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r
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1.
I
NT
RO
D
UCT
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N
T
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in
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an
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lear
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atio
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co
m
m
u
n
icatio
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s
an
d
tech
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o
lo
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[
1
]
.
T
h
is
tr
an
s
itio
n
f
ac
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th
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p
r
o
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s
s
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k
n
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wled
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s
k
ills
to
s
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d
en
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[
2
]
.
T
h
e
m
o
d
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n
u
s
e
o
f
im
m
er
s
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tech
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th
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f
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f
ed
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ca
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h
as
p
r
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its
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ec
tiv
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ess
in
th
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s
tu
d
y
o
f
v
a
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io
u
s
s
u
b
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s
.
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ea
lity
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r
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ex
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tu
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ities
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v
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life
lo
n
g
lear
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[
3
]
.
V
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tu
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lity
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VR
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is
d
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in
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a
s
a
r
ea
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s
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v
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AR
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ten
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ed
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as
a
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s
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u
l
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u
ca
tio
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tec
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lo
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th
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ca
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b
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in
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tan
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in
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lex
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[
4
]
.
Mo
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s
with
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m
en
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ea
lity
m
o
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r
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T
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ar
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esp
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im
p
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T
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o
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s
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ex
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[
5
]
.
VR
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is
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ch
ar
ac
ter
is
tics
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th
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r
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r
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v
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s
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I
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J
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13
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6
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Dec
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4
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th
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[
6
]
.
As
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ca
ti
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tr
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to
o
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late
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ter
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v
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r
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s
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tem
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m
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m
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Ocu
lu
s
R
if
t,
an
d
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n
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Play
Statio
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VR
)
[
7
]
.
I
n
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d
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,
th
r
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o
n
b
o
th
d
esk
t
o
p
an
d
m
o
b
ile
d
e
v
ices,
elim
in
atin
g
th
e
n
ee
d
f
o
r
a
v
ir
t
u
al
r
ea
lity
h
ea
d
s
et
(
Seco
n
d
L
if
e
o
r
Un
ity
3
D)
[
8
]
.
Sin
ce
v
ir
tu
al
r
ea
lity
is
co
n
s
id
e
r
ed
to
b
e
a
v
er
y
p
r
o
m
is
in
g
tec
h
n
o
lo
g
y
f
o
r
b
o
th
co
m
p
u
ter
tr
a
in
in
g
an
d
m
o
d
elin
g
,
it
is
wid
ely
u
s
ed
in
n
u
m
er
o
u
s
ap
p
licatio
n
s
.
I
ts
h
ig
h
ly
in
ter
ac
tiv
e
e
n
v
ir
o
n
m
e
n
t
allo
ws
u
s
er
s
to
p
ar
ticip
ate
in
a
co
m
p
u
ter
-
g
en
e
r
ated
wo
r
ld
wh
er
e
th
ey
ca
n
in
t
er
ac
t
with
v
ar
io
u
s
s
tim
u
li
[
9
]
.
C
u
r
r
en
tly
,
m
o
s
t
VR
ap
p
licatio
n
s
r
eq
u
ir
e
s
tu
d
e
n
ts
to
wea
r
d
e
v
ices
s
u
ch
as
h
ea
d
-
m
o
u
n
te
d
d
is
p
lay
s
(
HM
D)
,
tr
ac
k
er
s
,
o
r
s
en
s
o
r
s
.
T
h
ese
d
ev
ices
h
a
v
e
s
ev
er
al
d
i
s
ad
v
an
tag
es.
T
h
e
y
ar
e
u
s
u
ally
r
elativ
ely
e
x
p
en
s
iv
e,
h
ea
v
y
,
a
n
d
ea
s
ily
d
am
ag
ed
.
I
n
ad
d
itio
n
,
s
y
s
tem
s
t
h
at
in
v
o
lv
e
ad
d
itio
n
al
d
ev
ices
f
ail
to
ap
p
r
o
p
r
iately
d
eter
m
in
e
th
e
u
s
er
s
ettin
g
s
[
1
0
]
.
Ho
wev
er
,
d
esk
to
p
VR
ap
p
licatio
n
s
im
p
ly
a
lo
wer
lev
el
o
f
im
m
er
s
io
n
,
wh
ich
ca
n
b
e
a
p
r
o
b
l
em
.
User
in
ter
ac
tio
n
in
th
is
ca
s
e
r
eq
u
i
r
es
th
e
u
s
e
o
f
a
ch
r
o
m
ak
e
y
(
a
b
lu
e
o
r
g
r
ee
n
s
cr
ee
n
)
.
An
o
t
h
er
wid
ely
av
ail
ab
le
VR
s
o
lu
tio
n
is
d
esk
to
p
VR
.
Desk
to
p
VR
is
an
ev
en
l
o
we
r
lev
el
o
f
im
m
er
s
iv
e
VR
th
at
ca
n
b
e
ea
s
ily
u
s
ed
in
m
o
s
t a
p
p
licatio
n
s
with
o
u
t
an
y
s
p
ec
ial
d
ev
ice
[
1
1
]
.
Desk
to
p
VR
i
s
u
s
u
ally
co
n
s
i
d
er
ed
th
e
m
o
s
t
in
ex
p
en
s
iv
e
o
f
all
VR
o
p
tio
n
s
,
an
d
it is
wid
ely
u
s
ed
in
ed
u
ca
tio
n
a
l in
s
titu
tio
n
s
.
T
h
e
u
s
e
o
f
h
i
g
h
-
im
m
e
r
s
io
n
v
ir
tu
al
r
ea
lity
in
ed
u
ca
tio
n
is
co
n
s
tan
tly
in
cr
ea
s
in
g
.
T
h
e
g
r
o
win
g
d
em
a
n
d
f
o
r
ad
v
an
ce
d
VR
tech
n
o
lo
g
y
e
x
p
lain
s
a
n
ee
d
f
o
r
a
d
ee
p
er
u
n
d
er
s
tan
d
in
g
o
f
VR
-
b
ased
lear
n
in
g
an
d
t
h
e
th
eo
r
ies
b
eh
in
d
its
u
s
e.
I
n
class
r
o
o
m
s
,
th
is
im
m
er
s
iv
e
te
ch
n
o
lo
g
y
is
g
ain
in
g
p
o
p
u
lar
ity
a
n
d
s
u
c
ce
s
s
.
Stu
d
en
ts
ar
e
m
o
tiv
ated
an
d
in
ter
ested
in
lea
r
n
in
g
in
VR
th
an
k
s
to
an
im
m
er
s
iv
e
an
d
in
ter
ac
tiv
e
en
v
ir
o
n
m
en
t.
2.
L
I
T
E
R
AT
U
RE
R
E
VI
E
W
T
h
e
id
ea
o
f
VR
o
r
ig
in
ated
in
t
h
e
m
id
-
1
9
6
0
s
.
T
h
e
r
esear
ch
o
n
VR
as a
lear
n
in
g
to
o
l is attr
ac
tin
g
m
o
r
e
an
d
m
o
r
e
atten
tio
n
in
v
ar
io
u
s
f
ield
s
o
f
e
d
u
ca
tio
n
an
d
tr
ain
i
n
g
,
in
cl
u
d
in
g
teac
h
er
t
r
ain
in
g
[
1
2
]
an
d
lan
g
u
ag
e
lear
n
in
g
[
1
3
]
.
VR
allo
ws
u
s
er
s
to
ex
p
er
ie
n
ce
th
e
v
ir
tu
al
e
n
v
ir
o
n
m
e
n
t
as
if
it
was
r
ea
l
b
o
th
in
s
en
s
atio
n
s
an
d
ap
p
ea
r
an
ce
.
T
h
e
r
ea
s
o
n
f
o
r
th
e
p
o
p
u
lar
ity
o
f
VR
tech
n
o
lo
g
y
is
its
ca
p
ab
ilit
y
to
in
ter
ac
t
with
b
o
th
r
ea
l
an
d
v
ir
tu
al
o
b
jects,
f
ac
ilit
atin
g
lear
n
in
g
t
h
r
o
u
g
h
ex
p
er
ie
n
ce
.
T
h
is
f
ea
tu
r
e
in
cr
ea
s
es
lear
n
er
s
’
atten
tio
n
a
n
d
m
o
tiv
atio
n
.
VR
ap
p
licatio
n
s
ar
e
u
s
ed
in
s
ev
er
al
ed
u
ca
tio
n
s
e
cto
r
s
f
o
r
ea
r
ly
lear
n
i
n
g
an
d
p
r
i
m
ar
y
s
ch
o
o
l
wh
en
teac
h
in
g
E
n
g
lis
h
in
o
th
er
co
u
n
tr
ies
[
1
4
]
,
[
1
5
]
.
Stu
d
ies
h
av
e
p
r
o
v
e
n
th
at
th
e
ab
ilit
y
to
u
s
e
VR
ap
p
licatio
n
s
in
cr
ea
s
es
s
tu
d
en
ts
’
m
o
tiv
ati
o
n
an
d
co
n
tr
ib
u
tes
to
a
m
o
r
e
f
a
v
o
r
ab
le
attitu
d
e
to
lear
n
i
n
g
E
n
g
lis
h
.
I
f
tech
n
o
lo
g
y
is
ea
s
y
to
m
aster
an
d
ap
p
ly
,
s
tu
d
en
ts
ar
e
m
o
r
e
lik
ely
to
f
av
o
r
it.
Am
o
n
g
th
e
v
a
r
io
u
s
o
p
tio
n
s
,
VR
with
v
id
eo
ca
p
tu
r
e
p
r
o
v
id
es
a
h
ig
h
er
lev
el
o
f
im
m
er
s
io
n
at
a
lo
w
co
s
t.
Du
e
to
th
e
lo
w
p
r
ice
an
d
th
e
g
r
o
win
g
p
o
p
u
lar
ity
o
f
v
id
e
o
ca
m
er
as,
r
esear
ch
er
s
u
s
e
th
em
in
co
m
b
in
atio
n
with
co
m
p
u
ter
v
is
io
n
tech
n
o
lo
g
y
to
d
ev
elo
p
ap
p
licatio
n
s
[
1
6
]
.
I
n
ad
d
itio
n
,
s
o
m
e
co
m
p
u
ter
g
a
m
e
d
ev
elo
p
er
s
h
av
e
r
elea
s
ed
g
am
es th
at
allo
w
u
s
er
s
to
p
h
y
s
ically
co
n
tr
o
l th
e
in
ter
ac
tio
n
(
f
o
r
ex
am
p
le,
Nin
ten
d
o
’
s
W
ii a
n
d
So
n
y
’
s
E
y
eT
o
y
)
.
Ho
wev
er
,
g
am
es
o
f
t
h
is
ty
p
e
f
o
cu
s
o
n
en
ter
tain
m
e
n
t,
n
o
t
lear
n
in
g
.
Alth
o
u
g
h
th
e
u
s
e
o
f
VR
with
v
id
eo
ca
p
tu
r
e
is
g
r
o
win
g
,
th
er
e
ar
e
s
till
f
ew
ap
p
licatio
n
s
d
ev
o
ted
to
lan
g
u
ag
e
lear
n
in
g
[
1
7
]
.
No
n
e
o
f
th
e
ab
o
v
e
-
m
en
tio
n
ed
s
y
s
tem
s
o
f
f
e
r
s
ed
u
ca
tio
n
al
task
s
d
esig
n
ed
with
i
n
teg
r
ated
ed
u
ca
tio
n
al
c
o
n
ten
t.
T
h
er
ef
o
r
e,
teac
h
e
r
s
d
o
n
o
t
h
av
e
t
h
e
o
p
p
o
r
tu
n
ity
to
in
clu
d
e
r
elev
a
n
t e
d
u
ca
tio
n
al
m
ater
ials
in
th
e
s
y
s
tem
s
.
At
th
e
s
am
e
tim
e,
m
o
s
t
s
y
s
tem
s
r
eq
u
ir
e
th
e
u
s
e
o
f
p
r
o
f
ess
io
n
al
v
id
eo
ca
m
er
as.
Dep
en
d
in
g
o
n
th
e
s
tag
e
o
f
VR
d
ev
el
o
p
m
en
t,
it
h
as
m
an
y
d
e
f
in
itio
n
s
an
d
ca
teg
o
r
ie
s
.
VR
h
as
b
ee
n
d
escr
ib
ed
as
a
r
ea
l
o
r
s
im
u
lated
en
v
ir
o
n
m
en
t
allo
win
g
th
e
p
e
r
ce
iv
er
to
ex
p
e
r
ien
ce
te
lep
r
e
s
en
ce
.
An
o
th
er
d
ef
in
itio
n
in
d
icate
s
th
at
it
i
s
a
co
m
p
u
ter
-
g
en
er
ate
d
3
6
0
°
v
ir
t
u
al
s
p
ac
e
th
at
ca
n
b
e
p
er
ce
i
v
e
d
as
s
p
atially
r
ea
lis
tic
d
u
e
t
o
t
h
e
h
ig
h
im
m
er
s
io
n
p
r
o
v
id
e
d
b
y
a
h
ea
d
-
m
o
u
n
ted
d
ev
ice
[
1
8
]
.
I
n
g
en
e
r
al,
VR
tec
h
n
o
lo
g
ies
ca
n
b
e
d
iv
id
ed
in
to
two
c
ateg
o
r
ies:
VR
with
a
lo
w
lev
el
o
f
im
m
er
s
io
n
,
wh
ich
is
v
iewe
d
o
n
a
two
-
d
i
m
en
s
io
n
al
f
lat
s
cr
ee
n
;
a
n
d
VR
with
a
h
ig
h
lev
el
o
f
im
m
er
s
io
n
,
wh
ich
r
e
q
u
ir
es
th
e
u
s
er
to
wea
r
a
h
ea
d
-
m
o
u
n
ted
V
R
h
ea
d
s
et.
T
h
e
d
eg
r
ee
o
f
im
m
e
r
s
io
n
an
d
p
r
esen
ce
ar
e
th
e
f
ea
tu
r
es
th
at
d
is
tin
g
u
is
h
th
e
two
ty
p
es
o
f
VR
.
VR
h
ea
d
s
ets
h
elp
d
is
co
n
n
ec
t
f
r
o
m
t
h
e
o
u
ts
id
e
wo
r
ld
to
f
u
lly
im
m
er
s
e
in
v
ir
tu
al
r
ea
lity
[
1
9
]
.
I
n
ad
d
itio
n
,
th
e
to
u
c
h
in
p
u
t
em
b
ed
d
ed
in
th
e
VR
h
ea
d
s
et
im
p
r
o
v
es
im
m
er
s
io
n
an
d
p
r
esen
ce
.
