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Th
e
d
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wo
r
ld
d
e
m
a
n
d
s
g
ra
d
u
a
t
e
s
wh
o
a
re
a
c
c
u
sto
m
e
d
t
o
d
e
a
l
wi
th
tec
h
n
o
l
o
g
y
.
B
len
d
e
d
lea
rn
i
n
g
is
o
n
e
o
f
t
h
e
stra
teg
ies
b
y
c
o
m
b
i
n
i
n
g
o
n
li
n
e
m
e
d
ia
with
fa
c
e
-
to
-
fa
c
e
c
las
se
s
.
It
c
a
n
n
o
t
b
e
d
e
n
ied
th
a
t
stu
d
e
n
ts
wh
o
in
tera
c
t
with
tec
h
n
o
l
o
g
y
e
x
p
e
rien
c
e
stre
ss
a
n
d
ten
sio
n
.
Th
is
c
o
n
d
it
io
n
h
a
v
e
a
n
imp
a
c
t
o
n
t
h
e
lea
rn
in
g
p
r
o
c
e
ss
so
th
a
t
a
wa
y
o
u
t
is
n
e
e
d
e
d
t
o
b
ri
n
g
it
d
o
wn
.
G
a
m
ifi
c
a
ti
o
n
is
a
g
a
m
in
g
tec
h
n
i
q
u
e
t
h
a
t
is
a
p
p
li
e
d
t
o
n
o
n
-
g
a
m
e
a
p
p
li
c
a
ti
o
n
s
to
i
n
c
re
a
se
p
lea
su
re
wh
e
n
in
tera
c
ti
n
g
wit
h
th
e
se
a
p
p
li
c
a
ti
o
n
s.
Th
is
fe
a
tu
re
h
a
s
b
e
e
n
imp
lem
e
n
t
e
d
in
b
u
si
n
e
ss
a
p
p
li
c
a
ti
o
n
s,
s
o
c
ia
l
m
e
d
ia,
e
-
c
o
m
m
e
rc
e
,
a
n
d
e
-
l
e
a
rn
i
n
g
.
Ho
we
v
e
r,
t
h
e
im
p
a
c
t
o
f
p
lay
f
u
ln
e
ss
i
n
m
it
ig
a
ti
n
g
tec
h
n
o
stre
ss
h
a
s
n
o
t
b
e
e
n
st
u
d
ied
.
T
h
is
re
se
a
rc
h
e
x
a
m
in
e
d
t
h
e
ro
le
o
f
fe
e
d
b
a
c
k
m
e
c
h
a
n
ism
a
n
d
p
re
se
n
t
a
ti
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m
e
c
h
a
n
ism
in
g
i
v
i
n
g
p
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re
in
LM
S
.
F
u
rth
e
rm
o
re
,
th
is
p
lay
f
u
ln
e
s
s
is
e
x
p
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ted
t
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re
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ss
e
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rs.
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rc
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wa
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d
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a
q
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rime
n
tal
m
e
th
o
d
b
y
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iv
i
n
g
p
a
rti
c
i
p
a
n
ts
ti
m
e
to
f
o
ll
o
w
th
e
c
o
u
rse
wit
h
t
h
e
g
a
m
ifi
c
a
ti
o
n
fe
a
tu
re
.
Th
e
re
su
lt
s
sh
o
we
d
th
a
t
th
e
g
a
m
ifi
c
a
ti
o
n
m
e
c
h
a
n
ism
is
a
b
le
t
o
p
ro
v
id
e
p
lea
su
re
wh
ich
in
t
u
r
n
will
re
d
u
c
e
th
e
u
se
r'
s
stre
ss
l
e
v
e
l.
Ba
se
d
o
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th
e
u
se
r
-
p
e
rc
e
iv
e
d
o
f
p
lay
f
u
l
n
e
ss
,
g
a
m
ifi
c
a
ti
o
n
c
a
n
re
d
u
c
e
stre
ss
lev
e
ls
so
it
will
re
d
u
c
e
u
se
r
re
sista
n
c
e
a
n
d
i
n
c
re
a
se
th
e
e
ffe
c
ti
v
e
n
e
ss
o
f
tec
h
n
o
l
o
g
y
imp
lem
e
n
tatio
n
.
K
ey
w
o
r
d
s
:
E
-
l
ea
r
n
in
g
Gam
if
icatio
n
L
ea
r
n
in
g
m
an
ag
em
e
n
t sy
s
tem
Per
ce
iv
ed
p
lay
f
u
ln
ess
T
ec
h
n
o
s
tr
ess
T
h
is i
s
a
n
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
Y
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
Far
id
iah
Ag
h
ad
iati Fajr
i
Acc
o
u
n
tin
g
,
Vo
ca
tio
n
al
C
o
lleg
e
Un
iv
er
s
itas
Gad
jah
Ma
d
a
Yo
g
y
ak
ar
ta,
I
n
d
o
n
esia
E
m
ail:
f
ar
id
iah
ag
h
a@
u
g
m
.
ac
.
i
d
1.
I
NT
RO
D
UCT
I
O
N
I
n
Hu
m
a
n
-
C
o
m
p
u
te
r
I
n
ter
ac
tio
n
(
HC
I
)
,
u
s
er
s
ar
e
e
x
p
ec
ted
t
o
u
s
e
th
e
s
y
s
tem
to
wo
r
k
ef
f
ic
ien
tly
[
1
]
.
C
u
r
r
en
tly
,
th
e
n
ee
d
to
wo
r
k
o
n
lin
e
an
d
c
o
llab
o
r
ate
u
s
in
g
a
p
latf
o
r
m
r
e
q
u
ir
es
u
s
er
s
to
a
d
ap
t
to
n
ew
o
n
lin
e
m
ed
ia
in
a
s
h
o
r
t
tim
e.
T
h
e
p
r
o
ce
s
s
o
f
in
tr
o
d
u
cin
g
d
ig
ital
m
ed
ia
b
eg
an
d
u
r
in
g
t
h
e
ed
u
ca
ti
o
n
p
er
io
d
.
B
len
d
ed
lear
n
in
g
r
eq
u
ir
es
th
e
d
esig
n
o
f
e
-
lear
n
in
g
m
ed
ia
th
at
is
ab
le
to
s
p
u
r
th
e
s
tu
d
en
ts
to
b
e
t
u
n
e
in
to
th
e
less
o
n
p
lan
s
.
T
h
e
cu
r
r
en
t g
e
n
er
atio
n
i
s
d
ig
ital m
illen
n
ials
,
s
o
if
y
o
u
ar
e
tr
ea
ted
to
tr
ad
itio
n
al
e
-
lear
n
in
g
,
it will n
o
t b
e
m
o
tiv
ated
.
T
ec
h
n
o
s
tr
ess
[2
]
,
[
3]
is
s
o
m
eth
in
g
th
at
ca
n
n
o
t
b
e
av
o
i
d
ed
a
n
d
m
u
s
t
b
e
m
an
ag
ed
s
o
as
n
o
t
to
re
d
u
ce
p
er
f
o
r
m
an
ce
.
Or
g
an
iz
atio
n
s
m
u
s
t
ap
p
ly
tech
n
o
s
tr
ess
m
an
ag
em
en
t
tec
h
n
iq
u
es
b
e
ca
u
s
e
ch
an
g
es
th
at
v
er
y
f
ast
m
ak
e
u
s
er
s
o
v
er
wh
elm
ed
an
d
r
esis
tan
t
[4
]
,
[
5]
.
Or
g
an
izatio
n
s
tr
y
to
p
r
o
v
id
e
s
u
p
p
o
r
t
to
m
itig
ate
tech
n
o
s
tr
ess
,
o
n
e
o
f
wh
ich
is
u
s
in
g
th
e
g
am
if
icatio
n
f
ea
tu
r
e.
Gam
if
icatio
n
h
as
b
ee
n
d
e
v
elo
p
ed
in
v
ar
io
u
s
s
y
s
tem
s
,
in
clu
d
in
g
lear
n
in
g
s
y
s
tem
s
.
Hig
h
er
ed
u
ca
tio
n
is
cu
r
r
e
n
tly
b
ein
g
ch
allen
g
e
d
to
m
ee
t
d
em
an
d
s
f
o
r
h
ig
h
er
q
u
ality
lear
n
in
g
o
u
tco
m
es.
T
h
e
c
u
r
r
e
n
t
er
a
s
h
o
ws
th
at
in
ter
n
et
in
f
o
r
m
atio
n
an
d
co
m
m
u
n
icatio
n
tech
n
o
lo
g
y
is
ch
an
g
i
n
g
th
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
Ga
mifica
tio
n
in
e
-
lea
r
n
in
g
:
T
h
e
mitig
a
tio
n
r
o
le
in
tech
n
o
s
tr
ess
(
F
a
r
id
ia
h
A
g
h
a
d
ia
ti F
a
jr
i
)
607
way
p
eo
p
le
liv
e
[
6
]
.
I
t
ca
n
n
o
t
b
e
lef
t
o
u
t
th
at
h
ig
h
er
ed
u
ca
tio
n
m
u
s
t
eq
u
ip
its
g
r
ad
u
ates
with
d
ig
ital
ab
ilit
ies.
T
h
e
tr
an
s
f
o
r
m
atio
n
o
f
lear
n
in
g
in
t
h
e
en
v
ir
o
n
m
en
t o
f
h
ig
h
er
ed
u
ca
tio
n
p
r
o
v
id
es g
r
ad
u
ates w
ith
m
an
y
b
en
e
f
its
to
f
ac
e
an
in
cr
ea
s
in
g
ly
elec
tr
o
n
ic
wo
r
ld
[
7
]
.
Mix
ed
lear
n
in
g
h
as b
ec
o
m
e
a
s
tr
ateg
y
f
o
r
co
m
b
in
in
g
f
ac
e
-
to
-
f
ac
e
teac
h
in
g
with
o
n
lin
e
lear
n
in
g
.
T
h
is
lear
n
in
g
m
et
h
o
d
is
in
cr
e
asin
g
ly
b
ein
g
u
s
ed
in
ed
u
ca
ti
o
n
.
E
ac
h
d
is
cip
lin
e
ca
n
tak
e
d
if
f
er
en
t
f
o
r
m
s
d
e
p
en
d
in
g
o
n
th
e
co
u
r
s
e
n
ee
d
s
an
d
th
e
d
esire
d
lear
n
in
g
o
u
tco
m
es
[
8
]
.
Hig
h
er
ed
u
ca
tio
n
m
u
s
t
en
s
u
r
e
th
at
b
l
en
d
ed
lea
r
n
in
g
d
o
es
n
o
t
co
m
p
letely
r
ep
lace
f
ac
e
-
to
-
f
ac
e
c
o
u
r
s
es
an
d
k
ee
p
th
e
p
ac
e
in
u
s
in
g
m
ed
ia
r
u
n
n
i
n
g
in
lin
e
with
th
e
p
ac
e
o
f
lect
u
r
es
in
th
e
class
r
o
o
m
.
T
h
e
d
ig
ital
wo
r
ld
u
s
es
a
co
m
b
in
atio
n
o
f
asy
n
ch
r
o
n
o
u
s
an
d
s
y
n
ch
r
o
n
o
u
s
m
ed
ia
.
