I
nte
rna
t
io
na
l J
o
urna
l o
f
E
v
a
lua
t
io
n a
nd
Resea
rc
h in E
du
ca
t
io
n (
I
J
E
RE
)
Vo
l.
14
,
No
.
3
,
J
u
n
e
2
0
2
5
,
p
p
.
2369
~
2
3
8
0
I
SS
N:
2
2
5
2
-
8
8
2
2
,
DOI
: 1
0
.
1
1
5
9
1
/
ijer
e
.
v
1
4
i
3
.
3
2
6
3
7
2369
J
o
ur
na
l ho
m
ep
a
g
e
:
h
ttp
:
//ij
ere.
ia
esco
r
e.
co
m
Effec
t
o
f
in
tegra
ti
ng
studen
t
-
dev
elo
ped video
s into a
v
irtual
env
iro
nment
K
ho
o
Yin Yin
1
,
M
o
ha
m
a
d Ro
hies
za
n Ra
m
da
n
2
1
D
e
p
a
r
t
me
n
t
o
f
Ec
o
n
o
m
i
c
s
,
F
a
c
u
l
t
y
o
f
M
a
n
a
g
e
me
n
t
a
n
d
Ec
o
n
o
m
i
c
s
,
S
u
l
t
a
n
I
d
r
i
s E
d
u
c
a
t
i
o
n
U
n
i
v
e
r
si
t
y
,
Ta
n
j
u
n
g
M
a
l
i
m
,
M
a
l
a
y
si
a
2
D
e
p
a
r
t
me
n
t
o
f
B
u
si
n
e
ss
M
a
n
a
g
e
m
e
n
t
a
n
d
E
n
t
r
e
p
r
e
n
e
u
r
s
h
i
p
,
F
a
c
u
l
t
y
o
f
M
a
n
a
g
e
m
e
n
t
a
n
d
Ec
o
n
o
m
i
c
s,
S
u
l
t
a
n
I
d
r
i
s E
d
u
c
a
t
i
o
n
U
n
i
v
e
r
s
i
t
y
,
Ta
n
j
u
n
g
M
a
l
i
m
,
M
a
l
a
y
si
a
Art
icle
I
nfo
AB
S
T
RAC
T
A
r
ticle
his
to
r
y:
R
ec
eiv
ed
Au
g
29
,
2
0
2
4
R
ev
is
ed
Feb
7
,
202
5
Acc
ep
ted
Mar
3
,
202
5
M
a
n
y
u
se
rs
e
x
p
e
rie
n
c
e
lo
n
e
li
n
e
ss
’
a
n
d
fe
e
l
d
isc
o
n
n
e
c
ted
fro
m
tea
c
h
e
rs
a
n
d
frien
d
s
d
u
ri
n
g
o
n
li
n
e
lea
rn
i
n
g
.
Lac
k
o
f
e
n
g
a
g
e
m
e
n
t
b
e
twe
e
n
te
a
c
h
e
r
a
n
d
stu
d
e
n
ts
c
a
n
h
in
d
e
r
lea
rn
i
n
g
a
n
d
lea
d
to
u
n
p
lea
sa
n
t
fe
e
li
n
g
s
s
u
c
h
a
s
a
n
x
iet
y
a
n
d
a
lac
k
o
f
m
o
ti
v
a
ti
o
n
.
He
n
c
e
,
so
m
e
lec
tu
re
rs
re
q
u
ire
stu
d
e
n
ts
t
o
d
e
v
e
l
o
p
v
id
e
o
s
in
p
a
irs
a
n
d
s
h
a
re
th
e
m
w
it
h
p
e
e
rs.
T
h
e
p
u
r
p
o
se
o
f
th
is
stu
d
y
wa
s
to
m
e
a
su
re
th
e
e
ffe
c
t
o
f
i
n
teg
ra
ti
n
g
o
f
stu
d
e
n
t
-
d
e
v
e
lo
p
e
d
v
i
d
e
o
s
in
t
o
a
v
irt
u
a
l
e
n
v
iro
n
m
e
n
t.
T
h
e
q
u
a
si
-
e
x
p
e
ri
m
e
n
tal
m
e
th
o
d
with
wa
s
c
o
n
d
u
c
ted
t
o
in
v
e
stig
a
te
st
u
d
e
n
ts’
p
e
rc
e
p
ti
o
n
s
o
f
in
tere
st,
m
o
ti
v
a
ti
o
n
,
e
n
g
a
g
e
m
e
n
t
a
n
d
p
e
rfo
rm
a
n
c
e
.
A
to
tal
o
f
3
3
3
st
u
d
e
n
ts
wa
s
d
iv
i
d
e
d
i
n
to
e
x
p
e
ri
m
e
n
tal
a
n
d
c
o
n
tro
l
g
ro
u
p
.
R
e
su
lt
s
sh
o
we
d
a
p
o
siti
v
e
imp
a
c
t
o
f
th
is
a
p
p
r
o
a
c
h
,
wh
ich
c
a
n
d
ra
w
o
u
t
stu
d
e
n
ts’
c
re
a
ti
v
it
y
a
n
d
th
e
ir
u
n
d
e
rsta
n
d
in
g
o
f
th
e
c
o
n
ten
t
k
n
o
wle
d
g
e
to
i
n
teg
ra
te
t
h
e
se
with
i
n
fo
rm
a
ti
o
n
a
n
d
c
o
m
m
u
n
ica
ti
o
n
tec
h
n
o
l
o
g
y
s
k
il
ls.
E
x
a
m
in
a
ti
o
n
o
f
t
h
e
q
u
a
li
tati
v
e
re
su
l
ts
su
g
g
e
s
t
th
a
t
t
h
e
stu
d
e
n
ts
n
e
e
d
to
b
e
c
lo
se
ly
m
o
n
it
o
re
d
wh
il
e
m
a
k
in
g
t
h
e
v
id
e
o
t
o
p
re
v
e
n
t
fre
e
-
rid
e
rs.
Th
is
st
u
d
y
a
lso
re
c
o
m
m
e
n
d
s
th
a
t
th
e
d
e
sig
n
o
f
th
e
v
id
e
o
m
u
st
b
e
in
teg
ra
ted
i
n
t
o
th
e
c
o
u
rse
i
n
o
r
d
e
r
to
a
c
h
ie
v
e
th
e
lea
rn
i
n
g
o
u
tco
m
e
.
Th
i
s
stu
d
y
c
o
n
tri
b
u
ted
to
l
it
e
ra
tu
re
o
n
t
h
e
e
ffe
c
t
o
f
stu
d
e
n
t
-
d
e
v
e
lo
p
e
d
v
i
d
e
o
s.
K
ey
w
o
r
d
s
:
E
n
g
ag
em
e
n
t
Han
d
s
-
on
I
n
ter
est
Un
iv
er
s
ity
s
tu
d
en
ts
Vid
eo
s
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
:
Kh
o
o
Yin
Yin
Dep
ar
tm
en
t o
f
E
co
n
o
m
ics
,
Facu
lty
o
f
Ma
n
ag
em
en
t a
n
d
E
c
o
n
o
m
ics
,
Su
ltan
I
d
r
is
E
d
u
ca
tio
n
Un
iv
er
s
ity
3
5
9
0
0
T
an
ju
n
g
Ma
lim
,
Per
a
k
,
Ma
lay
s
ia
E
m
ail: k
h
o
o
@
f
p
e.
u
p
s
i.e
d
u
.
m
y
1.
I
NT
RO
D
UCT
I
O
N
On
lin
e
lear
n
in
g
is
a
cu
r
r
en
t
lear
n
in
g
tr
en
d
;
it
b
ec
am
e
h
ig
h
ly
p
o
p
u
lar
a
f
ter
th
e
o
u
tb
r
ea
k
o
f
C
OVI
D
-
1
9
b
ec
au
s
e
s
tu
d
en
ts
ca
n
atten
d
class
with
o
u
t
an
y
o
f
th
e
r
estrictio
n
s
o
f
a
p
h
y
s
ical
class
r
o
o
m
.
E
v
en
th
is
o
n
lin
e
lear
n
in
g
ca
n
h
elp
s
tu
d
en
ts
p
r
ac
tice
s
o
cial
d
is
tan
cin
g
ef
f
ec
tiv
ely
,
m
an
y
u
s
er
s
ex
p
er
ien
ce
lo
n
elin
ess
’
an
d
f
ee
l
d
is
co
n
n
ec
ted
f
r
o
m
teac
h
er
s
an
d
f
r
ien
d
s
.
L
ac
k
o
f
en
g
ag
em
en
t
b
etwe
en
teac
h
e
r
an
d
s
tu
d
en
ts
ca
n
h
in
d
er
lear
n
in
g
a
n
d
lead
t
o
u
n
p
leasan
t
f
ee
lin
g
s
s
u
c
h
as
a
n
x
i
ety
an
d
a
lack
o
f
m
o
tiv
atio
n
[
1
]
.
I
n
ad
d
itio
n
,
th
ese
p
r
o
b
lem
s
m
ay
ca
u
s
e
a
l
o
s
s
o
f
lear
n
in
g
in
ter
est.
E
d
u
ca
to
r
s
h
av
e
r
ea
lized
th
e
im
p
o
r
tan
ce
o
f
s
tu
d
en
t
en
g
ag
em
e
n
t,
an
d
d
ig
ital
to
o
l
s
h
as
b
ee
n
wid
ely
u
s
ed
in
o
n
lin
e
lear
n
in
g
co
n
te
x
ts
to
m
ak
e
less
o
n
s
m
o
r
e
m
ea
n
in
g
f
u
l.
T
h
e
co
n
s
tr
u
ctiv
is
t
s
ch
o
lar
Vy
g
o
ts
k
y
[
2
]
b
eliev
ed
t
h
at
k
n
o
wled
g
e
is
b
u
ilt
u
p
th
r
o
u
g
h
lear
n
in
g
ac
tiv
ities
o
r
m
ater
ials
.
Mo
d
er
n
s
ch
o
lar
s
h
a
v
e
also
s
u
p
p
o
r
te
d
th
is
s
tatem
en
t
an
d
b
eliev
e
t
h
at
lear
n
in
g
ca
n
n
o
t
s
o
lely
en
tail
p
ass
iv
e
r
ec
ep
tio
n
[
3
]
.
As
a
r
esu
lt,
s
tu
d
e
n
t
lear
n
in
g
o
cc
u
r
s
wh
en
s
tu
d
e
n
ts
d
ev
elo
p
t
h
eir
o
w
n
m
ea
n
in
g
s
b
ased
o
n
p
r
io
r
ex
p
e
r
ien
ce
an
d
cu
r
r
e
n
t
in
s
tr
u
ctio
n
al
m
ater
ial
in
eith
er
a
tr
ad
itio
n
al
o
r
o
n
lin
e.
Vid
eo
is
th
e
m
o
s
t
f
r
u
itfu
l
d
ig
ital
to
o
l
in
th
is
r
eg
ar
d
[
4
]
.
Vid
eo
c
lip
s
h
av
e
an
u
n
q
u
esti
o
n
ab
le
i
m
p
ac
t
o
n
o
u
r
d
aily
liv
es.
Millio
n
s
o
f
p
eo
p
le
v
is
it
o
n
lin
e
v
i
d
eo
s
h
ar
in
g
p
latf
o
r
m
s
lik
e
Yo
u
T
u
b
e
ea
ch
m
o
n
th
.
T
h
e
p
o
p
u
lar
ity
o
f
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
.
3
,
J
u
n
e
20
25
:
2
3
6
9
-
2
3
8
0
2370
th
ese
v
id
eo
s
h
ar
in
g
s
ites
o
wes
to
th
eir
ea
s
e
o
f
u
s
e
an
d
h
o
w
q
u
ick
ly
v
id
e
o
s
ca
n
b
ec
o
m
e
wi
d
ely
d
is
s
em
in
ated
,
an
d
s
o
,
th
ey
ca
n
h
av
e
a
m
ajo
r
im
p
ac
t
o
n
th
e
ed
u
ca
tio
n
s
y
s
tem
if
u
tili
ze
d
in
th
at
co
n
tex
t.
E
v
en
th
o
u
g
h
ed
u
ca
to
r
s
h
av
e
d
ev
elo
p
ed
v
id
eo
s
f
o
r
u
s
e
in
less
o
n
s
,
ac
tiv
e
lear
n
in
g
r
e
q
u
ir
es
th
at
lear
n
er
s
b
e
en
g
ag
ed
with
lear
n
in
g
m
ate
r
ials
.
Stu
d
en
ts
a
r
e
ex
p
ec
ted
to
ac
tiv
ely
p
ar
tici
p
ate
an
d
b
e
in
v
o
lv
ed
in
th
e
l
ea
r
n
in
g
[
5
]
.
W
h
ile
en
g
ag
ed
,
s
tu
d
e
n
ts
ca
n
ab
s
o
r
b
an
d
r
etain
k
n
o
wled
g
e
an
d
s
k
il
ls
m
o
r
e
e
f
f
icien
tly
[
6
]
.
Hen
ce
,
s
tu
d
en
t
-
d
e
v
elo
p
e
d
v
id
eo
s
ca
n
f
o
s
ter
s
tu
d
en
t
e
n
g
ag
em
en
t
in
lear
n
in
g
ac
tiv
ities
.
Desp
ite
th
e
ad
v
an
tag
es
o
f
s
tu
d
en
t
-
d
e
v
elo
p
e
d
v
id
eo
s
,
th
e
o
v
er
all
ac
ce
p
tan
c
e
r
ate
is
lo
w
[
7
]
.
L
ik
ewise,
r
esear
ch
o
n
s
u
c
h
v
id
e
o
s
is
lim
ited
,
a
g
a
p
in
th
e
liter
atu
r
e
th
at
th
is
s
tu
d
y
aim
s
to
f
ill.
Stu
d
en
t
-
d
e
v
elo
p
ed
v
i
d
eo
s
ar
e
an
in
n
o
v
ativ
e
a
n
d
s
u
p
p
o
r
tiv
e
lear
n
in
g
m
eth
o
d
.
[
8
]
b
eliev
ed
th
at
s
tu
d
en
t
-
d
ev
elo
p
ed
v
i
d
eo
s
en
h
a
n
ce
s
tu
d
en
ts
’
lear
n
in
g
.
R
ec
en
t
s
tu
d
ies
h
ig
h
lig
h
t
th
e
p
o
ten
tial
o
f
s
tu
d
en
t
-
d
ev
elo
p
e
d
v
id
eo
s
as
an
ef
f
ec
tiv
e
to
o
l
in
o
n
lin
e
lear
n
in
g
.
Stan
ley
an
d
Z
h
a
n
g
[
9
]
em
p
h
asize
d
th
at
s
tu
d
en
t
-
d
ev
elo
p
ed
v
id
e
o
s
f
o
s
ter
a
m
o
r
e
en
g
ag
in
g
v
ir
t
u
al
lear
n
in
g
en
v
i
r
o
n
m
e
n
t
b
y
en
ab
lin
g
s
tu
d
en
ts
to
p
ar
ticip
ate
a
m
o
r
e
ac
tiv
e
r
o
le
in
th
eir
lear
n
in
g
,
th
u
s
en
h
an
ci
n
g
th
eir
lear
n
in
g
.
T
h
is
ap
p
r
o
ac
h
a
lig
n
s
with
f
in
d
in
g
s
f
r
o
m
s
tu
d
y
[
1
0
]
t
h
at
s
u
g
g
est ac
tiv
e
lear
n
i
n
g
th
r
o
u
g
h
s
tu
d
en
t
p
r
o
d
u
ce
d
v
id
eo
ca
n
lead
to
im
p
r
o
v
e
m
o
tiv
atio
n
in
o
n
lin
e
lear
n
in
g
an
d
s
tu
d
en
ts
f
ee
l
m
o
r
e
co
n
n
ec
ted
to
th
e
co
n
ten
t
th
e
y
p
r
o
d
u
ce
an
d
in
t
er
ac
t
with
p
ee
r
s
b
y
s
h
a
r
in
g
t
h
e
v
id
e
o
s
.