Alth
o
u
g
h
VR
ca
n
b
e
a
u
s
ef
u
l
t
o
o
l,
i
t
ca
n
n
o
t
r
e
p
lace
r
ea
l
co
m
m
u
n
i
ca
tio
n
an
d
p
er
s
o
n
al
lan
g
u
ag
e
p
r
ac
tice.
VR
ca
n
s
er
v
e
as
a
co
m
p
lem
e
n
t
to
tr
ad
iti
o
n
al
teac
h
in
g
m
eth
o
d
s
,
p
r
o
v
id
in
g
an
ex
citin
g
an
d
r
elev
an
t
e
x
p
er
ien
ce
th
at
im
p
r
o
v
es
lan
g
u
ag
e
lear
n
in
g
.
VR
a
n
d
AR
s
u
p
p
o
r
t
co
n
s
tr
u
ctiv
is
t
lear
n
in
g
p
r
in
cip
les.
C
o
n
s
eq
u
en
tly
,
s
tu
d
en
ts
wh
o
u
s
e
VR
an
d
AR
ca
n
p
r
o
ce
s
s
an
d
m
an
ag
e
v
ar
i
o
u
s
lear
n
in
g
-
r
el
ated
ac
tiv
iti
es
[
2
0
]
.
T
h
u
s
,
s
tu
d
en
ts
h
av
e
f
u
ll c
o
n
tr
o
l o
v
er
th
e
tim
e
an
d
p
lace
o
f
s
tu
d
y
in
g
; f
o
r
ex
a
m
p
le,
th
ey
ca
n
ch
an
g
e
th
e
p
ac
e
o
f
th
eir
m
o
v
em
en
t
in
a
VR
en
v
ir
o
n
m
en
t.
T
h
er
e
is
also
an
o
p
p
o
r
t
u
n
ity
to
co
m
m
u
n
icate
with
f
r
ien
d
s
v
ia
th
e
n
etwo
r
k
an
d
p
er
f
o
r
m
an
y
n
ec
ess
ar
y
a
ct
io
n
af
ter
c
o
m
m
u
n
icatio
n
.
On
th
e
o
t
h
er
h
an
d
,
s
ev
er
al
s
tu
d
ies
b
ased
o
n
v
ir
tu
al
r
ea
l
ity
h
av
e
also
p
r
esen
ted
s
o
m
e
o
p
p
o
s
ite
co
n
clu
s
io
n
s
.
T
h
e
s
tu
d
ies
p
r
o
v
id
ed
ev
id
e
n
ce
th
at
v
ir
tu
al
r
ea
lity
m
ay
n
eg
ativ
ely
af
f
ec
t
lear
n
in
g
o
u
tco
m
es.
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
V
ir
tu
a
l rea
lity te
ch
n
o
lo
g
ies fo
r
lea
r
n
in
g
E
n
g
lis
h
:
a
n
ex
a
m
p
le
o
f u
s
in
g
I
mme
r
s
e
(
Olg
a
Lo
b
a
n
o
va
)
4411
Hig
h
lev
els
o
f
im
m
er
s
io
n
an
d
p
r
esen
ce
s
h
if
t
th
e
f
o
cu
s
f
r
o
m
th
e
ed
u
ca
tio
n
al
asp
ec
t
o
f
lear
n
in
g
.
T
h
e
n
eg
ativ
e
im
p
ac
t
o
f
v
ir
tu
al
r
ea
lity
was
n
o
ticed
in
v
ar
io
u
s
ac
ad
em
ic
s
u
b
jects,
in
clu
d
in
g
STE
M
[
2
1
]
,
h
is
to
r
y
[
2
2
]
,
an
d
lan
g
u
ag
e
lear
n
in
g
[
2
3
]
.
I
n
m
o
s
t
(
7
o
u
t
o
f
1
1
)
s
tu
d
ies,
s
tu
d
en
ts
wh
o
u
s
ed
d
esk
to
p
lea
r
n
in
g
e
n
v
ir
o
n
m
en
ts
d
em
o
n
s
tr
ated
h
i
g
h
er
lear
n
in
g
o
u
tco
m
es
co
m
p
a
r
ed
to
s
tu
d
e
n
ts
wh
o
u
s
ed
v
ir
tu
al
r
ea
lity
with
a
h
ig
h
lev
el
o
f
im
m
er
s
io
n
[
2
2
]
.
As
an
ex
am
p
le,
s
tu
d
en
ts
lear
n
in
g
v
o
ca
b
u
la
r
y
with
a
VR
h
ea
d
s
et
h
ad
s
ig
n
if
i
ca
n
tly
lo
wer
s
co
r
es
co
m
p
ar
ed
to
th
o
s
e
p
ar
ticip
an
ts
wh
o
u
s
ed
a
less
im
m
er
s
iv
e
d
e
s
k
to
p
v
er
s
io
n
o
f
VR
[
2
4
]
.
Sch
o
lar
s
also
id
en
tifie
d
th
e
f
ac
to
r
s
th
at
s
ig
n
if
ican
tly
af
f
ec
t
th
e
s
u
cc
ess
o
f
tech
n
o
lo
g
y
i
n
teg
r
atio
n
.
T
h
ese
f
ac
to
r
s
in
clu
d
e
th
e
o
p
i
n
io
n
s
o
f
s
tu
d
en
ts
an
d
teac
h
e
r
s
;
in
s
titu
tio
n
al
s
u
p
p
o
r
t;
o
b
s
tacle
s
to
in
teg
r
atio
n
;
ju
s
tific
atio
n
f
o
r
in
teg
r
atio
n
;
p
ast
tech
n
o
lo
g
ical
ex
p
e
r
ien
ce
.
T
h
er
ef
o
r
e,
it
is
ex
tr
em
ely
im
p
o
r
tan
t
to
s
tu
d
y
th
e
attitu
d
e
o
f
en
d
u
s
er
s
at
th
e
ea
r
ly
s
tag
es
o
f
VR
tech
n
o
lo
g
y
i
n
teg
r
atio
n
[
2
5
]
.
Vir
tu
al
r
ea
lity
is
ab
le
to
‘
tr
ick
’
co
n
s
u
m
er
s
in
to
b
eliev
in
g
th
at
th
ey
ar
e
in
s
id
e
a
v
ir
tu
al
ex
p
e
r
ien
ce
,
allo
win
g
th
em
to
f
u
lly
im
m
er
s
e
th
em
s
elv
es
in
v
ir
tu
al
r
ea
lity
m
ater
ial.
Fr
o
m
a
p
ed
a
g
o
g
ical
p
o
in
t
o
f
v
i
ew,
VR
s
h
o
u
ld
s
er
v
e
as
a
p
o
ten
tially
f
ascin
atin
g
p
latf
o
r
m
to
c
o
m
p
lem
e
n
t
class
r
o
o
m
lear
n
in
g
,
w
h
ich
is
o
f
ten
ass
o
ciate
d
with
r
elativ
ely
lo
w
en
g
ag
e
m
en
t
[
2
6
]
.
A
h
ig
h
lev
el
o
f
im
m
er
s
io
n
an
d
p
r
esen
ce
ar
e
v
ar
iab
les lea
d
in
g
to
h
ig
h
en
g
a
g
em
en
t.
T
h
e
ad
v
en
t
o
f
v
ir
tu
al
r
ea
lity
tech
n
o
lo
g
y
h
as
n
o
t
o
n
ly
in
cr
ea
s
ed
th
e
in
teg
r
atio
n
an
d
ap
p
licatio
n
o
f
tech
n
o
lo
g
y
b
u
t
also
b
r
o
u
g
h
t
a
n
ew
m
o
d
el
o
f
teac
h
in
g
E
n
g
lis
h
,
in
tr
o
d
u
cin
g
th
e
co
n
ce
p
t
o
f
l
ea
r
n
in
g
g
am
es
th
at
attr
ac
t
s
tu
d
en
ts
.
T
h
e
tec
h
n
o
lo
g
y
was
p
r
esen
ted
as
a
n
ew
f
o
r
m
o
f
m
ed
ia,
c
o
n
s
is
tin
g
o
f
v
ir
t
u
al
ex
p
er
im
en
ts
o
n
lear
n
in
g
E
n
g
lis
h
,
tr
ain
in
g
s
k
ills
,
th
e
in
ter
ac
tiv
e
u
s
e
o
f
v
ir
tu
al
r
ea
lity
s
ce
n
es
o
r
im
ag
es,
an
d
th
e
f
u
ll
m
o
b
ilizatio
n
o
f
ed
u
ca
tio
n
al
in
itiativ
e
an
d
cr
ea
tiv
ity
o
f
s
tu
d
en
ts
[
2
7
]
.
T
h
e
u
s
e
o
f
tech
n
o
l
o
g
y
ca
n
ac
tiv
ate
co
g
n
itiv
e
to
o
ls
a
n
d
m
ak
e
co
n
s
cio
u
s
lear
n
in
g
p
o
s
s
ib
le.
T
h
u
s
,
VR
tech
n
o
lo
g
ies
ca
n
im
p
r
o
v
e
t
h
e
ab
ilit
y
to
p
e
r
ce
iv
e
in
f
o
r
m
atio
n
,
esp
ec
ially
in
th
e
ca
s
e
o
f
lear
n
i
n
g
ab
s
tr
ac
t
co
n
ce
p
ts
[
2
8
]
.
I
n
ad
d
itio
n
,
VR
r
ed
u
ce
s
co
g
n
itiv
e
lo
ad
d
u
e
to
th
e
s
en
s
e
o
f
r
ea
lity
an
d
im
m
er
s
io
n
,
th
er
eb
y
in
cr
ea
s
in
g
th
e
ab
ilit
y
to
c
o
n
ce
p
tu
alize
an
d
lear
n
in
f
o
r
m
atio
n
.
Vir
tu
al
r
ea
lity
is
a
v
is
u
al
ex
p
er
ien
ce
th
at
s
tan
d
s
o
u
t
f
o
r
its
elem
en
t
o
f
‘
r
ea
lity
’
an
d
a
s
en
s
e
o
f
im
m
er
s
io
n
.
As a
lear
n
in
g
to
o
l,
it o
f
f
er
s
ex
ce
lle
n
t o
p
p
o
r
tu
n
ities
to
im
p
r
o
v
e
lear
n
in
g
ef
f
icien
cy
[
2
9
]
.
On
e
o
f
t
h
e
ad
v
an
tag
es
r
elate
d
to
VR
-
b
as
ed
tr
ain
in
g
is
an
e
x
p
an
d
ed
s
p
ati
al
k
n
o
wled
g
e
o
f
v
is
u
al
s
t
im
u
li.
T
h
is
f
ea
tu
r
e
im
p
lies
th
e
o
p
p
o
r
t
u
n
ity
to
in
t
er
ac
t
with
im
ag
es
in
a
way
th
at
is
im
p
o
s
s
ib
le
wh
en
v
iewin
g
co
n
v
en
tio
n
al
2
D
f
o
r
m
ats.
Seco
n
d
,
v
ir
tu
al
r
ea
lity
en
a
b
les
u
s
er
s
to
p
er
f
o
r
m
tas
k
s
th
at
wo
u
l
d
b
e
im
p
o
s
s
ib
le
t
o
co
m
p
lete
in
r
ea
l
-
wo
r
ld
c
o
n
d
itio
n
s
[
3
0
]
.
T
h
ir
d
,
in
cr
ea
s
ed
m
o
tiv
atio
n
a
n
d
e
n
g
ag
em
en
t
co
n
tr
i
b
u
te
t
o
th
e
h
ig
h
m
o
tiv
atio
n
o
f
s
tu
d
en
ts
to
lear
n
an
d
p
ar
ticip
ate
in
e
d
u
ca
tio
n
al
ac
tiv
ities
.
C
o
n
tex
tu
alize
d
lear
n
i
n
g
is
an
o
th
er
c
o
n
ce
p
t
th
at
ass
u
m
es
th
e
in
tr
o
d
u
ctio
n
o
f
i
n
f
o
r
m
atio
n
in
a
c
o
n
tex
t
t
h
at
is
ap
p
r
o
p
r
iate
f
o
r
s
tu
d
en
ts
.
Fin
ally
,
VR
f
ac
ilit
ates
ef
f
ec
tiv
e
co
llab
o
r
ativ
e
lear
n
in
g
an
d
allo
ws
s
tu
d
en
ts
to
in
ter
ac
t
in
s
ce
n
ar
io
s
th
at
im
itate
r
ea
l
life
[
3
1
]
.
T
h
e
lan
g
u
ag
e
lear
n
in
g
asp
ec
t
o
f
V
R
r
eq
u
ir
es
c
o
n
s
id
er
ab
le
r
esear
ch
an
d
d
ev
elo
p
m
en
t.
L
o
n
g
-
ter
m
f
o
r
ec
asts
f
o
r
th
e
u
s
e
o
f
v
ir
tu
al
r
ea
lity
in
lan
g
u
ag
e
lear
n
in
g
an
d
teac
h
in
g
a
r
e
s
u
f
f
icien
tly
p
o
s
itiv
e.
Ho
w
ev
er
,
th
e
VR
-
b
ased
ass
es
s
m
en
t o
f
lan
g
u
a
g
e
lear
n
i
n
g
s
k
ills
is
s
till
im
p
er
f
ec
t.
T
h
is
s
tu
d
y
aim
s
to
e
x
am
in
e
th
e
ef
f
ec
tiv
e
n
ess
o
f
u
s
in
g
VR
tech
n
o
lo
g
ies
as
an
a
d
d
itio
n
al
to
o
l
f
o
r
lear
n
in
g
E
n
g
lis
h
.
T
o
th
is
en
d
,
it
was
n
ec
ess
ar
y
to
ac
co
m
p
lis
h
th
e
f
o
llo
win
g
task
s
:
i)
C
o
llect
d
ata
f
r
o
m
s
tu
d
e
n
ts
ab
o
u
t
th
eir
awa
r
en
ess
an
d
ex
p
er
ien
ce
with
v
ir
tu
al
r
ea
lity
tech
n
o
lo
g
ies
in
an
ed
u
ca
tio
n
al
co
n
tex
t;
ii)
E
v
alu
ate
an
d
an
aly
ze
th
e
ef
f
ec
tiv
e
n
ess
o
f
th
is
to
o
l b
ased
o
n
th
e
p
ar
tic
ip
an
ts
'
E
n
g
lis
h
lan
g
u
ag
e
p
r
o
f
i
cien
cy
in
d
icato
r
s
.
3.
M
E
T
H
O
D
3
.
1
.
Resea
rc
h desi
g
n
T
o
ac
h
iev
e
th
e
o
b
jectiv
e
o
f
th
e
s
tu
d
y
,
th
e
au
th
o
r
s
co
n
d
u
cted
t
wo
-
s
tag
e
ac
tio
n
r
esear
ch
[
3
2
]
.