Sy
n
ch
r
o
n
o
u
s
m
ed
ia
is
u
s
ed
f
o
r
m
ee
tin
g
s
,
co
o
r
d
in
atio
n
,
in
ter
v
iews,
d
is
cu
s
s
io
n
s
,
to
p
er
f
o
r
m
an
ce
ap
p
r
aisals
.
As
y
n
ch
r
o
n
o
u
s
m
ed
ia
f
u
n
ctio
n
s
m
o
r
e
as
a
p
latf
o
r
m
in
d
ig
ital
wo
r
k
f
o
r
m
an
ag
in
g
wo
r
k
,
d
iv
is
io
n
o
f
l
ab
o
r
,
m
o
n
ito
r
in
g
,
a
n
d
e
v
alu
at
io
n
.
T
h
e
d
em
an
d
to
co
llab
o
r
ate
with
o
th
er
p
ar
ts
o
f
th
e
wo
r
ld
m
a
k
es
wo
r
k
h
as
n
o
tim
e
lim
it.
Dig
ital
wo
r
k
r
e
q
u
ir
es
co
o
r
d
in
atio
n
with
o
n
lin
e
m
ee
tin
g
s
wh
ich
lead
s
to
'
zo
o
m
f
atig
u
e'
[
9
]
.
T
h
er
e
ar
e
m
is
co
n
ce
p
tio
n
s
ab
o
u
t
d
ig
ital
wo
r
k
,
wh
er
e
th
er
e
is
n
o
t
en
o
u
g
h
tim
e
f
o
r
u
s
er
s
to
lear
n
.
T
h
is
p
r
es
s
u
r
e
m
ak
es
d
ig
ital
wo
r
k
n
o
t
lead
to
p
o
s
itiv
e
p
er
ce
p
tio
n
s
[
1
0
]
.
Als
o
,
ad
d
itio
n
al
p
r
ess
u
r
e
o
n
wo
r
k
f
r
o
m
h
o
m
e
is
f
o
ll
o
wed
b
y
th
e
c
o
n
s
eq
u
e
n
ce
o
f
o
n
lin
e
p
er
f
o
r
m
a
n
ce
ap
p
r
aisal.
T
ec
h
n
o
s
tr
ess
[
3
]
is
s
o
m
eth
in
g
th
at
ca
n
n
o
t
b
e
a
v
o
id
ed
an
d
m
u
s
t
b
e
well
m
a
n
ag
ed
s
o
as
n
o
t
to
r
ed
u
ce
p
er
f
o
r
m
a
n
ce
.
Or
g
an
iz
atio
n
s
h
av
e
to
co
n
ce
r
n
ab
o
u
t
tech
n
o
s
tr
ess
m
an
ag
em
en
t
tech
n
iq
u
es
to
av
o
id
wo
r
k
er
s
b
ec
o
m
e
o
v
er
wh
elm
e
d
an
d
r
esis
tan
t
[4
]
,
[
5
]
.
T
h
is
co
n
d
itio
n
ca
n
b
e
m
an
a
g
ed
b
y
lo
wer
in
g
th
e
u
s
er
'
s
ten
s
io
n
wh
en
in
ter
ac
tin
g
with
asy
n
ch
r
o
n
o
u
s
m
ed
ia.
T
h
e
L
ea
r
n
i
n
g
Ma
n
a
g
em
en
t
S
y
s
tem
(
L
MS)
h
as
ch
an
g
ed
a
lo
t
f
r
o
m
b
ein
g
a
m
er
e
ass
ig
n
m
en
t
s
y
s
tem
.
T
o
d
ay
,
L
MS
f
u
n
ctio
n
s
a
lo
t
as
an
in
ter
ac
tiv
e
co
m
m
u
n
icat
io
n
p
latf
o
r
m
.
I
m
p
r
o
v
e
m
en
ts
h
av
e
b
ee
n
m
ad
e
in
ter
m
s
o
f
f
ea
tu
r
es,
a
p
p
ea
r
a
n
ce
,
co
m
m
u
n
icatio
n
to
g
ain
u
s
er
s
’
en
g
a
g
em
en
t.
Gam
if
icatio
n
u
s
es
g
am
e
elem
en
ts
s
o
th
at
at
th
e
s
am
e
tim
e
p
lay
f
u
ln
ess
elem
en
ts
also
m
ak
e
it
an
id
ea
l
lear
n
in
g
en
v
ir
o
n
m
e
n
t
[
1
1
]
.
"Ga
m
in
g
"
ap
p
licatio
n
s
ar
e
cu
r
r
e
n
tly
b
ei
n
g
d
ev
el
o
p
ed
in
v
ar
io
u
s
m
ed
ia
alth
o
u
g
h
o
f
ten
th
e
c
o
m
p
lex
i
ty
is
r
ed
u
ce
d
to
th
e
s
im
p
lest
co
m
p
o
n
en
ts
,
s
u
ch
as
b
ad
g
es,
lev
els,
p
o
in
ts
,
an
d
lead
er
b
o
ar
d
s
[
1
2
]
.
B
u
r
g
u
illo
[
1
3
]
in
tr
o
d
u
ce
s
a
f
r
am
ewo
r
k
f
o
r
u
s
in
g
Gam
e
T
h
eo
r
y
to
u
r
n
am
en
ts
as
a
b
asis
f
o
r
im
p
lem
en
tin
g
C
o
m
p
etitio
n
B
ased
L
ea
r
n
in
g
(
C
n
B
L
)
.
T
h
is
f
r
am
ewo
r
k
is
c
o
m
b
in
ed
with
o
th
er
class
ical
lear
n
in
g
tech
n
iq
u
es
wi
th
th
e
aim
o
f
m
o
tiv
atin
g
s
tu
d
en
ts
an
d
in
cr
ea
s
in
g
th
eir
lear
n
in
g
ac
h
iev
em
en
t.
T
h
is
s
tu
d
y
n
o
t
o
n
ly
d
is
cu
s
s
es
h
o
w
th
e
g
am
if
icatio
n
f
ea
tu
r
e
in
cr
ea
s
es
s
tu
d
en
t
m
o
t
iv
atio
n
b
u
t
also
th
e
r
o
le
o
f
th
is
f
ea
tu
r
e
in
m
itig
atin
g
u
s
er
tech
n
o
s
tr
ess
.
T
h
e
g
am
in
g
f
ea
t
u
r
es p
r
o
v
id
e
a
n
ex
p
er
ien
ce
th
at
lev
e
r
ag
es st
u
d
en
ts
'
m
o
tiv
atio
n
in
lear
n
i
n
g
m
a
n
ag
em
en
t sy
s
tem
s
.
T
h
e
lear
n
in
g
m
a
n
ag
em
e
n
t
s
y
s
tem
co
n
ce
p
t
u
s
ed
in
th
is
s
tu
d
y
ass
u
m
es
th
at
th
e
r
e
is
n
o
p
en
alty
f
o
r
p
o
o
r
task
p
er
f
o
r
m
an
ce
.
T
h
e
p
r
in
cip
le
o
f
"f
r
ee
d
o
m
to
f
ail"
all
o
ws
s
tu
d
en
ts
to
r
ev
is
e
an
d
r
esu
b
m
it
ass
ig
n
m
en
ts
o
r
r
ea
ttem
p
t
q
u
izze
s
with
l
ess
th
an
o
p
tim
al
r
esu
lts
.
T
h
is
s
tu
d
y
also
ass
u
m
es
th
at
u
n
iv
er
s
ities
h
av
e
im
p
lem
en
ted
b
len
d
e
d
lea
r
n
in
g
in
th
eir
lectu
r
es
b
ec
au
s
e
d
ata
co
llectio
n
was
ca
r
r
ied
o
u
t
at
th
e
tim
e
o
f
th
e
C
o
v
id
-
1
9
p
a
n
d
em
ic.
T
h
is
co
n
d
itio
n
r
eq
u
ir
es th
at
all
lectu
r
es b
e
co
n
d
u
cted
u
s
in
g
o
n
lin
e
m
e
d
ia.
I
d
en
tify
i
n
g
th
e
g
am
if
icatio
n
m
ec
h
an
is
m
is
im
p
o
r
tan
t
to
m
ak
e
o
n
lin
e
co
u
r
s
es
an
d
MO
OC
s
wo
r
k
ef
f
ec
tiv
ely
.
T
h
is
s
tu
d
y
aim
s
to
ex
p
lo
r
e
th
e
f
ee
d
b
ac
k
m
e
ch
an
is
m
an
d
d
eter
m
in
e
th
e
ef
f
ec
t
o
f
th
is
m
ec
h
an
is
m
o
n
th
e
p
r
esen
tatio
n
m
ec
h
an
is
m
.
T
h
is
s
ch
em
e
als
o
aim
s
to
ex
am
in
e
th
e
im
p
ac
t
o
f
th
e
two
f
o
r
m
s
o
f
g
am
e
m
ec
h
an
is
m
s
o
n
p
er
ce
iv
ed
p
la
y
f
u
ln
ess
.
T
h
e
r
es
u
lts
o
f
th
e
m
o
d
ellin
g
in
t
h
is
s
t
u
d
y
also
id
en
tify
t
h
e
r
o
le
o
f
g
am
if
icatio
n
f
ea
tu
r
es
th
at
ca
n
m
an
ag
e
u
s
er
s
tr
ess
.
T
h
is
s
tu
d
y
cr
ea
tes
a
m
o
r
e
c
o
m
p
r
eh
en
s
iv
e
m
o
d
el
b
y
s
tar
tin
g
with
g
am
if
icatio
n
elem
en
ts
,
p
er
ce
iv
ed
p
lay
f
u
l
n
ess
in
u
s
er
s
,
to
th
e
d
ec
r
ea
s
e
in
th
e
lev
el
o
f
tech
n
o
s
tr
ess
ex
p
er
ien
ce
d
b
y
t
h
e
L
ea
r
n
in
g
Ma
n
ag
e
m
en
t
Sy
s
te
m
(
L
MS)
u
s
er
s
.
Mitig
ated
u
s
e
r
s
tr
ess
ca
n
r
ed
u
ce
u
s
er
r
esis
tan
ce
an
d
in
c
r
ea
s
e
th
e
ef
f
ec
tiv
en
ess
o
f
u
s
in
g
th
e
lear
n
in
g
m
a
n
ag
em
en
t sy
s
tem
.
2.
L
I
T
E
R
AT
U
RE
R
E
VI
E
W
2
.
1
.
Dig
it
a
l w
o
r
k
I
n
f
o
r
m
atio
n
tech
n
o
lo
g
y
th
at
is
d
r
iv
en
b
y
th
e
n
ee
d
s
o
f
b
ig
d
ata
ten
d
s
to
b
e
in
v
o
l
v
ed
in
th
e
co
llab
o
r
ativ
e
wo
r
k
ar
ea
.
T
h
e
n
ee
d
f
o
r
m
u
lti
-
p
latf
o
r
m
in
te
r
ac
tio
n
s
an
d
in
ter
f
ac
es
to
m
ee
t
th
e
n
ee
d
f
o
r
r
ea
l
-
tim
e
f
ee
d
b
ac
k
o
n
th
e
co
llab
o
r
atio
n
[1
4
]
.
T
h
e
d
i
g
ital
p
latf
o
r
m
co
n
tr
ib
u
tes
to
th
e
co
n
tr
o
l
s
y
s
tem
m
an
ag
e
m
en
t
an
d
th
e
lev
el
o
f
in
teg
r
ati
o
n
b
etwe
en
co
m
p
o
n
en
ts
.
