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tec
h
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y
a
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d
it
s
a
p
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li
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o
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c
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ti
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ts an
o
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it
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p
re
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tea
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e
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o
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c
o
rp
o
ra
te i
t
in
to
th
e
lea
rn
i
n
g
p
r
o
c
e
ss
,
p
a
rti
c
u
larly
in
sc
ien
c
e
su
b
jec
ts
wit
h
a
b
stra
c
t
a
n
d
m
icro
sc
o
p
ic
m
a
teria
ls.
Ho
we
v
e
r,
th
e
a
d
o
p
ti
o
n
o
f
AR
tec
h
n
o
lo
g
y
a
m
o
n
g
p
re
-
se
rv
ice
tea
c
h
e
rs
re
m
a
in
s
su
b
o
p
ti
m
a
l.
Th
e
re
fo
re
,
th
is
st
u
d
y
a
ims
t
o
a
n
a
l
y
z
e
th
e
fa
c
to
rs
in
f
lu
e
n
c
i
n
g
p
re
-
se
rv
ice
tea
c
h
e
rs
’
a
d
o
p
ti
o
n
o
f
AR
i
n
sc
ien
c
e
lea
rn
in
g
.
By
e
m
p
l
o
y
in
g
p
a
rti
a
l
l
e
a
st
sq
u
a
re
s
stru
c
tu
ra
l
e
q
u
a
ti
o
n
m
o
d
e
li
n
g
,
we
g
a
th
e
re
d
2
1
1
re
sp
o
n
se
s
th
r
o
u
g
h
a
q
u
e
sti
o
n
n
a
ire.
T
h
e
d
e
v
e
lo
p
e
d
m
o
d
e
l
h
a
s
m
e
t
th
e
c
rit
e
ria
o
f
v
a
li
d
i
ty
a
n
d
re
li
a
b
il
it
y
.
T
h
e
stu
d
y
’
s
fi
n
d
in
g
s
re
v
e
a
l
th
a
t
p
e
rc
e
iv
e
d
c
o
n
tr
o
l
a
n
d
lea
rn
i
n
g
c
o
n
ten
t
si
g
n
ifi
c
a
n
t
ly
in
f
lu
e
n
c
e
b
e
h
a
v
i
o
ra
l
in
ten
ti
o
n
,
wh
il
e
v
is
u
a
l
a
tt
ra
c
ti
o
n
a
n
d
k
n
o
wle
d
g
e
-
a
b
il
it
y
d
o
n
o
t.
Cl
e
a
rly
,
th
e
ir
fo
c
u
s
is
o
n
p
e
d
a
g
o
g
ica
ll
y
im
p
lem
e
n
ti
n
g
AR
tec
h
n
o
lo
g
y
ra
th
e
r
t
h
a
n
v
is
u
a
ll
y
d
e
v
e
lo
p
in
g
it
.
T
h
u
s,
it
is
re
c
o
m
m
e
n
d
e
d
t
o
p
ro
v
id
e
trai
n
in
g
f
o
r
p
re
-
se
rv
ice
tea
c
h
e
rs
to
a
p
p
l
y
AR
sc
ien
c
e
b
e
c
a
u
se
m
a
n
y
o
f
th
e
m
n
e
e
d
a
n
u
n
d
e
rsta
n
d
in
g
o
f
in
te
g
ra
ti
n
g
th
is
tec
h
n
o
l
o
g
y
a
s
a
sc
ien
c
e
le
a
rn
in
g
m
e
d
ia.
T
h
i
s
re
se
a
rc
h
imp
li
e
s
o
ffe
rin
g
i
n
sig
h
tf
u
l
a
n
a
ly
sis
a
n
d
p
ra
c
ti
c
a
l
su
g
g
e
sti
o
n
s
fo
r
t
h
e
su
c
c
e
ss
fu
l
in
teg
ra
ti
o
n
o
f
AR
tec
h
n
o
l
o
g
y
in
to
sc
ien
c
e
lea
rn
in
g
,
e
sp
e
c
ially
b
y
a
d
d
re
ss
in
g
th
e
v
a
riab
les
a
ffe
c
ti
n
g
it
s u
p
tak
e
.
K
ey
w
o
r
d
s
:
Au
g
m
en
ted
r
ea
lity
Kn
o
wled
g
e
-
ab
ilit
y
L
ea
r
n
in
g
c
o
n
ten
t
Per
ce
iv
ed
co
n
tr
o
l
Pre
-
s
er
v
ice
teac
h
er
s
Scien
ce
lear
n
in
g
Vis
u
al
attr
ac
tio
n
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
:
Nad
i Su
p
r
ap
to
Dep
ar
tm
en
t o
f
Ph
y
s
ics E
d
u
ca
t
io
n
,
Un
iv
er
s
itas
Neg
er
i Su
r
ab
ay
a
Gay
u
n
g
an
,
Su
r
ab
a
y
a
6
0
2
3
1
,
I
n
d
o
n
esia
E
m
ail: n
ad
is
u
p
r
ap
to
@
u
n
esa.
a
c.
id
1.
I
NT
RO
D
UCT
I
O
N
Au
g
m
en
ted
r
ea
lity
(
AR
)
r
ep
r
esen
ts
a
r
ap
id
ly
g
r
o
win
g
im
p
ac
t
o
f
tech
n
o
lo
g
ical
ad
v
an
ce
m
en
ts
wo
r
ld
wid
e
[
1
]
.
I
ts
f
ar
-
r
ea
ch
i
n
g
in
f
lu
en
c
e
ex
ten
d
s
to
v
ar
i
o
u
s
f
ield
s
,
p
ar
ticu
lar
ly
in
e
d
u
ca
tio
n
[
2
]
.
Du
e
p
r
im
ar
ily
t
o
m
a
n
y
s
tu
d
e
n
ts
e
n
co
u
n
ter
i
n
g
c
h
allen
g
es
in
lea
r
n
in
g
,
esp
ec
ially
in
s
u
b
jects
d
em
an
d
in
g
s
tr
o
n
g
v
is
u
aliza
tio
n
s
k
ills
lik
e
s
cien
c
e,
AR
tech
n
o
lo
g
y
ca
n
s
er
v
e
as
a
v
iab
le
s
o
lu
tio
n
t
o
e
n
h
an
ce
t
h
eir
u
n
d
er
s
tan
d
i
n
g
[
3
]
.
B
y
h
a
r
n
ess
in
g
th
e
ab
ilit
y
to
o
v
e
r
lay
v
ir
t
u
al
in
f
o
r
m
a
tio
n
o
n
to
t
h
e
r
ea
l
wo
r
l
d
,
A
R
tech
n
o
lo
g
y
ca
n
p
o
ten
tially
im
m
er
s
e
s
tu
d
en
ts
in
au
th
en
tic
lear
n
in
g
en
v
ir
o
n
m
en
ts
.
Scien
ce
ed
u
ca
tio
n
ca
n
b
ec
o
m
e
g
e
n
u
in
el
y
en
g
ag
in
g
an
d
m
ea
n
in
g
f
u
l w
h
e
n
g
r
o
u
n
d
e
d
in
e
x
p
er
ien
ce
s
r
ele
v
an
t to
th
e
s
tu
d
e
n
ts
.
On
e
ef
f
ec
tiv
e
ap
p
r
o
ac
h
is
th
r
o
u
g
h
s
im
u
latio
n
s
an
d
v
is
u
aliza
tio
n
s
,
p
r
o
v
id
in
g
a
f
o
u
n
d
atio
n
f
o
r
ex
p
er
ien
tial
lear
n
in
g
b
y
m
o
d
ellin
g
co
m
p
lex
r
ea
l
-
wo
r
ld
s
y
s
tem
s
.
T
h
is
en
ab
les
s
tu
d
en
ts
to
ex
p
er
im
en
t
with
s
y
s
tem
s
,
m
an
ip
u
late
p
a
r
am
ete
r
s
,
o
r
p
ar
ticip
ate
in
t
h
em
wh
i
le
o
b
s
er
v
in
g
o
u
tco
m
es
[
4
]
.
A
R
ap
p
licatio
n
s
ca
n
cr
ea
te
an
illu
s
io
n
o
f
u
s
er
s
ex
p
er
ien
cin
g
r
ea
l
ev
e
n
ts
o
r
p
h
e
n
o
m
en
a,
s
tim
u
latin
g
m
o
tiv
atio
n
an
d
en
g
ag
em
e
n
t
[
5
]
.
T
h
e
v
e
r
s
atility
o
f
AR
all
o
ws
s
tu
d
en
ts
to
v
iew
an
d
m
an
ip
u
late
lear
n
in
g
m
ater
ials
f
r
o
m
v
ar
io
u
s
an
g
les,
en
h
an
cin
g
th
eir
u
n
d
er
s
tan
d
i
n
g
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
F
a
cto
r
s
a
ffectin
g
p
r
e
-
s
ervice
tea
ch
ers
to
a
d
o
p
t
a
u
g
me
n
ted
r
ea
lity in
s
cien
ce
lea
r
n
in
g
(
I
q
b
a
l A
in
u
r
R
iz
ki)
863
T
h
e
in
teg
r
atio
n
o
f
AR
in
to
ed
u
ca
tio
n
n
o
t
o
n
ly
aid
s
s
tu
d
en
ts
b
u
t
also
as
s
is
t
s
teac
h
er
s
in
f
o
s
ter
in
g
in
ter
ac
tio
n
.
