I
n
t
e
r
n
at
ion
al
Jou
r
n
al
of
E
lec
t
r
ical
an
d
Com
p
u
t
e
r
E
n
gin
e
e
r
in
g
(
I
JE
CE
)
Vol.
15
,
No.
1
,
F
e
br
ua
r
y
20
25
,
pp.
529
~
539
I
S
S
N:
2088
-
8708
,
DO
I
:
10
.
11591/i
jec
e
.
v
15
i
1
.
pp
5
29
-
539
529
Jou
r
n
al
h
omepage
:
ht
tp:
//
ij
e
c
e
.
iaes
c
or
e
.
c
om
U
t
il
iz
at
io
n
m
e
t
a
-
an
al
ysi
s t
o i
d
e
n
t
ify
t
h
e
c
o
n
ve
n
ie
n
c
e
of
e
B
o
ok
s
(
vi
su
al
an
d
a
u
d
io
)
f
or
l
e
ar
n
in
g
Je
f
r
i
M
ail
ool
1
,
Ja
n
u
Ar
li
n
wi
b
owo
2
,
Yul
ia
L
in
gu
is
t
ik
a
3
,
4
1
C
hr
is
ti
a
n E
duc
a
ti
on M
a
n
a
ge
me
nt
M
a
s
te
r
s
S
tu
dy P
r
ogr
a
m, I
ns
ti
tu
t
A
ga
ma
K
r
is
te
n N
e
ge
r
i
M
a
na
do,
M
a
na
do, I
ndone
s
ia
2
R
e
s
e
a
r
c
h C
e
nt
e
r
f
or
E
duc
a
ti
on, Na
ti
ona
l
R
e
s
e
a
r
c
h a
nd I
nnova
t
io
n A
ge
nc
y, J
a
ka
r
ta
, I
ndone
s
ia
3
S
c
hool
of
E
duc
a
ti
on, T
he
U
ni
ve
r
s
it
y of
A
de
la
id
e
, A
d
e
la
id
e
, A
us
tr
a
li
a
4
P
r
im
a
r
y S
c
hool
T
e
a
c
he
r
E
duc
a
ti
on D
e
pa
r
tm
e
nt
, U
ni
ve
r
s
it
a
s
N
e
ge
r
i
M
a
la
ng, M
a
la
ng, I
ndone
s
ia
Ar
t
icle
I
n
f
o
AB
S
T
RA
CT
A
r
ti
c
le
h
is
tor
y
:
R
e
c
e
ived
Apr
27,
2024
R
e
vis
e
d
Aug
31,
2024
Ac
c
e
pted
Oc
t
1,
2024
T
h
i
s
res
earc
h
ai
m
s
t
o
co
n
cl
u
d
e
t
h
e
i
n
fl
u
en
ce
o
f
eBo
o
k
s
i
n
t
h
e
l
ear
n
i
n
g
p
ro
ce
s
s
t
h
r
o
u
g
h
o
u
t
t
h
e
w
o
rl
d
.
T
h
e
met
a
-
a
n
al
y
s
i
s
d
e
s
i
g
n
t
a
k
en
w
as
a
g
ro
u
p
co
n
t
ras
t
b
e
t
w
ee
n
c
o
n
t
ro
l
an
d
e
x
p
er
i
men
t
al
g
ro
u
p
s
w
i
t
h
a
ran
d
o
m
effec
t
s
i
ze
mo
d
e
l
.
T
h
e
cri
t
eri
a
u
s
ed
are
t
i
me
“d
a
t
a
p
u
b
l
i
s
h
ed
2
0
1
8
–
2
0
2
3
,
”
p
u
b
l
i
s
h
ed
i
n
E
n
g
l
i
s
h
,
t
y
p
e
o
f
p
u
b
l
i
cat
i
o
n
i
s
a
q
u
a
n
t
i
t
a
t
i
v
e
res
earch
art
i
cl
e,
t
h
e
res
earc
h
d
es
i
g
n
i
s
a
d
i
ffere
n
ce
b
et
w
een
co
n
t
r
o
l
an
d
ex
p
eri
me
n
t
a
l
g
ro
u
p
s
,
co
n
t
a
i
n
i
n
g
co
mp
l
et
e
d
at
a
“mea
n
,
s
am
p
l
e
s
i
ze,
a
n
d
s
t
a
n
d
ar
d
d
e
v
i
a
t
i
o
n
,
”
an
d
rec
o
rd
e
d
i
n
t
h
e
Sco
p
u
s
d
a
t
a
b
as
e.
D
a
t
a
co
l
l
ec
t
i
o
n
w
as
g
u
i
d
e
d
b
y
t
h
e
PRISMA
met
h
o
d
.
T
h
e
res
u
l
t
s
o
f
t
h
e
an
a
l
y
s
i
s
s
h
o
w
e
d
t
h
at
t
h
e
d
a
t
a
w
ere
h
e
t
ero
g
en
e
o
u
s
an
d
free
fro
m
p
u
b
l
i
cat
i
o
n
b
i
as
.
T
h
e
res
u
l
t
s
o
f
t
h
e
an
a
l
y
s
i
s
s
h
o
w
ed
t
h
at
t
h
ere
w
a
s
a
l
arg
e
“p
o
s
i
t
i
v
e”
effec
t
as
i
n
d
i
cat
e
d
b
y
a
p
-
v
al
u
e
<
0
.
0
0
1
<
5
%
“
9
5
%
co
n
f
i
d
e
n
ce
i
n
t
er
v
al
”
a
n
d
a
t
o
t
al
effec
t
s
i
ze
=
0
.
8
6
[
0
.
6
1
;
1
.
1
1
].
It
ca
n
b
e
co
n
c
l
u
d
ed
b
as
e
d
o
n
t
h
e
l
at
e
s
t
f
i
n
d
i
n
g
s
t
h
at
eB
o
o
k
s
h
av
e
an
e
q
u
a
l
l
y
g
o
o
d
effect
o
n
a
l
l
co
n
d
i
t
i
o
n
s
w
h
i
ch
are
i
n
fl
u
en
ce
d
b
y
t
h
e
t
y
p
e
o
f
co
m
p
et
e
n
cy
d
ev
e
l
o
p
ed
,
t
h
e
eBo
o
k
i
n
fo
rma
t
i
o
n
b
a
s
e,
t
h
e
t
y
p
e
o
f
eBo
o
k
,
an
d
cl
as
s
s
i
ze.
K
e
y
w
o
r
d
s
:
Audio
e
B
ook
I
nf
or
mation
tec
hnology
L
e
a
r
ning
M
e
ta
a
na
lys
is
Vis
ua
l
Th
i
s
i
s
a
n
o
p
en
a
c
ces
s
a
r
t
i
c
l
e
u
n
d
e
r
t
h
e
CC
B
Y
-
SA
l
i
ce
n
s
e.
C
or
r
e
s
pon
din
g
A
u
th
or
:
J
e
f
r
i
M
a
il
ool
C
hr
is
ti
a
n
E
duc
a
ti
on
M
a
na
ge
ment
M
a
s
ter
s
S
tudy
P
r
ogr
a
m,
I
ns
ti
tut
Aga
ma
Kr
is
ten
Ne
ge
r
i
M
a
na
do
B
ouge
nvil
le
S
tr
e
e
t,
T
a
teli
S
a
tu,
M
inaha
s
a
,
S
ulaw
e
s
i
Uta
r
a
,
95661
,
I
ndone
s
ia
E
mail:
jef
r
i.
mailool
@iak
nmana
do.
a
c
.
id
1.
I
NT
RODU
C
T
I
ON
I
n
the
las
t
f
e
w
de
c
a
de
s
,
tec
hnologi
c
a
l
de
ve
lopm
e
nts
ha
ve
de
ve
loped
r
a
pidl
y
[
1
]
.
Among
va
r
ious
tec
hnologi
e
s
,
the
de
ve
lopm
e
nt
of
inf
o
r
mation
tec
h
nology
ha
s
e
xe
r
ted
e
xtr
a
or
dinar
y
domi
na
nc
e
on
s
oc
ial
li
f
e
[
2]
.
T
h
ings
that
we
r
e
p
r
e
vious
ly
dif
f
icult
to
im
a
gi
ne
c
a
n
be
r
e
a
li
z
e
d
by
s
ophis
ti
c
a
ted
inf
or
mation
tec
hnology
[
3]
.
Until
now
,
a
lm
os
t
a
ll
pe
ople
ha
ve
be
e
n
e
xpos
e
d
to
inf
or
mation
tec
hnology
thr
ough
va
r
ious
de
r
i
va
ti
ve
s
,
f
or
e
xa
mpl
e
,
the
mos
t
f
a
mi
li
a
r
is
the
int
e
r
ne
t
[
4
]
.
B
a
s
e
d
on
a
s
ur
ve
y
c
onduc
ted
by
the
R
e
uter
I
ns
ti
tut
e
in
c
oll
a
bor
a
ti
on
with
the
Unive
r
s
it
y
of
Oxf
or
d
,
in
2023,
many
c
ountr
ies
in
the
wor
ld
will
ha
ve
int
e
r
ne
t
pe
ne
tr
a
ti
on
r
a
tes
that
ha
ve
e
xc
e
e
de
d
90%
,
s
ome
o
f
whic
h
e
ve
n
s
how
ve
r
y
high
f
igur
e
s
,
s
uc
h
a
s
Nor
wa
y
a
nd
De
nmar
k
a
t
98%
,
S
outh
Kor
e
a
a
nd
S
we
de
n
a
t
97
%
,
a
nd
S
witze
r
land
a
t
95
%
[
5
]
.
I
f
int
e
r
ne
t
pe
ne
t
r
a
ti
on
is
s
o
lar
ge
,
ther
e
will
be
e
ve
n
mor
e
ga
dge
t
a
nd
pe
r
s
ona
l
c
omput
e
r
(
P
C
)
us
e
r
s
in
the
wo
r
ld.
S
uc
h
a
s
it
ua
ti
on
s
hows
a
gr
e
a
t
oppor
tuni
ty
to
c
a
r
r
y
out
digi
tal
tr
a
ns
f
or
mation
.
Digit
a
l
tr
a
ns
f
or
mation
c
a
n
br
ing
va
r
ious
thi
ngs
int
o
e
f
f
icie
nt
int
e
g
r
a
ti
o
n
[
6]
.
T
he
p
r
oc
e
s
s
goe
s
thr
ough
digi
ti
z
a
ti
on
unt
il
digi
tal
tr
a
ns
f
or
mation
is
r
e
a
li
z
e
d
[
7]
.
T
his
e
r
a
br
ings
va
r
i
ous
kinds
of
phys
ica
l
inf
or
mation
tr
a
ns
f
or
med
int
o
digi
tal
inf
or
mation.
I
n
thi
s
wa
y,
va
r
ious
s
our
c
e
s
of
inf
or
mation
c
a
n
s
pr
e
a
d
mor
e
wide
ly
[
8]
a
nd
ve
r
y
qui
c
kly
[
1]
.
T
his
e
r
a
a
ls
o
mar
ks
the
tr
e
nd
f
or
pr
int
e
d
book
s
be
ga
n
to
s
hif
t
to
e
lec
tr
onic
books
.
Apa
r
t
f
r
o
m
be
ing
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
S
N
:
2088
-
8708
I
nt
J
E
lec
&
C
omp
E
ng
,
Vol
.
15
,
No.
1
,
F
e
br
ua
r
y
20
25
:
529
-
539
530
inf
luenc
e
d
by
e
nvir
onmenta
l
is
s
ue
s
,
tec
hnologi
c
a
l
s
uppor
t
is
one
of
the
main
a
s
pe
c
ts
that
s
up
por
ts
the
c
onti
nue
d
de
ve
lopm
e
nt
of
the
wor
ld
of
e
lec
tr
onic
book
de
ve
lopm
e
nt.
E
lec
tr
onic
books
a
r
e
de
f
ined
a
s
books
in
digi
tal
f
or
mat
that
c
a
n
be
a
c
c
e
s
s
e
d
thr
ough
a
s
c
r
e
e
n
[
9
]
.
T
he
c
onc
e
pt
of
e
lec
tr
onic
books
e
mer
ge
d
a
t
the
da
wn
o
f
c
omput
e
r
s
.
How
e
ve
r
,
a
t
the
be
ginni
n
g
of
the
dis
c
ove
r
y
of
c
omput
e
r
s
,
they
we
r
e
not
a
c
c
e
s
s
ibl
e
to
e
ve
r
yone
,
a
nd
the
de
ve
lopm
e
nt
of
e
lec
tr
onic
bo
oks
wa
s
s
low
[
10]
.
How
e
ve
r
,
in
r
e
c
e
nt
ye
a
r
s
,
the
s
pr
e
a
d
of
de
vice
s
to
a
c
c
e
s
s
the
int
e
r
ne
t
a
nd
e
B
ooks
ha
s
r
e
a
c
he
d
va
r
ious
leve
ls
of
s
oc
iety.
T
he
p
r
oof
is
the
ve
r
y
hig
h
int
e
r
ne
t
pe
ne
tr
a
ti
on
in
e
ve
r
y
c
ountr
y
[
5
]
.
e
B
ooks
be
c
ome
c
omm
on
a
nd
mor
e
r
e
leva
nt
in
va
r
ious
c
ountr
ies
,
e
s
pe
c
ially
de
ve
loped
c
ountr
ies
with
higher
de
vice
a
nd
int
e
r
ne
t
us
a
ge
.
I
n
s
ome
c
ountr
ies
,
e
B
ooks
a
r
e
us
e
d
to
r
e
plac
e
p
r
int
e
d
books
[
9]
.
Ac
c
or
ding
to
r
e
s
e
a
r
c
h
r
e
s
ult
s
,
the
us
e
o
f
e
B
ooks
in
va
r
ious
c
ountr
ies
s
hows
a
pos
it
ive
im
pa
c
t
[
9]
,
[
11]
–
[
13]
.
e
B
ooks
“
a
udio
a
nd
vis
ua
l”
a
r
e
a
s
olut
ion
dur
ing
the
c
o
r
ona
vir
us
dis
e
a
s
e
2019
(
C
OV
I
D
-
19)
pa
nde
mi
c
[
14]
.
e
B
ooks
ha
ve
the
a
dva
ntage
of
f
a
s
t
dis
tr
ibut
ion
a
nd
ve
r
y
e
f
f
icie
nt
f
inanc
ing.
I
n
thi
s
wa
y,
it
c
a
n
r
e
a
c
h
a
wide
r
c
omm
unit
y
[
10
]
.
Apa
r
t
f
r
om
that,
t
he
de
ve
lopm
e
nt
of
e
B
ooks
make
s
it
e
a
s
ier
f
or
a
p
a
r
ti
c
ular
pe
r
s
on
to
f
ind
inf
o
r
mation
a
nd
int
e
r
a
c
t
with
va
r
iou
s
s
c
ienc
e
s
[
15]
.
How
e
ve
r
,
not
a
ll
r
e
s
e
a
r
c
h
s
hows
a
pos
it
ive
r
e
s
pons
e
to
e
B
ooks
.
S
ome
f
ind
ings
s
howe
d
that
71
.
4%
of
s
tudents
r
e
por
ted
a
low
leve
l
o
f
s
a
ti
s
f
a
c
ti
on
wit
h
e
B
ooks
[
4
]
.
S
e
ve
r
a
l
s
tudi
e
s
s
tate
d
that
s
tudents
r
e
por
ted
be
ing
mor
e
c
omf
or
table
r
e
a
ding
pr
int
e
d
books
[
16]
.
