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fo
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fe
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a
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m
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th
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so
c
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m
it
a
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s
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sti
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n
s f
o
r
fu
tu
re
re
se
a
rc
h
a
re
d
isc
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ss
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d
.
K
ey
w
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s
:
Aca
d
em
ic
s
elf
-
ef
f
icac
y
Ar
tific
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in
tellig
en
ce
C
h
atGPT
C
o
lleg
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s
tu
d
en
ts
So
cieta
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atter
in
g
T
h
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s
a
n
o
p
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c
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ss
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u
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d
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CC B
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li
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se
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C
o
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s
p
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A
uth
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r
:
Ku
s
u
s
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to
Ditto
Prh
ad
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Dep
ar
tm
en
t o
f
Ps
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ch
o
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Fa
cu
lty
o
f
Ps
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ch
o
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o
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a
n
d
So
cia
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n
ce
s
,
Un
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s
ity
o
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C
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r
jay
a
0
1
Per
s
iar
an
B
estar
i,
C
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b
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jay
a,
Selan
g
o
r
,
Ma
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m
ail:
p
r
ih
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cy
b
er
jay
a.
e
d
u
.
m
y
1.
I
NT
RO
D
UCT
I
O
N
I
n
ter
ac
tio
n
b
etwe
en
h
u
m
an
an
d
tech
n
o
lo
g
y
h
ad
alwa
y
s
b
ee
n
cr
ea
ted
a
r
ip
p
le
in
th
e
h
u
m
an
ev
o
lu
tio
n
p
r
o
ce
s
s
[
1
]
.
J
u
s
t lik
e
th
e
d
is
co
v
er
y
o
f
f
ir
e
,
wh
ee
ls
,
ca
lcu
lato
r
s
,
o
r
th
e
in
ter
n
et,
an
y
tech
n
o
lo
g
ical
ad
v
an
ce
m
en
t
ca
m
e
with
s
o
cial
im
p
ac
ts
[
2
]
.
T
h
e
tech
n
o
l
o
g
y
o
f
ar
tific
ial
i
n
tellig
en
ce
(
AI
)
m
i
g
h
t
n
o
t
b
e
co
n
s
id
er
e
d
n
ew
in
th
e
tim
e
th
is
p
a
p
er
is
wr
itt
en
,
an
d
s
in
ce
its
in
v
e
n
tio
n
in
1
9
5
6
[
3
]
,
b
u
t
it
h
as
wit
n
ess
ed
r
em
ar
k
a
b
le
ad
v
an
ce
m
e
n
ts
in
r
ec
en
t
y
ea
r
s
,
as
it
d
o
es
n
o
t
o
n
ly
alter
th
e
way
th
e
m
ac
h
in
es
lear
n
,
it
also
im
p
r
o
v
es
th
e
way
m
ac
h
in
es
lear
n
‘
u
n
d
er
s
tan
d
’
u
s
[
4
]
;
th
e
im
p
r
o
v
ed
m
ac
h
i
n
e
-
h
u
m
an
r
elatio
n
s
h
ip
h
as
p
av
ed
th
e
way
f
o
r
th
e
wid
esp
r
ea
d
ad
o
p
tio
n
o
f
AI
ac
r
o
s
s
v
ar
io
u
s
s
ec
to
r
s
,
in
clu
d
in
g
h
ea
lth
ca
r
e,
f
in
an
ce
,
tr
a
n
s
p
o
r
tatio
n
[
5
]
,
an
d
en
ter
tain
m
en
t
[
6
]
.
On
e
o
f
th
e
m
o
s
t c
ap
tiv
atin
g
d
ev
elo
p
m
en
ts
o
f
A
I
is
th
e
em
er
g
en
ce
o
f
p
u
b
licly
ac
ce
s
s
ib
le
AI
ch
atb
o
ts
.
C
o
n
v
er
s
atio
n
al
AI
to
o
ls
eq
u
i
p
p
ed
to
en
g
ag
e
in
n
atu
r
al
lan
g
u
ag
e
d
ialo
g
u
e
with
h
u
m
a
n
u
s
er
s
,
o
f
f
er
in
g
an
s
wer
s
,
tr
an
s
latio
n
,
co
m
p
letin
g
task
s
,
an
d
ev
en
p
r
o
v
id
in
g
ca
s
u
al
co
m
p
an
io
n
s
h
ip
[
7
]
.
C
h
atb
o
ts
f
o
u
n
d
th
eir
p
lace
in
cu
s
to
m
er
s
er
v
ice,
e
d
u
ca
tio
n
,
h
ea
lth
ca
r
e
[
8
]
,
an
d
ev
e
n
cr
ea
ti
v
e
ar
t
[
9
]
.
As
AI
tec
h
n
o
l
o
g
y
co
n
tin
u
es
to
e
v
o
lv
e,
we
ca
n
an
ticip
ate
th
e
em
er
g
en
ce
o
f
in
cr
ea
s
in
g
ly
s
o
p
h
is
ticated
ch
atb
o
ts
,
f
u
r
th
er
b
lu
r
r
in
g
th
e
lin
es
b
etwe
en
h
u
m
an
s
an
d
m
ac
h
in
es
in
o
u
r
d
aily
s
o
cial
in
ter
ac
tio
n
s
[
1
0
]
.
Mo
r
eo
v
er
,
m
an
y
c
h
atb
o
ts
ar
e
av
ailab
le
f
o
r
f
r
ee
,
an
d
ac
ce
s
s
ib
le
to
v
ir
tu
ally
e
v
e
r
y
o
n
e.
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
Th
e
s
o
cia
l imp
a
ct
o
f a
r
tifi
cia
l in
tellig
en
ce
ch
a
tb
o
ts
o
n
co
lleg
e
s
tu
d
en
ts
(
A
z
ma
n
Ha
kimi
)
11
I
ts
ca
p
ab
ilit
y
to
s
to
r
e
v
ast
k
n
o
wled
g
e
in
m
a
n
y
lan
g
u
a
g
es
m
ak
es
it
ea
s
ier
f
o
r
lear
n
er
s
at
a
n
y
lev
el
t
o
ac
ce
s
s
an
d
u
tili
ze
it
to
s
o
lv
e
p
r
o
b
lem
s
,
eith
e
r
ac
ad
em
ic,
p
r
o
f
ess
io
n
al,
o
r
p
er
s
o
n
al
[
1
0
]
.
Nu
m
er
o
u
s
s
tu
d
ies
h
av
e
b
ee
n
d
o
n
e
o
n
th
e
in
ter
ac
t
io
n
b
etwe
en
h
u
m
an
an
d
AI
ch
atb
o
ts
in
ed
u
ca
tio
n
al
s
ettin
g
a
n
d
m
ix
ed
r
ea
ctio
n
s
wer
e
r
ep
o
r
ted
.
Fo
r
i
n
s
tan
ce
,
t
h
er
e
was
a
d
eb
ate
wh
eth
er
s
ch
o
o
ls
ar
e
allo
wed
t
o
u
tili
ze
AI
ch
atb
o
ts
i
n
th
eir
teac
h
in
g
an
d
lear
n
in
g
p
r
o
ce
s
s
[
1
1
]
o
r
wh
et
h
er
ch
atb
o
ts
ar
e
a
d
is
r
u
p
tiv
e
to
war
d
s
th
e
estab
lis
h
ed
ed
u
ca
tio
n
al
s
y
s
tem
[
1
2
]
;
AI
c
h
atb
o
ts
ev
e
n
attr
ac
ted
s
u
s
p
icio
n
s
o
f
ac
ad
em
ic
d
is
h
o
n
esty
am
o
n
g
t
h
eir
u
s
er
s
[
1
3
]
.
On
th
e
o
th
er
h
an
d
,
m
a
n
y
o
th
er
s
v
iew
th
e
av
ailab
ilit
y
o
f
AI
c
h
atb
o
ts
in
ed
u
c
atio
n
as
a
g
o
o
d
p
r
ec
ed
en
ce
as
it
m
ig
h
t
f
i
x
wh
at
was
lack
in
g
in
th
e
teac
h
in
g
an
d
lear
n
in
g
m
eth
o
d
s
[
1
4
]
.