AR
o
f
f
er
s
a
n
o
v
el
ed
u
ca
tio
n
al
ex
p
er
ien
ce
,
m
ak
in
g
lear
n
in
g
m
o
r
e
ef
f
ec
tiv
e
an
d
in
ter
ac
tiv
e,
esp
ec
ially
in
th
e
p
o
s
t
-
C
OVI
D
-
19
p
an
d
e
m
ic
[
6
]
.
I
t
is
u
s
er
-
f
r
ien
d
ly
an
d
co
s
t
-
ef
f
ec
tiv
e
,
alig
n
in
g
with
th
e
ad
ju
s
tm
en
t
to
n
ew
lear
n
in
g
h
ab
its
.
I
n
th
e
f
ield
o
f
s
cien
ce
ed
u
ca
tio
n
,
s
tr
ateg
ies
co
m
b
in
i
n
g
AR
tech
n
o
lo
g
y
with
lap
to
p
s
a
n
d
tex
tb
o
o
k
s
h
av
e
e
v
o
lv
ed
[
7
]
,
[
8
]
.
E
m
p
i
r
ical
ev
id
en
ce
p
r
esen
ted
t
h
at
u
tili
zin
g
AR
ca
n
s
ig
n
if
ican
tly
en
h
a
n
ce
m
o
tiv
ati
o
n
[
9
]
an
d
lear
n
in
g
o
u
tc
o
m
es
[
1
0
]
in
a
s
cien
ce
co
u
r
s
e.
I
n
s
p
ite
o
f
th
e
r
ap
i
d
d
e
v
elo
p
m
en
t
o
f
AR
tech
n
o
l
o
g
y
an
d
i
ts
g
r
o
win
g
b
en
ef
it
alo
n
g
s
id
e
ac
ce
p
tan
ce
am
o
n
g
s
tu
d
en
ts
,
th
er
e
r
em
ai
n
s
o
m
e
d
is
cr
ep
an
cies.
T
ea
ch
er
s
,
f
o
r
in
s
tan
ce
,
d
o
n
o
t
co
n
s
is
ten
tly
in
co
r
p
o
r
ate
AR
in
to
s
cien
ce
less
o
n
s
,
h
in
d
er
in
g
its
p
o
ten
tial
im
p
ac
t
[
1
1
]
.
Hen
ce
,
th
e
lev
el
o
f
ad
o
p
tin
g
AR
in
ed
u
ca
tio
n
r
em
ain
s
u
n
s
atis
f
ac
to
r
y
[
1
2
]
.
On
th
e
o
th
e
r
h
a
n
d
,
i
n
teg
r
ati
n
g
AR
in
to
s
cien
ce
lear
n
in
g
n
o
t
o
n
ly
b
en
ef
its
s
tu
d
en
ts
b
u
t
also
h
elp
s
p
r
e
-
s
er
v
ice
s
cien
ce
teac
h
er
s
(
PS
T
s
)
d
ev
elo
p
t
h
eir
tech
n
o
lo
g
y
s
k
ills
,
cr
ea
tiv
e
teac
h
in
g
m
eth
o
d
s
,
an
d
ad
a
p
tab
ilit
y
in
th
e
class
r
o
o
m
,
m
ak
in
g
th
e
m
b
etter
-
eq
u
ip
p
e
d
ed
u
ca
to
r
s
f
o
r
th
e
f
u
tu
r
e
[
1
3
]
.
Var
io
u
s
f
ac
to
r
s
in
f
l
u
en
ce
PS
T
s
’
ac
ce
p
tan
ce
an
d
b
e
h
av
io
r
al
in
ten
tio
n
(
B
I
)
to
u
s
e
AR
.
As
a
r
esu
lt,
it
is
im
p
er
ativ
e
to
id
e
n
tify
th
e
d
eter
m
in
an
ts
af
f
ec
tin
g
AR
ad
o
p
tio
n
am
o
n
g
PS
T
s
.
T
h
is
r
esear
ch
co
n
tr
ib
u
tes
v
alu
ab
le
in
s
ig
h
ts
an
d
r
ec
o
m
m
en
d
atio
n
s
f
o
r
th
e
ef
f
ec
tiv
e
im
p
lem
en
tatio
n
o
f
AR
tech
n
o
lo
g
y
i
n
s
cien
ce
ed
u
ca
tio
n
,
p
ar
ticu
lar
ly
b
y
a
d
d
r
ess
in
g
th
e
f
ac
to
r
s
in
f
lu
e
n
cin
g
its
ad
o
p
tio
n
.
T
h
is
s
tu
d
y
’
s
o
b
j
ec
tiv
e
is
to
id
en
tify
th
e
f
ac
to
r
s
af
f
ec
tin
g
PS
T
s
to
ad
o
p
t A
R
in
s
cien
ce
lear
n
in
g
.
2.
L
I
T
E
R
AT
U
RE
R
E
VI
E
W
2
.
1
.
Vis
ua
l
a
t
t
r
a
ct
io
n
Vis
u
al
attr
ac
tio
n
(
VA)
r
ef
er
s
to
th
e
d
eg
r
ee
to
wh
ich
th
e
v
is
u
al
asp
ec
ts
o
f
AR
ap
p
licatio
n
s
,
s
u
ch
as
g
r
ap
h
ics,
an
im
atio
n
s
,
an
d
o
v
er
all
v
is
u
al
ap
p
ea
l,
ca
p
tiv
ate
an
d
en
g
a
g
e
u
s
er
s
[
1
4
]
.
Vis
u
a
l
attr
ac
tio
n
p
lay
s
a
s
ig
n
if
ican
t
r
o
le
in
AR
ad
o
p
tio
n
b
ec
au
s
e
it
in
f
lu
en
ce
s
h
o
w
u
s
er
s
p
er
ce
iv
e
an
d
in
ter
ac
t
with
AR
co
n
ten
t
[
1
5
]
.
T
h
er
e
is
e
v
id
en
ce
to
s
u
g
g
est
th
at
th
e
v
is
u
al
attr
ac
tiv
en
ess
o
f
AR
ca
n
af
f
ec
t
its
ad
o
p
t
io
n
.
Fo
r
in
s
tan
ce
,
im
p
lem
en
tin
g
AR
tech
n
o
lo
g
y
in
m
o
b
ile
s
h
o
p
p
in
g
ca
n
m
a
k
e
th
e
d
ig
ital
s
h
o
p
p
in
g
ex
p
er
ien
c
e
m
o
r
e
ef
f
icien
t
b
y
p
r
o
v
id
i
n
g
v
is
u
al
an
d
tactile
in
f
o
r
m
atio
n
ab
o
u
t
p
r
o
d
u
cts,
wh
ich
ca
n
in
cr
ea
s
e
co
n
s
u
m
e
r
r
esp
o
n
s
es
[
1
6
]
.
Ad
d
itio
n
ally
,
s
ch
o
lar
s
h
a
v
e
f
o
u
n
d
th
at
AR
ca
n
im
p
r
o
v
e
s
tu
d
en
ts
'
attr
ac
tio
n
to
lear
n
in
g
m
ec
h
a
n
is
m
s
b
y
in
cr
ea
s
in
g
co
n
ten
t
u
n
d
er
s
tan
d
in
g
an
d
lo
n
g
-
ter
m
m
em
o
r
y
r
e
ten
tio
n
[
1
7
]
.
T
h
u
s
,
th
e
h
y
p
o
th
esis
wa
s
p
r
o
p
o
s
ed
:
Vis
u
al
attr
ac
tio
n
p
o
s
itiv
ely
in
f
lu
en
ce
s
b
eh
av
io
r
al
in
ten
tio
n
(
H1
)
.
2
.
2
.
K
no
wledg
e
-
a
bil
it
y
Kn
o
wled
g
e
-
ab
ilit
y
(
KA)
ty
p
i
ca
lly
in
d
icate
s
an
in
d
iv
id
u
al'
s
o
r
u
s
er
'
s
ca
p
ac
ity
o
r
co
m
p
eten
ce
to
ef
f
ec
tiv
ely
ac
q
u
ir
e,
u
n
d
e
r
s
tan
d
,
an
d
ap
p
l
y
k
n
o
wled
g
e
an
d
in
f
o
r
m
atio
n
p
r
esen
ted
th
r
o
u
g
h
AR
tech
n
o
l
o
g
y
[
1
8
]
,
[
1
9
]
.
T
h
is
co
n
ce
p
t
en
c
o
m
p
ass
es
v
ar
io
u
s
asp
ec
ts
o
f
a
PS
T
s
’
ab
ilit
y
to
in
ter
ac
t
with
AR
s
y
s
tem
s
an
d
th
e
k
n
o
wled
g
e
r
eq
u
ir
ed
to
m
ak
e
m
ea
n
in
g
f
u
l
u
s
e
o
f
th
e
tec
h
n
o
l
o
g
y
[
2
0
]
,
p
o
s
s
ib
ly
af
f
ec
tin
g
teac
h
er
s
’
ad
o
p
tio
n
o
f
AR
.
Pro
f
icien
cy
in
AR
tech
n
o
lo
g
y
e
n
h
an
ce
s
th
eir
teac
h
i
n
g
ef
f
icac
y
b
y
em
p
l
o
y
in
g
i
n
n
o
v
ativ
e
to
o
ls
an
d
m
eth
o
d
s
th
at
en
g
ag
e
s
tu
d
e
n
ts
ef
f
ec
tiv
ely
,
m
a
k
in
g
s
cien
ce
le
ar
n
in
g
m
o
r
e
ca
p
tiv
atin
g
[
2
1
]
.
