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th
is
s
tu
d
y
s
h
o
ws
ef
f
ec
ts
o
f
th
e
ed
u
ca
tio
n
al
g
am
e
o
n
s
tu
d
en
ts
'
ap
titu
d
e/m
o
tiv
atio
n
f
o
r
I
s
lam
ic
co
n
ten
t
lear
n
in
g
in
class
r
o
o
m
an
d
a
co
m
p
ar
is
o
n
with
tr
ad
itio
n
al
lear
n
in
g
m
eth
o
d
s
.
Acc
o
r
d
in
g
t
o
T
lili
et
a
l
.
[
4
]
,
alth
o
u
g
h
e
d
u
ca
tio
n
al
g
am
es
ar
e
attr
ac
tin
g
a
n
d
i
n
ter
ac
tiv
e,
th
ey
ar
e
co
n
s
id
er
ed
b
lack
b
o
x
es
in
t
h
e
s
en
s
e
th
at
th
e
teac
h
er
s
ca
n
n
o
t
s
ee
h
o
w
th
eir
s
tu
d
en
ts
a
r
e
lear
n
in
g
.
Sev
er
al
r
esear
ch
er
s
h
av
e
th
o
u
g
h
t
o
f
e
x
p
lo
itin
g
th
e
b
ig
d
ata
g
e
n
er
ate
d
b
y
th
e
s
tu
d
en
t'
s
in
ter
ac
tio
n
with
th
e
ed
u
ca
tio
n
al
g
am
e
b
y
an
aly
zin
g
th
em
to
u
n
d
er
s
tan
d
th
e
m
ec
h
an
is
m
o
f
k
n
o
wled
g
e
ac
q
u
is
itio
n
.
L
ea
r
n
in
g
d
ata
an
aly
tics
is
o
f
ten
r
e
f
er
r
e
d
to
as
L
A,
wh
ic
h
is
d
ef
in
e
d
as
“th
e
m
ea
s
u
r
e
m
en
t,
co
llectio
n
,
an
aly
s
is
,
an
d
r
ep
o
r
tin
g
o
f
d
ata
ab
o
u
t
s
tu
d
en
ts
an
d
t
h
eir
co
n
t
ex
t,
with
th
e
g
o
al
o
f
u
n
d
er
s
tan
d
in
g
a
n
d
o
p
tim
izin
g
teac
h
in
g
,
lear
n
in
g
an
d
th
e
en
v
ir
o
n
m
en
ts
in
wh
ich
it
o
cc
u
r
s
”
[
5
]
,
[
6
]
.
Sch
en
eid
e
r
an
d
L
em
o
s
[
7
]
m
en
tio
n
ed
th
at
p
r
o
v
id
ed
L
A
-
b
ased
f
ee
d
b
ac
k
ca
n
h
el
p
s
tu
d
en
ts
p
er
f
o
r
m
b
etter
in
an
ed
u
ca
tio
n
al
g
am
e.
Z
en
g
et
a
l
.
[
8
]
f
u
r
th
er
m
en
tio
n
ed
th
at
L
A
in
lear
n
in
g
ca
n
h
elp
teac
h
er
s
m
o
n
ito
r
th
eir
s
tu
d
e
n
ts
,
wh
eth
e
r
th
ey
ar
e
lear
n
i
n
g
in
d
iv
i
d
u
all
y
o
r
co
llab
o
r
ativ
ely
an
d
th
er
ef
o
r
e
p
r
o
v
id
e
s
u
p
p
o
r
t
an
d
ea
r
ly
in
ter
v
e
n
tio
n
s
.
Fro
m
th
e
in
f
o
r
m
atio
n
p
r
esen
ted
in
T
ab
le
1
,
o
n
e
ca
n
s
ee
th
e
lack
o
f
atten
tio
n
g
i
v
en
to
t
h
e
d
ev
elo
p
m
en
t o
f
c
o
llab
o
r
ati
v
e
ed
u
ca
tio
n
al
g
a
m
es f
o
r
lear
n
in
g
I
s
lam
ic
co
n
ten
t
with
th
e
s
u
p
p
o
r
t
o
f
L
A;
th
is
is
th
e
m
ain
co
n
tr
ib
u
tio
n
o
f
th
is
s
tu
d
y
.
Ad
d
itio
n
ally
,
in
s
tu
d
y
b
y
Dich
ev
an
d
Dich
ev
a
[
9
]
,
wer
e
th
ey
q
u
alif
ied
g
am
if
ic
atio
n
as
a
m
an
ag
em
en
t
m
o
d
e
an
d
wh
er
e
g
am
if
icatio
n
is
n
o
lo
n
g
er
s
ee
n
as
f
leetin
g
f
ad
b
u
t
also
a
g
l
o
b
al
m
o
v
em
en
t,
th
e
n
th
er
e
ar
e
t
h
r
ee
ty
p
es
o
f
g
am
e
elem
en
ts
as
d
ep
icted
o
n
Fig
u
r
e
1
th
at
ar
e
in
v
o
lv
ed
i
n
g
a
m
if
icatio
n
(
lis
ted
i
n
d
escen
d
in
g
o
r
d
er
o
f
a
b
s
tr
ac
tio
n
)
.
E
ac
h
elem
en
t is ass
o
ciate
d
with
o
n
e
o
r
lo
wer
an
d
h
ig
h
er
-
l
ev
el
elem
en
ts
as:
i)
Dy
n
am
ics
is
th
e
h
i
g
h
er
lev
el
o
f
a
b
s
tr
ac
tio
n
.
