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[
1
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,
[
2
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AI
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[
3
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[
3
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–
[
5
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Un
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[
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[
3
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[
6
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.
On
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[
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[
7
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,
[
8
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.
Ho
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AI
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[
9
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1
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On
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[
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[
1
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o
s
ed
d
if
f
er
en
t
s
o
lu
tio
n
s
,
in
clu
d
i
n
g
id
en
tify
in
g
ty
p
ical
b
ar
r
ier
s
a
n
d
th
ei
r
c
o
r
r
esp
o
n
d
in
g
r
eso
l
u
tio
n
s
th
r
o
u
g
h
c
o
m
p
r
e
h
en
s
iv
e
r
esear
ch
[
1
]
,
[
3
]
,
im
p
lem
en
tin
g
tr
ai
n
in
g
p
r
o
g
r
am
s
to
en
h
a
n
ce
teac
h
er
s
’
AI
ca
p
ab
ilit
ies,
ap
p
ly
in
g
o
p
en
AI
p
latf
o
r
m
s
in
ed
u
ca
tio
n
al
s
ettin
g
s
[
2
]
,
in
t
r
o
d
u
cin
g
AI
e
d
u
ca
tio
n
at
a
n
ea
r
ly
a
g
e,
an
d
/o
r
b
u
ild
in
g
AI
co
m
p
eten
cy
f
r
am
ewo
r
k
s
.
Ov
er
all,
m
o
s
t
AI
r
esear
ch
i
n
ed
u
ca
tio
n
f
o
cu
s
es
o
n
th
e
“u
n
d
er
s
tan
d
in
g
”
an
d
“p
r
e
p
ar
ed
n
ess
f
o
r
u
s
e”
o
f
AI
[
1
3
]
,
wh
ile
s
tu
d
ies
o
n
th
e
p
r
ac
ticality
o
f
AI
in
e
d
u
ca
tio
n
ar
e
s
ca
r
ce
[
7
]
,
[
1
1
]
.
T
h
is
ca
n
b
e
p
a
r
tly
ex
p
lain
ed
b
y
th
e
af
o
r
e
m
en
tio
n
ed
b
ar
r
ier
s
th
at
m
ak
e
it
ch
al
len
g
in
g
f
o
r
m
a
n
y
teac
h
er
s
to
ap
p
ly
an
d
r
esear
ch
AI
.
As
s
o
m
e
au
th
o
r
s
h
a
v
e
p
o
in
ted
o
u
t,
th
er
e
is
a
n
ee
d
f
o
r
m
o
r
e
p
r
ac
tical
r
esear
ch
o
n
th
e
u
s
e
o
f
AI
in
ed
u
ca
tio
n
to
h
ar
n
ess
its
p
o
wer
co
m
p
ar
e
d
to
o
t
h
er
d
o
m
ain
s
[
1
]
,
[
3
]
.
T
h
er
ef
o
r
e,
th
e
p
u
r
p
o
s
e
o
f
th
i
s
s
tu
d
y
is
to
n
ar
r
o
w
t
h
e
r
ese
ar
ch
g
ap
b
y
e
x
am
in
in
g
th
e
c
o
r
r
elatio
n
b
etwe
en
teac
h
er
s
’
r
ea
d
in
ess
to
u
s
e
AI
an
d
th
e
ac
tu
al
in
teg
r
atio
n
o
f
AI
in
teac
h
in
g
.
T
h
e
r
ea
d
in
ess
o
f
ed
u
ca
to
r
s
to
em
p
lo
y
AI
in
v
o
lv
es
m
u
lt
ip
le
d
im
en
s
io
n
s
,
in
clu
d
in
g
p
r
o
f
ess
io
n
al
g
r
o
wth
an
d
tr
ain
i
n
g
,
av
ailab
ilit
y
o
f
r
eso
u
r
ce
s
an
d
ac
ce
s
s
ib
ilit
y
,
attitu
d
es,
an
d
co
n
s
cio
u
s
n
ess
,
as
well
as
p
ed
a
g
o
g
ical
k
n
o
wled
g
e
an
d
p
r
o
f
icien
cy
.
T
h
r
o
u
g
h
a
th
o
r
o
u
g
h
an
aly
s
is
o
f
th
ese
in
ter
co
n
n
ec
tio
n
s
,
p
iv
o
tal
d
eter
m
in
an
ts
ca
n
b
e
id
en
t
if
ied
,
lead
in
g
t
o
th
e
p
r
o
v
is
io
n
o
f
tailo
r
ed
in
ter
v
e
n
t
io
n
s
tr
ateg
ies
an
d
s
u
p
p
o
r
t
m
ec
h
an
is
m
s
th
at
f
o
s
ter
teac
h
er
s
’
p
r
ep
ar
ed
n
ess
f
o
r
AI
in
teg
r
atio
n
.
C
o
n
s
eq
u
en
tly
,
th
i
s
en
d
ea
v
o
r
aim
s
to
f
ac
ilit
ate
m
o
r
e
ef
f
icien
t
im
p
lem
en
tatio
n
o
f
AI
tech
n
o
lo
g
ies
with
in
ed
u
ca
tio
n
al
c
o
n
tex
ts
.
T
o
ac
h
iev
e
t
h
is
g
o
al,
th
is
r
e
s
ea
r
ch
em
p
lo
y
s
a
s
tr
u
ctu
r
al
eq
u
atio
n
m
o
d
el
to
ex
am
in
e
th
e
d
ir
ec
t
im
p
ac
t o
f
t
ea
ch
er
s
’
AI
r
ea
d
in
ess
o
n
AI
in
teg
r
atio
n
.
T
h
is
co
m
p
r
eh
e
n
s
iv
e
m
eth
o
d
allo
ws
f
o
r
an
aly
zin
g
c
o
m
p
lex
r
elatio
n
s
h
ip
s
b
etwe
en
laten
t
v
ar
iab
l
es
an
d
o
b
s
er
v
ed
v
ar
iab
les,
p
r
o
v
id
i
n
g
a
b
etter
u
n
d
er
s
tan
d
i
n
g
o
f
th
e
d
y
n
am
ic
s
b
etwe
en
teac
h
er
s
’
AI
r
ea
d
in
ess
an
d
AI
in
teg
r
atio
n
.
2.
P
RO
P
O
SE
D
CO
NC
E
P
T
UA
L
M
O
D
E
L
2
.
1
.
P
r
o
f
ess
io
na
l
dev
elo
pm
e
nt
a
nd
t
ra
ini
ng
I
n
th
e
co
n
te
x
t
o
f
th
is
s
tu
d
y
,
p
r
o
f
ess
io
n
al
d
e
v
elo
p
m
e
n
t
an
d
t
r
ain
in
g
(
PDT)
r
e
f
er
s
to
th
e
c
o
u
r
s
es
an
d
p
r
o
g
r
a
m
s
o
f
f
e
r
ed
b
y
in
s
titu
tio
n
s
to
b
etter
p
r
e
p
ar
e
i
n
s
tr
u
ct
o
r
s
to
im
p
le
m
en
t
AI
in
th
eir
class
r
o
o
m
s
[
1
4
]
.
I
t
f
o
cu
s
es
o
n
tr
ain
in
g
p
r
o
g
r
am
s
f
o
r
ed
u
ca
t
o
r
s
to
ac
q
u
ir
e
th
e
n
ec
ess
ar
y
s
k
ills
an
d
k
n
o
wled
g
e
to
u
tili
ze
AI
-
b
ased
r
eso
u
r
ce
s
ef
f
ec
tiv
ely
.
Pre
v
io
u
s
r
esear
ch
h
as
d
em
o
n
s
tr
ated
th
at
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
an
d
tr
ain
in
g
ar
e
ess
en
tial
to
AI
r
ea
d
in
ess
[
1
5
]
.
Ak
g
u
n
a
n
d
Gr
ee
n
h
o
w
[
1
6
]
h
ig
h
lig
h
ted
t
h
e
im
p
o
r
ta
n
ce
o
f
teac
h
er
ed
u
ca
to
r
s
’
u
tili
za
tio
n
o
f
d
ig
ital
to
o
ls
i
n
h
ig
h
er
ed
u
ca
tio
n
,
em
p
h
asizin
g
th
e
s
u
b
s
eq
u
en
t
r
eq
u
ir
em
en
t
f
o
r
d
ig
ita
l
co
m
p
eten
ce
.
T
h
e
s
tu
d
y
r
e
v
ea
led
th
at
teac
h
er
s
n
ec
ess
itate
s
u
b
s
tan
tial
p
ed
ag
o
g
ical
ass
is
tan
ce
wh
en
it
co
m
es
to
d
ev
elo
p
in
g
d
ig
ital
teac
h
in
g
s
tr
ateg
ies.
T
h
is
s
tu
d
y
will
ev
alu
a
te
th
e
PDT
f
ac
to
r
u
s
in
g
a
v
alid
ated
q
u
esti
o
n
n
air
e
b
ased
o
n
p
r
e
v
io
u
s
r
esear
ch
[
1
7
]
.
T
h
e
s
u
r
v
ey
will
ask
r
esp
o
n
d
e
n
ts
h
o
w
c
o
n
f
id
e
n
t
th
ey
f
ee
l
in
u
s
in
g
AI
-
p
o
wer
ed
t
o
o
ls
af
ter
atten
d
in
g
th
e
PDT
s
ess
io
n
s
,
to
wh
at
ex
ten
t
th
e
PDT
s
ess
io
n
s
en
h
an
ce
d
th
eir
k
n
o
wled
g
e
an
d
s
k
ills
in
u
s
in
g
AI
,
an
d
th
e
ex
ten
t to
wh
ich
th
e
PDT
s
es
s
i
o
n
s
ad
d
r
ess
ed
th
eir
s
p
ec
if
ic
n
ee
d
s
an
d
ch
allen
g
es
in
in
teg
r
atin
g
AI
in
teac
h
in
g
.
On
a
5
-
p
o
in
t
L
ik
er
t
s
ca
le,
te
ac
h
er
s
will
in
d
icate
th
eir
d
eg
r
ee
o
f
ag
r
ee
m
en
t
o
r
d
is
ag
r
ee
m
en
t
with
a
n
u
m
b
er
o
f
ass
er
tio
n
s
.
T
h
e
q
u
esti
o
n
s
ar
e:
i)
t
o
wh
at
ex
ten
t
d
id
th
e
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t
an
d
tr
ain
in
g
s
e
s
s
io
n
s
en
h
an
ce
y
o
u
r
k
n
o
wle
d
g
e
an
d
s
k
ills
in
u
s
in
g
AI
?
(
PDT1
)
;
ii)
h
o
w
co
n
f
id
en
t
d
o
y
o
u
f
ee
l
in
u
s
in
g
AI
-
p
o
wer
e
d
to
o
ls
af
ter
atten
d
in
g
th
e
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
an
d
tr
ain
i
n
g
s
ess
io
n
s
?
(
PDT2
)
;
an
d
iii)
t
o
wh
at
ex
ten
t
d
i
d
th
e
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
an
d
tr
ain
i
n
g
s
ess
io
n
s
ad
d
r
ess
y
o
u
r
s
p
ec
if
ic
n
ee
d
s
an
d
c
h
allen
g
es
in
in
teg
r
atin
g
A
I
in
teac
h
in
g
?
(
PDT3
)
.
2
.
2
.
Reso
urce
s
a
nd
a
cc
ess
ibi
lity
I
n
t
h
e
cu
r
r
e
n
t
c
o
n
te
x
t
,
r
eso
u
r
c
es
a
n
d
a
cc
ess
ib
ilit
y
(
R
A)
r
e
f
e
r
s
t
o
th
e
ea
s
e
wit
h
wh
ic
h
o
n
e
c
an
a
cq
u
i
r
e
th
e
m
ate
r
i
als
n
e
ce
s
s
ar
y
to
im
p
le
m
e
n
t
A
I
-
b
as
e
d
i
n
s
t
r
u
cti
o
n
a
l
s
tr
at
eg
ies
.
I
t
c
o
n
s
is
ts
o
f
th
e
h
a
r
d
wa
r
e
,
i
n
cl
u
d
in
g
AI
-
p
o
w
er
e
d
t
o
o
ls
a
n
d
te
ch
n
o
l
o
g
ies
,
as
w
ell
as
t
h
e
s
o
f
tw
ar
e
a
n
d
i
n
f
r
ast
r
u
ct
u
r
e
r
e
q
u
ir
e
d
t
o
u
ti
liz
e
t
h
es
e
t
o
o
ls
ef
f
e
cti
v
e
ly
.
Pri
o
r
r
esea
r
c
h
h
a
s
e
m
p
h
as
iz
ed
t
h
e
s
i
g
n
i
f
ic
an
c
e
o
f
r
e
ad
il
y
av
ail
ab
le
r
eso
u
r
ce
s
to
e
f
f
e
cti
v
e
ly
im
p
le
m
e
n
t
a
n
I
T
s
y
s
te
m
[
1
7
]
–
[
1
9
]
.
F
o
r
i
n
s
ta
n
ce
,
W
i
n
t
er
et
a
l
.
[
1
9
]
ex
am
in
e
d
h
o
w
tea
c
h
e
r
s
’
ac
c
ess
t
o
r
eso
u
r
c
es
in
f
l
u
e
n
c
es
t
h
eir
u
til
iza
ti
o
n
o
f
t
ec
h
n
o
lo
g
y
.
