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V
ol
.
8,
N
o.
1,
O
c
t
ob
er
20
17
,
pp
.
1
7
~
2
6
D
O
I
:
10.
115
91/
i
j
eec
s
.
v
8
.i
1
.
pp
1
7
-
2
6
17
R
ec
ei
v
ed
J
une 29
,
20
1
7
;
R
ev
i
s
ed
A
ug
us
t
15
,
20
1
7
;
A
c
c
ept
ed
S
e
pt
e
mber
23,
201
7
B
e
ha
v
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or
a
l
Tr
a
c
k
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n E
-
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e
a
r
ni
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b
y
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s
i
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a
r
ni
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t
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p
pr
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A
m
i
r
a F
at
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ah
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1
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d
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ar
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F
ac
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C
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put
er
S
y
s
t
e
m
s
&
S
of
t
w
ar
e E
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n
eer
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U
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M
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ah
ang,
26300
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am
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ang,
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al
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*
C
or
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po
ndi
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ut
hor
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-
m
ai
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:
az
i
da@
u
m
p.
e
du.
m
y
A
b
st
r
act
C
ur
r
ent
l
y
,
e
-
l
e
ar
ni
ng
i
s
be
c
o
m
i
ng
an
o
pt
i
o
n
a
s
i
t
c
an
s
av
e
t
he
c
o
s
t
o
f
e
duc
at
i
on,
t
i
m
e,
an
d
m
or
e
f
l
ex
i
bl
e
i
n
i
t
s
i
m
pl
em
ent
at
i
o
n.
T
he
m
a
i
n
pr
ob
l
em
t
ha
t
ar
i
s
e
s
i
s
h
ow
t
o
c
r
e
at
e
e
-
l
ear
ni
ng
c
on
t
ent
t
ha
t
i
s
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nt
er
e
s
t
i
ng
an
d
r
eal
l
y
f
i
t
t
he
n
eeds
of
t
he
u
s
er
s
.
O
ne
w
ay
t
hat
c
a
n
be
d
one
t
o
opt
i
m
i
z
e
t
he
c
o
nt
ent
of
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l
ear
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ng
i
s
t
o
ana
l
y
z
e
t
he
us
er
beha
v
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or
.
T
hi
s
s
t
ud
y
ai
m
s
t
o
anal
y
z
e
us
er
(
s
t
ud
ent
)
be
h
av
i
or
i
n
K
A
LA
M
U
M
P
,
bas
ed
on
l
og
s
r
epor
t
(
a
c
t
i
v
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t
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i
s
t
or
y
)
,
w
hi
c
h
i
s
of
t
en
c
al
l
e
d
as
beh
av
i
or
al
t
r
a
c
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i
ng.
F
i
r
s
t
,
t
he
l
e
ar
ni
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s
t
y
l
e of
t
he
s
t
u
dent
s
i
s
d
et
er
m
i
ned b
as
e
d on
H
one
y
an
d M
um
f
or
d Lear
ni
n
g S
t
y
l
es
M
odel
b
y
us
i
ng
Lear
ni
n
g
S
t
y
l
e
s
Q
ue
s
t
i
o
nna
i
r
e.
T
he an
a
l
y
s
i
s
i
s
d
one
us
i
ng S
P
S
S
1
6.
0
f
or
W
i
n
dow
s
.
T
he r
es
ul
t
s
s
h
o
w
s
t
hat
s
t
u
dent
w
i
t
h
R
ef
l
ec
t
or
and T
heor
i
s
t
l
ear
n
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ng s
t
y
l
es
ac
c
es
s
e
-
l
ea
r
ni
ng m
at
e
r
i
al
s
t
h
e m
os
t
.
F
r
om
S
pear
m
an
C
or
r
el
at
i
on ana
l
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s
i
s
,
t
h
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l
at
i
ons
h
i
p bet
w
ee
n
l
ear
ni
ng s
t
y
l
e
s
an
d s
t
ude
nt
s
’
beha
v
i
or
i
n
e
-
l
ear
ni
n
g i
s
f
oun
d
t
o be v
er
y
w
eak
(
r
s
=
.
2
76,
p=
.
000)
,
bu
t
s
t
at
i
s
t
i
c
a
l
l
y
s
i
gni
f
i
c
a
nt
(
p<
0.
0
5)
.
I
n ot
her
w
or
d
s
,
s
t
udent
s
’
l
ear
ni
n
g
s
t
y
l
es
and
be
hav
i
or
i
n
e
-
l
ear
ni
ng
ha
v
e
s
i
gni
f
i
c
ant
i
m
pac
t
s
o
n
t
he
i
m
pr
ov
em
ent
or
de
gr
ada
t
i
on
o
f
s
t
uden
t
s
’
per
f
or
m
an
c
e.
T
h
er
ef
or
e,
f
r
om
t
he
r
es
ul
t
s
o
f
t
hi
s
s
t
u
dy
,
an
a
dapt
i
v
e
K
A
LA
M
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-
l
ear
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n
g
s
y
s
t
em
w
hi
c
h
c
a
n
s
ui
t
s
t
he l
e
ar
ni
ng s
t
y
l
e
s
of
U
M
P
s
t
uden
t
s
i
s
pr
opo
s
ed
.
I
n ad
apt
i
v
e e
-
l
e
ar
ni
ng s
y
s
t
em
,
s
t
ud
ent
s
c
an ac
c
e
s
s
l
ear
n
i
ng m
at
er
i
a
l
s
t
hat
m
at
c
h t
he s
t
ude
nt
s
'
l
ear
n
i
ng
need
s
a
n
d pr
ef
e
r
en
c
es
.
Ke
y
w
o
rd
s
:
E
-
Le
ar
ni
ng,
LM
S
,
Lear
ni
ng S
t
y
l
e
s
,
Log D
a
t
a,
C
o
r
r
el
at
i
on,
B
eha
v
i
or
al
T
r
ac
k
i
ng
C
o
p
y
r
i
g
h
t
©
2
01
7
I
n
s
t
i
t
u
t
e
o
f
A
d
v
a
n
c
e
d
E
n
g
i
n
e
e
r
i
n
g
a
n
d
S
c
i
e
n
c
e
.
A
l
l
r
i
g
h
t
s r
es
er
ved
.
1
.
I
n
tr
o
d
u
c
ti
o
n
Lear
n
i
ng
Man
ag
em
ent
S
y
s
t
em
(
LMS
)
or
of
t
en r
ef
er
r
ed t
o as
e
-
l
e
ar
ni
ng,
i
s
a
w
e
b
-
bas
ed
s
y
s
t
em
of
s
of
t
w
ar
e
ap
pl
i
c
at
i
ons
,
w
hi
c
h
i
s
des
i
gn
e
d t
o
m
anage
l
ear
ni
n
g
c
o
nt
ent
,
s
t
ude
nt
i
nt
er
ac
t
i
o
n,
as
s
es
s
m
ent
t
o
ol
s
,
an
d f
eedbac
k
l
ear
n
i
ng
pr
ogr
es
s
and s
t
u
dent
ac
t
i
v
i
t
i
e
[
1]
.
L
MS
a
ll
o
w
s
le
a
r
ni
ng c
on
t
ent
t
o
be obt
ai
ned t
hr
ou
gh o
nl
i
ne,
w
h
i
c
h a
l
l
o
w
s
s
t
ude
nt
s
t
o v
i
e
w
a
nd
i
nt
er
ac
t
w
i
t
h
t
he
l
ear
ni
n
g
m
at
er
i
al
s
v
i
a a
w
e
b br
o
w
s
er
us
i
ng
an
y
op
er
at
i
ng s
y
s
t
em
,
c
o
m
put
er
and
m
obi
l
e
d
ev
i
c
e
[
2]
.
T
he
us
e
of
l
ear
ni
n
g
a
na
l
y
t
i
c
s
c
an
as
s
i
s
t
us
er
s
i
n
e
ns
ur
i
ng
e
v
er
y
c
o
m
ponent
of
LMS
c
our
s
es
c
an hel
p t
h
em
t
o ac
hi
ev
e t
h
ei
r
go
al
s
an
d obj
ec
t
i
v
es
[3
].
W
hen
l
ear
n
i
n
g
i
s
s
upp
or
t
ed
b
y
t
h
e
L
MS
,
t
h
en
t
he
l
og
f
i
l
es
of
LM
S
of
f
er
s
an
op
por
t
un
i
t
y
t
o
u
nder
s
t
a
nd
t
he s
t
u
dent
s
and
t
eac
h
er
s
ac
t
i
v
i
t
i
es
[4
].
Lear
n
i
ng
s
t
y
l
es
c
a
nno
t
b
e
i
g
nor
ed
b
ec
aus
e
i
t
i
s
par
t
of
t
he
pr
oc
es
s
of
i
nt
er
ac
t
i
on
of
t
eac
her
s
a
nd
s
t
ude
nt
s
[5
].
I
t
has
b
een
ar
g
ued
t
h
at
i
f
a l
e
ar
ner
has
a
s
t
r
ong
pr
oc
l
i
v
i
t
y
f
or
a
par
t
i
c
u
l
ar
l
ear
n
i
ng
s
t
y
l
e,
he
or
s
he m
a
y
ex
per
i
enc
e
di
f
f
i
c
ul
t
i
es
w
i
t
h l
ear
n
i
ng m
at
er
i
al
a
nd
l
ear
ni
n
g
e
nv
i
r
onm
ent
t
hat
do n
ot
s
uppor
t
t
he pr
ef
er
r
ed l
ear
n
i
ng s
t
y
l
e [
6]
.