So
m
e
ed
u
ca
tio
n
s
tak
eh
o
ld
e
r
s
ev
en
b
eliev
e
t
h
at
tech
n
o
lo
g
ical
ad
v
a
n
tag
es
lik
e
AI
ch
atb
o
ts
s
h
o
u
ld
b
e
b
an
n
e
d
f
r
o
m
th
e
ed
u
ca
tio
n
s
y
s
tem
as
th
ey
m
ig
h
t
d
is
r
u
p
t
th
e
‘
well
-
p
r
o
v
e
n
’
teac
h
in
g
an
d
lear
n
in
g
s
y
s
tem
th
at
h
as
b
e
en
r
u
n
n
in
g
well
f
o
r
d
ec
ad
es
with
o
u
t
th
e
p
r
esen
ce
o
f
an
y
AI
s
u
p
p
o
r
t
[
1
5
]
–
[
1
7
]
.
T
h
e
f
ea
r
an
d
c
o
n
ce
r
n
o
f
th
e
o
l
d
er
g
en
er
atio
n
ed
u
ca
to
r
s
o
f
AI
ch
atb
o
ts
tech
n
o
lo
g
y
r
ef
lects
th
e
f
ea
r
o
f
th
e
n
ee
d
to
ad
ju
s
t
a
n
d
in
s
ec
u
r
ities
[
2
]
;
it
is
r
o
o
ted
f
r
o
m
t
h
e
f
ea
r
th
at
th
eir
s
k
ills
et
is
n
o
lo
n
g
er
ad
eq
u
ate
an
d
th
ey
wo
u
ld
b
e
r
e
p
lace
d
b
y
o
th
er
in
d
iv
id
u
als
wh
o
ca
n
u
s
e
th
e
n
ew
tech
n
o
lo
g
y
b
etter
[
1
8
]
.
T
h
e
r
ed
u
ce
d
b
elief
th
at
th
ey
ca
n
p
er
f
o
r
m
well
en
o
u
g
h
to
s
u
r
v
iv
e
wo
u
ld
lead
th
em
to
b
eliev
e
th
at
th
ey
wo
u
ld
b
e
less
s
ig
n
if
ican
t
to
th
eir
im
m
ed
iate
s
o
ciety
[
1
9
]
,
[
2
0
]
.
T
h
is
f
ea
r
ca
n
b
e
ex
p
lain
e
d
b
y
th
e
cr
itical
r
ac
e
th
eo
r
y
(
C
R
T
)
[
1
7
]
.
C
o
in
e
d
b
y
C
r
en
s
h
aw
in
1
9
9
5
[
2
1
]
,
C
R
T
ex
p
lain
ed
th
at
ce
r
tain
m
em
b
er
s
o
f
th
e
s
o
ciety
,
wo
u
ld
f
ee
l
m
ar
g
in
alize
d
an
d
i
n
s
ec
u
r
e
ab
o
u
t
th
eir
s
o
cial
s
ig
n
if
ican
ce
wh
en
th
e
y
f
ee
l
t
h
ey
d
o
n
o
t
h
av
e
wh
at
it
tak
e
s
to
s
u
r
v
i
v
e
in
th
e
s
o
cieta
l
c
o
m
p
etitio
n
.
I
n
th
e
co
n
tex
t
o
f
o
u
r
s
tu
d
ies,
C
R
T
ex
p
lain
s
th
at
in
d
i
v
id
u
als
wh
o
b
eliev
e
th
at
th
eir
s
o
cial
r
o
les
ca
n
b
e
r
ep
lace
d
b
y
th
e
tech
n
o
lo
g
y
m
ig
h
t d
ev
elo
p
f
ea
r
o
r
n
eg
ativ
e
co
n
ce
r
n
to
war
d
s
it a
n
d
lo
s
in
g
th
eir
s
elf
-
ef
f
icac
y
.
I
n
tu
r
n
,
it will
lead
th
em
to
h
a
v
e
lo
wer
ed
s
o
cieta
l
m
atter
in
g
,
th
e
s
en
s
e
t
h
at
th
ey
m
atter
to
t
h
eir
im
m
ed
iate
s
o
ciety
[
2
2
]
.
Stu
d
ies
h
av
e
r
ep
o
r
ted
th
at
s
o
cieta
l
m
atter
in
g
is
a
p
r
o
tectiv
e
f
ac
to
r
a
g
ain
s
t
s
o
cial
an
x
iet
y
,
s
tr
ess
,
o
r
g
e
n
er
al
m
en
tal
h
ea
lth
is
s
u
es
[
2
3
]
–
[
2
5
]
.
I
t
was
also
s
u
g
g
ested
th
at
u
n
r
ea
d
in
ess
to
ac
ce
p
t
c
h
an
g
es,
s
u
ch
as
tech
n
o
l
o
g
y
,
led
to
th
e
l
o
s
s
o
f
s
elf
-
ef
f
icac
y
d
u
e
to
p
er
ce
p
tio
n
th
at
o
th
er
in
d
iv
id
u
als
with
b
etter
m
aster
y
o
f
tech
n
o
lo
g
y
will
r
ep
lace
th
em
in
th
e
wo
r
k
p
lac
e
an
d
s
o
ciety
.
Ack
n
o
wled
g
in
g
th
at,
we
co
n
d
u
ct
th
is
s
tu
d
y
to
in
v
esti
g
ate
th
e
im
p
ac
t
o
f
th
e
AI
ch
at
b
o
t
tec
h
n
o
lo
g
y
o
n
co
lleg
e
s
tu
d
en
ts
,
wh
o
ar
e
m
ain
ly
ca
teg
o
r
ized
as
g
en
er
atio
n
Z
o
r
Gen
-
Z
(
wh
o
ar
e
cu
r
r
en
tly
a
b
o
u
t 1
1
to
2
6
y
ea
r
s
o
f
a
g
e)
.
C
o
m
p
ar
ed
to
th
e
p
r
ev
io
u
s
g
e
n
er
atio
n
s
wh
o
ar
e
c
u
r
r
en
tly
i
n
th
e
wo
r
k
f
o
r
ce
,
Gen
-
Z
m
em
b
er
s
wer
e
b
o
r
n
d
ig
ital
n
ativ
es
an
d
h
av
e
d
ev
elo
p
e
d
h
ig
h
er
n
ew
m
ed
ia
liter
ac
y
(
NM
L
)
,
a
s
k
ills
et
th
at
allo
ws
in
d
iv
id
u
als
n
o
t
o
n
ly
to
c
o
n
s
u
m
e
th
e
m
ed
ia
co
n
ten
t,
b
u
t
also
p
r
o
d
u
ce
a
n
d
c
r
itically
an
aly
ze
it
[
2
6
]
.
T
h
is
s
k
ills
et
s
h
o
u
ld
m
ig
h
t
p
r
e
p
ar
ed
th
em
t
o
ac
ce
p
t
an
d
tr
u
s
t
th
e
n
ewly
ac
q
u
ir
e
d
t
ec
h
n
o
lo
g
y
b
etter
th
an
th
eir
p
r
ed
ec
ess
o
r
s
;
co
lleg
e
s
tu
d
en
ts
m
ig
h
t p
er
ce
iv
e
ar
tific
ial
in
tellig
en
ce
ch
atb
o
ts
(
AI
C
B
)
as su
p
p
o
r
tin
g
to
o
ls
in
s
tead
o
f
th
r
ea
ts
[
2
7
]
.
A
th
eo
r
y
th
at
m
ig
h
t
ex
p
lain
h
o
w
Gen
-
Z
m
ig
h
t
p
o
s
itiv
ely
ac
ce
p
t
AI
C
B
tech
n
o
lo
g
y
is
t
ec
h
n
o
lo
g
y
ac
ce
p
tan
ce
m
o
d
el
(
T
AM
)
,
c
o
in
ed
b
y
Dav
is
[
2
8
]
.
I
t
s
u
g
g
ested
th
at
th
e
ac
ce
p
ta
n
ce
o
f
a
n
ew
tech
n
o
lo
g
y
is
p
r
ed
icted
b
y
th
eir
p
er
ce
iv
ed
u
s
ef
u
ln
ess
an
d
p
er
ce
iv
ed
ea
s
e
o
f
u
s
e.
