
u
g
h
co
m
p
u
ter
ized
test
in
g
b
ef
o
r
e
th
ey
ca
n
b
e
p
r
ac
tically
tr
ain
e
d
o
n
th
e
r
o
ad
[
2
]
.
T
h
e
ca
n
d
id
ates
m
u
s
t
atten
d
s
ev
er
al
h
o
u
r
s
o
f
lectu
r
e
r
e
g
a
r
d
in
g
th
e
th
e
o
r
ies
o
f
s
af
e
d
r
i
v
in
g
in
DE
C
[
3
]
,
an
d
th
ey
m
u
s
t
h
av
e
th
e
DE
C
tex
tb
o
o
k
as a
g
u
id
elin
e
t
o
b
ec
o
m
e
a
s
af
e
d
r
i
v
er
[
4
]
.
Ho
wev
er
,
u
s
in
g
o
n
ly
th
e
DE
C
tex
tb
o
o
k
to
p
r
e
p
ar
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f
o
r
th
e
co
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p
u
ter
test
d
o
es
n
o
t
g
iv
e
th
e
m
en
o
u
g
h
v
is
u
aliza
tio
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to
u
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d
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s
tan
d
a
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d
m
em
o
r
ize
th
e
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Ud
ja
ja
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a
l.
[
5
]
s
aid
th
at
a
p
ar
ticu
lar
lear
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in
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s
ty
le
o
f
an
in
d
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v
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d
ep
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s
o
n
h
o
w
th
ey
th
in
k
,
f
ee
l,
h
ea
r
an
d
p
r
a
ctice
.
W
h
en
s
o
m
eo
n
e
th
i
n
k
s
a
n
d
f
ee
ls
s
o
m
et
h
in
g
as
u
n
attr
ac
tiv
e,
th
en
lear
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in
g
will
b
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s
ily
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o
r
g
o
tten
.
R
ese
ar
ch
b
y
No
v
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ta
,
et
a
l.
[
6
]
f
o
u
n
d
th
at
u
n
i
v
er
s
ity
s
tu
d
en
ts
c
o
n
s
id
er
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th
at
m
an
y
tex
tb
o
o
k
s
ar
e
h
ar
d
to
u
n
d
e
r
s
tan
d
.
B
esid
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th
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ex
is
tin
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ap
p
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s
r
eg
ar
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in
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th
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th
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r
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f
DE
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in
th
e
o
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lin
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p
latf
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r
m
s
to
r
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ar
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o
n
ly
in
th
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f
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m
o
f
q
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izze
s
,
wh
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r
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th
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q
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esti
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s
an
d
an
s
wer
s
ar
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in
tex
t
-
b
ased
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d
lack
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f
v
is
u
aliza
tio
n
.
T
h
is
p
r
o
b
lem
r
e
g
ar
d
in
g
th
e
lack
o
f
v
is
u
aliza
tio
n
m
ay
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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A
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tio
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ca
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(
Za
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)
1089
af
f
ec
t
th
e
ef
f
ec
tiv
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ess
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t
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DE
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lear
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b
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d
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T
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ted
b
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[
7]
wh
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Fu
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On
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M
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e
T
h
eo
r
ies
o
f
Dr
iv
er
E
d
u
ca
tio
n
C
u
r
r
icu
lu
m
b
y
u
s
in
g
Gam
e
-
B
ased
L
ea
r
n
in
g
E
v
alu
atio
n
Mo
d
el
(
GE
M)
.
T
h
e
q
u
esti
o
n
n
air
es
h
ad
b
ee
n
m
o
d
if
ied
to
s
u
it
th
e
Ma
lay
s
ian
r
eq
u
ir
em
en
ts
u
s
in
g
th
e
Ma
lay
lan
g
u
ag
e.
T
h
e
ev
alu
atio
n
was
co
n
d
u
cted
f
o
r
p
eo
p
le
ag
e
d
b
etwe
en
1
7
to
2
1
y
ea
r
s
o
ld
wh
o
h
ad
n
e
v
er
tak
e
n
th
e
co
m
p
u
ter
test
b
ef
o
r
e
f
o
r
th
e
d
r
iv
in
g
licen
s
e,
an
d
th
is
is
th
e
leg
al
a
g
e
to
ta
k
e
a
d
r
iv
i
n
g
licen
s
e
f
o
r
class
D
in
th
e
co
u
n
tr
y
.
T
h
e
p
u
r
p
o
s
e
o
f
th
is
ev
alu
atio
n
is
to
s
h
o
w
th
at
an
ed
u
ca
tio
n
al
g
am
e
ca
n
h
elp
s
tu
d
en
ts
to
lear
n
th
e
th
eo
r
ies
o
f
d
r
iv
in
g
ef
f
icien
tly
.
I
t
also
s
h
o
ws
th
at
it
was
an
ef
f
ec
tiv
e
ap
p
licatio
n
to
im
p
r
o
v
e
th
e
u
s
er
’
s
u
n
d
er
s
tan
d
in
g
an
d
m
em
o
r
izatio
n
o
f
th
e
t
h
eo
r
ies o
f
d
r
iv
in
g
.
2.
L
I
T
E
R
AT
U
RE
R
E
VI
E
W
T
h
e
DE
C
is
a
f
o
r
m
al
class
o
r
p
r
o
g
r
a
m
th
at
p
r
e
p
ar
es
a
n
ew
d
r
iv
er
to
r
ec
eiv
e
a
leg
al
d
r
iv
in
g
licen
s
e.
I
t
is
f
o
r
m
u
lated
to
h
elp
d
r
iv
e
r
s
o
r
r
o
ad
u
s
er
s
to
m
aster
th
e
a
s
p
ec
ts
o
f
s
af
ety
an
d
r
eg
u
latio
n
s
th
at
n
ee
d
to
b
e
p
r
ac
tis
ed
o
n
th
e
r
o
ad
.
T
h
er
e
a
r
e
th
r
ee
p
h
ases
o
f
th
e
test
in
t
h
e
DE
C
b
ef
o
r
e
t
h
e
ca
n
d
i
d
ates
o
b
tain
th
eir
d
r
iv
in
g
licen
s
e.
T
h
e
f
ir
s
t
p
h
ase
is
th
e
th
eo
r
etica
l
test
th
r
o
u
g
h
a
c
o
m
p
u
ter
ized
test
in
g
r
e
g
ar
d
in
g
th
e
th
eo
r
ies
o
f
s
af
e
d
r
iv
in
g
,
wh
ic
h
is
to
test
th
e
ca
n
d
id
ates’
lev
el
o
f
co
m
p
r
eh
en
s
io
n
o
n
th
e
tr
af
f
i
c
r
u
les
an
d
r
eg
u
latio
n
s
.
T
h
e
s
ec
o
n
d
p
h
ase
is
to
test
th
e
ca
n
d
id
ates’
s
k
ills
in
co
n
tr
o
llin
g
th
e
v
eh
icle
wh
ile
d
r
iv
in
g
.
L
astl
y
,
th
e
ca
n
d
i
d
ates
will b
e
d
r
iv
in
g
o
n
th
e
r
ea
l r
o
a
d
s
itu
atio
n
s
to
te
s
t th
e
ab
ilit
y
o
f
th
e
ca
n
d
id
ates to
ap
p
ly
th
e
s
af
e
d
r
iv
in
g
th
eo
r
ie
s
lear
n
t in
th
e
f
ir
s
t p
h
ase
s
u
p
er
v
is
ed
b
y
a
leg
al
d
r
iv
in
g
in
s
tr
u
ct
o
r
[
3
]
.
T
h
er
e
ar
e
th
r
ee
ty
p
es
o
f
d
r
i
v
in
g
licen
s
e
w
h
ich
ar
e
L
ea
r
n
er
’
s
Dr
iv
in
g
L
ice
n
s
e
(
L
DL
)
,
Pro
b
atio
n
ar
y
Dr
iv
in
g
L
icen
s
e
(
PDL)
an
d
C
o
m
p
eten
ce
Dr
iv
in
g
L
icen
s
e
(
C
DL
)
.
Pas
s
in
g
th
e
f
ir
s
t
p
h
ase
will
allo
w
th
e
ca
n
d
id
ates
to
o
b
tain
a
n
L
DL
,
wh
er
ea
s
p
ass
in
g
th
e
s
ec
o
n
d
a
n
d
th
ir
d
p
h
ases
will
allo
w
th
em
to
o
b
tain
a
PDL.
PDL
will
ex
p
ir
e
af
ter
two
y
ea
r
s
an
d
b
e
u
p
g
r
a
d
ed
to
C
DL
.
T
h
ese
th
r
ee
ty
p
es
o
f
d
r
iv
in
g
licen
ce
ar
e
p
lace
d
u
n
d
er
th
e
DE
C
p
r
o
g
r
am
.
Ho
wev
er
,
th
e
cu
r
r
e
n
t
DE
C
p
r
o
g
r
am
lack
s
o
f
v
is
u
aliza
tio
n
in
u
n
d
er
s
tan
d
in
g
an
d
m
em
o
r
izin
g
t
h
e
th
eo
r
ies.
