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a
n
d
p
er
s
o
n
alize
d
lear
n
in
g
i
n
ed
u
c
atio
n
o
p
e
n
s
u
p
wid
e
o
p
p
o
r
t
u
n
ities
f
o
r
im
p
r
o
v
in
g
th
e
ed
u
c
atio
n
al
p
r
o
ce
s
s
an
d
en
s
u
r
in
g
e
f
f
ec
tiv
e
s
tu
d
en
t
d
ev
elo
p
m
en
t
[
3
]
,
[
4
]
.
T
h
is
f
ield
o
f
r
esear
ch
an
d
p
r
ac
tice
co
m
b
i
n
es
ad
v
an
ce
d
d
ata
an
aly
s
is
an
d
i
n
tellig
en
t
in
ter
a
ctio
n
tech
n
o
lo
g
ies
with
ea
ch
s
tu
d
en
t
’
s
i
n
d
iv
id
u
al
n
ee
d
s
a
n
d
lear
n
in
g
s
ty
les.
Giv
en
th
e
r
elatio
n
s
h
ip
b
etwe
en
d
is
tan
ce
lear
n
i
n
g
a
n
d
AI
,
in
tellig
en
ce
r
ep
r
o
d
u
ctio
n
te
ch
n
o
lo
g
ies
p
lay
an
im
p
o
r
tan
t
r
o
le
in
im
p
r
o
v
in
g
t
h
e
ef
f
ec
tiv
en
ess
o
f
d
is
tan
ce
lear
n
in
g
.
T
h
u
s
,
AI
s
y
s
tem
s
ca
n
ad
ap
t
lear
n
in
g
to
t
h
e
in
d
iv
id
u
al
n
ee
d
s
o
f
ea
c
h
s
tu
d
en
t,
p
r
o
v
id
in
g
a
p
er
s
o
n
alize
d
lear
n
in
g
a
p
p
r
o
ac
h
b
ased
o
n
p
ac
e,
s
ty
le,
an
d
lev
el
o
f
ass
im
ilatio
n
o
f
t
h
e
m
ater
ia
l.
T
h
e
p
e
r
s
o
n
aliza
tio
n
o
f
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
,
in
t
u
r
n
,
b
ec
o
m
es
esp
ec
ially
im
p
o
r
tan
t
in
d
is
tan
ce
lear
n
i
n
g
,
w
h
er
e
ea
ch
s
tu
d
en
t
lea
r
n
s
r
em
o
tely
.
R
em
o
te
p
latf
o
r
m
s
ca
n
u
s
e
AI
to
au
to
m
atica
lly
tailo
r
ed
u
ca
tio
n
al
co
n
ten
t to
th
e
n
ee
d
s
o
f
ea
ch
s
tu
d
en
t
.
AI
m
ea
n
s
th
e
ab
ilit
y
o
f
s
o
f
tw
ar
e
to
p
er
f
o
r
m
u
s
u
al
in
h
er
en
t
h
u
m
an
s
’
task
s
(
p
er
ce
p
tio
n
,
lear
n
in
g
,
an
d
p
r
o
b
lem
-
s
o
lv
in
g
)
[
2
]
,
[
3
]
,
[
5
]
.
T
h
e
a
d
v
an
ta
g
es
o
f
AI
in
ed
u
c
atio
n
ar
e
s
ig
n
if
ican
t.
A
I
E
D
h
a
s
u
n
d
er
g
o
n
e
m
ajo
r
ch
an
g
es
th
r
o
u
g
h
o
u
t
th
e
p
ast
q
u
ar
ter
ce
n
tu
r
y
[
6
]
.
AI
E
D
im
p
lies
u
s
in
g
alg
o
r
ith
m
s
an
d
tech
n
o
lo
g
ies
th
at
ca
n
p
er
f
o
r
m
task
s
th
at
p
r
ev
io
u
s
ly
r
eq
u
ir
ed
h
u
m
a
n
in
tellig
en
ce
to
im
p
r
o
v
e
lea
r
n
in
g
p
r
o
ce
s
s
es
an
d
o
u
tco
m
es
[
7
]
.
AI
ca
n
cr
ea
te
cu
s
to
m
ized
c
u
r
r
icu
la
tailo
r
ed
to
ea
ch
s
tu
d
en
t
'
s
p
er
s
o
n
al
in
ter
ests
,
ab
ilit
ies,
an
d
lear
n
in
g
p
ac
e.
Fo
r
ex
am
p
le,
ad
a
p
tiv
e
lear
n
in
g
s
y
s
tem
s
ad
ju
s
t
th
e
c
o
m
p
le
x
ity
o
f
task
s
ac
co
r
d
i
n
g
t
o
th
e
r
esu
lts
o
f
p
r
ev
io
u
s
test
s
,
o
f
f
er
in
g
an
o
p
tim
al
lear
n
in
g
e
n
v
ir
o
n
m
en
t
f
o
r
ea
ch
s
tu
d
en
t.
C
h
atb
o
ts
a
n
d
v
ir
tu
al
ass
is
tan
ts
th
at
p
r
o
v
id
e
in
s
tan
t
ass
is
tan
ce
an
d
r
ea
l
-
tim
e
s
u
p
p
o
r
t
to
s
tu
d
en
ts
,
an
s
wer
q
u
esti
o
n
s
,
an
d
e
x
p
lain
co
m
p
le
x
co
n
ce
p
ts
[
8
]
.
T
h
e
ca
p
ab
ilit
ies
o
f
AI
co
v
er
th
e
a
u
to
m
atic
ass
es
s
m
en
t
o
f
task
s
an
d
ass
ig
n
m
en
ts
,
wh
ich
in
v
o
lv
es
d
etailed
an
aly
s
i
s
o
f
th
e
r
esu
lts
an
d
r
ec
o
m
m
e
n
d
atio
n
s
f
o
r
im
p
r
o
v
em
e
n
t.
T
h
is
f
ea
tu
r
e
allo
ws
teac
h
er
s
to
f
o
cu
s
o
n
th
e
m
o
r
e
co
m
p
lex
asp
ec
ts
o
f
lear
n
in
g
,
leav
in
g
r
o
u
tin
e
task
s
to
th
e
m
ac
h
in
e.
AI
h
elp
s
cr
ea
te
d
y
n
a
m
ic
an
d
in
ter
ac
tiv
e
co
u
r
s
es
th
at
ar
e
av
ailab
le
f
o
r
a
lar
g
e
au
d
ien
ce
ar
o
u
n
d
th
e
wo
r
ld
,
p
r
o
v
id
in
g
q
u
ality
ed
u
c
atio
n
r
eg
ar
d
less
o
f
g
eo
g
r
a
p
h
ical
lo
ca
tio
n
[
7
]
,
[
8
]
.
I
n
g
en
e
r
al,
th
e
in
tr
o
d
u
ctio
n
o
f
AI
E
D
in
cr
ea
s
es
th
e
ef
f
icie
n
cy
o
f
e
d
u
ca
tio
n
al
p
r
o
ce
s
s
es,
en
h
an
ce
s
s
tu
d
en
t o
u
tco
m
es,
an
d
c
r
ea
tes an
in
clu
s
iv
e
an
d
ac
ce
s
s
ib
le
ed
u
ca
tio
n
al
en
v
ir
o
n
m
en
t.
Per
s
o
n
alize
d
lear
n
in
g
is
an
a
p
p
r
o
ac
h
i
n
ed
u
ca
tio
n
th
at
in
v
o
l
v
es
cu
s
to
m
izin
g
th
e
lear
n
i
n
g
p
r
o
ce
s
s
f
o
r
ea
ch
s
tu
d
en
t'
s
n
ee
d
s
,
s
tr
en
g
th
s
,
s
k
ills
,
an
d
in
ter
ests
[
5
]
.
Pe
r
s
o
n
alize
d
lear
n
i
n
g
t
h
r
o
u
g
h
AI
h
as
n
o
t
y
et
b
ee
n
s
u
f
f
icien
tly
ad
v
a
n
ce
d
,
b
u
t
it
is
a
p
r
io
r
ity
f
o
r
m
o
d
er
n
ed
u
ca
to
r
s
.
T
h
e
s
m
ar
t
l
e
a
r
n
i
n
g
e
n
v
i
r
o
n
m
e
n
t
(
S
L
E
)
i
n
c
o
r
p
o
r
a
t
e
s
a
d
a
p
t
i
v
e
l
e
a
r
n
i
n
g
a
n
d
p
e
r
s
o
n
a
l
i
z
e
d
l
e
a
r
n
i
n
g
a
s
i
n
t
e
g
r
a
l
p
a
r
ts
.
T
h
e
S
L
E
p
r
o
v
i
d
e
s
s
p
a
c
e
a
n
d
a
c
t
i
v
i
t
i
es
t
o
f
a
c
i
li
t
a
te
e
f
f
e
ct
i
v
e
l
e
a
r
n
i
n
g
.
T
h
e
s
c
h
o
la
r
s
a
d
m
i
t
t
h
a
t
p
e
r
s
o
n
a
l
i
z
e
d
a
d
a
p
ti
v
e
le
a
r
n
i
n
g
is
b
as
e
d
o
n
f
o
u
r
p
i
ll
a
r
s
:
t
h
e
lear
n
er
p
r
o
f
ile,
co
m
p
eten
c
y
-
b
ased
p
r
o
g
r
ess
,
p
e
r
s
o
n
al
lear
n
in
g
,
a
n
d
a
f
lex
ib
le
lear
n
i
n
g
e
n
v
ir
o
n
m
en
t
[
9
]
.
Per
s
o
n
alize
d
lear
n
in
g
h
as
th
r
ee
im
p
o
r
tan
t
c
h
ar
ac
ter
is
tics
:
i
)
th
e
lear
n
in
g
p
r
o
ce
s
s
es
f
o
cu
s
es
o
n
th
e
s
tu
d
en
t
with
th
eir
u
n
i
q
u
e
i
n
d
i
v
id
u
al
s
tr
en
g
t
h
s
,
in
ter
ests
,
an
d
n
ee
d
s
;
ii
)
th
e
t
y
p
e,
p
r
o
ce
s
s
,
tim
e,
an
d
p
lace
o
f
lear
n
in
g
ar
e
f
lex
ib
le
p
ar
am
ete
r
s
;
an
d
iii
)
it h
elp
s
s
tu
d
en
ts
to
co
n
tr
o
l th
e
p
r
o
ce
s
s
[
4
]
.
I
n
a
p
e
r
s
o
n
alize
d
lear
n
in
g
en
v
ir
o
n
m
en
t,
s
tu
d
en
ts
ar
e
ac
ti
v
e
ag
en
ts
o
f
lear
n
i
n
g
.
Un
d
er
s
u
ch
co
n
d
itio
n
s
,
s
tu
d
e
n
ts
ar
e
s
tak
eh
o
ld
er
s
o
f
th
e
p
r
o
ce
s
s
an
d
ar
e
in
v
o
lv
ed
in
t
h
e
d
esig
n
o
f
th
e
lear
n
in
g
p
r
o
g
r
am
.
I
n
th
is
ca
s
e,
th
e
e
d
u
ca
to
r
ac
ts
as
a
f
ac
ilit
ato
r
in
th
e
p
er
s
o
n
al
lear
n
in
g
jo
u
r
n
ey
.
Per
s
o
n
alize
d
lear
n
in
g
ca
n
b
e
d
ev
elo
p
e
d
f
o
r
o
n
e
s
tu
d
en
t,
f
o
r
s
m
all
s
t
u
d
e
n
t
g
r
o
u
p
s
b
a
s
e
d
o
n
c
e
r
t
a
i
n
p
a
r
a
m
e
t
e
r
s
,
o
r
f
o
r
l
a
r
g
e
s
t
u
d
e
n
t
g
r
o
u
p
s
b
a
s
e
d
o
n
m
o
r
e
g
e
n
e
r
a
l
p
a
r
a
m
e
t
e
r
s
[
1
0
]
.
T
h
e
b
asic
p
r
o
b
lem
s
th
at
n
ee
d
to
b
e
s
tu
d
ied
ar
e
th
at
th
e
ac
tu
al
im
p
lem
en
tatio
n
o
f
A
I
an
d
th
e
p
er
s
o
n
aliza
tio
n
o
f
lear
n
i
n
g
.
T
h
ese
ch
allen
g
es
r
eq
u
ir
e
s
p
ec
if
ic
co
n
d
itio
n
s
an
d
s
ig
n
if
ican
t
c
h
an
g
es
in
b
o
th
th
e
lo
g
is
tics
o
f
p
ed
ag
o
g
ical
p
r
o
ce
s
s
es,
as
well
a
s
in
s
taf
f
tr
ain
in
g
.
T
h
er
e
is
a
n
ee
d
to
u
p
d
ate
t
h
e
wh
o
le
d
is
co
u
r
s
e
o
f
ed
u
ca
tio
n
al
p
r
o
g
r
am
s
[
1
1
]
,
[
1
2
]
.
Ad
ap
tiv
e
lear
n
i
n
g
s
ee
m
s
to
b
e
o
n
e
th
at
m
ay
n
o
lo
n
g
er
r
eq
u
ir
e
th
e
p
r
esen
ce
o
f
a
h
u
m
a
n
teac
h
er
,
wh
ich
d
r
am
atica
lly
alter
s
lear
n
in
g
p
r
o
ce
s
s
es
[
1
3
]
,
[
1
4
]
.
H
o
w
d
ee
p
th
is
p
r
o
ce
s
s
is
an
d
h
o
w
to
m
a
k
e
th
e
p
r
o
ce
s
s
es
o
f
im
p
lem
en
tin
g
AI
i
n
ed
u
ca
tio
n
ef
f
ec
tiv
e
r
e
m
ain
s
a
s
et
o
f
d
if
f
icu
lt
q
u
esti
o
n
s
.
I
n
p
r
ac
tice,
th
e
i
m
p
lem
en
tatio
n
o
f
AI
o
f
ten
g
iv
es
co
n
tr
o
v
e
r
s
ial
r
esu
lts
.
I
t
is
n
ec
es
s
ar
y
to
u
n
d
er
s
tan
d
w
h
y
th
is
is
th
e
ca
s
e
th
r
o
u
g
h
co
m
m
u
n
icatio
n
with
teac
h
er
s
[
8
]
,
[
9
]
.
AI
-
p
o
wer
ed
p
er
s
o
n
alize
d
lear
n
in
g
is
an
ar
ea
o
f
i
n
f
o
r
m
atio
n
tech
n
o
lo
g
y
.
I
ts
s
u
cc
ess
f
u
l
d
e
v
elo
p
m
en
t
an
d
im
p
lem
en
tatio
n
ca
n
o
p
tim
ize
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
an
d
ad
ju
s
t
it
to
m
o
d
er
n
s
tan
d
ar
d
s
.
Fo
r
ex
am
p
le,
AI
ca
n
ad
a
p
t
lear
n
in
g
task
s
an
d
m
ater
ials
to
th
e
i
n
d
iv
id
u
al
n
e
ed
s
an
d
lev
el
o
f
k
n
o
wled
g
e
o
f
ea
ch
s
tu
d
en
t.
I
n
p
er
s
o
n
alize
d
lear
n
i
n
g
,
AI
s
y
s
tem
s
ca
n
an
aly
ze
th
e
r
esu
lts
o
f
s
tu
d
en
ts
an
d
p
r
o
v
id
e
p
er
s
o
n
alize
d
r
ec
o
m
m
en
d
atio
n
s
f
o
r
o
p
tim
al
lear
n
in
g
[
2
]
,
[
5
]
,
[
1
0
]
.
