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In
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Gam
if
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I
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I
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Self
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[
2
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[
3
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On
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ac
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in
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th
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ev
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[
4
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p
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[
1
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,
[
4
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,
g
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[
9
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[
1
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am
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[
1
1
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1
2
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A
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1
3
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[
1
4
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Fo
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p
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o
s
es
a
f
o
u
r
-
s
tep
tr
ain
in
g
m
eth
o
d
e
n
co
m
p
ass
in
g
attitu
d
e
d
ev
elo
p
m
en
t,
k
n
o
wled
g
e
co
n
s
tr
u
ctio
n
,
s
k
ills
p
r
ac
tice,
an
d
r
ef
lectio
n
,
d
em
o
n
s
tr
atin
g
e
f
f
icac
y
i
n
en
h
a
n
cin
g
v
ar
io
u
s
d
im
en
s
io
n
s
o
f
I
C
C
.
Desp
ite
th
ese
ad
v
an
ce
m
en
ts
,
co
n
ce
r
n
s
h
av
e
b
ee
n
r
aised
r
eg
a
r
d
in
g
th
e
p
o
ten
tial
a
d
v
er
s
e
ef
f
ec
ts
o
f
th
e
o
n
lin
e
en
v
ir
o
n
m
en
t
o
n
s
tu
d
en
t
m
o
tiv
atio
n
[
1
]
,
[
4
]
.
T
h
ese
f
in
d
i
n
g
s
em
p
h
asize
th
e
im
p
o
r
tan
ce
o
f
ad
d
r
ess
in
g
m
o
tiv
atio
n
al
ch
alle
n
g
es in
o
n
lin
e
in
ter
cu
ltu
r
al
lear
n
in
g
to
en
s
u
r
e
e
f
f
ec
tiv
en
ess
.
Gam
if
icatio
n
is
co
m
m
o
n
l
y
u
tili
ze
d
to
en
h
a
n
ce
m
o
tiv
ati
o
n
b
y
in
teg
r
atin
g
g
am
e
ele
m
en
ts
in
to
lear
n
in
g
co
n
tex
ts
[
1
5
]
.
T
h
ese
elem
en
ts
,
s
u
ch
as
p
o
in
ts
,
lead
er
b
o
a
r
d
s
,
an
d
b
ad
g
es,
cr
ea
te
an
en
jo
y
a
b
le
an
d
in
ter
ac
tiv
e
lear
n
in
g
e
n
v
ir
o
n
m
en
t
th
at
m
o
tiv
ates
s
tu
d
en
ts
to
in
v
est
tim
e
an
d
ef
f
o
r
t
i
n
th
eir
s
tu
d
ies
[
1
6
]
.
Ad
d
itio
n
ally
,
g
am
if
icatio
n
ca
n
en
h
an
ce
t
h
e
en
jo
y
m
en
t,
in
t
er
ac
tiv
ity
,
an
d
ch
alle
n
g
e
o
f
l
ea
r
n
in
g
,
p
r
o
v
i
d
in
g
tim
ely
f
ee
d
b
ac
k
an
d
r
ewa
r
d
s
t
o
en
h
a
n
ce
in
tr
in
s
ic
m
o
tiv
atio
n
[
15
]
,
[
17
]
.
C
u
r
r
en
t
s
tu
d
ies
ten
d
to
em
p
lo
y
g
am
if
icatio
n
to
p
r
o
m
o
te
in
tr
in
s
ic
m
o
tiv
atio
n
b
ased
o
n
s
elf
-
d
eter
m
in
atio
n
th
eo
r
y
(
SDT)
[
18
]
.
SDT
em
p
h
asizes
th
e
im
p
ac
t
o
f
th
r
ee
f
u
n
d
am
e
n
tal
p
s
y
ch
o
lo
g
ical
n
ee
d
s
o
n
in
tr
in
s
ic
m
o
tiv
atio
n
:
au
to
n
o
m
y
(
th
e
f
r
ee
d
o
m
to
ch
o
o
s
e)
,
co
m
p
eten
ce
(
a
s
en
s
e
o
f
ca
p
ab
ili
ty
)
,
an
d
r
elate
d
n
ess
(
co
n
n
ec
tio
n
with
o
th
er
s
)
[
8
]
.
T
h
ese
n
ee
d
s
p
la
y
a
p
iv
o
tal
r
o
le
in
m
ed
iatin
g
th
e
in
f
lu
e
n
ce
o
f
g
a
m
if
icatio
n
o
n
in
tr
in
s
ic
m
o
tiv
atio
n
[
19
]
.
B
y
em
p
lo
y
in
g
g
am
e
elem
en
ts
to
s
u
p
p
o
r
t
b
asic
p
s
y
ch
o
lo
g
ical
n
e
ed
s
,
r
esear
ch
er
s
ca
n
m
o
d
if
y
lea
r
n
in
g
en
v
ir
o
n
m
en
ts
to
in
f
lu
en
ce
s
tu
d
en
ts
'
m
o
tiv
atio
n
[
20
]
.
W
h
ile
s
tu
d
ies
h
av
e
s
h
o
wn
th
at
g
am
if
icatio
n
p
r
o
d
u
ce
s
a
p
o
s
itiv
e
im
p
ac
t
o
n
en
h
an
cin
g
v
o
ca
b
u
lar
y
ac
q
u
is
itio
n
[
21
]
.
im
p
r
o
v
i
n
g
lis
ten
in
g
[
22
]
s
p
ea
k
in
g
[
23
]
,
r
ea
d
in
g
[
24
]
,
an
d
wr
itin
g
s
k
ills
[
25
]
,
th
er
e
r
em
ai
n
s
a
g
ap
in
th
e
liter
atu
r
e
r
eg
ar
d
in
g
its
im
p
ac
t
o
n
I
C
C
wh
ich
h
as
b
ee
n
a
cr
itical
lea
r
n
in
g
o
b
jectiv
e
in
f
o
r
eig
n
lan
g
u
ag
e
co
u
r
s
es.
T
h
er
ef
o
r
e,
t
h
is
s
tu
d
y
aim
s
to
ad
d
r
ess
th
e
g
ap
in
th
e
liter
atu
r
e
b
y
in
teg
r
a
tin
g
g
am
e
elem
en
ts
in
to
o
n
lin
e
E
n
g
lis
h
in
ter
cu
ltu
r
al
co
u
r
s
es
b
ased
o
n
SDT
to
cr
ea
te
an
en
g
ag
in
g
an
d
g
am
e
-
li
k
e
en
v
ir
o
n
m
en
t
th
at
s
u
p
p
o
r
ts
s
tu
d
en
ts
'
b
asic
p
s
y
c
h
o
lo
g
ical
n
ee
d
s
,
n
u
r
tu
r
in
g
in
tr
in
s
ic
m
o
tiv
atio
n
d
ir
ec
tly
an
d
d
ev
elo
p
in
g
I
C
C
in
d
ir
ec
tly
.
T
h
e
s
tu
d
y
f
o
cu
s
es
o
n
two
m
ain
o
b
jectiv
es.
Fir
s
tly
,
it
aim
s
to
in
teg
r
ate
g
a
m
if
icatio
n
elem
en
ts
r
o
o
ted
in
SDT
in
to
o
n
li
n
e
E
n
g
lis
h
in
ter
cu
ltu
r
al
c
o
u
r
s
es
to
im
p
r
o
v
e
in
tr
in
s
ic
m
o
tiv
atio
n
am
o
n
g
C
h
in
ese
v
o
ca
tio
n
al
c
o
lleg
e
s
tu
d
en
ts
.