Fu
r
th
er
s
u
p
p
o
r
ts
t
h
is
s
tatem
en
t
th
at
s
elf
-
d
ev
elo
p
ed
v
id
eo
s
p
r
o
m
o
t
e
s
elf
-
ef
f
icac
y
an
d
a
s
en
s
e
o
f
o
wn
er
s
h
ip
,
e
n
co
u
r
ag
in
g
s
tu
d
en
ts
to
in
v
est
tim
e
an
d
ef
f
o
r
t
in
to
lea
r
n
in
g
ac
tiv
ities
,
wh
ich
ass
i
s
t
to
h
ig
h
er
m
o
tiv
atio
n
an
d
p
er
f
o
r
m
a
n
ce
[
1
1
]
.
A
d
d
itio
n
ally
,
ac
tiv
e
v
id
eo
cr
ea
tio
n
h
elp
s
r
e
d
u
ce
f
ee
lin
g
s
o
f
is
o
latio
n
o
f
te
n
ass
o
ciate
d
with
o
n
lin
e
lear
n
in
g
[
1
2
]
,
as
s
tu
d
en
ts
p
er
ce
iv
e
a
g
r
ea
ter
s
en
s
e
o
f
s
o
cial
p
r
esen
ce
th
r
o
u
g
h
th
eir
s
h
ar
ed
p
r
o
ject
an
d
lead
to
h
ig
h
e
r
en
g
a
g
em
en
t
with
co
u
r
s
e
co
n
te
n
t.
Mo
r
eo
v
er
,
W
ak
ef
ield
et
a
l.
[
1
3
]
f
o
u
n
d
th
at
th
e
u
s
e
o
f
s
tu
d
en
t
-
g
e
n
er
ated
m
ed
ia
in
c
o
u
r
s
ewo
r
k
en
h
an
ce
s
u
n
d
er
s
tan
d
in
g
a
n
d
a
llo
ws
s
tu
d
en
ts
to
en
g
ag
e
in
r
e
f
lectiv
e
p
r
ac
tices,
wh
ich
ar
e
e
s
s
en
tial
f
o
r
d
ee
p
er
lear
n
in
g
.
Stu
d
ies
r
ev
ea
le
d
t
h
at
in
teg
r
atin
g
s
tu
d
e
n
t
-
d
e
v
elo
p
ed
v
id
eo
s
in
to
o
n
lin
e
lea
r
n
in
g
ca
n
h
av
e
a
s
ig
n
if
ican
t
p
o
s
itiv
e
im
p
ac
t
o
n
en
g
ag
em
e
n
t,
m
o
tiv
atio
n
[
1
4
]
,
an
d
p
er
f
o
r
m
an
ce
[
1
5
]
,
th
e
r
e
b
y
f
illi
n
g
a
cr
u
cial
g
ap
in
d
ig
ital
ed
u
ca
tio
n
s
tr
at
eg
ies.
R
eg
ar
d
less
o
f
th
e
a
d
v
an
tag
e
o
f
s
tu
d
e
n
t
-
d
ev
el
o
p
ed
v
id
eo
s
,
an
y
u
s
e
o
f
d
ig
ital
to
o
ls
m
u
s
t
alig
n
with
p
r
o
p
er
teac
h
in
g
m
et
h
o
d
o
lo
g
y
.
As
o
n
e
o
f
th
e
a
v
ailab
le
teac
h
in
g
m
eth
o
d
s
,
ac
tiv
e
lear
n
in
g
i
n
o
n
lin
e
class
r
o
o
m
s
is
esp
ec
ially
s
u
ited
to
p
air
s
tu
d
en
t
-
d
e
v
elo
p
ed
v
id
e
o
s
in
te
r
m
s
o
f
ca
p
ac
ity
t
o
m
ea
s
u
r
e
lear
n
in
g
o
u
tco
m
es.
I
n
ad
d
itio
n
,
o
n
lin
e
lear
n
in
g
m
a
k
es
lear
n
in
g
p
o
s
s
ib
le
an
y
wh
er
e
wh
en
t
h
e
in
ter
n
et
is
av
ailab
le.
Mo
s
t
s
tu
d
en
ts
ar
e
r
aised
with
d
ig
ital
tech
n
o
lo
g
y
an
d
ac
ce
s
s
to
th
e
in
ter
n
et.
I
t
is
in
ter
esti
n
g
to
m
ea
s
u
r
e
th
e
e
f
f
ec
t
o
n
in
te
r
est,
m
o
tiv
atio
n
,
en
g
ag
em
en
t
an
d
ac
ad
em
ic
p
er
f
o
r
m
a
n
ce
o
f
u
s
in
g
ac
tiv
e
lear
n
in
g
in
o
n
lin
e
class
r
o
o
m
s
.
T
h
is
s
tu
d
y
will a
n
s
wer
th
e
f
o
llo
win
g
r
ese
ar
ch
q
u
esti
o
n
s
:
−
W
h
at
is
th
e
ef
f
ec
t
o
f
in
teg
r
atin
g
o
f
s
tu
d
en
t
-
d
ev
elo
p
ed
v
id
eo
s
to
war
d
s
in
ter
est,
m
o
tiv
atio
n
,
en
g
a
g
em
en
t
an
d
p
er
f
o
r
m
a
n
ce
?
−
I
s
th
er
e
an
y
d
if
f
er
e
n
ce
f
o
r
th
e
r
esu
lts
o
f
p
r
e
-
p
o
s
t
-
test
?
Ad
d
itio
n
ally
,
th
is
s
tu
d
y
h
as
s
ev
er
al
co
n
tr
ib
u
tio
n
s
to
th
e
liter
atu
r
e
r
ev
iews.
I
n
o
th
er
wo
r
d
s
,
th
e
n
o
v
elty
o
f
th
is
p
ap
e
r
is
its
f
o
c
u
s
o
n
s
tu
d
en
t
-
d
e
v
elo
p
e
d
v
i
d
e
o
s
as
a
lear
n
in
g
to
o
l
a
n
d
m
eth
o
d
o
lo
g
y
.
E
x
ten
s
iv
e
r
esear
ch
o
n
th
e
ef
f
ec
t
o
f
s
tu
d
en
t
-
d
ev
elo
p
ed
v
id
eo
s
will
b
e
ca
r
r
ied
o
n
.
Pre
v
io
u
s
r
esear
c
h
o
n
ly
ex
p
l
o
r
ed
o
n
s
tu
d
en
ts
’
h
an
d
s
-
o
n
e
x
p
er
ien
c
es.
T
h
e
s
ec
o
n
d
co
n
tr
ib
u
tio
n
is
r
elate
d
to
th
e
r
esear
ch
d
esig
n
.
Stu
d
ies
u
s
in
g
q
u
asi
-
ex
p
er
im
e
n
tal
r
esear
ch
d
esig
n
s
to
m
ea
s
u
r
e
th
e
ef
f
ec
t
o
f
th
is
m
eth
o
d
ar
e
lim
ited
.
T
h
ir
d
co
n
tr
ib
u
tio
n
is
r
elate
d
to
t
h
e
d
e
v
elo
p
m
e
n
t
o
f
th
e
v
i
d
eo
s
.
T
h
e
v
id
e
o
s
wer
e
d
ev
elo
p
e
d
b
ased
o
n
Ma
lay
s
ia
cu
ltu
r
al
a
n
d
d
aily
ac
tiv
ities
.
T
h
is
u
n
iq
u
e
elem
en
t
h
ar
d
ly
g
ets in
liter
atu
r
e
r
e
v
ie
w.
2.
ST
UD
E
N
T
-
DE
V
E
L
O
P
E
D
V
I
DE
O
S
T
ec
h
n
o
lo
g
ical
ch
a
n
g
es
im
p
ac
t
h
u
m
a
n
b
ein
g
ac
tiv
ities
in
v
a
r
io
u
s
way
s
.
Stu
d
e
n
ts
cr
ea
ted
v
i
d
eo
s
af
ter
class
a
s
an
ac
tiv
e
lear
n
in
g
ac
tiv
ity
.
T
h
is
ac
tiv
ity
allo
wed
s
tu
d
en
ts
to
m
aster
th
e
co
n
ten
t
b
y
m
ak
in
g
v
i
d
eo
s
.
I
n
co
r
p
o
r
atin
g
v
id
e
o
s
in
to
class
en
h
an
ce
d
s
tu
d
en
ts
’
u
n
d
er
s
tan
d
in
g
.
Peo
p
le
lear
n
m
o
r
e
r
ea
d
ily
f
r
o
m
p
ictu
r
es
th
an
wo
r
d
s
.
Gr
au
l
et
a
l.
[
1
6
]
s
h
ar
e
d
th
e
v
iew
a
b
o
u
t
t
h
e
s
ig
n
if
ican
ce
o
f
m
a
k
in
g
v
id
eo
s
.
Stu
d
en
ts
m
ak
i
n
g
v
id
eo
s
is
th
e
m
o
s
t
in
n
o
v
ativ
e
f
o
r
m
o
f
ass
ess
m
en
t
in
h
ig
h
er
ed
u
ca
tio
n
[
1
7
]
.
G
o
o
d
as
s
ess
m
en
t
s
u
p
p
o
r
ts
s
tu
d
en
ts
’
lear
n
in
g
.
C
o
n
tem
p
o
r
ar
y
s
tu
d
en
ts
ar
e
f
am
iliar
with
m
ak
in
g
v
id
e
o
s
u
s
in
g
th
eir
p
h
o
n
es;
h
o
wev
er
,
th
ey
h
av
e
n
o
ex
p
er
ien
ce
o
f
m
a
k
in
g
v
id
eo
s
th
at
in
teg
r
ate
co
u
r
s
e
co
n
ten
t.
T
h
is
s
tu
d
y
p
r
o
m
o
tes
s
tu
d
en
ts
u
s
in
g
th
eir
s
k
ills
at
m
ak
in
g
v
id
eo
s
to
lear
n
.
2
.
1
.
Act
i
v
e
lea
rning
a
nd
s
t
ud
ent
inte
re
s
t
Activ
e
lear
n
in
g
en
g
ag
es
th
e
s
tu
d
en
ts
in
th
e
lear
n
in
g
p
r
o
c
ess
in
th
e
class
r
o
o
m
an
d
th
r
o
u
g
h
o
n
lin
e
ac
tiv
ities
[
1
8
]
,
[
1
9
]
.
E
d
u
ca
t
o
r
s
ca
n
ad
d
o
p
p
o
r
tu
n
ities
f
o
r
r
e
f
lectio
n
an
d
ap
p
licatio
n
[
2
0
]
.
L
ea
r
n
in
g
b
ec
o
m
es
m
o
r
e
m
ea
n
in
g
f
u
l
wh
e
n
s
tu
d
e
n
ts
ar
e
in
v
o
lv
ed
in
h
an
d
-
o
n
a
ctiv
ities
r
ath
er
th
an
ju
s
t
lis
ten
in
g
to
teac
h
er
s
[
2
1
]
.
W
h
en
s
tu
d
en
ts
ar
e
en
g
ag
ed
i
n
lear
n
in
g
ac
tiv
ities
,
th
ey
wil
l
be
m
o
r
e
in
ter
ested
in
lea
r
n
i
n
g
an
d
ca
n
m
aster
co
n
ten
t
k
n
o
wled
g
e
m
o
r
e
ea
s
ily
.
Activ
e
lear
n
in
g
o
n
lin
e
class
r
o
o
m
s
ca
n
u
tili
ze
m
ea
n
in
g
f
u
l
lear
n
in
g
ac
tiv
ities
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
E
ffect
o
f in
teg
r
a
tin
g
s
tu
d
en
t
-
d
ev
elo
p
ed
vid
e
o
s
in
to
a
virt
u
a
l
en
viro
n
men
t
(
K
h
o
o
Yin
Yin
)
2371
th
at
allo
w
f
o
r
r
ef
lectio
n
o
n
th
e
task
in
h
an
d
[
2
2
]
,
[
2
3
]
.
Pre
v
io
u
s
s
tu
d
ies
h
av
e
s
h
o
wn
th
e
p
o
ten
tial
o
f
ac
tiv
e
lear
n
in
g
f
o
r
en
h
a
n
cin
g
s
tu
d
e
n
ts
’
lear
n
in
g
i
n
ter
est
with
ac
tiv
ities
lik
e
p
r
o
b
lem
-
b
ased
lear
n
i
n
g
o
r
s
o
cial
m
ed
ia
[
2
4
]
.
J
ü
r
im
a
et
a
l.
[
2
5
]
also
d
is
cu
s
s
h
o
w
ac
tiv
e
lear
n
in
g
elicits
ac
t
iv
e
th
in
k
in
g
f
r
o
m
s
tu
d
en
ts
,
d
ev
elo
p
s
co
llab
o
r
atio
n
an
d
s
o
cial
s
k
ills
,
an
d
d
ev
elo
p
s
s
elf
-
m
an
ag
e
m
en
t
s
k
ills
an
d
cr
itical
th
in
k
in
g
.
I
t
also
p
r
o
m
o
tes
s
tu
d
en
ts
’
lear
n
in
g
in
ter
est
in
a
s
u
b
ject
b
ec
au
s
e
s
tu
d
en
ts
ac
tiv
ely
th
in
k
ab
o
u
t
s
u
b
ject.
Stu
d
en
ts
r
ep
o
r
t
th
at
ac
tiv
e
lear
n
in
g
m
ak
es less
o
n
m
o
r
e
in
ter
esti
n
g
[
2
6
]
.
I
n
ad
d
itio
n
,
in
s
u
f
f
icien
t
p
r
e
-
class
p
r
ep
ar
atio
n
o
n
th
e
p
ar
t
o
f
teac
h
er
s
,
lim
ited
p
ar
ticip
atio
n
,
an
d
in
ad
eq
u
ate
d
ep
t
h
o
f
class
d
is
cu
s
s
io
n
s
ar
e
m
ajo
r
co
n
ce
r
n
s
.
Stu
d
ies
h
av
e
also
r
ep
o
r
ted
th
at
s
tu
d
en
ts
en
jo
y
m
u
ltit
ask
in
g
an
d
d
is
tr
ac
t
th
e
m
s
elv
es
d
u
r
in
g
o
n
lin
e
lear
n
in
g
,
b
o
th
o
f
wh
ich
lea
d
to
lo
w
er
p
er
f
o
r
m
an
ce
a
n
d
d
ec
r
ea
s
ed
lev
els
o
f
atten
tio
n
in
class
[
2
7
]
.
T
h
er
ef
o
r
e,
a
p
r
o
p
er
p
r
e
-
class
p
r
ep
ar
atio
n
is
im
p
o
r
tan
t
in
ac
tiv
e
lear
n
in
g
.
2
.
2
.
Act
i
v
e
lea
rning
a
nd
s
t
ud
ent
s
’
m
o
t
iv
a
t
i
o
n
Mo
tiv
atio
n
is
a
k
ey
elem
en
t in
ac
ad
em
ic
s
u
cc
ess
an
d
ca
n
b
e
af
f
ec
ted
b
y
lea
r
n
in
g
ac
ti
v
ities
.
Stu
d
en
ts
’
ab
ilit
y
to
cr
ea
te
g
o
als
f
o
r
ac
a
d
em
ic
task
s
,
as
well
a
s
th
eir
ab
ilit
y
to
co
m
p
lete
th
e
task
ev
en
if
it
d
o
es
n
o
t
in
ter
est
th
em
,
is
r
ef
er
r
ed
to
as
m
o
tiv
atio
n
[
2
8
]
,
[
2
9
]
.
Mo
tiv
atio
n
lead
s
to
in
cr
ea
s
ed
ef
f
o
r
t,
an
d
m
o
tiv
ate
d
s
tu
d
en
ts
ar
e
ab
le
t
o
co
m
p
le
te
d
if
f
icu
lt
s
ch
o
o
l
task
s
[
3
0
]
.