T
ea
ch
er
s
w
h
o
h
ad
a
cc
ess
t
o
a
wi
d
e
r
a
n
g
e
o
f
I
T
t
o
o
ls
a
n
d
tec
h
n
o
lo
g
i
es
w
er
e
m
o
r
e
li
k
el
y
to
f
e
el
c
o
n
f
i
d
e
n
t
i
n
t
h
e
cl
ass
r
o
o
m
.
R
es
o
u
r
ce
s
a
n
d
a
cc
ess
i
b
ili
t
y
w
ill b
e
e
v
a
lu
at
ed
u
s
i
n
g
a
v
ali
d
a
te
d
q
u
es
ti
o
n
n
ai
r
e
b
ase
d
o
n
t
h
e
f
i
n
d
i
n
g
s
o
f
p
r
e
v
i
o
u
s
r
es
ea
r
c
h
[
1
7
]
.
T
h
e
s
u
r
v
ey
w
ill
i
n
c
lu
d
e
q
u
esti
o
n
s
r
e
g
a
r
d
i
n
g
t
h
e
ac
ce
s
s
ib
i
lit
y
a
n
d
a
v
ail
ab
ilit
y
o
f
A
I
tec
h
n
o
l
o
g
ies
.
T
ea
c
h
er
s
wil
l
b
e
as
k
e
d
t
o
i
n
d
ic
at
e
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I
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2
2
5
2
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8
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J
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v
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&
R
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Vo
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.
14
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2
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Ap
r
il
20
25
:
1
4
9
6
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1
5
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1498
wh
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ch
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e
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h
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q
u
esti
o
n
s
a
r
e
:
i
)
h
o
w
ea
s
il
y
a
cc
ess
i
b
le
ar
e
t
h
e
n
e
ce
s
s
a
r
y
te
ch
n
o
l
o
g
ic
al
r
eso
u
r
c
es
(
c
o
m
p
u
t
er
s
a
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d
s
o
f
t
wa
r
e
)
f
o
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i
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t
eg
r
ati
n
g
A
I
i
n
y
o
u
r
t
ea
c
h
i
n
g
p
r
a
cti
ce
s
?
(
R
A1
)
;
ii
)
h
o
w
s
u
f
f
i
cie
n
t
a
r
e
t
h
e
a
v
ai
la
b
le
d
ig
ita
l
r
es
o
u
r
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es
an
d
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at
e
r
ials
(
e.
g
.
,
o
n
li
n
e
p
la
t
f
o
r
m
s
,
e
d
u
ca
t
io
n
al
web
s
ites
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o
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p
p
o
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r
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e
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A
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te
ac
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R
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;
a
n
d
iii
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h
o
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s
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-
f
r
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l
y
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in
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A
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n
t
o
y
o
u
r
tea
ch
in
g
ac
ti
v
it
ies?
(
R
A3
)
.
2
.
3
.
At
t
it
ud
es
a
nd
perc
ept
io
ns
I
n
th
is
s
tu
d
y
,
t
h
e
attitu
d
es
an
d
p
er
ce
p
tio
n
s
(
AP)
elem
en
t
r
ef
er
to
teac
h
er
s
’
attitu
d
es
a
n
d
p
er
s
p
ec
tiv
es
r
eg
ar
d
in
g
th
e
in
c
o
r
p
o
r
atio
n
o
f
AI
in
to
th
eir
class
r
o
o
m
p
r
ac
tices
.
I
t
attem
p
ts
to
p
er
ce
iv
e
h
o
w
teac
h
er
s
co
n
f
id
en
t
ab
o
u
t
AI
tech
n
o
lo
g
y
,
h
o
w
o
f
ten
th
e
y
ex
p
er
im
e
n
ti
n
g
with
n
ew
AI
tech
n
o
lo
g
ies,
an
d
h
o
w
im
p
o
r
tan
t
th
ey
th
in
k
teac
h
e
r
s
s
h
o
u
ld
ad
a
p
t
AI
tech
n
o
lo
g
ies
in
ed
u
ca
tio
n
.
Prio
r
r
esear
ch
h
as
d
em
o
n
s
tr
ated
th
at
teac
h
er
s
’
b
elief
s
an
d
attitu
d
es
h
av
e
a
s
u
b
s
tan
tial
im
p
ac
t
o
n
wh
et
h
er
o
r
n
o
t
th
e
y
em
b
r
ac
e
a
n
d
im
p
l
em
en
t
cu
ttin
g
-
ed
g
e
tech
n
o
lo
g
ies
[
1
8
]
,
s
u
ch
as
AI
in
th
e
class
r
o
o
m
.
Pre
v
i
o
u
s
s
tu
d
ies
[
2
0
]
,
[
2
1
]
f
o
u
n
d
th
at
th
o
s
e
with
a
m
o
r
e
p
o
s
itiv
e
o
u
tlo
o
k
o
n
th
e
tech
n
o
lo
g
y
wer
e
m
o
r
e
lik
el
y
to
im
p
lem
en
t
it.
I
n
a
s
im
ilar
v
e
in
,
Su
n
et
a
l
.
[
2
2
]
ex
am
in
ed
ed
u
ca
to
r
s
’
p
er
s
p
ec
t
iv
es
o
n
AI
in
th
e
class
r
o
o
m
an
d
d
is
co
v
er
e
d
th
at
p
o
s
itiv
e
attitu
d
es
ab
o
u
t
AI
in
f
lu
en
ce
d
ed
u
ca
to
r
s
’
AI
k
n
o
wled
g
e
an
d
teac
h
in
g
s
k
ills
.
I
n
th
is
in
v
esti
g
atio
n
,
th
e
AP
v
ar
iab
le
will
b
e
ev
alu
ated
u
s
in
g
a
v
alid
ated
q
u
esti
o
n
n
air
e
b
ased
o
n
p
r
e
v
io
u
s
r
esear
ch
[
1
7
]
,
[
1
8
]
.
A
5
-
p
o
in
t
L
ik
er
t scale
will b
e
u
s
ed
to
co
m
p
ile
th
e
r
esp
o
n
s
e
s
,
allo
win
g
ed
u
ca
to
r
s
to
in
d
ic
ate
th
e
ex
ten
t
to
wh
ich
th
ey
co
n
cu
r
o
r
d
is
ag
r
ee
with
ea
ch
s
tatem
en
t.
T
h
e
q
u
esti
o
n
s
ar
e:
i)
h
o
w
c
o
n
f
id
e
n
t
ar
e
y
o
u
in
y
o
u
r
a
b
ilit
y
to
e
f
f
ec
tiv
ely
u
s
e
AI
-
p
o
wer
ed
to
o
ls
a
n
d
tech
n
o
l
o
g
i
es
in
y
o
u
r
teac
h
in
g
?
(
AP1
)
;
ii)
h
o
w
o
p
e
n
a
r
e
y
o
u
to
ex
p
e
r
im
en
tin
g
with
n
ew
AI
tech
n
o
lo
g
ies an
d
i
n
co
r
p
o
r
atin
g
th
em
in
to
y
o
u
r
teac
h
i
n
g
p
r
ac
tices?
(
AP2
)
;
an
d
iii)
h
o
w
im
p
o
r
tan
t d
o
y
o
u
th
i
n
k
it is
f
o
r
ed
u
ca
to
r
s
to
ad
ap
t to
th
e
ch
an
g
in
g
lan
d
s
ca
p
e
o
f
AI
t
ec
h
n
o
lo
g
ies in
ed
u
ca
tio
n
?
(
AP3
)
.
2
.
4
.
P
eda
g
o
g
ic
a
l
k
no
wledg
e
a
nd
ex
pert
is
e
I
n
th
e
p
r
esen
t
s
tu
d
y
,
th
e
ter
m
p
ed
ag
o
g
ical
k
n
o
wled
g
e
an
d
ex
p
er
tis
e
(
PKE)
p
er
tain
s
to
ed
u
ca
to
r
s
’
lev
el
o
f
f
am
iliar
ity
an
d
p
r
o
f
i
cien
cy
in
em
p
lo
y
in
g
p
ed
ag
o
g
ical
tech
n
iq
u
es
[
2
3
]
to
ef
f
e
ctiv
ely
in
teg
r
ate
AI
tech
n
o
lo
g
y
in
to
th
eir
class
r
o
o
m
p
r
ac
tices.
I
t
r
ev
o
lv
es
ar
o
u
n
d
ed
u
ca
to
r
s
’
co
m
p
r
eh
e
n
s
io
n
o
f
AI
to
o
ls
an
d
ap
p
licatio
n
s
,
as
well
a
s
th
eir
co
n
f
id
en
ce
in
in
co
r
p
o
r
atin
g
th
ese
to
o
ls
an
d
ap
p
licatio
n
s
in
t
o
th
eir
in
s
tr
u
ctio
n
al
m
eth
o
d
o
l
o
g
ies.
Pre
v
io
u
s
r
ese
ar
ch
h
as
co
n
s
is
ten
tly
h
ig
h
lig
h
ted
th
e
s
ig
n
if
ican
ce
o
f
p
o
s
s
ess
in
g
p
ed
ag
o
g
ical
k
n
o
wled
g
e
a
n
d
ex
p
e
r
tis
e
wh
en
u
tili
zin
g
AI
tech
n
o
lo
g
y
in
e
d
u
ca
tio
n
al
s
ettin
g
s
[
1
6
]
.
No
ta
b
ly
,
Su
n
et
a
l.
[
2
2
]
ex
am
in
ed
t
h
e
r
elatio
n
s
h
ip
b
et
wee
n
in
s
tr
u
cto
r
s
’
p
ed
ag
o
g
ical
ex
p
er
tis
e
an
d
th
eir
u
tili
za
tio
n
o
f
AI
tech
n
o
lo
g
ies.
T
h
e
f
in
d
in
g
s
d
em
o
n
s
tr
ated
th
a
t e
d
u
ca
to
r
s
with
a
s
tr
o
n
g
f
o
u
n
d
atio
n
in
p
e
d
ag
o
g
ical
p
r
in
ci
p
les we
r
e
m
o
r
e
lik
ely
to
s
u
cc
ess
f
u
lly
in
teg
r
ate
AI
t
ec
h
n
o
lo
g
y
in
to
t
h
eir
class
r
o
o
m
s
.
T
o
ass
ess
th
e
p
ed
ag
o
g
ic
al
k
n
o
wled
g
e
a
n
d
ex
p
er
tis
e
co
n
s
tr
u
ct
in
th
is
r
es
ea
r
ch
,
th
e
v
a
r
iab
les
will
b
e
ev
alu
ated
u
s
in
g
a
v
alid
ated
q
u
es
tio
n
n
air
e
b
ased
o
n
p
r
ev
io
u
s
r
esear
ch
[
2
3
]
.
T
h
e
q
u
esti
o
n
s
ar
e:
i)
h
o
w
co
n
f
id
en
t
ar
e
y
o
u
in
y
o
u
r
k
n
o
wled
g
e
o
f
v
ar
io
u
s
teac
h
in
g
s
tr
ateg
ies
an
d
tech
n
iq
u
es?
(
PKE1
)
;
ii)
h
o
w
k
n
o
wled
g
ea
b
le
d
o
y
o
u
co
n
s
id
er
y
o
u
r
s
el
f
in
in
co
r
p
o
r
atin
g
tech
n
o
lo
g
y
to
o
ls
in
to
y
o
u
r
tea
ch
in
g
p
r
ac
tices?
(
PKE2
)
;
an
d
iii)
h
o
w
f
am
iliar
ar
e
y
o
u
with
cu
r
r
en
t
ed
u
ca
tio
n
al
th
eo
r
ies an
d
f
r
am
ewo
r
k
s
th
at
in
f
o
r
m
p
ed
a
g
o
g
ical
p
r
ac
tices?
(
PKE3
)
.
2
.
5
.
T
ea
cher
s
’
a
rt
if
icia
l int
el
lig
ence
re
a
din
ess
T
h
is
s
tu
d
y
co
n
ce
p
tu
alize
s
teac
h
er
s
’
AI
r
ea
d
in
ess
(
T
AR
)
as
th
e
d
eg
r
ee
to
wh
ich
e
d
u
ca
to
r
s
p
o
s
s
ess
th
e
co
m
p
eten
ce
an
d
willin
g
n
ess
to
in
teg
r
ate
AI
-
p
o
wer
ed
to
o
ls
in
to
th
eir
in
s
tr
u
ctio
n
al
p
r
ac
tices
[
2
4
]
.
I
t
en
co
m
p
ass
es
th
eir
o
p
e
n
n
ess
,
willin
g
n
ess
,
an
d
co
n
f
i
d
en
ce
i
n
ef
f
ec
tiv
ely
u
tili
zin
g
AI
tech
n
o
lo
g
y
.
T
h
e
le
v
el
o
f
AI
r
ea
d
in
ess
am
o
n
g
teac
h
er
s
i
s
o
f
u
tm
o
s
t im
p
o
r
tan
ce
as it sig
n
if
ican
tly
im
p
ac
ts
th
eir
m
o
ti
v
atio
n
an
d
ab
ilit
y
to
ad
ap
t th
eir
teac
h
in
g
ap
p
r
o
ac
h
e
s
to
in
co
r
p
o
r
ate
AI
ap
p
licatio
n
s
an
d
to
o
ls
.