S
ec
o
n
d
ly
,
it
en
d
ea
v
o
r
s
to
i
n
co
r
p
o
r
ate
g
am
if
icatio
n
elem
e
n
ts
,
also
g
r
o
u
n
d
e
d
in
SDT
,
in
to
th
ese
o
n
lin
e
co
u
r
s
e
s
to
cu
ltiv
ate
I
C
C
(
in
clu
d
in
g
a
ttit
u
d
e,
k
n
o
wled
g
e,
s
k
ills
,
an
d
awa
r
en
ess
)
am
o
n
g
C
h
in
ese
v
o
ca
tio
n
al
co
lleg
e
s
tu
d
en
ts
.
2.
M
E
T
H
O
D
2
.
1
.
I
nte
g
ra
t
io
n o
f
g
a
m
if
ic
a
t
io
n
ba
s
ed
o
n self
-
det
er
m
ina
t
io
n t
heo
ry
T
h
is
s
tu
d
y
em
p
lo
y
s
an
SDT
-
b
ased
g
am
if
icatio
n
f
r
am
ew
o
r
k
d
em
o
n
s
tr
atin
g
h
o
w
g
am
e
elem
en
ts
m
ed
iate
p
s
y
ch
o
lo
g
ical
n
ee
d
s
,
th
er
eb
y
en
h
a
n
cin
g
lear
n
i
n
g
o
u
tco
m
es
[
26
]
.
Acc
o
r
d
in
g
to
th
e
SDT
-
b
ased
g
am
if
icatio
n
f
r
a
m
ewo
r
k
,
th
is
s
tu
d
y
in
teg
r
ates
g
am
e
elem
e
n
ts
,
s
u
ch
as
p
o
in
ts
,
b
ad
g
es,
le
ad
er
b
o
a
r
d
s
,
lev
els,
an
d
q
u
ests
f
r
o
m
g
am
if
ied
E
n
g
lis
h
ed
u
ca
tio
n
liter
atu
r
e
[
27
]
,
in
to
o
n
lin
e
E
n
g
lis
h
in
ter
cu
ltu
r
al
lear
n
in
g
to
s
u
p
p
o
r
t
n
ee
d
s
f
o
r
au
to
n
o
m
y
,
co
m
p
eten
ce
,
an
d
r
elate
d
n
ess
to
d
ev
elo
p
in
tr
in
s
ic
m
o
tiv
atio
n
an
d
I
C
C
,
as
illu
s
tr
ated
in
Fig
u
r
e
1
.
T
h
is
in
teg
r
atio
n
tr
an
s
f
o
r
m
s
th
e
lear
n
in
g
ex
p
er
ie
n
ce
in
to
en
g
ag
in
g
g
am
if
ied
en
v
ir
o
n
m
en
ts
th
at
ca
ter
to
b
a
s
ic
p
s
y
ch
o
lo
g
ical
n
ee
d
s
an
d
f
o
s
ter
in
tr
in
s
ic
m
o
tiv
atio
n
,
e
n
ab
lin
g
s
tu
d
en
ts
to
im
m
er
s
e
th
em
s
elv
es in
th
e
d
e
v
elo
p
m
en
t
o
f
I
C
C
.
I
n
th
is
s
tu
d
y
,
we
im
p
lem
en
te
d
an
o
n
lin
e
E
n
g
lis
h
in
ter
cu
lt
u
r
al
co
u
r
s
e
u
s
in
g
th
e
C
h
ao
x
i
n
lear
n
in
g
p
latf
o
r
m
,
a
wid
el
y
ad
o
p
ted
to
o
l
with
in
C
h
in
ese
c
o
lleg
es.
T
h
e
o
n
lin
e
lear
n
in
g
p
latf
o
r
m
in
te
g
r
ates
g
am
if
icatio
n
elem
en
ts
,
lik
e
lead
er
b
o
ar
d
s
an
d
p
o
in
ts
,
to
m
ak
e
lear
n
in
g
in
t
er
ac
tiv
e
an
d
en
g
ag
in
g
.
Dif
f
er
e
n
t
g
am
e
lev
els
ca
n
b
e
cr
ea
ted
b
y
g
r
o
u
p
in
g
lear
n
i
n
g
in
f
o
r
m
atio
n
in
to
v
ar
y
in
g
d
i
f
f
icu
lty
lev
els,
an
d
in
ea
ch
lev
el,
ce
r
tain
ac
tiv
ities
ar
e
d
is
p
lay
ed
as
g
am
e
q
u
ests
.
T
h
e
o
n
lin
e
p
latf
o
r
m
s
er
v
es
a
d
u
al
f
u
n
ctio
n
,
p
r
o
v
id
in
g
lear
n
in
g
s
k
ills
to
o
ls
an
d
co
m
m
u
n
icatio
n
f
ea
tu
r
es.
T
h
r
o
u
g
h
th
e
lear
n
in
g
s
k
ills
to
o
ls
,
s
tu
d
en
ts
ca
n
ac
tiv
ely
p
ar
t
icip
ate
in
v
ar
i
o
u
s
ac
tiv
ities
,
en
co
m
p
ass
in
g
q
u
izze
s
,
v
id
eo
p
r
esen
tatio
n
s
,
an
d
ass
ig
n
m
en
ts
.
Ad
d
itio
n
ally
,
co
m
m
u
n
icatio
n
to
o
ls
f
o
s
ter
s
tu
d
en
t
in
ter
ac
tio
n
an
d
f
ac
ilit
ate
ef
f
ec
tiv
e
teac
h
er
-
s
tu
d
en
t
en
g
a
g
em
en
t,
i
n
clu
d
in
g
t
h
e
estab
lis
h
m
en
t
o
f
d
is
cu
s
s
io
n
f
o
r
u
m
s
.
C
en
tr
al
to
th
e
co
u
r
s
e'
s
d
esig
n
is
th
e
o
n
lin
e
I
C
C
tr
ain
in
g
m
o
d
el
[
4
]
,
wh
ich
co
n
s
is
ts
o
f
f
o
u
r
s
tag
es:
ig
n
itin
g
in
ter
est
in
in
ter
cu
lt
u
r
al
lear
n
in
g
th
r
o
u
g
h
p
r
o
b
le
m
d
is
cu
s
s
io
n
(
attitu
d
e
d
ev
el
o
p
m
en
t)
,
ac
q
u
i
r
in
g
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
I
SS
N:
2
2
5
2
-
8
8
2
2
Ga
mifica
tio
n
w
ith
s
elf
-
d
eterm
in
a
tio
n
th
e
o
r
y
to
fo
s
ter in
tercu
ltu
r
a
l c
o
mmu
n
ica
tive
co
mp
ete
n
ce
… (
S
u
Min
)
1987
in
ter
cu
ltu
r
al
k
n
o
wled
g
e
th
r
o
u
g
h
watc
h
in
g
v
id
e
o
,
web
s
ite
s
ea
r
ch
in
g
o
r
p
ee
r
d
is
c
u
s
s
io
n
(
k
n
o
wled
g
e
co
n
s
tr
u
ctio
n
)
,
ap
p
ly
i
n
g
k
n
o
wl
ed
g
e
an
d
s
k
ills
in
p
r
o
b
lem
-
s
o
l
v
in
g
s
itu
atio
n
s
(
s
k
ills
p
r
ac
tice
)
,
an
d
r
ef
lectin
g
o
n
in
ter
cu
ltu
r
al
lear
n
in
g
e
x
p
er
ien
ce
s
th
r
o
u
g
h
q
u
esti
o
n
-
d
r
iv
e
n
wr
itin
g
(
r
ef
lectio
n
)
.
