I
nte
rna
t
io
na
l J
o
urna
l o
f
E
v
a
lua
t
io
n a
nd
Resea
rc
h in E
du
ca
t
io
n (
I
J
E
RE
)
Vo
l.
14
,
No
.
1
,
Feb
r
u
ar
y
20
25
,
p
p
.
62
1
~
628
I
SS
N:
2
2
5
2
-
8
8
2
2
,
DOI
: 1
0
.
1
1
5
9
1
/
ijer
e
.
v
14
i
1
.
3
1
8
3
1
621
J
o
ur
na
l ho
m
ep
a
g
e
:
h
ttp
:
//ij
ere.
ia
esco
r
e.
co
m
Dev
elo
pment
o
f
a teacher
com
pet
e
ncy
mo
del
in ga
m
e
-
ba
sed
lea
rning
:
a
nee
d a
na
ly
sis
J
inchu
a
n J
ia
ng
,
Azida
h Abu
Z
iden
S
c
h
o
o
l
o
f
E
d
u
c
a
t
i
o
n
a
l
S
t
u
d
i
e
s,
U
n
i
v
e
r
si
t
i
S
a
i
n
s
M
a
l
a
y
s
i
a
,
P
u
l
a
u
P
i
n
a
n
g
,
M
a
l
a
y
si
a
Art
icle
I
nfo
AB
S
T
RAC
T
A
r
ticle
his
to
r
y:
R
ec
eiv
ed
J
u
n
2
6
,
2
0
2
4
R
ev
is
ed
Sep
2
,
2
0
2
4
Acc
ep
ted
Oct
1
,
2
0
2
4
Th
is
p
a
p
e
r
c
o
n
d
u
c
ts
a
n
e
e
d
a
n
a
ly
sis
stu
d
y
to
i
d
e
n
ti
f
y
t
h
e
re
q
u
ire
m
e
n
ts
fo
r
d
e
v
e
lo
p
in
g
a
c
o
m
p
e
ten
c
y
m
o
d
e
l
fo
r
tea
c
h
e
rs
imp
lem
e
n
ti
n
g
g
a
m
e
-
b
a
se
d
lea
rn
in
g
(G
BL)
in
C
h
in
e
se
se
c
o
n
d
a
ry
sc
h
o
o
ls.
Ad
d
it
i
o
n
a
ll
y
,
it
in
v
e
st
ig
a
tes
th
e
p
ra
c
ti
c
e
s
a
n
d
c
h
a
ll
e
n
g
e
s
o
f
tea
c
h
e
rs
wh
il
e
imp
lem
e
n
ti
n
g
t
h
is
p
e
d
a
g
o
g
ica
l
a
p
p
ro
a
c
h
.
Th
r
o
u
g
h
a
q
u
a
n
ti
tativ
e
su
rv
e
y
in
v
o
l
v
in
g
3
8
4
tea
c
h
e
rs,
k
e
y
fi
n
d
i
n
g
s
re
v
e
a
l
sig
n
ifi
c
a
n
t
c
h
a
ll
e
n
g
e
s,
su
c
h
a
s
tec
h
n
o
l
o
g
ica
l
issu
e
s,
li
m
it
e
d
in
stru
c
ti
o
n
a
l
ti
m
e
,
a
lac
k
o
f
h
i
g
h
-
q
u
a
li
t
y
g
a
m
e
s
a
li
g
n
e
d
wit
h
t
h
e
c
u
rric
u
l
u
m
,
a
n
d
in
a
d
e
q
u
a
te
tea
c
h
e
r
train
i
n
g
.
T
h
e
m
a
jo
rit
y
o
f
tea
c
h
e
rs
e
x
p
re
ss
e
d
a
p
o
siti
v
e
a
tt
it
u
d
e
t
o
wa
rd
s
g
a
m
e
-
b
a
se
d
lea
rn
in
g
b
u
t
re
p
o
rte
d
li
m
it
e
d
c
las
sro
o
m
u
sa
g
e
d
u
e
t
o
th
e
se
o
b
sta
c
les
.
T
h
e
re
su
lt
s
h
i
g
h
li
g
h
t
t
h
e
n
e
e
d
f
o
r
th
e
d
e
v
e
l
o
p
m
e
n
t
o
f
a
c
o
m
p
e
ten
c
y
m
o
d
e
l
tailo
re
d
to
g
a
m
e
-
b
a
se
d
lea
rn
in
g
tea
c
h
e
rs,
e
m
p
h
a
siz
in
g
th
e
imp
o
rtan
c
e
o
f
str
u
c
tu
re
d
tra
in
in
g
o
p
p
o
r
tu
n
it
ies
.
S
u
c
h
a
m
o
d
e
l
wo
u
ld
p
ro
v
id
e
e
ss
e
n
ti
a
l
g
u
id
a
n
c
e
a
n
d
su
p
p
o
rt,
e
n
a
b
li
n
g
tea
c
h
e
rs
to
e
n
h
a
n
c
e
th
e
ir
c
o
m
p
e
ten
c
ies
a
n
d
e
ffe
c
ti
v
e
ly
i
n
teg
ra
te
g
a
m
e
-
b
a
se
d
lea
rn
i
n
g
i
n
to
t
h
e
ir
tea
c
h
in
g
p
ra
c
ti
c
e
s.
Co
n
se
q
u
e
n
tl
y
,
th
e
n
e
x
t
ste
p
o
f
t
h
is
re
se
a
rc
h
is
to
d
e
sig
n
a
n
d
d
e
v
e
l
o
p
a
c
o
m
p
re
h
e
n
siv
e
c
o
m
p
e
ten
c
y
m
o
d
e
l
th
a
t
e
n
c
o
m
p
a
ss
e
s
b
o
th
tec
h
n
o
l
o
g
ica
l
a
n
d
p
e
d
a
g
o
g
ica
l
s
k
il
ls,
w
h
ich
will
a
im
to
e
n
h
a
n
c
e
tea
c
h
e
r
p
re
p
a
re
d
n
e
ss
a
n
d
imp
r
o
v
e
th
e
in
teg
ra
ti
o
n
o
f
g
a
m
e
-
b
a
se
d
lea
rn
in
g
i
n
e
d
u
c
a
ti
o
n
,
u
lt
ima
tely
b
e
n
e
fit
in
g
s
tu
d
e
n
t
e
n
g
a
g
e
m
e
n
t
a
n
d
lea
rn
in
g
o
u
tco
m
e
s.
K
ey
w
o
r
d
s
:
C
h
allen
g
es
C
o
m
p
eten
cy
m
o
d
el
Gam
e
-
b
ased
lear
n
in
g
Nee
d
an
aly
s
is
T
ea
ch
er
co
m
p
eten
cies
T
ea
ch
er
d
e
v
elo
p
m
e
n
t
T
h
is i
s
a
n
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
Y
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
Azid
ah
Ab
u
Z
id
e
n
Sch
o
o
l o
f
E
d
u
ca
tio
n
al
Stu
d
ies,
Un
iv
er
s
iti Sain
s
Ma
lay
s
ia
J
alan
Su
n
g
ai
Du
a,
1
1
7
0
0
Gelu
g
o
r
,
Pu
lau
Pin
an
g
,
Ma
lay
s
ia
E
m
ail: a
zid
ah
@
u
s
m
.
m
y
1.
I
NT
RO
D
UCT
I
O
N
Gam
e
-
b
ased
lear
n
in
g
(
GB
L
)
r
ef
er
s
to
th
e
u
s
e
o
f
g
am
es
in
e
d
u
ca
tio
n
al
s
ettin
g
s
to
s
u
p
p
o
r
t
lear
n
in
g
o
r
as
ed
u
ca
tio
n
al
to
o
ls
[
1
]
.
Se
v
er
al
s
tu
d
ies
h
av
e
h
ig
h
lig
h
ted
th
e
b
e
n
ef
its
an
d
c
h
allen
g
es
ass
o
ciate
d
with
g
am
e
-
b
ased
lear
n
in
g
[
2
]
,
[
3
]
.
Gam
e
-
b
ased
lear
n
in
g
p
e
d
ag
o
g
y
ca
n
h
av
e
a
s
ig
n
if
ican
t
co
m
p
lem
en
tar
y
r
o
le
in
b
len
d
ed
lear
n
in
g
a
p
p
r
o
ac
h
es
[
3
]
,
[
4
]
.
Gam
es
a
r
e
im
p
o
r
tan
t
f
o
r
s
tu
d
en
ts
'
co
g
n
itiv
e
d
e
v
elo
p
m
en
t,
as
th
e
y
p
r
o
v
id
e
an
en
jo
y
ab
le
a
n
d
ch
allen
g
i
n
g
lear
n
in
g
en
v
ir
o
n
m
e
n
t
wh
ile
en
h
an
cin
g
th
eir
ac
ad
em
ic
p
er
f
o
r
m
an
ce
an
d
s
o
cial
s
k
ills
[
5
]
,
[
6
]
.
Gam
e
-
b
ased
lea
r
n
in
g
h
as
g
ain
e
d
r
ec
o
g
n
itio
n
a
s
an
ef
f
ec
tiv
e
teac
h
in
g
an
d
lea
r
n
in
g
m
eth
o
d
d
u
e
to
th
e
p
o
ten
tial
o
f
g
am
es
to
e
n
h
an
ce
s
tu
d
en
ts
’
m
o
tiv
atio
n
a
n
d
s
tim
u
late
th
ei
r
cu
r
io
s
ity
a
n
d
in
te
r
est
th
r
o
u
g
h
ac
tiv
ities
th
at
ar
e
m
ea
n
in
g
f
u
l
t
o
th
em
[
7
]
.
T
h
e
p
ed
ag
o
g
ical
a
p
p
r
o
ac
h
ad
o
p
ted
b
y
m
an
y
g
am
es
is
r
elate
d
to
th
eir
p
o
ten
tial a
s
m
ed
iato
r
s
,
lin
k
in
g
lear
n
in
g
o
b
jectiv
es to
cu
r
r
icu
l
u
m
-
d
ef
i
n
ed
ac
tiv
ities
[
8
]
.
B
ec
au
s
e
s
tu
d
en
ts
o
f
ten
co
n
s
id
er
g
am
es
to
b
e
en
g
ag
in
g
,
m
o
r
e
an
d
m
o
r
e
teac
h
er
s
ar
e
ex
p
lo
r
in
g
way
s
to
in
c
o
r
p
o
r
ate
ed
u
ca
tio
n
al
g
am
es
in
to
th
eir
class
r
o
o
m
s
[
9
]
.
Desp
ite
g
r
o
win
g
i
n
ter
est
in
ed
u
ca
tio
n
al
g
am
es,
t
h
eir
in
teg
r
atio
n
i
n
to
teac
h
i
n
g
r
e
m
ain
s
an
u
n
d
er
e
x
p
lo
r
e
d
r
esear
ch
f
ield
[
1
0
]
,
[
1
1
]
.
T
h
e
ed
u
ca
tio
n
co
m
m
u
n
ity
cu
r
r
en
tly
f
ac
es
a
cr
u
cial
ch
allen
g
e:
elu
cid
atin
g
th
e
r
ea
s
o
n
s
a
n
d
m
eth
o
d
o
lo
g
ies
b
eh
in
d
th
e
ef
f
ec
t
iv
en
ess
o
f
g
a
m
es
an
d
o
f
f
er
in
g
p
r
ac
tical
g
u
id
an
ce
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
.
14
,
No
.
1
,
Feb
r
u
a
r
y
20
25
:
621
-
628
622
o
n
in
teg
r
atin
g
g
am
es
in
to
th
e
class
r
o
o
m
.
R
esear
ch
in
d
icate
s
th
at
teac
h
er
s
o
f
ten
f
ee
l
u
n
d
er
p
r
ep
ar
ed
to
in
te
g
r
ate
g
am
es
in
to
th
eir
c
u
r
r
icu
l
u
m
[
1
2
]
.
Desp
ite
a
s
tr
o
n
g
in
ter
est
i
n
u
s
in
g
g
am
es
f
o
r
teac
h
in
g
,
m
an
y
teac
h
er
s
r
e
p
o
r
t
d
if
f
icu
lties
in
s
y
s
tem
atica
lly
in
teg
r
atin
g
g
am
es
in
to
t
h
eir
tea
ch
in
g
p
r
ac
tices
[
1
3
]
,
[
1
4
]
.
Fo
r
ex
am
p
le,
t
h
er
e
ar
e
is
s
u
es
s
u
ch
as
a
m
is
m
atch
i
n
th
e
r
elativ
e
im
p
o
r
tan
ce
o
f
en
jo
y
ab
le
an
d
ed
u
ca
tio
n
al
ef
f
ec
ts
an
d
a
lack
o
f
in
teg
r
atio
n
b
etwe
en
g
am
in
g
a
n
d
in
s
tr
u
ctio
n
[
1
5
]
.
Fu
r
th
e
r
m
o
r
e,
th
e
ef
f
ec
tiv
e
n
ess
o
f
g
am
e
-
b
ased
lear
n
i
n
g
is
o
f
ten
lim
ited
b
y
tech
n
o
lo
g
ical
co
n
s
tr
ain
ts
an
d
th
e
av
ailab
ilit
y
o
f
r
eso
u
r
ce
s
[
1
6
]
.
Acc
o
r
d
i
n
g
to
m
an
y
teac
h
er
s
,
th
e
f
r
eq
u
e
n
t u
s
e
o
f
th
ese
f
o
r
m
s
o
f
g
am
e
-
b
ased
lear
n
in
g
m
ak
es it c
h
allen
g
in
g
to
m
o
b
ilize
s
tu
d
en
ts
’
en
th
u
s
iasm
in
class
,
an
d
th
e
r
ea
l
ad
v
an
tag
es
o
f
g
am
e
-
b
ased
lear
n
in
g
a
r
e
h
ar
d
ly
r
ea
lized
[
1
7
]
,
[
1
8
]
.
C
o
n
s
eq
u
en
tly
,
th
ese
p
ed
ag
o
g
ical
ch
allen
g
es h
a
v
e
t
h
e
p
o
ten
tial to
s
ig
n
i
f
ican
tly
im
p
ac
t te
ac
h
er
s
’
en
th
u
s
iasm
an
d
co
n
f
id
en
ce
.
I
n
co
r
p
o
r
atin
g
a
g
am
e
-
b
ased
le
ar
n
in
g
p
e
d
ag
o
g
y
in
th
e
class
r
o
o
m
p
r
esen
ts
s
ig
n
if
ican
t
ch
allen
g
es.
T
h
e
in
ter
m
ed
iar
y
wh
o
lin
k
s
g
am
e
-
b
ased
lear
n
in
g
to
th
e
cu
r
r
icu
l
u
m
is
th
e
teac
h
er
[
1
9
]
.
T
ea
ch
er
p
er
s
p
ec
tiv
es
ar
e
s
ig
n
if
ican
t
s
in
ce
teac
h
er
s
p
lay
an
im
p
o
r
tan
t
r
o
le
in
c
h
o
o
s
in
g
,
im
p
lem
en
tin
g
,
a
n
d
ass
ess
in
g
ed
u
ca
tio
n
al
g
am
es
f
o
r
th
eir
s
tu
d
en
ts
.
T
ea
ch
er
s
'
co
m
p
eten
ce
in
u
s
in
g
g
am
es
f
o
r
in
s
tr
u
ctio
n
ca
n
p
r
o
v
id
e
m
ea
n
in
g
f
u
l
lear
n
in
g
ex
p
er
ien
ce
s
f
o
r
s
tu
d
en
ts
[
2
0
]
.