Vis
u
aliza
tio
n
p
lay
s
a
s
ig
n
if
ic
an
t
ef
f
ec
t
o
n
m
em
o
r
y
,
as
s
tated
b
y
Ko
s
ar
a
an
d
Ma
ck
i
n
lay
[
8
]
in
th
eir
ar
ticle.
So
,
wh
en
th
er
e
is
a
la
ck
o
f
v
is
u
a
lizatio
n
o
f
th
e
DE
C
th
eo
r
ies,
it
w
ill
b
e
h
ar
d
er
f
o
r
th
e
ca
n
d
id
ates
to
m
em
o
r
ize
th
e
t
h
eo
r
ies.
T
h
e
s
tu
d
y
was
s
u
p
p
o
r
ted
b
y
th
e
s
u
r
v
ey
d
o
n
e
in
t
h
e
p
r
elim
in
a
r
y
s
t
u
d
y
,
wh
e
r
e
8
0
%
o
f
th
e
r
esp
o
n
d
e
n
ts
ag
r
ee
d
t
h
at
th
ey
h
ad
a
h
ar
d
tim
e
in
m
e
m
o
r
izin
g
f
o
r
th
e
co
m
p
u
ter
iz
ed
test
.
T
h
u
s
,
th
is
ed
u
ca
tio
n
al
g
am
e
was
d
esig
n
ed
to
ad
d
v
is
u
aliza
tio
n
to
im
p
r
o
v
e
th
e
ef
f
ec
tiv
en
ess
o
f
th
e
t
h
eo
r
ies
lear
n
t;
it
is
m
u
ch
ea
s
ier
f
o
r
th
e
ca
n
d
id
ates to
u
n
d
er
s
tan
d
an
d
m
em
o
r
ize
t
h
e
th
eo
r
ies.
2
.
1
.
G
a
m
e
-
ba
s
ed
lea
rning
GB
L
is
an
e
-
lear
n
in
g
p
latf
o
r
m
th
at
ca
n
en
co
u
r
ag
e
lear
n
er
s
to
en
h
an
ce
m
o
tiv
atio
n
in
lear
n
in
g
th
r
o
u
g
h
g
am
e
p
lay
in
g
e
x
p
er
ie
n
ce
an
d
as
m
eth
o
d
o
lo
g
y
to
s
u
p
p
o
r
t
ef
f
ec
tiv
e
lear
n
in
g
[
9
,
1
0
]
.
GB
L
is
d
ev
elo
p
ed
in
ten
d
ed
to
teac
h
a
s
u
b
ject
th
r
o
u
g
h
s
o
f
twar
e
th
at
ca
n
b
e
r
u
n
o
n
c
o
m
p
u
ter
s
;
f
o
r
in
s
tan
ce
,
lap
to
p
,
d
esk
to
p
,
h
an
d
h
el
d
,
o
r
g
am
e
c
o
n
s
o
le
[
1
1
]
.
T
h
er
e
ar
e
v
ar
io
u
s
s
u
b
jec
ts
u
s
ed
GB
L
s
u
ch
as
lea
r
n
in
g
b
asic
m
at
h
em
atic
th
r
o
u
g
h
‘
c
o
n
g
k
ak
’
[
1
2
]
,
lear
n
in
g
b
io
lo
g
y
[
1
3
]
,
lear
n
in
g
th
e
Ar
ab
ic
lan
g
u
ag
e
[
1
4
]
a
n
d
lear
n
i
n
g
lin
ea
r
alg
eb
r
a
[
1
5
]
.
A
r
esear
ch
b
y
C
o
n
n
o
ly
[
1
6
]
s
tated
th
at
GB
L
is
u
s
in
g
c
o
m
p
u
ter
g
am
e
-
b
ased
a
p
p
r
o
ac
h
to
co
n
v
ey
,
s
u
p
p
o
r
t,
an
d
im
p
r
o
v
e
lear
n
in
g
,
teac
h
in
g
,
ass
ess
m
en
t,
an
d
ev
alu
atio
n
.
Acc
o
r
d
in
g
to
r
ef
er
e
n
ce
s
[
1
7
,
1
8
]
,
GB
L
is
an
e
-
lear
n
i
n
g
p
latf
o
r
m
th
at
ca
n
en
co
u
r
ag
e
lear
n
e
r
s
to
en
h
an
ce
m
o
tiv
atio
n
in
lea
r
n
in
g
t
h
r
o
u
g
h
g
am
e
p
la
y
in
g
ex
p
er
ien
ce
.
B
ased
o
n
a
n
ar
tic
le
b
y
M
o
h
am
ed
,
et
a
l.
[
1
9
]
,
ef
f
ec
tiv
e
lear
n
i
n
g
is
im
p
r
o
v
e
d
wh
en
th
e
lear
n
er
in
ter
ac
ts
ac
tiv
ely
with
in
th
e
g
am
e,
ex
p
er
ien
ce
s
a
b
alan
ce
o
f
c
h
allen
g
es
an
d
p
o
s
s
ib
le
ac
tio
n
co
u
r
s
es
an
d
m
en
tally
in
v
o
lv
ed
in
th
e
g
am
e.
GB
L
g
iv
es
th
e
lear
n
er
a
p
la
tf
o
r
m
t
o
lear
n
t
h
r
o
u
g
h
ex
p
e
r
ie
n
ce
an
d
k
n
o
wled
g
e
ac
q
u
is
itio
n
.
T
h
e
co
m
b
in
atio
n
o
f
th
ese
two
is
u
s
u
ally
m
o
r
e
e
f
f
icien
t
th
an
lear
n
in
g
b
y
ju
s
t
s
tu
d
y
in
g
.
Acc
o
r
d
in
g
to
I
d
a
,
et
a
l.
[
2
0
]
,
th
e
g
am
e
h
as
b
ee
n
r
ec
o
g
n
ized
b
y
th
e
e
d
u
ca
tio
n
al
th
e
o
r
ies
an
d
r
esea
r
ch
er
s
as
p
o
ten
tial
r
eso
u
r
ce
s
in
th
e
lear
n
in
g
p
r
o
ce
s
s
.
B
e
s
id
es,
a
GB
L
ap
p
r
o
ac
h
is
an
ef
f
ec
tiv
e
m
eth
o
d
to
lead
er
s
h
ip
s
k
ills
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
4
,
Dec
em
b
e
r
2
0
2
0
:
10
88
-
1
0
9
5
1090
g
r
o
wth
,
wh
ich
th
e
m
ai
n
s
k
ills
d
ev
elo
p
ed
wer
e:
m
o
tiv
atio
n
,
f
ac
ilit
atio
n
,
co
ac
h
in
g
,
m
in
d
s
et
ch
an
g
in
g
,
a
n
d
co
m
m
u
n
icatio
n
[
2
1
]
.
2
.
2
.
G
a
m
e
-
ba
s
ed
lea
rning
m
o
del
s
Ma
n
y
d
if
f
er
e
n
t
m
o
d
els
ca
n
b
e
u
s
ed
as
a
g
u
id
elin
e
in
d
ev
elo
p
in
g
a
GB
L
.
So
m
e
o
f
th
e
m
o
d
els
ar
e
Gam
eFlo
w
Mo
d
el,
Gam
e
-
B
ased
L
ea
r
n
i
n
g
E
v
alu
atio
n
Mo
d
e
l
(
GE
M)
an
d
Gam
e
O
b
ject
M
o
d
el
(
GOM
)
.
T
h
e
GE
M
m
o
d
el
was
im
p
lem
en
te
d
as
an
in
d
icato
r
to
e
v
alu
ate
t
h
e
ef
f
ec
tiv
en
ess
o
f
th
e
u
s
ag
e
o
f
a
s
er
io
u
s
g
am
e
in
e
d
u
ca
tio
n
[
2
2
]
.
T
h
ese
in
d
icat
o
r
s
h
elp
in
ev
al
u
atin
g
th
e
g
a
m
e’
s
ef
f
ec
tiv
en
ess
b
ef
o
r
e
(
p
r
e
-
test
)
,
d
u
r
in
g
an
d
af
ter
(
p
o
s
t
-
test
)
p
lay
in
g
th
e
g
a
m
e.
Desig
n
in
d
icat
o
r
s
ar
e
r
elate
d
to
th
e
ev
alu
atio
n
o
f
d
u
r
in
g
th
e
g
am
e
p
lay
a
n
d
th
e
g
am
e
s
u
ch
as
A
ctio
n
La
n
g
u
a
g
e,
F
ee
d
b
a
ck
,
C
h
a
llen
g
e,
C
o
n
tr
o
l,
R
u
les
a
n
d
Go
a
ls
an
d
Ga
me
Wo
r
ld
s
.
