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Ar
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[
1
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.
AI
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b
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as
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co
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p
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v
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[
2
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.
I
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wid
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.
T
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Fo
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I
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A
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12
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ce
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s
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[
4
]
.
T
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im
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tatio
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o
f
AI
in
ed
u
ca
tio
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o
p
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s
u
p
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win
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ca
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v
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to
ex
p
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d
at
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p
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[
5
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.
A
I
tech
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v
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r
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p
r
im
a
r
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p
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ac
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ca
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d
ass
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ca
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lev
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6
]
.
AI
h
as
d
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s
tr
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its
ca
p
ac
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to
f
u
lf
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p
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ac
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tco
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[
7
]
.
AI
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to
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s
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ch
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ch
atb
o
ts
,
v
ir
tu
al
tu
to
r
s
,
an
d
ad
ap
tiv
e
l
ea
r
n
in
g
p
latf
o
r
m
s
ar
e
in
cr
ea
s
in
g
ly
co
m
m
o
n
in
Ma
lay
s
ian
class
r
o
o
m
s
.
T
h
ese
in
n
o
v
ativ
e
tech
n
o
lo
g
ies ar
e
d
e
s
ig
n
ed
to
p
r
o
v
id
e
p
er
s
o
n
alize
d
an
d
im
p
ac
tf
u
l le
ar
n
i
n
g
ex
p
er
i
en
ce
s
f
o
r
s
tu
d
en
ts
,
ac
tin
g
as v
ir
tu
al
ass
is
tan
ts
tail
o
r
ed
to
m
ee
t e
ac
h
s
tu
d
e
n
t'
s
u
n
iq
u
e
n
ee
d
s
[
6
]
.
Ho
wev
er
,
d
esp
ite
th
e
p
o
ten
ti
al
b
en
ef
its
th
at
AI
b
r
in
g
s
to
ed
u
ca
tio
n
,
its
ex
ten
s
iv
e
u
s
e
d
o
es
n
o
t
au
to
m
atica
lly
g
u
a
r
an
tee
ef
f
e
ctiv
e
in
teg
r
atio
n
o
r
co
n
s
is
ten
t
im
p
r
o
v
em
en
ts
in
lea
r
n
in
g
o
u
tco
m
es
[
8
]
.
T
h
e
ac
ce
p
tan
ce
o
f
tech
n
o
lo
g
y
b
y
u
s
er
s
is
cr
itical
f
o
r
its
s
u
cc
es
s
f
u
l
ad
o
p
tio
n
[
9
]
.
E
v
alu
atin
g
th
e
ef
f
ec
tiv
en
ess
o
f
AI
in
ed
u
ca
tio
n
n
ec
ess
itates
a
n
u
n
d
er
s
tan
d
in
g
o
f
s
tu
d
e
n
ts
'
a
cc
ep
tan
ce
o
f
th
e
tech
n
o
lo
g
y
a
n
d
th
e
d
eter
m
in
a
n
ts
in
f
lu
en
cin
g
u
n
d
er
g
r
ad
u
ates’
a
cc
ep
tan
ce
o
f
AI
ap
p
licatio
n
s
i
n
ed
u
ca
tio
n
.
T
h
u
s
,
th
is
r
esear
ch
aim
s
to
id
en
tif
y
th
e
k
ey
d
eter
m
i
n
an
ts
f
o
r
th
e
ac
ce
p
tan
ce
o
f
AI
am
o
n
g
u
n
d
er
g
r
ad
u
ates
an
d
to
e
x
am
i
n
e
th
e
r
elatio
n
s
h
ip
b
etwe
en
th
ese
d
eter
m
in
an
ts
an
d
u
n
d
er
g
r
ad
u
ates’
ac
ce
p
ta
n
ce
o
f
AI
.
T
h
e
r
esear
ch
s
ee
k
s
to
a
d
d
r
ess
th
e
f
o
llo
win
g
two
r
esear
ch
o
b
ject
iv
es
(
R
O)
:
i)
t
o
id
en
tify
th
e
im
p
o
r
tan
t
d
ete
r
m
in
an
ts
f
o
r
t
h
e
ac
ce
p
tan
ce
o
f
AI
am
o
n
g
u
n
d
e
r
g
r
ad
u
ates
(
R
O1
)
;
an
d
ii)
t
o
ass
ess
th
e
r
elatio
n
s
h
ip
b
etwe
en
th
e
d
eter
m
in
a
n
ts
an
d
th
e
ac
ce
p
ta
n
ce
o
f
AI
am
o
n
g
u
n
d
e
r
g
r
ad
u
ates
(
R
O2
)
.
2.
L
I
T
E
R
AT
U
RE
R
E
VI
E
W
2
.
1
.
Acc
ept
a
nce
o
f
AI
AI
s
ig
n
if
ies
th
e
ca
p
ab
ilit
y
o
f
a
co
m
p
u
ter
s
y
s
tem
to
im
itat
e
h
u
m
an
in
tellig
en
ce
f
o
r
th
e
p
u
r
p
o
s
e
to
s
o
lv
e
co
m
p
le
x
p
r
o
b
lem
s
[
1
0
]
.
AI
is
c
o
m
m
o
n
ly
d
ef
in
ed
as
an
a
r
tific
ial
en
tity
o
r
s
y
s
te
m
th
at
ca
n
m
ee
t
o
r
ex
ce
ed
task
r
eq
u
ir
em
en
ts
wh
i
le
ac
co
u
n
ti
n
g
f
o
r
cu
ltu
r
al
an
d
d
em
o
g
r
ap
h
ic
f
ac
t
o
r
s
[
1
1
]
.
D
ef
in
in
g
AI
r
e
m
ain
s
ch
allen
g
in
g
d
u
e
t
o
th
e
v
ar
iety
o
f
d
e
f
in
itio
n
s
p
r
o
p
o
s
ed
b
y
e
x
p
er
ts
,
ea
ch
s
h
a
p
ed
b
y
th
eir
d
is
tin
ct
p
er
s
p
ec
tiv
es
an
d
ex
p
er
ien
ce
s
[
1
2
]
.