Prio
r
r
esear
ch
h
as
b
ee
n
co
n
d
u
cted
t
o
ex
p
lo
r
e
teac
h
er
s
’
AI
r
ea
d
in
es
s
in
o
r
d
er
to
g
ain
d
ee
p
e
r
in
s
i
g
h
ts
in
to
th
eir
attitu
d
es
an
d
b
eh
av
io
r
s
to
wa
r
d
s
AI
in
teg
r
atio
n
in
ed
u
ca
tio
n
al
s
ettin
g
s
[
2
5
]
,
[
2
6
]
.
Fo
r
ex
am
p
le,
Ay
an
wale
et
a
l
.
[
2
5
]
r
ev
ea
le
d
th
at
th
e
lev
el
o
f
co
n
f
id
en
ce
in
teac
h
in
g
AI
w
as
a
s
ig
n
if
ican
t
p
r
ed
icto
r
o
f
t
ea
ch
er
s
’
in
ten
tio
n
to
teac
h
A
I
.
Ad
d
itio
n
ally
,
th
e
p
er
ce
iv
ed
r
elev
an
ce
o
f
AI
in
ed
u
ca
tio
n
s
tr
o
n
g
ly
in
f
lu
en
ce
d
teac
h
er
s
’
r
ea
d
in
ess
to
im
p
l
em
en
t
AI
in
th
ei
r
class
r
o
o
m
s
.
Dr
awin
g
o
n
estab
lis
h
ed
liter
atu
r
e,
in
clu
d
in
g
t
h
e
wo
r
k
o
f
[
2
5
]
,
a
s
elf
-
r
e
p
o
r
t
q
u
esti
o
n
n
air
e
will
b
e
d
ev
elo
p
e
d
to
ass
ess
teac
h
er
s
’
p
er
s
p
ec
tiv
es
o
n
AI
an
d
th
eir
lev
el
o
f
co
m
f
o
r
t
with
its
im
p
lem
en
tatio
n
in
th
e
class
r
o
o
m
.
T
h
e
q
u
esti
o
n
s
ar
e:
i)
h
o
w
co
n
f
id
en
t
ar
e
y
o
u
in
y
o
u
r
u
n
d
er
s
tan
d
in
g
o
f
AI
co
n
ce
p
ts
an
d
tech
n
o
lo
g
ies?
(
T
AR
1
)
;
ii)
h
o
w
o
p
en
ar
e
y
o
u
to
i
n
co
r
p
o
r
at
in
g
AI
to
o
ls
a
n
d
tech
n
o
lo
g
ies
in
to
y
o
u
r
teac
h
in
g
p
r
ac
tices?
(
T
AR
2
)
;
an
d
iii)
h
o
w
willin
g
ar
e
y
o
u
to
lear
n
an
d
ac
q
u
ir
e
th
e
n
ec
ess
ar
y
s
k
ills
to
ef
f
ec
tiv
ely
u
s
e
AI
to
o
ls
in
y
o
u
r
teac
h
in
g
?
(
T
AR
3
)
.
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
Ho
w
tea
ch
ers
’
A
I
r
ea
d
in
ess
a
ffects A
I
in
teg
r
a
tio
n
:
in
s
ig
h
ts
f
r
o
m
mo
d
elin
g
…
(
N
g
u
ye
n
Th
i
Ho
n
g
C
h
u
ye
n
)
1499
2
.
6
.
I
nte
g
ra
t
io
n o
f
a
rt
if
icia
l
inte
llig
ence
in
t
ea
ching
pra
c
t
ices
T
h
e
in
teg
r
atio
n
o
f
A
I
in
to
te
ac
h
in
g
p
r
ac
tices
f
ac
to
r
aim
s
to
ass
ess
th
e
ex
ten
t
to
wh
ich
ed
u
ca
to
r
s
in
co
r
p
o
r
ate
AI
to
o
ls
an
d
r
eso
u
r
ce
s
in
to
th
eir
teac
h
in
g
m
eth
o
d
o
lo
g
ies.
I
t
f
o
cu
s
es
o
n
th
e
p
r
ac
tical
ap
p
licatio
n
o
f
AI
-
p
o
wer
e
d
to
o
ls
an
d
p
r
o
g
r
am
s
to
en
h
an
ce
th
e
lear
n
in
g
en
v
ir
o
n
m
en
t
an
d
in
s
tr
u
ctio
n
al
p
r
ac
tices.
T
h
is
f
ac
to
r
ex
p
lo
r
es
h
o
w
AI
is
in
teg
r
ated
in
to
teac
h
in
g
s
tr
a
teg
ies,
les
s
o
n
p
lan
s
,
an
d
s
tu
d
en
t
en
g
a
g
em
en
t.
Nu
m
er
o
u
s
s
tu
d
ies
h
av
e
in
v
esti
g
ated
th
e
u
tili
za
tio
n
o
f
AI
in
ed
u
ca
tio
n
al
s
ettin
g
s
to
g
ain
in
s
ig
h
ts
in
to
ef
f
ec
tiv
e
s
tr
ateg
ies,
ch
allen
g
es,
an
d
o
u
tco
m
es
[
2
5
]
,
[
2
7
]
.
Fo
r
in
s
t
an
ce
,
Seo
et
a
l
.
[
2
7
]
in
d
icate
d
th
at
p
ar
ticip
a
n
ts
p
er
ce
iv
ed
th
e
a
d
o
p
tio
n
o
f
AI
s
y
s
tem
s
in
o
n
lin
e
lea
r
n
in
g
as
a
m
ea
n
s
to
f
ac
ilit
ate
p
e
r
s
o
n
alize
d
lear
n
er
-
in
s
tr
u
cto
r
in
ter
ac
tio
n
o
n
a
la
r
g
e
s
ca
le.
Mo
r
eo
v
er
,
A
I
s
y
s
tem
s
h
ad
r
ec
eiv
e
d
p
o
s
itiv
e
r
e
co
g
n
itio
n
f
o
r
t
h
eir
ab
ilit
y
to
e
n
h
an
ce
b
o
th
t
h
e
q
u
an
tity
an
d
q
u
ality
o
f
c
o
m
m
u
n
i
ca
tio
n
.
T
h
e
AI
s
y
s
tem
was
also
s
ee
n
as
v
alu
ab
le
f
o
r
p
r
o
v
id
in
g
tim
ely
an
d
p
er
s
o
n
alize
d
s
u
p
p
o
r
t
in
lar
g
e
-
s
ca
le
ed
u
ca
tio
n
al
s
ettin
g
s
.
Ad
d
itio
n
ally
,
th
e
in
teg
r
atio
n
o
f
AI
s
y
s
tem
s
wa
s
b
eliev
ed
to
im
p
r
o
v
e
th
e
o
v
er
all
s
en
s
e
o
f
co
n
n
ec
tio
n
b
etwe
en
lear
n
er
s
an
d
in
s
tr
u
cto
r
s
.
I
n
th
is
in
v
esti
g
atio
n
,
th
e
in
teg
r
atio
n
o
f
AI
in
teac
h
in
g
p
r
ac
tices
(
I
T
P)
v
ar
iab
l
e
will
b
e
ev
alu
ated
u
s
in
g
a
v
alid
ated
q
u
esti
o
n
n
ai
r
e
b
ased
o
n
p
r
ev
i
o
u
s
r
esear
ch
[
1
8
]
.
A
5
-
p
o
in
t
L
ik
er
t
s
ca
le
will
b
e
u
s
ed
to
co
m
p
ile
th
e
r
esp
o
n
s
es,
allo
win
g
ed
u
ca
t
o
r
s
to
in
d
icate
th
e
e
x
ten
t
to
wh
ich
th
e
y
co
n
c
u
r
o
r
d
is
ag
r
ee
with
ea
ch
s
tatem
en
t.
T
h
e
q
u
esti
o
n
s
ar
e:
i)
t
o
wh
at
ex
ten
t
d
o
y
o
u
in
co
r
p
o
r
ate
AI
to
o
ls
an
d
tec
h
n
o
lo
g
ies
in
y
o
u
r
class
r
o
o
m
teac
h
in
g
?
(
I
T
P1
)
;
i
i)
h
o
w
lik
ely
a
r
e
y
o
u
to
co
n
t
in
u
e
in
teg
r
atin
g
AI
tech
n
o
lo
g
ies
in
y
o
u
r
f
u
tu
r
e
teac
h
in
g
p
r
ac
tices?
(
I
T
P2
)
;
a
n
d
iii)
h
o
w
o
f
ten
d
o
y
o
u
co
lla
b
o
r
ate
with
o
th
er
teac
h
er
s
to
s
h
ar
e
b
est
p
r
ac
tices
f
o
r
in
teg
r
atin
g
AI
in
teac
h
in
g
p
r
ac
tices?
(
I
T
P3
)
.
B
ased
o
n
th
e
af
o
r
em
en
tio
n
ed
s
tu
d
ies,
th
e
h
y
p
o
t
h
eses
wer
e
p
r
o
p
o
s
ed
an
d
illu
s
tr
ated
in
Fig
u
r
e
1
:
i)
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
an
d
tr
ain
in
g
wer
e
a
r
eliab
le
p
r
ed
icto
r
o
f
teac
h
er
s
’
AI
r
ea
d
in
ess
(
H2
)
;
ii)
r
eso
u
r
ce
s
an
d
ac
ce
s
s
ib
ilit
y
p
o
s
itiv
ely
in
f
lu
en
ce
d
teac
h
er
s
’
AI
r
ea
d
in
ess
(
H3
)
;
iii)
a
ttit
u
d
es
an
d
p
er
ce
p
tio
n
s
h
ad
a
s
tatis
tically
s
ig
n
if
ican
t
an
d
p
o
s
itiv
e
e
f
f
ec
t
o
n
teac
h
er
s
’
AI
r
ea
d
in
ess
(
H4
)
;
an
d
iv
)
p
ed
ag
o
g
ical
k
n
o
wled
g
e
an
d
ex
p
er
tis
e
p
o
s
itiv
ely
p
r
e
d
icted
teac
h
er
s
’
AI
r
ea
d
i
n
ess
(
H5
)
.
3.
M
E
T
H
O
D
T
h
e
f
o
llo
win
g
s
u
b
s
ec
tio
n
s
p
r
o
v
id
ed
a
d
etailed
d
escr
ip
tio
n
o
f
th
e
p
r
o
ce
s
s
es
an
d
p
r
o
ce
d
u
r
es.
T
h
ese
in
v
o
lv
ed
in
c
o
llectin
g
,
m
ea
s
u
r
in
g
,
an
d
a
n
aly
zin
g
th
e
d
ata
to
ev
alu
ate
th
e
c
o
n
ce
p
t
u
al
r
esear
ch
m
o
d
el
d
e
p
icted
in
Fig
u
r
e
1
.
T
h
ey
o
u
tlin
e
th
e
s
tep
s
tak
en
to
en
s
u
r
e
r
eliab
le
an
d
v
alid
d
ata
c
o
llectio
n
,
th
e
s
p
ec
if
ic
m
ea
s
u
r
es
u
s
ed
to
ass
ess
th
e
v
ar
iab
les
o
f
in
ter
est,
an
d
th
e
s
tatis
tical
an
aly
s
es
em
p
lo
y
ed
to
e
x
am
i
n
e
th
e
r
elatio
n
s
h
ip
s
b
etwe
en
th
e
v
ar
ia
b
les.
3
.
1
.
Resea
rc
h
des
ig
n
T
h
is
s
tu
d
y
em
p
lo
y
ed
a
q
u
an
titativ
e
r
esear
ch
d
esig
n
m
eth
o
d
o
lo
g
y
to
in
v
esti
g
ate
th
e
f
ac
to
r
s
th
at
in
f
lu
en
ce
u
n
i
v
er
s
ity
ed
u
ca
to
r
s
’
r
ea
d
in
ess
to
in
co
r
p
o
r
ate
AI
in
to
th
eir
teac
h
in
g
p
r
ac
tices.
T
h
e
au
th
o
r
s
d
esig
n
ed
a
co
m
p
r
eh
e
n
s
iv
e
tr
ain
in
g
p
r
o
g
r
am
f
o
r
u
n
iv
er
s
ity
in
s
tr
u
cto
r
s
th
at
em
p
h
asized
th
e
u
s
e
o
f
AI
-
p
o
wer
ed
to
o
ls
to
cr
ea
te
m
u
ltime
d
ia
lectu
r
es.
T
h
r
ee
ch
an
n
els
wer
e
u
tili
ze
d
to
d
eliv
er
th
e
tr
ain
in
g
s
ess
io
n
s
:
o
n
-
s
ite
s
e
s
s
io
n
s
,
Go
o
g
le
Me
et
s
ess
io
n
s
,
an
d
p
r
e
-
r
ec
o
r
d
ed
v
id
e
o
s
.
T
o
ass
u
r
e
p
a
r
ticip
an
t
f
am
iliar
ity
,
t
h
e
au
th
o
r
s
s
elec
ted
Mic
r
o
s
o
f
t
Po
wer
Po
in
t
Desig
n
er
,
C
h
atGPT
,
an
d
tex
t
-
to
-
s
p
ee
ch
f
r
o
m
th
e
d
o
cu
m
e
n
ted
to
o
ls
av
ailab
le
[
7
]
.