As
th
e
Ge
n
-
Z
i
n
d
iv
id
u
als
h
av
e
h
ig
h
e
r
NM
L
an
d
wer
e
b
o
r
n
d
i
g
ital
n
ativ
es,
th
ey
wo
u
ld
s
ee
th
e
AI
C
B
a
s
m
o
r
e
u
s
er
-
f
r
ien
d
ly
an
d
p
o
s
itiv
ely
u
s
ef
u
l
to
en
h
an
ce
th
eir
lear
n
in
g
b
y
co
m
p
lem
en
tin
g
th
e
in
f
o
r
m
atio
n
th
ey
o
b
tain
e
d
f
r
o
m
th
eir
e
d
u
ca
to
r
s
[
2
9
]
,
[
3
0
]
.
Fear
o
f
AI
,
as
d
em
o
n
s
tr
ated
b
y
s
o
m
e
m
em
b
er
s
o
f
th
e
o
ld
er
g
en
er
atio
n
s
[
3
1
]
in
d
icate
s
th
e
lo
wer
ac
ce
p
tan
ce
,
wh
ich
also
s
u
g
g
e
s
ted
th
e
p
er
ce
p
tio
n
s
th
at
th
e
t
ec
h
n
o
lo
g
y
is
n
eith
er
ea
s
y
to
u
s
e
n
o
r
u
s
ef
u
l.
Su
ch
attitu
d
e
to
war
d
s
n
ew
tech
n
o
lo
g
y
[
3
2
]
,
[
3
3
]
ca
n
b
e
e
x
p
lain
e
d
b
y
th
e
g
en
er
atio
n
al
g
a
p
b
etwe
en
th
e
Gen
-
Z
,
wh
o
wer
e
b
o
r
n
d
ig
ital
n
ativ
es,
an
d
Gen
-
X
o
r
ea
r
ly
m
illen
n
ials
wh
o
ar
e
n
o
t
im
m
ed
iately
ex
p
o
s
ed
to
tech
n
o
lo
g
y
s
u
ch
as
web
2
.
0
(
n
ew
m
ed
ia)
o
r
AI
,
an
d
n
ee
d
m
o
r
e
tim
e
to
b
len
d
in
.
T
h
e
af
o
r
em
en
tio
n
ed
p
r
em
is
es
led
u
s
to
h
y
p
o
th
esize
th
at
as
m
em
b
e
r
s
o
f
th
e
y
o
u
n
g
er
g
en
e
r
atio
n
,
co
lleg
e
s
tu
d
en
ts
h
av
e
h
ig
h
e
r
ac
ce
p
tan
ce
an
d
tr
u
s
t
to
war
d
s
AI
ch
atb
o
t
tech
n
o
lo
g
y
,
an
d
d
e
v
elo
p
ed
m
o
r
e
p
o
s
itiv
e
attitu
d
e,
th
at
t
h
e
tech
n
o
lo
g
y
wo
u
ld
h
el
p
th
em
to
ac
h
iev
e
b
etter
,
an
d
in
c
r
ea
s
e
th
eir
ac
ad
em
ic
e
f
f
icac
y
[
3
4
]
,
[
3
5
]
,
wh
ic
h
th
e
n
lead
th
em
to
d
e
v
elo
p
h
ig
h
er
lev
els
o
f
s
o
cieta
l m
atter
in
g
[
3
6
]
.
T
h
e
h
y
p
o
t
h
esis
is
co
n
ce
p
tu
alize
d
i
n
Fig
u
r
e
1
.
I
n
th
e
co
n
te
x
t
o
f
th
is
s
tu
d
y
,
A
I
C
B
wa
s
r
ep
r
esen
ted
b
y
C
h
at
GPT,
an
AI
ch
atb
o
t
ap
p
licatio
n
p
r
o
d
u
ce
d
b
y
Op
e
n
AI
.
T
h
e
f
r
ee
v
er
s
io
n
,
GPT
3
.
5
is
a
lar
g
e
la
n
g
u
ag
e
m
o
d
el
th
at
en
a
b
les
u
s
er
s
to
h
o
ld
e
n
g
ag
i
n
g
co
n
v
er
s
atio
n
s
,
g
ain
in
s
ig
h
ts
,
a
u
to
m
ate
task
s
,
a
n
d
ex
p
e
r
ien
ce
th
e
f
u
tu
r
e
o
f
AI
.
T
h
e
p
aid
v
er
s
io
n
,
GPT
4
o
f
f
er
s
f
ea
tu
r
es lik
e
v
is
io
n
(
c
h
attin
g
with
im
ag
es),
Dalle
3
im
ag
e
g
en
er
atio
n
,
a
n
d
v
o
ice
in
ter
ac
tio
n
.
Fig
u
r
e
1
.
T
h
e
co
n
ce
p
tu
al
f
r
am
ewo
r
k
A
c
ad
e
m
i
c
s
e
l
f
-
e
f
f
i
c
a
c
y
A
c
c
ept
anc
e
and t
r
ust
o
n
A
I c
ha
t
bo
t
s
S
o
c
i
e
t
al
m
at
t
e
r
i
ng
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
:
1
0
-
1
6
12
C
o
n
tex
tu
ally
,
th
e
s
o
cieta
l
m
atter
in
g
was
r
ep
r
esen
ted
b
y
co
lleg
e
m
atter
in
g
[
3
7
]
,
as
c
o
lleg
e
an
d
u
n
iv
er
s
ity
s
o
cieties
ar
e
co
n
s
id
er
ed
th
e
clo
s
est
s
o
cieties
o
f
th
e
s
tu
d
en
ts
,
ap
ar
t
f
r
o
m
t
h
eir
r
esp
ec
tiv
e
f
am
ilies
.
Acc
o
r
d
in
g
ly
,
it
was
s
u
g
g
este
d
th
at
co
lleg
e
s
tu
d
en
ts
co
n
s
id
er
th
at
b
ei
n
g
ac
k
n
o
wled
g
ed
a
n
d
n
ee
d
ed
b
y
t
h
eir
co
lleg
e
co
m
m
u
n
ity
p
r
ed
ict
th
eir
wellb
ein
g
an
d
h
a
p
p
in
ess
in
g
en
er
al
[
2
5
]
,
[
3
8
]
;
th
u
s
,
a
d
d
r
ess
in
g
h
o
w
th
e
s
tu
d
en
ts
’
s
o
cieta
l
m
atter
in
g
af
f
ec
ted
b
y
th
ei
r
p
er
s
p
ec
tiv
es
o
n
AI
ch
atb
o
t
tech
n
o
lo
g
y
is
im
p
o
r
tan
t
as
a
p
ar
t
o
f
d
ev
elo
p
in
g
an
e
f
f
ec
tiv
e
tech
n
o
lo
g
y
-
b
ased
s
tu
d
en
ts
wellb
ein
g
s
u
p
p
o
r
t sy
s
tem
.
2.
M
E
T
H
O
D
2
.
1
.
P
a
rt
icipa
nts
A
to
tal
o
f
1
6
0
c
o
lleg
e
s
tu
d
e
n
ts
h
av
e
b
ee
n
p
u
r
p
o
s
iv
ely
r
ec
r
u
ited
with
in
cl
u
s
io
n
c
r
iter
ia
o
f
1
8
to
3
2
y
ea
r
s
o
f
ag
e
an
d
r
eg
is
ter
ed
as
s
tu
d
en
ts
in
Ma
lay
s
ian
u
n
iv
er
s
ities
.
G*
Po
wer
s
am
p
le
s
ize
c
alcu
lato
r
,
s
et
to
th
e
m
o
d
er
ate
p
o
wer
with
9
5
%
co
n
f
id
en
ce
,
an
d
s
u
g
g
ested
1
5
0
as
th
e
m
in
im
u
m
s
am
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le
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ize.
T
o
m
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ig
h
eth
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tan
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ar
d
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in
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o
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m
ed
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ig
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e
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p
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id
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r
d
ata.
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h
e
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ical
r
ev
iew
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r
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ce
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g
iv
en
b
y
t
h
e
E
th
ics
R
ev
iew
B
o
ar
d
(
E
R
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)
o
f
th
e
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lty
o
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Ps
y
ch
o
lo
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y
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n
d
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cial
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ce
s
with
s
er
ial
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u
m
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er
FP
SS
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0
2
3
(
0
1
0
)
.
