Int
ern
at
i
onal
Journ
al of Ele
ctrical
an
d
Co
mput
er
En
gin
eeri
ng
(IJ
E
C
E)
Vo
l.
9
, No
.
6
,
Decem
ber
201
9
, p
p.
5545~
5551
IS
S
N: 20
88
-
8708
,
DOI: 10
.11
591/
ijece
.
v9
i
6
.
pp
5545
-
55
51
5545
Journ
al h
om
e
page
:
http:
//
ia
es
core
.c
om/
journa
ls
/i
ndex.
ph
p/IJECE
Assessin
g t
h
e
i
n
t
elligenc
e of a
s
tu
dent thr
ough
ti
c
-
tac
-
t
oe
g
ame
for
c
aree
r
g
uid
ance
J.
Sa
si B
hanu
1
,
JKR
S
as
tr
y
2
,
V
Chan
dra P
rakash
3
1
CMR
Instit
ute
of
Technol
og
y
,
Kandla
ko
y
a
Village, Medc
h
al Di
stric
t
,
H
y
der
abad,
Indi
a
,
2
Dep
artm
ent
of Electron
ic
s a
nd
Com
pu
te
r
Engi
n
ee
ring
,
Koneru
La
kshm
ai
ah Edu
ca
t
ion
Foundat
io
n
Univer
sit
y
,
Ind
ia
3
Depa
rtment of
Com
pute
r
Scie
n
ce
and Engi
ne
ering,
Koneru
La
ks
hm
ai
ah
Edu
catio
n
Foundati
on
Univer
sit
y
,
Indi
a
Art
ic
le
In
f
o
ABSTR
A
CT
Art
ic
le
history:
Re
cei
ved
Sep
6
, 2
01
8
Re
vised
Jun
2
9
, 201
9
Accepte
d
J
ul
1
7
, 2
01
9
I
t
is
ne
ce
ss
ar
y
t
o
assess
var
ious
ps
y
cho
logi
c
al
f
ac
tors
of
the
st
udent
l
i
k
e
Inte
lligen
ce,
pa
tience
,
and
per
sev
era
nc
e
for
p
rovi
ding
C
ar
ee
r
Gui
danc
e
b
y
a
n
expe
rt
s
y
stem a
p
art
from
his/he
r
ac
ad
emic
re
cor
d
,
L
ea
rning
ability
an
d
Spee
d
of
solving
the
p
roble
m
,
e
tc
.
The
outc
om
e
of
th
is
rese
ar
ch
work
i
s
an
expe
r
t
s
y
stem
ca
lled
T
ic
-
T
ac
-
To
e
Gam
e
Pla
y
ing
Caree
r
Guidanc
e
S
y
st
em
(TT
T
-
GP
-
CGS
)
tha
t
i
s
useful
to
assess
the
psy
chol
o
gic
a
l
factors
of
the
student
through
Tic
-
T
ac
-
Toe
Gam
e
Pla
yin
g,
bui
ld
th
e
co
gnit
ive
m
odel
of
the
studen
t
and
pre
dict
the
appr
opria
t
e
caree
r(s)
fo
r
the
student
.
Th
e
s
y
stem
play
s
Tic
-
Tac
-
Toe
g
a
m
e
with
the
stud
ent
seve
ral
ti
m
es
.
Th
e
av
era
ge
sc
ore
obtained
b
y
th
e
student
ref
le
c
ts
his/he
r
int
e
ll
ig
ence.
The
ave
r
age
ti
m
e
t
aken
b
y
th
e
student
for
play
ing
th
e
game
ref
lects
a
student'
s
spee
d
of
solving
the
proble
m
.
Th
e
num
ber
of
at
tem
pts
the
student
m
ake
s
ref
le
ct
s
t
he
students
'
pat
i
enc
e
and
per
seve
ran
c
e.
W
he
n
the
studen
t
pl
a
y
s
the
game
wit
h
the
s
y
s
te
m
eve
r
y
da
y
,
if
t
he
student
’s
score
inc
re
ase
s
da
y
b
y
da
y
,
it
r
efl
e
ct
s
that
the
student
h
as
good
le
arn
ing
a
bil
ity
.
In
thi
s
wa
y
,
th
e
s
y
stem
will
assess
the
ps
y
chol
ogi
c
al
factors
of
the
student
and
bu
il
ds
the
cognitiv
e
m
odel
of
the
studen
t.
Int
ern
all
y
the
s
y
st
em
conve
rts
th
e
quantitati
ve
s
cor
es
into
qual
itati
v
e
score
s.
The
s
y
stem
ma
intains
a
ta
ble
of
ca
ree
rs
and
t
he
expe
c
te
d
le
ve
ls
of
psy
cho
logi
c
al
factors
tha
t
are
req
u
ire
d
fr
om
a
student
'
s
side
to
ca
r
r
y
out
the
c
are
er
succ
essfull
y
.
The
s
y
s
te
m
in
vokes
a
m
atch
ing
proc
ess
by
considering
t
he
cogni
t
ive
m
odel
of
the
studen
t
and
the
ta
b
le
of
ca
ree
rs
and
pre
dicts t
he
c
areer(s)
suita
b
le t
o
t
he
student.
Ke
yw
or
d
s
:
Assessi
ng p
syc
ho
l
og
ic
al
facto
rs
Ca
reer
g
uid
a
nc
e
Cognit
ive m
odel
Ex
per
t
s
yst
em
Gam
e
p
la
yi
ng
Copyright
©
201
9
Instit
ut
e
o
f Ad
v
ance
d
Engi
n
ee
r
ing
and
S
cienc
e
.
Al
l
rights re
serv
ed
.
Corres
pond
in
g
Aut
h
or
:
JKR Sast
ry
,
Dep
a
rtm
ent o
f El
ect
ro
nics
and C
om
pu
te
r
E
nginee
rin
g,
Kone
ru L
ak
shm
ai
ah
Ed
ucati
on F
oundat
ion
Un
i
ver
sit
y,
Vaddes
war
am
, Gun
t
ur D
ist
ric
t, Andh
raprade
sh
, I
nd
ia
.
