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A sy
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w of
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instruction
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J
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Dec
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p
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p
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to
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c
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tere
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d
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d
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o
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m
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s
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les
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g
o
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t
c
o
m
e
s
a
n
d
sk
il
l
d
e
v
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lo
p
m
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t
(
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rti
c
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),
a
n
d
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h
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ll
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g
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s
a
n
d
imp
ro
v
e
m
e
n
t
stra
teg
ies
(5
a
rti
c
les
).
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e
fi
n
d
in
g
s
su
g
g
e
st t
h
a
t
a
lt
h
o
u
g
h
g
a
m
ifi
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a
ti
o
n
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a
s
g
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in
e
d
m
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re
su
lt
s
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t
h
e
fiel
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o
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d
u
c
a
ti
o
n
,
e
sp
e
c
ially
in
term
s
o
f
im
p
ro
v
in
g
stu
d
e
n
ts
’
sk
il
ls
a
n
d
tea
c
h
i
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g
e
ffe
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ti
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e
n
e
ss
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a
re
sh
o
rtco
m
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g
s
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ti
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g
it
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p
ro
fe
ss
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a
l
e
d
u
c
a
ti
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v
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ly
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i
g
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li
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ts
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m
p
a
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t
o
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g
a
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ti
o
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n
th
e
d
e
v
e
lo
p
m
e
n
t
o
f
st
u
d
e
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ts
’
sk
il
ls
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il
e
c
o
n
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ri
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g
g
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m
ifi
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ti
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e
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d
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g
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se
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h
a
n
d
f
u
r
th
e
r
e
x
p
lo
ra
ti
o
n
i
n
t
h
e
field
o
f
e
d
u
c
a
ti
o
n
.
K
ey
w
o
r
d
s
:
Gam
if
icatio
n
Q
u
ality
e
d
u
ca
tio
n
Stu
d
en
t sk
ills
Sy
s
tem
atic
r
ev
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T
ea
ch
in
g
m
eth
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d
s
T
h
is i
s
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n
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p
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c
c
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ss
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n
d
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CC B
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C
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A
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r
:
W
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Ho
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T
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Dep
ar
tm
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u
ca
tio
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,
Fac
u
lty
o
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So
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Scien
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s
an
d
L
ib
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al
Ar
ts
,
UC
SI
Un
iv
er
s
ity
Ku
ala
L
u
m
p
u
r
C
am
p
u
s
,
No
.
1
,
J
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UC
SI,
UC
SI
Heig
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ts
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C
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as 5
6
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ail: ta
n
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ity
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u
.
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1.
I
NT
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O
N
Mo
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tech
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as
b
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i
n
teg
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ated
in
to
all
asp
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ts
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g
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life
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s
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o
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h
is
esp
ec
ially
o
b
v
io
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s
f
o
r
d
ig
ital
n
ativ
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[
1
]
.
T
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al
teac
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m
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d
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ar
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n
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tu
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ca
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elev
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t a
n
d
in
ter
ac
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lear
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in
g
ex
p
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[
2
]
.
Fro
m
th
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p
er
s
p
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tiv
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o
f
le
ar
n
in
g
th
eo
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s
,
tea
ch
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m
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s
p
r
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ar
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ly
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c
lu
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b
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av
io
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lu
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ter
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[
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.
W
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B
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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8
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A
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a
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mifica
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u
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tu
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…
(
Jiyu
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4083
r
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.
T
h
e
s
e
tr
ad
i
tio
n
a
l
m
eth
o
d
s
s
ti
l
l
h
o
ld
v
a
lu
e
in
m
o
d
er
n
ed
u
c
at
io
n
a
l
co
n
te
x
t
s
.
B
e
h
av
io
r
i
s
m
ap
p
li
e
s
to
cl
a
s
s
r
o
o
m
m
an
ag
em
en
t
an
d
t
ea
c
h
in
g
s
tr
a
teg
ie
s
[
6
]
.
C
o
g
n
it
iv
is
m
p
r
o
v
id
e
s
s
tr
a
teg
ie
s
f
o
r
p
r
o
c
es
s
in
g
a
n
d
o
r
g
a
n
iz
in
g
in
f
o
r
m
at
io
n
,
en
h
an
c
in
g
s
tu
d
en
t
s
’
u
n
d
er
s
t
a
n
d
in
g
a
n
d
m
e
m
o
r
y
[
7
]
.
C
o
n
s
t
r
u
ct
iv
i
s
m
i
s
ce
n
tr
a
l
in
p
r
o
jec
t
-
b
a
s
ed
,
co
o
p
e
r
a
tiv
e
lea
r
n
in
g
an
d
s
i
tu
a
tio
n
al
te
a
ch
in
g
,
h
elp
in
g
s
tu
d
en
ts
co
n
s
tr
u
c
t
k
n
o
w
led
g
e
in
r
ea
l
-
wo
r
l
d
s
et
tin
g
s
[
8
]
.
R
eg
ar
d
le
s
s
o
f
th
e
te
ac
h
in
g
m
e
th
o
d
,
i
t
ex
i
s
t
s
to
ac
h
i
ev
e
th
e
g
o
al
s
o
f
t
ea
ch
in
g
an
d
l
ea
r
n
in
g
,
an
d
th
e
s
tu
d
y
wa
s
d
es
ig
n
e
d
to
s
u
m
m
ar
i
ze
an
d
r
e
v
ie
w
o
n
e
o
f
th
e
t
ea
ch
in
g
m
e
th
o
d
s
in
m
o
d
er
n
ed
u
ca
t
io
n
-
g
a
m
if
ied
te
ac
h
in
g
.
Gam
if
icatio
n
in
teac
h
in
g
,
em
er
g
in
g
with
th
e
d
ev
elo
p
m
en
t
o
f
ed
u
ca
ti
o
n
al
tech
n
o
lo
g
y
in
th
e
ea
r
ly
2
1
s
t
ce
n
tu
r
y
,
h
as
e
x
p
an
d
ed
f
r
o
m
p
r
im
a
r
y
ed
u
ca
tio
n
t
o
h
ig
h
er
ed
u
ca
tio
n
a
n
d
p
r
o
f
ess
io
n
al
tr
ain
in
g
[
9
]
.
W
ith
its
u
n
iq
u
e
in
ter
ac
tiv
ity
an
d
en
g
a
g
em
en
t,
th
is
m
eth
o
d
tr
an
s
ce
n
d
s
b
o
r
d
er
s
an
d
cu
ltu
r
es
an
d
i
s
ad
o
p
ted
g
lo
b
ally
[
1
0
]
.
Gam
if
icatio
n
i
n
teac
h
in
g
is
n
o
t
m
er
ely
in
t
r
o
d
u
cin
g
g
am
es
in
to
th
e
e
d
u
ca
tio
n
al
en
v
ir
o
n
m
en
t
b
u
t
u
s
in
g
g
am
e
d
esig
n
elem
en
ts
an
d
th
i
n
k
in
g
to
s
tim
u
late
s
tu
d
en
t
i
n
ter
est,
in
cr
ea
s
e
p
ar
ticip
atio
n
,
an
d
en
h
an
ce
lear
n
in
g
o
u
tco
m
es.
Gam
if
icatio
n
h
as
r
ec
eiv
ed
m
u
c
h
atten
tio
n
b
ec
au
s
e
it
s
u
cc
ess
f
u
lly
co
m
b
in
es
g
am
e
in
ce
n
tiv
es
with
ed
u
ca
tio
n
al
g
o
als,
en
g
ag
es
s
tu
d
en
ts
,
an
d
p
r
o
m
o
tes
d
ee
p
lear
n
in
g
[
1
1
]
.
Un
lik
e
tr
a
d
itio
n
al
m
eth
o
d
s
,
g
am
if
icatio
n
em
p
h
asizes
p
r
ac
t
ice,
ex
p
lo
r
atio
n
,
a
n
d
co
llab
o
r
a
tio
n
,
n
o
t
ju
s
t
k
n
o
wled
g
e
tr
an
s
f
er
an
d
r
ec
all
[
1
2
]
.
I
ts
ap
p
ea
l
s
tem
s
f
r
o
m
t
h
e
im
m
ed
iate
f
ee
d
b
ac
k
,
r
ewa
r
d
m
e
ch
an
is
m
s
,
an
d
c
h
allen
g
es
g
a
m
es
p
r
o
v
id
e
,
o
f
te
n
lack
in
g
in
tr
a
d
itio
n
al
m
eth
o
d
s
.
I
n
th
e
c
u
r
r
en
t
ed
u
ca
tio
n
al
f
ield
,
g
am
i
f
icatio
n
is
a
p
r
o
m
is
in
g
,
in
n
o
v
ativ
e
ap
p
r
o
ac
h
m
an
y
s
ch
o
o
ls
an
d
in
s
titu
tio
n
s
u
s
e
to
in
cr
ea
s
e
s
tu
d
e
n
t
en
g
ag
em
en
t
a
n
d
lear
n
in
g
o
u
tco
m
es
[
1
3
]
.
T
h
is
ap
p
r
o
ac
h
is
ad
v
an
tag
eo
u
s
in
b
o
o
s
tin
g
s
tu
d
en
ts
’
cr
itical
an
d
cr
ea
tiv
e
th
in
k
in
g
ab
ilit
ies
b
u
t
also
ca
n
ig
n
ite
s
tu
d
en
ts
’
p
ass
io
n
f
o
r
lear
n
i
n
g
[
1
4
]
.
Usi
n
g
g
am
if
icatio
n
in
t
h
e
class
r
o
o
m
,
s
tu
d
en
ts
ca
n
en
h
an
ce
th
eir
lev
el
o
f
en
g
ag
em
e
n
t a
n
d
atten
tio
n
wh
i
le
d
ev
elo
p
in
g
th
eir
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ills
[
1
5
]
,
[
1
6
]
.
Alth
o
u
g
h
g
am
if
icatio
n
teac
h
in
g
m
et
h
o
d
s
h
a
v
e
b
ee
n
wid
ely
ex
p
lo
r
ed
,
n
o
s
y
s
te
m
atic
an
d
co
m
p
r
eh
e
n
s
iv
e
r
ev
iew
o
f
th
eir
im
p
ac
t
o
n
en
h
a
n
cin
g
s
t
u
d
en
ts
’
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ills
h
as
b
ee
n
d
o
n
e.
T
h
er
ef
o
r
e,
th
is
p
ap
er
ai
m
s
to
p
r
o
v
id
e
ed
u
ca
to
r
s
,
r
es
ea
r
ch
er
s
an
d
p
o
licy
m
ak
er
s
with
a
clea
r
an
d
co
m
p
r
eh
e
n
s
iv
e
p
er
s
p
ec
tiv
e
to
u
n
d
er
s
tan
d
b
etter
g
am
if
icatio
n
’
s
p
o
ten
tial
v
alu
e
an
d
lim
itatio
n
s
in
teac
h
in
g
an
d
lear
n
in
g
.