Par
ticip
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n
ts
wer
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v
e
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th
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k
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h
at
co
n
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is
ts
o
f
in
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o
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m
ed
c
o
n
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en
t
f
o
r
m
,
d
em
o
g
r
a
p
h
ic
q
u
esti
o
n
n
air
es,
an
d
a
s
et
o
f
s
ca
les
to
g
au
g
e
t
h
e
s
tu
d
ied
v
ar
iab
les
.
T
h
e
p
ar
t
icip
an
ts
p
ar
ticip
ated
o
n
v
o
l
u
n
tar
y
b
asis
.
2
.
2
.
M
ea
s
urem
ent
T
h
e
p
r
ed
icto
r
v
ar
ia
b
le,
C
h
at
GPT
ac
ce
p
tan
ce
a
n
d
was
m
ea
s
u
r
ed
b
y
u
s
in
g
T
AM
-
b
ased
C
h
atGPT
Scale
(
T
AM
E
)
[
3
9
]
,
a
3
6
-
ite
m
s
s
ca
le
with
0
.
9
8
in
ter
n
al
c
o
n
s
is
ten
cy
r
eliab
ilit
y
with
a
s
am
p
le
item
,
“Fo
r
m
e
C
h
atGPT
i
s
a
co
n
v
en
ien
t
m
eth
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d
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ac
ce
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s
in
g
in
f
o
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atio
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.
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e
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tco
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e
v
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r
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s
o
cieta
l
m
atter
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g
,
was
g
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g
ed
b
y
u
s
in
g
th
e
Un
iv
er
s
ity
Ma
tter
in
g
Scale
[
3
7
]
was
u
s
ed
to
m
ea
s
u
r
e
th
e
s
o
cieta
l
m
atter
in
g
,
it
is
a
15
-
item
s
L
ik
er
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s
ca
le
with
0
.
9
5
C
r
o
n
b
ac
h
’
s
alp
h
a
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eliab
ilit
y
o
n
o
u
r
p
a
r
ticip
an
ts
;
o
n
e
o
f
th
e
s
am
p
le
item
s
is
“T
h
e
p
e
o
p
le
o
f
m
y
c
o
m
m
u
n
ity
p
ay
atten
tio
n
to
m
e.
”
T
h
e
m
ed
iato
r
v
a
r
iab
le,
s
elf
-
e
f
f
icac
y
was
m
ea
s
u
r
ed
wit
h
Aca
d
em
ic
Self
-
E
f
f
icac
y
s
ca
le
[
4
0
]
,
a
7
-
item
s
q
u
esti
o
n
n
air
e,
with
o
n
e
o
f
t
h
e
s
am
p
le
item
s
is
“Ho
w
well
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n
y
o
u
m
ak
e
g
o
o
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s
e
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f
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o
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r
lectu
r
er
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s
s
u
g
g
esti
o
n
s
to
w
r
ite
y
o
u
r
ass
ig
n
m
en
t?”,
a
n
d
its
C
r
o
n
b
ac
h
’
s
alp
h
a
r
eliab
ilit
y
o
n
o
u
r
p
a
r
ticip
an
ts
was 0
.
9
5
.
2.
3
.
Da
t
a
a
na
ly
s
is
Data
was
an
aly
ze
d
b
y
u
s
in
g
B
o
o
ts
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ap
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aly
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m
eth
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m
o
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el
4
with
5
,
0
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esam
p
li
n
g
at
9
5
%
co
n
f
id
en
ce
in
ter
v
al
was
co
n
d
u
cted
with
PR
O
C
E
SS
Ma
cr
o
.
f
o
r
SP
SS
2
9
.
T
h
e
m
eth
o
d
is
co
n
s
id
er
ed
r
o
b
u
s
t,
it
p
r
o
v
id
es
s
ev
er
al
k
ey
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v
a
n
tag
es,
s
u
ch
as
it
m
itig
ates
th
e
im
p
ac
t
o
f
o
u
tlier
s
an
d
s
k
ewe
d
d
is
tr
ib
u
tio
n
s
,
r
en
d
er
in
g
th
e
an
aly
s
is
less
s
u
s
ce
p
tib
le
to
v
io
latio
n
s
o
f
n
o
r
m
ality
ass
u
m
p
tio
n
s
[
4
1
]
.
W
h
en
wo
r
k
in
g
o
n
lim
ited
n
u
m
b
er
an
d
n
o
n
-
n
o
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m
ally
d
i
s
tr
ib
u
ted
s
am
p
les,
it
is
esp
ec
ially
ad
v
an
tag
e
o
u
s
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en
th
e
p
ar
ticip
an
ts
wer
e
r
ec
r
u
ited
p
u
r
p
o
s
iv
ely
[
4
2
]
.
T
h
e
u
tili
za
tio
n
o
f
5
,
0
0
0
r
esam
p
lin
g
iter
atio
n
s
in
th
e
b
o
o
ts
tr
ap
p
r
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ce
d
u
r
e
e
n
h
an
ce
s
th
e
s
tab
ilit
y
an
d
p
r
ec
is
io
n
o
f
p
ar
am
eter
esti
m
ates,
o
f
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er
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co
m
p
r
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lo
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f
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s
am
p
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d
is
tr
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u
tio
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o
f
i
n
d
ir
ec
t
e
f
f
ec
ts
.
T
hus
,
f
o
r
tify
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th
e
s
tatis
tica
l
in
f
er
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ce
s
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awn
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o
m
t
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er
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ata
in
th
e
co
n
tex
t o
f
m
ed
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n
h
y
p
o
th
es
is
[
4
3
]
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
Resul
t
s
T
h
e
r
esu
lts
o
f
th
e
PR
OC
E
S
S
Ma
cr
o
m
o
d
el
4
was c
h
o
s
en
t
o
an
aly
ze
th
e
d
ata
as th
e
m
o
d
el
is
th
e
m
o
s
t
ap
p
r
o
p
r
iate
to
o
l
t
o
test
th
e
m
e
d
iatio
n
h
y
p
o
th
esis
.
I
t
allo
ws
f
o
r
th
e
s
im
u
ltan
e
o
u
s
esti
m
atio
n
o
f
b
o
th
t
h
e
d
ir
ec
t
ef
f
ec
t
o
f
th
e
in
d
ep
e
n
d
en
t
v
ar
iab
le
o
n
th
e
d
ep
en
d
en
t
v
a
r
iab
le
(
p
ath
c)
an
d
th
e
in
d
i
r
ec
t
ef
f
ec
t
o
f
th
e
in
d
ep
en
d
en
t
v
a
r
iab
le
o
n
th
e
d
ep
en
d
en
t
v
ar
iab
le
th
r
o
u
g
h
th
e
m
ed
iato
r
(
p
ath
c
’
)
,
as
well
a
s
th
e
ef
f
ec
t
o
f
th
e
in
d
ep
en
d
en
t v
ar
ia
b
le
o
n
t
h
e
m
ed
iato
r
its
elf
(
p
ath
a)
.
T
h
e
r
esu
lts
wer
e
d
ep
icted
in
T
a
b
le
1
a
n
d
T
ab
le
2
.
3
.
1
.
1
.
P
a
t
h a
,
t
he
ef
f
ec
t
o
f
AI cha
t
bo
t
a
cc
ept
a
nce
a
nd
t
rus
t
o
n a
ca
dem
ic
s
elf
-
ef
f
ica
c
y
T
h
e
f
ir
s
t
p
ath
a
n
aly
s
is
we
co
n
d
u
cted
was
o
f
p
ath
a,
t
h
e
p
at
h
b
etwe
en
t
h
e
p
r
ed
icto
r
an
d
th
e
m
ed
iato
r
.
T
ab
les
1
-
2
s
u
g
g
ested
th
at
th
e
ac
ce
p
tan
ce
an
d
tr
u
s
t
to
war
d
s
AI
ch
atb
o
ts
s
ig
n
if
ican
tly
an
d
p
o
s
itiv
ely
p
r
ed
icts
ac
ad
em
ic
s
elf
-
ef
f
icac
y
.
I
n
o
th
er
wo
r
d
s
,
s
tu
d
en
ts
w
h
o
ac
c
ep
t
an
d
tr
u
s
t
AI
ch
atb
o
ts
m
o
r
e
ten
d
to
b
e
m
o
r
e
co
n
f
id
en
t
t
h
at
th
ey
ca
n
p
er
f
o
r
m
well
ac
ad
em
ically
.