Em
a
il
: dr
sas
try
@k
l
un
i
ver
sit
y.
in
1.
INTROD
U
CTION
An
e
xp
e
rt
syst
e
m
fo
r
care
er
guida
nce
can
ide
ntify
sui
ta
ble
careers
fo
r
a
stu
de
nt
basing
on
a
co
gn
it
ive
m
od
el
of
th
e
st
ud
e
nt.
The
c
ogniti
ve
m
od
el
com
pr
ise
s
of
va
rio
us
ps
yc
ho
l
og
ic
al
fact
or
s
viz.
In
te
ll
igence
,
P
at
ie
nce
an
d
pe
rsev
e
ra
nce,
s
pe
ed
of
s
olv
i
ng
the
pr
ob
le
m
,
Learn
i
ng
abili
ty
,
et
c.
A
Stu
de
nt
can
play
a
gam
e
with
an
e
xp
e
rt
syst
e
m
,
and
the
syst
e
m
can
assess
the
psy
cho
l
ogic
al
fa
ct
or
s
of
the
st
ud
e
nts.
By
play
ing
Tic
-
Tac
-
T
oe
gam
e,
assessi
ng
psy
cho
lo
gical
fa
ct
or
s
bec
om
es
e
asy
.
A
ca
ree
r
gu
i
dan
ce
syst
em
can
su
ggest
s
uitable
career(s)
that
su
it
a
stud
ent.
Ther
e
are
m
any
ways
to
assess
the
In
te
ll
ige
nce
of
a
stud
e
nt
that
include
Ap
ti
tu
de
an
d
Re
aso
ni
ng
te
sts,
IQ
t
est
s
,
et
c.
Othe
r
than
these
m
et
hods
,
I
ntell
ig
ence
assesse
d
wh
il
e
pl
ay
ing
a
g
am
e w
it
h
a
c
om
pu
t
er.
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
:
2088
-
8708
In
t J
Elec
&
C
om
p
En
g,
V
ol.
9
, N
o.
6
,
Dece
m
ber
2
01
9
:
5545
-
5551
5546
Tic
-
Tac
-
T
oe
is
an
i
ntell
igent
gam
e
that
is
use
fu
l
t
o
asses
s
the
ps
yc
holo
gi
cal
factor
s
of
the
stu
de
nt
viz.
intel
li
gence,
Pati
ence
and
per
se
ve
ra
nce,
s
peed
of
so
lvi
ng
the
prob
le
m
,
Le
arn
i
ng
a
bili
ty
,
et
c.
The G
uid
el
ines
for
play
ing
Ti
c Tac T
oe
a
re
as
f
ollo
ws:
a.
The gam
e
play
ed betwee
n
a
hum
an
play
er (s
tud
e
nt)
a
nd a
c
om
pu
te
r.
b.
The
c
hoic
e
is
giv
e
n
to
a
hum
an
play
er
(stud
e
nt)
to
decide
w
hethe
r
th
e
play
er
can
sta
rt
the
gam
e
or
com
pu
te
r
ca
n
s
ta
rt the
gam
e.
c.
A 3
x 3 m
at
rix
is m
a
intai
ned
i
nter
nally
to
re
present t
he
c
urr
ent boa
rd
posit
ion
.
d.
The
m
ark
'
X'
in
a
s
qu
a
re
r
epr
ese
nts
the
cho
ic
e
of
the
play
er.
T
he
m
ark
'
O'
in
a
s
qu
a
re
represe
nt
s
the choic
e
of the
com
pu
te
r.
e.
If
a
ny
play
er arran
ges
t
hr
ee
m
ark
s
in
a
ny
on
e
row
or c
olu
m
n
or
diag
on
al
,
th
en
that
play
er
wins
t
he
gam
e.
f.
Wh
e
n
al
l t
he
nin
e
s
quares
are full
,
but n
obod
y wins, t
he
n
t
he
g
am
e is con
c
lud
e
d
as
Draw
or
ti
e.
Ca
reer
guida
nc
e
f
or
a
st
ud
e
nt
is
e
xtrem
ely
i
m
po
rtant.
Ba
sing
on
t
he
caree
r(
s
)
recom
m
end
ed
by
a
hu
m
an
career
expert,
a
stude
nt
can
sel
ect
a
bette
r
career
path
an
d
sel
ect
app
r
opriat
e,
e
ssentia
l
,
and
el
ect
ive
courses
durin
g
his/her
UG
/P
G
academ
ic
pr
ogram
s.
Ca
reer
guida
nce
is
al
so
us
e
fu
l
t
o
the
stu
de
nt
durin
g
his/her
fi
nal
ye
ar
of
stu
dy
to
identify
a
su
it
able
career
(s)
ba
sing
on
his/h
e
r
cogniti
ve
cap
abili
ti
es.
Hen
c
e,
it
i
s
essenti
al
for
an
Ex
pe
rt
syst
em
fo
r
caree
r
guida
nce
to
ass
ess
the
ps
yc
holog
ic
al
facto
rs
li
ke
In
te
ll
igen
ce
of
a stu
den
t,
buil
d a co
gnit
ive m
od
el
a
nd
pr
e
di
ct
the s
uitable
career
(s) f
or th
e
stu
de
nt.
An
ex
pe
rt
syst
e
m
ti
tl
ed
"Ti
c
-
T
ac
-
T
oe
Gam
e
Play
ing
an
d
Ca
reer
G
uid
a
nc
e
Syst
em
(TTT
-
GP
-
C
GS)
"i
s
to
be
design
e
d
an
d
de
ve
lop
e
d
in
Jav
a
,
wh
ic
h
play
s
Tic
-
Tac
-
T
oe
gam
e
with
the
stud
ent
.
It
assesses
the
psy
ch
ologica
l fact
ors
of
t
he
st
ud
e
nt a
nd
su
ggest
s
su
it
ab
le
career
(s) f
or
the
stu
den
t.
Obje
ct
ives:
a.
Assess
the
ps
y
cho
l
og
ic
al
factor
s
of a
stu
den
t
thro
ugh
Tic
-
T
ac
-
Toe
g
am
e
pl
ay
ing
.
b.