I
nd
i
v
i
d
ual
di
f
f
er
enc
e f
ac
t
or
s
hav
e ap
pear
ed as
a m
ai
n
m
edi
at
or
i
n m
an
y
m
odel
s
t
o pr
edi
c
t
beh
av
i
or
s
of
s
t
udent
s
i
n e
-
l
ear
n
i
n
g
s
y
s
t
em
s
[7
].
Mos
t
pr
ev
i
ous
r
es
e
ar
c
hes
ha
v
e
i
ndi
c
at
ed
t
he
t
y
p
i
c
al
f
ac
t
or
s
ar
e
r
el
at
ed
t
o
i
nd
i
v
i
d
ual
d
i
f
f
er
enc
es
,
i
nc
l
udi
ng
gen
der
,
age,
ex
per
i
enc
e a
nd
educ
a
t
i
o
n,
w
hi
c
h s
i
g
ni
f
i
c
ant
l
y
det
er
m
i
ned s
y
s
t
em
i
m
pl
em
ent
at
i
o
n.
H
o
w
e
v
er
,
a
l
i
m
i
t
ed
n
um
ber
of
s
t
udi
es
ha
v
e
di
s
c
us
s
ed
t
he
i
n
di
v
i
dua
l
di
f
f
er
enc
e
l
e
ar
ni
n
g
and
t
eac
h
i
ng
s
t
y
l
es
t
o
w
ar
d
s
t
he
a
dop
t
i
o
n
of
e
-
l
ear
n
i
n
g
i
n
h
i
gh
er
ed
uc
at
i
on
s
ec
t
or
es
pec
i
al
l
y
i
n
dev
el
opi
ng
c
oun
t
r
i
es
[7
].
T
eac
hi
ng
an
d
l
ear
ni
n
g
s
t
y
l
e
s
ar
e
s
i
gni
f
i
c
ant
f
ac
t
or
s
t
o
af
f
ec
t
s
t
udent
s
’
and t
eac
h
er
s
’
be
ha
v
i
or
al
i
nt
ent
i
o
n t
o
us
e t
he
e
-
l
e
ar
ni
n
g s
y
s
t
em
s
[8
].
A
s
l
ear
n
i
ng
s
t
y
l
es
ar
e
r
el
at
e
d t
o t
h
e
w
a
y
t
h
at
a
n i
ndi
v
i
du
al
pr
ef
er
s
t
o
l
ea
r
n,
i
t
i
s
i
m
por
t
ant
t
h
at
a
good
t
e
ac
her
r
ec
ogni
z
es
t
he d
i
f
f
er
ent
l
ear
ni
ng s
t
y
l
es
of
s
t
ud
ent
s
i
n a
n
y
c
l
as
s
,
and
at
t
em
pt
s
t
o pr
es
e
nt
i
nf
or
m
at
i
on
i
n
w
a
y
s
w
h
i
c
h
w
i
l
l
m
eet
i
nd
i
v
i
d
ua
l
l
e
a
r
ni
ng
nee
ds
[9
].
S
t
ud
ent
s
f
r
o
m
di
f
f
er
ent
l
ear
n
i
n
g e
nv
i
r
onm
ent
s
t
e
nd
t
o
ha
v
e
di
f
f
er
ent
i
de
as
a
bo
ut
t
e
ac
her
s
,
and
t
h
ei
r
per
c
ei
v
ed
t
e
ac
hi
n
g
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN
:
25
02
-
4
752
I
J
E
EC
S
V
o
l.
8
,
N
o.
1
,
O
c
t
o
ber
20
17
:
1
7
–
2
6
18
s
t
y
l
es
us
ua
l
l
y
af
f
ec
t
t
hei
r
l
ear
ni
ng
be
ha
v
i
or
,
par
t
i
c
u
l
a
r
l
y
w
he
n
us
i
n
g
e
-
l
e
ar
ni
ng
s
y
s
t
em
s
[8
].
T
he
m
ai
n r
es
ul
t
ex
pec
t
ed f
r
o
m
t
hi
s
us
er
beha
v
i
or
ana
l
y
s
i
s
i
s
t
o pr
ov
i
d
e r
ec
om
m
en
dat
i
ons
f
or
t
he
i
m
pr
ov
em
ent
and ev
al
u
at
i
o
n of
e
-
l
ear
ni
ng c
ont
e
nt
.
T
he r
es
ul
t
of
t
hes
e r
ec
om
m
en
dat
i
ons
c
an be
i
m
pl
em
ent
ed
b
y
i
ns
t
i
t
u
t
i
o
ns
s
uc
h
as
U
ni
v
er
s
i
t
i
M
al
a
y
s
i
a
P
ah
ang
(
U
MP
)
,
w
h
i
c
h
us
es
e
-
l
ear
n
i
ng
i
n t
he l
ear
n
i
ng ac
t
i
v
i
t
i
es
.
T
hi
s
paper
i
s
or
ga
ni
z
ed as
f
ol
l
o
w
s
.
I
n s
ec
t
i
o
n 2,
t
he l
ear
ni
ng s
t
y
l
es
bas
ed
on
H
on
e
y
an
d
Mu
m
f
or
d
m
odel
ar
e
r
ev
i
e
w
ed
.
I
n s
ec
t
i
on
3,
t
h
e b
eha
v
i
or
al
t
r
ac
k
i
ng i
n
e
-
l
ear
n
i
n
g ar
e pr
es
e
nt
ed
.
T
he dat
a an
al
y
s
i
s
and r
es
u
l
t
s
ar
e al
s
o pr
es
ent
ed i
n s
ec
t
i
on
4.
F
i
n
al
l
y
,
our
w
or
k
of
t
hi
s
pap
er
i
s
s
u
m
m
ar
i
z
e
d
i
n t
he
l
as
t
s
ec
t
i
o
n.
2.
L
e
a
r
n
i
n
g
S
t
y
l
e
s
H
one
y
and
Mum
f
or
d
def
i
nes
l
ear
n
i
ng
s
t
y
l
es
as
a
des
c
r
i
pt
i
on
of
t
he
at
t
i
t
ud
e
s
and
beha
v
i
or
s
t
h
at
d
et
er
m
i
ne
t
he
l
i
k
el
i
h
oo
d
of
w
a
y
of
i
nd
i
v
i
dua
l
l
ear
n
i
n
g
[1
0
].
E
v
er
y
s
t
udent
w
h
o
i
s
s
t
ud
y
i
ng
i
n a
n
y
s
c
h
ool
or
uni
v
er
s
i
t
y
s
h
ou
l
d
ha
v
e
i
t
s
o
w
n
uni
que
l
ear
n
i
ng
s
t
y
l
e
[
11]
.
Le
ar
ni
n
g
s
t
y
l
es
ar
e i
nd
epe
nde
nt
i
n a
c
c
or
danc
e w
i
t
h
t
he i
n
di
v
i
du
al
'
s
ab
i
l
i
t
y
a
nd i
t
m
us
t
s
at
i
s
f
y
t
h
e
n
eeds
of
t
he s
t
u
dent
unt
i
l
he
or
s
he r
eac
hes
t
h
e
d
es
i
r
ed l
e
v
e
l
of
under
s
t
a
nd
i
ng
[
12]
.
T
her
e ar
e
v
ar
i
ous
m
odel
s
o
f
l
ear
ni
ng s
t
y
l
es
t
h
at
ha
v
e
b
een s
t
udi
ed
b
y
t
h
e r
es
e
ar
c
her
s
s
i
nc
e
a l
o
ng t
i
m
e ago,
b
ut
i
n t
h
i
s
s
t
ud
y
,
w
e f
oc
us
ed
on
H
one
y
a
nd
Mum
f
or
d
m
od
el
.
H
one
y
a
n
d
Mum
f
or
d de
v
el
ope
d t
hei
r
l
ear
ni
ng s
t
y
l
es
s
y
s
t
em
as
a v
ar
i
at
i
o
n o
n t
he
K
o
l
b
L
ear
ni
ng
C
y
c
l
e
m
odel
as
s
ho
w
n
i
n F
i
g
ur
e 1
.
F
i
gur
e 1.
H
one
y
a
nd
Mum
f
or
d V
ar
i
at
i
o
n on
t
he
K
o
l
b
S
y
s
t
em
H
one
y
a
nd
M
um
f
or
d
as
s
er
t
t
hat
i
n
di
v
i
dua
l
s
c
an
b
e
c
l
as
s
i
f
i
ed
bas
ed
on
t
he
i
r
l
e
v
e
l
of
ac
hi
e
v
em
ent
i
n
eac
h s
t
ag
e of
t
he
l
ear
n
i
ng
c
y
c
l
e
us
i
ng t
h
e f
our
c
l
as
s
i
f
i
c
at
i
ons
[
13]
.
T
he
y
al
s
o
s
t
at
e
t
ha
t
an
i
nd
i
v
i
d
ual
c
hang
es
hi
s
or
her
l
ear
n
i
n
g
s
t
y
l
e
w
i
t
h
r
es
pec
t
t
o
t
h
e
gi
v
en
t
as
k
.
T
her
ef
or
e,
w
e c
o
nc
l
ud
e t
h
at
l
e
ar
ni
ng s
t
y
l
es
ar
e s
t
at
i
c
but
i
ndi
v
i
du
al
s
t
e
nd t
o p
r
ef
er
one s
t
y
l
e
ov
er
t
he
ot
her
s
[
1
3]
.