T
h
o
u
g
h
m
an
y
s
tu
d
ies
h
a
v
e
r
ep
o
r
ted
o
n
th
e
s
ig
n
if
ican
t
ef
f
ec
ts
ac
tiv
e
lear
n
in
g
h
as
o
n
m
o
tiv
atio
n
,
E
ls
h
ar
eif
an
d
Mo
h
am
e
d
[
3
0
]
r
e
p
o
r
t
ed
th
at
s
tu
d
en
ts
ar
e
m
o
tiv
ated
to
u
s
e
i
n
f
o
r
m
atio
n
an
d
c
o
m
m
u
n
icatio
n
tech
n
o
lo
g
y
f
o
r
n
o
n
-
ac
a
d
em
ic
p
u
r
p
o
s
es
in
o
r
d
er
t
o
r
eliev
e
th
e
b
o
r
ed
o
m
o
f
lectu
r
es.
Pawlak
et
a
l.
[
3
1
]
f
o
u
n
d
th
at
5
9
%
o
f
s
tu
d
en
ts
r
ep
o
r
ted
th
at
th
eir
class
lectu
r
es
ar
e
b
o
r
in
g
.
T
h
er
ef
o
r
e,
in
teg
r
atin
g
ac
tiv
e
o
n
lin
e
lear
n
in
g
in
to
th
e
class
r
o
o
m
to
en
g
ag
e
s
tu
d
en
ts
m
ay
p
r
e
v
en
t
b
o
r
ed
o
m
.
I
n
co
n
tr
ast,
o
th
er
s
tu
d
ies
h
av
e
claim
ed
t
h
at
o
n
lin
e
ac
tiv
e
lear
n
in
g
is
u
n
s
u
cc
ess
f
u
l
p
r
im
ar
ily
b
ec
a
u
s
e
o
f
th
e
lack
o
f
s
o
cial
in
ter
ac
tio
n
,
wh
ich
lead
s
to
l
o
wer
lev
els
o
f
m
o
tiv
atio
n
an
d
ac
ad
em
ic
ac
h
iev
em
en
t [
3
2
]
.
2
.
3
.
Act
i
v
e
lea
rning
a
nd
s
t
ud
ent
eng
a
g
em
ent
Stu
d
en
t
en
g
ag
em
en
t
is
r
elate
d
to
m
o
tiv
atio
n
.
T
h
e
liter
atu
r
e
d
escr
ib
es
s
tu
d
en
t
en
g
a
g
em
e
n
t
as
b
ein
g
in
f
lu
en
ce
d
b
y
ed
u
ca
to
r
s
a
n
d
p
ee
r
s
u
p
p
o
r
t
[
3
3
]
.
T
h
e
cr
u
cial
p
o
in
t
o
f
s
tu
d
en
t
en
g
a
g
em
en
t
is
teac
h
er
s
u
p
p
o
r
t.
T
ea
ch
er
s
u
p
p
o
r
t
is
a
p
s
y
ch
o
lo
g
ical
n
ee
d
o
f
s
tu
d
en
ts
[
3
4
]
.
C
h
iu
[
3
4
]
d
is
cu
s
s
ed
s
tu
d
en
t
en
g
ag
em
en
t’
s
ef
f
ec
t
o
n
m
o
tiv
atio
n
,
in
d
icatin
g
th
at
g
r
ea
ter
en
g
a
g
em
en
t
was
p
o
s
s
ib
le
in
m
o
r
e
s
u
p
p
o
r
tiv
e
lear
n
in
g
en
v
ir
o
n
m
en
ts
s
u
c
h
as
co
llab
o
r
ativ
e
lear
n
in
g
.
Ma
r
tin
an
d
B
o
llig
er
[
3
5
]
id
en
tifie
d
th
r
ee
ty
p
es
o
f
e
n
g
ag
e
m
en
t:
lear
n
er
to
lear
n
e
r
,
lear
n
er
to
in
s
tr
u
cto
r
,
an
d
lear
n
er
to
co
n
te
n
t.
L
ea
r
n
er
-
to
-
lear
n
er
en
g
ag
em
e
n
t
is
th
e
m
o
s
t
i
m
p
o
r
tan
t
elem
en
t
in
o
n
lin
e
lear
n
in
g
.
Fo
r
ex
am
p
le
,
m
ak
in
g
v
i
d
eo
s
in
g
r
o
u
p
s
a
n
d
o
th
er
g
r
o
u
p
d
is
cu
s
s
io
n
s
p
r
ev
en
t
f
ee
lin
g
s
o
f
b
o
r
ed
o
m
.
On
t
h
e
o
th
e
r
h
an
d
,
ac
tiv
ities
lik
e
p
ee
r
ass
ess
m
en
t,
co
n
v
er
s
atio
n
,
an
d
q
u
izze
s
p
r
o
m
o
te
s
tu
d
e
n
t
en
g
ag
em
e
n
t
in
o
n
lin
e
class
r
o
o
m
ac
tiv
ities
an
d
c
o
n
ten
t.
T
h
e
s
tu
d
y
also
in
d
icate
s
th
at
ess
en
tial
elem
en
ts
o
f
lear
n
in
g
s
u
cc
ess
in
o
n
lin
e
class
r
o
o
m
s
ar
e
co
llab
o
r
atio
n
b
etwe
en
s
tu
d
en
ts
an
d
in
s
tr
u
cto
r
s
d
u
r
in
g
g
r
o
u
p
d
is
cu
s
s
io
n
s
an
d
ass
ig
n
m
en
t f
e
ed
b
ac
k
.
2
.
4
.
Act
i
v
e
lea
rning
a
nd
a
ca
dem
ic
perf
o
rm
a
nce
On
e
s
tu
d
y
h
as
d
em
o
n
s
tr
ated
th
at
s
ig
n
if
ican
t
r
elatio
n
s
h
i
p
b
etwe
en
ac
tiv
e
o
n
lin
e
lear
n
in
g
an
d
ac
ad
em
ic
p
er
f
o
r
m
a
n
ce
[
3
6
]
.
T
h
is
s
tu
d
y
also
s
h
o
wed
th
at
a
ctiv
e
o
n
lin
e
lear
n
in
g
,
s
u
ch
as
f
lip
p
ed
class
r
o
o
m
s
,
p
r
o
v
id
e
s
tu
d
e
n
ts
with
o
p
p
o
r
tu
n
ities
to
en
g
ag
e
in
g
r
o
u
p
d
is
cu
s
s
io
n
s
,
em
p
h
asizin
g
h
ig
h
e
r
o
r
d
er
th
in
k
in
g
a
n
d
allo
win
g
s
tu
d
en
ts
to
t
h
in
k
d
e
ep
ly
.
Fli
p
p
ed
class
r
o
o
m
s
p
r
o
v
id
e
m
ea
n
i
n
g
f
u
l
ac
ad
em
ic
ac
tiv
ities
th
at
h
av
e
a
p
o
s
itiv
e
im
p
ac
t
o
n
s
tu
d
e
n
t
p
er
f
o
r
m
a
n
ce
[
3
7
]
.
T
h
ese
f
in
d
i
n
g
s
ar
e
co
n
s
is
ten
t
with
o
th
er
s
tu
d
ies
[
2
7
]
,
[
3
8
]
.
Oth
er
s
tu
d
ies
f
o
u
n
d
th
at
ac
tiv
e
lear
n
in
g
th
at
u
s
es
tech
n
o
lo
g
y
p
r
o
m
o
tes
cr
itical
th
in
k
in
g
a
n
d
an
attitu
d
e
an
d
im
p
r
o
v
es
ac
ad
em
ic
p
er
f
o
r
m
a
n
ce
[
3
9
]
.
R
esear
ch
h
as
s
h
o
wn
th
at
co
m
p
a
r
ed
to
tr
a
d
itio
n
a
l
class
r
o
o
m
s
,
ac
tiv
e
lear
n
in
g
en
v
ir
o
n
m
e
n
ts
u
s
in
g
h
ig
h
tech
n
o
lo
g
y
(
s
u
ch
as
th
e
cr
ea
tio
n
o
f
s
o
cial
n
etwo
r
k
s
am
o
n
g
s
tu
d
en
ts
b
o
th
in
an
d
o
u
t
o
f
th
e
class
r
o
o
m
)
lea
d
to
s
tu
d
en
ts
ex
p
r
ess
in
g
a
m
o
r
e
p
o
s
itiv
e
v
iew
o
f
lear
n
in
g
[
4
0
]
.
C
o
lleg
es
an
d
u
n
iv
er
s
ities
ar
e
d
esig
n
in
g
an
d
b
u
ild
in
g
class
r
o
o
m
s
th
at
f
ac
ilit
ate
s
m
all
wo
r
k
g
r
o
u
p
s
an
d
i
n
teg
r
ate
co
m
p
u
te
r
s
at
wo
r
k
s
tatio
n
s
.
On
th
e
o
th
er
h
an
d
,
lo
w
-
tec
h
ac
tiv
e
lear
n
in
g
class
r
o
o
m
s
in
co
n
v
en
tio
n
al
teac
h
i
n
g
en
v
ir
o
n
m
en
ts
ty
p
ically
u
s
ed
p
r
o
jecto
r
s
an
d
Po
wer
Po
in
t
d
u
r
in
g
class
.
Vid
eo
clip
s
wer
e
s
o
m
etim
es
u
s
ed
to
r
ein
f
o
r
ce
th
e
c
o
n
ten
t
o
f
a
le
s
s
o
n
.
Stu
d
en
t
-
d
e
v
elo
p
e
d
v
id
e
o
s
ar
e
an
in
n
o
v
ativ
e
wa
y
to
m
ea
s
u
r
e
s
tu
d
e
n
t
p
er
f
o
r
m
an
ce
an
d
s
tu
d
e
n
ts
’
g
r
asp
o
f
a
s
u
b
ject.
No
etel
et
a
l.
[
3
8
]
s
tated
th
at
th
er
e
is
n
o
d
if
f
er
en
t
b
etwe
en
a
h
ig
h
-
tech
a
n
d
a
l
o
w
-
tech
class
r
o
o
m
in
ter
m
s
o
f
s
tu
d
e
n
ts
’
g
r
a
d
es.
T
h
e
liter
atu
r
e
h
as
ad
d
r
ess
ed
th
e
ef
f
ec
t
o
f
ac
tiv
e
lear
n
in
g
i
n
v
ar
io
u
s
r
esp
ec
ts
.
Ho
wev
er
,
s
tu
d
ies
o
f
th
at
in
v
esti
g
ate
th
e
in
teg
r
atio
n
o
f
s
tu
d
e
n
t
-
d
ev
el
o
p
ed
v
id
eo
s
i
n
to
o
n
lin
e
co
u
r
s
es
ar
e
lim
ited
.
Vid
eo
s
m
ay
e
n
tail
h
an
d
s
-
o
n
ex
p
er
ien
ce
s
;
th
e
liter
atu
r
e
also
d
o
es
n
o
t
a
d
d
r
ess
t
h
is
.
Du
r
in
g
th
e
p
an
d
em
ic
tea
ch
er
s
h
ad
to
teac
h
o
n
lin
e,
b
u
t
th
is
ar
r
a
n
g
em
en
t
will
co
n
tin
u
e
af
ter
th
e
p
an
d
e
m
ic.
T
h
e
p
u
r
p
o
s
e
o
f
th
is
s
tu
d
y
was
to
in
v
esti
g
ate
th
e
ef
f
ec
t
o
f
ac
tiv
e
o
n
lin
e
l
ea
r
n
in
g
wh
o
wer
e
r
e
q
u
ir
ed
t
o
p
r
o
d
u
ce
v
id
eo
s
.
Stu
d
en
t
i
n
ter
est,
m
o
tiv
atio
n
,
en
g
ag
em
e
n
t,
an
d
ac
ad
em
ic
p
e
r
f
o
r
m
a
n
ce
wer
e
m
ea
s
u
r
e
d
in
t
h
e
s
tu
d
y
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
3
,
J
u
n
e
20
25
:
2
3
6
9
-
2
3
8
0
2372
3.
M
E
T
H
O
D
A
q
u
asi
-
ex
p
e
r
im
en
tal
q
u
an
ti
tativ
e
-
q
u
alitativ
e
(
q
u
an
-
q
u
al)
ap
p
r
o
ac
h
was
ch
o
s
en
t
o
a
n
s
wer
th
e
r
esear
ch
q
u
esti
o
n
s
.
A
q
u
an
titativ
e
s
u
r
v
ey
was
u
s
ed
to
d
eter
m
in
e
th
e
ef
f
ec
t
o
f
ac
tiv
e
lear
n
in
g
o
n
m
o
tiv
atio
n
,
in
ter
est,
an
d
ac
ad
e
m
ic
p
er
f
o
r
m
an
ce
.
An
o
p
en
-
en
d
e
d
q
u
esti
o
n
in
th
e
s
u
r
v
ey
was
m
ea
s
u
r
e
q
u
alitativ
ely
ab
o
u
t
s
tu
d
en
ts
’
f
ee
d
b
ac
k
.
A
s
u
m
m
ar
y
o
f
q
u
asi
ex
p
er
im
en
tal
p
r
e
-
p
o
s
t
r
esear
ch
d
esig
n
illu
s
tr
atio
n
i
s
s
h
o
wn
in
T
ab
le
1
.
T
ab
le
1
.
Su
m
m
a
r
y
o
f
q
u
asi
-
ex
p
er
im
en
tal
p
r
e
-
p
o
s
t r
esear
ch
d
esig
n
G
r
o
u
p
Pre
-
t
e
st
I
n
t
e
r
v
e
n
t
i
o
n
P
o
st
t
e
s
t
Ex
p
e
r
i
m
e
n
t
g
r
o
u
p
Y
1
X
1
Y
2
C
o
n
t
r
o
l
g
r
o
u
p
Y
1
-
Y
2
T
h
e
ex
p
e
r
im
en
t
in
v
o
lv
e
d
ex
p
er
im
en
tal
an
d
co
n
t
r
o
l
g
r
o
u
p
s
th
at
wer
e
ex
p
o
s
ed
to
ec
o
n
o
m
ic
s
to
p
ics
in
ec
o
n
o
m
ics
s
u
ch
s
u
p
p
l
y
an
d
d
em
an
d
,
n
ec
ess
ity
an
d
r
eq
u
ir
e
m
en
t,
m
o
n
etar
y
r
esp
o
n
s
ib
ilit
y
,
an
d
b
a
n
k
in
g
an
d
in
v
estme
n
t.
T
h
e
ec
o
n
o
m
ics
co
u
r
s
e
is
a
wee
k
ly
two
-
h
o
u
r
lectu
r
e
with
a
o
n
e
-
h
o
u
r
tu
t
o
r
ial
s
ec
tio
n
.
Af
ter
r
ec
eiv
in
g
co
n
s
en
t,
we
r
eq
u
ested
th
at
p
ar
ticip
an
ts
co
m
p
lete
a
s
u
r
v
ey
an
d
tak
e
a
p
r
etest
b
e
f
o
r
e
co
n
d
u
ctin
g
th
e
ex
p
er
im
en
t.
T
h
e
ex
p
er
im
en
t
to
o
k
s
ix
wee
k
s
to
c
o
m
p
lete.
T
wo
in
s
tr
u
cto
r
s
wer
e
tr
ain
e
d
b
ef
o
r
e
th
e
less
o
n
;
s
tu
d
en
ts
tr
ain
ed
in
b
asic
s
k
ills
f
o
r
v
id
e
o
p
r
e
p
ar
atio
n
.
Fo
r
t
h
e
ex
p
er
i
m
en
tal
g
r
o
u
p
,
th
e
d
i
s
cu
s
s
io
n
q
u
esti
o
n
s
ap
p
ea
r
ed
af
ter
ea
ch
v
id
e
o
.
T
h
e
p
ar
ticip
an
ts
h
ad
to
watc
h
o
n
lin
e
v
id
eo
s
an
d
p
ar
ticip
ate
i
n
g
r
o
u
p
d
is
cu
s
s
io
n
s
d
u
r
in
g
th
e
tu
to
r
ial
less
o
n
.