T
h
e
m
o
s
t
im
p
o
r
tan
t
d
y
n
a
m
ics
ar
e
attac
h
m
en
ts
,
em
o
tio
n
,
n
ar
r
ativ
e,
p
r
o
g
r
ess
io
n
an
d
r
elatio
n
s
h
ip
.
ii)
Me
ch
an
is
m
s
ar
e
th
e
b
asic
p
r
o
ce
s
s
es
th
at
co
n
d
u
ct
ac
tio
n
an
d
cr
ea
te
u
s
er
in
ter
ac
tio
n
.
T
h
e
m
ec
h
an
is
m
s
ar
e
ch
allen
g
e,
lu
ck
,
co
m
p
etitio
n
,
f
ee
d
b
ac
k
,
r
eso
u
r
ce
g
ath
er
in
g
,
r
ewa
r
d
s
an
d
v
icto
r
y
s
tatu
s
es.
iii)
C
o
r
p
o
s
an
ts
ar
e
ac
h
iev
em
en
ts
,
av
atar
s
,
b
ad
g
es,
b
o
s
s
b
attles,
co
llectio
n
s
,
u
n
lo
ck
ed
co
n
ten
ts
,
d
o
n
atio
n
s
,
lead
er
b
o
ar
d
s
,
lev
els,
p
o
in
t'
s
q
u
ests
,
s
o
cial
g
r
ap
h
s
,
team
s
an
d
ch
ar
ac
ter
s
.
T
ab
le
1
.
L
ea
r
n
in
g
p
ar
am
eter
s
Le
a
r
n
i
n
g
p
a
r
a
m
e
t
e
r
s
D
e
t
a
i
l
s
Ti
me
o
f
s
o
l
v
i
n
g
a
c
t
i
v
i
t
i
e
s
S
t
u
d
e
n
t
sp
e
n
d
s
d
e
l
a
y
o
f
e
a
c
h
a
c
t
i
v
i
t
y
.
N
u
mb
e
r
o
f
w
r
o
n
g
r
e
s
p
o
n
d
s
D
u
r
i
n
g
e
a
c
h
a
c
t
i
v
i
t
y
,
h
o
w
i
s
t
h
e
n
u
m
b
e
r
o
f
w
r
o
n
g
r
e
sp
o
n
d
s
st
u
d
e
n
t
f
i
n
d
s
t
h
e
c
o
r
r
e
c
t
o
n
e
.
C
l
a
s
sr
o
o
m
t
i
m
e
Th
e
t
i
me
c
l
a
ss
s
p
e
n
t
o
n
a
c
h
i
e
v
i
n
g
a
c
o
mm
o
n
o
b
j
e
c
t
i
v
e
.
C
l
a
s
sr
o
o
m w
r
o
n
g
r
e
s
p
o
n
d
s
B
e
f
o
r
e
t
h
e
y
a
c
h
i
e
v
e
t
h
e
c
o
mm
o
n
o
b
j
e
c
t
i
v
e
,
h
o
w
i
s
t
h
e
n
u
mb
e
r
o
f
w
r
o
n
g
r
e
s
p
o
n
d
s m
a
d
e
b
y
c
l
a
ssr
o
o
m s
t
u
d
e
n
t
s
f
o
r
e
a
c
h
a
c
t
i
v
i
t
y
.
Fig
u
r
e
1
.
T
h
e
h
ier
a
r
ch
y
o
f
g
a
m
if
icatio
n
elem
en
ts
[
9
]
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
C
o
mp
u
ter s
cien
ce
a
n
d
ed
u
ca
ti
o
n
a
l g
a
mes to
en
h
a
n
cin
g
s
tu
d
en
ts
’
I
s
la
mic
co
n
ten
t le
a
r
n
in
g
(
A
h
med
Tli
li
)
997
T
o
co
n
clu
d
e,
th
is
s
tu
d
y
attem
p
ts
to
ex
ten
d
t
h
is
ar
ea
b
y
d
ev
e
lo
p
in
g
a
c
o
llectiv
e
ed
u
ca
tio
n
a
l
g
am
e
f
o
r
s
tu
d
en
t
class
r
o
o
m
o
f
ju
r
is
p
r
u
d
en
ce
d
is
cip
lin
e.
T
h
is
ed
u
ca
tio
n
al
g
am
e
ap
p
lied
d
if
f
e
r
en
t
co
l
lectiv
e
p
ar
ad
ig
m
to
im
p
r
o
v
e
s
tu
d
en
t
lear
n
in
g
.
L
A
ap
p
r
o
ac
h
es
ar
e
also
in
teg
r
ated
to
d
ev
elo
p
a
u
to
m
atic
d
ash
b
o
ar
d
s
f
o
r
teac
h
e
r
s
to
m
o
n
ito
r
t
h
eir
s
tu
d
en
ts
an
d
p
r
o
v
id
e
b
etter
r
ea
l
tim
e
in
ter
v
e
n
tio
n
s
an
d
f
o
r
s
tu
d
en
ts
to
k
ee
p
tr
ac
k
well
o
f
th
eir
lear
n
in
g
p
r
o
ce
s
s
.
2.
M
E
T
H
O
D
2
.
1
.
L
ea
rning
ba
s
ed
o
n e
du
ca
t
io
na
l g
a
m
es
C
u
r
r
en
tly
,
in
th
e
wo
r
ld
,
th
e
r
e
ar
e
v
ar
io
u
s
co
n
v
e
n
tio
n
al
m
e
th
o
d
s
o
f
lear
n
in
g
u
s
ed
as
teac
h
in
g
aid
d
ee
m
ed
s
u
itab
le
in
th
e
class
ical
ed
u
ca
tio
n
s
y
s
tem
,
b
e
it
at
al
l
class
r
o
o
m
lev
el.
T
h
e
y
ar
e
u
s
ed
as
an
alter
n
ativ
e
to
in
s
till
k
n
o
wled
g
e
in
s
tu
d
e
n
ts
u
s
in
g
v
ar
io
u
s
m
eth
o
d
s
an
d
a
p
p
r
o
ac
h
es.