On
e
p
o
i
n
t
in
cr
ea
s
e
o
f
th
e
ac
ce
p
tan
ce
a
n
d
tr
u
s
t
to
war
d
s
AI
ch
atb
o
ts
p
r
ed
icts
9
.
8
3
p
o
in
ts
in
cr
ea
s
e
o
f
ac
ad
e
m
ic
s
elf
-
ef
f
i
ca
cy
.
T
h
is
th
in
g
m
ig
h
t
b
e
b
e
ca
u
s
e
s
tu
d
en
ts
ca
n
lear
n
m
o
r
e
b
y
u
s
in
g
AI
c
h
atb
o
ts
,
th
ey
ca
n
cla
r
if
y
wh
at
t
h
eir
lectu
r
er
s
s
aid
,
f
in
d
i
n
g
s
im
p
le
r
ex
am
p
les,
o
r
ev
e
n
ask
th
e
ch
atb
o
t
to
s
im
p
lify
th
e
lan
g
u
ag
e
o
f
a
d
if
f
icu
lt
co
n
ce
p
t
in
to
th
e
lin
g
o
th
at
th
e
s
tu
d
en
ts
ca
n
u
n
d
er
s
tan
d
,
an
d
in
t
u
r
n
,
th
e
s
tu
d
e
n
ts
’
a
ca
d
em
ic
s
elf
-
ef
f
icac
y
is
s
ig
n
if
ican
tly
im
p
r
o
v
ed
.
Ad
d
itio
n
ally
,
T
ab
le
1
also
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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t
J
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v
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2252
-
8
8
2
2
Th
e
s
o
cia
l imp
a
ct
o
f a
r
tifi
cia
l in
tellig
en
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ch
a
tb
o
ts
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n
co
lleg
e
s
tu
d
en
ts
(
A
z
ma
n
Ha
kimi
)
13
s
u
g
g
ested
th
at
7
6
%
v
ar
ia
n
ce
o
f
th
e
im
p
r
o
v
em
en
t
i
n
ac
ad
em
i
c
s
elf
-
ef
f
icac
y
was
s
ig
n
if
ican
t
ly
ex
p
lain
ed
b
y
th
e
s
tu
d
en
ts
’
ac
ce
p
tan
ce
an
d
tr
u
s
t
to
war
d
s
AI
ch
atb
o
ts
.
T
ab
le
1
.
AI
c
h
atb
o
t a
cc
e
p
tan
c
e
an
d
tr
u
s
t o
n
ac
ad
em
ic
s
elf
-
e
f
f
icac
y
m
o
d
el
s
u
m
m
ar
y
R
R
-
sq
M
S
E
F
d
f
1
Df2
p
9
.
7
4
7
.
7
6
5
2
2
9
4
.
8
9
0
2
2
6
7
.
1
8
1
0
1
.
0
0
0
0
8
2
.
0
0
0
0
.
0
0
0
0
T
ab
le
2
.
AI
c
h
atb
o
t a
cc
e
p
tan
c
e
an
d
tr
u
s
t o
n
ac
ad
em
ic
s
elf
-
e
f
f
icac
y
m
o
d
el
M
o
d
e
l
C
o
e
f
f
Se
t
p
LLC
I
U
LC
I
C
o
n
st
a
n
t
2
9
.
3
5
0
3
6
.
7
6
5
2
4
.
3
3
8
4
.
0
0
0
0
1
5
.
8
9
2
0
4
2
.
8
0
8
6
A
I
C
B
_
A
T
.
8
3
1
3
.
0
5
0
9
.
0
0
0
0
.
7
3
0
1
.
9
3
2
5
3
.
1
.
2
.
T
he
direct
ef
f
ec
t
o
f
AI
cha
t
bo
t
a
cc
ept
a
nce
a
nd
t
rus
t
o
n
s
o
ciet
a
l
m
a
t
t
er
ing
a
nd
t
he
i
nd
irec
t
pa
t
h
t
hro
ug
h a
ca
dem
ic
s
elf
-
ef
f
ic
a
cy
T
h
e
n
ex
t p
ath
a
n
aly
s
is
was th
e
p
ath
c
an
d
c’
,
o
r
th
e
d
ir
e
ct
ef
f
ec
t o
f
AI
C
B
ac
ce
p
tan
ce
an
d
tr
u
s
t o
n
th
e
s
o
cieta
l
m
atter
in
g
,
as
well
as
i
ts
in
d
ir
ec
t
ef
f
ec
t
th
r
o
u
g
h
s
elf
-
ef
f
icac
y
.
T
h
e
r
esu
lts
ar
e
d
ep
ic
ted
in
T
a
b
le
3
an
d
T
ab
le
4
.
As
d
ep
icted
in
T
a
b
l
e
3
(
o
n
p
ath
c)
,
ac
ce
p
tan
ce
a
n
d
tr
u
s
t
to
war
d
s
AI
C
B
s
ig
n
if
ican
tly
p
r
e
d
icts
th
e
s
tu
d
en
ts
’
s
o
cieta
l
m
atter
in
g
,
wh
er
e
o
n
e
p
o
in
t
i
n
cr
em
en
t
o
f
ac
ce
p
tan
ce
a
n
d
tr
u
s
t
co
n
tr
i
b
u
ted
to
a
b
o
u
t
0
.
1
9
p
o
in
ts
im
p
r
o
v
em
e
n
t
o
f
s
o
ci
etal
m
atter
in
g
.
Fu
r
th
er
m
o
r
e,
T
ab
le
4
em
p
h
asized
th
at
th
e
ef
f
ec
t
o
f
AI
C
B
ac
ce
p
tan
ce
an
d
tr
u
s
t
is
s
tr
o
n
g
er
wh
en
th
e
s
tu
d
en
ts
’
ac
ce
p
ta
n
ce
an
d
tr
u
s
ts
to
war
d
s
AI
C
B
h
av
e
im
p
r
o
v
ed
th
eir
ac
ad
em
ic
s
elf
-
ef
f
icac
y
b
y
1
9
.
5
2
p
o
i
n
ts
.
T
h
e
f
in
d
in
g
s
s
u
g
g
ested
th
at
th
e
ac
ad
em
ic
s
elf
-
ef
f
icac
y
p
a
r
tially
m
ed
iates th
e
co
n
tr
ib
u
tio
n
o
f
a
cc
ep
tan
ce
an
d
tr
u
s
t to
war
d
s
A
I
ch
atb
o
ts
o
n
th
e
s
o
cieta
l m
att
er
in
g
.
T
ab
le
3
.
T
h
e
d
ir
ec
t e
f
f
ec
t o
f
A
I
C
B
ac
ce
p
tan
ce
an
d
tr
u
s
t o
n
s
o
cieta
l m
atter
in
g
Ef
f
e
c
t
se
t
p
LLC
I
U
LC
I
.
1
9
0
5
.
0
4
4
3
4
.
2
9
7
0
0
0
0
0
.
1
0
2
3
.
2
7
8
7
T
ab
le
4
.
T
h
e
in
d
ir
ec
t e
f
f
ec
t o
f
AI
ch
atb
o
ts
ac
ce
p
tan
ce
a
n
d
tr
u
s
t o
n
s
o
cieta
l m
atter
in
g
th
r
o
u
g
h
ac
ad
em
ic
s
elf
-
ef
f
icac
y
Ef
f
e
c
t
B
o
o
t
S
E
B
o
o
t
LLC
I
B
o
o
t
U
L
C
I
S
e
l
f
-
e
f
f
i
c
a
c
y
.
1
9
5
2
.
0
9
4
8
.
0
8
9
9
.
4
6
0
6
3
.
2
.
Dis
cus
s
io
n
T
h
e
f
in
d
in
g
s
g
e
n
er
ally
h
ig
h
li
g
h
ted
th
e
m
ain
p
r
o
b
lem
s
s
tated
in
th
e
b
eg
i
n
n
in
g
o
f
th
is
p
ap
er
.
T
h
e
p
r
esen
ce
o
f
AI
ch
atb
o
ts
,
r
ep
r
e
s
en
ted
b
y
C
h
atGPT
h
as
s
ig
n
if
i
ca
n
tly
in
cr
ea
s
ed
s
tu
d
en
ts
’
ac
a
d
em
ic
s
elf
-
ef
f
icac
y
if
th
ey
ac
ce
p
t
an
d
tr
u
s
t
it.