T
h
e
tr
ain
in
g
was
co
n
d
u
cted
b
etwe
en
J
u
n
e
an
d
Au
g
u
s
t
2
0
2
2
,
wit
h
th
e
in
ten
tio
n
o
f
c
o
n
d
u
ctin
g
a
p
ar
ticip
an
t
s
u
r
v
e
y
at
th
e
en
d
o
f
th
e
f
o
llo
win
g
s
em
ester
,
in
Dec
em
b
er
2
0
2
2
.
T
h
is
m
eth
o
d
o
lo
g
y
is
co
n
s
is
ten
t
with
th
e
b
est
p
r
ac
tices
r
ec
o
m
m
e
n
d
ed
in
th
e
liter
atu
r
e
f
o
r
ev
alu
atin
g
th
e
ef
f
icac
y
o
f
p
r
o
f
ess
io
n
al
d
e
v
elo
p
m
en
t
p
r
o
g
r
am
s
an
d
m
ea
s
u
r
in
g
teac
h
er
s
atis
f
ac
tio
n
.
T
h
e
c
o
m
p
ilatio
n
o
f
s
u
r
v
e
y
d
ata
was c
o
m
p
leted
i
n
Ap
r
il
2
0
2
3
.
Fig
u
r
e
1
.
A
c
o
n
ce
p
tu
al
m
o
d
el
d
esig
n
ed
to
e
x
p
lo
r
e
p
r
ed
icto
r
s
o
f
AI
in
teg
r
atio
n
in
ed
u
ca
tio
n
al
p
r
ac
tices
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
:
1
4
9
6
-
1
5
0
5
1500
3
.
2
.
Sa
m
ple
a
nd
da
t
a
co
llect
io
n
T
h
e
cu
r
r
en
t
r
esear
ch
f
o
cu
s
es
o
n
u
n
iv
er
s
ity
ed
u
ca
t
o
r
s
r
esid
in
g
in
th
e
n
o
r
th
e
r
n
m
o
u
n
tain
o
u
s
r
eg
io
n
o
f
Vietn
am
,
wh
ich
en
co
m
p
ass
es
f
iv
e
p
r
o
v
i
n
ce
s
an
d
co
m
p
r
is
es
an
esti
m
ated
p
o
o
l
o
f
ap
p
r
o
x
i
m
ately
5
0
0
p
o
ten
tial
p
ar
ticip
an
ts
.
I
n
o
r
d
er
to
s
elec
t
p
ar
ticip
an
ts
f
r
o
m
t
h
is
r
ea
d
il
y
ac
ce
s
s
ib
le
p
o
p
u
latio
n
,
p
u
r
p
o
s
iv
e
s
am
p
lin
g
was
em
p
lo
y
ed
b
y
t
h
e
r
esear
ch
er
s
.
T
o
co
llect
th
e
n
ec
ess
ar
y
d
at
a,
an
o
n
li
n
e
s
u
r
v
ey
u
tili
zin
g
Go
o
g
le
Fo
r
m
s
was
ad
m
in
is
ter
ed
to
th
e
p
ar
ticip
an
ts
.
Prio
r
to
th
e
s
u
r
v
ey
,
p
ar
ticip
an
ts
wer
e
p
r
o
v
id
ed
w
ith
co
m
p
r
eh
e
n
s
iv
e
in
f
o
r
m
atio
n
r
eg
ar
d
i
n
g
th
e
r
esear
ch
’
s
o
b
jectiv
e,
d
ata
h
an
d
li
n
g
p
r
o
ce
d
u
r
es,
s
to
r
ag
e
m
eth
o
d
s
,
d
ata
d
is
tr
ib
u
tio
n
,
as
well
as
th
eir
r
ig
h
t
to
with
d
r
aw
f
r
o
m
th
e
s
tu
d
y
at
a
n
y
tim
e.
T
h
e
s
u
r
v
ey
was
co
n
d
u
cted
o
v
er
a
s
p
an
o
f
f
o
u
r
m
o
n
th
s
,
s
p
ec
if
ically
f
r
o
m
J
an
u
ar
y
2
0
2
3
to
Ap
r
il
2
0
2
3
.
T
h
e
q
u
esti
o
n
n
air
e
u
tili
ze
d
i
n
th
e
s
u
r
v
ey
was
d
i
v
id
ed
in
to
two
s
ec
tio
n
s
.
T
h
e
f
ir
s
t
s
ec
tio
n
aim
ed
to
g
ath
er
d
e
m
o
g
r
ap
h
ic
in
f
o
r
m
atio
n
f
r
o
m
t
h
e
p
ar
ticip
an
ts
.
T
h
e
s
ec
o
n
d
s
ec
tio
n
co
n
s
is
ted
o
f
1
8
q
u
esti
o
n
s
ass
ess
in
g
th
e
p
ar
ticip
an
ts
’
p
er
ce
p
tio
n
s
r
eg
a
r
d
in
g
th
e
in
teg
r
atio
n
o
f
AI
-
p
o
wer
ed
to
o
ls
in
to
th
eir
te
ac
h
in
g
p
r
ac
tices.
T
o
e
n
s
u
r
e
th
e
r
eliab
ilit
y
an
d
f
ac
e
v
alid
ity
o
f
th
e
q
u
esti
o
n
n
air
e
,
two
f
ield
ex
p
er
ts
with
r
elev
an
t
ex
p
er
tis
e
th
o
r
o
u
g
h
ly
an
aly
ze
d
th
e
q
u
esti
o
n
s
b
ef
o
r
e
th
e
s
u
r
v
ey
was
d
is
tr
ib
u
ted
to
th
e
p
ar
ticip
an
ts
.
An
y
r
ec
o
r
d
s
co
n
tain
in
g
m
is
s
in
g
o
r
ab
n
o
r
m
al
d
ata
wer
e
s
u
b
s
eq
u
en
t
ly
ex
clu
d
ed
u
s
in
g
lis
twi
s
e
d
eletio
n
,
allo
win
g
f
o
r
a
clea
n
er
d
ataset
f
o
r
an
aly
s
is
.
Su
b
s
eq
u
en
t
to
d
ata
co
llectio
n
,
in
ap
p
r
o
p
r
iate
r
esp
o
n
s
es
wer
e
ca
r
ef
u
lly
ex
clu
d
ed
f
r
o
m
th
e
a
n
aly
s
is
to
en
s
u
r
e
th
e
v
alid
ity
o
f
th
e
f
in
d
in
g
s
.
T
h
is
in
v
o
lv
ed
th
e
r
em
o
v
al
o
f
r
esp
o
n
s
es
with
o
n
ly
o
n
e
o
p
tio
n
s
elec
ted
(
N=
1
2
1
)
an
d
th
o
s
e
c
o
n
tain
in
g
m
is
s
in
g
v
alu
es
(
N=
2
7
)
.
C
o
n
s
eq
u
en
tly
,
th
e
f
in
al
s
am
p
l
e
s
ize
u
tili
ze
d
f
o
r
an
aly
s
is
co
n
s
is
ted
o
f
2
2
4
p
ar
ticip
an
ts
,
r
ep
r
esen
tin
g
6
0
.
2
2
%
o
f
th
e
to
tal
r
esp
o
n
s
es
r
ec
eiv
ed
(
N=
3
7
2
)
.
L
iter
atu
r
e
s
u
g
g
ested
s
ev
er
al
r
ec
o
m
m
en
d
atio
n
s
f
o
r
th
e
s
am
p
le
s
ize,
f
r
o
m
as
s
m
all
as
1
0
0
to
f
ew
h
u
n
d
r
e
d
s
[
2
8
]
,
[
2
9
]
.
I
n
th
is
p
ar
ticu
lar
s
tu
d
y
,
t
h
e
s
am
p
le
s
ize
was
d
eter
m
in
ed
u
s
in
g
th
e
r
ec
o
m
m
en
d
ed
to
o
l
[
3
0
]
,
wh
ich
s
u
g
g
ested
a
m
in
im
u
m
s
am
p
l
e
s
ize
o
f
2
0
0
.
As
th
e
ac
t
u
al
s
am
p
le
s
ize
in
th
e
p
r
esen
t
s
tu
d
y
s
u
r
p
ass
ed
th
e
r
ec
o
m
m
en
d
ed
th
r
esh
o
ld
o
f
2
0
0
,
th
e
s
tu
d
y
m
et
th
e
r
e
q
u
ir
ed
c
r
iter
ia
f
o
r
s
am
p
le
s
ize
ad
e
q
u
ac
y
.
3
.
3
.
Da
t
a
a
na
ly
s
is
T
h
is
s
tu
d
y
’
s
d
ata
wer
e
an
aly
z
ed
u
s
in
g
R
,
a
s
tatis
t
ical
p
r
o
g
r
am
m
in
g
lan
g
u
ag
e,
an
d
l
a
va
an
,
R
u
tili
ty
d
esig
n
ed
p
ar
ticu
lar
l
y
f
o
r
s
tr
u
c
tu
r
al
eq
u
atio
n
m
o
d
elin
g
(
SE
M)
[
3
1
]
.
SEM
is
a
s
tatis
tical
m
eth
o
d
th
at
p
e
r
m
its
th
e
ex
am
in
atio
n
o
f
in
tr
icate
r
elatio
n
s
h
ip
s
b
etwe
en
v
ar
ia
b
les
an
d
t
h
e
test
in
g
o
f
th
e
o
r
etica
l
m
o
d
els.
I
n
p
ar
ticu
lar
,
p
a
r
tial
least
s
q
u
ar
es
(
PLS)
was
u
s
ed
to
co
n
d
u
ct
th
e
SEM
an
aly
s
is
in
th
is
s
tu
d
y
[
3
2
]
.
First,
d
escr
ip
tiv
e
s
tatis
tics
wer
e
co
m
p
u
ted
to
s
u
m
m
ar
ize
th
e
d
em
o
g
r
ap
h
ic
i
n
f
o
r
m
atio
n
co
llected
in
th
e
q
u
esti
o
n
n
air
e’
s
f
ir
s
t
s
ec
tio
n
.
T
h
is
p
r
o
v
id
ed
a
s
u
m
m
a
r
y
o
f
th
e
p
ar
ticip
an
ts
’
ch
ar
ac
ter
is
tics
,
in
clu
d
in
g
ag
e
,
g
en
d
er
,
ed
u
ca
tio
n
al
b
ac
k
g
r
o
u
n
d
,
a
n
d
teac
h
in
g
ex
p
er
ien
ce
.
Nex
t,
PLS
-
SEM
was
u
s
ed
t
o
a
n
aly
ze
th
e
r
esp
o
n
s
es
f
r
o
m
th
e
s
ec
o
n
d
s
ec
tio
n
o
f
th
e
q
u
esti
o
n
n
air
e.
PLS
-
SEM
is
ap
p
r
o
p
r
iate
f
o
r
ex
p
l
o
r
ato
r
y
in
v
esti
g
atio
n
s
with
a
co
m
p
ar
ativ
ely
s
m
all
s
am
p
le
s
ize
an
d
p
er
m
its
s
im
u
ltan
e
o
u
s
ev
alu
atio
n
o
f
th
e
m
ea
s
u
r
em
en
t
m
o
d
el
an
d
s
tr
u
ctu
r
al
m
o
d
el
[
3
2
]
.
T
h
e
m
e
asu
r
em
en
t
m
o
d
el
was
th
o
r
o
u
g
h
ly
ass
ess
ed
to
en
s
u
r
e
th
e
r
eliab
ilit
y
an
d
v
alid
ity
o
f
th
e
m
ea
s
u
r
e
m
en
t scale
s
b
ef
o
r
e
p
r
o
ce
ed
in
g
with
th
e
an
al
y
s
is
.
4.
RE
SU
L
T
S
AND
D
I
SCU
SS
I
O
N
4
.
1
.
De
m
o
g
r
a
ph
ic
cha
ra
ct
er
is
t
ics
T
ab
le
1
p
r
o
v
id
es
a
d
etailed
b
r
ea
k
d
o
wn
o
f
p
ar
ticip
an
t
ch
ar
ac
ter
is
tics
,
in
clu
d
in
g
g
e
n
d
er
,
ag
e,
lev
el
o
f
ed
u
ca
tio
n
,
a
n
d
y
ea
r
s
o
f
e
x
p
er
i
en
ce
.
I
n
ter
m
s
o
f
g
en
d
e
r
,
th
e
s
am
p
le
ap
p
ea
r
s
to
b
e
p
r
ed
o
m
in
an
tly
f
em
ale,
with
6
9
.
2
%
o
f
th
e
p
ar
ticip
a
n
ts
b
ei
n
g
f
e
m
ale
an
d
3
0
.
8
%
b
ei
n
g
m
ale.
E
x
am
in
i
n
g
t
h
e
ag
e
d
is
tr
ib
u
tio
n
,
t
h
e
m
ajo
r
ity
o
f
p
ar
ticip
a
n
ts
f
all
with
in
th
e
3
1
-
4
0
ag
e
r
an
g
e
(
3
7
.
9
5
%),
f
o
llo
wed
b
y
t
h
e
4
1
-
5
0
a
g
e
r
a
n
g
e
(
3
3
.
9
3
%).
T
h
e
s
m
aller
p
r
o
p
o
r
tio
n
s
in
th
e
2
5
-
3
0
r
a
n
g
e
(
1
2
.
0
5
%)
an
d
ab
o
v
e
5
0
r
a
n
g
e
(
1
6
.
0
7
%).