T
h
is
ty
p
e
o
f
r
esear
ch
u
s
es
an
in
ter
ac
tiv
e
m
eth
o
d
o
lo
g
y
,
in
clu
d
i
n
g
th
e
d
ef
in
itio
n
o
f
th
e
p
r
o
b
lem
,
p
l
an
n
in
g
o
f
ac
tio
n
s
,
im
p
lem
en
tatio
n
o
f
th
e
p
lan
,
an
d
ev
alu
atio
n
o
f
r
esu
lts
.
I
n
th
is
s
tu
d
y
,
th
e
f
ir
s
t
s
tag
e
(
c
y
cle)
w
as
th
e
d
esig
n
s
tag
e,
wh
ich
in
clu
d
ed
t
h
e
s
e
lectio
n
o
f
m
ater
ials
an
d
co
n
ce
p
ts
f
o
r
th
e
g
am
e.
Af
ter
th
e
t
r
ain
in
g
s
y
s
tem
an
d
m
o
d
u
les
wer
e
p
lan
n
ed
an
d
d
ev
el
o
p
ed
,
th
e
im
p
lem
en
tatio
n
s
tag
e
was
h
eld
.
At
th
is
s
tag
e,
th
e
au
th
o
r
s
ca
r
r
ied
o
u
t
a
p
ilo
t
s
tu
d
y
,
wh
ich
in
d
icate
d
th
e
n
ee
d
to
c
h
an
g
e
th
e
tr
ain
in
g
m
ater
i
als.
I
n
th
e
s
ec
o
n
d
cy
cle,
t
h
e
r
es
ea
r
ch
er
s
p
er
f
o
r
m
e
d
ex
p
er
im
en
ts
an
d
u
s
ed
u
p
g
r
a
d
ed
m
ater
ials
to
ev
alu
ate
an
d
an
aly
ze
th
e
s
tu
d
en
ts
'
lear
n
in
g
ex
p
er
ien
ce
b
ased
o
n
v
ir
tu
al
r
ea
lity
.
B
ased
o
n
th
e
r
esu
lts
o
f
th
e
f
ir
s
t
cy
cle,
th
e
p
lan
n
in
g
o
f
th
e
s
ec
o
n
d
c
y
cle
im
p
li
ed
ch
an
g
i
n
g
th
e
ac
tio
n
p
lan
an
d
co
n
d
u
ctin
g
ad
d
itio
n
al
r
esear
ch
(
q
u
esti
o
n
n
air
es,
test
in
g
,
d
escr
ip
tiv
e
s
tatis
tical
an
aly
s
is
o
f
th
e
av
er
ag
e
s
co
r
e
)
.
T
h
ese
m
eth
o
d
s
s
er
v
ed
as th
e
b
asis
f
o
r
o
b
tain
in
g
q
u
alitativ
e
an
d
q
u
an
titativ
e
r
esu
lts
.
T
h
e
p
ar
ticip
an
ts
(
s
tu
d
en
ts
)
to
o
k
an
ed
u
ca
tio
n
al
co
u
r
s
e
th
a
t
last
ed
3
m
o
n
th
s
.
T
h
e
co
u
r
s
e
im
p
lied
co
m
p
letin
g
task
s
with
a
v
ir
tu
al
r
ea
lity
ap
p
licatio
n
.
T
o
th
is
en
d
,
s
tu
d
en
ts
wer
e
ask
ed
to
u
s
e
I
m
m
er
s
e
i
n
th
e
class
r
o
o
m
.
T
h
is
p
latf
o
r
m
h
ad
b
ee
n
in
s
u
f
f
icien
tly
s
tu
d
ied
b
e
f
o
r
e.
T
h
e
r
esear
ch
er
s
ch
o
s
e
I
m
m
er
s
e
s
in
ce
its
V
R
lear
n
in
g
en
v
ir
o
n
m
e
n
t
with
v
id
eo
ca
p
tu
r
e
d
id
n
o
t
r
eq
u
ir
e
an
av
atar
to
in
ter
ac
t
with
o
b
jects
o
n
th
e
s
cr
ee
n
.
T
h
is
p
ec
u
liar
ity
d
is
tin
g
u
is
h
ed
it
f
r
o
m
tr
ad
itio
n
al
VR
en
v
ir
o
n
m
en
ts
th
at
r
eq
u
ir
e
wea
r
in
g
h
e
av
y
an
d
ex
p
en
s
iv
e
s
en
s
o
r
s
.
I
n
ad
d
itio
n
,
th
e
p
latf
o
r
m
is
ea
s
y
to
u
s
e.
I
t
also
p
r
o
v
i
d
es
an
im
m
er
s
iv
e
lan
g
u
ag
e
le
ar
n
in
g
ex
p
er
ien
ce
,
allo
win
g
s
tu
d
en
ts
to
p
r
ac
tice
th
eir
E
n
g
lis
h
lan
g
u
a
g
e
s
k
ills
b
y
in
ter
ac
tin
g
with
th
e
v
ir
tu
a
l
en
v
ir
o
n
m
e
n
t
an
d
en
g
ag
in
g
in
c
o
n
v
e
r
s
atio
n
s
with
v
ir
tu
al
c
h
ar
ac
ter
s
o
r
o
th
e
r
lan
g
u
a
g
e
lear
n
er
s
.
I
m
m
er
s
e
o
f
f
er
s
a
r
an
g
e
o
f
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
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:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
13
,
No
.
6
,
Dec
em
b
er
2
0
2
4
:
4
4
0
9
-
4
4
1
9
4412
m
ater
ials
an
d
ex
er
cises
f
o
r
lan
g
u
ag
e
lear
n
in
g
to
ex
p
an
d
v
o
ca
b
u
lar
y
,
lis
ten
in
g
,
s
p
ea
k
in
g
,
an
d
u
n
d
er
s
tan
d
i
n
g
o
f
cu
ltu
r
e.
At
th
e
s
am
e
tim
e,
I
m
m
er
s
e
is
th
e
f
ir
s
t
s
y
n
ch
r
o
n
o
u
s
p
latf
o
r
m
f
o
r
teac
h
in
g
an
d
lea
r
n
in
g
lan
g
u
ag
es
in
v
ir
tu
al
r
ea
lity
,
wh
ich
h
as
alwa
y
s
g
iv
en
p
r
io
r
ity
to
lo
n
g
-
te
r
m
lan
g
u
ag
e
in
te
r
ac
tio
n
,
r
at
h
er
th
an
b
asic
v
o
ca
b
u
lar
y
an
d
lis
ten
in
g
co
m
p
r
e
h
en
s
io
n
[
3
3
]
.
T
h
e
f
o
cu
s
o
n
th
is
d
ir
ec
tio
n
m
ak
es
it
p
o
s
s
ib
le
to
p
r
ac
tice
s
p
ea
k
in
g
an
d
lis
ten
in
g
s
k
ills
in
a
m
o
r
e
im
m
er
s
iv
e
an
d
s
o
cial
co
n
tex
t.
Stu
d
en
ts
co
u
ld
p
h
y
s
ically
an
d
n
at
u
r
ally
in
ter
ac
t
with
v
ir
tu
al
o
b
jects
o
n
th
e
s
cr
ee
n
.
T
h
e
lear
n
in
g
en
v
ir
o
n
m
en
t
in
te
n
d
ed
f
o
r
th
e
class
r
o
o
m
m
u
s
t
allo
w
th
e
teac
h
er
to
f
u
l
f
i
l
l
t
h
e
r
e
q
u
i
r
e
m
e
n
ts
o
f
t
h
e
cu
r
r
i
c
u
l
u
m
a
n
d
e
a
s
i
l
y
e
d
i
t
e
d
u
c
at
i
o
n
a
l
m
a
t
e
r
ia
ls
.
I
m
m
e
r
s
e
a
ls
o
c
o
p
e
d
w
i
t
h
t
h
e
t
a
s
k
.
T
h
e
m
eth
o
d
o
l
o
g
y
u
s
ed
to
ev
alu
ate
th
e
ef
f
ec
tiv
en
ess
o
f
te
ac
h
in
g
E
n
g
lis
h
co
r
r
esp
o
n
d
s
to
a
q
u
asi
-
ex
p
er
im
en
tal
d
esig
n
.
Af
ter
s
e
v
er
al
co
n
s
u
ltatio
n
s
with
an
E
n
g
lis
h
teac
h
er
,
it
was
p
o
s
s
ib
le
to
s
elec
t
th
e
s
tu
d
y
task
s
th
at
f
o
llo
wed
th
e
cu
r
r
icu
lu
m
.
C
lass
e
s
with
v
ir
tu
al
r
ea
li
ty
tech
n
o
lo
g
ies
to
o
k
p
lace
twice
a
wee
k
f
o
r
th
r
ee
m
o
n
th
s
u
n
d
er
th
e
s
u
p
er
v
is
io
n
o
f
u
n
i
v
er
s
ity
teac
h
er
s
.
B
ef
o
r
e
th
at,
a
p
r
e
-
test
o
n
g
en
er
al
ac
a
d
em
ic
p
er
f
o
r
m
an
ce
in
E
n
g
lis
h
was
co
n
d
u
cte
d
in
th
e
class
r
o
o
m
.
T
h
e
p
r
e
-
test
co
n
s
is
ted
o
f
3
0
o
p
en
an
d
clo
s
ed
ass
ig
n
m
en
ts
an
d
co
v
er
ed
all
th
e
m
ain
ar
ea
s
o
f
E
n
g
lis
h
lear
n
i
n
g
.
T
h
e
s
am
e
te
s
t
with
o
th
er
task
s
was
co
n
d
u
c
ted
at
th
e
en
d
o
f
th
e
ex
p
er
im
en
t.
T
h
e
test
s
in
clu
d
ed
s
ec
tio
n
s
o
n
li
s
ten
in
g
,
s
p
ea
k
in
g
,
r
ea
d
in
g
,
an
d
wr
itin
g
.
T
h
e
p
u
r
p
o
s
e
o
f
th
ese
test
s
was
to
m
ea
s
u
r
e
lan
g
u
ag
e
s
k
ill
s
b
ased
o
n
th
e
s
tan
d
ar
d
s
o
f
lan
g
u
ag
e
p
r
o
f
icien
cy
.
T
h
e
p
r
e
-
tes
t
an
d
p
o
s
t
-
test
wer
e
p
r
ep
ar
e
d
b
ased
o
n
th
e
co
n
ten
t
o
f
th
e
tr
ain
in
g
m
o
d
u
les.
A
g
r
o
u
p
o
f
th
r
ee
in
d
e
p
en
d
e
n
t
ex
p
er
ts
in
th
e
f
ield
o
f
teac
h
in
g
E
n
g
lis
h
as a
f
o
r
eig
n
l
an
g
u
ag
e
(
T
E
FL
)
v
e
r
if
i
ed
th
e
v
alid
ity
o
f
th
e
test
s
.
3
.
2
.
P
a
rt
icipa
nts
T
h
e
s
tu
d
y
in
v
o
lv
ed
a
s
am
p
le
o
f
1
2
0
s
tu
d
e
n
ts
ag
ed
1
8
to
2
2
y
ea
r
s
.
T
h
ey
s
tu
d
ied
at
Far
E
aste
r
n
Fed
er
al
Un
iv
er
s
ity
an
d
Mo
s
co
w
Av
iat
io
n
I
n
s
titu
te.
T
h
e
s
tu
d
y
was
c
o
n
d
u
cte
d
with
in
two
in
s
titu
tio
n
s
,
s
o
th
e
s
am
p
le
o
f
1
2
0
s
tu
d
e
n
ts
is
s
u
b
s
tan
tial
an
d
ad
eq
u
ate,
esp
ec
ially
if
it
r
ep
r
e
s
en
ts
a
s
ig
n
if
ican
t
p
r
o
p
o
r
tio
n
o
f
s
tu
d
en
ts
wh
o
a
r
e
r
ea
d
y
f
o
r
in
ter
v
e
n
tio
n
[
3
4
]
.
Actio
n
r
esear
ch
o
f
te
n
r
elies
m
o
r
e
o
n
q
u
alitativ
e
d
ata
a
n
d
d
escr
i
p
tiv
e
s
tatis
tic
s
th
an
o
n
s
o
p
h
is
ticated
s
tatis
tical
an
aly
s
is
,
s
o
it
was
ap
p
r
o
p
r
iate
t
o
u
s
e
a
s
m
all
s
am
p
le.
T
h
e
s
elec
tio
n
o
f
p
a
r
ticip
an
ts
was
r
an
d
o
m
;
th
e
r
esear
ch
e
r
s
u
s
ed
th
e
lis
ts
o
f
s
tu
d
en
ts
p
r
o
v
id
ed
b
y
th
e
u
n
iv
er
s
ity
ad
m
in
is
tr
atio
n
s
.
T
h
e
s
elec
ted
s
tu
d
en
ts
v
o
lu
n
tar
ily
ag
r
ee
d
t
o
p
ar
ticip
ate
in
th
e
s
tu
d
y
.
A
cc
o
r
d
in
g
to
t
h
e
in
clu
s
io
n
cr
it
er
ia,
all
p
ar
ticip
an
ts
s
tu
d
ied
E
n
g
lis
h
as a
f
o
r
eig
n
la
n
g
u
ag
e
in
th
e
th
ir
d
y
ea
r
o
f
th
e
ir
b
ac
h
elo
r
'
s
d
eg
r
ee
p
r
o
g
r
am
.
T
h
e
g
en
er
al
s
am
p
le
was
r
an
d
o
m
ly
d
iv
i
d
ed
i
n
to
tw
o
g
r
o
u
p
s
.
T
h
e
c
o
n
tr
o
l
g
r
o
u
p
p
er
f
o
r
m
e
d
th
e
tr
ad
itio
n
al
ed
u
ca
tio
n
al
ac
tiv
ities
.
T
h
e
ex
p
er
im
en
tal
g
r
o
u
p
s
tu
d
ied
u
s
in
g
v
ir
tu
al
r
ea
lity
tech
n
o
l
o
g
ies.
3
.
3
.
Su
rv
ey
I
t
was
es
s
en
tial
to
as
s
es
s
wh
et
h
er
s
tu
d
en
ts
wer
e
r
ea
d
y
to
u
s
e
th
e
VR
lear
n
in
g
s
y
s
tem
.
T
o
th
is
en
d
,
th
e
s
tu
d
y
u
tili
ze
d
a
q
u
esti
o
n
n
air
e
.