Buil
d
the
cog
ni
ti
ve
m
od
el
of
t
he
st
ud
e
nt
basing on t
he
asses
sm
ent.
c.
Id
e
ntify an
d su
gg
e
st
a
s
uitabl
e career
(s
)
f
or t
he
st
ud
e
nt
basing on t
he
c
ogni
ti
ve
m
od
el
.
d.
Esta
blish
co
rrel
at
ion
betwee
n
the
I
ntell
igence
facto
r
ass
essed
by
the
syst
e
m
and
stud
e
nts'
academ
ic
record
s.
2.
RELATE
D
W
ORK
It
is
ver
y
im
po
rta
nt
to
ch
oo
se
the
pro
pe
r
career
(s)
f
or
a
stu
den
t.
Nor
m
al
l
y
hu
m
an
exp
e
rts
sel
ect
the
ap
pro
pr
ia
te
career
(s)
for
a
stud
e
nt
basi
ng
o
n
his/he
r
aca
dem
ic
reco
rd.
To
er
r
is
hu
m
an.
T
hat
m
eans
wh
il
e
sel
ect
ing
the
appr
opriat
e
career
,
a
nd
eve
n
a
hum
an
exp
e
rt
m
ay
co
m
m
i
t
err
or
s
om
et
i
m
es.
Using
A
I
Tech
niques
,
a
n
ex
per
t
syst
em
can
be
bu
il
t
to
rep
la
ce
a
hu
m
an
exp
e
rt.
That
syst
e
m
can
be
us
e
d
to
deci
de
wh
ic
h
ca
reer
(s
)
m
os
t
su
it
abl
e
f
or
a
stu
de
nt
.
A
par
t
from
the
aca
dem
ic
track
rec
ord
of
a
st
udent,
va
rio
us
ps
yc
holo
gical
factors
li
ke
I
ntell
igence,
Sp
ee
d
of
so
l
ving
a
pro
blem
,
et
c.
of
the
stu
de
nt
s
hould
be
c
on
si
der
e
d
by
the
syst
e
m
to
m
ake
a
bette
r
decisi
on
reg
a
rd
i
ng
the
sel
ect
ion
of
su
it
able
caree
r
(s)
f
or
the
stud
e
nt
.
Gam
e
Playing
is
on
e
te
ch
nique
by
w
hich
st
ud
e
nts
ps
yc
ho
l
og
ic
al
facto
rs
ca
n
be
asses
se
d.
T
he
f
ollow
i
ng
is
the
sur
vey
on
the
resea
rch
w
ork
,
nam
el
y
Ca
reer
guida
nce,
Com
pu
te
r
-
base
d
car
eer
guidance
,
Gam
e
-
based
c
areer
guida
nce
.
Ca
reer
sel
ect
ion
is
one
of
the
pr
oble
m
s
that
is
faced
by
the
stud
ents
to
c
hoos
e
an
a
ppr
opriat
e
career.
Waghm
od
e,
M.
L.
Jam
san
dek
a
r
[1
]
po
i
nt
ed
out
that
t
he
Ex
per
t
syst
e
m
us
es
hu
m
an
knowle
dge
store
d
insi
de
a
com
pu
te
r
to
s
ol
ve
p
roblem
s
t
hat
re
qu
i
re
hu
m
an
ex
per
ti
se
for
s
olv
in
g.
Th
e
e
xpert
syst
em
helps
with
m
aking
a
bette
r
decisi
on.
Com
pu
te
r
-
a
ssist
ed
career
gu
i
dan
ce
t
o
th
e
stud
e
nts
at
t
he
colle
ge
le
ve
l
fo
r
sel
ect
ing
pro
pe
r
career
st
rea
m
is
need
ed
.
These
Com
pu
t
er
-
base
d
caree
r
guida
n
ce
sys
tem
s
help
stude
nts
to
choose
s
uitabl
e
j
obs
i
ns
te
ad
of
m
aking
w
rong
decisi
ons.
Geor
ge
M.
Pa
pado
ur
a
kis,
E
va
Foudo
ulaki,
Jo
hn
E
.
Yanna
koudaki
s,
Ma
ria
nn
a
Al
ogdiana
ki
[2
]
pro
posed
a
ca
re
er
c
ouns
el
in
g
s
yst
e
m
wh
ic
h
use
s
ps
yc
ho
m
et
rics
to
assess
the
pe
r
so
na
li
ty
of
a
per
s
on,
t
he
m
otives,
the
prefere
nces
for
sp
eci
fic
wor
k
en
vir
on
m
ents,
a
nd
the
degree
of
s
incerit
y
in
the
answers
giv
e
n.
Her
r
,
Ed
win
L
[3
]
pointed
ou
t
that
Ca
reer
dev
el
opm
ent
m
ai
nly
fo
c
us
es
on
the
ps
yc
ho
l
og
ic
al
factor
s
w
hich
will
help
to
sh
ape
the
f
u
tu
r
e
career
an
d
al
so
helps
in
m
akin
g
eff
ect
ive
ca
ree
r
decisi
ons
ove
r
the
li
fe
s
pan.
Roessle
r,
Ri
c
hard
T.
,
et
al
.
[
4]
pointed
out
that
Ca
reer
pla
nn
i
ng
is
need
e
d
to
id
entify
the
stude
nt’s
goal
s,
prob
le
m
-
so
lvin
g
abili
ty
,
their
lim
it
a
ti
on
s
an
d
pro
per
pre
par
a
ti
on
f
or
transiti
on
fro
m
edu
cat
ion
t
o
w
ork.
Kell
y
M.
Ma
rtinci
n
and
Gr
a
ham
B
[5
]
Stea
d
sta
te
d
that
there
are
m
ul
ti
di
m
ension
al
diff
ic
ulti
es
in
m
aking
a
career
decisi
on
,
and
they
are
co
m
plex
to
so
lve.
Dr
ig
g
s
,
Atha
nasio
s
,
et
al
.
[6
]
,
in
t
heir
pa
per,
pr
e
sented
an
e
xpert
syst
e
m
us
ed
for
eval
uatin
g
the
perf
or
m
ance
of
the
st
ud
e
nts
.