R
eg
ar
d
in
g
th
e
lev
el
o
f
ed
u
ca
tio
n
,
th
e
m
ajo
r
ity
o
f
p
ar
ticip
an
ts
h
o
ld
an
u
n
d
er
g
r
a
d
u
ate
d
eg
r
ee
(
6
4
.
7
3
%),
an
d
th
o
s
e
with
g
r
ad
u
ate
d
eg
r
ee
h
o
ld
e
r
s
(
3
5
.
2
7
%).
A
n
aly
zin
g
y
ea
r
s
o
f
ex
p
er
ie
n
c
e,
th
e
d
is
tr
ib
u
tio
n
s
h
o
ws
a
r
elativ
ely
b
alan
ce
d
r
ep
r
esen
tatio
n
ac
r
o
s
s
d
if
f
er
e
n
t
ex
p
er
ien
ce
lev
els.
Par
ticip
an
ts
with
1
1
-
2
0
y
ea
r
s
o
f
ex
p
er
ien
ce
(
2
5
.
8
9
%)
s
lig
h
tly
o
u
tn
u
m
b
e
r
th
o
s
e
with
less
th
an
5
y
ea
r
s
(
3
1
.
7
0
%)
o
r
5
-
1
0
y
ea
r
s
(
2
5
.
4
5
%).
Ho
wev
er
,
p
ar
ticip
an
ts
with
o
v
er
2
0
y
ea
r
s
o
f
ex
p
er
ien
ce
r
e
p
r
esen
t a
s
m
aller
p
r
o
p
o
r
tio
n
(
1
6
.
9
6
%).
4
.
2
.
Q
ua
ntit
a
t
iv
e
a
na
ly
s
is
T
h
e
co
n
s
tr
u
cts
o
f
p
r
o
f
ess
io
n
a
l
d
ev
elo
p
m
e
n
t
an
d
tr
ain
in
g
,
r
eso
u
r
ce
s
an
d
ac
ce
s
s
ib
ilit
y
,
an
d
attitu
d
es
an
d
p
e
r
ce
p
tio
n
s
ex
h
ib
ited
s
atis
f
ac
to
r
y
lev
els
o
f
r
eliab
ilit
y
,
as
s
h
o
wn
in
T
ab
le
2
,
with
Al
p
h
a
v
alu
es
r
an
g
in
g
f
r
o
m
0
.
6
9
3
to
0
.
8
0
5
an
d
R
h
o
v
alu
es
r
an
g
in
g
f
r
o
m
0
.
8
0
3
to
0
.
8
8
5
.
T
h
ese
r
esu
lts
in
d
icate
t
h
at
th
e
item
s
with
in
th
ese
co
n
s
tr
u
cts
co
n
s
is
ten
tly
m
ea
s
u
r
e
th
e
in
ten
d
e
d
co
n
ce
p
ts
[
3
2
]
.
Similar
ly
,
p
e
d
ag
o
g
ical
k
n
o
wled
g
e
a
n
d
ex
p
er
tis
e,
teac
h
er
s
’
AI
r
ea
d
in
ess
,
an
d
in
teg
r
atio
n
o
f
AI
in
teac
h
in
g
p
r
ac
tices
also
d
em
o
n
s
tr
ated
ac
ce
p
tab
le
lev
els
o
f
r
eliab
ilit
y
,
with
Alp
h
a
v
alu
es
r
an
g
in
g
f
r
o
m
0
.
7
1
1
to
0
.
8
3
9
an
d
R
h
o
v
alu
es
r
an
g
in
g
f
r
o
m
0
.
8
3
9
to
0
.
9
0
3
.
T
h
ese
f
in
d
in
g
s
s
u
g
g
e
s
t
th
at
th
e
m
ea
s
u
r
em
en
t
s
ca
les
f
o
r
th
ese
co
n
s
tr
u
cts
ex
h
ib
it
g
o
o
d
in
ter
n
al
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
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al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Ho
w
tea
ch
ers
’
A
I
r
ea
d
in
ess
a
ffects A
I
in
teg
r
a
tio
n
:
in
s
ig
h
ts
f
r
o
m
mo
d
elin
g
…
(
N
g
u
ye
n
Th
i
Ho
n
g
C
h
u
ye
n
)
1501
co
n
s
is
ten
cy
.
All
co
n
s
tr
u
cts
ex
h
ib
ited
s
atis
f
ac
to
r
y
lev
els
o
f
co
n
v
er
g
en
t
v
alid
ity
,
with
av
er
ag
e
v
ar
ian
ce
ex
tr
ac
ted
(
AVE
)
v
al
u
es
r
an
g
in
g
f
r
o
m
0
.
6
1
9
to
0
.
7
5
6
.
T
h
ese
r
esu
lts
s
u
g
g
est
th
at
th
e
m
ea
s
u
r
em
en
t
s
ca
les
ef
f
ec
tiv
ely
m
ea
s
u
r
e
t
h
e
co
n
s
tr
u
cts an
d
r
ep
r
esen
t th
e
u
n
d
er
ly
i
n
g
co
n
ce
p
ts
ad
eq
u
ately
[
3
2
]
.
T
ab
le
3
p
r
esen
ts
th
e
s
tan
d
ar
d
ized
f
ac
to
r
lo
ad
in
g
s
f
o
r
th
e
laten
t
co
n
s
tr
u
cts
an
d
th
eir
o
b
s
er
v
ed
in
d
icato
r
s
.
T
h
ese
f
ac
to
r
lo
ad
i
n
g
s
q
u
a
n
tify
t
h
e
s
tr
en
g
t
h
o
f
t
h
e
r
elatio
n
s
h
ip
b
etwe
en
ea
ch
o
b
s
er
v
e
d
in
d
icato
r
an
d
its
co
r
r
esp
o
n
d
i
n
g
laten
t
c
o
n
s
tr
u
ct.
A
h
i
g
h
er
f
ac
to
r
lo
ad
in
g
in
d
icate
s
a
s
tr
o
n
g
er
ass
o
ciatio
n
b
etwe
en
th
e
o
b
s
er
v
ed
in
d
icato
r
a
n
d
th
e
lat
en
t
co
n
s
tr
u
ct
.
Star
tin
g
with
t
h
e
laten
t
c
o
n
s
tr
u
ct
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
an
d
tr
ain
in
g
(
PDT)
,
all
th
r
ee
o
b
s
er
v
ed
in
d
icato
r
s
(
PDT1
,
PD
T
2
,
PDT3
)
d
em
o
n
s
tr
ate
m
o
d
er
ate
to
h
ig
h
f
ac
to
r
lo
ad
in
g
s
,
r
an
g
in
g
f
r
o
m
0
.
7
7
5
to
0
.
8
0
5
.
T
h
ese
r
esu
lts
s
u
g
g
est
a
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
b
etwe
en
th
e
o
b
s
er
v
ed
in
d
icato
r
s
an
d
th
e
laten
t
co
n
s
tr
u
ct
o
f
PDT.
Mo
v
i
n
g
o
n
to
th
e
laten
t
co
n
s
tr
u
ct
r
eso
u
r
ce
s
an
d
ac
ce
s
s
ib
ilit
y
(
R
A)
,
we
f
in
d
th
at
all
th
r
ee
o
b
s
er
v
ed
in
d
icato
r
s
(
R
A1
,
R
A2
,
R
A3
)
ex
h
i
b
it
m
o
d
e
r
ate
to
h
ig
h
f
ac
to
r
lo
ad
i
n
g
s
,
r
an
g
in
g
f
r
o
m
0
.
7
7
1
to
0
.
8
6
5
.
T
h
ese
f
in
d
in
g
s
in
d
icate
a
s
tr
o
n
g
ass
o
ciatio
n
b
etwe
en
th
e
o
b
s
er
v
ed
in
d
icato
r
s
an
d
th
e
laten
t
co
n
s
tr
u
ct
o
f
R
A.
E
x
am
in
in
g
th
e
laten
t
co
n
s
tr
u
ct
attitu
d
es
an
d
p
er
ce
p
ti
o
n
s
(
AP)
,
all
th
r
ee
o
b
s
er
v
ed
i
n
d
icato
r
s
(
AP1
,
AP2
,
AP3
)
d
is
p
lay
v
er
y
h
ig
h
f
ac
to
r
lo
ad
in
g
s
,
r
an
g
in
g
f
r
o
m
0
.
8
4
0
to
0
.
8
6
4
.
T
h
is
s
u
g
g
ests
a
r
o
b
u
s
t r
elatio
n
s
h
ip
b
etwe
en
th
e
o
b
s
er
v
ed
in
d
icato
r
s
an
d
th
e
laten
t c
o
n
s
tr
u
ct
o
f
AP.
T
u
r
n
in
g
to
th
e
laten
t
co
n
s
tr
u
ct
p
ed
ag
o
g
ical
k
n
o
wled
g
e
an
d
ex
p
e
r
tis
e
(
PKE)
,
all
t
h
r
ee
o
b
s
er
v
e
d
in
d
icato
r
s
(
PKE1
,
PKE2
,
PK
E
3
)
d
em
o
n
s
tr
ate
m
o
d
er
ate
to
h
ig
h
f
ac
to
r
lo
ad
i
n
g
s
,
r
an
g
in
g
f
r
o
m
0
.
7
8
5
to
0
.
8
0
4
.
T
h
ese
r
esu
lts
in
d
icate
a
m
o
d
er
ate
to
s
tr
o
n
g
r
elatio
n
s
h
ip
b
etwe
en
th
e
o
b
s
er
v
ed
i
n
d
ica
to
r
s
an
d
th
e
laten
t
co
n
s
tr
u
ct
o
f
PKE.
An
aly
zin
g
th
e
laten
t
co
n
s
tr
u
ct
teac
h
er
s
’
AI
r
ea
d
in
ess
(
T
AR
)
,
we
o
b
s
er
v
e
th
at
all
th
r
ee
o
b
s
er
v
ed
in
d
icato
r
s
(
T
AR
1
,
T
AR
2
,
T
AR
3
)
ex
h
ib
it
v
er
y
h
ig
h
f
ac
to
r
lo
ad
i
n
g
s
,
r
an
g
i
n
g
f
r
o
m
0
.
8
5
1
to
0
.
8
9
4
.
T
h
is
s
u
g
g
ests
a
s
tr
o
n
g
ass
o
ciatio
n
b
etwe
en
th
e
o
b
s
er
v
ed
in
d
icato
r
s
an
d
th
e
laten
t
co
n
s
tr
u
ct
o
f
T
AR
.
L
astl
y
,
f
o
r
th
e
laten
t
co
n
s
tr
u
ct
in
teg
r
atio
n
o
f
AI
in
teac
h
in
g
p
r
ac
t
ices
(
I
T
P),
all
th
r
ee
o
b
s
er
v
ed
in
d
icato
r
s
(
I
T
P1
,
I
T
P2
,
I
T
P3
)
d
em
o
n
s
tr
ate
v
e
r
y
h
ig
h
f
ac
to
r
lo
ad
in
g
s
,
r
a
n
g
in
g
f
r
o
m
0
.
8
4
6
to
0
.
8
5
4
.
T
h
is
in
d
i
ca
tes
a
m
o
d
er
ate
to
s
tr
o
n
g
r
elatio
n
s
h
ip
b
etwe
en
t
h
e
o
b
s
er
v
e
d
in
d
icato
r
s
an
d
th
e
laten
t
co
n
s
tr
u
ct
o
f
I
T
P.
Ov
er
all,
th
e
f
ac
to
r
lo
ad
in
g
s
in
d
icate
th
at
all
th
e
o
b
s
er
v
ed
in
d
icat
o
r
s
s
er
v
e
as g
o
o
d
m
ea
s
u
r
es o
f
th
eir
r
esp
ec
tiv
e
laten
t c
o
n
s
tr
u
cts.
T
ab
le
4
p
r
o
v
id
es
esti
m
ates,
s
tan
d
ar
d
e
r
r
o
r
s
(
SE)
,
9
5
%
lo
wer
b
o
u
n
d
s
,
an
d
u
p
p
er
b
o
u
n
d
s
f
o
r
f
o
u
r
m
ea
s
u
r
es:
FIT
,
ad
ju
s
ted
FIT
(
AFI
T
)
,
th
e
g
o
o
d
n
ess
-
of
-
f
it
i
n
d
ex
(
GFI
)
,
an
d
s
tan
d
ar
d
ized
r
o
o
t
m
ea
n
s
q
u
a
r
e
r
esid
u
al
(
SR
MR).
T
h
e
FIT
m
ea
s
u
r
e
y
ield
ed
an
esti
m
ated
v
alu
e
o
f
0
.
5
5
3
(
SE=
0
.
0
1
2
1
)
.
T
h
e
co
r
r
esp
o
n
d
in
g
9
5
%
C
I
r
an
g
ed
f
r
o
m
0
.
5
2
9
6
to
0
.
5
7
6
4
.
Similar
ly
,
th
e
A
FIT
m
ea
s
u
r
e
h
ad
an
esti
m
ated
v
alu
e
o
f
0
.
5
4
8
(
SE=
0
.
0
1
1
7
)
,
with
a
9
5
%
C
I
r
an
g
in
g
f
r
o
m
0
.
5
2
5
2
t
o
0
.
5
7
0
8
.