E
m
p
ir
ical
ev
id
en
ce
also
s
h
o
wed
th
at
k
n
o
wled
g
e
-
a
b
ilit
y
af
f
ec
ts
s
tu
d
en
ts
'
co
n
tin
u
an
ce
in
ten
tio
n
in
b
asic
d
esig
n
co
u
r
s
es
[
1
5
]
.
T
h
u
s
,
th
e
h
y
p
o
th
esis
was p
r
o
p
o
s
ed
:
Kn
o
wled
g
e
-
ab
ilit
y
p
o
s
itiv
ely
i
n
f
lu
en
ce
s
b
e
h
av
io
r
al
in
te
n
tio
n
(
H2
)
.
2
.
3
.
P
er
ce
i
v
ed
c
o
ntr
o
l
R
esear
ch
b
y
Ajze
n
[
2
2
]
d
escr
ib
ed
th
e
co
n
ce
p
t
o
f
p
er
ce
iv
ed
b
eh
av
io
r
al
co
n
tr
o
l
in
h
is
th
eo
r
y
o
f
p
lan
n
ed
b
eh
a
v
io
r
as
a
p
r
ed
ict
o
r
o
f
b
e
h
av
io
r
al
i
n
ten
tio
n
.
Ac
co
r
d
in
g
to
L
y
e
t
a
l
.
[
2
3
]
,
p
er
ce
iv
ed
co
n
tr
o
l
(
PC
)
is
a
r
ef
lectio
n
o
f
h
o
w
in
co
n
t
r
o
l
a
u
s
er
f
ee
ls
ab
o
u
t
th
e
task
at
h
an
d
an
d
th
e
s
u
r
r
o
u
n
d
in
g
s
.
W
h
er
ea
s
m
o
b
ile
A
R
ap
p
s
ar
e
a
n
ew
s
er
v
ice
th
at
co
u
ld
p
r
esen
t
d
if
f
ic
u
lties
f
o
r
PS
T
s
,
th
ey
c
o
u
ld
f
ee
l
o
u
t
o
f
c
o
n
tr
o
l
if
th
e
o
b
s
tacle
s
ex
ce
ed
th
eir
ab
ilit
ies
[
2
4
]
.
T
h
is
co
u
ld
wea
k
en
th
eir
ex
p
er
ie
n
ce
.
T
h
ey
m
ig
h
t
b
e
co
n
ce
r
n
e
d
ab
o
u
t
th
e
d
a
n
g
er
an
d
u
n
p
r
e
d
ictab
ilit
y
o
f
u
tili
zin
g
au
g
m
en
ted
r
ea
lity
ap
p
s
.
On
th
e
o
th
e
r
h
a
n
d
,
PS
T
s
m
i
g
h
t
b
ec
o
m
e
m
o
r
e
co
n
f
id
en
t
in
th
eir
ca
p
ac
ity
to
u
s
e
AR
in
s
cien
ce
lear
n
in
g
if
th
ey
f
ee
l
in
co
n
tr
o
l
[
1
2
]
.
T
h
is
co
u
ld
e
n
h
an
ce
th
eir
ex
p
er
ien
ce
an
d
en
co
u
r
ag
e
u
s
a
g
e
.
T
h
u
s
,
th
e
h
y
p
o
th
esis
was
p
r
o
p
o
s
ed
:
Per
ce
iv
ed
co
n
tr
o
l
p
o
s
itiv
ely
in
f
lu
en
ce
s
b
eh
av
io
r
al
i
n
ten
tio
n
(
H3
)
.
2
.
4
.
L
ea
rning
c
o
nte
nt
Scien
ce
lear
n
in
g
co
n
ten
t
is
ess
en
tial
b
ec
au
s
e
it
d
if
f
er
s
f
r
o
m
o
th
er
s
u
b
jects.
Scien
ce
o
f
ten
in
v
o
lv
es
ab
s
tr
ac
t
co
n
ce
p
ts
th
at
ca
n
b
e
ch
allen
g
in
g
to
co
n
v
ey
u
s
in
g
t
r
ad
itio
n
al
teac
h
in
g
m
eth
o
d
s
,
co
m
p
ar
ed
to
o
th
er
s
u
b
jects
[
2
5
]
.
AR
allo
ws
b
o
th
PS
T
s
an
d
s
tu
d
en
ts
to
v
is
u
a
lize
an
d
s
im
u
late
co
m
p
lex
s
cien
tific
p
h
en
o
m
en
a,
s
u
ch
as
elec
tr
o
m
ag
n
etis
m
,
m
o
d
er
n
p
h
y
s
ics,
ato
m
ic
th
eo
r
y
,
ch
em
ical
s
cien
ce
s
,
an
d
m
o
lecu
lar
b
io
lo
g
y
[
2
6
]
.
I
n
a
d
d
itio
n
,
s
cien
ce
lear
n
in
g
t
en
d
s
to
b
e
less
attr
ac
tiv
e
to
s
tu
d
en
ts
d
u
e
t
o
th
e
f
ac
t
th
at
th
e
y
m
a
y
h
av
e
n
eg
ativ
e
ex
p
er
ien
ce
s
in
s
cien
ce
class
es
th
at
lead
to
a
lack
o
f
in
ter
est.
Fo
r
e
x
am
p
le,
s
tu
d
en
ts
m
a
y
d
escr
ib
e
th
e
m
ate
r
ial
as
ir
r
elev
an
t
to
th
eir
liv
es
a
n
d
f
u
tu
r
e,
an
d
as
a
r
esu
lt,
th
ey
s
e
em
to
tak
e
an
ap
ath
etic
a
p
p
r
o
a
ch
to
t
h
eir
lear
n
i
n
g
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
:
862
-
8
7
0
864
[
2
7
]
.
T
h
e
en
g
in
ee
r
in
g
lear
n
in
g
co
n
ten
t
is
o
n
e
f
ac
to
r
th
at
i
n
f
lu
en
ce
s
th
e
ad
o
p
tio
n
o
f
p
a
r
ticu
lar
s
im
u
latio
n
tech
n
o
lo
g
ies
b
y
PS
T
s
[
2
8
]
.
T
h
er
ef
o
r
e,
th
is
f
ac
to
r
also
in
f
lu
en
ce
s
th
e
ad
o
p
tio
n
o
f
AR
in
s
cien
ce
lear
n
in
g
.
T
h
u
s
,
th
e
h
y
p
o
th
esis
was p
r
o
p
o
s
ed
: L
ea
r
n
in
g
co
n
ten
t
(
L
C
)
p
o
s
itiv
ely
in
f
lu
en
ce
s
b
eh
a
v
io
r
al
in
ten
tio
n
(
H4
)
.
3.
M
E
T
H
O
D
B
ased
o
n
th
e
r
esear
ch
o
b
jectiv
es,
th
is
r
esear
ch
u
s
es
a
q
u
an
titativ
e
ty
p
e
with
d
ata
an
aly
s
is
tailo
r
ed
to
th
e
r
esear
ch
p
atter
n
an
d
t
h
e
v
ar
iab
les
s
tu
d
ied
.
T
h
e
m
o
d
el
u
s
ed
in
th
is
s
tu
d
y
is
a
ca
u
s
ality
m
o
d
el
to
test
wh
eth
er
th
e
laten
t
v
a
r
iab
les
VA,
KA,
PC
,
an
d
L
C
af
f
ec
t
B
I
u
s
in
g
p
ar
tial
least
s
q
u
ar
e
-
s
tr
u
ctu
r
al
eq
u
atio
n
m
o
d
ellin
g
(
PLS
-
SEM
)
o
p
er
at
ed
th
r
o
u
g
h
th
e
Sm
ar
tPLS
3
p
r
o
g
r
am
[
2
9
]
.
T
h
is
r
esear
ch
p
r
o
ce
d
u
r
e
b
eg
i
n
s
with
d
eter
m
in
in
g
t
h
e
h
y
p
o
th
eses
a
s
f
ac
to
r
s
th
at
in
f
lu
en
ce
PS
T
s
to
ad
o
p
t
AR
in
s
cien
ce
lear
n
in
g
.
Af
ter
war
d
s
,
a
q
u
esti
o
n
n
air
e
was
d
ev
elo
p
ed
b
ased
o
n
laten
t
v
ar
iab
les
elab
o
r
ated
th
r
o
u
g
h
r
elev
an
t
in
d
ica
to
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L
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s
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le
o
f
1
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5
.
T
ab
le
1
s
h
o
ws
t
h
e
laten
t
v
a
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les
alo
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with
th
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in
d
icato
r
s
o
n
th
e
q
u
esti
o
n
n
air
e.
T
h
e
to
tal
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m
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er
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av
o
r
a
b
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,
wh
ile
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n
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r
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8
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h
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s
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ay
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with
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s
tatem
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wh
ich
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n
lead
to
ac
q
u
iescen
t
b
ias.
Alter
n
atin
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etwe
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o
s
itiv
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d
n
e
g
ativ
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item
s
ca
n
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ed
u
ce
th
is
b
ias
[
3
0
]
.
T
ab
le
1
.
L
aten
t
v
ar
iab
les an
d
th
eir
in
d
icato
r
s
La
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a
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l
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d
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c
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n
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a
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t
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R
t
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b
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y
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i
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n
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(
-
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I
f
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K
n
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P
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(
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I
f
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sc
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n
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s
.
(
-
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I
b
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a
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a
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m
a
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s a
r
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mo
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d
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f
f
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l
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n
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A
R
a
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s
.
(
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Th
e
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R
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p
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p
t
s w
i
t
h
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w
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d
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t
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a
t
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s.
(
-
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b
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v
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p
p
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a
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s.
A
l
o
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w
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y
d
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p
me
n
t
,
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d
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p
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t
o
a
p
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l
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A
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i
n
s
c
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n
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.