The
outp
ut
pro
du
ce
d
by
the
s
yst
e
m
us
ed
f
or
m
at
ching
the
s
tud
e
nt
to
a
certai
n
job
posit
ion.
For
this
purpose
,
it
us
es
neuro
-
f
uzzy
log
ic
.
El
Haj
i,
Es
sai
d,
e
t
al
.
[7
]
pr
op
ose
d
that
career
gu
i
dan
ce
pro
vid
ed
th
r
ough
a
m
ul
ti
-
exp
e
rt
syst
em
base
d
on
m
ulti
-
agen
ts.
The
y
sai
d
that
dif
fer
e
nt
e
xp
e
rt
s
ys
tem
s
m
ai
nta
in
a
set
of
ru
l
es
i
n
the
database
,
wh
ic
h
helps
in
m
aking
the
de
ci
sion
.
Sa
raswat
hi,
S
.,
et
al
.[8]
sta
te
d
t
hat
Ca
reer
guida
nc
e
is
al
so
i
m
po
rtant
w
he
n
stu
den
ts
ne
ed
to
sel
ect
their
unde
r
grad
uate
co
ur
s
e
s.
The
on
li
ne
exp
e
rt
syst
e
m
has
Evaluation Warning : The document was created with Spire.PDF for Python.
In
t J
Elec
&
C
om
p
En
g
IS
S
N: 20
88
-
8708
Assessin
g
t
he
i
ntell
igence
of
a
st
ud
e
nt thr
ou
gh ti
c
-
tac
-
t
oe g
am
e
for
ca
ree
r
guid
an
ce
(J
. S
as
i B
hanu)
5547
a
know
le
dg
e
ba
se
that
is
us
ed
to
giv
e
sug
ges
ti
on
s
f
or
the
st
ud
e
nts
to
sel
ec
t
their
courses
us
e
d
for
their
f
uture
career.
Now
a
days
,
ga
m
e
-
based
care
er
gu
i
dan
ce
is
bec
om
in
g
po
pu
la
r
a
nd
m
or
e
interest
in
g
f
or
stu
den
ts
.
Ther
e
f
or
e
t
he
gam
es
design
e
d
f
or
caree
r
sel
ect
ion
pur
po
se
m
us
t
be
desi
gned
with
cl
ear
obj
ect
ives
an
d
go
al
s
du
e
t
o
this
t
he
play
er
will
ta
ke
the
ca
ree
r
deci
ded
by
the
syst
em
se
rio
us
ly
for
plann
i
ng
their
c
areer.
I
n
a
gam
e
-
base
d
career asses
s
m
ent syst
e
m
,
it sh
ould pr
ov
i
de
inf
orm
ation
ab
out t
heir
capa
bili
ti
es
,
wh
ic
h helps
them
to
fin
d
th
ei
r
interest
ed
a
nd
s
uitable
car
eer
pat
h.
D
un
well
et
al
.
[9
]
ha
ve
ai
m
ed
for
bo
t
h
qual
it
at
i
ve
a
nd
qu
a
ntit
at
ive
re
su
lt
s
of
t
he
gam
e
;
th
is
helps
f
or
bette
r
career
path
s
a
nd
decisi
ons.
M.
L.
W
a
gh
m
od
e
,
P.
P.
J
am
sand
ekar.,
[
10]
Ca
reer
decisi
on
is
an
im
po
rtant
ta
sk
in
decid
ing
wh
ic
h
di
r
ect
ion
stu
de
nt
m
us
t
choose
.
Wh
il
e
enterin
g
int
o
I
nterm
ediat
e,
a
stud
e
nt
ha
s
m
a
ny
opti
ons
to
c
hoos
e
,
sel
ect
io
n
of
pro
per
ca
r
eer
is
ver
y
im
po
rtant
.
Yen
-
Ru
S
hi
et
al
.
[1
1]
f
ou
nd
that
by
design
i
ng
a
ga
m
e,
career
pla
nnin
g
carrie
d
,
a
nd
it
will
beco
m
e
m
or
e
su
ccess
fu
l
t
ha
n
com
pu
te
r
-
as
sist
ed
caree
r
guida
nce
syst
e
m
.
This
gam
e
-
base
d
caree
r
pl
ann
in
g
will
be
m
or
e
ef
fecti
ve
f
or
the
stud
e
nts.
The
a
dv
a
ntage
of g
a
m
e
play
ing
is
t
o
im
pr
ove
stu
de
nt'
s
m
otivati
on
a
nd
interest
in
fin
di
ng
t
he
ap
pro
pri
at
e
career
(s)
that
su
it
the
st
ud
e
nt.
T
his
pa
per
m
ai
nly
fo
c
us
es
on
gam
e
-
base
d
career
guida
nc
e,
because
wh
i
le
play
ing
the
gam
e
,
i
t
will
pr
ov
ide
e
ntertai
nm
ent
fo
r
the
stud
e
nts
as
we
ll
as
it
will
be
us
ef
ul
fo
r
ca
reer
gu
i
dan
ce
.
As
th
e
gam
e
was
interest
ing
st
ud
e
nt
s
w
ould
play
m
or
e
ga
m
es.
Kev
i
n
Crowle
y
and
Rob
e
rt
S.
Sieg
le
r
[12]
hav
e
cond
ucted
e
xperim
ents
and
ob
s
er
ved
t
hat
stud
e
nts
ha
d
f
ollowe
d
thr
ee
dif
fer
e
nt
strat
egies
wh
il
e
play
ing
Tic
Tac
Toe
gam
e
an
d
fi
nally
,
th
ey
dev
el
op
e
d
a
com
pu
te
r
-
bas
ed
Tic
Tac
T
oe
Sim
ulati
on
gam
e.
Aft
er
this
Surv
ey
,
we
got
the
ide
a
that
we
ca
n
de
velo
p
a
n
e
xpe
rt
syst
em
that
play
s
Tic
-
Tac
-
T
oe
gam
e
with
a
stu
den
t
a
nd
asses
s
es
the
ps
yc
ho
log
ic
al
fact
or
s
of
t
he
st
ud
e
nt
l
ike
I
ntell
igenc
e
,
et
c.