T
he
r
e
a
r
e
a
t
lea
s
t
two
big
pr
oblems
that
hinder
t
he
us
e
of
e
B
ooks
,
na
mely
the
li
mi
ted
ba
tt
e
r
y
li
f
e
of
e
a
c
h
d
e
vice
[
17]
a
nd
e
ye
pr
oblems
whe
n
r
e
a
ding
f
or
a
l
ong
ti
me
[
17]
–
[
19]
.
B
a
s
e
d
on
the
two
pa
r
a
gr
a
phs
a
bove
,
th
e
r
e
a
r
e
a
dva
ntage
s
a
nd
dis
a
dva
ntage
s
of
us
ing
e
B
ooks
in
the
lea
r
ning
pr
oc
e
s
s
.
T
hus
,
it
is
ne
c
e
s
s
a
r
y
to
c
a
r
r
y
out
a
r
e
pr
e
s
e
ntative
inf
e
r
e
nc
e
pr
oc
e
s
s
to
c
r
e
a
te
a
ge
ne
r
a
l
ove
r
view
of
the
tr
e
nd
in
the
inf
luenc
e
of
e
B
ooks
.
One
of
the
methods
that
c
a
n
be
us
e
d
to
c
onc
lude
i
s
meta
-
a
na
lys
is
.
T
o
da
te
,
ther
e
ha
ve
be
e
n
s
e
ve
r
a
l
s
tudi
e
s
r
e
late
d
to
c
onc
ludi
ng
the
inf
luenc
e
of
e
B
ooks
in
e
duc
a
ti
on
us
ing
meta
-
a
na
lys
i
s
methods
.
T
he
f
ir
s
t
r
e
s
e
a
r
c
h
s
howe
d
that
the
us
e
of
e
B
ooks
ha
s
a
pos
i
ti
ve
inf
luenc
e
on
mathe
matics
lea
r
ning
with
a
n
e
f
f
e
c
t
s
ize
of
0.
82
.
T
his
r
e
s
e
a
r
c
h
only
s
pe
c
if
ica
ll
y
inves
ti
ga
ted
the
im
pa
c
t
on
mathe
matics
lea
r
ning
[
9
]
.
T
he
s
e
c
ond
r
e
s
e
a
r
c
h
s
howe
d
that
ther
e
is
no
s
igni
f
ica
nt
dif
f
e
r
e
nc
e
in
the
inf
luenc
e
of
e
B
ooks
in
incr
e
a
s
ing
s
tudents
'
li
ter
a
c
y
leve
ls
[
20]
.
T
hi
r
d
r
e
s
e
a
r
c
h
s
howe
d
that
pr
int
e
d
books
a
r
e
mor
e
r
e
c
omm
e
nde
d
than
e
B
ooks
f
or
im
pr
oving
r
e
a
ding
a
bil
it
y
.
How
e
ve
r
,
the
r
e
s
e
a
r
c
he
r
a
dde
d
that
the
f
low
of
digi
taliza
ti
on
is
s
o
f
a
s
t
that
a
voidi
ng
e
B
ooks
a
nd
s
ti
c
king
to
pr
int
e
d
books
is
n
ot
a
good
idea
[
21]
.
T
hus
,
thi
s
r
e
s
e
a
r
c
h
tr
ies
to
p
r
ovide
a
mor
e
c
omp
r
e
he
ns
ive
a
ns
we
r
r
e
ga
r
ding
the
in
f
luenc
e
of
e
B
ooks
in
the
lea
r
ning
pr
oc
e
s
s
.
Da
ta
c
oll
e
c
ti
on
will
be
c
a
r
r
ied
out
without
f
oc
us
ing
on
one
pa
r
ti
c
ular
s
ubjec
t
s
o
it
is
e
xpe
c
ted
that
it
will
pr
oduc
e
a
mor
e
c
ompr
e
he
ns
ive
ge
ne
r
a
l
pictu
r
e
.
R
e
late
d
to
the
inf
luenc
e
on
l
oc
a
ti
on,
s
ubjec
t,
gr
a
de
,
type
,
c
ompete
nc
y,
in
f
or
mation
b
a
s
e
,
e
B
ook
im
pleme
ntation
e
r
a
,
a
nd
c
las
s
s
ize
will
be
s
pe
c
if
ica
ll
y
a
na
lyze
d
a
s
moder
a
tor
va
r
iable
s
.
I
n
t
his
wa
y,
it
is
hope
d
that
the
r
e
s
ult
s
of
thi
s
r
e
s
e
a
r
c
h
will
pr
oduc
e
mor
e
c
ompl
e
te
a
nd
c
ompr
e
he
ns
ive
inf
or
mation
s
o
that
it
c
a
n
be
us
e
d
a
s
a
ba
s
is
f
or
makin
g
va
r
ious
poli
c
ies
in
va
r
ious
loca
ti
ons
a
nd
s
c
hool
c
ha
r
a
c
ter
is
ti
c
s
.
2.
M
E
T
HO
D
A
s
tudy
r
e
late
d
to
the
be
ne
f
i
ts
of
us
ing
e
lec
tr
onic
books
in
lea
r
ning
wa
s
c
a
r
r
ied
out
us
ing
the
meta
-
a
na
lys
is
method.
T
he
meta
-
a
na
lys
is
method
is
a
method
that
c
a
n
be
us
e
d
to
s
umm
a
r
ize
va
r
ious
pr
e
vious
r
e
s
e
a
r
c
h
r
e
s
ult
s
[
22]
,
[
23]
.
I
n
thi
s
wa
y,
meta
-
a
na
lys
is
will
he
lp
r
e
s
e
a
r
c
he
r
s
to
c
onc
lude
ge
ne
r
a
l
c
ondit
ions
ba
s
e
d
on
the
r
e
s
ult
s
of
r
e
s
e
a
r
c
h
c
onduc
ted
by
pr
e
vious
r
e
s
e
a
r
c
he
r
s
[
1]
.
T
he
ke
ywor
d
in
meta
-
a
na
lys
i
s
r
e
s
e
a
r
c
h
is
f
indi
ng
the
tot
a
l
e
f
f
e
c
t
s
ize
[
24]
whic
h
in
thi
s
r
e
s
e
a
r
c
h
is
a
r
e
pr
e
s
e
ntation
of
the
inf
luen
c
e
of
the
r
ole
of
e
lec
tr
onic
books
on
the
r
e
s
ult
s
of
the
lea
r
ni
ng
pr
oc
e
s
s
.
2.
1.
Re
s
e
ar
c
h
p
r
oc
e
d
u
r
e
s
an
d
d
at
a
s
ou
r
c
e
s
T
he
da
ta
s
our
c
e
in
thi
s
r
e
s
e
a
r
c
h
is
a
r
ti
c
les
publ
is
he
d
in
S
c
opus
-
indexe
d
jour
na
ls
.
T
o
e
ns
ur
e
the
da
ta
s
our
c
e
c
r
it
e
r
ia,
the
da
ta
c
oll
e
c
ti
on
pr
oc
e
s
s
wa
s
c
a
r
r
ied
out
in
the
S
c
opus
por
tal,
na
mely
htt
ps
:
//
w
w
w
.
s
c
opus
.
c
om
.
S
c
opus
wa
s
de
ter
mi
ne
d
a
s
a
da
taba
s
e
be
c
a
us
e
it
c
ons
ider
e
d
the
qua
li
ty
of
the
r
e
s
e
a
r
c
h
da
ta
to
be
a
na
lyze
d.
One
of
the
s
hor
tcom
ings
of
meta
-
a
na
lys
i
s
is
the
r
e
s
e
a
r
c
he
r
's
inabili
ty
to
c
ontr
ol
the
qua
li
ty
of
e
a
c
h
da
ta.
T
hus
,
be
ing
s
e
lec
ti
ve
in
da
ta
s
e
lec
ti
on
is
one
of
the
mos
t
e
f
f
e
c
ti
ve
wa
ys
t
o
e
ns
ur
e
da
ta
qua
li
ty.
T
o
a
c
c
omm
oda
te
thes
e
c
ons
ider
a
ti
ons
,
the
S
c
opus
da
taba
s
e
wa
s
c
hos
e
n
with
the
a
s
s
umpt
ion
that
S
c
opus
ha
s
a
jour
na
l
qua
li
ty
c
ontr
ol
mec
ha
nis
m
that
ha
s
a
dir
e
c
t
im
pa
c
t
on
the
qua
li
ty
o
f
publi
s
he
d
a
r
ti
c
les
.
Da
ta
c
oll
e
c
ti
o
n
wa
s
c
a
r
r
ied
out
a
t
h
tt
ps
:
//
w
w
w
.
s
c
opus
.
c
om
by
r
o
tat
ing
a
nd
c
o
mbi
n
ing
ke
y
wor
ds
r
e
leva
nt
to
the
s
e
lec
t
e
d
theme
,
na
me
ly
“
im
pa
c
t
,
”
“
e
f
f
e
c
t,
”
“
e
B
o
ok
,
”
“
a
udio
book
,
”
“
a
c
hi
e
ve
me
nt
,
”
“
o
utcome
,
”
a
nd
“
lea
r
nin
g.
”
T
o
ob
tain
b
r
oa
d
a
n
d
e
xpl
or
a
to
r
y
s
e
a
r
c
h
r
e
s
ul
ts
,
r
e
s
e
a
r
c
h
e
r
s
us
e
d
lo
gic
ba
s
e
d
on
B
oolea
n
ope
r
a
tor
s
“
AN
D
,
OR
”
a
s
a
li
nk
be
twe
e
n
va
r
ious
ke
ywor
ds
.
S
e
a
r
c
h
r
e
s
u
lt
s
on
ht
tps
:
//
w
w
w
.
s
c
opus
.
c
om
a
r
e
then
s
e
lec
ted
ba
s
e
d
on
the
in
c
lus
i
on
a
nd
e
xc
lus
ion
c
r
it
e
r
ia
s
e
t
by
the
r
e
s
e
a
r
c
he
r
.
T
he
r
e
s
e
a
r
c
he
r
wil
l
o
nly
t
a
ke
da
ta
Evaluation Warning : The document was created with Spire.PDF for Python.
I
nt
J
E
lec
&
C
omp
E
ng
I
S
S
N:
2088
-
8708
Util
iz
ati
on
me
ta
-
analys
is
to
identif
y
the
c
onv
e
nien
c
e
of
e
B
ook
s
(
v
is
ual
and
audio)
…
(
J
e
fr
i
M
ai
lool
)
531
that
mee
ts
a
l
l
the
s
pe
c
i
f
ied
inc
lus
io
n
c
r
i
ter
ia.
A
r
ti
c
les
th
a
t
do
not
mee
t
the
c
r
it
e
r
ia
“
mee
t
a
t
l
e
a
s
t
o
ne
o
f
the
e
xc
lus
io
n
c
r
it
e
r
ia
”
wi
ll
be
e
xc
lude
d
f
r
o
m
t
he
da
ta
to
be
a
na
lyze
d
.
T
a
b
le
1
is
a
pr
of
il
e
of
the
inc
lus
ion
a
n
d
e
xc
lus
io
n
c
r
i
ter
ia
in
t
his
s
tudy
.
T
o
c
ontr
o
l
the
S
c
opus
da
taba
s
e
-
ba
s
e
d
da
ta
s
e
a
r
c
h
pr
oc
e
s
s
,
thi
s
r
e
s
e
a
r
c
h
uti
li
z
e
s
the
P
R
I
S
M
A
da
ta
s
e
a
r
c
h
model.
T
he
P
R
I
S
M
A
model
he
lps
r
e
s
e
a
r
c
he
r
s
r
e
c
a
pit
ulate
da
ta
a
nd
he
lps
r
e
a
de
r
s
tr
a
c
e
the
da
ta
c
oll
e
c
ti
on
pr
oc
e
s
s
[
25]
.
I
n
thi
s
wa
y,
e
ve
r
y
da
ta
c
o
ll
e
c
ti
on
pr
oc
e
s
s
c
a
n
be
a
c
c
ounted
f
or
.
F
igur
e
1
c
o
ntains
a
P
R
I
S
M
A
diagr
a
m
s
howing
the
da
ta
c
oll
e
c
ti
on
pr
o
c
e
s
s
.
I
n
the
s
c
r
e
e
ning
p
r
oc
e
s
s
,
r
e
s
e
a
r
c
he
r
s
obtaine
d
15
a
r
ti
c
les
that
met
a
ll
inclus
ion
c
r
it
e
r
ia.
How
e
ve
r
,
s
e
ve
r
a
l
a
r
ti
c
les
c
ontain
mor
e
than
1
da
ta,
s
uc
h
a
s
r
e
s
e
a
r
c
h
c
onduc
ted
by
P
ha
dung
a
nd
Due
r
a
mae
[
1
2]
whic
h
f
ound
that
the
us
e
o
f
e
B
ooks
inf
luenc
e
s
s
tude
nts
'
knowle
dge
a
nd
s
kil
ls
.
Anothe
r
e
xa
mpl
e
is
r
e
s
e
a
r
c
h
c
onduc
ted
by
S
a
putr
i
e
t
al
.
[
13
]
whic
h
f
ound
th
a
t
e
B
ooks
inf
luenc
e
a
s
tudent's
knowle
dge
a
nd
a
tt
it
ude
s
.
T
hus
,
the
15
a
r
t
icle
s
c
oll
e
c
ted
pr
oduc
e
d
47
da
ta
whic
h
c
a
n
be
us
e
d
a
s
meta
-
a
na
lys
is
mate
r
ial
to
s
how
the
inf
luenc
e
of
e
B
ooks
on
the
lea
r
ning
pr
oc
e
s
s
.
T
he
f
oll
owing
is
a
s
umm
a
r
y
o
f
the
r
e
s
e
a
r
c
h
da
ta
a
na
lyze
d
in
thi
s
meta
-
a
na
ly
s
is
in
T
a
ble
2.
T
a
ble
1.
I
nc
lus
ion
a
nd
e
xc
lus
ion
c
r
it
e
r
ia
A
s
pe
c
t
I
nc
lu
s
io
n c
r
it
e
r
ia
E
xc
lu
s
io
n c
r
it
e
r
ia
A
s
pe
c
t
I
nc
lu
s
io
n c
r
it
e
r
ia
E
xc
lu
s
io
n c
r
it
e
r
ia
Y
e
a
r
2018
-
2023
E
ls
e
D
a
ta
c
ompone
nt
S
a
mpe
l
s
iz
e
, me
a
n, a
nd
s
ta
nda
r
d de
vi
a
ti
on
D
oe
s
not
lo
a
d one
,
two, or
a
ll
t
hr
e
e
L
a
ngua
ge
E
ngl
is
h
E
ls
e
A
na
ly
s
is
d
a
ta
Q
ua
nt
it
a
ti
ve
Q
ua
li
ta
ti
ve
A
r
ti
c
le
s
t
ype
R
e
s
e
a
r
c
h
a
r
ti
c
le
E
ls
e
T
he
me
T
he
i
nf
lu
e
nc
e
of
e
B
ook
s
on
le
a
r
ni
ng
E
ls
e
D
a
ta
t
ype
Q
ua
nt
it
a
ti
ve
Q
ua
li
ta
ti
ve
D
a
ta
ba
s
e
S
c
opus
E
ls
e
R
e
s
e
a
r
c
h d
e
s
ig
n
G
r
oup c
ont
r
a
s
t
E
ls
e
R
e
s
e
a
r
c
h mod
e
l
C
ont
r
ol
a
nd e
xpe
r
im
e
nt
D
oe
s
not
l
oa
d e
it
he
r
or
bot
h
F
igur
e
1.