I
n
tellig
en
t
s
y
s
tem
s
ca
n
also
m
o
n
ito
r
s
tu
d
en
t
p
r
o
g
r
ess
,
an
aly
ze
th
eir
r
esp
o
n
s
es
an
d
lear
n
in
g
p
r
o
g
r
ess
,
an
d
o
f
f
er
teac
h
er
s
d
etailed
d
ata
o
n
ea
ch
s
tu
d
en
t
[
1
0
]
.
AI
ca
n
s
er
v
e
as a
to
o
l th
at
au
to
m
atica
lly
ev
alu
ates
s
t
u
d
e
n
t
p
er
f
o
r
m
an
ce
a
n
d
f
ee
d
b
ac
k
.
T
h
i
s
f
ea
tu
r
e
r
ed
u
ce
s
th
e
b
u
r
d
e
n
o
n
t
e
a
c
h
e
r
s
a
n
d
a
l
l
o
ws
t
h
e
m
t
o
f
o
c
u
s
o
n
p
r
o
v
i
d
i
n
g
q
u
a
l
i
t
y
i
n
s
t
r
u
c
t
i
o
n
a
n
d
c
o
n
s
t
r
u
c
ti
v
e
f
e
e
d
b
a
c
k
[
6
]
,
[
1
1
]
.
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
E
xp
lo
r
in
g
A
I
-
p
o
w
ered
p
ers
o
n
a
li
z
ed
lea
r
n
in
g
in
u
n
ivers
ities
(
Olg
a
A
g
a
t
o
va
)
839
AI
s
y
s
tem
s
ca
n
also
o
u
tlin
e
ad
ap
tiv
e
lear
n
in
g
tr
ajec
to
r
ies
an
d
u
s
e
v
ir
tu
al
r
eso
u
r
ce
s
to
cr
ea
te
class
es
th
at
o
p
tim
ally
m
ee
t
th
e
d
iv
er
s
e
n
ee
d
s
o
f
s
tu
d
e
n
ts
.
T
h
is
in
ter
s
ec
tio
n
o
f
tech
n
o
lo
g
ies
in
ed
u
ca
tio
n
n
o
t
o
n
ly
d
iv
er
s
if
ies
lear
n
in
g
ap
p
r
o
ac
h
e
s
b
u
t
also
o
p
en
s
u
p
way
s
to
i
m
p
r
o
v
e
ac
ce
s
s
to
q
u
ality
ed
u
ca
tio
n
an
d
d
ev
elo
p
in
d
iv
id
u
al
lear
n
in
g
p
ath
s
.
T
h
is
r
esear
ch
aim
s
to
an
aly
ze
th
e
r
esp
o
n
s
es
o
f
u
n
iv
er
s
i
ty
p
r
o
f
ess
o
r
s
teac
h
in
g
in
R
u
s
s
ian
an
d
Kaz
ak
h
s
tan
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
r
eg
ar
d
i
n
g
p
e
r
s
o
n
alize
d
ed
u
ca
tio
n
in
u
n
iv
er
s
ities
.
T
h
ey
ca
n
i
d
en
tify
cu
r
r
en
t
p
r
o
b
lem
s
,
d
is
ad
v
an
tag
es,
o
p
p
o
r
t
u
n
ities
an
d
AI
ef
f
ec
tiv
en
ess
f
o
r
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
.
T
h
e
r
esear
ch
o
b
jectiv
es
ar
e:
to
s
tu
d
y
u
n
i
v
e
r
s
ity
teac
h
er
s
’
v
iew
o
n
th
e
o
p
p
o
r
tu
n
ities
f
o
r
p
er
s
o
n
alize
d
le
ar
n
in
g
p
o
wer
e
d
b
y
AI
; to
ex
am
in
e
th
e
c
u
r
r
e
n
t state
o
f
AI
-
p
o
wer
ed
lear
n
in
g
tec
h
n
o
lo
g
ies u
s
in
g
o
n
th
e
e
x
am
p
le
o
f
two
d
e
v
elo
p
in
g
co
u
n
tr
ies;
an
d
t
o
clar
if
y
t
h
e
ex
is
tin
g
p
r
o
b
lem
s
an
d
f
u
t
u
r
e
p
r
o
s
p
ec
ts
.
2.
L
I
T
E
R
AT
U
RE
R
E
VI
E
W
2
.
1
.
H
is
t
o
r
y
a
nd
t
y
pes
o
f
m
o
dern
lea
rning
t
ec
hn
o
lo
g
ies
T
h
e
o
r
ig
in
s
o
f
th
e
m
o
d
er
n
lea
r
n
in
g
p
r
o
ce
s
s
ca
n
b
e
tr
ac
e
d
b
a
ck
to
th
e
class
-
less
o
n
s
y
s
tem
d
ev
elo
p
e
d
b
y
C
o
m
en
iu
s
.
T
ec
h
n
o
lo
g
y
d
ev
elo
p
m
en
t
h
as
tr
an
s
f
o
r
m
e
d
ed
u
ca
tio
n
an
d
ca
u
s
ed
f
o
u
r
c
h
an
g
es:
e
-
lear
n
in
g
,
m
-
lear
n
in
g
,
u
-
lear
n
in
g
(
u
b
iq
u
i
to
u
s
lear
n
in
g
)
,
an
d
s
-
lear
n
i
n
g
(
s
m
ar
t
lear
n
in
g
)
.
T
h
e
h
ig
h
est
lev
el
o
f
e
-
lear
n
in
g
is
s
m
ar
t
lear
n
in
g
.
SLE
r
ests
o
n
two
d
if
f
er
e
n
t
ty
p
es
o
f
m
et
h
o
d
o
lo
g
ies:
s
m
ar
t
d
ev
ice
(
th
e
in
ter
n
et
o
f
th
in
g
s
,
wea
r
ab
le
d
ev
ices)
an
d
s
m
ar
t
tech
n
o
lo
g
y
(
lear
n
in
g
an
aly
s
is
,
in
d
iv
id
u
aliza
tio
n
o
n
th
e
b
ase
o
f
AI
,
an
d
clo
u
d
co
m
p
u
tin
g
)
.
T
h
e
s
ec
o
n
d
t
y
p
e
i
s
m
o
r
e
ef
f
ec
tiv
e,
ad
ap
tab
le,
in
s
p
ir
in
g
,
an
d
r
esp
o
n
s
iv
e
[
9
]
.
Fro
m
th
e
co
g
n
itiv
e
th
eo
r
y
’
s
p
er
s
p
ec
tiv
e,
th
e
lear
n
in
g
p
r
o
ce
s
s
in
v
o
lv
es
th
e
m
en
tal
p
r
o
ce
s
s
in
g
o
f
in
f
o
r
m
atio
n
(
c
o
n
s
tr
u
ctin
g
,
ac
q
u
ir
in
g
,
o
r
g
an
izin
g
,
en
c
o
d
in
g
,
r
ep
ea
tin
g
,
m
em
o
r
y
s
to
r
in
g
,
a
n
d
r
etr
ie
v
in
g
)
.
T
h
e
ab
ilit
y
to
lear
n
is
a
co
g
n
itiv
e
s
k
ill
th
at
allo
ws
in
d
iv
id
u
als
t
o
p
r
o
ce
s
s
in
f
o
r
m
atio
n
r
elate
d
to
a
wid
e
r
an
g
e
o
f
to
p
ics.
Dif
f
er
en
t
p
s
y
c
h
o
lo
g
ic
al
an
d
lear
n
in
g
th
eo
r
ies
u
n
d
er
lin
e
th
at
th
e
lear
n
i
n
g
p
r
o
c
ess
an
d
k
n
o
wled
g
e
ac
q
u
is
itio
n
is
a
p
er
s
o
n
al
ex
p
er
ien
ce
.
I
n
r
ec
en
t
y
ea
r
s
,
p
er
s
o
n
aliza
tio
n
o
f
lear
n
i
n
g
h
as
b
ee
n
in
te
g
r
ated
in
ed
u
ca
tio
n
with
th
e
h
elp
o
f
d
if
f
er
en
t m
eth
o
d
s
b
ased
o
n
in
f
o
r
m
atio
n
an
d
co
m
m
u
n
icatio
n
te
ch
n
o
lo
g
ies
[
1
5
]
.
Mic
r
o
s
o
f
t
p
ar
t
n
er
lear
n
in
g
r
e
s
ea
r
ch
h
as
id
e
n
tifie
d
s
ix
cr
iti
ca
l
elem
en
ts
co
n
s
id
er
ed
k
ey
f
ea
tu
r
es
o
f
2
1
s
t
-
ce
n
tu
r
y
ed
u
ca
tio
n
.
On
e
o
f
th
ese
f
ea
tu
r
es
is
t
h
e
ed
u
c
atio
n
al
im
p
lem
e
n
tatio
n
o
f
I
C
T
.
T
h
e
o
th
e
r
f
i
v
e
f
ea
tu
r
es
in
clu
d
e
e
d
u
ca
tio
n
al
c
o
llab
o
r
atio
n
,
s
y
s
tem
k
n
o
wled
g
e
b
u
ild
in
g
,
s
tu
d
e
n
ts
’
s
elf
-
r
eg
u
latio
n
,
r
elian
ce
o
n
r
ea
l
-
wo
r
ld
p
r
o
b
lem
s
o
lv
in
g
,
w
id
esp
r
ea
d
o
f
in
n
o
v
atio
n
s
,
an
d
ef
f
ec
tiv
e
co
m
m
u
n
icatio
n
[
1
6
]
.
2
.
2
.
Art
if
ici
a
l int
ellig
ence
in
educa
t
io
n
Ar
tific
ial
in
tellig
en
ce
h
as
alter
ed
ed
u
ca
tio
n
an
d
t
r
an
s
f
o
r
m
e
d
th
e
tr
ad
itio
n
al
class
r
o
o
m
.
Nev
er
th
eless
,
in
n
o
v
ativ
e
ap
p
r
o
ac
h
es
ca
n
n
o
t
r
ep
lace
tr
a
d
itio
n
al
e
d
u
ca
tio
n
an
d
s
o
cial
in
ter
ac
ti
o
n
.
A
I
-
p
o
wer
ed
to
o
ls
,
s
u
c
h
as
g
am
if
icatio
n
,
v
ir
tu
al
r
ea
lity
(
VR
)
an
d
au
g
m
en
ted
r
ea
lity
(
AR
)
,
ca
n
s
u
p
p
lem
en
t
tr
a
d
itio
n
al
tech
n
iq
u
es.
T
h
e
in
tr
o
d
u
ctio
n
o
f
AI
allo
ws
f
o
r
th
e
im
p
r
o
v
em
en
t
o
f
m
ass
iv
e
o
p
en
o
n
lin
e
co
u
r
s
e
s
(
MO
OC
s
)
.
T
h
e
ev
al
u
atio
n
o
f
lear
n
in
g
ass
ig
n
m
en
ts
an
d
id
e
n
tific
atio
n
o
f
g
ap
s
in
teac
h
in
g
an
d
k
n
o
wled
g
e
ac
q
u
is
itio
n
will
n
o
lo
n
g
er
b
e
a
p
r
o
b
lem
.
H
o
wev
er
,
s
m
ar
t
s
co
r
in
g
s
y
s
tem
s
m
ay
m
is
s
s
o
m
e
co
r
r
ec
t
an
s
wer
s
,
b
ec
au
s
e
th
e
AI
-
p
o
wer
ed
s
y
s
tem
m
ak
es d
ec
is
io
n
s
b
ased
o
n
m
ass
s
tati
s
tics
o
n
ly
.
T
h
e
ass
ess
m
e
n
t sy
s
tem
s
p
o
wer
ed
b
y
AI
ca
n
n
o
t b
e
s
u
cc
ess
f
u
lly
ap
p
lied
to
all
ass
ig
n
m
en
ts
w
ith
o
u
t
h
u
m
an
in
v
o
l
v
em
en
t.
An
o
th
er
im
p
o
r
tan
t
asp
ec
t
is
th
at
s
m
ar
t
teac
h
in
g
s
y
s
tem
s
ca
n
r
eg
is
ter
a
d
ig
ital
s
tu
d
en
t
p
r
o
f
ile
an
d
ass
ig
n
ea
ch
s
tu
d
en
t
a
p
er
s
o
n
al
in
s
tr
u
cto
r
to
in
cr
ea
s
e
lear
n
in
g
p
r
o
d
u
ctiv
ity
in
t
h
e
class
r
o
o
m
an
d
o
u
ts
id
e.
A
d
ig
ital
p
o
r
tf
o
lio
o
f
d
is
cip
lin
es
m
aster
ed
b
y
s
tu
d
en
ts
ca
n
h
elp
em
p
lo
y
er
s
in
t
h
eir
d
ec
is
io
n
s
t
o
em
p
lo
y
an
in
d
iv
i
d
u
al.
Per
s
o
n
al
lear
n
in
g
en
v
i
r
o
n
m
e
n
ts
(
PLE
s
)
h
elp
s
tu
d
en
ts
with
d
is
ab
ilit
ies
o
f
all
ag
es,
in
clu
d
in
g
in
d
iv
id
u
als
with
h
ea
lth
-
r
elate
d
d
is
o
r
d
er
s
,
r
ec
e
iv
e
m
o
r
e
ef
f
ec
tiv
e
lear
n
in
g
[
1
7
]
.
A
I
-
p
o
wer
ed
t
ec
h
n
o
lo
g
ies
ca
n
h
elp
ed
u
ca
t
o
r
s
to
in
tr
o
d
u
ce
n
ew
ap
p
r
o
ac
h
es
in
p
ed
ag
o
g
y
in
clu
d
in
g
s
tr
ateg
ies s
u
ch
as c
o
llab
o
r
ativ
e
lear
n
in
g
[
8
]
.
Views
o
n
th
e
u
s
e
o
f
AI
in
ed
u
ca
tio
n
ar
e
p
r
ed
o
m
i
n
an
tl
y
b
ased
o
n
co
g
n
itiv
e
o
r
c
o
n
s
tr
u
ctiv
is
t
ap
p
r
o
ac
h
es,
wh
ich
s
ee
th
e
p
e
r
s
o
n
aliza
tio
n
o
f
lear
n
in
g
as
th
e
d
o
m
i
n
an
t
p
ath
f
o
r
th
e
d
e
v
elo
p
m
en
t
o
f
ed
u
ca
tio
n
[
1
2
]
.
I
n
ter
ac
tio
n
with
AI
ex
p
an
d
s
th
e
r
ich
n
ess
o
f
b
eh
a
v
io
r
al
p
atter
n
s
o
f
e
d
u
ca
tio
n
p
ar
ticip
an
ts
in
th
eir
co
g
n
itiv
e
ac
tiv
ity
.
T
h
is
r
eq
u
ir
es
th
e
ad
e
q
u
ate
im
p
lem
en
tati
o
n
o
f
AI
elem
e
n
ts
in
th
e
e
d
u
c
atio
n
al
p
r
o
ce
s
s
an
d
th
e
r
ea
d
in
ess
o
f
b
o
th
s
tu
d
e
n
ts
an
d
teac
h
er
s
to
i
n
ter
ac
t w
ith
t
h
is
tech
n
o
lo
g
y
[
1
]
,
[
1
8
]
.
2.
3
.