C
har
ac
t
er
i
s
t
i
c
s
of
H
o
ne
y
a
nd
Mum
f
or
d l
ear
ni
n
g s
t
y
l
es
a
r
e i
l
l
us
t
r
at
ed
i
n
T
abl
e 1.
H
one
y
a
nd
Mum
f
or
d pr
op
os
ed t
he f
our
t
y
p
es
of
l
ear
ner
s
r
eac
t
pos
i
t
i
v
el
y
i
n
l
e
ar
ni
ng
env
i
r
onm
ent
s
t
o d
i
f
f
er
ent
s
t
i
m
ul
i
an
d r
es
our
c
es
[
9]
,
as
s
ho
w
n
i
n T
abl
e 2.
O
f
t
he f
our
t
y
p
es
,
R
ef
l
ec
t
or
s
and
T
heor
i
s
t
s
t
en
d t
o
do
bes
t
i
n
on
l
i
ne
en
v
i
r
o
n
m
ent
s
,
par
t
l
y
bec
a
us
e
an
o
nl
i
ne
e
nv
i
r
onm
ent
m
i
ght
pr
o
v
i
de
t
hem
m
o
r
e
t
i
m
e
t
o
t
hi
nk
about
t
he
i
r
t
as
k
s
[1
4
].
A
c
t
i
v
i
s
t
s
a
nd
P
r
agm
at
i
s
t
s
al
s
o
ha
v
e
v
ar
i
ous
c
har
ac
t
er
i
s
t
i
c
s
t
h
at
be
nef
i
t
f
r
o
m
onl
i
ne
i
ns
t
r
uc
t
i
o
n,
but
d
o
w
el
l
i
n
f
ac
e
-
to
-
f
ac
e
i
ns
t
r
uc
t
i
on
as
w
el
l
.
T
abl
e
3
pr
es
ent
s
e
-
l
e
ar
ni
n
g
ac
t
i
v
i
t
i
es
f
or
di
f
f
er
ent
l
ear
n
i
ng s
t
y
l
es
[
15]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
E
EC
S
IS
S
N
:
2
502
-
4
752
B
eh
av
i
or
a
l
T
r
ac
k
i
n
g i
n E
-
L
ear
ni
ng
by
U
s
i
ng
Le
ar
ni
ng
S
t
y
l
es
…
(
A
m
i
r
a F
at
i
h
a B
ah
ar
udi
n
)
19
T
abl
e
1.
C
har
ac
t
er
i
s
t
i
c
s
of
H
one
y
a
nd
Mum
f
or
d l
ear
ni
ng s
t
y
l
e
s
[
7]
Lear
ni
ng
s
t
y
l
e
s
C
har
ac
t
er
i
s
t
i
c
s
A
ct
i
v
i
s
t
s
I
nv
ol
v
i
ng t
he
m
s
el
v
es
f
ul
l
y
and w
i
t
hout
bi
as
i
n
new
ex
p
er
i
enc
es
,
enj
oy
s
new
c
hal
l
eng
es
and
s
ol
ut
i
ons
,
enj
oy
her
e and now
,
hav
e an open
-
m
i
nded
appr
oac
h
t
o l
ear
ni
ng,
ent
hus
i
as
t
i
c
about
any
t
hi
ng new
,
day
s
a
r
e
f
ille
d
w
it
h
a
c
t
iv
it
y
R
ef
l
ec
t
or
s
C
ar
ef
ul
,
m
e
t
hodi
c
a
l
,
t
hought
f
ul
,
good at
l
i
s
t
eni
ng,
s
t
and
ba
c
k
and ponder
about
ex
p
er
i
enc
es
,
c
ol
l
ec
t
i
ng
dat
a and t
a
k
i
ng
t
he
t
i
m
e
t
o
w
or
k
t
o
w
ar
ds
an
appr
opr
i
at
e c
onc
l
us
i
on
T
heor
i
s
t
s
T
hi
nk
i
n a
l
ogi
c
al
m
anner
,
obj
ec
t
i
v
el
y
and
r
at
i
onal
l
y
,
obs
er
v
e
and m
a
k
e
t
heor
i
e
s
,
t
hey
n
eed
m
odel
s
,
c
onc
ept
s
and
f
a
c
t
s
i
n or
der
t
o
eng
age i
n t
he
l
ear
ni
ng
pr
oc
es
s
.
P
r
ag
m
at
i
s
t
s
K
een on
t
r
y
i
ng out
new
i
deas
,
t
heor
i
es
and
t
ec
hni
que
s
i
n
t
o pr
ac
t
i
c
e,
s
ear
c
h
f
o
r
new
i
dea and
ex
p
er
i
m
ent
al
,
a
c
t
qui
c
k
l
y
and
c
on
f
i
dent
l
y
on
i
deas
,
go s
t
r
ai
gh
t
t
o t
he
poi
nt
.
T
abl
e
2.
Lear
n
i
n
g A
c
t
i
v
i
t
i
es
bas
ed
on
Lear
n
i
n
g S
t
y
l
e
s
[
9]
Lear
ni
ng
S
t
y
l
es
Lear
ni
ng
A
c
t
i
v
i
t
e
s
A
ct
i
v
i
s
t
s
r
e
a
c
t
pos
i
t
i
v
el
y
t
o
A
c
t
i
on l
ear
ni
ng
B
u
s
i
n
es
s
g
am
e
s
i
m
u
l
at
i
o
ns
J
ob r
ot
a
t
i
on
D
is
c
u
s
s
io
n
in
s
m
al
l
gr
oups
R
ol
e pl
ay
T
r
ai
ni
ng ot
her
s
O
ut
door
ac
t
i
v
i
t
i
e
s
R
ef
l
ec
t
or
s
r
ea
c
t
pos
i
t
i
v
el
y
t
o
e
-
l
ear
ni
ng
l
ear
ni
ng r
ev
i
ew
s
Li
s
t
eni
ng
t
o
l
ec
t
ur
e
s
or
pr
es
ent
at
i
on
s
O
bs
er
v
i
ng r
ol
e
pl
ay
s
R
eadi
ng
S
el
f
s
t
udy
/
s
el
f
-
d
i
r
ec
t
e
d
l
ear
ni
ng
T
heor
i
s
t
s
r
ea
c
t
pos
i
t
i
v
el
y
t
o
A
nal
y
t
i
c
al
r
ev
i
e
w
i
ng
E
x
er
c
i
s
es
w
i
t
h a
r
i
ght
ans
w
er
Li
s
t
eni
ng
t
o
l
ec
t
ur
e
s
S
el
f
s
t
udy
/
s
el
f
-
di
r
ec
t
ed l
ear
ni
ng
S
ol
o ex
er
c
i
s
es
W
a
t
c
hi
ng
‘
t
al
k
i
ng head’
v
i
deos
P
r
ag
m
at
i
s
t
s
r
ea
c
t
pos
i
t
i
v
el
y
t
o
A
c
t
i
on l
ear
ni
ng
D
i
s
c
u
s
s
i
on about
w
or
k
pr
obl
em
s
i
n
t
he
or
gani
z
at
i
on
D
is
c
u
s
s
io
n
in
s
m
al
l
gr
oups
P
r
obl
e
m
-
s
ol
v
i
ng
w
or
k
s
hops
G
r
oup w
or
k
w
i
t
h t
as
k
s
w
he
r
e l
ear
ni
ng i
s
appl
i
ed
P
r
oj
ec
t
w
or
k
T
abl
e
3.
H
on
e
y
and
Mum
f
o
r
d’
s
Lear
ni
n
g S
t
y
l
es
i
n E
-
Le
ar
ni
n
g [
1
5]
Lear
ni
ng
s
t
y
l
e
N
eeds
i
n e
-
l
ear
ni
ng
R
ec
o
m
m
ended e
-
l
ear
ni
ng
a
c
ti
v
i
ty
A
ct
i
v
i
s
t
I
nt
er
ac
t
i
on bet
w
een
ot
her
s
t
udent
s
,
f
r
ee
f
or
m
ex
pl
o
r
at
i
on and
obs
er
v
at
i
on,
no
s
t
r
i
c
t
s
c
hedul
e
s
.
G
r
oup w
or
k
s
,
ex
p
er
i
m
ent
al
pr
obl
e
m
-
s
ol
v
i
ng,
r
eal
-
t
i
m
e
c
onv
er
s
at
i
on.
R
ef
l
ec
t
or
O
r
gani
z
ed s
t
udy
i
ng
m
e
t
hods
,
w
el
l
out
l
i
ned
l
e
c
t
u
r
e
s
,
s
y
s
t
e
m
a
t
i
c
i
n
s
t
r
u
c
t
i
o
n
s
.
E
-
book
s
,
f
or
u
m
c
onv
er
s
at
i
on
s
.
T
heor
i
s
t
T
r
adi
t
i
onal
l
ear
ni
ng,
c
l
ear
l
y
def
i
ned
goal
s
,
w
el
l
pr
epar
ed e
x
er
c
i
s
es
,
t
e
st
s
m
ea
s
ur
i
ng
l
ear
ni
ng.
A
s
s
i
gn
m
en
t
s
:
c
a
s
e s
t
udy
or
l
ogi
c
al
c
aus
e
-
ef
f
ec
t
,
pr
obl
e
m
s
and qui
z
z
es
dur
i
ng
t
he c
our
s
e.