P
R
I
S
M
A
da
ta
s
e
lec
ti
on
2.
2.
T
e
s
t
p
r
e
r
e
q
u
is
it
e
s
an
d
p
u
b
li
c
at
ion
b
ias
B
a
s
e
d
on
the
c
ha
r
a
c
ter
is
ti
c
s
of
the
da
ta
c
oll
e
c
ted,
it
c
a
n
be
c
onc
luded
that
the
da
ta
va
r
ies
.
T
he
s
e
c
onc
lus
ions
a
r
e
ba
s
e
d
on
da
ta
f
r
om
va
r
ious
c
ountr
ies
,
a
nd
va
r
ious
gr
a
de
s
,
a
nd
c
a
r
r
ied
out
a
t
va
r
iou
s
ti
mes
.
T
hus
,
the
a
ppr
opr
iate
meta
-
a
na
lys
is
r
e
s
e
a
r
c
h
model
ba
s
e
d
on
thes
e
c
ha
r
a
c
ter
is
ti
c
s
is
the
r
a
ndom
e
f
f
e
c
t
mode.
How
e
ve
r
,
to
ge
t
a
s
tr
ong
jus
ti
f
ica
ti
on,
s
tatis
ti
c
a
l
pr
oof
ne
e
ds
to
be
c
a
r
r
ied
ou
t
[
26]
.
T
he
a
s
s
umpt
ion
tes
t
model
us
e
d
wa
s
the
Q,
2
,
a
nd
2
pa
r
a
mete
r
method.
Us
ing
thr
e
e
methods
a
t
onc
e
is
e
xpe
c
ted
to
pr
od
uc
e
s
tr
ong
jus
ti
f
ica
ti
on.
T
he
c
onc
lus
ion
c
r
it
e
r
ia
us
e
d
we
r
e
he
ter
oge
ne
ous
da
ta
whe
n
p
-
va
l
Q<
0.
05
“
5%
e
r
r
or
,
”
2
is
mor
e
than
0
[
27
]
,
a
nd
2
is
75%
-
100%
s
ubs
tantial
he
ter
oge
ne
it
y
[
28]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
S
N
:
2088
-
8708
I
nt
J
E
lec
&
C
omp
E
ng
,
Vol
.
15
,
No.
1
,
F
e
br
ua
r
y
20
25
:
529
-
539
532
T
a
ble
2.
S
umm
a
r
y
of
da
ta
S
tu
dy
ID
Nc
Mc
S
D
c
Ne
Me
S
D
e
S
tu
dy
ID
Nc
Mc
S
D
c
Ne
Me
S
D
e
[
29]
_1
S
001
30
18.53
2.78
30
21.2
2.66
[
30]
_5
S
025
25
91.41
32.93
48
107.63
18.03
[
29]
_2
S
002
30
18.33
2.91
30
21.2
2.66
[
31]
_1
S
026
95
20.67
6.79
108
20.64
7.32
[
29]
_3
S
003
30
16.83
1.3
30
18.97
2.33
[
31]
_2
S
027
124
16.23
8.42
141
18.57
9.96
[
29]
_4
S
004
30
17.63
1.38
30
18.97
2.33
[
31]
_3
S
028
137
88.71
13.5
121
86.85
11.46
[
29]
_5
S
005
30
18.2
1.38
30
19.93
1.44
[
32]
_1
S
029
26
3.77
1.9
25
5.56
2.69
[
29]
_6
S
006
30
17.43
1.04
30
19.93
1.44
[
32]
_2
S
030
28
4.68
2.96
28
9.04
1.8
[
12]
_1
S
007
26
6.54
2.77
28
7.29
2.12
[
32]
_3
S
031
26
6.12
1.88
25
7.84
1.38
[
12]
_2
S
008
26
6
2.59
28
6.5
2.02
[
32]
_4
S
032
28
6.77
1.49
28
8.76
0.95
[
12]
_3
S
009
26
5.08
2.54
28
7.5
1.03
[
33]
_1
S
033
30
14.2
4.02
31
19.29
3.01
[
13]
_1
S
010
30
13.7
2.09
30
15.97
2.13
[
33]
_2
S
034
18
11.72
2.29
14
17.57
2.62
[
13]
_2
S
011
30
60.13
8.89
30
69.07
8.87
[
34]
_1
S
035
48
38.48
19.08
42
67.38
18.39
[
35]
S
012
59
64.75
8.8
59
81.69
10.19
[
34]
_2
S
036
40
62.63
20.88
42
67.38
18.39
[
36]
_1
S
013
12
3.88
0.48
15
4.46
0.36
[
34]
_3
S
037
48
4.07
0.69
42
4.16
0.6
[
36]
_2
S
014
7
3.14
0.64
15
4.46
0.36
[
34]
_4
S
038
40
4.08
0.66
42
4.16
0.6
[
36]
_3
S
015
12
3.39
0.3
15
3.91
0.57
[
34]
_5
S
039
48
3.78
0.9
42
3.96
0.66
[
36]
_4
S
016
7
3.33
0.63
15
3.91
0.57
[
34]
_6
S
040
40
4
0.72
42
3.96
0.66
[
36]
_5
S
017
12
3.82
0.61
15
3.61
0.56
[
37]
S
041
34
4.94
2.13
32
6.53
2.37
[
36]
_6
S
018
7
2.81
0.62
15
3.61
0.67
[
38]
_1
S
042
14
135.29
25.39
14
162.92
25.57
[
11]
_1
S
019
25
25.39
5.9
25
36.25
3.45
[
38]
_2
S
043
14
8
1.36
14
8.64
0.93
[
11]
_2
S
020
36
23.61
3.45
36
36.25
2.32
[
38]
_3
S
044
14
2.92
0.35
14
2.94
0.43
[
30]
_1
S
021
25
64.6
19.41
48
65.49
16.43
[
39]
S
045
30
68
14.86
30
48.8
16.52
[
30]
_2
S
022
25
73.64
18.95
48
77.32
16.39
[
40]
_1
S
046
30
75.27
8.89
30
83.73
6.91
[
30]
_3
S
023
25
66.64
23.51
48
72.08
17.59
[
40]
_2
S
047
30
68.7
6.17
30
75.9
4.54
[
30]
_4
S
024
25
81.45
30.03
48
92.77
15.63
T
he
n
,
in
a
ddit
ion
to
a
s
s
umi
ng
he
ter
oge
ne
it
y
to
s
uppor
t
the
c
hoice
o
f
a
r
a
ndom
or
f
ixed
model,
r
e
s
e
a
r
c
he
r
s
ne
e
d
to
gua
r
a
ntee
that
the
da
ta
is
f
r
e
e
f
r
om
publi
c
a
ti
on
b
ias
.
P
r
oving
f
r
e
e
dom
f
r
om
b
ias
us
e
s
identif
ica
ti
on
ba
s
e
d
on
f
unne
l
plot
s
a
nd
the
F
a
il
-
S
a
f
e
N
f
or
mul
a
.
I
de
nti
f
ica
ti
on
o
f
f
r
e
e
dom
of
publi
c
a
t
ion
bias
in
f
unne
l
plot
s
is
ba
s
e
d
on
the
s
ymm
e
tr
y
of
th
e
point
dis
tr
ibut
ion
.
M
e
a
nwhile,
de
ter
mi
n
ing
f
r
e
e
dom
of
publi
c
a
ti
on
bias
c
a
n
be
ba
s
e
d
on
the
F
a
il
-
S
a
f
e
N
f
or
mul
a
,
na
mely
the
f
il
e
-
s
a
f
e
va
lue
N>
5K+
10
whe
r
e
K
is
the
a
mount
of
da
ta
[
41
]
.
2.
3.
De
t
e
r
m
in
e
t
h
e
e
f
f
e
c
t
o
f
s
ize
T
his
r
e
s
e
a
r
c
h
model
is
a
gr
oup
c
ont
r
a
s
t
model
of
s
tanda
r
dize
d
e
xpe
r
im
e
ntal
a
nd
c
ontr
ol
de
s
ign.
T
he
s
tanda
r
diza
ti
on
pr
oc
e
s
s
is
ne
e
de
d
to
pr
oduc
e
pr
opor
ti
ona
l
a
ggr
e
ga
tes
be
c
a
us
e
the
s
c
a
le
of
the
da
ta
c
oll
e
c
ted
va
r
ies
[
22]
.
Af
ter
the
s
tanda
r
diza
ti
on
p
r
oc
e
s
s
is
c
a
r
r
ied
out
,
the
da
ta
c
a
n
be
c
a
lcula
ted
to
f
ind
the
e
f
f
e
c
t
s
ize
.
How
e
ve
r
,
to
mi
nim
ize
bias
,
the
e
f
f
e
c
t
s
ize
a
nd
s
tanda
r
dize
d
e
r
r
o
r
we
r
e
tr
a
ns
f
or
med
us
i
ng
the
r
e
c
omm
e
nde
d
f
or
mul
a
[
42
]
.
T
he
a
na
lys
is
pr
oc
e
s
s
wa
s
a
s
s
is
ted
by
R
s
of
twa
r
e
with
the
meta
a
nd
meta
phor
pa
c
ka
ge
s
.
T
he
n
the
tot
a
l
e
f
f
e
c
t
s
ize
f
indi
ngs
c
a
n
be
c
las
s
if
ied
a
s
in
T
a
ble
3
[
43
]
.
T
a
ble
3.
E
f
f
e
c
t
s
ize
c
a
tegor
ies
r
e
s
ult
s
of
meta
-
a
na
l
ys
is
of
c
ontr
a
s
t
gr
oup
mode
E
f
f
e
c
t
S
iz
e
C
a
te
gor
y
0
–
0.19
N
o e
f
f
e
c
t
0.20
–
0.49
S
ma
ll
0.50
–
0.79
M
e
di
um
0.80
–
1.29
L
a
r
ge
A
bove
1.30
V
e
r
y l
a
r
ge
2.
4.
M
od
e
r
at
or
var
iab
le
an
alys
is
T
he
moder
a
to
r
va
r
iable
is
a
nother
va
r
iable
that
c
a
n
be
us
e
d
to
p
r
ovide
a
mor
e
in
-
de
pth
e
xplana
ti
on
r
e
ga
r
ding
the
ge
ne
r
a
l
de
s
c
r
ipt
ion
of
the
r
ole
o
f
e
B
ooks
in
the
lea
r
ning
pr
oc
e
s
s
.
T
he
moder
a
tor
va
r
iable
will
be
a
ble
to
pr
ovide
a
de
e
pe
r
mea
ning
r
e
late
d
to
the
tot
a
l
e
f
f
e
c
t
s
ize
f
ind
ings
.
I
n
thi
s
s
tudy,
8
m
ode
r
a
tor
va
r
iable
s
we
r
e
us
e
d
a
s
mate
r
ial
f
or
int
e
r
p
r
e
tation,
na
mely
s
ubjec
t,
gr
a
de
,
type,
c
ompete
nc
y,
in
f
or
mat
ion
ba
s
e
,
e
B
ook
im
pleme
ntation
e
r
a
,
a
nd
c
las
s
s
ize
.
T
he
tec
hnique
f
or
inf
e
r
r
ing
va
r
ious
moder
a
to
r
va
r
iable
s
uti
li
z
e
d
a
na
lys
is
of
va
r
ianc
e
(
AN
OV
A)
-
li
ke
a
na
lys
is
tec
h
niques
.
T
he
r
e
s
ult
s
of
a
n
AN
OV
A
-
li
ke
a
na
lys
is
pr
ovided
de
tailed
inf
or
mation
on
the
pos
it
ion
of
e
a
c
h
c
a
tegor
y
of
mode
r
a
tor
va
r
iable
s
.
I
nter
p
r
e
tation
c
r
it
e
r
ia
we
r
e
ba
s
e
d
on
the
p
-
va
lue.
I
f
the
p
-
va
lue
<
5%
“
95%
c
onf
idenc
e
leve
l”
then
it
s
hows
s
igni
f
ica
nt
dif
f
e
r
e
nc
e
s
be
twe
e
n
c
a
tegor
ies
in
the
moder
a
tor
va
r
iable
g
r
ou
p.
T
a
ble
4
is
a
de
s
c
r
ipt
ion
of
e
a
c
h
moder
a
tor
va
r
ia
ble.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
nt
J
E
lec
&
C
omp
E
ng
I
S
S
N:
2088
-
8708
Util
iz
ati
on
me
ta
-
analys
is
to
identif
y
the
c
onv
e
nien
c
e
of
e
B
ook
s
(
v
is
ual
and
audio)
…
(
J
e
fr
i
M
ai
lool
)
533
T
a
ble
4.
M
ode
r
a
tor
va
r
iable
s
M
od V
a
r
C
a
te
gor
y
f
%
M
od V
a
r
C
a
te
gor
y
f
%
M
od V
a
r
C
a
te
gor
y
f
%
S
ubj
e
c
t
L
a
ngua
ge
24
51.1%
C
ompe
te
nc
e
A
tt
it
ude
10
21.3%
G
r
a
de
K
in
de
r
ga
r
te
n
4
8.5%
S
oc
ia
l
s
c
ie
nc
e
3
6.4%
K
now
le
dge
24
51.1%
E
le
me
nt
a
r
y
26
55.3%
N
a
tu
r
a
l
s
c
ie
nc
e
6
12.8%
S
ki
ll
13
27.7%
J
uni
or
hi
gh s
c
hool
(
J
H
S
)
4
8.5%
M
a
th
14
29.8%
E
r
a
P
r
e
c
ovi
d
22
46.8%
S
e
ni
or
hi
gh s
c
hool
(
S
H
S
)
8
17.0%
T
ype
I
nt
e
r
a
c
ti
ve
16
34.0%
C
ovi
d
19
40.4%
U
ni
ve
r
s
it
y
5
10.6%
N
on
-
I
nt
e
r
a
c
ti
ve
31
66.0%
P
os
t
c
ovi
d
6
12.8%
B
a
s
e
d
V
is
ua
l
40
85.1%
A
udi
o
7
14.9%
3.
RE
S
UL
T
S
AN
D
DI
S
CU
S
S
I
ON
B
y
c
ons
ider
ing
the
c
ha
r
a
c
ter
of
the
da
ta,
the
da
ta
a
na
lyze
d
in
thi
s
s
tudy
wa
s
h
e
ter
oge
ne
ous
.
How
e
ve
r
,
s
tatis
ti
c
a
l
pr
oof
is
ne
e
de
d
to
e
ns
ur
e
the
he
ter
oge
ne
it
y
of
the
da
ta.
T
he
f
ir
s
t
p
r
oof
o
f
he
ter
oge
ne
it
y
wa
s
s
hown
by
the
T
2
s
tatis
ti
c
.
T
he
a
na
lys
is
r
e
s
ult
s
s
howe
d
2
=
0.
6458
[
0.
4323;
1.
1569
]
>
0
s
o
the
da
ta
wa
s
he
ter
oge
ne
ous
.
T
he
s
e
c
ond
pr
oof
wa
s
ba
s
e
d
on
2
s
tatis
ti
c
s
.
B
a
s
e
d
on
the
a
na
lys
is
,
it
wa
s
identif
i
e
d
that
2
=
88.
4%
[
85
.
4%
;
90
.