I
n
teg
r
atin
g
AI
in
t
o
ed
u
ca
tio
n
h
as
th
e
p
o
ten
tial
to
en
h
a
n
ce
in
d
iv
id
u
alize
d
lear
n
in
g
,
f
ac
il
itate
m
o
r
e
ef
f
icien
t
lear
n
i
n
g
ex
p
er
ie
n
ce
s
,
em
p
o
we
r
s
tu
d
e
n
ts
to
u
n
co
v
er
th
eir
tale
n
ts
,
s
tim
u
late
cr
ea
tiv
ity
,
an
d
r
e
d
u
ce
th
e
wo
r
k
lo
ad
o
f
e
d
u
ca
to
r
s
[
1
3
]
.
T
h
e
ac
ce
p
tan
ce
o
f
AI
b
y
u
n
d
er
g
r
ad
u
ates
r
ef
e
r
s
to
th
eir
willin
g
n
ess
to
ad
o
p
t
a
n
d
p
ar
ticip
ate
in
AI
-
em
p
o
wer
ed
t
ea
ch
in
g
an
d
lear
n
in
g
s
y
s
tem
s
,
s
u
ch
as
v
ir
tu
al
class
r
o
o
m
s
,
i
n
ter
ac
tiv
e
lear
n
in
g
,
AI
-
p
o
wer
ed
c
h
atb
o
ts
,
s
m
ar
t c
am
p
u
s
es,
ad
ap
tiv
e
lear
n
in
g
,
a
n
d
teac
h
in
g
ev
al
u
atio
n
s
y
s
tem
s
.
E
m
p
ir
ical
r
ev
iews
s
u
g
g
est
th
at
th
e
tech
n
o
lo
g
y
ac
ce
p
tan
ce
m
o
d
el
(
T
AM
)
is
th
e
m
o
s
t
co
m
m
o
n
l
y
ad
ap
ted
th
eo
r
y
in
s
tu
d
ies
o
f
AI
ac
ce
p
tan
ce
.
2
.
2
.
T
ec
hn
o
lo
g
y
a
cc
ept
a
nce
m
o
del
T
h
e
T
AM
s
u
g
g
ests
th
at
e
x
ter
n
al
f
ac
to
r
s
,
s
u
ch
as
m
e
d
ia
an
d
s
o
cieta
l
in
f
l
u
en
ce
s
,
ca
n
s
h
ap
e
in
d
iv
id
u
als'
p
er
ce
p
tio
n
s
o
f
th
e
u
s
ef
u
ln
ess
an
d
ea
s
e
o
f
u
s
e
o
f
tech
n
o
lo
g
y
.
T
h
ese
p
er
ce
p
ti
o
n
s
,
in
tu
r
n
,
a
f
f
ec
t
th
eir
in
ten
tio
n
s
to
u
s
e
th
e
tec
h
n
o
lo
g
y
,
wh
ich
s
u
b
s
eq
u
e
n
tly
in
f
lu
en
ce
s
th
eir
ac
tu
al
u
s
ag
e
b
eh
av
io
r
,
as
s
ee
n
in
Fig
u
r
e
1
.
T
AM
h
as
b
ee
n
ad
ap
ted
in
n
u
m
er
o
u
s
r
esear
ch
s
tu
d
ies
to
f
it
th
e
s
p
ec
if
ic
tech
n
o
lo
g
ical
co
n
tex
t
b
ein
g
ex
am
in
ed
[
1
4
]
.
T
h
e
ass
ess
m
en
t o
f
co
n
s
u
m
er
ac
ce
p
tan
ce
o
f
A
I
tech
n
o
lo
g
y
is
co
m
m
o
n
ly
b
ased
o
n
T
AM
[
1
5
]
.
Sin
ce
th
e
late
1
9
9
0
s
,
n
u
m
e
r
o
u
s
s
o
cial
m
ed
ia
p
latf
o
r
m
s
h
av
e
em
er
g
e
d
,
p
r
o
m
p
tin
g
t
h
e
ad
a
p
tatio
n
o
f
th
e
T
AM
in
m
an
y
s
tu
d
ies
to
ex
p
lo
r
e
tech
n
o
lo
g
y
ac
ce
p
tan
c
e
with
in
s
p
ec
if
ic
co
n
tex
ts
.
Sin
ce
th
en
,
T
AM
h
as
b
ec
o
m
e
a
d
o
m
in
an
t
m
o
d
el
in
r
esear
ch
f
o
c
u
s
ed
o
n
th
e
ac
ce
p
tan
ce
an
d
u
s
e
o
f
in
f
o
r
m
atio
n
s
y
s
tem
s
[
1
6
]
.
T
h
e
T
AM
was
s
e
lecte
d
as
th
e
u
n
d
er
p
in
n
in
g
th
eo
r
y
f
o
r
th
is
r
ese
ar
ch
d
u
e
to
its
r
o
b
u
s
t
th
eo
r
etica
l
f
o
u
n
d
atio
n
an
d
ex
ten
s
iv
e
em
p
ir
ical
s
u
p
p
o
r
t.
T
h
e
T
AM
is
also
v
alu
ed
f
o
r
i
ts
f
lex
ib
ilit
y
in
in
co
r
p
o
r
atin
g
ad
d
itio
n
al
v
ar
iab
les,
m
a
k
in
g
i
t
s
u
itab
le
f
o
r
s
tu
d
y
in
g
th
e
ac
ce
p
tan
ce
o
f
n
ew
tech
n
o
lo
g
ies
ac
r
o
s
s
v
ar
io
u
s
c
o
n
tex
ts
.
Fo
r
in
s
tan
c
e,
Kelly
et
a
l.
[
3
]
ex
am
in
ed
t
h
e
d
ete
r
m
in
an
t
o
f
u
s
er
s
elf
-
ef
f
icac
y
,
wh
ile
Ka
s
h
iv
e
et
a
l.
[
1
7
]
f
o
cu
s
ed
o
n
u
s
er
s
atis
f
ac
tio
n
.
Mo
r
eo
v
er
,
p
r
ev
io
u
s
s
tu
d
ies
h
av
e
d
etailed
th
e
im
p
ac
t
o
f
p
er
ce
iv
ed
ea
s
e
o
f
u
s
e
b
y
e
x
p
lo
r
in
g
attitu
d
es
to
war
d
n
ew
tech
n
o
lo
g
y
[
1
8
]
an
d
attitu
d
es to
war
d
u
s
in
g
tec
h
n
o
lo
g
y
[
1
9
]
.