P
r
ag
m
at
i
s
t
E
x
per
i
m
ent
al
pos
s
i
bi
l
i
t
i
es
.
P
r
ac
t
i
c
al
ex
er
c
i
s
es
,
r
eal
-
t
im
e
c
onv
er
s
at
i
on.
B
as
ed
on
H
one
y
and
Mum
f
or
d
l
ear
n
i
ng
s
t
y
l
e
m
odel
,
t
he
l
ear
n
i
ng
m
at
er
i
a
l
s
f
or
adapt
i
v
e
s
y
s
t
em
ar
e as
s
how
n i
n T
abl
e
4.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN
:
25
02
-
4
752
I
J
E
EC
S
V
o
l.
8
,
N
o.
1
,
O
c
t
o
ber
20
17
:
1
7
–
2
6
20
T
abl
e
4.
Lear
n
i
n
g M
at
er
i
al
s
bas
ed
on H
one
y
and
Mum
f
or
d Mode
l
Lear
ni
ng
S
t
y
l
e
S
el
ec
t
ed Lear
ni
ng M
at
er
i
al
A
ct
i
v
i
s
t
a
c
ti
v
i
ty
-
or
i
ent
ed
l
ear
ni
ng m
a
t
er
i
al
w
i
t
h
hi
gh
i
nt
er
ac
t
i
v
i
t
y
l
ev
el
R
ef
l
ec
t
or
ex
am
pl
e
-
or
i
ent
ed
l
ear
ni
ng m
at
er
i
a
l
P
r
ag
m
at
i
s
t
e
x
e
r
c
i
s
e
-
or
i
ent
ed
l
ear
ni
ng m
at
er
i
al
T
heor
i
s
t
t
heor
y
-
or
i
ent
ed
l
ear
ni
ng m
at
er
i
al
3.
B
eh
av
i
o
r
al
T
r
acki
n
g
i
n
e
-
L
e
a
r
n
i
n
g
B
eh
av
i
or
a
l
t
r
ac
k
i
ng
i
s
t
he
t
r
ac
k
i
ng
of
us
er
i
nt
er
ac
t
i
o
n
(
l
ear
n
i
ng
be
ha
v
i
or
)
i
n
e
-
l
e
a
r
ni
ng.
T
he par
a
m
et
er
of
t
he beha
v
i
or
des
c
r
i
pt
i
on i
n t
hi
s
s
t
ud
y
i
s
t
he t
ot
al
num
ber
of
v
i
e
w
s
of
m
at
er
i
al
s
.
T
he us
e of
l
ear
ni
ng
ana
l
y
t
i
c
s
c
an as
s
i
s
t
us
er
s
i
n ens
ur
i
ng e
v
er
y
c
om
ponent
of
LMS
c
our
s
es
c
an
hel
p t
h
em
t
o ac
hi
e
v
e
t
h
ei
r
goa
l
s
an
d o
bj
ec
t
i
v
es
[3
].
L
ogs
R
e
por
t
i
s
on
e of
t
he
l
e
ar
ni
n
g a
nal
y
t
i
c
s
t
ool
av
ai
l
ab
l
e
i
n
Moo
dl
e
LM
S
,
an
d t
h
us
,
one m
et
hod t
h
at
c
an b
e us
ed
i
n l
ear
n
i
n
g ana
l
y
t
i
c
s
i
s
l
o
g
dat
a a
nal
y
s
i
s
.
W
hen l
ear
ni
ng i
s
s
uppor
t
e
d b
y
L
MS
,
t
h
en t
he l
og da
t
a (
t
r
ac
k
s
us
er
i
nt
er
ac
t
i
on)
of
LMS
of
f
er
s
an oppor
t
uni
t
y
t
o un
der
s
t
an
d t
h
e s
t
ud
ent
s
and t
eac
her
s
ac
t
i
v
i
t
i
e
s
[
4]
.
T
o
det
er
m
i
ne
t
he
l
ear
n
i
ng
s
t
y
l
es
of
t
he
s
t
ude
nt
s
,
qu
e
s
t
i
onn
ai
r
e
had
be
en
d
i
s
t
r
i
b
ut
ed
t
o
t
he
s
t
ud
ent
s
b
y
us
i
n
g
G
o
o
gl
e
F
or
m
s
.
T
he
ques
t
i
o
nna
i
r
e
w
as
c
ons
t
r
uc
t
ed
bas
ed
on
H
on
e
y
and
Mum
f
or
d
Lear
ni
n
g
S
t
y
l
es
Q
ues
t
i
o
nna
i
r
e
(
LS
Q
)
.
I
t
c
ons
i
s
t
s
of
f
our
s
t
y
l
es
as
s
es
s
ed
b
y
8
0
i
t
em
s
,
20 f
or
eac
h s
t
y
l
e
.
E
ac
h i
t
e
m
r
equi
r
es
t
h
e s
t
ud
ent
t
o a
ns
w
er
b
y
Y
E
S
or
N
O
,
a
nd
onl
y
Y
E
S
w
i
l
l
b
e
ca
l
c
ul
a
t
ed.
A
s
t
ude
nt
i
s
c
ons
i
der
e
d
t
o
be
s
t
r
on
g
i
n
a
s
t
y
l
e
i
f
he
or
s
he
get
s
14
t
o
15
or
m
or
e
on
t
he t
ot
a
l
i
t
em
s
.
A
s
f
or
t
he A
c
t
i
v
i
s
t
s
t
y
l
e,
a s
t
u
dent
w
i
l
l
b
e s
t
r
ong i
n t
h
i
s
s
t
y
l
e i
f
he or
s
he get
s
t
ot
al
of
10 Y
E
S
or
m
or
e.
D
i
s
t
r
i
b
ut
i
o
n of
i
t
em
s
i
s
ac
c
or
di
ng
t
o
f
our
di
m
ens
i
ons
of
H
one
y
a
nd
Mum
f
or
d
l
ear
n
i
n
g s
t
y
l
es
[1
0
],
as
s
h
o
w
n i
n T
abl
e
5.
T
abl
e
5.
D
i
s
t
r
i
b
ut
i
on
of
I
t
em
s
A
c
c
or
di
ng
t
o H
one
y
and
Mum
f
or
d Lear
n
i
ng
S
t
y
l
es
No
Lear
ni
ng
S
t
y
l
es
T
o
ta
l
o
f Ite
m
s
Ite
m
N
o
.
1
A
ct
i
v
i
s
t
s
20
2,
4,
6,
10,
17
,
23
,
24,
32,
34,
38
,
40,
43,
45,
48
,
58,
64,
71,
72,
74
,
79
2
R
ef
l
ec
t
or
s
20
7,
13,
15,
16
,
25
,
28,
29,
31,
33
,
3
6,
39,
41,
46
,
52
,
55,
60,
62,
66
,
67,
76
3
T
heor
i
s
t
s
20
1,
3,
8,
12,
14
,
18
,
20,
22,
26,
30
,
42,
47,
51,
57
,
61,
63,
68,
75,
77
,
78
4
P
r
ag
m
at
i
s
t
s
20
5,
9,
11,
19,
21
,
27,
35,
37,
44,
49
,
50,
53
,
54,
56,
59,
65,
69,
70,
73
,
80
T
he dat
a f
r
o
m
w
eek
1 t
o
w
eek
7 of
S
em
es
t
er
I
I
2016/
2
017
i
s
c
ol
l
ec
t
ed f
r
om
F
S
K
K
P
U
MP
s
t
ud
ent
s
w
ho
t
ak
e t
h
e
D
at
ab
as
e
S
y
s
t
em
s
ubj
ec
t
.
T
he ac
t
i
v
i
t
i
es
c
hos
e
n
ar
e a
l
l
m
at
er
i
al
s
f
r
om
W
e
ek
1
t
o
W
ee
k
7.
T
he ac
t
i
on c
hos
en i
s
V
i
e
w
,
s
i
nc
e t
h
e s
t
ude
nt
s
c
an onl
y
v
i
e
w
t
h
e
m
at
er
i
al
s
.
F
i
g
ur
e 2 s
h
o
w
s
t
he s
am
pl
e of
dat
a f
r
o
m
l
og
s
r
epor
t
.
F
i
gur
e
2.
S
am
pl
e of
D
at
a
f
r
om
Logs
R
epor
t
T
he s
i
gni
f
i
c
ant
of
t
he r
el
at
i
ons
h
i
p i
n t
hi
s
s
t
ud
y
w
i
l
l
b
e det
er
m
i
ned b
y
c
al
c
u
l
at
i
ng
t
h
e
c
or
r
el
at
i
on am
ong t
he
v
ar
i
ab
l
es
.
C
or
r
e
l
at
i
on
i
s
t
he m
os
t
s
ui
t
abl
e m
et
hod
t
o det
er
m
i
ne
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
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EC
S
IS
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N
:
2
502
-
4
752
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or
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l
T
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ac
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A
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at
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21
t
he
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e
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at
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ons
h
i
p b
et
w
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v
ar
i
ab
l
es
.
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he m
ai
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t
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el
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ons
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p.
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pe
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or
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ent
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he non
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h
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s
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d
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.
T
he
c
or
r
el
at
i
o
n
bet
w
ee
n
t
w
o
v
ar
i
a
bl
es
i
s
s
t
at
i
s
t
i
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l
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i
f
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c
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f
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i
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el
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05.
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el
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bet
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w
o
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ar
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i
s
not
s
t
at
i
s
t
i
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g
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f
i
c
ant
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f
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al
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t
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or
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el
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05.