I
n
th
e
d
ig
ital
ag
e,
an
d
with
th
e
in
cr
ea
s
in
g
r
ea
lizatio
n
o
f
m
u
l
ticu
ltu
r
alis
m
,
th
er
e
is
a
g
r
o
win
g
n
ee
d
to
f
o
cu
s
o
n
th
e
im
p
o
r
tan
t
ch
an
g
es
r
elate
d
to
ed
u
ca
tio
n
al
co
m
p
eten
cies
[
2
1
]
.
I
t
d
e
m
an
d
s
a
co
n
s
id
er
ab
le
le
v
el
o
f
ex
p
er
tis
e
an
d
co
m
p
eten
ce
f
r
o
m
th
e
t
ea
ch
er
,
wh
o
s
e
s
k
ills
s
ig
n
if
ica
n
tly
in
f
l
u
en
ce
t
h
e
p
ed
ag
o
g
ical
ap
p
r
o
ac
h
an
d
t
h
e
o
v
er
all
ef
f
icac
y
o
f
th
e
teac
h
in
g
an
d
lear
n
in
g
p
r
o
ce
s
s
[
2
2
]
.
T
h
e
u
n
iq
u
e
r
eq
u
ir
em
e
n
ts
o
f
g
am
e
-
b
ased
le
ar
n
in
g
n
ec
ess
itate
th
at
teac
h
er
s
ac
tiv
ely
en
h
an
ce
t
h
eir
teac
h
i
n
g
co
m
p
eten
cies
to
ef
f
ec
tiv
ely
ad
d
r
ess
th
ese
ch
allen
g
es
an
d
en
h
an
ce
s
tu
d
e
n
t
lear
n
in
g
.
I
d
en
tif
y
in
g
an
d
d
eter
m
in
in
g
th
e
ess
en
tial
co
m
p
o
n
en
ts
an
d
elem
en
ts
o
f
th
ese
co
m
p
eten
cies
is
cr
u
cial,
s
er
v
in
g
as
a
r
o
ad
m
ap
f
o
r
cu
ltiv
atin
g
p
r
o
f
icien
t
g
am
e
-
b
ased
lear
n
i
n
g
in
s
tr
u
cto
r
s
.
As
h
ig
h
lig
h
ted
,
th
e
co
m
p
e
ten
cies
o
f
teac
h
er
s
in
b
o
th
tea
ch
in
g
an
d
lea
r
n
in
g
r
ea
lm
s
ar
e
cr
u
cial
an
d
in
d
is
p
e
n
s
ab
le
f
o
r
e
n
s
u
r
in
g
e
f
f
ec
tiv
e
e
d
u
ca
t
io
n
al
o
u
tco
m
es.
C
u
ltiv
atin
g
q
u
alif
ied
teac
h
er
s
is
a
d
if
f
icu
lt
task
d
u
e
to
th
e
co
m
p
lex
in
ter
ac
tio
n
o
f
f
ac
t
o
r
s
.
T
h
ese
in
clu
d
e
th
e
teac
h
er
'
s
ex
p
er
tis
e,
th
e
c
o
m
p
lex
r
elatio
n
s
h
ip
b
etwe
en
th
eo
r
etica
l
an
d
p
r
ac
tical
asp
ec
ts
o
f
th
e
teac
h
in
g
p
r
o
ce
s
s
,
an
d
p
o
ten
ti
al
is
s
u
es
th
at
m
ay
a
r
is
e
wh
il
e
in
s
tr
u
ctin
g
a
s
p
ec
if
ic
to
p
ic.
T
o
a
d
d
r
ess
th
ese
ch
allen
g
es,
teac
h
er
p
r
ep
ar
atio
n
p
r
o
g
r
am
s
n
ee
d
to
i
n
co
r
p
o
r
ate
g
am
e
-
b
ased
lear
n
i
n
g
in
s
tr
u
ctio
n
al
s
tr
ateg
ies,
h
elp
in
g
p
r
o
s
p
ec
tiv
e
teac
h
e
r
s
o
v
er
co
m
e
p
o
te
n
tial
b
ar
r
ier
s
.
C
o
r
e
p
r
i
n
cip
les
f
o
r
a
d
v
o
ca
tin
g
ga
me
-
b
ased
lear
n
in
g
in
teac
h
er
ed
u
ca
tio
n
h
av
e
b
ee
n
id
en
tifie
d
,
em
p
h
asizin
g
th
at
teac
h
er
s
'
k
n
o
wled
g
e
o
f
teac
h
in
g
an
d
lear
n
in
g
u
s
in
g
g
am
es
is
ev
o
lv
in
g
a
n
d
ac
c
u
m
u
latin
g
o
v
er
tim
e
[
1
9
]
.
I
t
is
e
m
p
h
asized
th
at
teac
h
er
s
s
h
o
u
ld
m
aster
ef
f
ec
ti
v
e
teac
h
in
g
m
eth
o
d
s
,
in
clu
d
i
n
g
g
u
id
ed
in
s
tr
u
ctio
n
an
d
ass
ess
m
en
t p
r
o
ce
d
u
r
es b
ased
o
n
s
tu
d
e
n
ts
'
ab
ilit
ies
[
2
3
]
.
T
h
e
s
h
if
t
t
o
war
d
s
g
am
e
-
b
ased
lear
n
in
g
r
e
q
u
ir
es
teac
h
er
s
to
p
o
s
s
ess
s
tr
o
n
g
tech
n
o
lo
g
ical
i
n
s
tr
u
ctio
n
an
d
d
ee
p
co
n
ten
t
k
n
o
wled
g
e.
I
n
cr
ea
s
ed
tech
n
ical
s
u
p
p
o
r
t
an
d
f
ac
ilit
atio
n
a
r
e
ess
en
tial
f
o
r
e
f
f
ec
tiv
e
g
am
e
-
b
ased
lear
n
in
g
im
p
lem
en
tatio
n
.
I
n
b
r
ief
,
teac
h
er
s
m
u
s
t
co
n
s
is
ten
tly
en
h
an
ce
th
eir
s
k
ills
to
en
s
u
r
e
th
at
s
tu
d
en
ts
ac
ce
s
s
th
e
m
o
s
t
cu
r
r
en
t
in
f
o
r
m
atio
n
a
n
d
k
n
o
wled
g
e.
T
h
is
n
ee
d
s
an
al
y
s
is
s
tu
d
y
was
co
n
d
u
cted
to
id
en
tify
th
e
n
ec
ess
ity
o
f
d
esig
n
in
g
an
d
d
ev
el
o
p
in
g
a
teac
h
er
co
m
p
ete
n
cy
m
o
d
el
in
g
am
e
-
b
ased
lear
n
in
g
as
well
as
to
in
v
esti
g
ate
th
e
p
r
ac
tices
an
d
ch
allen
g
es
f
ac
ed
b
y
teac
h
e
r
s
in
im
p
lem
en
tin
g
g
am
e
-
b
ased
lear
n
in
g
,
u
n
d
er
s
co
r
in
g
th
e
im
p
o
r
tan
ce
o
f
co
n
tin
u
o
u
s
p
r
o
f
ess
io
n
al
d
e
v
elo
p
m
en
t
to
e
n
s
u
r
e
th
e
e
f
f
ec
tiv
en
ess
o
f
th
is
in
n
o
v
ativ
e
p
e
d
ag
o
g
ical
ap
p
r
o
ac
h
.
T
h
e
an
al
y
s
is
o
f
th
e
c
o
m
p
o
n
en
t
s
o
f
n
ee
d
s
an
aly
s
is
is
cr
u
cial
f
o
r
r
ef
in
i
n
g
u
s
er
s
'
f
ee
d
b
ac
k
a
n
d
lev
er
ag
in
g
r
elate
d
th
eo
r
ies
id
en
tifie
d
f
r
o
m
th
e
liter
atu
r
e
r
ev
iew
[
2
4
]
.
T
h
e
p
r
im
a
r
y
o
b
jectiv
e
o
f
n
ee
d
s
an
aly
s
is
is
to
id
en
tify
is
s
u
e
s
o
r
p
r
o
b
lem
s
with
in
th
e
tar
g
et
p
o
p
u
latio
n
.
T
h
is
p
r
o
ce
s
s
is
p
i
v
o
tal
in
d
ete
r
m
in
in
g
th
e
m
o
s
t
e
f
f
ec
tiv
e
s
o
lu
tio
n
s
f
o
r
r
esear
ch
er
s
'
co
n
ce
r
n
s
.
Ad
d
itio
n
ally
,
th
e
im
p
o
r
tan
ce
o
f
p
la
n
n
in
g
b
e
f
o
r
e
d
e
v
elo
p
m
e
n
t
in
g
u
id
in
g
s
u
b
s
eq
u
en
t
r
esear
ch
en
d
ea
v
o
r
s
is
u
n
d
er
s
co
r
ed
.
2.
M
E
T
H
O
D
2
.
1
.
P
a
rt
icipa
nt
T
h
is
s
tu
d
y
ad
o
p
ts
a
q
u
an
titati
v
e
ap
p
r
o
ac
h
,
f
o
cu
s
in
g
o
n
teac
h
er
s
in
C
h
in
ese
s
ec
o
n
d
ar
y
s
ch
o
o
ls
as
th
e
tar
g
et
p
o
p
u
latio
n
f
o
r
d
ata
co
lle
ctio
n
.
T
h
e
s
tu
d
y
in
v
o
l
v
es
f
iv
e
s
ec
o
n
d
ar
y
s
ch
o
o
ls
,
with
a
to
tal
teac
h
er
p
o
p
u
latio
n
o
f
1
,
4
0
0
.
R
esp
o
n
d
en
ts
wer
e
s
elec
ted
th
r
o
u
g
h
a
p
u
r
p
o
s
i
v
e
s
am
p
lin
g
m
eth
o
d
to
e
n
s
u
r
e
th
e
s
elec
tio
n
o
f
p
ar
ticip
an
ts
ca
p
ab
le
o
f
p
r
o
v
id
in
g
r
elev
an
t
in
f
o
r
m
atio
n
alig
n
ed
with
th
e
r
esear
ch
o
b
jectiv
e
s
.
Sp
ec
if
ically
,
th
e
r
esear
ch
er
s
tar
g
eted
s
ec
o
n
d
ar
y
s
ch
o
o
l
teac
h
e
r
s
ac
ti
v
ely
im
p
lem
en
tin
g
g
am
e
-
b
ased
lear
n
in
g
p
ed
a
g
o
g
y
in
th
eir
class
r
o
o
m
s
.
T
h
e
d
eter
m
in
atio
n
o
f
an
ap
p
r
o
p
r
iate
s
am
p
le
s
i
ze
r
elied
o
n
Kr
ejcie
an
d
Mo
r
g
an
’
s
tab
le
,
wh
ich
p
r
o
v
id
es
g
u
id
an
ce
b
ased
o
n
p
o
p
u
latio
n
r
a
n
g
e
as
s
h
o
wn
in
T
a
b
le
1
[
2
5
]
.
Giv
e
n
th
e
esti
m
ate
d
p
o
p
u
latio
n
s
ize
o
f
1
,
4
0
0
teac
h
er
s
,
a
s
am
p
le
s
ize
o
f
3
0
2
r
esp
o
n
d
en
ts
was d
ee
m
e
d
n
ec
ess
ar
y
f
o
r
th
e
n
ee
d
s
an
al
y
s
is
s
tu
d
y
.
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
Dev
elo
p
men
t o
f a
te
a
ch
er c
o
m
p
eten
cy
mo
d
el
in
g
a
me
-
b
a
s
ed
lea
r
n
in
g
:
a
n
ee
d
a
n
a
lysi
s
(
Jin
ch
u
a
n
Jia
n
g
)
623
T
ab
le
1
.
Sam
p
le
s
ize
f
o
r
a
g
i
v
en
p
o
p
u
latio
n
s
ize
P
o
p
u
l
a
t
i
o
n
S
a
mp
l
e
s
i
z
e
1
,
2
0
0
1
,
3
0
0
1
,
4
0
0
1
,
5
0
0
1
,
6
0
0
1
,
7
0
0
2
9
1
2
9
7
3
0
2
3
0
6
3
1
0
3
1
3
2
.
2
.
Resea
rc
h ins
t
rum
ent
I
n
th
is
s
tu
d
y
,
a
q
u
esti
o
n
n
air
e
s
er
v
ed
as
th
e
p
r
im
ar
y
in
s
tr
u
m
en
t
f
o
r
d
ata
c
o
llectio
n
.
T
h
e
d
e
v
elo
p
m
en
t
o
f
th
e
q
u
esti
o
n
n
air
e
was
in
f
o
r
m
ed
b
y
t
h
e
in
itial
liter
atu
r
e
r
e
v
iew
an
aly
s
is
an
d
co
m
p
r
is
ed
s
tr
u
ctu
r
ed
an
d
o
p
en
-
en
d
ed
q
u
esti
o
n
s
aim
ed
at
p
r
o
m
p
tin
g
c
o
m
p
r
e
h
en
s
iv
e
r
esp
o
n
s
es
f
r
o
m
th
e
p
ar
ticip
a
n
ts
.
Stru
ctu
r
ally
,
th
e
q
u
esti
o
n
n
air
e
is
o
r
g
an
ized
i
n
to
f
o
u
r
m
ain
s
ec
tio
n
s
:
i)
Sectio
n
A:
Gath
er
in
g
d
em
o
g
r
a
p
h
ic
in
f
o
r
m
atio
n
f
r
o
m
th
e
r
esp
o
n
d
en
ts
.
ii)
Sectio
n
B
: E
x
p
lo
r
in
g
p
r
ac
tices r
elate
d
to
th
e
im
p
lem
en
tatio
n
o
f
g
am
e
-
b
ased
lear
n
i
n
g
.
iii)
Sectio
n
C
: I
n
v
esti
g
atin
g
th
e
c
h
allen
g
es e
n
co
u
n
ter
ed
i
n
im
p
l
em
en
tin
g
g
a
m
e
-
b
ased
lear
n
in
g
.
iv
)
Sectio
n
D:
I
n
v
esti
g
atin
g
th
e
r
e
q
u
ir
em
en
ts
n
ec
ess
ar
y
f
o
r
th
e
d
ev
elo
p
m
en
t
o
f
a
c
o
m
p
eten
c
y
m
o
d
el.
B
ef
o
r
e
its
u
tili
za
tio
n
in
th
e
s
tu
d
y
,
th
e
q
u
esti
o
n
n
ai
r
e
u
n
d
er
wen
t
a
r
ig
o
r
o
u
s
r
ev
iew
a
n
d
v
alid
atio
n
p
r
o
ce
s
s
co
n
d
u
cte
d
b
y
two
q
u
a
n
titativ
e
r
esear
ch
ex
p
er
ts
.
T
h
is
p
r
o
ce
s
s
en
s
u
r
ed
th
e
r
elia
b
ilit
y
an
d
v
alid
ity
o
f
th
e
q
u
esti
o
n
n
air
e,
en
h
a
n
cin
g
th
e
q
u
ality
o
f
th
e
d
ata
c
o
llected
.
Fu
r
th
er
m
o
r
e
,
th
e
in
itial
v
er
s
io
n
o
f
th
e
in
s
tr
u
m
en
t
,
o
r
ig
in
ally
co
m
p
o
s
ed
in
E
n
g
lis
h
,
was
tr
an
s
lated
in
to
C
h
in
ese
s
in
ce
a
m
ajo
r
ity
o
f
th
e
r
esp
o
n
d
en
ts
wer
e
n
o
t
n
ativ
e
E
n
g
lis
h
s
p
ea
k
er
s
.