E
m
b
ed
d
e
d
with
in
th
is
d
esig
n
is
a
g
am
if
icatio
n
-
r
ich
lear
n
in
g
en
v
ir
o
n
m
en
t
th
at
s
atis
f
ies
th
e
th
r
ee
b
asic
p
s
y
ch
o
lo
g
ical
n
ee
d
s
:
au
to
n
o
m
y
,
co
m
p
eten
ce
,
a
n
d
r
elate
d
n
ess
u
n
d
er
th
e
p
r
in
cip
les
o
f
th
e
SDT
t
h
r
o
u
g
h
p
o
in
ts
,
lead
er
b
o
ar
d
s
,
lev
els,
q
u
ests
,
an
d
b
ad
g
es.
T
h
e
C
h
ao
x
in
p
latf
o
r
m
ca
n
f
ac
ilit
ate
p
o
in
ts
an
d
lead
er
b
o
a
r
d
s
f
u
n
ctio
n
ality
,
w
h
ile
lev
els
an
d
q
u
ests
ca
n
b
e
in
teg
r
ate
d
with
in
th
e
lear
n
in
g
co
n
ten
t.
B
ad
g
es
ca
n
b
e
awa
r
d
ed
th
r
o
u
g
h
th
e
teac
h
er
'
s
co
m
m
en
t
an
d
n
o
tice
f
ea
tu
r
es
in
th
e
C
h
ao
x
in
p
latf
o
r
m
.
Fig
u
r
e
2
d
em
o
n
s
tr
a
tes
th
e
s
tr
u
ctu
r
e
an
d
en
v
ir
o
n
m
en
t
o
f
th
e
g
am
if
ied
co
u
r
s
e
b
ased
o
n
SDT
in
th
e
C
h
ao
x
in
lear
n
in
g
p
latf
o
r
m
.
Fig
u
r
e
1
.
SDT
-
b
ased
g
am
if
ica
tio
n
f
r
am
ewo
r
k
in
o
n
lin
e
E
n
g
l
is
h
in
ter
cu
ltu
r
al
co
u
r
s
es
Fig
u
r
e
2
.
Stru
ctu
r
e
an
d
en
v
i
r
o
n
m
en
t o
f
g
am
if
ied
co
u
r
s
e
f
r
a
m
ewo
r
k
T
h
is
s
tu
d
y
em
p
lo
y
s
th
e
g
am
e
elem
en
ts
to
m
ee
t
b
asic
p
s
y
ch
o
lo
g
ical
n
ee
d
s
u
n
d
er
th
e
p
r
in
ci
p
les
o
f
th
e
SDT
,
as
illu
s
tr
ated
in
T
ab
le
1
.
T
o
s
atis
f
y
th
e
n
ee
d
f
o
r
a
u
to
n
o
m
y
,
th
e
co
u
r
s
e
n
ee
d
s
t
o
cr
ea
te
a
s
en
s
e
o
f
f
r
ee
d
o
m
o
f
d
ec
is
io
n
-
m
ak
i
n
g
,
wh
ich
im
p
lies
th
at
m
ea
n
in
g
f
u
l
an
d
m
u
ltip
le
ch
o
ices
ca
n
b
e
o
f
f
e
r
ed
,
s
u
c
h
as
lear
n
in
g
o
b
jectiv
es
an
d
r
o
u
tes
to
ac
h
iev
e
th
em
.
T
h
u
s
,
th
e
co
u
r
s
e
ca
n
b
u
ild
a
s
et
o
f
lea
r
n
in
g
o
b
jectiv
es
with
a
lear
n
in
g
r
o
u
te
in
v
ar
io
u
s
way
s
.
Qu
ests
an
d
lev
els
ar
e
em
p
lo
y
ed
to
ad
d
r
ess
th
e
n
ee
d
f
o
r
au
to
n
o
m
y
.
T
h
e
q
u
est
o
b
jectiv
es
ca
n
b
e
d
iv
i
d
ed
in
to
d
if
f
er
e
n
t
lev
els:
ea
s
y
o
b
je
ctiv
es,
m
id
d
le
-
d
if
f
icu
lt
o
b
jec
tiv
es,
an
d
d
i
f
f
icu
lt
o
b
jectiv
es.
E
ac
h
o
b
jectiv
e
ca
n
co
r
r
esp
o
n
d
with
q
u
ests
an
d
b
e
co
m
p
leted
in
d
if
f
e
r
en
t
way
s
.
Fo
r
ex
am
p
le,
v
ar
io
u
s
way
s
to
o
b
tain
in
f
o
r
m
atio
n
to
s
o
lv
e
p
r
o
b
lem
s
in
clu
d
e
watc
h
in
g
t
u
to
r
ials
,
r
ea
d
in
g
ar
ticles,
u
s
in
g
web
s
ites
,
o
r
d
is
cu
s
s
in
g
with
p
ee
r
s
.
Stu
d
en
t c
an
c
h
o
o
s
e
th
eir
p
r
ef
er
r
e
d
ap
p
r
o
ac
h
to
ac
h
iev
e
o
n
e
o
f
th
e
q
u
ests
.
Fo
r
th
e
n
ee
d
f
o
r
c
o
m
p
eten
ce
,
th
e
co
u
r
s
e
f
o
s
ter
s
th
e
f
ee
lin
g
o
f
ac
h
iev
em
e
n
t
in
lear
n
i
n
g
ac
tiv
ities
b
y
p
r
o
v
id
i
n
g
f
ee
d
b
ac
k
to
h
elp
s
tu
d
en
ts
h
i
g
h
lig
h
t
th
eir
s
en
s
e
o
f
s
u
cc
ess
,
wh
ich
p
o
in
ts
,
b
ad
g
e
s
,
lev
els,
an
d
a
lead
b
o
ar
d
ca
n
r
ea
lize
.
Po
in
ts
ca
n
b
e
ass
ig
n
ed
as
r
ewa
r
d
s
wh
e
n
s
tu
d
en
ts
co
m
p
lete
q
u
izze
s
an
d
m
atch
in
g
.
W
ith
ac
cu
m
u
lated
p
o
in
ts
,
s
tu
d
en
ts
ca
n
m
o
v
e
to
th
e
f
o
llo
win
g
co
n
ten
t
lev
el,
o
b
tain
b
ad
g
es
awa
r
d
ed
m
an
u
ally
th
r
o
u
g
h
th
e
an
n
o
u
n
ce
m
e
n
t
f
u
n
ctio
n
o
f
th
e
o
n
lin
e
p
latf
o
r
m
,
an
d
p
r
o
g
r
ess
u
p
th
e
lead
er
b
o
a
r
d
.
T
h
u
s
,
th
e
g
am
e
elem
en
ts
ca
n
p
r
o
v
id
e
tim
el
y
f
ee
d
b
ac
k
th
r
o
u
g
h
p
o
in
ts
an
d
s
u
s
tain
ed
f
ee
d
b
ac
k
th
r
o
u
g
h
b
ad
g
es
a
n
d
lead
er
b
o
ar
d
s
to
s
h
ap
e
th
eir
s
en
s
e
o
f
co
m
p
eten
ce
.