8%
]
s
o
that
the
da
ta
wa
s
he
ter
oge
ne
ous
a
nd
f
e
ll
int
o
the
s
ubs
tantially
he
ter
oge
ne
ous
c
a
tegor
y.
T
he
thi
r
d
p
r
oof
wa
s
ba
s
e
d
on
the
Q
s
tatis
ti
c
.
T
he
p
-
va
lue
of
Q
wa
s
ve
r
y
s
mall
,
it
is
c
los
e
to
0,
s
o
the
da
ta
wa
s
he
ter
oge
ne
ous
.
B
a
s
e
d
on
the
thr
e
e
metho
ds
,
it
c
a
n
be
c
onc
luded
that
the
da
ta
wa
s
he
ter
oge
ne
ous
s
o
the
c
ha
r
a
c
ter
is
ti
c
a
s
s
umpt
ions
we
r
e
s
uppor
ted
by
s
tatis
ti
c
a
l
e
videnc
e
.
T
hus
,
the
s
e
lec
ti
on
of
the
r
a
ndom
e
f
f
e
c
t
model
wa
s
a
ppr
opr
iate
to
us
e
in
da
ta
a
na
lys
is
in
thi
s
r
e
s
e
a
r
c
h.
3.
1.
P
u
b
li
c
at
io
n
b
ias
Anothe
r
tes
t
that
mus
t
be
c
a
r
r
ied
out
is
the
f
r
e
e
dom
of
da
ta
f
r
om
publi
c
a
ti
on
b
ias
.
P
r
oving
the
f
r
e
e
dom
of
da
ta
f
r
om
publi
c
a
ti
on
bias
wa
s
c
a
r
r
ied
out
us
ing
two
methods
,
na
mely
f
unne
l
plot
a
nd
F
a
il
-
S
a
f
e
N.
T
he
r
e
s
ult
s
of
the
a
na
lys
is
pr
oduc
e
d
a
f
unne
l
pl
ot
im
a
ge
a
s
in
F
igur
e
2
.
I
n
ge
ne
r
a
l
,
the
point
im
a
ge
on
the
f
unne
l
plot
s
howe
d
a
s
ymm
e
tr
ica
l
dis
tr
ibu
ti
on.
How
e
ve
r
,
f
unne
l
plot
-
ba
s
e
d
vis
ua
l
identif
ica
ti
on
ha
s
a
n
e
leme
nt
o
f
s
ubjec
ti
vit
y
be
c
a
us
e
the
dis
tr
ibut
ion
of
point
s
wa
s
not
s
ymm
e
tr
ica
l.
T
hus
,
the
c
laim
of
a
s
ymm
e
tr
ic
p
oint
dis
tr
ibut
ion
c
a
n
be
de
ba
ted.
T
he
r
e
f
or
e
,
the
c
laim
of
s
ymm
e
tr
ica
l
dis
tr
ibut
ion
wa
s
pr
ove
n
us
ing
the
F
a
i
l
-
S
a
f
e
N
c
a
lcula
ti
on
us
ing
the
R
os
e
nthal
a
ppr
oa
c
h
method.
T
he
a
na
lys
is
r
e
s
ult
s
s
howe
d
that
the
F
a
il
-
S
a
f
e
va
l
ue
wa
s
N
=
6171
“
95%
c
onf
idenc
e
leve
l
.
”
T
he
c
onc
lus
ion
c
r
it
e
r
ion
f
o
r
f
r
e
e
dom
f
r
om
pub
li
c
a
ti
on
bias
is
if
N
>
5K+
1
“
N
is
the
F
a
il
-
S
a
f
e
N
va
lue
a
nd
K
is
the
nu
mber
of
s
tudi
e
s
/data
.
”
W
it
h
K
=
47
then
5K
+
1
=
236,
whic
h
i
s
f
a
r
be
low
N
=
6171.
B
a
s
e
d
on
thes
e
c
r
it
e
r
ia,
th
e
a
s
s
umpt
ion
of
a
s
ymm
e
tr
ic
point
dis
tr
ibut
ion
wa
s
s
uppor
ted
by
the
F
a
il
-
S
a
f
e
N
va
lue
whic
h
s
howe
d
that
the
da
ta
wa
s
f
r
e
e
f
r
om
publi
c
a
ti
on
bias
.
F
r
e
e
dom
f
r
o
m
publi
c
a
ti
on
bias
indi
c
a
tes
that
the
da
ta
f
r
om
the
a
na
lys
is
c
a
n
be
tr
us
ted
in
de
s
c
r
ibi
ng
the
in
f
luenc
e
of
us
ing
e
B
ooks
in
the
lea
r
ning
p
r
oc
e
s
s
.
F
igur
e
2.
F
unne
l
plot
3.
2.
T
ot
al
e
f
f
e
c
t
s
ize
Af
ter
the
a
s
s
umpt
ions
we
r
e
pr
ove
n
,
the
r
e
s
e
a
r
c
he
r
c
a
r
r
ied
out
a
n
a
na
lys
is
pr
oc
e
s
s
to
f
ind
the
e
f
f
e
c
t
s
ize
f
or
e
a
c
h
s
tudy
a
nd
the
to
tal
e
f
f
e
c
t
s
ize
.
T
he
r
e
s
ult
s
of
the
e
f
f
e
c
t
s
ize
pr
o
f
il
e
s
a
nd
s
tanda
r
d
e
r
r
or
s
f
r
om
e
a
c
h
s
tudy
we
r
e
f
ound
a
nd
be
c
a
me
the
ba
s
is
f
or
d
e
ter
mi
ning
the
tot
a
l
e
f
f
e
c
t
s
ize
.
T
he
r
e
s
ult
s
of
the
a
na
lys
is
s
howe
d
the
tot
a
l
e
f
f
e
c
t
s
ize
with
the
r
a
ndom
model
wa
s
0
.
86
[
0.
61
;
1.
11]
with
a
p
-
va
lue
<
5%
“
95%
c
onf
idenc
e
int
e
r
va
l
.
”
I
t
indi
c
a
ted
that
ther
e
wa
s
a
pos
it
ive
us
e
o
f
e
B
ooks
on
lea
r
ning
outcome
s
.
I
f
put
int
o
c
a
tegor
ies
,
the
tot
a
l
e
f
f
e
c
t
s
ize
s
howe
d
that
ther
e
wa
s
a
lar
ge
e
f
f
e
c
t
[
43]
.
I
n
mo
r
e
de
tail,
the
r
e
s
ul
ts
of
the
a
na
lys
is
c
a
n
be
s
e
e
n
in
the
f
or
e
s
t
plot
in
F
igur
e
3
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
S
N
:
2088
-
8708
I
nt
J
E
lec
&
C
omp
E
ng
,
Vol
.
15
,
No.
1
,
F
e
br
ua
r
y
20
25
:
529
-
539
534
F
igur
e
3.
F
or
e
s
t
p
lot
T
he
meta
-
a
na
lys
is
f
indi
ngs
a
r
e
in
li
ne
with
s
e
ve
r
a
l
pr
e
vious
s
tudi
e
s
[
9]
,
[
44]
,
[
45
]
whic
h
s
tate
d
that
the
us
e
of
e
B
ooks
make
s
a
pos
it
ive
c
ontr
ibu
ti
on
to
s
tudent
pe
r
f
or
manc
e
in
the
lea
r
ning
p
r
oc
e
s
s
.
T
his
pos
it
ive
e
f
f
e
c
t
is
r
e
late
d
to
the
e
a
s
e
a
nd
f
lexibil
it
y
of
e
B
oo
ks
in
pr
e
s
e
nti
ng
lea
r
ning
c
ontent
to
their
us
e
r
s
.
Apa
r
t
f
r
om
that,
e
B
ooks
that
ha
ve
int
e
r
a
c
ti
ve
f
e
a
tur
e
s
c
a
n
a
ls
o
make
lea
r
ning
ti
me
mo
r
e
e
f
f
icie
nt
a
s
we
ll
a
s
gr
ow
a
nd
s
tr
e
ngthen
the
c
onne
c
ti
on
be
twe
e
n
us
e
r
s
a
nd
the
le
a
r
ning
c
ontent
in
the
e
B
ook.
3.
3
M
od
e
r
at
or
var
iab
les
a
n
alys
is
T
he
ge
ne
r
a
l
de
s
c
r
ipt
ion
of
the
pos
it
ive
in
f
luenc
e
of
us
ing
e
B
ooks
on
the
lea
r
ning
pr
oc
e
s
s
c
a
n
be
f
oll
owe
d
up
with
a
n
a
na
lys
is
of
othe
r
va
r
iable
s
.
I
n
thi
s
s
tudy,
other
va
r
iable
s
that
we
r
e
a
ls
o
a
na
lyze
d
we
r
e
c
a
tegor
ize
d
int
o
moder
a
tor
va
r
iable
s
,
na
mely
s
ubjec
t
“
langua
ge
,
s
oc
ial
s
c
ienc
e
s
,
na
tur
a
l
s
c
ienc
e
,
a
nd
mathe
matics
,
”
gr
a
de
“
kinder
ga
r
ten,
e
leme
ntar
y,
juni
or
high
s
c
hool,
s
e
nior
high
s
c
hool,
univer
s
it
y
,
”
type
“
int
e
r
a
c
ti
ve
a
nd
not
in
ter
a
c
ti
ve
,
”
c
ompete
nc
ies
de
ve
loped
“
a
tt
it
ude
s
,
knowle
dge
,
a
nd
s
kil
ls
,
”
e
r
a
“
pr
e
c
ovid,
c
ovid
a
nd
pos
t
c
ovid
,
”
a
nd
c
las
s
s
ize
“
s
mall
a
nd
lar
ge
.
”
T
he
r
e
s
ult
s
of
the
moder
a
tor
va
r
iable
a
na
ly
s
is
we
r
e
s
umm
a
r
ize
d
in
the
f
or
e
s
t
plot
in
F
igur
e
4
.
T
he
r
e
s
ult
s
of
the
moder
a
tor
va
r
iable
a
na
lys
is
in
F
igur
e
4
s
howe
d
va
r
ious
c
ondit
ions
f
or
e
a
c
h
va
r
iable
.
R
e
s
e
a
r
c
he
r
s
f
ound
that
f
r
om
2018
to
2023
,
r
e
s
e
a
r
c
h
on
the
in
f
l
ue
nc
e
of
the
us
e
of
e
B
ooks
on
the
lea
r
ning
pr
oc
e
s
s
wa
s
c
a
r
r
ied
out
on
thr
e
e
c
onti
ne
nts
,
na
mely
As
ia,
Ame
r
ica
,
a
nd
E
ur
ope
.
T
he
s
e
c
ond
mode
r
a
tor
va
r
iable
,
na
mely
s
ubjec
ts
,
s
howe
d
that
ther
e
we
r
e
dif
f
e
r
e
nc
e
s
in
the
pos
it
ive
e
f
f
e
c
ts
of
e
B
ooks
in
ter
ms
of
e
a
c
h
s
ubj
e
c
t
be
c
a
u
s
e
p
-
va
lue
=
0.
03
<
0.
05
“
95%
c
onf
idenc
e
leve
l
.
”
I
f
we
lo
ok
a
t
the
e
f
f
e
c
t
s
ize
f
or
e
a
c
h
c
a
tegor
y,
it
s
hows
that
the
pos
it
ive
e
f
f
e
c
t
of
e
B
ooks
on
the
s
c
ien
c
e
,
s
oc
ial
s
tu
dies
,
a
nd
mathe
matics
s
ubjec
t
gr
oups
is
r
e
latively
the
s
a
me.
M
e
a
nwhile,
the
pos
it
ive
e
f
f
e
c
t
of
e
B
ooks
f
or
the
l
a
ngua
ge
lea
r
ning
s
ubjec
t
wa
s
r
e
latively
lowe
r
than
f
o
r
the
other
thr
e
e
s
ubjec
ts
.
T
his
ha
ppe
ns
be
c
a
us
e
e
a
c
h
s
u
bjec
t
ha
s
dif
f
e
r
e
nt
c
ha
r
a
c
ter
is
ti
c
s
,
s
o
the
pos
it
ive
e
f
f
e
c
t
of
e
B
ooks
on
lea
r
ning
in
e
a
c
h
s
ubjec
t
a
ls
o
va
r
ies
.
L
a
ngua
ge
s
ubjec
ts
ha
ve
a
mo
r
e
c
ompl
e
x
r
a
nge
o
f
lea
r
ni
ng
dim
e
ns
ions
c
ompar
e
d
to
s
c
ienc
e
,
s
oc
ial
s
tudi
e
s
,
a
nd
mathe
matics
.
T
he
c
ompete
nc
ies
a
nd
s
kil
ls
de
ve
lo
pe
d
in
langua
ge
s
ubjec
t
lea
r
ning
a
r
e
mor
e
c
omp
r
e
he
ns
ive,
including
r
e
a
ding,
li
s
tening,
w
r
it
ing
,
a
nd
s
pe
a
king
in
a
wide
r
c
ontext
[
46]
.
Apa
r
t
f
r
om
that
,
the
us
e
of
e
B
ooks
in
langua
ge
lea
r
ning
tends
to
be
invol
ve
d
in
de
ve
lo
ping
ba
s
ic
li
ter
a
c
y
a
s
pe
c
ts
,
na
mely
r
e
a
ding
[
20]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
nt
J
E
lec
&
C
omp
E
ng
I
S
S
N:
2088
-
8708
Util
iz
ati
on
me
ta
-
analys
is
to
identif
y
the
c
onv
e
nien
c
e
of
e
B
ook
s
(
v
is
ual
and
audio)
…
(
J
e
fr
i
M
ai
lool
)
535
F
igur
e
4.
I
nte
r
a
c
ti
on
a
nd
f
or
e
s
t
plot
of
moder
a
tor
v
a
r
iable
s
E
duc
a
ti
ona
l
leve
l
wa
s
a
ls
o
one
of
the
moder
a
to
r
va
r
iable
s
whic
h
s
howe
d
a
p
-
va
lue
<
0.
01
<
0.
05
“
95%
c
onf
idenc
e
leve
l
.
”
I
t
mea
ns
that
the
r
e
we
r
e
dif
f
e
r
e
nc
e
s
be
twe
e
n
c
a
tegor
ies
.
T
he
univer
s
it
y
c
a
tegor
y
wa
s
the
c
a
tegor
y
with
the
highes
t
e
B
ook
e
f
f
e
c
t
c
ompar
e
d
to
other
c
a
tegor
ies
.
T
he
int
e
ns
ive
us
e
of
tec
hnology,
e
s
pe
c
ially
e
B
ooks
in
lea
r
ning
r
e
quir
e
s
us
e
r
s
to
be
a
utonom
ous
in
lea
r
ning.
At
the
u
niver
s
it
y
leve
l,
s
tudents
c
a
n
us
e
c
ognit
ive
a
nd
meta
c
ognit
ive
lea
r
ning
s
tr
a
tegie
s
a
c
c
or
ding
to
p
r
e
f
e
r
e
nc
e
s
[
47]
to
incr
e
a
s
e
lea
r
ning
a
c
hieve
ment,
one
of
whic
h
is
by
us
ing
tec
hnology,
na
mely
e
B
ooks
.
T
he
ne
xt
moder
a
to
r
va
r
iable
wa
s
int
e
r
a
c
ti
ve
a
nd
non
-
int
e
r
a
c
ti
ve
e
B
ooks
.
T
he
a
na
lys
is
r
e
s
ult
s
s
howe
d
that
p
-
va
lue
=
0.