Su
b
s
eq
u
en
tl
y
,
th
e
i
n
s
tr
u
m
en
t
u
n
d
e
r
wen
t
a
p
r
o
ce
s
s
o
f
b
ac
k
-
tr
a
n
s
latio
n
to
E
n
g
lis
h
.
T
h
is
“
b
a
ck
-
tr
an
s
latio
n
”
tech
n
iq
u
e
is
o
f
p
ar
am
o
u
n
t
s
ig
n
if
ican
ce
,
as
it
en
s
u
r
es
th
e
ac
cu
r
ac
y
o
f
th
e
r
esp
o
n
s
es
wh
ile
m
itig
atin
g
cu
ltu
r
al
d
if
f
e
r
en
ce
s
th
at
m
ig
h
t le
ad
to
r
esu
lt m
is
in
ter
p
r
etatio
n
[
2
6
]
.
2
.
3
.
Da
t
a
c
o
llect
io
n
It
i
s
im
p
o
r
tan
t
to
n
o
te
th
at
th
e
ch
o
ice
o
f
d
ata
co
llectio
n
m
et
h
o
d
ca
n
g
r
ea
tly
in
f
lu
e
n
ce
th
e
q
u
ality
o
f
th
e
d
ata
o
b
tain
ed
.
T
o
o
p
tim
ize
th
e
d
ata
co
llectio
n
p
r
o
ce
s
s
,
th
e
r
esear
ch
er
s
to
o
k
s
ev
er
al
p
r
e
ca
u
tio
n
s
,
in
clu
d
in
g
th
e
ca
r
ef
u
l
s
elec
tio
n
o
f
ap
p
r
o
p
r
iate
m
eth
o
d
s
,
th
e
id
en
tific
atio
n
o
f
th
e
tar
g
et
p
o
p
u
latio
n
,
an
d
th
e
d
eter
m
in
atio
n
o
f
th
e
s
am
p
le
s
ize.
I
n
th
e
in
iti
al
s
tag
e
o
f
th
e
n
ee
d
an
aly
s
is
p
h
ase,
th
e
r
esear
ch
er
s
d
is
tr
ib
u
ted
5
0
q
u
an
titativ
e
q
u
esti
o
n
n
air
es
to
g
am
e
-
b
ased
lear
n
in
g
teac
h
er
s
.
T
h
e
d
ata
o
b
tain
ed
f
r
o
m
th
is
p
ilo
t
s
tu
d
y
wer
e
cr
u
cial
in
ass
es
s
in
g
an
d
en
s
u
r
in
g
th
e
r
eliab
ilit
y
o
f
th
e
q
u
esti
o
n
n
ai
r
e.
B
ased
o
n
th
e
f
in
d
in
g
s
f
r
o
m
th
e
p
i
lo
t
s
tu
d
y
,
n
ec
ess
ar
y
co
r
r
ec
tio
n
s
a
n
d
a
d
ju
s
tm
en
ts
wer
e
m
ad
e,
cu
lm
in
atin
g
in
th
e
f
in
aliza
tio
n
o
f
th
e
q
u
esti
o
n
n
air
e.
T
o
g
u
a
r
an
tee
a
h
ig
h
r
esp
o
n
s
e
r
ate,
th
e
r
esear
c
h
er
s
em
p
lo
y
ed
o
n
lin
e
q
u
esti
o
n
n
air
es,
p
r
o
v
id
i
n
g
p
ar
ticip
an
ts
with
th
e
f
lex
ib
ilit
y
to
co
m
p
lete
th
e
m
at
th
eir
co
n
v
en
ien
ce
.
Du
r
in
g
th
e
ac
tu
al
n
ee
d
an
aly
s
is
s
u
r
v
e
y
,
a
to
tal
o
f
3
8
4
r
esp
o
n
d
e
n
ts
co
m
p
leted
th
e
q
u
esti
o
n
n
air
es,
r
ep
r
esen
tin
g
a
d
iv
e
r
s
e
r
an
g
e
o
f
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
an
d
v
ar
io
u
s
d
em
o
g
r
ap
h
ic
b
ac
k
g
r
o
u
n
d
s
.
2
.
4
.
Da
t
a
a
na
ly
s
is
A
cr
u
cial
s
tep
in
th
e
r
esear
ch
p
r
o
ce
s
s
in
v
o
lv
es
d
ata
an
aly
s
is
an
d
cr
itical
d
is
cu
s
s
io
n
.
T
h
e
r
esear
ch
er
s
em
p
lo
y
ed
Statis
tical
Pack
ag
e
f
o
r
th
e
So
cial
Scien
ce
s
(
SP
S
S
)
v
er
s
io
n
2
6
s
o
f
twar
e
to
co
n
d
u
ct
q
u
an
titativ
e
d
ata
an
aly
s
is
,
f
o
cu
s
in
g
o
n
th
e
d
is
tr
ib
u
tio
n
o
f
th
e
d
ata
b
y
ex
am
i
n
in
g
th
e
f
r
eq
u
en
cy
an
d
p
er
ce
n
tag
e
o
f
ea
ch
item
with
in
th
e
q
u
esti
o
n
n
air
e
.
T
h
e
s
e
s
tatis
tica
l
m
ea
s
u
r
es
u
n
d
e
r
s
co
r
e
th
e
n
ec
ess
ity
o
f
d
e
v
elo
p
in
g
a
co
m
p
ete
n
cy
m
o
d
el
f
o
r
C
h
in
ese
s
ec
o
n
d
ar
y
s
ch
o
o
l te
ac
h
er
s
to
ef
f
ec
tiv
ely
i
m
p
lem
en
t g
am
e
-
b
ased
lear
n
in
g
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
T
h
e
d
is
cu
s
s
io
n
o
f
th
e
r
esu
lts
o
f
th
e
n
ee
d
an
al
y
s
is
s
tu
d
y
aim
ed
at
o
b
tain
in
g
th
e
in
itial
v
i
ews
o
f
th
e
teac
h
er
s
in
v
o
lv
e
d
in
th
e
im
p
le
m
en
tatio
n
o
f
g
a
m
e
-
b
ased
lear
n
in
g
an
d
id
e
n
tify
in
g
th
e
n
ee
d
s
f
o
r
th
e
d
ev
elo
p
m
en
t
o
f
th
is
co
m
p
ete
n
cy
m
o
d
el.
3
.
1
.
De
m
o
g
r
a
ph
ic
pro
f
ile
A
to
tal
o
f
3
8
4
p
ar
ticip
an
ts
co
m
p
leted
th
e
d
em
o
g
r
ap
h
ic
i
n
s
tr
u
m
en
t.
T
a
b
le
2
p
r
o
v
id
es
an
o
v
er
v
iew
o
f
th
e
r
esp
o
n
d
en
ts
’
p
r
o
f
iles
.
Am
o
n
g
th
e
p
ar
ticip
an
ts
,
1
0
1
(
2
6
.
3
%)
wer
e
m
ale,
an
d
2
8
3
(
7
3
.
7
%)
wer
e
f
em
ale
.
I
n
ter
m
s
o
f
ag
e,
m
o
s
t
r
esp
o
n
d
e
n
ts
f
ell
in
to
th
e
ag
e
g
r
o
u
p
b
elo
w
3
0
y
ea
r
s
o
ld
(
N=
2
5
1
,
6
5
.
3
%),
with
a
s
ig
n
if
ican
t
p
o
r
tio
n
in
th
e
3
0
-
3
9
y
ea
r
s
o
ld
ca
teg
o
r
y
(
N=
8
9
,
2
3
.
2
%).
A
s
m
aller
n
u
m
b
er
o
f
p
ar
ticip
an
ts
wer
e
ag
ed
b
etwe
en
4
0
an
d
4
9
y
ea
r
s
o
ld
(
N=
4
1
,
1
0
.
7
%),
wh
i
le
a
v
e
r
y
s
m
all
p
er
ce
n
tag
e
b
elo
n
g
ed
t
o
o
ld
e
r
ag
e
g
r
o
u
p
s
(
N=
3
,
0
.
8
%).
Giv
en
th
at
th
e
r
etir
em
en
t
ag
e
in
C
h
in
a
is
5
5
f
o
r
wo
m
en
an
d
6
0
f
o
r
m
e
n
,
th
er
e
wer
e
n
o
r
e
s
p
o
n
d
en
ts
o
v
er
th
e
ag
e
o
f
6
0
.
R
eg
ar
d
i
n
g
th
e
h
ig
h
est
ac
ad
em
ic
q
u
alif
icatio
n
,
th
e
b
r
ea
k
d
o
wn
o
f
r
esp
o
n
d
en
ts
was
as:
8
(
2
.
0
%)
h
el
d
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
.
14
,
No
.
1
,
Feb
r
u
a
r
y
20
25
:
621
-
628
624
a
d
ip
lo
m
a,
3
0
0
(
7
8
.
2
%)
h
eld
a
b
ac
h
elo
r
’
s
d
eg
r
ee
,
7
2
(
1
8
.
8
%)
h
eld
a
m
aster
’
s
d
eg
r
ee
,
a
n
d
4
(
1
.
0
%)
h
el
d
a
d
o
cto
r
ate
d
eg
r
ee
.
C
o
n
ce
r
n
in
g
g
am
e
-
b
ased
lear
n
in
g
teac
h
in
g
ex
p
er
ien
ce
,
1
4
3
r
esp
o
n
d
en
t
s
(
3
7
.
2
%)
h
a
d
3
to
5
y
ea
r
s
o
f
ex
p
e
r
ien
ce
,
1
1
6
(
3
0
.
2
%)
h
ad
m
o
r
e
th
an
o
r
eq
u
al
to
s
ix
y
ea
r
s
o
f
ex
p
er
ien
ce
,
9
2
(
2
4
.
0
%)
h
ad
1
to
2
y
ea
r
s
o
f
ex
p
e
r
ien
ce
,
an
d
3
3
(
8
.
6
%)
h
ad
less
th
an
one
y
ea
r
o
f
teac
h
in
g
ex
p
er
ien
ce
.
Acc
o
r
d
in
g
to
th
e
s
u
r
v
ey
d
ata,
g
am
es
wer
e
p
r
im
ar
ily
u
s
ed
in
th
e
teac
h
in
g
o
f
s
u
b
jects
s
u
ch
as
m
ath
em
atics,
in
f
o
r
m
at
io
n
tech
n
o
lo
g
y
,
p
h
y
s
ics,
E
n
g
lis
h
,
an
d
C
h
in
ese
; th
e
d
etails ar
e
p
r
esen
ted
i
n
T
a
b
le
2
.
T
ab
le
2
.
T
h
e
d
em
o
g
r
ap
h
ic
ch
a
r
ac
ter
is
tics
o
f
r
esp
o
n
d
en
ts
D
e
mo
g
r
a
p
h
i
c
p
r
o
f
i
l
e
C
a
t
e
g
o
r
y
F
r
e
q
u
e
n
c
i
e
s
(
N
=
3
8
4
)
P
e
r
c
e
n
t
a
g
e
(
%)
G
e
n
d
e
M
a
l
e
F
e
mal
e
1
0
1
2
8
3
2
6
.
3
7
3
.
7
A
g
e
B
e
l
o
w
3
0
y
e
a
r
s
o
l
d
(
<
30)
30
-
39
40
-
49
50
-
59
A
b
o
v
e
6
0
y
e
a
r
s
o
l
d
(
≥
6
0
)
2
5
1
89
41
3
0
6
5
.
3
2
3
.
2
1
0
.
7
0
.
8
0
H
i
g
h
e
s
t
a
c
a
d
e
m
i
c
q
u
a
l
i
f
i
c
a
t
i
o
n
D
i
p
l
o
m
a
B
a
c
h
e
l
o
r
M
a
s
t
e
r
P
h
D
8
3
0
0
72
4
2
.
0
7
8
.
2
1
8
.
8
1
.
0
G
a
me
-
b
a
se
d
l
e
a
r
n
i
n
g
t
e
a
c
h
i
n
g
e
x
p
e
r
i
e
n
c
e
<
1
y
e
a
r
s
1
-
2
y
e
a
r
s
3
-
5
y
e
a
r
s
≥
6
y
e
a
r
s
33
92
1
4
3
1
1
6
8
.
6
2
4
.
0
3
7
.
2
3
0
.
2
S
u
b
j
e
c
t
t
a
u
g
h
t
C
h
i
n
e
se
En
g
l
i
sh
P
h
y
s
i
c
s
C
h
e
mi
s
t
r
y
M
a
t
h
e
ma
t
i
c
s
H
i
st
o
r
y
G
e
o
g
r
a
p
h
y
B
i
o
l
o
g
y
I
n
f
o
r
mat
i
o
n
t
e
c
h
n
o
l
o
g
y
M
u
s
i
c
Et
h
i
c
s
a
n
d
La
w
Art
35
46
39
20
1
0
1
4
9
23
96
7
3
1
9
.
1
1
2
.
0
1
0
.
2
5
.
2
2
6
.
3
1
.
0
2
.
3
6
.
0
2
5
.
0
1
.
8
0
.
8
0
.
3
3
.
2
.
T
he
pra
ct
ices r
ela
t
ed
t
o
t
he
im
plem
ent
a
t
io
n
o
f
g
a
m
e
-
ba
s
ed
lea
rning
W
h
en
r
esp
o
n
d
en
ts
wer
e
q
u
es
tio
n
ed
a
b
o
u
t
th
eir
ex
p
er
ie
n
ce
s
with
p
lay
in
g
g
a
m
es,
th
e
m
ajo
r
ity
o
f
teac
h
er
s
(
8
2
%)
ac
k
n
o
wled
g
e
d
en
g
ag
in
g
in
g
am
es
d
u
r
in
g
t
h
eir
leis
u
r
e
h
o
u
r
s
.
I
n
ter
esti
n
g
ly
,
o
v
er
h
alf
o
f
t
h
e
r
esp
o
n
d
en
ts
(
6
3
%)
m
en
tio
n
e
d
th
at
th
ey
d
id
n
o
t
p
lay
g
am
es
o
n
a
d
aily
b
asis
,
s
p
en
d
in
g
less
th
an
two
h
o
u
r
s
p
er
wee
k
o
n
g
a
m
in
g
ac
tiv
ities
.
A
m
o
n
g
th
e
r
ea
s
o
n
s
cited
f
o
r
p
la
y
in
g
g
am
es,
b
o
r
e
d
o
m
was
th
e
m
o
s
t
p
r
ev
alen
t,
with
7
3
%
o
f
teac
h
er
s
in
d
icatin
g
t
h
at
th
ey
t
u
r
n
ed
to
g
am
in
g
f
o
r
t
h
is
r
ea
s
o
n
.
A
d
d
itio
n
ally
,
a
s
ig
n
if
ican
t
p
o
r
tio
n
o
f
teac
h
er
s
(
3
9
%)
r
ep
o
r
te
d
p
lay
i
n
g
g
am
es
f
o
r
p
r
o
f
ess
io
n
al
p
u
r
p
o
s
es,
wh
ile
s
o
m
e
also
m
en
ti
o
n
ed
p
lay
in
g
g
am
es
o
u
t
o
f
cu
r
io
s
ity
(
2
2
%).
I
n
th
e
s
u
r
v
ey
,
it
was
f
o
u
n
d
th
at
w
h
ile
m
o
s
t
r
esp
o
n
d
en
ts
ac
k
n
o
wled
g
ed
th
e
u
s
e
o
f
g
am
es
in
teac
h
in
g
,
t
h
e
f
r
e
q
u
en
c
y
o
f
t
h
eir
u
s
e
was n
o
t p
ar
tic
u
lar
ly
h
ig
h
,
with
5
5
.
2
% in
d
icatin
g
in
f
r
eq
u
en
t
u
s
e.