T
h
e
s
tu
d
en
ts
wer
e
ar
r
an
g
ed
in
g
r
o
u
p
s
o
f
two
,
a
n
d
th
e
d
is
cu
s
s
io
n
s
o
cc
u
r
r
ed
i
n
“b
r
ea
k
o
u
t
r
o
o
m
s
”
o
n
Z
o
o
m
.
T
h
e
s
u
r
v
e
y
to
o
k
a
p
p
r
o
x
im
ately
3
0
m
in
u
tes
to
co
m
p
lete.
Stu
d
en
ts
co
m
p
leted
th
e
q
u
esti
o
n
n
air
e
a
n
d
p
r
etest
in
wee
k
1
.
I
n
wee
k
5
,
ea
ch
g
r
o
u
p
h
ad
to
p
r
o
d
u
ce
a
s
h
o
r
t
v
id
e
o
clip
,
as
s
h
o
w
n
in
Fig
u
r
e
1
,
an
d
s
h
ar
e
th
is
with
th
eir
p
ee
r
s
o
n
lin
e.
T
h
ey
co
u
ld
p
r
o
d
u
ce
a
s
h
o
r
t
v
id
eo
clip
b
ased
o
n
th
e
less
o
n
th
ey
h
ad
s
tu
d
ied
.
T
h
e
p
r
o
d
u
cti
o
n
o
f
th
e
v
id
eo
cli
p
was
in
ten
d
ed
to
r
ein
f
o
r
ce
th
e
ec
o
n
o
m
ic
s
co
n
ce
p
ts
th
ey
h
ad
s
tu
d
ied
.
T
h
e
s
tu
d
en
ts
co
m
p
leted
a
q
u
esti
o
n
n
air
e
a
n
d
th
e
p
o
s
ttes
t
in
wee
k
6
.
T
h
e
co
n
tr
o
l
g
r
o
u
p
h
ad
o
n
lin
e
less
o
n
s
as u
s
u
al
b
u
t sh
ar
ed
th
e
ir
m
ater
ial
v
ia
Po
wer
Po
in
t.
Fig
u
r
e
1
.
E
x
am
p
le
o
f
v
id
e
o
3
.
1
.
Sa
m
ples
T
h
is
s
tu
d
y
was
co
n
d
u
cted
at
a
p
u
b
lic
u
n
iv
er
s
ity
in
cen
tr
al
Ma
lay
s
ia.
A
to
tal
o
f
3
3
3
b
u
s
in
ess
,
m
an
ag
em
en
t,
an
d
ec
o
n
o
m
ics
s
tu
d
en
ts
v
o
lu
n
tar
y
p
ar
ticip
ate
d
in
th
e
s
tu
d
y
.
Par
ticip
an
ts
’
c
o
n
s
en
t
to
p
ar
ticip
ate
in
th
e
s
tu
d
y
was
ac
q
u
ir
ed
v
ia
em
ail
af
ter
r
ec
eiv
in
g
ap
p
r
o
v
al
f
r
o
m
th
e
r
esear
ch
et
h
ics
co
m
m
ittee.
R
esear
ch
er
s
u
s
ed
th
e
(1
)
to
ca
lcu
late
th
e
s
am
p
le
s
ize
o
f
ex
p
er
im
en
tal
an
d
co
n
tr
o
l
g
r
o
u
p
[
4
1
]
.
(
)
=
1
(
1
−
1
)
+
2
(
1
−
2
)
(
1
−
2
)
×
(
1
)
W
h
er
e
,
n
is
s
am
p
le
s
ize
f
o
r
o
n
e
g
r
o
u
p
t
h
at
we
n
ee
d
to
f
in
d
o
u
t
;
P
1
an
d
P
2
ar
e
p
r
o
p
o
r
ti
o
n
o
f
two
g
r
o
u
p
s
;
an
d
C
is
s
ta
n
d
ar
d
v
alu
e
f
o
r
th
e
co
r
r
esp
o
n
d
in
g
lev
el
o
f
α
a
n
d
β
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
E
ffect
o
f in
teg
r
a
tin
g
s
tu
d
en
t
-
d
ev
elo
p
ed
vid
e
o
s
in
to
a
virt
u
a
l
en
viro
n
men
t
(
K
h
o
o
Yin
Yin
)
2373
Fro
m
th
e
p
ilo
t stu
d
y
,
p
r
o
p
o
r
ti
o
n
o
f
th
e
two
g
r
o
u
p
was ta
k
en
as 4
0
% a
n
d
2
0
%.
T
h
e
co
n
f
id
e
n
t in
ter
v
al
o
f
9
5
%
an
d
8
0
%
p
o
wer
f
o
r
th
e
s
tu
d
y
was
s
elec
ted
.
A
m
in
im
u
m
r
eq
u
ir
em
en
t
o
f
ea
ch
g
r
o
u
p
is
8
6
.
T
h
e
ex
p
er
im
en
tal
g
r
o
u
p
h
a
d
1
6
5
s
tu
d
en
ts
,
an
d
th
e
co
n
tr
o
l
g
r
o
u
p
1
6
8
s
tu
d
en
ts
.
I
t
m
ea
n
s
th
at
t
h
e
s
elec
tio
n
o
f
th
e
s
am
p
le
s
ize
ex
ce
ed
s
th
e
m
in
im
u
m
r
eq
u
ir
em
en
t
f
o
r
s
tatis
tic
al
an
aly
s
is
to
en
s
u
r
e
th
e
r
eliab
ilit
y
o
f
th
e
r
esu
lts
.
All
p
ar
ticip
an
ts
wer
e
f
ir
s
t
-
y
ea
r
u
n
iv
er
s
ity
s
tu
d
en
ts
,
2
0
3
o
f
wh
o
m
wer
e
f
em
ale
an
d
1
3
0
m
ales
.
T
h
e
p
ar
ticip
an
ts
ag
es
r
a
n
g
ed
f
r
o
m
2
0
to
2
1
y
ea
r
s
.
All
o
f
th
e
s
tu
d
en
ts
wer
e
s
elec
ted
r
a
n
d
o
m
ly
to
d
iv
id
e
in
t
o
ex
p
er
im
en
tal
a
n
d
c
o
n
tr
o
l
g
r
o
u
p
.
T
h
e
r
an
d
o
m
s
am
p
lin
g
was
em
p
lo
y
ed
to
m
i
n
im
izin
g
b
iases
an
d
en
s
u
r
i
n
g
th
e
ex
p
er
im
en
tal
g
r
o
u
p
is
co
m
p
a
r
ab
le
to
th
e
co
n
tr
o
l g
r
o
u
p
.
3
.
2
.
I
ns
t
rum
ent
s
T
h
e
p
r
im
ar
y
r
esear
ch
e
r
d
ev
el
o
p
ed
a
p
er
f
o
r
m
an
ce
test
an
d
s
u
r
v
ey
i
n
s
tr
u
m
en
t
in
o
r
d
e
r
to
i
n
v
esti
g
ate
th
e
ef
f
ec
t
o
f
th
e
v
id
eo
s
.
T
h
e
q
u
esti
o
n
n
air
e
co
n
s
is
ted
o
f
1
9
c
lo
s
ed
-
en
d
ed
q
u
esti
o
n
s
,
o
n
e
o
p
en
-
en
d
e
d
q
u
esti
o
n
,
an
d
a
s
et
o
f
p
er
f
o
r
m
an
ce
test
s
.
T
h
e
q
u
esti
o
n
n
air
e
ass
ess
ed
s
tu
d
en
t
in
ter
est
an
d
m
o
tiv
atio
n
.
Qu
esti
o
n
s
wer
e
d
ev
elo
p
e
d
b
ased
o
n
p
r
e
v
io
u
s
s
tu
d
ies
[
2
3
]
,
[
2
7
]
.
Dem
o
g
r
a
p
h
ic
q
u
esti
o
n
s
r
ef
er
r
e
d
to
s
tu
d
e
n
ts
ag
e,
g
en
d
er
,
an
d
ex
p
er
ien
ce
with
ac
tiv
e
lear
n
in
g
o
n
lin
e
(
o
n
lin
e
co
u
r
s
e,
ty
p
e
o
f
ac
tiv
e
lear
n
in
g
)
.
T
h
e
q
u
esti
o
n
n
air
e
was
r
ev
iewe
d
b
y
th
r
ee
p
a
n
els
in
a
r
elate
d
f
ield
.
T
h
e
r
esear
ch
er
s
also
f
ir
s
t
co
n
d
u
cted
a
p
ilo
t
test
.
T
h
e
q
u
esti
o
n
n
air
e
was
r
ev
is
ed
s
o
m
ewh
at
an
d
h
ad
an
in
ter
n
al
r
eliab
ilit
y
co
e
f
f
icien
t
o
f
0
.
9
0
5
(
C
r
o
n
b
ac
h
’
s
alp
h
a)
.
An
i
n
ter
n
al
r
eliab
ilit
y
co
ef
f
icien
t
o
f
0
.
9
0
5
in
d
icate
d
a
h
ig
h
lev
el
o
f
c
o
n
s
is
ten
cy
am
o
n
g
th
e
item
s
in
t
h
e
in
s
tr
u
m
en
t.
T
h
e
in
s
tr
u
m
en
t
was
v
er
if
ied
b
y
a
g
r
o
u
p
o
f
ex
p
e
r
ts
in
a
r
elate
d
f
ield
.
T
h
e
ev
alu
atio
n
p
r
o
ce
s
s
b
y
th
e
ex
p
er
ts
h
elp
e
d
to
en
s
u
r
e
th
at
all
th
e
item
s
ar
e
r
elev
an
t
an
d
ap
p
r
o
p
r
iate.
T
h
e
q
u
esti
o
n
n
air
e
em
p
lo
y
ed
a
f
iv
e
-
p
o
in
t
L
ik
er
t
s
ca
le
r
an
g
in
g
f
r
o
m
s
tr
o
n
g
ly
ag
r
ee
t
o
s
tr
o
n
g
ly
d
is
ag
r
ee
.
A
to
tal
o
f
1
0
clo
s
ed
-
en
d
ed
q
u
esti
o
n
s
as
k
ed
p
ar
ticip
an
ts
to
in
d
icate
wh
eth
er
m
ak
in
g
v
id
eo
s
en
h
an
ce
d
s
tu
d
e
n
ts
’
lear
n
in
g
in
ter
est,
s
tu
d
e
n
t
in
ter
est
in
p
ar
ticip
atin
g
f
o
r
v
id
eo
s
d
e
v
elo
p
in
g
,
h
o
w
d
o
s
tu
d
en
ts
en
jo
y
t
h
e
less
o
n
.
I
n
ad
d
itio
n
,
n
in
e
q
u
esti
o
n
s
ask
t
h
e
s
tu
d
en
ts
ab
o
u
t
th
eir
lev
el
o
f
m
o
ti
v
atio
n
f
o
r
o
r
en
g
ag
em
en
t
in
in
m
ak
in
g
v
id
e
o
s
.
Af
ter
th
e
ex
p
e
r
im
en
t
h
a
d
co
n
clu
d
ed
,
p
ar
ticip
an
ts
wer
e
also
ask
ed
to
an
s
wer
an
o
p
en
-
en
d
e
d
q
u
esti
o
n
ab
o
u
t
t
h
e
b
en
e
f
its
o
f
an
d
/o
r
d
r
awb
a
ck
s
ass
o
ciate
d
with
m
ak
in
g
th
e
v
id
eo
s
in
t
h
e
co
n
te
x
t o
f
th
e
ac
tiv
e
lear
n
in
g
o
n
lin
e
class
r
o
o
m
.
3
.
3
.
Da
t
a
c
o
llect
io
n a
nd
da
t
a
a
na
ly
s
is
Par
ticip
an
ts
wer
e
in
v
ited
v
ia
em
ail
to
co
m
p
lete
an
o
n
lin
e
s
u
r
v
ey
b
ef
o
r
e
an
d
af
ter
in
ter
v
en
tio
n
.
R
em
in
d
er
s
wer
e
s
en
t
af
ter
o
n
e
wee
k
an
d
af
ter
two
wee
k
s
.
All
th
e
r
esp
o
n
s
es
wer
e
an
o
n
y
m
o
u
s
an
d
c
o
d
e
n
u
m
b
er
s
y
s
tem
was
u
s
ed
wh
il
e
em
p
lo
y
in
g
th
e
s
u
r
v
ey
.
T
h
e
r
esp
o
n
s
e
r
ate
was
6
8
.
6
%
(
N=
3
3
3
)
.
T
wo
m
is
s
in
g
d
ata
wer
e
d
elete
d
b
ec
au
s
e
th
e
r
esp
o
n
d
en
ts
d
id
n
o
t
an
s
wer
p
ar
t
o
f
th
e
s
u
r
v
ey
.
T
h
e
d
escr
ip
tiv
e
s
tatis
t
ics
wa
s
g
en
er
ated
with
SP
SS
.
Op
en
e
n
d
ed
q
u
esti
o
n
was
an
aly
s
es
u
s
in
g
o
p
en
co
d
in
g
to
f
in
d
th
e
th
em
e
an
d
ca
teg
o
r
ize
th
e
d
ata
[
4
1
]
.
4.
RE
SU
L
T
S
T
h
e
f
in
d
i
n
g
s
wer
e
p
r
esen
ted
f
r
o
m
p
r
e
-
ex
p
er
im
en
tal
d
ata
c
h
ec
k
in
g
an
d
f
o
llo
wed
b
y
an
s
wer
in
g
two
r
esear
ch
q
u
esti
o
n
s
f
o
r
co
m
p
ar
in
g
th
e
p
r
e
-
p
o
s
ttes
t
in
o
r
d
e
r
t
o
ex
am
in
e
th
e
ef
f
ec
t
o
f
s
tu
d
e
n
t
-
d
ev
elo
p
ed
v
i
d
eo
s
to
war
d
s
in
ter
est,
m
o
tiv
atio
n
,
e
n
g
ag
em
e
n
t a
n
d
p
er
f
o
r
m
an
ce
.
4
.
1
.
Da
t
a
chec
k
ing
pre
-
ex
perim
ent
a
l
R
esear
ch
er
h
as
r
u
n
th
e
s
tatis
t
ic
f
o
r
ch
ec
k
i
n
g
th
e
n
o
r
m
ality
p
r
io
r
ex
p
er
im
en
tal.
Firstl
y
,
L
ev
en
e
test
s
h
o
wed
th
e
r
esu
lt
o
f
p
er
f
o
r
m
an
ce
F
(1,
332)
=
0
.
6
8
7
,
p=
0
.
4
4
4
,
p
>
0
.
0
5
.
T
h
is
r
esu
lt
was
n
o
t
s
ig
n
if
ican
t
an
d
it
in
d
icate
d
th
e
v
ar
ian
ce
was
h
o
m
o
g
e
n
eo
u
s
.
Seco
n
d
ly
,
Sk
e
wn
ess
an
d
Ku
r
to
s
is
was
co
n
d
u
cted
to
ch
ec
k
th
e
n
o
r
m
ality
o
f
th
e
d
ata
.
T
a
b
le
2
s
h
o
w
s
th
e
z
-
s
co
r
e
Sk
ewn
ess
f
o
r
d
ep
en
d
en
t
v
ar
iab
le
s
tu
d
e
n
ts
’
p
er
f
o
r
m
an
ce
with
th
e
s
co
r
e
Z
=
0
.
1
9
2
f
o
r
th
e
ex
p
er
im
en
tal
g
r
o
u
p
an
d
Z
=
0
.
3
2
1
f
o
r
co
n
tr
o
l
g
r
o
u
p
.
R
ig
h
t
Sk
ewn
ess
o
r
p
o
s
itiv
e
d
is
tr
ib
u
tio
n
s
h
o
wed
th
at
th
e
tail
is
m
o
r
e
p
r
o
n
o
u
n
ce
d
in
th
e
r
ig
h
t
th
an
lef
t
s
id
e.
I
n
co
n
tr
a
s
t,
n
eg
ativ
e
o
r
lef
t
-
Sk
ewn
ess
in
d
icate
d
th
e
tail
is
m
o
r
e
p
r
o
n
o
u
n
ce
d
i
n
th
e
lef
t.