E
d
u
ca
tio
n
al
g
am
e
‘g
am
if
icatio
n
’
is
a
n
ewly
m
eth
o
d
an
d
wid
ely
u
s
e
d
in
m
an
y
co
u
n
tr
ies,
wh
er
e
it
h
elp
s
to
m
o
r
e
im
p
r
o
v
e
s
tu
d
en
t
s
’
lear
n
in
g
.
His
to
r
ically
,
an
d
ac
co
r
d
i
n
g
to
wh
at
was
s
tated
in
th
e
p
ap
er
c
ited
Plu
ck
er
[
1
0
]
,
g
am
es
ar
e
c
o
n
s
id
er
ed
as
a
m
ea
n
s
o
f
en
ter
tain
m
en
t
an
d
tr
ain
in
g
b
y
en
g
ag
i
n
g
a
u
s
er
in
th
e
g
am
e.
T
h
is
f
ea
tu
r
e
p
r
o
m
p
ted
r
esear
ch
er
s
in
th
e
f
ield
to
u
s
e
g
am
in
g
tec
h
n
o
lo
g
y
in
o
th
e
r
f
ield
s
,
s
u
c
h
a
s
lear
n
in
g
n
u
r
s
in
g
th
e
tec
h
n
iq
u
es,
m
ar
k
etin
g
,
a
n
d
av
iatio
n
.
T
h
e
m
o
s
t
p
r
o
m
in
en
t
o
f
th
ese
u
s
es
is
th
e
co
n
ce
p
t
o
f
e
d
u
ca
tio
n
al
g
am
e
o
r
g
am
if
icatio
n
,
u
s
in
g
g
am
if
icatio
n
in
a
co
n
tex
t
f
ar
f
r
o
m
th
e
f
ield
o
f
g
am
es
[
1
1
]
,
[
1
2
]
.
I
n
o
th
er
wo
r
d
s
,
to
s
im
p
lify
th
e
co
n
ce
p
t
,
g
am
es e
n
g
ag
e
t
h
e
u
s
er
an
d
h
el
p
h
im
to
s
o
lv
e
in
tr
ac
tab
le
p
r
o
b
lem
s
[
1
3
]
.
I
n
th
is
d
i
r
ec
tio
n
,
th
e
c
o
n
ce
p
t
o
f
ed
u
ca
tio
n
al
g
am
e
is
o
f
te
n
s
u
g
g
ested
as
an
e
f
f
ec
tiv
e
m
eth
o
d
f
o
r
v
alu
in
g
t
h
e
lear
n
i
n
g
,
s
tak
eh
o
l
d
er
en
g
ag
em
e
n
t,
an
d
p
e
r
f
o
r
m
an
ce
o
f
o
f
f
icial
ac
to
r
s
[
1
4
]
.
I
t
is
also
p
r
o
p
o
s
ed
b
y
in
cu
lcatin
g
d
if
f
e
r
en
t
p
r
i
n
cip
le
s
o
f
p
ar
ticip
atio
n
an
d
m
o
tiv
at
io
n
in
an
y
p
u
b
lic
ac
tiv
ity
th
r
o
u
g
h
g
am
e
d
esig
n
to
o
ls
in
o
r
d
er
t
o
ac
h
iev
e
s
o
m
e
d
ev
elo
p
m
e
n
t
in
d
esire
d
b
eh
av
io
r
s
[
1
5
]
.
I
n
o
r
d
er
to
ac
h
iev
e
t
h
ese
g
o
als
;
s
ev
er
al
ex
p
er
im
en
tal
s
ettin
g
s
h
av
e
b
ee
n
d
e
v
elo
p
e
d
to
ex
p
lo
r
e
th
e
b
est
way
to
u
s
e
th
is
tech
n
o
lo
g
y
t
o
d
ir
ec
t
u
s
er
d
esire
s
in
a
s
p
ec
if
ic
d
ir
ec
tio
n
an
d
co
n
s
id
er
th
e
lev
el
o
f
its
ef
f
ec
ts
o
n
th
em
.
E
d
u
ca
tio
n
al
g
am
es
h
av
e
a
s
u
cc
ess
f
u
l
h
is
to
r
y
in
th
e
f
ield
o
f
b
u
s
in
ess
an
d
m
ar
k
etin
g
b
y
m
ain
tain
in
g
u
s
er
en
g
ag
em
en
t
an
d
s
o
cial
in
ter
ac
tio
n
s
wh
ile
en
s
u
r
in
g
th
e
q
u
ality
o
f
v
ar
io
u
s
p
r
o
ce
d
u
r
es
[
1
6
]
an
d
th
is
is
d
o
n
e
th
r
o
u
g
h
th
e
b
en
ef
its
th
at
th
e
u
s
er
r
ec
eiv
es
wh
en
ap
p
ly
in
g
f
o
r
m
em
b
er
s
h
ip
,
as
well
as th
r
o
u
g
h
p
r
o
m
o
tio
n
s
an
d
o
th
er
r
ewa
r
d
s
[
1
7
]
an
d
as
ev
id
en
ce
o
f
t
h
at
is
,
o
n
th
e
m
an
y
b
en
ef
its
o
f
ap
p
ly
in
g
g
am
if
icatio
n
tech
n
o
lo
g
y
in
v
ar
io
u
s
f
ield
s
s
u
ch
as
m
ar
k
etin
g
,
h
ea
lth
,
an
d
b
u
s
in
ess
.
T
h
er
e
ar
e
s
ev
er
al
r
ec
en
t
an
d
ex
ten
s
iv
e
ex
p
er
im
en
tal
s
tu
d
ies
th
at
th
e
r
ea
d
er
ca
n
s
ee
in
th
e
p
ap
er
[
1
8
]
.
