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v
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2
4
Acc
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ted
Dec
21
,
2
0
2
4
In
th
e
2
1
st
c
e
n
tu
r
y
,
tec
h
n
o
l
o
g
ica
l
d
e
v
e
lo
p
m
e
n
t
h
a
s e
n
tere
d
a
ll
a
sp
e
c
ts o
f
li
fe
,
in
c
lu
d
in
g
e
d
u
c
a
ti
o
n
.
Wi
t
h
it
s
g
lo
b
a
l
p
o
ten
ti
a
l,
tec
h
n
o
l
o
g
y
d
ig
it
ize
s
e
d
u
c
a
ti
o
n
,
re
q
u
iri
n
g
tea
c
h
e
rs
to
u
se
tec
h
n
o
l
o
g
y
th
r
o
u
g
h
m
e
d
ia
su
c
h
a
s
a
u
g
m
e
n
ted
re
a
li
ty
(AR).
T
h
is
s
tu
d
y
a
ims
t
o
d
e
term
in
e
t
h
e
re
a
d
in
e
ss
o
f
p
h
y
sic
s
tea
c
h
e
rs
in
In
d
o
n
e
sia
to
imp
lem
e
n
t
AR
-
b
a
se
d
lea
rn
i
n
g
.
M
o
re
sp
e
c
ifi
c
a
ll
y
,
th
is
re
se
a
rc
h
e
x
p
lo
r
e
s
th
e
e
x
ten
t
to
wh
ich
p
h
y
sic
s
tea
c
h
e
rs
a
re
p
re
p
a
re
d
b
a
se
d
o
n
a
sp
e
c
ts
o
f
a
li
g
n
m
e
n
t,
c
a
p
a
b
i
li
ty
,
a
n
d
e
n
g
a
g
e
m
e
n
t
(ACE)
in
imp
lem
e
n
ti
n
g
AR
-
b
a
se
d
lea
rn
i
n
g
.
Th
is
e
x
p
l
o
ra
to
r
y
re
se
a
rc
h
is
c
o
n
d
u
c
ted
b
y
d
istr
ib
u
ti
n
g
q
u
e
stio
n
n
a
ires
with
ACE
a
sp
e
c
ts.
Th
is stu
d
y
i
n
v
o
lv
e
d
se
v
e
ra
l
ju
n
i
o
r
a
n
d
se
n
i
o
r
h
ig
h
sc
h
o
o
l
p
h
y
sic
s
tea
c
h
e
rs.
Da
ta
a
n
a
l
y
sis
tec
h
n
iq
u
e
s
u
se
KH
Co
d
e
r
a
n
d
q
u
a
n
ti
tati
v
e
d
e
sc
rip
ti
v
e
.
T
h
e
re
su
lt
s
sh
o
w
th
a
t
tea
c
h
e
rs
a
lrea
d
y
k
n
o
w
th
e
d
e
fin
it
io
n
,
f
e
a
tu
re
s,
a
n
d
b
e
n
e
fit
s
o
f
AR
i
n
lea
rn
i
n
g
(a
li
g
n
m
e
n
t
a
sp
e
c
t).
S
t
il
l,
o
n
l
y
a
m
in
o
rit
y
o
f
tea
c
h
e
rs
h
a
v
e
imp
lem
e
n
ted
AR
-
b
a
se
d
lea
rn
in
g
(c
a
p
a
b
i
li
ty
a
s
p
e
c
t).
In
th
e
e
n
g
a
g
e
m
e
n
t
a
sp
e
c
t,
it
is
k
n
o
w
n
th
a
t
tea
c
h
e
rs
wa
n
t
to
lea
rn
m
o
re
a
b
o
u
t
h
o
w
t
o
c
re
a
te
AR
a
n
d
imp
l
e
m
e
n
t
AR
e
ffe
c
ti
v
e
ly
.
Th
e
imp
li
c
a
ti
o
n
s
o
f
th
is
re
se
a
rc
h
a
re
re
c
o
m
m
e
n
d
a
ti
o
n
s
to
sta
k
e
h
o
l
d
e
rs t
o
e
n
c
o
u
ra
g
e
a
n
d
fa
c
il
it
a
te t
e
a
c
h
e
rs,
e
sp
e
c
ially
p
h
y
sic
s
tea
c
h
e
rs.
K
ey
w
o
r
d
s
:
Au
g
m
en
ted
r
ea
lity
AR
-
b
ased
lear
n
in
g
L
ea
r
n
in
g
m
ed
ia
Ph
y
s
ics
teac
h
er
T
ea
ch
er
r
ea
d
i
n
ess
T
h
is i
s
a
n
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
Y
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
Z
en
i H
ar
y
an
to
Ph
y
s
ics E
d
u
ca
tio
n
Stu
d
y
Pr
o
g
r
am
,
Facu
lty
o
f
T
ea
ch
er
T
r
ain
in
g
an
d
E
d
u
ca
tio
n
,
Mu
lawa
r
m
an
Un
iv
er
s
ity
Mu
ar
a
Pah
u
C
am
p
u
s
,
Gu
n
u
n
g
Kelu
a
Stre
et,
7
5
1
2
3
,
Sam
ar
i
n
d
a,
I
n
d
o
n
esia
E
m
ail: z
en
i.h
ar
y
a
n
to
@
f
k
ip
.
u
n
m
u
l.a
c.
id
1.
I
NT
RO
D
UCT
I
O
N
I
n
th
e
2
1
s
t
ce
n
tu
r
y
,
tech
n
o
l
o
g
ical
d
ev
elo
p
m
e
n
t
en
ter
s
all
asp
ec
ts
o
f
life
,
in
clu
d
in
g
ed
u
ca
tio
n
al
asp
ec
ts
[
1
]
.
Alm
o
s
t
ev
er
y
o
n
e
u
s
es
in
f
o
r
m
atio
n
an
d
co
m
m
u
n
icatio
n
tech
n
o
lo
g
ies
(
I
C
T
)
f
ea
tu
r
e.
T
ec
h
n
o
lo
g
y
wo
r
k
s
in
co
n
ju
n
ctio
n
with
o
th
er
tech
n
o
lo
g
ical
ad
v
an
ce
m
e
n
ts
to
g
i
v
e
r
is
e
t
o
n
o
v
el
f
r
a
m
ewo
r
k
s
,
in
cl
u
d
in
g
ar
tific
ial
in
tellig
en
ce
,
m
ac
h
in
e
lear
n
in
g
,
d
ee
p
lear
n
in
g
,
an
d
f
ed
er
ated
lear
n
in
g
[
2
]
–
[
6
]
.
T
h
e
u
s
e
o
f
tech
n
o
lo
g
y
h
as th
e
p
o
ten
tial to
in
f
lu
en
ce
t
h
e
q
u
ality
o
f
ed
u
ca
tio
n
g
l
o
b
all
y
.
I
m
p
lem
en
tin
g
lear
n
in
g
with
in
th
e
tech
n
o
lo
g
ical,
p
ed
ag
o
g
ical,
an
d
co
n
ten
t
k
n
o
wled
g
e
(
T
PAC
K)
f
r
am
ewo
r
k
is
in
cr
ea
s
in
g
ly
n
e
ce
s
s
ar
y
to
ad
ap
t
to
tec
h
n
o
lo
g
i
ca
l
d
ev
elo
p
m
e
n
ts
[
7
]
.
T
ec
h
n
o
lo
g
y
in
teg
r
atio
n
in
lear
n
in
g
is
a
f
o
r
m
o
f
in
n
o
v
at
io
n
ex
p
ec
ted
to
s
h
ap
e
t
h
e
d
i
g
italizatio
n
o
f
e
d
u
ca
tio
n
as
a
m
o
d
er
n
e
d
u
ca
tio
n
s
y
s
tem
[
8
]
.
T
ec
h
n
o
lo
g
y
allo
w
s
ed
u
ca
to
r
s
to
im
p
r
o
v
e
th
ei
r
p
ed
ag
o
g
ical
p
r
ac
tices
th
r
o
u
g
h
m
ed
ia
th
ey
u
s
e
[
9
]
.
T
ec
h
n
o
lo
g
y
is
ess
en
tial to
b
u
il
d
in
g
an
en
v
ir
o
n
m
en
t i
n
th
e
cla
s
s
r
o
o
m
,
as p
r
o
v
en
b
y
m
an
y
s
tu
d
ies
[
1
0
]
–
[
1
3
]
.
On
e
tech
n
o
l
o
g
y
th
at
ca
n
b
e
i
n
teg
r
ated
i
n
to
lear
n
in
g
an
d
is
cu
r
r
e
n
tly
tr
en
d
in
g
is
au
g
m
e
n
ted
r
ea
lity
(
AR
)
[
1
4
]
.