W
h
er
ea
s
lear
n
in
g
in
d
icato
r
s
a
r
e
r
elate
d
to
ev
alu
atio
n
b
e
f
o
r
e
an
d
a
f
ter
th
e
g
am
e
p
lay
to
m
ea
s
u
r
e
th
e
lear
n
in
g
o
u
tco
m
e
t
h
at
th
e
u
s
er
h
ad
g
ai
n
ed
f
r
o
m
p
lay
in
g
th
e
g
am
e
s
u
ch
as
S
elf
-
E
ffica
c
y
an
d
E
n
g
a
g
eme
n
t/M
o
tiva
tio
n
.
B
o
th
in
d
icato
r
s
ar
e
s
h
o
wn
in
T
ab
le
1
an
d
T
ab
le
2
r
esp
ec
tiv
ely
.
Yed
r
i
,
et
a
l.
[
2
3
]
r
ep
o
r
ted
th
at
s
er
io
u
s
g
am
es
attr
ac
t
th
e
atten
tio
n
o
f
s
tu
d
e
n
ts
an
d
p
r
o
f
ess
io
n
als
in
m
a
n
y
ar
ea
s
i
n
clu
d
in
g
b
u
s
in
ess
,
ec
o
n
o
m
y
,
e
d
u
ca
tio
n
,
h
ea
lth
ca
r
e,
p
o
liti
c,
m
an
u
f
ac
tu
r
in
g
,
s
cien
tific
,
m
ed
ici
n
e,
an
d
to
u
r
is
m
.
T
ab
le
1
.
E
lem
e
n
ts
o
f
d
esig
n
i
n
d
icato
r
s
D
e
s
i
g
n
i
n
d
i
c
a
t
o
r
s
Ex
p
l
a
n
a
t
i
o
n
A
c
t
i
o
n
l
a
n
g
u
a
g
e
A
met
h
o
d
w
h
e
r
e
t
h
e
g
a
me
i
n
t
e
r
f
a
c
e
a
l
l
o
w
s
t
h
e
p
l
a
y
e
r
t
o
i
n
t
e
r
a
c
t
w
i
t
h
[
2
4
]
.
F
e
e
d
b
a
c
k
F
e
e
d
b
a
c
k
f
r
o
m
t
h
e
g
a
me
t
o
i
n
f
o
r
m t
h
e
p
l
a
y
e
r
o
n
t
h
e
p
r
o
g
r
e
ss
o
f
t
h
e
g
a
m
e
[
2
5
]
.
F
o
r
e
x
a
m
p
l
e
,
sco
r
e
s
,
h
i
n
t
s
a
n
d
a
c
h
i
e
v
e
m
e
n
t
s.
C
h
a
l
l
e
n
g
e
G
a
me
c
o
n
t
e
n
t
w
h
e
r
e
t
h
e
p
l
a
y
e
r
f
a
c
e
s
p
r
o
b
l
e
ms [
2
2
]
a
n
d
t
h
e
c
h
a
l
l
e
n
g
e
s
h
o
u
l
d
m
a
t
c
h
t
h
e
p
l
a
y
e
r
’
s
sk
i
l
l
l
e
v
e
l
[
2
5
]
.
C
o
n
t
r
o
l
Th
e
p
l
a
y
e
r
’
s
c
o
n
t
r
o
l
o
f
t
h
e
g
a
me
p
l
a
y
o
r
c
o
n
t
e
n
t
a
n
d
t
h
e
p
l
a
y
e
r
’
s s
c
o
p
e
f
o
r
e
f
f
e
c
t
o
v
e
r
t
h
e
g
a
m
e
e
l
e
m
e
n
t
s [
2
6
]
a
n
d
a
l
l
o
w
t
h
e
p
l
a
y
e
r
t
o
man
i
p
u
l
a
t
e
t
h
e
g
a
m
e
w
o
r
l
d
[
2
7
]
.
R
u
l
e
s
a
n
d
g
o
a
l
s
R
u
l
e
s
a
r
e
a
m
e
t
h
o
d
u
s
e
d
b
y
t
h
e
p
l
a
y
e
r
t
o
s
o
l
v
e
p
r
o
b
l
e
ms
t
o
r
e
a
c
h
t
h
e
g
o
a
l
s
o
f
t
h
e
g
a
me
.
G
a
me
w
o
r
l
d
s
R
e
l
a
t
e
d
t
o
t
h
e
c
o
n
t
e
x
t
o
f
t
h
e
g
a
me
a
n
d
t
h
e
g
a
me
e
n
v
i
r
o
n
m
e
n
t
s
u
c
h
a
s
t
h
e
n
a
r
r
a
t
i
o
n
,
l
o
c
a
t
i
o
n
,
r
o
l
e
o
f
p
l
a
y
e
r
a
n
d
i
t
c
o
u
l
d
b
e
r
e
a
l
i
s
t
i
c
o
r
f
a
n
t
a
si
e
s [2
8
]
.
T
ab
le
2
.
E
lem
e
n
ts
o
f
lear
n
i
n
g
in
d
icato
r
s
Le
a
r
n
i
n
g
I
n
d
i
c
a
t
o
r
s
Ex
p
l
a
n
a
t
i
o
n
S
e
l
f
-
e
f
f
i
c
a
c
y
I
n
d
i
v
i
d
u
a
l
s’
b
e
l
i
e
f
s o
r
l
e
a
r
n
e
r
’
s c
o
n
f
i
d
e
n
c
e
i
n
t
h
e
i
r
p
e
r
f
o
r
ma
n
c
e
c
a
p
a
b
i
l
i
t
i
e
s a
n
d
a
b
i
l
i
t
y
t
o
p
e
r
f
o
r
m
t
h
e
t
a
s
k
[
2
9
]
.
M
o
t
i
v
a
t
i
o
n
/
E
n
g
a
g
e
m
e
n
t
Le
a
r
n
e
r
’
s e
n
g
a
g
e
m
e
n
t
a
n
d
c
o
n
c
e
n
t
r
a
t
i
o
n
t
o
w
a
r
d
s t
h
e
s
u
b
j
e
c
t
m
a
t
t
e
r
[
3
0
]
a
n
d
t
h
e
p
e
r
so
n
’
s
a
c
t
i
v
e
i
n
v
o
l
v
e
m
e
n
t
i
n
a
t
a
s
k
[
3
1
]
.
3.
RE
S
E
ARCH
M
E
T
H
O
D
T
h
e
d
ev
el
o
p
m
en
t
o
f
t
h
is
ap
p
l
icatio
n
was
b
ased
o
n
th
e
Ga
m
e
Dev
elo
p
m
e
n
t
L
if
e
C
y
cle
(
GDL
C
)
.
I
t
co
n
s
is
ts
o
f
s
ix
p
h
ases
wh
ich
ar
e
in
itiatio
n
,
p
r
e
-
p
r
o
d
u
ctio
n
,
p
r
o
d
u
ctio
n
,
test
in
g
,
b
eta
a
n
d
r
elea
s
e
p
h
ases
.
GDL
C
was
ch
o
s
en
b
ec
au
s
e
it
u
s
es
th
e
iter
ativ
e
ap
p
r
o
ac
h
,
wh
er
e
it
en
a
b
les
a
h
i
g
h
er
d
eg
r
ee
o
f
f
lex
ib
ilit
y
to
ch
a
n
g
es.
I
f
th
er
e
ar
e
b
u
g
s
an
d
er
r
o
r
s
f
o
u
n
d
in
th
e
test
in
g
p
h
a
s
e,
it c
an
iter
ate
b
ac
k
to
th
e
p
r
e
-
p
r
o
d
u
ctio
n
p
h
ase
to
m
ak
e
im
p
r
o
v
em
e
n
ts
u
n
til
it
is
r
ea
d
y
f
o
r
b
eta
test
in
g
.
Mo
r
eo
v
er
,
th
e
co
s
t
to
f
ix
th
e
b
u
g
s
an
d
er
r
o
r
s
ar
e
less
ex
p
en
s
iv
e
b
ec
a
u
s
e
it is
g
o
in
g
t
h
r
o
u
g
h
th
e
iter
ativ
e
p
r
o
ce
s
s
.
T
h
e
co
n
ce
p
t
o
f
th
is
g
am
e
is
lik
e
d
r
iv
in
g
a
ca
r
o
n
th
e
ac
tu
al
r
o
ad
wh
er
e
th
e
p
lay
e
r
will
b
e
n
av
ig
atin
g
a
ca
r
u
s
in
g
k
ey
p
r
ess
,
an
d
th
e
y
will
h
av
e
to
r
ea
ch
th
e
d
esir
ed
s
co
r
e
to
u
n
lo
ck
th
e
n
ex
t
le
v
el.
Alo
n
g
th
e
way
,
th
e
p
lay
er
will
h
av
e
to
a
n
s
wer
q
u
esti
o
n
s
r
eg
ar
d
i
n
g
t
h
e
th
e
o
r
ies
o
f
th
e
DE
C
b
y
ch
o
o
s
in
g
th
e
co
r
r
ec
t
p
ath
o
r
an
s
wer
in
g
th
e
r
ig
h
t
q
u
esti
o
n
s
.
Ma
r
k
s
will
b
e
g
iv
e
n
f
o
r
th
e
co
r
r
ec
t
a
n
s
wer
s
.