Ba
sed
on the
s
cor
es
com
pu
te
d for a
stu
den
t
,
the syst
em
can
predict
the
m
os
t suita
ble ca
re
er(
s
) for the
stu
den
t.
3.
DESIG
N OF
TTT
-
GP
-
CGS
Ca
reer
assess
m
ent
is
the
m
os
t
i
m
po
rtant
to
decide
ind
i
v
id
ual
career
f
or
knowin
g
their
su
it
able
job.
In
t
his
Pa
pe
r
t
he
asses
sm
ent
is
done
base
d
on
Tic
Tac
To
e
gam
e
throu
gh
this
gam
e
som
e
of
t
he
knowle
dge
factors
su
c
h
as
I
ntell
igence,
Learn
in
g
abil
it
y,
Re
gu
la
rity,
Sp
ee
d
of
pl
ay
,
Pati
ence
and
Pe
rse
ver
a
nc
e
of
the
stu
de
nt ass
essed.
Fig
ure
1 sh
ow
s
the
syst
e
m
a
r
chite
ct
ure o
f
Tic
-
T
ac
-
T
oe.
Figure
1.
The
s
yst
e
m
arch
it
ect
ur
e
of TT
T
-
GPC
GS
3.1.
Reg
is
tratio
n
Using
this
m
od
ule
,
a
new
st
ud
e
nt
can
r
egi
ste
r
his
nam
e
and
oth
e
r
pa
rtic
ulars.
T
he
stu
den
t
ha
s
to
enter
in
f
or
m
at
i
on
re
gardin
g
hi
s/her
nam
e,
colle
ge
re
gistrat
ion
num
ber
,
Mob
il
e
num
ber
,
P
r
ogram
of
S
tud
y,
Year
of
St
ud
y
ing
,
C
GPA
(
or)
Pe
rcen
ta
ge
,
et
c.
The
s
tu
den
t
has
to
e
nter
his
pass
word
a
nd
co
nf
i
rm
i
t.
The
syst
em
w
il
l creat
e a se
parat
e file
for
e
ve
r
y st
ud
e
nt a
nd s
tores
t
he
detai
ls o
f
the
stu
de
nt.
3.2.
Log
in
D
uri
ng
the
L
ogin
process,
t
he
stud
e
nt
enter
s
his
re
gister
nu
m
ber
an
d
pa
sswor
d.
T
he
pass
word
is
ver
ifie
d
,
a
nd t
he
syst
e
m
all
ow
s the st
ud
e
nt to
p
la
y t
he gam
e. Th
is m
odule i
s for
secu
rity
pu
r
pose.
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
:
2088
-
8708
In
t J
Elec
&
C
om
p
En
g,
V
ol.
9
, N
o.
6
,
Dece
m
ber
2
01
9
:
5545
-
5551
5548
3.3.
Ga
me
pla
yin
g
Af
te
r
the
log
in
,
the
pr
ocess
com
plete
d,
t
he
Tic
-
Tac
-
To
e
gam
e
can
be
sta
rted
by
the
play
er.
The
gam
e
pla
ye
d
f
or
a
ny
num
ber
of
ti
m
e
s
per
day.
(The
m
ini
m
u
m
nu
m
ber
reco
m
m
end
e
d
is
te
n).
In
t
his
gam
e
play
ing
m
od
ule
total
scor
e
acc
r
ued
will
be
cal
cula
te
d,
an
d
al
s
o
a
tim
e
of
pla
y
will
be
cal
cula
te
d
,
i.e.
,
wh
e
n
t
he
play
er
sta
rted
an
d
end
e
d
t
he
ga
m
e.
Af
te
r
c
om
ple
ti
on
of
th
e
gam
e
play
ing
sessi
on,
the
scor
e
recorde
d
—
t
he
score
of the s
tud
e
nt d
is
play
ed wit
h
the
sc
ore dis
play
m
od
ul
e.
3.4.
Assessin
g psy
chological
f
actors
TTT
-
GP
-
CGS
play
s
T
ic
-
Ta
c
-
Toe
gam
e
sever
al
ti
m
es
with
a
st
ud
e
nt
,
an
d
t
he
sc
ores
rec
orde
d.
These
sco
res
a
re
processe
d
t
o
asse
ss
t
he
psy
cho
l
og
ic
al
f
act
or
s
of
t
he
s
tud
e
nt
in
the
buil
ding
t
he
c
ogniti
ve
m
od
el
o
f
t
he
st
ud
e
nt. The
foll
ow
i
ng pr
ocedu
re is
ad
o
pte
d.
3.4.1.
Assessin
g
in
te
ll
ig
ence
Fr
om
the
sco
res
obta
ine
d
durin
g
gam
e
play
ing
,
t
he
a
ver
a
ge
sc
or
e
of
the
stu
den
t
com
pu
te
d.
This
sco
re
re
flect
s
the
intel
lig
ence
of
t
he
s
tud
e
nt.
The
a
ve
rag
e
sc
or
e
ob
ta
ined
qua
ntit
at
ively
.
The
scor
e
is
conve
rted
i
n q
ualit
at
ive term
s u
si
ng Ta
ble
1.
Tabl
e
1.
In
te
ll
igence
-
qu
a
ntit
ave to q
ualit
at
ive conv
e
rsion ta
ble
S.
No
.
Av
erage Score
(Qu
an
titativ
e)
Qu
alitativ
e
1.
>=0
.45
and
abo
v
e
Ver
y
hig
h
2.
>=0
.3 &
< 0.4
5
Hig
h
3.
>=0
.2 &
< 0.3
Mod
erate
4.
< 0.2
Low
3.4.2.
Assessin
g
th
e
speed
of so
l
vi
ng
th
e
pr
ob
le
m
The
ti
m
e
con
su
m
ed
by
a
st
ud
e
nt
after
pl
ay
ing
each
ga
m
e
reco
rd
e
d
.
The
ave
rag
e
t
i
m
e
of
play
com
pu
te
d
i
n
quantit
at
ive
te
r
m
s.
The
tim
e
com
pu
ta
ti
on
r
eflect
s
the
stu
den
t'
s
sp
e
ed
of
so
l
ving
t
he
prob
le
m
.