AR
is
an
im
m
er
s
iv
e
tech
n
o
lo
g
y
th
at
co
llab
o
r
ates
with
3
D
o
b
jects
in
th
e
n
atu
r
al
en
v
ir
o
n
m
en
t
[
1
5
]
.
AR
i
s
u
s
u
ally
u
s
ed
a
s
m
u
ltim
ed
ia
f
o
r
lear
n
in
g
,
an
d
m
an
y
p
l
atf
o
r
m
s
ca
n
b
e
u
s
ed
to
d
ev
elo
p
AR
,
f
o
r
ex
am
p
le,
Ass
em
b
ler
[
1
6
]
.
T
r
an
s
f
o
r
m
in
g
s
cien
ce
lear
n
in
g
in
to
a
f
u
n
ac
tiv
ity
m
ar
k
s
a
s
ig
n
if
ican
t
b
en
ef
it
o
f
AR
in
teg
r
atio
n
in
lea
r
n
in
g
[
1
7
]
.
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
R
ea
d
in
ess
o
f I
n
d
o
n
esia
n
p
h
ysics
tea
ch
ers
to
imp
leme
n
t a
u
g
men
ted
r
ea
lity
-
b
a
s
ed
lea
r
n
in
g
(
Zen
i H
a
r
ya
n
to
)
1399
Fu
r
th
er
m
o
r
e
,
u
s
in
g
AR
in
le
ar
n
in
g
ca
n
h
elp
s
tu
d
e
n
ts
u
n
d
er
s
tan
d
th
e
co
n
te
n
t,
p
ar
ticu
la
r
ly
p
h
y
s
ics
s
u
b
jects
[
1
8
]
,
[
1
9
]
.
Mo
s
t
p
h
y
s
ics
co
n
s
i
s
ts
o
f
ab
s
tr
ac
t
m
ate
r
ial
th
at
ca
n
n
o
t
b
e
to
u
ch
e
d
o
r
s
ee
n
b
y
th
e
n
ak
ed
ey
e,
an
d
it
is
h
ar
d
t
o
f
in
d
s
im
p
le
r
ea
l
-
life
ex
am
p
les
,
s
u
ch
as
m
ag
n
etic
f
ield
s
or
e
lectr
icity
[
2
0
]
.
AR
tech
n
o
lo
g
y
as
a
lear
n
i
n
g
m
ed
i
u
m
with
its
a
d
v
an
tag
es
ca
n
m
ak
e
it
p
o
s
s
ib
le
to
s
h
o
w
s
tu
d
e
n
ts
o
b
jects
th
at
a
r
e
im
p
o
s
s
ib
le
to
b
r
in
g
in
t
o
th
e
class
r
o
o
m
b
ec
au
s
e,
with
AR
,
2
D
o
b
jects
ca
n
b
e
d
e
v
elo
p
e
d
in
to
3
D
[
2
1
]
.
T
h
e
co
n
d
u
ct
o
f
AR
-
b
ased
lear
n
in
g
is
co
n
s
id
er
ed
n
ec
ess
ar
y
n
o
t
o
n
ly
to
g
ain
s
tu
d
en
ts
’
u
n
d
er
s
tan
d
in
g
b
u
t
also
f
o
r
s
tu
d
en
ts
’
tech
n
o
l
o
g
y
liter
ac
y
.
I
n
o
t
h
er
wo
r
d
s
,
AR
-
b
ased
lea
r
n
in
g
is
cr
u
cial
to
ex
am
i
n
in
g
h
o
w
I
T
ap
p
licatio
n
af
f
ec
ts
ed
u
ca
tio
n
.
H
o
wev
er
,
t
h
e
u
s
e
o
f
AR
in
lear
n
in
g
is
s
till
n
o
t c
o
m
m
o
n
ly
p
r
ac
ticed
[
2
2
]
.
On
e
f
ac
to
r
th
at
ca
n
in
f
lu
e
n
ce
t
h
e
s
u
cc
ess
o
f
th
e
teac
h
er
’
s
im
p
lem
en
tatio
n
o
f
lear
n
in
g
is
th
e
teac
h
er
’
s
r
ea
d
in
ess
to
im
p
lem
en
t
it
[
2
3
]
.
T
h
u
s
,
teac
h
er
s
’
r
ea
d
in
ess
is
o
n
e
o
f
th
e
c
r
u
cial
f
ac
to
r
s
in
co
n
d
u
ctin
g
AR
in
class
o
r
AR
-
b
ased
lear
n
in
g
.
B
ef
o
r
e
im
p
lem
en
tin
g
AR
in
lear
n
in
g
,
teac
h
er
s
m
u
s
t
b
e
r
ea
d
y
f
i
r
s
t;
teac
h
er
r
ea
d
in
ess
ca
n
b
e
id
en
tifie
d
b
y
e
x
p
lo
r
in
g
t
h
eir
r
elate
d
k
n
o
wled
g
e
ab
o
u
t
th
e
d
ef
i
n
itio
n
,
ad
v
an
tag
es
,
d
is
ad
v
an
tag
es,
an
d
h
o
w
to
u
s
e
AR
.
T
ea
ch
er
s
’
k
n
o
wled
g
e
o
f
th
e
ap
p
r
o
p
r
iate
u
s
e
o
f
te
ch
n
o
lo
g
y
is
also
a
teac
h
er
’
s
p
ed
ag
o
g
ical
r
ea
d
in
ess
[
2
4
]
.
Sev
er
al
s
tu
d
ies
ex
p
lo
r
in
g
teac
h
er
r
ea
d
in
ess
in
teac
h
in
g
u
s
in
g
tech
n
o
lo
g
y
,
in
clu
d
in
g
r
esear
ch
b
y
Ma
r
q
u
es
an
d
Po
m
b
o
[
1
0
]
,
w
h
ich
ex
p
lo
r
es
teac
h
er
s
’
r
ea
d
i
n
ess
to
ad
ap
t
g
am
e
-
b
ased
AR
.
I
n
ad
d
itio
n
,
T
ez
er
an
d
B
ey
o
ğ
lu
[
2
5
]
an
aly
ze
d
teac
h
er
r
ea
d
in
ess
’
s
in
f
lu
en
ce
o
n
th
eir
ac
ce
p
tan
ce
o
f
t
h
e
m
o
b
ile
lear
n
in
g
tech
n
o
lo
g
y
s
y
s
tem
.
A
s
tu
d
y
b
y
B
ac
h
tiar
et
a
l
.
[
2
4
]
an
d
J
am
r
u
s
[
2
6
]
in
v
esti
g
ated
teac
h
er
r
e
ad
in
ess
to
in
teg
r
ate
tech
n
o
lo
g
y
i
n
to
E
n
g
lis
h
la
n
g
u
ag
e
lear
n
in
g
.
T
h
e
m
o
tiv
atio
n
al
r
ea
d
i
n
ess
o
f
p
r
o
s
p
ec
tiv
e
t
ea
ch
er
s
to
u
s
e
AR
r
elate
d
to
Uk
r
ai
n
ian
lan
g
u
ag
e
an
d
liter
atu
r
e
less
o
n
s
was
r
esear
ch
ed
b
y
Petr
o
v
y
ch
et
a
l
.
[
8
]
.
Oth
er
s
tu
d
ies
[
1
]
,
[
2
7
]
ar
e
r
elate
d
to
teac
h
e
r
r
ea
d
in
ess
in
in
teg
r
atin
g
tech
n
o
lo
g
y
in
to
lear
n
in
g
o
r
in
im
p
lem
en
tin
g
th
e
T
PAC
K
f
r
am
ewo
r
k
[
2
8
]
.
R
esear
ch
r
elate
d
to
teac
h
er
s
’
r
ea
d
in
ess
to
in
teg
r
ate
tech
n
o
l
o
g
y
in
to
l
ea
r
n
in
g
is
ess
en
tial
r
esear
ch
to
b
e
ca
r
r
ied
o
u
t
i
n
th
e
2
1
s
t
ce
n
tu
r
y
as
a
f
o
r
m
o
f
ad
ap
tatio
n
to
tech
n
o
l
o
g
ical
d
ev
elo
p
m
en
ts
.
Ho
wev
er
,
n
o
r
esear
c
h
h
as
s
p
ec
if
ically
ex
p
lo
r
e
d
teac
h
er
s
’
r
ea
d
in
ess
to
im
p
lem
en
t
AR
-
b
ased
lear
n
in
g
,
esp
ec
ially
f
o
r
p
h
y
s
ics
teac
h
er
s
.
T
h
er
ef
o
r
e,
th
is
r
esear
ch
ex
p
lo
r
es
p
h
y
s
ics
teac
h
er
s
’
r
ea
d
i
n
ess
to
im
p
lem
e
n
t
AR
-
b
ased
lear
n
in
g
.
T
ea
c
h
er
r
ea
d
in
ess
in
teac
h
in
g
ca
n
also
b
e
ex
p
lo
r
ed
th
r
o
u
g
h
th
e
alig
n
m
en
t,
ca
p
ab
ilit
ies,
an
d
en
g
ag
em
en
t
(
AC
E
)
asp
ec
t
[
2
3
]
.