T
h
r
o
u
g
h
a
s
y
s
tem
atic
r
ev
iew
o
f
th
e
r
elev
an
t
lite
r
atu
r
e,
th
is
s
tu
d
y
p
r
o
v
id
es
an
o
v
er
v
iew
o
f
th
e
cu
r
r
en
t
s
tatu
s
o
f
g
am
if
icatio
n
in
p
r
o
m
o
tin
g
s
tu
d
en
ts
’
s
k
ill
d
e
v
elo
p
m
en
t,
im
p
lem
en
tatio
n
o
f
teac
h
in
g
m
eth
o
d
s
,
ch
allen
g
es
f
ac
ed
,
an
d
p
o
s
s
ib
l
e
s
tr
ateg
ies
f
o
r
im
p
r
o
v
e
m
en
t
to
p
r
o
v
i
d
e
s
o
lid
s
u
p
p
o
r
t
an
d
clea
r
g
u
id
an
ce
f
o
r
r
esear
ch
in
th
is
f
ield
.
2.
RE
S
E
ARCH
M
E
T
H
O
D
2
.
1
.
M
et
ho
d
Ma
n
y
r
esear
ch
er
s
h
av
e
ap
p
lied
th
is
ap
p
r
o
ac
h
to
g
a
m
if
icatio
n
elem
en
ts
ac
r
o
s
s
d
if
f
er
en
t
f
ield
s
an
d
ed
u
ca
tio
n
al
s
tag
es.
Ho
wev
e
r
,
o
n
ly
a
f
ew
s
tu
d
ies
an
al
y
ze
g
am
if
icatio
n
'
s
im
p
ac
t
o
n
s
tu
d
e
n
ts
'
r
elev
an
t
s
k
ills
.
T
h
is
s
ec
tio
n
will
s
y
s
tem
atica
l
ly
an
aly
ze
th
e
im
p
ac
t
o
f
g
am
i
f
icatio
n
o
n
s
tu
d
en
ts
'
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ills
.
T
h
e
f
o
llo
win
g
p
a
r
t
in
tr
o
d
u
ce
s
th
e
r
esear
ch
m
eth
o
d
o
lo
g
y
estab
lis
h
ed
in
th
e
cu
r
r
e
n
t
s
tu
d
y
.
T
h
is
r
esear
ch
will
b
e
d
iv
id
ed
in
to
th
r
ee
p
a
r
ts
:
i
)
teac
h
in
g
im
p
lem
en
tatio
n
a
n
d
m
eth
o
d
s
;
ii
)
lear
n
in
g
o
u
tco
m
es
an
d
s
k
ill
d
ev
elo
p
m
e
n
t
;
an
d
iii)
ch
alle
n
g
es
an
d
im
p
r
o
v
em
en
t
s
tr
ateg
i
es.
T
h
is
s
ec
tio
n
th
en
s
y
s
tem
atica
lly
r
ev
iews
an
d
s
y
n
th
esizes
s
cien
tific
liter
atu
r
e
to
d
is
tin
g
u
is
h
,
f
ilter
,
an
d
a
n
aly
ze
s
ig
n
if
ican
t
g
a
m
if
icatio
n
r
esear
ch
.
Fin
ally
,
th
e
r
esu
lts
ar
e
s
u
m
m
ar
ized
a
n
d
ca
teg
o
r
ized
,
id
en
tif
y
in
g
f
u
tu
r
e
p
ath
s
f
o
r
g
am
if
icatio
n
d
ev
el
o
p
m
en
t.
T
h
is
an
aly
s
is
u
tili
ze
s
th
e
p
r
ef
er
r
ed
r
e
p
o
r
tin
g
item
s
f
o
r
s
y
s
tem
atic
r
ev
iews
an
d
m
eta
-
an
aly
s
es
(
PR
I
SMA
)
m
eth
o
d
,
a
s
tan
d
a
r
d
f
o
r
d
o
cu
m
en
tin
g
s
y
s
tem
atic
liter
atu
r
e
r
ev
iews.
Gen
e
r
ally
,
p
u
b
lis
h
in
g
r
u
les
h
elp
au
th
o
r
s
ass
ess
an
d
r
ev
ie
w
th
e
q
u
ality
an
d
r
ig
o
r
o
f
c
o
m
m
en
ts
,
p
r
o
v
id
in
g
r
elev
a
n
t
a
n
d
n
ec
ess
ar
y
d
etails.
PR
I
SMA
a
ls
o
em
p
h
asizes
th
e
ass
es
s
m
en
t
o
f
r
an
d
o
m
ized
s
t
u
d
y
s
u
r
v
e
y
s
,
an
im
p
o
r
ta
n
t
f
e
atu
r
e
in
s
y
s
tem
atic
an
aly
s
is
r
ep
o
r
ts
o
f
v
a
r
io
u
s
ty
p
es o
f
s
tu
d
ies
as sh
o
wn
in
Fig
u
r
e
1
[
1
7
]
.
T
h
i
s
s
tu
d
y
w
il
l
u
s
e
Sco
p
u
s
,
W
e
b
o
f
S
ci
en
c
e
(
W
o
S)
,
a
n
d
E
R
I
C
a
s
e
lec
tr
o
n
ic
d
at
ab
a
s
e
s
to
ev
a
lu
a
te
th
i
s
r
e
s
ea
r
ch
m
eth
o
d
.
T
h
e
d
ata
b
a
s
e
s
ea
r
ch
f
o
r
th
i
s
r
e
v
ie
w
in
clu
d
e
s
d
a
tab
a
s
e
s
r
el
ated
to
ed
u
c
at
io
n
,
in
f
o
r
m
at
io
n
tech
n
o
lo
g
y
,
an
d
s
o
c
ia
l
s
c
ien
ce
s
,
a
s
th
er
e
i
s
n
o
p
er
f
e
ct
an
d
d
e
ta
il
ed
d
a
tab
a
s
e
.
T
h
e
s
y
s
tem
at
ic
r
ev
i
ew
p
r
o
ce
s
s
c
an
b
e
d
i
v
id
e
d
in
to
th
r
e
e
s
tag
e
s
,
e
ac
h
r
e
s
p
o
n
s
ib
l
e
f
o
r
s
e
lec
t
in
g
th
e
m
o
s
t
p
er
t
in
en
t
p
ap
er
s
f
o
r
th
e
s
tu
d
y
.
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
0
8
2
-
4
0
9
2
4084
2
.
2
.
I
dentif
ica
t
io
n
T
h
e
s
y
s
tem
atic
r
ev
iew
p
r
o
ce
s
s
is
d
iv
id
ed
in
to
th
r
ee
s
tag
es,
ea
ch
r
esp
o
n
s
ib
le
f
o
r
s
elec
tin
g
th
e
m
o
s
t
p
er
tin
en
t
p
ap
er
s
f
o
r
th
is
s
tu
d
y
.
T
h
e
f
ir
s
t
s
tep
th
at
n
ee
d
s
t
o
b
e
co
m
p
leted
is
id
en
tific
atio
n
,
wh
er
e
r
elev
an
t
liter
atu
r
e
is
s
o
u
g
h
t
in
a
wid
e
r
an
g
e
o
f
d
atab
ases
an
d
r
eso
u
r
ce
s
.
T
h
is
u
s
u
ally
in
cl
u
d
es
d
ef
in
in
g
k
e
y
wo
r
d
s
,
s
ea
r
ch
ter
m
s
,
an
d
th
e
d
atab
as
es
in
clu
d
ed
.
R
esear
ch
er
s
m
u
s
t
en
s
u
r
e
th
at
th
e
s
ea
r
ch
s
tr
ateg
y
is
co
m
p
r
eh
e
n
s
iv
e
an
d
s
p
ec
if
ic
to
ca
p
tu
r
e
all
r
elev
an
t
s
tu
d
ies.
T
h
er
ef
o
r
e,
af
ter
id
en
tify
i
n
g
all
r
elev
a
n
t
k
e
y
w
o
r
d
s
,
s
ea
r
ch
s
tr
in
g
s
f
o
r
th
e
Sco
p
u
s
,
W
o
S
,
an
d
E
R
I
C
d
atab
ases
h
av
e
b
ee
n
f
o
r
m
u
lated
.
T
h
e
s
p
ec
if
ics
in
T
ab
le
1
ar
e
th
e
s
tr
in
g
s
th
at
ar
e
u
s
ed
wh
en
p
er
f
o
r
m
i
n
g
s
ea
r
ch
es
in
ea
ch
d
atab
ase.
T
h
e
c
u
r
r
en
t
r
esear
ch
s
u
cc
ess
f
u
lly
r
e
tr
iev
ed
3
1
6
jo
u
r
n
al
p
ap
er
s
f
r
o
m
th
e
th
r
ee
d
atab
ase
s
in
th
e
s
y
s
tem
atic
r
ev
iew'
s
f
ir
s
t step
.
T
ab
le
1
.
T
h
e
s
ea
r
ch
s
tr
in
g
s
D
a
t
a
b
a
s
e
s
S
e
a
r
c
h
st
r
i
n
g
s
S
c
o
p
u
s
TI
TLE
-
A
B
S
-
K
EY
(
p
r
o
b
l
e
m
-
so
l
v
i
n
g
AND
s
k
i
l
l
AND
g
a
m
i
f
i
c
a
t
i
o
n
)
AND
(
LI
M
I
T
-
TO
(
P
U
B
Y
EA
R
,
2
0
1
4
)
OR
LI
M
I
T
-
TO
(
P
U
B
Y
EA
R
,
2
0
1
5
)
OR
LI
M
I
T
-
TO
(
P
U
B
Y
EA
R
,
2
0
1
6
)
OR
LI
M
I
T
-
TO
(
P
U
B
Y
EA
R
,
2
0
1
7
)
OR
LI
M
I
T
-
TO
(
P
U
B
Y
EA
R
,
2
0
1
8
)
OR
LI
M
I
T
-
TO
(
P
U
B
Y
EA
R
,
2
0
1
9
)
OR
LI
M
I
T
-
TO
(
P
U
B
Y
EA
R
,
2
0
2
0
)
OR
LI
M
I
T
-
TO
(
P
U
B
Y
EA
R
,
2
0
2
1
)
OR
LI
M
I
T
-
TO
(
P
U
B
Y
EA
R
,
2
0
2
2
)
OR
LI
M
I
T
-
TO
(
P
U
B
Y
EA
R
,
2
0
2
3
)
)
AND
(
LI
M
I
T
-
TO
(
D
O
C
TY
P
E
,
"
a
r
”
)
)
AND
(
LI
M
I
T
-
TO
(
LA
N
G
U
A
G
E
,
"
En
g
l
i
sh
”
)
)
W
o
S
(
A
LL=
(
p
r
o
b
l
e
m
-
s
o
l
v
i
n
g
A
N
D
sk
i
l
l
A
N
D
g
a
mi
f
i
c
a
t
i
o
n
)
)
A
N
D
(
P
Y
=
=
(
"
2
0
2
3
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O
R
"
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0
2
2
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R
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2
0
2
1
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R
"
2
0
2
0
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O
R
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2
0
1
9
"
O
R
"
2
0
1
8
"
O
R
"
2
0
1
7
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O
R
"
2
0
1
6
"
O
R
"
2
0
1
5
"
O
R
"
2
0
1
4
"
)
A
N
D
D
T
=
=
(
"
A
R
TI
C
LE"
)
A
N
D
LA
=
=
(
"
EN
G
LI
S
H
"
)
)
ER
I
C
(
A
LL=
(
p
r
o
b
l
e
m
-
s
o
l
v
i
n
g
A
N
D
sk
i
l
l
A
N
D
g
a
mi
f
i
c
a
t
i
o
n
)
)
A
N
D
(
P
Y
=
=
(
"
2
0
2
3
"
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R
"
2
0
2
2
"
O
R
"
2
0
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1
"
O
R
"
2
0
2
0
"
O
R
"
2
0
1
9
"
O
R
"
2
0
1
8
"
O
R
"
2
0
1
7
"
O
R
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2
0
1
6
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R
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2
0
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5
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R
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2
0
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4
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)
A
N
D
D
T
=
= (
"
P
U
B
JO
U
R
N
A
L
A
R
TI
C
LE"
)
)
2
.