T
h
e
p
lay
er
c
an
o
n
ly
m
a
k
e
th
r
ee
m
is
tak
es
b
ef
o
r
e
th
e
g
am
e
is
o
v
er
an
d
th
ey
wo
u
ld
h
a
v
e
to
r
es
tar
t
th
e
g
am
e.
Als
o
,
th
e
co
r
r
ec
t
an
s
wer
will
b
e
d
is
p
lay
ed
if
th
ey
ch
o
s
e
th
e
wr
o
n
g
an
s
wer
s
o
th
at
th
ey
ca
n
lear
n
f
r
o
m
th
eir
m
is
tak
es.
T
h
e
e
n
v
ir
o
n
m
en
t
will
b
e
o
n
th
e
r
o
ad
,
a
n
d
th
e
p
lay
er
will b
e
co
n
tr
o
llin
g
a
ca
r
.
I
n
ter
n
al
test
in
g
was
co
n
d
u
cte
d
to
test
wh
eth
er
th
e
g
am
e
f
u
n
ctio
n
s
co
r
r
ec
tly
.
T
h
e
asp
ec
ts
th
at
will
b
e
test
ed
ar
e
th
e
g
am
e
f
u
n
ctio
n
al
ity
an
d
d
if
f
icu
lty
v
ia
p
lay
test
in
g
,
a
n
d
th
e
g
am
e
ac
ce
s
s
ib
ilit
y
is
test
ed
to
s
ee
if
th
e
g
am
e
is
ea
s
y
to
b
e
u
n
d
e
r
s
to
o
d
b
y
th
e
u
s
er
.
I
f
th
e
g
am
e
is
ch
allen
g
in
g
to
p
lay
an
d
u
n
d
er
s
tan
d
,
th
en
it
m
ea
n
s
th
e
g
am
e
is
n
o
t
ac
ce
s
s
i
b
le
en
o
u
g
h
.
At
th
e
en
d
o
f
th
e
test
in
g
,
th
e
b
u
g
is
r
ep
o
r
ted
.
T
h
e
an
aly
s
is
is
m
ad
e
wh
eth
er
to
r
e
-
iter
ate
th
e
p
r
o
d
u
ctio
n
cy
cle
to
m
ak
e
im
p
r
o
v
em
en
ts
o
r
p
r
o
ce
ed
t
o
th
e
n
ex
t
p
h
ase.
T
h
er
e
ar
e
two
ty
p
es
o
f
m
eth
o
d
s
in
b
eta
test
in
g
,
wh
ich
ar
e
clo
s
ed
b
eta
a
n
d
o
p
en
b
eta.
T
h
e
cl
o
s
ed
b
et
a
allo
ws
o
n
ly
o
n
e
s
elec
ted
p
er
s
o
n
to
b
ec
o
m
e
th
e
test
er
,
wh
ile
o
p
en
b
eta
allo
w
s
an
y
o
n
e
wh
o
r
eg
is
ter
s
to
b
ec
o
m
e
th
e
test
er
.
T
h
e
clo
s
ed
b
eta
was
ch
o
s
en
as
t
h
e
m
eth
o
d
s
in
ce
th
e
test
er
s
m
u
s
t
b
e
in
d
i
v
id
u
als
wh
o
h
av
e
n
o
t
t
ak
en
th
e
c
o
m
p
u
ter
test
f
o
r
th
e
DE
C
,
an
d
th
e
ev
alu
atio
n
will b
e
b
ased
o
n
th
e
G
E
M
m
o
d
el.
T
h
is
is
to
d
eter
m
in
e
wh
eth
er
th
is
g
am
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
A
n
ed
u
c
a
tio
n
a
l
g
a
me
o
n
th
e
th
eo
r
ies o
f d
r
iver e
d
u
ca
tio
n
cu
r
r
icu
lu
m:
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n
ev
a
lu
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tio
n
(
Za
i
n
a
b
Oth
ma
n
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1091
ac
h
iev
es
th
e
o
b
jectiv
e,
wh
ich
is
th
e
ef
f
ec
tiv
en
ess
o
f
u
s
in
g
an
e
d
u
ca
tio
n
al
g
am
e
to
lear
n
d
r
i
v
in
g
r
u
les
a
n
d
r
eg
u
latio
n
s
.
T
ab
le
3
an
d
T
ab
le
4
s
h
o
w
th
e
s
ca
le
o
f
GE
M
cr
e
ated
b
ased
o
n
th
e
d
esig
n
an
d
l
ea
r
n
in
g
in
d
icato
r
s
.
T
ab
le
3
.
T
h
e
s
ca
le
o
f
GE
M
o
n
th
e
g
am
e
d
esig
n
F
a
c
t
o
r
s
I
t
e
m N
o
.
C
o
n
t
e
n
t
s
C
h
a
l
l
e
n
g
e
C1
Th
i
s
g
a
me
i
s
a
p
p
r
o
p
r
i
a
t
e
l
y
c
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o
n
:
I
n
t
h
i
s
g
a
me
,
t
h
e
p
l
a
y
e
r
h
a
s
t
h
e
f
r
e
e
d
o
m
o
f
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o
n
t
r
o
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l
i
n
g
t
h
e
c
a
r
a
n
d
d
r
i
v
e
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l
o
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g
t
h
e
r
o
a
d
t
o
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i
n
d
t
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n
e
x
t
q
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e
st
i
o
n
.
T
h
e
p
l
a
y
e
r
’
s
a
n
sw
e
r
w
i
l
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a
l
so
a
f
f
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t
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m
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t
s
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r
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s
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l
l
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d
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p
l
a
y
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s
sc
o
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e
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f
t
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p
l
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y
e
r
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sw
e
r
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d
w
r
o
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y
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t
h
e
f
u
e
l
l
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v
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o
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l
d
d
e
c
r
e
a
se
.
I
f
t
h
e
f
u
e
l
i
s
e
m
p
t
y
,
t
h
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p
l
a
y
e
r
c
a
n
n
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t
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o
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t
i
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d
r
i
v
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g
a
n
y
m
o
r
e
,
a
n
d
t
h
e
g
a
me
w
i
l
l
b
e
o
v
e
r
.
I
f
t
h
e
p
l
a
y
e
r
a
n
sw
e
r
e
d
c
o
r
r
e
c
t
l
y
,
t
h
e
sco
r
e
w
o
u
l
d
i
n
c
r
e
a
se
b
y
o
n
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
A
n
ed
u
c
a
tio
n
a
l
g
a
me
o
n
th
e
th
eo
r
ies o
f d
r
iver e
d
u
ca
tio
n
cu
r
r
icu
lu
m:
A
n
ev
a
lu
a
tio
n
(
Za
i
n
a
b
Oth
ma
n
)
1093
5.
RE
SU
L
T
S
AND
D
I
SCU
SS
I
O
N
T
h
e
ev
alu
atio
n
was
co
n
d
u
cte
d
o
n
th
e
tar
g
et
u
s
er
s
wh
o
we
r
e
in
d
iv
i
d
u
als
with
o
u
t
a
d
r
iv
i
n
g
licen
s
e
an
d
h
ad
n
ev
er
tak
en
th
e
co
m
p
u
ter
test
b
e
f
o
r
e.
T
h
e
r
esp
o
n
d
en
ts
wer
e
d
iv
id
ed
in
to
two
g
r
o
u
p
s
wh
ich
wer
e
co
n
tr
o
l
g
r
o
u
p
a
n
d
ex
p
er
im
e
n
t
al
g
r
o
u
p
.
T
h
e
e
x
p
er
im
e
n
tal
g
r
o
u
p
was
th
e
g
r
o
u
p
th
at
s
tu
d
ie
d
th
e
te
o
r
ies
o
f
DE
C
b
y
p
lay
in
g
th
e
g
am
e
ap
p
licati
o
n
wh
ile
th
e
co
n
tr
o
l
g
r
o
u
p
s
t
u
d
ied
u
s
in
g
th
e
DE
C
tex
tb
o
o
k
o
n
ly
.
B
o
th
g
r
o
u
p
s
an
s
wer
ed
th
e
p
r
e
-
test
an
d
p
o
s
t
-
test
q
u
esti
o
n
s
to
ev
alu
ate
th
ei
r
u
n
d
e
r
s
tan
d
in
g
a
n
d
m
em
o
r
iza
tio
n
o
f
th
e
t
h
eo
r
ies
o
f
DE
C
.
T
h
is
r
esu
lt
wo
u
ld
f
u
r
th
er
s
u
p
p
o
r
t
th
is
g
am
e’
s
ef
f
ec
tiv
en
ess
to
th
e
u
s
er
.
A
L
ik
e
r
t
-
Scale
[
3
2
]
was
u
s
e
d
to
d
eter
m
in
e
th
e
av
er
ag
e
v
alu
e
ac
cu
m
u
lated
b
ased
o
n
th
e
G
E
M
m
o
d
el.