T
h
u
s
,
th
e
f
o
llo
win
g
r
ese
ar
ch
q
u
esti
o
n
s
ar
e:
i)
T
o
wh
at
ex
ten
t a
r
e
p
h
y
s
ics tea
ch
er
s
alig
n
ed
with
AR
-
b
ased
l
ea
r
n
in
g
?
ii)
T
o
wh
at
ex
ten
t
d
o
p
h
y
s
ics tea
ch
er
s
’
ca
p
ab
ilit
ies en
ab
le
AR
-
b
ased
lear
n
in
g
?
iii)
T
o
wh
at
ex
ten
t a
r
e
p
h
y
s
ics tea
ch
er
s
en
g
ag
e
d
with
AR
-
b
ased
lear
n
in
g
?
2.
M
E
T
H
O
D
E
x
p
lo
r
ato
r
y
r
esear
ch
is
u
s
ed
in
th
is
s
tu
d
y
to
ex
p
lo
r
e
p
h
y
s
ics
teac
h
er
s
’
r
ea
d
in
ess
f
o
r
AR
-
b
ased
lear
n
in
g
.
Data
o
n
teac
h
er
s
’
p
r
ep
ar
ed
n
ess
was
co
llected
u
s
in
g
a
q
u
esti
o
n
n
air
e
in
s
tr
u
m
en
t
c
o
n
s
is
tin
g
o
f
s
ev
er
al
o
p
en
an
d
clo
s
ed
q
u
esti
o
n
s
.
T
h
e
q
u
esti
o
n
s
r
eg
ar
d
in
g
th
e
r
ea
d
in
ess
o
f
f
u
tu
r
e
p
h
y
s
ics
teac
h
er
s
p
r
esen
ted
in
th
e
q
u
esti
o
n
n
air
e
co
n
s
is
t
o
f
AC
E
.
T
h
er
e
ar
e
th
r
ee
q
u
esti
o
n
s
o
n
th
e
alig
n
m
en
t
asp
ec
t,
f
o
u
r
o
n
th
e
ca
p
a
b
ilit
y
asp
ec
t,
an
d
th
r
ee
o
n
t
h
e
in
v
o
lv
em
en
t a
s
p
ec
t.
T
h
e
q
u
esti
o
n
ite
m
s
ar
e
s
ee
n
in
T
ab
le
1
.
T
ab
le
1
.
T
h
e
q
u
esti
o
n
s
ab
o
u
t e
ac
h
asp
ec
t
No
A
sp
e
c
t
Q
u
e
st
i
o
n
1
A
l
i
g
n
m
e
n
t
H
a
v
e
y
o
u
e
v
e
r
h
e
a
r
d
t
h
e
t
e
r
m A
R
?
2
P
l
e
a
s
e
w
r
i
t
e
d
o
w
n
w
h
a
t
y
o
u
k
n
o
w
a
b
o
u
t
A
R
-
b
a
s
e
d
l
e
a
r
n
i
n
g
(
i
f
t
h
e
r
e
i
s,
y
e
t
;
I
f
n
o
t
,
p
l
e
a
s
e
a
d
d
o
n
l
y
"
-
")
3
A
r
e
y
o
u
i
n
t
e
r
e
st
e
d
i
n
i
m
p
l
e
me
n
t
i
n
g
A
R
-
b
a
s
e
d
l
e
a
r
n
i
n
g
f
o
r
t
e
a
c
h
i
n
g
P
h
y
s
i
c
s
?
A
n
d
w
h
y
?
a
.
V
e
r
y
i
n
t
e
r
e
s
t
e
d
;
b
.
I
n
t
e
r
e
st
e
d
;
c
.
M
o
d
e
r
a
t
e
l
y
i
n
t
e
r
e
st
e
d
;
d
.
N
o
t
i
n
t
e
r
e
st
e
d
;
e
.
V
e
r
y
n
o
t
i
n
t
e
r
e
st
e
d
4
C
a
p
a
b
i
l
i
t
i
e
s
W
h
i
c
h
st
a
g
e
a
n
d
c
l
a
ss
w
i
l
l
y
o
u
c
h
o
o
s
e
i
f
y
o
u
w
a
n
t
t
o
a
p
p
l
y
p
h
y
s
i
c
s A
R
-
b
a
s
e
d
l
e
a
r
n
i
n
g
?
A
n
d
w
h
y
?
a
.
1
st
g
r
a
d
e
j
u
n
i
o
r
h
i
g
h
s
c
h
o
o
l
;
b
.
2
nd
g
r
a
d
e
j
u
n
i
o
r
h
i
g
h
s
c
h
o
o
l
;
c
.
3
rd
g
r
a
d
e
j
u
n
i
o
r
h
i
g
h
sc
h
o
o
l
;
d
.
1
s
t
g
r
a
d
e
s
e
n
i
o
r
h
i
g
h
s
c
h
o
o
l
;
e
.
2
nd
g
r
a
d
e
se
n
i
o
r
h
i
g
h
sc
h
o
o
l
;
f
.
3
rd
g
r
a
d
e
sen
i
o
r
h
i
g
h
sc
h
o
o
l
5
W
h
a
t
t
o
p
i
c
w
i
l
l
y
o
u
c
h
o
o
s
e
i
f
y
o
u
w
a
n
t
t
o
a
p
p
l
y
p
h
y
s
i
c
s A
R
-
b
a
se
d
l
e
a
r
n
i
n
g
?
A
n
d
w
h
y
?
6
H
a
v
e
y
o
u
e
v
e
r
i
m
p
l
e
me
n
t
e
d
p
h
y
si
c
s
A
R
-
b
a
s
e
d
l
e
a
r
n
i
n
g
?
7
A
c
c
o
r
d
i
n
g
t
o
y
o
u
r
k
n
o
w
l
e
d
g
e
a
n
d
u
n
d
e
r
st
a
n
d
i
n
g
,
w
h
a
t
m
o
d
e
l
l
e
a
r
n
i
n
g
i
s
a
p
p
r
o
p
r
i
a
t
e
f
o
r
i
m
p
l
e
me
n
t
i
n
g
p
h
y
s
i
c
s A
R
-
b
a
se
d
l
e
a
r
n
i
n
g
i
f
i
t
i
s
i
m
p
l
e
me
n
t
e
d
?
A
n
d
w
h
y
?
8
En
g
a
g
e
m
e
n
t
I
f
p
h
y
si
c
s A
R
-
b
a
se
d
l
e
a
r
n
i
n
g
i
s
i
m
p
l
e
men
t
e
d
,
w
h
a
t
a
r
e
t
h
e
a
d
v
a
n
t
a
g
e
s?
9
I
f
p
h
y
si
c
s A
R
-
b
a
se
d
l
e
a
r
n
i
n
g
i
s
i
m
p
l
e
men
t
e
d
,
w
h
a
t
a
r
e
t
h
e
d
i
s
a
d
v
a
n
t
a
g
e
s?
10
W
h
a
t
d
o
y
o
u
w
a
n
t
t
o
k
n
o
w
m
o
r
e
a
b
o
u
t
p
h
y
si
c
s
A
R
-
b
a
s
e
d
l
e
a
r
n
i
n
g
?
T
h
e
in
s
tr
u
m
en
t
was
ad
ap
ted
f
r
o
m
Su
laem
an
et
a
l
.
[
2
3
]
,
wh
ich
ex
p
lo
r
e
d
teac
h
er
r
ea
d
in
es
s
b
ased
o
n
AC
E
asp
ec
ts
an
d
was
d
ec
lar
e
d
v
alid
b
ased
o
n
ex
p
e
r
t
ju
d
g
m
en
t.
T
h
e
q
u
esti
o
n
n
air
e
ad
a
p
tatio
n
p
r
o
ce
s
s
was
ca
r
r
ied
o
u
t
th
r
o
u
g
h
f
o
cu
s
g
r
o
u
p
d
is
cu
s
s
io
n
s
(
FGDs
)
,
wh
ic
h
wer
e
h
eld
i
n
th
r
ee
m
ee
tin
g
s
,
ea
ch
co
n
s
is
tin
g
o
f
1
h
o
u
r
an
d
3
0
m
in
u
tes
f
ac
e
-
to
-
f
ac
e.
T
h
e
FGD
ac
tiv
ity
was
atten
d
ed
b
y
o
n
e
lear
n
i
n
g
ex
p
er
t
an
d
two
m
ed
ia
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2
2
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I
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&
R
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c
,
Vo
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.
14
,
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r
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1
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p
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FGD
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s
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e
in
s
tr
u
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ts
th
at
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e
u
s
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to
ex
p
lo
r
e
p
h
y
s
ics
teac
h
er
s
'
r
ea
d
in
ess
f
o
r
AR
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ased
lear
n
i
n
g
.