A
z
-
s
co
r
e
f
o
r
Ku
r
t
o
s
is
f
o
r
p
e
r
f
o
r
m
a
n
ce
is
0
.
7
6
8
f
o
r
e
x
p
er
im
e
n
tal
g
r
o
u
p
an
d
-
.
4
4
8
f
o
r
co
n
tr
o
l
g
r
o
u
p
.
Po
s
itiv
e
Ku
r
to
s
is
in
d
icate
d
a
m
o
r
e
p
ea
k
d
is
tr
ib
u
tio
n
a
n
d
h
ea
v
ier
tail;
wh
er
ea
s
n
eg
ativ
e
Ku
r
to
s
is
s
h
o
wed
f
latter
d
is
tr
ib
u
tio
n
a
d
elig
h
ter
tail.
T
h
e
ass
u
m
p
tio
n
o
f
n
o
r
m
ality
ac
ce
p
te
d
Z
v
al
u
e
±
1
.
9
6
[
4
2
]
.
I
n
o
th
er
wo
r
d
s
,
all
th
e
d
ata
ar
e
n
o
r
m
ally
d
is
tr
ib
u
ted
.
T
ab
le
2
.
Sk
ewn
ess
an
d
K
u
r
to
s
is
an
aly
s
is
G
r
o
u
p
Z
sc
o
r
e
(
S
k
e
w
n
e
ss
)
Z
sc
o
r
e
(
K
u
r
t
o
si
s
)
Ex
p
.
C
o
n
t
r
o
l
Ex
p
.
C
o
n
t
r
o
l
P
e
r
f
o
r
ma
n
c
e
(
D
V
)
0
.
1
9
2
0
.
3
2
1
0
.
7
6
8
-
0
.
4
4
8
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
.
3
,
J
u
n
e
20
25
:
2
3
6
9
-
2
3
8
0
2374
4
.
2
.
De
m
o
g
r
a
ph
ics
All
th
e
s
tu
d
en
ts
wh
o
p
ar
ticip
ated
in
th
is
r
esear
ch
wer
e
en
r
o
lled
in
o
n
lin
e
class
es.
Ho
w
ev
er
,
o
n
ly
9
6
%
h
ad
b
ee
n
ad
m
itted
in
ac
tiv
e
o
n
lin
e
class
r
o
o
m
.
Ab
o
u
t
80%
h
ad
b
ee
n
in
v
o
l
v
ed
in
a
n
o
n
lin
e
d
is
cu
s
s
io
n
b
ef
o
r
e,
9
3
%
h
ad
tak
e
n
an
o
n
lin
e
q
u
iz,
a
n
d
9
6
%
g
iv
e
n
a
Po
wer
Po
in
t
p
r
esen
tatio
n
o
n
l
in
e.
Ab
o
u
t
7
4
%
o
f
s
tu
d
en
ts
h
ad
m
ad
e
v
id
e
o
s
f
o
r
f
u
n
u
s
in
g
th
eir
ce
ll p
h
o
n
es,
b
u
t
n
o
n
e
h
a
d
cr
ea
ted
an
e
d
u
ca
tio
n
al
v
id
eo
.
Fo
u
r
teen
s
tu
d
en
ts
s
tated
th
at
th
ey
wer
e
n
ew
to
th
e
ac
tiv
e
lear
n
in
g
o
n
li
n
e
class
r
o
o
m
.
4
.
3
.
Descript
iv
e
s
t
a
t
is
t
ics f
o
r
s
ca
le
it
em
s
T
ab
le
s
3
a
n
d
4
p
r
o
v
id
e
t
h
e
m
ea
n
s
co
r
e
an
d
s
tan
d
ar
d
d
e
v
iatio
n
s
f
o
r
all
item
s
.
All
item
s
h
ad
a
m
ea
n
s
co
r
e
b
etwe
en
2
.
7
0
8
3
an
d
3
.
9
5
1
5
.
I
t in
d
icate
d
a
n
av
er
a
g
e
to
h
ig
h
m
ea
n
f
o
r
th
is
s
u
r
v
ey
.
T
ab
le
3
.
Me
an
an
d
s
tan
d
a
r
d
d
ev
iatio
n
f
o
r
s
ca
le
item
s
No
C
o
n
st
r
a
i
n
t
s
a
n
d
i
t
e
ms
P
r
e
t
e
s
t
e
x
p
e
r
i
m
e
n
t
a
l
g
r
o
u
p
P
o
st
t
e
s
t
e
x
p
e
r
i
me
n
t
a
l
g
r
o
u
p
P
r
e
t
e
s
t
c
o
n
t
r
o
l
g
r
o
u
p
P
o
st
t
e
s
t
c
o
n
t
r
o
l
g
r
o
u
p
M
e
a
n
SD
M
e
a
n
SD
M
e
a
n
SD
M
e
a
n
SD
I
n
t
e
r
e
st
1
I
e
n
j
o
y
m
a
k
i
n
g
v
i
d
e
o
s.
3
.
4
9
0
9
0
.
9
0
8
1
3
.
9
6
7
9
0
.
7
3
6
0
2
.
8
8
6
9
1
.
0
5
7
7
2
.
7
0
8
3
0
.
8
4
3
1
2
I
a
m a
b
l
e
t
o
sp
e
n
d
t
i
me
ma
k
i
n
g
v
i
d
e
o
s.
3
.
3
7
5
8
0
.
8
8
5
9
3
.
7
3
9
4
0
.
8
4
7
5
3
.
4
8
2
1
0
.
7
7
3
6
3
.
4
0
7
1
0
.
8
7
5
7
3
I
f
e
e
l
t
h
a
t
ma
k
i
n
g
v
i
d
e
o
s
i
s
a
mea
n
i
n
g
f
u
l
l
e
a
r
n
i
n
g
a
c
t
i
v
i
t
y
.
3
.
3
6
3
6
0
.
8
7
7
2
3
.
5
8
1
8
0
.
7
9
6
8
3
.
4
7
0
2
0
.
8
2
5
6
3
.
5
5
9
5
0
.
8
6
6
5
4
I
a
sk
ma
n
y
q
u
e
st
i
o
n
s w
h
i
l
e
ma
k
i
n
g
v
i
d
e
o
s.
3
.
6
5
4
5
0
.
9
2
1
6
3
.
9
4
5
5
0
.
7
6
7
1
3
.
6
3
1
0
0
.
9
3
8
5
3
.
6
4
8
8
0
.
8
6
2
6
5
M
a
k
i
n
g
v
i
d
e
o
s
i
n
c
r
e
a
s
e
s m
y
l
e
a
r
n
i
n
g
t
i
me
.
3
.
4
1
2
1
1
.
0
1
8
1
3
.
7
8
7
9
0
.
9
1
9
5
3
.
6
4
2
9
0
.
9
1
7
4
3
.
5
1
7
9
1
.
0
4
3
7
6
M
y
i
n
t
e
r
e
st
i
n
t
h
i
s
c
o
u
r
se
i
n
c
r
e
a
se
d
a
f
t
e
r
m
a
k
i
n
g
v
i
d
e
o
s
.
3
.
2
7
2
7
0
.
8
7
9
0
3
.
6
1
8
2
0
.
9
0
7
1
3
.
4
4
6
4
1
.
0
0
1
5
3
.
4
5
3
2
0
.
8
6
6
9
7
M
a
k
i
n
g
v
i
d
e
o
s
i
mp
r
o
v
e
d
m
y
u
n
d
e
r
s
t
a
n
d
i
n
g
o
f
b
a
si
c
c
o
n
c
e
p
t
s
.
3
.
2
3
6
4
0
.
9
6
2
0
3
.
6
3
0
3
0
.
9
2
5
4
3
.
2
6
7
9
0
.
9
1
8
6
3
.
5
5
3
6
0
.
8
7
3
8
M
o
t
i
v
a
t
i
o
n
8
M
a
k
i
n
g
v
i
d
e
o
s m
o
t
i
v
a
t
e
s m
e
t
o
l
e
a
r
n
.
3
.
3
9
3
9
0
.
9
6
7
1
3
.
7
2
1
2
0
.
9
2
1
2
3
.
2
8
5
7
0
.
9
0
9
9
3
.
6
9
0
5
0
.
8
5
4
3
9
I
w
i
l
l
t
r
y
t
o
ma
k
e
v
i
d
e
o
s
u
s
i
n
g
t
h
e
n
e
w
t
e
c
h
n
i
q
u
e
.
3
.
3
7
5
8
1
.
0
1
4
2
3
.
7
3
3
3
0
.
9
5
0
8
3
.
4
9
4
0
0
.
9
2
2
1
3
.
5
2
3
9
0
.
8
8
8
5
10
I
p
a
y
a
t
t
e
n
t
i
o
n
t
o
a
l
l
t
h
e
o
n
l
i
n
e
a
c
t
i
v
i
t
i
e
s
.
3
.
4
0
6
1
1
.
1
1
4
7
3
.
6
7
2
6
0
.
9
5
7
1
3
.
4
8
2
1
1
.
0
3
8
0
3
.
8
5
4
5
0
.
9
5
1
6
11
I
c
h
o
o
se
t
o
a
t
t
e
n
d
t
h
i
s
c
l
a
ss
b
e
c
a
u
se
i
t
e
x
c
i
t
e
s
my
p
e
r
so
n
a
l
i
n
t
e
r
e
s
t
.
2
.
7
2
7
3
0
.
8
2
9
1
3
.
4
4
0
5
0
.
9
9
5
2
3
.
4
2
2
6
0
.
9
9
3
9
3
.
0
7
8
8
0
.
9
8
1
4
12
I
f
e
e
l
t
h
a
t
ma
k
i
n
g
v
i
d
e
o
s
i
s
c
h
a
l
l
e
n
g
i
n
g
.
2
.
7
5
1
5
0
.
9
4
6
1
3
.
4
1
0
7
0
.
9
6
8
5
3
.
0
7
1
4
0
.
8
0
8
4
3
.
2
0
6
1
0
.
9
4
0
2
13
I
b
e
l
i
e
v
e
t
h
a
t
I
w
i
l
l
r
e
c
e
i
v
e
g
o
o
d
g
r
a
d
e
s
i
n
t
h
i
s
c
o
u
r
se.
3
.
0
3
6
4
0
.
8
6
8
8
3
.
5
5
9
5
0
.
9
2
0
1
3
.
1
6
6
7
0
.
8
8
6
8
3
.
4
3
6
4
0
.
9
5
8
2
14
I
a
m c
o
n
f
i
d
e
n
t
t
h
a
t
I
u
n
d
e
r
s
t
a
n
d
t
h
e
b
a
s
i
c
c
o
n
c
e
p
t
s
b
e
t
t
e
r
a
f
t
e
r
m
a
k
i
n
g
a
v
i
d
e
o
.
3
.
0
2
4
2
0
.
8
9
6
8
3
.
4
5
2
4
0
.
8
4
6
3
3
.
2
9
1
7
0
.
8
8
4
6
3
.
4
1
2
1
0
.
8
6
9
4
En
g
a
g
e
m
e
n
t
15
I
f
e
e
l
e
n
g
a
g
e
d
ma
k
i
n
g
v
i
d
e
o
s.
2
.
9
4
5
5
0
.
8
3
5
6
3
.
4
0
4
8
0
.
9
4
9
2
3
.
2
8
5
7
0
.
9
0
9
9
3
.
1
6
9
7
0
.
8
1
6
1
16
I
f
e
e
l
e
a
g
e
r
t
o
m
a
k
e
v
i
d
e
o
s.
3
.
4
0
0
0
0
.
9
2
2
6
3
.
6
3
1
0
0
.
8
6
5
5
3
.
3
0
3
6
0
.
8
3
8
8
3
.
3
2
4
2
0
.
9
5
2
2
17
I
c
a
n
st
u
d
y
o
n
a
r
e
g
u
l
a
r
b
a
si
s
.
3
.
6
9
7
0
0
.
9
0
6
8
3
.
8
2
7
4
0
.
8
0
4
1
3
.
6
4
8
8
0
.
8
6
2
6
3
.
9
5
1
5
0
.
6
9
6
7
18
I
p
a
r
t
i
c
i
p
a
t
e
r
e
g
u
l
a
r
l
y
i
n
d
i
s
c
u
ssi
o
n
s
a
n
d
m
a
k
i
n
g
v
i
d
e
o
s
.
3
.
0
3
6
4
0
.
9
4
2
8
3
.
6
3
6
9
0
.
8
5
0
6
3
.
5
7
1
4
0
.
8
4
4
6
3
.
5
2
4
2
0
.
8
8
5
8
19
I
g
e
t
t
o
k
n
o
w
t
h
e
o
t
h
e
r
st
u
d
e
n
t
s
i
n
t
h
e
g
r
o
u
p
.
2
.
8
7
2
7
0
.
9
6
3
8
3
.
2
9
7
6
1
.
0
0
0
3
3
.
1
8
4
5
0
.
9
3
9
1
3
.
2
4
2
4
0
.
9
5
0
9
T
ab
le
4
.
Me
an
an
d
s
tan
d
a
r
d
d
ev
iatio
n
f
o
r
p
er
f
o
r
m
a
n
ce
V
a
r
i
a
b
l
e
M
e
a
n
a
n
d
st
a
n
d
a
r
d
d
e
v
i
a
t
i
o
n
P
r
e
t
e
s
t
P
o
st
t
e
s
t
Ex
p
e
r
i
m
e
n
t
a
l
g
r
o
u
p
C
o
n
t
r
o
l
g
r
o
u
p
Ex
p
e
r
i
m
e
n
t
a
l
g
r
o
u
p
C
o
n
t
r
o
l
g
r
o
u
p
N
=
1
6
5
N
=
1
6
8
N
=
1
6
5
N
=
1
6
8
P
e
r
f
o
r
ma
n
c
e
M
e
a
n
5
5
.
6
4
9
5
7
.
4
6
7
7
4
.
4
6
7
6
2
.
3
1
3
SD
1
2
.
5
3
7
1
5
.
3
1
9
1
2
.
4
9
1
1
3
.
2
1
1
4
.
4
.
I
nte
re
s
t
T
h
er
e
wer
e
s
ev
en
item
s
m
ea
s
u
r
ed
in
ter
est
as
in
d
icate
d
in
T
ab
le
3
.
T
h
e
s
tu
d
en
ts
in
th
e
ex
p
er
im
en
tal
g
r
o
u
p
o
u
tp
e
r
f
o
r
m
ed
th
e
s
tu
d
en
ts
in
th
e
co
n
tr
o
l
g
r
o
u
p
ac
c
o
r
d
in
g
t
o
m
ea
n
s
co
r
e.
I
tem
1
“I
en
jo
y
m
a
k
in
g
v
id
eo
s
”
s
h
o
wed
th
e
h
ig
h
est
m
ea
n
s
co
r
e
(
3
.
9
6
9
7
)
i
n
th
e
p
o
s
ttes
t
ex
p
er
im
en
tal
g
r
o
u
p
.
T
h
e
m
ea
n
s
co
r
e
o
f
t
h
e
p
o
s
ttes
t
ex
p
er
im
en
tal
g
r
o
u
p
was
also
h
ig
h
er
th
an
th
at
o
f
th
e
p
r
etest
ex
p
er
im
en
tal
g
r
o
u
p
.
Ho
wev
er
,
in
th
e
co
n
tr
o
l g
r
o
u
p
,
s
tu
d
en
ts
d
id
n
o
t
m
ak
e
th
e
v
id
eo
s
th
em
s
elv
es,
an
d
s
o
,
th
e
m
ea
n
s
co
r
e
d
r
o
p
p
e
d
in
item
s
1
an
d
2
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
E
ffect
o
f in
teg
r
a
tin
g
s
tu
d
en
t
-
d
ev
elo
p
ed
vid
e
o
s
in
to
a
virt
u
a
l
en
viro
n
men
t
(
K
h
o
o
Yin
Yin
)
2375
C
o
m
m
en
ts
m
ad
e
in
th
e
o
p
en
-
en
d
ed
q
u
esti
o
n
wer
e
co
d
ed
a
s
,
f
o
r
ex
am
p
le,
“I
f
o
u
n
d
m
a
k
in
g
v
id
eo
s
with
m
y
p
ee
r
s
f
u
n
”
o
r
“
m
ak
i
n
g
v
id
e
o
is
r
ea
lly
in
ter
esti
n
g
.