T
h
e
s
tu
d
en
ts
r
ec
ei
v
ed
a
lin
k
to
th
is
q
u
esti
o
n
n
air
e
an
d
f
ille
d
it
o
u
t
o
n
lin
e.
T
h
e
n
u
m
b
er
o
f
c
o
m
p
leted
q
u
esti
o
n
n
air
es wa
s
1
2
0
.
T
h
e
r
e
was a
to
tal
o
f
1
0
q
u
esti
o
n
s
.
i)
Hav
e
y
o
u
h
ad
a
n
y
ex
p
er
ien
ce
u
s
in
g
v
ir
tu
al
r
ea
lity
tec
h
n
o
l
o
g
ies d
u
r
in
g
y
o
u
r
u
n
iv
e
r
s
ity
s
tu
d
ies?
ii)
Do
y
o
u
t
h
in
k
VR
h
as th
e
p
o
te
n
tial to
im
p
r
o
v
e
lear
n
in
g
ef
f
ici
en
cy
?
iii)
Hav
e
y
o
u
e
v
er
u
s
ed
VR
f
o
r
ed
u
ca
tio
n
al
p
u
r
p
o
s
es o
u
ts
id
e
o
f
u
n
iv
er
s
ity
?
iv
)
Do
y
o
u
th
in
k
VR
ca
n
p
r
o
v
i
d
e
a
m
o
r
e
e
n
g
ag
i
n
g
a
n
d
im
m
er
s
iv
e
lear
n
in
g
en
v
ir
o
n
m
en
t
co
m
p
ar
e
d
to
tr
ad
itio
n
al
m
eth
o
d
s
?
v)
Hav
e
y
o
u
s
tu
d
ied
VR
ap
p
s
s
p
ec
if
ically
d
esig
n
ed
f
o
r
lan
g
u
a
g
e
lear
n
in
g
?
v
i)
Ar
e
y
o
u
awa
r
e
o
f
p
o
ten
tial p
r
o
b
lem
s
o
r
lim
itatio
n
s
r
elate
d
t
o
th
e
u
s
e
o
f
VR
in
ed
u
ca
tio
n
?
v
ii)
Do
y
o
u
t
h
in
k
th
at
VR
tech
n
o
l
o
g
y
is
ex
p
e
n
s
iv
e
an
d
d
if
f
icu
lt
to
im
p
lem
en
t in
a
n
ed
u
ca
tio
n
a
l e
n
v
ir
o
n
m
en
t?
v
iii)
Hav
e
y
o
u
witn
ess
ed
th
e
u
s
e
o
f
VR
in
ed
u
ca
tio
n
?
ix
)
Do
y
o
u
t
h
in
k
VR
will b
ec
o
m
e
a
m
o
r
e
c
o
m
m
o
n
lear
n
in
g
to
o
l
in
th
e
f
u
t
u
r
e?
x)
Do
y
o
u
b
eliev
e
th
at
VR
ca
n
ef
f
ec
tiv
ely
im
p
r
o
v
e
y
o
u
r
E
n
g
lis
h
s
k
ills
?
T
h
e
s
u
r
v
ey
co
v
er
e
d
t
h
e
u
s
e
o
f
tech
n
o
lo
g
y
in
g
e
n
er
al
an
d
in
e
d
u
ca
tio
n
,
in
p
ar
ticu
lar
,
th
e
p
e
r
ce
p
tio
n
o
f
VR
as
a
m
ea
n
s
o
f
lear
n
in
g
,
a
n
d
k
n
o
wled
g
e
in
t
h
e
f
ield
o
f
VR
.
T
h
e
q
u
esti
o
n
s
wer
e
co
m
p
iled
b
y
a
g
r
o
u
p
o
f
teac
h
er
s
an
d
ap
p
r
o
v
e
d
b
y
th
e
u
n
iv
er
s
ity
ad
m
in
is
tr
a
tio
n
.
Af
t
er
p
ass
in
g
th
e
o
n
lin
e
test
s
,
th
e
ex
p
er
im
e
n
tal
g
r
o
u
p
h
ad
to
f
ill
o
u
t
th
e
s
ec
o
n
d
q
u
est
io
n
n
air
e
with
f
iv
e
s
tatem
en
ts
.
I
t h
elp
e
d
to
an
al
y
ze
th
e
p
a
r
ticip
an
ts
'
in
v
o
lv
em
en
t
in
lear
n
in
g
n
ew
m
eth
o
d
s
an
d
t
h
eir
ef
f
ec
tiv
en
ess
f
o
r
s
tu
d
en
ts
.
3
.
4
.
Sta
t
is
t
ica
l pro
ce
s
s
ing
T
h
is
s
tu
d
y
u
s
ed
C
r
o
n
b
ac
h
’
s
alp
h
a
(
a)
t
o
ass
ess
th
e
r
eliab
ilit
y
o
f
th
e
d
ata
o
b
tain
ed
.
T
h
e
SP
SS
v
er
s
io
n
2
5
p
r
o
g
r
a
m
s
er
v
ed
as
a
co
m
p
u
tatio
n
al
to
o
l.
A
s
ca
le
f
o
r
i
n
ter
p
r
etin
g
C
r
o
n
b
ac
h
’
s
alp
h
a
v
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es
was:
>0
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9
(
E
x
ce
llen
t
)
;
>
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Ver
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o
o
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)
;
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Satis
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y
)
;
0
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U
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s
atis
f
ac
to
r
y
)
;
>0
.
5
(
Po
o
r
)
.
T
h
u
s
,
th
e
v
alid
ity
o
f
th
e
q
u
esti
o
n
n
air
e
r
e
v
ea
led
an
ac
ce
p
tab
le
v
alu
e
o
f
C
r
o
n
b
ac
h
’
s
alp
h
a
(
a=
0
.
8
8
)
.
T
h
e
s
tu
d
y
also
em
p
lo
y
ed
t
h
e
d
escr
ip
tiv
e
s
tatis
tical
an
aly
s
is
o
f
th
e
av
er
a
g
e
s
co
r
e
(
Me
an
)
a
n
d
s
tan
d
ar
d
d
ev
iatio
n
(
SD)
test
s
o
f
ac
h
iev
e
m
en
ts
in
E
n
g
lis
h
lan
g
u
ag
e
lea
r
n
in
g
.
No
n
p
ar
am
etr
ic
test
s
s
er
v
ed
as to
o
ls
f
o
r
th
e
an
aly
s
is
o
f
th
e
d
a
ta
s
in
c
e
th
e
s
am
p
le
s
ize
was
s
m
all.
T
o
co
m
p
ar
e
t
h
e
s
u
cc
ess
o
f
s
tu
d
en
ts
in
lear
n
in
g
E
n
g
lis
h
b
etwe
en
th
e
p
r
e
-
test
an
d
p
o
s
t
-
test
in
two
g
r
o
u
p
s
,
th
e
s
tu
d
y
u
tili
ze
d
th
e
W
ilco
x
o
n
s
ig
n
ed
-
r
an
k
test
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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t
J
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&
R
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d
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c
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N:
2252
-
8
8
2
2
V
ir
tu
a
l rea
lity te
ch
n
o
lo
g
ies fo
r
lea
r
n
in
g
E
n
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h
:
a
n
ex
a
m
p
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f u
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(
Olg
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)
4413
3
.
5
.
Resea
rc
h
lim
it
a
t
io
ns
a
nd
et
hica
l iss
ue
s
T
h
e
s
tu
d
y
was
lim
ited
to
a
s
m
all
s
am
p
le
o
f
p
ar
ticip
an
ts
.
I
n
ad
d
itio
n
,
th
e
ex
p
e
r
im
en
t
in
v
o
lv
ed
o
n
ly
u
n
iv
er
s
ity
s
tu
d
en
ts
.
T
h
e
e
x
p
er
im
en
ts
with
y
o
u
n
g
er
s
tu
d
e
n
ts
m
ig
h
t
h
av
e
h
ad
d
if
f
er
en
t
r
esu
lts
.
On
ly
o
n
e
tech
n
o
lo
g
y
was
u
s
ed
to
ass
es
s
s
tu
d
en
ts
'
k
n
o
wled
g
e.
A
lo
n
g
-
ter
m
s
tu
d
y
m
ay
u
s
e
a
b
ig
g
e
r
n
u
m
b
e
r
o
f
v
ir
tu
al
r
ea
lity
ap
p
licatio
n
s
a
n
d
m
ate
r
ials
.
All
th
e
p
r
o
ce
s
s
es
o
f
th
e
s
tu
d
y
th
at
in
v
o
l
v
ed
t
h
e
p
a
r
tici
p
atio
n
o
f
p
e
o
p
le
co
r
r
esp
o
n
d
ed
t
o
th
e
eth
ical
s
ta
n
d
ar
d
s
o
f
r
esear
ch
.
I
n
f
o
r
m
e
d
co
n
s
en
t
was
o
b
tain
ed
f
r
o
m
all
p
ar
ticip
an
ts
in
th
is
s
tu
d
y
.
E
th
ical
s
tan
d
ar
d
s
wer
e
n
o
t v
io
lated
.
4.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
T
h
e
s
u
r
v
ey
co
n
d
u
cted
in
th
e
f
ir
s
t
s
tag
e
o
f
th
e
s
tu
d
y
s
h
o
wed
th
at
o
n
ly
5
%
o
f
th
e
to
tal
n
u
m
b
er
o
f
s
tu
d
en
ts
h
ad
ex
p
e
r
ien
ce
wo
r
k
in
g
with
VR
to
o
ls
d
u
r
in
g
t
h
eir
s
tu
d
ies
at
th
e
u
n
iv
er
s
ity
.
Mo
s
t
s
tu
d
en
ts
h
ad
n
o
t
p
er
s
o
n
ally
u
s
ed
VR
tech
n
o
lo
g
y
b
ef
o
r
e.
Ho
wev
er
,
t
h
ey
b
el
iev
ed
in
its
ef
f
ec
tiv
en
ess
an
d
wan
ted
to
tr
y
it
f
o
r
ed
u
ca
tio
n
al
p
u
r
p
o
s
es.
T
h
is
f
a
ct
in
d
icate
s
a
g
r
ea
t
in
te
r
est
an
d
o
p
en
n
ess
to
th
e
in
tr
o
d
u
cti
o
n
o
f
VR
in
to
th
eir
E
n
g
lis
h
lan
g
u
a
g
e
lear
n
in
g
p
r
o
g
r
am
.
T
a
b
le
1
p
r
esen
ts
th
e
r
esu
lts
.
T
ab
le
1
.
T
h
e
r
esu
lts
o
f
th
e
s
u
r
v
ey
o
n
th
e
ex
p
er
ien
ce
o
f
u
s
in
g
v
ir
tu
al
r
ea
lity
Q
u
e
st
i
o
n
Y
e
s (%)
N
o
(
%)
1
.
H
a
v
e
y
o
u
h
a
d
a
n
y
e
x
p
e
r
i
e
n
c
e
u
si
n
g
v
i
r
t
u
a
l
r
e
a
l
i
t
y
t
e
c
h
n
o
l
o
g
i
e
s
d
u
r
i
n
g
y
o
u
r
u
n
i
v
e
r
si
t
y
st
u
d
i
e
s
?
5%
9
5
%
2
.
D
o
y
o
u
t
h
i
n
k
V
R
h
a
s t
h
e
p
o
t
e
n
t
i
a
l
t
o
i
mp
r
o
v
e
l
e
a
r
n
i
n
g
e
f
f
i
c
i
e
n
c
y
?
9
5
%
5%
3
.
H
a
v
e
y
o
u
e
v
e
r
u
se
d
V
R
f
o
r
e
d
u
c
a
t
i
o
n
a
l
p
u
r
p
o
se
s
o
u
t
si
d
e
o
f
u
n
i
v
e
r
s
i
t
y
?
5%
9
5
%
4
.
D
o
y
o
u
t
h
i
n
k
V
R
c
a
n
p
r
o
v
i
d
e
a
m
o
r
e
e
n
g
a
g
i
n
g
a
n
d
i
mm
e
r
si
v
e
l
e
a
r
n
i
n
g
e
n
v
i
r
o
n
me
n
t
c
o
m
p
a
r
e
d
t
o
t
r
a
d
i
t
i
o
n
a
l
m
e
t
h
o
d
s
?
9
4
%
6%
5
.
H
a
v
e
y
o
u
s
t
u
d
i
e
d
V
R
a
p
p
s s
p
e
c
i
f
i
c
a
l
l
y
d
e
s
i
g
n
e
d
f
o
r
l
a
n
g
u
a
g
e
l
e
a
r
n
i
n
g
?
1%
2%
6
.
A
r
e
y
o
u
a
w
a
r
e
o
f
p
o
t
e
n
t
i
a
l
p
r
o
b
l
e
m
s o
r
l
i
m
i
t
a
t
i
o
n
s r
e
l
a
t
e
d
t
o
t
h
e
u
s
e
o
f
V
R
i
n
e
d
u
c
a
t
i
o
n
?
3%
9
7
%
7
.
D
o
y
o
u
t
h
i
n
k
t
h
a
t
V
R
t
e
c
h
n
o
l
o
g
y
i
s
e
x
p
e
n
s
i
v
e
a
n
d
d
i
f
f
i
c
u
l
t
t
o
i
mp
l
e
m
e
n
t
i
n
a
n
e
d
u
c
a
t
i
o
n
a
l
e
n
v
i
r
o
n
m
e
n
t
?
6
1
%
3
9
%
8
.
H
a
v
e
y
o
u
w
i
t
n
e
ss
e
d
t
h
e
u
s
e
o
f
V
R
i
n
e
d
u
c
a
t
i
o
n
?
7%
9
3
%
9
.
D
o
y
o
u
t
h
i
n
k
V
R
w
i
l
l
b
e
c
o
m
e
a
m
o
r
e
c
o
mm
o
n
l
e
a
r
n
i
n
g
t
o
o
l
i
n
t
h
e
f
u
t
u
r
e
?
9
9
%
1%
1
0
.
D
o
y
o
u
b
e
l
i
e
v
e
t
h
a
t
V
R
c
a
n
e
f
f
e
c
t
i
v
e
l
y
i
mp
r
o
v
e
y
o
u
r
En
g
l
i
s
h
s
k
i
l
l
s
?
9
1
%
9%
Acc
o
r
d
in
g
to
th
e
r
esu
lts
,
m
o
s
t
s
tu
d
en
ts
ex
p
r
ess
ed
f
aith
in
t
h
e
p
o
te
n
tial
o
f
VR
to
im
p
r
o
v
e
lear
n
in
g
ef
f
icien
cy
(
9
5
%).