P
er
s
o
na
lized
lea
rning
i
n m
o
dern
educa
t
io
n
I
n
p
er
s
o
n
alize
d
lear
n
in
g
,
it is
im
p
o
r
tan
t to
ta
k
e
in
to
ac
co
u
n
t t
h
e
in
d
iv
id
u
al
lear
n
in
g
s
ty
les o
f
s
tu
d
en
ts
in
o
r
d
er
to
c
r
ea
te
a
s
u
cc
ess
f
u
l
lear
n
in
g
p
r
o
g
r
am
.
C
o
r
r
ec
t
i
d
en
tific
atio
n
o
f
a
lear
n
i
n
g
s
ty
le
is
o
n
e
o
f
th
e
s
tep
s
to
ad
ap
tin
g
e
-
lear
n
in
g
o
r
tr
ad
itio
n
al
lear
n
in
g
t
o
u
n
iq
u
e
lear
n
er
s
’
n
ee
d
s
an
d
ex
p
ec
t
atio
n
s
[
1
1
]
.
Ma
n
y
tech
n
o
lo
g
ies
p
o
wer
ed
b
y
AI
in
teg
r
ate
a
d
ap
tiv
e
e
d
u
ca
tio
n
al
s
y
s
tem
s
,
s
u
ch
as
d
ec
is
io
n
tr
ee
s
,
f
u
zz
y
lo
g
ic,
n
eu
r
al
n
etwo
r
k
s
,
g
e
n
etic
alg
o
r
ith
m
s
,
B
ay
esian
n
etwo
r
k
s
,
a
n
d
h
i
d
d
en
Ma
r
k
o
v
m
o
d
els.
N
ev
er
th
eless
,
th
er
e
is
n
o
s
tan
d
a
r
d
a
p
p
r
o
ac
h
,
wh
ich
wo
u
ld
h
elp
to
i
d
en
tify
th
e
m
o
s
t
ap
p
r
o
p
r
iate
lear
n
in
g
th
eo
r
y
a
n
d
th
e
m
o
s
t
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
2
0
2
5
:
837
-
8
4
8
840
r
eliab
le
AI
m
eth
o
d
to
in
teg
r
a
te
in
to
th
e
lear
n
in
g
en
v
ir
o
n
m
en
t.
I
t
is
im
p
o
r
tan
t
to
d
ev
elo
p
to
o
ls
th
at
m
ak
e
it
ea
s
ier
to
id
en
tify
th
e
lea
r
n
in
g
s
ty
le
f
r
o
m
th
e
s
tu
d
e
n
t
b
eh
a
v
io
r
p
r
o
f
ile
[
1
1
]
.
E
d
u
ca
tio
n
al
in
s
titu
tio
n
s
in
d
e
v
elo
p
in
g
co
u
n
tr
ies
ar
e
ac
tiv
el
y
u
s
in
g
p
e
r
s
o
n
alize
d
lea
r
n
in
g
.
I
n
tu
r
n
,
AI
-
p
o
wer
ed
tech
n
o
lo
g
ies
wer
e
d
esig
n
ed
in
d
ev
elo
p
ed
co
u
n
tr
ies.
I
t
is
ex
p
lain
ed
b
y
a
lack
o
f
r
eso
u
r
ce
s
an
d
av
ailab
ilit
y
o
f
I
C
T
in
d
e
v
elo
p
in
g
co
u
n
tr
ies
[
1
8
]
.
T
h
e
r
o
le
an
d
im
p
o
r
tan
ce
o
f
AI
in
e
-
lear
n
in
g
(
A
I
eL
)
h
as
in
cr
ea
s
ed
b
ec
au
s
e
o
f
th
e
u
s
e
o
f
tech
n
o
lo
g
y
i
n
d
if
f
er
en
t
f
ield
s
o
f
ed
u
ca
tio
n
,
s
u
c
h
as
m
ed
ical
ed
u
ca
tio
n
,
lan
g
u
ag
e
lear
n
in
g
,
s
cien
ce
co
u
r
s
es,
m
ath
em
atics,
an
d
g
en
er
al
d
is
cip
lin
es.
Dif
f
er
en
t
AI
-
g
en
e
r
ated
tech
n
o
lo
g
ies
h
av
e
b
ee
n
wid
ely
ad
o
p
ted
b
y
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
,
in
clu
d
in
g
p
er
s
o
n
alize
d
e
-
lear
n
in
g
en
v
ir
o
n
m
en
ts
,
s
m
ar
t d
etec
tio
n
o
f
lear
n
i
n
g
s
ty
les,
an
d
task
-
b
a
s
ed
ad
ap
tiv
e
lear
n
i
n
g
[
1
9
]
.
Per
s
o
n
al
lear
n
in
g
e
n
v
ir
o
n
m
en
ts
ar
e
k
ey
is
s
u
es
o
f
m
o
d
er
n
ed
u
ca
tio
n
.
PLE
h
elp
s
s
tu
d
en
ts
to
ac
ce
s
s
an
en
v
ir
o
n
m
en
t
th
at
co
m
b
in
es
a
n
etwo
r
k
o
f
h
u
m
an
s
,
ed
u
ca
tio
n
al
r
eso
u
r
ce
s
,
lear
n
in
g
a
n
d
elec
tr
o
n
ic
s
er
v
ices.
PLE
p
lay
s
a
p
iv
o
tal
r
o
le
i
n
i
m
p
r
o
v
i
n
g
lear
n
i
n
g
an
d
teac
h
i
n
g
.
Stu
d
en
ts
b
ec
o
m
e
r
esp
o
n
s
ib
le
f
o
r
th
e
lear
n
in
g
p
r
o
ce
s
s
.
PLE
p
o
s
s
ess
e
s
s
ev
er
al
ch
ar
ac
ter
is
tics
:
i
t
in
v
o
lv
es
s
tu
d
en
ts
in
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
,
d
ev
elo
p
s
a
s
en
s
e
o
f
r
esp
o
n
s
ib
ilit
y
;
en
s
u
r
es
au
to
n
o
m
y
to
s
tu
d
en
ts
;
en
h
an
ce
s
k
n
o
wled
g
e;
r
ev
ea
ls
r
ela
tio
n
s
h
ip
s
with
r
ea
l
-
wo
r
ld
;
p
r
o
v
id
es
a
p
latf
o
r
m
f
o
r
co
m
m
u
n
icatio
n
an
d
in
f
o
r
m
atio
n
ex
c
h
an
g
e;
d
ev
elo
p
s
cr
itical
th
in
k
in
g
a
n
d
cr
ea
tiv
e
ab
ilit
ies;
p
r
o
m
o
tes m
u
tu
al
r
esp
ec
t a
m
o
n
g
s
tu
d
en
ts
a
n
d
teac
h
er
s
[
2
0
]
.
T
h
e
p
er
s
o
n
aliza
tio
n
p
ar
am
et
er
s
ar
e:
i)
a
n
in
f
o
r
m
atio
n
s
ea
r
ch
task
;
ii)
th
e
s
tu
d
en
t'
s
lev
el
o
f
k
n
o
wled
g
e
;
iii)
lear
n
in
g
o
b
j
ec
tiv
es
;
iv
)
p
r
ef
er
r
ed
m
e
d
ia
;
v)
lan
g
u
ag
e
p
r
ef
er
e
n
ce
s
;
v
i)
th
e
p
ar
ticip
an
t'
s
b
alan
ce
;
v
ii)
p
r
o
g
r
ess
;
v
iii)
waitin
g
o
n
f
ee
d
b
ac
k
;
ix
)
l
ev
el
o
f
m
o
tiv
atio
n
;
x)
n
a
v
i
g
atio
n
p
r
ef
er
e
n
ce
s
;
x
i)
ch
ar
ac
ter
is
tics
o
f
co
g
n
iti
v
e
ac
tiv
ity
;
an
d
x
ii)
a
p
e
d
ag
o
g
ical
ap
p
r
o
ac
h
[
2
1
]
.
Ad
a
p
tiv
e
lear
n
in
g
th
e
o
r
y
in
v
o
lv
es
th
e
u
s
e
o
f
tech
n
o
l
o
g
y
b
ased
o
n
th
e
u
n
iq
u
e
n
ee
d
s
o
f
ea
ch
s
tu
d
en
t
with
e
d
u
ca
tio
n
al
r
eso
u
r
ce
s
.
A
PLE
s
m
ea
n
s
p
er
s
o
n
al
e
-
lear
n
in
g
s
p
a
ce
s
tr
ad
itio
n
ally
b
ased
o
n
two
co
m
p
o
n
en
ts
,
n
am
ely
a
p
er
s
o
n
al
lear
n
in
g
n
etwo
r
k
an
d
a
p
e
r
s
o
n
al
lear
n
in
g
p
o
r
tf
o
l
io
[
2
2
]
.
Per
s
o
n
alize
d
ad
ap
tiv
e
lear
n
i
n
g
is
a
tech
n
o
lo
g
y
-
p
o
we
r
ed
,
ef
f
ec
tiv
e
p
ed
ag
o
g
ical
ap
p
r
o
ac
h
th
at
tailo
r
s
teac
h
in
g
s
tr
ateg
ies
to
th
e
in
d
i
v
id
u
al
n
ee
d
s
,
ac
ad
em
ic
e
x
p
ec
ta
tio
n
s
,
an
d
p
er
s
o
n
al
d
ev
elo
p
m
e
n
t
o
f
ea
ch
s
tu
d
e
n
t.
T
h
e
s
ch
o
lar
s
ad
m
it
th
at
a
p
e
r
s
o
n
alize
d
lear
n
in
g
a
p
p
r
o
ac
h
co
n
s
is
ts
o
f
th
e
f
o
llo
win
g
co
m
p
o
n
e
n
ts
:
s
tu
d
en
t
p
r
o
f
iles
,
p
r
e
v
io
u
s
k
n
o
wled
g
e
an
d
ex
p
e
r
ien
ce
,
p
e
r
s
o
n
alize
d
a
d
ap
tiv
e
lear
n
in
g
p
ath
s
,
an
d
f
le
x
ib
le
en
v
ir
o
n
m
en
ts
f
o
r
s
elf
-
lear
n
in
g
c
r
ea
ted
u
s
in
g
an
al
y
tics
[
2
3
]
.
T
h
is
ap
p
r
o
ac
h
aim
s
to
en
h
a
n
ce
s
tu
d
e
n
t
en
g
a
g
em
en
t
a
n
d
o
u
tco
m
es
b
y
e
n
s
u
r
in
g
th
at
th
e
ed
u
ca
tio
n
al
co
n
ten
t
a
n
d
m
eth
o
d
s
ar
e
s
u
itab
le
f
o
r
ea
c
h
lear
n
er
'
s
u
n
iq
u
e
co
n
tex
t
an
d
p
r
o
g
r
ess
.
2.
4
.
P
er
s
o
na
lized
lea
rning
po
wer
ed
by
a
rt
if
icia
l int
ellig
ence
Per
s
o
n
alize
d
lear
n
in
g
p
o
wer
e
d
b
y
AI
ca
n
b
e
s
u
cc
ess
f
u
lly
i
n
tr
o
d
u
ce
d
in
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
an
d
co
m
m
er
cial
o
r
g
an
izatio
n
s
to
tr
ain
a
n
d
im
p
r
o
v
e
th
e
s
k
ills
o
f
em
p
lo
y
ee
s
.
T
h
is
tr
ain
in
g
ca
n
in
clu
d
e
th
e
f
o
llo
win
g
s
tr
ateg
ies:
an
aly
s
is
o
f
em
p
l
o
y
ee
p
er
f
o
r
m
an
ce
b
as
ed
o
n
p
r
eset
p
ar
am
eter
s
;
id
en
t
if
icatio
n
o
f
tr
ain
in
g
n
ee
d
s
;
id
en
tific
atio
n
o
f
th
e
e
m
p
lo
y
ee
’
s
p
r
ef
er
r
ed
m
eth
o
d
a
n
d
s
ty
le
o
f
lear
n
in
g
;
i
d
en
tific
a
tio
n
o
f
th
e
tr
ain
er
’
s
teac
h
in
g
ap
p
r
o
ac
h
:
teac
h
in
g
s
ty
le,
p
er
s
o
n
al
c
h
ar
ac
ter
is
tics
,
k
n
o
wled
g
e,
ex
p
e
r
ien
ce
an
d
s
elec
tio
n
o
f
tr
ai
n
er
s
f
o
r
s
tu
d
en
ts
.
I
t
also
in
cl
u
d
es
c
lar
if
icatio
n
o
f
tim
e
lim
its
,
f
r
e
q
u
en
cy
,
s
p
ee
d
,
a
n
d
m
o
d
e
o
f
l
ea
r
n
in
g
;
ass
is
tin
g
in
k
n
o
wled
g
e
m
an
a
g
em
en
t
with
in
th
e
o
r
g
a
n
izatio
n
;
r
ed
u
cin
g
th
e
h
u
m
an
f
ac
to
r
;
ass
ess
in
g
s
tu
d
en
t
p
er
s
o
n
al
d
ev
elo
p
m
e
n
t; a
s
well
as d
ev
elo
p
in
g
a
tr
ain
in
g
s
ch
e
d
u
le
[
2
4
]
.
2
.
4
.
1
.
Virt
ua
l r
ea
lity
Vir
tu
al
r
ea
lity
is
a
ter
m
f
ir
s
t
ap
p
lied
in
th
e
1
9
6
0
s
to
d
ef
in
e
d
if
f
er
en
t
p
r
o
g
r
ess
iv
e
tech
n
o
lo
g
ies,
in
clu
d
in
g
s
o
f
twar
e
an
d
h
a
r
d
war
e
d
esig
n
ed
to
s
im
u
late
t
h
e
r
ea
l
wo
r
ld
.
C
h
r
o
n
o
lo
g
ically
,
v
ar
ian
ts
o
f
th
is
tech
n
o
lo
g
y
in
clu
d
e
Sen
s
o
r
a
m
a
s
im
u
lato
r
,
o
n
lin
e
g
am
if
ied
v
ir
tu
al
wo
r
ld
s
,
m
ass
iv
ely
m
u
l
tip
lay
er
o
n
lin
e
r
o
le
-
p
lay
in
g
g
am
es,
s
u
r
g
ical
s
im
u
lato
r
s
,
f
u
ll
r
a
n
g
e
e
n
v
ir
o
n
m
en
tal
d
is
p
lay
r
o
o
m
s
,
an
d
h
ea
d
-
m
o
u
n
ted
d
is
p
lay
s
.
Sch
o
lar
s
f
r
o
m
Den
m
ar
k
d
escr
ib
ed
d
if
f
er
en
t
s
ce
n
ar
i
o
s
f
o
r
in
co
r
p
o
r
atin
g
h
ea
d
-
m
o
u
n
t
ed
d
is
p
lay
s
.
T
h
ey
id
en
tifie
d
th
r
ee
m
ain
a
r
ea
s
th
at
ca
n
b
en
e
f
it
f
r
o
m
u
s
in
g
th
e
s
e
d
ev
ices:
co
g
n
itiv
e
s
k
ills
r
e
lated
to
th
e
s
to
r
a
g
e
an
d
co
m
p
r
e
h
en
s
io
n
o
f
v
is
u
al
an
d
s
p
atial
d
ata
p
r
o
ce
s
s
in
g
an
d
k
n
o
wled
g
e
ac
q
u
is
itio
n
;
p
s
y
ch
o
m
o
to
r
s
k
ills
,
in
clu
d
in
g
h
ea
d
m
o
v
em
en
ts
,
v
is
u
al
p
er
ce
p
tio
n
,
a
n
d
o
b
s
er
v
at
io
n
;
an
d
ef
f
ec
tiv
e
co
p
in
g
s
k
il
ls
f
o
r
d
ea
lin
g
with
em
o
tio
n
al
r
esp
o
n
s
es to
d
if
f
icu
lt st
r
ess
f
u
l sit
u
atio
n
s
[
2
5
]
.