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
.
1
4
,
No
.
3
,
J
u
n
e
2
0
2
5
: 1
9
8
5
-
1
9
9
4
1988
T
ab
le
1
.
Ma
p
p
in
g
g
am
e
elem
e
n
ts
to
n
ee
d
s
atis
f
ac
tio
n
B
a
si
c
p
s
y
c
h
o
l
o
g
i
c
a
l
n
e
e
d
s
S
t
r
a
t
e
g
i
e
s
I
mp
l
e
me
n
t
a
t
i
o
n
t
h
r
o
u
g
h
g
a
m
e
e
l
e
me
n
t
s
A
u
t
o
n
o
m
y
A
set
o
f
l
e
a
r
n
i
n
g
o
b
j
e
c
t
i
v
e
s
D
i
f
f
e
r
e
n
t
w
a
y
s
t
o
r
e
a
c
h
o
b
j
e
c
t
i
v
e
s
O
f
f
e
r
o
p
t
i
o
n
s
f
o
r
q
u
e
st
s
w
i
t
h
d
i
f
f
e
r
e
n
t
l
e
a
r
n
i
n
g
o
b
j
e
c
t
i
v
e
s
t
h
r
o
u
g
h
l
e
v
e
l
s
O
f
f
e
r
o
p
t
i
o
n
s
f
o
r
t
h
e
w
a
y
s
t
o
g
e
t
i
n
f
o
r
ma
t
i
o
n
t
o
a
c
h
i
e
v
e
q
u
e
st
s
e
.
g
.
,
v
i
d
e
o
s,
a
r
t
i
c
l
e
s
C
o
m
p
e
t
e
n
c
e
M
e
a
n
i
n
g
f
u
l
a
n
d
i
n
f
o
r
ma
t
i
o
n
a
l
f
e
e
d
b
a
c
k
A
w
a
r
d
P
o
i
n
t
s
a
n
d
b
a
d
g
e
s
b
a
se
d
o
n
p
e
r
f
o
r
man
c
e
s
U
se
Le
v
e
l
s
a
n
d
l
e
a
d
e
r
b
o
a
r
d
s
t
o
s
h
o
w
t
h
e
r
a
n
k
o
f
o
v
e
r
a
l
l
p
e
r
f
o
r
m
a
n
c
e
s
R
e
l
a
t
e
d
n
e
s
s
D
i
f
f
e
r
e
n
t
s
o
c
i
a
l
i
n
t
e
r
a
c
t
i
o
n
s
V
i
su
a
l
i
z
a
t
i
o
n
o
f
so
c
i
a
l
r
e
p
u
t
a
t
i
o
n
A
w
a
r
d
p
o
i
n
t
s &
b
a
d
g
e
s fo
r
p
o
st
i
n
g
i
n
d
i
sc
u
ssi
o
n
f
o
r
u
ms
U
se
l
e
a
d
e
r
b
o
a
r
d
s
t
o
s
h
o
w
t
h
e
p
e
r
f
o
r
man
c
e
c
o
m
p
a
r
i
s
o
n
w
i
t
h
t
h
e
i
r
p
e
e
r
s
Ad
d
r
ess
in
g
th
e
n
ee
d
f
o
r
r
elat
ed
n
ess
n
ec
ess
itates
cu
ltiv
atin
g
a
r
o
b
u
s
t
s
en
s
e
o
f
co
m
m
u
n
it
y
.
Dif
f
er
en
t
s
o
cial
in
ter
ac
tio
n
s
ca
n
s
u
p
p
o
r
t
th
e
r
elate
d
n
ess
,
lik
e
co
m
m
en
tin
g
an
d
p
o
s
tin
g
th
eir
id
ea
s
in
d
is
cu
s
s
io
n
f
o
r
u
m
.
B
esid
es,
s
o
cial
r
ep
u
tatio
n
also
ca
n
h
el
p
s
tu
d
en
ts
f
in
d
th
eir
p
lace
in
a
m
ea
n
in
g
f
u
l
co
m
m
u
n
ity
.
T
h
u
s
,
p
o
i
n
ts
an
d
b
ad
g
es
a
r
e
ass
ig
n
ed
to
s
tim
u
late
s
tu
d
en
ts
to
s
h
ar
e
th
ei
r
id
ea
s
in
d
is
cu
s
s
io
n
f
o
r
u
m
s
an
d
lead
e
r
b
o
a
r
d
s
to
v
is
u
alize
th
eir
co
m
p
eten
ce
in
co
m
m
u
n
ities
an
d
g
ain
r
ec
o
g
n
i
tio
n
an
d
c
o
n
n
ec
tio
n
.
T
h
en
,
th
e
s
tu
d
y
in
te
g
r
ates
th
e
s
e
s
tr
ateg
ies
o
f
th
e
g
am
e
elem
en
ts
to
m
ee
t
p
s
y
ch
o
lo
g
ical
n
e
ed
s
ac
r
o
s
s
f
o
u
r
lear
n
in
g
s
tag
es,
as
d
ep
ic
ted
in
T
ab
le
2
.
I
n
th
e
in
itial
s
tag
e
o
f
attitu
d
e
d
ev
el
o
p
m
en
t,
s
tu
d
en
ts
ac
q
u
ir
e
a
f
o
u
n
d
atio
n
al
u
n
d
er
s
tan
d
in
g
o
f
d
if
f
er
en
t
lea
r
n
in
g
lev
els
an
d
q
u
ests
,
ac
tiv
ely
p
ar
ticip
atin
g
i
n
d
is
cu
s
s
io
n
f
o
r
u
m
s
to
s
h
ar
e
id
ea
s
an
d
ea
r
n
p
o
in
ts
an
d
b
ad
g
es.
I
n
th
e
s
ec
o
n
d
s
tag
e,
th
ey
co
n
s
tr
u
ct
k
n
o
wled
g
e
b
y
watc
h
in
g
v
id
e
o
s
,
web
s
ite
s
ea
r
ch
in
g
,
o
r
p
ee
r
d
is
cu
s
s
io
n
s
to
co
m
p
lete
q
u
izz
es
an
d
e
x
er
cises
to
ea
r
n
p
o
i
n
ts
an
d
t
r
ac
k
t
h
eir
p
r
o
g
r
ess
o
n
lead
e
r
b
o
ar
d
s
.
T
h
e
th
ir
d
s
tag
e
f
o
cu
s
es
o
n
s
k
ill
s
p
r
ac
tice,
wh
er
e
s
tu
d
en
ts
s
elec
t
q
u
ests
aid
ed
b
y
p
r
ef
er
r
e
d
r
eso
u
r
ce
s
,
r
ec
ei
v
in
g
f
ee
d
b
ac
k
th
r
o
u
g
h
p
o
in
ts
,
b
ad
g
es,
lev
els,
an
d
lead
e
r
b
o
ar
d
s
.
Fin
ally
,
in
th
e
f
o
u
r
th
s
tag
e
o
f
r
ef
lectio
n
,
s
tu
d
en
ts
wr
ite
ab
o
u
t
th
eir
lear
n
in
g
ex
p
er
ien
ce
s
,
s
tr
iv
e
to
ac
h
iev
e
th
e
f
in
al
lev
el,
a
n
d
v
iew
th
eir
ac
co
m
p
lis
h
m
e
n
ts
o
n
lead
er
b
o
ar
d
s
an
d
b
ad
g
es.