T
o gai
n
a b
et
t
er
u
nd
er
s
t
andi
ng,
t
he
h
y
p
ot
hes
i
z
ed
m
odel
w
as
c
r
eat
e
d b
as
ed
on t
he
pr
opos
e
d r
es
ear
c
h h
y
p
ot
h
es
es
and
obs
er
v
ed
v
ar
i
ab
l
es
.
I
n t
hi
s
m
odel
,
bot
h
i
nd
epen
den
t
an
d
depe
nde
nt
v
ar
i
ab
l
es
ar
e
m
appe
d
ac
c
or
d
i
ng
t
o
t
he
r
es
ear
c
h
obj
ec
t
i
v
es
.
P
r
o
pos
ed
h
y
p
ot
h
es
i
z
ed
m
odel
s
t
o det
er
m
i
ne t
he as
s
oc
i
at
i
on bet
w
ee
n l
e
ar
ni
ng s
t
y
l
es
and s
t
ud
ent
s
’
b
eha
v
i
our
i
n e
-
l
ear
n
i
n
g w
as
c
r
eat
ed as
s
ho
w
n i
n
F
i
gur
e 3.
F
i
gur
e
3.
P
r
opos
e
d H
y
p
ot
h
es
i
z
ed M
od
el
s
B
as
ed
on
t
he
h
y
pot
hes
i
s
t
es
t
i
ng
,
t
h
e
n
ul
l
h
y
p
ot
hes
i
s
i
s
r
ej
ec
t
ed
i
f
t
he
s
i
gn
i
f
i
c
anc
e
l
e
v
e
l
i
s
l
es
s
t
ha
n 0.
05 (
p
<
0.
05)
or
el
s
e t
he
nul
l
h
y
p
ot
h
es
i
s
i
s
r
et
a
i
ne
d i
f
t
he
s
i
gn
i
f
i
c
anc
e l
e
v
e
l
i
s
gr
eat
er
t
han
0.
0
5 (
p
>
0.
05)
.
4.
D
at
a
A
n
al
ysi
s
an
d
R
e
s
u
l
t
s
T
he s
t
ud
y
w
as
c
onduc
t
ed
am
ong under
gr
ad
uat
es
w
h
o enr
ol
l
ed
i
n D
at
abas
e S
u
bj
ec
t
f
r
o
m
F
ac
ul
t
y
of
C
om
put
er
S
y
s
t
e
m
s
&
S
of
t
w
ar
e
E
ng
i
n
e
er
i
n
g
at
U
n
i
v
er
s
i
t
y
M
al
a
y
s
i
a
P
ahan
g.
LS
Q
i
s
di
s
t
r
i
b
ut
e
d
am
ong
t
h
e
r
es
p
onde
nt
s
b
y
us
i
ng
t
h
e
G
oo
gl
e
F
or
m
.
H
ow
e
v
er
,
f
r
o
m
242
r
es
po
ns
es
,
onl
y
216
r
es
po
ns
es
w
er
e
v
al
i
d
f
or
a
nal
y
s
i
s
.
T
he
r
es
t
w
er
e
r
ej
ec
t
e
d
d
ue
t
o
i
nc
o
m
pl
et
e
ans
w
er
s
and al
s
o i
nc
om
pl
et
e dat
a
f
r
om
l
ogs
.
T
abl
e 6 s
ho
w
s
t
he di
s
t
r
i
bu
t
i
on of
t
he o
v
er
a
l
l
f
r
eque
n
c
y
a
nd per
c
e
nt
ag
e f
or
r
es
pond
ent
s
’
l
ear
n
i
n
g s
t
y
l
e.
T
he r
es
ul
t
s
of
t
he anal
y
s
i
s
s
ho
w
t
h
at
R
ef
l
ec
t
or
t
he hi
ghes
t
v
a
l
ue o
f
per
c
ent
age of
59.
7%
,
f
ol
l
o
w
e
d b
y
T
heor
i
s
t
s
w
i
t
h
19.
9%
.
A
c
t
i
v
i
s
t
l
e
ar
ni
n
g s
t
y
l
e
i
s
t
he
t
h
i
r
d
hi
ghes
t
,
w
her
e
i
t
r
ec
or
ded 1
7.
1
%
,
a
nd t
he
l
eas
t
des
i
r
ab
l
e
l
ear
n
i
n
g s
t
y
l
e i
s
P
r
agm
at
i
s
t
w
i
t
h 3.
2%
.
T
abl
e
6.
Lear
n
i
n
g S
t
y
l
e R
e
s
ul
t
s
Lear
ni
ng
S
t
y
l
e
F
r
equenc
y
P
er
c
ent
age
(
%
)
A
ct
i
v
i
s
t
37
17.
1
R
ef
l
ec
t
or
129
59.
7
T
heor
i
s
t
43
19.
9
P
r
ag
m
at
i
s
t
7
3.
2
B
as
ed
on
t
h
e
r
es
pon
den
t
s
’
gend
er
,
bot
h
m
al
e
an
d
f
e
m
al
e
r
es
pond
ent
s
h
a
v
e
s
t
r
on
g
pr
ef
er
enc
es
i
n
R
ef
l
ec
t
or
l
e
ar
ni
n
g
s
t
y
l
e
as
s
ho
w
n
i
n
F
i
gur
e
4.
H
o
w
ev
er
,
f
r
o
m
t
hi
s
r
es
ul
t
,
w
e
c
an
s
ee t
hat
m
os
t
of
t
he C
om
put
er
S
c
i
enc
e s
t
ud
ent
s
i
n U
MP
pr
ac
t
i
c
ed
t
h
e s
am
e l
ear
ni
ng s
t
y
l
e
,
w
hi
c
h
i
s
R
ef
l
ec
t
or
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN
:
25
02
-
4
752
I
J
E
EC
S
V
o
l.
8
,
N
o.
1
,
O
c
t
o
ber
20
17
:
1
7
–
2
6
22
F
i
gur
e
4.
L
ear
n
i
ng
S
t
y
l
es
b
as
ed o
n G
en
der
F
i
gur
e 5 s
h
o
w
s
t
he f
r
equ
en
c
i
es
of
t
ot
al
v
i
e
w
s
of
m
at
er
i
al
s
f
or
eac
h s
t
uden
t
r
es
pec
t
i
v
e t
o
t
hei
r
l
ear
ni
ng s
t
y
l
es
.
F
r
om
obs
er
v
at
i
ons
,
s
t
ud
ent
s
w
i
t
h R
ef
l
ec
t
or
and
T
heor
i
s
t
l
ear
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ng s
t
y
l
es
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e hi
gher
n
um
ber
of
v
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w
s
of
m
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er
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al
s
c
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par
ed t
o s
t
udent
s
w
i
t
h ac
t
i
v
i
s
t
and pr
agm
at
i
s
t
l
ear
n
i
n
g s
t
y
l
es
,
s
i
nc
e m
os
t
of
t
he h
i
gh
v
i
e
w
s
ar
e
dom
i
n
at
ed
b
y
R
ef
l
ec
t
or
and T
heo
r
i
s
t
onl
y
.
F
i
gur
e
5.
T
ot
al
V
i
e
w
s
of
Ma
t
er
i
a
l
f
or
E
ac
h
S
t
u
den
t
R
es
pec
t
i
v
e t
o T
hei
r
L
ear
n
i
ng
S
t
y
l
es
T
hi
s
s
how
s
t
ha
t
s
t
u
dent
w
i
t
h
R
ef
l
ec
t
or
s
an
d
T
heor
i
s
t
l
ear
n
i
n
g
s
t
y
l
es
ac
c
es
s
e
-
l
e
ar
ni
n
g
t
he m
os
t
.
T
he i
nv
o
l
v
em
ent
of
s
t
udent
s
i
n t
he e
-
l
ear
n
i
n
g s
y
s
t
em
i
s
c
l
os
el
y
r
el
at
e
d t
o t
he l
ear
ni
n
g
s
t
y
l
e
,
as
t
hi
s
c
an
at
t
r
ac
t
s
t
uden
t
s
1
1
.
S
t
u
de
nt
s
w
i
t
h
R
e
f
l
ec
t
or
and
T
heor
i
s
t
l
ear
ni
n
g
s
t
y
l
es
s
ho
w
good
i
nt
er
es
t
t
o e
-
l
ear
n
i
ng
s
y
s
t
em
,
w
h
i
l
e s
t
ude
nt
s
w
i
t
h A
c
t
i
v
i
s
t
a
nd
P
r
agm
at
i
s
t
l
ear
ni
ng s
t
y
l
es
s
ho
w
s
l
es
s
i
nt
er
es
t
i
n e
-
l
e
ar
ni
n
g
an
d
t
en
d t
o
l
ear
n t
h
e
t
r
adi
t
i
o
na
l
w
a
y
.
F
r
om
at
t
he
f
i
nd
i
ngs
of
t
hi
s
s
t
u
d
y
,
i
t
i
s
pr
o
v
en
b
y
hav
i
n
g R
ef
l
ec
t
or
t
y
pe
of
l
e
ar
ni
n
g
s
t
y
l
e
h
ad
t
he
hi
gh
e
s
t
f
r
equenc
y
i
n
v
i
e
w
i
ng t
he m
at
er
i
a
l
s
.