(
-
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I
i
n
t
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n
d
t
o
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se
A
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n
sc
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f
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t
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.
N
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:
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(
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b
s
eq
u
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,
th
e
q
u
esti
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was
v
alid
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b
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two
e
x
p
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ts
in
s
cien
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u
ca
tio
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.
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ased
o
n
th
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ass
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s
m
en
t
r
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lts
,
th
e
co
n
ten
t
v
alid
ity
s
co
r
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is
3
.
5
(
Ver
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v
alid
)
,
wh
ile
th
e
co
n
s
tr
u
ct
v
a
lid
ity
s
co
r
e
is
3
.
8
3
(
Ver
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v
alid
)
,
with
an
8
5
.
7
1
%
p
er
ce
n
tag
e
o
f
a
g
r
ee
m
en
t
s
co
r
e
.
On
ce
th
e
q
u
esti
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n
n
air
e
m
ee
t
s
th
e
v
alid
cr
iter
ia,
th
e
n
ex
t
s
tep
is
a
lim
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s
am
p
le
test
o
u
ts
id
e
th
e
s
p
ec
if
ied
s
am
p
le
cr
iter
ia
to
d
eter
m
in
e
th
e
r
eliab
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y
o
f
th
e
q
u
esti
o
n
n
air
e.
I
n
th
is
test
,
th
e
C
r
o
n
b
ac
h
alp
h
a
v
alu
e
o
f
0
.
8
8
5
is
o
b
tain
ed
,
ex
ce
ed
i
n
g
th
e
th
r
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o
ld
o
f
0
.
7
[
3
1
]
,
th
u
s
m
ee
tin
g
th
e
v
alid
cr
iter
ia,
an
d
q
u
esti
o
n
n
air
es c
an
b
e
u
s
e
d
in
d
ata
c
o
llectio
n
.
I
n
th
e
d
ata
co
llectio
n
p
r
o
ce
s
s
,
s
am
p
le
cr
iter
ia
wer
e
estab
li
s
h
ed
f
r
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m
th
e
s
tu
d
y
p
o
p
u
lati
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n
u
s
in
g
a
clu
s
ter
r
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d
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m
s
am
p
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g
tech
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iq
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wh
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f
o
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s
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o
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p
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-
s
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s
cien
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teac
h
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s
wh
o
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tak
en
o
r
ar
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cu
r
r
en
tly
tak
in
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s
cien
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lear
n
in
g
m
ed
ia
co
u
r
s
es
o
r
s
im
ilar
.
B
y
u
tili
zin
g
th
e
G*
Po
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s
o
f
twar
e
[
3
2
]
,
th
e
m
in
im
u
m
s
am
p
le
r
eq
u
ir
em
e
n
t
f
o
r
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1
5
ef
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ec
t
s
ize,
5
%
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r
p
r
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a
b
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,
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s
was
1
2
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ts
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I
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f
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2
1
5
r
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co
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d
2
1
1
wer
e
d
eter
m
in
ed
to
b
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v
alid
(
9
8
.
1
4
%),
f
u
lf
illi
n
g
th
e
s
am
p
lin
g
cr
iter
ia.
T
h
is
r
es
p
o
n
s
e
is
u
s
ed
in
f
u
r
t
h
er
d
ata
an
aly
s
is
,
wh
er
e
th
e
d
escr
ip
tio
n
o
f
r
esp
o
n
d
en
ts
is
p
r
esen
ted
in
T
ab
le
2
.
Valid
it
y
an
d
r
eliab
ilit
y
a
r
e
th
e
two
p
r
im
ar
y
cr
iter
ia
u
tili
ze
d
in
P
L
S
-
SEM
an
aly
s
is
to
ev
alu
ate
th
e
o
u
te
r
m
o
d
el,
o
r
m
ea
s
u
r
em
en
t
m
o
d
el
[
3
3
]
.
A
f
i
v
e
-
s
tep
s
tr
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al
m
o
d
el
ass
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m
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t
ap
p
r
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h
was
s
u
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g
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b
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Hair
et
a
l.
[
3
4
]
to
ev
alu
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th
e
m
o
d
el:
i
)
th
e
s
tr
u
ctu
r
al
m
o
d
el
f
o
r
t
h
e
c
o
llin
ea
r
ity
is
s
u
e;
ii
)
th
e
p
ath
co
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f
icien
t,
t
-
v
alu
e
,
an
d
p
-
v
alu
e;
iii
)
th
e
lev
el
o
f
R
2
;
iv
)
th
e
ef
f
ec
t size
f
2
; a
n
d
v
)
th
e
p
r
ed
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e
r
elev
an
ce
.
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RE
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S
4
.
1
.
E
v
a
lua
t
i
o
n o
f
o
ute
r
mo
del
E
n
s
u
r
in
g
th
e
in
s
tr
u
m
e
n
t
is
r
eliab
le,
an
d
th
e
v
ar
ia
b
les
co
n
s
is
ten
tly
m
ea
s
u
r
e
th
e
co
n
s
tr
u
ct
i
s
th
e
f
ir
s
t
s
tag
e
in
th
e
o
u
ter
m
o
d
el
ass
ess
m
en
t
o
f
PLS
-
SEM
an
aly
s
is
as
p
r
esen
ted
in
T
a
b
le
3
.
B
o
t
h
C
r
o
n
b
ac
h
’
s
alp
h
a
an
d
co
n
s
tr
u
ct
r
eliab
ilit
y
(
C
R
)
ar
e
u
s
ed
to
ass
ess
th
e
m
o
d
el
’
s
in
ter
n
al
co
n
s
is
ten
cy
.
W
h
er
ea
s
a
s
co
r
e
b
etwe
en
0
.
6
an
d
0
.
8
in
d
icate
s
g
o
o
d
co
n
s
tr
u
ct
r
eliab
ilit
y
,
C
r
o
n
b
ac
h
’
s
alp
h
a
v
alu
es
e
x
ce
ed
in
g
0
.
7
in
d
icate
g
o
o
d
r
eliab
ilit
y
[
3
5
]
.
C
o
n
v
er
g
en
t
a
n
d
d
is
cr
im
in
an
t
v
alid
ity
test
s
ar
e
th
e
two
k
i
n
d
s
o
f
v
alid
ity
ass
es
s
m
en
ts
th
at
ar
e
ca
r
r
ied
o
u
t.
T
h
e
d
eg
r
ee
to
w
h
ich
o
n
e
m
ea
s
u
r
e
o
f
a
c
o
n
s
tr
u
ct
p
o
s
itiv
ely
co
r
r
elate
s
with
an
o
th
er
is
k
n
o
wn
as
co
n
v
er
g
en
t
v
alid
ity
.
T
h
e
av
e
r
ag
e
v
ar
ia
n
ce
ex
tr
ac
te
d
(
AVE
)
an
d
item
lo
ad
in
g
s
ar
e
ass
ess
ed
in
o
r
d
er
to
ass
ess
co
n
v
er
g
en
t
v
alid
ity
in
PLS
-
SEM
[
2
9
]
.
W
h
en
th
e
c
o
n
s
tr
u
ct
’
s
AVE
v
alu
e
is
h
ig
h
er
th
an
0
.
5
0
,
it
m
ea
n
s
th
at
th
e
co
n
s
tr
u
ct
ty
p
ically
ac
co
u
n
ts
f
o
r
m
o
r
e
th
an
h
al
f
o
f
th
e
in
d
ic
ato
r
v
ar
ian
ce
.
T
h
e
r
ef
o
r
e
,
it
is
g
en
er
ally
ac
ce
p
ted
th
at
an
AVE
v
alu
e
e
q
u
al
to
o
r
g
r
ea
ter
th
an
0
.
5
0
is
co
n
s
id
er
ed
s
atis
f
ac
to
r
y
[
2
9
]
.
As
s
h
o
wn
in
T
a
b
le
4
,
d
is
cr
im
in
an
t
v
alid
ity
m
ea
s
u
r
es
h
o
w
it
em
s
ca
n
d
is
tin
g
u
is
h
b
etwe
en
co
n
s
tr
u
cts
o
r
ass
ess
d
is
tin
ct
co
n
ce
p
ts
.
T
h
is
is
ac
h
iev
ed
b
y
ca
lcu
latin
g
a
n
d
ex
am
in
in
g
th
e
r
elatio
n
s
h
ip
s
b
etwe
en
m
ea
s
u
r
es
o
f
p
o
ten
tially
o
v
er
la
p
p
in
g
v
ar
iab
les
[
3
6
]
.
Dis
cr
im
in
a
n
t
v
alid
ity
is
ass
ess
ed
b
y
s
tu
d
y
i
n
g
th
e
co
r
r
elatio
n
s
b
etwe
en
th
e
m
ea
s
u
r
es
o
f
p
o
te
n
tially
o
v
er
lap
p
in
g
co
n
s
tr
u
cts
.
Fo
r
d
is
cr
im
in
an
t
v
alid
ity
to
b
e
estab
lis
h
ed
,
th
e
AVE
f
o
r
ea
ch
co
m
p
o
n
e
n
t
s
h
o
u
ld
ex
ce
ed
th
e
s
q
u
a
r
es
o
f
th
e
co
r
r
elatio
n
s
b
etwe
en
th
at
co
m
p
o
n
en
t
an
d
all
o
th
er
co
m
p
o
n
en
ts
.