T
ab
le
2
.
T
h
e
d
etailed
d
esig
n
o
f
g
am
if
ied
E
n
g
lis
h
in
ter
cu
lt
u
r
e
co
u
r
s
es
I
C
C
d
e
v
e
l
o
p
m
e
n
t
p
h
a
ses
G
a
mi
f
i
e
d
sy
s
t
e
m
su
p
p
o
r
t
(
b
a
se
d
o
n
se
l
f
-
d
e
t
e
r
mi
n
a
t
i
o
n
)
1.
A
t
t
i
t
u
d
e
d
e
v
e
l
o
p
me
n
t
p
h
a
se
S
t
i
m
u
l
a
t
e
c
u
r
i
o
si
t
y
t
o
w
a
r
d
i
n
t
e
r
c
u
l
t
u
r
a
l
l
e
a
r
n
i
n
g
t
h
r
o
u
g
h
p
r
o
b
l
e
m
-
o
r
i
e
n
t
e
d
d
i
sc
u
ssi
o
n
.
U
se
l
e
v
e
l
s
a
n
d
p
o
i
n
t
s t
o
d
e
mo
n
st
r
a
t
e
a
se
t
o
f
g
o
a
l
s
i
n
v
o
l
v
e
d
w
i
t
h
a
r
a
n
g
e
o
f
q
u
e
st
s
b
e
f
o
r
e
l
e
a
r
n
i
n
g
.
A
w
a
r
d
p
o
i
n
t
s
a
n
d
b
a
d
g
e
s
f
o
r
p
o
st
i
n
g
a
n
d
c
o
mm
e
n
t
i
n
g
i
n
f
o
r
u
ms.
2.
K
n
o
w
l
e
d
g
e
c
o
n
st
r
u
c
t
i
o
n
p
h
a
se
A
c
q
u
i
r
e
i
n
t
e
r
c
u
l
t
u
r
a
l
k
n
o
w
l
e
d
g
e
b
y
c
o
mp
l
e
t
i
n
g
t
a
s
k
s,
l
i
k
e
q
u
i
z
z
e
s
a
n
d
ma
t
c
h
i
n
g
.
O
f
f
e
r
o
p
t
i
o
n
s fo
r
w
a
y
s t
o
o
b
t
a
i
n
i
n
f
o
r
mat
i
o
n
t
o
c
o
m
p
l
e
t
e
q
u
e
s
t
s.
O
f
f
e
r
d
i
f
f
e
r
e
n
t
sc
e
n
a
r
i
o
s (
q
u
e
st
s)
t
o
a
p
p
l
y
i
n
f
o
r
m
a
t
i
o
n
.
O
f
f
e
r
t
i
me
l
y
f
e
e
d
b
a
c
k
(
p
o
i
n
t
s)
,
a
n
d
su
s
t
a
i
n
e
d
f
e
e
d
b
a
c
k
(
b
a
d
g
e
s,
l
e
v
e
l
,
a
n
d
l
e
a
d
e
r
b
o
a
r
d
)
t
o
k
e
e
p
mo
t
i
v
a
t
i
o
n
i
n
k
n
o
w
l
e
d
g
e
a
n
d
s
k
i
l
l
p
h
a
se
.
3.
S
k
i
l
l
s
p
r
a
c
t
i
c
e
A
p
p
l
y
k
n
o
w
l
e
d
g
e
a
n
d
sk
i
l
l
s
t
o
p
r
o
b
l
e
m
-
so
l
v
i
n
g
sc
e
n
a
r
i
o
s.
4.
R
e
f
l
e
c
t
i
o
n
R
e
f
l
e
c
t
o
n
i
n
t
e
r
c
u
l
t
u
r
a
l
l
e
a
r
n
i
n
g
e
x
p
e
r
i
e
n
c
e
s
t
h
r
o
u
g
h
q
u
e
st
i
o
n
-
o
r
i
e
n
t
e
d
w
r
i
t
i
n
g
.
P
r
o
v
i
d
e
l
e
a
d
b
o
a
r
d
a
n
d
b
a
d
g
e
s
t
o
sh
o
w
t
h
e
i
r
f
i
n
a
l
a
c
h
i
e
v
e
me
n
t
f
e
e
d
b
a
c
k
.
Fig
u
r
es
3
an
d
4
p
r
esen
t
an
o
v
er
v
iew
o
f
t
h
e
g
en
er
al
lear
n
i
n
g
co
n
te
n
ts
,
f
u
n
ctio
n
alities
,
an
d
v
is
u
al
r
ep
r
esen
tatio
n
s
o
f
th
e
g
am
if
ie
d
lear
n
in
g
jo
u
r
n
al
ac
ce
s
s
ib
le
t
o
s
tu
d
en
ts
.
Fig
u
r
e
3
s
h
o
wca
s
es
th
e
f
u
n
d
am
en
tal
f
u
n
ctio
n
s
o
f
th
e
C
h
ao
x
in
p
lat
f
o
r
m
,
with
lear
n
in
g
p
h
ases
p
r
esen
ted
in
th
e
f
o
r
m
o
f
g
am
e
elem
en
ts
s
u
ch
as
lev
els.
Fig
u
r
e
4
p
r
o
v
id
es
a
d
et
ailed
illu
s
tr
atio
n
o
f
th
e
g
am
if
i
ed
lear
n
in
g
jo
u
r
n
e
y
,
o
u
tlin
in
g
th
e
q
u
ests
s
tu
d
en
ts
will u
n
d
er
tak
e
an
d
th
e
c
o
r
r
esp
o
n
d
in
g
b
ad
g
es a
n
d
p
o
in
ts
th
ey
will e
ar
n
.
2
.
2
.
P
a
rt
icipa
nts
Par
ticip
an
t
s
co
m
p
r
is
ed
3
8
f
i
r
s
t
-
y
ea
r
s
tu
d
en
ts
wh
o
to
o
k
g
am
if
ied
in
ter
cu
ltu
r
al
E
n
g
lis
h
lear
n
in
g
co
u
r
s
es
at
th
e
Facu
lty
o
f
Au
to
m
o
b
ile
an
d
R
ail
T
r
an
s
it
in
a
v
o
ca
tio
n
al
c
o
lleg
e
in
C
h
in
a
.
Ov
er
f
o
u
r
wee
k
s
,
th
e
y
im
m
er
s
e
th
em
s
elv
es
in
in
ter
a
ctiv
e
task
s
,
in
clu
d
in
g
o
n
lin
e
d
is
cu
s
s
io
n
s
,
tu
to
r
ial
v
iewin
g
,
k
n
o
wled
g
e
q
u
izze
s
,
an
d
p
r
o
b
lem
-
s
o
lv
in
g
task
s
.
T
o
ex
am
i
n
e
th
e
im
p
ac
t
o
f
th
is
g
am
if
ied
lear
n
in
g
ex
p
e
r
ien
ce
,
p
ar
ticip
a
n
ts
co
m
p
leted
p
r
e
-
a
n
d
p
o
s
t
-
q
u
esti
o
n
n
air
es
ass
es
s
in
g
th
eir
in
tr
in
s
ic
m
o
tiv
atio
n
an
d
I
C
C
.