T
h
e
s
ec
o
n
d
FGD
m
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ef
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in
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tr
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t
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e
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m
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g
d
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f
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g
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e
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u
esti
o
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e
q
u
esti
o
n
n
air
e.
Fro
m
th
e
r
esu
lts
o
f
th
e
FGD,
it
was
d
ec
id
ed
t
o
a
d
d
s
ev
er
al
q
u
esti
o
n
item
s
,
n
am
ely
item
s
1
,
3
,
7
,
8
,
an
d
9
(
T
ab
le
1
)
,
to
d
ig
d
ee
p
e
r
i
n
to
t
h
e
r
ea
d
in
ess
o
f
p
h
y
s
ics
teac
h
er
s
.
Data
co
llectio
n
to
o
k
th
r
ee
m
o
n
th
s
.
T
h
e
s
am
p
lin
g
tech
n
i
q
u
e
u
s
ed
was
r
an
d
o
m
s
am
p
lin
g
,
b
y
d
is
tr
ib
u
tin
g
th
e
q
u
esti
o
n
n
air
e
v
ia
Go
o
g
le
Fo
r
m
s
th
r
o
u
g
h
t
h
e
p
h
y
s
ics
teac
h
e
r
d
elib
er
atio
n
g
r
o
u
p
s
in
v
ar
io
u
s
p
r
o
v
i
n
ce
s
in
I
n
d
o
n
e
s
ia.
T
h
er
e
ar
e
6
7
teac
h
er
s
(
ju
n
i
o
r
h
ig
h
s
ch
o
o
l
s
cien
ce
an
d
h
ig
h
s
ch
o
o
l
p
h
y
s
ics
teac
h
er
s
)
with
a
B
ac
h
elo
r
'
s
d
eg
r
ee
in
Ph
y
s
ics
E
d
u
ca
tio
n
wh
o
ar
e
willin
g
to
f
ill
in
.
T
h
is
s
am
p
le
s
ize
ca
n
b
e
s
aid
to
b
e
s
u
f
f
icien
t.
T
h
e
m
ed
ian
s
am
p
le
s
ize
r
eq
u
ir
ed
in
ed
u
ca
tio
n
al
r
esear
ch
is
at
lea
s
t
3
0
[
2
9
]
.
T
h
e
am
o
u
n
t
we
tak
e
is
ad
eq
u
ate
f
o
r
o
u
r
n
ee
d
s
with
o
u
t
co
n
s
id
er
i
n
g
th
e
p
o
p
u
lati
o
n
s
ize.
T
h
e
r
esu
lt
is
s
h
o
wn
as
a
d
escr
ip
tiv
e
q
u
an
titativ
e
an
d
c
o
-
o
cc
u
r
r
en
c
e
n
etwo
r
k
o
f
wo
r
d
s
b
y
KH
C
o
d
er
,
s
o
f
twar
e
th
at
ca
n
p
r
e
s
en
t
ten
d
en
cies
in
p
ar
ticip
an
ts
'
an
s
wer
s
to
o
p
en
-
en
d
ed
q
u
esti
o
n
s
.
I
t
h
as
b
ee
n
r
ev
iewe
d
c
o
m
p
a
r
ed
t
o
W
o
r
d
Stat
an
d
Dee
p
d
i
v
e
[
3
0
]
.
T
h
e
d
escr
ip
tiv
e
p
ar
ticip
a
n
ts
ca
n
b
e
s
ee
n
in
T
a
b
le
2
.
T
ab
le
2
.
Par
ticip
an
t
d
escr
ip
tiv
e
G
e
n
d
e
r
H
i
g
h
sc
h
o
o
l
t
e
a
c
h
e
r
M
i
d
d
l
e
sc
h
o
o
l
t
e
a
c
h
e
r
N
u
mb
e
r
P
e
r
c
e
n
t
a
g
e
N
u
mb
e
r
P
e
r
c
e
n
t
a
g
e
M
a
l
e
15
6
6
%
4
1
7
%
F
e
mal
e
29
3
4
%
19
8
3
%
To
t
a
l
44
1
0
0
%
23
1
0
0
%
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
RQ
1
:
T
o
wha
t
e
x
t
ent
a
r
e
ph
y
s
ics t
ea
cher
s
’
g
o
a
ls
in a
lig
nm
ent
wit
h
AR
-
b
a
s
ed
lea
rning
?
Ov
er
all,
th
e
r
esu
lt a
n
aly
s
is
o
f
th
e
p
er
ce
n
tag
e
o
f
teac
h
er
s
b
as
ed
o
n
q
u
esti
o
n
n
air
e
n
u
m
b
e
r
1
s
h
o
ws th
at
m
o
s
t
teac
h
er
s
h
a
v
e
h
ea
r
d
th
e
ter
m
o
r
k
n
o
w
ab
o
u
t
AR
.
I
n
m
o
r
e
d
etail,
a
r
o
u
n
d
7
2
%
o
f
teac
h
er
s
s
aid
t
h
ey
alr
ea
d
y
k
n
ew
ab
o
u
t
AR
,
an
d
th
e
r
est
s
aid
th
ey
h
ad
n
ev
e
r
h
ea
r
d
o
f
AR
.
T
h
e
r
esu
lts
o
f
f
u
r
th
er
an
aly
s
is
u
s
in
g
KH
C
o
d
er
,
r
elatin
g
t
o
th
e
d
ef
in
itio
n
o
f
AR
-
b
ased
lear
n
i
n
g
f
r
o
m
th
e
p
h
y
s
ics
teac
h
er
’
s
p
er
s
p
ec
tiv
e,
ar
e
p
r
esen
ted
in
Fig
u
r
e
1
.
Fig
u
r
e
1
s
h
o
ws
th
at
b
ased
o
n
p
h
y
s
ics
teac
h
er
s
'
p
er
s
p
ec
tiv
es,
AR
is
a
tech
n
o
lo
g
y
lear
n
in
g
m
ed
ia
th
at
ca
n
b
e
u
s
ed
to
v
i
r
tu
alize
o
b
j
ec
ts
f
o
r
s
tu
d
en
ts
.
Ho
wev
e
r
,
n
o
o
n
e
h
as
s
p
ec
if
ically
ex
p
lain
ed
h
o
w
AR
h
elp
s
v
is
u
alize
o
b
jects
m
o
r
e
r
ea
lis
tically
th
r
o
u
g
h
3
D
f
ea
tu
r
es.
T
h
is
3
D
f
ea
tu
r
e
is
th
e
m
ain
f
ea
t
u
r
e
o
f
AR
,
wh
ic
h
m
ak
es
th
is
m
ed
ia
s
u
p
er
io
r
co
m
p
ar
ed
t
o
co
n
v
en
tio
n
al
tech
n
o
lo
g
y
-
b
ased
lear
n
i
n
g
m
e
d
ia.
T
ea
ch
er
s
'
k
n
o
wled
g
e
ab
o
u
t
3
D
f
ea
tu
r
es
in
AR
an
d
h
o
w
to
d
e
v
elo
p
th
em
s
h
o
u
ld
b
e
m
aster
ed
s
o
th
at
AR
tech
n
o
lo
g
y
ca
n
b
e
m
ax
im
ized
to
im
p
r
o
v
e
th
e
q
u
ality
o
f
lea
r
n
in
g
.
AR
ca
n
co
m
b
in
e
3
D
o
b
jects
with
t
h
e
n
at
u
r
al
wo
r
ld
i
n
lear
n
in
g
[
3
1
]
.
3
D
f
ea
tu
r
es
ar
e
lo
ad
e
d
f
o
r
th
e
u
s
er
to
g
et
th
e
ex
p
er
ien
ce
o
f
v
iewin
g
v
ir
tu
al
o
b
jects
as
if
th
ey
wer
e
in
a
r
ea
l e
n
v
ir
o
n
m
en
t
[
3
2
]
.
I
n
ad
d
itio
n
,
m
o
s
t
teac
h
er
s
a
r
e
in
ten
s
ely
in
ter
ested
in
im
p
lem
en
tin
g
AR
in
th
eir
lear
n
in
g
.
T
h
e
p
er
ce
n
tag
e
o
f
teac
h
er
s
'
in
ter
est
in
im
p
lem
en
tatio
n
AR
is
5
8
%
v
er
y
in
ter
ested
,
3
3
%
in
ter
ested
,
9
%
q
u
ite
in
ter
ested
,
an
d
0
%
wh
o
ch
o
s
e
n
o
t
in
ter
ested
.