C
o
n
v
er
s
ely
,
wh
en
th
e
c
o
m
p
o
n
en
t
c
o
r
r
elatio
n
s
ar
e
s
m
aller
th
a
n
th
e
AVE
s
q
u
ar
e
r
o
o
t,
th
e
r
esear
ch
m
o
d
el
is
s
aid
to
h
av
e
s
tr
o
n
g
d
is
cr
im
in
an
t
v
alid
ity
[
2
9
]
.
T
ab
le
3.
Var
iab
les,
in
d
icato
r
s
,
SLF,
C
R
,
AVE
,
an
d
C
r
o
n
b
ac
h
’
s
a
lp
h
a
V
a
r
i
a
b
l
e
I
n
d
i
c
a
t
o
r
Lo
a
d
i
n
g
CR
AVE
C
r
o
n
b
a
c
h
’
s
a
l
p
h
a
VA
VA1
0
.
7
3
8
0
.
8
3
3
0
.
5
5
6
0
.
7
3
6
VA2
0
.
7
7
9
VA3
0
.
7
1
2
VA4
0
.
7
5
0
KA
K
A
1
0
.
8
3
8
0
.
8
3
7
0
.
6
3
2
0
.
7
4
2
K
A
2
0
.
7
3
1
K
A
3
0
.
8
1
2
PC
P
C
1
0
.
7
4
2
0
.
8
5
4
0
.
6
6
1
0
.
7
4
1
P
C
2
0
.
8
5
5
P
C
3
0
.
8
3
8
LC
LC
1
0
.
8
6
0
0
.
8
6
3
0
.
6
1
5
0
.
7
8
5
LC
2
0
.
7
3
8
LC
3
0
.
8
8
0
LC
4
0
.
6
3
4
BI
B
I
1
0
.
8
2
8
0
.
8
6
6
0
.
6
8
4
0
.
7
7
2
B
I
2
0
.
9
0
7
B
I
3
0
.
7
3
9
4
.
2
.
E
v
a
lua
t
i
o
n o
f
inn
er
m
o
del
Ad
eq
u
ate
d
is
cr
im
in
an
t
an
d
co
n
v
er
g
e
n
t
v
alid
ity
wer
e
s
h
o
wn
b
y
th
e
m
ea
s
u
r
em
en
t
m
o
d
el.
C
o
n
s
eq
u
en
tly
,
th
e
n
ex
t
s
tag
e
o
f
PLS
-
SEM
an
aly
s
is
is
to
ex
am
in
e
th
e
i
n
n
er
m
o
d
el
in
o
r
d
er
t
o
cr
ea
te
a
s
tr
u
ctu
r
al
m
o
d
el
th
at
ca
n
b
e
u
t
ilized
to
ev
alu
ate
th
e
c
o
n
n
ec
ti
o
n
s
b
etwe
en
th
e
c
o
n
s
tr
u
cts.
Path
co
ef
f
icien
ts
,
R
2
,
f
2
,
p
r
ed
ictiv
e
r
ele
v
an
ce
,
a
n
d
co
llin
ea
r
ity
is
s
u
es
ar
e
all
in
clu
d
ed
in
th
e
ev
alu
atio
n
o
f
th
e
in
n
er
m
o
d
el.
T
h
e
d
ev
elo
p
m
e
n
t
o
f
t
h
is
s
tr
u
ctu
r
a
l
m
o
d
el
is
cr
u
cial
f
o
r
u
n
d
er
s
tan
d
in
g
th
e
d
y
n
a
m
ics
o
f
r
ela
tio
n
s
h
ip
s
b
etwe
en
v
ar
iab
les with
in
th
e
estab
lis
h
ed
co
n
ce
p
tu
al
f
r
am
ew
o
r
k
.
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
:
862
-
8
7
0
866
I
n
ter
m
s
o
f
co
llin
ea
r
ity
,
th
is
is
s
u
e
o
cc
u
r
s
wh
en
th
e
v
ar
ian
ce
in
f
latio
n
f
ac
to
r
(
V
I
F)
v
alu
e
ex
ce
ed
s
5
.
0
0
[
2
9
]
.
T
h
e
d
ata
o
b
tain
ed
i
n
th
is
s
tu
d
y
i
n
d
icate
s
th
at
th
e
i
n
n
er
VI
F f
alls
with
in
th
e
r
a
n
g
e
o
f
1
.
2
1
9
to
2
.
3
3
4
,
in
d
icatin
g
th
e
ab
s
en
ce
o
f
s
u
ch
p
r
o
b
lem
s
.
T
h
e
ev
al
u
atio
n
o
f
p
ath
c
o
ef
f
icien
ts
is
co
n
d
u
cted
th
r
o
u
g
h
th
e
t
-
s
tatis
t
ic
v
alu
e,
wh
ich
is
esti
m
ated
u
s
in
g
th
e
b
o
o
ts
tr
ap
r
esa
m
p
lin
g
p
r
o
ce
d
u
r
e.
T
h
is
r
esam
p
lin
g
p
r
o
ce
d
u
r
e
is
a
non
-
p
ar
am
etr
ic
m
eth
o
d
u
s
ed
t
o
ass
ess
th
e
ac
cu
r
ac
y
o
f
r
esu
lt
s
d
er
iv
ed
f
r
o
m
PLS
-
SEM
[
2
9
]
.
T
h
e
b
o
o
ts
tr
ap
p
in
g
r
esu
lts
d
em
o
n
s
tr
ate
th
e
s
tab
ilit
y
o
f
th
e
PLS
-
SEM
esti
m
atio
n
o
u
tco
m
es.
B
ased
o
n
th
e
f
in
d
in
g
s
p
r
esen
ted
in
T
ab
le
5
,
it
ca
n
b
e
co
n
clu
d
e
d
th
at
a
h
y
p
o
th
esis
is
ac
ce
p
ted
wh
en
th
e
p
-
v
al
u
e
f
alls
with
in
th
e
r
an
g
e
o
f
0
.
0
0
0
to
0
.
0
1
1
,
an
d
is
less
th
an
0
.
0
5
f
o
r
ea
ch
v
ar
iab
le
r
elatio
n
s
h
ip
.
Similar
ly
,
Fig
u
r
e
1
d
e
p
icts
m
ea
s
u
r
em
en
t
an
d
m
o
d
el
esti
m
atio
n
am
o
n
g
laten
t v
ar
iab
les,
s
u
m
m
ar
izin
g
th
e
e
s
tim
ated
em
p
ir
ical
m
o
d
el.
T
ab
le
4
.
Dis
cr
im
in
an
t v
ali
d
ity
BI
KA
LC
PC
VA
BI
0
.
8
2
7
KA
0
.
2
2
7
0
.
7
9
5
LC
0
.
5
0
8
0
.
4
1
5
0
.
7
8
4
PC
0
.
3
8
8
0
.
3
4
3
0
.
5
1
1
0
.
8
1
3
VA
0
.
3
4
0
0
.
5
4
0
0
.
6
0
7
0
.
4
5
7
0
.
7
4
5
T
ab
le
5
.
Path
co
e
f
f
icien
ts
an
d
r
esu
lts
o
f
h
y
p
o
th
eses
test
in
g
H
y
p
o
t
h
e
s
i
s
R
e
l
a
t
i
o
n
s
h
i
p
t
-
v
a
l
u
e
p
-
v
a
l
u
e
D
e
c
i
s
i
o
n
H1
V
A
→
B
I
0
.
1
9
1
0
.
8
4
8
R
e
j
e
c
t
e
d
H2
K
A
→
B
I
0
.
1
8
4
0
.
8
5
4
R
e
j
e
c
t
e
d
H3
P
C
→
B
I
2
.
3
8
4
0
.
0
1
8
A
c
c
e
p
t
e
d
H4
LC
→
B
I
4
.
8
4
3
0
.
0
0
0
A
c
c
e
p
t
e
d
Fig
u
r
e
1
.
Me
asu
r
em
e
n
t a
n
d
m
o
d
el
esti
m
atio
n
W
h
en
i
t
c
o
m
e
s
t
o
R
2
m
ea
s
u
r
em
en
t,
th
is
is
an
in
d
icato
r
o
f
t
h
e
v
alu
e
o
f
p
r
ed
ictiv
e
ac
cu
r
a
cy
.
T
h
e
R
2
v
alu
e
at
o
r
g
r
ea
ter
t
h
an
0
.
7
5
is
co
n
s
id
er
ed
s
u
b
s
tan
tial,
wh
il
e
t
h
e
R
2
with
a
v
alu
e
o
f
0
.
5
is
c
o
n
s
id
er
ed
m
o
d
e
r
ate
o
r
m
o
d
er
ate,
an
d
if
th
e
v
alu
e
is
0
.
2
5
,
it
ca
n
b
e
ca
teg
o
r
ized
a
s
we
a
k
[
3
4
]
.
T
h
e
r
esear
ch
r
esu
lts
o
b
tain
ed
a
r
e
th
e
v
ar
iatio
n
o
f
B
I
ex
p
lain
e
d
b
y
VA,
KA,
PC
,
an
d
L
C
,
wh
ich
is
a
s
u
b
s
tan
tial
p
r
ed
ictiv
e
lev
e
l
th
at
is
q
u
ite
lar
g
e.
W
h
at’
s
m
o
r
e,
d
eter
m
in
in
g
th
e
ef
f
ec
t
s
ize
f
2
aim
s
to
d
eter
m
in
e
if
ex
o
g
e
n
o
u
s
co
n
s
tr
u
cts
s
ig
n
if
ican
tly
in
f
lu
en
c
e
en
d
o
g
e
n
o
u
s
co
n
s
tr
u
cts.