3
.
Scre
ening
I
n
th
is
s
tag
e,
th
is
r
esear
ch
in
i
tially
f
o
cu
s
ed
o
n
r
esear
ch
ar
ti
cles,
as
th
ey
ar
e
th
e
p
r
im
ar
y
an
d
m
o
s
t
r
eliab
le
s
o
u
r
ce
o
f
in
f
o
r
m
atio
n
o
n
th
e
im
p
ac
t
o
f
g
am
if
icatio
n
in
teac
h
in
g
s
tu
d
en
t
s
k
ills
.
T
o
en
s
u
r
e
th
e
f
o
cu
s
an
d
d
e
p
th
o
f
th
e
r
esear
c
h
,
th
is
r
esear
ch
ex
clu
d
ed
o
th
er
f
o
r
m
s
o
f
p
u
b
licatio
n
s
s
u
ch
as
s
y
s
tem
atic
r
ev
iews,
co
m
m
en
tar
ies,
m
eta
-
an
aly
s
es,
m
eta
-
s
y
n
th
eses
,
s
er
ies,
b
o
o
k
ch
ap
ter
s
,
an
d
co
n
f
er
e
n
ce
p
r
o
c
ee
d
in
g
s
.
Mo
r
eo
v
er
,
th
is
r
esear
ch
o
n
ly
c
o
n
s
id
er
ed
p
ap
er
s
wr
itten
in
E
n
g
lis
h
to
en
s
u
r
e
th
e
u
n
i
v
er
s
ality
an
d
c
o
m
p
r
eh
e
n
s
ib
ilit
y
o
f
th
e
r
esear
ch
.
I
m
p
o
r
tan
tly
,
th
is
r
esear
ch
s
et
a
10
-
y
ea
r
tim
e
f
r
am
e,
f
r
o
m
2
0
1
4
to
2
0
2
3
,
to
e
n
s
u
r
e
th
e
tim
elin
ess
o
f
th
e
r
esear
ch
.
Simu
ltan
eo
u
s
ly
,
th
is
r
esear
ch
s
cr
ee
n
ed
f
o
r
d
u
p
licate
ar
ticles,
elim
in
atin
g
r
ep
ea
ted
p
ap
e
r
s
.
B
ased
o
n
th
ese
s
tr
ict
s
cr
ee
n
in
g
cr
iter
ia,
th
is
r
esear
ch
ex
cl
u
d
ed
2
2
2
p
a
p
er
s
th
at
d
id
n
o
t
m
e
et
th
e
r
eq
u
ir
em
en
ts
,
th
er
eb
y
co
n
d
u
ctin
g
a
m
o
r
e
in
-
d
ep
th
elig
ib
ilit
y
r
ev
iew
o
f
th
e
r
em
ain
in
g
liter
atu
r
e.
W
ith
th
is
,
th
e
m
o
s
t
r
elev
an
t
an
d
u
p
-
to
-
d
ate
r
esear
ch
o
n
th
e
to
p
ic
ca
n
b
e
f
ilter
ed
.
2
.
4
.
E
lig
ibi
lity
I
n
th
e
elig
ib
ilit
y
s
tag
e,
th
e
o
b
jectiv
e
is
to
f
u
r
th
er
r
e
v
iew
th
e
ar
ticles
th
at
h
av
e
p
ass
ed
th
e
p
r
ev
io
u
s
s
tag
e
o
f
s
cr
ee
n
in
g
to
e
n
s
u
r
e
t
h
at
th
ese
p
ap
er
s
m
ee
t
th
e
s
p
e
cif
ic
r
eq
u
ir
em
e
n
ts
an
d
c
r
iter
ia
o
f
th
e
s
tu
d
y
.
T
h
is
s
tag
e
is
cr
u
cial
in
th
e
liter
at
u
r
e
r
ev
iew
p
r
o
ce
s
s
as
it
is
t
h
e
f
in
al
h
u
r
d
le
in
d
eter
m
in
i
n
g
th
e
q
u
ality
an
d
r
elev
an
ce
o
f
th
e
liter
atu
r
e
in
cl
u
d
ed
in
th
e
r
e
v
iew.
T
h
e
r
esear
ch
will
ass
ess
th
e
ap
p
licab
ilit
y
o
f
ea
ch
p
a
p
er
b
y
co
n
d
u
ctin
g
an
in
-
d
e
p
th
r
ev
ie
w
o
f
th
e
r
esear
ch
m
eth
o
d
o
lo
g
y
,
s
tu
d
y
p
o
p
u
latio
n
,
an
d
r
esu
lts
,
f
o
cu
s
in
g
o
n
th
e
p
r
esen
ce
o
f
a
clea
r
r
esear
c
h
q
u
esti
o
n
,
s
o
u
n
d
r
esear
ch
d
esi
g
n
,
ap
p
r
o
p
r
iate
an
aly
tical
m
e
th
o
d
s
,
an
d
r
eliab
le
co
n
clu
s
io
n
s
.
I
n
a
d
d
itio
n
,
r
ep
li
ca
b
ilit
y
an
d
tr
an
s
p
ar
e
n
cy
o
f
th
e
s
tu
d
y
ar
e
also
im
p
o
r
tan
t
as
s
ess
m
en
t
cr
iter
ia
at
th
is
s
tag
e.
I
n
th
is
s
tag
e,
th
e
elig
ib
ilit
y
r
ev
iew,
4
1
ar
ticles we
r
e
p
r
ep
ar
ed
.
At
th
is
s
tag
e,
th
is
r
esear
ch
co
n
d
u
cte
d
a
co
m
p
r
eh
en
s
iv
e
r
ev
iew
o
f
th
e
titl
es
an
d
m
ain
c
o
n
ten
ts
o
f
a
ll
ar
ticles
to
en
s
u
r
e
c
o
m
p
lian
c
e
with
th
e
in
clu
s
io
n
r
eq
u
ir
em
e
n
ts
an
d
alig
n
m
e
n
t
with
th
e
cu
r
r
en
t
r
esear
ch
p
u
r
p
o
s
e
o
f
th
is
s
tu
d
y
.
As
a
r
esu
lt,
2
0
r
ep
o
r
ts
wer
e
ex
clu
d
ed
d
u
e
t
o
a
lack
o
f
cle
ar
r
elev
an
ce
to
th
e
r
esear
ch
o
b
jectiv
es.
Fin
ally
,
2
1
a
r
ticles
wer
e
av
ailab
le
f
o
r
r
ev
iew.
T
ab
le
2
s
h
o
ws
th
e
cr
i
ter
ia
u
s
ed
i
n
co
n
d
u
ctin
g
t
h
e
s
cr
ee
n
in
g
to
e
n
s
u
r
e
th
at
th
e
in
clu
d
ed
a
r
ticles
m
et
th
e
r
eq
u
ir
e
m
en
ts
.
T
ab
le
2
.
T
h
e
s
elec
tio
n
cr
iter
io
n
C
r
i
t
e
r
i
o
n
I
n
c
l
u
s
i
o
n
Ex
c
l
u
si
o
n
La
n
g
u
a
g
e
En
g
l
i
sh
N
o
n
-
E
n
g
l
i
sh
Ti
me
l
i
n
e
2
0
1
4
-
2
0
2
3
<
2
0
1
4
Li
t
e
r
a
t
u
r
e
t
y
p
e
Jo
u
r
n
a
l
(
o
n
l
y
r
e
se
a
r
c
h
a
r
t
i
c
l
e
s)
Jo
u
r
n
a
l
(
b
o
o
k
c
h
a
p
t
e
r
,
c
o
n
f
e
r
e
n
c
e
p
r
o
c
e
e
d
i
n
g
)
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
A
s
ystema
tic
lite
r
a
tu
r
e
r
ev
ie
w
o
f th
e
imp
a
ct
o
f
g
a
mifica
tio
n
i
n
s
tr
u
ctio
n
o
n
s
tu
d
en
ts
’
…
(
Jiyu
a
n
F
e
n
g
)
4085
2
.
5
.
Da
t
e
a
bs
t
ra
ct
io
n
a
nd
a
na
ly
s
is
I
n
th
is
p
h
ase,
t
h
is
r
esear
ch
wi
ll
ex
tr
ac
t
k
ey
d
ata
f
r
o
m
th
e
2
1
ar
ticles
th
at
h
av
e
p
ass
ed
th
e
p
r
ev
io
u
s
s
cr
ee
n
in
g
an
d
r
ev
iew
an
d
co
n
d
u
ct
an
i
n
-
d
e
p
th
an
aly
s
is
.
T
h
e
d
ata
ex
tr
ac
tio
n
p
r
o
ce
s
s
will
f
o
cu
s
o
n
ea
ch
ar
ticle's m
ain
r
esear
ch
p
u
r
p
o
s
e,
m
eth
o
d
s
,
r
esu
lts
,
an
d
s
p
ec
if
ic
d
is
cu
s
s
io
n
s
o
n
th
e
im
p
ac
t o
f
g
am
if
ied
teac
h
in
g
.
T
h
is
r
esear
ch
will
an
aly
ze
th
ese
s
tu
d
ies
to
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q
u
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ased
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elp
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ly
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t
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cc
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l
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if
ied
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ca
tio
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tech
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n
a
d
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itio
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th
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lts
o
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th
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in
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r
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ir
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f
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te
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o
al
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h
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Fig
u
r
e
1
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Flo
w
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am
o
f
th
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p
r
o
p
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s
ed
s
ea
r
ch
in
g
s
tu
d
y
[
1
8
]
3.