B
ased
o
n
T
AM
an
d
f
in
d
i
n
g
s
f
r
o
m
p
r
io
r
s
tu
d
ies,
th
is
r
esear
ch
co
n
s
id
er
s
th
e
d
ete
r
m
in
a
n
ts
o
f
AI
ac
ce
p
tan
ce
f
r
o
m
two
h
o
lis
tic
p
er
s
p
ec
tiv
es.
T
h
e
f
ir
s
t
p
er
s
p
ec
tiv
e
is
th
e
p
er
ce
iv
ed
u
s
ef
u
l
n
ess
o
f
AI
,
wh
ich
en
co
m
p
ass
es
th
e
p
er
ce
iv
ed
e
f
f
ec
tiv
en
ess
o
f
AI
[
1
5
]
an
d
u
s
er
s
atis
f
ac
tio
n
with
u
s
in
g
AI
[
1
7
]
.
T
h
e
s
ec
o
n
d
p
er
s
p
ec
tiv
e
is
th
e
p
er
ce
iv
e
d
e
ase
o
f
u
s
in
g
AI
,
in
cl
u
d
in
g
u
s
er
attitu
d
e
to
war
d
AI
tec
h
n
o
l
o
g
y
,
attitu
d
e
t
o
war
d
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
Dete
r
min
a
n
ts
o
f a
r
tifi
cia
l in
tel
lig
en
ce
a
cc
ep
ta
n
ce
a
mo
n
g
u
n
d
erg
r
a
d
u
a
tes
(
Ta
n
Ow
ee
K
o
w
a
n
g
)
2775
u
s
in
g
AI
,
an
d
u
s
er
s
elf
-
e
f
f
ic
ac
y
in
u
s
in
g
A
I
[
1
8
]
,
[
1
9
]
.
T
h
er
ef
o
r
e,
th
e
r
esear
ch
f
r
a
m
ewo
r
k
f
o
r
th
is
s
tu
d
y
co
n
s
is
ts
o
f
f
iv
e
d
eter
m
in
a
n
ts
o
f
AI
ac
ce
p
ta
n
ce
as
in
d
ep
e
n
d
en
t
v
ar
iab
les
an
d
th
e
ac
ce
p
tan
ce
o
f
AI
as
th
e
d
ep
en
d
e
n
t v
ar
iab
le,
as illu
s
tr
ated
in
Fig
u
r
e
2
.
Fig
u
r
e
1
.
T
AM
Fig
u
r
e
2
.
R
esear
ch
f
r
am
ewo
r
k
f
o
r
Acc
ep
ta
n
ce
o
f
A
I
2
.
3
.
P
er
ce
i
v
ed
e
f
f
ec
t
iv
eness
o
f
AI
Per
ce
iv
ed
ef
f
ec
tiv
e
n
ess
is
d
ef
in
ed
as
th
e
e
x
ten
t
to
wh
ich
t
h
e
u
s
e
o
f
a
tec
h
n
o
lo
g
y
is
a
n
ticip
ated
to
p
r
o
v
id
e
b
en
ef
its
to
u
s
er
s
wh
en
th
ey
p
er
f
o
r
m
s
p
ec
if
ic
task
s
[
1
6
]
.
T
h
e
p
o
ten
tial f
o
r
AI
i
n
th
e
ed
u
ca
tio
n
s
ec
to
r
is
s
u
b
s
tan
tial.
AI
ap
p
licatio
n
s
,
u
tili
zin
g
ad
v
an
ce
d
alg
o
r
ith
m
s
an
d
m
ac
h
in
e
lear
n
i
n
g
,
ca
n
o
f
f
er
p
e
r
s
o
n
alize
d
lear
n
in
g
ex
p
er
ien
ce
s
,
tailo
r
e
d
co
n
ten
t,
a
n
d
r
ea
l
-
tim
e
f
e
ed
b
ac
k
[
2
0
]
.
I
n
th
is
r
esear
ch
,
th
e
p
e
r
ce
iv
ed
ef
f
ec
tiv
en
ess
o
f
AI
is
r
ef
er
r
ed
as
th
e
ex
ten
t
to
wh
ich
u
n
d
er
g
r
ad
u
ates
b
eliev
e
th
at
AI
is
a
n
ef
f
ec
tiv
e
to
o
l
f
o
r
ac
q
u
ir
in
g
n
ew
k
n
o
wled
g
e
an
d
p
r
o
v
id
i
n
g
v
al
u
ab
le
lear
n
in
g
o
p
p
o
r
tu
n
ities
.
Fo
r
ex
am
p
le,
w
h
en
in
d
iv
id
u
als v
iew
AI
ap
p
licatio
n
s
as
ef
f
ec
tiv
e,
th
ey
ar
e
lik
ely
to
b
eliev
e
t
h
a
t
th
is
tech
n
o
lo
g
y
f
ac
ilit
ates
m
o
r
e
ef
f
icien
t
an
d
en
h
an
ce
d
lear
n
in
g
ex
p
e
r
ien
ce
s
.
AI
ass
is
t
s
in
d
iv
id
u
als
in
lear
n
in
g
m
o
r
e
ef
f
ec
tiv
ely
a
n
d
ac
h
iev
i
n
g
th
eir
e
d
u
ca
tio
n
al
g
o
als.
B
an
s
ah
an
d
Ag
y
ei
[
1
0
]
ar
g
u
ed
th
at
p
e
r
ce
iv
ed
ef
f
ec
tiv
en
ess
i
s
a
cr
u
cial
d
eter
m
in
an
t
in
a
u
s
er
'
s
ac
ce
p
tan
ce
o
f
a
p
ar
ticu
lar
tech
n
o
lo
g
y
.
T
h
e
r
ef
o
r
e,
b
ased
o
n
th
ese
in
s
ig
h
ts
,
th
e
f
o
llo
win
g
h
y
p
o
th
esis
is
p
r
o
p
o
s
ed
:
t
h
er
e
is
a
p
o
s
itiv
e
an
d
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
b
etwe
en
th
e
p
er
ce
i
v
e
d
ef
f
ec
tiv
en
ess
o
f
AI
an
d
th
e
ac
ce
p
tan
ce
o
f
AI
am
o
n
g
u
n
d
e
r
g
r
a
d
u
ates
(
H1
)
.