Ho
wev
er
,
o
n
ly
a
s
m
all
p
er
ce
n
tag
e
o
f
s
tu
d
en
ts
u
s
ed
VR
f
o
r
ed
u
ca
tio
n
al
p
u
r
p
o
s
es o
u
ts
id
e
th
e
u
n
iv
er
s
ity
(
5
%).
Similar
ly
,
a
l
o
w
p
er
ce
n
tag
e
o
f
s
tu
d
e
n
ts
s
tu
d
ied
VR
ap
p
s
s
p
ec
if
ically
d
es
ig
n
ed
f
o
r
lan
g
u
ag
e
lear
n
in
g
(
1
%).
R
eg
ar
d
in
g
awa
r
en
ess
o
f
p
o
ten
tial
p
r
o
b
lem
s
o
r
lim
itatio
n
s
wh
en
u
s
in
g
VR
i
n
ed
u
ca
tio
n
,
9
7
%
o
f
s
tu
d
en
ts
in
d
icate
d
th
at
th
ey
wer
e
n
o
t
f
u
lly
awa
r
e
o
f
th
ese
is
s
u
es.
T
h
e
m
ajo
r
ity
o
f
s
tu
d
en
t
s
b
eliev
ed
th
at
VR
tech
n
o
lo
g
y
was
ex
p
en
s
iv
e
an
d
d
if
f
icu
lt
to
im
p
lem
en
t
in
t
h
e
ed
u
ca
tio
n
al
e
n
v
ir
o
n
m
en
t
(
6
1
%).
Ho
wev
er
,
a
s
ig
n
if
ican
t
n
u
m
b
e
r
o
f
s
tu
d
e
n
ts
(
9
3
%)
h
ad
witn
ess
ed
th
e
u
s
e
o
f
VR
in
ed
u
ca
tio
n
.
Mo
r
e
o
v
er
,
m
o
s
t
s
tu
d
en
ts
(
9
9
%)
b
eliev
ed
th
at
VR
wo
u
ld
b
ec
o
m
e
a
m
o
r
e
wid
esp
r
ea
d
lear
n
i
n
g
to
o
l
i
n
th
e
f
u
tu
r
e.
I
n
ad
d
itio
n
,
9
1
%
o
f
s
tu
d
e
n
ts
claim
ed
th
at
VR
co
u
ld
ef
f
ec
t
iv
ely
im
p
r
o
v
e
th
eir
E
n
g
lis
h
l
an
g
u
ag
e
s
k
ills
.
T
h
ese
d
ata
co
n
f
ir
m
t
h
e
n
ee
d
to
m
o
d
er
n
ize
teac
h
in
g
tech
n
o
lo
g
ies
f
o
r
th
e
b
en
ef
it
o
f
s
tu
d
e
n
ts
wh
o
k
ee
p
u
p
with
n
ew
to
o
ls
.
T
h
e
s
tu
d
e
n
ts
also
s
h
ar
ed
th
eir
id
ea
s
ab
o
u
t
th
e
d
e
v
elo
p
m
en
t
o
f
d
if
f
er
e
n
t
s
k
ills
(
r
ea
d
in
g
,
wr
itin
g
,
lis
ten
in
g
,
s
p
ea
k
in
g
,
v
o
ca
b
u
lar
y
)
with
VR
.
T
h
e
r
esu
lts
s
h
o
wed
th
at
th
e
s
tu
d
e
n
ts
h
ad
a
s
ig
n
if
ican
t
in
ter
est
in
test
in
g
VR
m
eth
o
d
s
.
Alm
o
s
t
all
p
ar
ticip
an
ts
wer
e
d
ep
r
iv
e
d
o
f
th
is
ex
p
e
r
ien
ce
.
T
h
e
a
b
o
v
e
j
u
s
tifie
d
th
e
u
s
e
o
f
th
e
d
ev
el
o
p
ed
co
u
r
s
e
in
th
e
ex
p
er
im
en
tal
g
r
o
u
p
.
I
n
g
en
er
al,
th
e
c
o
u
r
s
e
in
clu
d
e
d
v
o
ca
b
u
lar
y
ex
er
cises
o
r
lis
ten
in
g
to
b
r
ief
d
ialo
g
u
es.
T
ea
c
h
er
s
co
u
ld
d
ev
elo
p
s
ce
n
a
r
io
s
in
I
m
m
er
s
e
an
d
en
g
ag
e
g
r
o
u
p
s
o
f
s
tu
d
en
ts
to
p
ar
ticip
ate
in
r
ea
l
s
itu
atio
n
s
(
‘
n
etwo
r
k
in
g
ev
en
t’
,
‘
air
p
o
r
t’
,
‘
n
ews
s
tatio
n
’
,
an
d
‘
k
itch
en
’
)
.
Fig
u
r
es
1
(
a
)
t
o
1
(
d
)
s
h
o
w
th
e
p
lace
s
o
f
ex
p
e
r
ien
ce
th
at
s
tu
d
en
ts
co
u
ld
u
s
e
f
o
r
co
n
tex
tu
al
lan
g
u
ag
e
lear
n
in
g
.
T
h
e
wo
r
k
with
th
e
v
ir
tu
al
r
e
ality
to
o
l
im
p
lies
u
s
in
g
a
co
m
m
u
n
icativ
e
a
p
p
r
o
ac
h
with
a
f
o
cu
s
o
n
p
er
f
o
r
m
in
g
r
ea
l
task
s
in
th
e
tar
g
et
lan
g
u
ag
e
.
Fig
u
r
e
2
s
h
o
ws
a
r
ea
lis
tic
en
v
ir
o
n
m
en
t
wh
er
e
s
t
u
d
en
ts
ca
n
p
r
ac
tice
th
eir
p
r
esen
tatio
n
an
d
s
p
ea
k
i
n
g
s
k
ills
in
f
r
o
n
t
o
f
a
r
ea
l
au
d
ien
ce
in
an
im
m
er
s
iv
e
e
n
v
ir
o
n
m
en
t.
T
h
ese
ass
ig
n
m
en
ts
(
esp
ec
ially
in
t
h
e
co
n
tex
t o
f
E
FL)
h
el
p
s
tu
d
e
n
ts
o
v
er
co
m
e
th
e
f
ea
r
o
f
p
u
b
lic
s
p
ea
k
in
g
.
Firstl
y
,
b
y
u
s
in
g
an
av
atar
,
s
tu
d
en
ts
r
ed
u
ce
th
eir
a
n
x
iety
an
d
f
ee
l
m
o
r
e
co
n
f
id
en
t
wh
en
s
p
ea
k
in
g
in
E
n
g
l
is
h
.
Seco
n
d
ly
,
an
ed
u
ca
tio
n
al
s
itu
atio
n
ca
n
b
e
m
o
r
e
co
n
te
x
tu
alize
d
,
wh
ich
is
im
p
o
s
s
ib
le
to
d
o
i
n
a
r
ea
l c
lass
r
o
o
m
.
Fig
u
r
e
2
s
h
o
ws
th
e
ex
p
er
ien
ce
o
f
wo
r
k
in
g
with
a
Netwo
r
k
in
g
E
v
en
t.
I
n
o
n
e
s
ce
n
ar
io
,
s
tu
d
e
n
ts
m
ay
b
e
ask
ed
to
co
m
p
lete
a
task
to
m
aster
th
eir
ab
ilit
ies
to
s
o
lv
e
p
r
o
b
lem
s
r
elate
d
to
an
em
er
g
en
c
y
at
wo
r
k
.
A
r
ea
lis
tic
wo
r
k
in
g
m
ee
tin
g
en
v
ir
o
n
m
en
t
f
ac
ilit
ates
th
i
s
p
r
o
ce
s
s
.
Stu
d
en
ts
ca
n
co
llab
o
r
ate,
h
elp
e
ac
h
o
th
e
r
c
o
m
p
lete
ass
ig
n
m
en
ts
an
d
lear
n
to
n
eg
o
tiate
in
a
s
im
u
lated
p
r
o
f
ess
io
n
al
co
n
tex
t
o
r
a
v
ir
tu
al
ex
p
er
ien
ce
.
T
h
er
ef
o
r
e,
I
m
m
er
s
e
is
m
o
r
e
th
an
a
s
im
p
le
E
n
g
lis
h
lan
g
u
ag
e
p
r
ac
tice.
Stu
d
en
ts
wh
o
lear
n
th
r
o
u
g
h
ex
p
er
ien
ce
ca
n
d
ev
elo
p
a
s
en
s
e
o
f
‘
to
g
et
h
er
n
ess
’
in
an
im
m
er
s
iv
e
an
d
i
n
ter
ac
tiv
e
3
D
en
v
ir
o
n
m
en
t.
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
.
13
,
No
.
6
,
Dec
em
b
er
2
0
2
4
:
4
4
0
9
-
4
4
1
9
4414
(
a)
(
b
)
(c
)
(
d
)
Fig
u
r
e
1
.
E
x
p
er
ien
ce
s
in
I
m
m
er
s
e
at
(
a)
n
etwo
r
k
in
g
e
v
en
t
,
(
b
)
a
ir
p
o
r
t
,
(
c)
n
ews
s
tatio
n
,
an
d
(
d
)
k
itch
en
Fig
u
r
e
2
.
T
h
e
d
e
v
elo
p
m
e
n
t o
f
s
p
ea
k
in
g
s
k
ills
in
f
r
o
n
t o
f
a
n
a
u
d
ien
ce
A
v
ir
tu
al
air
p
o
r
t
is
an
ap
p
r
o
p
r
iate
en
v
ir
o
n
m
en
t
to
tr
ain
a
n
d
s
tr
en
g
th
en
s
tu
d
e
n
ts
'
ab
ilit
i
es
to
s
o
lv
e
p
r
o
b
lem
s
an
d
c
o
m
m
u
n
icate
.
Fig
u
r
e
3
s
h
o
ws
th
e
ch
ec
k
-
in
d
esk
.
I
t
h
as
s
ev
er
al
s
cr
ee
n
s
th
at
d
is
p
lay
f
lig
h
t
in
f
o
r
m
atio
n
.
Dep
en
d
in
g
o
n
th
e
s
itu
atio
n
,
s
tu
d
en
ts
ca
n
p
lay
v
ar
io
u
s
ch
ar
ac
ter
s
,
s
u
ch
as
p
ass
en
g
er
s
o
r
f
lig
h
t
atten
d
an
ts
,
o
r
s
witch
b
etwe
en
th
ese
r
o
les.
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
V
ir
tu
a
l rea
lity te
ch
n
o
lo
g
ies fo
r
lea
r
n
in
g
E
n
g
lis
h
:
a
n
ex
a
m
p
le
o
f u
s
in
g
I
mme
r
s
e
(
Olg
a
Lo
b
a
n
o
va
)
4415
Fig
u
r
e
3
.
T
h
e
d
e
v
elo
p
m
e
n
t o
f
s
p
ea
k
in
g
s
k
ills
in
an
air
p
o
r
t e
n
v
ir
o
n
m
e
n
t
T
h
e
wo
r
k
with
t
h
e
p
r
o
p
o
s
ed
v
ir
tu
al
r
ea
lity
tech
n
o
lo
g
y
allo
wed
u
s
to
g
ain
e
n
o
u
g
h
ex
p
er
ien
ce
an
d
k
n
o
wled
g
e
to
im
p
r
o
v
e
th
e
lear
n
in
g
p
r
o
ce
s
s
,
as
well
as
to
o
b
je
ctiv
ely
ass
ess
th
e
ap
p
licatio
n
i
n
th
e
q
u
esti
o
n
n
air
e.
T
h
u
s
,
th
e
r
esu
lts
o
f
s
tatis
tical
an
aly
s
is
o
f
th
e
p
r
e
-
test
an
d
p
o
s
t
-
test
s
h
o
wed
th
at
in
th
e
ex
p
er
i
m
en
tal
g
r
o
u
p
,
th
er
e
was
a
s
ig
n
if
ican
t
d
if
f
er
en
ce
b
etwe
en
th
e
p
r
e
-
test
an
d
t
h
e
p
o
s
t
-
test
(
0
.
3
5
<0
.
0
5
)
.
On
t
h
e
co
n
tr
ar
y
,
th
e
r
esu
lts
o
f
th
e
co
n
tr
o
l g
r
o
u
p
d
id
n
o
t c
h
an
g
e.
T
o
in
ter
p
r
et
th
e
r
esu
lts
,
th
e
test
s
tat
i
s
tic
v
alu
e
(
0
.
3
5
)
was c
o
m
p
ar
ed
with
th
e
cr
itical
v
alu
e
th
at
c
o
r
r
esp
o
n
d
e
d
to
th
e
s
ig
n
if
ican
ce
lev
el
(
0
.
0
5
)
.
T
h
e
v
alu
e
o
f
th
e
test
s
tatis
ti
cs
is
lo
wer
th
a
n
t
h
e
cr
itical
v
alu
e.
T
h
er
ef
o
r
e,
th
er
e
is
a
s
ig
n
if
ican
t
d
if
f
e
r
en
ce
b
etwe
en
th
e
two
r
elate
d
s
am
p
l
es.
T
h
e
s
e
d
ata
s
h
o
w
th
at
th
e
ex
p
er
im
en
tal
g
r
o
u
p
s
ig
n
if
ican
tly
o
u
t
p
er
f
o
r
m
ed
th
e
c
o
n
tr
o
l
g
r
o
u
p
in
ter
m
s
o
f
ac
ad
e
m
ic
p
er
f
o
r
m
a
n
ce
in
E
n
g
lis
h
.
Ho
wev
er
,
s
o
m
e
r
esu
lts
o
f
wr
itin
g
task
s
s
h
o
wed
u
n
s
atis
f
ac
to
r
y
r
esu
lts
.
VR
d
id
n
o
t
h
av
e
a
s
ig
n
if
ican
t
im
p
ac
t
o
n
th
e
q
u
ality
o
f
wr
itin
g
in
E
n
g
lis
h
.
T
h
u
s
,
s
tu
d
en
t
s
in
th
e
co
n
tr
o
l
g
r
o
u
p
s
h
o
we
d
b
etter
r
esu
lts
in
tr
ad
itio
n
al
wr
itin
g
.
T
h
eir
r
esu
lt
was
9
.
5
in
co
m
p
ar
is
o
n
wit
h
th
e
in
d
icato
r
7
.
1
o
f
th
e
ex
p
er
im
en
tal
g
r
o
u
p
.
I
n
g
en
er
al,
alth
o
u
g
h
VR
d
o
es n
o
t
af
f
ec
t w
r
itin
g
s
k
ills
,
it p
o
s
itiv
ely
im
p
ac
ts
lo
n
g
-
ter
m
m
em
o
r
i
za
tio
n
.