2
.
4
.
2
.
H
um
a
n
e
m
o
t
i
o
n r
e
co
g
nitio
n
Hu
m
an
s
h
av
e
in
tellig
en
ce
,
b
u
t
th
ey
also
h
av
e
e
m
o
tio
n
s
.
E
m
o
tio
n
al
r
esp
o
n
s
es
ar
e
an
im
p
o
r
tan
t
to
p
ic
f
o
r
t
h
e
r
esear
c
h
th
at
ex
am
in
e
s
h
o
w
in
d
iv
id
u
als
r
ea
ct
to
d
if
f
er
en
t
s
itu
atio
n
s
.
E
m
o
tio
n
s
ar
e
also
an
ess
en
tial
co
m
p
o
n
en
t
o
f
h
u
m
an
d
ec
is
io
n
-
m
ak
in
g
an
d
r
ea
s
o
n
in
g
.
Sch
o
lar
s
s
h
o
u
ld
co
n
s
id
er
t
h
ese
f
ac
ts
wh
en
m
o
d
ellin
g
h
u
m
an
r
ea
ctio
n
s
,
esp
ec
ially
wh
en
th
ese
r
ea
ctio
n
s
in
f
lu
en
ce
th
e
b
eh
av
io
r
p
atter
n
s
o
f
o
th
er
in
d
iv
id
u
als,
f
o
r
ex
am
p
le,
in
w
o
r
k
g
r
o
u
p
s
,
tr
ain
in
g
s
ess
io
n
s
,
ed
u
ca
tio
n
,
an
d
s
o
f
o
r
th
[
1
4
]
.
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
E
xp
lo
r
in
g
A
I
-
p
o
w
ered
p
ers
o
n
a
li
z
ed
lea
r
n
in
g
in
u
n
ivers
ities
(
Olg
a
A
g
a
t
o
va
)
841
Data
m
in
in
g
an
d
m
ac
h
in
e
lea
r
n
in
g
h
av
e
g
r
ea
t
p
o
ten
tial
f
o
r
ed
u
ca
tio
n
.
T
h
e
u
s
e
o
f
o
n
lin
e
lear
n
in
g
m
o
d
els
is
a
v
ital
p
ar
t
o
f
b
u
il
d
in
g
p
e
r
s
o
n
alize
d
lear
n
in
g
s
y
s
tem
s
[
2
6
]
–
[
2
8
]
.
Data
clu
s
ter
in
g
is
a
m
eth
o
d
o
f
d
iv
id
in
g
o
b
jects in
to
g
r
o
u
p
s
ac
co
r
d
in
g
to
th
e
p
r
in
cip
le
o
f
h
o
m
o
g
en
eity
an
d
s
im
ilar
ity
o
f
o
b
jects in
ea
ch
g
r
o
u
p
[
2
9
]
.
I
n
th
e
ac
ad
em
ic
co
n
tex
t
,
b
ig
d
ata
is
u
s
ed
to
im
p
r
o
v
e
ed
u
ca
tio
n
al
ac
h
iev
em
e
n
ts
(
a
ca
d
em
ic
an
aly
tics
,
ed
u
ca
tio
n
al
an
aly
tics
,
an
d
e
d
u
ca
tio
n
al
d
ata
m
in
in
g
)
[
1
3
]
.
I
n
r
ec
en
t
y
ea
r
s
,
ac
ad
em
ic
liter
atu
r
e
h
as
d
is
cu
s
s
ed
s
u
cc
ess
f
u
l
ca
s
es
o
f
ap
p
ly
in
g
AI
-
p
o
wer
ed
to
o
ls
in
ed
u
ca
tio
n
.
T
h
e
a
u
th
o
r
s
f
r
o
m
th
e
USA
d
is
cu
s
s
th
e
r
o
le
o
f
lear
n
in
g
with
p
er
s
o
n
alize
d
to
o
ls
in
th
e
d
ev
elo
p
m
en
t
o
f
an
elec
tr
o
n
ic
ad
ap
tiv
e
tu
to
r
f
o
r
r
ea
d
in
g
co
m
p
r
eh
e
n
s
io
n
-
in
ter
ac
tiv
e
s
tr
ateg
y
tr
ain
in
g
f
o
r
ac
tiv
e
r
ea
d
in
g
an
d
th
in
k
i
n
g
(
iSTART
)
.
T
h
e
s
y
s
tem
p
r
o
v
id
es
ad
ap
tiv
e,
in
ter
ac
tiv
e
,
an
d
g
am
e
-
o
r
ien
ted
teac
h
in
g
to
im
p
r
o
v
e
tex
t c
o
m
p
r
e
h
en
s
io
n
b
y
teen
a
g
er
s
)
[
3
0
]
.
T
h
e
an
aly
s
is
o
f
liter
atu
r
e
r
ev
e
als
th
at
th
er
e
is
r
esear
ch
o
n
th
e
p
ar
am
eter
s
a
n
d
o
p
p
o
r
tu
n
itie
s
p
r
o
p
o
s
ed
b
y
AI
-
g
en
er
ated
to
o
ls
th
at
s
u
p
p
o
r
t
p
er
s
o
n
alize
d
lear
n
in
g
f
o
r
s
tu
d
en
ts
.
Giv
en
s
u
cc
ess
f
u
l
ex
am
p
les
o
f
th
e
u
s
e
o
f
AI
f
o
r
p
er
s
o
n
alize
d
lea
r
n
i
n
g
,
th
is
tech
n
o
lo
g
y
h
as
th
e
p
o
ten
tial
to
b
e
th
e
to
o
l
o
f
th
e
f
u
tu
r
e
p
ed
a
g
o
g
y
.
Nev
er
th
eless
,
th
er
e
is
les
s
r
es
ea
r
ch
o
n
th
e
e
x
p
er
ien
ce
o
f
tea
ch
er
s
an
d
s
tu
d
en
ts
u
s
in
g
AI
-
p
o
wer
ed
tech
n
o
lo
g
y
in
ed
u
ca
tio
n
.
T
h
e
r
ea
l
ex
p
er
i
en
ce
o
f
its
ap
p
licatio
n
,
esp
ec
ially
in
d
ev
elo
p
in
g
co
u
n
t
r
ies,
is
co
m
p
licated
[
1
]
,
[
8
]
,
[
3
1
]
.
T
h
e
s
et
o
f
p
r
o
b
l
em
s
f
ac
ed
b
y
teac
h
e
r
s
an
d
s
tu
d
en
ts
r
eq
u
i
r
es
co
n
s
id
er
a
tio
n
an
d
in
clu
d
es
tech
n
o
lo
g
ical
an
d
f
in
a
n
cial
li
m
itatio
n
s
,
p
s
y
ch
o
l
o
g
ical
a
d
ap
tatio
n
to
n
ew
tech
n
o
lo
g
y
,
an
d
id
en
tify
i
n
g
n
atu
r
al
lim
itatio
n
s
in
h
er
en
t
in
AI
th
r
o
u
g
h
p
r
ac
tical
ex
p
e
r
ien
ce
.
T
o
in
cr
ea
s
e
th
e
ef
f
ec
tiv
e
n
ess
o
f
AI
as
a
to
o
l
f
o
r
p
er
s
o
n
alize
d
u
n
iv
er
s
ity
lear
n
i
n
g
,
it is
n
ec
ess
ar
y
to
s
tu
d
y
th
is
ex
p
er
ien
ce
a
n
d
th
e
p
r
o
b
lem
s
.
T
h
e
s
co
p
e
o
f
th
e
s
tu
d
y
f
o
c
u
s
es
o
n
th
e
o
p
in
i
o
n
s
an
d
attitu
d
es
o
f
teac
h
e
r
s
to
war
d
s
AI
-
p
o
wer
ed
lear
n
in
g
tech
n
o
lo
g
ies.
T
ea
c
h
e
r
s
im
p
lem
en
t A
I
tech
n
o
lo
g
ies
an
d
u
n
wittin
g
ly
ac
t a
s
th
eir
p
r
o
m
o
ter
s
.
I
n
r
ea
l lif
e
th
ey
o
f
te
n
f
ac
e
th
e
ch
allen
g
es
an
d
im
p
er
f
ec
tio
n
s
o
f
th
ese
te
ch
n
o
lo
g
ies
in
th
e
ed
u
ca
tio
n
al
s
y
s
tem
.
T
h
e
s
tu
d
y
o
f
th
eir
o
p
in
io
n
is
a
s
ig
n
if
ic
an
t
g
ap
in
ac
ad
em
ic
r
esear
ch
.
T
ea
ch
er
s
’
p
er
s
p
ec
tiv
es
ca
n
p
r
o
v
id
e
v
alu
ab
l
e
in
s
ig
h
ts
in
to
th
e
p
r
ac
tical
im
p
licatio
n
s
an
d
p
o
ten
tial
im
p
r
o
v
e
m
en
ts
n
ee
d
ed
f
o
r
s
u
cc
ess
f
u
l
in
teg
r
atio
n
o
f
AI
in
ed
u
ca
tio
n
.
3.
M
E
T
H
O
D
3
.
1
.
Resea
rc
h desi
g
n a
nd
s
a
m
ple
Data
co
llectio
n
m
eth
o
d
s
in
cl
u
d
e
q
u
esti
o
n
n
air
es
a
n
d
i
n
ter
v
iew
an
aly
s
is
.
T
h
e
s
am
p
le
i
n
v
o
lv
e
d
7
8
teac
h
er
s
f
r
o
m
two
u
n
iv
er
s
ities
in
th
e
R
u
s
s
ian
Fed
er
atio
n
an
d
Kaz
ak
h
s
tan
as
s
h
o
wn
in
T
ab
le
1
.
A
s
elec
tio
n
o
f
p
ar
ticip
an
ts
r
ested
o
n
a
r
an
d
o
m
s
am
p
le.
T
h
e
s
tu
d
y
p
ar
ticip
a
n
ts
wer
e
r
an
d
o
m
l
y
s
elec
ted
f
r
o
m
a
lis
t
o
f
teac
h
er
s
wo
r
k
in
g
at
b
o
th
u
n
iv
e
r
s
ities
in
clu
d
ed
in
th
e
s
tu
d
y
.
R
an
d
o
m
s
am
p
lin
g
was
ch
o
s
en
b
ec
a
u
s
e
it
allo
ws
ea
ch
elem
en
t
in
th
e
g
r
o
u
p
t
o
h
av
e
an
e
q
u
al
o
p
p
o
r
tu
n
ity
to
b
e
i
n
clu
d
ed
in
th
e
s
tu
d
y
.
As
a
r
e
s
u
lt,
th
is
s
elec
tio
n
m
eth
o
d
en
s
u
r
es
th
at
th
e
s
am
p
le
is
m
o
r
e
co
n
s
is
ten
t
with
th
e
g
en
er
al
p
o
p
u
latio
n
.
W
ith
th
e
h
elp
o
f
a
r
a
n
d
o
m
n
u
m
b
er
g
en
er
at
o
r
,
e
v
er
y
th
i
r
d
teac
h
er
f
r
o
m
th
e
lis
t
o
f
teac
h
er
s
f
r
o
m
b
o
th
u
n
iv
e
r
s
ities
was
s
elec
ted
.
T
h
e
s
elec
ted
in
d
iv
id
u
als we
r
e
co
n
t
ac
ted
b
y
th
e
r
esear
ch
e
r
s
v
ia
e
-
m
ail
with
an
in
v
itatio
n
to
p
ar
ti
cip
ate
in
th
e
s
tu
d
y
.
Ultim
ately
,
7
8
p
ar
ticip
an
ts
p
r
o
v
id
ed
co
n
s
en
t.
T
h
is
ap
p
r
o
ac
h
co
n
tr
ib
u
tes
to
th
e
o
b
jectiv
ity
an
d
r
ep
r
esen
tativ
en
ess
o
f
th
e
s
am
p
le
s
in
ce
teac
h
er
s
wer
e
r
an
d
o
m
ly
s
elec
ted
f
r
o
m
th
e
en
tire
g
r
o
u
p
[
3
2
]
.
T
ab
le
1
.
Dem
o
g
r
ap
h
ic
ch
ar
ac
t
er
is
tics
o
f
th
e
s
am
p
le
V
a
r
i
a
b
l
e
V
a
l
u
e
Th
e
n
u
m
b
e
r
o
f
p
a
r
t
i
c
i
p
a
n
t
s
A
g
e
26
-
35
27
36
-
45
29
46
-
58
22
G
e
n
d
e
r
F
e
mal
e
43
M
a
l
e
35
U
n
i
v
e
r
si
t
y
U
n
i
v
e
r
si
t
y
1
38
U
n
i
v
e
r
si
t
y
2
40
T
h
is
ap
p
r
o
ac
h
is
d
u
e
to
th
e
f
ac
t
th
at
teac
h
er
s
h
av
e
d
if
f
er
e
n
t
ex
p
e
r
ien
ce
s
with
d
i
g
ital
tech
n
o
lo
g
ies
an
d
d
if
f
er
en
t
ac
ce
s
s
to
d
i
g
ital
to
o
ls
with
in
th
eir
co
u
r
s
es
an
d
o
p
p
o
r
tu
n
ities
o
f
u
n
iv
er
s
ities
,
in
p
ar
ticu
lar
,
to
th
e
elem
en
ts
o
f
AI
tech
n
o
l
o
g
y
.
T
h
e
r
atio
o
f
t
h
e
s
am
p
le
s
ize
to
th
e
g
en
er
al
p
o
p
u
latio
n
o
f
teac
h
er
s
f
r
o
m
b
o
t
h
u
n
iv
er
s
ities
in
d
icate
s
a
p
o
s
s
i
b
le
s
am
p
lin
g
er
r
o
r
o
f
u
p
to
4
.
8
1
.
T
h
er
ef
o
r
e,
it
is
r
ea
s
o
n
ab
le
to
co
n
s
id
er
th
e
s
am
p
le
as
r
ep
r
esen
tativ
e
in
th
is
ca
s
e.
T
h
u
s
,
th
e
f
in
d
in
g
s
p
r
o
v
id
e
a
r
eliab
le
o
v
er
v
iew
o
f
th
e
cu
r
r
en
t
s
tate
an
d
p
o
ten
tial o
f
AI
-
b
ased
p
e
r
s
o
n
al
ized
lear
n
in
g
i
n
h
ig
h
er
ed
u
ca
tio
n
in
s
titu
tio
n
s
.
I
n
o
n
e
d
a
y
,
th
e
teac
h
er
s
f
il
led
o
u
t
a
q
u
esti
o
n
n
air
e
d
is
tr
ib
u
ted
at
th
e
r
e
q
u
est
o
f
th
e
r
esear
ch
in
s
tr
u
cto
r
s
(
Oct,
1
1
th
2
0
2
1
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ter
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T
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p
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class
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ities
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T
h
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ad
m
in
is
tr
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n
o
f
th
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u
n
i
v
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s
ities
in
v
ited
teac
h
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s
to
p
ar
ticip
ate
in
th
e
r
esear
ch
.
T
h
e
p
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ticip
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ts
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ed
th
e
q
u
es
tio
n
n
air
e
v
ia
em
ail
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d
co
m
p
leted
it
in
th
e
class
r
o
o
m
u
s
in
g
co
m
p
u
ter
s
.