T
h
e
r
esu
lts
o
f
u
s
in
g
d
ig
ital
p
latf
o
r
m
s
b
u
ild
an
in
te
g
r
ate
d
en
v
ir
o
n
m
en
t
th
at
is
ab
le
to
s
h
ar
e
in
f
o
r
m
atio
n
f
r
o
m
o
n
e
o
f
f
ice
to
an
o
th
er
,
tr
ac
k
ev
e
r
y
a
ctio
n
,
d
eter
m
in
e
t
h
e
in
d
iv
id
u
als
in
v
o
l
v
ed
an
d
esti
m
ate
th
e
tim
e
n
ee
d
ed
to
ca
r
r
y
o
u
t
a
task
.
B
esid
e
s
,
d
ig
ital
p
l
atf
o
r
m
s
d
if
f
er
e
n
tiate
in
ter
ac
tio
n
s
in
to
in
f
o
r
m
a
tio
n
-
s
h
ar
in
g
ac
tiv
ities
,
co
lla
b
o
r
ati
v
e
ac
tiv
ities
,
an
d
co
llectiv
e
a
ctiv
ities
[
1
5
]
,
[
1
6
]
.
So
f
twar
e
d
ev
elo
p
m
en
t
with
a
d
ig
ital
p
latf
o
r
m
is
ex
p
ec
ted
t
o
b
e
ab
le
t
o
p
r
o
v
id
e
a
m
o
r
e
t
r
an
s
p
ar
en
t
f
lo
w
o
f
in
f
o
r
m
atio
n
,
im
p
r
o
v
e
m
o
n
ito
r
in
g
m
ec
h
an
is
m
s
,
m
an
ag
e
t
h
e
b
u
d
g
etin
g
p
r
o
ce
s
s
,
an
aly
ze
v
a
r
ian
ts
,
an
d
m
ea
s
u
r
e
p
er
f
o
r
m
an
ce
.
T
h
is
p
latf
o
r
m
also
allo
ws
in
teg
r
atio
n
with
o
th
er
s
o
f
twar
e
u
s
in
g
th
e
Op
en
API
s
o
th
at
th
e
s
o
f
twar
e
ca
n
co
llab
o
r
ate
with
v
ar
io
u
s
o
th
e
r
s
o
f
twar
e.
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
.
10
,
No
.
2
,
J
u
n
e
2
0
2
1
:
6
0
6
-
6
1
4
608
2
.
2
.
G
a
m
if
ic
a
t
io
n
I
n
ess
en
ce
,
g
am
if
icatio
n
is
th
e
ap
p
licatio
n
o
f
g
am
e
m
ec
h
an
is
m
s
in
a
n
o
n
-
g
a
m
e
co
n
tex
t.
Gam
if
icatio
n
h
as
b
ee
n
im
p
le
m
en
ted
in
b
u
s
in
ess
,
m
an
ag
em
en
t,
m
ar
k
etin
g
,
an
d
s
o
cial
m
e
d
ia
f
o
r
a
lo
n
g
tim
e,
b
u
t
g
a
m
if
icatio
n
i
n
ed
u
ca
tio
n
is
s
till
an
em
er
g
in
g
tr
en
d
[1
7
]
.
I
n
th
e
co
n
tex
t
o
f
lear
n
i
n
g
,
g
am
if
icatio
n
is
ap
p
lied
in
s
u
ch
a
way
th
at
it
d
o
es
n
o
t
ch
an
g
e
lear
n
in
g
p
r
ac
tices.
Pre
v
io
u
s
r
esear
ch
h
as
s
h
o
wn
s
ev
er
al
g
am
if
icatio
n
m
ec
h
an
is
m
s
.
C
o
d
is
h
a
nd
R
av
id
[
1
8
]
s
u
g
g
ests
th
at
th
e
f
ea
tu
r
e
is
c
lass
if
i
e
d
in
to
a
f
ee
d
b
ac
k
m
ec
h
an
is
m
an
d
a
p
r
esen
tatio
n
m
ec
h
an
is
m
.
I
n
th
e
f
ee
d
b
ac
k
m
ec
h
an
is
m
,
th
e
g
am
if
icatio
n
f
ea
tu
r
es
ar
e
p
o
in
ts
,
b
ad
g
es,
an
d
r
ewa
r
d
s
,
wh
ile
th
e
p
r
esen
tatio
n
m
ec
h
an
is
m
u
s
e
s
a
lead
er
b
o
a
r
d
a
n
d
p
r
o
g
r
ess
b
ar
.
Giv
in
g
awa
r
d
s
in
th
e
f
o
r
m
o
f
b
a
d
g
es
in
o
n
l
i
n
e
co
m
m
u
n
ities
is
a
m
ec
h
an
i
s
m
th
at
ca
n
in
f
lu
e
n
ce
u
s
er
b
e
h
av
io
r
s
[
1
9
]
.
T
h
is
b
ad
g
e
is
g
iv
en
to
a
ce
r
tain
s
y
m
b
o
l
o
f
ac
h
iev
e
m
en
t.
T
h
e
u
s
er
h
as
to
d
o
th
e
jo
b
u
p
to
th
e
tar
g
et
o
r
b
ec
o
m
e
a
n
ex
p
er
t
t
o
ea
r
n
a
b
a
d
g
e.
T
h
u
s
,
b
ad
g
es
ar
e
v
alu
ab
le
th
in
g
s
t
o
ea
r
n
.
T
h
e
r
ewa
r
d
f
ea
tu
r
e
is
a
way
to
r
ef
lect
o
n
s
tu
d
en
ts
'
ac
h
iev
em
en
ts
an
d
r
ein
f
o
r
ce
t
h
eir
s
en
s
e
o
f
co
m
p
eten
ce
an
d
p
r
o
g
r
ess
[
1
2
]
.
Den
n
y
[
2
0
]
f
o
u
n
d
th
at
s
tu
d
en
ts
en
jo
y
ed
ea
r
n
in
g
b
a
d
g
es.
B
ad
g
es
ca
n
in
d
icate
th
eir
co
n
tr
ib
u
tio
n
a
n
d
in
d
icate
a
s
tr
o
n
g
p
r
ef
e
r
en
ce
f
o
r
d
is
p
lay
in
g
th
e
m
o
n
th
e
in
ter
f
ac
e.
C
o
u
r
s
e
co
m
p
letio
n
p
r
ef
e
r
en
ce
s
ca
n
b
e
lin
k
ed
t
o
th
e
p
r
o
g
r
ess
b
ar
.
Hen
ce
,
b
ad
g
es c
an
ac
t a
s
p
o
wer
f
u
l
m
o
tiv
ato
r
s
in
an
e
d
u
ca
tio
n
al
c
o
n
tex
t.
2
.
3
.
T
ec
hn
o
s
t
re
s
s
T
h
e
d
ev
el
o
p
m
en
t
o
f
I
n
f
o
r
m
atio
n
T
ec
h
n
o
lo
g
y
an
d
C
o
m
m
u
n
icatio
n
(
I
C
T
)
h
as
h
ad
a
s
ig
n
if
i
ca
n
t
im
p
ac
t
o
n
th
e
in
d
u
s
tr
ial
s
ec
to
r
.
T
h
er
e
is
a
d
em
an
d
f
o
r
in
d
iv
id
u
als
to
k
ee
p
ab
r
ea
s
t
o
f
tech
n
o
lo
g
ical
d
ev
elo
p
m
e
n
ts
.
T
h
is
p
r
o
v
i
d
es
ex
p
o
s
u
r
e
in
t
h
e
f
o
r
m
o
f
p
r
ess
u
r
e
an
d
c
o
n
ce
r
n
f
o
r
tech
n
o
l
o
g
y
u
s
er
s
wh
o
th
en
f
ee
l
u
n
ab
le
to
f
o
ll
o
w
o
r
ac
ce
p
t
tech
n
o
lo
g
y
.
T
h
er
e
ar
e
d
ir
ec
t
an
d
in
d
ir
ec
t
ef
f
e
cts
o
n
tech
n
o
s
tr
ess
w
ith
a
m
o
d
el
o
f
r
esis
tan
ce
to
in
n
o
v
atio
n
[
2
]
,
[
2
1
]
.
User
s
ar
e
ex
p
ec
ted
to
r
ea
lize
th
at
th
e
in
f
o
r
m
atio
n
tech
n
o
lo
g
y
ap
p
licatio
n
h
as
b
en
ef
its
in
h
elp
in
g
th
eir
wo
r
k
.
W
h
en
u
s
er
s
h
av
e
I
T
a
war
en
ess
,
th
e
in
f
lu
en
ce
o
f
te
ch
n
o
s
tr
ess
ca
n
b
e
r
ed
u
ce
d
a
n
d
ca
n
in
cr
ea
s
e
u
s
er
s
atis
f
ac
tio
n
in
u
s
in
g
th
e
ap
p
lic
atio
n
[
2
2
]
,
[
2
3
]
.
T
ec
h
n
o
s
tr
ess
is
a
n
eg
ativ
e
ef
f
ec
t
th
at
ar
is
es
in
th
e
p
r
o
ce
s
s
o
f
im
p
lem
en
tin
g
in
f
o
r
m
atio
n
tech
n
o
lo
g
y
[
2
4
]
.
T
h
e
p
lay
f
u
ln
ess
o
f
g
am
if
icatio
n
f
ea
tu
r
es
o
f
f
er
s
to
r
e
d
u
ce
u
s
e
r
s
tr
ess
an
d
ten
s
io
n
.
Stre
s
s
ca
u
s
ed
b
y
in
f
o
r
m
atio
n
tec
h
n
o
lo
g
y
m
a
y
h
av
e
a
n
eg
ativ
e
im
p
ac
t
o
n
tech
n
o
l
o
g
y
ac
ce
p
tan
ce
o
r
u
s
er
p
r
o
d
u
ctiv
ity
.
An
u
n
d
er
s
tan
d
in
g
o
f
th
e
lear
n
in
g
m
an
ag
em
en
t
s
y
s
tem
s
b
ec
o
m
e
s
cr
u
cial
in
th
is
b
len
d
ed
lear
n
i
n
g
er
a.
Gam
if
icatio
n
lea
d
s
to
a
p
lay
f
u
l
co
n
d
itio
n
th
u
s
it
ca
n
r
ed
u
ce
th
e
u
s
er
te
n
s
io
n
.
T
h
is
co
n
d
itio
n
will
h
elp
s
tu
d
en
ts
to
ac
h
ie
v
e
b
etter
k
n
o
wled
g
e
tr
an
s
f
er
in
th
e
lear
n
in
g
p
r
o
ce
s
s
.
Mo
r
eo
v
er
,
h
y
p
o
th
eses
o
f
th
is
r
esear
ch
ar
e:
H1
:
Feed
b
ac
k
m
ec
h
an
is
m
h
as
a
p
o
s
itiv
e
ef
f
ec
t o
n
th
e
p
r
o
g
r
e
s
s
b
ar
.
T
h
e
lead
er
b
o
ar
d
in
tr
o
d
u
ce
s
a
co
m
p
etitiv
e
lay
e
r
o
n
p
u
n
c
tu
ality
[
2
5
]
an
d
also
s
er
v
es
to
p
r
esen
t
p
r
o
g
r
ess
o
r
b
ad
g
es
ea
r
n
e
d
[
1
8
]
.