F
u
r
th
er
m
o
r
e,
o
u
r
f
in
d
i
n
g
s
also
o
f
f
er
e
d
s
o
m
e
ex
p
lan
atio
n
o
n
h
o
w
it
o
cc
u
r
r
ed
;
s
tu
d
en
ts
wh
o
ac
ce
p
t
a
n
d
t
r
u
s
t
th
at
C
h
atGPT
m
ig
h
t
h
elp
t
h
e
m
with
th
eir
s
tu
d
y
wo
u
l
d
lik
el
y
to
d
ev
elo
p
h
ig
h
er
ac
ad
em
ic
s
elf
-
ef
f
icac
y
,
th
ey
b
eliev
e
m
o
r
e
th
at
th
e
y
ca
n
p
er
f
o
r
m
ac
ad
em
ically
b
etter
.
C
o
n
s
eq
u
en
tly
,
t
h
is
b
elief
led
th
em
to
f
ee
l
t
h
at
th
ey
m
atter
m
o
r
e
t
o
th
eir
s
o
ciety
.
I
n
o
t
h
er
w
o
r
d
s
,
th
is
f
i
n
d
in
g
m
ig
h
t
s
o
lv
e
ac
ad
em
ic
p
r
o
b
lem
s
r
o
o
ted
f
r
o
m
th
e
co
m
m
u
n
icatio
n
g
ap
b
etwe
en
ed
u
ca
to
r
s
an
d
s
tu
d
e
n
ts
,
lo
w
ac
ad
em
ic
ef
f
icac
y
am
o
n
g
s
tu
d
en
ts
[
3
4
]
.
AI
C
B
ca
n
also
b
r
id
g
e
th
e
g
a
p
b
etwe
en
d
if
f
e
r
en
t
lear
n
in
g
an
d
teac
h
in
g
s
ty
les
b
etwe
en
th
e
s
tu
d
en
ts
an
d
ed
u
ca
to
r
s
th
at
h
av
e
b
ee
n
r
ep
o
r
t
ed
to
o
cc
u
r
f
r
eq
u
e
n
tly
am
o
n
g
ce
r
tain
co
h
o
r
ts
o
f
ed
u
ca
to
r
s
with
tech
n
o
lo
g
ical
ch
allen
g
es
[
1
5
]
–
[
1
7
]
.
I
t
ca
n
also
b
e
th
e
alter
n
ativ
e
o
f
in
f
o
r
m
atio
n
s
o
u
r
ce
s
f
o
r
th
e
s
tu
d
en
ts
[
2
9
]
.
T
h
e
ch
at
b
o
t
m
ig
h
t
ev
en
h
elp
th
e
s
tu
d
en
t
s
to
test
th
eir
lear
n
in
g
o
u
tco
m
e
b
y
g
iv
i
n
g
th
em
q
u
izze
s
[
3
0
]
.
Fu
r
th
er
m
o
r
e,
f
r
e
e
AI
C
B
s
u
ch
as
C
h
atGPT
,
G
o
o
g
le
B
ar
d
,
an
d
B
in
g
C
h
at,
m
ig
h
t
p
r
o
v
id
e
m
o
r
e
co
m
p
r
eh
e
n
s
iv
e
r
ev
iews f
o
r
s
tu
d
en
ts
wh
o
ar
e
c
o
n
d
u
ctin
g
r
ese
ar
ch
f
o
r
th
eir
p
r
o
jects,
ass
ig
n
m
en
ts
,
o
r
th
eses
.
I
n
o
th
er
wo
r
d
s
,
p
o
s
itiv
e
ac
ce
p
tan
ce
to
war
d
s
AI
C
B
m
ig
h
t
s
o
lv
e
two
m
ajo
r
is
s
u
es
ex
p
er
ien
ce
d
b
y
s
tu
d
en
ts
f
r
o
m
co
u
n
tr
ies
with
ad
v
an
ce
d
in
te
r
n
et
n
etwo
r
k
b
u
t
lack
o
f
E
n
g
lis
h
p
r
o
f
icien
cy
,
s
u
c
h
as
m
an
y
co
u
n
tr
ies
in
So
u
th
-
E
ast
Asi
a.
W
ith
lan
g
u
ag
e
b
ar
r
ier
an
d
cr
itical
th
in
k
in
g
is
s
u
es
s
o
lv
ed
,
s
t
u
d
en
ts
wo
u
ld
lik
ely
d
ev
elo
p
b
etter
c
o
n
f
id
e
n
ce
th
at
th
ey
will
p
er
f
o
r
m
ac
ad
em
i
ca
lly
well
an
d
g
ain
g
o
o
d
s
o
c
ial
s
tan
d
in
g
in
th
e
f
u
tu
r
e.
T
h
e
f
in
d
in
g
s
an
s
wer
e
d
th
e
c
o
n
ce
r
n
o
f
e
d
u
ca
to
r
s
wh
o
q
u
esti
o
n
th
e
in
clu
s
io
n
o
f
C
h
atGPT
o
r
an
y
C
h
atb
o
t
in
th
eir
teac
h
in
g
an
d
lear
n
in
g
s
y
s
tem
[
1
5
]
–
[
1
7
]
.
T
h
e
lo
wer
ac
ce
p
tan
ce
an
d
tr
u
s
t
to
war
d
s
n
ew
tech
n
o
lo
g
y
p
r
e
d
icts
f
latten
ed
p
er
f
o
r
m
an
ce
ef
f
icac
y
[
1
8
]
an
d
s
en
s
e
o
f
s
o
cieta
l
m
atter
in
g
[
1
9
]
,
[
2
0
]
.
R
ev
er
s
ely
b
u
t
ac
co
r
d
in
g
ly
,
th
e
r
esu
lts
s
u
g
g
ested
th
at
h
ig
h
e
r
ac
ce
p
tan
ce
an
d
tr
u
s
t
to
war
d
s
th
e
tech
n
o
lo
g
y
elev
ates
th
e
p
er
f
o
r
m
an
ce
ef
f
icac
y
an
d
th
er
ef
o
r
e,
th
e
s
en
s
e
th
at
o
n
e
m
atter
s
m
o
r
e
to
t
h
e
lar
g
er
s
o
ciety
[
2
2
]
.
Similar
ly
,
th
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
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:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
1
,
Feb
r
u
a
r
y
20
25
:
1
0
-
1
6
14
f
in
d
in
g
s
also
c
o
n
f
ir
m
ed
t
h
e
c
r
itical
r
ac
e
th
eo
r
y
[
1
7
]
in
a
r
ev
er
s
ed
way
.
W
h
ile
C
R
T
wh
ich
p
o
s
its
th
at
th
e
d
is
ad
v
an
tag
ed
m
e
m
b
er
s
o
f
th
e
s
o
ciety
wo
u
ld
f
ee
l
m
ar
g
in
aliz
ed
an
d
wo
r
r
ied
ab
o
u
t
b
ein
g
r
e
p
lace
d
,
o
u
r
r
esu
lts
ad
v
o
ca
ted
t
h
at
m
em
b
e
r
s
o
f
t
h
e
s
o
ciety
wh
o
ac
ce
p
t,
tr
u
s
t
an
d
em
b
r
ac
e
th
e
n
ew
tech
n
o
lo
g
y
w
o
u
ld
g
ain
s
ig
n
if
ican
tly
s
tr
o
n
g
er
ef
f
icac
y
an
d
b
elief
th
at
t
h
ey
s
ec
u
r
e
a
b
etter
s
ig
n
if
ican
ce
in
th
e
s
o
ciet
y
.
3
.
2
.
1
.
L
im
it
a
t
io
ns
T
h
er
e
ar
e
two
lim
itatio
n
s
th
at
we
n
ee
d
to
ad
d
r
ess
in
th
is
s
t
u
d
y
.
First,
m
eth
o
d
o
lo
g
ically
,
o
u
r
s
tu
d
y
was
co
n
d
u
cted
in
t
h
e
m
a
n
n
e
r
o
f
cr
o
s
s
-
s
ec
tio
n
al,
wh
ich
li
m
its
th
e
g
en
er
aliza
b
ilit
y
o
f
t
h
e
f
in
d
in
g
s
to
th
e
s
im
ilar
tim
elin
e
an
d
d
em
o
g
r
ap
h
y
.