I
n
th
e
an
aly
s
is
o
f
th
e
q
u
esti
o
n
,
"T
o
wh
at
ex
ten
t
d
o
y
o
u
th
i
n
k
g
am
e
-
b
ased
lea
r
n
in
g
co
u
ld
b
e
b
en
ef
icial
f
o
r
teac
h
i
n
g
?"
T
h
e
r
esear
ch
er
s
o
b
s
er
v
ed
th
at
th
e
m
ajo
r
ity
o
f
r
esp
o
n
d
en
ts
p
r
o
v
id
e
d
a
p
o
s
i
tiv
e
r
esp
o
n
s
e,
with
f
av
o
r
a
b
le
an
d
v
er
y
f
av
o
r
a
b
le
f
ee
d
b
ac
k
ac
c
o
u
n
ti
n
g
f
o
r
8
4
.
9
%.
T
h
is
im
p
lies
th
at
g
am
e
-
b
a
s
ed
lear
n
in
g
is
m
o
r
e
lik
ely
to
b
e
em
b
r
ac
ed
b
y
y
o
u
n
g
er
teac
h
er
s
,
p
o
s
s
ib
ly
d
u
e
to
th
eir
wo
r
k
p
r
ess
u
r
es
an
d
willin
g
n
ess
to
ad
o
p
t
d
ig
ital
tech
n
o
lo
g
ies
[
2
7
]
.
W
h
en
r
esp
o
n
d
en
ts
wer
e
ask
e
d
ab
o
u
t
th
e
r
ea
s
o
n
s
f
o
r
u
s
in
g
g
am
e
-
b
ased
lear
n
in
g
in
teac
h
in
g
(
with
m
u
ltip
le
ch
o
ices
allo
wed
)
,
th
e
f
o
llo
win
g
r
esp
o
n
s
es
wer
e
o
b
s
er
v
ed
:
7
8
.
9
%
(
3
0
3
/
3
8
4
)
o
f
th
e
p
ar
ticip
an
ts
ex
p
r
ess
ed
th
at
th
eir
in
itiativ
e
was
a
s
ig
n
if
ican
t
d
r
iv
er
f
o
r
u
s
in
g
g
am
e
-
b
ased
lear
n
in
g
.
T
h
e
6
5
.
1
%
(
2
5
0
/3
8
4
)
o
f
p
ar
ticip
an
ts
cited
th
o
s
e
g
am
es
wer
e
p
ar
ticu
lar
ly
s
u
itab
le
f
o
r
a
ch
iev
in
g
th
eir
in
te
n
d
ed
lear
n
in
g
o
u
tc
o
m
es.
5
5
.
7
%
(
2
1
4
/3
8
4
)
o
f
p
ar
ticip
a
n
ts
em
p
l
o
y
ed
g
am
es
to
f
ac
ilit
ate
a
m
u
lt
if
ac
eted
teac
h
in
g
ap
p
r
o
ac
h
.
T
h
e
3
1
.
8
%
(
1
2
2
/3
8
4
)
o
f
p
ar
ticip
an
ts
r
e
p
o
r
ted
th
at
g
a
m
es we
r
e
av
ailab
le
with
in
th
ei
r
r
esp
ec
tiv
e
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
.
On
ly
1
1
.
2
%
(
4
3
/3
8
4
)
o
f
p
ar
ticip
an
ts
u
s
ed
g
am
es
b
ec
au
s
e
th
ey
wer
e
p
ar
t
o
f
th
e
c
u
r
r
icu
lu
m
.
I
n
s
u
m
m
ar
y
,
it
ca
n
b
e
s
tated
th
at
in
s
ec
o
n
d
ar
y
ed
u
ca
tio
n
,
t
h
e
u
s
e
o
f
g
am
es
is
n
o
t
s
y
s
tem
atica
lly
in
teg
r
ated
b
u
t
is
lar
g
ely
d
r
iv
en
b
y
th
e
in
d
iv
id
u
al
in
itiativ
es o
f
teac
h
er
s
[
2
8
]
.
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
Dev
elo
p
men
t o
f a
te
a
ch
er c
o
m
p
eten
cy
mo
d
el
in
g
a
me
-
b
a
s
ed
lea
r
n
in
g
:
a
n
ee
d
a
n
a
lysi
s
(
Jin
ch
u
a
n
Jia
n
g
)
625
3
.
3
.
T
he
cha
lleng
es e
nco
un
t
er
ed
in im
plem
ent
ing
g
a
m
e
-
ba
s
ed
lea
rning
T
h
e
s
u
r
v
ey
o
n
th
e
d
if
f
icu
lties
an
d
ch
allen
g
es
en
co
u
n
ter
ed
b
y
teac
h
er
s
in
im
p
lem
en
tin
g
g
a
m
e
-
b
ased
lear
n
in
g
r
e
v
ea
led
s
ev
er
al
n
o
te
wo
r
th
y
f
in
d
in
g
s
,
a
n
d
th
e
r
esp
o
n
s
es
ar
e
s
u
m
m
ar
ized
in
T
ab
le
3
.
Am
o
n
g
th
ese
ch
allen
g
es,
tech
n
o
lo
g
y
is
s
u
es
an
d
lim
ited
in
s
tr
u
ctio
n
al
tim
e
p
er
less
o
n
em
er
g
ed
as
th
e
m
o
s
t
p
r
o
m
in
e
n
t
o
b
s
tacle
s
,
ea
ch
af
f
ec
tin
g
6
8
%
o
f
th
e
r
esp
o
n
d
e
n
ts
.
T
h
ese
f
ac
t
o
r
s
wer
e
id
en
tifie
d
as
th
e
m
o
s
t
s
ig
n
if
ican
t
b
ar
r
ie
r
s
h
in
d
er
in
g
teac
h
er
s
f
r
o
m
e
f
f
ec
tiv
ely
u
s
in
g
g
am
es
in
th
e
class
r
o
o
m
[
1
6
]
,
[
2
9
]
.
Fo
llo
win
g
clo
s
ely
,
6
3
.
8
%
o
f
r
esp
o
n
d
en
ts
n
o
ted
th
e
d
if
f
ic
u
lty
o
f
f
i
n
d
in
g
h
ig
h
-
q
u
ality
g
a
m
es
th
at
alig
n
with
cu
r
r
icu
lu
m
o
b
jectiv
es
as
a
s
ig
n
if
ican
t
ch
allen
g
e.
Oth
er
c
h
allen
g
es
h
ig
h
lig
h
ted
b
y
m
o
s
t
r
esp
o
n
d
e
n
ts
in
clu
d
ed
a
lack
o
f
teac
h
e
r
tr
ain
in
g
(
6
0
.
9
%).
T
h
e
n
ee
d
f
o
r
m
o
r
e
ef
f
ec
tiv
e
class
r
o
o
m
m
an
a
g
em
en
t
(
5
5
.
5
%).
L
ac
k
o
f
k
n
o
wled
g
e
in
th
e
f
ield
o
f
g
am
e
-
b
ased
lear
n
in
g
(
5
3
.
9
%).
I
n
ad
e
q
u
ate
s
k
ills
in
th
e
f
ield
o
f
g
am
e
-
b
ased
lear
n
in
g
(
5
1
.
8
%).
T
h
ese
f
in
d
in
g
s
h
ig
h
lig
h
t
th
e
c
o
m
p
lex
n
atu
r
e
o
f
im
p
lem
en
tin
g
g
am
e
-
b
ased
lear
n
in
g
i
n
th
e
c
u
r
r
icu
lu
m
,
in
clu
d
in
g
th
e
c
h
allen
g
es
r
elate
d
to
g
am
e
s
elec
tio
n
,
in
te
g
r
a
tio
n
,
an
d
teac
h
e
r
r
ea
d
in
ess
.
T
ea
ch
er
s
m
ay
f
ac
e
d
if
f
icu
lties
d
u
e
to
a
lac
k
o
f
c
o
n
f
id
en
ce
o
r
i
n
ter
es
t
in
g
am
e
-
b
ased
lear
n
in
g
,
f
u
r
th
er
e
m
p
h
asizin
g
th
e
n
ee
d
f
o
r
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
an
d
tech
n
o
lo
g
y
s
u
p
p
o
r
t
[
2
7
]
.
Ov
er
all,
th
ese
r
esu
lts
r
ea
f
f
ir
m
th
e
im
p
o
r
tan
ce
o
f
d
ev
elo
p
in
g
a
co
m
p
eten
cy
m
o
d
el
f
o
r
teac
h
er
s
e
n
g
ag
e
d
i
n
g
a
m
e
-
b
ased
lear
n
in
g
.
T
h
e
m
o
d
el
wo
u
ld
a
d
d
r
ess
th
ese
ch
allen
g
es
an
d
e
n
h
an
ce
th
e
ef
f
ec
tiv
en
ess
o
f
g
a
m
e
-
b
ased
lear
n
in
g
in
th
e
class
r
o
o
m
,
u
l
tim
ately
im
p
r
o
v
i
n
g
ed
u
ca
tio
n
al
o
u
tco
m
es a
n
d
teac
h
er
p
r
e
p
ar
ed
n
ess
.
T
ab
le
3
.
T
h
e
ch
allen
g
es o
f
im
p
lem
en
tin
g
g
am
e
-
b
ased
lea
r
n
i
n
g
in
th
e
class
r
o
o
m
(
Mu
ltip
le
s
elec
tio
n
s
p
er
r
esp
o
n
d
en
t
)
Th
e
c
h
a
l
l
e
n
g
e
s
o
f
i
m
p
l
e
me
n
t
i
n
g
g
a
me
-
b
a
se
d
l
e
a
r
n
i
n
g
i
n
t
h
e
c
l
a
ssr
o
o
m
F
r
e
q
u
e
n
c
i
e
s
(
N
=
3
8
4
)
P
e
r
c
e
n
t
a
g
e
(
%)
Li
mi
t
e
d
i
n
s
t
r
u
c
t
i
o
n
a
l
t
i
m
e
G
a
mes
l
a
c
k
c
u
r
r
i
c
u
l
u
m f
i
t
La
c
k
s
u
p
p
o
r
t
i
n
g
m
a
t
e
r
i
a
l
s
Te
c
h
n
o
l
o
g
y
i
ss
u
e
s
S
t
u
d
e
n
t
s'
l
a
c
k
o
f
c
o
n
t
e
n
t
k
n
o
w
l
e
d
g
e
S
t
u
d
e
n
t
s'
l
a
c
k
o
f
g
a
me
p
l
a
y
i
n
g
s
k
i
l
l
s
R
e
q
u
i
r
e
s m
o
r
e
c
l
a
ssr
o
o
m
ma
n
a
g
e
me
n
t
La
c
k
o
f
t
e
a
c
h
e
r
t
r
a
i
n
i
n
g
La
c
k
o
f
i
n
f
r
a
s
t
r
u
c
t
u
r
e
La
c
k
o
f
p
o
l
i
c
y
a
n
d
r
e
f
e
r
e
n
c
e
f
r
a
m
e
w
o
r
k
La
c
k
o
f
f
i
n
a
n
c
i
a
l
s
u
p
p
o
r
t
La
c
k
o
f
k
n
o
w
l
e
d
g
e
i
n
t
h
e
f
i
e
l
d
o
f
g
a
me
-
b
a
s
e
d
l
e
a
r
n
i
n
g
La
c
k
o
f
s
k
i
l
l
s
i
n
t
h
e
f
i
e
l
d
o
f
g
a
me
-
b
a
s
e
d
l
e
a
r
n
i
n
g
N
o
se
l
f
-
c
o
n
f
i
d
e
n
c
e
i
n
t
e
a
c
h
i
n
g
a
c
t
i
v
i
t
i
e
s
La
c
k
o
f
i
n
t
e
r
e
s
t
i
n
t
h
e
f
i
e
l
d
o
f
g
a
m
e
-
b
a
se
d
l
e
a
r
n
i
n
g
2
6
1
2
4
5
1
6
9
2
6
1
1
5
9
1
0
1
2
1
3
2
3
4
1
1
3
1
7
8
69
2
0
7
1
9
9
1
8
9
1
5
4
6
8
.
0
6
3
.
8
4
4
.
0
6
8
.
0
4
1
.
4
2
6
.
3
5
5
.
5
6
0
.
9
2
9
.
4
4
6
.
4
1
8
.
0
5
3
.
9
5
1
.
8
4
9
.
2
4
0
.
1
3
.
4
.
T
he
re
qu
irem
ent
s
nece
s
s
a
ry
f
o
r
t
he
dev
elo
p
m
ent
o
f
a
co
m
pet
ency
m
o
del
T
h
e
n
ee
d
s
an
aly
s
is
r
eg
ar
d
in
g
th
e
tr
ain
in
g
r
ec
eiv
e
d
b
y
teac
h
er
s
in
d
icate
s
s
o
m
e
s
ig
n
if
ican
t
f
in
d
in
g
s
.
Ma
n
y
r
esp
o
n
d
en
ts
,
3
3
5
(
8
7
.
2
%),
r
ep
o
r
ted
th
at
t
h
eir
tr
ain
i
n
g
ca
n
b
e
ca
teg
o
r
ized
u
n
d
er
th
e
th
em
e
o
f
"L
ea
r
n
i
n
g
b
y
d
o
in
g
.
"
T
h
is
s
u
g
g
ests
th
at
m
an
y
teac
h
er
s
ac
q
u
ir
e
th
eir
k
n
o
wled
g
e
o
f
g
am
e
-
b
ased
lear
n
i
n
g
th
r
o
u
g
h
p
r
ac
tical
ex
p
er
ien
ce
r
ath
er
t
h
an
s
tr
u
ctu
r
ed
tr
ain
in
g
.
Ov
er
all,
t
h
e
d
ata
s
h
o
ws
th
at
a
r
elativ
ely
lo
w
p
e
r
ce
n
tag
e
o
f
teac
h
er
s
h
av
e
r
ec
eiv
e
d
f
o
r
m
al
tr
ai
n
in
g
s
p
ec
if
ically
r
elate
d
to
g
am
e
-
b
ased
lear
n
in
g
.
T
h
is
f
i
n
d
in
g
a
lig
n
s
with
th
e
h
ig
h
p
er
ce
n
tag
e
o
f
teac
h
er
s
wh
o
id
en
tifie
d
"L
ac
k
o
f
teac
h
er
tr
ain
in
g
"
as
o
n
e
o
f
th
e
k
ey
ch
allen
g
es
th
ey
en
co
u
n
ter
wh
en
im
p
lem
en
tin
g
g
am
e
-
b
a
s
ed
lear
n
in
g
.
I
t
em
p
h
asizes
th
e
n
ee
d
f
o
r
m
o
r
e
s
tr
u
ctu
r
ed
an
d
co
m
p
r
eh
e
n
s
iv
e
tr
ain
in
g
o
p
p
o
r
tu
n
iti
es f
o
r
teac
h
er
s
in
th
is
f
ield
[
2
8
]
.
Fu
r
th
er
m
o
r
e
,
a
to
tal
o
f
3
7
6
r
e
s
p
o
n
d
en
ts
(
9
7
.
9
%)
ex
p
r
ess
ed
a
clea
r
n
ee
d
f
o
r
a
co
m
p
ete
n
cy
m
o
d
el
to
en
h
an
ce
th
e
co
m
p
eten
cies
r
eq
u
ir
ed
b
y
teac
h
e
r
s
in
th
e
f
ield
o
f
g
am
e
-
b
ased
lear
n
in
g
.
T
h
is
r
esp
o
n
s
e
u
n
d
er
s
co
r
es
th
e
d
em
an
d
f
o
r
s
tr
u
ctu
r
ed
g
u
id
an
ce
an
d
s
u
p
p
o
r
t in
t
h
is
ar
ea
.