T
h
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2
2
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8
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I
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t
J
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14
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842
in
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v
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d
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in
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,
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a
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to
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ir
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en
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ter
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ac
h
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ter
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aly
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Mic
r
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ically
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ld
Me
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Ass
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Dec
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o
f
Helsin
k
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T
h
e
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esear
ch
was
ap
p
r
o
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ed
b
y
th
e
l
o
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l
eth
ics
co
m
m
ittee
o
f
T
h
e
Peo
p
les
Frie
n
d
s
h
ip
Un
iv
er
s
ity
n
am
e
d
af
ter
Patr
ic
e
L
u
m
u
m
b
a.
E
ac
h
p
ar
ticip
a
n
t
r
ec
eiv
ed
in
f
o
r
m
atio
n
o
n
th
e
r
esear
ch
o
b
jectiv
es
an
d
p
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o
ce
d
u
r
es in
a
p
r
in
ted
f
o
r
m
.
All p
ar
ticip
an
ts
s
ig
n
ed
wr
i
tten
co
n
s
en
t f
o
r
p
ar
ticip
atio
n
i
n
th
e
r
esear
ch
.
T
h
e
p
u
r
p
o
s
e
o
f
th
e
s
u
r
v
e
y
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as
to
o
b
tain
p
r
im
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r
y
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ata
o
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th
e
teac
h
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’
o
p
i
n
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n
s
an
d
ass
ess
m
en
t
s
r
eg
ar
d
in
g
AI
-
b
ased
tec
h
n
o
l
o
g
ies.
T
h
is
d
ata
all
o
wed
f
o
r
th
e
f
o
r
m
atio
n
o
f
th
e
r
ec
o
m
m
en
d
atio
n
s
p
r
esen
ted
in
th
e
ar
ticle.
T
h
e
3
-
q
u
esti
o
n
in
ter
v
iew
p
r
o
v
id
es
a
n
o
p
p
o
r
tu
n
ity
to
g
et
a
d
etailed
a
n
s
wer
b
ey
o
n
d
th
e
b
in
a
r
y
ass
es
s
m
en
t
(
y
es/n
o
)
u
s
ed
in
th
e
q
u
esti
o
n
n
air
e.
T
h
is
ty
p
e
o
f
in
ter
v
iew
ca
n
r
ev
ea
l
th
e
v
iews
o
f
teac
h
er
s
o
n
th
e
d
ev
elo
p
m
e
n
t
p
ath
an
d
th
e
p
o
s
s
ib
ilit
y
o
f
im
p
r
o
v
in
g
th
e
s
itu
atio
n
with
th
e
im
p
lem
en
tatio
n
o
f
AI
E
D
.
T
h
e
q
u
esti
o
n
n
air
e
is
p
r
esen
ted
i
n
T
ab
le
2
.
T
h
e
p
ar
ticip
an
ts
co
u
l
d
clar
if
y
an
d
ju
s
tify
s
o
m
e
o
f
t
h
eir
an
s
wer
s
d
u
r
in
g
th
e
in
ter
v
iew.
T
h
e
k
ey
in
ter
v
i
ew
q
u
esti
o
n
s
:
d
o
es
y
o
u
r
u
n
iv
e
r
s
ity
f
ac
u
lty
u
s
e
AI
f
o
r
s
tu
d
en
t
lear
n
in
g
?
Ho
w
d
o
y
o
u
ass
ess
th
e
ac
ad
em
ic
ac
h
i
ev
em
en
ts
o
f
ed
u
ca
tio
n
b
ased
o
n
AI
o
r
o
n
lin
e
lear
n
in
g
?
W
h
at
s
tep
s
s
h
o
u
ld
b
e
tak
en
to
in
tr
o
d
u
ce
A
I
at
y
o
u
r
u
n
iv
er
s
ity
?
T
ab
le
2
.
Q
u
esti
o
n
n
air
e
item
Q
u
e
st
i
o
n
Ty
p
e
o
f
a
n
sw
e
r
H
a
v
e
y
o
u
e
v
e
r
h
e
a
r
d
a
b
o
u
t
t
h
e
c
o
n
c
e
p
t
o
f
A
I
a
n
d
i
t
s a
p
p
l
i
c
a
t
i
o
n
i
n
e
d
u
c
a
t
i
o
n
?
(
Y
e
s,
N
o
)
D
o
e
s
y
o
u
r
u
n
i
v
e
r
s
i
t
y
h
a
v
e
g
o
o
d
e
q
u
i
p
men
t
t
o
i
n
t
r
o
d
u
c
e
A
I
i
n
t
h
e
e
d
u
c
a
t
i
o
n
a
l
p
r
o
c
e
ss
?
(
Y
e
s,
N
o
)
W
i
l
l
A
I
r
e
p
l
a
c
e
t
e
a
c
h
e
r
s
i
n
t
h
e
f
u
t
u
r
e
?
(
Y
e
s,
N
o
)
W
i
l
l
A
I
p
a
r
t
i
a
l
l
y
r
e
p
l
a
c
e
t
e
a
c
h
e
r
s i
n
t
h
e
f
u
t
u
r
e
?
(
Y
e
s,
N
o
)
C
a
n
A
I
p
r
o
v
i
d
e
p
e
r
so
n
a
l
i
z
e
d
l
e
a
r
n
i
n
g
f
o
r
st
u
d
e
n
t
s?
(
Y
e
s,
N
o
)
I
s t
h
e
r
e
a
n
e
e
d
f
o
r
p
e
r
s
o
n
a
l
i
z
e
d
l
e
a
r
n
i
n
g
a
t
y
o
u
r
u
n
i
v
e
r
si
t
y
?
(
Y
e
s,
N
o
)
A
r
e
t
h
e
r
e
a
n
y
d
u
t
i
e
s
a
n
d
r
e
s
p
o
n
si
b
i
l
i
t
i
e
s o
f
t
e
a
c
h
e
r
s
t
h
a
t
c
a
n
n
o
t
b
e
r
e
p
l
a
c
e
d
b
y
A
I
?
(
Y
e
s,
N
o
)
I
s i
t
e
f
f
e
c
t
i
v
e
t
o
u
se
o
n
l
y
A
I
f
o
r
t
e
a
c
h
i
n
g
st
u
d
e
n
t
s
?
(
Y
e
s,
N
o
)
I
s i
t
e
f
f
e
c
t
i
v
e
t
o
u
se
A
I
a
s a
n
a
d
d
i
t
i
o
n
t
o
t
r
a
d
i
t
i
o
n
a
l
st
u
d
e
n
t
l
e
a
r
n
i
n
g
?
(
Y
e
s,
N
o
)
H
a
v
e
y
o
u
e
v
e
r
u
s
e
d
A
I
t
o
t
e
a
c
h
st
u
d
e
n
t
s
?
(
Y
e
s,
N
o
)
T
h
e
q
u
esti
o
n
n
air
e
was
b
ased
o
n
th
e
f
in
d
in
g
s
f
r
o
m
ac
ad
em
ic
r
esear
ch
o
n
th
e
im
p
lem
en
tati
o
n
o
f
AI
in
p
ed
ag
o
g
ical
p
r
o
ce
s
s
es
in
v
ar
io
u
s
co
u
n
tr
ies.
T
h
e
v
alid
ity
o
f
its
co
n
ten
t
was
te
s
ted
in
d
is
cu
s
s
io
n
s
with
f
ac
u
lty
f
r
o
m
b
o
th
u
n
i
v
er
s
ities
in
clu
d
e
d
in
t
h
e
s
tu
d
y
.
I
n
to
tal,
1
7
2
t
ea
ch
er
s
to
o
k
p
a
r
t
in
ass
ess
in
g
th
e
v
alid
ity
o
f
th
e
q
u
esti
o
n
n
air
e,
in
clu
d
in
g
all
p
a
r
ticip
an
ts
in
t
h
e
s
tu
d
y
(
s
u
r
v
ey
)
.
T
h
e
d
is
cu
s
s
io
n
was
ca
r
r
ied
o
u
t
v
ia
e
-
m
ail.
T
h
e
f
in
al
f
o
r
m
o
f
th
e
q
u
esti
o
n
s
w
as
estab
lis
h
ed
af
ter
r
ea
ch
in
g
a
co
n
s
en
s
u
s
am
o
n
g
all
p
a
r
ticip
an
ts
r
eg
ar
d
in
g
th
e
co
m
p
leten
ess
o
f
th
e
c
o
v
er
a
g
e
o
f
th
e
is
s
u
es
u
n
d
e
r
s
tu
d
y
,
t
h
e
ac
cu
r
ac
y
o
f
th
eir
d
ef
in
itio
n
,
an
d
th
e
attitu
d
e
o
f
th
e
r
esp
o
n
d
e
n
ts
to
war
d
s
th
em
,
as
well
as
th
e
r
elev
an
ce
o
f
t
h
e
o
b
ject
u
n
d
er
in
v
esti
g
atio
n
.
T
h
e
s
tu
d
y
u
tili
ze
d
C
r
o
n
b
ac
h
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s
c
o
ef
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icien
t
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e
ter
m
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3
W
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AI
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p
l
a
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h
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4
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p
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u
t
o
ma
t
e
d
.
5
C
a
n
AI
p
r
o
v
i
d
e
p
e
r
s
o
n
a
l
i
z
e
d
l
e
a
r
n
i
n
g
f
o
r
st
u
d
e
n
t
s?
(
Y
e
s,
N
o
)
A
b
o
u
t
t
w
o
-
t
h
i
r
d
s
o
f
t
h
e
p
a
r
t
i
c
i
p
a
n
t
s
(
6
9
%)
a
g
r
e
e
d
a
n
d
3
1
%
d
i
s
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g
r
e
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d
w
i
t
h
t
h
i
s
q
u
e
st
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o
n
.
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e
ma
j
o
r
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t
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h
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h
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t
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p
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se
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l
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z
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l
e
a
r
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n
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a
r
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f
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e
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t
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v
e
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6
I
s
t
h
e
r
e
a
n
e
e
d
f
o
r
p
e
r
s
o
n
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l
i
z
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d
l
e
a
r
n
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n
g
a
t
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o
u
r
u
n
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v
e
r
si
t
y
?
(
Y
e
s,
N
o
)
A
b
o
u
t
3
2
%
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f
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h
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t
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h
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r
s
a
n
sw
e
r
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d
p
o
s
i
t
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v
e
l
y
a
n
d
6
8
%
a
n
sw
e
r
e
d
n
e
g
a
t
i
v
e
l
y
.
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h
e
maj
o
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t
y
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h
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t
e
a
c
h
e
r
s
w
o
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k
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t
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n
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v
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si
t
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e
s
w
h
e
r
e
t
h
e
r
e
w
a
s
n
o
n
e
e
d
f
o
r
p
e
r
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o
n
a
l
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z
e
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e
d
u
c
a
t
i
o
n
.
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t
i
l
l
,
m
o
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e
i
n
f
o
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mat
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o
n
i
s
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e
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i
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p
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r
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g
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7
A
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e
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h
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r
e
a
n
y
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t
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e
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n
d
r
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b
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l
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h
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h
a
t
c
a
n
n
o
t
b
e
r
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p
l
a
c
e
d
b
y
AI
?
(
Y
e
s,
N
o
)
A
c
c
o
r
d
i
n
g
t
o
9
3
%
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f
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h
e
r
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s
p
o
n
d
e
n
t
s
,
ma
c
h
i
n
e
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a
n
n
o
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r
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p
l
a
c
e
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e
a
c
h
e
r
s
.
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n
l
y
7
%
o
f
t
h
e
r
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s
p
o
n
d
e
n
t
s
d
i
sa
g
r
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t
h
t
h
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s
st
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t
e
m
e
n
t
.
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v
e
r
t
h
e
l
e
ss
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t
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s
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e
c
e
ss
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r
y
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o
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e
v
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o
p
AI
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p
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r
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t
o
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l
s fo
r
e
d
u
c
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t
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o
n
a
l
p
u
r
p
o
s
e
s.
8
I
s
i
t
e
f
f
e
c
t
i
v
e
t
o
u
se
o
n
l
y
AI
f
o
r
t
e
a
c
h
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n
g
st
u
d
e
n
t
s?
(
Y
e
s,
N
o
)
Th
e
r
e
s
u
l
t
s
s
h
o
w
e
d
t
h
a
t
1
7
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f
t
h
e
t
e
a
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h
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r
s
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g
r
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e
d
a
n
d
8
3
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i
s
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g
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e
d
w
i
t
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t
h
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s
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u
e
st
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o
n
.
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o
st
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d
u
c
a
t
o
r
s d
o
n
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t
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u
p
p
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f
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l
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n
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t
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o
n
t
o
A
I
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p
o
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d
l
e
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r
n
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n
g
.
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h
e
y
q
u
e
st
i
o
n
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t
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e
f
f
e
c
t
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v
e
n
e
ss
f
o
r
s
t
u
d
e
n
t
s.
T
h
e
r
e
se
a
r
c
h
s
u
p
p
o
ses
t
h
a
t
t
h
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s
s
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t
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a
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s
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r
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l
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e
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e
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n
t
h
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t
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o
l
e
.
9
I
s
i
t
e
f
f
e
c
t
i
v
e
t
o
u
s
e
AI
i
n
a
d
d
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t
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o
n
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o
t
r
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d
i
t
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o
n
a
l
s
t
u
d
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t
l
e
a
r
n
i
n
g
?
(
Y
e
s,
N
o
)
Th
e
f
i
n
d
i
n
g
s
s
u
g
g
e
st
e
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t
h
a
t
4
3
%
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f
t
h
e
p
a
r
t
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c
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p
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n
t
s
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n
sw
e
r
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d
p
o
si
t
i
v
e
l
y
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n
d
5
7
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a
n
sw
e
r
e
d
n
e
g
a
t
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v
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l
y
t
o
t
h
i
s
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e
s
t
i
o
n
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ss
t
h
a
n
h
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l
f
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h
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p
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I
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p
o
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h
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t
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l
p
r
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h
e
r
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l
t
s
m
a
y
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h
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n
g
e
i
f
t
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g
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e
x
p
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e
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n
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h
a
t
r
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l
e
.
10
H
a
v
e
y
o
u
e
v
e
r
u
se
d
AI
f
o
r
st
u
d
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n
t
l
e
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r
n
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n
g
?
(
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s
,
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o
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h
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l
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2
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f
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h
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r
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c
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n
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p
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si
t
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v
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y
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6
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n
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g
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n
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v
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t
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e
s
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l
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t
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se
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l
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r
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rv
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co
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tly
s
tated
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at
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e
o
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g
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e
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ated
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o
lu
tio
n
s
.
R
esp
o
n
d
en
t
1
:
“
AI
is
n
o
t
u
s
e
d
a
t
o
u
r
u
n
ivers
ity.
Du
r
in
g
th
e
tr
a
n
s
itio
n
to
o
n
lin
e
ed
u
c
a
tio
n
,
th
ere
w
ere
tech
n
ica
l
p
r
o
b
lems
s
u
ch
a
s
p
o
o
r
I
n
tern
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n
n
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tio
n
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th
in
k
it
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e
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r
ly
to
d
is
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s
s
a
fu
ll
tr
a
n
s
itio
n
to
p
ers
o
n
a
liz
ed
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r
n
in
g
u
s
in
g
A
I
-
p
o
w
ered
to
o
ls
to
h
elp
s
tu
d
e
n
ts
d
ev
elo
p
th
eir s
kills
.