Acc
o
r
d
in
g
to
Hair
e
t
a
l
.
r
ec
o
m
m
e
n
d
atio
n
s
[
2
9
]
,
th
e
ex
o
g
en
o
u
s
co
n
s
tr
u
cts'
s
m
all
,
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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t
J
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&
R
es E
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c
I
SS
N:
2252
-
8
8
2
2
F
a
cto
r
s
a
ffectin
g
p
r
e
-
s
ervice
tea
ch
ers
to
a
d
o
p
t
a
u
g
me
n
ted
r
ea
lity in
s
cien
ce
lea
r
n
in
g
(
I
q
b
a
l A
in
u
r
R
iz
ki)
867
m
ed
iu
m
,
an
d
lar
g
e
ef
f
ec
ts
o
n
th
e
en
d
o
g
en
o
u
s
c
o
n
s
tr
u
cts
ar
e
r
ep
r
esen
te
d
b
y
f
2
v
alu
es
o
f
0
.
0
2
,
0
.
1
5
,
a
n
d
0
.
3
5
,
r
esp
ec
tiv
ely
.
T
h
ese
r
esear
ch
f
in
d
in
g
s
s
h
o
w
th
at
t
h
e
f
2
v
alu
es
f
o
r
VA,
KA,
PC
,
an
d
L
C
v
ar
iab
les
ar
e
0
.
0
0
,
0
.
0
0
,
0
.
0
3
,
a
n
d
0
.
1
3
,
r
esp
ec
t
iv
ely
.
T
h
u
s
,
PC
h
as
a
s
m
al
l
f
2
v
alu
e,
wh
ile
L
C
h
as
a
lar
g
e
o
n
e.
Fin
ally
,
to
d
eter
m
in
e
th
e
m
o
d
el
f
it
in
d
ex
is
d
eter
m
in
e
d
th
r
o
u
g
h
th
e
n
o
r
m
ed
f
it
in
d
e
x
(
NFI
)
an
d
s
tan
d
ar
d
ized
r
o
o
t
m
ea
n
s
q
u
ar
e
r
esid
u
al
(
SR
MR)
v
alu
es.
T
h
e
v
alu
e
o
f
th
e
f
o
r
m
er
s
h
o
u
ld
b
e
ap
p
r
o
ac
h
in
g
1
.
0
,
w
h
ile
th
e
latter
s
h
o
u
ld
b
e
less
th
an
0
.
1
0
[
2
9
]
.
T
h
e
d
ata
o
b
tain
ed
f
o
r
th
e
NFI
a
n
d
SR
MR
v
alu
es
ar
e
0
.
6
9
an
d
0
.
0
8
,
co
n
s
ec
u
tiv
ely
.
B
ased
o
n
th
ese
r
esu
lts
,
it c
an
b
e
im
p
l
ied
th
at
th
e
m
ea
s
u
r
em
e
n
t m
o
d
el
h
as th
e
cr
iter
ia
test
ed
is
f
it
.
5.
DIS
CU
SS
I
O
N
B
ased
o
n
th
e
f
o
u
r
h
y
p
o
th
eses
p
r
o
p
o
s
ed
,
H1
an
d
H2
wer
e
r
ejec
ted
.
T
h
is
m
ea
n
s
th
at
VA
an
d
KA
d
o
n
o
t
s
ig
n
if
ican
tly
in
f
lu
en
ce
PS
T
s
to
ad
o
p
t
AR
in
s
cien
ce
lea
r
n
in
g
.
Vis
u
al
attr
ac
tio
n
m
ay
n
o
t
b
e
p
er
ce
iv
ed
as
h
ig
h
ly
r
ele
v
an
t
to
t
h
e
ed
u
c
atio
n
al
g
o
als
o
f
s
cien
ce
lear
n
in
g
.
Pre
-
s
er
v
ice
teac
h
er
s
m
ay
p
lace
g
r
ea
ter
im
p
o
r
tan
ce
o
n
f
ac
t
o
r
s
s
u
ch
a
s
co
n
ten
t
alig
n
m
en
t,
in
ter
ac
ti
v
ity
,
an
d
lea
r
n
in
g
o
u
tco
m
es,
wh
ile
co
n
s
id
er
in
g
v
is
u
al
ap
p
ea
l
as
a
s
ec
o
n
d
ar
y
co
n
s
id
er
atio
n
.
Mo
r
eo
v
e
r
,
PS
T
s
m
ay
h
av
e
r
ea
lis
tic
ex
p
ec
tatio
n
s
o
f
AR
ap
p
licatio
n
s
an
d
p
r
io
r
itize
f
u
n
ctio
n
ality
an
d
u
s
ab
ilit
y
o
v
e
r
v
is
u
al
attr
ac
tiv
en
ess
.
I
f
th
ey
p
e
r
ce
iv
e
th
at
an
AR
ap
p
licatio
n
f
u
lf
ils
its
ed
u
ca
ti
o
n
al
p
u
r
p
o
s
e
an
d
is
u
s
er
-
f
r
i
en
d
ly
,
th
ey
m
ay
b
e
m
o
r
e
in
clin
ed
to
ad
o
p
t
it
r
eg
ar
d
less
o
f
its
v
is
u
al
ap
p
ea
l.
I
n
ter
m
s
o
f
th
e
k
n
o
wled
g
e
-
a
b
ilit
y
v
ar
iab
le,
th
is
v
a
r
iab
le
i
s
in
d
ee
d
ess
en
tial,
wh
er
ea
s
PS
T
s
m
ay
p
r
io
r
itize
th
eir
p
ed
ag
o
g
ical
s
k
ills
.
T
h
is
r
esu
lted
in
th
em
lear
n
in
g
to
in
teg
r
ate
AR
ef
f
ec
tiv
ely
in
to
th
eir
teac
h
in
g
p
r
ac
tice.
T
h
eir
f
o
c
u
s
m
ay
s
h
if
t
f
r
o
m
tech
n
ical
k
n
o
wled
g
e
to
th
e
ap
p
licatio
n
o
f
AR
as
a
p
ed
ag
o
g
ical
to
o
l
[
3
7
]
.
PS
T
s
ar
e
tau
g
h
t
h
o
w
to
in
teg
r
ate
lear
n
in
g
m
e
d
ia
in
ac
co
r
d
an
ce
with
th
e
lear
n
i
n
g
o
b
jectiv
es
in
th
e
ap
p
licab
le
cu
r
r
ic
u
lu
m
[
3
8
]
.
E
d
u
ca
tio
n
al
co
n
ten
t
an
d
p
e
d
ag
o
g
ical
asp
ec
ts
o
f
AR
ap
p
licatio
n
s
o
v
er
th
eir
v
is
u
a
l
ap
p
ea
l
[
3
9
]
.
T
h
eir
p
r
i
m
ar
y
co
n
ce
r
n
m
ig
h
t
b
e
th
e
ef
f
ec
tiv
en
ess
o
f
AR
in
co
n
v
ey
in
g
s
cien
tific
co
n
ce
p
ts
an
d
en
g
ag
in
g
s
tu
d
en
ts
r
ath
er
th
an
t
h
e
ae
s
th
etics o
f
th
e
tech
n
o
lo
g
y
[
4
0
]
.
I
n
s
cien
ce
lear
n
in
g
,
o
n
e
im
p
o
r
tan
t
ac
tiv
ity
is
h
a
n
d
s
-
o
n
ex
p
e
r
ien
ce
[
4
1
]
,
wh
er
e
PS
T
s
m
o
r
e
o
f
ten
u
s
e
o
th
er
m
o
r
e
in
ter
ac
tiv
e
tech
n
o
l
o
g
ies,
s
u
ch
as
v
ir
tu
al
lab
o
r
ato
r
ies.
T
h
is
tech
n
o
lo
g
y
is
r
ea
d
il
y
av
ailab
le
o
n
lin
e
,
o
f
f
er
in
g
ea
s
y
ac
ce
s
s
to
v
ar
io
u
s
ex
p
er
im
en
ts
an
d
s
im
u
latio
n
s
[
4
2
]
.
PS
T
s
ca
n
u
s
e
it
at
an
y
t
im
e,
en
h
an
cin
g
th
e
f
lex
ib
ilit
y
o
f
th
eir
lear
n
in
g
.
Sli
g
h
tly
s
im
ilar
to
AR
,
v
ir
tu
al
lab
o
r
ato
r
ies
also
p
r
o
v
id
e
h
ig
h
-
q
u
ality
v
is
u
aliza
tio
n
s
,
an
im
atio
n
s
,
an
d
r
ea
l
-
tim
e
d
ata
f
ee
d
b
ac
k
[
4
3
]
.
T
h
ese
f
ea
tu
r
es
f
ac
ilit
ate
a
d
e
ep
er
u
n
d
e
r
s
tan
d
in
g
o
f
s
cien
tific
p
r
in
cip
les
a
n
d
e
n
ab
le
PS
T
s
to
co
m
m
u
n
icate
co
m
p
lex
c
o
n
ce
p
ts
to
s
tu
d
en
ts
b
e
tter
.
T
h
u
s
,
in
ter
m
s
o
f
VA
an
d
KA,
m
o
s
t
ten
d
to
ad
o
p
t
o
th
er
tech
n
o
lo
g
y
t
h
at
is
m
o
r
e
attr
ac
tiv
e
,
b
u
t
ea
s
ier
to
u
s
e.
T
h
is
f
in
d
in
g
d
if
f
er
s
f
r
o
m
C
h
en
et
a
l
.
[
1
5
]
r
esear
ch
,
wh
ich
id
en
tifie
d
V
A
an
d
KA
as
s
ig
n
if
ican
t
in
f
lu
en
cin
g
f
ac
to
r
s
f
o
r
s
tu
d
en
ts
in
d
esig
n
c
o
u
r
s
es.