Als
o
,
th
er
e
ar
e
n
ew
s
tr
ateg
ies
ca
lled
ad
v
er
g
am
es
wh
ich
ar
e
v
id
eo
g
am
es
th
at
o
f
f
er
ad
v
er
tis
em
en
ts
f
o
r
d
if
f
er
en
t
p
r
o
d
u
cts
an
d
ar
e
d
esig
n
ed
to
p
r
o
m
o
te
th
e
co
m
p
an
y
o
r
its
p
r
o
d
u
cts
an
d
s
er
v
ices
[
1
9
]
.
T
h
ese
ef
f
o
r
ts
an
d
o
th
er
r
esear
ch
an
d
s
tu
d
ies
in
th
is
f
ield
h
av
e
en
co
u
r
ag
ed
r
esear
ch
er
s
an
d
m
an
ag
er
s
to
u
s
e
d
if
f
er
en
t
elem
en
ts
o
f
g
am
if
icatio
n
in
th
e
f
ield
o
f
ed
u
ca
tio
n
to
im
p
r
o
v
e
s
tu
d
en
t
lear
n
in
g
,
d
u
e
to
th
e
f
ac
t
th
at
g
am
if
icatio
n
h
as
th
e
ab
ilit
y
to
im
p
r
o
v
e
p
ar
ticip
atio
n
in
v
ar
io
u
s
ac
tiv
ities
if
it
is
co
m
b
in
ed
with
ef
f
ec
tiv
e
teac
h
in
g
[
2
0
]
.
T
h
is
allo
wed
s
ev
er
al
r
esear
ch
er
s
to
n
o
te
an
im
p
r
o
v
em
en
t
in
s
tu
d
en
t p
ar
ticip
atio
n
in
g
en
er
al
at
th
e
en
d
o
f
th
e
ex
p
er
im
en
t.
2
.
2
.
L
ea
rning
a
na
ly
t
ics a
nd
cr
ea
t
iv
it
y
A
lear
n
in
g
an
aly
tics
m
ain
o
b
jectiv
e
is
lear
n
er
cr
ea
tiv
ity
d
ev
elo
p
in
g
.
Fo
r
ac
h
iev
in
g
th
is
o
b
jectiv
e,
two
m
ajo
r
co
m
p
o
n
en
ts
ar
e
n
ec
ess
ar
y
.
T
h
e
f
ir
s
t
o
n
e
is
,
ac
co
r
d
in
g
to
Pav
ó
n
[
2
1
]
,
d
en
o
ted
b
y
4
P
n
am
ely
:
p
er
s
o
n
,
p
r
o
d
u
ct,
p
r
o
ce
s
s
,
an
d
en
v
ir
o
n
m
en
t
p
r
ess
.
T
h
e
s
ec
o
n
d
co
m
p
o
n
en
t
is
th
at
cr
ea
tiv
ity
co
m
es
in
s
er
ies
o
f
s
tep
s
an
d
n
o
t
in
a
s
in
g
le
s
tep
wh
er
e
ea
ch
s
tep
h
as
a
lin
k
with
4
P
s
tep
s
.
Dich
ev
an
d
Dich
ev
a
[
9
]
d
escr
ib
e
cr
ea
tiv
ity
as a
n
in
ter
ac
tio
n
b
etwe
en
en
v
ir
o
n
m
en
t,
p
r
o
ce
s
s
an
d
ab
ilit
y
to
cr
ea
te
wh
er
eb
y
ea
ch
in
d
iv
id
u
al
o
r
th
e
g
r
o
u
p
’
s
r
esu
lts
in
a
p
r
o
d
u
ct
th
at
is
b
o
th
n
ew
an
d
co
m
p
ellin
g
as d
ef
in
ed
b
y
its
s
o
cial
ch
ar
ac
ter
[
2
2
]
,
[
2
3
]
.
Z
ilk
a
et
a
l
.
[
2
4
]
s
tated
th
at
m
o
s
t
o
f
th
e
s
tu
d
ies
u
s
ed
tr
ad
itio
n
al
to
o
ls
r
ath
er
th
an
s
elf
-
lear
n
in
g
tech
n
o
lo
g
y
to
ass
ess
th
e
lear
n
in
g
p
r
o
ce
s
s
in
g
am
es
s
u
ch
as
q
u
esti
o
n
n
air
e,
lear
n
in
g
test
s
an
d
in
ter
v
iews.
Ho
wev
er
s
o
m
e
s
tu
d
ies
co
n
d
u
cted
o
n
g
am
es
[
2
5
]
,
n
o
n
e
o
f
th
em
ad
d
r
ess
ed
th
e
p
r
o
b
lem
o
f
lear
n
in
g
I
s
lam
ic
co
n
ten
t.
T
h
is
h
ig
h
lig
h
ts
th
e
n
ee
d
f
o
r
m
o
r
e
p
r
ac
tical
r
esear
ch
in
th
is
f
ield
.
T
h
er
ef
o
r
e,
th
is
s
tu
d
y
d
ea
ls
with
th
e
d
ev
elo
p
m
en
t
o
f
a
co
llab
o
r
ativ
e
o
r
a
co
llectiv
e
ed
u
ca
tio
n
al
g
am
e
f
o
r
teac
h
in
g
I
s
lam
ic
co
n
ten
t,
wh
ich
in
teg
r
ates
LA
ap
p
r
o
ac
h
to
p
r
o
v
id
e
s
u
p
p
o
r
t f
o
r
teac
h
er
s
to
m
o
n
ito
r
s
tu
d
en
ts
wh
ile
lear
n
in
g
.
2
.
3
.