”
Oth
er
s
tu
d
en
ts
s
tated
th
at
th
ey
th
o
u
g
h
h
a
d
u
s
ed
th
eir
p
h
o
n
es
to
m
ak
e
v
id
eo
s
f
o
r
f
u
n
b
e
f
o
r
e,
th
ey
h
ad
n
e
v
e
r
tr
ied
tr
y
t
o
m
ak
e
v
id
eo
s
th
a
t
wer
e
ed
u
ca
tio
n
al.
Feed
b
ac
k
in
d
icate
d
th
at
th
e
m
ajo
r
ity
o
f
s
tu
d
e
n
ts
en
jo
y
e
d
th
e
m
ak
in
g
v
id
eo
s
f
o
r
th
e
less
o
n
s
.
Ho
wev
er
,
a
f
ew
co
m
m
en
ts
in
d
icate
d
d
is
s
atis
f
ac
tio
n
r
eg
ar
d
in
g
h
o
w
tim
e
co
n
s
u
m
i
n
g
m
ak
i
n
g
v
id
eo
s
was:
“
c
o
m
p
ar
ed
to
wr
itten
a
s
s
ig
n
m
en
ts
,
m
ak
in
g
v
id
e
o
s
t
o
o
k
a
lo
t
o
f
tim
e.
”
An
o
th
er
s
tu
d
en
t
co
m
m
en
ted
“I
g
o
t
h
a
r
d
ly
an
y
h
elp
f
r
o
m
m
y
g
r
o
u
p
m
e
m
b
er
s
;
I
h
a
d
t
o
d
o
it
m
y
s
elf
.
”
Fiv
e
s
tu
d
en
ts
also
ex
p
er
ien
ce
d
tech
n
ical
d
if
f
icu
lties
in
m
ak
i
n
g
th
e
v
id
e
o
s
.
4
.
5
.
M
o
t
iv
a
t
io
n
Mo
tiv
atio
n
h
a
d
s
ev
en
item
s
.
Ov
er
all,
th
e
p
o
s
ttes
t
ex
p
er
im
e
n
tal
g
r
o
u
p
h
ad
a
h
i
g
h
er
m
ea
n
s
co
r
e
th
a
n
th
at
o
f
th
e
c
o
n
tr
o
l
g
r
o
u
p
,
e
x
c
ep
t
f
o
r
item
1
0
,
“I
p
a
y
atten
ti
o
n
in
all
th
e
o
n
lin
e
ac
tiv
ities
.
”
I
n
ad
d
itio
n
,
“I
will
tr
y
to
m
ak
e
a
v
i
d
eo
u
s
in
g
t
h
e
n
ew
tech
n
iq
u
e”
s
co
r
ed
t
h
e
h
ig
h
est
in
th
e
p
o
s
ttes
t
e
x
p
er
im
en
tal
g
r
o
u
p
.
Me
an
wh
ile,
item
s
8
an
d
1
1
o
f
th
e
p
o
s
ttes
t c
o
n
tr
o
l g
r
o
u
p
h
ad
lo
wer
m
ea
n
s
co
r
es th
a
n
in
th
e
p
r
etest.
So
m
e
p
o
s
itiv
e
f
ee
d
b
ac
k
was
p
r
o
v
id
e
d
in
th
e
o
p
en
-
en
d
e
d
q
u
esti
o
n
:
“I
wo
u
ld
lik
e
to
tr
y
th
is
ag
ain
in
o
th
er
co
u
r
s
es.”
An
o
th
er
s
tu
d
e
n
t
r
esp
o
n
d
e
d
,
“I
am
s
u
r
e
I
wi
ll
d
o
it
b
etter
[
…]
I
h
av
e
lear
n
ed
a
tech
n
iq
u
e
f
o
r
cr
ea
tin
g
g
o
o
d
v
id
e
o
s
.
”
I
n
co
n
t
r
ast,
s
o
m
e
co
m
m
en
ts
ex
p
r
ess
ed
d
is
s
atis
f
ac
tio
n
:
“I
d
o
n
o
t
wa
n
t
to
c
r
ea
te
v
id
e
o
s
ag
ain
”
an
d
“I
h
a
d
to
d
o
ev
e
r
y
task
; I
d
o
n
’
t w
a
n
t to
cr
ea
te
v
id
eo
s
in
a
g
r
o
u
p
.
”
4
.
6
.
E
ng
a
g
e
m
ent
Of
th
e
f
iv
e
item
s
p
er
tain
in
g
t
o
s
tu
d
en
t
en
g
a
g
em
en
t,
th
r
ee
h
a
d
a
m
ea
n
s
co
r
e
ab
o
v
e
3
.
5
0
.
T
h
e
m
ajo
r
ity
ag
r
ee
d
with
th
e
th
r
ee
en
g
a
g
em
en
t
item
s
th
at
p
er
tain
ed
to
th
eir
in
v
o
lv
em
e
n
t
in
m
ak
in
g
v
id
e
o
s
.
T
h
e
ex
p
er
im
en
tal
g
r
o
u
p
wer
e
o
u
t
p
er
f
o
r
m
ed
th
an
c
o
n
tr
o
l
g
r
o
u
p
in
m
o
s
t
p
o
s
t
-
ex
p
er
im
e
n
tal
item
s
ex
ce
p
t
item
1
7
,
“I
ca
n
s
tu
d
y
o
n
a
r
eg
u
lar
b
asis
.
”
Ho
wev
er
,
f
o
r
th
is
ite
m
,
s
tu
d
en
ts
in
th
e
c
o
n
tr
o
l
g
r
o
u
p
s
co
r
ed
h
ig
h
e
r
(
M=
3
.
9
5
1
5
)
.
Ab
o
u
t
9
0
%
o
f
p
a
r
ticip
an
ts
f
o
u
n
d
th
at
o
n
lin
e
lear
n
in
g
in
v
o
lv
in
g
m
ak
in
g
v
id
eo
s
p
r
o
m
o
ted
en
g
ag
em
e
n
t
with
th
e
co
n
ten
t
an
d
th
eir
p
ee
r
s
.
So
m
e
p
r
ef
e
r
r
ed
d
is
cu
s
s
io
n
s
with
th
eir
p
ee
r
s
to
m
ak
in
g
v
id
e
o
s
.
Ma
n
y
f
elt
e
n
g
ag
e
d
with
t
h
e
le
s
s
o
n
.
Oth
er
s
v
alu
ed
th
e
in
s
tr
u
cto
r
’
s
f
ee
d
b
ac
k
a
n
d
r
esp
o
n
s
es.
On
e
s
tu
d
en
t
wr
o
te
cr
itically
,
“
i
t
was
a
b
ad
ex
p
er
ien
ce
b
ec
au
s
e
I
f
ailed
to
g
et
f
ee
d
b
ac
k
f
r
o
m
(
m
y
g
r
o
u
p
)
m
em
b
e
r
s
.
”
T
h
e
co
m
p
ar
is
o
n
a
m
o
n
g
th
r
ee
v
ar
ia
b
les,
in
ter
est,
m
o
tiv
atio
n
a
n
d
e
n
g
ag
em
e
n
t h
av
e
s
u
m
m
ar
ize
in
Fig
u
r
e
2
.
Fig
u
r
e
2
.
C
o
m
p
a
r
in
g
b
etwe
en
ex
p
er
im
en
tal
an
d
co
n
tr
o
l g
r
o
u
p
f
o
r
a
v
er
ag
e
m
ea
n
o
f
v
a
r
iab
le
en
g
ag
em
e
n
t,
m
o
tiv
atio
n
,
a
n
d
in
ter
est
4
.
7
.
P
er
f
o
r
m
a
nce
Stu
d
en
ts
p
er
f
o
r
m
an
c
e
was
m
ea
s
u
r
ed
b
e
f
o
r
e
an
d
a
f
ter
th
e
ex
p
er
im
en
tal.
B
o
th
g
r
o
u
p
s
h
a
v
e
s
im
ilar
m
ea
n
s
co
r
e
in
p
r
e
-
test
(
M
ex
p
er
im
en
tal
g
r
o
u
p
=
5
5
.
6
4
9
,
M
co
n
tr
o
l
g
r
o
u
p
=5
7
.
4
6
7
)
.
T
h
e
r
esu
lt
in
T
ab
le
4
s
h
o
wed
th
at
s
tu
d
e
n
ts
in
ex
p
er
im
en
tal
g
r
o
u
p
(
M=
7
4
.
4
6
7
)
w
as
o
u
tp
er
f
o
r
m
an
ce
th
an
co
n
t
r
o
l
g
r
o
u
p
in
p
o
s
tte
s
t
(
M=
6
2
.
3
1
3
)
.
3.4
3.4
4.75
3.41
3.1
3.32
3.57
3.46
3.19
3.39
3.56
3.44
0
1
2
3
4
5
Pre
-e
x
p
e
ri
me
n
tal
g
r
o
u
p
Pre
-c
o
n
tr
o
l
g
ro
u
p
Po
s
t-e
x
p
e
ri
me
n
tal
g
ro
u
p
Po
s
t-c
o
n
t
ro
l
g
ro
u
p
E
n
gage
m
e
n
t
Mo
tiv
at
ion
In
tere
s
t
M
e
an
Gr
o
u
p
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
.
3
,
J
u
n
e
20
25
:
2
3
6
9
-
2
3
8
0
2376
Mo
r
e
th
a
n
two
th
ir
d
o
f
th
e
s
tu
d
en
ts
lef
t
th
e
p
o
s
itiv
e
c
o
m
m
en
ts
in
clu
d
e
d
“
I
ca
n
u
n
d
er
s
tan
d
th
e
co
n
ten
t
b
etter
d
u
r
in
g
d
e
v
elo
p
i
n
g
th
e
v
id
eo
”
,
“
I
f
ee
l
th
at
I
ca
n
u
n
d
er
s
tan
d
b
etter
th
e
co
n
ce
p
t
af
ter
d
e
v
elo
p
in
g
v
id
eo
.
I
am
s
u
r
e
I
will
g
et
a
b
etter
g
r
ad
e…”
T
wo
s
tu
d
e
n
ts
wer
e
n
o
t
s
u
r
e
wh
eth
er
th
ey
ca
n
g
et
b
etter
p
er
f
o
r
m
an
ce
.
I
n
o
r
d
er
t
o
p
r
ese
n
t a
clea
r
er
r
esu
lt,
a
b
ar
g
r
ap
h
is
illu
s
tr
ated
in
Fig
u
r
e
3
.
A
f
u
r
th
er
in
v
esti
g
atio
n
was
co
n
d
u
cte
d
to
ch
ec
k
th
e
ef
f
ec
tiv
en
ess
o
f
m
ak
in
g
v
id
eo
s
a
n
d
s
tu
d
en
t
p
er
f
o
r
m
an
ce
.
T
h
e
ANOV
A
f
i
n
d
in
g
s
in
T
ab
le
5
s
h
o
w
th
at
F=2
8
4
.
1
3
7
was
s
ig
n
if
ican
t
(
p
<0
.
0
5
)
.
T
h
is
f
in
d
in
g
in
d
icate
s
th
at
m
ak
in
g
v
id
e
o
s
p
r
ed
icts
th
eir
p
er
f
o
r
m
an
ce
.
T
h
e
v
alu
e
o
f
R
is
0
.
7
6
5
,
an
d
th
e
ad
ju
s
ted
R
2
is
0
.
4
6
5
,
m
ea
n
i
n
g
th
at
4
6
.
5
% o
f
th
e
v
ar
ian
ce
in
p
er
f
o
r
m
a
n
ce
c
an
b
e
p
r
ed
icted
b
y
s
tu
d
en
t
d
ev
elo
p
m
en
t.
Fig
u
r
e
3
.
C
o
m
p
a
r
in
g
b
etwe
en
ex
p
er
im
en
tal
an
d
co
n
tr
o
l g
r
o
u
p
f
o
r
p
er
f
o
r
m
an
ce
T
a
b
le
5
.
D
esc
r
i
p
ti
v
e
s
t
atis
t
ics
(
ANOV
A
)
a
n
d
i
n
t
er
ac
t
io
n
D
V
(
p
e
r
f
o
r
m
a
n
c
e
)
SS
df
MS
F
S
i
g
n
i
f
i
c
a
n
c
e
B
e
t
w
e
e
n
g
r
o
u
p
s
2
7
3
4
2
.
2
1
9
1
2
3
7
4
2
.
2
9
1
2
8
4
.
1
3
7
0
.
0
0
0
W
i
t
h
i
n
g
r
o
u
p
s
2
9
3
8
4
.
5
6
9
3
3
2
8
7
.
3
3
7
To
t
a
l
5
2
1
2
6
.
8
5
0
3
3
3
*
S
i
g
n
i
f
i
c
a
n
c
e
a
t
p
<
0
.
0
5
;
R=
0
.
7
6
5
;
R
s
q
u
a
r
e
=
0
.
4
6
5
5.
DIS
CU
SS
I
O
N
T
h
e
m
ain
p
u
r
p
o
s
e
o
f
th
e
s
tu
d
y
was
to
in
v
esti
g
ate
th
e
ef
f
ec
t
o
f
s
tu
d
e
n
t
-
d
ev
el
o
p
ed
v
id
eo
s
o
n
s
tu
d
en
t
in
ter
est,
m
o
tiv
atio
n
,
en
g
ag
em
en
t,
an
d
p
er
f
o
r
m
an
ce
.
T
h
e
f
in
d
in
g
s
o
f
p
o
s
ttes
t
in
d
icate
th
at
th
e
m
ajo
r
ity
o
f
s
tu
d
en
ts
wer
e
s
atis
f
ied
with
th
e
ap
p
r
o
ac
h
.
M
o
s
t
s
tu
d
en
ts
f
o
u
n
d
th
at
m
ak
in
g
v
id
e
o
s
f
o
s
ter
e
d
th
eir
in
te
r
est
an
d
en
g
ag
em
e
n
t
with
th
e
co
u
r
s
e
[
1
7
]
,
[
4
3
]
,
[
4
4
]
.
Fu
r
th
er
m
o
r
e,
th
is
ap
p
r
o
ac
h
also
h
eig
h
ten
e
d
th
eir
m
o
tiv
atio
n
[
4
5
]
,
[
4
6
]
an
d
im
p
r
o
v
e
d
th
eir
p
er
f
o
r
m
an
ce
[
2
7
]
.
Stu
d
en
ts
wh
o
m
ad
e
v
id
eo
s
in
g
r
o
u
p
s
an
d
s
h
ar
ed
th
em
o
n
lin
e
ex
p
ec
ted
to
ex
p
r
ess
th
em
s
elv
es
in
a
cr
ea
tiv
e
way
.
Vid
eo
s
also
ca
n
ass
i
s
t
s
tu
d
en
ts
in
lea
r
n
in
g
an
d
e
n
h
an
ce
th
eir
u
n
d
er
s
tan
d
in
g
o
f
co
n
ce
p
ts
.
T
h
ese
f
in
d
i
n
g
s
ar
e
co
n
s
i
s
ten
t
with
p
r
ev
io
u
s
s
tu
d
ies
o
f
th
e
a
d
v
an
tag
es
o
f
v
id
eo
c
r
ea
tio
n
[
3
8
]
,
[
4
7
]
.
Ho
wev
er
,
s
o
m
e
s
tu
d
en
ts
cr
iticized
th
e
m
eth
o
d
b
ec
au
s
e
it
was
tim
e
co
n
s
u
m
in
g
co
m
p
ar
ed
to
wr
itten
ass
ig
n
m
en
ts
.
Stu
d
en
ts
wo
r
k
in
g
in
u
n
c
o
llab
o
r
ativ
e
g
r
o
u
p
s
m
ig
h
t
b
e
o
n
e
r
ea
s
o
n
f
o
r
th
i
s
n
eg
ativ
e
ass
ess
m
en
t.