58
>
0.
05
“
95%
c
onf
idenc
e
le
ve
l
.
”
T
he
r
e
s
ult
s
of
thi
s
a
na
lys
is
s
howe
d
that
ther
e
wa
s
no
dif
f
e
r
e
nc
e
in
the
e
f
f
e
c
ts
of
in
ter
a
c
ti
ve
a
nd
non
-
int
e
r
a
c
ti
ve
e
B
ooks
.
B
oth
types
ha
ve
a
lm
os
t
the
s
a
m
e
e
f
f
e
c
t.
I
t
is
s
uppor
ted
by
pr
e
vious
r
e
s
e
a
r
c
h
whic
h
s
tate
s
that
int
e
r
a
c
ti
ve
a
nd
non
-
int
e
r
a
c
ti
ve
e
B
ooks
both
ha
ve
a
pos
it
ive
im
pa
c
t
on
lea
r
ning
outcome
s
[
48]
r
e
ga
r
dle
s
s
of
whe
ther
ther
e
a
r
e
int
e
r
a
c
ti
ve
f
e
a
tur
e
s
in
them
or
not.
T
he
ba
lanc
e
of
c
ompete
nc
y
de
ve
lopm
e
nt
is
one
of
the
wide
ly
s
tudi
e
d
is
s
ue
s
nowa
da
ys
.
B
a
lanc
e
d
de
ve
lopm
e
nt
of
a
tt
it
ude
s
,
knowle
dge
,
a
nd
s
kil
ls
is
a
tar
ge
t
s
e
t
by
many
gove
r
n
ments
in
the
wo
r
ld.
Da
ta
in
the
ne
twor
king
p
r
oc
e
s
s
a
ls
o
s
howe
d
va
r
iations
in
the
e
xpe
c
ted
outcome
s
f
r
om
us
ing
e
B
ooks
.
T
he
a
na
lys
is
r
e
s
ult
s
indi
c
a
ted
that
p
-
va
lue
=
0.
09
>
0.
05
“
95%
c
onf
idenc
e
leve
l
.
”
I
t
mea
ns
that
ther
e
we
r
e
no
s
igni
f
i
c
a
nt
dif
f
e
r
e
nc
e
s
be
twe
e
n
c
a
tegor
ies
.
A
mor
e
c
ontextua
l
c
onc
lus
ion
s
howe
d
that
e
B
ooks
ha
ve
the
s
a
me
i
nf
luenc
e
whe
n
us
e
d
to
im
p
r
ove
lea
r
ning
outcome
s
in
the
d
omains
of
a
tt
it
ude
s
,
knowle
dge
,
a
nd
s
kil
ls
.
T
his
is
be
c
a
us
e
e
B
ooks
we
r
e
de
ve
loped
to
e
xpa
nd
the
r
e
a
c
h
o
f
lea
r
ning
in
the
c
las
s
r
oom
int
o
v
ir
tual
f
o
r
m
[
49]
s
o
t
ha
t
they
ha
ve
a
ba
lanc
e
d
f
oc
us
on
the
domains
o
f
a
tt
i
tudes
,
knowle
dge
,
a
nd
s
kil
ls
.
R
e
c
e
ntl
y,
books
c
ons
is
ted
of
two
inf
or
mation
ba
s
e
s
,
na
mely
vis
ua
l
a
nd
a
udio.
Vis
ua
l
e
B
ooks
a
r
e
a
dupli
c
a
ti
on
of
c
onve
nti
ona
l
“
pr
int
e
d”
books
in
vir
tual
f
or
m
.
M
e
a
nwhile,
a
udio
e
B
ooks
a
r
e
the
c
onv
e
r
s
ion
of
vis
ua
l
books
int
o
a
udio
-
ba
s
e
d
or
other
f
or
mats
with
s
tr
uc
tur
e
d
s
c
ientif
ic
c
ontent
li
ke
books
de
li
ve
r
e
d
by
na
r
r
a
tor
s
.
C
ur
r
e
nt
tec
hnologi
c
a
l
s
ophis
ti
c
a
ti
on
make
s
the
oppor
tuni
ti
e
s
f
or
p
r
ovidi
ng
inclus
ive
e
duc
a
ti
on
e
ve
n
gr
e
a
ter
.
T
he
c
ombi
na
ti
on
o
f
vis
ua
l
a
nd
a
udio
gives
s
e
ns
or
y
dis
a
bil
it
ies
opti
ons
that
s
uit
their
c
omf
or
t
in
a
c
c
e
s
s
ing
inf
or
mation
.
T
he
a
na
lys
is
r
e
s
ult
s
s
ho
we
d
that
p
-
va
lue
=
0.
23
>
0.
05
“
95%
c
onf
idenc
e
leve
l
.
”
I
t
indi
c
a
tes
that
a
udio
e
B
ooks
a
nd
vis
ua
l
e
B
ooks
pr
ovide
the
s
a
me
pos
it
ive
im
pa
c
t
on
the
lea
r
ning
pr
oc
e
s
s
.
T
he
r
e
f
or
e
,
a
lt
hough
a
udio
a
nd
vis
ua
l
e
B
ooks
s
u
ppor
t
the
a
c
hieve
ment
of
lea
r
ning
objec
ti
ve
s
in
dif
f
e
r
e
nt
wa
ys
a
nd
dif
f
e
r
e
nt
a
s
pe
c
ts
[
50]
,
in
ge
ne
r
a
l
,
the
lea
r
ning
objec
ti
ve
s
to
be
a
c
hieve
d
a
r
e
int
e
gr
a
l
,
c
ompl
e
menta
r
y,
a
nd
c
a
nnot
be
s
e
pa
r
a
ted
f
r
om
e
a
c
h
other
.
T
he
r
e
s
e
a
r
c
h
r
e
s
ult
s
we
r
e
c
la
s
s
if
ied
int
o
3,
na
mely
the
pr
e
-
c
ovid
pe
r
iod
“
be
f
or
e
2020
,
”
the
C
OV
I
D
pe
r
iod
“
2020
–
2021
,
”
a
nd
the
pos
t
-
c
ovid
pe
r
iod
“
2022
a
nd
a
bove
.
”
E
duc
a
ti
on
in
the
las
t
6
ye
a
r
s
ha
s
be
e
n
ve
r
y
dyna
mi
c
due
to
the
2019
C
ovid
pa
nde
mi
c
.
T
he
lea
r
ning
p
r
oc
e
s
s
ha
s
c
ha
nge
d
s
o
quickly
f
r
o
m
of
f
li
ne
,
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
S
N
:
2088
-
8708
I
nt
J
E
lec
&
C
omp
E
ng
,
Vol
.
15
,
No.
1
,
F
e
br
ua
r
y
20
25
:
529
-
539
536
onli
ne
,
blende
d,
ba
c
k
to
of
f
li
ne
.
T
he
s
e
c
e
r
tainly
h
a
ve
a
lot
o
f
inf
luenc
e
on
s
tudents
’
a
nd
tea
c
he
r
s
’
b
e
ha
vior
.
T
he
r
e
s
ult
s
of
the
a
na
lys
is
s
howe
d
a
p
-
va
lue
<
0.
01
<
0.
05
“
95%
c
onf
idenc
e
leve
l
,
”
whic
h
mea
ns
ther
e
wa
s
a
dif
f
e
r
e
nc
e
in
the
inf
luenc
e
of
e
B
ooks
on
the
lea
r
ning
pr
oc
e
s
s
be
f
or
e
C
OV
I
D
-
19,
dur
ing
C
OV
I
D
-
19
a
nd
a
f
ter
C
OV
I
D
-
19.
T
he
im
pleme
ntation
of
e
B
ooks
dur
ing
the
C
ovid
pe
r
iod
wa
s
a
pe
r
iod
whe
n
the
pos
it
ive
inf
luenc
e
of
e
B
ooks
wa
s
r
e
latively
s
mall
c
ompar
e
d
to
th
e
pe
r
iod
be
f
o
r
e
a
nd
a
f
ter
C
ovid
.
Dur
ing
the
C
OV
I
D
-
19
pa
nde
mi
c
,
the
e
mer
ge
nc
e
of
va
r
ious
ne
w
d
igi
ta
l
c
omm
unica
ti
on
tool
s
oc
c
ur
r
e
d
mas
s
ively
to
d
e
a
l
with
dis
tanc
e
lea
r
ning
c
ondit
ions
.
Digit
a
l
tec
hnology
us
e
d
f
or
lea
r
ning
is
c
a
tegor
ize
d
int
o
s
e
ve
r
a
l
gr
oups
s
uc
h
a
s
s
oc
ial
media
,
mes
s
e
nge
r
s
,
video
c
onf
e
r
e
nc
e
s
,
lette
r
s
,
a
nd
c
onne
c
ti
ng
too
ls
[
51]
.
T
hus
,
it
make
s
tea
c
he
r
s
a
nd
s
tudents
uti
li
z
e
va
r
ious
f
or
ms
of
digi
tal
c
omm
unic
a
ti
on
tool
s
a
s
lea
r
ning
int
e
r
media
r
ies
that
a
r
e
s
e
le
c
ted
a
nd
a
da
pted
to
their
ne
e
ds
,
s
o
they
a
r
e
not
only
f
oc
us
e
d
on
e
B
ooks
.
T
he
las
t
moder
a
tor
va
r
iable
wa
s
c
las
s
s
i
z
e
whic
h
wa
s
us
e
d
to
identif
y
the
s
uit
a
bil
it
y
of
the
e
B
ook
ba
s
e
d
on
the
number
of
s
tudents
in
the
c
la
s
s
.
T
he
r
e
s
ult
s
of
the
a
na
lys
is
s
howe
d
that
the
number
of
s
tudents
in
the
c
las
s
wa
s
not
a
va
r
iable
that
ha
d
a
pos
it
ive
im
pa
c
t.
T
his
c
onc
lus
ion
wa
s
ba
s
e
d
on
the
p
-
va
lue
=
0.
18
>
0.
05
“
95%
c
onf
idenc
e
leve
l
.
”
I
n
us
ing
e
B
ooks
,
digi
tal
tool
s
tend
to
be
us
e
d
indi
vidually
a
nd
pe
r
s
ona
ll
y
[
52]
.
M
or
e
ove
r
,
the
us
e
of
e
B
ooks
is
o
nly
r
e
late
d
to
the
a
va
il
a
bil
it
y
of
f
a
c
il
it
ies
a
nd
inf
r
a
s
tr
uc
tur
e
s
o
the
number
o
f
s
tudents
in
the
c
las
s
is
not
a
de
ter
mi
ning
va
r
iable
.
4.
DI
S
CU
S
S
I
ON
T
his
r
e
s
e
a
r
c
h
s
hows
that
e
B
ooks
ha
ve
a
pos
it
ive
i
nf
luenc
e
on
s
tudent
lea
r
ning
outcome
s
in
ge
ne
r
a
l
.
F
or
mor
e
in
-
de
pth
inf
or
mation,
it
c
a
n
be
e
xplor
e
d
by
pa
ying
a
tt
e
nti
on
to
the
r
e
s
ult
s
of
the
moder
a
tor
va
r
iable
a
na
lys
is
.
T
he
r
e
s
ult
s
of
the
moder
a
to
r
va
r
iable
a
na
lys
is
s
how
that
e
B
ooks
ha
ve
a
n
e
qua
ll
y
good
inf
luenc
e
whe
n
view
e
d
f
r
om
the
s
ubjec
t
a
s
pe
c
t
“
the
lowe
s
t
e
f
f
e
c
t
is
in
langua
ge
les
s
ons
e
ve
n
though
it
is
s
t
il
l
in
the
pos
it
ive
c
a
tegor
y
,
”
s
c
hool
leve
l
“
the
gr
e
a
tes
t
e
f
f
e
c
t
o
f
e
B
ooks
us
e
d
f
o
r
s
tudyi
ng
a
t
unive
r
s
it
ies
,
”
a
nd
im
pleme
ntation
ti
me
“
the
us
e
of
e
B
ooks
doe
s
not
ha
ve
much
o
f
a
n
e
f
f
e
c
t
du
r
ing
the
pa
nde
mi
c
.
”
Ap
a
r
t
f
r
om
that,
the
r
e
s
ult
s
of
the
a
na
lys
is
f
ound
that
e
B
ooks
ha
d
a
n
e
qua
ll
y
good
e
f
f
e
c
t
whe
n
view
e
d
f
r
om
th
e
type
of
e
B
ook,
the
c
ompete
nc
ies
de
ve
loped,
the
in
f
or
mati
on
ba
s
e
,
a
nd
the
numbe
r
of
s
tudents
in
one
c
las
s
.
T
he
s
e
f
indi
ngs
c
ompl
e
ment
va
r
ious
r
e
s
e
a
r
c
h
c
onduc
ted
by
s
e
ve
r
a
l
pr
e
vious
r
e
s
e
a
r
c
he
r
s
.
W
ij
a
ya
e
t
al.
[
9]
in
their
meta
-
a
na
lys
is
s
tudy
f
oun
d
that
e
B
ooks
ha
d
a
po
s
it
ive
inf
luenc
e
on
mathe
m
a
ti
c
s
a
nd
S
T
E
M
lea
r
ning
outcome
s
.
E
ge
r
t
e
t
al
.
[
53]
,
with
meta
-
a
na
ly
s
is
,
f
ound
that
the
us
e
of
e
B
ooks
ha
s
a
pos
it
ive
im
pa
c
t
on
the
pr
oc
e
s
s
of
c
a
r
ing
f
o
r
pr
e
-
s
c
hool
c
hil
dr
e
n.
M
or
e
s
pe
c
if
ica
ll
y,
it
wa
s
s
tate
d
that
the
e
B
ook
a
c
ti
vit
y
wa
s
a
ls
o
s
upe
r
ior
to
the
a
c
ti
vit
y
of
r
e
a
ding
pr
int
e
d
s
tor
y
books
.
M
e
ta
-
a
na
lys
is
r
e
s
ult
s
t
ha
t
we
r
e
s
im
il
a
r
to
thos
e
of
E
ge
r
t
e
t
al
.
we
r
e
a
ls
o
f
ound
b
y
S
a
vva
e
t
al.
[
54
]
with
s
ubjec
ts
of
gr
a
de
2
s
tudents
a
nd
S
wa
ns
on
with
s
ubjec
ts
of
gr
a
de
12
s
tudents
[
20]
.
T
hus
,
the
ge
ne
r
a
l
de
s
c
r
ipt
ion
of
th
is
r
e
s
e
a
r
c
h
is
a
c
c
ompanie
d
by
de
tailed
f
indi
ngs
ba
s
e
d
on
mo
de
r
a
tor
va
r
iable
s
,
p
r
ovidi
ng
e
nr
ichme
nt
to
the
r
e
s
ult
s
of
pr
e
vious
r
e
s
e
a
r
c
h.
T
he
r
e
is
one
f
indi
ng
that
is
be
yond
the
e
xpe
c
tations
of
the
ge
ne
r
a
l
mi
nds
e
t,
na
mely
that
ther
e
is
no
dif
f
e
r
e
nc
e
be
twe
e
n
int
e
r
a
c
ti
ve
a
nd
non
-
int
e
r
a
c
ti
ve
books
.
L
ogica
ll
y,
int
e
r
a
c
ti
ve
books
c
a
n
make
s
tudents
mor
e
a
c
ti
ve
[
55]
.
Apa
r
t
f
r
om
that
,
lea
r
ning
mot
iv
a
ti
on
a
nd
e
ndur
a
nc
e
a
ls
o
be
c
ome
mor
e
mana
ge
a
ble
[
56]
.