T
h
ese
f
in
d
in
g
s
s
u
g
g
est
th
at
th
e
tr
u
e
v
alu
es
o
f
FIT
an
d
AFI
T
ar
e
lik
ely
to
lie
with
in
th
eir
r
esp
ec
tiv
e
co
n
f
id
en
ce
in
ter
v
als
with
a
9
5
%
C
I
lev
el.
Fo
r
th
e
GFI
m
ea
s
u
r
e,
th
e
esti
m
ated
v
alu
e
was
0
.
9
8
2
(
SE=
0
.
0
0
6
5
)
,
an
d
th
e
9
5
%
C
I
r
an
g
ed
f
r
o
m
0
.
9
6
9
5
to
0
.
9
9
4
5
.
T
h
is
in
d
icate
s
a
h
ig
h
lev
el
o
f
g
o
o
d
n
ess
o
f
f
it
f
o
r
th
e
m
o
d
el,
as
th
e
GFI
v
al
u
e
ap
p
r
o
ac
h
es
1
.
L
astl
y
,
th
e
SR
MR
m
ea
s
u
r
e
y
ield
ed
an
esti
m
ated
v
alu
e
o
f
0
.
0
6
1
(
SE=
0
.
0
1
3
4
)
,
with
a
9
5
%
C
I
r
an
g
in
g
f
r
o
m
0
.
0
3
4
6
to
0
.
0
8
7
4
.
A
lo
wer
SR
MR
v
alu
e
in
d
icate
s
a
b
etter
f
it
b
etwe
en
th
e
p
r
o
p
o
s
ed
m
o
d
el
an
d
th
e
o
b
s
er
v
ed
d
a
ta.
I
n
s
u
m
m
ar
y
,
th
e
r
esu
lts
s
u
g
g
est th
at
th
e
m
o
d
el
ac
h
iev
ed
a
f
a
v
o
r
a
b
le
f
it b
ased
o
n
th
e
FIT
,
AFI
T
,
GFI
,
an
d
SR
MR m
ea
s
u
r
es.
T
ab
le
1
.
Par
ticip
an
t
c
h
ar
ac
ter
i
s
tics
in
th
e
s
tu
d
y
s
am
p
le
(
N=
2
2
4
)
V
a
r
i
a
b
l
e
I
t
e
m
No
P
e
r
c
e
n
t
G
e
n
d
e
r
M
a
l
e
F
e
mal
e
69
1
5
5
3
0
.
8
6
9
.
2
A
g
e
25
-
30
31
-
40
41
-
50
O
v
e
r
5
0
27
85
76
36
1
2
.
0
5
3
7
.
9
5
3
3
.
9
3
1
6
.
0
7
Le
v
e
l
o
f
e
d
u
c
a
t
i
o
n
U
n
d
e
r
g
r
a
d
u
a
t
e
G
r
a
d
u
a
t
e
1
4
5
79
6
4
.
7
3
3
5
.
2
7
Y
e
a
r
o
f
e
x
p
e
r
i
e
n
c
e
Le
ss
t
h
a
n
5
5
-
10
11
-
20
M
o
r
e
t
h
a
n
2
0
71
57
58
38
3
1
.
7
0
2
5
.
4
5
2
5
.
8
9
1
6
.
9
6
To
t
a
l
2
2
4
1
0
0
T
ab
le
2
.
R
eliab
ilit
y
an
d
v
alid
ity
o
f
th
e
m
ea
s
u
r
em
en
t scale
s
C
o
n
st
r
u
c
t
AVE
A
l
p
h
a
R
h
o
P
r
o
f
e
ssi
o
n
a
l
d
e
v
e
l
o
p
me
n
t
a
n
d
t
r
a
i
n
i
n
g
(
P
D
T)
0
.
6
1
9
0
.
6
9
3
0
.
8
3
0
R
e
s
o
u
r
c
e
s
a
n
d
a
c
c
e
ss
i
b
i
l
i
t
y
(
R
A
)
0
.
6
8
1
0
.
7
6
5
0
.
8
6
5
A
t
t
i
t
u
d
e
s a
n
d
p
e
r
c
e
p
t
i
o
n
s (A
P
)
0
.
7
2
0
.
8
0
5
0
.
8
8
5
P
e
d
a
g
o
g
i
c
a
l
k
n
o
w
l
e
d
g
e
a
n
d
e
x
p
e
r
t
i
s
e
(
P
K
E)
0
.
6
3
4
0
.
7
1
1
0
.
8
3
9
Te
a
c
h
e
r
s’
A
I
r
e
a
d
i
n
e
ss
(
TA
R
)
0
.
7
5
6
0
.
8
3
9
0
.
9
0
3
I
n
t
e
g
r
a
t
i
o
n
o
f
A
I
i
n
t
e
a
c
h
i
n
g
p
r
a
c
t
i
c
e
s
(
I
TP)
0
.
7
2
2
0
.
7
1
6
0
.
8
3
9
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es
E
d
u
c
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Vo
l
.
14
,
No
.
2
,
Ap
r
il
20
25
:
1
4
9
6
-
1
5
0
5
1502
T
ab
le
5
p
r
esen
ts
p
ath
co
ef
f
i
cien
ts
,
s
tan
d
ar
d
er
r
o
r
s
(
SE)
,
an
d
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%
co
n
f
id
e
n
ce
in
ter
v
al
s
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C
I
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f
o
r
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er
al
p
r
o
p
o
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ed
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elatio
n
s
h
ip
s
.
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h
e
r
esu
lts
r
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ea
l
th
e
f
o
llo
w
in
g
k
e
y
f
in
d
in
g
s
:
R
eg
ar
d
in
g
t
h
e
f
ir
s
t
r
elatio
n
s
h
ip
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H1
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,
th
e
d
ata
s
h
o
ws
a
s
tatis
ti
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lly
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ig
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ican
t
p
ath
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e
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f
ici
en
t
o
f
0
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7
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SE=
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3
,
9
5
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I
:
0
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6
5
9
-
0
.
7
7
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)
.
T
h
is
in
d
icate
s
th
at
teac
h
er
s
’
AI
r
ea
d
in
ess
h
as
a
p
o
s
itiv
e
in
f
lu
en
ce
o
n
th
e
in
teg
r
atio
n
o
f
AI
in
teac
h
in
g
p
r
ac
tices.
T
h
e
s
ec
o
n
d
r
elatio
n
s
h
ip
(
H2
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d
em
o
n
s
tr
ates
a
s
ig
n
if
ican
t
p
ath
co
ef
f
icien
t
o
f
0
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2
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7
,
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C
I
:
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0
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2
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2
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8
)
,
s
u
g
g
esti
n
g
th
at
PDT
h
av
e
a
p
o
s
itiv
e
im
p
ac
t
o
n
teac
h
er
s
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AI
r
ea
d
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ess
.
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wev
er
,
in
th
e
th
ir
d
r
elatio
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s
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ip
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e
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a
th
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ef
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I
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,
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icatin
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ig
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ass
o
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e
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n
RA
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d
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AI
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ess
.
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h
e
f
o
u
r
th
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elatio
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ip
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h
o
ws
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ig
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I
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6
7
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0
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,
in
d
icat
in
g
th
at
AP
p
lay
a
p
o
s
itiv
e
r
o
le
in
teac
h
er
s
’
AI
r
ea
d
in
ess
.
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astl
y
,
th
e
f
if
th
r
elatio
n
s
h
ip
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ex
h
ib
its
a
n
o
n
-
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ig
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ath
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ef
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t
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7
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I
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0
5
3
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0
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1
8
1
)
,
s
u
g
g
esti
n
g
th
at
p
e
d
ag
o
g
ical
k
n
o
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led
g
e
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d
ex
p
er
tis
e
h
av
e
a
wea
k
a
n
d
n
o
n
-
s
ig
n
i
f
ican
t a
s
s
o
ciatio
n
with
teac
h
er
s
’
AI
r
ea
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in
ess
.
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er
all,
th
e
r
esu
lts
in
d
icate
t
h
at
teac
h
er
s
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AI
r
ea
d
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ess
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ig
n
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ican
tly
in
f
lu
en
ce
d
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y
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r
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tio
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d
th
e
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r
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m
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t
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tr
ain
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g
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ey
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e
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Fu
r
th
er
m
o
r
e,
th
er
e
is
ev
id
en
ce
s
u
p
p
o
r
tin
g
th
e
p
o
s
itiv
e
im
p
ac
t
o
f
teac
h
e
r
s
’
AI
r
ea
d
in
ess
o
n
th
e
in
te
g
r
atio
n
o
f
AI
in
teac
h
i
n
g
p
r
ac
tices
(
H1
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wev
er
,
th
e
r
elatio
n
s
h
ip
s
b
etwe
en
teac
h
e
r
s
’
AI
r
ea
d
in
ess
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d
r
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u
r
ce
s
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d
ac
ce
s
s
ib
ilit
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H3
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an
d
p
ed
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g
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g
ical
k
n
o
wle
d
g
e
an
d
ex
p
e
r
tis
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e
r
elativ
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k
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d
n
o
n
-
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ig
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if
ic
an
t.
T
ab
le
3
.
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s
tim
ates o
f
lo
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g
s
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t
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FIT
Est
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T
ab
le
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.
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s
tim
ates o
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p
ath
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e
f
f
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ts
Est
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m
a
t
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SE
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5
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I
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I
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B
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R
→
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TP (
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1
)
0
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7
1
6
∗
0
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3
3
0
.
6
5
9
0
.
7
7
6
P
D
T
→
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R
(
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2
)
0
.
2
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0
.
0
4
7
0
.
0
9
2
0
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2
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8
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A
→
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(
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3
)
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.
1
0
1
0
.
0
6
4
-
0
.
0
6
6
0
.
2
0
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P
→
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(
H
4
)
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4
6
9
*
0
.
0
6
3
0
.
3
6
7
0
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6
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→
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R
(
H
5
)
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0
7
5
0
.
0
5
7
-
0
.
0
5
3
0
.
1
8
1
4
.
3
.
Dis
cus
s
io
n
T
h
e
p
u
r
p
o
s
e
o
f
th
is
s
tu
d
y
was
to
ex
am
in
e
th
e
ef
f
ec
ts
o
f
m
u
l
ti
f
ac
ets
o
n
in
teg
r
atio
n
o
f
AI
i
n
teac
h
in
g
p
r
ac
tices.
T
h
e
p
r
o
p
o
s
ed
co
n
c
ep
tu
al
m
o
d
el
ex
p
lain
ed
5
5
.
3
%
o
f
th
e
v
ar
ian
ce
in
teac
h
er
’
s
s
ati
s
f
ac
tio
n
,
wh
ich
in
d
icate
s
a
g
o
o
d
f
it
o
f
th
e
d
at
a.
T
h
e
r
esu
lts
s
u
p
p
o
r
ted
th
r
ee
o
u
t
o
f
f
iv
e
h
y
p
o
th
eses
.
First,
r
eg
ar
d
i
n
g
H1
,
th
e
p
ath
co
ef
f
icien
t
o
f
0
.
7
1
6
*
in
d
i
ca
tes
a
s
ig
n
if
ican
t
p
o
s
itiv
e
r
elatio
n
s
h
ip
b
etwe
en
teac
h
er
s
’
A
I
r
ea
d
in
ess
an
d
th
e
in
teg
r
atio
n
o
f
AI
in
teac
h
in
g
p
r
ac
tices.
T
h
is
f
in
d
in
g
alig
n
s
with
p
r
ev
io
u
s
s
tu
d
ies
[
1
2
]
,
[
2
5
]
t
h
at
h
av
e
h
ig
h
lig
h
ted
th
e
im
p
o
r
tan
ce
o
f
teac
h
er
s
’
r
ea
d
in
ess
in
ef
f
ec
tiv
ely
im
p
lem
en
tin
g
AI
tec
h
n
o
l
o
g
ies
in
ed
u
ca
tio
n
al
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
Ho
w
tea
ch
ers
’
A
I
r
ea
d
in
ess
a
ffects A
I
in
teg
r
a
tio
n
:
in
s
ig
h
ts
f
r
o
m
mo
d
elin
g
…
(
N
g
u
ye
n
Th
i
Ho
n
g
C
h
u
ye
n
)
1503
s
ettin
g
s
.
T
h
e
s
tr
o
n
g
p
o
s
itiv
e
r
elatio
n
s
h
ip
s
u
g
g
ests
th
at
as
te
ac
h
er
s
’
AI
r
ea
d
in
ess
in
cr
ea
s
es,
th
e
lik
elih
o
o
d
o
f
in
teg
r
atin
g
AI
i
n
teac
h
in
g
p
r
ac
tices a
ls
o
in
cr
ea
s
es
[
2
5
]
.
Mo
v
in
g
o
n
t
o
H2
,
th
e
p
ath
co
ef
f
icien
t
o
f
0
.
2
*
in
d
icate
s
a
s
ig
n
if
ican
t
p
o
s
itiv
e
r
elatio
n
s
h
ip
.
T
h
is
f
in
d
in
g
is
co
n
s
is
ten
t
with
th
e
l
iter
atu
r
e
[
3
3
]
th
at
em
p
h
asizes
th
e
r
o
le
o
f
PDT
in
en
h
an
cin
g
teac
h
er
s
’
r
ea
d
in
ess
to
ad
o
p
t
an
d
u
s
e
I
C
T
to
o
ls
.