T
h
e
p
o
s
itiv
e
attitu
d
e
o
f
Gen
-
Z
to
war
d
s
th
e
n
ew
te
ch
n
o
lo
g
y
m
ig
h
t
n
o
lo
n
g
er
h
o
ld
wh
e
n
th
e
Gen
-
Z
g
r
o
w
o
ld
er
a
n
d
f
ill th
e
p
o
s
itio
n
th
at
cu
r
r
en
tly
is
b
ei
n
g
h
el
d
b
y
th
eir
p
r
ed
ec
ess
o
r
s
;
th
ey
m
ig
h
t
b
e
r
elu
ctan
t
to
ac
c
ep
t
th
e
n
ew
tech
n
o
lo
g
y
in
th
e
f
u
tu
r
e
an
d
b
e
s
lo
wly
r
ep
lace
d
b
y
th
eir
o
f
f
s
p
r
i
n
g
g
en
er
atio
n
s
.
Fu
r
th
er
m
o
r
e,
o
u
r
f
in
d
in
g
ca
lls
f
o
r
d
ee
p
e
r
ex
p
l
an
atio
n
a
n
d
u
n
d
e
r
s
tan
d
in
g
.
W
h
ile
we
k
n
o
w
th
at
o
u
r
s
tu
d
en
ts
ca
n
d
e
v
elo
p
b
ett
er
s
o
cieta
l
m
atter
in
g
an
d
ac
ad
em
ic
ef
f
icac
y
wh
en
th
e
y
ac
ce
p
t
an
d
tr
u
s
t
AI
C
B
,
we
n
ee
d
t
o
k
n
o
w
f
u
r
th
e
r
h
o
w
th
e
m
ec
h
a
n
is
m
to
o
k
p
lace
,
s
o
we
ca
n
d
ev
elo
p
in
ter
v
e
n
tio
n
m
o
d
u
les
to
im
p
r
o
v
e
in
d
iv
id
u
als’
tech
n
o
lo
g
y
ac
ce
p
tan
ce
,
ef
f
icac
y
,
o
r
s
o
cieta
l
m
atter
in
g
.
An
o
th
er
lim
itatio
n
is
t
h
at
o
u
r
s
am
p
le
s
ize
was
lim
ited
.
Alth
o
u
g
h
t
h
e
n
u
m
b
er
was
s
u
g
g
ested
b
y
th
e
G
*
Po
wer
Sam
p
le
Size
ca
lcu
lat
o
r
,
a
lar
g
e
r
s
ize
a
n
d
m
o
r
e
v
ar
io
u
s
p
ar
ticip
an
ts
m
i
g
h
t
d
eliv
e
r
d
if
f
er
en
t
f
in
d
i
n
g
s
;
it
is
s
u
g
g
ested
f
o
r
th
e
f
u
tu
r
e
s
tu
d
ies
to
v
a
r
y
t
h
e
p
ar
ticip
an
ts
b
ased
o
n
th
ei
r
s
o
cio
-
ec
o
n
o
m
ic
s
tatu
s
,
NM
L
,
d
ig
ital
liter
ac
y
,
an
d
u
n
iv
er
s
ity
m
ajo
r
s
.
Su
ch
v
ar
iab
les,
s
u
ch
as
NM
L
an
d
d
em
o
g
r
ap
h
ic
d
ata
ca
n
also
b
e
in
clu
d
e
d
in
th
e
e
q
u
atio
n
to
s
u
g
g
est
p
r
o
p
er
in
ter
v
en
tio
n
f
o
r
p
r
o
p
er
in
d
iv
id
u
als f
r
o
m
d
i
f
f
er
en
t
b
ac
k
g
r
o
u
n
d
.
3
.
2
.
2
.
I
m
pli
ca
t
io
ns
Ou
r
f
in
d
in
g
ca
lls
f
o
r
v
ar
io
u
s
p
r
ac
tical
im
p
licatio
n
o
f
em
b
r
ac
in
g
th
e
AI
C
B
tech
n
o
lo
g
y
ad
o
p
tio
n
in
th
e
teac
h
in
g
an
d
lear
n
in
g
p
r
o
ce
s
s
.
E
d
u
ca
to
r
s
s
h
o
u
ld
let
th
e
s
tu
d
en
ts
to
u
s
e
th
e
C
h
atb
o
t
s
to
elab
o
r
ate
th
eir
class
r
o
o
m
ex
p
lan
atio
n
in
way
s
o
r
lan
g
u
ag
es
th
at
s
tu
d
en
ts
ca
n
u
n
d
er
s
tan
d
.
T
h
ey
ca
n
also
u
s
e
AI
C
B
to
as
s
is
t
th
em
tu
to
r
in
g
ce
r
tain
s
tu
d
en
ts
wh
o
n
ee
d
m
o
r
e
in
ten
s
if
ied
a
n
d
f
o
c
u
s
ed
tr
ain
in
g
s
.
I
n
s
titu
tio
n
s
s
h
o
u
ld
tak
e
th
e
ad
v
an
tag
es
o
f
AI
C
B
tech
n
o
l
o
g
y
to
m
ak
e
t
h
e
ed
u
ca
ti
o
n
m
o
r
e
in
clu
s
iv
e
b
y
b
r
id
g
in
g
t
h
e
g
ap
o
f
lan
g
u
ag
e
p
r
o
f
icien
c
y
,
k
n
o
wled
g
e
p
r
er
e
q
u
is
ite,
o
r
teac
h
in
g
a
n
d
lear
n
in
g
s
ty
les.
4.
CO
NCLU
SI
O
N
I
t
ca
n
b
e
co
n
clu
d
e
d
th
at
th
e
em
er
g
e
n
ce
o
f
th
e
h
ig
h
l
y
ac
ce
s
s
ib
le
AI
C
B
s
h
o
u
ld
n
o
t
b
e
f
ea
r
ed
o
r
r
ejec
ted
.
E
v
id
en
tly
,
f
ea
r
to
w
ar
d
s
it
m
ig
h
t
o
n
ly
b
e
th
e
r
e
p
etitio
n
o
f
h
u
m
a
n
f
ea
r
to
war
d
s
s
ea
r
ch
en
g
in
es,
in
ter
n
et,
an
d
o
th
e
r
n
ew
tech
n
o
lo
g
ies,
in
clu
d
in
g
elec
tr
icity
,
wh
ee
ls
,
an
d
f
ir
e.
Mo
s
t
o
f
th
e
f
ea
r
ca
m
e
f
r
o
m
lack
o
f
u
n
d
er
s
tan
d
in
g
to
war
d
s
th
e
tech
n
o
lo
g
y
.
T
h
e
f
in
d
in
g
s
s
h
o
wed
th
at
p
o
s
itiv
e
ac
ce
p
tan
ce
to
war
d
s
AI
C
B
i
s
s
y
n
o
n
y
m
o
u
s
with
th
e
im
p
r
o
v
em
en
t
o
f
ac
ad
em
ic
s
elf
-
ef
f
icac
y
,
an
d
ev
e
n
tu
ally
th
e
b
elief
with
in
th
e
s
tu
d
en
ts
th
at
th
ey
m
atter
f
o
r
th
eir
s
o
cie
ty
.
T
h
e
r
ef
o
r
e,
h
ig
h
er
ed
u
ca
tio
n
in
s
titu
tio
n
s
h
o
u
ld
p
la
y
th
eir
r
o
les
in
i
n
tr
o
d
u
cin
g
p
r
o
p
er
ap
p
r
o
ac
h
es
to
war
d
s
AI
C
B
’
u
s
ag
e
in
th
eir
lear
n
in
g
an
d
teac
h
in
g
p
r
o
g
r
a
m
s
to
f
o
r
t
h
e
s
o
cial
b
ef
its
o
f
th
e
s
tu
d
en
ts
an
d
th
eir
v
alu
e
in
th
e
jo
b
m
ar
k
et
o
n
ce
th
e
y
g
r
ad
u
ate
d
.
RE
F
E
R
E
NC
E
S
[
1
]
R
.
B
o
y
d
a
n
d
R
.
J
.