Fo
r
th
e
b
eg
in
n
in
g
,
b
o
th
g
r
o
u
p
s
wer
e
g
iv
en
th
e
s
am
e
s
et
o
f
p
r
e
-
test
q
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esti
o
n
s
o
n
th
eir
b
asic
k
n
o
wl
ed
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e.
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h
e
n
,
th
ey
wer
e
g
iv
en
a
wee
k
to
s
tu
d
y
th
e
th
eo
r
ies
o
f
DE
C
u
s
in
g
n
o
tes
f
o
r
th
e
co
n
tr
o
l
g
r
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u
p
an
d
u
s
in
g
th
is
g
am
e
f
o
r
th
e
ex
p
er
im
en
t
al
g
r
o
u
p
.
Af
ter
th
at,
th
ey
wer
e
g
iv
en
a
p
o
s
t
-
test
.
B
ased
o
n
T
ab
le
6
,
th
e
r
esu
lt
o
n
th
e
ass
ess
m
en
t
s
,
p
o
s
t
-
test
m
in
u
s
p
r
e
-
test
wer
e
ca
lcu
lated
an
d
an
al
y
ze
d
to
i
n
v
esti
g
ate
th
e
d
if
f
er
e
n
ce
s
in
th
e
ad
v
an
ce
m
en
t
o
f
th
eir
k
n
o
wled
g
e.
I
t
was
in
d
icate
d
th
at
th
e
av
er
ag
e
r
es
u
lt
f
o
r
th
e
ex
p
er
im
e
n
tal
g
r
o
u
p
was
s
ig
n
if
ican
tly
h
ig
h
er
th
an
th
e
av
er
ag
e
r
esu
lt
f
o
r
t
h
e
c
o
n
tr
o
l
g
r
o
u
p
wh
ich
was
2
0
.
9
3
%
an
d
1
1
.
6
%
r
esp
e
ctiv
ely
.
T
h
e
f
i
n
d
in
g
s
s
h
o
w
th
e
p
ar
ticip
an
ts
wh
o
lear
n
ed
th
e
th
eo
r
ies
o
f
DE
C
t
h
r
o
u
g
h
th
e
g
am
e
h
ad
a
b
etter
u
n
d
er
s
tan
d
i
n
g
a
n
d
m
e
m
o
r
izin
g
co
m
p
ar
ed
to
th
o
s
e
wh
o
r
ea
d
t
h
e
DE
C
tex
tb
o
o
k
.
I
t
was
s
u
p
p
o
r
ted
b
y
[
3
3
,
3
4
]
wh
er
e
m
em
o
r
izin
g
u
s
in
g
th
e
g
am
e
is
b
e
tter
th
an
r
ea
d
th
e
DE
C
tex
tb
o
o
k
an
d
h
av
e
f
u
n
ac
tiv
ities
b
ec
au
s
e
i
t
in
v
o
lv
e
d
i
n
ter
ac
tiv
ity
,
th
in
k
in
g
,
lear
n
in
g
an
d
s
tr
ateg
ies.
T
h
e
ev
al
u
atio
n
o
f
q
u
esti
o
n
n
a
ir
es
as
lis
ted
in
T
a
b
le
3
an
d
T
ab
le
4
h
ad
its
o
wn
m
ea
n
v
alu
es
to
d
eter
m
in
e
wh
ich
cr
iter
ia
h
av
e
th
e
h
ig
h
est
p
er
ce
n
ta
g
e
o
f
a
g
r
ee
d
ab
ilit
y
o
f
u
s
er
.
T
h
e
to
tal
m
ea
n
o
f
th
e
d
esig
n
in
d
icato
r
s
will
d
eter
m
in
e
wh
eth
er
th
is
g
am
e
is
ef
f
ec
tiv
e
o
r
n
o
t
an
d
th
e
to
tal
m
ea
n
o
f
lear
n
in
g
in
d
icato
r
s
will
d
eter
m
in
e
wh
at
th
e
u
s
er
f
elt
th
e
m
o
s
t a
f
ter
lear
n
in
g
th
r
o
u
g
h
t
h
is
g
am
e.
T
ab
le
6
.
Pre
-
test
an
d
p
o
s
t
-
test
r
esu
lts
an
d
its
m
ea
n
v
alu
es
C
o
n
t
r
o
l
G
r
o
u
p
Ex
p
e
r
i
m
e
n
t
a
l
G
r
o
u
p
Pre
-
t
e
st
(
%)
P
o
st
-
t
e
st
(
%)
(
P
o
st
-
t
e
st
)
–
(Pre
-
t
e
st
)
(
%)
Pre
-
t
e
st
(
%)
P
o
st
-
t
e
st
(
%)
(
P
o
st
-
t
e
st
)
–
(
p
r
e
-
t
e
s
t
)
(
%)
P
a
r
t
i
c
i
p
a
n
t
1
66
74
8
56
82
26
P
a
r
t
i
c
i
p
a
n
t
2
60
68
8
70
88
18
P
a
r
t
i
c
i
p
a
n
t
3
54
84
30
70
96
26
P
a
r
t
i
c
i
p
a
n
t
4
68
78
10
66
90
24
P
a
r
t
i
c
i
p
a
n
t
5
64
82
18
74
78
4
P
a
r
t
i
c
i
p
a
n
t
6
76
88
12
68
94
26
P
a
r
t
i
c
i
p
a
n
t
7
78
90
12
64
94
30
P
a
r
t
i
c
i
p
a
n
t
8
68
76
8
58
84
26
P
a
r
t
i
c
i
p
a
n
t
9
68
74
6
76
82
6
P
a
r
t
i
c
i
p
a
n
t
1
0
58
70
12
62
92
30
P
a
r
t
i
c
i
p
a
n
t
1
1
66
74
8
74
84
10
P
a
r
t
i
c
i
p
a
n
t
1
2
66
76
10
66
78
12
P
a
r
t
i
c
i
p
a
n
t
1
3
60
72
12
54
80
26
P
a
r
t
i
c
i
p
a
n
t
1
4
56
70
14
70
96
26
P
a
r
t
i
c
i
p
a
n
t
1
5
74
80
6
62
86
24
M
e
a
n
1
1
.
6
2
0
.
9
3
5
.
1
.
Desig
n i
nd
ica
t
o
rs
B
ased
o
n
T
ab
le
7
,
f
o
r
th
e
e
v
a
lu
atio
n
ch
allen
g
e
f
ac
t
o
r
,
t
h
e
h
ig
h
est
v
o
ted
q
u
esti
o
n
was
“
ag
r
ee
ab
ilit
y
o
n
th
e
g
a
m
e
p
r
o
v
id
es
n
ew
c
h
a
llen
g
es
with
an
ap
p
r
o
p
r
iate
p
a
cin
g
(
C
5
)
”
with
th
e
av
e
r
ag
e
m
ea
n
o
f
3
.
7
9
.
I
n
th
e
f
ee
d
b
ac
k
ev
alu
atio
n
,
th
e
m
o
s
t
s
elec
ted
q
u
esti
o
n
was
“
th
e
p
l
ay
er
ag
r
ee
d
th
at
t
h
ey
r
ec
ei
v
e
i
m
m
ed
iate
f
ee
d
b
ac
k
o
n
th
e
p
r
o
g
r
ess
in
th
e
g
am
e
(
F2
)
”
with
th
e
av
er
ag
e
m
ea
n
o
f
4
.
2
9
.
T
h
er
e
wer
e
two
m
o
s
t
v
o
ted
q
u
esti
o
n
s
i
n
R
u
les
an
d
Go
als
wer
e
“
o
v
er
all
g
am
e
g
o
als
wer
e
p
r
esen
ted
at
th
e
b
eg
in
n
i
n
g
o
f
t
h
e
g
am
e
(
R
1
)
an
d
I
n
ter
m
ed
iate
g
o
als
wer
e
p
r
ese
n
ted
clea
r
ly
(
R
2
)
”
with
th
e
av
er
ag
e
m
ea
n
o
f
4
.
4
7
.
T
h
e
m
o
s
t
v
o
ted
q
u
esti
o
n
in
Gam
e
W
o
r
ld
s
C
r
iter
ia
wa
s
“
t
h
e
g
am
e
was
ea
s
y
to
n
av
ig
ate
(
G2
)
”
with
th
e
av
er
ag
e
m
ea
n
o
f
4
.
4
.
T
h
er
e
was
o
n
e
q
u
esti
o
n
in
th
e
C
o
n
tr
o
l
e
v
alu
atio
n
w
h
ich
is
“
th
e
g
am
e
is
ea
s
y
to
u
s
e
(
H1
)
”
with
t
h
e
av
er
ag
e
m
ea
n
o
f
3
.
9
3
.
T
h
e
o
v
er
all
av
er
ag
e
m
ea
n
is
8
4
%.