Af
ter
co
m
p
letin
g
t
h
e
o
n
lin
e
test
s
,
th
e
ex
p
er
i
m
en
tal
g
r
o
u
p
h
ad
to
f
ill
o
u
t
q
u
esti
o
n
n
air
es
th
at
h
elp
e
d
s
cien
tis
t
s
an
aly
ze
th
e
p
a
r
ticip
an
ts
'
in
v
o
lv
em
en
t
in
lear
n
in
g
n
ew
m
eth
o
d
s
a
n
d
th
ei
r
ef
f
ec
ti
v
en
ess
f
o
r
s
tu
d
e
n
ts
.
T
h
is
s
tag
e
aim
ed
to
in
v
esti
g
ate
s
tu
d
en
ts
'
o
p
in
io
n
s
ab
o
u
t
th
eir
d
is
ap
p
o
in
tm
en
ts
an
d
e
x
p
ec
ta
tio
n
s
r
eg
ar
d
in
g
VR
.
T
h
e
f
o
llo
win
g
ar
e
th
e
q
u
esti
o
n
s
f
r
o
m
th
e
q
u
esti
o
n
n
air
e
a
n
d
t
h
e
r
ec
eiv
ed
a
n
s
wer
s
.
i)
T
h
e
an
s
wer
s
o
f
s
tu
d
en
ts
an
d
th
e
r
esu
lts
o
f
test
s
o
n
th
e
g
en
e
r
al
lev
el
o
f
E
n
g
lis
h
s
h
o
w
th
at
v
ir
tu
al
r
ea
lity
tech
n
o
lo
g
ies
m
ain
ly
im
p
r
o
v
e
p
r
o
n
u
n
ciatio
n
a
n
d
s
p
ea
k
i
n
g
s
k
ills
.
‘
W
as
it
u
s
ef
u
l
to
s
tu
d
y
th
is
co
u
r
s
e
an
d
s
im
u
ltan
eo
u
s
ly
tr
ain
p
r
o
n
u
n
ci
atio
n
an
d
s
p
ea
k
in
g
s
k
ills
?’
.
T
h
e
an
s
wer
s
to
th
is
q
u
esti
o
n
w
er
e
v
er
y
u
s
ef
u
l
(
32%
)
;
u
s
ef
u
l
(
60%
)
;
u
s
eless
(
8%
)
.
ii)
T
h
e
s
ec
o
n
d
q
u
esti
o
n
was
as:
‘
W
as
it
in
ter
esti
n
g
to
lear
n
u
s
in
g
in
n
o
v
ativ
e
m
eth
o
d
s
?’
;
v
er
y
in
ter
esti
n
g
(
18%
)
;
i
n
ter
esti
n
g
(
69%
)
;
n
o
t
in
ter
esti
n
g
at
all
(
13%
)
.
iii)
‘
I
s
th
e
g
am
e
e
n
v
ir
o
n
m
en
t
clo
s
e
to
r
ea
lity
?
’
th
e
s
tu
d
en
ts
g
a
v
e
th
e
f
o
llo
win
g
an
s
wer
s
:
v
er
y
clo
s
e
to
r
ea
lity
(
88%
)
;
q
u
ite
r
ea
l
(
2%
)
;
f
ar
f
r
o
m
r
ea
lity
(
1
0
%
)
.
T
h
ese
an
s
wer
s
co
n
f
ir
m
th
e
co
n
clu
s
io
n
a
b
o
u
t
th
e
p
er
ce
p
tio
n
o
f
th
e
i
n
ter
f
ac
e
a
n
d
t
h
e
v
ar
io
u
s
ty
p
es
o
f
‘
ex
p
er
ien
ce
’
p
r
esen
ted
b
y
VR
tech
n
o
lo
g
y
.
User
s
ap
p
r
ec
iate
its
h
ig
h
q
u
ality
an
d
d
esig
n
th
at
m
im
ics
r
ea
l
-
life
s
itu
atio
n
s
an
d
s
ettin
g
s
.
T
h
ese
f
ea
tu
r
es c
o
n
s
id
er
ab
l
y
s
im
p
lify
lan
g
u
ag
e
lear
n
in
g
.
iv
)
T
h
e
q
u
esti
o
n
n
air
e
also
co
n
tain
ed
th
e
f
o
llo
win
g
s
tatem
en
t
‘
VR
h
as
m
ad
e
m
y
wr
itin
g
m
o
r
e
ef
f
ec
tiv
e’
.
On
ly
2
0
% c
o
m
p
letely
a
g
r
ee
d
with
it
,
2
5
% p
ar
tially
a
g
r
ee
d
a
n
d
4
5
% d
is
ag
r
ee
d
with
th
e
s
tatem
en
t.
v)
Nev
er
th
eless
,
an
o
th
er
s
tatem
e
n
t
(
‘
VR
m
a
d
e
m
y
s
p
ea
k
in
g
s
k
ills
m
o
r
e
ef
f
ec
tiv
e’
)
r
esu
lted
in
th
e
o
p
p
o
s
ite
an
s
wer
s
.
I
n
t
h
is
ca
s
e,
8
0
%
o
f
s
tu
d
en
ts
co
m
p
letely
ag
r
ee
d
with
th
e
s
tatem
en
t,
1
1
%
p
ar
tially
ag
r
ee
d
,
a
n
d
9
% d
id
n
o
t a
g
r
ee
with
it a
t a
ll.
T
h
e
r
esu
lts
o
f
th
e
p
o
s
t
-
test
co
n
f
ir
m
ed
th
ese
c
o
n
clu
s
io
n
s
:
th
e
r
e
was
an
im
p
r
o
v
em
en
t
in
s
p
e
ak
in
g
an
d
lis
ten
in
g
s
k
ills
.
T
h
ese
d
ata
m
ad
e
it p
o
s
s
ib
le
to
d
eter
m
i
n
e
th
e
lev
el
o
f
s
tu
d
en
t e
n
g
ag
em
en
t
.
T
h
u
s
,
it wa
s
7
1
.
5
%,
wh
ich
is
a
f
air
ly
h
ig
h
in
d
icato
r
o
f
v
ar
ia
n
ce
.
T
h
e
s
tan
d
a
r
d
er
r
o
r
was 3
.
1
.
Acc
o
r
d
in
g
to
t
h
e
ac
tio
n
r
esear
ch
,
th
e
au
th
o
r
s
co
m
p
iled
a
m
o
d
el
o
f
an
E
n
g
lis
h
c
o
u
r
s
e
b
ased
o
n
v
ir
tu
al
r
ea
lity
(
th
e
I
m
m
er
s
e
p
latf
o
r
m
)
.
T
h
er
e
is
a
b
r
ief
d
escr
ip
tio
n
o
f
th
e
c
o
u
r
s
e:
i
)
L
ess
o
n
s
in
th
e
class
r
o
o
m
twice
a
wee
k
u
n
d
e
r
th
e
g
u
id
a
n
ce
o
f
a
teac
h
er
;
ii
)
E
ac
h
less
o
n
f
o
c
u
s
es
o
n
im
m
er
s
io
n
(
g
r
o
u
p
o
r
in
d
i
v
id
u
al)
in
a
v
i
r
tu
al
en
v
ir
o
n
m
en
t
s
elec
ted
b
y
th
e
teac
h
er
in
ad
v
an
ce
.
T
h
e
s
et
o
f
v
ir
tu
al
en
v
ir
o
n
m
en
ts
in
clu
d
e
s
r
ea
l
s
i
tu
atio
n
s
in
‘
A
n
etwo
r
k
i
n
g
e
v
en
t’
,
‘
An
ai
r
p
o
r
t’
,
‘
A
n
ews
s
tatio
n
’
,
an
d
‘
A
k
itch
en
’
;
iii
)
T
h
e
task
s
m
ai
n
ly
aim
t
o
d
e
v
elo
p
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
.
13
,
No
.
6
,
Dec
em
b
er
2
0
2
4
:
4
4
0
9
-
4
4
1
9
4416
s
k
ills
in
s
p
ea
k
in
g
,
p
u
b
lic
s
p
ee
ch
,
v
o
ca
b
u
lar
y
m
em
o
r
izatio
n
,
an
d
lis
ten
in
g
s
k
ills
.
W
r
itin
g
is
in
v
o
lv
ed
to
a
less
er
ex
ten
t,
an
d
th
e
r
esu
lts
in
t
h
is
ar
ea
ar
e
n
o
t
p
ar
ticu
lar
ly
p
r
o
d
u
c
tiv
e
;
iv
)
T
h
e
s
tu
d
e
n
ts
’
en
g
a
g
e
m
en
t
d
e
p
en
d
s
o
n
a
r
ea
lis
tic
in
ter
ac
tiv
e
en
v
ir
o
n
m
e
n
t.
I
n
th
is
ca
s
e,
th
e
teac
h
e
r
is
o
n
ly
a
c
u
r
ato
r
i
n
th
is
p
r
o
ce
s
s
.
Hen
ce
,
v
ir
tu
al
r
ea
lity
ca
n
b
e
a
h
ig
h
ly
ef
f
ec
tiv
e
to
o
l
f
o
r
lea
r
n
in
g
E
n
g
lis
h
as
a
s
ec
o
n
d
lan
g
u
ag
e.
B
y
im
m
er
s
in
g
s
tu
d
en
ts
in
a
v
ir
tu
al
en
v
ir
o
n
m
e
n
t,
VR
p
r
o
v
id
es
a
r
ea
lis
tic
an
d
en
g
ag
in
g
p
latf
o
r
m
f
o
r
p
r
ac
ticin
g
an
d
im
p
r
o
v
in
g
lan
g
u
ag
e
s
k
ills
.
T
h
e
f
o
llo
win
g
ar
e
s
ev
er
al
VR
ad
v
an
tag
es
in
ter
m
s
o
f
i
m
p
r
o
v
in
g
t
h
e
lear
n
in
g
p
r
o
ce
s
s
o
f
th
e
ex
p
er
im
en
tal
g
r
o
u
p
:
i)
I
m
m
er
s
io
n
in
th
e
lan
g
u
ag
e
en
v
ir
o
n
m
e
n
t.
VR
ca
n
s
im
u
late
r
e
al
-
wo
r
ld
s
ce
n
ar
io
s
,
s
u
c
h
as
o
r
d
er
in
g
f
o
o
d
at
a
r
estau
r
an
t
o
r
p
ar
ticip
atin
g
in
a
jo
b
in
ter
v
iew.
I
n
th
ese
s
ce
n
ar
io
s
,
s
tu
d
en
ts
ca
n
in
ter
ac
t
with
v
ir
tu
al
ch
ar
ac
ter
s
o
r
o
b
jects.
T
h
is
im
m
er
s
iv
e
ex
p
er
ien
ce
allo
wed
th
e
ex
p
er
im
en
tal
g
r
o
u
p
to
p
r
ac
tice
th
eir
E
n
g
lis
h
lan
g
u
ag
e
s
k
ills
co
n
tex
tu
ally
.
ii)
T
h
e
p
r
ac
tice
o
f
p
r
o
n
u
n
ciatio
n
an
d
co
llo
q
u
ial
s
p
ee
ch
.
V
R
tech
n
o
lo
g
ies
o
f
f
er
ed
s
p
ee
ch
r
ec
o
g
n
itio
n
f
u
n
ctio
n
s
,
p
r
o
v
id
in
g
in
s
tan
t
f
ee
d
b
ac
k
o
n
p
r
o
n
u
n
ciatio
n
an
d
in
to
n
atio
n
.
Stu
d
en
ts
co
m
m
u
n
icate
d
with
v
ir
tu
al
ch
ar
ac
ter
s
o
r
p
a
r
ticip
ated
in
lan
g
u
ag
e
ex
er
cis
es,
r
ec
e
iv
in
g
im
m
e
d
iate
c
o
m
m
en
ts
an
d
r
ec
o
m
m
en
d
atio
n
s
f
o
r
im
p
r
o
v
i
n
g
co
n
v
er
s
atio
n
al
s
k
ills
.
iii)
L
an
g
u
ag
e
lea
r
n
in
g
t
h
at
g
o
es
b
ey
o
n
d
g
r
am
m
a
r
an
d
v
o
ca
b
u
lar
y
.
VR
tr
an
s
p
o
r
ted
s
tu
d
en
ts
to
v
ar
io
u
s
cu
ltu
r
al
en
v
ir
o
n
m
en
ts
,
allo
win
g
th
em
to
g
et
ac
q
u
ain
ted
with
th
e
cu
s
to
m
s
,
tr
ad
itio
n
s
,
an
d
s
o
cial
n
o
r
m
s
o
f
E
n
g
lis
h
-
s
p
ea
k
in
g
c
o
u
n
tr
ies.
T
h
e
c
u
ltu
r
al
co
n
tex
t
h
elp
e
d
d
e
v
elo
p
a
d
ee
p
er
u
n
d
e
r
s
tan
d
in
g
o
f
th
e
l
an
g
u
ag
e
an
d
its
co
n
ten
t,
I
m
p
r
o
v
in
g
t
h
e
r
esu
lts
o
f
th
e
co
n
tr
o
l te
s
ts
.
iv
)
V
ir
tu
al
r
ea
lity
h
as
m
ad
e
th
e
lan
g
u
ag
e
lear
n
in
g
p
r
o
ce
s
s
m
o
r
e
en
j
o
y
ab
le
a
n
d
m
o
tiv
atin
g
th
r
o
u
g
h
g
am
if
icatio
n
.
B
y
in
te
g
r
atin
g
s
u
ch
g
am
e
elem
en
ts
as
r
ewa
r
d
s
,
ch
allen
g
es,
an
d
lev
els,
VR
ap
p
s
en
g
ag
e
d
s
tu
d
en
ts
an
d
k
ep
t
th
e
m
in
ter
e
s
ted
th
r
o
u
g
h
o
u
t
th
e
e
x
p
er
im
e
n
t.
T
h
e
g
am
if
ied
ap
p
r
o
ac
h
en
co
u
r
ag
e
d
ac
tiv
e
p
ar
ticip
atio
n
an
d
f
ac
ilit
ated
th
e
m
em
o
r
izatio
n
o
f
n
ew
wo
r
d
s
.
v)
I
t
is
cr
u
cial
to
d
ev
elo
p
s
tu
d
en
t
s
'
co
m
p
u
tatio
n
al
th
in
k
in
g
,
as
well
as
in
cr
ea
s
e
th
eir
ab
ilit
y
to
wo
r
k
in
a
team
,
m
ak
e
ac
cu
r
ate
d
ec
is
io
n
s
,
an
d
d
ep
lo
y
ar
g
u
m
en
ts
.