T
o
s
el
ec
t
t
he
s
u
i
t
a
bl
e
c
or
r
e
l
at
i
on
ana
l
y
s
i
s
t
y
pe,
t
he
no
r
m
al
i
t
y
t
es
t
w
as
per
f
or
m
ed
at
t
h
e
f
i
r
s
t
pl
ac
e
i
n
v
ol
v
i
ng
t
he
v
ar
i
ab
l
es
.
A
s
t
h
e
r
es
ul
t
,
t
he
S
hap
i
r
o
-
W
i
l
k
t
es
t
f
ound
t
hat
t
he
s
i
g
ni
f
i
c
ant
v
a
l
ue (
S
i
g.
)
i
s
l
es
s
t
ha
n 0.
0
5,
w
h
i
c
h t
h
e d
at
a
w
as
not
n
or
m
al
l
y
d
i
s
t
r
i
bu
t
ed (
s
e
e F
i
g
ur
e 6)
.
F
i
gur
e
6.
T
he R
es
u
l
t
of
S
ha
pi
r
o
-
W
i
l
k
T
es
t
of
N
or
m
al
i
t
y
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
E
EC
S
IS
S
N
:
2
502
-
4
752
B
eh
av
i
or
a
l
T
r
ac
k
i
n
g i
n E
-
L
ear
ni
ng
by
U
s
i
ng
Le
ar
ni
ng
S
t
y
l
es
…
(
A
m
i
r
a F
at
i
h
a B
ah
ar
udi
n
)
23
A
bo
ut
t
he nor
m
al
i
t
y
t
es
t
,
i
t
w
as
f
ou
nd
t
hat
l
e
ar
ni
ng
s
t
y
l
es
an
d g
end
er
v
ar
i
a
b
l
es
ha
v
e
dev
i
at
ed f
r
o
m
t
he nor
m
al
di
s
t
r
i
b
ut
i
ons
.
T
her
ef
or
e,
i
t
w
as
dec
i
d
ed t
o em
pl
o
y
n
on
-
par
am
et
r
i
c
s
t
at
i
s
t
i
c
a
l
c
or
r
e
l
at
i
on
m
eas
ur
em
ent
s
uc
h as
S
pear
m
an c
or
r
el
at
i
o
n t
o f
i
n
d t
he s
i
gn
i
f
i
c
ant
r
el
at
i
ons
h
i
p bet
w
een
t
hes
e
v
a
r
i
ab
l
es
.
A
s
t
he r
es
u
l
t
,
t
he r
e
l
at
i
o
n
s
hi
p b
et
w
e
en
Lear
n
i
n
g S
t
y
l
es
and
S
t
ude
nt
s
’
B
eh
av
i
or
i
n E
-
Lear
n
i
ng
i
s
f
ound
t
o b
e v
e
r
y
w
eak
(
r
s
=
.
27
6,
p
=
.
0
00)
,
but
s
t
at
i
s
t
i
c
a
l
l
y
s
i
gni
f
i
c
an
t
(
p
<
0.
05)
.
T
he
r
es
ul
t
s
of
t
he c
or
r
e
l
at
i
on
an
al
y
s
i
s
ar
e
pr
es
ent
e
d i
n F
i
gu
r
e 7.
F
i
gur
e
7.
C
or
r
el
at
i
o
n b
et
w
e
en L
ear
n
i
ng
S
t
y
l
es
an
d S
t
u
dent
s
’
B
e
ha
v
i
or
i
n
E
-
L
ear
n
i
ng
H
y
p
ot
hes
i
s
t
es
t
i
n
g i
s
don
e
bas
ed on t
he c
or
r
el
at
i
on
ana
l
y
s
i
s
f
or
t
he r
el
at
i
ons
hi
p bet
w
een
l
ear
n
i
n
g s
t
y
l
es
and s
t
u
den
t
s
’
beh
av
i
or
s
i
n e
-
l
ear
ni
n
g.
T
he r
es
ul
t
of
t
he h
y
p
ot
h
e
s
is
t
e
s
t
in
g
is
pr
es
ent
e
d i
n T
abl
e
7.
T
abl
e
7.
H
y
p
ot
h
es
i
s
T
es
t
i
n
g R
es
u
l
t
R
es
ear
c
h H
y
pot
hes
i
s
R
es
ul
t
H
0
S
t
udent
l
ear
ni
ng
s
t
y
l
es
hav
e no
s
i
gni
f
i
c
an
t
i
m
pac
t
on
s
t
udent
beha
v
i
or
i
n e
-
l
ear
ni
ng.
R
ej
ec
t
ed
H
a
S
t
udent
l
ear
ni
ng
s
t
y
l
es
hav
e a
s
i
gni
f
i
c
an
t
i
m
pac
t
on s
t
udent
beha
v
i
or
i
n e
-
l
ear
ni
ng.
A
c
c
ept
ed
T
he
nul
l
h
y
p
ot
h
es
i
s
i
s
r
ej
e
c
t
ed
f
or
t
he
r
el
at
i
ons
hi
p
be
t
w
een
Le
ar
ni
ng
S
t
y
l
es
an
d
S
t
u
den
t
s
’
B
eh
av
i
or
i
n
E
-
L
ear
n
i
ng
,
s
i
n
c
e
t
he
s
i
g
ni
f
i
c
anc
e
v
al
ue
o
f
c
or
r
el
at
i
o
n
w
as
l
es
s
t
ha
n
0.
05.
I
n
ot
her
w
or
ds
,
Le
ar
ni
ng
S
t
y
l
es
ha
v
e s
i
gn
i
f
i
c
ant
i
m
pac
t
s
on S
t
u
dent
s
’
B
e
ha
v
i
or
i
n
E
-
L
ear
n
i
ng.
5
.
A
d
a
p
ti
v
e
e
-
L
e
a
r
n
i
n
g
S
y
s
te
m
fo
r
U
M
P
L
M
S
(K
A
L
A
M
)
A
n ada
pt
i
v
e e
-
l
ear
n
i
n
g s
y
s
t
em
w
hi
c
h c
an s
ui
t
s
t
he l
ear
ni
ng s
t
y
l
es
of
t
he s
t
udent
s
i
s
pr
opos
e
d.
I
n
ada
pt
i
v
e
e
-
l
ea
r
ni
ng
s
y
s
t
em
,
s
t
ude
nt
s
c
an
ac
c
es
s
l
e
ar
ni
ng m
at
er
i
a
l
s
t
hat
m
at
c
h t
h
e
s
t
udent
s
'
l
ear
ni
n
g
n
eeds
a
nd
pr
ef
er
enc
es
1
6
.
B
as
i
c
al
l
y
,
t
he
s
y
s
t
em
i
s
an
i
nf
or
m
at
i
on
s
y
s
t
em
t
hat
has
t
he f
unc
t
i
on t
o pr
o
v
i
d
e r
ec
om
m
endat
i
ons
f
or
t
e
ac
hi
n
g m
at
er
i
al
s
,
us
i
ng t
h
e H
on
e
y
and
Mum
f
or
d l
ear
ni
ng s
t
y
l
es
m
od
e
l
.
S
t
ude
nt
s
or
us
er
s
w
i
t
h t
he
i
r
f
i
r
s
t
t
i
m
e ent
er
i
n
g t
h
e s
y
s
t
em
w
i
l
l
be
as
k
ed t
o f
i
l
l
o
ut
q
ues
t
i
on
n
ai
r
es
a
nd
pr
e
-
t
es
t
.
T
he t
a
s
k
of
t
he t
e
ac
her
i
s
t
o
c
r
e
at
e
a b
ank
of
ques
t
i
ons
a
nd c
r
eat
e l
ear
n
i
ng m
at
er
i
al
s
.
A
f
t
er
t
hat
,
o
n s
y
s
t
em
,
t
he q
ues
t
i
o
nna
i
r
e i
s
us
e
d
t
o d
et
e
r
m
i
ne t
he
l
ear
n
i
n
g s
t
y
l
e,
a
n
d pr
e
-
t
es
t
i
s
us
ed
t
o
de
t
er
m
i
ne t
h
e k
now
l
e
dge
l
ev
el
.
L
ear
ni
n
g s
t
y
l
es
and
k
now
l
e
dge
l
ev
el
i
nc
l
ud
i
ng
t
h
e
l
ear
n
er
m
odel
,
us
ed t
o b
ui
l
d an ad
apt
i
v
e e
-
l
e
ar
ni
ng s
y
s
t
em
,
w
hi
c
h i
s
a f
or
m
o
f
adapt
i
v
e c
o
nt
en
t
s
s
el
ec
t
i
on.
P
r
e
-
te
s
t
i
s
a
t
es
t
of
t
he
l
ev
el
of
s
t
udent
s
'
k
no
w
l
edg
e
of
t
he
m
at
er
i
al
t
o
be
de
l
i
v
er
e
d,
w
hi
c
h
i
s
c
on
duc
t
e
d
b
ef
or
e
t
he
l
es
s
on
gi
v
e
n.
T
he
b
en
ef
i
t
of
ho
l
di
ng
pr
e
-
t
es
t
i
s
t
o
det
er
m
i
ne
t
h
e
abi
l
i
t
y
of
s
t
udent
s
a
bout
t
h
e
l
es
s
ons
t
hat
w
i
l
l
b
e
d
el
i
v
er
ed.
T
abl
e
8
s
ho
w
s
t
he
l
e
ar
ner
at
t
r
i
but
es
and
l
ear
ni
n
g o
bj
ec
t
at
t
r
i
but
es
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN
:
25
02
-
4
752
I
J
E
EC
S
V
o
l.