I
t
wa
s
p
r
o
v
en
b
y
[
3
5
]
,
f
o
r
ef
f
ec
tiv
e
lear
n
in
g
en
v
i
r
o
n
m
en
t,
it
m
u
s
t
b
e
pr
o
v
id
e
d
with
th
e
b
asic
r
e
q
u
ir
em
en
ts
,
in
clu
d
i
n
g
p
r
o
v
id
in
g
s
t
u
d
en
ts
ce
r
tain
task
s
with
clea
r
g
o
als,
ch
allen
g
es,
ac
h
iev
in
g
a
h
ig
h
d
eg
r
ee
o
f
in
t
er
ac
tio
n
an
d
f
ee
d
b
ac
k
an
d
co
n
tr
o
l.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
4
,
Dec
em
b
e
r
2
0
2
0
:
10
88
-
1
0
9
5
1094
T
ab
le
7
.
Ov
e
r
all
m
ea
n
o
f
d
esi
g
n
in
d
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R
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5
.
2
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L
ea
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i
nd
ica
t
o
rs
B
ased
o
n
T
ab
le
8
,
t
h
e
h
ig
h
est
av
er
ag
e
m
ea
n
was
o
n
s
elf
-
ef
f
icac
y
an
d
m
o
tiv
atio
n
with
th
e
v
alu
es
o
f
4
.
2
1
an
d
4
.
0
4
r
esp
ec
tiv
ely
.
T
h
e
f
in
d
in
g
s
in
d
icate
d
th
at
a
f
ter
p
lay
in
g
an
d
lear
n
in
g
th
r
o
u
g
h
th
is
g
am
e,
th
e
u
s
er
’
s
b
elief
s
an
d
c
o
n
f
id
e
n
ce
in
lear
n
in
g
th
e
DE
C
th
eo
r
ies
h
ad
in
cr
ea
s
ed
.
T
h
is
is
s
u
p
p
o
r
ted
b
y
[
3
6
]
wh
er
e
wh
en
th
e
s
elf
-
ef
f
icac
y
is
h
ig
h
e
r
,
p
lay
er
s
ar
e
m
o
r
e
lik
el
y
to
en
g
ag
e
in
th
e
g
am
e.
T
h
e
o
v
er
all
av
e
r
ag
e
m
ea
n
o
f
b
o
th
d
esig
n
an
d
lear
n
in
g
in
d
icato
r
s
wer
e
ca
lcu
lated
,
an
d
th
e
r
esu
lt
s
h
o
wed
a
v
alu
e
o
f
4
.
1
8
(
8
4
%
)
an
d
4
.
1
3
(
8
3
%)
r
esp
ec
tiv
el
y
.
T
h
e
r
esu
lt
s
h
o
wed
th
at
m
o
r
e
th
an
h
alf
o
f
th
e
r
esp
o
n
d
en
ts
ag
r
ee
d
th
at
th
is
g
am
e
was
ef
f
ec
tiv
e
f
o
r
th
em
to
lear
n
th
e
t
h
eo
r
ies
o
f
DE
C
th
r
o
u
g
h
t
h
is
ed
u
ca
tio
n
al
g
a
m
e.
T
ab
le
8
.
Ov
e
r
all
m
ea
n
o
f
lear
n
in
g
in
d
icato
r
s
C
r
i
t
e
r
i
a
I
t
e
m
/
To
t
a
l
m
ean
A
v
e
r
a
g
e
m
e
a
n
S
e
l
f
-
Ef
f
i
c
a
c
y
C
1
(
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.
2
0
)
C
2
(
4
.
6
0
)
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4
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)
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4
(
3
.
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(
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.
0
0
)
4
.
2
1
M
o
t
i
v
a
t
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o
n
/
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n
g
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g
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m
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n
t
F
1
(
4
.
0
0
)
F
2
(
4
.
0
7
)
4
.
0
4
A
v
e
r
a
g
e
M
e
a
n
a
n
d
P
e
r
c
e
n
t
a
g
e
4
.
1
3
(
8
3
%)
6.
CO
NCLU
SI
O
N
T
h
e
E
d
u
ca
tio
n
al
Gam
e
o
n
th
e
T
h
eo
r
ies
o
f
Dr
iv
er
E
d
u
ca
ti
o
n
C
u
r
r
ic
u
lu
m
is
d
ev
elo
p
ed
to
im
p
r
o
v
e
u
s
er
’
s
v
is
u
aliza
tio
n
,
u
n
d
e
r
s
tan
d
in
g
an
d
m
em
o
r
izatio
n
o
f
th
e
th
eo
r
ies
o
f
th
e
d
r
iv
in
g
r
u
les
an
d
r
e
g
u
latio
n
s
b
ef
o
r
e
tak
in
g
th
e
d
r
iv
in
g
th
e
o
r
y
test
u
s
in
g
th
e
GE
M
Mo
d
el.
Fro
m
th
e
co
m
p
ar
ativ
e
s
tu
d
ies
am
o
n
g
th
e
co
n
tr
o
l
g
r
o
u
p
an
d
ex
p
e
r
im
en
tal
g
r
o
u
p
,
it
was
f
o
u
n
d
th
at
th
is
ed
u
ca
tio
n
al
g
am
e
was
an
ef
f
ec
tiv
e
ap
p
licatio
n
to
im
p
r
o
v
e
t
h
eir
u
n
d
er
s
tan
d
in
g
a
n
d
m
em
o
r
izatio
n
.
B
esid
es,
th
e
f
ee
d
b
ac
k
e
v
alu
atio
n
r
ec
eiv
e
d
in
d
icate
d
th
at
th
e
s
tu
d
en
ts
p
r
ef
e
r
r
ed
to
p
lay
th
i
s
g
am
e
as
o
n
e
o
f
th
e
lear
n
i
n
g
m
eth
o
d
s
r
at
h
er
th
an
en
tire
l
y
d
e
p
en
d
in
g
o
n
th
e
DE
C
tex
tb
o
o
k
.
I
t
s
h
o
ws
th
at
th
is
ed
u
ca
tio
n
al
g
am
e
was
s
u
itab
le
f
o
r
ed
u
ca
tin
g
th
e
s
tu
d
en
t
s
o
n
th
e
th
eo
r
ies
o
f
d
r
iv
in
g
r
u
les an
d
r
eg
u
latio
n
s
.
RE
F
E
R
E
NC
E
S
[1
]
O.
Ch
i
u
C
h
u
e
n
,
M
.
R.
Ka
rim,
a
n
d
S
.
Yu
s
o
ff,
“
M
o
d
e
c
h
o
ice
b
e
twe
e
n
p
ri
v
a
te
a
n
d
p
u
b
li
c
tran
s
p
o
rt
i
n
Kla
n
g
Va
ll
e
y
,
M
a
lay
sia
,
”
S
c
i.
W
o
rl
d
J
.
,
v
o
l
.
2
0
1
4
,
p
p
.
7
–
9
,
2
0
1
4
.
[On
l
in
e
].
A
v
a
il
a
b
le:
h
t
tp
s://
d
o
i.
o
r
g
/1
0
.
1
1
5
5
/
2
0
1
4
/
3
9
4
5
8
7
[2
]
Z.
M
.
Ja
wi,
e
t
a
l.
,
“
A
sy
ste
m
ic
o
v
e
r
v
iew
o
n
d
ri
v
e
r
train
i
n
g
a
n
d
d
ri
v
e
r
li
c
e
n
si
n
g
sy
ste
m
in
M
a
lay
sia
,
”
i
n
Pro
c
e
e
d
in
g
s C
o
n
fer
e
n
c
e
A
S
EA
N
Ro
a
d
S
a
fety
,
p
p
.
1
8
5
–
1
9
1
,
2
0
1
5
.
[3
]
Ku
rik
u
lu
m
P
e
n
d
i
d
ik
a
n
P
e
m
a
n
d
u
Ke
las
D M
a
n
u
a
l,
2
nd
e
d
it
i
o
n
.
In
st
i
tu
t
M
e
m
a
n
d
u
d
i
M
a
lay
sia
,
2
0
1
6
.
[4
]
Z.
M
.
Ja
wi,
M
.
K.
Ra
h
m
a
n
,
a
n
d
M
.
K.
A.
I
b
ra
h
im,
“
S
tat
u
s
Re
p
o
rt
o
f
t
h
e
Driv
i
n
g
I
n
stit
u
te
in
M
a
lay
sia
(in
M
a
lay
)
,”
2
0
1
1
.
[5
]
Y.
Ud
jaja
,
V.
S
.
G
u
izo
t,
a
n
d
N.
Ch
a
n
d
ra
,
“
G
a
m
ifi
c
a
ti
o
n
fo
r
e
lem
e
n
tary
m
a
th
e
m
a
ti
c
s
lea
rn
in
g
in
I
n
d
o
n
e
sia
,
”
In
t.
J
.
El
e
c
tr.
Co
mp
u
t.
E
n
g
.
,
v
o
l
.
8
,
n
o
.
5
,
p
p
.
3
8
5
9
–
3
8
6
5
,
2
0
1
8
.
[6
]
M
.
No
v
o
ta,
e
t
a
l.
,
“
S
e
c
o
n
d
a
r
y
s
c
h
o
o
ls
g
ra
d
u
a
tes
’
a
tt
it
u
d
e
t
o
wa
rd
s
tex
t
b
o
o
k
s
f
o
r
v
o
c
a
ti
o
n
a
l
e
d
u
c
a
ti
o
n
,
”
I
n
t.