L
ea
rning
a
na
ly
t
ics des
ig
ned f
ra
m
ewo
r
k
E
n
g
k
izar
et
a
l
.
[
2
6
]
h
ig
h
lig
h
ted
s
ev
er
al
in
ter
ac
tio
n
d
ata
s
h
o
u
ld
b
e
co
llected
f
o
r
LA
ap
p
r
o
ac
h
es.
C
u
r
r
en
t
s
tu
d
y
h
as
r
elied
s
p
ec
if
ically
o
n
s
k
ill
ac
q
u
is
itio
n
th
eo
r
y
an
d
in
ter
ac
tio
n
al
th
eo
r
y
;
th
u
s
,
it
an
aly
ze
d
p
er
f
o
r
m
an
ce
d
ata
an
d
co
m
m
u
n
icatio
n
ac
tiv
ity
d
ata
r
esp
ec
tiv
ely
.
Sp
ec
if
ically
,
th
is
ca
n
h
elp
teac
h
er
s
d
is
co
v
er
s
tu
d
en
ts
lear
n
in
g
o
b
s
tacle
s
f
r
o
m
th
e
two
asp
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ts
,
th
e
lear
n
in
g
p
er
f
o
r
m
an
ce
o
f
ea
ch
s
tu
d
en
t (
in
d
iv
id
u
al
asp
ec
t)
an
d
th
e
lear
n
in
g
p
er
f
o
r
m
an
ce
o
f
th
e
wh
o
le
class
r
o
o
m
(
class
asp
ec
t)
.
As
a
r
esu
lt
o
f
m
an
ip
u
latin
g
th
ese
two
asp
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ts
,
ea
ch
teac
h
er
will h
av
e
th
e
d
etailed
in
f
o
r
m
atio
n
ab
o
u
t h
o
w
s
tu
d
en
ts
lear
n
f
r
o
m
th
ese
two
asp
ec
ts
.
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
.
2
,
Ap
r
il
20
25
:
995
-
1
003
998
T
h
e
elap
s
ed
tim
e
was
tak
en
as
lear
n
in
g
p
ar
am
eter
s
,
as
m
en
tio
n
ed
an
d
ex
p
lain
ed
in
T
ab
le
1
,
in
d
if
f
er
en
t
lear
n
in
g
p
r
o
ce
s
s
es,
alo
n
g
th
e
ac
tiv
ity
o
f
g
am
e
p
lay
in
g
,
tim
e
r
etr
y
in
g
an
d
wr
o
n
g
r
esp
o
n
d
s
ar
e
co
llected
f
o
r
ea
ch
s
tu
d
en
t
an
d
ea
ch
class
.
Fin
ally
,
th
e
co
llected
p
ar
am
eter
s
ar
e
au
to
m
atica
lly
s
av
ed
in
d
atab
ase
u
s
in
g
SP
SS
co
m
m
an
d
s
.
I
t
s
h
o
u
ld
b
e
n
o
ted
th
at
th
e
co
llab
o
r
ativ
e
ed
u
ca
tio
n
al
g
am
e
s
u
p
p
o
r
ts
u
p
to
h
u
n
d
r
ed
s
o
f
s
tu
d
en
ts
an
d
Kah
o
o
t q
u
iz
(
r
esp
o
n
s
e
an
d
q
u
esti
o
n
s
)
.
T
o
k
n
o
w
b
y
teac
h
er
s
h
o
w
s
tu
d
en
ts
ar
e
p
r
o
g
r
ess
in
g
in
th
e
g
am
e
m
o
r
e
s
p
ec
if
ically
,
a
d
ash
b
o
ar
d
is
s
y
s
tem
atica
lly
cr
ea
ted
to
d
is
p
lay
th
e
cu
r
r
en
t
ac
h
iev
em
en
ts
o
f
ea
ch
in
d
iv
id
u
al
s
tu
d
en
t
an
d
class
r
o
o
m
.
I
t
will
s
h
o
ws
co
m
p
leted
ac
tiv
ities
n
u
m
b
er
b
y
th
e
n
u
m
b
er
o
f
co
r
r
ec
t
an
d
wr
o
n
g
r
esp
o
n
d
s
.
T
h
e
n
u
m
b
er
o
f
wr
o
n
g
r
esp
o
n
d
s
g
iv
en
in
ea
ch
lear
n
in
g
ac
tiv
ity
an
d
th
e
tim
e
s
p
en
t
in
th
is
ac
tiv
ity
is
s
h
o
wed
o
n
th
e
g
am
e
d
ash
b
o
ar
d
in
o
r
d
er
to
g
iv
e
teac
h
er
s
a
g
lo
b
al
v
iew
o
n
s
tu
d
en
t d
if
f
icu
lties
an
d
to
h
elp
th
em
.
Fig
u
r
e
2
s
h
o
ws
th
e
Kah
o
o
t
d
ash
b
o
ar
d
wh
ich
d
is
p
lay
s
th
e
n
u
m
b
er
o
f
p
ar
ticip
an
ts
atten
d
ed
th
e
q
u
iz,
tim
e
an
s
wer
in
g
q
u
esti
o
n
s
,
an
d
th
e
wr
o
n
g
an
s
wer
in
g
q
u
esti
o
n
s
.
Statis
tics
,
as
s
h
o
wn
in
Fig
u
r
e
3
,
p
r
esen
ts
ab
o
u
t stu
d
en
ts
an
d
class
r
o
o
m
s
ar
e
m
ad
e
u
n
d
er
SP
SS
p
latf
o
r
m
was
d
ash
b
o
ar
d
g
en
er
ates
s
tu
d
en
t
g
r
o
u
p
in
g
as
a
lev
el
o
f
lo
w,
m
ed
iu
m
,
an
d
h
ig
h
p
er
f
o
r
m
an
ce
.