T
h
e
teac
h
er
s
'
in
ter
est
in
th
e
ap
p
licatio
n
o
f
AR
was
s
tated
,
f
o
r
in
s
tan
ce
,
b
y
T
2
3
as:
“
B
ec
a
u
s
e
A
R
tech
n
o
lo
g
y
co
mb
in
es
virt
u
a
l
o
b
jects
(
text,
ima
g
es,
a
n
d
a
n
ima
tio
n
)
in
t
h
e
r
ea
l
w
o
r
ld
,
it
ca
n
ma
ke
s
tu
d
en
ts
fe
el
a
s
if
th
ey
a
r
e
fa
ce
d
w
ith
n
a
tu
r
a
l
o
b
jects
b
ein
g
s
tu
d
ied
.
A
ls
o
,
it
imp
a
cts
th
e
tea
c
h
in
g
a
n
d
lea
r
n
in
g
p
r
o
ce
s
s
b
y
ma
ki
n
g
it
mo
r
e
fu
n
a
n
d
ea
s
ier
to
u
n
d
ers
ta
n
d
th
e
s
u
b
ject
ma
tter
.
”
(
T
2
3
)
T
h
is
r
esu
lt
s
h
o
ws
th
at
teac
h
e
r
s
'
in
ter
est
in
im
p
lem
en
tin
g
AR
in
lear
n
in
g
is
b
ec
au
s
e
tea
ch
er
s
k
n
o
w
th
e
u
s
es,
f
u
n
ctio
n
s
,
an
d
s
o
m
e
b
en
ef
its
o
f
u
s
in
g
AR
a
n
d
t
h
in
k
th
at
th
is
m
ed
ia
ca
n
p
o
te
n
tially
in
cr
ea
s
e
th
e
q
u
ality
o
f
th
e
lear
n
i
n
g
p
r
o
ce
s
s
.
T
h
e
e
f
f
ec
tiv
en
ess
o
f
th
e
le
ar
n
in
g
p
r
o
ce
s
s
ca
n
also
b
e
s
u
p
p
o
r
ted
th
r
o
u
g
h
a
s
tr
ateg
y
o
f
in
teg
r
atin
g
tech
n
o
lo
g
y
in
lear
n
in
g
[
3
3
]
,
f
o
r
ex
a
m
p
le,
th
r
o
u
g
h
AR
[
3
4
]
.
AR
is
u
s
ed
to
ass
is
t
in
s
tu
d
en
t
u
n
d
e
r
s
tan
d
in
g
,
esp
ec
i
ally
in
s
tu
d
en
ts
'
s
p
atial
k
n
o
wl
ed
g
e
in
th
e
lear
n
in
g
p
r
o
ce
s
s
,
an
d
th
is
tech
n
o
lo
g
y
in
v
o
lv
es
s
tu
d
en
ts
in
lear
n
in
g
[
3
5
]
,
[
3
6
]
.
T
h
u
s
,
b
ased
o
n
th
e
r
esu
lts
d
escr
ib
ed
,
teac
h
er
s
h
av
e
q
u
ite
s
tr
o
n
g
alig
n
m
en
t
asp
ec
ts
o
f
r
ea
d
in
es
s
in
AR
-
b
ased
lear
n
in
g
,
wh
e
r
e
teac
h
er
s
k
n
o
w
t
h
e
m
ea
n
in
g
o
f
AR
,
th
e
u
s
es
o
f
AR
-
b
ased
lear
n
in
g
,
a
n
d
th
e
m
ain
f
ea
tu
r
es o
f
AR
.
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
R
ea
d
in
ess
o
f I
n
d
o
n
esia
n
p
h
ysics
tea
ch
ers
to
imp
leme
n
t a
u
g
men
ted
r
ea
lity
-
b
a
s
ed
lea
r
n
in
g
(
Zen
i H
a
r
ya
n
to
)
1401
Fig
u
r
e
1
.
T
ea
c
h
er
s
’
k
n
o
wled
g
e
o
f
AR
3
.
2
.
RQ
2
:
T
o
wha
t
e
x
t
ent
do
ph
y
s
ics t
ea
cher
s
’
ca
pa
bil
it
ie
s
ena
ble A
R
-
ba
s
e
d lea
rning
?
I
n
th
e
ca
p
ab
ilit
y
asp
ec
t,
to
ex
p
lo
r
e
teac
h
er
s
’
r
ea
d
i
n
ess
t
o
im
p
lem
en
t
AR
-
b
ased
lear
n
in
g
,
o
n
e
q
u
esti
o
n
was
r
elate
d
t
o
th
e
c
h
o
ice
o
f
g
r
a
d
e
lev
el
at
wh
ic
h
AR
-
b
ased
lear
n
in
g
ca
n
b
e
im
p
lem
en
ted
.
T
h
is
q
u
esti
o
n
is
co
n
tain
ed
in
q
u
esti
o
n
n
u
m
b
er
4
.
T
h
e
r
esu
lts
o
f
th
e
an
aly
s
is
o
f
th
e
teac
h
er
’
s
an
s
wer
to
q
u
esti
o
n
n
u
m
b
er
4
ar
e
s
h
o
wn
in
Fig
u
r
e
2
.
Fig
u
r
e
2
s
h
o
ws
th
at
m
o
s
t
teac
h
er
s
ch
o
o
s
e
t
o
im
p
lem
e
n
t
AR
at
th
e
h
ig
h
s
ch
o
o
l
le
v
el
co
m
p
ar
ed
to
t
h
e
ju
n
io
r
h
ig
h
s
ch
o
o
l
lev
el,
esp
ec
ially
at
g
r
ad
e
1
at
s
en
io
r
h
ig
h
s
ch
o
o
l.
B
ased
o
n
I
n
d
o
n
esia
’
s
cu
r
r
icu
lu
m
,
alth
o
u
g
h
s
tu
d
en
ts
h
a
v
e
b
e
g
u
n
to
b
e
tr
ain
ed
in
a
b
s
tr
ac
t
th
in
k
in
g
at
th
e
ju
n
io
r
h
i
g
h
s
ch
o
o
l
l
ev
el
[
3
7
]
,
th
er
e
ar
e
m
o
r
e
ab
s
tr
ac
t
co
n
ce
p
ts
at
s
en
io
r
h
ig
h
s
ch
o
o
l
th
an
at
ju
n
io
r
h
ig
h
s
ch
o
o
l.
T
ea
ch
er
s
n
ee
d
m
ed
ia
th
at
ca
n
h
elp
th
em
ex
p
lain
ab
s
tr
ac
t
co
n
ce
p
t
s
[
3
3
]
.
Ho
wev
er
,
th
e
ch
o
ice
o
f
teac
h
er
s
in
h
ig
h
s
ch
o
o
l
d
e
cr
ea
s
es
as
th
e
clas
s
lev
el
in
cr
ea
s
es;
m
o
r
e
teac
h
er
s
ch
o
o
s
e
t
o
ap
p
ly
AR
in
g
r
a
d
e
X
(
g
r
ad
e
1
f
o
r
s
en
i
o
r
h
ig
h
s
ch
o
o
l)
co
m
p
a
r
ed
t
o
g
r
ad
e
XI
I
(
g
r
ad
e
3
f
o
r
s
en
io
r
h
ig
h
s
ch
o
o
l)
,
ev
en
th
o
u
g
h
cla
s
s
XI
I
co
n
tain
s
m
o
r
e
ab
s
tr
ac
t
co
n
ce
p
ts
th
an
o
th
er
class
es.
T
h
is
r
e
s
u
lt
is
th
o
u
g
h
t
to
b
e
b
ec
au
s
e
m
o
s
t
o
f
t
h
e
p
ar
t
icip
an
t
teac
h
er
s
teac
h
in
g
r
a
d
e
X,
s
o
th
e
s
elec
tio
n
o
f
teac
h
er
s
is
b
ased
o
n
th
e
lev
el
at
wh
ich
th
ey
teac
h
,
n
o
t
o
n
wh
ich
lev
el
h
as m
o
r
e
ab
s
tr
ac
t
co
n
ce
p
ts
.
Ap
ar
t
f
r
o
m
c
h
o
o
s
in
g
th
e
class
lev
el,
teac
h
er
s
ar
e
also
ask
ed
to
p
r
o
v
id
e
th
eir
c
h
o
ices
r
eg
ar
d
in
g
to
p
ics
th
at
ca
n
o
r
ar
e
s
u
itab
le
to
b
e
tau
g
h
t
u
s
in
g
AR
-
b
ased
lear
n
in
g
.
T
h
is
q
u
esti
o
n
is
co
n
tain
ed
in
q
u
esti
o
n
n
u
m
b
er
5
.
T
h
e
ch
o
ice
o
f
is
s
u
es
th
at
ca
n
b
e
co
n
d
u
cte
d
u
s
in
g
AR
m
ed
ia
b
ased
o
n
teac
h
er
p
er
ce
p
tio
n
s
is
p
r
esen
ted
in
Fig
u
r
e
3
.
Fig
u
r
e
2
.