”
R
esp
o
n
d
en
t
2
:
“
I
b
eliev
e
p
ers
o
n
a
liz
ed
lea
r
n
in
g
is
imp
o
r
ta
n
t
fo
r
ed
u
c
a
tio
n
.
Ma
s
s
ed
u
ca
tio
n
ca
n
n
o
t
mee
t
th
e
n
ee
d
s
o
f
ev
ery
s
tu
d
e
n
t,
a
n
d
a
s
a
r
esu
lt,
ma
n
y
s
tu
d
en
ts
ca
n
n
o
t
r
ea
ch
th
eir
fu
ll
p
o
ten
tia
l
.
A
s
fo
r
th
e
p
la
ce
o
f
AI
in
th
e
ed
u
ca
tio
n
a
l
p
r
o
ce
s
s
,
it
is
b
ett
er
to
u
s
e
A
I
-
g
e
n
era
ted
s
o
lu
ti
o
n
s
a
s
a
p
a
r
t o
f th
e
tr
a
d
itio
n
a
l c
la
s
s
r
o
o
m
.
”
R
esp
o
n
d
en
t
3
:
“
S
tu
d
en
ts
ta
ke
MOOC
s
a
t
o
u
r
u
n
ivers
ity.
S
tu
d
en
ts
like
th
ese
co
u
r
s
es,
b
u
t
th
ey
co
mp
la
in
th
a
t
lea
r
n
in
g
ma
teri
a
ls
a
r
e
o
b
s
cu
r
e
a
n
d
in
terco
n
n
ec
ted
,
a
n
d
th
ere
is
n
o
o
p
p
o
r
tu
n
ity
to
a
s
k
q
u
esti
o
n
s
.
S
o
me
tea
c
h
ers
u
s
e
AI
to
test
s
tu
d
en
ts
'
kn
o
w
led
g
e
.
”
R
esp
o
n
d
en
t
4
:
“
I
n
my
o
p
in
i
o
n
,
AI
w
ill
n
ev
er
r
ep
la
ce
c
o
mmu
n
ica
tio
n
b
etw
ee
n
tea
ch
ers
a
n
d
s
tu
d
en
ts
.
S
o
cia
l
in
tera
ctio
n
is
imp
o
r
ta
n
t
fo
r
in
d
ivid
u
a
ls
a
n
d
th
ey
ca
n
n
o
t
a
vo
id
fa
c
e
-
to
-
fa
ce
co
mmu
n
ica
tio
n
.
F
o
r
th
is
r
ea
s
o
n
,
d
is
ta
n
ce
lea
r
n
in
g
p
o
w
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b
y
A
I
w
ill
b
e
in
effec
tive
a
n
d
s
tr
ess
fu
l
fo
r
yo
u
n
g
s
tu
d
en
ts
.
Th
ere
a
r
e
tech
n
ica
l
i
n
n
o
v
a
tio
n
s
th
a
t
ca
n
b
e
la
u
n
ch
ed
d
u
r
in
g
fa
ce
-
to
-
fa
ce
cla
s
s
es su
ch
a
s
MOO
C
s
,
te
s
ts
,
VR
,
a
n
d
a
g
a
me
a
p
p
r
o
a
c
h
.
”
R
esp
o
n
d
en
t
5
:
“
O
u
r
u
n
ivers
i
ty
d
o
es
n
o
t
n
e
ed
p
ers
o
n
a
liz
e
d
le
a
r
n
i
n
g
.
S
t
u
d
e
n
ts
m
u
s
t
a
t
ten
d
a
ll
co
u
r
s
es
a
n
d
le
a
r
n
a
ll
a
c
a
d
e
mic
ma
teri
a
ls
p
r
o
vi
d
e
d
b
y
t
ea
ch
ers
.
I
f
t
h
ey
n
ee
d
,
t
h
e
y
ca
n
u
s
e
a
d
d
iti
o
n
a
l r
eso
u
r
c
es
a
n
d
l
e
a
r
n
a
d
d
it
io
n
a
l
m
a
ter
ia
ls
o
n
a
n
y
is
s
u
es
t
h
e
y
co
n
s
i
d
er i
mp
o
r
t
a
n
t
t
o
th
em
.
”
R
esp
o
n
d
en
t
6
:
“
M
a
n
y
o
f
o
u
r
s
tu
d
en
ts
a
r
e
ta
kin
g
MOOC
s
co
u
r
s
es.
Th
ey
lea
r
n
th
e
b
a
s
ics
o
f
I
T
a
n
d
fo
r
eig
n
la
n
g
u
a
g
es.
S
o
me
o
f
th
e
co
u
r
s
es
d
ee
p
en
a
n
d
ex
p
a
n
d
kn
o
w
led
g
e
ma
s
tered
a
t
th
e
u
n
ivers
ity.
S
u
ch
c
o
u
r
s
es a
r
e
imp
o
r
ta
n
t b
e
ca
u
s
e
th
ey
ca
n
imp
r
o
ve
kn
o
w
l
ed
g
e
a
n
d
in
s
p
ir
e
s
elf
-
ed
u
ca
tio
n
.
”
R
esp
o
n
d
en
t
7
:
“
I
b
eliev
e
th
a
t
A
I
-
p
o
w
ered
to
o
ls
s
h
o
u
ld
b
e
in
tr
o
d
u
ce
d
in
t
o
mo
d
ern
e
d
u
ca
tio
n
.
Ho
w
ev
er,
th
e
r
esu
lts
o
f
d
is
ta
n
ce
lea
r
n
in
g
a
r
e
n
o
t
p
o
s
itive
fo
r
a
ll
s
ta
ke
h
o
ld
ers
.
F
o
r
a
lo
n
g
time,
th
e
tr
a
d
itio
n
a
l e
d
u
c
a
tio
n
a
l fo
r
ms
h
a
ve
r
ema
in
ed
in
t
a
ct
.
”
R
esp
o
n
d
en
t
8
:
“
L
ifelo
n
g
lea
r
n
in
g
fo
r
p
ers
o
n
a
l
a
n
d
p
r
o
fess
io
n
a
l
r
ea
s
o
n
s
is
a
vita
l
p
o
in
t
o
f
mo
d
ern
life.
I
n
th
e
f
u
tu
r
e,
s
o
me
s
tu
d
en
ts
ma
y
ev
en
ch
a
n
g
e
th
eir
ca
r
ee
r
p
a
th
s
.
Th
ey
s
h
o
u
ld
u
n
d
ers
ta
n
d
t
h
a
t
it
ma
y
n
o
t
b
e
p
o
s
s
ib
le
to
s
tu
d
y
a
t
a
u
n
ivers
ity
a
t
a
n
o
ld
er
a
g
e.
MOOC
s
co
u
r
s
es
w
ill
h
elp
th
em
to
ma
s
ter
n
ew
kn
o
w
led
g
e
a
n
d
s
kills
.
On
e
o
f
th
e
ma
in
ta
s
ks
o
f
ed
u
ca
tio
n
a
l
in
s
titu
tio
n
s
is
to
tea
ch
yo
u
n
g
i
n
d
ivid
u
a
ls
h
o
w
to
s
ea
r
ch
fo
r
in
fo
r
ma
tio
n
a
n
d
o
r
g
a
n
i
z
e
it
.
”
R
esp
o
n
d
en
t
9
:
“
M
a
n
y
s
tu
d
en
ts
a
d
mit
th
a
t
o
n
lin
e
co
u
r
s
es
a
n
d
p
la
tfo
r
ms
a
r
e
n
o
t
effec
tive
f
o
r
th
em.
Th
ey
d
o
n
o
t
u
n
d
ers
ta
n
d
s
o
me
o
f
th
e
in
fo
r
ma
tio
n
p
r
o
vid
ed
b
y
in
s
tr
u
cto
r
s
a
n
d
ca
n
n
o
t
a
p
p
ly
it
in
p
r
a
ctice
.
Tech
n
o
lo
g
ic
a
l
in
n
o
v
a
tio
n
ca
n
p
r
o
vid
e
s
o
me
kin
d
o
f
a
s
s
is
ta
n
ce
to
s
tu
d
en
ts
to
imp
r
o
ve
th
e
ex
is
tin
g
kn
o
w
led
g
e
o
r
q
u
a
lifi
ca
tio
n
s
r
a
th
er
th
a
n
lea
r
n
in
g
a
n
ew
d
is
cip
lin
e
o
r
o
b
ta
in
in
g
a
n
ew
p
r
o
fess
io
n
.
”
R
esp
o
n
d
en
t
1
0
:
“
T
h
e
w
a
y
A
I
-
p
o
w
ered
to
o
ls
w
ill
b
e
u
s
ed
in
ed
u
ca
tio
n
is
s
till
u
n
cle
a
r
.
Th
e
q
u
esti
o
n
o
f
p
ers
o
n
a
liz
ed
lea
r
n
in
g
in
ed
u
ca
tio
n
a
ls
o
r
ema
in
s
u
n
d
e
r
s
tu
d
ied
.
P
r
a
ctica
l
a
p
p
lica
tio
n
o
f
th
e
p
r
o
p
o
s
ed
s
o
lu
tio
n
s
w
ill
h
elp
to
id
en
tify
th
e
s
tr
en
g
th
s
a
n
d
w
ea
kn
ess
es
o
f
th
is
tech
n
o
lo
g
y.
I
d
o
n
o
t
r
ec
o
mme
n
d
fo
cu
s
in
g
o
n
n
ew
A
I
-
p
o
w
ered
to
o
ls
a
n
d
r
ep
la
ci
n
g
tr
a
d
itio
n
a
l
tr
a
in
in
g
w
ith
n
ew
a
n
d
u
n
test
ed
a
p
p
r
o
a
ch
es
.
”
4
.
2
.
2
.
I
m
plem
ent
a
t
i
o
n o
f
a
r
t
i
f
icia
l int
ellig
ence
-
po
wer
ed
t
o
o
ls
a
nd
perso
na
lized
lea
rn
in
g
a
t
un
iv
er
s
it
ies
B
ased
o
n
th
e
o
b
tain
e
d
r
esu
lts
an
d
th
e
f
in
d
in
g
s
o
f
p
r
ev
io
u
s
s
tu
d
ies
[
1
]
,
[
1
5
]
,
[
2
9
]
,
it
was
p
o
s
s
ib
le
to
d
ev
elo
p
r
ec
o
m
m
en
d
atio
n
s
f
o
r
teac
h
er
s
.
T
h
ese
r
ec
o
m
m
en
d
a
tio
n
s
ca
n
ai
d
in
th
e
in
tr
o
d
u
cti
o
n
o
f
p
er
s
o
n
alize
d
lear
n
in
g
a
n
d
to
o
ls
b
ased
o
n
A
I
E
D
.
Stu
d
en
ts
wo
u
ld
b
en
e
f
it
f
r
o
m
tak
in
g
MO
OC
s
co
u
r
s
es
wh
ile
lear
n
in
g
at
t
h
e
u
n
iv
er
s
ity
;
in
tu
r
n
,
teac
h
er
s
n
ee
d
m
o
r
e
k
n
o
wled
g
e
a
b
o
u
t
t
h
ese
ed
u
ca
tio
n
al
o
p
p
o
r
t
u
n
ities
.
B
o
n
u
s
p
o
in
ts
f
o
r
ac
ad
em
ic
ac
h
iev
em
en
ts
wo
u
l
d
m
o
tiv
ate
s
tu
d
en
ts
to
tak
e
ex
tr
ac
u
r
r
icu
la
r
co
u
r
s
es.
I
n
m
o
s
t
co
u
r
s
es,
it
is
n
ec
ess
ar
y
to
clea
r
ly
d
ef
i
n
e
tim
e
f
r
am
es
r
ec
o
m
m
en
d
e
d
f
o
r
co
m
p
letio
n
(
t
y
p
ically
,
th
e
r
ec
o
m
m
en
d
e
d
tim
e
is
6
wee
k
s
,
s
o
it
allo
ws
s
tu
d
e
n
ts
to
s
elec
t
th
o
s
e
c
o
u
r
s
es
b
ased
o
n
d
esire
d
tim
e)
.
T
h
e
in
tr
o
d
u
c
tio
n
o
f
co
u
r
s
es
in
to
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
ca
n
ta
k
e
f
r
o
m
6
u
p
to
1
2
m
o
n
th
s
.
Stu
d
en
ts
co
u
ld
b
e
e
n
co
u
r
ag
e
d
to
lear
n
f
o
r
eig
n
lan
g
u
ag
es
u
s
in
g
o
n
lin
e
p
latf
o
r
m
s
(
f
o
r
in
s
tan
ce
,
Du
o
lin
g
o
)
.
A
teac
h
e
r
ca
n
u
s
e
a
f
ew
m
in
u
tes
to
d
is
cu
s
s
lan
g
u
ag
e
lear
n
i
n
g
e
x
p
er
ien
ce
s
a
n
d
th
e
ad
v
an
tag
es
o
f
o
n
lin
e
p
latf
o
r
m
s
in
th
e
t
r
ad
itio
n
al
class
r
o
o
m
.
E
x
am
s
ca
n
al
s
o
o
f
f
er
s
tu
d
e
n
ts
ad
d
itio
n
al
p
o
in
ts
if
th
ey
h
a
v
e
a
ce
r
tific
ate
o
f
co
m
p
letio
n
.
I
f
a
s
tu
d
en
t
h
as
ce
r
tific
ates
co
n
f
ir
m
in
g
s
u
cc
ess
f
u
l
co
m
p
letio
n
o
f
t
h
e
co
u
r
s
es,
a
teac
h
er
m
ay
ass
ig
n
ad
d
itio
n
al
p
o
in
ts
to
th
e
ac
h
ie
v
em
en
t sco
r
es.
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
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8
8
2
2
E
xp
lo
r
in
g
A
I
-
p
o
w
ered
p
ers
o
n
a
li
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ed
lea
r
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in
g
in
u
n
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ities
(
Olg
a
A
g
a
t
o
va
)
845
On
l
in
e
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b
s
a
n
d
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ar
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i
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s
im
u
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ato
r
s
a
r
e
ef
f
e
cti
v
e
to
o
ls
t
o
u
s
e
in
t
h
e
class
r
o
o
m
.
T
h
ese
t
o
o
ls
ar
e
wi
d
el
y
u
ti
liz
ed
i
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m
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d
ic
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(
s
i
m
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lat
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s
)
,
e
n
g
i
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er
in
g
(
o
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li
n
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b
o
r
at
o
r
ies
)
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p
h
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m
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ti
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ls
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a
n
d
o
t
h
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r
a
r
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as
o
f
ed
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c
ati
o
n
.
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h
e
y
h
e
lp
te
ac
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r
s
to
tea
c
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s
t
u
d
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s
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m
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la
to
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s
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n
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s
p
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est
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ev
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ess
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l
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f
o
r
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s
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d
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m
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r
s
a
r
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ex
p
e
n
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v
e
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ar
n
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to
o
ls
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h
e
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ar
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n
o
t
a
v
ai
la
b
l
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i
n
all
u
n
iv
er
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iti
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t
h
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u
s
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F
e
d
e
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at
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n
d
K
az
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s
t
a
n
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p
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d
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r
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ate
r
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d
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s
h
o
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ld
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r
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ills
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n
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h
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ter
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et
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eso
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ce
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a
n
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cip
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d
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n
ass
ess
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g
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ag
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m
ath
e
m
atics,
b
io
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g
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d
o
th
er
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is
cip
lin
es.
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d
u
c
ato
r
s
r
ec
o
m
m
en
d
th
ese
test
s
a
s
an
ad
d
itio
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l
f
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r
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n
iv
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ity
e
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am
s
.