2
.
4
.
Sa
t
is
f
a
ct
io
n in
u
s
ing
AI
Satis
f
ac
tio
n
ca
n
b
e
d
e
f
in
ed
a
s
th
e
d
is
p
ar
ity
b
etwe
en
w
h
at
u
s
er
s
ex
p
ec
t
to
g
ain
f
r
o
m
a
p
ar
ticu
la
r
ex
p
er
ien
ce
an
d
th
e
ac
t
u
al
g
ai
n
s
th
ey
p
er
ce
iv
e
[
2
1
]
.
Satis
f
ac
tio
n
with
AI
r
ef
er
s
to
a
n
em
o
tio
n
al
an
d
co
g
n
itiv
e
s
tate
ch
ar
ac
ter
ized
b
y
f
ee
lin
g
s
o
f
p
leasu
r
e,
co
n
ten
tm
en
t,
a
n
d
f
u
lf
ilm
en
t
wh
en
u
s
in
g
AI
tech
n
o
lo
g
y
.
I
n
th
e
co
n
tex
t
o
f
ed
u
ca
tio
n
,
AI
'
s
ca
p
ac
ity
to
p
r
o
v
id
e
p
e
r
s
o
n
alize
d
lear
n
in
g
ex
p
e
r
ien
ce
s
,
d
eliv
er
ad
ap
tiv
e
f
ee
d
b
ac
k
,
an
d
f
ac
ilit
ate
in
ter
ac
tiv
e
lear
n
in
g
en
v
i
r
o
n
m
e
n
ts
co
n
tr
ib
u
tes
to
th
e
s
atis
f
ac
tio
n
o
f
b
o
th
lear
n
er
s
an
d
e
d
u
ca
to
r
s
[
1
3
]
.
T
h
e
i
n
teg
r
atio
n
o
f
A
I
in
t
o
ed
u
ca
tio
n
al
p
r
ac
tices
is
an
ti
cip
ated
to
b
r
in
g
ab
o
u
t
s
u
b
s
tan
tial
tr
an
s
f
o
r
m
atio
n
s
with
in
ed
u
ca
tio
n
al
s
y
s
tem
s
[
2
2
]
.
A
h
ig
h
e
r
lev
el
o
f
s
atis
f
ac
tio
n
with
a
s
y
s
tem
co
r
r
elate
s
with
an
in
cr
ea
s
ed
willin
g
n
ess
to
u
s
e
it
[
2
3
]
.
C
o
n
s
eq
u
en
tly
,
b
ased
o
n
th
ese
in
s
ig
h
ts
,
th
e
f
o
llo
win
g
h
y
p
o
th
esis
is
f
o
r
m
u
lated
:
t
h
er
e
is
a
p
o
s
itiv
e
an
d
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
b
etwe
en
s
a
tis
f
ac
tio
n
in
u
s
in
g
AI
an
d
th
e
ac
ce
p
tan
ce
o
f
AI
am
o
n
g
u
n
d
e
r
g
r
a
d
u
ates
(
H2
)
.
Ex
tern
a
l
v
a
riab
le
P
e
rc
e
iv
e
d
u
se
fu
ln
e
ss
P
e
rc
e
iv
e
d
e
a
se
o
f
u
se
Atti
tu
d
e
Be
h
a
v
io
ra
l
in
ten
ti
o
n
Ac
tu
a
l
u
sa
g
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
.
14
,
No
.
4
,
Au
g
u
s
t
20
25
:
2
7
7
3
-
2
7
8
0
2776
2
.
5
.
At
t
it
ud
e
t
o
wa
rd
AI
t
ec
hn
o
lo
g
y
Attitu
d
e
to
war
d
n
ew
tech
n
o
l
o
g
y
r
ef
er
s
t
o
in
d
iv
id
u
als'
o
v
er
all
b
elief
s
,
p
e
r
ce
p
tio
n
s
,
an
d
f
ee
lin
g
s
to
war
d
s
em
er
g
in
g
tech
n
o
lo
g
ie
s
,
in
clu
d
in
g
t
h
eir
willin
g
n
ess
to
ad
o
p
t
an
d
u
tili
ze
th
em
.
Pre
v
io
u
s
s
tu
d
ies
h
av
e
s
u
g
g
ested
th
at
a
p
o
s
itiv
e
attitu
d
e
to
war
d
n
ew
tec
h
n
o
lo
g
y
i
s
ass
o
ciate
d
with
a
g
r
ea
ter
r
e
ad
in
ess
to
em
b
r
ac
e
tech
n
o
lo
g
ical
p
r
o
d
u
cts
[
2
3
]
.
Fo
r
in
s
tan
ce
,
in
d
iv
id
u
als
with
a
f
av
o
r
ab
le
attitu
d
e
to
war
d
n
ew
tech
n
o
lo
g
y
ar
e
lik
ely
to
r
ec
o
g
n
ize
its
p
o
ten
tial
to
s
o
lv
e
p
r
o
b
lem
s
an
d
i
m
p
r
o
v
e
ex
p
er
ien
ce
s
.
Yeşily
u
r
t
et
a
l.
[
2
4
]
also
p
r
o
p
o
s
ed
th
at
wh
en
s
o
m
eo
n
e
h
o
ld
s
a
p
o
s
itiv
e
o
v
er
all
v
iew
o
f
tech
n
o
lo
g
y
,
th
ey
ar
e
m
o
r
e
i
n
clin
ed
to
ad
o
p
t
a
n
d
u
tili
ze
it.
B
ased
o
n
th
ese
in
s
i
g
h
ts
,
th
e
f
o
llo
win
g
h
y
p
o
th
esis
is
s
u
g
g
ested
:
t
h
er
e
is
a
p
o
s
i
tiv
e
an
d
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
b
etwe
en
attitu
d
e
t
o
war
d
AI
tech
n
o
lo
g
y
an
d
ac
ce
p
tan
ce
o
f
A
I
am
o
n
g
u
n
d
er
g
r
ad
u
ates
(
H3
)
.