T
ea
c
h
er
s
’
p
r
ef
er
r
e
d
g
r
ad
e
lev
els f
o
r
im
p
lem
e
n
tin
g
AR
10
37
13
22
8
10
0
20
40
60
80
100
Ju
n
i
o
r H
i
g
h
S
c
h
o
o
l
S
e
n
i
o
r Hig
h
S
c
h
o
o
l
G
r
a
d
e
1
G
r
a
d
e
2
G
r
a
d
e
3
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
3
9
8
-
1
4
0
7
1402
Fig
u
r
e
3
.
T
h
e
ch
o
ice
o
f
to
p
ics f
o
r
im
p
lem
e
n
tin
g
AR
B
ased
o
n
Fig
u
r
e
3
,
teac
h
er
s
alr
ea
d
y
u
n
d
er
s
tan
d
th
at
AR
s
u
it
s
ab
s
tr
ac
t
to
p
ics
(
s
u
b
g
r
ap
h
0
1
)
.
Sp
ec
if
ically
,
th
e
to
p
ics
ch
o
s
en
b
y
teac
h
e
r
s
th
at
ar
e
a
p
p
r
o
p
r
ia
te
o
r
n
ee
d
to
b
e
tau
g
h
t
u
s
in
g
AR
m
ed
ia
in
clu
d
e,
am
o
n
g
o
th
e
r
s
,
g
lo
b
al
war
m
in
g
(
s
u
b
g
r
a
p
h
0
8
)
,
k
in
etic
g
as
th
eo
r
y
(
s
u
b
g
r
ap
h
0
7
)
,
elec
tr
ic
ity
an
d
m
ag
n
etis
m
(
s
u
b
g
r
ap
h
0
6
)
,
ea
r
th
an
d
s
p
ac
e
(
s
u
b
g
r
ap
h
0
5
)
,
an
d
m
o
d
er
n
p
h
y
s
ics
(
s
u
b
g
r
ap
h
0
2
)
.
T
h
ese
m
ater
ials
ar
e
to
p
ics
th
at
r
eq
u
ir
e
ef
f
o
r
t
to
u
n
d
er
s
tan
d
,
wh
ich
r
e
q
u
ir
es
AR
[
3
8
]
,
[
3
9
]
;
f
o
r
e
x
am
p
le,
th
e
r
esu
lts
o
f
r
esear
ch
s
h
o
w
ed
th
at
s
tu
d
en
ts
n
ee
d
AR
m
ed
ia
to
u
n
d
er
s
tan
d
ab
s
tr
ac
t
co
n
ce
p
ts
in
g
lo
b
al
war
m
in
g
lear
n
i
n
g
m
o
r
e
ef
f
icien
tly
[
4
0
]
.
An
o
th
er
s
tu
d
y
,
f
o
r
ex
a
m
p
le,
b
y
Do
n
h
a
u
s
er
et
a
l
.
[
4
1
]
,
attem
p
ts
to
v
is
u
alize
th
e
r
elatio
n
s
h
ip
b
etwe
en
m
ag
n
etic
f
ield
s
,
elec
tr
ic
c
u
r
r
e
n
ts
,
an
d
L
o
r
e
n
tz
f
o
r
ce
s
with
t
h
e
h
elp
o
f
AR
.
T
ea
c
h
er
s
alr
ea
d
y
k
n
o
w
th
at
t
h
ese
to
p
ics
co
n
tain
s
o
m
e
ab
s
tr
ac
t
co
n
ce
p
ts
,
an
d
m
e
d
ia
o
r
tech
n
o
lo
g
y
is
n
ee
d
e
d
to
m
ak
e
it
ea
s
ier
f
o
r
s
tu
d
en
ts
to
u
n
d
er
s
tan
d
t
h
em
.
A
u
g
m
en
ted
r
ea
lity
ca
n
b
e
u
s
ed
as
a
n
ew
s
tr
ateg
y
to
lear
n
p
h
y
s
ics
in
ter
ac
tiv
ely
[
4
2
]
,
an
d
with
ea
s
y
ac
ce
s
s
,
AR
ca
n
b
e
u
s
ed
to
o
v
er
co
m
e
th
e
c
h
allen
g
es
ex
p
er
i
en
ce
d
b
y
teac
h
er
s
in
teac
h
in
g
co
n
ce
p
tu
al
t
o
p
ics,
wh
ich
u
s
u
ally
r
eq
u
ir
e
m
e
d
ia
t
h
at
is
q
u
ite
e
x
p
en
s
iv
e
an
d
n
o
t
ea
s
ily
ac
ce
s
s
ib
le
to
s
tu
d
en
ts
[
4
3
]
.
Un
f
o
r
tu
n
ately
,
b
ased
o
n
r
esear
ch
d
ata
an
aly
s
is
,
o
n
ly
1
0
%
o
f
teac
h
e
r
s
h
a
v
e
im
p
lem
en
ted
AR
-
b
ased
le
ar
n
in
g
.
C
u
r
r
en
tly
,
AR
-
b
ased
lear
n
in
g
is
s
till
r
ar
e
ly
ap
p
lied
[
4
4
]
,
[
4
5
]
an
d
is
r
elativ
ely
n
ew
to
b
ein
g
u
s
ed
as
a
lear
n
in
g
m
ed
iu
m
in
th
e
wo
r
ld
o
f
e
d
u
ca
tio
n
[
4
0
]
.
AR
-
b
ased
lear
n
in
g
is
im
p
lem
en
ted
b
y
u
tili
zin
g
AR
as
a
lear
n
in
g
m
e
d
iu
m
.
AR
lear
n
i
n
g
c
an
also
b
e
in
teg
r
ated
with
s
p
ec
if
ic
lear
n
in
g
ap
p
r
o
ac
h
es
o
r
m
o
d
els.
I
n
th
is
r
esear
ch
,
teac
h
er
s
wer
e
a
s
k
ed
to
ch
o
o
s
e
th
e
lear
n
in
g
m
o
d
el
s
u
itab
le
f
o
r
i
n
teg
r
atin
g
AR
m
ed
ia.
T
h
e
r
esu
lts
o
f
th
e
d
ata
an
aly
s
i
s
r
elate
d
to
teac
h
er
s
’
p
er
ce
p
tio
n
s
o
f
wh
at
lear
n
in
g
m
o
d
els
ar
e
a
p
p
r
o
p
r
iate
to
b
e
c
o
m
b
in
ed
with
AR
-
b
ased
lear
n
in
g
ar
e
p
r
esen
ted
in
Fig
u
r
e
4
.
Fig
u
r
e
4
s
h
o
ws
th
at
m
o
s
t
teac
h
er
s
ch
o
o
s
e
p
r
o
ject
-
b
ased
lear
n
in
g
(
PjB
L
)
an
d
p
r
o
b
lem
-
b
ase
d
lear
n
in
g
(
PB
L
)
as
lear
n
in
g
m
o
d
els
s
u
it
ab
le
f
o
r
in
teg
r
atio
n
with
AR
Me
d
ia.
Ho
wev
er
,
s
ev
er
al
teac
h
er
s
s
till
d
o
n
’
t
k
n
o
w
th
e
ap
p
r
o
p
r
iate
lear
n
in
g
m
o
d
el.
AR
in
lear
n
in
g
h
as
b
ee
n
p
r
o
v
e
n
to
im
p
r
o
v
e
th
e
p
e
r
f
o
r
m
an
ce
o
f
s
cien
tific
p
r
o
jects
p
r
o
d
u
ce
d
[
4
6
]
.
Stu
d
en
ts
’
p
o
s
itiv
e
em
o
tio
n
s
in
th
e
PB
L
p
r
o
ce
s
s
ca
n
b
e
in
cr
ea
s
ed
th
r
o
u
g
h
AR
tech
n
o
lo
g
y
[
4
7
]
.
T
h
e
n
ee
d
f
o
r
m
o
r
e
in
n
o
v
ativ
e
lear
n
in
g
in
i
ts
im
p
lem
en
tatio
n
ca
n
g
u
id
e
s
tu
d
en
ts
to
in
ter
ac
t
with
th
e
o
b
ject
[
4
8
]
.
T
h
u
s
,
th
ese
r
esu
lts
s
h
o
w
th
at
teac
h
er
s
’
r
ea
d
in
ess
in
th
e
ca
p
ab
ilit
ies
asp
ec
t
i
s
s
t
ill
lack
in
g
.
E
v
en
th
o
u
g
h
m
o
s
t
teac
h
e
r
s
claim
to
k
n
o
w
ab
o
u
t
AR
-
b
ased
lear
n
i
n
g
,
m
o
s
t
teac
h
er
s
h
av
e
n
e
v
er
i
m
p
lem
en
ted
AR
in
lear
n
in
g
.