I
n
co
n
tr
ast,
th
is
s
tu
d
y
f
o
cu
s
es
p
r
im
ar
ily
o
n
p
ed
ag
o
g
ical
asp
ec
t
s
,
s
p
ec
if
ically
p
r
e
-
s
er
v
ice
s
cien
ce
teac
h
er
s
.
T
h
er
ef
o
r
e,
in
th
is
co
n
tex
t,
t
h
e
ae
s
th
etic
an
d
ca
p
ab
ilit
y
asp
ec
ts
d
o
n
o
t a
p
p
ea
r
to
a
f
f
ec
t
th
e
ad
o
p
tio
n
o
f
AR
in
s
cien
ce
lear
n
in
g
s
ig
n
if
ican
tly
.
On
th
e
o
th
er
h
an
d
,
PC
p
o
s
itiv
ely
af
f
ec
ts
AR
ad
o
p
tio
n
am
o
n
g
PS
T
s
in
s
cien
ce
lear
n
in
g
.
T
h
is
is
b
ec
au
s
e
th
e
ab
ilit
y
t
o
co
n
tr
o
l
AR
tech
n
o
lo
g
y
allo
ws
th
em
to
tailo
r
it
to
th
eir
p
ed
ag
o
g
i
ca
l
g
o
als.
T
h
e
y
ca
n
ad
ap
t
AR
ap
p
licatio
n
s
to
alig
n
with
s
p
ec
if
ic
cu
r
r
ic
u
lu
m
o
b
je
ctiv
es
an
d
teac
h
in
g
s
tr
ateg
ies
[
4
4
]
,
en
h
an
cin
g
th
e
lear
n
in
g
ex
p
er
ien
ce
.
Fu
r
t
h
er
m
o
r
e,
PS
T
s
wh
o
p
er
ce
iv
e
co
n
tr
o
l
m
ay
b
e
m
o
r
e
o
p
en
to
ad
o
p
tin
g
i
n
n
o
v
ativ
e
teac
h
in
g
m
eth
o
d
s
.
T
h
e
y
ar
e
w
illi
n
g
to
ex
p
er
im
e
n
t
with
AR
as
a
n
o
v
el
e
d
u
ca
tio
n
al
to
o
l,
w
h
ich
ca
n
p
o
s
itiv
ely
im
p
ac
t
th
eir
teac
h
in
g
p
r
ac
tices.
I
n
lin
e
with
Kr
u
g
et
a
l
.
[
4
5
]
r
esear
ch
th
at
im
p
lem
en
ted
PS
T
tr
ain
in
g
in
th
e
co
m
p
eten
cy
ar
ea
o
f
s
im
u
latio
n
an
d
m
o
d
elin
g
u
s
in
g
AR
tech
n
o
lo
g
y
.
T
h
ey
f
o
u
n
d
th
at
PS
T
s
’
s
elf
-
ef
f
icac
y
ex
p
ec
tatio
n
s
r
elate
d
to
AR
tec
h
n
o
lo
g
y
i
n
cr
ea
s
ed
s
ig
n
if
ican
tly
af
ter
th
e
tr
ain
in
g
,
wh
ic
h
s
u
g
g
ests
th
at
PS
T
s
ar
e
o
p
en
to
u
s
in
g
AR
tech
n
o
lo
g
y
in
th
eir
teac
h
i
n
g
p
r
ac
tices.
T
h
is
f
in
d
in
g
r
elate
d
to
th
e
s
ig
n
if
ican
ce
o
f
PC
is
r
ein
f
o
r
ce
d
b
y
Saleem
et
a
l
.
[
4
6
]
r
esear
ch
,
d
is
co
v
er
in
g
t
h
at
AR
u
s
ag
e
s
ig
n
if
ican
tly
in
f
lu
en
ce
s
e
-
lear
n
in
g
b
eh
av
io
r
al
i
n
ten
tio
n
.
L
ea
r
n
in
g
co
n
ten
t
is
o
n
e
v
ar
iab
le
with
th
e
h
ig
h
est
s
ig
n
if
ica
n
t
ef
f
ec
t
co
m
p
ar
ed
to
o
t
h
er
s
,
an
d
it
is
an
aly
ze
d
b
ased
o
n
t
-
v
al
u
e
an
d
p
-
v
alu
e.
I
n
o
th
er
wo
r
d
s
,
A
R
h
as
th
e
ca
p
ac
ity
to
m
ak
e
s
cien
ce
co
n
ten
t
m
o
r
e
en
g
ag
in
g
an
d
in
ter
ac
tiv
e
.
I
t
c
an
tr
an
s
f
o
r
m
a
b
s
tr
ac
t
o
r
co
m
p
lex
s
cien
tific
co
n
ce
p
ts
in
to
v
is
u
ally
co
m
p
ellin
g
,
h
an
d
s
-
o
n
ex
p
er
ie
n
ce
s
,
ca
p
tu
r
i
n
g
s
tu
d
en
ts
'
in
ter
est an
d
cu
r
io
s
ity
[
4
7
]
,
[
4
8
]
.
PS
T
s
r
ec
o
g
n
ize
th
at
AR
ca
n
b
r
id
g
e
th
e
g
ap
b
etwe
en
th
e
o
r
y
a
n
d
p
r
ac
tical
ap
p
licatio
n
,
e
n
h
an
cin
g
s
tu
d
e
n
t
en
g
a
g
em
en
t.
Fu
r
th
er
m
o
r
e,
AR
tech
n
o
lo
g
y
alig
n
s
with
th
e
cu
r
r
icu
lu
m
an
d
is
r
elev
an
t
to
th
e
ed
u
ca
tio
n
al
g
o
als,
s
o
PS
T
s
ar
e
m
o
r
e
lik
ely
to
s
ee
th
e
v
alu
e
in
ad
o
p
tin
g
AR
as
a
teac
h
in
g
to
o
l.
So
m
e
s
cien
ce
m
ater
ials
ten
d
to
b
e
ab
s
tr
ac
t,
wh
ich
en
co
u
r
ag
es
PS
T
s
to
u
s
e
AR
to
h
elp
p
r
o
v
id
e
v
is
u
aliza
tio
n
s
.
Sev
er
al
e
m
p
ir
ical
s
tu
d
ies
also
ag
r
ee
th
at
u
tili
zin
g
AR
in
s
cien
ce
lear
n
in
g
co
u
l
d
en
h
a
n
ce
s
tu
d
en
ts
’
lea
r
n
in
g
ac
h
ie
v
em
en
ts
[
2
6
]
,
co
n
ce
p
tu
al
u
n
d
er
s
tan
d
in
g
s
[
3
]
,
attitu
d
es
[
4
9
]
,
an
d
m
o
tiv
atio
n
[
5
0
]
.
T
h
is
f
in
d
in
g
alig
n
s
with
p
r
ev
io
u
s
r
esear
ch
[
2
8
]
,
wh
ich
s
tates
th
at
lear
n
in
g
co
n
ten
t
b
ec
o
m
es
th
e
o
n
l
y
v
a
r
iab
le
th
at
s
ig
n
if
ica
n
tly
af
f
ec
ts
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
'
lear
n
in
g
o
u
tco
m
es
o
n
p
ar
ticu
lar
s
im
u
latio
n
tech
n
o
lo
g
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
.
2
,
Ap
r
il
20
25
:
862
-
8
7
0
868
6.
CO
NCLU
SI
O
N
T
h
e
f
ac
to
r
s
th
at
in
f
lu
e
n
ce
PS
T
s
to
ad
o
p
t
AR
in
s
cien
ce
lear
n
in
g
a
r
e
v
is
u
al
attr
ac
tio
n
,
k
n
o
wled
g
e
-
ab
ilit
y
,
p
er
ce
iv
ed
co
n
tr
o
l,
an
d
lear
n
in
g
co
n
ten
t.
Ho
wev
e
r
,
o
n
ly
p
er
ce
iv
e
d
co
n
tr
o
l
an
d
lear
n
in
g
co
n
ten
t
h
av
e
a
s
ig
n
if
ican
t
ef
f
ec
t.
T
h
is
ca
n
b
e
attr
ib
u
ted
to
th
eir
alig
n
m
e
n
t
with
ef
f
ec
tiv
e
p
ed
ag
o
g
y
,
ed
u
ca
tio
n
al
im
p
ac
t,
em
p
o
wer
m
en
t,
an
d
p
r
ac
tical
s
ig
n
if
ican
ce
.
PS
T
s
p
r
io
r
itize
f
ac
to
r
s
th
at
d
ir
ec
tly
en
h
a
n
ce
th
eir
teac
h
in
g
p
r
ac
tices
an
d
s
tu
d
en
ts
’
lear
n
i
n
g
ex
p
e
r
ien
ce
s
,
m
ak
in
g
p
er
c
eiv
ed
co
n
tr
o
l
an
d
lear
n
in
g
c
o
n
ten
t
th
e
p
r
im
ar
y
d
r
iv
er
s
o
f
AR
ad
o
p
tio
n
,
o
v
er
s
h
ad
o
win
g
t
h
e
s
ec
o
n
d
a
r
y
im
p
o
r
tan
ce
o
f
v
is
u
al
attr
ac
tio
n
an
d
k
n
o
wled
g
e
-
ab
ilit
y
.