2
.
6
.
At
t
it
ud
es t
o
wa
rds
u
s
ing
AI
Attitu
d
e
to
war
d
s
u
s
e
r
e
f
er
s
t
o
in
d
iv
i
d
u
als'
o
v
er
all
p
er
ce
p
tio
n
an
d
em
o
tio
n
al
r
esp
o
n
s
e
t
o
u
s
in
g
a
s
p
ec
if
ic
tech
n
o
lo
g
y
o
r
s
y
s
te
m
.
Sán
ch
ez
-
Prie
to
et
a
l.
[
2
5
]
em
p
h
asize
th
at
it
en
co
m
p
ass
es
o
n
e'
s
f
ee
lin
g
s
,
v
iewp
o
in
ts
,
an
d
p
o
s
itiv
e
o
r
n
e
g
ativ
e
ev
alu
atio
n
s
r
eg
ar
d
in
g
t
h
e
u
s
e
o
f
tech
n
o
l
o
g
y
.
B
eliev
i
n
g
in
a
tech
n
o
l
o
g
y
'
s
ab
ilit
y
to
en
h
an
ce
p
er
f
o
r
m
a
n
c
e
an
d
r
ed
u
ce
ef
f
o
r
t f
o
s
ter
s
a
f
av
o
r
ab
le
attitu
d
e
to
war
d
its
u
s
e
[
2
6
]
.
Fo
r
ex
am
p
le,
u
s
er
s
m
ay
f
in
d
en
jo
y
m
en
t,
in
t
er
est,
an
d
p
leasu
r
e
in
u
s
in
g
AI
ap
p
licatio
n
s
d
u
e
to
th
eir
p
er
ce
iv
ed
u
s
ef
u
ln
ess
.
T
h
is
en
jo
y
m
en
t
an
d
in
ter
est
ca
n
m
o
tiv
ate
p
eo
p
le
t
o
in
teg
r
at
e
AI
in
to
th
eir
d
aily
liv
es,
s
ee
k
in
g
o
p
p
o
r
tu
n
ities
f
o
r
p
o
s
itiv
e
ex
p
er
ien
ce
s
.
C
o
n
s
eq
u
en
tly
,
th
e
h
y
p
o
t
h
esis
is
s
u
g
g
ested
:
t
h
er
e
is
a
p
o
s
itiv
e
an
d
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
b
etwe
en
attitu
d
es
to
war
d
s
u
s
in
g
AI
an
d
ac
ce
p
ta
n
ce
o
f
AI
a
m
o
n
g
u
n
d
er
g
r
ad
u
at
es
(
H4
)
.
2
.
7
.
Self
-
e
f
f
ica
cy
o
f
AI
u
s
er
Self
-
ef
f
icac
y
i
n
th
e
co
n
tex
t
o
f
AI
r
ef
er
s
t
o
a
n
in
d
iv
id
u
al'
s
b
elief
in
t
h
eir
a
b
ilit
y
to
co
m
p
r
e
h
en
d
ev
en
th
e
m
o
s
t
ch
allen
g
in
g
m
ater
i
al
p
r
esen
ted
th
r
o
u
g
h
AI
,
g
r
asp
f
u
n
d
am
en
tal
co
n
ce
p
ts
r
elate
d
to
AI
,
an
d
s
u
cc
ess
f
u
lly
u
s
e
AI
tech
n
o
lo
g
ies
[
2
4
]
.
I
n
d
iv
id
u
als
with
h
ig
h
s
elf
-
ef
f
icac
y
i
n
AI
lear
n
in
g
b
eliev
e
th
ey
ca
n
m
ak
e
in
f
o
r
m
ed
d
ec
is
io
n
s
an
d
ac
h
iev
e
d
esire
d
o
u
tco
m
es
wh
en
u
s
in
g
AI
.
Acc
o
r
d
i
n
g
to
L
ai
et
a
l.
[
2
7
]
,
s
elf
-
ef
f
icac
y
in
f
lu
en
ce
s
in
d
iv
i
d
u
als'
attitu
d
es
to
war
d
s
u
s
in
g
tech
n
o
lo
g
y
.
T
h
o
s
e
with
s
tr
o
n
g
s
elf
-
ef
f
icac
y
in
AI
lear
n
in
g
a
r
e
m
o
r
e
lik
ely
to
b
eliev
e
in
th
eir
ca
p
ac
ity
to
s
u
cc
ee
d
an
d
to
m
ak
e
t
h
e
m
o
s
t
o
f
AI
a
p
p
licatio
n
s
.
T
h
er
ef
o
r
e,
th
e
f
o
llo
win
g
h
y
p
o
th
esis
is
p
r
o
p
o
s
ed
:
t
h
er
e
is
a
p
o
s
itiv
e
an
d
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
b
etwe
en
s
elf
-
ef
f
icac
y
an
d
ac
ce
p
tan
ce
o
f
AI
am
o
n
g
u
n
d
e
r
g
r
a
d
u
ates
(
H5
)
.
3.
RE
S
E
ARCH
M
E
T
H
O
D
3
.
1
.
P
o
pu
la
t
io
n a
nd
s
a
m
pli
ng
T
h
e
ap
p
licatio
n
o
f
AI
in
ed
u
c
atio
n
al
teac
h
in
g
an
d
lear
n
in
g
i
s
d
iv
er
s
e,
with
v
ar
y
in
g
s
co
p
es
an
d
ar
ea
s
o
f
ap
p
licatio
n
ac
r
o
s
s
d
if
f
er
en
t u
n
iv
er
s
ities
.
Ad
d
itio
n
ally
,
th
e
f
r
am
ewo
r
k
a
n
d
ap
p
r
o
ac
h
to
A
I
in
teg
r
atio
n
d
if
f
er
b
etwe
en
en
g
in
ee
r
in
g
an
d
n
o
n
-
en
g
in
ee
r
in
g
f
ac
u
lties
.
As
a
r
esu
lt,
g
en
er
alizin
g
AI
r
esear
c
h
p
o
p
u
latio
n
s
ac
r
o
s
s
v
ar
io
u
s
u
n
i
v
er
s
ities
an
d
f
ac
u
l
ties
is
n
o
t
f
ea
s
ib
le.