T
h
e
lead
e
r
b
o
a
r
d
is
th
e
th
i
r
d
m
o
s
t
attr
ac
tiv
e
g
am
if
icatio
n
m
ec
h
an
is
m
af
ter
v
ir
tu
al
g
o
o
d
s
a
n
d
r
e
d
ee
m
a
b
le
p
o
in
ts
[
2
6
]
.
T
h
is
i
n
d
icate
s
th
at
th
er
e
is
co
m
p
etitio
n
am
o
n
g
s
tu
d
e
n
ts
o
n
th
e
in
d
iv
id
u
al
lead
e
r
b
o
a
r
d
.
H2
:
Feed
b
ac
k
m
ec
h
an
is
m
h
as
a
p
o
s
itiv
e
ef
f
ec
t o
n
th
e
lead
e
r
b
o
ar
d
C
o
llectio
n
ca
r
d
s
f
r
o
m
o
u
r
f
ac
u
lty
an
d
s
taf
f
th
at
s
tu
d
en
ts
ca
n
r
ec
eiv
e
in
r
etu
r
n
f
o
r
p
lay
f
u
l
i
n
ter
ac
tio
n
s
[
1
2
]
.
'
Gam
if
icatio
n
'
f
o
cu
s
es
o
n
th
e
p
lay
f
u
ln
ess
n
atu
r
e
o
f
h
u
m
an
s
.
T
h
is
f
u
n
g
am
if
icatio
n
f
ea
tu
r
e
ca
n
m
ak
e
u
s
er
s
ex
cited
,
b
o
r
i
n
g
task
s
ca
n
b
e
tr
an
s
f
o
r
m
ed
in
t
o
an
in
te
r
e
s
tin
g
p
lay
in
g
p
r
o
ce
s
s
[
2
7
]
.
B
o
th
th
e
f
ee
d
b
ac
k
m
ec
h
an
is
m
an
d
t
h
e
p
r
esen
tati
o
n
m
ec
h
a
n
is
m
lead
th
e
u
s
er
t
o
th
e
p
er
ce
iv
e
d
p
lay
f
u
ln
ess
o
f
t
h
e
s
y
s
tem
[
1
8
]
.
H3
: T
h
e
ap
p
licatio
n
o
f
g
am
if
i
ca
tio
n
to
lear
n
in
g
m
a
n
ag
em
en
t sy
s
tem
co
u
ld
en
h
a
n
ce
p
er
ce
i
v
ed
p
lay
f
u
ln
ess
H4
:
Per
ce
iv
ed
p
lay
f
u
ln
ess
co
u
ld
r
ed
u
ce
tec
h
n
o
s
tr
ess
T
h
e
f
ee
d
b
ac
k
m
ec
h
an
is
m
is
a
n
aly
ze
d
f
o
r
its
im
p
ac
t
o
n
th
e
p
r
esen
tatio
n
m
ec
h
an
is
m
as
w
ell
as
b
o
th
m
ec
h
an
is
m
s
o
n
p
lay
f
u
ln
ess
.
T
h
is
s
tu
d
y
aim
s
to
d
eter
m
in
e
th
e
m
itig
atio
n
r
o
le
o
f
p
la
y
f
u
l
co
n
d
itio
n
s
o
f
f
er
e
d
b
y
L
MS
with
th
e
g
am
if
icatio
n
f
e
atu
r
e.
Fig
u
r
e
1
s
h
o
ws
t
h
e
co
n
jectu
r
e
o
f
th
e
v
a
r
iab
les
in
th
e
m
o
d
el
.
I
n
ad
d
itio
n
,
th
is
s
tu
d
y
ex
am
in
es th
e
s
u
cc
es
s
o
f
im
p
lem
en
tin
g
th
is
f
ea
tu
r
e
to
m
an
ag
e
u
s
er
tech
n
o
s
tr
ess
.
Fig
u
r
e
1
.
Pro
p
o
s
ed
r
esear
c
h
m
o
d
el
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
Ga
mifica
tio
n
in
e
-
lea
r
n
in
g
:
T
h
e
mitig
a
tio
n
r
o
le
in
tech
n
o
s
tr
ess
(
F
a
r
id
ia
h
A
g
h
a
d
ia
ti F
a
jr
i
)
609
3.
RE
S
E
ARCH
M
E
T
H
O
D
T
h
e
r
esear
ch
m
o
d
el
was
test
ed
u
s
in
g
Stru
ctu
r
al
E
q
u
atio
n
Mo
d
elin
g
(
SEM
)
.
T
h
e
g
a
m
if
icatio
n
m
ec
h
an
is
m
in
ed
u
ca
tio
n
was
ev
alu
ated
,
an
d
th
e
ef
f
ec
t
o
f
th
ese
f
ea
tu
r
es
was
ex
am
in
ed
.
A
q
u
asi
-
ex
p
er
im
e
n
tal
d
esig
n
was
d
e
v
elo
p
e
d
to
in
v
e
s
tig
ate
th
e
ef
f
ec
t
o
f
g
am
if
icatio
n
in
th
e
L
ea
r
n
in
g
Ma
n
ag
e
m
en
t
Sy
s
tem
(
L
MS)
.
T
h
e
L
MS
n
am
ely
,
eL
o
k
was
th
e
o
n
lin
e
co
u
r
s
e
p
latf
o
r
m
a
n
d
Ma
s
s
iv
e
On
lin
e
Op
en
C
o
u
r
s
e
(
MO
OC
)
with
Mo
o
d
le
f
o
r
th
e
g
am
if
icatio
n
f
ea
tu
r
es.
T
ab
le
1
co
n
tain
s
t
h
e
g
am
if
icatio
n
f
ea
t
u
r
es
o
f
th
e
Mo
o
d
le
.
T
h
e
s
am
p
le
o
f
th
e
s
tu
d
y
was
co
m
p
o
s
ed
o
f
7
4
s
tu
d
en
ts
in
th
e
th
ir
d
s
em
e
s
ter
.
Stu
d
en
ts
wh
o
wan
t
to
p
ar
ticip
ate
m
u
s
t
h
av
e
tak
en
an
d
p
ass
ed
in
ter
m
ed
iate
ac
co
u
n
tin
g
co
u
r
s
es
an
d
ac
tiv
ely
u
s
ed
th
e
eL
o
k
L
ea
r
n
in
g
Ma
n
ag
em
en
t
Sy
s
tem
(
L
MS)
f
o
r
t
h
e
p
ast
s
em
ester
.
Mo
d
d
le’
s
g
am
if
icatio
n
f
ea
tu
r
e
s
h
av
e
b
ee
n
ac
tiv
ated
in
th
e
c
o
u
r
s
e,
n
am
el
y
“I
t’
s
Acc
o
u
n
tin
g
!
”
.
T
h
e
ac
tiv
ate
d
Mo
o
d
le
f
ea
tu
r
es a
r
e
s
h
o
wn
in
T
ab
le
1
.
T
ab
le
1
.
Mo
o
d
le
f
ea
tu
r
es
G
a
mi
f
i
c
a
t
i
o
n
X
P
P
o
i
n
t
s
Ea
r
n
X
P
f
o
r
a
n
a
c
t
i
v
i
t
y
B
a
d
g
e
s
O
b
t
a
i
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ln
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d
tech
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s
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ess
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th
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ce
s
s
,
s
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ts
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o
co
m
p
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all
s
tag
es a
r
e
6
0
s
tu
d
en
ts
.
T
ec
h
n
o
lo
g
y
in
s
ec
u
r
ity
an
d
tech
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o
lo
g
ical
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n
ce
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tain
ty
b
ec
o
m
e
ir
r
elev
an
t
to
th
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ex
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te
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ce
o
f
a
co
llab
o
r
atio
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in
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y
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er
s
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ac
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h
at
h
as
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ec
o
m
e
a
n
at
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r
al
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g
.
Di
g
ital
wo
r
k
allo
ws
wo
r
k
to
b
e
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e
an
y
wh
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h
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m
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tech
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y
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asio
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is
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tain
to
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cc
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r
an
d
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lo
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g
er
a
s
tr
ess
o
r
.
'
Z
o
o
m
f
atig
u
e'
[
9
]
wh
ich
is
attac
h
ed
to
d
ig
ita
l
w
o
r
k
is
o
f
te
n
th
e
r
esu
lt
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f
tec
h
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o
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o
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o
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n
d
tech
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c
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p
l
ex
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h
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cr
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s
in
th
e
T
r
an
s
ac
tio
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-
B
ased
m
o
d
el
[
3
]
ca
n
n
o
t
b
e
f
u
lly
ad
o
p
ted
in
th
e
s
co
p
e
o
f
d
ig
ital
w
o
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k
.
T
h
e
co
n
s
tr
u
ct
wh
ich
is
s
h
o
wed
in
th
e
T
a
b
l
e
2
was
an
aly
ze
d
b
y
Sm
ar
t
PLS
s
o
f
twar
e.
T
h
e
f
ir
s
t
s
tag
e
was
a
lg
o
r
ith
m
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u
n
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ich
is
ca
r
r
ied
o
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t
to
ass
ess
wh
eth
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d
ata
m
ee
ts
t
h
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ass
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m
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tio
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alid
ity
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n
d
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eliab
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en
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o
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e
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y
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k
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g
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th
e
o
u
ter
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ad
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g
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o
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ea
c
h
q
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esti
o
n
item
.
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n
g
en
e
r
al,
th
e
th
r
esh
o
ld
u
s
ed
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o
r
f
ac
to
r
an
aly
s
is
with
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ad
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g
s
o
f
less
th
an
0
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5
s
h
o
u
ld
b
e
d
r
o
p
[
2
8
]
.
T
h
en
,
it
is
co
n
tin
u
ed
b
y
ass
ess
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g
Av
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ag
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Var
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ite
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ite
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ato
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6
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g
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er
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s
h
o
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ld
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e
0
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5
o
r
h
ig
h
e
r
[
2
9
]
.
T
ab
le
2
.
Op
e
r
atio
n
al
d
ef
i
n
itio
n
C
o
n
st
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u
c
t
s
O
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l
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I
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S
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t
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o
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d
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n
g
me
d
i
a
2
C
o
d
i
s
h
a
n
d
R
a
v
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d
[1
8
]
B
a
d
g
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s
P
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c
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p
t
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o
n
s
o
f
b
a
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a
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b
t
a
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o
n
l
i
n
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a
r
n
i
n
g
m
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d
i
a
5
R
e
w
a
r
d
s
P
e
r
c
e
p
t
i
o
n
o
f
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w
a
r
d
s
o
b
t
a
i
n
e
d
i
n
o
n
l
i
n
e
l
e
a
r
n
i
n
g
m
e
d
i
a
4
P
r
o
g
r
e
ss
B
a
r
s
P
e
r
c
e
p
t
i
o
n
o
f
t
h
e
st
a
t
u
s
o
f
t
h
e
p
r
o
g
r
e
s
s b
a
r
s
d
i
s
p
l
a
y
e
d
i
n
o
n
l
i
n
e
l
e
a
r
n
i
n
g
me
d
i
a
4
Le
a
d
e
r
b
o
a
r
d
P
e
r
c
e
p
t
i
o
n
o
f
l
e
a
d
e
r
b
o
a
r
d
st
a
t
u
s
d
i
s
p
l
a
y
e
d
i
n
o
n
l
i
n
e
l
e
a
r
n
i
n
g
me
d
i
a
6
P
e
r
c
e
i
v
e
d
p
l
a
y
f
u
l
n
e
ss
I
n
d
i
v
i
d
u
a
l
p
e
r
c
e
p
t
i
o
n
s
t
h
a
t
e
x
p
l
a
i
n
i
n
t
r
i
n
si
c
b
e
h
a
v
i
o
r
t
o
b
e
m
o
t
i
v
a
t
e
d
9
M
o
o
n
a
n
d
K
i
m
[
30
]
Te
c
h
n
o
-
o
v
e
r
l
o
a
d
A
si
t
u
a
t
i
o
n
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h
e
r
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t
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c
h
n
o
l
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y
f
o
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c
e
s
u
sers t
o
w
o
r
k
f
a
st
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r
f
o
r
a
l
o
n
g
e
r
d
u
r
a
t
i
o
n
5
R
a
g
u
-
N
a
t
h
a
n
,
e
t
a
l
.