RE
SU
L
T
S
AND
D
I
SCU
SS
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O
N
Sin
ce
its
in
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p
tio
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c
u
s
o
n
d
e
v
e
l
o
p
i
n
g
s
t
u
d
e
n
t
s
'
c
o
m
p
u
t
a
t
i
o
n
a
l
t
h
i
n
k
i
n
g
s
k
i
l
ls
a
s
t
h
e
c
o
r
e
o
b
j
e
c
ti
v
e
,
t
h
e
r
e
s
u
l
ts
s
h
e
d
li
g
h
t
o
n
t
h
e
g
r
e
a
t
c
o
n
t
r
i
b
u
ti
o
n
o
f
g
a
m
i
f
i
c
a
t
i
o
n
p
r
i
n
ci
p
l
e
s
t
o
i
m
p
r
o
v
i
n
g
t
h
e
q
u
a
l
i
t
y
o
f
s
t
u
d
e
n
ts
'
m
a
t
h
e
m
a
t
i
cs
t
ea
c
h
i
n
g
a
n
d
l
e
a
r
n
in
g
[
2
1
]
.
T
h
e
d
i
g
i
t
a
l
s
t
o
r
y
t
e
l
li
n
g
l
e
a
r
n
i
n
g
m
o
d
e
l
i
s
i
n
t
e
r
a
ct
i
v
e
a
n
d
f
o
c
u
s
e
s
o
n
p
r
o
b
l
e
m
s
i
n
a
g
a
m
i
f
i
e
d
e
n
v
i
r
o
n
m
e
n
t
.
I
m
p
l
e
m
e
n
t
i
n
g
t
h
is
a
p
p
r
o
a
c
h
n
o
t
o
n
l
y
h
e
l
p
s
s
t
u
d
e
n
t
s
i
m
p
r
o
v
e
t
h
e
i
r
p
r
o
b
l
e
m
-
s
o
lv
i
n
g
s
k
i
l
ls
,
b
u
t
a
ls
o
i
n
s
t
il
s
a
s
e
n
s
e
o
f
a
c
h
ie
v
e
m
e
n
t
a
n
d
d
e
m
o
n
s
t
r
a
t
es
t
h
e
i
r
v
a
r
i
o
u
s
a
b
i
l
it
i
es
[
2
2
]
.
T
h
e
e
f
f
e
c
ti
v
en
e
s
s
o
f
e
d
u
c
at
i
o
n
a
l
g
a
m
e
s
i
s
w
o
r
t
h
e
x
p
l
o
r
i
n
g
.
A
c
o
m
p
r
e
h
e
n
s
i
v
e
i
n
v
e
s
ti
g
a
t
i
o
n
o
f
t
h
e
i
m
p
a
c
t
o
f
g
a
m
i
f
i
e
d
l
e
a
r
n
i
n
g
o
n
s
t
u
d
e
n
t
s
'
a
c
a
d
e
m
i
c
p
e
r
f
o
r
m
a
n
c
e
,
p
r
o
b
l
em
-
s
o
l
v
i
n
g
s
k
i
l
ls
,
k
n
o
wl
e
d
g
e
ac
q
u
i
s
i
ti
o
n
,
s
k
i
l
l
d
e
v
e
l
o
p
m
e
n
t
a
n
d
a
t
t
it
u
d
e
s
f
o
u
n
d
t
h
a
t
b
o
t
h
t
h
e
b
e
n
e
f
i
ci
a
l
i
m
p
ac
t
o
f
g
a
m
i
f
i
c
a
t
i
o
n
i
n
p
r
o
m
o
t
i
n
g
m
o
t
i
v
a
t
i
o
n
t
o
l
ea
r
n
a
n
d
t
h
e
r
o
le
o
f
g
a
m
i
f
i
c
a
t
i
o
n
i
n
i
n
c
r
e
a
s
i
n
g
s
t
u
d
e
n
t
s
a
ti
s
f
a
ct
i
o
n
w
e
r
e
v
e
r
y
i
m
p
o
r
t
a
n
t
.
At
t
h
e
s
a
m
e
ti
m
e
,
t
h
is
s
t
u
d
y
d
e
m
o
n
s
t
r
a
t
es
t
h
e
wi
d
e
a
p
p
l
i
c
a
t
i
o
n
a
n
d
f
a
r
-
r
e
a
c
h
i
n
g
im
p
a
c
t
o
f
g
a
m
i
f
i
e
d
t
e
ac
h
i
n
g
s
tr
a
t
e
g
i
e
s
i
n
e
d
u
c
a
t
i
o
n
,
w
h
i
c
h
is
o
f
g
r
e
a
t
p
r
a
c
ti
c
al
i
m
p
o
r
t
a
n
c
e
[
2
3
]
.
I
n
a
d
d
i
t
i
o
n
,
th
e
s
t
u
d
y
d
e
a
ls
wi
t
h
t
h
e
d
i
f
f
i
c
u
l
t
i
es
t
h
a
t
m
u
s
t
b
e
o
v
e
r
c
o
m
e
t
o
s
u
c
c
es
s
f
u
l
l
y
d
e
p
l
o
y
g
a
m
i
f
i
e
d
t
e
a
c
h
i
n
g
a
n
d
t
h
e
p
r
e
l
i
m
i
n
a
r
y
a
r
r
a
n
g
e
m
e
n
t
s
t
h
a
t
n
ee
d
t
o
b
e
m
a
d
e
i
f
t
e
a
c
h
i
n
g
a
n
d
l
e
a
r
n
i
n
g
a
r
e
t
o
b
e
m
a
d
e
m
o
r
e
e
f
f
e
c
t
i
v
e
.
3
.
1
.
2
.
E
du
ca
t
io
na
l st
a
g
es a
nd
s
ub
j
ec
t
a
pp
lica
t
io
ns
W
h
en
u
s
in
g
g
am
if
ied
teac
h
in
g
s
tr
ateg
ies,
it
is
im
p
o
r
tan
t
t
o
u
n
d
er
s
tan
d
th
e
lev
el
o
f
e
d
u
ca
t
io
n
an
d
th
e
s
u
b
ject
m
atter
to
en
s
u
r
e
th
at
g
am
if
ied
teac
h
in
g
is
ef
f
ec
tiv
e
an
d
ap
p
r
o
p
r
iate
at
th
at
ed
u
c
atio
n
al
lev
el.
T
h
is
u
n
d
er
s
tan
d
i
n
g
is
ess
en
tial
b
ec
au
s
e
it
af
f
ec
ts
th
e
ef
f
ec
tiv
en
ess
o
f
th
e
s
tr
ateg
ies.
R
esea
r
ch
o
n
th
e
u
s
e
o
f
g
am
if
icatio
n
i
n
ea
r
ly
c
h
ild
h
o
o
d
a
n
d
p
r
im
ar
y
e
d
u
ca
tio
n
h
a
s
f
o
u
n
d
t
h
at
g
a
m
if
icatio
n
g
r
ea
tly
im
p
r
o
v
es
th
e
lear
n
in
g
a
n
d
co
llab
o
r
ativ
e
s
k
il
ls
o
f
1
0
t
o
1
2
-
y
ea
r
-
o
ld
s
,
an
d
t
h
is
is
p
ar
ticu
lar
ly
ev
id
e
n
t
f
o
r
ch
ild
r
en
e
n
r
o
lled
i
n
s
cien
ce
p
r
o
g
r
am
s
.
T
h
e
o
b
jecti
v
e
o
f
g
am
if
icatio
n
is
to
in
clu
d
e
s
tu
d
en
ts
in
p
r
o
b
lem
-
s
o
l
v
in
g
b
y
p
r
o
v
id
in
g
th
em
with
o
p
p
o
r
tu
n
ities
to
in
cr
ea
s
e
th
eir
lev
el
o
f
th
in
k
i
n
g
t
h
r
o
u
g
h
g
am
e
p
r
i
n
cip
les
[
2
4
]
.
Sch
o
lar
s
h
av
e
also
in
v
esti
g
ated
th
e
u
s
e
o
f
g
am
if
ie
d
in
s
tr
u
ctio
n
in
h
ig
h
e
r
ed
u
ca
ti
o
n
d
u
r
in
g
t
h
e
p
ast f
ew
y
ea
r
s
.
A
s
tu
d
y
o
f
th
e
im
p
ac
t
o
f
g
am
if
icatio
n
o
n
f
ir
s
t
-
y
ea
r
en
g
i
n
ee
r
in
g
m
ath
em
atics
s
tu
d
en
ts
s
h
o
wed
th
at
s
tu
d
en
ts
'
ab
ilit
y
to
co
llab
o
r
ate
an
d
th
eir
en
th
u
s
iasm
f
o
r
le
ar
n
in
g
im
p
r
o
v
ed
s
ig
n
if
ican
tly
u
s
in
g
g
am
if
icatio
n
teac
h
in
g
s
tr
ateg
ies
[
2
5
]
.
A
n
o
t
h
er
s
tu
d
y
,
q
u
ite
s
im
ilar
to
th
is
o
n
e,
ex
p
lo
r
ed
t
h
e
im
p
ac
t
o
f
g
am
if
icatio
n
o
n
th
e
co
g
n
itiv
e
ab
ilit
ies
o
f
m
ed
ical
s
tu
d
en
ts
,
f
o
cu
s
in
g
o
n
th
e
p
o
ten
tial
o
f
g
am
if
icatio
n
to
im
p
r
o
v
e
s
tu
d
en
ts
'
u
n
d
er
s
tan
d
i
n
g
a
n
d
c
o
m
m
u
n
ic
atio
n
o
f
wh
at
t
h
ey
h
av
e
lear
n
ed
[
2
6
]
.
W
ith
th
e
d
ev
elo
p
m
e
n
t
o
f
tech
n
o
lo
g
ical
ap
p
licatio
n
s
,
it
is
also
im
p
o
r
tan
t
to
f
o
cu
s
o
n
th
e
u
s
e
o
f
d
ig
ital
g
am
if
icatio
n
in
cu
r
r
icu
lu
m
d
esig
n
,
esp
ec
ially
its
im
p
ac
t
o
n
th
e
q
u
ality
o
f
teac
h
in
g
an
d
lear
n
in
g
,
with
r
es
ea
r
ch
p
o
in
tin
g
to
th
e
f
ac
t
th
at
cu
r
r
icu
la
d
esig
n
ed
th
r
o
u
g
h
g
am
if
icatio
n
ca
n
b
e
ef
f
ec
tiv
e
in
s
h
ap
in
g
th
e
lear
n
in
g
ex
p
er
ien
ce
o
f
th
e
s
tu
d
en
ts
,
esp
ec
ially
in
m
o
d
er
n
ed
u
ca
tio
n
al
en
v
ir
o
n
m
en
ts
wh
e
r
e
it is
s
h
o
wn
to
b
e
im
p
o
r
tan
t
[
2
7
]
.
At
v
ar
io
u
s
ed
u
ca
tio
n
al
lev
els
an
d
f
ield
s
,
in
cl
u
d
in
g
ea
r
ly
ch
ild
h
o
o
d
ed
u
ca
tio
n
,
h
ig
h
er
ed
u
ca
tio
n
,
f
u
n
d
am
e
n
tal
s
cien
ce
s
,
an
d
p
r
o
f
ess
io
n
al
co
u
r
s
es,
g
am
if
icati
o
n
teac
h
i
n
g
s
tr
ateg
ies
h
av
e
b
ee
n
d
em
o
n
s
tr
ated
t
o
b
e
o
f
s
ig
n
if
ican
t
ass
is
tan
ce
.