I
n
ter
m
s
o
f
s
elf
-
ass
ess
m
en
t,
th
e
n
ee
d
s
an
aly
s
is
o
f
3
8
4
teac
h
er
s
r
ev
ea
led
th
at
3
1
1
r
esp
o
n
d
en
ts
(
8
1
%)
r
ated
th
eir
co
m
p
eten
ce
in
th
e
f
ield
o
f
g
a
m
e
-
b
ased
lear
n
in
g
as
n
eg
ativ
e
(
p
o
o
r
a
n
d
f
air
)
,
in
d
icatin
g
s
p
ac
e
f
o
r
im
p
r
o
v
em
e
n
t.
On
ly
7
3
r
esp
o
n
d
en
ts
(
1
9
%)
co
n
s
id
er
ed
th
eir
co
m
p
eten
ce
lev
el
i
n
th
is
f
ield
to
b
e
g
o
o
d
a
n
d
a
b
o
v
e.
Mo
r
eo
v
er
,
r
esp
o
n
d
en
ts
u
n
an
i
m
o
u
s
ly
ag
r
ee
d
o
n
th
e
im
p
o
r
ta
n
ce
o
f
k
n
o
win
g
th
eir
lev
el
o
f
c
o
m
p
eten
ce
,
with
a
1
0
0
%
p
o
s
itiv
e
r
esp
o
n
s
e
(
r
atin
g
it
as
im
p
o
r
tan
t
an
d
v
er
y
im
p
o
r
ta
n
t)
.
T
h
ese
f
in
d
in
g
s
s
tr
o
n
g
ly
r
ein
f
o
r
ce
th
e
s
ig
n
if
ican
ce
o
f
d
ev
el
o
p
in
g
a
co
m
p
eten
cy
m
o
d
el
f
o
r
teac
h
er
s
im
p
lem
en
tin
g
g
am
e
-
b
ased
lear
n
in
g
.
T
h
e
y
h
ig
h
lig
h
t
th
e
p
er
ce
iv
e
d
n
ee
d
f
o
r
im
p
r
o
v
ed
co
m
p
ete
n
cies
in
th
is
d
o
m
ain
an
d
em
p
h
asize
th
e
im
p
o
r
tan
ce
o
f
a
s
tr
u
ctu
r
ed
f
r
a
m
ewo
r
k
to
g
u
id
e
teac
h
er
s
in
en
h
a
n
cin
g
t
h
eir
s
k
ills
an
d
k
n
o
wled
g
e
in
g
am
e
-
b
a
s
ed
lear
n
in
g
[
3
0
]
.
A
n
ee
d
an
aly
s
is
is
a
cr
u
cial
s
t
ep
in
u
n
d
e
r
s
tan
d
in
g
a
n
d
ad
d
r
e
s
s
in
g
th
e
ch
allen
g
es
an
d
r
eq
u
ir
em
en
ts
o
f
teac
h
er
s
im
p
lem
en
tin
g
g
a
m
e
-
b
ased
lear
n
in
g
g
a
m
e
-
b
ased
lear
n
in
g
p
ed
a
g
o
g
y
[
3
1
]
.
T
h
is
s
tu
d
y
e
x
em
p
lifie
s
th
e
s
ig
n
if
ican
ce
o
f
co
n
d
u
ctin
g
s
u
ch
an
a
n
aly
s
is
to
g
ain
in
s
ig
h
t
s
in
to
th
e
s
p
ec
if
ic
n
ee
d
s
an
d
d
if
f
icu
lties
f
ac
ed
b
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
.
14
,
No
.
1
,
Feb
r
u
a
r
y
20
25
:
621
-
628
626
teac
h
er
s
in
th
is
d
o
m
ain
.
T
h
e
n
ee
d
s
an
aly
s
is
co
n
d
u
cted
in
th
i
s
s
tu
d
y
h
as
h
ig
h
lig
h
ted
s
ev
er
a
l
im
p
o
r
tan
t
p
o
in
ts
.
Firstl
y
,
teac
h
er
s
id
en
tifie
d
s
ev
er
al
s
ig
n
if
ican
t
ch
allen
g
es
h
in
d
er
in
g
th
e
a
d
o
p
tio
n
o
f
g
am
e
-
b
ased
lear
n
in
g
.
T
h
e
m
o
s
t
s
ig
n
if
ican
t
b
a
r
r
ier
s
in
cl
u
d
ed
tec
h
n
o
lo
g
y
is
s
u
es
an
d
li
m
ited
in
s
tr
u
ctio
n
al
tim
e
[
1
6
]
,
[
2
9
]
.
Ad
d
itio
n
ally
,
co
n
ce
r
n
s
a
b
o
u
t
t
h
e
g
a
m
e'
s
lac
k
o
f
cu
r
r
icu
lu
m
f
it,
th
e
lack
o
f
f
o
r
m
al
teac
h
er
tr
ain
in
g
in
g
a
m
e
-
b
ased
lear
n
in
g
,
an
d
th
e
n
ee
d
f
o
r
im
p
r
o
v
ed
cl
ass
r
o
o
m
m
an
ag
em
en
t
wer
e
n
o
tab
le
ch
allen
g
es
[
3
2
]
,
[
3
3
]
.
T
h
e
n
ee
d
s
an
aly
s
is
r
ev
ea
ls
th
at
wh
ile
teac
h
e
r
s
s
ee
th
e
v
al
u
e
o
f
g
a
m
e
-
b
ased
lear
n
in
g
,
th
ey
f
ac
e
v
ar
io
u
s
o
b
s
ta
cles
in
its
ef
f
ec
tiv
e
im
p
lem
en
tatio
n
[
1
5
]
.
Un
d
er
s
tan
d
in
g
th
ese
ch
allen
g
es
is
ess
en
tial
f
o
r
p
r
o
v
i
d
in
g
ef
f
ec
tiv
e
s
u
p
p
o
r
t.
T
h
e
id
en
tific
atio
n
o
f
th
ese
p
e
d
ag
o
g
ical
ch
allen
g
es
u
n
d
er
s
co
r
e
s
th
e
n
ec
ess
ity
o
f
a
co
m
p
r
e
h
en
s
iv
e
ap
p
r
o
ac
h
to
ad
d
r
ess
in
g
th
e
s
p
ec
if
ic
n
ee
d
s
o
f
g
am
e
-
b
ased
lear
n
i
n
g
teac
h
e
r
s
.
Seco
n
d
ly
,
th
e
s
tu
d
y
em
p
h
asi
ze
s
th
e
cr
itical
r
o
le
o
f
a
co
m
p
eten
cy
m
o
d
el
f
o
r
g
am
e
-
b
ase
d
lear
n
in
g
teac
h
er
s
.
T
h
e
m
o
d
el
ca
n
s
er
v
e
as
a
f
r
am
ew
o
r
k
f
o
r
g
u
i
d
in
g
teac
h
er
s
in
id
e
n
tify
in
g
th
e
ess
e
n
tial
co
m
p
eten
cies
th
ey
n
ee
d
to
p
o
s
s
ess
an
d
m
ast
er
f
o
r
s
u
cc
ess
f
u
l
g
am
e
-
b
ased
lear
n
in
g
im
p
lem
e
n
tatio
n
.
T
h
is
co
m
p
eten
cy
m
o
d
el
is
p
iv
o
tal
in
en
s
u
r
in
g
th
at
tea
ch
er
s
ar
e
well
-
e
q
u
ip
p
e
d
to
in
teg
r
ate
g
am
e
-
b
ased
lear
n
in
g
i
n
to
th
eir
teac
h
in
g
p
r
ac
tices
ef
f
ec
tiv
ely
.
T
h
e
m
o
d
el
ca
n
h
elp
teac
h
er
s
en
h
an
ce
th
eir
co
m
p
eten
cies
an
d
a
d
d
r
ess
th
e
c
h
allen
g
es
th
e
y
en
co
u
n
ter
,
u
ltima
tely
im
p
r
o
v
i
n
g
th
e
in
teg
r
atio
n
o
f
g
am
e
-
b
ased
lear
n
in
g
in
to
th
eir
p
ed
ag
o
g
y
.
T
h
e
r
esu
lts
o
f
t
h
e
n
ee
d
s
an
aly
s
is
s
tu
d
y
p
r
o
v
id
e
v
alu
ab
le
in
s
ig
h
ts
in
to
th
e
r
eq
u
ir
em
en
ts
f
o
r
d
ev
elo
p
i
n
g
a
c
o
m
p
eten
cy
m
o
d
el
f
o
r
teac
h
er
s
en
g
ag
ed
in
g
am
e
-
b
as
ed
lear
n
in
g
.
T
h
e
m
aj
o
r
ity
o
f
te
ac
h
er
s
s
h
o
wed
a
p
o
s
itiv
e
attit
u
d
e
to
war
d
s
th
e
u
s
e
o
f
g
am
es
in
ed
u
ca
tio
n
,
wh
ich
is
co
n
s
i
s
ten
t
with
p
r
ev
io
u
s
r
esear
ch
[
9
]
.
T
h
ey
ac
k
n
o
wled
g
ed
th
at
g
am
es
ar
e
v
alu
ab
le
e
d
u
ca
tio
n
al
to
o
ls
t
h
at
ca
n
o
cc
asio
n
ally
y
ield
v
ar
io
u
s
b
en
e
f
its
,
u
ltima
tely
lead
i
n
g
to
im
p
r
o
v
ed
lear
n
in
g
o
u
tco
m
es
f
o
r
s
tu
d
en
ts
[
3
]
.
D
esp
ite
th
eir
p
o
s
itiv
e
o
u
tlo
o
k
,
a
r
elativ
ely
s
m
all
n
u
m
b
er
o
f
teac
h
er
s
r
ep
o
r
ted
r
eg
u
lar
ly
in
co
r
p
o
r
atin
g
g
am
es
in
to
th
eir
class
r
o
o
m
teac
h
in
g
.
T
h
is
in
d
icate
s
a
g
ap
b
etwe
en
t
ea
ch
er
s
'
p
er
ce
p
tio
n
s
o
f
th
e
v
al
u
e
o
f
g
am
e
-
b
ased
lea
r
n
in
g
a
n
d
th
eir
ac
tu
al
im
p
lem
e
n
tatio
n
p
r
ac
tices.
Mo
r
eo
v
er
,
a
c
o
m
p
ete
n
cy
m
o
d
el
ca
n
h
elp
i
n
ass
ess
in
g
an
d
m
ea
s
u
r
in
g
teac
h
e
r
s
'
cu
r
r
en
t
lev
els
o
f
co
m
p
eten
cy
in
g
am
e
-
b
ased
lear
n
in
g
.
T
h
is
ass
ess
m
en
t
ca
n
b
e
in
s
tr
u
m
en
tal
in
id
en
tify
in
g
a
r
ea
s
wh
er
e
teac
h
er
s
m
ay
n
ee
d
a
d
d
itio
n
al
tr
ain
in
g
o
r
s
u
p
p
o
r
t.
B
y
p
r
o
v
id
in
g
a
s
tr
u
ctu
r
ed
f
r
am
ewo
r
k
f
o
r
e
v
alu
a
tin
g
an
d
en
h
an
cin
g
teac
h
er
co
m
p
eten
cies,
th
e
m
o
d
el
ca
n
f
ac
ilit
ate
tar
g
ete
d
p
r
o
f
es
s
io
n
al
d
ev
elo
p
m
en
t
a
n
d
c
o
n
tin
u
o
u
s
im
p
r
o
v
em
e
n
t
in
g
am
e
-
b
ased
lear
n
in
g
p
ed
a
g
o
g
y
[
2
7
]
.
B
ased
o
n
th
e
f
in
d
in
g
s
f
r
o
m
th
e
n
ee
d
s
an
aly
s
is
s
u
r
v
ey
o
f
g
a
m
e
-
b
ased
lear
n
in
g
teac
h
er
s
,
s
ev
er
al
k
ey
im
p
licatio
n
s
ca
n
b
e
d
r
awn
.
T
ea
ch
er
tr
ain
in
g
p
r
o
g
r
am
s
s
h
o
u
ld
b
e
r
ed
esig
n
ed
to
o
f
f
er
m
o
r
e
co
m
p
r
e
h
en
s
iv
e
o
p
p
o
r
tu
n
ities
f
o
r
teac
h
er
s
to
l
ea
r
n
an
d
cr
itically
an
al
y
ze
in
s
tr
u
ctio
n
al
s
tr
ateg
ies
th
at
u
tili
ze
g
am
es
[
3
4
]
.
T
h
is
in
clu
d
es n
o
t
o
n
ly
t
h
e
tech
n
ical
asp
ec
ts
o
f
g
am
e
tec
h
n
o
lo
g
y
b
u
t a
ls
o
p
ed
ag
o
g
ical
s
tr
ateg
ies
f
o
r
ef
f
ec
tiv
e
g
am
e
-
b
ased
teac
h
in
g
.
T
ea
c
h
er
s
r
eq
u
i
r
e
a
d
iv
er
s
e
r
an
g
e
o
f
c
o
m
p
eten
cies
to
b
e
ad
eq
u
ately
p
r
ep
a
r
ed
f
o
r
t
h
e
in
te
g
r
atio
n
o
f
g
a
m
es
in
to
ed
u
ca
tio
n
al
c
o
n
t
ex
ts
.
T
h
ese
co
m
p
eten
cies
s
h
o
u
ld
en
co
m
p
ass
b
o
th
tech
n
ical
s
k
ills
r
elate
d
to
g
am
e
tech
n
o
lo
g
y
a
n
d
p
ed
ag
o
g
ical
s
k
ills
to
m
ax
im
ize
t
h
e
ed
u
ca
tio
n
al
b
e
n
ef
its
o
f
g
am
es
[
2
7
]
.
I
t
is
cr
u
cial
to
eq
u
ip
f
u
tu
r
e
e
d
u
ca
to
r
s
with
th
e
k
n
o
wled
g
e
an
d
s
k
ills
n
ec
ess
ar
y
to
id
en
tify
an
d
im
p
lem
en
t
t
h
e
m
o
s
t
ef
f
ec
tiv
e
s
tr
ateg
ies
f
o
r
in
teg
r
atin
g
g
am
e
-
b
ased
lear
n
in
g
i
n
to
v
a
r
io
u
s
cu
r
r
icu
la
[
3
4
]
.
T
h
is
p
r
ep
ar
atio
n
s
h
o
u
l
d
b
e
an
in
teg
r
al
p
ar
t
o
f
teac
h
er
ed
u
ca
tio
n
p
r
o
g
r
a
m
s
.
T
h
e
s
tu
d
y
em
p
h
asizes
th
e
i
m
p
o
r
tan
ce
o
f
o
n
g
o
in
g
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
o
p
p
o
r
tu
n
ities
f
o
r
teac
h
er
s
to
c
o
n
tin
u
ally
ac
q
u
ir
e
an
d
r
ef
in
e
t
h
eir
k
n
o
wled
g
e
an
d
s
k
ills
in
g
am
e
-
b
ased
lear
n
in
g
.
Su
ch
o
p
p
o
r
tu
n
ities
s
h
o
u
ld
b
e
m
ad
e
r
ea
d
ily
a
v
ailab
le
th
r
o
u
g
h
o
u
t te
ac
h
er
s
'
ca
r
ee
r
s
.
T
h
e
p
r
ac
tical
co
n
tr
ib
u
tio
n
o
f
t
h
is
r
esear
ch
p
r
o
v
i
d
es
ac
tio
n
a
b
le
in
s
ig
h
ts
f
o
r
e
d
u
ca
to
r
s
an
d
p
o
licy
m
ak
er
s
b
y
in
teg
r
atin
g
th
e
s
p
ec
if
ic
co
n
tex
t o
f
g
am
e
-
b
ased
lear
n
in
g
.