T
h
is
r
ese
ar
ch
s
p
ec
if
ically
tar
g
eted
u
n
d
er
g
r
ad
u
ates
f
r
o
m
a
m
an
ag
em
en
t
f
ac
u
lty
with
in
a
Ma
lay
s
ian
p
u
b
lic
u
n
iv
er
s
ity
as
th
e
r
esear
ch
p
o
p
u
latio
n
.
T
h
e
to
tal
p
o
p
u
latio
n
co
n
s
is
ts
o
f
7
9
1
u
n
d
er
g
r
ad
u
ate
s
en
r
o
lled
in
th
r
ee
d
if
f
er
en
t p
r
o
g
r
am
s
.
B
ased
o
n
Kr
ejcie
an
d
Mo
r
g
an
'
s
s
am
p
lin
g
tab
le,
a
s
am
p
le
s
ize
o
f
2
6
0
is
r
eq
u
ir
ed
.
A
s
am
p
lin
g
p
lan
wa
s
d
ev
elo
p
ed
u
s
in
g
t
h
e
s
tr
atif
ied
s
am
p
lin
g
m
eth
o
d
,
an
d
s
am
p
les we
r
e
r
an
d
o
m
ly
s
elec
ted
ac
co
r
d
in
g
to
th
e
s
am
p
lin
g
p
lan
.
3
.
2
.
Resea
rc
h
i
ns
t
rum
ent
T
h
e
r
esear
ch
is
b
ased
o
n
a
q
u
an
titativ
e
ap
p
r
o
ac
h
.
T
h
e
q
u
e
s
tio
n
n
air
e
u
s
ed
in
th
is
s
tu
d
y
i
s
ad
ap
ted
f
r
o
m
p
r
ev
io
u
s
wo
r
k
s
[
1
2
]
,
[
1
8
]
,
[
1
9
]
,
[
2
4
]
.
I
t
c
o
n
s
is
ts
o
f
th
r
ee
p
ar
ts
;
p
ar
t
A
f
o
c
u
s
es
o
n
co
llectin
g
d
em
o
g
r
a
p
h
ic
in
f
o
r
m
atio
n
,
s
u
ch
as
g
en
d
er
,
ag
e,
y
ea
r
o
f
s
tu
d
y
,
an
d
en
r
o
lled
co
u
r
s
e.
Par
ts
B
an
d
C
ad
d
r
ess
th
e
in
d
ep
en
d
en
t
an
d
d
ep
e
n
d
en
t
v
ar
iab
les,
r
esp
ec
tiv
ely
.
R
esp
o
n
d
en
ts
ex
p
r
ess
th
eir
lev
el
o
f
a
g
r
ee
m
en
t
o
r
r
atin
g
u
s
in
g
a
5
-
p
o
in
t L
ik
e
r
t scale
,
r
a
n
g
in
g
f
r
o
m
“
s
tr
o
n
g
ly
d
is
ag
r
ee
”
(
r
atin
g
1
)
to
“
s
tr
o
n
g
ly
a
g
r
ee
”
(
r
atin
g
5
)
.
3
.
3
.
Ana
ly
s
is
t
o
o
ls
T
h
e
v
alid
ity
an
d
r
eliab
ilit
y
o
f
th
e
d
ata
wer
e
ass
es
s
ed
u
s
in
g
a
n
o
r
m
ality
test
an
d
C
r
o
n
b
a
ch
’
s
alp
h
a
test
.
Data
f
r
o
m
p
ar
t
B
o
f
th
e
q
u
esti
o
n
n
air
e
wer
e
a
n
aly
ze
d
u
s
in
g
d
escr
ip
tiv
e
an
al
y
s
is
to
ad
d
r
ess
R
O1
.
T
h
e
co
r
r
elatio
n
b
etwe
en
th
e
AI
d
e
ter
m
in
an
ts
(
f
r
o
m
p
a
r
t
B
)
an
d
AI
ac
ce
p
tan
ce
(
f
r
o
m
p
ar
t
C
)
was
ev
alu
ated
u
s
in
g
th
e
Pear
s
o
n
co
r
r
elatio
n
test
.
4.
RE
SU
L
T
S
AND
D
I
SCU
SS
I
O
N
T
h
e
q
u
esti
o
n
n
air
e
was
d
is
tr
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u
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to
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1
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m
an
ag
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e
n
t
u
n
d
e
r
g
r
ad
u
ates
an
d
2
5
9
r
esp
o
n
d
e
d
,
r
esu
ltin
g
in
a
r
esp
o
n
s
e
r
ate
o
f
8
3
.
5
4
%.
Data
s
cr
ee
n
in
g
an
d
m
is
s
in
g
v
alu
e
an
aly
s
is
in
d
icate
d
th
at
all
2
5
9
q
u
esti
o
n
n
air
es
wer
e
v
alid
f
o
r
f
u
r
th
er
a
n
aly
s
is
.
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
Dete
r
min
a
n
ts
o
f a
r
tifi
cia
l in
tel
lig
en
ce
a
cc
ep
ta
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ce
a
mo
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g
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n
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erg
r
a
d
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a
tes
(
Ta
n
Ow
ee
K
o
w
a
n
g
)
2777
4
.
1
.
No
r
m
a
lit
y
a
nd
re
lia
bil
it
y
t
est
T
h
e
n
o
r
m
ality
o
f
th
e
n
u
m
er
i
ca
l
d
ata
f
r
o
m
p
ar
ts
B
an
d
C
o
f
t
h
e
q
u
esti
o
n
n
air
e
was
test
ed
u
s
in
g
s
k
ewn
ess
an
d
k
u
r
to
s
is
v
alu
es
in
SP
SS
.
T
h
e
s
k
ewn
ess
v
alu
e
s
f
o
r
all
v
ar
iab
les
r
an
g
ed
f
r
o
m
-
1
.
3
6
7
to
-
1
.
6
5
3
,
an
d
th
e
k
u
r
to
s
is
v
alu
es
r
an
g
e
d
f
r
o
m
1
.
5
7
1
to
2
.
2
7
4
,
b
o
th
w
ith
in
th
e
ac
ce
p
tab
le
th
r
esh
o
l
d
r
an
g
e
o
f
+/
-
3
.