How
e
ve
r
,
the
f
indi
ngs
f
r
om
the
a
na
lys
is
s
how
s
o
mething
dif
f
e
r
e
nt
.
T
his
is
pa
r
t
of
the
li
mi
tations
of
meta
-
a
na
lys
is
r
e
s
e
a
r
c
h
whic
h
make
s
r
e
s
e
a
r
c
he
r
s
una
ble
to
c
onf
ir
m
f
ind
ings
that
a
r
e
c
ons
ider
e
d
unus
ua
l
[
23]
.
T
he
r
a
ti
ona
l
s
e
a
r
c
h
f
or
f
indi
ngs
c
a
n
be
tr
a
c
e
d
th
r
ough
va
r
ious
li
ter
a
tur
e
or
r
e
s
e
a
r
c
h
r
e
s
ult
s
[
57]
.
T
he
r
a
ti
ona
le
f
or
why
int
e
r
a
c
ti
ve
a
nd
non
-
int
e
r
a
c
ti
ve
e
B
ooks
do
not
pr
ovide
s
igni
f
ica
nt
di
f
f
e
r
e
nc
e
s
is
the
s
it
ua
ti
ona
l
c
ondit
ions
of
the
lea
r
ning
p
r
oc
e
s
s
a
nd
the
qua
li
ty
of
the
int
e
r
a
c
ti
ve
e
B
ook.
No
matter
how
good
the
lea
r
ning
m
e
dia
is
,
i
f
the
lea
r
ning
s
it
ua
ti
on
doe
s
not
s
uppor
t
it
then
the
r
e
s
ult
s
will
not
be
opti
mal
[
58
]
.
Apa
r
t
f
r
om
that
,
th
e
qua
li
ty
of
int
e
r
a
c
ti
ve
e
B
ooks
c
a
n
a
ls
o
be
a
c
a
us
e
.
C
r
e
a
t
ing
media
that
c
a
n
pr
ovide
maximum
pos
it
ive
e
f
f
e
c
ts
is
c
e
r
tainly
not
e
a
s
y.
I
f
it
is
p
r
oduc
e
d
with
poor
qua
li
ty,
the
e
f
f
e
c
t
on
lea
r
ning
may
not
be
opti
mal
[
59]
.
B
a
s
e
d
on
the
r
e
s
ult
s
of
thi
s
meta
-
a
na
lys
is
r
e
s
e
a
r
c
h,
ther
e
is
a
s
tr
e
ngthening
of
the
a
r
gument
that
e
B
ooks
ha
ve
a
pos
it
ive
inf
luenc
e
on
lea
r
ning
.
T
he
poli
c
y
to
de
ve
lop
va
r
ious
e
B
ooks
is
one
s
olut
ion
to
s
tr
e
ngthening
the
qua
li
ty
of
the
e
duc
a
ti
ona
l
pr
oc
e
s
s
.
An
in
-
de
pth
s
tudy
is
ne
e
de
d
r
e
ga
r
ding
the
pr
oduc
ti
on
of
qua
li
ty
e
B
ooks
s
o
that
the
potential
f
or
s
tudent
lea
r
ning
outcome
s
c
a
n
be
maximi
z
e
d.
E
ve
r
y
s
ubjec
t
a
nd
e
ve
r
y
leve
l
of
e
duc
a
ti
on
de
f
ini
tely
ha
s
unique
c
ha
r
a
c
ter
is
ti
c
s
that
mus
t
be
a
da
pted
[
22]
.
5.
CONC
L
USI
ON
M
e
ta
-
a
na
lys
is
r
e
s
e
a
r
c
h
to
c
onc
lude
the
inf
luenc
e
of
e
B
ooks
on
the
lea
r
ning
pr
oc
e
s
s
us
e
s
a
r
a
ndom
e
f
f
e
c
t
model
due
to
the
he
ter
oge
ne
ous
c
ha
r
a
c
ter
is
t
ics
of
the
da
ta
whic
h
is
c
onf
ir
med
by
s
tatis
ti
c
s
2
,
2
,
a
nd
.
T
he
da
ta
c
oll
e
c
ted
a
nd
a
na
lyze
d
s
howe
d
that
it
is
f
r
e
e
f
r
om
publ
ica
ti
on
bias
with
the
s
a
f
e
N
F
il
e
.
T
h
us
,
the
da
ta
is
f
e
a
s
ibl
e
to
pr
oc
e
e
d
to
meta
-
a
na
lys
is
.
T
he
r
e
s
ult
s
of
the
a
na
lys
is
s
howe
d
that
ther
e
is
a
lar
ge
“
p
os
it
ive”
Evaluation Warning : The document was created with Spire.PDF for Python.
I
nt
J
E
lec
&
C
omp
E
ng
I
S
S
N:
2088
-
8708
Util
iz
ati
on
me
ta
-
analys
is
to
identif
y
the
c
onv
e
nien
c
e
of
e
B
ook
s
(
v
is
ual
and
audio)
…
(
J
e
fr
i
M
ai
lool
)
537
e
f
f
e
c
t
a
s
indi
c
a
ted
by
a
p
-
va
lue
<
0.
001
<
5%
“
95%
c
onf
idenc
e
int
e
r
va
l”
a
nd
a
tot
a
l
e
f
f
e
c
t
s
ize
=
0
.
86
[
0.
61;
1.
11]
.
I
n
a
mor
e
in
-
de
pth
inves
ti
ga
ti
on
thr
ough
m
ode
r
a
tor
va
r
iable
a
na
lys
is
,
the
r
e
s
ult
s
we
r
e
f
ound
t
ha
t:
i)
in
Ame
r
ica
,
e
B
ooks
did
not
ha
ve
gr
e
a
ter
inf
luenc
e
a
s
in
As
ia
a
nd
E
ur
ope
;
ii
)
the
langua
ge
lea
r
ning
g
r
oup
did
not
ha
ve
s
igni
f
ica
nt
inf
luenc
e
a
s
in
the
s
c
ienc
e
,
s
oc
ial
s
tudi
e
s
a
nd
mathe
matics
gr
oups
;
i
ii
)
univer
s
it
ies
a
r
e
the
be
s
t
leve
l
f
or
im
pleme
nti
ng
e
B
ooks
;
iv)
dur
in
g
the
C
OV
I
D
e
r
a
e
B
ooks
did
not
ha
ve
a
b
ig
in
f
lu
e
nc
e
;
a
nd
v)
the
r
e
we
r
e
no
dif
f
e
r
e
nc
e
s
f
o
r
e
a
c
h
c
a
tegor
y
in
t
he
type
of
c
ompete
nc
y
de
ve
loped,
e
B
ook
inf
or
mation
ba
s
e
,
e
B
ook
type,
a
nd
c
las
s
s
ize
.
I
t
c
a
n
be
s
tate
d
f
r
om
t
he
late
s
t
f
indi
ngs
that
e
B
ooks
ha
ve
a
n
e
qua
ll
y
go
od
e
f
f
e
c
t
on
a
ll
c
ondit
ions
whic
h
a
r
e
inf
luenc
e
d
by
the
type
of
c
ompete
nc
y
de
ve
loped,
the
e
B
ook
inf
or
mation
ba
s
e
,
the
type
of
e
B
ook,
a
nd
c
las
s
s
ize
.
RE
F
E
RE
NC
E
S
[
1]
J
.
A
r
li
nw
ib
ow
o,
H
.
R
e
tn
a
w
a
ti
,
a
nd
B
.
K
a
r
to
w
a
gi
r
a
n,
“
T
he
im
pa
c
t
of
I
C
T
ut
il
iz
a
ti
on
to
im
pr
ove
th
e
le
a
r
ni
ng
ou
tc
ome
:
a
m
e
ta
-
a
na
ly
s
is
,”
I
nt
e
r
nat
io
nal
J
ou
r
nal
of
E
v
al
uat
io
n
and
R
e
s
e
ar
c
h
in
E
duc
at
io
n
,
vol
.
11,
no.
2,
pp.
522
–
531,
J
un.
2022,
doi
:
10.11591/i
je
r
e
.v11i2.22112.
[
2]
J
.
A
r
li
nw
ib
ow
o,
H
.
R
e
tn
a
w
a
ti
,
B
.
K
a
r
to
w
a
gi
r
a
n,
a
nd
G
.
K
.
K
a
s
s
ymova
,
“
D
is
ta
n
c
e
le
a
r
ni
ng
pol
ic
y
in
I
ndone
s
ia
f
or
f
a
c
in
g
pa
nde
mi
c
C
O
V
I
D
-
19:
s
c
hool
r
e
a
c
ti
on a
nd l
e
s
s
on pla
ns
,”
J
our
n
al
of
T
he
or
e
ti
c
al
and
A
ppl
ie
d
I
nf
or
m
at
io
n T
e
c
hnol
ogy
, vol
.
98,
no.
14, pp. 2828
–
2838, 2020.
[
3]
M
.
M
a
r
s
ig
it
e
t
al
.
,
“
C
on
s
tr
uc
ti
ng
ma
th
e
ma
ti
c
a
l
c
onc
e
pt
s
th
r
oug
h
e
xt
e
r
na
l
r
e
pr
e
s
e
nt
a
ti
ons
ut
il
iz
in
g
te
c
hnol
ogy:
a
n
im
pl
e
me
nt
a
t
io
n
in
I
R
T
c
our
s
e
,”
T
E
M
J
our
nal
, vol
. 9, no. 1, pp. 317
–
326, 2020,
doi
:
10.18421/T
E
M
91
-
44.
[
4]
A
.
N
.
T
ha
nka
,
J
.
N
a
ta
r
a
ja
n,
a
nd
M
.
A
.
J
os
e
ph,
“
P
r
e
f
e
r
e
nc
e
,
c
ha
ll
e
nge
s
,
a
nd
s
a
ti
s
f
a
c
ti
on
w
it
h
u
s
in
g
e
-
B
ook
s
:
is
th
e
r
e
a
ge
n
de
r
di
f
f
e
r
e
nc
e
a
mong
oma
ni
nur
s
in
g
s
tu
de
nt
s
?
,
”
I
nt
e
r
nat
io
nal
J
our
nal
of
I
nt
e
r
ac
ti
v
e
M
obi
le
T
e
c
hnol
ogi
e
s
,
vol
.
17,
no.
13,
pp. 133
–
147, J
ul
. 2023, doi:
10.3991/i
ji
m.v17i
13.39409.
[
5]
N
.
N
e
w
ma
n,
R
.
F
le
tc
he
r
,
K
.
E
ddy,
C
.
T
.
R
obi
n
s
on,
a
nd
R
.
K
.
N
ie
ls
e
n,
“
R
e
ut
e
r
s
I
ns
ti
tu
te
di
gi
ta
l
ne
w
s
r
e
por
t
2023,”
R
e
ut
e
r
s
I
ns
ti
tu
te
f
or
t
he
s
tu
dy
of
J
our
nal
i
s
m
, 2023, doi:
10.60625/R
I
S
J
-
P
6E
S
-
H
B
13.
[
6]
S
.
K
r
a
us
,
P
.
J
one
s
,
N
.
K
a
il
e
r
,
A
.
W
e
in
ma
nn,
N
.
C
h
a
pa
r
r
o
-
B
a
ne
ga
s
,
a
nd
N
.
R
oi
g
-
T
ie
r
no,
“
D
ig
it
a
l
tr
a
n
s
f
or
ma
ti
on:
a
n
ove
r
vi
e
w
of
th
e
c
ur
r
e
nt
s
ta
te
of
t
he
a
r
t
of
r
e
s
e
a
r
c
h,”
Sage
O
p
e
n
, vol
. 11, no. 3, pp. 1
–
15, J
ul
. 2021, doi:
10.1177/215824402
11047576.
[
7]
J
.
R
e
is
a
nd
N
.
M
e
lã
o,
“
D
ig
it
a
l
tr
a
ns
f
or
ma
ti
on:
a
me
ta
-
r
e
vi
e
w
a
nd
gui
de
li
ne
s
f
or
f
ut
ur
e
r
e
s
e
a
r
c
h,”
H
e
li
y
on
,
vol
.
9,
no
.
1,
pp. 1
–
19, J
a
n. 2023, doi:
10.1016/j
.he
li
yon.2023.e
12834.
[
8]
P
.
C
he
n
a
nd
S
.
K
.
K
im
,
“
T
he
im
pa
c
t
of
di
gi
ta
l
tr
a
ns
f
or
ma
ti
on
on
in
nova
ti
on
pe
r
f
or
ma
nc
e
-
th
e
me
di
a
ti
ng
r
ol
e
of
in
nova
ti
on
f
a
c
to
r
s
,”
H
e
li
y
on
, vol
. 9, no. 3, pp. 1
–
11, M
a
r
. 2023, doi:
10.10
16/
j.
he
li
yon.2023.e
13916.
[
9]
T
.
T
.
W
ij
a
ya
,
Y
.
C
a
o,
R
.
W
e
in
ha
ndl
,
a
nd
M
.
T
a
mur
,
“
A
m
e
ta
-
a
na
ly
s
is
of
th
e
e
f
f
e
c
ts
of
e
-
B
ooks
on
s
tu
de
nt
s
’
ma
th
e
ma
ti
c
s
a
c
hi
e
ve
me
nt
,”
H
e
li
y
on
, vol
. 8, no. 6, pp. 1
–
9, J
un. 2022, doi:
1
0.1016/j
.he
li
yon.2022.e
09432.
[
10]
L
.
M
a
nl
e
y
a
nd
R
.
P
. H
ol
le
y,
“
H
i
s
to
r
y
of
th
e
e
B
ook:
th
e
c
ha
ngi
ng
f
a
c
e
of
book
s
,”
T
e
c
hni
c
al
Se
r
v
ic
e
s
Q
uar
t
e
r
ly
,
vol
.
29,
no.
4,
pp.
292
–
311, Oc
t.
2012, doi:
10.1080/07317131.
2012.705731.
[
11]
H
.
I
br
a
hi
m
a
nd
A
.
S
.
H
.
A
lq
a
ht
a
ni
,
“
T
he
im
pa
c
t
of
a
dopt
in
g
W
e
b
2.0
-
ba
s
e
d
e
-
B
ook
on
s
tu
d
e
nt
le
a
r
ni
ng
s
ki
ll
s
,”
E
ur
as
ia
J
o
ur
nal
of
M
at
he
m
at
ic
s
, Sc
ie
nc
e
and T
e
c
hnol
og
y
E
duc
at
io
n
, vol
. 14, no. 6, pp. 2509
–
2522, Apr
. 2018, doi:
10.29333/ejms
te
/9
0085.
[
12]
M
.
P
ha
dung
a
nd
S
.
D
ue
r
a
ma
e
,
“
T
h
e
de
s
ig
n
a
nd
im
pa
c
t
of
in
te
r
a
c
ti
ve
e
-
B
ook
on
a
c
a
de
mi
c
la
ngu
a
ge
a
c
hi
e
v
e
me
nt
to
la
ngua
ge
mi
nor
it
y
s
tu
de
nt
s
,”
J
our
nal
of
P
hy
s
ic
s
:
C
onf
e
r
e
nc
e
Se
r
ie
s
,
vol
.
1097,
no.
1,
pp.
1
–
9,
S
e
p.
2018,
doi
:
10.1088/17
42
-
6596/1097/
1/
012093.
[
13]
K
.
Y
.
S
a
put
r
i,
S
.