T
h
ese
in
s
ig
h
ts
in
f
o
r
m
th
e
d
ev
el
o
p
m
en
t o
f
tar
g
eted
p
r
o
f
ess
io
n
al
d
e
v
elo
p
m
e
n
t
p
r
o
g
r
am
s
an
d
tr
ai
n
i
n
g
m
o
d
el
s
aim
ed
at
en
h
an
cin
g
teac
h
er
r
ea
d
in
ess
an
d
ef
f
ec
tiv
en
ess
in
im
p
lem
e
n
tin
g
g
am
e
-
b
ased
lear
n
in
g
.
C
o
n
s
eq
u
en
tly
,
th
is
r
esear
c
h
co
n
tr
ib
u
tes
to
a
d
ee
p
er
u
n
d
er
s
tan
d
i
n
g
o
f
th
e
co
m
p
ete
n
cies r
eq
u
ir
ed
i
n
m
o
d
er
n
e
d
u
c
atio
n
al
s
ettin
g
s
[
3
4
]
.
I
n
s
u
m
m
ar
y
,
th
e
im
p
licatio
n
s
an
d
co
n
tr
i
b
u
tio
n
s
o
f
t
h
is
r
e
s
ea
r
ch
u
n
d
er
s
co
r
e
th
e
im
p
o
r
t
an
ce
o
f
a
s
tr
ateg
ic
ap
p
r
o
ac
h
in
d
ev
el
o
p
in
g
teac
h
er
c
o
m
p
ete
n
cies
f
o
r
g
am
e
-
b
ased
lear
n
in
g
.
B
y
f
o
cu
s
in
g
o
n
co
m
p
r
eh
e
n
s
iv
e
tr
ain
in
g
,
c
o
n
ti
n
u
o
u
s
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t,
an
d
t
h
e
e
s
t
a
b
l
i
s
h
m
e
n
t
o
f
a
c
o
m
p
e
t
e
n
c
y
m
o
d
e
l
,
t
e
a
c
h
e
r
s
c
a
n
b
e
b
e
tt
e
r
p
r
e
p
a
r
e
d
to
lev
er
ag
e
g
am
e
-
b
ased
l
ea
r
n
in
g
.
T
h
is
p
r
ep
ar
atio
n
u
ltima
tely
im
p
r
o
v
es
ed
u
ca
tio
n
al
o
u
tco
m
es
an
d
cr
e
ates
d
y
n
am
ic
lear
n
in
g
e
x
p
er
ie
n
ce
s
f
o
r
s
tu
d
en
ts
.
T
h
e
o
v
er
all
r
esu
lts
o
f
th
e
n
ee
d
s
an
aly
s
is
em
p
h
asize
th
e
cr
itical
n
ee
d
to
d
ev
elo
p
a
c
o
m
p
eten
c
y
m
o
d
el
tailo
r
ed
to
g
am
e
-
b
ased
lear
n
in
g
teac
h
er
s
.
T
h
ese
co
m
p
ete
n
cies
ar
e
clo
s
el
y
tied
t
o
th
e
q
u
ality
o
f
teac
h
in
g
an
d
im
p
ac
t
th
e
lea
r
n
in
g
o
u
t
co
m
es
o
f
s
tu
d
en
ts
.
E
q
u
ip
p
in
g
teac
h
er
s
with
th
e
n
e
ce
s
s
ar
y
k
n
o
wled
g
e
an
d
s
k
ills
e
n
h
an
ce
s
th
e
ed
u
ca
tio
n
al
e
x
p
er
i
en
ce
an
d
o
u
tco
m
es
f
o
r
s
tu
d
en
ts
in
th
e
co
n
tex
t
o
f
g
am
e
-
b
ased
l
e
a
r
n
i
n
g
[
2
8
]
.
T
h
r
o
u
g
h
p
r
o
p
e
r
tr
ain
in
g
,
ed
u
ca
to
r
s
ca
n
ef
f
ec
tiv
el
y
in
teg
r
ate
g
am
e
-
b
ased
lear
n
i
n
g
in
to
th
eir
teac
h
in
g
s
tr
ateg
ies,
cr
ea
tin
g
m
o
r
e
en
g
ag
in
g
an
d
i
n
ter
ac
tiv
e
lear
n
in
g
en
v
ir
o
n
m
en
ts
.
T
h
e
d
e
v
elo
p
m
e
n
t
an
d
im
p
lem
e
n
tatio
n
o
f
a
s
tr
u
ctu
r
ed
co
m
p
eten
cy
m
o
d
el
wi
ll
n
o
t
o
n
ly
ad
d
r
ess
th
e
cu
r
r
e
n
t
ch
allen
g
es
f
ac
ed
b
y
teac
h
er
s
b
u
t
also
f
o
s
ter
a
m
o
r
e
ef
f
ec
tiv
e
an
d
en
g
a
g
in
g
lear
n
in
g
e
n
v
ir
o
n
m
en
t
f
o
r
s
tu
d
en
ts
.
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
Dev
elo
p
men
t o
f a
te
a
ch
er c
o
m
p
eten
cy
mo
d
el
in
g
a
me
-
b
a
s
ed
lea
r
n
in
g
:
a
n
ee
d
a
n
a
lysi
s
(
Jin
ch
u
a
n
Jia
n
g
)
627
4.
CO
NCLU
SI
O
N
I
n
co
n
clu
s
io
n
,
th
e
r
esu
lts
o
f
t
h
is
n
ee
d
s
an
aly
s
is
u
n
d
e
r
s
co
r
e
th
e
cr
itical
n
ec
ess
ity
f
o
r
a
c
o
m
p
eten
cy
m
o
d
el
tailo
r
ed
f
o
r
teac
h
er
s
im
p
lem
en
tin
g
g
a
m
e
-
b
ased
lear
n
in
g
in
C
h
in
ese
s
ec
o
n
d
ar
y
s
c
h
o
o
ls
.
T
h
e
f
in
d
i
n
g
s
r
ev
ea
l
th
at
teac
h
er
s
f
ac
e
n
u
m
er
o
u
s
ch
allen
g
es,
s
u
ch
as
tech
n
o
lo
g
ical
is
s
u
es,
cu
r
r
ic
u
lu
m
alig
n
m
en
t,
an
d
th
e
n
ee
d
f
o
r
ad
eq
u
ate
tr
ain
in
g
.
T
h
e
m
aj
o
r
ity
o
f
teac
h
er
s
cu
r
r
e
n
tly
ac
q
u
ir
e
th
eir
k
n
o
wled
g
e
th
r
o
u
g
h
p
r
ac
tical
ex
p
er
ien
ce
r
ath
er
th
a
n
s
tr
u
ctu
r
ed
tr
ain
in
g
,
an
d
th
er
e
is
a
clea
r
d
e
m
an
d
f
o
r
m
o
r
e
f
o
r
m
alize
d
tr
a
in
in
g
o
p
p
o
r
tu
n
ities
.
T
h
e
r
esp
o
n
s
e
to
a
c
o
m
p
eten
c
y
m
o
d
el
an
d
th
e
s
ig
n
if
ican
t
s
elf
-
ass
ess
m
en
t
in
d
icatin
g
r
o
o
m
f
o
r
im
p
r
o
v
em
en
t
h
ig
h
lig
h
t
th
e
u
r
g
e
n
cy
o
f
p
r
o
v
i
d
in
g
tea
ch
er
s
with
s
tr
u
ctu
r
ed
g
u
id
a
n
ce
an
d
s
u
p
p
o
r
t.
B
y
ad
d
r
ess
in
g
th
ese
n
ee
d
s
,
th
e
d
ev
elo
p
m
e
n
t o
f
a
co
m
p
ete
n
cy
m
o
d
el
ca
n
e
n
h
an
ce
th
e
ef
f
ec
ti
v
en
ess
o
f
g
am
e
-
b
ased
lear
n
i
n
g
.
T
h
e
im
p
licatio
n
s
o
f
th
is
r
esear
ch
ar
e
s
ig
n
i
f
ican
t
f
o
r
f
u
tu
r
e
ef
f
o
r
ts
in
teac
h
e
r
d
ev
el
o
p
m
en
t
an
d
ed
u
ca
tio
n
p
o
licy
.
T
h
e
id
en
tifi
ed
n
ee
d
f
o
r
a
co
m
p
ete
n
cy
m
o
d
el
s
u
g
g
ests
th
at
ed
u
ca
to
r
s
r
eq
u
ir
e
a
s
tr
u
ctu
r
ed
f
r
am
ewo
r
k
to
h
elp
th
em
ac
q
u
i
r
e
th
e
s
k
ills
an
d
k
n
o
wled
g
e
n
e
ce
s
s
ar
y
f
o
r
g
am
e
-
b
ased
lear
n
i
n
g
.
T
h
is
s
tu
d
y
lay
s
th
e
g
r
o
u
n
d
wo
r
k
f
o
r
d
esig
n
i
n
g
s
u
ch
a
m
o
d
el,
wh
ich
co
u
ld
s
er
v
e
as
a
v
alu
ab
le
to
o
l
f
o
r
g
u
id
i
n
g
teac
h
er
tr
ain
in
g
an
d
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t.
T
h
e
n
ex
t
s
tep
o
f
th
is
r
ese
ar
ch
is
to
d
esig
n
an
d
d
ev
elo
p
a
co
m
p
r
e
h
en
s
iv
e
co
m
p
eten
cy
m
o
d
el.
T
h
is
m
o
d
el
will
o
u
tlin
e
th
e
s
p
ec
if
ic
k
n
o
wled
g
e,
s
k
ills
,
an
d
ab
ilit
ies
t
h
at
teac
h
er
s
n
ee
d
to
ef
f
ec
tiv
ely
im
p
lem
e
n
t
g
am
e
-
b
ased
lear
n
in
g
i
n
th
eir
class
r
o
o
m
s
.
B
y
clea
r
ly
d
ef
i
n
in
g
t
h
ese
co
m
p
eten
cies,
th
e
m
o
d
el
will
s
er
v
e
as
a
f
r
am
ew
o
r
k
f
o
r
teac
h
er
tr
ain
in
g
p
r
o
g
r
am
s
,
en
s
u
r
in
g
th
at
e
d
u
ca
to
r
s
ar
e
well
-
p
r
ep
a
r
ed
t
o
u
s
e
g
am
e
-
b
ased
lear
n
in
g
tec
h
n
iq
u
es.
RE
F
E
R
E
NC
E
S
[
1
]
R
.
P
i
n
e
d
o
,
N
.
G
a
r
c
í
a
-
M
a
r
t
í
n
,
D
.
R
a
s
c
ó
n
,
C
.
C
a
b
a
l
l
e
r
o
-
S
a
n
J
o
sé
,
a
n
d
M
.
C
a
ñ
a
s,
“
R
e
a
so
n
i
n
g
a
n
d
l
e
a
r
n
i
n
g
w
i
t
h
b
o
a
r
d
g
a
me
-
b
a
se
d
l
e
a
r
n
i
n
g
:
A
c
a
s
e
s
t
u
d
y
,
”
C
u
rre
n
t
Ps
y
c
h
o
l
o
g
y
,
v
o
l
.
4
1
,
n
o
.
3
,
p
p
.
1
6
0
3
–
1
6
1
7
,
M
a
r
.
2
0
2
2
,
d
o
i
:
1
0
.
1
0
0
7
/
s1
2
1
4
4
-
021
-
0
1
7
4
4
-
1.
[
2
]
R
.
W
.
M
e
e
M
e
e
e
t
a
l
.
,
“
R
o
l
e
o
f
g
a
mi
f
i
c
a
t
i
o
n
i
n
c
l
a
ssr
o
o
m
t
e
a
c
h
i
n
g
:
P
r
e
-
serv
i
c
e
t
e
a
c
h
e
r
s’
v
i
e
w
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
Ev
a
l
u
a
t
i
o
n
a
n
d
Re
se
a
r
c
h
i
n
E
d
u
c
a
t
i
o
n
(
I
J
ERE)
,
v
o
l
.
9
,
n
o
.
3
,
p
p
.
6
8
4
–
6
9
0
,
S
e
p
.
2
0
2
0
,
d
o
i
:
1
0
.
1
1
5
9
1
/
i
j
e
r
e
.
v
9
i
3
.
2
0
6
2
2
.
[
3
]
S
.
S
u
n
d
a
r
a
m
a
n
d
R
.
R
a
mes
h
,
“
Ef
f
e
c
t
i
v
e
n
e
ss
o
f
j
o
y
f
u
l
g
a
m
e
-
b
a
se
d
b
l
e
n
d
e
d
l
e
a
r
n
i
n
g
m
e
t
h
o
d
i
n
l
e
a
r
n
i
n
g
c
h
e
mi
st
r
y
d
u
r
i
n
g
C
O
V
I
D
-
1
9
,
”
I
n
t
e
rn
a
t
i
o
n
a
l
J
o
u
rn
a
l
o
f
E
v
a
l
u
a
t
i
o
n
a
n
d
R
e
se
a
rc
h
i
n
E
d
u
c
a
t
i
o
n
(
I
J
E
RE)
,
v
o
l
.
1
1
,
n
o
.
4
,
p
p
.
2
1
4
0
–
2
1
4
6
,
D
e
c
.
2
0
2
2
,
d
o
i
:
1
0
.
1
1
5
9
1
/
i
j
e
r
e
.
v
1
1
i
4
.
2
2
4
2
7
.
[
4
]
D
.
C
h
y
t
a
s,
M
.
P
i
a
g
k
o
u
,
a
n
d
K
.
N
a
t
si
s,
“
O
u
t
c
o
mes
o
f
t
h
e
i
m
p
l
e
me
n
t
a
t
i
o
n
o
f
g
a
m
e
-
b
a
se
d
a
n
a
t
o
my
t
e
a
c
h
i
n
g
a
p
p
r
o
a
c
h
e
s
:
A
n
o
v
e
r
v
i
e
w
,
”
M
o
r
p
h
o
l
o
g
i
e
,
v
o
l
.
1
0
6
,
n
o
.
3
5
2
,
p
p
.
8
–
1
4
,
F
e
b
.
2
0
2
2
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
mo
r
p
h
o
.
2
0
2
1
.
0
2
.
0
0
1
.
[
5
]
L.
D
e
n
g
,
S
.
W
u
,
Y
.
C
h
e
n
,
a
n
d
Z.
P
e
n
g
,
“
D
i
g
i
t
a
l
g
a
m
e
‐
b
a
s
e
d
l
e
a
r
n
i
n
g
i
n
a
S
h
a
n
g
h
a
i
p
r
i
m
a
r
y
‐
sc
h
o
o
l
m
a
t
h
e
m
a
t
i
c
s
c
l
a
ss
:
A
c
a
s
e
st
u
d
y
,
”
J
o
u
r
n
a
l
o
f
C
o
m
p
u
t
e
r
Assi
st
e
d
L
e
a
r
n
i
n
g
,
v
o
l
.
3
6
,
n
o
.
5
,
p
p
.
7
0
9
–
7
1
7
,
O
c
t
.
2
0
2
0
,
d
o
i
:
1
0
.
1
1
1
1
/
j
c
a
l
.
1
2
4
3
8
.
[
6
]
L.
L
ó
p
e
z
-
F
a
i
c
a
n
a
n
d
J
.