T
h
is
s
u
g
g
ests
th
at
th
e
d
ata
c
o
llected
is
n
o
r
m
ally
d
is
tr
ib
u
ted
.
T
h
e
r
eliab
ilit
y
o
f
th
e
n
u
m
e
r
ica
l
d
ata
was
ass
ess
ed
u
s
in
g
th
e
C
r
o
n
b
ac
h
'
s
alp
h
a
co
ef
f
icien
t.
T
h
e
C
r
o
n
b
ac
h
’
s
alp
h
a
co
ef
f
icien
ts
f
o
r
th
e
in
d
e
p
en
d
en
t
an
d
d
ep
en
d
en
t
v
ar
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les
r
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g
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f
r
o
m
0
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8
7
7
t
o
0
.
9
7
4
,
ex
ce
e
d
in
g
th
e
th
r
esh
o
ld
v
alu
e
o
f
0
.
7
.
T
h
er
ef
o
r
e,
th
e
d
ata
c
o
llected
is
s
u
itab
le
f
o
r
f
u
r
th
er
d
escr
ip
tiv
e
an
d
in
f
e
r
en
tial a
n
aly
s
is
.
4
.
2
.
Descript
iv
e
a
na
ly
s
is
f
o
r
RO
1
A
d
escr
ip
tiv
e
an
aly
s
is
is
em
p
lo
y
ed
to
a
d
d
r
ess
R
O1
.
I
n
th
is
s
tu
d
y
,
R
O1
aim
s
to
id
en
tif
y
th
e
im
p
o
r
tan
t
d
eter
m
in
an
ts
f
o
r
AI
ac
ce
p
ta
n
ce
am
o
n
g
u
n
d
e
r
g
r
a
d
u
ates.
T
h
e
d
escr
ip
tiv
e
an
aly
s
is
was
p
er
f
o
r
m
ed
o
n
th
e
n
u
m
er
ical
d
ata
c
o
llected
f
r
o
m
Par
t
B
o
f
th
e
q
u
esti
o
n
n
air
e.
T
h
e
m
ea
n
s
co
r
es
f
o
r
ea
c
h
o
f
t
h
e
AI
d
eter
m
i
n
an
ts
wer
e
ca
lcu
lated
an
d
s
u
m
m
ar
iz
ed
in
T
ab
le
1
.
T
h
e
i
m
p
o
r
t
a
n
c
e
l
e
v
el
o
f
e
a
ch
d
e
t
e
r
m
i
n
a
n
t
w
as
e
v
al
u
a
t
e
d
u
s
i
n
g
t
h
e
i
m
p
o
r
ta
n
c
e
l
e
v
el
s
c
a
l
e
[
2
8
]
.
A
c
c
o
r
d
i
n
g
t
o
t
h
is
s
c
al
e
,
a
m
e
an
s
c
o
r
e
o
f
2
.
5
t
o
b
e
l
o
w
3
.
5
i
n
d
i
c
a
t
es
t
h
a
t
r
e
s
p
o
n
d
e
n
ts
r
e
g
a
r
d
t
h
e
d
e
t
e
r
m
i
n
a
n
t
as
“
i
m
p
o
r
t
a
n
t
”
.
A
m
e
a
n
s
c
o
r
e
o
f
3
.
5
t
o
b
e
l
o
w
4
.
5
is
c
o
n
s
i
d
e
r
e
d
“
f
a
i
r
l
y
i
m
p
o
r
t
a
n
t
”
,
a
n
d
a
m
e
a
n
s
c
o
r
e
o
f
4
.
5
t
o
5
.
0
i
n
d
i
c
a
t
es
“
v
e
r
y
i
m
p
o
r
t
a
n
t
”
.
As
s
h
o
w
n
i
n
T
a
b
l
e
1
,
u
n
d
e
r
g
r
a
d
u
a
t
e
s
p
e
r
c
ei
v
e
a
tt
i
t
u
d
es
t
o
w
a
r
d
A
I
t
e
c
h
n
o
l
o
g
y
a
n
d
a
t
t
i
t
u
d
es
t
o
wa
r
d
u
s
i
n
g
A
I
a
s
v
e
r
y
i
m
p
o
r
t
a
n
t
d
e
t
e
r
m
i
n
a
n
ts
f
o
r
A
I
a
c
c
e
p
t
a
n
ce
.
T
h
i
s
f
i
n
d
i
n
g
al
i
g
n
s
wi
t
h
p
r
e
v
i
o
u
s
r
e
s
e
a
r
c
h
[
1
9
]
,
[
2
5
]
.
S
á
n
c
h
e
z
-
P
r
i
e
t
o
e
t
a
l
.
[
2
5
]
c
o
n
c
l
u
d
e
d
t
h
a
t
th
e
a
t
t
it
u
d
e
t
o
w
a
r
d
u
s
i
n
g
A
I
h
as
b
e
e
n
t
h
e
o
r
e
ti
c
a
ll
y
a
n
d
e
m
p
i
r
i
c
a
ll
y
es
t
a
b
li
s
h
e
d
as
a
k
e
y
d
r
i
v
e
r
i
n
p
r
o
m
o
t
i
n
g
t
h
e
a
c
c
e
p
t
a
n
c
e
o
f
n
e
w
t
e
c
h
n
o
l
o
g
y
.
F
u
r
t
h
e
r
m
o
r
e
,
t
h
e
l
i
k
e
l
i
h
o
o
d
o
f
i
n
d
i
v
i
d
u
a
l
s
f
o
r
m
i
n
g
f
a
v
o
r
a
b
l
e
o
p
i
n
i
o
n
s
a
b
o
u
t
a
s
p
e
ci
f
i
c
t
y
p
e
o
f
t
e
c
h
n
o
l
o
g
y
i
n
c
r
e
as
e
s
i
n
d
i
r
e
c
t
p
r
o
p
o
r
t
i
o
n
t
o
t
h
e
d
e
g
r
e
e
t
o
w
h
ic
h
t
h
e
y
p
e
r
c
e
i
v
e
t
h
e
t
ec
h
n
o
l
o
g
y
a
s
b
e
n
e
f
i
c
i
al
a
n
d
e
as
y
t
o
l
e
a
r
n
[
1
9
]
.