[
3
]
Te
c
h
n
o
-
c
o
m
p
l
e
x
i
t
y
A
si
t
u
a
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o
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t
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h
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o
l
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y
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o
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p
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n
d
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me
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d
ma
k
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f
f
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r
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i
t
5
Fu
r
th
er
m
o
r
e
,
th
e
b
o
o
ts
tr
ap
p
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n
g
s
tag
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is
ca
r
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ied
o
u
t
t
o
te
s
t
th
e
p
ath
o
f
th
is
r
esear
ch
m
o
d
el.
T
h
e
s
ig
n
if
ican
ce
lev
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in
t
h
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in
f
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tial
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0
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.
T
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m
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(
in
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ip
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ican
ce
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an
d
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T
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is
in
th
is
s
tu
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n
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s
o
f
4
eq
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s
,
n
am
ely
:
1
)
T
h
e
ef
f
ec
t
o
f
th
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f
ee
d
b
ac
k
m
ec
h
an
is
m
o
n
th
e
p
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g
r
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b
ar
;
2
)
T
h
e
ef
f
ec
t
o
f
th
e
f
ee
d
b
ac
k
m
ec
h
an
is
m
o
n
th
e
lead
er
b
o
a
r
d
;
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
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&
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Vo
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10
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2
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1
4
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d
4
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T
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T
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as:
=
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(
1
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=
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(
2
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=
+
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+
+
+
(
3
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=
−
+
(
4
)
4.
RE
SU
L
T
S
AND
D
I
SCU
SS
I
O
N
T
h
ese
r
esu
lts
ar
e
p
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a
ta
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asi
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en
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7
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6
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8
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Par
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ts
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n
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4
6
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a
n
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1
4
m
ales
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1
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2
0
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r
s
.
Descr
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tiv
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s
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ti
cs
o
f
th
e
m
ea
s
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s
v
alu
e
ar
e
p
r
esen
ted
in
T
a
b
le
3
.
Acc
o
r
d
in
g
t
o
Fo
r
n
ell
an
d
B
o
o
k
s
tein
[
3
1
]
,
th
e
co
n
v
er
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en
t
v
alid
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s
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ld
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atis
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o
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lar
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n
0
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5
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F
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lo
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as
b
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k
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f
o
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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t J E
v
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&
R
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d
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I
SS
N:
2252
-
8
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Sq
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834
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(
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)
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
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I
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J
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0
.
1
8
0
.
0
3
4
.
2
9
9
B
a
d
g
e
→
P
e
r
c
e
i
v
e
d
p
l
a
y
f
u
l
n
e
ss
2
.
2
5
8
-
.
3
8
7
*
*
R
e
w
a
r
d
→
P
e
r
c
e
i
v
e
d
p
l
a
y
f
u
l
n
e
ss
2
.
1
9
9
.
2
7
4
*
*
P
r
o
g
r
e
ss
b
a
r
→
P
e
r
c
e
i
v
e
d
p
l
a
y
f
u
l
n
e
ss
0
.
2
0
5
.
0
4
1
*
*
L
e
a
d
e
r
b
o
a
r
d
→
P
e
r
c
e
i
v
e
d
p
l
a
y
f
u
l
n
e
ss
2
.
5
4
5
.
5
0
5
*
*
P
e
r
c
e
i
v
e
d
p
l
a
y
f
u
l
n
e
ss
→
t
e
c
h
n
o
st
r
e
ss
2
.
8
0
6
-
.
3
1
3
*
*
*
.
0
9
8
*
p
<
0
.
1
;
*
*
p
<
0
.
0
5
;
*
*
*
p
<
0
.
0
1
T
h
e
r
esu
lt
s
h
o
wed
th
at
p
o
i
n
t,
b
ad
g
e,
a
n
d
r
ewa
r
d
as
th
e
f
ee
d
b
ac
k
m
ec
h
a
n
is
m
h
as
a
p
o
s
itiv
e
ef
f
ec
t
o
n
th
e
p
r
o
g
r
ess
b
ar
(
β
POI
=.
2
1
7
*
,
β
B
AD=
.
3
5
2
*
*
,
β
R
E
W
=.
2
7
2
*
*
)
,
h
en
ce
s
u
p
p
o
r
tin
g
H1
.
T
h
e
r
esu
lt
co
n
f
ir
m
ed
H2
b
an
d
H2
c
,
b
a
d
g
e
an
d
r
ewa
r
d
wer
e
f
o
u
n
d
to
b
e
p
r
ed
icto
r
s
o
f
th
e
lead
er
b
o
ar
d
(
β
B
AD=
.
5
5
4
*
*
*
,
β
R
E
W
=.
1
9
7
*
)
,
wh
ile
th
e
p
o
i
n
ts
(
H2
a)
ar
e
n
o
t
p
r
o
v
en
.
All
p
r
esen
tatio
n
m
ec
h
a
n
is
m
s
ar
e
ab
le
to
p
r
ed
ict
p
er
ce
iv
ed
p
la
y
f
u
ln
ess
(
β
PR
O
=.
0
4
1
*
*
,
β
L
E
A=
.
5
0
5
*
*
)
,
wh
ile
th
e
f
ee
d
b
ac
k
m
ec
h
an
is
m
s
th
at
ca
n
p
r
ed
ict
p
er
ce
iv
ed
p
lay
f
u
ln
ess
ar
e
o
n
l
y
b
ad
g
e
an
d
r
ewa
r
d
(
β
B
AD=
-
.
3
8
7
*
*
,
β
R
E
W
=.
2
7
4
*
*
)
.
H3
a
is
n
o
t
s
u
p
p
o
r
ted
.
Fu
r
th
er
m
o
r
e
,
p
e
r
ce
iv
ed
p
lay
f
u
ln
ess
was
also
f
o
u
n
d
to
b
e
a
p
r
ed
icto
r
o
f
tech
n
o
s
tr
ess
(
β
PLA=
-
.
3
1
3
*
*
*
)
,
th
u
s
co
n
f
ir
m
in
g
H4
.
A
h
ig
h
er
le
v
el
o
f
p
er
ce
iv
ed
p
lay
f
u
ln
ess
was
ass
o
ciate
d
with
a
lo
wer
lev
el
o
f
tech
n
o
s
tr
ess
.
As
s
tated
ab
o
v
e,
n
o
t a
ll p
r
o
p
o
s
ed
h
y
p
o
th
eses
ar
e
s
u
p
p
o
r
te
d
.
I
n
d
u
s
tr
y
a
n
d
tech
n
o
lo
g
y
tr
en
d
s
th
at
m
ak
e
th
e
wo
r
ld
o
f
wo
r
k
s
witch
to
d
ig
ital
wo
r
k
d
e
m
a
n
d
h
ig
h
er
ed
u
ca
tio
n
g
r
ad
u
ates
with
d
ig
i
tal
ab
ilit
ies.
Als
o
,
th
e
co
n
s
tr
ain
ts
ex
p
e
r
ien
ce
d
b
y
tr
a
d
itio
n
a
l
lectu
r
es
s
u
ch
as
tim
e,
class
r
o
o
m
s
,
th
e
lim
ited
n
u
m
b
er
o
f
p
ar
ticip
a
n
ts
wer
e
th
e
r
ea
s
o
n
s
f
o
r
th
e
d
e
v
elo
p
m
en
t
o
f
b
le
n
d
ed
lear
n
in
g
.
Ho
wev
e
r
,
th
e
u
s
e
o
f
tech
n
o
lo
g
y
m
ed
ia
in
lear
n
in
g
r
aises
s
ev
er
al
p
r
o
b
lem
s
,
s
u
ch
as
'
zo
o
m
f
ati
g
u
e'
[
9
]
an
d
p
ar
ticip
an
t
en
g
ag
em
en
t
[
1
1
]
.
Gam
if
icatio
n
is
a
s
tr
ateg
y
f
o
r
m
a
n
ag
in
g
th
ese
two
p
r
o
b
lem
s
.
T
h
e
s
im
p
lest
'
Gam
in
g
'
f
ea
tu
r
es
to
b
u
ild
in
a
L
ea
r
n
in
g
Ma
n
a
g
em
en
t
Sy
s
tem
(
L
MS)
ar
e
th
e
f
ee
d
b
ac
k
m
ec
h
an
is
m
an
d
th
e
p
r
esen
tatio
n
m
ec
h
a
n
is
m
.
Pre
v
io
u
s
r
esear
ch
h
as
f
o
u
n
d
th
at
th
e
two
m
ec
h
a
n
is
m
s
ca
n
b
e
s
tr
o
n
g
p
r
ed
icto
r
s
o
f
p
er
ce
iv
ed
p
lay
f
u
ln
ess
[
1
8
]
.
T
h
e
co
n
tr
o
l
s
y
s
tem
o
f
th
e
p
r
esen
tatio
n
m
ec
h
a
n
is
m
in
th
e
p
r
o
g
r
ess
b
ar
is
d
eter
m
in
ed
b
y
th
e
th
r
ee
f
ee
d
b
ac
k
m
ec
h
an
is
m
s
.
Xp
p
o
in
ts
ea
r
n
ed
b
y
p
ar
ticip
an
ts
will
b
e
ac
cu
m
u
lated
,
weig
h
ted
,
an
d
in
clu
d
ed
as
a
co
m
p
o
n
e
n
t
o
f
task
co
m
p
let
io
n
.
Ob
tain
in
g
b
a
d
g
es
is
clo
s
ely
r
elate
d
to
th
e
ac
h
iev
em
en
t
o
f
c
er
tain
m
aster
in
g
s
k
ills
.
Par
ticip
an
ts
wh
o
alr
ea
d
y
u
n
d
er
s
tan
d
a
s
k
ill
will
b
en
ef
it
f
r
o
m
d
o
in
g
q
u
izze
s
an
d
ass
ig
n
m
en
ts
.
R
e
war
d
s
g
iv
en
in
th
e
'
L
ev
el
Up
!
'
s
ch
em
e
is
th
e
ac
cu
m
u
latio
n
o
f
s
co
r
es
o
n
q
u
izze
s
an
d
ass
ig
n
m
en
ts
.
B
ad
g
es a
n
d
r
ewa
r
d
s
ca
n
b
e
s
tr
o
n
g
p
r
ed
icto
r
s
f
o
r
th
e
p
r
o
g
r
ess
b
ar
.