T
h
is
in
clu
d
es
a
wid
e
r
an
g
e
o
f
s
ettin
g
s
an
d
f
ield
s
.
B
ec
au
s
e
o
f
th
is
,
th
ey
ar
e
ad
ap
tab
le
to
a
b
r
o
ad
v
a
r
iety
o
f
ed
u
ca
tio
n
al
en
v
ir
o
n
m
e
n
ts
.
T
h
e
m
an
y
ap
p
licatio
n
s
o
f
th
ese
s
tr
ateg
ies
n
o
t
o
n
ly
ass
is
t
s
tu
d
en
ts
in
im
p
r
o
v
in
g
t
h
eir
ac
ad
e
m
ic
an
d
c
o
llab
o
r
ati
v
e
s
k
ills
b
u
t
also
s
tim
u
late
s
t
u
d
en
t
e
n
g
ag
e
m
en
t
an
d
p
r
o
f
ess
io
n
al
co
m
p
eten
cie
s
p
r
o
v
id
ed
th
ey
a
r
e
im
p
lem
e
n
ted
p
r
o
p
er
ly
.
T
h
is
is
b
ec
au
s
e
th
ese
tech
n
iq
u
es
m
ay
b
e
u
tili
ze
d
in
a
b
r
o
ad
v
ar
i
ety
o
f
co
n
tex
ts
.
3
.
2
.
L
ea
rning
o
utc
o
m
es a
nd
s
k
ills
dev
elo
pm
ent
Pre
v
i
o
u
s
s
t
u
d
i
es
h
a
v
e
b
ee
n
c
o
n
d
u
c
te
d
to
s
t
u
d
y
t
h
e
u
s
e
o
f
a
wi
d
e
r
an
g
e
o
f
g
a
m
i
f
ic
ati
o
n
s
t
r
ate
g
i
es
ac
r
o
s
s
s
e
v
e
r
al
e
d
u
ca
t
io
n
al
le
v
els.
T
h
e
i
m
p
l
em
en
tati
o
n
o
f
m
o
d
e
r
n
t
ea
ch
in
g
s
t
r
at
eg
ies
c
an
s
ig
n
i
f
ic
a
n
tl
y
in
c
r
ea
s
e
th
e
l
ev
el
o
f
s
tu
d
en
t
en
g
a
g
em
en
t
a
n
d
in
te
r
est
i
n
th
e
s
u
b
je
c
t
a
n
d
en
h
an
ce
t
h
e
e
f
f
ec
t
iv
e
n
e
s
s
o
f
tea
c
h
i
n
g
a
n
d
lea
r
n
i
n
g
b
y
u
ti
lizi
n
g
s
t
u
d
en
t
in
i
tiat
iv
e
i
n
t
h
e
l
ea
r
n
i
n
g
p
r
o
c
ess
.
R
ese
ar
c
h
h
as
s
h
o
wn
t
h
a
t
g
am
if
ie
d
tea
c
h
i
n
g
s
tr
a
te
g
ies
h
a
v
e
a
p
o
s
i
ti
v
e
i
m
p
a
ct
o
n
s
u
b
jec
t
m
atte
r
t
ale
n
t
an
d
m
o
ti
v
at
io
n
t
o
le
a
r
n
,
i
n
c
r
e
ase
s
t
u
d
e
n
t
p
a
r
ti
ci
p
at
io
n
in
te
ac
h
i
n
g
an
d
le
a
r
n
in
g
,
an
d
e
f
f
ec
t
iv
el
y
m
o
ti
v
ate
s
t
u
d
e
n
ts
t
o
d
e
v
e
lo
p
c
o
m
p
ete
n
c
ies
i
n
all
a
r
ea
s
o
f
th
ei
r
li
v
es
.
3
.
2
.
1
.
Sk
ill cult
iv
a
t
io
n a
nd
s
ub
j
ec
t
co
m
pet
ence
Gam
if
ied
lear
n
in
g
p
r
o
m
o
tes
ef
f
ec
tiv
en
ess
in
co
m
p
u
tatio
n
al
th
in
k
in
g
s
k
ills
wh
en
s
t
u
d
en
ts
ar
e
co
n
f
r
o
n
ted
with
p
r
o
b
lem
s
a
n
d
p
r
o
b
lem
-
s
o
lv
in
g
,
a
n
d
r
esear
c
h
in
to
th
e
f
o
r
m
ati
o
n
o
f
p
r
o
b
le
m
-
s
o
lv
in
g
s
tr
ateg
ies
h
as
f
o
u
n
d
th
at
g
am
if
ied
ap
p
r
o
ac
h
es
ca
n
s
ig
n
if
ica
n
tly
en
h
a
n
ce
s
tu
d
en
ts
'
co
m
p
u
tatio
n
al
t
h
in
k
in
g
s
k
ills
an
d
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2
2
5
2
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8
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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
0
8
2
-
4
0
9
2
4088
m
o
tiv
atio
n
to
lear
n
,
s
tim
u
late
in
ter
est
an
d
u
n
d
er
s
tan
d
in
g
o
f
co
m
p
lex
tech
n
ical
co
n
ce
p
ts
,
an
d
in
s
p
ir
e
s
tu
d
en
ts
to
lear
n
[
2
8
]
.
T
h
e
g
am
if
ied
t
ea
ch
in
g
m
eth
o
d
is
an
ef
f
ec
ti
v
e
teac
h
in
g
m
eth
o
d
th
at
ca
n
h
elp
s
tu
d
en
ts
b
etter
u
n
d
er
s
tan
d
t
h
e
d
if
f
ic
u
lties
o
f
wh
at
th
ey
ar
e
lear
n
in
g
.
B
u
ild
i
n
g
a
g
am
i
f
ied
teac
h
in
g
en
v
i
r
o
n
m
en
t,
en
r
ich
in
g
a
v
ar
iety
o
f
lear
n
in
g
s
ty
les,
an
d
f
o
s
ter
in
g
s
tu
d
en
ts
'
cr
ea
tiv
ity
an
d
p
r
o
b
lem
-
s
o
lv
in
g
s
k
il
ls
ar
e
all
ar
ea
s
o
f
r
esear
ch
in
g
am
if
ied
teac
h
in
g
an
d
lear
n
i
n
g
[
2
9
]
.
Gam
if
ied
s
cien
ce
,
tech
n
o
lo
g
y
,
en
g
in
ee
r
in
g
,
an
d
m
ath
em
atics
(
STE
M)
ac
tiv
ities
ar
e
an
im
p
o
r
tan
t
ap
p
r
o
ac
h
t
o
d
ev
el
o
p
in
g
c
h
ild
r
en
'
s
cr
itical
th
in
k
in
g
s
k
ill
s
,
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ills
,
in
tr
in
s
ic
m
o
tiv
atio
n
d
r
iv
es,
an
d
o
th
er
c
o
m
p
eten
cies.
T
h
er
ef
o
r
e,
g
am
if
ied
lear
n
in
g
is
an
im
p
o
r
tan
t
ap
p
r
o
ac
h
in
th
e
d
ev
elo
p
m
en
t
o
f
co
m
p
r
e
h
en
s
iv
e
ac
ad
em
ic
s
k
ills
[
3
0
]
.
W
h
en
it
co
m
es
to
d
ev
elo
p
in
g
s
tu
d
e
n
ts
'
cr
ea
tiv
e
an
d
im
a
g
in
ativ
e
th
in
k
in
g
,
it
h
as
b
ee
n
estab
lis
h
ed
t
h
at
th
e
in
tr
o
d
u
ctio
n
o
f
g
am
if
i
ca
tio
n
asp
ec
ts
,
s
u
ch
as
r
ewa
r
d
s
,
p
r
ac
tice,
an
d
a
r
an
g
e
o
f
p
e
r
s
p
ec
tiv
es,
s
ig
n
if
ican
tly
co
n
tr
ib
u
tes
to
im
p
r
o
v
in
g
s
tu
d
en
ts
'
cr
ea
tiv
e
an
d
in
v
en
tiv
e
th
i
n
k
in
g
[
3
1
]
.
Gam
if
icatio
n
teac
h
in
g
s
tr
ateg
ies
s
ig
n
if
ican
tly
im
p
ac
t
s
tu
d
en
ts
'
d
ev
elo
p
m
en
t
o
f
k
e
y
s
k
ills
in
v
ar
io
u
s
s
u
b
ject
ar
ea
s
,
f
r
o
m
c
o
m
p
u
tatio
n
al
th
in
k
in
g
to
cr
ea
ti
v
ity
to
cr
itical
an
d
i
n
n
o
v
ativ
e
th
in
k
in
g
.
T
h
at
b
ein
g
s
aid
,
it
is
co
n
ce
i
v
ab
le
to
co
n
clu
d
e
t
h
at
g
am
if
ie
d
teac
h
in
g
ap
p
r
o
ac
h
es
h
a
v
e
a
m
ajo
r
in
f
lu
en
ce
o
n
th
e
d
ev
elo
p
m
en
t o
f
s
tu
d
en
ts
'
f
u
n
d
am
e
n
tal
ab
ilit
ies ac
r
o
s
s
a
wid
e
r
an
g
e
o
f
s
u
b
ject
ar
ea
s
.
3
.
2
.
2
.
E
du
ca
t
io
na
l o
utc
o
m
es
a
nd
s
t
ud
ent
f
ee
db
a
ck
A
s
tu
d
y
o
f
h
ig
h
er
v
o
ca
tio
n
al
co
lleg
e
s
tu
d
e
n
ts
f
o
u
n
d
th
at
an
in
teg
r
ate
d
ap
p
r
o
ac
h
to
lea
r
n
in
g
th
at
co
m
b
in
es
co
n
f
r
o
n
tin
g
b
asic
p
r
o
b
lem
s
an
d
g
am
if
ied
co
n
ce
p
ts
s
tr
en
g
th
en
s
s
tu
d
e
n
ts
'
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ills
an
d
co
n
f
ir
m
s
th
e
ef
f
ec
tiv
en
ess
o
f
g
am
if
ied
in
s
tr
u
cti
o
n
i
n
m
o
tiv
atin
g
s
tu
d
en
ts
[
3
2
]
.
I
n
tellig
en
t
s
y
s
tem
s
g
en
er
ated
alo
n
g
with
tech
n
o
lo
g
ical
d
ev
e
lo
p
m
en
ts
ar
e
also
b
eg
in
n
in
g
to
b
e
ap
p
lied
,
an
d
th
e
ap
p
licatio
n
o
f
th
e
g
am
if
ie
d
ad
ap
tiv
e
in
tellig
en
t
tu
t
o
r
in
g
s
y
s
tem
Ar
tiB
o
s
,
o
n
th
e
o
th
e
r
h
an
d
,
h
as
b
ee
n
e
v
alu
ated
t
h
r
o
u
g
h
a
q
u
alitativ
e
ap
p
r
o
ac
h
to
ass
ess
th
e
s
y
s
te
m
'
s
d
e
s
ig
n
f
ea
tu
r
es
an
d
f
u
n
c
tio
n
ality
.