On
th
e
o
th
e
r
h
an
d
,
teac
h
er
s
ca
n
d
eter
m
in
e
a
p
p
r
o
p
r
iate
class
lev
els,
to
p
ics,
an
d
m
o
d
els
to
b
e
in
teg
r
ated
with
th
e
PB
L
m
o
d
el
an
d
r
eq
u
ir
e
atten
tio
n
f
r
o
m
s
tak
eh
o
ld
er
s
to
en
co
u
r
ag
e
tea
ch
er
s
to
r
ea
lize
th
e
ap
p
licatio
n
o
f
AR
at
th
e
ch
o
s
e
n
class
lev
el,
to
p
ic,
an
d
m
o
d
el
.
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
R
ea
d
in
ess
o
f I
n
d
o
n
esia
n
p
h
ysics
tea
ch
ers
to
imp
leme
n
t a
u
g
men
ted
r
ea
lity
-
b
a
s
ed
lea
r
n
in
g
(
Zen
i H
a
r
ya
n
to
)
1403
Fig
u
r
e
4
.
T
h
e
ch
o
ice
o
f
lear
n
i
n
g
m
o
d
els f
o
r
im
p
lem
en
tin
g
AR
3
.
3
.
RQ
3
:
T
o
wha
t
e
x
t
ent
a
r
e
ph
y
s
ics t
ea
cher
s
eng
a
g
ed
wit
h AR
-
ba
s
ed
lea
rni
ng
?
Af
ter
ex
p
l
o
r
in
g
th
e
k
n
o
wled
g
e
o
f
AR
in
th
e
alig
n
m
e
n
t
a
n
d
ca
p
ab
ilit
ies
asp
ec
t,
th
e
r
e
ad
in
ess
o
f
teac
h
er
s
to
en
g
ag
e
in
AR
-
b
ase
d
lear
n
in
g
is
ex
p
l
o
r
ed
.
T
h
e
r
es
u
lt
o
f
th
e
d
ata
an
al
y
s
is
f
o
u
n
d
t
h
at
f
r
o
m
teac
h
e
r
s
’
p
er
s
p
ec
tiv
es,
th
e
b
en
ef
its
o
f
u
s
in
g
AR
in
lear
n
in
g
ar
e
it
ca
n
f
ac
ilit
ate
f
u
n
lear
n
i
n
g
an
d
attr
ac
t
s
tu
d
en
ts
’
k
n
o
wled
g
e.
Mo
r
eo
v
er
,
u
s
in
g
AR
ca
n
m
ak
e
s
tu
d
en
ts
u
n
d
er
s
tan
d
ab
s
tr
ac
t
co
n
ce
p
ts
m
o
r
e
ef
f
icien
tly
,
s
u
p
p
o
r
t
cr
ea
tiv
ity
g
r
o
wth
,
a
n
d
i
n
cr
ea
s
e
n
ew
ex
p
e
r
ien
ce
s
.
T
h
e
u
s
e
o
f
AR
b
y
teac
h
e
r
s
ca
n
als
o
ar
o
u
s
e
s
tu
d
en
ts
’
en
th
u
s
iasm
to
b
e
ac
tiv
ely
in
v
o
lv
ed
in
lea
r
n
in
g
[
3
2
]
,
s
o
it
ca
n
s
u
p
p
o
r
t
s
tu
d
en
t
-
ce
n
ter
ed
lear
n
in
g
im
p
lem
en
tatio
n
[
2
7
]
.
Ap
ar
t
f
r
o
m
th
at,
its
ea
s
y
u
s
e
with
h
ig
h
m
o
b
ilit
y
,
s
u
ch
as
u
s
in
g
it
v
i
a
a
s
m
ar
tp
h
o
n
e,
is
also
an
ad
v
a
n
tag
e
o
f
AR
[
4
9
]
.
I
n
teg
r
atin
g
tech
n
o
lo
g
y
in
lear
n
in
g
b
r
in
g
s
m
a
n
y
b
en
ef
its
to
im
p
r
o
v
in
g
th
e
q
u
ality
o
f
ed
u
ca
tio
n
,
esp
ec
i
ally
in
m
ee
tin
g
th
e
n
ee
d
s
o
f
2
1
s
t
-
ce
n
tu
r
y
s
tu
d
en
ts
[
5
0
]
.
T
h
e
r
ef
o
r
e,
its
im
p
lem
en
tatio
n
n
ee
d
s
to
b
e
a
d
eq
u
ately
s
u
p
p
o
r
ted
a
n
d
f
ac
ilit
ated
.
Me
an
wh
ile,
t
h
e
d
is
ad
v
a
n
tag
e
o
f
AR
-
b
ased
lear
n
in
g
is
th
e
n
ee
d
f
o
r
an
in
t
er
n
et
n
etwo
r
k
.
T
h
is
r
esu
lt
n
ee
d
s
to
b
e
th
e
co
n
ce
r
n
o
f
th
e
s
ta
k
eh
o
ld
er
s
.
W
h
er
ea
s
wh
at
th
e
teac
h
er
s
s
till
wan
t to
lear
n
m
o
r
e
ab
o
u
t A
R
-
b
ased
lear
n
in
g
is
s
h
o
wn
i
n
T
ab
le
3
.
T
ab
le
3
.
Statem
en
t f
r
o
m
p
ar
ticip
an
t
Te
a
c
h
e
r
S
t
a
t
e
me
n
t
T2
,
T
4
,
T
5
,
T
1
1
,
T
1
4
,
T2
5
M
a
k
i
n
g
/
c
r
e
a
t
i
n
g
A
R
-
b
a
se
d
l
e
a
r
n
i
n
g
med
i
a
T9
,
1
4
,
T
1
6
,
T
1
7
,
T
2
6
H
o
w
t
o
i
mp
l
e
m
e
n
t
A
R
-
b
a
se
d
l
e
a
r
n
i
n
g
e
f
f
e
c
t
i
v
e
l
y
T5
3
Th
e
g
r
o
w
i
n
g
i
n
t
e
r
e
s
t
i
n
s
t
u
d
e
n
t
l
e
a
r
n
i
n
g
w
i
t
h
A
R
T
h
ese
r
esu
lts
alig
n
with
th
e
r
esear
ch
b
y
Ma
r
q
u
ez
an
d
P
o
m
b
o
[
1
0
]
,
s
h
o
win
g
th
at
g
ettin
g
ac
ce
s
s
to
m
ak
in
g
AR
an
d
b
ein
g
e
x
p
e
r
ts
in
m
ak
in
g
AR
ar
e
th
in
g
s
th
at
wan
t
to
d
ee
p
en
lea
r
n
in
g
r
elate
d
to
AR
tech
n
o
lo
g
y
.
Ma
n
y
teac
h
er
s
a
r
e
n
o
t
r
ea
d
y
t
o
in
teg
r
ate
tech
n
o
lo
g
y
in
to
lear
n
in
g
d
u
e
to
i
n
a
d
eq
u
ate
p
r
ep
a
r
atio
n
an
d
r
elate
d
tr
ain
in
g
ac
tiv
ities
[
5
1
]
;
t
h
is
co
n
d
itio
n
is
b
ec
a
u
s
e
m
o
s
t
teac
h
er
s
o
f
ten
u
s
e
co
n
v
en
tio
n
al
m
ed
ia
o
n
l
y
[
5
2
]
.
T
ea
c
h
er
s
m
u
s
t
im
p
r
o
v
e
th
eir
d
ig
italizatio
n
co
m
p
eten
c
e
[
5
3
]
.
B
ased
o
n
th
e
r
esu
lts
,
we
ca
n
s
ay
th
at
th
e
en
g
ag
em
e
n
t
asp
ec
t
o
f
teac
h
e
r
r
ea
d
in
ess
is
s
u
f
f
icien
t
b
ec
a
u
s
e
teac
h
er
s
alr
ea
d
y
k
n
o
w
t
h
e
ad
v
a
n
tag
es
an
d
d
is
ad
v
an
tag
es o
f
AR
-
b
ased
le
ar
n
in
g
im
p
lem
en
tatio
n
a
n
d
wh
at
th
ey
s
h
o
u
ld
lear
n
m
o
r
e
ab
o
u
t
.
T
h
e
r
esu
lts
s
h
o
w
ed
th
at
th
e
te
ac
h
er
s
g
en
er
ally
h
av
e
a
s
tr
o
n
g
r
ea
d
in
ess
in
th
e
alig
n
m
e
n
t
asp
ec
t,
wh
ile
f
o
r
ca
p
ab
ilit
ies,
th
ey
h
av
e
less
r
ea
d
in
ess
an
d
s
u
f
f
icien
t
r
ea
d
in
ess
in
th
e
en
g
ag
em
en
t
asp
ec
t.
T
ea
ch
er
s
alr
ea
d
y
k
n
o
w
t
h
e
d
e
f
in
itio
n
,
f
ea
tu
r
es,
an
d
b
en
e
f
its
o
f
AR
in
lear
n
in
g
(
alig
n
m
en
t
asp
ec
t)
.