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i
ties
ca
n
cr
ea
te
o
n
lin
e
test
s
f
o
r
an
y
d
is
cip
lin
e.
B
o
th
teac
h
er
s
an
d
s
tu
d
en
ts
wo
u
ld
b
en
ef
it
f
r
o
m
lectu
r
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o
n
AI
-
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en
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ated
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o
ls
.
Du
r
in
g
lectu
r
e
s
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in
s
tr
u
cto
r
s
s
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o
u
ld
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p
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a
n
d
d
em
o
n
s
tr
ate
th
e
p
o
ten
tial
o
f
AI
to
o
ls
an
d
p
er
s
o
n
alize
d
lear
n
in
g
,
th
e
cu
r
r
e
n
t
s
tate
o
f
t
h
e
p
r
o
b
lem
an
d
e
n
s
u
r
e
ad
m
in
is
tr
atio
n
s
u
p
p
o
r
t.
T
h
e
r
esear
ch
r
ec
o
m
m
en
d
s
o
r
g
an
izin
g
lectu
r
es
f
o
r
teac
h
e
r
s
an
d
s
tu
d
e
n
ts
an
d
d
is
cu
s
s
in
g
th
e
ex
p
er
ien
ce
i
n
s
ep
ar
ate
g
r
o
u
p
s
.
Un
iv
er
s
ities
n
ee
d
an
ap
p
r
o
p
r
iate
tech
n
ical
b
ase
to
in
tr
o
d
u
ce
AI
-
g
en
er
ate
d
s
o
lu
tio
n
s
.
T
h
is
also
im
p
lies
ad
d
itio
n
al
f
u
n
d
in
g
to
p
u
r
ch
ase
co
m
p
u
ter
s
,
s
o
f
twar
e,
p
ay
I
T
d
ev
elo
p
er
s
,
an
d
p
a
y
f
o
r
tr
ain
in
g
.
At
th
e
s
am
e
tim
e,
it is
n
ec
ess
ar
y
to
ca
r
ef
u
lly
c
o
n
s
id
er
th
e
s
p
ec
if
ics o
f
ea
c
h
u
n
iv
er
s
ity
.
T
h
e
o
p
in
io
n
o
f
teac
h
er
s
o
n
AI
an
d
lear
n
in
g
p
er
s
o
n
aliza
tio
n
at
th
e
u
n
iv
er
s
ity
lev
el
is
cr
itical
to
u
n
d
er
s
tan
d
i
n
g
h
o
w
th
e
p
r
o
ce
s
s
o
f
in
ev
itab
le
im
p
lem
en
tatio
n
o
f
th
is
lead
in
g
tech
n
o
lo
g
y
ca
n
g
o
,
an
d
wh
at
d
if
f
icu
lties
it
will
f
ac
e
[
1
]
,
[
1
5
]
.
T
h
e
r
ec
o
m
m
e
n
d
atio
n
s
will
h
elp
ed
u
ca
t
o
r
s
ad
a
p
t
th
e
lear
n
in
g
p
r
o
ce
s
s
f
o
r
th
e
(
p
ar
tial)
tr
a
n
s
itio
n
to
AI
-
p
o
wer
ed
p
e
r
s
o
n
alize
d
lea
r
n
in
g
in
th
e
f
u
tu
r
e.
T
h
e
r
esear
c
h
p
ar
ticip
an
ts
an
d
th
e
s
ch
o
lar
s
h
ig
h
lig
h
t
th
at
p
er
s
o
n
alize
d
lear
n
in
g
is
im
p
o
r
tan
t
f
o
r
in
d
iv
id
u
als
wh
o
ca
n
n
o
t
n
a
v
ig
ate
th
e
to
r
r
en
t
o
f
in
f
o
r
m
atio
n
an
d
d
eleg
ate
it
to
a
m
ac
h
in
e
[
1
]
.
Un
iv
er
s
ity
s
tu
d
en
ts
ar
e
p
r
o
v
i
d
ed
with
g
r
o
u
p
l
ea
r
n
in
g
an
d
d
o
n
o
t
n
ee
d
p
er
s
o
n
alize
d
lear
n
in
g
[
1
5
]
.
C
h
in
ese
s
cien
tis
ts
ad
m
it
th
at
r
ec
o
m
m
e
n
d
atio
n
s
o
n
th
e
le
ar
n
in
g
p
r
o
ce
s
s
h
elp
th
o
s
e
s
tu
d
en
ts
wh
o
ca
n
n
o
t
m
ak
e
th
e
r
ig
h
t
ch
o
ice
[
2
9
]
.
L
ea
r
n
in
g
r
ec
o
m
m
e
n
d
atio
n
s
in
clu
d
e
ad
v
ice
o
n
in
f
o
r
m
atio
n
s
ea
r
ch
in
g
o
r
f
ilter
in
g
th
at
p
r
esen
t
a
v
ital
p
o
in
t
i
n
ed
u
ca
tio
n
.
T
h
er
e
a
r
e
two
b
a
s
ic
f
ilter
in
g
class
es,
co
llab
o
r
ativ
e
an
d
co
n
ten
t
-
b
ase
d
,
as we
ll a
s
an
in
ter
m
ed
iate
h
y
b
r
id
f
ilter
in
g
class
[
2
9
]
.
5.
DIS
CU
SS
I
O
N
AI
h
as
n
o
t
m
et
th
e
c
o
m
m
u
n
icatio
n
n
ee
d
s
o
f
s
tu
d
en
ts
an
d
f
ails
to
en
s
u
r
e
ef
f
ec
tiv
e
f
e
ed
b
ac
k
t
o
im
p
r
o
v
e
s
tu
d
en
t
e
n
g
ag
em
en
t
.
T
h
e
r
esu
lts
o
f
th
e
p
r
o
p
o
s
ed
s
tu
d
y
in
d
icate
s
ig
n
i
f
ican
t
u
n
ce
r
tain
ty
am
o
n
g
teac
h
er
s
ab
o
u
t
th
e
q
u
ality
o
f
teac
h
in
g
o
f
f
er
e
d
b
y
AI
,
alth
o
u
g
h
t
h
ey
d
o
n
o
t
d
o
u
b
t
th
e
g
o
o
d
p
r
o
s
p
ec
ts
.
T
h
e
r
esear
ch
r
e
v
ea
ls
th
at
s
tu
d
e
n
ts
co
m
p
lain
ab
o
u
t
th
e
lack
o
f
liv
e
co
m
m
u
n
icatio
n
with
o
th
er
s
tu
d
en
ts
.
I
n
ef
f
ec
tiv
e
co
m
m
u
n
icatio
n
p
r
ev
e
n
ts
teac
h
er
s
to
co
m
m
u
n
icate
with
o
n
e
an
o
th
er
.
T
h
e
au
th
o
r
s
f
r
o
m
C
h
ile
u
n
d
er
lin
e
th
at
co
m
m
u
n
icatio
n
is
a
co
r
e
o
f
s
o
cial
in
ter
ac
tio
n
,
an
d
s
o
cial
r
elatio
n
s
ar
e
b
ased
o
n
ef
f
ec
tiv
e
co
m
m
u
n
icatio
n
[
3
3
]
.
An
o
th
er
s
u
r
v
ey
also
in
v
esti
g
at
ed
th
e
p
o
ten
tial
o
f
AI
as
an
alt
er
n
ativ
e
to
s
elf
-
lear
n
in
g
.
T
h
e
r
esu
lts
s
h
o
wed
th
at
7
4
%
o
f
s
tu
d
en
ts
f
u
lly
ag
r
ee
d
,
7
%
ag
r
ee
d
,
1
4
%
d
is
ag
r
ee
d
,
an
d
5
%
co
m
p
letely
d
is
ag
r
ee
d
to
co
n
s
id
er
AI
an
alter
n
ativ
e
to
s
elf
-
lear
n
i
n
g
[
3
4
]
.
Au
s
tr
alian
s
ch
o
la
r
s
ar
g
u
e
t
h
at
lear
n
in
g
an
aly
tics
s
h
o
u
l
d
ex
p
an
d
its
f
o
cu
s
o
n
d
ata
r
esear
ch
a
n
d
e
n
s
u
r
e
ef
f
e
ctiv
e
lear
n
in
g
s
u
p
p
o
r
t
f
o
r
s
tu
d
en
ts
[
3
1
]
.
I
t
i
n
v
o
lv
es
p
er
s
o
n
alize
d
f
ee
d
b
ac
k
an
d
h
y
b
r
id
ap
p
r
o
ac
h
es.
I
n
s
tr
u
cto
r
s
in
ter
p
r
et
th
e
d
ata
an
d
ch
o
o
s
e
th
e
ap
p
r
o
p
r
iate
c
o
u
r
s
e
o
f
ac
tio
n
[
3
1
]
.
T
h
e
r
esear
ch
r
ec
o
m
m
e
n
d
s
th
at
AI
s
h
o
u
ld
b
e
i
n
teg
r
ated
in
t
o
ed
u
ca
tio
n
m
o
r
e
ex
ten
s
iv
ely
a
n
d
p
r
o
v
i
d
e
ef
f
ec
tiv
e
f
ee
d
b
ac
k
f
o
r
s
tu
d
en
ts
,
wh
ich
i
s
in
lin
e
with
th
e
n
ee
d
s
ex
p
r
es
s
ed
b
y
teac
h
er
s
in
o
u
r
s
u
r
v
ey
.
T
h
e
r
esear
ch
s
u
g
g
ests
th
at
p
e
r
s
o
n
aliza
tio
n
o
f
lear
n
i
n
g
b
ased
o
n
AI
is
less
d
ev
el
o
p
ed
in
ed
u
ca
tio
n
th
an
in
o
th
er
ar
ea
s
(
f
o
r
ex
a
m
p
le,
tr
ad
e
o
r
b
an
k
i
n
g
s
ec
to
r
s
)
,
wh
er
e
it
h
as
b
ee
n
s
u
cc
ess
f
u
lly
u
s
ed
f
o
r
m
a
n
y
y
ea
r
s
.
Per
s
o
n
aliza
tio
n
h
as
alr
ea
d
y
b
ee
n
im
p
lem
en
ted
as
a
d
is
tin
ct
ap
p
r
o
ac
h
to
lear
n
in
g
b
ased
o
n
co
n
s
tr
u
ctiv
is
t
d
is
co
u
r
s
e,
an
d
AI
ca
n
f
it
in
to
th
is
p
r
o
ce
s
s
as a
n
atu
r
al
co
n
tin
u
atio
n
an
d
ex
t
en
s
io
n
o
f
it [
3
]
,
[
1
2
]
.
T
h
e
US a
u
th
o
r
s
h
ig
h
lig
h
t th
at
p
er
s
o
n
aliza
tio
n
is
wid
ely
u
s
ed
in
cu
s
to
m
er
s
er
v
ices ta
ilo
r
ed
t
o
s
p
ec
if
ic
n
ee
d
s
o
f
b
u
y
er
s
an
d
u
s
in
g
r
ec
o
m
m
en
d
atio
n
s
y
s
tem
s
,
cu
s
to
m
ized
in
t
er
f
ac
es
o
r
a
v
atar
s
,
an
d
p
r
o
m
o
tio
n
al
m
er
ch
a
n
d
is
e
[
1
0
]
.
T
h
e
r
esear
ch
e
r
s
u
n
d
er
lin
e
th
at
e
n
ter
p
r
is
e
s
et
-
u
p
s
(
e.
g
.
,
Am
az
o
n
,
Pan
d
o
r
a
)
ar
e
th
e
co
r
e
f
o
r
p
e
r
s
o
n
alize
d
lear
n
in
g
an
d
th
is
ty
p
e
o
f
in
ter
f
ac
e
cu
s
to
m
izatio
n
cr
ea
tes an
illu
s
io
n
o
f
co
n
tr
o
l in
s
tead
o
f
a
d
ee
p
u
n
d
er
s
tan
d
in
g
o
f
th
e
in
ter
ests
an
d
g
o
als o
f
i
n
d
iv
id
u
als [
1
0
]
.
Un
iv
er
s
ity
p
r
o
f
ess
o
r
s
b
eliev
e
th
at
AI
-
p
o
wer
e
d
p
er
s
o
n
ali
ze
d
lear
n
in
g
ca
n
n
o
t
r
ep
lace
tr
ad
itio
n
al
class
r
o
o
m
s
.
T
h
er
e
a
r
e
m
an
y
r
ea
s
o
n
s
in
clu
d
in
g
lack
o
f
liv
e
co
m
m
u
n
icatio
n
,
i
n
ab
ilit
y
to
id
en
tify
em
o
tio
n
s
,
lack
o
f
d
is
cip
lin
e,
a
n
d
i
n
ad
eq
u
ate
ass
ess
m
en
t.
T
h
e
au
th
o
r
f
r
o
m
Au
s
tr
alia
ar
g
u
es
th
at
s
ch
o
o
ls
(
p
lace
s
d
esig
n
ed
to
p
r
o
v
i
d
e
a
lear
n
in
g
e
n
v
ir
o
n
m
en
t
f
o
r
ch
ild
r
en
)
will
ex
is
t
2
5
y
ea
r
s
f
r
o
m
n
o
w
an
d
th
e
r
o
le
o
f
a
teac
h
er
will
r
em
ain
u
n
c
h
an
g
e
d
:
to
co
n
tr
o
l
an
d
en
co
u
r
ag
e
lear
n
in
g
am
o
n
g
s
ch
o
o
l
-
ag
e
d
s
tu
d
en
ts
.
T
h
e
a
u
th
o
r
s
u
g
g
ests
th
at
co
b
o
ts
(
r
o
b
o
t c
o
-
wo
r
k
er
s
)
will h
elp
teac
h
er
s
in
th
e
class
r
o
o
m
s
o
f
th
e
f
u
tu
r
e
.
T
h
e
r
esear
ch
er
s
also
p
r
ed
icts
th
at
s
m
ar
t
class
r
o
o
m
s
will
b
e
cr
ea
ted
to
s
u
p
p
o
r
t
th
e
lear
n
in
g
p
r
o
ce
s
s
[
3
5
]
.
T
h
e
r
esear
c
h
d
em
o
n
s
tr
ates
th
e
r
elatio
n
s
h
ip
b
etwe
en
co
n
ce
r
n
s
an
d
s
o
m
e
p
r
eju
d
ice
r
eg
ar
d
in
g
th
e
ef
f
ec
tiv
e
n
ess
o
f
AI
as
a
s
u
b
s
titu
te
f
o
r
teac
h
er
f
u
n
ctio
n
s
ex
p
r
ess
ed
b
y
teac
h
er
s
in
th
is
s
tu
d
y
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
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2
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8
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2
I
n
t
J
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v
al
&
R
es E
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c
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Vo
l
.
14
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r
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2
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2
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T
h
e
au
th
o
r
s
f
r
o
m
I
n
d
ia
an
d
t
h
e
r
esear
ch
p
ar
ticip
a
n
ts
r
ec
o
g
n
ize
th
at
AI
is
u
s
ef
u
l
in
h
i
g
h
er
ed
u
ca
tio
n
to
p
r
o
m
o
te
s
tu
d
en
ts
’
s
u
cc
ess
an
d
im
p
r
o
v
e
ac
a
d
em
ic
p
er
f
o
r
m
an
ce
.