T
h
is
s
tatis
tic
d
ata,
as
d
ep
icted
o
n
Fig
u
r
e
s
3
(
a
)
an
d
(
b
)
,
p
r
o
v
id
e
teac
h
er
s
r
eq
u
ir
ed
in
ter
v
en
tio
n
m
ea
n
s
to
s
tu
d
en
ts
ac
co
r
d
in
g
to
d
if
f
er
en
t
lear
n
in
g
p
er
f
o
r
m
an
ce
b
ased
o
n
two
ch
ar
ac
ter
is
tic
ac
tiv
ity
tim
e
an
d
wr
o
n
g
r
esp
o
n
d
s
.
Stu
d
en
ts
an
d
class
r
o
o
m
s
,
in
th
is
ed
u
ca
tio
n
al
g
am
e,
r
eg
ar
d
in
g
th
eir
p
er
f
o
r
m
an
ce
s
,
ar
e
class
if
ied
in
th
r
ee
ca
teg
o
r
y
lev
els
as:
lo
w,
m
ed
iu
m
,
an
d
h
ig
h
p
er
f
o
r
m
an
ce
.
Fig
u
r
e
s
4
,
5
,
an
d
T
ab
le
2
s
h
o
ws,
r
esp
ec
tiv
ely
,
in
d
etail
th
e
s
et
o
f
q
u
esti
o
n
p
r
ev
iew
p
ag
es,
th
e
en
tire
s
tu
d
en
ts
as a
p
lay
er
tak
in
g
th
e
q
u
iz
ed
u
ca
tio
n
al
g
am
e
,
an
d
tim
e
an
s
wer
in
g
q
u
esti
o
n
d
u
r
atio
n
with
o
b
tain
ed
s
co
r
es.
Fig
u
r
e
2
.
E
x
am
p
le
o
f
Kah
o
o
t
d
ash
b
o
ar
d
(
a)
(
b
)
Fig
u
r
e
3
.
SP
SS
s
tatis
t
ics
in
(
a)
tim
e
s
p
en
d
in
s
ec
o
n
d
an
d
(
b
)
wr
o
n
g
r
esp
o
n
d
s
f
o
r
ea
ch
ac
tiv
ity
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
C
o
mp
u
ter s
cien
ce
a
n
d
ed
u
ca
ti
o
n
a
l g
a
mes to
en
h
a
n
cin
g
s
tu
d
en
ts
’
I
s
la
mic
co
n
ten
t le
a
r
n
in
g
(
A
h
med
Tli
li
)
999
Fig
u
r
e
4
.
Qu
esti
o
n
p
r
ev
iew
p
a
g
e
Fig
u
r
e
5
.
T
h
e
to
o
l SPS
S
ed
u
ca
tio
n
al
g
am
e
r
a
n
k
in
g
T
ab
le
2
.
Stu
d
e
n
t r
an
k
in
g
e
x
a
m
p
le
S
t
u
d
e
n
t
r
a
n
k
i
n
g
W
r
o
n
g
r
e
s
p
o
n
d
s
Ti
me
a
c
t
i
v
i
t
y
F
i
n
a
l
s
c
o
r
e
1
13
1
1
2
2
8
2
8
0
2
8
87
2
3
5
6
6
3
16
1
2
5
1
9
9
5
7
4
12
98
1
8
5
6
3
5
11
91
1
7
2
6
1
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
E
du
ca
t
io
na
l g
a
m
e
des
cr
iptio
n
I
n
th
is
ca
s
e
s
tu
d
y
,
we
h
av
e
f
u
ll
tak
en
as
a
s
am
p
le
two
class
es,
o
f
30
s
tu
d
en
ts
o
f
f
ir
s
t
y
ea
r
o
f
I
s
lam
ic
s
cien
ce
s
.
T
h
e
Kah
o
o
t
p
latf
o
r
m
is
u
s
ed
to
p
r
esen
t
th
e
ed
u
ca
tio
n
al
g
am
e
r
elatin
g
to
ju
r
is
p
r
u
d
en
ce
o
f
th
e
I
s
lam
ic
cu
lt.
T
h
is
ed
u
ca
tio
n
al
g
am
e
is
co
m
p
o
s
ed
o
f
th
r
ee
q
u
izze
s
as
s
h
o
wn
in
Fig
u
r
e
6
an
d
tr
u
e/f
alse
q
u
esti
o
n
s
as
s
ee
n
in
Fig
u
r
e
7
,
af
ter
th
ey
ar
e
cr
ea
ted
o
n
th
is
p
latf
o
r
m
,
an
d
ea
ch
co
n
tain
in
g
3
0
q
u
esti
o
n
s
o
n
d
if
f
er
en
t
s
u
b
jects
o
f
th
e
ju
r
is
p
r
u
d
en
ce
o
f
th
e
I
s
lam
ic
cu
lt
(
p
u
r
if
icatio
n
,
p
r
ay
er
,
an
d
f
asti
n
g
)
.
T
im
e
lim
it
f
o
r
ea
ch
q
u
esti
o
n
is
s
et
f
r
o
m
0
to
2
0
s
ec
o
n
d
s
.
T
h
e
to
tal
d
u
r
atio
n
is
ab
o
u
t
1
0
m
in
u
tes,
b
u
t
it
d
ep
en
d
s
o
n
th
e
s
p
ee
d
o
f
th
e
lear
n
er
s
'
an
s
wer
s
.
W
h
o
ev
er
r
esp
o
n
d
co
r
r
ec
tly
an
d
th
e
f
astes
t
g
ets
th
e
m
o
s
t
p
o
in
ts
.