T
h
e
p
o
s
itiv
e
co
ef
f
icien
t
s
u
g
g
ests
th
at
p
r
o
v
id
i
n
g
e
f
f
ec
tiv
e
PDT
p
r
o
g
r
am
s
ca
n
p
o
s
itiv
ely
in
f
lu
en
ce
teac
h
er
s
’
AI
r
ea
d
in
ess
.
R
eg
ar
d
in
g
H3
,
th
e
p
ath
co
e
f
f
icien
t
o
f
0
.
1
0
1
in
d
icate
s
a
n
o
n
-
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
.
T
h
is
f
in
d
in
g
is
s
o
m
ewh
at
in
c
o
n
s
is
ten
t
with
p
r
io
r
r
esear
ch
[
1
8
]
,
[
1
9
]
th
at
s
u
g
g
ested
th
e
av
ailab
ilit
y
an
d
ac
ce
s
s
ib
ilit
y
o
f
r
eso
u
r
ce
s
p
o
s
itiv
ely
im
p
ac
t
teac
h
er
s
’
r
ea
d
in
ess
.
T
h
is
co
u
ld
b
e
attr
ib
u
ted
to
s
ev
er
al
r
ea
s
o
n
s
.
Firstl
y
,
p
ar
ticip
an
ts
in
t
h
e
s
tu
d
y
m
a
y
h
a
v
e
r
e
p
o
r
ted
a
lac
k
o
f
ac
ce
s
s
to
ess
en
tial
tech
n
o
lo
g
ical
r
eso
u
r
ce
s
,
s
u
ch
as
AI
to
o
ls
a
n
d
e
q
u
ip
m
e
n
t,
w
h
ich
ar
e
cr
u
cial
f
o
r
d
e
v
elo
p
in
g
AI
r
ea
d
in
ess
[
7
]
.
I
n
s
u
f
f
icien
t
r
eso
u
r
ce
s
ca
n
im
p
ed
e
teac
h
er
s
’
ab
ilit
y
to
en
g
ag
e
with
AI
tech
n
o
lo
g
ies
an
d
lim
it
th
eir
o
p
p
o
r
tu
n
ity
to
d
ev
elo
p
th
e
n
ec
ess
ar
y
s
k
ills
an
d
k
n
o
wled
g
e.
Seco
n
d
l
y
,
e
v
en
wh
en
r
eso
u
r
ce
s
ar
e
av
ail
ab
le,
teac
h
er
s
m
a
y
en
co
u
n
ter
tech
n
o
l
o
g
ical
b
ar
r
ier
s
o
r
f
ac
e
ch
allen
g
es
in
ef
f
ec
tiv
ely
u
tili
zin
g
AI
t
o
o
l
s
d
u
e
to
tech
n
ical
d
if
f
icu
lties
o
r
a
lack
o
f
tech
n
i
ca
l
s
u
p
p
o
r
t
[
7
]
.
L
im
ited
ac
ce
s
s
ib
ilit
y
o
r
u
s
ab
ilit
y
o
f
th
e
r
eso
u
r
ce
s
ca
n
d
im
in
is
h
th
eir
im
p
ac
t
o
n
teac
h
er
s
’
A
I
r
ea
d
in
ess
.
T
h
ese
f
in
d
i
n
g
s
ar
e
co
n
s
is
ten
t
with
p
r
ev
io
u
s
r
esear
ch
t
h
at
h
as
h
ig
h
lig
h
ted
t
h
e
im
p
o
r
tan
ce
o
f
n
o
t
o
n
ly
h
av
in
g
ac
ce
s
s
to
r
eso
u
r
ce
s
b
u
t
also
th
e
n
ec
ess
ar
y
s
u
p
p
o
r
t
an
d
tr
ai
n
in
g
to
ef
f
ec
tiv
ely
in
te
g
r
ate
AI
in
t
ea
ch
in
g
p
r
ac
tices
[
3
3
]
.
Mo
v
in
g
o
n
t
o
H4
,
t
h
e
p
ath
c
o
ef
f
icien
t
o
f
0
.
4
6
9
*
in
d
icate
s
a
s
ig
n
if
ican
t
p
o
s
itiv
e
r
elatio
n
s
h
ip
.
T
h
is
f
in
d
in
g
alig
n
s
with
ex
is
tin
g
liter
atu
r
e
[
2
0
]
,
[
2
1
]
th
at
em
p
h
asi
ze
s
th
e
in
f
lu
en
ce
o
f
AP
o
n
teac
h
er
s
’
r
ea
d
in
ess
to
ad
o
p
t
in
n
o
v
ativ
e
tech
n
o
lo
g
ies.
T
h
e
s
tr
o
n
g
p
o
s
itiv
e
r
elatio
n
s
h
ip
s
u
g
g
ests
th
at
p
o
s
itiv
e
attitu
d
es
an
d
f
a
v
o
r
a
b
le
p
er
ce
p
tio
n
s
to
war
d
s
AI
tech
n
o
lo
g
ies
ca
n
en
h
an
ce
teac
h
er
s
’
AI
r
ea
d
in
ess
.
Fin
ally
,
f
o
r
H5
,
th
e
p
ath
c
o
ef
f
icien
t
o
f
0
.
0
7
5
(
SE=
0
.
0
5
7
,
9
5
% C
I
:
-
0
.
0
5
3
-
0
.
1
8
1
)
in
d
icate
s
a
n
o
n
-
s
ig
n
if
ican
t r
elatio
n
s
h
ip
.
T
h
is
f
in
d
in
g
is
s
o
m
ewh
at
s
u
r
p
r
is
in
g
an
d
d
if
f
er
s
f
r
o
m
p
r
ev
io
u
s
s
tu
d
ies
[
1
6
]
,
[
3
4
]
th
a
t
h
av
e
h
ig
h
lig
h
te
d
th
e
r
o
le
o
f
PKE
in
f
o
s
ter
in
g
teac
h
er
s
’
r
ea
d
i
n
ess
f
o
r
tec
h
n
o
lo
g
y
in
te
g
r
atio
n
.
T
h
is
m
a
y
b
e
attr
ib
u
tab
le
t
o
a
f
ew
f
ac
t
o
r
s
.
First,
teac
h
er
s
with
ex
ten
s
iv
e
PKE
m
ay
n
o
t
p
er
ce
iv
e
a
d
ir
ec
t
lin
k
b
etwe
en
th
eir
ex
tan
t
k
n
o
wled
g
e
b
ase
an
d
t
h
e
in
co
r
p
o
r
atio
n
o
f
AI
in
to
th
eir
teac
h
in
g
p
r
ac
tices.
T
h
ey
m
ay
p
er
ce
iv
e
AI
as
a
d
is
tin
ct
d
o
m
ain
r
eq
u
ir
i
n
g
s
p
ec
ialized
s
k
ills
an
d
tr
ain
in
g
,
wh
ich
m
ay
n
o
t
ali
g
n
with
th
eir
ex
is
tin
g
p
ed
ag
o
g
ical
k
n
o
wled
g
e.
I
n
ad
d
itio
n
,
in
s
tr
u
cto
r
s
with
ex
ten
s
iv
e
p
ed
ag
o
g
ical
k
n
o
wle
d
g
e
m
ay
h
av
e
alr
ea
d
y
estab
lis
h
ed
ef
f
ec
tiv
e
in
s
tr
u
ctio
n
al
s
tr
ateg
ies
an
d
b
e
less
lik
ely
to
em
p
l
o
y
n
ew
tech
n
o
lo
g
ies
s
u
ch
as
AI
.
I
n
a
d
d
i
tio
n
,
teac
h
er
s
’
lac
k
o
f
ex
p
o
s
u
r
e
to
AI
-
r
elate
d
p
ed
ag
o
g
ical
ap
p
r
o
ac
h
es
an
d
s
tr
ateg
ies
d
u
r
in
g
th
eir
o
wn
e
d
u
ca
tio
n
al
tr
ain
in
g
o
r
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
p
r
o
g
r
a
m
m
er
s
m
ay
h
in
d
er
t
h
e
ir
ab
ilit
y
to
in
teg
r
ate
AI
in
t
o
th
eir
in
s
tr
u
ctio
n
al
p
r
ac
tices.
T
h
ese
r
esu
lts
ar
e
co
n
s
is
ten
t w
ith
p
r
ev
io
u
s
r
esear
ch
in
d
icatin
g
th
at
th
e
i
n
teg
r
at
io
n
o
f
AI
r
e
q
u
ir
es sp
ec
if
ic
tr
ain
in
g
an
d
s
u
p
p
o
r
t to
b
r
id
g
e
th
e
d
iv
id
e
b
etwe
en
p
e
d
ag
o
g
ical
k
n
o
wled
g
e
a
n
d
th
e
ef
f
ec
tiv
e
u
s
e
o
f
AI
to
o
ls
in
th
e
c
lass
r
o
o
m
[
3
3
]
.
4
.
4
.
T
heo
re
t
ica
l
a
nd
pra
ct
ica
l im
pli
ca
t
io
ns
T
h
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
h
a
v
e
s
ig
n
if
ican
t
th
eo
r
etica
l
an
d
p
r
ac
tical
im
p
licatio
n
s
.
I
n
p
r
ac
tice,
th
ese
im
p
licatio
n
s
ca
n
aid
e
d
u
ca
ti
o
n
al
p
o
licy
m
ak
e
r
s
,
ad
m
i
n
is
tr
ato
r
s
,
an
d
p
r
ac
titi
o
n
er
s
in
th
e
d
ev
elo
p
m
en
t
o
f
in
ter
v
en
tio
n
s
an
d
s
u
p
p
o
r
t
s
y
s
tem
s
to
en
h
an
ce
teac
h
er
s
’
AI
r
ea
d
in
ess
an
d
p
r
o
m
o
te
th
e
e
f
f
e
ctiv
e
in
teg
r
atio
n
o
f
AI
in
to
teac
h
in
g
p
r
ac
tices.
First,
th
e
f
in
d
in
g
s
em
p
h
asize
t
h
e
im
p
o
r
tan
ce
o
f
estab
lis
h
in
g
an
d
im
p
lem
en
tin
g
in
itiativ
es
to
in
cr
ea
s
e
in
s
tr
u
cto
r
s
’
AI
r
ea
d
in
ess
th
r
o
u
g
h
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t
an
d
tr
a
in
in
g
.
B
y
p
r
o
v
id
in
g
teac
h
er
s
with
o
p
p
o
r
tu
n
ities
f
o
r
co
m
p
r
eh
e
n
s
iv
e
an
d
in
d
i
v
id
u
alize
d
AI
tech
n
o
l
o
g
y
tr
ain
i
n
g
,
it
is
p
o
s
s
ib
le
to
in
cr
ea
s
e
th
eir
r
ea
d
in
ess
to
in
c
o
r
p
o
r
ate
AI
in
to
th
eir
teac
h
in
g
p
r
ac
tices.
T
h
e
f
in
d
in
g
s
also
em
p
h
asize
th
e
n
ee
d
to
ass
i
s
t
ed
u
ca
to
r
s
in
d
ev
elo
p
in
g
p
o
s
itiv
e
AI
attitu
d
es.
B
y
cr
ea
tin
g
a
welc
o
m
in
g
an
d
s
u
p
p
o
r
tiv
e
class
r
o
o
m
en
v
ir
o
n
m
en
t,
a
p
o
s
itiv
e
attitu
d
e
to
war
d
AI
tech
n
o
l
o
g
ies
ca
n
b
e
p
r
o
m
o
ted
.
I
t
also
d
em
o
n
s
tr
ates
th
at
a
s
s
u
r
in
g
ad
eq
u
ate
av
ailab
ilit
y
an
d
ac
c
ess
ib
ilit
y
o
f
AI
r
eso
u
r
ce
s
m
ay
n
o
t
h
av
e
a
d
ir
ec
t
im
p
ac
t
o
n
in
s
tr
u
cto
r
s
’
AI
r
ea
d
in
ess
,
as
th
e
s
tu
d
y
f
o
u
n
d
n
o
s
ig
n
if
ican
t
co
r
r
elatio
n
b
etwe
en
r
eso
u
r
ce
s
an
d
ac
ce
s
s
ib
ilit
y
an
d
AI
r
ea
d
in
ess
.
I
n
s
tead
,
ex
p
er
ts
s
h
o
u
l
d
co
n
s
id
er
p
r
o
v
id
in
g
g
u
id
an
ce
an
d
ass
is
tan
ce
in
u
s
in
g
th
ese
te
ch
n
o
lo
g
ies
s
o
th
at
teac
h
er
s
ca
n
m
ax
im
ize
AI
r
eso
u
r
ce
s
in
th
e
class
r
o
o
m
.
L
astl
y
,
th
e
ab
s
en
ce
o
f
a
s
ta
tis
tically
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
b
etwe
en
teac
h
er
s
’
p
ed
a
g
o
g
ical
e
x
p
er
tis
e
an
d
c
o
m
p
eten
ce
a
n
d
th
ei
r
AI
p
r
ep
a
r
atio
n
s
u
g
g
ests
th
at
ad
d
itio
n
al
r
esear
ch
is
r
eq
u
ir
e
d
to
id
en
tify
m
eth
o
d
s
o
r
f
ac
to
r
s
th
at
ca
n
b
r
id
g
e
th
is
d
is
p
ar
ity
.