Nah
,
et
a
l.
[
3
3
]
f
o
u
n
d
th
at
th
e
n
u
m
b
er
o
f
ex
p
e
r
ien
ce
p
o
i
n
ts
g
ain
ed
co
r
r
elate
s
with
th
e
ass
ig
n
m
en
t
s
co
r
e
an
d
th
e
o
v
er
all
s
co
r
e.
E
d
u
ca
tio
n
al
B
ad
g
es
ar
e
d
esig
n
e
d
as
an
alter
n
ativ
e
ass
ess
m
en
t
an
d
awa
r
d
th
at
ca
n
in
cr
ea
s
e
lear
n
er
m
o
tiv
atio
n
[
3
4
]
.
M
o
tiv
ated
s
tu
d
en
ts
will
co
m
p
lete
lectu
r
es
ac
co
r
d
in
g
t
o
th
e
tim
elin
e
a
n
d
s
h
o
wn
in
th
e
p
r
o
g
r
ess
b
ar
.
Gam
if
icatio
n
also
m
ak
es
th
e
lear
n
in
g
s
y
s
tem
m
o
r
e
en
g
a
g
in
g
a
n
d
ch
allen
g
in
g
f
o
r
s
tu
d
en
ts
.
Giv
in
g
b
ad
g
es
to
s
tu
d
en
ts
wh
o
p
er
f
o
r
m
well
is
a
n
ex
a
m
p
le
o
f
ten
d
o
n
e
[
1
8
]
.
T
h
is
will
g
iv
e
b
ad
g
e
r
ec
ip
ien
ts
p
r
id
e
an
d
in
c
r
ea
s
e
th
e
m
o
tiv
atio
n
o
f
o
th
er
p
a
r
ticip
an
ts
.
Ho
wev
er
,
it
s
h
o
u
ld
b
e
u
n
d
er
li
n
ed
th
at
b
ad
g
es
s
ig
n
if
ican
tly
r
ed
u
ce
s
t
u
d
en
ts
'
p
er
ce
iv
ed
p
lay
f
u
l
n
ess
.
T
h
e
m
et
h
o
d
s
o
f
u
s
in
g
b
a
d
g
es
v
ar
y
wid
ely
in
th
e
r
ea
l
wo
r
ld
o
f
th
e
g
a
m
e,
s
o
it
is
p
o
s
s
ib
le
th
at
th
e
p
r
o
ce
d
u
r
e
f
o
r
o
b
tain
in
g
b
ad
g
es
o
n
th
is
L
MS
is
n
o
t
ap
p
r
o
p
r
iate.
T
im
e,
p
lace
,
an
d
n
u
m
b
er
o
f
p
ar
ticip
an
ts
th
at
b
ec
o
m
e
o
b
s
tacle
s
to
co
n
v
en
tio
n
al
lear
n
in
g
ca
n
b
e
so
lv
ed
b
y
e
-
L
ea
r
n
in
g
.
Gam
if
i
ca
tio
n
co
n
ce
p
ts
ca
n
i
n
cr
ea
s
e
th
e
lo
w
lev
el
o
f
u
s
er
in
v
o
l
v
em
en
t
in
th
e
L
ea
r
n
in
g
Ma
n
ag
em
en
t
Sy
s
tem
(
L
MS)
wh
ich
m
ak
es
in
ter
ac
tio
n
s
less
o
p
tim
al
[
3
5
]
.
I
n
p
ar
tic
u
lar
,
g
am
if
icatio
n
in
th
e
lear
n
in
g
s
y
s
tem
is
an
ef
f
ec
tiv
e
way
t
o
f
i
x
p
r
o
b
lem
s
r
elate
d
t
o
tim
e
c
o
n
s
tr
ain
ts
an
d
s
tu
d
e
n
t
p
r
ess
u
r
e
[
8
]
.
T
h
u
s
,
g
am
if
icatio
n
is
ab
le
to
im
p
r
o
v
e
th
e
lea
r
n
in
g
en
v
ir
o
n
m
e
n
t
to
b
e
f
u
n
an
d
en
jo
y
ab
le
[
1
1
]
.
T
h
e
b
u
ild
-
in
g
am
if
icatio
n
tech
n
iq
u
e
in
n
o
n
-
g
am
e
ap
p
licatio
n
s
h
as
b
ee
n
s
tu
d
ied
t
o
h
a
v
e
a
p
o
s
itiv
e
im
p
ac
t
o
n
u
s
er
s
.
Pre
v
io
u
s
r
esear
ch
ex
a
m
in
ed
t
h
e
ef
f
ec
t
o
f
g
am
if
icatio
n
o
n
p
ar
ticip
an
t
m
o
tiv
atio
n
[
1
3
]
,
e
n
jo
y
m
en
t
[
3
6
]
,
an
d
u
s
er
en
g
ag
em
en
t
[
2
0
]
.
T
h
e
v
a
r
io
u
s
p
o
s
itiv
e
ef
f
ec
ts
th
at
th
e
p
ar
ticip
an
ts
h
ad
h
ad
wer
e
c
o
n
f
ir
m
ed
.
Per
ce
iv
e
d
p
lay
f
u
ln
ess
is
o
b
tain
ed
b
y
c
o
u
r
s
e
p
ar
ticip
an
ts
af
ter
p
ar
tic
ip
atin
g
in
lear
n
in
g
u
s
in
g
L
ea
r
n
in
g
Ma
n
ag
em
en
t
Sy
s
tem
s
(
L
MS)
m
ed
ia
with
g
am
if
icatio
n
f
ea
tu
r
es.
All
g
am
if
icatio
n
f
ea
tu
r
es
ar
e
ab
le
to
g
iv
e
p
ar
ticip
an
ts
p
lay
f
u
ln
ess
,
ex
ce
p
t
f
o
r
th
e
p
o
in
t
an
d
b
ad
g
e
f
ea
tu
r
es.
T
ak
in
g
q
u
izze
s
an
d
ass
ig
n
m
en
ts
to
ea
r
n
p
o
in
ts
an
d
b
ad
g
es
is
p
r
o
b
a
b
ly
th
e
r
ea
s
o
n
wh
y
th
ese
two
f
ea
tu
r
es
d
o
n
o
t
af
f
ec
t.
On
lin
e
ac
tiv
ities
ca
n
p
r
o
v
id
e
a
f
av
o
r
ab
le
in
f
lu
en
ce
o
n
wo
r
k
t
h
at
s
tu
d
en
ts
d
o
in
d
ep
en
d
en
tly
[
3
7
]
.
Stu
d
en
ts
h
av
e
p
o
s
itiv
e
th
o
u
g
h
ts
o
n
g
am
if
icatio
n
an
d
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
Ga
mifica
tio
n
in
e
-
lea
r
n
in
g
:
T
h
e
mitig
a
tio
n
r
o
le
in
tech
n
o
s
tr
ess
(
F
a
r
id
ia
h
A
g
h
a
d
ia
ti F
a
jr
i
)
613
th
ey
ex
p
e
r
ien
ce
in
cr
ea
s
ed
ac
h
iev
em
en
t
in
lear
n
in
g
[
38]
.
Su
'
s
r
esear
ch
[
3
6
]
r
esu
lts
b
ec
o
m
e
a
p
ar
ad
ig
m
f
o
r
f
u
tu
r
e
ac
a
d
em
ic
g
a
m
if
icatio
n
r
esear
ch
.
De
-
Ma
r
co
s
,
et
a
l
.
[
3
9
]
f
o
u
n
d
t
h
at
g
am
if
icatio
n
p
lu
g
in
s
u
s
ed
in
th
e
lear
n
in
g
m
an
a
g
em
en
t
s
y
s
tem
p
er
f
o
r
m
ed
b
etter
th
an
tr
a
d
itio
n
al
e
-
lear
n
in
g
ap
p
r
o
ac
h
es
in
ter
m
s
o
f
ac
ad
em
ic
ac
h
iev
em
en
t
f
o
r
p
r
ac
tical
task
s
.
I
t
p
r
o
v
id
es
ev
id
en
ce
th
at
th
e
d
ev
elo
p
m
en
t
an
d
d
esig
n
o
f
g
am
if
icatio
n
lear
n
in
g
c
o
n
ten
t
ar
e
v
er
y
im
p
o
r
tan
t.
Gam
if
icatio
n
m
ak
es
s
tu
d
en
ts
f
ee
l
co
m
f
o
r
ta
b
le
wh
en
in
ter
ac
tin
g
with
th
e
lear
n
in
g
m
a
n
ag
em
en
t
s
y
s
tem
s
o
th
at
it c
an
r
ed
u
ce
s
tr
ess
an
d
ten
s
io
n
o
v
e
r
u
s
in
g
th
e
s
y
s
tem
.
5.
CO
NCLU
SI
O
N
T
h
e
d
em
an
d
to
a
p
p
ly
b
le
n
d
ed
lear
n
in
g
in
h
ig
h
e
r
ed
u
ca
tio
n
r
aises
th
e
is
s
u
e
o
f
in
cr
ea
s
in
g
t
h
e
s
u
cc
ess
o
f
th
is
m
ix
ed
lear
n
in
g
.
T
h
e
i
n
ten
s
ity
o
f
th
e
u
s
e
o
f
tech
n
o
lo
g
y
ca
n
in
cr
ea
s
e
s
tu
d
en
t
s
tr
ess
an
d
ten
s
io
n
.
I
n
ad
d
itio
n
,
th
e
r
e
ar
e
s
till
d
o
u
b
ts
ab
o
u
t
th
e
s
tu
d
e
n
ts
'
m
o
tiv
atio
n
an
d
e
n
g
ag
em
e
n
t
in
th
e
L
ea
r
n
in
g
Ma
n
a
g
em
en
t
Sy
s
tem
(
L
MS)
.
Gam
if
icatio
n
is
a
way
o
u
t
f
o
r
th
e
s
am
e
ca
s
e
o
n
o
th
e
r
p
latf
o
r
m
s
,
s
u
c
h
as
b
u
s
in
ess
,
m
ar
k
etin
g
,
an
d
s
o
cial
m
ed
ia.
T
h
e
r
esear
c
h
f
o
u
n
d
th
at
th
e
g
am
e
m
ec
h
a
n
is
m
im
p
lan
ted
in
th
e
L
MS
was
ab
le
t
o
in
cr
ea
s
e
th
e
p
lay
f
u
ln
ess
o
f
th
e
p
ar
ticip
an
ts
.
B
esid
es,
th
is
p
er
ce
iv
ed
p
lay
f
u
ln
ess
ca
n
r
ed
u
ce
th
e
lev
e
l
o
f
tec
h
n
o
s
tr
ess
in
s
tu
d
en
ts
.
T
h
e
u
s
e
o
f
th
e
g
am
if
icatio
n
f
ea
tu
r
e
h
as
p
r
o
v
e
n
t
o
in
cr
ea
s
e
th
e
b
en
e
f
its
o
f
n
o
n
-
g
am
e
tech
n
o
lo
g
y
.
T
h
is
s
tu
d
y
d
is
clo
s
es
th
at
it
ca
n
wo
r
k
in
lear
n
in
g
-
r
elate
d
in
f
o
r
m
atio
n
s
y
s
tem
s
.