I
n
th
is
ca
s
e,
if
s
o
m
eo
n
e
d
o
es
n
o
t
r
esp
o
n
d
,
th
ey
d
o
n
o
t
r
ec
eiv
e
an
y
p
o
in
t.
I
n
ad
d
itio
n
,
th
e
lear
n
er
s
r
an
k
in
g
is
v
is
ib
le
af
ter
ea
ch
q
u
esti
o
n
an
d
th
e
p
o
d
iu
m
is
p
r
esen
ted
at
th
e
en
d
o
f
th
e
g
am
e.
W
h
o
ev
er
g
ets
th
e
m
o
s
t
p
o
in
ts
win
s
.
I
n
th
is
way
,
th
e
g
am
e
p
r
esen
tin
g
is
m
ad
e
b
y
teac
h
er
to
s
tu
d
en
ts
in
b
o
th
class
es.
Stu
d
en
ts
in
ea
ch
class
h
av
e
ex
ac
tly
45
m
in
u
tes to
an
s
wer
th
e
q
u
esti
o
n
s
in
th
e
q
u
iz.
T
h
e
lear
n
in
g
p
r
o
ce
s
s
was f
o
r
an
h
o
u
r
an
d
a
h
alf
f
o
r
ea
ch
class
an
d
th
e
wh
o
le
g
am
e
in
clu
d
ed
30
q
u
esti
o
n
s
.
T
ab
le
3
p
r
esen
ts
a
co
m
p
ar
is
o
n
b
etwe
en
m
ain
s
tu
d
y
in
th
is
f
ield
an
d
p
r
o
v
id
es o
f
s
o
m
e
ed
u
ca
tio
n
al
g
am
es g
ea
r
ed
to
teac
h
in
g
I
s
lam
ic
co
n
ten
ts
.
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
.
2
,
Ap
r
il
20
25
:
995
-
1
003
1000
Fig
u
r
e
6
.
Qu
iz
q
u
esti
o
n
s
Fig
u
r
e
7
.
T
r
u
e/f
alse ty
p
e
q
u
esti
o
n
T
ab
le
3
.
C
o
m
p
a
r
ativ
e
ed
u
ca
tio
n
al
g
am
e
i
n
I
s
lam
ic
co
n
ten
t l
ea
r
n
in
g
Ed
u
c
a
t
i
o
n
a
l
g
a
m
e
Ta
u
g
h
t
I
sl
a
m
i
c
c
o
n
t
e
n
t
Le
a
r
n
i
n
g
t
y
p
e
I
n
t
e
g
r
a
t
e
LA
R
a
h
ma
n
e
t
a
l
.
[
2
7
]
I
sl
a
mi
c
l
a
w
o
f
Z
a
k
a
t
I
n
d
i
v
i
d
u
a
l
No
S
e
ma
n
e
t
a
l
.
[
2
8
]
Ta
k
a
f
u
l
i
n
I
sl
a
m
I
n
d
i
v
i
d
u
a
l
No
N
o
o
r
e
t
a
l
.
[
2
9
]
Ta
j
w
e
e
d
l
e
a
r
n
i
n
g
I
n
d
i
v
i
d
u
a
l
No
En
g
k
i
z
a
r
e
t
a
l
.
[
30
]
I
n
t
e
g
r
a
t
i
n
g
I
C
T
i
n
I
sl
a
m
i
c
s
t
u
d
y
//
No
A
h
ma
d
e
t
a
l
[
31
]
G
a
mi
f
i
c
a
t
i
o
n
i
n
H
a
l
a
l
c
o
n
t
e
x
t
c
o
l
l
e
c
t
i
v
e
No
Qu
iz
is
th
e
q
u
esti
o
n
n
air
e
with
m
u
ltip
le
r
esp
o
n
d
s
an
d
awa
r
d
in
g
o
f
p
o
in
ts
.
T
r
u
e/f
alse
a
s
tatem
en
t
o
r
s
u
g
g
esti
o
n
s
is
an
s
wer
ed
tr
u
e
o
r
f
alse.
W
ith
Kah
o
o
t p
latf
o
r
m
,
we
ca
n
ex
ec
u
te
all
task
s
as m
en
tio
n
ed
[
3
2
]
:
−
Sli
d
e:
we
ad
d
in
f
o
r
m
atio
n
b
etwe
en
th
e
q
u
esti
o
n
s
(
less
o
n
s
,
e
x
p
lan
atio
n
s
)
−
Po
ll: ask
p
lay
er
s
to
ch
o
o
s
e
f
r
o
m
u
p
to
4
r
e
v
iews
−
Fre
e
an
s
wer
: p
lay
er
s
m
u
s
t e
n
t
er
a
s
h
o
r
t c
o
r
r
ec
t a
n
s
wer
−
Pu
zz
le:
p
lay
er
s
m
u
s
t p
u
t th
e
a
n
s
wer
s
in
th
e
co
r
r
ec
t
o
r
d
er
−
Qu
iz
an
d
au
d
io
: w
r
ite
a
q
u
iz
q
u
esti
o
n
to
r
ea
d
alo
u
d
−
W
o
r
d
clo
u
d
: le
t p
a
r
ticip
an
ts
e
x
p
r
ess
th
eir
o
p
in
i
o
n
in
a
f
ew
wo
r
d
s
−
Op
en
q
u
esti
o
n
:
p
lay
er
s
m
u
s
t
wr
ite
a
lo
n
g
f
r
ee
an
s
wer
−
B
r
ain
s
to
r
m
in
g
: g
ath
er
,
g
r
o
u
p
,
d
is
cu
s
s
an
d
v
o
te
o
n
id
ea
s
Af
ter
th
e
teac
h
er
s
m
ad
e
th
e
p
r
esen
tatio
n
o
f
th
e
lear
n
in
g
g
am
e
to
s
tu
d
en
ts
,
th
en
th
e
s
tatin
g
o
f
th
e
cr
ea
tio
n
o
f
ed
u
ca
tio
n
al
g
am
e
ca
n
b
ec
am
e
an
d
wh
ich
co
n
s
is
ts
o
f
two
k
in
d
s
o
f
q
u
esti
o
n
s
:
q
u
iz
an
d
tr
u
e/f
alse
q
u
esti
o
n
s
.