T
h
ese
f
i
n
d
in
g
s
ar
e
n
o
t
s
u
r
p
r
is
in
g
as
o
th
er
s
tu
d
ies
h
ad
s
im
ilar
r
esu
lts
[
4
8
]
.
R
esear
ch
b
y
E
r
lan
g
g
a
[
4
8
]
em
p
h
asizes
th
e
im
p
o
r
tan
t
o
f
m
ak
in
g
v
id
eo
s
a
n
d
s
h
ar
e
d
a
p
o
s
itiv
e
v
iew
o
f
th
e
m
eth
o
d
with
th
at
m
an
y
s
tu
d
en
ts
.
On
th
e
o
th
er
h
an
d
,
E
r
lan
g
g
a
[
4
8
]
also
s
tated
th
at
s
o
m
e
in
s
tr
u
ctio
n
in
h
o
w
to
m
ak
e
v
id
eo
s
was
n
ee
d
ed
b
ef
o
r
e
g
iv
in
g
s
u
ch
an
ass
ig
n
m
en
t
b
ec
au
s
e
s
o
m
e
s
tu
d
en
ts
wer
e
f
r
u
s
tr
ated
t
h
at
th
e
y
co
u
ld
n
o
t
m
aster
th
e
s
k
ill.
Stu
d
en
ts
in
p
o
s
ttes
t
ex
p
er
im
e
n
tal
g
r
o
u
p
s
h
o
we
d
th
e
m
o
s
t
im
p
r
o
v
e
m
en
t
in
m
ea
n
s
co
r
es
o
f
in
ter
est
co
m
p
ar
ed
to
th
e
c
o
n
tr
o
l
g
r
o
u
p
in
two
item
s
:
“I
en
jo
y
m
ak
in
g
v
id
eo
s
”
a
n
d
“
I
ask
m
o
r
e
q
u
esti
o
n
s
wh
ile
m
ak
in
g
v
id
eo
s
.
”
E
v
e
n
th
o
u
g
h
th
e
m
ajo
r
ity
o
f
s
tu
d
en
ts
h
a
d
ex
p
er
ie
n
ce
d
o
n
lin
e
lear
n
in
g
b
ef
o
r
e,
n
o
n
e
h
ad
m
ad
e
an
ed
u
ca
tio
n
al
v
i
d
eo
b
e
f
o
r
e.
R
esear
ch
also
in
d
icate
d
th
at
s
tu
d
en
t in
ter
est wa
s
en
h
an
c
ed
wh
en
th
e
y
wer
e
0
20
40
60
80
Pre
-e
x
p
e
ri
me
n
tal
g
r
o
u
p
Pre
-co
n
tr
o
l
g
r
o
u
p
Po
s
t-e
x
p
e
ri
me
n
tal
g
ro
u
p
Po
s
t-c
o
n
t
ro
l
g
ro
u
p
Per
for
m
an
c
e
Gr
o
u
p
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
E
ffect
o
f in
teg
r
a
tin
g
s
tu
d
en
t
-
d
ev
elo
p
ed
vid
e
o
s
in
to
a
virt
u
a
l
en
viro
n
men
t
(
K
h
o
o
Yin
Yin
)
2377
in
v
o
lv
ed
i
n
h
an
d
s
-
o
n
ac
tiv
itie
s
b
ec
au
s
e
th
ey
co
n
ten
t
was
ea
s
ily
u
n
d
er
s
to
o
d
[
2
3
]
.
Mo
tiv
atio
n
an
d
e
n
g
ag
em
en
t
ar
e
th
e
v
ar
iab
les
th
at
ar
e
alwa
y
s
co
n
n
ec
ted
.
T
h
e
ex
p
e
r
im
e
n
tal
g
r
o
u
p
o
u
tp
e
r
f
o
r
m
ed
th
e
c
o
n
tr
o
l
g
r
o
u
p
e
x
ce
p
t
f
o
r
item
s
1
0
an
d
1
7
:
“I
p
ay
a
tten
tio
n
in
all
th
e
o
n
lin
e
ac
tiv
ities
”
an
d
“I
ca
n
s
tu
d
y
o
n
a
r
eg
u
lar
b
asis
.
”
T
h
e
ex
p
er
im
en
tal
g
r
o
u
p
h
a
d
a
lo
w
er
m
ea
n
s
co
r
e
i
n
b
o
t
h
item
s
p
o
s
s
ib
ly
b
ec
au
s
e
th
e
s
tu
d
en
ts
w
er
e
ex
cited
to
m
ak
e
v
id
eo
s
,
an
d
s
o
,
th
ey
s
elec
ted
t
h
e
ac
tiv
ities
th
at
wo
u
ld
a
p
p
r
o
p
r
iately
d
r
aw
th
eir
atten
tio
n
.
F
o
r
item
1
7
,
s
tu
d
en
ts
in
th
e
ex
p
e
r
im
en
tal
g
r
o
u
p
p
r
ef
er
r
ed
o
n
lin
e
lear
n
in
g
to
f
ac
e
-
to
-
f
ac
e
class
s
ettin
g
s
.
T
h
e
f
in
d
in
g
s
in
d
icate
d
th
at
th
e
s
tu
d
en
ts
in
th
e
ex
p
er
im
en
tal
g
r
o
u
p
o
u
tp
er
f
o
r
m
e
d
th
e
s
tu
d
en
ts
in
th
e
co
n
tr
o
l
g
r
o
u
p
.
T
h
is
r
esu
lt
alig
n
s
with
th
e
r
esu
lts
o
f
p
r
ev
io
u
s
s
tu
d
ies
[
3
5
]
.
Stu
d
en
ts
in
th
e
ex
p
er
im
en
tal
g
r
o
u
p
h
ad
h
eld
d
is
cu
s
s
io
n
s
in
p
air
s
an
d
cr
ea
ted
v
id
eo
s
.
I
n
o
th
e
r
wo
r
d
s
,
th
ey
d
ev
elo
p
e
d
s
k
ills
in
d
is
cu
s
s
io
n
an
d
co
llab
o
r
atio
n
.
E
v
e
n
th
o
u
g
h
th
e
q
u
a
n
titativ
e
r
esu
lts
s
h
o
w
a
p
o
s
itiv
e
im
p
ac
t
o
f
m
ak
in
g
v
id
eo
s
,
th
e
q
u
alitativ
e
r
esu
lts
in
d
icate
th
at
a
f
ew
s
tu
d
en
ts
h
ad
d
if
f
icu
lties
in
co
l
lab
o
r
atin
g
with
t
h
eir
p
ee
r
s
,
esp
ec
ially
if
th
ese
in
ac
tiv
e
an
d
u
n
co
llab
o
r
ativ
e
p
ee
r
s
wer
e
th
eir
f
r
ien
d
s
.
I
n
s
tr
u
cto
r
s
ca
n
ad
d
r
ess
th
is
lack
o
f
co
llab
o
r
atio
n
if
in
f
o
r
m
e
d
ab
o
u
t
it
ea
r
ly
o
n
.
Fo
r
in
s
tan
ce
,
in
s
tr
u
ct
o
r
s
s
h
o
u
l
d
m
o
n
ito
r
p
r
o
g
r
ess
ev
er
y
tw
o
wee
k
s
to
p
r
ev
en
t
“f
r
ee
r
id
er
s
.
”
An
im
p
o
r
tan
t
p
o
in
t
o
f
in
ter
est
em
er
g
es
f
r
o
m
th
e
r
esu
lts
.
Stu
d
en
t
in
ter
est,
m
o
tiv
atio
n
,
en
g
ag
em
e
n
t,
an
d
p
er
f
o
r
m
an
ce
ca
n
b
e
e
n
h
an
ce
d
b
y
p
r
o
p
er
ly
u
s
in
g
th
e
m
ak
i
n
g
o
f
v
id
e
o
s
in
o
n
lin
e
class
es.
Nev
er
th
eless
,
th
is
s
tu
d
y
h
as
s
o
m
e
lim
itatio
n
s
.
First,
all
t
h
e
d
ata
wer
e
c
o
llected
at
a
u
n
iv
er
s
ity
.
Seco
n
d
,
o
n
ly
ec
o
n
o
m
ics
s
tu
d
en
ts
p
ar
ticip
ated
i
n
th
e
s
tu
d
y
,
an
d
s
o
,
th
e
r
esu
lts
ca
n
n
o
t
b
e
g
en
er
alize
d
to
a
lar
g
er
g
r
o
u
p
s
ettin
g
in
o
th
e
r
i
n
s
titu
tio
n
s
o
r
co
u
r
s
es.
T
h
ir
d
,
t
h
e
q
u
alitativ
e
r
esu
lts
ar
e
b
ased
o
n
an
o
p
en
-
e
n
d
ed
q
u
esti
o
n
p
o
s
ed
in
th
e
s
u
r
v
ey
;
n
o
f
o
llo
w
-
u
p
in
ter
v
iew
wa
s
co
n
d
u
cte
d
.
Fu
tu
r
e
r
esear
ch
n
ee
d
s
to
co
n
d
u
ct
f
o
llo
w
-
u
p
in
ter
v
iews
an
d
r
ec
r
u
it
s
tu
d
en
ts
f
r
o
m
d
if
f
er
e
n
t
co
u
r
s
es
an
d
u
n
iv
er
s
ities
.
T
h
e
b
ig
g
est
ch
allen
g
e
o
f
th
is
s
tu
d
y
is
to
m
o
n
ito
r
s
tu
d
en
ts
to
cr
ea
tin
g
v
id
e
o
s
in
p
air
s
.
T
h
is
s
tu
d
y
d
e
v
elo
p
ed
b
ased
o
n
Vy
g
o
ts
k
y
s
o
cial
in
ter
ac
tio
n
th
eo
r
y
.
Vy
g
o
ts
k
y
p
o
s
ited
th
at
lear
n
in
g
is
in
h
er
en
tly
s
o
cial.
T
h
e
lear
n
i
n
g
p
r
o
ce
s
s
th
at
in
teg
r
ated
s
tu
d
e
n
t
-
d
ev
elo
p
ed
v
id
eo
p
r
o
m
o
te
c
o
llab
o
r
atio
n
am
o
n
g
s
tu
d
en
ts
,
en
co
u
r
ag
e
c
o
m
m
u
n
icatio
n
an
d
d
ev
el
o
p
h
ig
h
er
-
o
r
d
er
th
in
k
in
g
.
T
h
e
co
n
ce
p
t
o
f
zo
n
e
o
f
p
r
o
x
im
al
d
ev
elo
p
m
e
n
t
(
Z
PD
)
is
ce
n
tr
al
to
Vy
g
o
ts
k
y
h
ig
h
li
g
h
ted
th
e
d
if
f
er
en
ce
b
etwe
en
a
lear
n
er
ca
n
ac
h
ie
v
e
in
d
ep
en
d
en
tly
a
n
d
wh
at
th
ey
ca
n
ac
h
iev
e
with
th
e
ass
is
tan
ce
o
f
t
o
o
ls
o
r
p
ee
r
s
.
Ad
d
itio
n
al
ly
,
th
is
m
eth
o
d
n
o
t
o
n
ly
alig
n
s
with
Vy
g
o
ts
k
y
’
s
th
eo
r
y
b
u
t
also
im
p
licati
o
n
s
in
ed
u
ca
tio
n
al
p
r
ac
tices
s
u
ch
as
en
h
an
ce
en
g
ag
em
e
n
t
d
u
r
in
g
co
llab
o
r
at
iv
e
lear
n
in
g
.
E
d
u
ca
t
o
r
s
ca
n
p
r
o
v
id
e
s
ca
f
f
o
ld
in
g
s
tr
ateg
ies
b
y
o
f
f
er
in
g
g
u
id
a
n
ce
d
u
r
in
g
v
id
e
o
p
r
o
d
u
ctio
n
.
All
th
e
s
u
p
p
o
r
t
t
h
at
o
f
f
er
ed
b
y
ed
u
ca
to
r
s
en
c
o
u
r
a
g
in
g
s
tu
d
en
ts
to
ex
p
lo
r
e
th
eir
Z
PD.
E
d
u
ca
to
r
s
ca
n
en
co
u
r
ag
e
s
tu
d
en
ts
to
r
ef
lect
o
n
t
h
eir
lear
n
in
g
th
r
o
u
g
h
r
e
f
lectio
n
s
ess
io
n
s
af
ter
d
ev
elo
p
in
g
th
e
v
id
e
o
s
.
T
h
is
ac
tiv
ity
m
ay
h
elp
s
tu
d
e
n
ts
to
u
n
d
er
s
tan
d
an
d
r
ec
o
g
n
ize
th
eir
wea
k
n
ess
an
d
co
n
tin
u
e
to
im
p
r
o
v
e.
On
th
e
o
th
er
h
an
d
,
p
ar
ticip
an
ts
r
ep
o
r
ted
a
p
o
s
itiv
e
im
p
ac
t
o
f
m
a
k
in
g
v
id
eo
s
.
Su
ch
a
m
eth
o
d
ca
n
d
r
aw
o
u
t
s
tu
d
en
ts
’
cr
ea
tiv
it
y
an
d
u
n
d
er
s
tan
d
i
n
g
o
f
class
co
n
ten
t
an
d
in
teg
r
ate
wit
h
in
f
o
r
m
atio
n
an
d
co
m
m
u
n
icatio
n
tech
n
o
lo
g
y
s
k
ills
.
I
t
is
im
p
o
r
tan
t
to
n
o
te
t
h
at
th
e
cr
ea
tio
n
o
f
v
id
eo
s
is
a
cu
r
r
en
t
e
d
u
ca
tio
n
al
tr
en
d
th
at
s
u
its
m
an
y
s
tu
d
e
n
ts
.
Stu
d
en
t
-
d
e
v
elo
p
e
d
v
id
e
o
s
h
a
v
e
b
ee
n
r
ep
o
r
ted
to
b
e
an
ef
f
e
ctiv
e
d
ig
ital
to
o
l
f
o
r
en
h
an
cin
g
s
tu
d
e
n
t
lear
n
in
g
.
T
wo
r
ec
o
m
m
en
d
atio
n
s
h
a
v
e
b
e
en
m
a
d
e
b
ased
o
n
t
h
e
f
i
n
d
in
g
s
:
th
e
m
ak
i
n
g
o
f
th
e
v
id
eo
s
m
u
s
t b
e
in
teg
r
ated
in
to
th
e
co
u
r
s
e
in
o
r
d
e
r
to
ac
h
iev
e
th
e
lear
n
in
g
o
u
tc
o
m
e,
an
d
s
o
,
th
e
in
s
tr
u
cto
r
m
u
s
t
b
e
tr
ain
ed
in
v
id
eo
cr
ea
tio
n
.
S
tu
d
en
t
en
g
ag
e
m
en
t
in
th
e
co
u
r
s
e
is
an
o
th
er
cr
u
cial
p
o
in
t.
C
lear
in
s
tr
u
ctio
n
s
an
d
g
u
id
elin
es
m
u
s
t
b
e
g
iv
en
p
r
io
r
to
a
less
o
n
.
I
n
s
tr
u
cto
r
s
m
u
s
t
m
o
n
ito
r
th
e
p
r
o
ce
s
s
o
f
v
id
eo
cr
ea
tio
n
f
r
o
m
tim
e
to
tim
e.
T
h
e
f
o
r
m
at,
tech
n
o
lo
g
ical
s
u
p
p
o
r
t
n
ee
d
ed
,
an
d
co
n
te
n
t
o
f
s
tu
d
en
t
-
d
ev
elo
p
ed
v
id
eo
s
m
u
s
t
b
e
ca
r
ef
u
lly
co
n
s
id
er
ed
b
ef
o
r
e
th
ey
ar
e
s
elec
ted
as a
n
ass
ess
m
en
t m
eth
o
d
.
6.
CO
NCLU
SI
O
N
Fro
m
th
e
f
in
d
in
g
s
,
s
ev
er
al
im
p
o
r
tan
t
r
am
if
icatio
n
s
f
o
u
n
d
f
o
r
th
e
f
u
tu
r
e
o
n
lin
e
ed
u
ca
tio
n
.