J
.
Vo
c
a
ti
o
n
a
n
d
T
e
c
h
.
E
d
u
.
,
v
o
l.
4
,
n
o
.
2
,
p
p
.
2
5
–
2
8
,
2
0
1
2
.
[7
]
L.
Ch
it
tar
o
,
“
Visu
a
li
z
in
g
in
f
o
rm
a
ti
o
n
o
n
m
o
b
il
e
d
e
v
ice
s,”
Co
mp
u
t
e
r (L
o
n
g
.
Bea
c
h
.
C
a
li
f)
,
v
o
l
.
3
9
,
n
o
.
3
,
p
p
.
4
0
–
4
5
,
2
0
0
6
.
[8
]
R.
Ko
sa
ra
a
n
d
J.
M
a
c
Kin
la
y
,
“
S
to
ry
telli
n
g
:
Th
e
n
e
x
t
ste
p
fo
r
v
isu
a
li
z
a
ti
o
n
,
”
C
o
mp
u
ter
(L
o
n
g
.
Bea
c
h
.
C
a
li
f)
,
v
o
l.
4
6
,
n
o
.
5
,
p
p
.
4
4
–
5
0
,
2
0
1
3
.
[9
]
T.
M
.
C
o
n
n
o
ll
y
,
e
t
a
l
.
,
“
A
sy
st
e
m
a
ti
c
li
tera
tu
re
re
v
iew
o
f
e
m
p
i
rica
l
e
v
id
e
n
c
e
o
n
c
o
m
p
u
ter
g
a
m
e
s
a
n
d
se
rio
u
s
g
a
m
e
s,”
Co
mp
u
t.
Ed
u
c
.
,
v
o
l
.
5
9
,
n
o
.
2
,
p
p
.
6
6
1
–
6
8
6
,
2
0
1
2
.
[1
0
]
P
.
W
o
u
ters
,
e
t
a
l
.
,
“
A
m
e
ta
-
a
n
a
ly
sis
o
f
th
e
c
o
g
n
it
i
v
e
a
n
d
m
o
ti
v
a
ti
o
n
a
l
e
ffe
c
ts
o
f
se
rio
u
s
g
a
m
e
s
,
”
J
.
Ed
u
c
.
Psy
c
h
o
l
.
,
v
o
l.
1
0
5
,
n
o
.
2
,
p
p
.
2
4
9
–
2
6
5
,
2
0
1
3
.
[1
1
]
S
.
As
lan
a
n
d
O.
Ba
lci
,
“
G
AME
D:
d
i
g
it
a
l
e
d
u
c
a
ti
o
n
a
l
g
a
m
e
d
e
v
e
lo
p
m
e
n
t
m
e
th
o
d
o
lo
g
y
,
”
S
imu
la
ti
o
n
,
v
o
l.
9
1
,
n
o
.
4
,
p
p
.
3
0
7
–
3
1
9
,
2
0
1
5
.
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
A
n
ed
u
c
a
tio
n
a
l
g
a
me
o
n
th
e
th
eo
r
ies o
f d
r
iver e
d
u
ca
tio
n
cu
r
r
icu
lu
m:
A
n
ev
a
lu
a
tio
n
(
Za
i
n
a
b
Oth
ma
n
)
1095
[1
2
]
A.
Je
lan
i,
H.
Ha
sro
l,
a
n
d
I.
Ism
a
il
,
“
En
j
o
y
m
e
n
t
o
f
Lea
rn
i
n
g
Ba
sic
M
a
th
T
h
ro
u
g
h
Co
n
g
k
a
k
G
a
m
e
-
B
a
se
d
Lea
rn
in
g
”
in
In
fo
rm
a
t
io
n
,
C
o
mm
u
n
ic
a
ti
o
n
a
n
d
M
u
lt
im
e
d
ia
T
e
c
h
n
o
lo
g
y
Co
ll
o
q
.
(IC
M
M
T
C)
,
M
e
la
k
a
,
M
a
lay
sia
,
v
o
l
.
1
,
p
p
.
1
5
6
-
162
,
2
0
1
8
.
[1
3
]
S
.
Ro
z
a
id
i
a
n
d
I.
Ism
a
il
,
“
En
j
o
y
m
e
n
t
o
f
lea
rn
in
g
b
i
o
l
o
g
y
th
r
o
u
g
h
m
o
b
il
e
g
a
m
e
b
a
se
d
lea
rn
in
g
fo
r
fo
rm
5
stu
d
e
n
ts
:
Kid
n
e
y
ru
sh
,
”
in
In
f
o
rm
a
ti
o
n
,
Co
mm
u
n
ica
ti
o
n
a
n
d
M
u
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ime
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i
a
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ll
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q
.
(IC
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C)
,
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e
l
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k
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,
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o
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p
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6
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–
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7
0
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0
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8
.
[1
4
]
A.
Am
ri,
M
.
Ha
sn
a
n
,
a
n
d
I.
Is
m
a
il
,
“
M
e
z
b
ic:Lea
rn
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b
ic
Lan
g
u
a
g
e
Th
r
o
u
g
h
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a
z
e
Esc
a
p
e
M
o
b
il
e
G
a
m
e
fo
r
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S
t
u
d
e
n
ts,”
in
In
f
o
rm
a
ti
o
n
,
C
o
mm
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n
ic
a
ti
o
n
a
n
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lt
ime
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ia
T
e
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o
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g
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ll
o
q
.
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M
T
C)
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a
,
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,
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1
,
p
p
.
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6
8
-
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7
5
,
2
0
1
8
.
[1
5
]
R.
Ra
h
im,
A.
Ba
h
a
ru
m
,
a
n
d
H.
H
ij
a
z
i,
“
Ev
a
lu
a
ti
o
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e
ffe
c
ti
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n
e
s
s
o
f
lea
rn
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li
n
e
a
r
a
lg
e
b
ra
u
sin
g
g
a
m
ifi
c
a
ti
o
n
,
”
In
d
o
n
e
s.
J
o
u
rn
a
l
El
e
c
tr.
E
n
g
.
Co
mp
u
t.
S
c
i.
,
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l.
1
7
,
n
o
.
2
,
p
p
.
9
9
7
–
1
0
0
4
,
2
0
2
0
.
[1
6
]
T.
M
.
Co
n
n
o
ll
y
,
e
t
a
l.
,
“
An
a
p
p
li
c
a
ti
o
n
o
f
g
a
m
e
s‐b
a
se
d
lea
rn
in
g
with
in
so
ftwa
re
e
n
g
i
n
e
e
rin
g
,
”
Br.
J
.
Ed
u
c
.
T
e
c
h
n
o
l
.
,
v
o
l
.
3
8
,
n
o
.
3
,
p
p
.
4
1
6
–
428
,
2
0
0
7
.
[1
7
]
C.
-
S
.
Wan
g
,
C.
-
C
.
Li
u
,
a
n
d
Y
.
-
C.
Li
,
“
A
g
a
m
e
-
b
a
se
d
lea
rn
in
g
c
o
n
t
e
n
t
d
e
sig
n
fra
m
e
wo
rk
fo
r
th
e
e
lem
e
n
tary
sc
h
o
o
l
c
h
il
d
re
n
e
d
u
c
a
t
io
n
,
”
i
n
T
h
e
1
6
th
No
rth
-
E
a
st
Asi
a
S
y
mp
o
siu
m
o
n
Na
n
o
,
I
n
fo
rm
a
ti
o
n
T
e
c
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n
o
l
o
g
y
a
n
d
Relia
b
il
i
ty
,
p
p
.
5
3
–
57
,
2
0
1
1
.
[1
8
]
P
re
n
sk
y
,
e
t
a
l
.
,
“
Di
g
it
a
l
g
a
m
e
-
b
a
s
e
d
lea
rn
in
g
”
Co
mp
u
ter
s in
En
ter
t
a
in
me
n
t
,
v
o
l.
1
n
o
.
1
,
p
p
.
1
-
26
,
2
0
0
3
.
[1
9
]
N
.
A.
M
.
M
a
sro
p
,
e
t
a
l
.
,
“
Dig
it
a
l
G
a
m
e
s
Ba
se
d
Lan
g
u
a
g
e
Lea
rn
in
g
fo
r
Ara
b
ic
L
it
e
ra
c
y
Re
m
e
d
ial,
”
Cre
a
t.
E
d
u
c
.
,
v
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l.
1
0
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n
o
.
1
2
,
p
.
3
2
1
3
,
2
0
1
9
.
[2
0
]
I.
S
.
S
u
d
in
,
e
t
a
l.
,
“
Ad
a
p
tati
o
n
m
e
ta
-
c
o
g
n
it
iv
e
a
s
a
n
e
d
u
c
a
ti
o
n
a
l
to
o
l:
A
n
ima
ted
p
u
z
z
le,”
In
d
o
n
e
s
.
J
.
El
e
c
tr.
E
n
g
.
Co
mp
u
t
.