The
sc
ore
c
onve
rted
i
n
to
qual
it
at
ive term
s u
sing Ta
ble 2.
Table
2.
Sp
ee
d o
f
s
olv
in
g p
roblem
-
qu
a
ntit
ative
to
qual
it
at
i
ve
c
onve
rsion t
able
S.
No
.
Sp
eed
of
so
lv
in
g
p
ro
b
le
m
(
Qu
an
titativ
e)
Qu
alitativ
e
1.
<= 40
sec/g
a
m
e
Fast
2.
>4
0
Sec
&
<=1
m
i
n
Mod
erate
3.
>1
m
in
& <=2
m
in
Slo
w
4.
>2
m
in
Ver
y
Slow
3.4.3.
Assessin
g
th
e
pa
tie
nc
e &
pe
rsever
an
ce
The
nu
m
ber
of
gam
es
play
ed
(NGP
)
by
the
stud
e
nt
first
re
corde
d.
T
he
num
ber
of
gam
es
play
ed
by
a
stud
e
nt
ref
le
ct
s
the
stud
e
nt'
s
patie
nce
and
persevera
nce.
T
he
m
ini
m
u
m
num
ber
of
gam
es
reco
m
m
end
ed
is
30
.
The N
GP
ca
n be c
onve
rted
i
n
to
qual
it
at
ive term
s u
sing
Ta
ble 3.
Table
3.
Pati
en
ce &
per
se
ve
ra
nce
-
qu
a
ntit
at
i
ve
to
quali
ta
ti
ve
co
nv
e
rsion
ta
ble
S.
No
.
Nu
m
b
e
r
o
f
ga
m
es
p
lay
ed
(
Qu
an
titati
v
e)
Qu
alitativ
e
1.
>=3
0
Ver
y
hig
h
2.
>= 20
&
<3
0
Hig
h
3.
>=1
0
&
<20
Mod
erate
4.
< 10
Low
3.4.4.
L
earnin
g abi
li
ty
The
st
ud
e
n
t
pl
ay
s
a
m
ini
m
um
of
50
ga
m
es
fo
r
asses
sing
t
he
le
ar
ni
ng
a
bili
ty
of
a
stude
nt
.
The
le
ar
ning
abili
ty
of
a
stud
e
nt
no
t
assesse
d,
If
the
nu
m
ber
of
gam
es
pl
ay
ed
is
le
ss
than
50
.
The
fo
ll
owi
ng
eq
uation
is
us
e
d
to
com
pu
te
the
le
arn
i
ng
abili
ty
inde
x
(LAI)
,
as
sh
ow
n
i
n
Ta
bl
e
4
.
Fo
r
assessi
ng
Learn
i
ng
a
bili
ty
,
=
(
(
)
−
(
)
)
/
)
∗
Evaluation Warning : The document was created with Spire.PDF for Python.
In
t J
Elec
&
C
om
p
En
g
IS
S
N: 20
88
-
8708
Assessin
g
t
he
i
ntell
igence
of
a
st
ud
e
nt thr
ou
gh ti
c
-
tac
-
t
oe g
am
e
for
ca
ree
r
guid
an
ce
(J
. S
as
i B
hanu)
5549
Table
4.
L
ea
r
nin
g
abili
ty
ind
e
x
-
qu
a
ntit
at
ive to qualit
at
ive
conve
rsion tabl
e
S.
No
.
Qu
an
titativ
e
Qu
alitativ
e
1.
LAI
>
=6
Hig
h
2.
LAI
>
=3
& LA
I<=
5
Mod
erate
3.
LAI
<3
Low
3.5.
Findi
ng suit
abl
e
careers
Gen
e
rall
y
,
a
s
tud
e
nt
is
sel
ec
te
d
f
or
a
care
er
de
pe
nd
i
ng
on
his/he
r
aca
dem
ic
track
re
cord
that
is
ref
le
ct
ed
by
Cum
ulati
ve
Gr
a
de
P
oin
t
A
ver
a
ge
(C
GP
A
).
W
e
propose
that,
apar
t
f
ro
m
the
cand
i
date'
s
C
GPA,
the
va
rio
us
ps
yc
ho
lo
gical
fa
ct
or
s
c
onsidere
d
w
hile
sel
ect
ing
a
s
uitable
c
areer
for
the
st
ud
e
nt.
Ta
ble
5
sh
ows
so
m
e iden
ti
fied
c
a
reers, CG
P
A
,
a
nd
qu
al
it
y of va
rio
us
ps
yc
ho
l
og
ic
al
facto
rs
r
eq
uire
d
to
perf
or
m
the job.
3.5.1.
Assessin
g
le
ar
ning
ab
il
it
y
(L
A)
Con
si
der
the
num
ber
of
gam
e
s
play
ed
by
the
stud
e
nt.
F
or
e
ver
y
te
n
gam
es
play
ed,
c
om
pu
te
ave
rage
scor
e
(AS)
.
N
ow
c
onside
r
a
ll
tho
se
ave
r
a
ge
sco
res.
If
t
hey
are
in
inc
reasin
g
ord
er
,
then
it
ref
le
c
ts
that
the
stu
den
t
ha
s
Earli
er,
va
rio
us
ps
yc
holog
ic
al
fact
or
s
of
th
e
stu
de
nt
assesse
d
both
qu
a
ntit
at
ively
and
qu
al
it
at
ively
.
A
m
at
ching
pr
ocess
ca
rr
ie
d
on
to
m
at
ch
the stud
e
nt
'
s
ps
yc
holo
gical
fact
or
s
with
t
ho
se
fa
ct
or
s of
each
ca
reer
,
as
show
n
i
n
Ta
bl
e
5
,
a
nd
the
s
uitable
caree
rs
rec
omm
end
ed
.
A
Re
port
dis
play
s
the
ca
re
er(
s
)
su
it
able to
the
stud
e
nts.
Table
5.
Ca
ree
r
V
S
require
d
a
cadem
ic
r
ecord
and
ps
yc
holo
gi
cal
f
act
or
s
S.
No
.