T
h
ese
q
u
esti
o
n
n
air
es
wer
e
ad
m
in
is
ter
ed
f
o
llo
win
g
a
s
in
g
le
-
g
r
o
u
p
tim
e
s
er
ies
d
e
s
ig
n
,
ca
p
tu
r
in
g
th
eir
p
er
ce
p
tio
n
s
o
f
m
o
tiv
atio
n
a
l
s
h
if
ts
an
d
ch
an
g
es
in
I
C
C
b
ef
o
r
e
an
d
af
ter
th
e
g
am
if
ied
m
o
d
u
le'
s
u
tili
za
tio
n
.
I
t
is
im
p
o
r
tan
t
to
n
o
te
t
h
at
d
ata
was
co
llected
f
r
o
m
3
6
s
tu
d
e
n
ts
d
u
e
to
two
p
ar
ticip
a
n
ts
n
o
t
co
m
p
letin
g
b
o
th
p
r
e
-
an
d
p
o
s
t
-
q
u
esti
o
n
n
air
es.
Ad
d
itio
n
ally
,
12
s
tu
d
en
ts
willin
g
ly
v
o
lu
n
teer
e
d
f
o
r
in
-
d
e
p
th
in
ter
v
iews,
c
o
n
tr
ib
u
tin
g
v
alu
ab
le
q
u
alitativ
e
in
s
ig
h
ts
to
co
m
p
lem
en
t t
h
e
q
u
an
titativ
e
f
in
d
in
g
s
.
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:
2
2
5
2
-
8
8
2
2
Ga
mifica
tio
n
w
ith
s
elf
-
d
eterm
in
a
tio
n
th
e
o
r
y
to
fo
s
ter in
tercu
ltu
r
a
l c
o
mmu
n
ica
tive
co
mp
ete
n
ce
… (
S
u
Min
)
1989
Fig
u
r
e
3
.
Su
p
er
s
tar
in
ter
f
ac
e
Fig
u
r
e
4
.
I
n
ter
f
ac
e
o
f
g
a
m
e
el
em
en
ts
: le
v
els,
q
u
ests
,
an
d
b
a
d
g
e
2
.
3
.
I
ns
t
rum
ent
s
T
h
e
r
esear
ch
em
p
l
o
y
s
two
k
ey
in
s
tr
u
m
e
n
ts
:
th
e
in
tr
i
n
s
ic
m
o
tiv
atio
n
q
u
esti
o
n
n
air
e
an
d
th
e
I
C
C
q
u
esti
o
n
n
air
e
.
Fo
r
th
e
ass
ess
m
en
t
o
f
i
n
tr
in
s
ic
m
o
tiv
atio
n
,
a
1
6
-
item
q
u
esti
o
n
n
air
e
wa
s
d
er
iv
ed
f
r
o
m
th
e
in
tr
in
s
ic
m
o
tiv
atio
n
s
ca
le
[
28
]
,
a
wid
ely
u
tili
ze
d
to
o
l
in
ass
ess
in
g
in
tr
in
s
ic
m
o
tiv
atio
n
[
29
]
.
I
t
ev
alu
ates
in
ter
est/
en
jo
y
m
en
t,
p
er
ce
i
v
ed
co
m
p
eten
ce
,
ef
f
o
r
t/imp
o
r
tan
ce
,
v
alu
e/u
s
ef
u
ln
ess
,
p
r
ess
u
r
e
/ten
s
io
n
,
p
er
ce
iv
ed
ch
o
ice,
an
d
p
er
ce
iv
ed
r
elate
d
n
ess
.
No
tab
ly
,
p
er
ce
iv
ed
co
m
p
eten
ce
,
p
er
ce
iv
ed
ch
o
ice,
an
d
r
elate
d
n
ess
ar
e
in
tr
icate
ly
in
ter
twin
ed
with
th
e
p
s
y
ch
o
lo
g
ical
n
ee
d
s
o
f
au
to
n
o
m
y
,
co
m
p
ete
n
ce
,
an
d
r
elate
d
n
ess
.
Par
ticip
an
ts
r
ated
ea
ch
item
o
n
a
5
-
p
o
in
t
L
ik
er
t
s
ca
le
f
r
o
m
1
(
s
tr
o
n
g
ly
d
is
ag
r
ee
)
to
5
(
s
tr
o
n
g
l
y
ag
r
ee
)
.
T
h
ese
item
s
u
n
d
er
wen
t
s
lig
h
t
m
o
d
if
icatio
n
s
to
s
u
it
th
e
s
p
ec
if
ic
c
o
n
tex
t.
Fo
r
in
s
tan
ce
,
th
e
item
“
T
h
is
ac
tiv
ity
was
f
u
n
to
do
”
was
ad
ap
ted
to
“
T
h
e
g
a
m
if
ied
lear
n
in
g
was
f
u
n
t
o
d
o
”
.
T
h
ese
ch
an
g
es
wer
e
m
ad
e
to
en
s
u
r
e
r
elev
an
ce
an
d
co
n
s
is
ten
cy
with
th
e
p
ar
ti
cip
an
t'
s
ex
p
er
ien
ce
s
an
d
th
e
f
o
cu
s
o
f
th
e
s
tu
d
y
.
T
h
e
ass
ess
m
en
t
o
f
in
ter
c
u
ltu
r
al
co
m
p
eten
ce
o
f
C
h
in
ese
co
ll
eg
e
(
AI
C
-
C
C
S)
s
tu
d
e
n
ts
is
em
p
lo
y
ed
to
m
ea
s
u
r
e
I
C
C
[
1
0
]
.
T
h
is
ass
ess
m
en
t
d
r
aws
f
r
o
m
B
y
s
r
am
’
s
I
C
C
m
o
d
el
an
d
c
o
m
p
r
is
es
f
o
u
r
co
r
e
c
o
m
p
o
n
en
ts
:
attitu
d
e,
k
n
o
wled
g
e,
s
k
ills
,
a
n
d
awa
r
en
ess
.
T
h
is
s
tr
u
ctu
r
e
is
b
ased
o
n
t
h
e
th
eo
r
etica
l
f
o
u
n
d
atio
n
o
f
t
h
e
r
esear
ch
.
E
ac
h
o
f
th
ese
co
m
p
o
n
en
ts
is
r
ep
r
esen
ted
b
y
m
u
lt
ip
le
item
s
with
in
th
e
to
o
l.
C
h
in
ese
s
ch
o
lar
s
h
av
e
d
em
o
n
s
tr
ated
th
e
AI
C
-
CCS
’
s
u
s
ab
ilit
y
an
d
ef
f
icien
cy
[
4
]
.
C
o
n
s
id
er
in
g
th
e
g
a
m
if
ied
lear
n
in
g
m
o
d
u
le'
s
ed
u
ca
tio
n
al
o
b
jectiv
es,
a
1
6
-
item
q
u
esti
o
n
n
air
e
with
a
f
iv
e
-
p
o
in
t
L
ik
e
r
t
-
ty
p
e
s
ca
le
was
a
d
m
in
is
ter
ed
b
ef
o
r
e
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
.
1
4
,
No
.
3
,
J
u
n
e
2
0
2
5
: 1
9
8
5
-
1
9
9
4
1990
an
d
af
ter
t
h
e
r
esear
ch
to
ex
am
in
e
th
e
ch
an
g
es
in
I
C
C
f
r
o
m
s
tu
d
en
ts
'
p
er
ce
p
tio
n
s
.