S
c
i
.
,
v
o
l.
1
2
,
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o
.
1
,
p
p
.
3
1
9
–
3
2
5
,
2
0
1
8
.
[2
1
]
M
.
J.
S
o
u
sa
a
n
d
Á.
Ro
c
h
a
,
“
Lea
d
e
rsh
ip
st
y
les
a
n
d
sk
il
ls
d
e
v
e
lo
p
e
d
th
ro
u
g
h
g
a
m
e
-
b
a
se
d
lea
rn
in
g
,
”
J
.
Bu
s.
Res
.
,
v
o
l.
9
4
,
p
p
.
3
6
0
–
3
6
6
,
Ja
n
.
2
0
1
9
.
[2
2
]
E.
Op
rin
s,
e
t
a
l.
,
“
T
h
e
g
a
m
e
-
b
a
se
d
lea
rn
in
g
e
v
a
lu
a
ti
o
n
m
o
d
e
l
(G
EM
):
M
e
a
su
rin
g
th
e
e
ffe
c
ti
v
e
n
e
ss
o
f
se
rio
u
s g
a
m
e
s
u
sin
g
a
sta
n
d
a
r
d
ise
d
m
e
th
o
d
,
”
I
n
t
.
J
.
T
e
c
h
n
o
l.
En
h
a
n
c
.
L
e
a
r
n
.
,
v
o
l.
7
,
n
o
.
4
,
p
p
.
3
2
6
–
3
4
5
,
2
0
1
5
.
[2
3
]
O.B.
Ye
d
ri,
L
.
El
Aa
c
h
a
k
a
n
d
M
.
Bo
u
h
o
rm
a
,
“
As
se
ss
m
e
n
t
-
d
riv
e
n
Lea
rn
in
g
th
r
o
u
g
h
S
e
rio
u
s
G
a
m
e
s
:
G
u
id
a
n
c
e
a
n
d
Eff
e
c
ti
v
e
Ou
tco
m
e
s,”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
El
e
c
trica
l
a
n
d
Co
m
p
u
ter
E
n
g
i
n
e
e
rin
g
,
v
o
l.
8
,
n
o
.
5
,
p
.
3
3
0
4
,
2
0
1
8
.
[2
4
]
W.
L.
Be
d
we
ll
,
e
t
a
l
.
,
“
T
o
wa
rd
a
tax
o
n
o
m
y
li
n
k
i
n
g
g
a
m
e
a
tt
ri
b
u
tes
t
o
lea
rn
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n
g
:
An
e
m
p
iri
c
a
l
stu
d
y
,
”
S
imu
l
.
Ga
min
g
,
v
o
l
.
4
3
,
n
o
.
6
,
p
p
.
7
2
9
–
7
6
0
,
2
0
1
2
.
[2
5
]
P
.
S
we
e
tse
r
a
n
d
P
.
W
y
e
th
,
“
G
a
m
e
F
lo
w:
a
m
o
d
e
l
fo
r
e
v
a
lu
a
ti
n
g
p
l
a
y
e
r
e
n
jo
y
m
e
n
t
in
g
a
m
e
s,”
Co
mp
u
t.
En
ter
ta
in
.
,
v
o
l.
3
,
n
o
.
3
,
p
.
3
,
2
0
0
5
.
[2
6
]
R.
G
a
rris,
R.
Ah
lers
,
a
n
d
J.
E
.
Dr
isk
e
ll
,
“
G
a
m
e
s,
m
o
ti
v
a
ti
o
n
,
a
n
d
l
e
a
rn
in
g
:
A
re
se
a
rc
h
a
n
d
p
ra
c
ti
c
e
m
o
d
e
l,
”
S
imu
l.
Ga
min
g
,
v
o
l.
3
3
,
n
o
.
4
,
p
p
.
4
4
1
–
4
6
7
,
2
0
0
2
.
[2
7
]
J.
P
.
G
e
e
,
“
Wh
a
t
v
id
e
o
g
a
m
e
s
h
a
v
e
to
tea
c
h
u
s
a
b
o
u
t
lea
rn
i
n
g
a
n
d
li
tera
c
y
,
”
Co
mp
u
t.
En
ter
t
a
in
.
,
v
o
l
.
1
,
n
o
.
1
,
p
.
2
0
,
2
0
0
3
.
[On
li
n
e
].
Av
a
il
a
b
le:
h
t
tp
s://
d
o
i.
o
rg
/1
0
.
1
1
4
5
/9
5
0
5
6
6
.
9
5
0
5
9
5
[2
8
]
A.
G
ra
e
s
se
r
,
P
.
Ch
i
p
m
a
n
,
a
n
d
F
.
Lee
m
in
g
,
“
De
e
p
lea
rn
in
g
a
n
d
e
m
o
ti
o
n
in
se
rio
u
s
g
a
m
e
s,”
in
S
e
rio
u
s
G
a
me
s
.
Ro
u
tl
e
d
g
e
,
p
p
.
1
0
5
–
1
2
4
,
2
0
0
9
.
[2
9
]
A.
Ba
n
d
u
ra
,
e
t
a
l.
,
S
e
lf
-
e
ff
ica
c
y
:
T
h
e
e
x
e
rc
ise
o
f
c
o
n
tro
l
.
S
p
ri
n
g
e
r,
1
9
9
9
.
[3
0
]
J.
L.
P
las
s,
e
t
a
l.
,
“
F
o
u
n
d
a
ti
o
n
s o
f
g
a
m
e
-
b
a
se
d
lea
rn
in
g
,
”
Ed
u
c
.
Psy
c
h
o
l.
,
v
o
l.
5
0
,
n
o
.
4,
p
p
.
2
5
8
-
2
8
3
,
2
0
1
5
.
[3
1
]
J.
Re
e
v
e
,
e
t
a
l.
,
“
En
h
a
n
c
i
n
g
st
u
d
e
n
ts’
e
n
g
a
g
e
m
e
n
t
b
y
in
c
re
a
sin
g
tea
c
h
e
rs’
a
u
t
o
n
o
m
y
su
p
p
o
rt,
”
M
o
ti
v
.
Emo
t.
,
v
o
l.
2
8
,
n
o
.
2
,
p
p
.
1
4
7
–
1
6
9
,
2
0
0
4
.
[3
2
]
I.
Allen
a
n
d
C.
S
e
a
m
a
n
,
“
L
ik
e
rt
s
c
a
les
a
n
d
d
a
ta an
a
ly
se
s,
”
Qu
a
li
ty
p
ro
g
re
ss
.
,
v
o
l
.
4
0
,
n
o
.
7
,
p
p
.
6
4
-
65
,
2
0
0
7
.
[3
3
]
E.
Ak
d
o
g
a
n
,
“
De
v
e
lo
p
in
g
Vo
c
a
b
u
lary
i
n
G
a
m
e
A
c
ti
v
it
ies
a
n
d
G
a
m
e
M
a
teria
ls,”
J
o
u
rn
a
l
o
f
T
e
a
c
h
in
g
a
n
d
Ed
u
c
a
ti
o
n
,
v
o
l
.
0
7
,
n
o
.
1
,
p
p
.
3
1
-
66
,
2
0
1
7
.
[3
4
]
B.
E.
M
a
rti
n
so
n
a
n
d
S
.
Ch
u
,
“
Im
p
a
c
t
o
f
lea
rn
i
n
g
sty
le
o
n
a
c
h
iev
e
m
e
n
t
wh
e
n
u
si
n
g
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o
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rse
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o
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ten
t
d
e
li
v
e
re
d
v
ia
a
g
a
m
e
-
b
a
se
d
lea
rn
in
g
o
b
jec
t,
”
in
Ha
n
d
b
o
o
k
o
f
re
se
a
rc
h
o
n
e
ff
e
c
ti
v
e
e
lec
tro
n
ic
g
a
min
g
i
n
e
d
u
c
a
ti
o
n
.
IG
I
G
lo
b
a
l,
2
0
0
8
.
[3
5
]
K.
S
a
len
,
K.
S
.
Te
k
in
b
a
ş,
a
n
d
E.
Zi
m
m
e
rm
a
n
,
Ru
les
o
f
p
la
y
:
G
a
me
d
e
sig
n
fu
n
d
a
me
n
t
a
ls
.
M
IT
P
re
ss
,
2
0
0
4
.
[3
6
]
D.
Ese
ry
e
l,
e
t
a
l.
,
“
An
i
n
v
e
sti
g
a
ti
o
n
o
f
t
h
e
i
n
terre
latio
n
s
h
ip
s
b
e
twe
e
n
m
o
ti
v
a
ti
o
n
,
e
n
g
a
g
e
m
e
n
t,
a
n
d
c
o
m
p
le
x
p
ro
b
lem
so
lv
i
n
g
in
g
a
m
e
-
b
a
se
d
le
a
rn
in
g
,
”
Ed
u
c
.
T
e
c
h
n
o
l
.
S
o
c
.
,
v
o
l
.
1
7
,
n
o
.
1
,
p
p
.
4
2
–
5
3
,
2
0
1
3
.
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