Ja
e
n
,
“
Emo
F
i
n
d
A
R
:
E
v
a
l
u
a
t
i
o
n
o
f
a
m
o
b
i
l
e
mu
l
t
i
p
l
a
y
e
r
a
u
g
me
n
t
e
d
r
e
a
l
i
t
y
g
a
me
f
o
r
p
r
i
m
a
r
y
s
c
h
o
o
l
c
h
i
l
d
r
e
n
,
”
C
o
m
p
u
t
e
rs
a
n
d
E
d
u
c
a
t
i
o
n
,
v
o
l
.
1
4
9
,
p
.
1
0
3
8
1
4
,
M
a
y
2
0
2
0
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
c
o
m
p
e
d
u
.
2
0
2
0
.
1
0
3
8
1
4
.
[
7
]
P
.
K
a
i
mar
a
a
n
d
I
.
D
e
l
i
y
a
n
n
i
s,
“
W
h
y
sh
o
u
l
d
i
p
l
a
y
t
h
i
s
g
a
m
e
?
T
h
e
r
o
l
e
o
f
mo
t
i
v
a
t
i
o
n
i
n
sm
a
r
t
p
e
d
a
g
o
g
y
,
”
i
n
D
i
d
a
c
t
i
c
s
o
f
S
m
a
r
t
Pe
d
a
g
o
g
y
:
S
m
a
rt
P
e
d
a
g
o
g
y
f
o
r
T
e
c
h
n
o
l
o
g
y
En
h
a
n
c
e
d
L
e
a
r
n
i
n
g
,
C
h
a
m:
S
p
r
i
n
g
e
r
I
n
t
e
r
n
a
t
i
o
n
a
l
P
u
b
l
i
sh
i
n
g
,
2
0
1
8
,
p
p
.
1
1
3
–
1
3
7
.
d
o
i
:
1
0
.
1
0
0
7
/
9
7
8
-
3
-
0
3
0
-
0
1
5
5
1
-
0
_
6
.
[
8
]
E.
D
a
n
n
i
e
l
s
a
n
d
A
.
P
y
l
e
,
“
P
r
o
m
o
t
i
n
g
i
n
c
l
u
s
i
o
n
i
n
p
l
a
y
f
o
r
st
u
d
e
n
t
s
w
i
t
h
d
e
v
e
l
o
p
me
n
t
a
l
d
i
s
a
b
i
l
i
t
i
e
s
:
k
i
n
d
e
r
g
a
r
t
e
n
t
e
a
c
h
e
r
s’
p
e
r
s
p
e
c
t
i
v
e
s
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
I
n
c
l
u
s
i
v
e
E
d
u
c
a
t
i
o
n
,
v
o
l
.
2
8
,
n
o
.
5
,
p
p
.
4
5
7
–
4
7
4
,
A
p
r
.
2
0
2
4
,
d
o
i
:
1
0
.
1
0
8
0
/
1
3
6
0
3
1
1
6
.
2
0
2
1
.
1
9
4
1
3
1
6
.
[
9
]
A
.
A
l
a
m,
“
A
d
i
g
i
t
a
l
g
a
me
b
a
se
d
l
e
a
r
n
i
n
g
a
p
p
r
o
a
c
h
f
o
r
e
f
f
e
c
t
i
v
e
c
u
r
r
i
c
u
l
u
m
t
r
a
n
s
a
c
t
i
o
n
f
o
r
t
e
a
c
h
i
n
g
-
l
e
a
r
n
i
n
g
o
f
a
r
t
i
f
i
c
i
a
l
i
n
t
e
l
l
i
g
e
n
c
e
a
n
d
mac
h
i
n
e
l
e
a
r
n
i
n
g
,
”
i
n
I
n
t
e
rn
a
t
i
o
n
a
l
C
o
n
f
e
re
n
c
e
o
n
S
u
st
a
i
n
a
b
l
e
C
o
m
p
u
t
i
n
g
a
n
d
D
a
t
a
C
o
m
m
u
n
i
c
a
t
i
o
n
S
y
st
e
m
s
,
I
C
S
C
D
S
2
0
2
2
-
Pro
c
e
e
d
i
n
g
s
,
I
EEE,
A
p
r
.
2
0
2
2
,
p
p
.
6
9
–
7
4
.
d
o
i
:
1
0
.
1
1
0
9
/
I
C
S
C
D
S
5
3
7
3
6
.
2
0
2
2
.
9
7
6
0
9
3
2
.
[
1
0
]
C
.
G
i
r
a
r
d
,
J.
Ec
a
l
l
e
,
a
n
d
A
.
M
a
g
n
a
n
,
“
S
e
r
i
o
u
s
g
a
m
e
s
a
s
n
e
w
e
d
u
c
a
t
i
o
n
a
l
t
o
o
l
s
:
H
o
w
e
f
f
e
c
t
i
v
e
a
r
e
t
h
e
y
?
A
me
t
a
-
a
n
a
l
y
si
s
o
f
r
e
c
e
n
t
st
u
d
i
e
s,
”
J
o
u
rn
a
l
o
f
C
o
m
p
u
t
e
r A
ss
i
st
e
d
L
e
a
r
n
i
n
g
,
v
o
l
.
2
9
,
n
o
.
3
,
p
p
.
2
0
7
–
2
1
9
,
J
u
n
.
2
0
1
3
,
d
o
i
:
1
0
.
1
1
1
1
/
j
.
1
3
6
5
-
2
7
2
9
.
2
0
1
2
.
0
0
4
8
9
.
x
.
[
1
1
]
D
.
Zo
u
,
Y
.
H
u
a
n
g
,
a
n
d
H
.
X
i
e
,
“
D
i
g
i
t
a
l
g
a
me
-
b
a
se
d
v
o
c
a
b
u
l
a
r
y
l
e
a
r
n
i
n
g
:
w
h
e
r
e
a
r
e
w
e
a
n
d
w
h
e
r
e
a
r
e
w
e
g
o
i
n
g
?
”
C
o
m
p
u
t
e
r
Ass
i
st
e
d
L
a
n
g
u
a
g
e
L
e
a
rn
i
n
g
,
v
o
l
.
3
4
,
n
o
.
5
–
6
,
p
p
.
7
5
1
–
7
7
7
,
J
u
l
.
2
0
2
1
,
d
o
i
:
1
0
.
1
0
8
0
/
0
9
5
8
8
2
2
1
.
2
0
1
9
.
1
6
4
0
7
4
5
.
[
1
2
]
A
.
S
á
n
c
h
e
z
-
M
e
n
a
,
J.
M
a
r
t
í
-
P
a
r
r
e
ñ
o
,
a
n
d
J.
A
l
d
á
s
-
M
a
n
z
a
n
o
,
“
Te
a
c
h
e
r
s’
i
n
t
e
n
t
i
o
n
t
o
u
s
e
e
d
u
c
a
t
i
o
n
a
l
v
i
d
e
o
g
a
me
s:
Th
e
m
o
d
e
r
a
t
i
n
g
r
o
l
e
o
f
g
e
n
d
e
r
a
n
d
a
g
e
,
”
I
n
n
o
v
a
t
i
o
n
s
i
n
E
d
u
c
a
t
i
o
n
a
n
d
T
e
a
c
h
i
n
g
I
n
t
e
rn
a
t
i
o
n
a
l
,
v
o
l
.
5
6
,
n
o
.
3
,
p
p
.
3
1
8
–
3
2
9
,
M
a
y
2
0
1
9
,
d
o
i
:
1
0
.
1
0
8
0
/
1
4
7
0
3
2
9
7
.
2
0
1
8
.
1
4
3
3
5
4
7
.
[
1
3
]
P
.
M
e
r
t
a
l
a
,
“
D
i
g
i
t
a
l
t
e
c
h
n
o
l
o
g
i
e
s
i
n
e
a
r
l
y
c
h
i
l
d
h
o
o
d
e
d
u
c
a
t
i
o
n
–
a
f
r
a
me
a
n
a
l
y
s
i
s
o
f
p
r
e
s
e
r
v
i
c
e
t
e
a
c
h
e
r
s’
p
e
r
c
e
p
t
i
o
n
s,”
E
a
r
l
y
C
h
i
l
d
D
e
v
e
l
o
p
m
e
n
t
a
n
d
C
a
r
e
,
v
o
l
.
1
8
9
,
n
o
.
8
,
p
p
.
1
2
2
8
–
1
2
4
1
,
J
u
l
.
2
0
1
9
,
d
o
i
:
1
0
.
1
0
8
0
/
0
3
0
0
4
4
3
0
.
2
0
1
7
.
1
3
7
2
7
5
6
.
[
1
4
]
K
.
M
u
t
c
h
-
Jo
n
e
s
,
D
.
C
.
B
o
u
l
d
e
n
,
S
.
G
a
sca
,
T
.
L
o
r
d
,
E.
W
i
e
b
e
,
a
n
d
F
.
R
e
i
c
h
sma
n
,
“
C
o
-
t
e
a
c
h
i
n
g
w
i
t
h
a
n
i
mm
e
r
s
i
v
e
d
i
g
i
t
a
l
g
a
m
e
:
su
p
p
o
r
t
i
n
g
t
e
a
c
h
e
r
-
g
a
me
i
n
st
r
u
c
t
i
o
n
a
l
p
a
r
t
n
e
r
sh
i
p
s
,
”
E
d
u
c
a
t
i
o
n
a
l
T
e
c
h
n
o
l
o
g
y
R
e
se
a
rc
h
a
n
d
D
e
v
e
l
o
p
m
e
n
t
,
v
o
l
.
6
9
,
n
o
.
3
,
p
p
.
1
4
5
3
–
1
4
7
5
,
Ju
n
.
2
0
2
1
,
d
o
i
:
1
0
.
1
0
0
7
/
s
1
1
4
2
3
-
0
2
1
-
1
0
0
0
0
-
z.
[
1
5
]
L.
P
a
n
e
t
a
l
.
,
“
H
o
w
t
o
i
mp
l
e
m
e
n
t
g
a
me
-
b
a
s
e
d
l
e
a
r
n
i
n
g
i
n
a
s
mart
c
l
a
ssr
o
o
m?
A
m
o
d
e
l
b
a
s
e
d
o
n
a
s
y
s
t
e
m
a
t
i
c
l
i
t
e
r
a
t
u
r
e
r
e
v
i
e
w
a
n
d
D
e
l
p
h
i
me
t
h
o
d
,
”
Fr
o
n
t
i
e
rs
i
n
Ps
y
c
h
o
l
o
g
y
,
v
o
l
.
1
2
,
D
e
c
.
2
0
2
1
,
d
o
i
:
1
0
.
3
3
8
9
/
f
p
sy
g
.
2
0
2
1
.
7
4
9
8
3
7
.
[
1
6
]
D
.
H
.
S
h
i
n
a
n
d
K
.
m
i
C
h
u
n
g
,
“
Th
e
e
f
f
e
c
t
s
o
f
i
n
p
u
t
m
o
d
a
l
i
t
y
a
n
d
s
t
o
r
y
-
b
a
se
d
k
n
o
w
l
e
d
g
e
o
n
u
s
e
r
s’
g
a
me
e
x
p
e
r
i
e
n
c
e
,
”
C
o
m
p
u
t
e
r
s
i
n
H
u
m
a
n
B
e
h
a
v
i
o
r
,
v
o
l
.
6
8
,
p
p
.
1
8
0
–
1
8
9
,
M
a
r
.
2
0
1
7
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
c
h
b
.
2
0
1
6
.
1
1
.
0
3
0
.
[
1
7
]
M
.
R
a
n
i
e
r
i
,
J
.
E.
R
a
f
f
a
g
h
e
l
l
i
,
a
n
d
I
.
B
r
u
n
i
,
“
G
a
me
-
b
a
s
e
d
st
u
d
e
n
t
r
e
s
p
o
n
s
e
sy
st
e
m
:
R
e
v
i
si
t
i
n
g
i
t
s
p
o
t
e
n
t
i
a
l
s
a
n
d
c
r
i
t
i
c
a
l
i
t
i
e
s
i
n
l
a
r
g
e
-
si
z
e
c
l
a
sse
s,”
Ac
t
i
v
e
L
e
a
r
n
i
n
g
i
n
H
i
g
h
e
r E
d
u
c
a
t
i
o
n
,
v
o
l
.
2
2
,
n
o
.
2
,
p
p
.
1
2
9
–
1
4
2
,
Ju
l
.
2
0
2
1
,
d
o
i
:
1
0
.
1
1
7
7
/
1
4
6
9
7
8
7
4
1
8
8
1
2
6
6
7
.
[
1
8
]
W
.
W
a
t
s
o
n
a
n
d
S
.
Y
a
n
g
,
“
G
a
mes
i
n
sch
o
o
l
s:
Te
a
c
h
e
r
s’
p
e
r
c
e
p
t
i
o
n
s
o
f
b
a
r
r
i
e
r
s
t
o
g
a
me
-
b
a
se
d
l
e
a
r
n
i
n
g
,
”
J
o
u
r
n
a
l
o
f
I
n
t
e
r
a
c
t
i
v
e
L
e
a
r
n
i
n
g
R
e
se
a
rc
h
,
v
o
l
.
2
7
,
n
o
.
2
,
p
p
.
1
5
3
–
1
7
0
,
2
0
1
6
,
[
O
n
l
i
n
e
]
.
A
v
a
i
l
a
b
l
e
:
h
t
t
p
s
:
/
/
w
w
w
.
l
e
a
r
n
t
e
c
h
l
i
b
.
o
r
g
/
p
/
1
5
1
7
4
9
/
[
1
9
]
A
.
F
o
st
e
r
a
n
d
M
.
S
h
a
h
,
“
P
r
i
n
c
i
p
l
e
s
f
o
r
a
d
v
a
n
c
i
n
g
g
a
m
e
-
b
a
se
d
l
e
a
r
n
i
n
g
i
n
t
e
a
c
h
e
r
e
d
u
c
a
t
i
o
n
,
”
J
o
u
r
n
a
l
o
f
D
i
g
i
t
a
l
L
e
a
rn
i
n
g
i
n
T
e
a
c
h
e
r
Ed
u
c
a
t
i
o
n
,
v
o
l
.
3
6
,
n
o
.
2
,
p
p
.
8
4
–
9
5
,
A
p
r
.
2
0
2
0
,
d
o
i
:
1
0
.
1
0
8
0
/
2
1
5
3
2
9
7
4
.
2
0
1
9
.
1
6
9
5
5
5
3
.
[
2
0
]
A
.
O
t
t
e
r
b
o
r
n
,
K
.
S
c
h
ö
n
b
o
r
n
,
a
n
d
M
.
H
u
l
t
é
n
,
“
S
u
r
v
e
y
i
n
g
p
r
e
sc
h
o
o
l
t
e
a
c
h
e
r
s’
u
se
o
f
d
i
g
i
t
a
l
t
a
b
l
e
t
s
:
g
e
n
e
r
a
l
a
n
d
t
e
c
h
n
o
l
o
g
y
e
d
u
c
a
t
i
o
n
r
e
l
a
t
e
d
f
i
n
d
i
n
g
s,
”
I
n
t
e
rn
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
T
e
c
h
n
o
l
o
g
y
a
n
d
D
e
s
i
g
n
E
d
u
c
a
t
i
o
n
,
v
o
l
.
2
9
,
n
o
.
4
,
p
p
.
7
1
7
–
7
3
7
,
S
e
p
.
2
0
1
9
,
d
o
i
:
1
0
.
1
0
0
7
/
s
1
0
7
9
8
-
0
1
8
-
9
4
6
9
-
9.
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
.
14
,
No
.
1
,
Feb
r
u
a
r
y
20
25
:
621
-
628
628
[
2
1
]
I
.
Ta
b
r
o
n
i
,
A
.
I
r
p
a
n
i
,
D
.
A
h
m
a
d
i
a
h
,
A
.
A
.