I
f
ed
u
ca
t
o
r
s
an
d
p
o
licy
m
ak
er
s
wa
n
t
AI
to
h
av
e
th
e
g
r
ea
test
im
p
ac
t
o
n
class
r
o
o
m
in
s
tr
u
ctio
n
an
d
s
tu
d
en
t
lea
r
n
in
g
,
th
ey
s
h
o
u
l
d
co
n
s
id
er
in
s
titu
tin
g
p
ed
a
g
o
g
ic
al
tech
n
iq
u
es
an
d
s
u
p
p
o
r
t
s
y
s
tem
s
th
at
s
p
ec
if
ically
a
d
d
r
ess
th
e
in
te
r
s
ec
tio
n
o
f
p
ed
ag
o
g
y
a
n
d
AI
.
B
y
co
n
te
m
p
latin
g
th
ese
co
n
s
eq
u
en
ce
s
wh
en
estab
lis
h
in
g
tar
g
eted
in
ter
v
en
tio
n
s
an
d
p
o
licies
to
en
co
u
r
ag
e
th
e
s
u
c
ce
s
s
f
u
l
in
teg
r
atio
n
o
f
AI
in
t
ea
ch
in
g
p
r
ac
tices,
ed
u
ca
tio
n
a
l
s
tak
eh
o
ld
er
s
m
ay
en
h
an
ce
th
e
lear
n
in
g
ex
p
e
r
ien
ce
an
d
o
u
tco
m
es f
o
r
b
o
t
h
in
s
tr
u
cto
r
s
an
d
s
tu
d
e
n
ts
.
4
.
5
.
L
im
it
a
t
io
ns
Alth
o
u
g
h
th
is
s
tu
d
y
p
r
o
d
u
ce
d
s
o
m
e
u
s
ef
u
l
in
s
ig
h
ts
,
it
h
a
s
s
o
m
e
d
r
awb
ac
k
s
t
h
at
m
ay
r
estrict
th
e
u
s
ef
u
ln
ess
o
f
its
f
in
d
in
g
s
.
T
h
e
r
esear
ch
er
s
o
r
ig
in
ally
tar
g
ete
d
teac
h
er
s
in
Vietn
am
’
s
n
o
r
th
er
n
r
e
g
io
n
s
.
C
au
tio
n
m
u
s
t
b
e
m
ain
tain
ed
b
e
f
o
r
e
p
r
o
jectin
g
th
e
f
in
d
in
g
s
to
o
th
e
r
p
o
p
u
latio
n
s
o
r
class
r
o
o
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tex
ts
.
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v
en
th
o
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2
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a
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m
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aliza
b
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m
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with
a
b
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p
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m
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s
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ted
m
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llect
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h
t
b
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it
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a
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o
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th
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d
itio
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o
f
o
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jectiv
e
m
ea
s
u
r
em
e
n
ts
to
au
g
m
en
t
s
elf
-
r
ep
o
r
te
d
d
ata.
T
h
e
s
tu
d
y
is
also
cr
o
s
s
s
ec
tio
n
al
,
wh
ich
m
ea
n
s
it o
n
ly
g
iv
es a
s
in
g
le
in
s
tan
ce
o
f
v
ar
iab
le
r
elatio
n
s
h
ip
s
.
I
t
is
f
ea
s
ib
le
to
ac
q
u
ir
e
a
b
etter
u
n
d
er
s
tan
d
i
n
g
o
f
th
e
u
n
d
er
l
y
in
g
ca
u
s
al
r
elatio
n
s
h
ip
s
b
etwe
en
th
e
co
m
p
o
n
e
n
ts
o
v
er
tim
e
b
y
u
s
in
g
lo
n
g
itu
d
i
n
al
o
r
ex
p
er
im
en
tal
r
esear
ch
a
p
p
r
o
ac
h
es.
Fu
r
th
er
m
o
r
e,
th
e
s
tu
d
y
f
o
c
u
s
ed
o
n
a
v
ar
iety
o
f
tr
aits
r
elate
d
to
ed
u
ca
to
r
s
’
AI
r
ea
d
i
n
ess
an
d
t
h
e
u
s
ag
e
o
f
A
I
in
teac
h
in
g
p
r
a
ctice
s
.
Un
id
en
tifie
d
v
ar
iab
les,
s
u
ch
as
o
r
g
an
izatio
n
al
s
u
p
p
o
r
t
o
r
ex
ter
n
al
c
o
n
s
tr
ain
ts
,
m
ay
h
av
e
an
im
p
ac
t
o
n
th
ese
r
elatio
n
s
h
ip
s
.
W
h
ile
th
e
s
tu
d
y
u
s
ed
a
co
n
ce
p
tu
al
m
o
d
el
with
estab
lis
h
ed
ass
u
m
p
tio
n
s
,
it
is
p
o
s
s
ib
le
th
at
k
ey
co
m
p
o
n
en
ts
an
d
in
ter
ac
tio
n
s
wer
e
o
v
er
l
o
o
k
ed
.
Fu
tu
r
e
s
tu
d
y
s
h
o
u
ld
l
o
o
k
at
a
wid
e
r
r
a
n
g
e
o
f
p
ar
am
eter
s
to
f
u
lly
u
n
d
er
s
tan
d
t
h
e
d
if
f
icu
lties
o
f
i
n
s
tr
u
cto
r
s
’
p
r
e
p
ar
ed
n
ess
f
o
r
a
n
d
d
ep
l
o
y
m
e
n
t o
f
AI
i
n
ed
u
ca
tio
n
.
5.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
in
v
esti
g
ated
th
e
r
e
latio
n
s
h
ip
s
b
etwe
en
teac
h
er
s
’
AI
r
ea
d
in
ess
,
p
r
o
f
ess
io
n
al
d
e
v
elo
p
m
en
t
an
d
tr
ain
in
g
,
r
eso
u
r
ce
s
an
d
ac
ce
s
s
ib
ilit
y
,
att
itu
d
es a
n
d
p
er
ce
p
tio
n
s
,
p
ed
ag
o
g
ical
k
n
o
wled
g
e
an
d
ex
p
er
tis
e,
an
d
th
eir
im
p
ac
t
o
n
th
e
in
co
r
p
o
r
atio
n
o
f
AI
in
teac
h
in
g
p
r
ac
tices.
Sig
n
if
ican
t
p
o
s
itiv
e
r
elatio
n
s
h
ip
s
wer
e
id
en
tifie
d
b
etwe
en
teac
h
er
s
’
AI
p
r
ep
ar
atio
n
an
d
th
e
in
t
eg
r
atio
n
o
f
AI
in
teac
h
in
g
p
r
ac
tices,
b
etwe
en
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
an
d
tr
ain
in
g
an
d
teac
h
er
s
’
AI
r
ea
d
in
ess
,
an
d
b
etwe
en
attitu
d
es
an
d
p
er
ce
p
tio
n
s
an
d
teac
h
er
s
’
AI
r
ea
d
in
ess
.
T
h
er
e
was
n
o
co
r
r
elatio
n
b
etwe
en
r
e
s
o
u
r
ce
s
an
d
ac
ce
s
s
ib
ilit
y
,
p
e
d
ag
o
g
ical
k
n
o
wled
g
e
an
d
ex
p
er
tis
e,
an
d
teac
h
e
r
s
’
AI
r
ea
d
in
ess
.
T
h
ese
r
esu
lts
in
d
icate
th
at
teac
h
er
p
r
e
p
ar
atio
n
is
ess
en
tial
f
o
r
t
h
e
s
u
cc
ess
f
u
l
in
co
r
p
o
r
atio
n
o
f
AI
in
to
teac
h
in
g
p
r
ac
tices,
h
ig
h
lig
h
tin
g
th
e
n
ee
d
f
o
r
e
f
f
ec
tiv
e
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t
an
d
t
h
e
c
u
ltiv
atio
n
o
f
p
o
s
itiv
e
attitu
d
es
a
n
d
p
er
ce
p
tio
n
s
to
war
d
AI
tech
n
o
l
o
g
ies.
Ho
wev
er
,
th
e
s
tu
d
y
h
a
d
lim
itatio
n
s
,
in
cl
u
d
i
n
g
its
s
p
ec
if
ic
c
o
n
tex
t,
r
elian
c
e
o
n
s
elf
-
r
ep
o
r
t
m
ea
s
u
r
es,
cr
o
s
s
-
s
ec
tio
n
al
d
esig
n
,
an
d
f
o
c
u
s
o
n
p
ar
ticu
lar
f
ac
t
o
r
s
.
Fu
tu
r
e
r
esear
ch
s
h
o
u
ld
ad
d
r
ess
th
ese
lim
itatio
n
s
an
d
in
v
esti
g
ate
ad
d
itio
n
al
v
ar
iab
les
to
g
ain
a
m
o
r
e
co
m
p
r
eh
en
s
iv
e
u
n
d
er
s
tan
d
in
g
o
f
i
n
s
tr
u
cto
r
s
’
r
ea
d
in
ess
an
d
th
e
i
n
co
r
p
o
r
atio
n
o
f
AI
in
to
teac
h
in
g
p
r
ac
tices.
T
h
ese
f
in
d
in
g
s
h
av
e
p
r
ac
tical
im
p
licatio
n
s
f
o
r
e
d
u
ca
tio
n
al
in
s
titu
tio
n
s
an
d
p
o
licy
m
ak
er
s
,
h
ig
h
lig
h
tin
g
th
e
n
ee
d
to
p
r
io
r
itize
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
an
d
tr
ain
in
g
a
n
d
cu
ltiv
ate
p
o
s
itiv
e
attitu
d
es
to
war
d
AI
tech
n
o
lo
g
ies
to
f
ac
ilit
ate
th
e
s
u
cc
e
s
s
f
u
l
in
teg
r
atio
n
o
f
th
ese
tech
n
o
lo
g
ies
with
in
ed
u
ca
tio
n
al
s
ettin
g
s
.
RE
F
E
R
E
NC
E
S
[
1
]
N
.
A
.
R
a
z
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k
,
R
.
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.
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h
ma
d
,
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n
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.
M
a
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S
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s i
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p
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o
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Ev
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Re
se
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9
8
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[
2
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N
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.
C
h
u
y
e
n
a
n
d
N
.
T.
V
i
n
h
,
“
A
n
e
m
p
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c
a
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a
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y
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p
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p
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E
M
J
o
u
rn
a
l
,
v
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1
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p
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g
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2
3
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o
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:
1
0
.
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8
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/
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M
1
2
3
-
2
8
.
[
3
]
Y
.
D
u
a
n
,
J
.
S
.
E
d
w
a
r
d
s,
a
n
d
Y
.
K
.
D
w
i
v
e
d
i
,
“
A
r
t
i
f
i
c
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a
l
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l
l
i
g
e
n
c
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f
o
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c
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si
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ma
k
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n
g
i
n
t
h
e
e
r
a
o
f
b
i
g
d
a
t
a
–
e
v
o
l
u
t
i
o
n
,
c
h
a
l
l
e
n
g
e
s
a
n
d
r
e
se
a
r
c
h
a
g
e
n
d
a
,
”
I
n
t
e
rn
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
I
n
f
o
rm
a
t
i
o
n
Ma
n
a
g
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m
e
n
t
,
v
o
l
.
4
8
,
p
p
.
6
3
–
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c
t
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2
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d
o
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:
1
0
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f
o
m
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t
.
2
0
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.
0
1
.
0
2
1
.
[
4
]
V
.
T.
N
g
u
y
e
n
,
C
.
T
.
H
.
N
g
u
y
e
n
,
S
.
C
.
Y
o
o
c
,
a
n
d
K
.
J
u
n
g
,
“
U
n
v
e
i
l
i
n
g
a
u
g
m
e
n
t
e
d
r
e
a
l
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t
y
a
p
p
l
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c
a
t
i
o
n
s
:
E
x
p
l
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r
i
n
g
i
n
f
l
u
e
n
t
i
a
l
f
a
c
t
o
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s
t
h
r
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g
h
c
o
m
p
r
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h
e
n
si
v
e
r
e
v
i
e
w
,
”
S
N
C
o
m
p
u
t
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r
S
c
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c
e
,
v
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l
.
4
,
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.
5
,
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.
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,
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.
2
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3
,
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:
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s4
2
9
7
9
-
0
2
3
-
0
2
1
7
5
-
4.
[
5
]
A
.
H
.
A
.
R
a
sh
i
d
,
N
.
A
.
S
h
u
k
o
r
,
Z.
Ta
si
r
,
a
n
d
K
.
S
.
N
a
,
“
Te
a
c
h
e
r
s’
p
e
r
c
e
p
t
i
o
n
s
a
n
d
r
e
a
d
i
n
e
ss t
o
w
a
r
d
t
h
e
i
m
p
l
e
m
e
n
t
a
t
i
o
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o
f
v
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r
t
u
a
l
l
e
a
r
n
i
n
g
e
n
v
i
r
o
n
me
n
t
,
”
I
n
t
e
rn
a
t
i
o
n
a
l
J
o
u
rn
a
l
o
f
Ev
a
l
u
a
t
i
o
n
a
n
d
R
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se
a
rc
h
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E
d
u
c
a
t
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o
n
(
I
J
ERE)
,
v
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l
.
1
0
,
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1
,
p
p
.
2
0
9
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,
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.
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.
v
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0
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1
.
2
1
0
1
4
.
[
6
]
T.
H
.
C
.
N
g
u
y
e
n
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tate
Un
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n
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ip
3
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).
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c
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Un
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ter v
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c
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tac
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m
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:
v
in
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v
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.
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