T
h
is
is
esp
ec
ially
tr
u
e
f
o
r
E
n
g
lis
h
lan
g
u
a
g
e
co
u
r
s
es
th
at
en
co
u
r
a
g
e
th
e
s
tu
d
y
o
f
c
u
ltu
r
e
,
o
r
ig
in
a
l th
i
n
k
in
g
,
an
d
o
r
al
s
p
ee
ch
.
T
h
e
ab
o
v
e
s
u
p
p
o
r
ts
th
e
co
n
clu
s
io
n
ab
o
u
t
th
e
ef
f
icien
cy
o
f
VR
ap
p
s
,
wh
ich
ca
n
im
p
r
o
v
e
lan
g
u
ag
e
lear
n
in
g
.
No
n
eth
eless
,
th
is
tech
n
o
lo
g
y
s
h
o
u
ld
n
o
t
r
e
p
lace
tr
ad
itio
n
al
lan
g
u
ag
e
lear
n
in
g
m
eth
o
d
s
.
V
R
is
m
o
r
e
ef
f
ec
tiv
e
as a
n
ad
d
itio
n
al
to
o
l f
o
r
class
r
o
o
m
teac
h
in
g
,
tex
tb
o
o
k
s
,
a
n
d
r
ea
l la
n
g
u
ag
e
p
r
ac
tice.
I
m
m
er
s
e
as
an
ed
u
ca
tio
n
al
p
r
o
g
r
am
h
as
also
b
ee
n
s
tu
d
ied
in
t
h
e
co
n
tex
t
o
f
E
SP
.
Sev
er
al
s
im
ilar
s
tu
d
ies
h
av
e
in
v
esti
g
ated
o
th
er
tech
n
o
lo
g
ies,
b
u
t
th
ey
p
r
esen
t
co
n
tr
o
v
er
s
ial
r
esu
lts
.
I
n
o
n
e
o
f
th
ese
s
tu
d
ies,
th
e
PIL
E
in
ter
ac
tiv
e
lear
n
in
g
en
v
ir
o
n
m
en
t
was
d
ev
e
lo
p
e
d
b
y
in
teg
r
atin
g
v
ir
tu
al
r
ea
lity
tech
n
o
lo
g
y
with
v
id
eo
ca
p
tu
r
e
in
to
th
e
class
r
o
o
m
[
3
5
]
.
T
h
e
s
y
s
tem
aim
ed
at
E
n
g
lis
h
less
o
n
s
in
elem
en
tar
y
s
ch
o
o
l,
wh
er
e
s
tu
d
en
ts
co
u
ld
in
ter
ac
t
with
th
e
s
y
s
tem
th
r
o
u
g
h
p
h
y
s
ical
m
o
v
e
m
en
ts
.
T
o
s
tu
d
y
th
e
ef
f
ec
t
o
f
u
s
in
g
th
e
PIL
E
s
y
s
tem
,
th
e
r
esear
ch
er
s
co
n
d
u
cted
an
em
p
ir
ical
s
tu
d
y
to
co
m
p
ar
e
two
d
i
f
f
er
en
t
t
y
p
es
o
f
m
eth
o
d
s
o
f
te
ac
h
in
g
E
n
g
lis
h
.
T
h
e
r
esear
ch
s
am
p
le
c
o
n
s
is
ted
o
f
s
ec
o
n
d
-
g
r
a
d
e
s
tu
d
e
n
ts
f
r
o
m
a
T
aiwa
n
ese
s
ch
o
o
l.
T
h
e
r
esu
lts
o
f
t
h
e
p
r
e
-
test
an
d
th
e
p
o
s
t
-
test
s
h
o
wed
a
s
ig
n
if
ican
t
a
co
n
s
id
er
ab
le
im
p
r
o
v
em
en
t
in
E
n
g
lis
h
lan
g
u
ag
e
p
er
f
o
r
m
an
ce
in
th
e
ex
p
er
im
en
ta
l
g
r
o
u
p
.
An
o
th
er
t
est
co
n
d
u
cted
af
ter
th
e
en
d
o
f
th
e
s
tu
d
y
d
em
o
n
s
tr
ated
co
n
s
id
er
ab
le
d
if
f
e
r
en
ce
s
b
etwe
en
th
e
two
g
r
o
u
p
s
.
T
h
ese
r
esu
lts
in
d
icate
th
at
t
h
e
s
y
s
tem
h
as
h
a
d
a
s
ig
n
i
f
ican
t
p
o
s
itiv
e
im
p
ac
t
o
n
lo
n
g
-
ter
m
lear
n
in
g
[
3
6
]
.
I
n
c
o
m
p
ar
i
s
o
n
with
I
m
m
er
s
e,
PIL
E
is
ef
f
ec
tiv
e
o
n
ly
in
lo
n
g
-
ter
m
tr
ain
i
n
g
.
I
t
also
r
eq
u
ir
es
th
e
u
s
e
o
f
ex
p
en
s
iv
e
s
en
s
o
r
s
,
wh
ich
ar
e
a
n
ec
ess
ar
y
to
o
l
f
o
r
th
e
o
p
er
atio
n
o
f
th
is
s
y
s
tem
.
I
m
m
er
s
e
is
m
o
r
e
b
en
ef
icial
in
th
is
ca
s
e:
it
is
f
r
e
e
an
d
ef
f
ec
tiv
e
ev
e
n
i
n
a
s
h
o
r
t
p
er
io
d
o
f
tr
ain
i
n
g
.
T
h
e
r
esu
lts
o
f
th
e
c
u
r
r
en
t
s
tu
d
y
ar
e
co
m
p
ar
ab
le
to
th
e
ab
o
v
e
-
m
en
tio
n
ed
o
n
es.
I
t
is
p
o
s
s
ib
le
to
n
o
te
a
s
ig
n
if
ican
t
d
if
f
er
en
ce
b
etwe
en
th
e
p
r
e
-
test
an
d
p
o
s
t
-
test
r
esu
lts
(
p
-
v
alu
e=
0
.
3
5
<0
.
0
5
)
.
T
h
is
f
ac
t
in
d
icate
s
a
s
ig
n
if
ican
t
im
p
r
o
v
em
en
t
i
n
t
h
e
lev
el
o
f
E
n
g
lis
h
p
r
o
f
icien
c
y
in
th
e
e
x
p
er
im
e
n
tal
g
r
o
u
p
c
o
m
p
ar
e
d
to
th
e
c
o
n
tr
o
l
g
r
o
u
p
.
VR
h
as
a
m
o
r
e
g
am
i
f
ied
f
o
r
m
,
w
h
ich
is
in
ter
esti
n
g
f
o
r
b
o
th
s
ch
o
o
lch
il
d
r
en
an
d
u
n
iv
er
s
ity
s
tu
d
en
ts
.
A
q
u
alitativ
e
ca
s
e
s
tu
d
y
co
n
d
u
cted
in
Ma
lay
s
ia
ex
am
in
ed
th
e
p
r
o
s
p
ec
ts
o
f
u
s
in
g
AR
an
d
VR
in
teac
h
in
g
an
d
lear
n
in
g
E
n
g
lis
h
b
y
s
ec
o
n
d
ar
y
s
ch
o
o
l
teac
h
er
s
[
3
7
]
.
T
h
e
s
tu
d
y
d
em
o
n
s
tr
ate
d
b
o
th
p
o
s
itiv
e
an
d
n
eg
ativ
e
o
p
in
i
o
n
s
ab
o
u
t
th
e
u
s
e
o
f
AR
an
d
VR
in
E
n
g
lis
h
la
n
g
u
ag
e
teac
h
i
n
g
an
d
lear
n
in
g
ac
tiv
ities
.
Neg
ativ
e
asp
ec
ts
wer
e
tim
e
co
s
ts
an
d
h
ea
lth
-
r
elate
d
is
s
u
es.
T
h
e
f
in
d
in
g
s
co
n
f
ir
m
th
at
v
ir
t
u
al
r
ea
lity
s
y
s
tem
s
m
ay
b
e
h
ar
m
f
u
l
to
s
tu
d
en
ts
a
n
d
th
ei
r
h
ea
lth
[
3
8
]
.
A
n
o
th
er
s
tu
d
y
s
u
g
g
ests
an
SVVR
ap
p
r
o
ac
h
to
s
o
lv
e
th
is
p
r
o
b
lem
[
3
9
]
.
T
o
ass
ess
th
e
ef
f
ec
tiv
en
e
s
s
o
f
th
e
p
r
o
p
o
s
ed
m
eth
o
d
o
lo
g
y
,
th
e
au
th
o
r
s
p
e
r
f
o
r
m
ed
a
q
u
a
s
i
-
ex
p
er
im
en
t.
T
h
e
r
esu
lts
s
h
o
wed
th
at
E
FL
s
tu
d
e
n
ts
wh
o
u
s
ed
th
e
ASS
-
SVVR
m
eth
o
d
d
em
o
n
s
tr
ated
h
ig
h
r
ea
d
in
g
c
o
m
p
r
e
h
en
s
io
n
,
in
tr
in
s
ic
m
o
tiv
atio
n
t
o
lear
n
,
an
d
m
etac
o
g
n
itiv
e
awa
r
e
n
ess
o
f
th
e
r
ea
d
in
g
s
tr
ateg
y
.
I
m
m
er
s
e
also
im
p
r
o
v
es
r
ea
d
in
g
s
k
ills
r
ath
er
th
a
n
wr
it
in
g
.
T
h
er
e
was
n
o
s
ig
n
if
ican
t
d
if
f
er
e
n
ce
b
etwe
en
th
e
two
g
r
o
u
p
s
in
ter
m
s
o
f
co
g
n
itiv
e
lo
a
d
o
r
s
en
s
e
o
f
p
r
es
en
ce
.
I
n
an
o
th
er
s
tu
d
y
,
r
esear
ch
er
s
d
ev
elo
p
e
d
an
ap
p
r
o
ac
h
o
f
co
-
d
r
af
tin
g
an
a
r
g
u
m
en
t
s
ch
em
e
b
ased
o
n
v
ir
tu
al
r
ea
lity
[
4
0
]
.
T
h
e
q
u
asi
-
ex
p
er
im
e
n
t
in
v
o
lv
e
d
4
5
E
FL
s
tu
d
en
ts
.
T
h
e
r
esu
lts
s
h
o
wed
th
at
in
co
m
p
ar
is
o
n
with
th
e
n
o
n
-
VR
s
tr
ateg
y
o
f
jo
in
t
ar
g
u
m
en
t
d
r
a
f
tin
g
,
th
e
m
eth
o
d
o
f
jo
in
t
ar
g
u
m
en
t
d
r
af
ti
n
g
b
ased
o
n
v
ir
tu
al
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
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es E
d
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c
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SS
N:
2252
-
8
8
2
2
V
ir
tu
a
l rea
lity te
ch
n
o
lo
g
ies fo
r
lea
r
n
in
g
E
n
g
lis
h
:
a
n
ex
a
m
p
le
o
f u
s
in
g
I
mme
r
s
e
(
Olg
a
Lo
b
a
n
o
va
)
4417
r
ea
lity
(
VR
-
C
AM
)
s
ig
n
if
ican
tl
y
im
p
r
o
v
ed
th
e
o
r
al
p
r
esen
tati
o
n
s
o
f
s
tu
d
en
ts
in
E
n
g
lis
h
.
Alth
o
u
g
h
th
e
VR
-
C
AM
g
r
o
u
p
was
s
u
p
er
io
r
t
o
th
e
n
o
n
-
VR
-
C
AM
g
r
o
u
p
r
eg
a
r
d
in
g
in
ter
est
in
s
tu
d
y
in
g
c
u
ltu
r
e,
th
e
r
e
was
n
o
n
o
ticea
b
le
d
if
f
er
en
ce
b
etwe
en
t
h
e
two
g
r
o
u
p
s
.
I
n
a
d
d
i
tio
n
,
s
tu
d
en
ts
wh
o
s
tu
d
ied
with
VR
-
C
AM
ev
en
tu
ally
s
u
r
p
ass
ed
th
o
s
e
wh
o
s
tu
d
ied
with
o
u
t
it
i
n
ter
m
s
o
f
co
m
p
u
tatio
n
al
an
d
cr
ea
tiv
e
th
in
k
i
n
g
.
An
o
th
er
s
tu
d
y
o
f
VR
tech
n
o
lo
g
y
aim
ed
to
e
x
am
in
e
th
ei
r
im
p
ac
t
o
n
th
e
d
ev
el
o
p
m
en
t
o
f
E
FL
wr
itin
g
s
k
ills
[
4
1
]
.
I
t
u
s
ed
a
c
o
n
s
is
ten
t
r
esear
ch
m
ix
ed
m
eth
o
d
o
lo
g
y
:
q
u
alitati
v
e
d
ata
wer
e
f
ir
s
t
an
aly
ze
d
a
n
d
th
en
s
y
n
c
h
r
o
n
ized
with
q
u
an
titativ
e
r
esu
lts
.
Acc
o
r
d
in
g
to
th
e
r
esu
lts
,
m
o
s
t
p
ar
ticip
an
ts
b
eliev
e
d
th
at
VR
p
r
o
v
id
e
d
t
h
e
g
r
ea
test
b
en
e
f
it
i
n
ac
q
u
ir
in
g
lis
ten
in
g
s
k
ill
s
.
T
h
is
co
n
clu
s
io
n
is
co
n
s
is
ten
t
with
th
e
r
esu
lts
o
f
th
e
cu
r
r
en
t
s
tu
d
y
.
Par
ticip
an
t
s
s
h
o
wed
a
s
lig
h
t
im
p
r
o
v
em
e
n
t
in
wr
itin
g
s
k
ills
o
n
ly
wh
en
th
ey
r
ec
eiv
ed
i
n
f
o
r
m
atio
n
u
s
in
g
VR
f
o
r
wr
itin
g
p
u
r
p
o
s
es.
T
h
e
s
tu
d
en
ts
wer
e
s
atis
f
ied
with
th
e
VR
ex
p
er
ien
ce
an
d
f
o
u
n
d
it
s
u
r
r
ea
l in
ter
m
s
o
f
th
e
lear
n
in
g
en
v
ir
o
n
m
en
t.
5.
CO
NCLU
SI
O
N
T
h
e
r
esu
lts
o
f
th
is
s
tu
d
y
s
h
ed
lig
h
t
o
n
th
e
ef
f
ec
tiv
en
ess
o
f
in
teg
r
atin
g
I
m
m
er
s
e
v
ir
tu
al
r
ea
lity
tech
n
o
lo
g
y
as
an
ad
d
itio
n
al
E
n
g
lis
h
lan
g
u
a
g
e
lear
n
in
g
to
o
l
am
o
n
g
t
h
ir
d
-
y
ea
r
E
n
g
lis
h
as
a
Fo
r
eig
n
L
an
g
u
ag
e
s
tu
d
en
ts
.