Sti
ll,
o
n
ly
a
m
in
o
r
ity
o
f
teac
h
er
s
h
av
e
im
p
lem
e
n
ted
A
R
-
b
ased
lear
n
in
g
(
ca
p
ab
ilit
y
a
s
p
ec
t)
.
I
n
th
e
e
n
g
ag
em
e
n
t
asp
ec
t,
it
is
k
n
o
wn
th
at
teac
h
er
s
wan
t
to
lear
n
m
o
r
e
a
b
o
u
t
h
o
w
t
o
cr
ea
te
AR
an
d
i
m
p
lem
en
t
AR
ef
f
ec
tiv
ely
.
T
h
e
im
p
licatio
n
s
o
f
th
is
r
esear
ch
ar
e
r
ec
o
m
m
e
n
d
atio
n
s
to
s
tak
eh
o
ld
e
r
s
to
e
n
co
u
r
ag
e
an
d
f
ac
ilit
ate
teac
h
er
s
,
esp
ec
ially
p
h
y
s
ics
teac
h
er
s
.
T
h
e
r
ea
s
o
n
wh
y
m
o
s
t
p
h
y
s
ics
teac
h
er
s
h
av
e
n
ev
er
im
p
lem
e
n
ted
AR
-
b
ased
lear
n
in
g
is
th
o
u
g
h
t
to
b
e
b
ec
au
s
e
teac
h
er
s
d
o
n
o
t
y
et
h
av
e
th
e
k
n
o
wled
g
e
a
n
d
s
k
ills
to
cr
ea
te
a
n
d
en
f
o
r
ce
AR
-
b
ased
lear
n
in
g
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t J E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
2
,
Ap
r
il
20
25
:
1
3
9
8
-
1
4
0
7
1404
T
h
er
ef
o
r
e,
p
r
ac
tically
,
th
ese
r
esu
lts
ca
n
b
e
a
b
asi
s
an
d
r
ec
o
m
m
en
d
atio
n
f
o
r
s
tak
eh
o
ld
e
r
s
in
b
r
id
g
in
g
teac
h
er
s
to
h
av
e
th
e
k
n
o
wled
g
e
a
n
d
s
k
ills
to
cr
ea
te
an
d
a
p
p
ly
AR
s
o
th
at,
in
th
e
e
n
d
,
m
o
r
e
teac
h
er
s
ca
n
im
p
lem
e
n
t
AR
-
b
ased
lear
n
in
g
.
T
h
e
o
r
etic
ally
,
it
is
n
ec
ess
ar
y
to
p
r
o
v
i
d
e
in
-
d
e
p
th
tr
ai
n
in
g
f
o
r
teac
h
e
r
s
to
d
e
v
elo
p
an
d
im
p
lem
en
t
AR
-
b
ased
lear
n
in
g
,
esp
ec
ially
o
n
ab
s
tr
ac
t
to
p
ics
ch
o
s
en
b
y
th
e
teac
h
er
,
s
u
ch
as
g
lo
b
al
war
m
in
g
,
k
in
etic
th
eo
r
y
o
f
g
as,
elec
tr
icity
,
an
d
m
ag
n
etis
m
.
T
h
e
lim
ited
n
u
m
b
e
r
o
f
p
a
r
ticip
an
ts
in
th
is
r
esear
ch
,
o
n
ly
6
7
p
h
y
s
ics
teac
h
er
s
in
I
n
d
o
n
esia,
ca
n
also
b
e
a
r
ec
o
m
m
en
d
atio
n
f
o
r
f
u
r
t
h
er
r
esear
c
h
to
ex
p
an
d
th
e
n
u
m
b
er
o
f
p
ar
ticip
a
n
ts
.
I
n
c
r
ea
s
in
g
th
e
n
u
m
b
er
o
f
p
ar
ticip
an
ts
is
n
ee
d
ed
to
o
b
tain
a
m
o
r
e
r
ep
r
esen
tativ
e
p
ictu
r
e
o
f
th
e
r
ea
d
in
ess
o
f
p
h
y
s
ics tea
ch
er
s
in
I
n
d
o
n
esia
to
im
p
lem
en
t
AR
-
b
ased
lear
n
in
g
.
Fu
tu
r
e
r
esear
ch
also
n
ee
d
s
to
ex
p
lo
r
e
wh
y
m
a
n
y
teac
h
er
s
s
till
h
av
e
n
o
t
im
p
lem
en
ted
AR
-
b
ased
lear
n
i
n
g
ev
e
n
th
o
u
g
h
t
h
ey
ar
e
i
n
ter
e
s
ted
in
im
p
lem
en
tin
g
it.
4.
CO
NCLU
SI
O
N
I
n
d
o
n
esian
p
h
y
s
ics
teac
h
er
s
’
r
ea
d
in
ess
to
im
p
lem
en
t
AR
-
b
ased
lear
n
in
g
ca
n
b
e
o
b
tain
ed
b
ased
o
n
alig
n
m
en
t,
ca
p
ab
ilit
ies,
an
d
e
n
g
ag
em
e
n
t.
Fro
m
th
e
alig
n
m
en
t
asp
ec
t,
teac
h
er
s
s
h
o
w
s
tr
o
n
g
alig
n
m
en
t
with
AR
-
b
ased
lear
n
in
g
;
th
ey
alr
e
ad
y
k
n
o
w
th
e
d
ef
in
itio
n
,
m
ai
n
f
ea
tu
r
es,
an
d
b
e
n
ef
its
o
f
u
s
in
g
AR
in
lear
n
in
g
.
Fro
m
th
e
ca
p
ab
ilit
ies
asp
ec
t,
teac
h
er
r
ea
d
in
ess
is
s
till
lack
in
g
b
ec
au
s
e
a
m
in
o
r
ity
o
f
teac
h
er
s
h
a
v
e
im
p
lem
en
ted
AR
-
b
ased
lear
n
i
n
g
.
L
ast,
th
e
e
n
g
ag
em
e
n
t
asp
e
ct
is
s
u
f
f
icien
t
b
ec
au
s
e
teac
h
er
s
alr
ea
d
y
k
n
o
w
th
e
ad
v
an
tag
es a
n
d
d
is
ad
v
a
n
tag
es o
f
AR
-
b
ased
lear
n
in
g
im
p
lem
en
tatio
n
an
d
wh
at
th
ey
s
h
o
u
ld
lear
n
m
o
r
e
ab
o
u
t.
T
ea
ch
er
s
wan
t
t
o
lear
n
m
o
r
e
a
b
o
u
t h
o
w
to
c
r
ea
te
AR
an
d
h
o
w
to
im
p
lem
en
t
AR
ef
f
ec
tiv
el
y
.
Ho
ld
i
n
g
in
-
d
ep
th
tr
ain
in
g
f
o
r
teac
h
er
s
to
d
ev
elo
p
an
d
im
p
lem
en
t
AR
-
b
ased
lear
n
in
g
,
esp
ec
ially
o
n
ab
s
tr
ac
t
to
p
ics
ch
o
s
en
b
y
teac
h
er
s
,
s
u
ch
as
g
lo
b
al
war
m
in
g
,
k
i
n
etic
th
eo
r
y
o
f
g
ases
,
elec
tr
icity
,
an
d
m
ag
n
etis
m
,
is
n
ee
d
ed
.
T
h
e
im
p
licatio
n
s
o
f
th
is
r
esear
ch
ar
e
r
ec
o
m
m
en
d
atio
n
s
to
s
tak
eh
o
ld
er
s
to
en
c
o
u
r
a
g
e
an
d
f
ac
ilit
ate
teac
h
er
s
,
esp
ec
ially
p
h
y
s
ics
teac
h
er
s
,
to
teac
h
b
y
in
teg
r
atin
g
tech
n
o
lo
g
ical
k
n
o
wled
g
e
an
d
s
k
ills
.
On
e
way
th
at
ca
n
b
e
d
o
n
e
b
y
u
n
iv
e
r
s
ities
o
f
ed
u
ca
tio
n
o
r
th
e
teac
h
in
g
p
r
o
f
ess
io
n
is
,
f
o
r
ex
a
m
p
le,
b
y
in
cr
ea
s
in
g
th
e
q
u
a
n
tity
an
d
im
p
r
o
v
in
g
th
e
q
u
ality
o
f
tr
ain
in
g
r
elate
d
to
th
e
ap
p
licatio
n
o
f
AR
-
b
ased
lear
n
in
g
.
I
n
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
f
o
r
p
r
o
s
p
ec
tiv
e
teac
h
er
s
,
th
er
e
also
n
ee
d
s
to
b
e
cu
r
r
ic
u
lu
m
in
teg
r
atio
n
with
s
ev
er
al
tech
n
o
lo
g
ical
liter
ac
ies
to
p
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p
m
e
n
ts
.
RE
F
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R
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NC
E
S
[
1
]
R
.
A
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[
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[
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2
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D
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Evaluation Warning : The document was created with Spire.PDF for Python.