S
a
nt
os
o,
a
nd
A
.
H
in
dr
a
ya
ni
,
“
E
f
f
e
c
ti
ve
ne
s
s
of
A
R
C
S
ba
s
e
d
e
c
onomi
c
e
-
B
ook
to
im
pr
ove
le
a
r
ni
ng
mot
iv
a
ti
on
a
nd
le
a
r
ni
ng
out
c
ome
s
,”
I
O
P
C
onf
e
r
e
nc
e
Se
r
ie
s
:
E
ar
th
and
E
nv
ir
onm
e
nt
al
Sc
ie
nc
e
,
vol
.
1808,
no.
1,
pp.
1
–
9,
M
a
r
.
2021,
doi
:
10.1088/1742
-
6596/1808/
1/
012031.
[
14]
M
.
P
.
V
id
ya
r
a
ni
a
nd
H
.
T
.
H
a
r
is
h,
“
R
e
s
e
a
r
c
h
in
s
ti
tu
te
s
c
ie
n
ti
s
ts
e
-
B
ook
s
us
a
ge
in
in
di
a
:
a
s
tu
dy,”
Sc
i
e
nc
e
and
T
e
c
hnol
ogy
L
ib
r
ar
ie
s
, vol
. 43, no. 3, pp. 267
–
273, Aug. 2024, doi:
10.1080/
0194262X.2023.224
5000.
[
15]
H
.
A
ls
ha
y
a
a
nd
A
.
O
y
a
id
,
“
D
e
s
ig
ni
ng
a
nd
publ
ic
a
ti
on
of
in
te
r
a
c
ti
ve
e
-
B
ook
f
or
s
tu
de
nt
s
of
P
r
in
c
e
s
s
N
our
a
h
bi
nt
A
bdul
r
a
h
ma
n
U
ni
ve
r
s
it
y:
a
n e
mpi
r
ic
a
l
s
tu
dy,”
J
our
nal
of
E
duc
at
io
n and P
r
ac
ti
c
e
, vol
. 8, no. 8, pp. 41
–
57, 2017.
[
16]
M
.
P
öl
öne
n,
T
.
J
ä
r
ve
npä
ä
,
a
nd
J
.
H
ä
kki
ne
n,
“
R
e
a
di
ng
e
-
B
ooks
on
a
ne
a
r
-
to
-
e
ye
d
is
pl
a
y:
c
ompa
r
is
on
be
twe
e
n
a
s
ma
ll
-
s
iz
e
d
mul
ti
me
di
a
di
s
pl
a
y a
nd a
ha
r
d c
opy,”
D
i
s
pl
ay
s
, vol
. 33, no. 3, p
p. 157
–
167, J
ul
. 2012, doi:
10.1016/j
.di
s
pl
a
.2012.06.002.
[
17]
D
.
W
a
ll
e
r
,
“
C
ur
r
e
nt
a
dv
a
nt
a
ge
s
a
nd
di
s
a
dva
nt
a
ge
s
of
us
i
ng
E
-
T
e
xt
books
in
T
e
xa
s
hi
ghe
r
e
duc
a
ti
on,”
F
oc
us
C
ol
le
ge
s
,
U
ni
v
e
r
s
it
ie
s
, and Sc
hool
s
, vol
. 7, no. 1, pp. 1
–
6, 2023.
[
18]
S
.
B
e
ne
de
tt
o,
V
.
D
r
a
i
-
Z
e
r
bi
b,
M
.
P
e
d
r
ot
ti
,
G
.
T
is
s
ie
r
,
a
nd
T
.
B
a
c
c
in
o,
“
E
-
R
e
a
d
e
r
s
a
nd
vi
s
ua
l
f
a
ti
gue
,”
P
L
oS
O
N
E
,
vo
l.
8,
no. 12, pp. 1
–
7, D
e
c
. 2013, doi:
10.1371/j
our
na
l.
pone
.0083676.
[
19]
T
.
L
.
W
a
r
da
ni
e
t
al
.
,
“
T
he
e
f
f
e
c
t
of
la
pt
op
u
s
a
ge
b
e
ha
vi
or
s
on
e
ye
f
a
ti
gue
on
w
or
k
-
f
r
om
-
home
(
W
F
H
)
le
c
tu
r
e
r
s
dur
in
g
th
e
C
ov
id
-
19
pa
nde
mi
c
,”
I
O
P
C
onf
e
r
e
nc
e
Se
r
ie
s
:
E
ar
th
and
E
nv
ir
onm
e
nt
al
Sc
ie
nc
e
,
vol
.
1098,
no.
1,
pp.
1
–
9,
O
c
t.
2022,
doi
:
10.1088/1755
-
1315/1098/
1/
012018.
[
20]
E
.
S
w
a
ns
on,
C
.
R
.
A
us
ti
n,
A
.
A
.
S
te
w
a
r
t,
a
nd
N
.
S
c
a
mm
a
c
c
a
,
“
A
me
ta
-
a
na
ly
s
is
e
xa
mi
ni
ng
th
e
e
f
f
e
c
t
of
e
-
B
ook
us
e
on
li
te
r
a
c
y
out
c
ome
s
f
or
s
tu
de
nt
s
in
gr
a
de
s
K
–
12,”
R
e
adi
ng
&
W
r
it
in
g
Q
uar
te
r
ly
,
vol
.
36,
no.
5,
pp.
480
–
496,
S
e
p.
2020,
doi
:
10.1080/10573569.2
019.1696724.
[
21]
P
.
D
e
lg
a
do,
C
.
V
a
r
ga
s
,
R
.
A
c
ke
r
ma
n,
a
nd
L
.
S
a
lm
e
r
ón,
“
D
on’
t
th
r
ow
a
w
a
y
your
pr
in
te
d
books
:
a
me
ta
-
a
na
ly
s
i
s
on
th
e
e
f
f
e
c
t
s
of
r
e
a
di
ng
me
di
a
on
r
e
a
di
ng
c
ompr
e
he
ns
io
n,”
E
duc
at
io
nal
R
e
s
e
ar
c
h
R
e
v
ie
w
,
vol
.
25,
pp.
23
–
38,
N
ov.
2018,
doi
:
10.1016/j
.e
dur
e
v.2018.09.003.
[
22]
J
.
A
r
li
nw
ib
ow
o,
N
.
I
s
ha
r
to
no,
Y
.
L
in
gui
s
ti
ka
,
D
.
P
ur
w
oko,
a
nd
S
.
S
upr
a
pt
o,
“
G
a
mi
f
ic
a
ti
on
in
th
e
S
T
E
M
doma
in
s
ubj
e
c
t:
th
e
pr
os
pe
c
ti
ve
me
th
od
to
s
tr
e
ngt
he
n
te
a
c
hi
ng
a
nd
le
a
r
ni
ng,”
J
u
r
nal
P
e
ndi
di
k
an
I
P
A
I
ndone
s
ia
,
vol
.
12,
no.
4,
pp.
564
–
574,
D
e
c
.
2023, doi:
10.15294/j
pi
i.
v12i
4.48388.
[
23]
T
.
H
e
r
na
nda
,
A
.
A
bs
or
i,
A
.
F
it
r
ic
ia
da
,
K
.
W
a
r
di
ono,
a
nd
J
.
A
r
l
in
w
ib
ow
o,
“
R
e
la
ti
ons
hi
p
be
twe
e
n
knowle
dg
e
a
nd
a
f
f
e
c
ti
on
f
or
th
e
e
nvi
r
onme
nt
:
a
me
ta
-
a
na
ly
s
is
.,”
E
ur
ope
an
J
our
nal
of
E
duc
at
io
nal
R
e
s
e
ar
c
h
,
vol
.
12,
no.
2,
pp.
1071
–
1084,
A
p
r
.
2023,
doi
:
10.12973/eu
-
je
r
.12.2.1069.
[
24]
T
.
H
e
r
na
nda
a
nd
ot
he
r
s
,
“
T
he
im
pa
c
t
of
e
nvi
r
onme
nt
a
l
r
e
gul
a
ti
on
im
pl
e
me
nt
a
ti
on:
a
me
ta
-
a
na
ly
s
is
,”
I
nt
e
r
nat
io
nal
J
our
na
l
of
Sus
ta
in
abl
e
D
e
v
e
lo
pm
e
nt
and P
la
nni
ng
, vol
. 18, no. 10, pp. 32
35
–
3242, Oc
t.
2023, doi:
10.18280/i
js
dp.181023.
[
25]
M
.
J
.
P
a
ge
e
t
al
.
,
“
T
he
P
R
I
S
M
A
2020
s
t
a
te
me
nt
:
a
n
upda
t
e
d
gui
de
li
ne
f
or
r
e
por
ti
ng
s
ys
te
ma
ti
c
r
e
vi
e
w
s
,”
P
L
O
S
M
e
di
c
in
e
,
vol
. 18, no. 3, M
a
r
. 2021, doi:
10.1371/j
our
na
l.
pme
d.1003583.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
S
N
:
2088
-
8708
I
nt
J
E
lec
&
C
omp
E
ng
,
Vol
.
15
,
No.
1
,
F
e
br
ua
r
y
20
25
:
529
-
539
538
[
26]
M
.
B
or
e
ns
te
in
,
“
E
f
f
e
c
t
s
iz
e
s
f
or
c
ont
in
uous
da
ta
,
”
in
T
he
H
a
ndbook
of
R
e
s
e
ar
c
h
S
y
nt
he
s
i
s
and
M
e
ta
-
A
nal
y
s
is
,
2nd
e
d.,
N
e
w
Y
or
k:
R
us
s
e
ll
S
a
ge
F
ounda
ti
on, 2009, pp. 221
–
235.
[
27]
H
.
R
e
tn
a
w
a
ti
,
E
.
A
pi
no,
H
.
K
a
r
ti
a
nom,
H
.
D
ji
du,
a
nd
R
.
D
.
A
na
f
iz
a
,
I
nt
r
oduc
ti
on
to
m
e
ta
-
anal
y
s
is
,
Y
ogya
ka
r
ta
:
P
a
r
a
ma
P
ubl
is
hi
ng, 2018.
[
28]
J
.
P
.
T
.
H
ig
gi
ns
,
“
M
e
a
s
ur
in
g
in
c
ons
i
s
te
nc
y
in
me
ta
-
a
na
l
ys
e
s
,”
B
M
J
,
vol
.
327,
no.
7414,
pp.
557
–
560,
S
e
p.
20
03,
doi
:
10.1136/bm
j.
327.7414.557.
[
29]
C
.
C
he
n,
N
.
J
a
mi
a
t,
a
nd
Y
.
M
a
o,
“
T
he
s
tu
dy
on
th
e
e
f
f
e
c
ts
of
ga
mi
f
ie
d
in
te
r
a
c
ti
ve
e
-
B
ooks
on
s
tu
de
nt
s
’
le
a
r
ni
ng
a
c
hi
e
ve
me
nt
s
a
nd
mot
iv
a
ti
on
in
a
C
hi
ne
s
e
c
ha
r
a
c
te
r
le
a
r
ni
ng
f
li
ppe
d
c
la
s
s
r
oom,”
F
r
ont
ie
r
s
in
P
s
y
c
hol
og
y
,
vol
.
14,
pp.
1
–
14,
A
ug.
20
23,
doi
:
10.3389/f
ps
yg.2023.1236297.
[
30]
M
.
T
s
u
e
i,
H
.
-
W
.
H
ua
ng,
a
nd
S
.
-
F
.
C
he
ng,
“
T
he
e
f
f
e
c
ts
of
a
pe
e
r
-
tu
to
r
in
g
s
tr
a
te
gy
on
c
hi
ld
r
e
n’
s
e
-
book
r
e
a
di
ng
c
ompr
e
he
ns
io
n,”
Sout
h A
fr
ic
an J
our
nal
of
E
duc
at
io
n
, vol
. 40, no. 2, pp. 1
–
12, M
a
y 2020, doi:
10.15700/s
a
je
.v40n2a
1734.
[
31]
C
.
W
ood,
L
.
F
it
to
n,
Y
.
P
e
ts
c
h
e
r
,
E
.
R
odr
ig
ue
z
,
G
.
S
unde
r
ma
n,
a
nd
T
.
L
im
,
“
T
he
e
f
f
e
c
t
of
e
-
B
ook
voc
a
bul
a
r
y
in
s
tr
uc
ti
on
on
S
pa
ni
s
h
–
E
ngl
is
h
s
pe
a
ki
ng
c
hi
ld
r
e
n.,”
J
our
nal
of
Spe
e
c
h,
L
ang
uage
,
and
H
e
ar
in
g
R
e
s
e
ar
c
h
,
vol
.
61,
no.
8,
pp.
1945
–
1969,
A
ug.
2018, doi:
10.1044/2018_J
S
L
H
R
-
L
-
17
-
0368.
[
32]
O
.
S
e
ga
l
-
D
r
or
i,
L
.
B
.
H
.
K
a
lm
a
novi
c
h,
a
nd
A
.
S
ha
mi
r
,
“
E
le
c
tr
oni
c
book
f
or
pr
omot
in
g
e
me
r
ge
nt
ma
th
:
a
c
ompa
r
is
on
be
tw
e
e
n
ki
nde
r
ga
r
te
ne
r
s
a
t
r
is
k
f
or
le
a
r
ni
ng
di
s
a
bi
li
ti
e
s
a
nd
w
it
h
ty
pi
c
a
l
de
ve
lo
pme
nt
,”
J
our
nal
of
E
duc
at
io
nal
C
om
put
in
g
R
e
s
e
ar
c
h
,
vol
.
57, no. 4, pp. 954
–
977, J
ul
. 2019, doi:
10.1177/073563311
8769459.
[
33]
F
.
H
.
S
ha
ta
t,
O
.
M
.
A
.
A
ld
a
la
la
h,
a
nd
Z
.
W
.
A
ba
bne
h,
“
T
he
im
pa
c
t
of
th
e
e
-
B
ook
on
le
ve
ls
of
B
lo
om’
s
pyr
a
mi
d
a
t
E
C
T
s
tu
de
nt
s
in
l
ig
ht
of
t
he
i
nt
e
r
na
l
a
nd e
xt
e
r
na
l
mot
iv
a
ti
on t
o l
e
a
r
n ma
th
e
m
a
ti
c
s
a
nd s
ta
ti
s
ti
c
s
,”
A
s
ia
n Soc
ia
l
Sc
ie
n
c
e
, vol
. 13, no. 2, pp. 49
–
63,
F
e
b. 2017, doi:
10.5539/as
s
.v13n2p49.
[
34]
J
.
Z
ha
o,
G
.
-
J
.
H
w
a
ng,
S
.
-
C
.
C
ha
ng,
Q
.
Y
a
ng,
a
nd
A
.
N
okka
e
w
,
“
E
f
f
e
c
ts
of
ga
mi
f
ie
d
in
te
r
a
c
ti
ve
e
-
books
on
s
tu
de
nt
s
’
f
li
p
pe
d
le
a
r
ni
ng
pe
r
f
or
ma
nc
e
,
mot
iv
a
ti
on,
a
nd
me
ta
-
c
ogni
ti
on
te
nde
nc
y
in
a
ma
th
e
ma
ti
c
s
c
our
s
e
,”
E
duc
at
io
nal
T
e
c
hnol
ogy
R
e
s
e
ar
c
h
and
D
e
v
e
lo
pm
e
nt
, vol
. 69, no. 6, pp. 3255
–
3280, De
c
. 2021, doi:
10
.1007/s
11423
-
021
-
10053
-
0.