T
h
e
r
esu
lts
s
h
o
wed
th
at
th
e
g
am
if
ied
Ar
tiB
o
s
s
y
s
tem
p
o
s
itiv
ely
en
h
an
ce
d
s
tu
d
en
ts
'
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ills
[
3
3
]
.
T
h
e
r
o
le
o
f
g
am
if
icatio
n
i
n
s
tim
u
latin
g
em
o
tio
n
s
o
f
ex
cit
em
en
t
an
d
th
r
ill
in
th
e
lea
r
n
i
n
g
p
r
o
ce
s
s
is
also
ev
id
en
t
in
th
e
f
ac
t
th
at
d
ig
ital
g
am
e
-
b
ased
lear
n
in
g
m
eth
o
d
s
ef
f
ec
tiv
ely
en
h
a
n
ce
s
tu
d
e
n
ts
'
p
r
o
b
lem
-
s
o
lv
in
g
an
d
th
in
k
in
g
s
k
ills
an
d
p
r
o
v
id
e
in
n
o
v
ativ
e
s
o
lu
tio
n
s
f
o
r
th
e
e
d
u
ca
tio
n
al
en
v
ir
o
n
m
e
n
t
[
3
4
]
.
Gam
if
icatio
n
ca
n
ev
en
b
e
u
s
ed
to
tr
an
s
f
o
r
m
th
e
s
u
b
ject
co
m
p
r
eh
en
s
iv
e
f
in
al
e
x
am
,
wh
ic
h
n
o
t
o
n
ly
s
ig
n
if
ica
n
tly
im
p
r
o
v
es
s
tu
d
e
n
ts
'
team
s
k
ills
an
d
p
r
o
b
lem
-
s
o
lv
in
g
ab
ilit
ies
b
u
t
also
ef
f
e
ctiv
ely
r
ed
u
ce
s
ex
am
s
tr
ess
an
d
p
r
o
v
es
its
v
alu
e
as
an
ass
ess
m
en
t
to
o
l
[
3
5
]
.
Stu
d
en
ts
'
ab
ilit
y
to
co
llab
o
r
at
e
ef
f
ec
tiv
ely
a
n
d
f
in
d
s
o
lu
tio
n
s
to
is
s
u
es,
as
well
as
th
eir
ab
ilit
y
to
s
u
cc
ess
f
u
lly
r
ed
u
ce
th
ei
r
an
x
iety
o
v
er
e
x
am
s
,
is
s
ig
n
if
ican
tly
im
p
r
o
v
e
d
b
y
th
e
u
s
e
o
f
g
am
if
icatio
n
.
No
t
o
n
ly
ca
n
th
e
im
p
lem
en
tatio
n
o
f
g
am
i
f
icatio
n
in
ed
u
ca
tio
n
al
s
ettin
g
s
m
ak
e
th
e
p
r
o
ce
s
s
o
f
s
k
ill
ac
q
u
is
itio
n
s
im
p
ler
,
b
u
t
it
also
p
o
s
itiv
ely
in
f
lu
e
n
ce
s
th
e
l
ea
r
n
in
g
ex
p
er
ie
n
ce
s
an
d
f
ee
d
b
ac
k
th
at
s
tu
d
e
n
ts
ar
e
p
r
o
v
id
e
d
with
.
I
t
is
p
r
o
o
f
o
f
th
e
im
p
o
r
tan
ce
it
p
o
s
s
ess
es
in
th
e
f
ield
o
f
ed
u
ca
tio
n
th
at
it
h
as
th
e
p
o
ten
tial
to
ass
i
s
t
in
i
n
cr
ea
s
in
g
p
r
o
b
lem
-
s
o
lv
in
g
ab
ilit
ies,
team
wo
r
k
s
k
i
lls
,
ex
am
ex
p
er
ien
ce
s
,
a
n
d
th
e
d
esire
to
s
tu
d
y
.
3
.
3
.
Cha
lleng
es a
nd
s
t
ra
t
eg
i
es f
o
r
im
pro
v
e
m
ent
3
.
3
.
1
.
M
o
t
iv
a
t
io
n sti
m
ula
t
io
n a
nd
pa
rt
icipa
t
io
n e
nh
a
nce
m
ent
Stu
d
en
ts
h
av
e
th
e
p
o
ten
tial
to
ex
p
er
ie
n
ce
an
o
v
er
all
d
ev
elo
p
m
en
t
in
th
eir
s
k
ill
s
et
wh
en
th
ey
p
ar
ticip
ate
in
g
am
if
ied
t
r
ain
in
g
,
wh
ich
m
ay
b
e
d
o
n
e
in
a
wid
e
r
an
g
e
o
f
ed
u
ca
tio
n
al
s
ettin
g
s
.
Ho
wev
er
,
it
will
p
r
o
b
a
b
ly
f
ac
e
s
ev
e
r
al
ch
allen
g
es.
W
h
en
it
is
p
u
t
in
to
o
p
e
r
atio
n
,
it
will
b
e
ess
en
tial
to
tak
e
m
ea
s
u
r
es
to
o
v
er
co
m
e
th
ese
ch
alle
n
g
es
af
ter
th
ey
h
av
e
b
ee
n
en
co
u
n
ter
ed
.
I
n
co
r
p
o
r
atin
g
g
am
if
icatio
n
elem
en
ts
s
u
ch
as
p
o
in
ts
an
d
b
ad
g
es
ca
n
e
n
co
u
r
ag
e
lear
n
e
r
s
'
af
f
ec
tiv
e
en
g
ag
e
m
en
t,
s
ig
n
if
ica
n
tly
im
p
r
o
v
e
th
eir
p
r
o
b
lem
-
s
o
lv
i
n
g
s
k
ills
,
an
d
d
em
o
n
s
tr
ate
th
e
p
o
ten
tial
o
f
g
am
if
icatio
n
i
n
g
e
n
er
atin
g
lear
n
e
r
en
th
u
s
iasm
a
n
d
en
g
a
g
em
en
t,
all
p
o
ten
tial
o
u
tco
m
es
o
f
in
co
r
p
o
r
atin
g
g
am
if
icatio
n
elem
e
n
ts
[
3
6
]
.
I
n
o
r
d
er
to
s
tim
u
late
th
e
lev
el
o
f
s
tu
d
en
t
en
g
ag
em
e
n
t,
th
e
r
esear
ch
er
p
r
o
p
o
s
ed
t
h
e
co
n
ce
p
t
o
f
d
esig
n
f
r
o
m
th
e
p
er
s
p
ec
tiv
e
o
f
c
r
e
atin
g
g
am
if
ied
an
d
in
ter
ac
tiv
e
lear
n
in
g
en
v
ir
o
n
m
en
ts
,
wh
ich
ar
e
ap
p
lied
th
r
o
u
g
h
th
e
im
p
lem
en
tatio
n
o
f
a
d
esig
n
in
wh
ich
lear
n
er
s
ar
e
m
o
tiv
ated
an
d
en
c
o
u
r
ag
e
d
to
s
et
g
o
als
f
o
r
th
em
s
elv
es,
wh
ich
u
ltima
tely
im
p
r
o
v
es
th
e
q
u
ality
an
d
ef
f
ec
tiv
en
ess
o
f
lear
n
in
g
o
u
tc
o
m
es
[
3
7
]
.
W
h
en
co
m
p
a
r
ed
t
o
tr
ad
itio
n
al
co
u
r
s
es
th
at
ar
e
tau
g
h
t
u
s
in
g
p
en
an
d
p
ap
er
,
th
e
in
c
o
r
p
o
r
atio
n
o
f
g
am
if
icatio
n
elem
en
ts
in
to
ed
u
ca
tio
n
al
s
ettin
g
s
h
as
th
e
p
o
ten
tial
to
n
o
t
o
n
l
y
en
h
an
ce
t
h
e
cr
ea
tiv
e
ab
ilit
ies
an
d
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ills
o
f
s
tu
d
en
ts
,
b
u
t
also
to
s
tim
u
late
en
th
u
s
iasm
an
d
in
ter
est,
wh
ich
u
ltima
tely
lead
s
to
an
in
cr
ea
s
e
in
s
tu
d
e
n
t
in
v
o
lv
em
en
t
[
3
8
]
.
3
.
3
.
2
.
I
m
plem
ent
a
t
i
o
n c
ha
lleng
es a
nd
t
ea
ching
a
djustm
ent
s
B
o
th
m
eth
o
d
s
,
g
am
i
f
ied
teac
h
in
g
a
n
d
f
lip
p
e
d
class
r
o
o
m
,
ca
n
en
h
a
n
ce
s
tu
d
e
n
t
en
g
ag
em
en
t
an
d
im
p
r
o
v
e
c
o
g
n
itio
n
,
an
d
g
am
i
f
ied
teac
h
in
g
is
s
lig
h
tly
b
etter
in
th
ese
asp
ec
ts
.
On
th
e
o
t
h
er
h
an
d
,
alth
o
u
g
h
g
am
if
ied
teac
h
i
n
g
h
as
s
ig
n
if
ican
t
ad
v
a
n
tag
es
in
e
n
h
an
cin
g
s
tu
d
en
t
en
g
ag
em
en
t
an
d
s
tim
u
latin
g
in
ter
est,
it
also
f
ac
es
th
e
ch
allen
g
e
o
f
e
f
f
ec
tiv
ely
co
m
b
i
n
in
g
g
a
m
if
ie
d
teac
h
in
g
with
o
th
er
teac
h
i
n
g
m
o
d
es
s
u
ch
as
f
lip
p
ed
class
r
o
o
m
to
a
ch
iev
e
o
p
tim
al
ed
u
ca
tio
n
al
o
u
tco
m
es
[
3
9
]
.
Gam
if
icatio
n
p
r
o
m
o
tes
b
etter
co
o
p
e
r
atio
n
an
d
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ills
am
o
n
g
s
tu
d
e
n
ts
an
d
en
h
a
n
ce
s
th
eir
p
er
s
ev
er
an
ce
a
n
d
ad
a
p
ta
b
ilit
y
.
T
h
is
s
u
g
g
ests
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
A
s
ystema
tic
lite
r
a
tu
r
e
r
ev
ie
w
o
f th
e
imp
a
ct
o
f
g
a
mifica
tio
n
i
n
s
tr
u
ctio
n
o
n
s
tu
d
en
ts
’
…
(
Jiyu
a
n
F
e
n
g
)
4089
th
at
g
am
if
icatio
n
h
as
th
e
p
o
te
n
tial
to
h
elp
s
tu
d
en
ts
d
ev
elo
p
cr
itical
th
in
k
in
g
s
k
ills
.
Ho
wev
er
,
it
also
s
u
g
g
ests
th
at
th
er
e
is
a
n
ee
d
to
f
o
cu
s
o
n
in
co
r
p
o
r
atin
g
g
am
if
icatio
n
elem
en
ts
m
o
r
e
ef
f
ec
tiv
el
y
to
p
r
o
m
o
te
th
e
o
v
e
r
all
d
ev
elo
p
m
e
n
t
o
f
s
tu
d
en
ts
'
ab
ili
ties
.