Career
CGP A
Qu
ality
of
Psy
ch
o
lo
g
ical Factor
Intellig
en
ce
Sp
eed
of
S
o
lv
in
g
p
rob
le
m
s
Patien
ce a
n
d
p
erseveran
ce
Lear
n
in
g
Ability
(op
tio
n
al)
1
So
f
tware
Eng
in
eer
>=7
.5
Ver
y
High
Fast
Mod
erate
Hig
h
2
So
f
tware
Mainten
a
n
ce E
n
g
in
eer
>=7
Hig
h
Mod
erate
Mod
erate
Mod
erate
3
So
f
tware
Teste
r
>=6
.5
Mod
erate
Slo
w
Mod
erate
Mod
erate
4
Mar
k
etin
g
Per
so
n
>=6
.5
Low
Slo
w
Hig
h
Low
...
...
...
...
...
...
...
4.
RESU
LT
A
N
ALYSIS
A
set
of
final
ye
ar
B.
Tech
(
Com
pu
te
r
sci
ence
an
d
e
ng
i
ne
erin
g)
stu
de
nts
play
ed
with
T
TT
-
GP
CG
S
and
the
sc
ores
of
t
he
s
t
ud
e
nts
recor
ded
by
t
he
syst
em
.
The
syst
e
m
found
a
su
it
able
ca
re
er(
s
)
to
the
stu
den
ts
are
basin
g
on
the
assesse
d
psy
cho
l
og
ic
al
f
act
or
s
that
m
a
tc
h
to
the
care
er(
s
).
Table
6
giv
es
an
ex
am
ple
of
resu
lt
s.
T
he
st
ud
e
nt'
s
reg
ist
e
red
num
ber
,
CGP
A,
ps
yc
holog
ic
al
fa
ct
or
s
,
and
t
he
hi
ghest
career
for
wh
ic
h
he/she
is s
uitab
le
shown i
n
Ta
ble
6.
Table
6.
Stu
de
nt VS
r
ecom
m
end
e
d
ca
ree
r(
s
)
S.
No
.
Reg
istered
Nu
m
b
e
r
CGPA
Intellig
en
ce
Patien
ce
&
Persev
erance
Lear
n
in
g
Ab
ility
Sp
eed
of
so
lv
in
g
pro
b
le
m
s
Reco
m
m
en
d
ed
Ca
reer
1.
1
3
0
0
3
1
1
1
8
.5
Ver
y
High
Hig
h
Hig
h
Hig
h
So
f
tware
Eng
in
eer
...
2.
1
3
0
0
3
0
2
5
9
Ver
y
High
Hig
h
Hig
h
Hig
h
So
f
tware
Eng
in
eer
...
3.
1
3
0
0
3
2
0
0
7
.14
Hig
h
Hig
h
Mod
erate
Mod
erate
So
f
tware m
a
in
ten
an
ce
en
g
in
eer
...
4.
1
3
0
0
3
5
6
7
5
.2
Mod
erate
Mod
erate
Mod
erate
Slo
w
So
f
tw
are
Teste
r
...
...
...
...
...
...
...
...
We
can
obse
rve,
in
gen
e
ral,
that
if
a
stud
ent
exh
ibit
s
go
od
intel
li
gen
ce,
he
/she
al
so
gets
good
m
ark
s
and
m
ai
ntains
a
good
aca
de
m
ic
reco
r
d.
W
e
trie
d
to
pr
ove
this
hypoth
esi
s.
O
f
c
ours
e,
it
is
possibl
e
that
a
stud
e
nt
with
high
intel
li
gence
m
ay
no
t
stud
y
well
and
m
ay
no
t
ob
ta
in
good
CGP
A.
I
t
is
a
lso
po
s
sib
le
that
a
stud
e
nt w
it
h
aver
a
ge
intel
li
gen
ce
m
ay
ob
ta
in
a
hi
gh
e
r
C
GPA
tha
n
e
xp
e
ct
ed.
T
her
e
a
re
so
m
e
reasons f
or
this
ano
m
al
y.
Fo
r
exam
ple,
tha
t
stud
ent
m
ay
hav
e
a
ver
y
hig
h
m
e
m
or
y
po
we
r.
Ta
bl
e
7
sh
ows
stud
e
nt'
s
In
te
ll
igence
sc
or
e
a
nd
CG
P
A.
A
gr
a
ph
,
as
sh
ow
n
in
Figure
2
,
plo
tt
e
d
by
ta
king
I
ntell
igence
sc
or
e
on
the
x
-
a
xis and t
he
st
ud
e
nt'
s CGP
A on
the
y
-
axis.
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
:
2088
-
8708
In
t J
Elec
&
C
om
p
En
g,
V
ol.
9
, N
o.
6
,
Dece
m
ber
2
01
9
:
5545
-
5551
5550
Table
7.
In
te
ll
igence
sc
or
e a
nd CG
PA
S.
No
.
Reg
ister no
.
Intellig
en
ce
CGPA
1.
1
3
0
0
3
4
6
3
0
.13
4
.2
0
2.
1
3
0
0
3
5
6
7
0
.25
5
.2
0
3.
1
3
0
0
3
1
5
0
0
.4
0
5
.5
0
4.
1
3
0
0
3
5
6
6
0
.25
6
.00
5.
1
3
0
0
3
3
6
8
0
.35
6
.9
0
6.
1
3
0
0
3
2
0
0
0
.35
7
.14
7.
1
3
0
0
3
3
0
1
0
.4
0
7
.3
0
8.
1
3
0
0
3
1
0
4
0
.35
7
.7
0
9.
1
3
0
0
3
0
8
2
0
.4
0
8
,00
10.
1
3
0
0
3
1
6
1
0
.45
8
.4
0
11.
1
3
0
0
3
1
1
1
0
.45
8
.5
0
12.
1
3
0
0
7
2
3
7
0
.5
0
8
.5
0
13.
1
3
0
0
3
0
2
5
0
.5
0
9
,00
Figure
2.
I
ntell
igence
sco
re
vs
.
CGP
A
In
Fi
gure
2,
one
can
obser
ve
that
a
stud
e
nt,
who
has
hi
gh
intel
li
gen
ce,
ha
s
low
C
GP
A
.