[
35]
A
.
A
s
r
ow
i,
A
.
H
a
da
y
a
,
a
nd
M
. H
a
ni
f
,
“
T
h
e
im
pa
c
t
of
us
in
g
th
e
in
te
r
a
c
ti
ve
e
-
B
ook
on
s
tu
de
nt
s
’
le
a
r
ni
ng
out
c
ome
s
,”
I
nt
e
r
nat
io
nal
J
our
nal
of
I
ns
tr
uc
ti
on
, vol
. 12, no. 2, pp. 709
–
722, Apr
. 2019,
doi
:
10.29333/i
ji
.2019.12245a
.
[
36]
P
.
H
.
L
in
,
Y
.
M
.
H
ua
ng,
a
nd
C
.
C
.
C
he
n,
“
E
xpl
or
in
g
im
a
gi
na
ti
ve
c
a
pa
bi
li
ty
a
nd
le
a
r
ni
ng
mot
iv
a
ti
on
di
f
f
e
r
e
nc
e
th
r
ough
pi
c
tu
r
e
e
-
B
ook,”
I
E
E
E
A
c
c
e
s
s
, vol
. 6, pp. 63416
–
63425, 2018, doi:
10.1109/AC
C
E
S
S
.2018.2875675.
[
37]
G
.
K
a
r
ta
l
a
nd
H
.
S
im
s
e
k,
“
T
he
e
f
f
e
c
ts
of
a
udi
obooks
on
E
F
L
s
tu
de
nt
s
’
li
s
te
ni
ng
c
ompr
e
he
ns
io
n,”
T
he
R
e
adi
ng
M
at
r
ix
:
A
n
I
nt
e
r
nat
io
nal
O
nl
in
e
J
our
nal
, vol
. 17, no. 1, pp. 112
–
123, 2017.
[
38]
B
.
T
u
s
ma
ga
mbe
t,
“
E
f
f
e
c
ts
of
a
udi
obook
s
on
E
F
L
le
a
r
ne
r
s
’
r
e
a
di
ng
de
ve
lo
pme
nt
:
f
oc
us
on
f
lu
e
nc
y
a
nd
mot
iv
a
ti
on,”
E
ngl
is
h
T
e
ac
hi
ng
, vol
. 75, no. 2, pp. 41
–
67, J
un. 2020, doi:
10.15858/engte
a
.75.2.202006.41.
[
39]
A
.
R
a
hma
n
a
nd
I
.
H
a
ja
r
,
“
T
he
e
f
f
e
c
t
of
a
udi
obook
on
r
e
a
di
ng
c
ompr
e
he
ns
io
n
of
th
e
e
le
ve
nt
h
gr
a
de
s
tu
de
nt
s
of
S
M
A
N
e
ge
r
i
2
B
ur
u,”
E
L
T
W
or
ld
w
id
e
:
J
our
nal
of
E
ngl
is
h
L
anguage
T
e
ac
hi
ng
,
vol
.
7,
no.
2,
pp.
103
–
115,
O
c
t.
2020,
doi
:
10.26858/eltww.v7i2.14931.
[
40]
E
.
A
ydı
n
a
nd
M
.
T
una
gür
,
“
E
f
f
e
c
t
of
a
udi
obook
a
ppl
ic
a
ti
ons
on
li
s
te
ni
ng
s
ki
ll
s
a
nd
a
tt
it
ude
s
of
6t
h
gr
a
de
s
tu
de
nt
s
:
a
mi
x
e
d
-
me
th
od s
tu
dy,”
B
ul
le
ti
n of
E
duc
at
io
n and R
e
s
e
ar
c
h
, vol
. 43, no. 3, pp. 1
–
21, 2021.
[
41]
B
.
M
u
ll
e
n
,
P
.
M
ue
ll
e
r
le
il
e
,
a
n
d
B
.
B
r
y
a
n
t,
“
C
um
ul
a
t
iv
e
me
t
a
-
a
n
a
l
y
s
i
s
:
a
c
o
n
s
i
de
r
a
ti
on
of
i
ndi
c
a
t
or
s
of
s
uf
f
ic
i
e
n
c
y
a
nd
s
t
a
b
il
i
ty
,
”
P
e
r
s
o
na
li
t
y
a
nd
S
oc
ia
l
P
s
y
c
h
ol
o
g
y
B
ul
le
ti
n
,
v
ol
.
27
,
no
.
11
,
pp
.
14
5
0
–
14
62
,
N
o
v.
2
00
1,
d
oi
:
1
0.
11
77
/0
14
61
67
20
12
71
10
06
.
[
42]
L
.
V
.
H
e
dge
s
,
“
D
i
s
tr
ib
ut
io
n
th
e
or
y
f
or
gl
a
s
s
’
s
e
s
ti
ma
to
r
of
e
f
f
e
c
t
s
iz
e
a
nd
r
e
la
te
d
e
s
ti
ma
to
r
s
,”
J
ou
r
nal
of
E
duc
at
io
nal
St
at
is
ti
c
s
,
vol
. 6, no. 2, 1981, doi:
10.2307/1164588.
[
43]
G
. M
. S
u
ll
iv
a
n a
nd R
. F
e
in
n,
“
U
s
in
g e
f
f
e
c
t
s
iz
e
-
or
w
hy t
he
P
va
lu
e
i
s
not
e
nough,”
J
our
nal
of
G
r
aduate
M
e
di
c
al
E
duc
at
io
n
,
vol
.
4, no. 3, pp. 279
–
282, S
e
p. 2012, doi:
10.4300/J
G
M
E
-
D
-
12
-
00
156.1.
[
44]
V
.
C
li
nt
on
-
L
i
s
e
ll
,
B
.
S
e
ip
e
l
,
S
.
G
il
pi
n
,
a
nd
C
.
L
i
tz
in
g
e
r
,
“
I
n
te
r
a
c
t
iv
e
f
e
a
tu
r
e
s
of
E
-
te
xt
s
’
e
f
f
e
c
t
s
on
l
e
a
r
ni
n
g:
a
s
y
s
t
e
m
a
t
ic
r
e
v
i
e
w
a
n
d
m
e
ta
-
a
na
ly
s
i
s
,
”
I
nt
e
r
ac
ti
v
e
L
e
a
r
ni
ng
E
n
v
i
r
o
nm
e
n
t
s
,
v
ol
.
31
,
no
.
6,
pp
.
37
28
–
3
74
3,
2
02
3,
d
oi
:
1
0.
10
80
/1
04
94
82
0.
20
21
.1
94
34
53
.
[
45]
G
.
M
ot
hi
bi
,
“
A
me
ta
-
a
na
ly
s
is
of
th
e
r
e
la
ti
ons
hi
p
be
twe
e
n
E
-
le
a
r
ni
ng
a
nd
s
tu
de
nt
s
’
a
c
a
de
mi
c
a
c
hi
e
ve
me
nt
in
hi
ghe
r
e
duc
a
ti
on,”
J
our
nal
of
E
duc
at
io
nal
and P
r
ac
ti
c
e
, vol
. 6, no. 9, pp. 6
–
9, 2015.
[
46]
J
. N
e
w
to
n, “
T
e
a
c
hi
ng l
a
ngu
a
ge
s
ki
ll
s
,
”
i
n
T
he
R
out
le
dge
H
andbook
of
E
ngl
is
h L
anguage
T
e
ac
hi
ng
, 2016, pp. 428
–
440.
[
47]
M
.
R
a
dova
n,
“
T
he
in
f
lu
e
nc
e
of
s
e
lf
-
r
e
gul
a
te
d
le
a
r
ni
ng
a
nd
a
g
e
on
s
uc
c
e
s
s
in
s
tu
dyi
ng,”
J
ou
r
nal
of
C
ont
e
m
por
a
r
y
E
duc
at
io
nal
St
udi
e
s
, 2016.
[
48]
L
.
C
ha
ng,
T
.
-
T
.
W
u,
a
nd
C
.
-
Y
.
S
u,
“
T
h
e
in
f
lu
e
nc
e
of
in
te
r
a
c
ti
ve
a
nd
non
-
in
te
r
a
c
ti
ve
e
-
B
ook
on
th
e
le
a
r
ni
ng
e
f
f
e
c
ti
ve
ne
s
s
of
h
ig
h
a
nd
lo
w
a
c
hi
e
ve
me
nt
nur
s
in
g
s
tu
de
nt
s
,
”
in
I
nnov
at
iv
e
T
e
c
hnol
ogi
e
s
and
L
e
ar
ni
ng
,
S
pr
in
ge
r
I
nt
e
r
na
ti
ona
l
P
ubl
is
hi
ng,
2019,
pp.
14
–
23.
[
49]
M
.
F
ig
ue
ir
e
do,
J
.
B
id
a
r
r
a
,
a
nd
R
.
B
os
ta
d,
“
T
he
de
ve
lo
pm
e
nt
of
a
n
e
B
ook
f
or
te
a
c
hi
ng
a
nd
le
a
r
ni
ng
ma
th
e
ma
ti
c
s
,”
in
U
ni
v
e
r
s
al
A
c
c
e
s
s
i
n H
um
an
-
C
om
put
e
r
I
nt
e
r
ac
ti
on. U
s
e
r
s
and C
ont
e
x
t
D
iv
e
r
s
it
y
, S
pr
in
ge
r
I
nt
e
r
na
ti
ona
l
P
ubl
is
hi
ng, 2016, pp. 49
–
56.
[
50]
N
.
Y
.
K
im
,
“
E
-
book,
a
udi
o
-
book,
o
r
E
-
a
udi
o
-
book:
th
e
e
f
f
e
c
ts
of
mul
ti
pl
e
moda
li
t
ie
s
on
E
F
L
c
ompr
e
he
ns
io
n,”
E
ng
li
s
h
T
e
ac
hi
ng(
Sout
h K
or
e
a)
, vol
. 76, no. 4, pp. 33
–
52, 2021, doi:
10.15858/engte
a
.76.4.202112.33.
[
51]
N
.
N
.
P
okr
ovs
ka
ia
,
V
.
L
.
L
e
ont
ye
v
a
,
M
.
Y
.
A
ba
bkova
,
L
.
C
a
ppe
ll
i,
a
nd
F
.
D
’
a
s
c
e
n
z
o,
“
D
ig
it
a
l
c
omm
uni
c
a
ti
on
to
ol
s
a
nd
knowle
dge
c
r
e
a
ti
on
pr
oc
e
s
s
e
s
f
or
e
nr
ic
he
d
in
te
ll
e
c
tu
a
l
out
c
ome
-
e
xpe
r
ie
nc
e
of
s
hor
t
-
te
r
m
E
-
le
a
r
ni
ng
c
our
s
e
s
dur
in
g
pa
nde
mi
c
,”
F
ut
ur
e
I
nt
e
r
ne
t
, vol
. 13, no. 2, pp. 1
–
22, 2021, doi:
10.3390/f
i1
3020043.
[
52]
J
.
J
ung,
S
.
C
ha
n
-
O
lm
s
te
d,
B
.
P
a
r
k,
a
nd
Y
.
K
im
,
“
F
a
c
to
r
s
a
f
f
e
c
ti
ng
e
-
book
r
e
a
de
r
a
w
a
r
e
ne
s
s
,
in
te
r
e
s
t,
a
nd
in
te
nt
io
n
to
us
e
,”
N
e
w
M
e
di
a & Soc
ie
ty
, vol
. 14, no. 2, pp. 204
–
224, M
a
r
. 2012, doi:
10.1177/146144481
1410407.
[
53]
F
.
E
ge
r
t,
A
.
K
.
C
or
de
s
,
a
nd
F
.
H
a
r
ti
g,
“
C
a
n
e
-
B
ook
s
f
os
te
r
c
hi
ld
la
ngua
ge
?
me
ta
-
a
na
ly
s
i
s
on
th
e
e
f
f
e
c
ti
ve
ne
s
s
of
e
-
B
ook
in
te
r
ve
nt
io
ns
in
e
a
r
ly
c
hi
ld
hood
e
duc
a
ti
on
a
nd
c
a
r
e
,”
E
duc
at
io
nal
R
e
s
e
ar
c
h
R
e
v
ie
w
,
vol
.
37,
N
ov.
2022,
doi
:
10.1016/j
.e
dur
e
v.2022.100472.
[
54]
M
.
S
a
vva
,
S
.
H
ig
gi
ns
,
a
nd
N
.
B
e
c
kma
nn,
“
M
e
t
a
-
a
na
ly
s
is
e
xa
m
in
in
g
th
e
e
f
f
e
c
ts
of
e
le
c
tr
oni
c
s
to
r
ybooks
on
la
ngu
a
ge
a
nd
li
te
r
a
c
y
out
c
ome
s
f
or
c
hi
ld
r
e
n
in
gr
a
de
s
P
r
e
-
K
to
gr
a
de
2,”
C
om
put
e
r
A
s
s
is
te
d
L
e
ar
ni
ng
,
vol
.
38,
no.
2,
pp.
526
–
564,
A
pr
.
2022,
doi
:
10.1111/j
c
a
l.
12623.
[
55]
J
.
S
us
il
ow
ib
ow
o
a
nd
ot
he
r
s
,
“
T
he
u
s
e
of
in
te
r
a
c
ti
ve
E
-
B
ook
s
di
gi
ta
l
li
te
r
a
c
y
to
im
pr
ove
s
tu
d
e
nt
le
a
r
ni
ng
out
c
om
e
s
,”
in
5t
h
V
oc
at
io
nal
E
duc
at
io
n I
nt
e
r
nat
io
nal
C
onf
e
r
e
nc
e
(
V
E
I
C
2023)
,
A
tl
a
nt
is
P
r
e
s
s
S
A
R
L
, 2024, pp. 625
–
629.
[
56]
J
.
L
i
m,
G
.
E
.
K
.
W
h
it
e
h
e
a
d
,
a
n
d
Y
.
C
h
oi
,
“
I
nt
e
r
a
c
ti
v
e
e
-
b
oo
k
r
e
a
d
in
g
vs
.
p
a
p
e
r
-
b
a
s
e
d
r
e
a
d
in
g:
c
om
p
a
r
i
ng
th
e
e
f
f
e
c
t
s
of
di
f
f
e
r
e
n
t
m
e
di
um
s
on
m
id
dl
e
s
c
h
oo
l
s
tu
de
nt
s
’
r
e
a
di
ng
c
o
mpr
e
he
n
s
i
on
,”
S
y
s
t
e
m
,
v
ol
.
97
,
A
pr
.
20
21
,
do
i:
1
0.
10
16
/j
.
s
y
s
t
e
m
.2
02
0.
10
24
34
.
[
57]
S
.
F
a
ja
r
uddi
n,
H
.
R
e
tn
a
w
a
ti
,
C
.
S
e
ti
a
w
a
n,
E
.
A
pi
no,
J
.
A
r
li
nw
ib
ow
o,
a
nd
D
.
R
a
c
hma
n,
“
T
e
c
hnol
ogy’
s
im
pa
c
t
on
la
ngu
a
ge
le
a
r
ni
ng:
me
ta
-
a
na
ly
s
is
on
v
a
r
ia
bl
e
s
a
nd
e
f
f
e
c
ti
ve
ne
s
s
,”
E
duL
e
ar
n
,
vol
.
18,
no.
2,
pp.
512
–
525,
M
a
y
2024,
doi
:
10.11591/edule
a
r
n.v18i2.21119.
Evaluation Warning : The document was created with Spire.PDF for Python.