8
,
N
o.
1
,
O
c
t
o
ber
20
17
:
1
7
–
2
6
24
T
abl
e
8.
Lear
n
er
A
t
t
r
i
b
ut
es
and
Lear
n
i
n
g O
bj
ec
t
A
t
t
r
i
b
u
t
es
Lear
ner
A
t
t
r
i
but
e
s
Lear
ni
ng
O
bj
ec
t
A
t
t
r
i
bu
t
es
Lear
ni
ng
S
t
y
l
e
K
now
l
edge
Lev
el
Lear
ni
ng
O
bj
ec
t
T
y
pe
Lear
ni
ng
O
bj
ec
t
Lev
el
1.
R
ef
l
ec
t
or
1.
A
ppr
ent
i
c
e
1.
G
r
aphi
c
(
i
m
age
,
c
har
t
s
,
s
y
m
bol
)
1.
I
ni
t
i
al
2.
T
heor
i
s
t
2.
B
egi
nner
2.
V
i
deo (
audi
o,
ani
m
at
i
on)
2.
I
nt
r
oduc
t
or
y
3.
P
r
ag
m
at
i
s
t
3.
I
nt
er
m
edi
at
e
3.
T
ex
t
(
w
or
d,
pow
e
r
poi
nt
,
ex
c
el
)
3.
A
dv
anc
e
4.
A
ct
i
v
i
s
t
4.
E
x
per
t
4.
X
M
L (
w
eb,
S
C
O
R
M
,
LO
M
)
4.
P
r
of
es
s
i
onal
Lear
n
i
ng
O
bj
ec
t
A
t
t
r
i
but
es
ar
e
t
he
l
ear
n
i
ng
m
at
er
i
a
l
t
hat
w
i
l
l
be
pr
es
e
nt
e
d
at
t
he
r
ec
om
m
endat
i
o
n s
y
s
t
em
of
l
ear
ni
ng m
at
er
i
al
s
.
Le
a
r
ni
ng O
bj
ec
t
h
as
t
w
o at
t
r
i
but
es
,
n
am
el
y
l
ear
n
i
n
g obj
ec
t
t
y
p
e an
d l
ear
ni
ng obj
ec
t
l
ev
el
.
T
o d
et
er
m
i
ne t
he
l
e
v
e
l
of
l
ear
ni
n
g m
at
er
i
al
s
(
Lear
ni
ng
O
bj
ec
t
Le
v
e
l
)
,
w
e
m
us
t
f
i
r
s
t
k
now
t
he
K
no
w
l
ed
ge
L
ev
el
of
s
t
uden
t
s
1
7
.
F
r
o
m
T
abl
e
8,
t
her
e ar
e 2 r
u
l
es
,
w
hi
c
h
ar
e
MA
T
C
H
an
d P
A
R
T
I
A
L
L
Y
MA
T
C
H
.
1.
IF
l
e
ar
ner
l
ear
ni
n
g s
t
y
l
e
=
l
ear
ni
ng
ob
j
ec
t
t
y
p
e
AN
D
k
now
l
edg
e l
ev
e
l
=
l
ear
n
i
ng
o
bj
ec
t
l
ev
e
l
,
T
HE
N
it
is
“
M
AT
C
H
”.
2.
IF
(
l
ear
ner
l
ear
n
i
n
g s
t
y
l
e
=
l
e
ar
ni
ng
ob
j
ec
t
t
y
p
e
A
ND
k
now
l
ed
ge
l
ev
e
l
<
>
l
ear
n
i
ng o
bj
ec
t
l
ev
el
)
OR
(
l
e
ar
ner
l
ear
n
i
n
g
s
t
y
l
e <
>
l
e
ar
ni
ng obj
ec
t
t
y
pe
A
ND
k
n
ow
l
ed
ge l
ev
e
l
=
l
ear
n
i
ng
obj
ec
t
l
ev
e
l
)
,
T
H
EN
it
is
“
P
AR
T
I
AL
L
Y
M
A
T
C
H
”.
F
i
gur
e
8.
R
ec
om
m
ended L
ear
ni
ng
Mat
er
i
a
l
s
f
or
MA
T
C
H
r
ul
e
F
or
ex
a
m
pl
e,
i
f
a s
t
udent
h
as
“
R
ef
l
ec
t
or
”
l
ear
ni
n
g s
t
y
l
e
and “
B
eg
i
nn
er
”
k
now
l
e
dge
l
ev
e
l
,
r
ec
om
m
ended m
at
er
i
al
s
f
or
t
he s
t
ud
ent
i
s
“
G
r
aphi
c
”
t
y
pe
w
i
t
h “
I
nt
r
o
duc
t
or
y
”
l
e
ar
ni
ng obj
ec
t
l
e
v
el
as
s
ho
w
n
i
n F
i
gur
e 8.
B
es
i
des
t
hat
,
ot
h
er
r
ec
om
m
ended m
at
er
i
al
s
w
h
i
c
h
ar
e P
A
R
T
I
A
LL
Y
MA
T
C
H
ar
e “
V
i
d
eo”
t
y
p
e
m
at
er
i
al
s
w
i
t
h “
I
nt
r
o
duc
t
or
y
”
l
ev
el
or
“
G
r
aphi
c
”
t
y
p
e
m
at
er
i
al
s
w
i
t
h
“
I
ni
t
i
al
”
l
e
v
e
l
as
s
ho
w
n
i
n F
i
gur
e 9.
OR
F
i
gur
e
9.
R
ec
om
m
ended L
ear
ni
ng
Mat
er
i
a
l
s
f
or
P
A
R
T
I
A
LL
Y
MA
T
C
H
r
ul
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
E
EC
S
IS
S
N
:
2
502
-
4
752
B
eh
av
i
or
a
l
T
r
ac
k
i
n
g i
n E
-
L
ear
ni
ng
by
U
s
i
ng
Le
ar
ni
ng
S
t
y
l
es
…
(
A
m
i
r
a F
at
i
h
a B
ah
ar
udi
n
)
25
T
he f
l
ow
of
t
h
i
s
pr
op
os
ed
a
dapt
i
v
e K
A
L
A
M
e
-
l
ear
n
i
ng
i
s
as
s
ho
w
n
i
n F
i
gur
e
10.
F
i
gur
e
10.
P
r
op
os
ed
S
y
s
t
e
m
F
l
o
w
f
or
A
da
pt
i
v
e
K
A
L
A
M E
-
L
ear
n
i
ng
5
.
C
o
n
c
l
u
s
i
o
n
B
as
ed
on
t
h
e a
na
l
y
s
i
s
,
t
he s
t
u
d
y
s
ho
w
ed
t
hat
m
os
t
r
es
pond
ent
s
pr
ef
er
and
ha
v
e
s
t
r
engt
h
i
n t
er
m
s
of
R
e
f
l
ec
t
or
l
ear
n
i
ng s
t
y
l
es
,
f
ol
l
o
w
ed b
y
T
heor
i
s
t
s
,
A
c
t
i
v
i
s
t
s
and
P
r
agm
at
i
c
.
S
t
ud
ent
s
w
i
t
h R
ef
l
ec
t
or
an
d T
heor
i
s
t
l
ear
ni
ng s
t
y
l
es
s
ho
w
goo
d i
nt
er
es
t
t
o e
-
l
e
ar
ni
n
g s
y
s
t
em
,
w
hi
l
e s
t
ude
nt
s
w
i
t
h
A
c
t
i
v
i
s
t
and P
r
agm
at
i
s
t
l
ear
n
i
n
g s
t
y
l
es
s
ho
w
l
es
s
i
nt
er
e
s
t
t
o e
-
l
e
a
r
ni
ng
s
y
s
t
em
,
and t
e
nd
t
o
l
e
ar
n
t
he
t
r
ad
i
t
i
ona
l
w
a
y
.
R
ef
l
e
c
t
or
br
oad
l
y
us
e
d e
-
l
ear
ni
ng
i
n t
er
m
s
o
f
v
i
e
w
i
ng t
he m
at
er
i
a
l
s
up
l
oa
ded
b
y
t
he
l
ec
t
ur
er
.
H
o
w
e
v
er
,
f
e
w
s
t
ud
ent
s
ar
e
not
e
nga
ged
on e
-
l
ear
n
i
n
g
f
or
v
i
e
w
i
ng t
he l
e
ar
ni
n
g m
at
er
i
al
s
.
T
he s
t
ud
y
f
oun
d
w
eak
but
s
i
gni
f
i
c
an
t
r
el
at
i
ons
h
i
p
bet
w
een
l
e
ar
ni
ng s
t
y
l
es
on s
t
u
dent
s
’
be
ha
v
i
or
in
e
-
l
e
ar
ni
ng.
I
n
ot
her
w
or
ds
,
l
e
ar
ni
ng s
t
y
l
es
has
i
nf
l
ue
nc
e o
n t
h
e
i
nc
r
eas
e
or
dec
r
eas
e
of
s
t
udent
s
’
beh
av
i
or
i
n e
-
l
ear
ni
n
g.
T
her
ef
or
e,
f
r
o
m
t
he r
es
ul
t
s
of
t
hi
s
s
t
ud
y
,
an ad
apt
i
v
e K
A
LA
M e
-
l
ear
n
i
n
g s
y
s
t
em
w
hi
c
h
c
an
s
ui
t
s
t
h
e l
ear
n
i
ng
s
t
y
l
es
of
U
MP
s
t
ude
nt
s
i
s
pr
op
os
ed.