The
reas
on
beh
i
nd
this
m
ay
be
that
ei
t
her
the
st
ud
e
nt
is
no
t
ha
ving
good
m
e
m
o
r
y
pow
er
or
l
ack
of
interest
in
that
par
ti
cula
r
co
urse.
By
rem
ov
ing
s
uc
h
odd
s
tud
e
nts,
the
gr
aph
becam
e
li
near
t
o
so
m
e
extent
as
s
hown
i
n
Figure
3
.
A
c
orrelat
ion
is
est
ablishe
d
be
twe
en
CG
PA
an
d
In
te
ll
igence
sc
or
e
,
as
s
how
n
in
Table
8
.
Th
at
is,
the
stu
den
ts
w
ho
a
re
hav
i
ng
good
intel
li
gence
hav
e
good
CGPA,
an
d
predict
ed
the
m
os
t
su
it
able
care
er(
s
)
f
or
the
stu
de
nts.
A
c
orrelat
ion
betwee
n
intel
li
gen
ce
sc
or
e
an
d
the
stu
de
nts'
academ
ic
track
record
est
abl
ished
,
and
this
sho
ws
t
hat
the
syst
e
m
is
rig
htly
assess
ing
t
he
ps
yc
ho
l
og
ic
al
factor
s
of
t
he
s
tud
e
nt.
We
ha
ve
co
nsi
der
e
d
i
m
po
rt
ant
j
ob
posit
ion
s
in
a
s
of
t
war
e
caree
r
s
o
that
the
syst
e
m
can
pr
edi
ct
the
appr
opriat
e
career
(s)
f
or
t
he
stud
e
nts
of
B.E
./
B.
Tec
h
of
c
om
pu
te
r
s
ci
ence
an
d
e
nginee
rin
g
a
nd
o
the
r
eng
i
neer
i
ng
br
anch
e
s.
T
he
num
ber
of
caree
r
s
(s)
e
xten
de
d
so
that
the
syst
e
m
will
be
us
e
fu
l
f
or
any
gr
a
du
at
e
or post
gra
du
at
e stu
den
ts.
Table
8.
In
te
ll
igence
sc
or
e a
nd CG
PA
–
re
vised
S.
No
.
Reg
ister no
.
Intellig
en
ce
CGPA
1.
1
3
0
0
3
4
6
3
0
.13
4
.2
0
2.
1
3
0
0
3
5
67
0
.25
5
.2
0
3.
1
3
0
0
3
5
6
6
0
.25
6
.00
4.
1
3
0
0
3
3
6
8
0
.35
6
.9
0
5.
1
3
0
0
3
2
0
0
0
.35
7
.14
6.
1
3
0
0
3
3
0
1
0
.4
0
7
.3
0
7.
1
3
0
0
3
0
8
2
0
.4
0
8
.00
8.
1
3
0
0
3
1
6
1
0
.45
8
.4
0
9.
1
3
0
0
3
1
1
1
0
.45
8
.5
0
10.
1
3
0
0
7
2
3
7
0
.5
0
8
.5
0
11.
1
3
0
0
3
0
2
5
0
.5
0
9
.00
Evaluation Warning : The document was created with Spire.PDF for Python.
In
t J
Elec
&
C
om
p
En
g
IS
S
N: 20
88
-
8708
Assessin
g
t
he
i
ntell
igence
of
a
st
ud
e
nt thr
ou
gh ti
c
-
tac
-
t
oe g
am
e
for
ca
ree
r
guid
an
ce
(J
. S
as
i B
hanu)
5551
Figure
3.
Re
vis
ed
intel
li
ge
n
ce
vs
.
C
GPA
5.
CONCL
US
I
O
NS
An
y
Ca
ree
r
guida
nce
syst
em
is
extre
m
ely
i
m
po
rtant
for
a
stud
e
nt
as
it
can
reco
m
m
end
the
best
career
(s)
s
uitable
for
the
stu
den
t
so
that
he
/she
can
be
a
dv
ise
d/guide
d
to
go
th
rou
gh
the
approp
riat
e
path.
Ap
a
rt
from
the
academ
ic
reco
rd
of
a
stu
den
t
,
the
ps
yc
holo
gical
factor
s
of
the
stud
e
nt
al
so
play
a
m
ajor
ro
l
e
wh
il
e
decidin
g
the
best
caree
r(
s
)
f
or
a
st
udent.
T
hough
there
a
re
m
any
tradit
io
nal
te
sts
li
ke
A
ptit
ude
a
nd
reasonin
g
te
sts
,
IQ
te
sts
,
et
c.
t
hat
are
us
ed
t
o
assess
the
ps
yc
ho
l
og
i
cal
fact
ors
of
a
stu
de
nt,
the
novel
idea
is
to
assess
the
ps
yc
ho
l
og
ic
al
f
act
ors
th
rou
gh
ga
m
e
play
ing
bec
a
us
e p
la
yi
ng
the
gam
e
is
m
uch
m
or
e
interest
in
g
f
or
ever
y
stu
de
nt
instea
d
of
at
te
ndin
g
ot
her
ge
ne
ral
te
sts.
TTT
-
GP
-
CG
S
ha
s
su
ccess
fu
ll
y
im
ple
m
ented
th
is
idea.
It p
la
ye
d Ti
c
-
T
ac
-
Toe
g
am
e w
it
h
s
om
e students
of
our
uni
ver
sit
y,
bu
il
t t
he
cogn
it
ive
m
od
el
s
of
t
he
st
udents
.
FUNDI
NG
This
resea
rch
work
is
par
t
of
the
researc
h
pro
j
ect
ti
tl
ed
"Dev
el
opm
ent
of
an
ex
per
t
syst
e
m
fo
r
care
e
r
assessm
ent
based
on
the
co
gn
i
ti
ve
m
od
el
"
f
unde
d
by
De
par
tm
ent
of
S
ci
ence
a
nd
Te
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ancti
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r
N
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SR/
CSR
I/129/20
14(
G
))
of
G
over
nm
ent
of
India. T
he
i
nfr
ast
ru
ct
ure
for
t
he pr
oject
prov
ided by
K
L
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