W
e
to
o
k
,
o
n
Fig
u
r
es
8
an
d
9
,
as
a
p
r
ac
tical
ca
s
e
o
f
s
tu
d
y
a
s
et
o
f
q
u
esti
o
n
o
n
ju
r
is
p
r
u
d
en
ce
o
f
th
e
cu
lt
(
p
u
r
ity
an
d
p
r
ay
er
)
[
3
3
]
,
tak
en
f
r
o
m
th
e
less
o
n
s
o
f
th
e
I
s
lam
ic
s
cien
ce
s
f
ir
s
t
y
ea
r
class
r
o
o
m
.
Stu
d
en
ts
h
av
e
in
o
r
d
er
to
s
elf
-
ev
alu
ate
th
eir
ex
p
er
ien
ce
s
o
n
ce
th
e
q
u
iz
is
f
in
is
h
ed
,
we
ca
n
u
s
e
th
e
p
r
ev
iew
o
p
tio
n
an
d
if
we
ar
e
s
atis
f
ied
with
o
u
r
q
u
iz,
ju
s
t
we
m
u
s
t
click
o
n
th
e
Sav
e
b
u
tto
n
an
d
th
e
q
u
iz
as
m
en
tio
n
ed
o
n
Kah
o
o
t
Fig
u
r
es 1
0
an
d
1
1
will b
e
ad
d
ed
in
th
e
lib
r
ar
y
an
d
ca
n
b
e
test
ed
,
p
lay
ed
o
r
s
h
ar
ed
with
o
th
er
s
.
Fig
u
r
e
8
.
Kah
o
o
t
o
f
j
u
r
is
p
r
u
d
e
n
ce
o
f
I
s
lam
ic
cu
lt c
r
ea
ted
b
y
th
e
p
latf
o
r
m
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
C
o
mp
u
ter s
cien
ce
a
n
d
ed
u
ca
ti
o
n
a
l g
a
mes to
en
h
a
n
cin
g
s
tu
d
en
ts
’
I
s
la
mic
co
n
ten
t le
a
r
n
in
g
(
A
h
med
Tli
li
)
1001
Fig
u
r
e
9
.
Kah
o
o
t settin
g
s
(
i
n
t
h
e
s
ettin
g
s
p
an
el,
we
ca
n
e
n
ter
th
e
Kah
o
o
t title,
Kah
o
o
t d
escr
ib
in
g
,
an
d
lan
g
u
a
g
e
)
Fig
u
r
e
1
0
.
Kah
o
o
t
q
u
iz
k
i
n
d
q
u
esti
o
n
s
Fig
u
r
e
1
1
.
Kah
o
o
t tr
u
e/f
alse k
in
d
q
u
esti
o
n
s
3
.
2
.
E
x
perim
ent
a
l r
esu
lt
s
T
o
b
etter
u
n
d
er
s
tan
d
h
o
w
th
e
ed
u
ca
tio
n
al
g
am
e
co
u
ld
im
p
r
o
v
e
th
e
lear
n
in
g
p
er
f
o
r
m
an
ce
o
f
s
tu
d
en
ts
,
teac
h
er
s
an
d
s
tu
d
en
ts
wer
e
in
v
ited
to
an
s
wer
an
d
co
m
p
lete
a
q
u
esti
o
n
n
air
e
r
elatin
g
to
th
e
lear
n
in
g
p
r
o
ce
s
s
th
r
o
u
g
h
g
am
if
icatio
n
tech
n
iq
u
e
an
d
th
e
g
iv
en
r
esp
o
n
d
s
wer
e
an
aly
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u
r
e
1
2
.
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r
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1
3
.
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an
d
s
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[
3
4
]
,
[
3
5
]
,
wh
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ca
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.
An
im
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:
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is
p
r
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in
liter
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r
e,
wh
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.
18
2
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co
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ag
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with
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tech
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iq
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tu
d
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wh
o
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s
ed
class
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in
g
m
eth
o
d
.
RE
F
E
R
E
NC
E
S
[
1
]
Đ
.
N
a
d
r
l
j
a
n
s
k
i
,
M
.
N
a
d
r
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M
.
P
a
v
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i
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Pr
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ss
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.
2
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.
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.
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L.
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.
Ja
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E
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s.
C
h
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m:
S
p
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6
6
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_
2
.
[
2
]
M
.
K
a
k
h
k
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a
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v
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a
n
d
S
.
T
u
y
c
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v
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,
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I
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e
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a
n
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p
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g
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h
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h
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-
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p
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4
I
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C
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m
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S
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s
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1
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.
[
3
]
S
.
S
u
b
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a
sh
a
n
d
E.
A
.
C
u
d
n
e
y
,
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a
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n
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d
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t
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:
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C
o
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p
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i
n
H
u
m
a
n
B
e
h
a
v
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,
v
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l
.
8
7
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p
p
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1
9
2
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O
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t
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2
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d
o
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:
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1
6
/
j
.
c
h
b
.
2
0
1
8
.
0
5
.
0
2
8
.
[
4
]
A
.
Tl
i
l
i
,
M
.
A
.
A
d
a
r
k
w
a
h
,
S
.
S
a
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,
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,
K
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sh
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k
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a
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d
D
.
B
u
r
g
o
s,
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Th
e
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f
f
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c
t
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.
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