Ad
d
itio
n
ally
,
m
o
d
if
icatio
n
s
wer
e
m
ad
e
t
o
th
e
q
u
esti
o
n
n
a
ir
e
item
s
to
alig
n
with
th
e
le
ar
n
in
g
c
o
n
ten
t,
s
u
ch
as
c
h
an
g
in
g
th
e
s
tatem
en
t
“
Un
d
er
s
tan
d
in
g
o
f
o
n
e'
s
o
wn
h
is
to
r
ical
k
n
o
wled
g
e
”
to
“
U
n
d
er
s
tan
d
in
g
th
e
h
is
to
r
y
o
f
Han
f
u
”
.
I
n
ter
v
iews
wer
e
also
em
p
lo
y
e
d
,
th
er
e
b
y
o
f
f
er
in
g
a
co
m
p
r
eh
en
s
iv
e
p
er
s
p
ec
tiv
e
with
in
th
is
r
esear
ch
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
Da
t
a
a
na
ly
s
is
T
h
e
d
ata
an
aly
s
is
in
clu
d
es
two
m
ain
p
ar
ts
:
q
u
an
titativ
e
an
aly
s
is
an
d
q
u
alitativ
e
an
al
y
s
is
.
I
n
th
e
q
u
an
titativ
e
an
al
y
s
is
,
d
ata
f
r
o
m
th
e
q
u
esti
o
n
n
air
es
wer
e
e
v
alu
ated
b
y
a
p
air
ed
t
-
test
with
th
e
s
o
cial
s
cien
ce
s
(
SP
SS
)
s
o
f
twar
e
v
er
s
io
n
2
7
.
Me
an
wh
ile,
th
e
q
u
alitativ
e
an
aly
s
is
in
v
o
lv
ed
th
em
atic
c
o
d
i
n
g
o
f
th
e
in
ter
v
iews.
T
h
is
s
tr
ateg
ic
d
iv
is
io
n
o
f
an
al
y
s
is
en
ab
led
th
e
r
esear
ch
er
s
to
attain
a
h
o
lis
tic
g
r
asp
o
f
th
e
lear
n
in
g
ac
tiv
ities
'
in
f
lu
en
ce
o
n
in
tr
in
s
ic
m
o
ti
v
atio
n
an
d
in
ter
cu
ltu
r
al
co
m
m
u
n
i
ca
tio
n
s
k
ills
.
3
.
1
.
1
.
Ana
ly
s
is
o
f
pre
-
a
nd
po
s
t
-
qu
estio
nn
a
ires o
n intr
i
ns
ic
m
o
t
iv
a
t
io
n
T
h
is
s
tu
d
y
u
s
es
th
e
in
tr
in
s
ic
m
o
tiv
atio
n
q
u
esti
o
n
n
ai
r
e
to
ex
a
m
in
e
h
o
w
g
am
if
ied
lear
n
in
g
i
m
p
ac
ts
th
e
in
tr
in
s
ic
m
o
tiv
atio
n
o
f
v
o
ca
ti
o
n
al
c
o
lleg
e
s
tu
d
e
n
ts
in
o
n
li
n
e
E
n
g
lis
h
in
ter
c
u
ltu
r
al
c
o
u
r
s
es.
W
e
f
o
cu
s
ed
o
n
p
er
ce
iv
ed
co
m
p
eten
ce
,
p
er
ce
iv
ed
ch
o
ice,
an
d
r
elate
d
n
ess
,
co
r
r
esp
o
n
d
in
g
to
au
t
o
n
o
m
y
,
co
m
p
eten
ce
,
an
d
r
elate
d
n
ess
n
ee
d
s
.
As
s
h
o
wn
in
T
ab
le
3
,
s
ig
n
if
ican
t
im
p
r
o
v
em
en
ts
wer
e
f
o
u
n
d
in
p
e
r
ce
iv
ed
co
m
p
eten
ce
(
P=0
.
0
2
)
an
d
p
er
ce
iv
e
d
ch
o
i
ce
(
P=0
.
0
3
7
)
,
w
h
ile
th
e
r
el
ated
n
ess
s
u
b
s
ca
le
s
h
o
wed
a
m
ar
g
in
al
i
n
cr
ea
s
e
(
P=0
.
7
7
7
)
.
T
h
e
d
ata
(
P<0
.
0
5
)
in
d
icate
th
at
g
am
if
ied
lear
n
in
g
in
f
lu
en
ce
s
in
tr
in
s
ic
m
o
tiv
atio
n
.
T
ab
le
3
.
Me
an
d
if
f
er
e
n
ce
an
d
p
air
ed
t
-
test
r
esu
lts
(
in
tr
in
s
ic
m
o
tiv
atio
n
)
S
u
b
s
c
a
l
e
s
Pre
-
t
e
st
P
o
st
-
t
e
st
T
DF
P
M
e
a
n
SD
M
e
a
n
SD
I
n
t
e
r
e
st
3
.
1
7
0
.
7
5
3
.
4
2
0
.
6
5
2
.
3
2
8
35
0
.
0
2
6
P
e
r
c
e
i
v
e
d
c
o
mp
e
t
e
n
c
e
3
.
9
3
0
.
8
2
4
.
2
0
.
7
5
2
.
4
4
8
35
0
.
0
2
Ef
f
o
r
t
/
i
m
p
o
r
t
a
n
c
e
3
.
8
5
0
.
8
2
4
.
1
5
0
.
7
4
2
.
5
8
2
35
0
.
0
1
4
V
a
l
u
e
/
u
sef
u
l
n
e
s
s
3
.
9
7
0
.
7
7
4
.
2
6
0
.
7
9
2
.
4
2
8
35
0
.
0
2
P
r
e
ssu
r
e
/
t
e
n
s
i
o
n
2
.
6
7
0
.
5
3
2
.
6
9
0
.
5
9
0
.
2
8
5
35
0
.
7
7
7
P
e
r
c
e
i
v
e
d
c
h
o
i
c
e
3
.
2
3
0
.
6
5
3
.
4
2
0
.
6
4
2
.
1
7
4
35
0
.
0
3
7
R
e
l
a
t
e
d
2
.
7
5
0
.
5
4
2
.
7
8
0
.
5
9
0
.
2
8
5
35
0
.
7
7
7
S
u
m
3
.
3
5
0
.
5
1
3
.
5
5
0
.
5
0
2
.
8
9
9
35
0
.
0
0
6
3
.
1
.
2
.
Ana
ly
s
is
o
f
pre
-
a
nd
po
s
t
-
qu
estio
nn
a
ires
on
inte
rc
ultura
l c
o
m
m
un
ica
t
iv
e
c
o
m
p
et
ence
T
h
is
s
tu
d
y
id
e
n
tifie
s
th
e
ef
f
e
ct
o
f
g
am
if
ied
o
n
lin
e
E
n
g
lis
h
in
ter
cu
ltu
r
al
lear
n
in
g
b
ased
o
n
SDT
o
n
I
C
C
th
r
o
u
g
h
q
u
esti
o
n
n
air
es.
T
ab
le
4
d
em
o
n
s
tr
ates
th
er
e
is
a
s
ig
n
if
ican
t
d
if
f
er
e
n
ce
in
k
n
o
wled
g
e
(
p
<0
.
0
0
1
)
,
attitu
d
e
(
p
=0
.
0
3
2
)
,
an
d
s
k
ill
(
p
=0
.