T
h
e
ef
f
ec
t
o
f
s
tu
d
e
n
t
-
d
ev
el
o
p
ed
v
id
e
o
s
s
u
g
g
ests
th
at
e
d
u
ca
to
r
s
s
h
o
u
ld
in
co
r
p
o
r
ated
p
r
o
ject
-
b
ased
lea
r
n
in
g
in
to
cu
r
r
icu
la
an
d
lead
to
th
e
d
ev
elo
p
m
en
t
o
f
n
ew
in
n
o
v
ativ
e
teac
h
i
n
g
m
eth
o
d
.
T
h
is
m
eth
o
d
ca
n
c
r
ea
te
a
p
latf
o
r
m
t
o
im
p
r
o
v
e
e
n
g
ag
em
e
n
t o
f
s
tu
d
e
n
ts
d
u
r
in
g
th
e
lear
n
in
g
p
r
o
ce
s
s
.
T
h
e
im
p
o
r
tan
ce
o
f
clo
s
e
m
o
n
ito
r
in
g
g
r
o
u
p
wo
r
k
s
u
ch
as
s
tr
u
ctu
r
ed
p
ee
r
e
v
alu
atio
n
o
r
ch
ec
k
p
o
in
t
to
en
s
u
r
e
all
s
tu
d
en
ts
p
ar
ticip
ate
ac
ti
v
ely
.
Ad
d
itio
n
ally
,
u
n
iv
er
s
ity
s
tu
d
en
ts
ca
n
g
ain
s
o
m
e
ex
p
er
ien
ce
o
f
v
id
eo
m
ak
in
g
th
at
in
teg
r
ated
with
co
n
te
n
t.
T
h
ey
will
h
av
e
th
e
o
p
p
o
r
tu
n
ity
t
o
ex
p
r
ess
th
eir
id
ea
s
in
m
o
r
e
cr
ea
tiv
e
way
s
.
Stu
d
en
ts
f
r
o
m
d
i
f
f
er
e
n
t
b
ac
k
g
r
o
u
n
d
s
an
d
d
if
f
er
en
t
p
lace
s
ca
n
s
h
ar
e
t
h
eir
cu
ltu
r
es
i
n
v
i
d
eo
s
.
C
r
ea
tin
g
v
id
eo
s
h
as p
r
o
v
id
ed
m
an
y
lear
n
in
g
p
o
s
s
ib
ilit
ies
in
u
n
iv
er
s
ity
as
ass
es
s
m
en
t
o
r
lear
n
in
g
m
ater
ials
.
C
o
m
p
ar
ati
v
e
r
esear
ch
with
m
ix
ed
m
eth
o
d
ap
p
r
o
ac
h
es
an
d
em
p
lo
y
ed
s
tu
d
en
ts
f
r
o
m
n
eig
h
b
o
r
c
o
u
n
t
r
y
s
u
c
h
as
I
n
d
o
n
esia
ca
n
b
e
d
o
n
e
as
f
u
t
u
r
e
r
esear
ch
.
I
n
s
u
m
m
a
r
y
,
th
e
r
am
if
icatio
n
s
o
f
th
ese
f
in
d
in
g
s
s
u
g
g
est
a
s
h
if
t
to
war
d
s
m
o
r
e
in
n
o
v
ativ
e,
co
lla
b
o
r
ativ
e,
cr
ea
tiv
e
an
d
h
an
d
s
-
o
n
lear
n
in
g
ap
p
r
o
ac
h
es
in
o
n
lin
e
ed
u
ca
tio
n
,
with
th
e
p
o
ten
ti
al
to
en
h
an
ce
s
tu
d
e
n
t
en
g
a
g
e
m
en
t
an
d
lear
n
in
g
o
u
tco
m
es.
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
.
3
,
J
u
n
e
20
25
:
2
3
6
9
-
2
3
8
0
2378
F
UNDING
I
NF
O
R
M
A
T
I
O
N
T
h
i
s
r
e
s
e
ar
ch
w
a
s
co
n
d
u
c
t
ed
wi
th
s
u
p
p
o
r
t
o
f
th
e
F
u
n
d
am
en
ta
l
R
e
s
ea
r
ch
Gr
an
t
s
Sc
h
em
e
(
F
R
GS
/1
/2
0
1
9
/
S
S0
8
/U
P
SI
/0
2
/3
)
p
r
o
v
id
ed
b
y
th
e
Min
i
s
t
r
y
o
f
E
d
u
ca
t
io
n
o
f
M
al
ay
s
i
a.
T
h
e
au
th
o
r
s
w
o
u
ld
lik
e
to
ex
t
en
d
th
e
ir
g
r
a
ti
tu
d
e
to
Un
iv
e
r
s
i
ti
P
en
d
i
d
ik
an
Su
lt
an
I
d
r
i
s
(
U
P
SI)
,
wh
ic
h
h
e
l
p
ed
to
m
an
ag
e
th
e
g
r
an
t
.
AUTHO
R
CO
NT
RI
B
UT
I
O
NS ST
A
T
E
M
E
N
T
T
h
is
jo
u
r
n
al
u
s
es
th
e
C
o
n
tr
ib
u
to
r
R
o
les
T
ax
o
n
o
m
y
(
C
R
ed
iT)
to
r
ec
o
g
n
ize
in
d
i
v
id
u
al
au
th
o
r
co
n
tr
ib
u
tio
n
s
,
r
ed
u
ce
au
th
o
r
s
h
ip
d
is
p
u
tes,
an
d
f
ac
ilit
ate
co
llab
o
r
atio
n
.
Na
m
e
o
f
Aut
ho
r
C
M
So
Va
Fo
I
R
D
O
E
Vi
Su
P
Fu
Kh
o
o
Yin
Yin
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
Mo
h
am
ad
R
o
h
ieszan
R
am
d
an
✓
✓
✓
✓
✓
C
:
C
o
n
c
e
p
t
u
a
l
i
z
a
t
i
o
n
M
:
M
e
t
h
o
d
o
l
o
g
y
So
:
So
f
t
w
a
r
e
Va
:
Va
l
i
d
a
t
i
o
n
Fo
:
Fo
r
mal
a
n
a
l
y
s
i
s
I
:
I
n
v
e
s
t
i
g
a
t
i
o
n
R
:
R
e
so
u
r
c
e
s
D
:
D
a
t
a
C
u
r
a
t
i
o
n
O
:
W
r
i
t
i
n
g
-
O
r
i
g
i
n
a
l
D
r
a
f
t
E
:
W
r
i
t
i
n
g
-
R
e
v
i
e
w
&
E
d
i
t
i
n
g
Vi
:
Vi
su
a
l
i
z
a
t
i
o
n
Su
:
Su
p
e
r
v
i
s
i
o
n
P
:
P
r
o
j
e
c
t
a
d
mi
n
i
st
r
a
t
i
o
n
Fu
:
Fu
n
d
i
n
g
a
c
q
u
i
si
t
i
o
n
CO
NF
L
I
C
T
O
F
I
N
T
E
R
E
S
T
ST
A
T
E
M
E
NT
Au
th
o
r
s
s
tate
n
o
co
n
f
lict o
f
in
t
er
est.
I
NF
O
RM
E
D
CO
NS
E
N
T
W
e
h
av
e
o
b
tain
ed
in
f
o
r
m
ed
c
o
n
s
en
t f
r
o
m
all
in
d
iv
id
u
als in
c
lu
d
ed
in
t
h
is
s
tu
d
y
.
E
T
H
I
CAL AP
P
RO
V
AL
T
h
e
r
esear
ch
r
elate
d
to
h
u
m
a
n
u
s
e
h
as
b
ee
n
co
m
p
lie
d
with
all
th
e
r
elev
an
t
n
atio
n
al
r
eg
u
l
atio
n
s
an
d
in
s
titu
tio
n
al
p
o
licies
in
ac
co
r
d
an
ce
with
th
e
te
n
ets
o
f
t
h
e
He
ls
in
k
i
Dec
lar
atio
n
an
d
h
as
b
ee
n
ap
p
r
o
v
e
d
b
y
th
e
au
th
o
r
s
’
in
s
titu
tio
n
al
eth
ical
b
o
ar
d
.
DATA AV
AI
L
AB
I
L
I
T
Y
T
h
e
d
ata
th
at
s
u
p
p
o
r
t
th
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
ar
e
av
ailab
le
f
r
o
m
th
e
co
r
r
esp
o
n
d
in
g
au
t
h
o
r
[
KYY]
,
u
p
o
n
r
ea
s
o
n
ab
le
r
eq
u
est.
RE
F
E
R
E
NC
E
S
[
1
]
Z.
D
e
r
a
k
h
s
h
a
n
d
e
h
a
n
d
B
.
Esm
a
e
i
l
i
,
“
A
c
t
i
v
e
-
l
e
a
r
n
i
n
g
i
n
t
h
e
o
n
l
i
n
e
e
n
v
i
r
o
n
me
n
t
,
”
J
o
u
r
n
a
l
o
f
E
d
u
c
a
t
i
o
n
a
l
Mu
l
t
i
m
e
d
i
a
a
n
d
H
y
p
e
rm
e
d
i
a
,
v
o
l
.
2
9
,
n
o
.
4
,
p
p
.
2
9
9
–
3
1
1
,
2
0
2
0
.
[
2
]
L.
S
.
V
y
g
o
t
sk
y
,
“
Th
e
i
n
s
t
r
u
me
n
t
a
l
met
h
o
d
i
n
p
s
y
c
h
o
l
o
g
y
,
”
i
n
T
h
e
c
o
n
c
e
p
t
o
f
a
c
t
i
v
i
t
y
i
n
S
o
v
i
e
t
p
s
y
c
h
o
l
o
g
y
,
J.
V
.
W
e
r
t
Ed
.
,
N
e
w
Y
o
r
k
:
R
o
u
t
l
e
d
g
e
,
1
9
8
1
,
p
p
.
1
3
4
–
1
4
3
.
[
3
]
P
.
B
a
v
i
s
h
i
,
A
.
B
i
r
n
h
a
k
,
J
.
G
a
u
g
h
a
n
,
J.
M
i
t
c
h
e
l
l
-
W
i
l
l
i
a
ms
,
a
n
d
S
.
P
h
a
d
t
a
r
e
,
“
A
c
t
i
v
e
l
e
a
r
n
i
n
g
:
a
s
h
i
f
t
f
r
o
m
p
a
ssi
v
e
l
e
a
r
n
i
n
g
t
o
st
u
d
e
n
t
e
n
g
a
g
e
me
n
t
i
mp
r
o
v
e
s
u
n
d
e
r
st
a
n
d
i
n
g
a
n
d
c
o
n
t
e
x
t
u
a
l
i
z
a
t
i
o
n
o
f
n
u
t
r
i
t
i
o
n
a
n
d
c
o
mm
u
n
i
t
y
h
e
a
l
t
h
,
”
E
d
u
c
a
t
i
o
n
S
c
i
e
n
c
e
s
,
v
o
l
.
1
2
,
n
o
.
7
,
p
.
4
3
0
,
2
0
2
2
,
d
o
i
:
1
0
.
3
3
9
0
/
e
d
u
c
sc
i
1
2
0
7
0
4
3
0
.
[
4
]
L.
R
o
c
h
e
,
A
.
K
i
t
t
e
l
,
I
.
C
u
n
n
i
n
g
h
a
m,
a
n
d
C
.
R
o
l
l
a
n
d
,
“
3
6
0
°
v
i
d
e
o
i
n
t
e
g
r
a
t
i
o
n
i
n
t
e
a
c
h
e
r
e
d
u
c
a
t
i
o
n
:
a
S
W
O
T
a
n
a
l
y
si
s,”
Fro
n
t
i
e
rs
i
n
Ed
u
c
a
t
i
o
n
,
v
o
l
.
6
,
p
.
7
6
1
1
7
6
,
N
o
v
.
2
0
2
1
,
d
o
i
:
1
0
.
3
3
8
9
/
f
e
d
u
c
.
2
0
2
1
.
7
6
1
1
7
6
.
[
5
]
Y
.
S
u
l
a
i
ma
n
,
M
.
A.
R
a
h
ma
n
,
a
n
d
N
.
K
.
N
N.
i
k
M
a
t
,
“
E
n
h
a
n
c
i
n
g
s
t
u
d
e
n
t
a
c
t
i
v
e
l
e
a
r
n
i
n
g
i
n
c
o
n
s
u
mer
b
e
h
a
v
i
o
u
r
c
l
a
ss
u
si
n
g
5
E
l
e
a
r
n
i
n
g
c
y
c
l
e
:
a
c
o
n
c
e
p
t
u
a
l
p
a
p
e
r
,
”
WS
E
AS
T
r
a
n
sa
c
t
i
o
n
s
o
n
En
v
i
r
o
n
m
e
n
t
a
n
d
D
e
v
e
l
o
p
m
e
n
t
,
v
o
l
.
1
6
,
p
p
.
5
2
0
–
5
2
9
,
J
u
n
.
2
0
2
0
,
d
o
i
:
1
0
.
3
7
3
9
4
/
2
3
2
0
1
5
.
2
0
2
0
.
1
6
.
5
3
.
[
6
]
S
.
H
a
r
t
i
k
a
i
n
e
n
,
H
.
R
i
n
t
a
l
a
,
L.
P
y
l
v
ä
s,
a
n
d
P
.
N
o
k
e
l
a
i
n
e
n
,
“
Th
e
c
o
n
c
e
p
t
o
f
a
c
t
i
v
e
l
e
a
r
n
i
n
g
a
n
d
t
h
e
m
e
a
s
u
r
e
men
t
o
f
l
e
a
r
n
i
n
g
o
u
t
c
o
mes
:
a
r
e
v
i
e
w
o
f
r
e
s
e
a
r
c
h
i
n
e
n
g
i
n
e
e
r
i
n
g
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
,
”
Ed
u
c
a
t
i
o
n
S
c
i
e
n
c
e
s
,
v
o
l
.
9
,
n
o
.
4
,
p
.
2
7
6
,
2
0
1
9
,
d
o
i
:
1
0
.
3
3
9
0
/
e
d
u
c
sci
9
0
4
0
2
7
6
.
[
7
]
R
.
M
.
L
i
p
p
s
,
Be
y
o
n
d
t
h
e
b
i
t
r
a
t
e
:
e
n
su
ri
n
g
c
a
m
p
u
s
v
i
d
e
o
s
u
c
c
e
ss
.
Le
u
v
e
n
,
B
e
l
g
i
u
m,
2
0
1
8
.
A
c
c
e
sse
d
:
J
u
n
.
2
3
,
2
0
1
0
.
[
O
n
l
i
n
e
]
.
A
v
a
i
l
a
b
l
e
:
h
t
t
p
s:
/
/
w
w
w
.
m
e
d
i
a
-
a
n
d
-
l
e
a
r
n
i
n
g
.
e
u
/
s
i
t
e
s/
d
e
f
a
u
l
t
/
f
i
l
e
s/
p
r
e
se
n
t
a
t
i
o
n
s/
M
e
d
i
a
%
2
0
[
8
]
J.
Z.
La
m
a
n
d
M
.
M
.
Y
u
n
u
s,
“
S
t
u
d
e
n
t
-
p
r
o
d
u
c
e
d
v
i
d
e
o
f
o
r
l
e
a
r
n
i
n
g
:
a
s
y
s
t
e
ma
t
i
c
r
e
v
i
e
w
,
”
J
o
u
rn
a
l
o
f
L
a
n
g
u
a
g
e
T
e
a
c
h
i
n
g
a
n
d
Re
se
a
rc
h
,
v
o
l
.
1
4
,
n
o
.
2
,
p
p
.
3
8
6
–
3
9
5
,
2
0
2
3
,
d
o
i
:
1
0
.
1
7
5
0
7
/
j
l
t
r
.
1
4
0
2
.
1
4
.
Evaluation Warning : The document was created with Spire.PDF for Python.