T
h
e
cu
r
r
en
t
tech
n
o
lo
g
ies
ar
e
u
n
d
er
d
ev
elo
p
e
d
an
d
u
n
ab
le
t
o
p
er
f
o
r
m
all
o
f
th
e
ex
p
ec
ted
ed
u
ca
tio
n
al
task
s
.
I
t
will
lik
ely
tak
e
s
o
m
e
tim
e
b
ef
o
r
e
AI
-
g
en
e
r
ated
to
o
ls
c
an
b
e
f
u
lly
in
teg
r
ated
in
to
ed
u
ca
tio
n
.
C
h
atb
o
ts
will
p
r
o
v
id
e
p
e
r
s
o
n
alize
d
ass
is
tan
ce
to
s
tu
d
en
ts
an
d
an
s
wer
q
u
esti
o
n
s
o
u
ts
id
e
th
e
clas
s
r
o
o
m
.
AI
-
g
en
er
ate
d
s
y
s
tem
s
ca
n
also
b
e
u
s
ed
i
n
en
r
o
lm
en
t
m
a
n
ag
em
en
t
,
ad
m
in
is
tr
ativ
e
d
ec
is
io
n
m
ak
in
g
,
an
d
o
th
er
a
r
ea
s
.
T
h
e
AI
-
p
o
wer
ed
to
o
ls
in
clu
d
e
d
ig
italized
tex
tb
o
o
k
g
u
id
es
an
d
cu
s
to
m
ized
d
i
g
ital
class
r
o
o
m
s
cr
ee
n
s
[
3
6
]
.
T
h
e
f
in
d
in
g
s
o
f
th
e
cu
r
r
en
t
s
tu
d
y
p
o
in
t
to
th
e
im
p
o
r
tan
ce
o
f
u
n
d
er
s
tan
d
in
g
teac
h
e
r
s
'
attitu
d
es
to
war
d
s
AI
-
b
ased
lear
n
in
g
,
s
in
ce
teac
h
er
s
ac
t
as
th
e
m
ain
p
r
o
m
o
ter
s
o
f
it in
d
e
v
elo
p
in
g
co
u
n
tr
ies.
Oth
er
au
th
o
r
s
co
n
d
u
cted
a
s
u
r
v
ey
to
s
tu
d
y
th
e
im
p
o
r
tan
ce
o
f
AI
in
lear
n
in
g
.
T
h
e
r
esu
lts
s
h
o
wed
th
at
8
8
%
o
f
s
tu
d
en
ts
f
u
lly
ag
r
ee
d
,
9
%
ag
r
ee
d
,
2
%
d
is
ag
r
ee
d
,
a
n
d
1
%
d
is
ag
r
ee
d
at
all
th
at
AI
is
im
p
o
r
tan
t
f
o
r
lear
n
in
g
[
3
4
]
.
I
n
tu
r
n
,
in
th
e
cu
r
r
en
t
s
tu
d
y
,
4
3
%
o
f
r
es
p
o
n
d
e
n
ts
r
ec
o
m
m
e
n
d
ed
in
te
g
r
atin
g
AI
in
to
t
h
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
as
an
aid
to
tr
ad
itio
n
al
teac
h
in
g
m
e
th
o
d
s
.
Du
r
in
g
t
h
e
in
ter
v
iew,
8
5
%
o
f
teac
h
er
s
s
u
p
p
o
r
ted
th
e
in
tr
o
d
u
ctio
n
o
f
AI
an
d
p
er
s
o
n
alize
d
lear
n
in
g
in
u
n
i
v
er
s
ities
.
T
h
e
f
in
d
in
g
s
s
u
g
g
est
th
at
AI
a
n
d
p
er
s
o
n
alize
d
lear
n
in
g
ca
n
s
u
cc
ess
f
u
lly
s
u
p
p
lem
en
t
th
e
tr
ad
itio
n
al
lear
n
in
g
p
r
o
ce
s
s
.
C
o
n
tr
ar
y
t
o
s
o
m
e
co
n
ce
r
n
s
o
f
p
r
ev
i
o
u
s
r
esear
ch
er
s
,
th
e
f
i
n
d
in
g
s
o
f
th
is
s
tu
d
y
,
b
ased
o
n
th
e
r
ea
l
e
x
p
er
ien
ce
o
f
teac
h
er
s
,
i
n
d
icate
th
at
th
e
im
p
lem
en
tatio
n
o
f
AI
d
o
es
n
o
t
n
ec
ess
ar
ily
m
ea
n
a
f
u
n
d
am
e
n
tal
ch
an
g
e
in
th
e
p
ar
ad
ig
m
o
f
ed
u
ca
tio
n
an
d
all
its
p
r
o
c
ess
es
[
1
6
]
,
[
2
9
]
.
Nev
er
th
eless
,
AI
-
g
e
n
er
ated
to
o
ls
ca
n
n
o
t
r
ep
lace
th
e
tr
ad
it
io
n
al
lear
n
in
g
an
d
teac
h
er
s
f
u
n
ctio
n
s
b
ec
au
s
e
s
u
ch
to
o
ls
ar
e
s
till
u
n
d
er
d
e
v
elo
p
ed
.
T
h
e
f
in
al
s
u
g
g
esti
o
n
o
f
th
e
r
esear
ch
is
th
e
n
ee
d
to
d
ev
el
o
p
a
p
p
r
o
p
r
iate
t
ec
h
n
ical
s
u
p
p
o
r
t
f
o
r
u
n
iv
er
s
iti
es,
as
well
as
th
e
p
r
elim
in
ar
y
tr
ain
in
g
o
f
teac
h
e
r
s
an
d
s
tu
d
en
ts
in
th
e
u
s
e
o
f
AI
-
b
ased
p
ed
a
g
o
g
ical
to
o
ls
.
T
h
ese
s
u
p
p
o
r
tiv
e
m
ea
s
u
r
es
wo
u
ld
in
cr
ea
s
e
th
e
ef
f
ec
tiv
en
ess
o
f
class
r
o
o
m
an
d
o
n
lin
e
teac
h
in
g
an
d
th
e
s
p
r
e
ad
in
g
o
f
AI
i
n
to
th
e
f
ield
o
f
p
e
r
s
o
n
alize
d
lear
n
in
g
.
T
h
e
p
r
o
p
o
s
ed
f
in
d
in
g
s
co
u
ld
b
e
o
f
u
s
e
to
f
u
t
u
r
e
r
esear
c
h
er
s
in
s
tu
d
y
in
g
th
e
p
r
o
ce
s
s
es
o
f
r
ea
l
im
p
lem
en
tatio
n
o
f
AI
-
b
ased
ed
u
ca
tio
n
al
tec
h
n
o
lo
g
ies.
T
h
e
f
i
n
d
in
g
s
c
o
u
ld
b
e
u
s
ed
to
u
n
d
er
s
tan
d
h
o
w
th
ese
tech
n
o
lo
g
ies
in
ter
ac
t
with
n
o
t
o
n
ly
s
tu
d
e
n
ts
b
u
t
also
teac
h
er
s
.
T
h
e
o
p
in
io
n
o
f
teac
h
er
s
is
cr
itical
f
o
r
id
en
tif
y
in
g
th
e
wea
k
n
ess
es a
n
d
ch
allen
g
es o
f
tech
n
o
lo
g
y
in
s
co
p
e
o
f
its
in
te
r
ac
tio
n
with
th
e
ed
u
ca
tio
n
al
e
n
v
ir
o
n
m
en
t.
T
h
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
h
av
e
s
o
m
e
p
r
ac
tical
im
p
licati
o
n
s
f
o
r
ed
u
ca
tio
n
al
p
r
ac
tice
an
d
p
o
licy
.
T
h
u
s
,
6
2
%
o
f
teac
h
er
s
b
eliev
e
d
th
at
th
eir
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
s
u
f
f
icien
tly
d
ev
elo
p
e
d
tech
n
ical
ca
p
ab
ilit
ies
to
im
p
lem
en
t
AI
.
T
h
er
e
f
o
r
e,
t
h
er
e
is
a
n
ee
d
t
o
p
r
o
v
id
e
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
with
ap
p
r
o
p
r
iate
eq
u
ip
m
en
t
an
d
in
f
r
astru
ctu
r
e.
T
o
s
u
cc
ess
f
u
lly
im
p
lem
en
t
AI
in
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
,
it
is
n
e
ce
s
s
ar
y
to
co
n
s
id
er
o
p
p
o
r
tu
n
ities
f
o
r
p
r
o
f
ess
io
n
al
tr
ain
in
g
o
f
teac
h
er
s
.
T
h
e
r
esu
lts
o
f
th
e
s
tu
d
y
ca
n
s
er
v
e
as
a
b
asis
f
o
r
d
ev
el
o
p
in
g
cu
r
r
icu
la
an
d
s
em
in
ar
s
aim
ed
at
im
p
r
o
v
in
g
th
e
d
ig
ital c
o
m
p
eten
ce
o
f
teac
h
e
r
s
.
I
t
is
cr
u
cial
to
co
n
tin
u
o
u
s
ly
im
p
r
o
v
e
AI
-
b
ased
to
o
ls
,
esp
ec
ially
g
iv
en
th
e
lack
o
f
f
ac
e
-
to
-
f
ac
e
co
m
m
u
n
icatio
n
an
d
d
if
f
icu
lty
r
ec
o
g
n
izin
g
em
o
tio
n
s
t
h
at
te
ac
h
er
s
h
av
e
id
en
tifie
d
as
p
r
o
b
lem
atic
m
o
m
e
n
ts
.
Go
v
er
n
m
e
n
t
an
d
ed
u
ca
tio
n
al
au
th
o
r
ities
ca
n
d
ef
in
e
s
tr
ateg
ies
an
d
p
r
o
g
r
a
m
s
to
s
u
p
p
o
r
t
r
esear
ch
an
d
in
n
o
v
atio
n
in
th
e
ed
u
ca
tio
n
a
l
p
r
o
ce
s
s
.
T
h
e
r
elev
a
n
t
m
ea
s
u
r
es
m
ay
b
e
f
u
n
d
in
g
a
n
d
s
u
p
p
o
r
t
f
o
r
p
r
o
jects
f
o
cu
s
ed
o
n
im
p
r
o
v
in
g
ed
u
ca
ti
o
n
al
tech
n
o
lo
g
ies.
Ov
er
all,
th
e
r
esu
lts
o
f
th
is
s
tu
d
y
p
o
in
t
to
th
e
p
o
te
n
tial
f
o
r
im
p
r
o
v
i
n
g
ed
u
ca
tio
n
q
u
ality
t
h
r
o
u
g
h
AI
.
At
th
e
s
am
e
t
im
e,
th
e
f
in
d
in
g
s
h
ig
h
lig
h
t
th
e
n
ee
d
f
o
r
an
in
teg
r
ated
ap
p
r
o
ac
h
.
T
h
e
s
tu
d
y
n
ec
ess
itate
s
co
llab
o
r
atio
n
b
etwe
en
teac
h
e
r
s
,
tech
n
o
lo
g
y
d
ev
elo
p
e
r
s
,
a
n
d
ed
u
ca
tio
n
al
au
t
h
o
r
ities
to
ac
h
iev
e
th
e
m
o
s
t
ef
f
ec
tiv
e
r
esu
lts
.
6.
CO
NCLU
SI
O
N
T
h
e
s
tu
d
y
a
n
aly
s
es
th
e
u
s
e
o
f
AI
in
th
e
e
d
u
ca
tio
n
al
p
r
o
ce
s
s
an
d
in
v
esti
g
ates
th
e
im
p
ac
t
o
f
t
h
is
tech
n
o
lo
g
y
o
n
p
e
r
s
o
n
alize
d
l
ea
r
n
in
g
b
y
ass
ess
in
g
th
e
attitu
d
e
o
f
teac
h
er
s
to
th
ese
asp
e
cts.
T
h
is
s
tu
d
y
is
o
f
s
ig
n
if
ican
t
p
r
ac
tical
an
d
ac
ad
em
ic
b
en
ef
it
f
o
r
th
e
s
cien
tific
d
ev
elo
p
m
en
t
o
f
m
eth
o
d
s
an
d
p
r
in
cip
les
f
o
r
im
p
lem
en
tin
g
AI
in
p
ed
a
g
o
g
ical
p
r
o
ce
s
s
es.
I
t
p
r
o
v
id
es
b
asic
r
ef
er
en
ce
d
ata
o
n
th
e
o
p
in
io
n
s
o
f
teac
h
er
s
in
v
o
lv
ed
in
th
is
p
r
o
ce
s
s
lo
ca
lly
,
as
well
as
r
ec
o
m
m
en
d
atio
n
s
b
ased
o
n
th
eir
u
n
i
q
u
e
e
x
p
er
i
en
ce
.
Mo
r
eo
v
er
,
it
lay
s
th
e
g
r
o
u
n
d
wo
r
k
f
o
r
f
u
t
u
r
e
r
esear
ch
aim
e
d
at
o
p
tim
i
zin
g
AI
to
o
ls
to
b
etter
m
ee
t
th
e
n
ee
d
s
o
f
b
o
th
ed
u
ca
to
r
s
an
d
s
tu
d
en
ts
in
d
i
v
e
r
s
e
ed
u
ca
tio
n
al
s
ettin
g
s
.
T
h
e
f
in
d
i
n
g
s
in
d
icate
th
at
8
2
%
o
f
th
e
teac
h
er
s
k
n
ew
ab
o
u
t
th
e
co
n
ce
p
t
o
f
AI
an
d
p
e
r
s
o
n
alize
d
lear
n
in
g
b
u
t
3
3
.
3
%
o
f
t
h
e
p
ar
t
icip
an
ts
in
d
icate
d
th
at
th
eir
f
a
cu
lty
d
id
n
o
t
u
s
e
AI
.
M
o
s
t
p
ar
ticip
an
ts
(
7
6
%)
h
ad
n
o
ex
p
er
ien
ce
u
s
in
g
AI
-
p
o
wer
ed
p
er
s
o
n
alize
d
lear
n
in
g
to
teac
h
s
tu
d
en
ts
;
an
d
6
2
%
b
eliev
ed
th
at
th
e
eq
u
ip
m
en
t
an
d
tech
n
o
lo
g
y
o
f
u
n
iv
er
s
ities
u
n
d
er
s
tu
d
y
wer
e
o
u
td
ated
an
d
co
u
ld
n
o
t
b
e
s
u
c
ce
s
s
f
u
lly
in
teg
r
ated
with
AI
-
p
o
wer
ed
to
o
ls
.
T
h
e
f
i
n
d
in
g
s
s
u
g
g
est
th
at
8
9
%
o
f
th
e
r
esp
o
n
d
en
ts
ass
u
m
ed
th
at
AI
wo
u
ld
n
o
t
r
ep
lace
teac
h
er
s
’
f
u
n
cti
o
n
s
in
th
e
f
u
tu
r
e.
Fo
r
6
9
%
o
f
th
e
teac
h
e
r
s
,
AI
is
ef
f
ec
tiv
e
f
o
r
p
er
s
o
n
alize
d
lear
n
in
g
o
f
s
tu
d
en
ts
,
b
u
t
6
8
%
u
n
d
er
lin
ed
l
ac
k
o
f
n
ee
d
to
in
tr
o
d
u
ce
ed
u
c
atio
n
al
AI
to
o
ls
.
I
n
to
tal,
7
5
% o
f
th
e
teac
h
er
s
h
ad
a
p
o
s
itiv
e
o
p
in
io
n
o
n
th
e
u
s
e
o
f
AI
an
d
p
er
s
o
n
alize
d
lear
n
in
g
in
ed
u
ca
tio
n
.
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