0
2
2
)
,
b
u
t
th
e
awa
r
en
ess
s
u
b
s
ca
le
s
h
o
wed
m
ar
g
in
al
s
ig
n
if
ican
ce
(
p
=0
.
0
6
5
)
.
No
tab
ly
,
th
e
s
u
m
m
e
d
d
ata
f
r
o
m
th
e
p
r
e
-
test
an
d
p
o
s
t
-
test
p
h
ases
p
r
o
d
u
ce
d
a
s
tatis
ticall
y
s
ig
n
if
ican
t
r
esu
lt
(
P=0
.
0
0
4
)
,
th
u
s
s
u
p
p
o
r
tin
g
th
e
r
ejec
tio
n
o
f
th
e
n
u
ll
h
y
p
o
th
esis
,
im
p
ly
in
g
th
at
g
am
if
ied
l
ea
r
n
in
g
c
o
u
r
s
es
ca
n
im
p
r
o
v
e
i
n
ter
cu
ltu
r
al
c
o
m
m
u
n
icatio
n
co
m
p
eten
ce
.
T
ab
le
4
.
Me
an
d
if
f
er
e
n
ce
s
an
d
p
air
ed
t
-
test
r
esu
lts
(
I
C
C
)
D
i
me
n
si
o
n
s
Pre
-
t
e
st
P
o
st
-
t
e
st
T
DF
P
M
e
a
n
SD
M
e
a
n
SD
K
n
o
w
l
e
d
g
e
3
.
4
4
1
.
1
2
4
.
2
5
0
.
8
0
4
.
5
7
1
35
<
0
.
0
0
1
A
t
t
i
t
u
d
e
3
.
9
4
0
.
9
0
4
.
2
5
0
.
7
9
2
.
2
3
1
35
0
.
0
3
2
A
w
a
r
e
n
e
ss
3
.
9
7
0
.
8
7
4
.
2
4
0
.
8
0
1
.
9
0
4
35
0
.
0
6
5
S
k
i
l
l
s
3
.
4
4
0
.
8
4
3
.
7
6
0
.
7
2
2
.
4
0
3
35
0
.
0
2
2
S
u
m
3
.
5
9
0
.
7
7
3
.
9
6
0
.
7
2
3
.
0
7
8
35
0
.
0
0
4
Fig
u
r
e
5
illu
s
tr
ates
th
e
m
ea
n
d
if
f
er
en
ce
s
in
ea
ch
c
o
m
p
o
n
en
t
o
f
I
C
C
b
ef
o
r
e
an
d
af
ter
g
a
m
if
ied
o
n
lin
e
E
n
g
lis
h
in
ter
cu
ltu
r
al
lear
n
in
g
.
A
s
u
b
s
tan
tial
in
cr
ea
s
e
i
s
o
b
s
er
v
ed
f
r
o
m
th
e
p
r
e
-
k
n
o
wled
g
e
test
to
th
e
p
o
s
t
-
k
n
o
wled
g
e
test
.
Sk
ills
also
s
ig
n
if
ican
tly
im
p
r
o
v
e
d
esp
ite
in
itially
h
av
in
g
t
h
e
lo
west
m
ea
n
p
o
i
n
ts
am
o
n
g
th
e
co
m
p
o
n
en
ts
.
Attitu
d
e
an
d
awa
r
en
ess
,
alth
o
u
g
h
s
tar
tin
g
with
r
elativ
ely
h
ig
h
er
m
ea
n
s
co
r
es
in
th
e
p
r
e
-
test
,
d
em
o
n
s
tr
ate
s
lig
h
t
in
cr
ea
s
es.
T
h
e
b
ar
ch
ar
t
h
ig
h
lig
h
ts
a
co
m
p
r
eh
en
s
iv
e
en
h
an
ce
m
e
n
t
in
s
tu
d
en
ts
'
I
C
C
ac
r
o
s
s
attitu
d
e,
k
n
o
wled
g
e,
s
k
ills
,
an
d
awa
r
en
ess
d
im
en
s
io
n
s
.
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:
2
2
5
2
-
8
8
2
2
Ga
mifica
tio
n
w
ith
s
elf
-
d
eterm
in
a
tio
n
th
e
o
r
y
to
fo
s
ter in
tercu
ltu
r
a
l c
o
mmu
n
ica
tive
co
mp
ete
n
ce
… (
S
u
Min
)
1991
Fig
u
r
e
5
.
Me
an
d
if
f
e
r
en
ce
s
o
f
I
C
C
3
.
1
.
3
.
Ana
ly
s
is
of
inte
rv
iew
o
n intr
ins
ic
m
o
t
iv
a
t
io
n a
nd
inte
rc
ultura
l c
o
mm
un
ica
t
iv
e
c
o
m
pet
ence
T
o
g
ai
n
a
d
ee
p
e
r
u
n
d
e
r
s
ta
n
d
i
n
g
o
f
s
t
u
d
e
n
ts
'
e
x
p
e
r
i
e
n
ce
s
i
n
g
a
m
i
f
ie
d
le
ar
n
i
n
g
,
w
e
co
n
d
u
ct
ed
in
t
er
v
i
ews
t
h
at
f
o
cu
s
e
d
o
n
t
w
o
k
e
y
as
p
e
cts:
th
e
i
m
p
ac
t
o
f
g
a
m
i
f
ie
d
l
ea
r
n
i
n
g
o
n
s
t
u
d
e
n
t
m
o
ti
v
at
io
n
t
h
r
o
u
g
h
b
asi
c
p
s
y
c
h
o
l
o
g
ic
al
n
e
e
d
s
(
a
d
d
r
ess
e
d
b
y
f
i
v
e
q
u
es
ti
o
n
s
)
an
d
its
i
n
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l
u
e
n
ce
o
n
I
C
C
(
a
d
d
r
ess
e
d
b
y
t
h
r
e
e
q
u
esti
o
n
s
)
.
W
e
e
m
p
l
o
y
ed
t
h
e
m
at
ic
a
n
a
ly
s
is
,
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h
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ch
e
n
co
m
p
ass
e
d
f
a
m
i
lia
r
i
zi
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g
w
it
h
th
e
d
a
ta,
g
e
n
e
r
a
ti
n
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d
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co
n
s
t
r
u
ct
in
g
t
h
e
m
es
,
r
e
v
is
in
g
an
d
d
ef
in
in
g
t
h
e
m
,
p
r
o
d
u
ci
n
g
t
h
e
r
e
p
o
r
t
,
a
n
d
f
u
r
t
h
e
r
r
ef
in
in
g
t
h
e
a
n
a
ly
s
is
[
30
]
.
T
h
e
r
esu
lts
o
f
th
ese
in
ter
v
iews
ar
e
s
u
m
m
a
r
ized
in
T
ab
le
5
,
h
i
g
h
lig
h
tin
g
th
e
k
ey
th
em
es
th
at
em
er
g
e
d
th
r
o
u
g
h
th
e
co
d
in
g
p
r
o
ce
s
s
.
A
n
an
aly
s
is
o
f
t
h
ese
co
d
e
d
th
e
m
es
co
n
s
is
ten
tly
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2
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Dis
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he
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pa
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if
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t
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intr
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o
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T
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ic
m
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Pre
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[
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[
5
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.
3
.
3
.
Dis
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n o
n t
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im
pa
ct
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m
if
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t
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n students
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m
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pet
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T
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31
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