I
n
ada
pt
i
v
e
e
-
l
ear
n
i
n
g s
y
s
t
em
,
s
t
ude
nt
s
c
an ac
c
es
s
l
ear
n
i
ng
m
at
er
i
al
s
t
hat
m
at
c
h t
h
e s
t
u
dent
s
'
l
ear
ni
ng nee
ds
and pr
ef
er
enc
es
.
R
ef
er
en
ces
[1
]
S
r
i
c
ha
ny
ac
h
on,
N
.
E
F
L
Le
ar
n
er
s
'
P
er
c
ept
i
on
s
of
U
s
i
n
g LM
S
.
T
O
J
E
T
:
T
he T
ur
k
i
s
h
O
nl
i
n
e J
our
na
l
of
E
duc
at
i
on
al
T
ec
h
nol
ogy
.
20
14
;
13(
4)
.
[2
]
D
ahl
s
t
r
om
E
,
Bro
o
k
s
D
C
,
B
i
c
hs
el
J
.
T
he
C
ur
r
ent
E
c
os
y
s
t
e
m
of
Lear
n
i
ng
M
anagem
e
nt
S
y
s
t
em
s
i
n
H
i
gher
E
d
uc
at
i
o
n:
S
t
u
dent
,
F
a
c
ul
t
y
,
a
nd I
T
P
er
s
pec
t
i
v
es
.
E
DUCA
US
E
.
2014
.
[3
]
O
liv
e
ir
a
P
C
D
,
C
u
nha
C
J
C
D
A
,
N
ak
ay
a
m
a
M
K
.
Lear
n
i
ng
M
anage
m
ent
S
y
s
t
e
m
s
(
LM
S
)
and
e
-
l
ear
ni
ng
m
ana
gem
ent
:
a
n
i
nt
e
gr
at
i
v
e
r
ev
i
ew
and
r
es
ear
c
h
age
nda.
J
I
ST
EM
-
J
our
nal
of
I
nf
or
m
at
i
o
n
S
y
s
t
em
s
and T
e
c
h
nol
o
gy
M
anagem
en
t
.
2016
;
13(
2)
:
1
57
-
18
0.
[4
]
B
et
t
oni
M
,
S
adi
k
i
J
,
M
az
z
ol
a
L
,
M
a
zza
R
.
D
i
dac
t
i
c
al
I
nt
er
pr
et
at
i
on o
f
Log D
at
a:
T
he
M
O
C
L
og M
odel
.
2013
.
[5
]
C
hong
O
S
,
M
aham
od
Z
.
G
ay
a
P
em
bel
a
j
ar
a
n
P
el
a
j
ar
B
ahas
a
M
el
ay
u
B
er
das
ar
k
an
G
ay
a
P
em
be
l
aj
ar
an G
r
a
s
ha
.
J
o
ur
na
l
of
A
pp
l
i
e
d R
es
ear
c
h i
n
E
du
c
a
t
i
on
.
201
4
;
18
:
52
-
66.
[6
]
Al
s
h
a
m
m
a
ri
M
,
A
nan
e
R
,
H
en
dl
ey
R
J
.
A
da
pt
i
v
i
t
y
i
n e
-
l
ear
ni
ng
s
y
s
t
em
s
.
I
n C
om
p
l
ex
,
I
nt
el
l
i
ge
nt
a
nd
So
f
t
w
a
re
I
n
t
e
n
s
i
v
e
Sy
s
t
e
m
s
(
C
I
SI
S),
I
EEE Ei
g
ht
h I
nt
er
n
at
i
o
nal
C
on
f
er
e
nc
e.
201
4
:
79
-
86.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN
:
25
02
-
4
752
I
J
E
EC
S
V
o
l.
8
,
N
o.
1
,
O
c
t
o
ber
20
17
:
1
7
–
2
6
26
[7
]
E
l
ka
se
h
A
,
W
on
g
K
W
,
F
u
ng
C
C
.
T
he I
m
pa
c
t
of
T
ea
c
hi
n
g an
d L
ear
n
i
ng
S
t
y
l
es
on
B
ehav
i
our
al
I
nt
ent
i
on
t
o U
s
e E
-
l
ear
n
i
ng i
n
L
i
by
a
n H
i
g
her
E
d
uc
a
t
i
on
.
I
nt
er
na
t
i
o
nal
R
ev
i
ew
of
C
ont
em
por
ar
y
Lear
ni
ng R
e
s
ear
c
h
.
201
4
;
3(
1)
:
25
-
3
4.
[8
]
Li
n
P
C
, L
u
H
K
,
Li
u
C
H
I
A
.
T
ow
ar
ds
an
e
duc
at
i
o
n
b
ehav
i
or
a
l
i
nt
ent
i
on
m
od
el
f
or
e
-
l
ear
ni
n
g
s
y
s
t
em
s
:
A
n ex
t
ens
i
on of
U
T
A
U
T
.
J
our
nal
of
T
he
or
et
i
c
a
l
an
d A
pp
l
i
ed I
nf
or
m
at
i
on T
e
c
hno
l
og
y
.
2
013
;
47(
3)
:
1120
-
1
127.
[9
]
G
r
i
mme
r
-
S
om
er
s
K
,
M
i
l
anes
e
S
,
C
hi
pc
h
as
e
L
.
R
e
s
ea
r
c
h i
nt
o
B
e
s
t
P
r
ac
t
ic
e
s
i
n e
-
L
ear
n
i
n
g f
or
A
l
l
i
ed
H
eal
t
h
c
l
i
ni
c
al
edu
c
at
i
on
and t
r
ai
ni
ng.
B
r
i
s
b
ane:
C
l
i
n
i
c
a
l
E
du
c
at
i
on
and
T
r
ai
ni
n
g Q
uee
ns
l
an
d.
201
1
.
[
10]
H
oney
P
,
M
um
f
or
d
A
.
T
he M
anual
of
l
ear
n
i
ng
s
t
y
l
e
s
.
M
ai
den
head:
P
et
er
H
o
ney
.
19
92
.
[
11]
M
anoc
hehr
N
N
.
T
he i
nf
l
uenc
e
of
l
ear
ni
n
g s
t
y
l
e
s
on l
ear
n
er
s
i
n e
-
l
ear
ni
n
g env
i
r
on
m
ent
s
:
A
n em
pi
r
i
c
a
l
s
tu
d
y
.
C
om
put
er
s
i
n H
i
gher
E
d
uc
at
i
on E
c
on
om
i
c
s
R
ev
i
ew
.
200
6
;
18(
1)
:
10
-
14.
[
12]
Lev
y
H
M
.
M
eet
i
ng t
he nee
ds
of
al
l
s
t
u
dent
s
t
hr
ou
gh di
f
f
er
ent
i
a
t
ed i
n
s
t
r
u
c
t
i
on:
H
el
p
i
ng
ev
er
y
c
hi
l
d
r
eac
h
a
nd
ex
c
eed
s
t
anda
r
ds
.
T
he
C
l
ear
i
ng
H
ou
s
e:
A
J
our
n
al
of
E
du
c
at
i
ona
l
S
t
r
at
e
gi
e
s
,
I
s
s
u
es
an
d
I
dea
s
.
20
08
;
81(
4)
:
161
-
164.
[
13]
A
l
j
a
b
e
r
i
, N
.M
.
U
ni
v
er
s
i
t
y
S
t
u
de
nt
s
'
Le
ar
ni
ng S
t
y
l
e
s
a
nd T
hei
r
A
bi
l
i
t
y
t
o S
ol
v
e M
at
hem
at
i
c
al
P
r
obl
e
m
s
.
I
nt
er
na
t
i
o
nal
J
our
nal
of
B
u
s
i
n
e
s
s
a
nd S
o
c
i
al
S
c
i
en
c
e
.
201
5
;
6(
4)
.
[
14]
Me
s
t
r
e
L.
A
c
c
om
m
oda
t
i
n
g
di
v
er
s
e
l
ear
n
i
ng
s
t
y
l
es
i
n
an
onl
i
ne
env
i
r
on
m
en
t
.
R
ef
er
en
c
e
&
us
er
se
r
v
i
ce
s q
u
a
r
te
r
ty
.
200
6
;
46(
2)
:
27
-
3
2.
[
15]
K
anni
n
en
E
.
Lear
ni
n
g s
t
y
l
es
and
e
-
l
ear
ni
n
g.
M
as
t
er
of
S
c
i
en
c
e T
he
s
i
s
,
T
am
per
e U
ni
v
er
s
i
t
y
o
f
T
ec
hnol
o
gy
.
200
8
.
[
16]
S
hut
e
V
,
T
o
wl
e
B
.
A
da
pt
i
v
e e
-
l
ear
ni
n
g.
E
d
uc
a
t
i
on
al
ps
y
c
h
ol
o
gi
s
t
.
200
3
;
3
8(
2)
:
105
-
1
14.
[
17]
Y
ang
Y
J
,
Wu
C.
A
n
at
t
r
i
but
e
-
bas
e
d
ant
c
o
l
ony
s
y
s
t
e
m
f
or
a
dapt
i
v
e
l
e
ar
ni
ng
obj
ec
t
r
e
c
o
m
m
end
at
i
o
n.
E
x
per
t
S
y
s
t
em
s
w
i
t
h A
pp
l
i
c
at
i
ons
.
200
9
;
36(
2)
:
3
034
-
3047
.
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