I
t
b
ec
o
m
es
an
en
h
an
ce
m
en
t
f
o
r
s
y
s
tem
d
ev
elo
p
er
s
t
o
r
ea
lize
th
at
th
e
g
a
m
e
-
f
ea
tu
r
es
s
h
o
u
ld
b
e
o
p
tim
ized
in
an
L
MS.
I
t
n
o
t
o
n
ly
p
r
o
v
id
es
en
jo
y
m
en
t
f
o
r
t
h
e
s
tu
d
en
ts
b
u
t
also
ab
le
to
r
ed
u
ce
s
tr
ess
ar
is
i
n
g
f
r
o
m
in
ter
ac
tio
n
s
with
tech
n
o
lo
g
y
.
T
h
e
lim
itatio
n
o
f
th
is
s
tu
d
y
is
th
at
th
e
s
am
p
le
is
s
till
r
elativ
ely
s
m
all.
Fu
r
th
er
r
esear
ch
ca
n
u
s
e
th
e
Ma
s
s
iv
e
On
lin
e
Op
en
C
o
u
r
s
e
(
MO
OC
s
)
m
ed
ia
s
o
th
at
a
lar
g
er
s
am
p
le
ca
n
b
e
o
b
tain
ed
.
T
h
is
r
esear
ch
h
as
a
p
r
ac
tical
im
p
ac
t
b
ased
o
n
u
s
e
r
p
leasu
r
e
w
h
ich
ca
n
r
e
d
u
ce
s
tr
ess
lev
els,
r
ed
u
ce
u
s
er
r
esis
tan
ce
,
an
d
in
c
r
ea
s
e
th
e
ef
f
ec
tiv
en
ess
o
f
tech
n
o
l
o
g
y
im
p
lem
e
n
tatio
n
.
T
h
e
s
o
f
twar
e
d
ev
elo
p
e
r
s
h
o
u
ld
b
e
co
n
s
id
er
ed
ab
o
u
t
tech
n
o
s
tr
ess
f
ac
to
r
s
to
in
cr
ea
s
e
u
s
er
ac
ce
p
tan
ce
an
d
r
ed
u
c
e
r
esis
t
an
ce
.
Sy
s
tem
d
ev
elo
p
er
s
s
h
o
u
ld
co
n
s
id
er
u
s
in
g
th
e
g
am
i
f
icatio
n
f
ea
tu
r
e
in
th
eir
ap
p
licatio
n
s
.
RE
F
E
R
E
NC
E
S
[1
]
J.
Laz
a
r,
J.
H.
F
e
n
g
,
a
n
d
H.
Ho
c
h
h
e
ise
r,
Res
e
a
rc
h
M
e
th
o
d
s
in
Hu
ma
n
-
C
o
mp
u
ter
In
ter
a
c
ti
o
n
.
Wi
ley
P
u
b
li
sh
i
n
g
,
2
0
1
7
.
[2
]
E.
B.
P
u
l
li
n
s,
T.
S
.
Ra
g
u
-
Na
th
a
n
,
a
n
d
M
.
Tara
fd
a
r,
“
Tec
h
n
o
stre
ss
:
Ne
g
a
ti
v
e
e
ffe
c
t
o
n
p
e
rf
o
rm
a
n
c
e
a
n
d
p
o
ss
ib
le
M
it
ig
a
ti
o
n
s,”
I
n
f.
S
y
st.
J
.
,
v
o
l.
2
5
,
n
o
.
2
,
p
p
.
1
03
–
1
3
2
,
2
0
1
5
,
d
o
i:
1
0
.
1
1
1
1
/
isj.
1
2
0
4
2
.
[3
]
T.
S
.
Ra
g
u
-
Na
th
a
n
,
M
.
Tara
fd
a
r,
B.
S
.
Ra
gu
-
Na
th
a
n
,
a
n
d
Q.
Tu
,
“
Th
e
Co
n
se
q
u
e
n
c
e
s
o
f
Tec
h
n
o
stre
ss
fo
r
En
d
Us
e
r
s
in
Org
a
n
iza
ti
o
n
s:
Co
n
c
e
p
tu
a
l
De
v
e
lo
p
m
e
n
t
a
n
d
Va
li
d
a
ti
o
n
,
”
In
f
.
S
y
st.
Res
.
,
v
o
l.
1
9
,
n
o
.
4
,
p
p
.
4
1
7
–
4
3
3
,
2
0
0
8
,
d
o
i
:
1
0
.
1
2
8
7
/
isre
.
1
0
7
0
.
0
1
6
5
.
[4
]
S
.
O.
An
sa
h
,
J.
Q.
Az
a
so
o
,
a
n
d
I.
N.
Ad
u
,
“
Un
d
e
rsta
n
d
i
n
g
T
h
e
Eff
e
c
ts
o
f
Tec
h
n
o
-
stre
ss
o
n
T
h
e
P
e
rfo
rm
a
n
c
e
o
f
Ba
n
k
in
g
S
taff,”
In
t.
J
.
B
u
s.
Co
n
ti
n
.
Ri
sk
M
a
n
a
g
.
,
v
o
l.
6
,
n
o
.
3
,
p
.
2
2
2
,
2
0
1
6
,
d
o
i:
1
0
.
1
5
0
4
/i
j
b
c
rm
.
2
0
1
6
.
0
7
9
0
1
0
.
[5
]
M
.
Tara
fd
a
r,
Q.
Tu
,
T
.
S
.
Ra
g
u
-
Na
th
a
n
,
a
n
d
B.
S
.
Ra
g
u
-
Na
t
h
a
n
“
Cro
ss
in
g
t
o
th
e
Da
rk
S
i
d
e
:
Ex
a
m
in
in
g
Cre
a
to
rs
,
Ou
tco
m
e
s,
a
n
d
In
h
ib
it
o
rs
o
f
T
e
c
h
n
o
stre
ss
,
”
Co
mm
u
n
.
ACM
,
v
o
l.
5
4
,
n
o
.
9
,
p
p
.
1
1
3
–
1
2
0
,
S
e
p
.
2
0
1
1
,
d
o
i:
1
0
.
1
1
4
5
/
1
9
9
5
3
7
6
.
1
9
9
5
4
0
3
.
[6
]
D.
R.
G
a
rriso
n
a
n
d
H.
Ka
n
u
k
a
,
“
Blen
d
e
d
lea
rn
in
g
:
Un
c
o
v
e
rin
g
i
ts
tran
sfo
rm
a
ti
v
e
p
o
ten
ti
a
l
i
n
h
i
g
h
e
r
e
d
u
c
a
ti
o
n
,
”
In
ter
n
e
t
Hig
h
.
E
d
u
c
.
,
v
o
l.
7
,
n
o
.
2
,
p
p
.
9
5
–
1
0
5
,
2
0
0
4
,
d
o
i:
1
0
.
1
0
1
6
/j
.
ih
e
d
u
c
.
2
0
0
4
.
0
2
.
0
0
1
.
[7
]
C.
Wi
ll
iam
s,
“
Lea
rn
i
n
g
O
n
-
li
n
e
:
A
re
v
iew
o
f
re
c
e
n
t
li
te
ra
tu
re
i
n
a
ra
p
id
l
y
e
x
p
a
n
d
in
g
fiel
d
,
”
J
.
F
u
rt
h
.
Hi
g
h
.
Ed
u
c
.
,
v
o
l.
2
6
,
n
o
.
3
,
p
p
.
2
6
3
–
2
7
2
,
2
0
0
2
,
d
o
i
:
1
0
.
1
0
8
0
/
0
3
0
9
8
7
7
0
2
2
0
1
4
9
6
2
0
.
[8
]
A.
S
h
a
ru
n
o
v
a
,
A.
Ead
,
C.
Ro
b
so
n
,
M
.
Afa
q
,
a
n
d
P
.
M
e
rti
n
y
,
“
Bl
e
n
d
e
d
lea
rn
i
n
g
b
y
g
a
m
ifi
c
a
ti
o
n
i
n
a
se
c
o
n
d
-
y
e
a
r
in
tro
d
u
c
t
o
ry
e
n
g
in
e
e
ri
n
g
d
e
si
g
n
c
o
u
rse
,
”
AS
M
E
I
n
t.
M
e
c
h
.
E
n
g
.
Co
n
g
r
.
Exp
o
.
Pro
c
.
,
v
o
l.
5
,
p
p
.
0
–
7
,
2
0
1
8
,
d
o
i
:
1
0
.
1
1
1
5
/I
M
ECE
2
0
1
8
-
8
6
8
7
9
.
[9
]
F
.
Li
z
a
n
d
M
.
W.
Du
ff
y
,
“
Ho
w
t
o
Co
m
b
a
t
Zo
o
m
F
a
ti
g
u
e
,
”
Ha
rv
a
rd
Bu
si
n
e
ss
Re
v
iew
,
2
0
2
0
.
[On
li
n
e
].
Av
a
il
a
b
le
:
h
tt
p
s:/
/h
b
r.
o
r
g
/
2
0
2
0
/
0
4
/
h
o
w
-
to
-
c
o
m
b
a
t
-
z
o
o
m
-
fa
ti
g
u
e
.
[1
0
]
A.
Rich
ter,
“
Lo
c
k
e
d
-
d
o
wn
d
i
g
it
a
l
wo
rk
,
”
I
n
t.
J
.
In
f
.
M
a
n
a
g
e
.
,
v
o
l.
5
5
,
2
0
2
0
,
d
o
i:
1
0
.
1
0
1
6
/j
.
ij
in
f
o
m
g
t
.
2
0
2
0
.
1
0
2
1
5
7
.
[1
1
]
F
.
L.
Kh
a
lee
l,
N
.
S
.
As
h
a
a
ri,
T.
S
.
M
.
T
.
W
o
o
k
,
a
n
d
A.
Ism
a
il
,
“
Us
e
r
-
e
n
jo
y
a
b
le
lea
rn
i
n
g
e
n
v
iro
n
m
e
n
t
b
a
se
d
o
n
G
a
m
ifi
c
a
ti
o
n
e
lem
e
n
ts,”
I4
C
T
2
0
1
5
-
2
0
1
5
2
n
d
I
n
t.
Co
n
f.
Co
m
p
u
t.
Co
mm
u
n
.
C
o
n
tro
l
T
e
c
h
n
o
l.
Art
Pro
c
e
e
d
i
n
g
,
2
0
1
5
,
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2
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S
.
De
terd
in
g
,
“
G
a
m
ifi
c
a
ti
o
n
;
De
sig
n
in
g
fo
r
M
o
ti
v
a
ti
o
n
,
”
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ter
a
c
ti
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n
s
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l.
1
9
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2
2
1
2
8
7
7
.
2
2
1
2
8
8
3
.
[1
3
]
J.
C.
Bu
rg
u
i
ll
o
,
“
Us
in
g
g
a
m
e
th
e
o
ry
a
n
d
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ti
t
io
n
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b
a
se
d
Lea
rn
in
g
t
o
stim
u
late
stu
d
e
n
t
m
o
ti
v
a
ti
o
n
a
n
d
p
e
rfo
rm
a
n
c
e
,
”
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mp
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t.
E
d
u
c
.
,
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o
l.
5
5
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o
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2
,
p
p
.
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0
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o
i:
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6
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p
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d
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.
2
0
1
0
.
0
2
.
0
1
8
.
[1
4
]
A.
Bh
ima
n
i
a
n
d
L
.