As
a
s
u
g
g
esti
o
n
,
q
u
alitativ
e
r
esear
ch
ca
n
h
elp
u
n
c
o
v
er
t
h
e
n
u
an
ce
d
r
ea
s
o
n
s
b
e
h
in
d
PS
T
s
ad
o
p
tio
n
d
ec
is
io
n
s
,
s
h
ed
d
in
g
lig
h
t
o
n
th
eir
p
er
ce
p
tio
n
s
an
d
m
o
tiv
atio
n
s
in
th
e
co
n
tex
t
o
f
AR
in
s
cien
ce
ed
u
ca
tio
n
.
T
h
is
ca
n
u
n
v
eil
th
e
r
ea
s
o
n
f
o
r
th
e
in
s
ig
n
if
ican
ce
o
f
v
is
u
al
attr
ac
tio
n
an
d
k
n
o
wled
g
e
-
ab
ilit
y
v
ar
iab
les.
T
ea
ch
er
s
h
av
e
a
p
o
s
itiv
e
attitu
d
e
to
war
d
AR
tr
ain
in
g
,
d
esp
ite
th
e
f
ac
t
th
at
tr
ain
in
g
co
u
r
s
es
ar
e
n
o
t
ty
p
ically
f
o
llo
wed
b
y
p
r
ac
tice
f
o
r
c
o
n
s
tr
u
ctin
g
a
n
d
en
h
an
cin
g
ac
q
u
ir
ed
k
n
o
wled
g
e,
a
p
o
s
itiv
e
attitu
d
e
in
d
ig
ital
tech
n
o
lo
g
y
,
a
n
d
a
s
p
ec
if
ic
in
ter
est
in
A
R
tech
n
o
lo
g
y
.
T
h
ey
also
n
ee
d
tech
n
ical
tr
ain
in
g
o
n
AR
m
ed
ia
in
teg
r
atio
n
in
lear
n
in
g
.
T
h
u
s
,
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
an
d
cu
r
r
icu
lu
m
d
esig
n
er
s
s
h
o
u
ld
wo
r
k
o
n
alig
n
in
g
AR
ap
p
licatio
n
s
with
th
e
s
cien
ce
cu
r
r
icu
lu
m
to
en
h
an
c
e
r
elev
an
ce
an
d
ed
u
ca
tio
n
al
i
m
p
ac
t.
T
h
is
r
esear
ch
h
as
p
r
a
ctica
l
im
p
licatio
n
s
,
s
u
ch
as
a
teac
h
er
tr
ain
in
g
p
r
o
g
r
am
th
at
ca
n
eq
u
ip
PS
T
s
wit
h
th
e
n
ec
ess
ar
y
k
n
o
wled
g
e
an
d
s
k
ills
to
in
teg
r
ate
AR
tech
n
o
lo
g
y
in
to
th
eir
teac
h
in
g
p
r
ac
tices
ef
f
ec
tiv
ely
.
T
h
e
p
r
o
g
r
a
m
s
ca
n
b
e
ar
r
an
g
ed
t
h
r
o
u
g
h
AR
-
r
elate
d
co
u
r
s
es,
s
o
th
at
th
ey
n
o
t o
n
ly
u
n
d
er
s
tan
d
p
ed
a
g
o
g
ically
b
u
t
also
tech
n
ically
.
ACK
NO
WL
E
DG
E
M
E
NT
S
T
h
e
au
th
o
r
s
e
x
p
r
ess
th
eir
th
an
k
f
u
ln
ess
to
L
PP
M
Un
iv
er
s
itas
Neg
er
i
Su
r
ab
ay
a
,
f
o
r
p
r
o
v
id
in
g
f
in
an
cial
s
u
p
p
o
r
t
to
ca
r
r
y
o
u
t
th
is
r
esear
ch
th
r
o
u
g
h
th
e
“
P
en
elitia
n
Ma
h
a
s
is
w
a
Da
n
a
N
o
n
-
A
P
B
N
2
0
2
3
”
s
ch
em
e
with
co
n
tr
ac
t n
u
m
b
er
B
/5
1
7
6
8
/UN3
8
.
I
I
I
.
1
/LK
.
0
4
.
0
0
/2
0
2
3
.
RE
F
E
R
E
NC
E
S
[
1
]
E.
M
.
B
o
u
r
h
i
m
a
n
d
A
.
A
k
h
i
a
t
e
,
“
A
u
g
me
n
t
e
d
r
e
a
l
i
t
y
S
D
K
’
s
:
a
c
o
m
p
a
r
a
t
i
v
e
s
t
u
d
y
,
”
i
n
L
e
c
t
u
r
e
N
o
t
e
s
i
n
N
e
t
w
o
rks
a
n
d
S
y
st
e
m
s
,
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
s
h
i
n
g
,
2
0
2
2
,
p
p
.
5
5
9
–
5
6
6
.
d
o
i
:
1
0
.
1
0
0
7
/
9
7
8
-
3
-
030
-
9
6
3
0
8
-
8
_
5
2
.
[
2
]
H
.
Te
k
e
d
e
r
e
a
n
d
H
.
G
ö
k
e
r
,
“
E
x
a
m
i
n
i
n
g
t
h
e
e
f
f
e
c
t
i
v
e
n
e
ss
o
f
a
u
g
me
n
t
e
d
r
e
a
l
i
t
y
a
p
p
l
i
c
a
t
i
o
n
s
i
n
e
d
u
c
a
t
i
o
n
:
a
met
a
-
a
n
a
l
y
si
s,”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
E
n
v
i
ro
n
m
e
n
t
a
l
a
n
d
S
c
i
e
n
c
e
E
d
u
c
a
t
i
o
n
,
v
o
l
.
1
1
,
n
o
.
1
6
,
p
p
.
9
4
6
9
–
9
4
8
1
,
2
0
1
6
.
[
3
]
A
.
I
smai
l
,
I
.
F
e
st
i
a
n
a
,
T.
I
.
H
a
r
t
i
n
i
,
Y
.
Y
u
sa
l
,
a
n
d
A
.
M
a
l
i
k
,
“
E
n
h
a
n
c
i
n
g
st
u
d
e
n
t
s’
c
o
n
c
e
p
t
u
a
l
u
n
d
e
r
st
a
n
d
i
n
g
o
f
e
l
e
c
t
r
i
c
i
t
y
u
s
i
n
g
l
e
a
r
n
i
n
g
me
d
i
a
-
b
a
se
d
a
u
g
me
n
t
e
d
r
e
a
l
i
t
y
,
”
J
o
u
rn
a
l
o
f
P
h
y
s
i
c
s:
C
o
n
f
e
re
n
c
e
S
e
ri
e
s
,
v
o
l
.
1
1
5
7
,
n
o
.
3
,
2
0
1
9
,
d
o
i
:
1
0
.
1
0
8
8
/
1
7
4
2
-
6
5
9
6
/
1
1
5
7
/
3
/
0
3
2
0
4
9
.
[
4
]
N
.
J.
S
u
n
g
,
J.
M
a
,
Y
.
J.
C
h
o
i
,
a
n
d
M
.
H
o
n
g
,
“
R
e
a
l
-
t
i
m
e
a
u
g
m
e
n
t
e
d
r
e
a
l
i
t
y
p
h
y
si
c
s
si
m
u
l
a
t
o
r
f
o
r
e
d
u
c
a
t
i
o
n
,
”
Ap
p
l
i
e
d
S
c
i
e
n
c
e
s
(
S
w
i
t
zer
l
a
n
d
)
,
v
o
l
.
9
,
n
o
.
1
9
,
p
p
.
1
–
1
2
,
2
0
1
9
,
d
o
i
:
1
0
.
3
3
9
0
/
a
p
p
9
1
9
4
0
1
9
.
[
5
]
V
.
G
o
p
a
l
a
n
,
J.
A
.
A
.
B
a
k
a
r
,
a
n
d
A
.
N
.
Zu
l
k
i
f
l
i
,
“
D
e
v
e
l
o
p
m
e
n
t
o
f
t
h
e
M
A
R
P
EX
a
p
p
e
mb
e
d
d
i
n
g
t
h
e
m
o
b
i
l
e
a
u
g
me
n
t
e
d
r
e
a
l
i
t
y
f
a
c
t
o
r
s
f
o
r
l
e
a
r
n
i
n
g
m
o
t
i
v
a
t
i
o
n
i
n
sc
i
e
n
c
e
e
x
p
e
r
i
m
e
n
t
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
t
e
ra
c
t
i
v
e
M
o
b
i
l
e
T
e
c
h
n
o
l
o
g
i
e
s
,
v
o
l
.
1
4
,
n
o
.
1
7
,
p
p
.
1
5
5
–
1
6
6
,
O
c
t
.
2
0
2
0
,
d
o
i
:
1
0
.
3
9
9
1
/
i
j
i
m.
v
1
4
i
1
7
.
1
6
6
4
1
.
[
6
]
Y
.
D
a
i
n
e
k
o
,
D
.
Tso
y
,
M
.
I
p
a
l
a
k
o
v
a
,
B
.
K
o
z
h
a
k
h
me
t
o
v
a
,
A
.
A
i
t
ma
g
a
m
b
e
t
o
v
,
a
n
d
A
.
K
u
l
a
k
a
y
e
v
a
,
“
D
e
v
e
l
o
p
m
e
n
t
o
f
a
n
i
n
t
e
r
a
c
t
i
v
e
mo
b
i
l
e
p
l
a
t
f
o
r
m
f
o
r
s
t
u
d
y
i
n
g
r
a
d
i
o
e
n
g
i
n
e
e
r
i
n
g
d
i
sc
i
p
l
i
n
e
s
u
si
n
g
a
u
g
men
t
e
d
r
e
a
l
i
t
y
t
e
c
h
n
o
l
o
g
y
,
”
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