R
.
,
G
.
S
u
l
a
i
m
a
n
,
a
n
d
I
c
h
s
a
n
,
“
I
mp
l
e
me
n
t
a
t
i
o
n
a
n
d
s
t
r
e
n
g
t
h
e
n
i
n
g
o
f
t
h
e
sch
o
o
l
s
p
a
s
c
a
t
h
e
C
O
V
I
D
-
1
9
P
a
n
d
e
mi
c
,
”
M
u
l
t
i
c
u
l
t
u
ra
l
Ed
u
c
a
t
i
o
n
,
v
o
l
.
8
,
n
o
.
1
,
p
p
.
1
6
–
3
1
,
2
0
2
1
.
[
2
2
]
N
.
A
z
i
z
a
h
,
M
u
m
p
u
n
i
a
r
t
i
,
S
.
R
u
d
i
y
a
t
i
,
a
n
d
D
.
Ev
a
n
s
,
“
E
l
e
m
e
n
t
a
r
y
t
e
a
c
h
e
r
s’
p
e
d
a
g
o
g
i
c
a
l
c
o
m
p
e
t
e
n
c
i
e
s i
n
su
p
p
o
r
t
i
n
g
st
u
d
e
n
t
s
w
i
t
h
l
e
a
r
n
i
n
g
d
i
f
f
i
c
u
l
t
i
e
s
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
Ev
a
l
u
a
t
i
o
n
a
n
d
Re
se
a
r
c
h
i
n
Ed
u
c
a
t
i
o
n
(
I
J
ER
E)
,
v
o
l
.
1
3
,
n
o
.
2
,
p
p
.
7
2
3
–
7
3
0
,
A
p
r
.
2
0
2
4
,
d
o
i
:
1
0
.
1
1
5
9
1
/
i
j
e
r
e
.
v
1
3
i
2
.
2
6
3
4
5
.
[
2
3
]
S
.
D
h
a
w
a
n
,
“
O
n
l
i
n
e
L
e
a
r
n
i
n
g
:
a
p
a
n
a
c
e
a
i
n
t
h
e
t
i
me
o
f
C
O
V
I
D
-
1
9
c
r
i
si
s,”
J
o
u
r
n
a
l
o
f
Ed
u
c
a
t
i
o
n
a
l
T
e
c
h
n
o
l
o
g
y
S
y
s
t
e
m
s
,
v
o
l
.
4
9
,
n
o
.
1
,
p
p
.
5
–
2
2
,
S
e
p
.
2
0
2
0
,
d
o
i
:
1
0
.
1
1
7
7
/
0
0
4
7
2
3
9
5
2
0
9
3
4
0
1
8
.
[
2
4
]
F
.
F
a
h
m
i
,
B
.
W
.
P
r
a
t
o
l
o
,
a
n
d
A
.
A
b
b
a
s,
“
Th
e
c
o
r
e
a
s
p
e
c
t
s
o
f
t
e
a
c
h
e
r
’
s
b
o
o
k
c
o
n
t
e
n
t
:
a
n
a
n
a
l
y
s
i
s
o
n
t
e
a
c
h
e
r
’
s
n
e
e
d
s,”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
rn
a
l
o
f
E
v
a
l
u
a
t
i
o
n
a
n
d
Re
s
e
a
rc
h
i
n
E
d
u
c
a
t
i
o
n
(
I
J
ERE)
,
v
o
l
.
1
1
,
n
o
.
3
,
p
p
.
1
5
7
5
–
1
5
8
4
,
S
e
p
.
2
0
2
2
,
d
o
i
:
1
0
.
1
1
5
9
1
/
i
j
e
r
e
.
v
1
1
i
3
.
2
2
3
7
0
.
[
2
5
]
R
.
V
.
K
r
e
j
c
i
e
a
n
d
D
.
W
.
M
o
r
g
a
n
,
“
D
e
t
e
r
mi
n
i
n
g
s
a
mp
l
e
si
z
e
f
o
r
r
e
sea
r
c
h
a
c
t
i
v
i
t
i
e
s,
”
E
d
u
c
a
t
i
o
n
a
l
a
n
d
P
syc
h
o
l
o
g
i
c
a
l
Me
a
s
u
rem
e
n
t
,
v
o
l
.
3
0
,
n
o
.
3
,
p
p
.
6
0
7
–
6
1
0
,
S
e
p
.
1
9
7
0
,
d
o
i
:
1
0
.
1
1
7
7
/
0
0
1
3
1
6
4
4
7
0
0
3
0
0
0
3
0
8
.
[
2
6
]
L.
F
r
a
z
e
r
a
n
d
M
.
La
w
l
e
y
,
Q
u
e
s
t
i
o
n
n
a
i
re
d
e
s
i
g
n
&
a
d
m
i
n
i
st
r
a
t
i
o
n
:
a
p
r
a
c
t
i
c
a
l
g
u
i
d
e
.
N
e
w
Y
o
r
k
:
J
o
h
n
W
i
l
e
y
&
S
o
n
s
,
I
n
c
,
2
0
0
0
.
[
2
7
]
S
.
C
h
e
n
,
S
.
Zh
a
n
g
,
G
.
Y
.
Q
i
,
a
n
d
J.
Y
a
n
g
,
“
G
a
mes
l
i
t
e
r
a
c
y
f
o
r
t
e
a
c
h
e
r
e
d
u
c
a
t
i
o
n
:
t
o
w
a
r
d
s
t
h
e
i
mp
l
e
me
n
t
a
t
i
o
n
o
f
g
a
m
e
-
b
a
se
d
l
e
a
r
n
i
n
g
,
”
E
d
u
c
a
t
i
o
n
a
l
T
e
c
h
n
o
l
o
g
y
a
n
d
S
o
c
i
e
t
y
,
v
o
l
.
2
3
,
n
o
.
2
,
p
p
.
7
7
–
9
2
,
2
0
2
0
.
[
2
8
]
J.
B
.
H
a
u
g
e
e
t
a
l
.
,
“
C
u
r
r
e
n
t
c
o
mp
e
t
e
n
c
i
e
s
o
f
g
a
me
f
a
c
i
l
i
t
a
t
o
r
s
a
n
d
t
h
e
i
r
p
o
t
e
n
t
i
a
l
o
p
t
i
m
i
z
a
t
i
o
n
i
n
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
:
m
u
l
t
i
m
e
t
h
o
d
st
u
d
y
,
”
J
MI
R
S
e
ri
o
u
s G
a
m
e
s
,
v
o
l
.
9
,
n
o
.
2
,
p
.
e
2
5
4
8
1
,
M
a
y
2
0
2
1
,
d
o
i
:
1
0
.
2
1
9
6
/
2
5
4
8
1
.
[
2
9
]
H
.
H
u
a
n
d
R
.
A
.
S
p
e
r
l
i
n
g
,
“
P
r
e
-
s
e
r
v
i
c
e
t
e
a
c
h
e
r
s’
p
e
r
c
e
p
t
i
o
n
s
o
f
a
d
o
p
t
i
n
g
d
i
g
i
t
a
l
g
a
m
e
s
i
n
e
d
u
c
a
t
i
o
n
:
a
mi
x
e
d
m
e
t
h
o
d
s
i
n
v
e
s
t
i
g
a
t
i
o
n
,
”
T
e
a
c
h
i
n
g
a
n
d
T
e
a
c
h
e
r
Ed
u
c
a
t
i
o
n
,
v
o
l
.
1
2
0
,
p
.
1
0
3
8
7
6
,
D
e
c
.
2
0
2
2
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
t
a
t
e
.
2
0
2
2
.
1
0
3
8
7
6
.
[
3
0
]
Y
.
A
l
l
s
o
p
a
n
d
J.
Jess
e
,
“
Te
a
c
h
e
r
s’
e
x
p
e
r
i
e
n
c
e
a
n
d
r
e
f
l
e
c
t
i
o
n
s
o
n
g
a
me
-
b
a
se
d
l
e
a
r
n
i
n
g
i
n
t
h
e
p
r
i
mary
c
l
a
ssr
o
o
m
:
v
i
e
w
s
f
r
o
m
E
n
g
l
a
n
d
a
n
d
I
t
a
l
y
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
G
a
m
e
-
B
a
se
d
L
e
a
r
n
i
n
g
,
v
o
l
.
5
,
n
o
.
1
,
p
p
.
1
–
1
7
,
Ja
n
.
2
0
1
5
,
d
o
i
:
1
0
.
4
0
1
8
/
i
j
g
b
l
.
2
0
1
5
0
1
0
1
0
1
.
[
3
1
]
R
.
R
e
v
i
e
r
e
,
S
.
B
e
r
k
o
w
i
t
z
,
C
.
C
.
C
a
r
t
e
r
,
a
n
d
C
.
F
e
r
g
u
s
o
n
,
N
e
e
d
s
a
sse
ssm
e
n
t
:
a
c
r
e
a
t
i
v
e
a
n
d
p
r
a
c
t
i
c
a
l
g
u
i
d
e
f
o
r
so
c
i
a
l
sc
i
e
n
t
i
st
s
.
W
a
sh
i
n
g
t
o
n
D
.
C
.
:
Ta
y
l
o
r
& Fr
a
n
c
i
s,
1
9
9
6
.
[
3
2
]
P
.
K
a
i
mar
a
,
E.
F
o
k
i
d
e
s
,
A
.
O
i
k
o
n
o
mo
u
,
a
n
d
I
.
D
e
l
i
y
a
n
n
i
s,
“
P
o
t
e
n
t
i
a
l
b
a
r
r
i
e
r
s
t
o
t
h
e
i
m
p
l
e
me
n
t
a
t
i
o
n
o
f
d
i
g
i
t
a
l
g
a
m
e
-
b
a
s
e
d
l
e
a
r
n
i
n
g
i
n
t
h
e
c
l
a
ssr
o
o
m
:
p
r
e
-
ser
v
i
c
e
t
e
a
c
h
e
r
s
’
v
i
e
w
s
,
”
T
e
c
h
n
o
l
o
g
y
,
K
n
o
w
l
e
d
g
e
a
n
d
L
e
a
r
n
i
n
g
,
v
o
l
.
2
6
,
n
o
.
4
,
p
p
.
8
2
5
–
8
4
4
,
D
e
c
.
2
0
2
1
,
d
o
i
:
1
0
.
1
0
0
7
/
s
1
0
7
5
8
-
0
2
1
-
0
9
5
1
2
-
7.
[
3
3
]
M
.
H
a
y
a
k
a
n
d
O
.
A
v
i
d
o
v
-
U
n
g
a
r
,
“
T
h
e
i
n
t
e
g
r
a
t
i
o
n
o
f
d
i
g
i
t
a
l
g
a
me
-
b
a
se
d
l
e
a
r
n
i
n
g
i
n
t
o
t
h
e
i
n
s
t
r
u
c
t
i
o
n
:
Te
a
c
h
e
r
s’
p
e
r
c
e
p
t
i
o
n
s
a
t
d
i
f
f
e
r
e
n
t
c
a
r
e
e
r
s
t
a
g
e
s
,
”
T
e
c
h
T
re
n
d
s
,
v
o
l
.
6
4
,
n
o
.
6
,
p
p
.
8
8
7
–
8
9
8
,
N
o
v
.
2
0
2
0
,
d
o
i
:
1
0
.
1
0
0
7
/
s1
1
5
2
8
-
0
2
0
-
0
0
5
0
3
-
6.
[
3
4
]
T.
N
o
u
s
i
a
i
n
e
n
,
M
.
K
a
n
g
a
s
,
J.
R
i
k
a
l
a
,
a
n
d
M
.
V
e
s
i
se
n
a
h
o
,
“
Te
a
c
h
e
r
c
o
mp
e
t
e
n
c
i
e
s
i
n
g
a
me
-
b
a
s
e
d
p
e
d
a
g
o
g
y
,
”
T
e
a
c
h
i
n
g
a
n
d
T
e
a
c
h
e
r
Ed
u
c
a
t
i
o
n
,
v
o
l
.
7
4
,
p
p
.
8
5
–
9
7
,
A
u
g
.
2
0
1
8
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
t
a
t
e
.
2
0
1
8
.
0
4
.
0
1
2
.
B
I
O
G
RAP
H
I
E
S O
F
AUTH
O
RS
J
ia
n
g
J
in
c
h
u
a
n
is
a
P
h
.
D.
Ca
n
d
id
a
te,
S
c
h
o
o
l
o
f
Ed
u
c
a
ti
o
n
a
l
S
tu
d
ies
,
Un
iv
e
rsit
i
S
a
in
s
M
a
lay
sia
,
P
u
lau
P
in
a
n
g
,
M
a
lay
sia
.
S
h
e
h
o
ld
s
a
b
a
c
h
e
lo
r’s
d
e
g
re
e
in
c
o
m
p
u
ter
sc
ien
c
e
&
tec
h
n
o
l
o
g
y
a
n
d
a
m
a
ste
r’s
d
e
g
re
e
in
c
o
m
p
u
ter
tec
h
n
o
lo
g
y
.
S
h
e
is
c
u
rre
n
tl
y
p
u
rsu
i
n
g
h
e
r
d
o
c
to
ra
l
stu
d
ies
in
e
d
u
c
a
ti
o
n
a
l
tec
h
n
o
lo
g
y
a
t
Un
i
v
e
rsiti
S
a
in
s
M
a
lay
sia
(USM
).
He
r
re
se
a
rc
h
in
tere
sts
fo
c
u
s
o
n
e
d
u
c
a
ti
o
n
a
l
tec
h
n
o
lo
g
y
a
n
d
g
a
m
e
-
b
a
se
d
lea
rn
i
n
g
.
S
h
e
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
ji
n
c
h
u
a
n
@s
tu
d
e
n
t.
u
sm
.
m
y
.
Az
id
a
h
Ab
u
Zid
e
n
is
a
n
e
x
p
e
rt
in
e
d
u
c
a
ti
o
n
a
l
tec
h
n
o
l
o
g
y
wit
h
a
sp
e
c
ial
fo
c
u
s
o
n
lea
rn
in
g
m
a
n
a
g
e
m
e
n
t
sy
ste
m
s,
in
stru
c
t
io
n
a
l
d
e
sig
n
,
a
n
d
Web
2
.
0
.
S
h
e
c
u
rre
n
tl
y
se
r
v
e
s a
s
a
n
As
so
c
iate
P
ro
fe
ss
o
r
a
t
U
n
iv
e
r
siti
S
a
in
s
M
a
lay
sia
(USM
).
Also
,
sh
e
h
o
l
d
s
a
b
a
c
h
e
lo
r’s
d
e
g
re
e
in
g
ra
p
h
ics
d
e
sig
n
a
n
d
m
u
lt
ime
d
ia
fr
o
m
Lan
c
a
sh
ire
U
n
i
v
e
rsity
,
Un
it
e
d
Ki
n
g
d
o
m
(UK
),
a
m
a
ste
r’s
d
e
g
re
e
in
e
d
u
c
a
ti
o
n
a
l
tec
h
n
o
lo
g
y
fro
m
Un
i
v
e
rsiti
Tek
n
o
lo
g
i
M
a
lay
sia
(UTM
),
a
n
d
a
P
h
.
D.
d
e
g
re
e
i
n
H
ig
h
e
r
Ed
u
c
a
ti
o
n
(i
n
stru
c
ti
o
n
a
l
d
e
sig
n
)
fro
m
U
n
iv
e
rsit
y
o
f
Ca
n
terb
u
r
y
,
Ne
w Z
e
a
lan
d
.
S
h
e
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
a
z
id
a
h
@
u
sm
.
m
y
.
Evaluation Warning : The document was created with Spire.PDF for Python.