H
o
l
t
o
n
,
“
Te
c
h
n
o
l
o
g
y
,
i
n
n
o
v
a
t
i
o
n
,
e
mp
l
o
y
m
e
n
t
a
n
d
p
o
w
e
r
:
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o
e
s
r
o
b
o
t
i
c
s a
n
d
a
r
t
i
f
i
c
i
a
l
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n
t
e
l
l
i
g
e
n
c
e
r
e
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y
m
e
a
n
so
c
i
a
l
t
r
a
n
sf
o
r
ma
t
i
o
n
?
”
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o
u
r
n
a
l
o
f
S
o
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o
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y
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v
o
l
.
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,
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o
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,
p
p
.
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o
i
:
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1
7
7
/
1
4
4
0
7
8
3
3
1
7
7
2
6
5
9
1
.
[
2
]
R
.
M
.
O
o
s
t
h
u
i
z
e
n
,
“
T
h
e
f
o
u
r
t
h
i
n
d
u
s
t
r
i
a
l
r
e
v
o
l
u
t
i
o
n
–
smar
t
t
e
c
h
n
o
l
o
g
y
,
a
r
t
i
f
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c
i
a
l
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n
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e
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l
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n
c
e
,
r
o
b
o
t
i
c
s
a
n
d
a
l
g
o
r
i
t
h
ms:
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n
d
u
s
t
r
i
a
l
p
sy
c
h
o
l
o
g
i
s
t
s
i
n
f
u
t
u
r
e
w
o
r
k
p
l
a
c
e
s
,
”
Fro
n
t
i
e
rs
i
n
Ar
t
i
f
i
c
i
a
l
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n
t
e
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g
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c
e
,
v
o
l
.
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l
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o
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:
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0
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3
3
8
9
/
f
r
a
i
.
2
0
2
2
.
9
1
3
1
6
8
.
[
3
]
J.
D
o
mb
i
,
T.
S
y
d
o
r
e
n
k
o
,
a
n
d
V
.
Ti
mp
e
-
L
a
u
g
h
l
i
n
,
“
C
o
mm
o
n
g
r
o
u
n
d
,
c
o
o
p
e
r
a
t
i
o
n
,
a
n
d
r
e
c
i
p
i
e
n
t
d
e
s
i
g
n
i
n
h
u
m
a
n
-
c
o
mp
u
t
e
r
i
n
t
e
r
a
c
t
i
o
n
s,
”
J
o
u
rn
a
l
o
f
Pra
g
m
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t
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c
s
,
v
o
l
.
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9
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,
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p
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o
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:
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.
p
r
a
g
ma
.
2
0
2
2
.
0
3
.
0
0
1
.
[
4
]
Y
.
Le
c
u
n
,
Y
.
B
e
n
g
i
o
,
a
n
d
G
.
H
i
n
t
o
n
,
“
D
e
e
p
l
e
a
r
n
i
n
g
,
”
N
a
t
u
re
,
v
o
l
.
5
2
1
,
n
o
.
7
5
5
3
,
p
p
.
4
3
6
–
4
4
4
,
2
0
1
5
,
d
o
i
:
1
0
.
1
0
3
8
/
n
a
t
u
r
e
1
4
5
3
9
.
[
5
]
R
.
P
i
l
l
a
i
a
n
d
B
.
S
i
v
a
t
h
a
n
u
,
“
A
d
o
p
t
i
o
n
o
f
A
I
-
b
a
sed
c
h
a
t
b
o
t
s
f
o
r
h
o
s
p
i
t
a
l
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t
y
a
n
d
t
o
u
r
i
sm,”
I
n
t
e
rn
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
C
o
n
t
e
m
p
o
r
a
r
y
H
o
sp
i
t
a
l
i
t
y
M
a
n
a
g
e
m
e
n
t
,
v
o
l
.
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2
,
n
o
.
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p
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9
9
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2
6
,
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e
p
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0
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/
I
JC
H
M
-
04
-
2
0
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0
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5
9
.
[
6
]
M
.
A
s
h
f
a
q
,
J.
Y
u
n
,
S
.
Y
u
,
a
n
d
S
.
M
.
C
.
L
o
u
r
e
i
r
o
,
“
I
,
c
h
a
t
b
o
t
:
M
o
d
e
l
i
n
g
t
h
e
d
e
t
e
r
mi
n
a
n
t
s
o
f
u
sers’
sa
t
i
sf
a
c
t
i
o
n
a
n
d
c
o
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t
i
n
u
a
n
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e
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n
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t
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o
n
o
f
A
I
-
p
o
w
e
r
e
d
s
e
r
v
i
c
e
a
g
e
n
t
s,”
T
e
l
e
m
a
t
i
c
s
a
n
d
I
n
f
o
rm
a
t
i
c
s
,
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l
.
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,
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.
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e
.
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0
.
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0
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7
3
.
[
7
]
W
.
H
.
S
.
Ts
a
i
,
D
.
Lu
n
,
N
.
C
a
r
c
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o
p
p
o
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o
,
a
n
d
C
.
H
.
C
h
u
a
n
,
“
H
u
m
a
n
v
e
r
su
s
c
h
a
t
b
o
t
:
U
n
d
e
r
st
a
n
d
i
n
g
t
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e
o
f
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h
mark
e
t
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g
c
o
mm
u
n
i
c
a
t
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o
n
f
o
r
v
a
c
c
i
n
e
s,”
Ps
y
c
h
o
l
o
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y
a
n
d
M
a
rke
t
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n
g
,
v
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l
.
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o
.
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2
,
p
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o
i
:
1
0
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1
0
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/
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1
5
5
6
.
[
8
]
G
.
D
o
so
v
i
t
s
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y
,
B
.
S
.
P
i
n
e
d
a
,
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.
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.
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o
b
s
o
n
,
C
.
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h
a
n
g
,
M
.
Esc
o
r
e
d
o
,
a
n
d
E.
L
.
B
u
n
g
e
,
“
A
r
t
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f
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c
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l
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n
t
e
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l
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g
e
n
c
e
c
h
a
t
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o
t
f
o
r
d
e
p
r
e
ss
i
o
n
:
d
e
scri
p
t
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v
e
st
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d
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o
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u
sa
g
e
,
”
J
MIR
Fo
rm
a
t
i
v
e
R
e
se
a
rc
h
,
v
o
l
.
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,
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o
.
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,
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.
e
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5
,
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0
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o
i
:
1
0
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2
1
9
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/
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7
0
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5
.
[
9
]
L.
N
i
c
o
l
e
s
c
u
a
n
d
M
.
T
.
T
u
d
o
r
a
c
h
e
,
“
H
u
m
a
n
-
c
o
m
p
u
t
e
r
i
n
t
e
r
a
c
t
i
o
n
i
n
c
u
st
o
mer
serv
i
c
e
:
t
h
e
e
x
p
e
r
i
e
n
c
e
w
i
t
h
a
i
c
h
a
t
b
o
t
s
—
a
sy
st
e
ma
t
i
c
l
i
t
e
r
a
t
u
r
e
r
e
v
i
e
w
,
”
El
e
c
t
r
o
n
i
c
s
,
v
o
l
.
1
1
,
n
o
.
1
0
,
p
.
1
5
7
9
,
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y
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0
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2
,
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o
i
:
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.
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3
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l
e
c
t
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o
n
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c
s1
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9
.
[
1
0
]
Y
.
C
h
e
n
,
S
.
Je
n
se
n
,
L
.
J
.
A
l
b
e
r
t
,
S
.
G
u
p
t
a
,
a
n
d
T.
Le
e
,
“
A
r
t
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f
i
c
i
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l
i
n
t
e
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l
i
g
e
n
c
e
(
A
I
)
st
u
d
e
n
t
a
ss
i
st
a
n
t
s
i
n
t
h
e
c
l
a
s
sr
o
o
m
:
d
e
si
g
n
i
n
g
c
h
a
t
b
o
t
s t
o
su
p
p
o
r
t
st
u
d
e
n
t
s
u
c
c
e
ss,
”
I
n
f
o
rm
a
t
i
o
n
S
y
st
e
m
s F
ro
n
t
i
e
rs
,
v
o
l
.
2
5
,
n
o
.
1
,
p
p
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2
7
]
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L.
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8
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9
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3
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3
4
]
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.
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[
3
6
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.
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3
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To
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[
3
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Evaluation Warning : The document was created with Spire.PDF for Python.