Wi
ll
c
o
c
k
s,
“
Dig
it
isa
ti
o
n
,
‘Bi
g
Da
ta’
a
n
d
th
e
tran
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o
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a
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a
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.
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s.
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.
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0
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1
.
[1
5
]
K.
Co
rsi,
D.
M
a
n
c
in
i,
a
n
d
G
.
P
isc
it
e
ll
i,
“
Th
e
In
te
g
ra
ti
o
n
o
f
M
a
n
a
g
e
m
e
n
t
Co
n
t
ro
l
S
y
ste
m
s
Th
ro
u
g
h
Dig
it
a
l
P
latfo
rm
s:
A
Ca
se
S
t
u
d
y
,
”
i
n
K.
Co
rsi,
N.
Ca
ste
ll
a
n
o
,
R.
Lam
b
o
g
l
ia,
D.
M
a
n
c
in
i
,
e
d
s
.
,
Res
h
a
p
in
g
Acc
o
u
n
ti
n
g
a
n
d
M
a
n
a
g
e
me
n
t
Co
n
tr
o
l
S
y
ste
ms
.
L
e
c
tu
re
No
tes
in
In
fo
rm
a
t
io
n
S
y
st
e
ms
a
n
d
Or
g
a
n
isa
ti
o
n
.
S
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Ch
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m
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1
3
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7
/
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7
8
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3
-
319
-
4
9
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-
5.
Evaluation Warning : The document was created with Spire.PDF for Python.
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[1
6
]
P
.
S
p
a
g
n
o
lett
i,
A.
Re
sc
a
,
a
n
d
G
.
Lee
,
“
A
d
e
sig
n
th
e
o
r
y
fo
r
d
ig
it
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l
p
latf
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su
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e
c
o
m
m
u
n
it
ies
:
A
m
u
lt
ip
le ca
se
stu
d
y
,
”
J
.
I
n
f.
T
e
c
h
n
o
l.
,
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0
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.
[1
7
]
D.
Dic
h
e
v
a
,
C
.
Dic
h
e
v
,
G
.
Ag
re
,
a
n
d
G
.
An
g
e
lo
v
a
,
“
G
a
m
ifi
c
a
ti
o
n
in
E
d
u
c
a
ti
o
n
:
A
S
y
ste
m
a
ti
c
M
a
p
p
in
g
S
tu
d
y
,
”
J
.
Ed
u
c
.
T
e
c
h
n
o
l.
S
o
c
.
,
v
o
l.
2
1
,
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o
.
1
,
p
p
.
1
5
2
–
1
5
4
,
2
0
1
8
.
[1
8
]
D.
Co
d
ish
a
n
d
G
.
Ra
v
id
,
“
Ac
a
d
e
m
ic
Co
u
rse
G
a
m
ifi
c
a
ti
o
n
:
T
h
e
Art
o
f
P
e
rc
e
iv
e
d
P
lay
f
u
ln
e
ss
,
”
I
n
ter
d
isc
ip
.
J
.
e
-
S
k
il
ls L
if
e
l
o
n
g
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e
a
r
n
.
,
v
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l.
1
0
,
p
p
.
1
3
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–
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d
o
i:
1
0
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2
8
9
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5
/
2
0
6
6
.
[1
9
]
A.
An
d
e
rso
n
,
D.
Hu
t
ten
lo
c
h
e
r,
J.
Kle
in
b
e
rg
,
a
n
d
J.
Les
k
o
v
e
c
,
“
S
te
e
rin
g
u
se
r
b
e
h
a
v
io
r
with
b
a
d
g
e
s,
”
W
W
W
2
0
1
3
-
Pro
c
.
2
2
n
d
In
t.
C
o
n
f.
W
o
rld
W
i
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e
W
e
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,
2
0
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3
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p
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, d
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/2
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8
8
3
8
8
.
2
4
8
8
3
9
8
.
[2
0
]
P
.
De
n
n
y
,
“
Th
e
e
ffe
c
t
o
f
v
ir
tu
a
l
a
c
h
iev
e
m
e
n
ts
o
n
stu
d
e
n
t
e
n
g
a
g
e
m
e
n
t,
”
Co
n
f.
Hu
m.
Fa
c
to
rs
C
o
mp
u
t.
S
y
st.
-
Pr
o
c
.
,
2
0
1
3
,
p
p
.
7
6
3
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2
,
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o
i:
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/
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4
7
0
6
5
4
.
2
4
7
0
7
6
3
.
[2
1
]
K.
Kim
a
n
d
H.
P
a
rk
,
“
T
h
e
Eff
e
c
t
o
f
Tec
h
n
o
stre
ss
o
n
In
f
o
rm
a
ti
o
n
Tec
h
n
o
lo
g
y
Ac
c
e
p
tan
c
e
,
”
J
.
T
h
e
o
r.
Ap
p
l.
I
n
f.
T
e
c
h
n
o
l
.
,
v
o
l
.
9
6
,
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o
.
2
4
,
p
p
.
8
3
0
0
–
8
3
1
2
,
2
0
1
8
.
[2
2
]
A.
Io
a
n
n
o
u
a
n
d
A
.
P
a
p
a
z
a
fe
iro
p
o
u
l
o
u
,
“
Us
in
g
IT
M
i
n
d
f
u
ln
e
ss
to
M
it
i
g
a
te
th
e
Ne
g
a
t
iv
e
C
o
n
se
q
u
e
n
c
e
s
o
f
Tec
h
n
o
stre
ss
,
”
AM
CI
S
2
0
1
7
-
Am
.
Co
n
f.
I
n
f.
S
y
st.
A
T
ra
d
it
.
I
n
n
o
v
.
,
v
o
l.
2
0
1
7
,
Au
g
.
2
0
1
7
.
[2
3
]
J.
B.
Th
a
tch
e
r,
R.
T.
Wr
i
g
h
t,
H.
S
u
n
,
T
.
J.
Zag
e
n
c
z
y
k
,
a
n
d
R.
Kle
in
,
“
M
in
d
fu
l
n
e
ss
i
n
I
n
fo
rm
a
ti
o
n
Tec
h
n
o
l
o
g
y
Us
e
:
De
fin
it
io
n
s,
Distin
c
ti
o
n
s,
a
n
d
a
Ne
w
M
e
a
su
re
,
”
M
IS
Q.
,
v
o
l.
4
2
,
n
o
.
3
,
p
p
.
83
1
–
8
4
7
,
2
0
1
8
,
d
o
i:
1
0
.
2
5
3
0
0
/M
I
S
Q/2
0
1
8
/1
1
8
8
1
.
[2
4
]
R.
Ay
y
a
g
a
ri,
V.
G
ro
v
e
r,
a
n
d
R.
P
u
rv
is
,
“
Tec
h
n
o
stre
ss
:
Tec
h
n
o
l
o
g
ica
l
An
tec
e
d
e
n
ts
a
n
d
Im
p
li
c
a
t
io
n
s,”
M
I
S
Q.
,
v
o
l.
3
5
,
n
o
.
4
,
p
p
.
8
3
1
–
8
5
8
,
2
0
1
1
.
[2
5
]
J.
P
.
Co
sta
,
R.
R.
Weh
b
e
,
J.
Ro
b
b
,
a
n
d
L.
E.
N
a
c
k
e
,
“
Ti
m
e
’s
u
p
:
S
tu
d
y
in
g
lea
d
e
rb
o
a
r
d
s
fo
r
e
n
g
a
g
in
g
p
u
n
c
t
u
a
l
b
e
h
a
v
i
o
u
r,
”
AC
M
I
n
t.
C
o
n
f.
Pr
o
c
e
e
d
in
g
S
e
r.
,
2
0
1
3
,
p
p
.
2
6
–
3
3
,
d
o
i:
1
0
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5
/2
5
8
3
0
0
8
.
2
5
8
3
0
1
2
.
[2
6
]
J.
Ch
a
n
g
a
n
d
H.
Wei,
“
E
x
p
l
o
ri
n
g
E
n
g
a
g
in
g
G
a
m
ifi
c
a
ti
o
n
M
e
c
h
a
n
ics
in
M
a
ss
iv
e
On
li
n
e
Op
e
n
C
o
u
rse
s,”
J
.
E
d
u
c
.
T
e
c
h
n
o
l
.
S
o
c
.
,
v
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l
.
1
9
,
n
o
.
2
,
p
p
.
1
7
7
–
2
0
3
,
2
0
1
6
.
[2
7
]
H.
C.
L.
Hs
ieh
a
n
d
H.
H.
Ya
n
g
,
“
In
c
o
r
p
o
ra
ti
n
g
g
a
m
ifi
c
a
ti
o
n
in
to
we
b
site
d
e
sig
n
to
fa
c
il
it
a
te
e
ffe
c
ti
v
e
c
o
m
m
u
n
ica
ti
o
n
,
”
T
h
e
o
r.
Iss
u
e
s
Erg
o
n
.
S
c
i.
,
v
o
l.
2
1
,
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o
.
1
,
p
p
.
8
9
–
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0
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,
d
o
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0
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1
0
8
0
/
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4
6
3
9
2
2
X.2
0
1
9
.
1
6
4
5
9
2
0
.
[2
8
]
J.
Hu
ll
a
n
d
,
“
Us
e
o
f
p
a
rti
a
l
lea
st
sq
u
a
re
s
(P
LS
)
i
n
stra
teg
ic
m
a
n
a
g
e
m
e
n
t
re
se
a
rc
h
:
A
re
v
iew
o
f
fo
u
r
re
c
e
n
t
stu
d
ies
,
”
S
tra
teg
.
M
a
n
a
g
.
J
.
,
v
o
l
.
20
,
n
o
.
2
,
p
p
.
1
9
5
–
2
0
4
,
1
9
9
9
.
[O
n
li
n
e
].
Av
a
il
a
b
le:
h
tt
p
:/
/www
.
jst
o
r.
o
r
g
/stab
l
e
/3
0
9
4
0
2
5
.
[2
9
]
R.
P
.
Ba
g
o
z
z
i
a
n
d
Y.
Yi,
“
On
th
e
e
v
a
lu
a
ti
o
n
o
f
stru
c
t
u
ra
l
e
q
u
a
ti
o
n
m
o
d
e
ls,”
J
.
Aca
d
.
M
a
rk
.
S
c
i.
,
v
o
l.
1
6
,
n
o
.
1
,
p
p
.
7
4
–
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4
,
1
9
8
8
,
d
o
i:
1
0
.
1
0
0
7
/BF
0
2
7
2
3
3
2
7
.
[3
0
]
J.
W.
M
o
o
n
a
n
d
Y.
G
.
Kim
,
“
Ex
ten
d
in
g
th
e
TAM
f
o
r
a
Wo
r
ld
-
Wi
d
e
-
W
e
b
c
o
n
tex
t
,
”
In
f.
M
a
n
a
g
.
,
v
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l
.
3
8
,
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o
.
4
,
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p
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0
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8
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0
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)
0
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-
6.
[3
1
]
C.
F
o
r
n
e
ll
a
n
d
F
.
L.
B
o
o
k
ste
in
,
“
Two
S
tr
u
c
tu
ra
l
E
q
u
a
ti
o
n
M
o
d
e
l
s:
LIS
REL
a
n
d
P
LS
Ap
p
li
e
d
to
Co
n
su
m
e
r
E
x
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[3
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4
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S
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.
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Z.
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,
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Ka
ra
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tas
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.
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rg
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L.
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.
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