T
h
is
th
er
ef
o
r
e
p
r
o
v
id
es
u
s
with
n
ew
way
s
o
f
th
in
k
in
g
ab
o
u
t
th
e
ch
allen
g
es
o
f
im
p
lem
en
tin
g
g
a
m
if
ied
in
s
tr
u
ctio
n
an
d
p
o
ten
tial
d
ir
ec
tio
n
s
f
o
r
in
s
tr
u
ctio
n
al
ad
ju
s
tm
en
ts
th
at
ar
e
th
e
f
o
cu
s
o
f
o
u
r
atten
tio
n
.
T
h
is
p
r
o
v
i
d
es
ed
u
ca
to
r
s
with
v
al
u
ab
le
i
n
s
ig
h
ts
o
n
in
teg
r
atin
g
a
n
d
o
p
tim
izin
g
g
am
if
ie
d
teac
h
in
g
s
tr
ateg
ies m
o
r
e
e
f
f
ec
t
iv
ely
wh
ile
m
ain
tain
in
g
s
tu
d
e
n
t e
n
g
ag
e
m
en
t a
n
d
m
o
tiv
atio
n
[
4
0
]
.
3
.
4
.
Dis
cus
s
io
n
T
h
e
an
aly
s
is
a
n
d
r
esu
lts
o
f
th
e
s
y
s
tem
atic
liter
atu
r
e
r
ev
iew
ca
teg
o
r
ize
t
h
e
a
r
t
i
c
l
es
i
n
t
o
t
h
r
ee
d
i
r
e
c
t
i
o
n
s
:
t
ea
c
h
i
n
g
i
m
p
l
e
m
e
n
ta
t
i
o
n
a
n
d
m
eth
o
d
s
,
l
e
a
r
n
i
n
g
o
u
t
c
o
m
e
s
a
n
d
s
k
il
l
d
e
v
e
l
o
p
m
e
n
t
,
a
n
d
c
h
a
l
l
e
n
g
e
s
a
n
d
im
p
r
o
v
em
e
n
t
s
t
r
a
t
e
g
i
es
.
Al
t
h
o
u
g
h
th
ese
d
ir
ec
tio
n
s
s
e
e
m
in
d
ep
en
d
en
t
,
t
h
e
y
ar
e
i
n
t
e
r
d
e
p
e
n
d
e
n
t
,
a
l
i
g
n
i
n
g
wi
t
h
t
h
e
t
h
o
u
g
h
t
p
r
o
c
e
s
s
o
f
t
h
i
s
s
tu
d
y
.
At
th
is
p
o
in
t
,
th
ese
d
ir
ec
tio
n
s
ca
n
b
e
co
r
r
elate
d
with
th
e
r
esear
ch
o
b
jectiv
e
s
o
f
th
is
s
tu
d
y
.
T
h
er
e
f
o
r
e,
af
ter
an
aly
zin
g
th
e
t
h
em
es
o
f
th
ese
liter
atu
r
e
a
n
aly
s
is
r
esu
lts
,
th
e
y
ca
n
b
e
class
if
ied
in
to
co
r
r
esp
o
n
d
in
g
ed
u
ca
tio
n
a
l
asp
ec
ts
.
T
h
at
i
s
,
teac
h
in
g
im
p
lem
en
tatio
n
a
n
d
m
eth
o
d
s
c
o
r
r
e
s
p
o
n
d
t
o
t
ea
c
h
i
n
g
s
t
r
a
t
e
g
i
e
s
a
n
d
e
d
u
c
a
ti
o
n
a
l
m
e
th
o
d
o
lo
g
y
,
lear
n
i
n
g
o
u
tco
m
e
s
an
d
s
k
ill
d
ev
elo
p
m
en
t
co
r
r
esp
o
n
d
to
lear
n
in
g
o
u
tco
m
e
ass
ess
m
en
t
an
d
s
tu
d
en
t
d
ev
elo
p
m
en
t,
a
n
d
c
h
allen
g
es
an
d
im
p
r
o
v
e
m
en
t
s
tr
ateg
ies
co
r
r
esp
o
n
d
t
o
ed
u
ca
tio
n
al
m
an
a
g
em
en
t
an
d
p
o
licy
f
o
r
m
u
latio
n
.
T
h
er
e
f
o
r
e,
th
ese
th
r
ee
ed
u
ca
tio
n
al
f
ield
s
a
r
e
t
h
e
r
e
s
e
a
r
c
h
o
b
jectiv
es
o
f
th
is
s
tu
d
y
:
teac
h
in
g
s
tr
ateg
ies
an
d
ed
u
ca
tio
n
al
m
eth
o
d
o
lo
g
y
;
lear
n
i
n
g
o
u
tco
m
e
ass
ess
m
en
t
an
d
s
tu
d
en
t
d
ev
elo
p
m
e
n
t
;
an
d
ed
u
ca
tio
n
al
m
an
ag
em
en
t
an
d
p
o
li
cy
f
o
r
m
u
latio
n
.
T
h
ey
an
al
y
ze
th
e
d
ev
elo
p
m
e
n
t
o
f
g
am
if
icatio
n
an
d
its
im
p
ac
t o
n
s
tu
d
en
t sk
ills
an
d
f
u
tu
r
e
d
ev
el
o
p
m
en
t
d
ir
ec
tio
n
s
f
r
o
m
d
if
f
er
e
n
t
asp
ec
ts
.
3
.
4
.
1
.
T
ea
ching
s
t
ra
t
eg
ies a
nd
educa
t
io
na
l m
et
ho
do
lo
g
y
G
a
m
i
f
i
e
d
in
s
tr
u
ctio
n
is
g
r
ad
u
ally
b
ec
o
m
in
g
a
cr
ea
tiv
e
an
d
ef
f
ec
tiv
e
m
eth
o
d
i
n
ed
u
ca
tio
n
[
4
1
]
.
I
n
th
e
s
ec
o
n
d
p
ar
t
o
f
th
e
2
0
th
ce
n
t
u
r
y
,
g
am
if
ied
e
d
u
ca
tio
n
b
ec
am
e
in
cr
ea
s
in
g
ly
p
o
p
u
lar
as
a
m
et
h
o
d
f
o
r
im
p
r
o
v
in
g
s
tu
d
en
t
en
g
ag
em
e
n
t
an
d
in
te
r
est
in
th
e
s
u
b
ject
m
atter
b
ein
g
tau
g
h
t.
Usi
n
g
g
am
if
icatio
n
s
tr
ateg
ies
ca
n
p
o
ten
tially
in
cr
ea
s
e
th
e
m
o
tiv
atio
n
o
f
ch
em
is
tr
y
s
tu
d
e
n
ts
in
h
ig
h
er
e
d
u
ca
tio
n
[
1
3
]
.
Usi
n
g
th
ese
s
tr
ateg
ies
also
h
as th
e
p
o
ten
tial to
im
p
r
o
v
e
s
tu
d
en
ts
'
attitu
d
es to
war
d
s
lear
n
in
g
,
atten
d
an
ce
a
n
d
ac
ad
e
m
ic
p
er
f
o
r
m
an
ce
.
Mo
r
e
im
p
o
r
tan
tly
,
g
am
if
ied
e
d
u
ca
ti
o
n
ca
n
s
tim
u
late
an
d
s
u
s
tain
s
tu
d
en
ts
'
s
i
tu
atio
n
al
in
ter
est,
wh
ich
u
ltima
tely
in
cr
ea
s
es st
u
d
en
t e
n
g
ag
em
e
n
t
an
d
m
o
tiv
atio
n
[
4
2
]
.
Gam
if
icatio
n
,
wh
ich
co
n
tain
s
elem
en
ts
s
u
ch
as
co
m
p
etitio
n
,
ch
allen
g
es,
task
s
,
an
d
q
u
ick
f
ee
d
b
ac
k
,
h
as
b
ee
n
d
em
o
n
s
tr
ated
to
b
e
an
ex
tr
em
ely
ef
f
ec
tiv
e
m
eth
o
d
f
o
r
cr
ea
tin
g
lear
n
in
g
m
o
tiv
a
tio
n
in
s
tu
d
en
ts
an
d
s
tim
u
latin
g
ac
tiv
e
lear
n
in
g
an
d
im
ag
in
ativ
e
th
in
k
in
g
am
o
n
g
th
em
[
4
3
]
.
T
h
is
is
d
eter
m
in
ed
b
y
th
e
f
in
d
in
g
s
o
f
th
e
r
esear
ch
th
at
h
as
b
ee
n
ca
r
r
ied
o
u
t.
I
t
h
as
b
ee
n
f
o
u
n
d
th
at
th
e
u
s
e
o
f
v
ir
tu
al
m
o
n
ey
in
co
m
p
u
ter
n
etwo
r
k
co
u
r
s
es
p
o
s
itiv
ely
in
f
lu
en
c
es
s
tu
d
en
t
e
n
g
ag
e
m
en
t
i
n
c
o
n
tr
ast
to
n
o
n
-
g
a
m
if
ied
o
n
lin
e
ac
tiv
ities
,
wh
ich
ev
en
tu
ally
lead
s
to
en
h
an
ce
d
l
ea
r
n
in
g
o
u
tc
o
m
es
[
4
4
]
.
T
h
is
m
ay
b
e
attr
ib
u
ted
to
s
tu
d
en
ts
b
ein
g
m
o
r
e
lik
ely
to
p
ar
ticip
ate
in
th
e
ac
tiv
ities
.
No
t
o
n
ly
d
o
es
th
is
ap
p
r
o
ac
h
m
ak
e
th
e
lea
r
n
in
g
p
r
o
c
ess
m
o
r
e
in
ter
esti
n
g
a
n
d
co
m
p
ellin
g
,
b
u
t
it
also
ass
i
s
ts
s
tu
d
en
ts
in
ac
q
u
ir
in
g
a
d
ee
p
er
co
m
p
r
eh
e
n
s
io
n
o
f
d
if
f
icu
lt
co
n
ce
p
ts
an
d
ab
ilit
ies
in
an
en
v
ir
o
n
m
e
n
t c
o
n
d
u
civ
e
t
o
r
elax
atio
n
a
n
d
h
ap
p
in
ess
[
4
5
]
.
3
.
4
.
2
.
L
ea
rning
o
utc
o
m
e
a
s
s
ess
m
ent
a
nd
s
t
ud
e
nt
dev
elo
pm
ent
I
m
p
lem
en
tin
g
g
a
m
if
icatio
n
in
th
e
class
r
o
o
m
s
ig
n
if
ican
tly
im
p
ac
ts
th
e
im
p
r
o
v
em
e
n
t
o
f
s
tu
d
en
ts
'
s
k
ills
.