T
h
e
r
esu
lts
s
h
o
wed
th
at
o
n
ly
5
%
o
f
s
tu
d
en
ts
h
ad
p
r
ev
io
u
s
ly
h
ad
ex
p
e
r
ien
ce
w
ith
VR
to
o
ls
wh
ile
s
tu
d
y
in
g
at
th
e
u
n
i
v
er
s
ity
.
Giv
en
th
e
lev
el
o
f
E
n
g
lis
h
p
r
o
f
icien
cy
in
th
e
ex
p
e
r
im
en
tal
g
r
o
u
p
,
we
ca
n
n
o
te
a
s
ig
n
if
ican
t
d
if
f
er
en
ce
b
etwe
en
th
e
p
r
e
-
test
an
d
p
o
s
t
-
test
r
esu
lts
(
p
-
v
alu
e=
0
.
3
5
<0
.
0
5
)
.
T
o
in
ter
p
r
et
th
e
r
esu
lts
,
th
e
test
s
ta
tis
tic
v
alu
e
(
0
.
3
5
)
was
co
m
p
ar
ed
with
th
e
cr
itical
v
alu
e
co
r
r
esp
o
n
d
in
g
to
th
e
s
ig
n
i
f
ican
ce
lev
el
(
0
.
0
5
)
.
T
h
e
v
alu
e
o
f
th
e
test
s
tati
s
tic
s
is
lo
wer
th
an
th
e
cr
itical
v
alu
e.
I
t
in
d
icate
s
a
s
ig
n
if
ican
t
d
if
f
er
en
ce
b
etwe
en
th
e
two
r
e
lated
s
am
p
les.
I
n
p
ar
ticu
lar
,
th
ese
d
ata
s
h
o
w
th
at
th
e
ex
p
er
im
en
tal
g
r
o
u
p
s
ig
n
if
ican
tly
o
u
tp
er
f
o
r
m
ed
th
e
co
n
tr
o
l
g
r
o
u
p
in
ter
m
s
o
f
ac
a
d
em
ic
p
er
f
o
r
m
a
n
ce
in
E
n
g
lis
h
.
Ho
wev
er
,
it
s
h
o
u
ld
b
e
n
o
ted
th
at
VR
d
id
n
o
t h
a
v
e
a
s
ig
n
if
ican
t im
p
ac
t
o
n
th
e
le
v
el
o
f
wr
itin
g
in
E
n
g
lis
h
: th
e
co
n
tr
o
l g
r
o
u
p
o
u
tp
er
f
o
r
m
ed
th
e
ex
p
er
im
en
tal
g
r
o
u
p
in
tr
ad
itio
n
al
wr
itin
g
task
s
.
I
n
g
en
er
al,
t
h
e
f
in
d
in
g
s
s
h
o
w
th
at
v
ir
tu
al
r
ea
lity
tech
n
o
lo
g
y
c
an
b
e
v
e
r
y
e
f
f
ec
tiv
e
in
im
p
r
o
v
in
g
p
r
o
n
u
n
ciatio
n
a
n
d
co
n
v
er
s
atio
n
al
s
k
ills
wh
en
lear
n
in
g
a
lan
g
u
ag
e.
I
t
p
r
o
v
i
d
es
an
ex
citin
g
an
d
en
g
ag
in
g
p
latf
o
r
m
f
o
r
wo
r
k
in
g
o
u
t
r
ea
l
-
wo
r
ld
s
ce
n
ar
io
s
an
d
r
ec
eiv
in
g
in
s
tan
t
f
ee
d
b
ac
k
.
T
h
is
wo
r
k
co
m
p
lem
en
ts
th
e
p
r
ac
tical
an
d
th
eo
r
etica
l
k
n
o
wled
g
e
b
ases
as
it
h
as
d
ev
elo
p
ed
an
d
test
ed
a
p
r
ac
tical
E
n
g
lis
h
lan
g
u
ag
e
lear
n
in
g
co
u
r
s
e
u
s
in
g
VR
tech
n
o
lo
g
ies.
I
t
o
f
f
er
s
p
r
ac
tical
in
s
ig
h
ts
in
to
th
e
ef
f
ec
ti
v
en
ess
o
f
u
s
in
g
VR
tech
n
o
lo
g
y
in
im
p
r
o
v
in
g
E
n
g
lis
h
lan
g
u
ag
e
s
k
ills
,
an
d
its
d
esig
n
an
d
r
esear
ch
f
in
d
in
g
s
ca
n
in
f
o
r
m
f
u
t
u
r
e
r
esear
ch
an
d
ed
u
ca
tio
n
al
p
r
ac
t
ice.
Ho
wev
er
,
th
er
e
is
a
n
ee
d
f
o
r
f
u
r
th
er
r
esear
ch
in
t
h
is
d
ir
ec
tio
n
.
Fu
tu
r
e
s
tu
d
ies
m
ay
ad
d
r
ess
th
e
lim
itatio
n
s
an
d
ex
p
l
o
r
e
ad
d
itio
n
al
lan
g
u
a
g
e
lear
n
in
g
asp
ec
ts
af
f
ec
ted
b
y
VR
(
f
o
r
in
s
tan
ce
,
wr
itin
g
s
k
ills
)
.
T
h
is
s
tu
d
y
will
b
e
a
u
s
ef
u
l
r
ef
er
en
ce
b
ase
f
o
r
d
esig
n
in
g
an
d
im
p
lem
en
tin
g
VR
in
an
y
p
ed
ag
o
g
ical
p
r
o
g
r
am
as
an
a
d
d
itio
n
al
ed
u
ca
tio
n
al
tech
n
o
l
o
g
y
.
Fu
r
t
h
er
r
esear
ch
o
n
th
is
to
p
ic
m
ay
f
o
c
u
s
o
n
cr
ea
tin
g
co
u
r
s
es f
o
r
d
if
f
er
en
t a
g
e
g
r
o
u
p
s
an
d
o
th
er
lan
g
u
a
g
e
s
k
ills
,
s
u
ch
as sp
ea
k
in
g
,
lis
ten
in
g
,
an
d
r
ea
d
i
n
g
.
RE
F
E
R
E
NC
E
S
[
1
]
A
.
K
i
n
t
o
n
o
v
a
,
I
.
F
.
P
o
v
k
h
a
n
,
A
.
S
a
b
i
t
o
v
,
A
.
T
o
k
k
u
l
i
y
e
v
a
,
a
n
d
N
.
D
e
m
i
d
c
h
i
k
,
“
O
n
l
i
n
e
l
e
a
r
n
i
n
g
t
e
c
h
n
o
l
o
g
i
e
s
,
”
i
n
2
0
2
2
I
EEE
7
t
h
I
n
t
e
r
n
a
t
i
o
n
a
l
En
e
r
g
y
C
o
n
f
e
re
n
c
e
(
E
N
ERG
Y
C
O
N
)
,
M
a
y
2
0
2
2
,
p
p
.
1
–
8
.
d
o
i
:
1
0
.
1
1
0
9
/
EN
E
R
G
Y
C
O
N
5
3
1
6
4
.
2
0
2
2
.
9
8
3
0
3
8
7
.
[
2
]
A
.
M
.
A
l
k
a
a
b
i
,
A
.
K
.
A
b
d
a
l
l
a
h
,
H
.
R
.
I
.
B
a
d
w
y
,
H
.
R
.
I
.
B
a
d
a
w
y
,
a
n
d
S
.
A
.
A
l
m
a
mm
a
r
i
,
“
R
e
t
h
i
n
k
i
n
g
s
c
h
o
o
l
p
r
i
n
c
i
p
a
l
s
l
e
a
d
e
r
s
h
i
p
p
r
a
c
t
i
c
e
s
f
o
r
a
n
e
f
f
e
c
t
i
v
e
a
n
d
i
n
c
l
u
si
v
e
e
d
u
c
a
t
i
o
n
,
”
i
n
Re
t
h
i
n
k
i
n
g
I
n
c
l
u
si
o
n
a
n
d
T
ra
n
sf
o
rm
a
t
i
o
n
i
n
S
p
e
c
i
a
l
Ed
u
c
a
t
i
o
n
,
2
0
2
2
,
p
p
.
5
3
–
7
0
.
d
o
i
:
1
0
.
4
0
1
8
/
9
7
8
-
1
-
6
6
8
4
-
4
6
8
0
-
5
.
c
h
0
0
4
.
[
3
]
S
.
K
a
u
p
p
i
,
H
.
M
u
u
k
k
o
n
e
n
,
T.
S
u
o
r
sa
,
a
n
d
M
.
Ta
k
a
l
a
,
“
I
st
i
l
l
m
i
ss
h
u
ma
n
c
o
n
t
a
c
t
,
b
u
t
t
h
i
s
i
s
m
o
r
e
f
l
e
x
i
b
l
e
—
P
a
r
a
d
o
x
e
s
i
n
v
i
r
t
u
a
l
l
e
a
r
n
i
n
g
i
n
t
e
r
a
c
t
i
o
n
a
n
d
mu
l
t
i
d
i
sc
i
p
l
i
n
a
r
y
c
o
l
l
a
b
o
r
a
t
i
o
n
,
”
Br
i
t
i
sh
J
o
u
rn
a
l
o
f
Ed
u
c
a
t
i
o
n
a
l
T
e
c
h
n
o
l
o
g
y
,
v
o
l
.
5
1
,
n
o
.
4
,
p
p
.
1
1
0
1
–
1
1
1
6
,
Ju
l
.
2
0
2
0
,
d
o
i
:
1
0
.
1
1
1
1
/
b
j
e
t
.
1
2
9
2
9
.
[
4
]
I
.
S
t
o
j
š
i
ć
,
N
.
O
s
t
o
j
i
ć
,
a
n
d
J
.
S
t
a
n
i
s
a
v
l
j
e
v
i
ć
,
“
S
t
u
d
e
n
t
s’
a
c
c
e
p
t
a
n
c
e
o
f
m
o
b
i
l
e
a
u
g
m
e
n
t
e
d
r
e
a
l
i
t
y
a
p
p
l
i
c
a
t
i
o
n
s
i
n
p
r
i
m
a
r
y
a
n
d
se
c
o
n
d
a
r
y
b
i
o
l
o
g
y
e
d
u
c
a
t
i
o
n
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
rn
a
l
o
f
C
o
g
n
i
t
i
v
e
R
e
se
a
rc
h
i
n
S
c
i
e
n
c
e
,
En
g
i
n
e
e
ri
n
g
a
n
d
E
d
u
c
a
t
i
o
n
(
I
J
C
RS
E
E)
,
v
o
l
.
1
0
,
n
o
.
3
,
p
p
.
1
2
9
–
1
3
8
,
D
e
c
.
2
0
2
2
,
d
o
i
:
1
0
.
2
3
9
4
7
/
2
3
3
4
-
8
4
9
6
-
2
0
2
2
-
10
-
3
-
1
2
9
-
1
3
8
.
[
5
]
H
.
H
a
l
i
ma
h
,
V
.
N
u
r
v
i
y
a
n
i
,
A
.
S
a
e
p
u
l
a
h
,
J.
H
e
l
m
i
e
,
R
.
W
.
W
a
n
d
a
w
a
t
i
,
a
n
d
S
.
M
u
t
i
a
h
,
“
V
i
r
t
u
a
l
r
e
a
l
i
t
y
-
su
p
p
o
r
t
e
d
d
r
i
l
l
i
n
g
s
t
r
a
t
e
g
y
i
n
t
e
a
c
h
i
n
g
E
n
g
l
i
s
h
v
o
c
a
b
u
l
a
r
y
t
o
y
o
u
n
g
l
e
a
r
n
e
r
s,”
Ac
i
t
y
a
:
J
o
u
rn
a
l
o
f
T
e
a
c
h
i
n
g
a
n
d
E
d
u
c
a
t
i
o
n
,
v
o
l
.
4
,
n
o
.
1
,
p
p
.
8
8
–
1
0
0
,
Ja
n
.
2
0
2
2
,
d
o
i
:
1
0
.
3
0
6
5
0
/
a
j
t
e
.
v
4
i
1
.
3
1
9
5
.
[
6
]
K
.
C
.
L
i
a
n
d
B
.
T
.
M
.
W
o
n
g
,
“
A
l
i
t
e
r
a
t
u
r
e
r
e
v
i
e
w
o
f
a
u
g
m
e
n
t
e
d
r
e
a
l
i
t
y
,
v
i
r
t
u
a
l
r
e
a
l
i
t
y
,
a
n
d
mi
x
e
d
r
e
a
l
i
t
y
i
n
l
a
n
g
u
a
g
e
l
e
a
r
n
i
n
g
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
M
o
b
i
l
e
L
e
a
r
n
i
n
g
a
n
d
O
rg
a
n
i
s
a
t
i
o
n
,
v
o
l
.
1
5
,
n
o
.
2
,
p
p
.
1
6
4
–
1
7
8
,
2
0
2
1
,
d
o
i
:
1
0
.
1
5
0
4
/
I
JM
LO
.
2
0
2
1
.
1
1
4
5
1
6
.
[
7
]
A
.
v
a
n
Le
e
u
w
e
n
a
n
d
J.
Ja
n
sse
n
,
“
A
s
y
st
e
ma
t
i
c
r
e
v
i
e
w
o
f
t
e
a
c
h
e
r
g
u
i
d
a
n
c
e
d
u
r
i
n
g
c
o
l
l
a
b
o
r
a
t
i
v
e
l
e
a
r
n
i
n
g
i
n
p
r
i
m
a
r
y
a
n
d
sec
o
n
d
a
r
y
e
d
u
c
a
t
i
o
n
,
”
E
d
u
c
a
t
i
o
n
a
l
Re
se
a
r
c
h
Re
v
i
e
w
,
v
o
l
.
2
7
,
p
p
.
7
1
–
8
9
,
J
u
n
.
2
0
1
9
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
e
d
u
r
e
v
.
2
0
1
9
.
0
2
.
0
0
1
.
[
8
]
M
.
M
u
l
d
e
r
s,
J
.
B
u
c
h
n
e
r
,
a
n
d
M
.
K
e
r
r
e
s,
“
A
f
r
a
m
e
w
o
r
k
f
o
r
t
h
e
u
s
e
o
f
i
mm
e
r
s
i
v
e
v
i
r
t
u
a
l
r
e
a
l
i
t
y
i
n
l
e
a
r
n
i
n
g
e
n
v
i
r
o
n
m
e
n
t
s,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
Em
e
r
g
i
n
g
T
e
c
h
n
o
l
o
g
i
e
s
i
n
L
e
a
r
n
i
n
g
(
i
J
ET)
,
v
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