T
h
e
n
ee
d
f
o
r
s
tu
d
en
ts
to
d
em
o
n
s
tr
ate
lo
g
ical
r
ea
s
o
n
in
g
,
an
aly
tical
th
in
k
in
g
an
d
c
r
ea
tiv
e
th
in
k
in
g
in
co
m
p
letin
g
ass
ig
n
m
en
ts
an
d
p
u
zz
les
h
elp
ed
th
em
im
p
r
o
v
e
th
eir
cr
itical
th
in
k
in
g
an
d
p
r
o
b
lem
s
o
lv
in
g
s
k
ills
,
an
d
th
ey
wer
e
p
o
s
itiv
ely
d
e
v
elo
p
ed
[
4
6
]
.
T
h
e
ab
ilit
y
to
th
in
k
cr
itically
an
d
s
o
lv
e
p
r
o
b
lem
s
is
ac
tiv
ely
f
o
s
ter
ed
.
Ad
d
itio
n
ally
,
g
am
if
i
ed
ed
u
ca
tio
n
h
elp
s
s
tu
d
en
ts
cr
ea
te
a
f
ee
lin
g
o
f
s
elf
-
ef
f
icac
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s
in
ce
it
h
elp
s
th
em
ac
q
u
ir
e
co
n
f
id
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ce
in
th
eir
a
b
ilit
y
to
co
m
p
lete
task
s
an
d
d
is
co
v
er
an
s
wer
s
to
p
r
o
b
lem
s
[
4
7
]
.
B
ec
au
s
e
it
is
f
ea
s
ib
le
th
at
attain
in
g
s
u
cc
es
s
in
g
am
es
m
ay
r
esu
lt
in
en
h
an
ce
d
s
elf
-
ass
u
r
an
ce
an
d
ca
p
ac
ity
in
r
ea
l
life
,
g
am
if
ied
ed
u
ca
tio
n
is
a
h
elp
f
u
l in
s
tr
u
m
en
t f
o
r
p
r
o
m
o
tin
g
th
e
g
r
o
wth
o
f
p
u
p
ils
[
4
8
]
.
3
.
4
.
3
.
E
du
ca
t
io
na
l m
a
na
g
e
ment
a
nd
po
licy
f
o
rm
ula
t
io
n
Po
licy
m
ak
er
s
in
th
e
e
d
u
ca
ti
o
n
d
ep
ar
tm
en
t
wis
h
in
g
t
o
a
ch
iev
e
th
e
g
o
als
o
f
e
n
h
an
ci
n
g
s
tu
d
e
n
t
m
o
tiv
atio
n
,
in
cr
ea
s
in
g
s
tu
d
en
t
en
g
ag
em
en
t,
a
n
d
im
p
r
o
v
in
g
th
e
s
o
cial
im
p
ac
t
o
f
ed
u
ca
tio
n
ca
n
d
o
s
o
b
y
im
p
lem
en
tin
g
a
g
a
m
if
ied
a
p
p
r
o
ac
h
to
teac
h
in
g
an
d
lear
n
in
g
.
T
ea
ch
er
s
also
n
ee
d
to
b
e
p
r
o
v
id
ed
with
a
d
eq
u
at
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tr
ain
in
g
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d
m
o
r
e
r
eso
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r
ce
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t
o
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co
u
r
ag
e
th
em
t
o
m
ak
e
p
e
d
ag
o
g
ical
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h
an
g
es
a
n
d
i
n
co
r
p
o
r
ate
g
am
if
icatio
n
elem
en
ts
in
th
eir
teac
h
in
g
p
r
ac
tices
[
4
9
]
.
I
n
o
r
d
er
to
m
ee
t
th
e
in
d
iv
id
u
alize
d
lear
n
in
g
n
ee
d
s
o
f
d
if
f
e
r
en
t
g
r
o
u
p
s
o
f
s
tu
d
en
ts
,
p
o
licy
m
a
k
er
s
n
ee
d
to
co
n
tin
u
o
u
s
ly
o
p
t
im
ize
th
e
ed
u
ca
tio
n
al
en
v
ir
o
n
m
en
t
an
d
im
p
r
o
v
e
p
ed
ag
o
g
y
s
o
th
at
g
am
if
ied
teac
h
in
g
a
n
d
lea
r
n
in
g
ca
n
b
e
a
d
ap
ted
t
o
a
d
iv
er
s
ity
o
f
e
d
u
ca
tio
n
al
en
v
ir
o
n
m
e
n
ts
[
5
0
]
.
E
d
u
ca
tio
n
leg
is
lato
r
s
s
h
o
u
ld
f
o
cu
s
o
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th
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l
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g
-
te
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m
im
p
ac
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m
if
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p
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o
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ch
ild
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s
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r
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in
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tco
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es,
r
ec
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n
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th
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am
if
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p
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y
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as
g
r
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t
p
o
ten
tial
to
im
p
r
o
v
e
s
tu
d
en
t
ac
h
iev
em
en
t
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4.
CO
NCLU
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co
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p
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e
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m
o
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ates
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o
p
u
lar
ized
in
p
r
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f
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u
ca
tio
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.
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h
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ca
n
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e
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tin
u
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as
a
r
es
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r
ch
g
ap
.
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h
er
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f
o
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e,
g
am
if
ic
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in
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g
iv
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u
ca
to
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s
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im
p
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tan
t
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n
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ig
h
ts
to
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p
tim
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in
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s
tr
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d
m
eth
o
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s
.
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tu
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r
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d
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ac
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s
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o
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ld
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e
t
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th
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wid
e
ap
p
licatio
n
o
f
g
am
if
icatio
n
teac
h
in
g
to
m
ax
im
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its
p
o
ten
tia
l v
alu
e
in
m
o
d
er
n
ed
u
ca
tio
n
.
RE
F
E
R
E
NC
E
S
[
1
]
M
.
A
l
e
n
e
z
i
,
S
.
W
a
r
d
a
t
,
a
n
d
M
.
A
k
o
u
r
,
“
T
h
e
n
e
e
d
o
f
i
n
t
e
g
r
a
t
i
n
g
d
i
g
i
t
a
l
e
d
u
c
a
t
i
o
n
i
n
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
:
c
h
a
l
l
e
n
g
e
s
a
n
d
o
p
p
o
r
t
u
n
i
t
i
e
s,
”
S
u
st
a
i
n
a
b
i
l
i
t
y
(
S
w
i
t
zer
l
a
n
d
)
,
v
o
l
.
1
5
,
n
o
.
6
,
p
.
4
7
8
2
,
2
0
2
3
,
d
o
i
:
1
0
.
3
3
9
0
/
su
1
5
0
6
4
7
8
2
.
[
2
]
M
.
G
.
B
a
d
i
l
l
a
-
Q
u
i
n
t
a
n
a
,
E.
S
e
p
u
l
v
e
d
a
-
V
a
l
e
n
z
u
e
l
a
,
a
n
d
M
.
S
.
A
r
i
a
s,
“
A
u
g
men
t
e
d
r
e
a
l
i
t
y
a
s
a
su
st
a
i
n
a
b
l
e
t
e
c
h
n
o
l
o
g
y
t
o
i
m
p
r
o
v
e
a
c
a
d
e
m
i
c
a
c
h
i
e
v
e
m
e
n
t
i
n
s
t
u
d
e
n
t
s
w
i
t
h
a
n
d
w
i
t
h
o
u
t
s
p
e
c
i
a
l
e
d
u
c
a
t
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o
n
a
l
n
e
e
d
s
,
”
S
u
st
a
i
n
a
b
i
l
i
t
y
(
S
w
i
t
z
e
rl
a
n
d
)
,
v
o
l
.
1
2
,
n
o
.
1
9
,
p
.
8
1
1
6
,
2
0
2
0
,
d
o
i
:
1
0
.
3
3
9
0
/
s
u
1
2
1
9
8
1
1
6
.
[
3
]
H
.
J.
W
a
l
b
e
r
g
,
“
4
:
p
s
y
c
h
o
l
o
g
y
o
f
l
e
a
r
n
i
n
g
e
n
v
i
r
o
n
m
e
n
t
s:
b
e
h
a
v
i
o
r
a
l
,
s
t
r
u
c
t
u
r
a
l
,
o
r
p
e
r
c
e
p
t
u
a
l
?
”
Re
v
i
e
w
o
f
Re
s
e
a
rch
i
n
E
d
u
c
a
t
i
o
n
,
v
o
l
.
4
,
n
o
.
1
,
p
p
.
1
4
2
–
1
7
8
,
1
9
7
6
,
d
o
i
:
1
0
.
3
1
0
2
/
0
0
9
1
7
3
2
X
0
0
4
0
0
1
1
4
2
.
[
4
]
A
.
H
.
B
r
o
w
n
a
n
d
T.
D
.
G
r
e
e
n
,
T
h
e
e
sse
n
t
i
a
l
s
o
f
i
n
st
r
u
c
t
i
o
n
a
l
d
e
s
i
g
n
:
c
o
n
n
e
c
t
i
n
g
f
u
n
d
a
m
e
n
t
a
l
p
r
i
n
c
i
p
l
e
s
w
i
t
h
p
r
o
c
e
ss
a
n
d
p
ra
c
t
i
c
e
.
U
p
p
e
r
S
a
d
d
l
e
R
i
v
e
r
,
N
J
:
P
e
a
r
so
n
/
M
e
r
r
i
l
l
P
r
e
n
t
i
c
e
H
a
l
l
,
2
0
0
6
.
[
5
]
G
.
W
e
l
l
s,
“
D
i
a
l
o
g
i
c
i
n
q
u
i
r
y
i
n
e
d
u
c
a
t
i
o
n
:
b
u
i
l
d
i
n
g
o
n
t
h
e
l
e
g
a
c
y
o
f
V
y
g
o
t
s
k
y
,
”
i
n
Vy
g
o
t
sk
i
a
n
P
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6
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.
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[
7
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.
C
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3
.
[
8
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C
.
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.
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[
9
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W
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1
0
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L.
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d
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1
1
]
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[
1
2
]
J.
P
.
G
e
e
,
“
W
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m
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[
1
3
]
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.
M
.
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M
.
P.
C
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st
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o
,
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.
[
1
4
]
J
.
H
a
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a
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i
,
J
.
K
o
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s
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o
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a
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d
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.
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,
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[
1
5
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.
H
.
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d
M
.
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,
“
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M
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v
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1
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7
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2
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1
4
.
[
1
6
]
O
.
E.
T
e
k
,
M
.
N
.
A
.
A
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ma
n
,
T.
S
.
M
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,
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M
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M
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s,
“
A
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mi
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c
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a
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s,
mo
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r
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met
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T
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[
1
7
]
D
.
M
o
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e
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,
A
.
L
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t
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,
J.
Te
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D
.
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A
l
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,
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.
[
1
8
]
D
.
S
.
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D
.
D
.
K
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,
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I
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men
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,
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J
o
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Ad
v
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[
1
9
]
Z.
Za
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,
S
.
K
.
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.
C
h
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,
M
.
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.
J.
P
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r
a
,
“
Th
e
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m
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.
[
2
0
]
J.
Le
e
,
R
.
L
i
m,
F
.
S
.
M
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m
a
d
,
K
.
G
.
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h
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n
,
a
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d
F
.
M
a
s’
u
d
,
“
C
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