Satis
f
ac
tio
n
with
u
s
in
g
AI
is
r
eg
ar
d
e
d
as
a
f
air
l
y
im
p
o
r
tan
t
d
eter
m
in
a
n
t
f
o
r
AI
ac
ce
p
tan
ce
,
wh
ile
p
er
ce
iv
ed
e
f
f
ec
tiv
en
ess
o
f
AI
an
d
s
elf
-
ef
f
icac
y
am
o
n
g
u
n
d
e
r
g
r
ad
u
ates
ar
e
v
iewe
d
as
im
p
o
r
tan
t
d
eter
m
i
n
an
ts
.
T
h
ese
f
in
d
in
g
s
ar
e
c
o
n
s
is
ten
t
with
p
r
ev
io
u
s
r
esear
c
h
,
wh
ich
h
as
d
em
o
n
s
tr
ated
th
at
A
I
p
r
o
v
id
es
p
er
s
o
n
alize
d
lear
n
in
g
ex
p
e
r
ien
ce
s
th
at
o
f
f
e
r
s
atis
f
ac
tio
n
to
lear
n
er
s
[
29
]
.
Ad
d
itio
n
ally
,
B
an
s
ah
an
d
Ag
y
ei
[
1
0
]
n
o
ted
th
at
AI
h
elp
s
in
d
iv
id
u
als
lear
n
m
o
r
e
ef
f
ec
tiv
el
y
an
d
ac
h
iev
e
t
h
eir
lear
n
in
g
o
b
jectiv
es.
L
ai
et
a
l.
[
2
7
]
f
u
r
th
e
r
s
u
g
g
ested
th
at
in
d
iv
id
u
als
with
h
ig
h
s
elf
-
ef
f
icac
y
in
AI
ar
e
co
n
f
id
en
t
in
th
eir
co
g
n
itiv
e
ab
ilit
ies
an
d
s
k
il
ls
to
co
m
p
r
eh
e
n
d
c
o
m
p
lex
A
I
-
r
elat
ed
in
f
o
r
m
atio
n
a
n
d
p
r
o
ce
s
s
es.
T
ab
le
1
.
Descr
ip
tiv
e
an
al
y
s
is
r
esu
lt
D
e
t
e
r
m
i
n
a
n
t
s
M
e
a
n
Le
v
e
l
P
e
r
c
e
i
v
e
d
e
f
f
e
c
t
i
v
e
n
e
s
s
o
f
A
I
3
.
4
8
1
9
I
mp
o
r
t
a
n
t
S
a
t
i
sf
a
c
t
i
o
n
i
n
u
si
n
g
A
I
4
.
1
9
7
7
F
a
i
r
l
y
i
mp
o
r
t
a
n
t
A
t
t
i
t
u
d
e
t
o
w
a
r
d
s AI
t
e
c
h
n
o
l
o
g
y
4
.
5
1
4
4
V
e
r
y
i
mp
o
r
t
a
n
t
A
t
t
i
t
u
d
e
t
o
w
a
r
d
s
u
si
n
g
A
I
4
.
5
2
2
1
V
e
r
y
i
mp
o
r
t
a
n
t
S
e
l
f
-
e
f
f
i
c
a
c
y
3
.
1
5
7
8
I
mp
o
r
t
a
n
t
4
.
3
.
P
e
a
rso
n
co
rr
ela
t
io
n
a
na
ly
s
is
f
o
r
RO
2
R
esear
ch
o
b
jectiv
e
2
aim
s
to
ass
es
s
th
e
r
elatio
n
s
h
ip
b
etwe
en
AI
d
eter
m
in
a
n
ts
an
d
th
e
ac
c
ep
tan
ce
o
f
AI
am
o
n
g
u
n
d
er
g
r
a
d
u
ates.
T
o
ad
d
r
ess
R
O2
an
d
test
h
y
p
o
th
eses
H1
to
H5
,
th
e
b
iv
a
r
iate
c
o
r
r
elatio
n
s
b
etwe
en
th
e
d
ata
f
r
o
m
Par
ts
B
an
d
C
o
f
th
e
q
u
esti
o
n
n
air
e
wer
e
an
a
ly
ze
d
u
s
in
g
th
e
Pear
s
o
n
co
r
r
e
latio
n
test
at
a
9
5
%
co
n
f
id
en
ce
lev
el.
T
h
e
r
esu
lts
o
f
th
e
b
iv
a
r
iate
co
r
r
elatio
n
an
al
y
s
is
ar
e
p
r
esen
ted
in
T
a
b
le
2
.
R
ef
er
r
in
g
to
T
ab
le
2
,
th
e
p
-
v
al
u
es
f
o
r
h
y
p
o
t
h
eses
H1
to
H4
a
r
e
all
les
s
th
an
0
.
0
5
,
s
u
g
g
esti
n
g
th
at
th
e
r
elatio
n
s
h
ip
s
b
etwe
en
th
ese
AI
d
eter
m
in
a
n
ts
an
d
AI
ac
ce
p
tan
ce
ar
e
s
tatis
tically
s
ig
n
if
ican
t.
Ho
wev
er
,
th
e
r
elatio
n
s
h
ip
b
etwe
en
s
elf
-
ef
f
i
ca
cy
an
d
AI
ac
ce
p
tan
ce
(
H
5
)
is
n
o
t
s
ig
n
if
ican
t.
Attitu
d
e
to
war
d
AI
tech
n
o
lo
g
y
(
H3
)
an
d
attitu
d
es
to
war
d
u
s
i
n
g
AI
(
H4
)
s
h
o
wed
v
er
y
s
tr
o
n
g
p
o
s
itiv
e
r
elatio
n
s
h
ip
s
with
AI
ac
ce
p
tan
ce
,
with
co
r
r
elatio
n
c
o
ef
f
icien
ts
o
f
0
.
8
3
7
an
d
0
.
8
0
4
,
r
esp
ec
tiv
ely
.
T
h
is
f
in
d
in
g
alig
n
s
with
p
r
e
v
io
u
s
r
esear
ch
.
Stu
d
y
b
y
Sán
ch
ez
-
Prie
to
et
a
l.
[
2
5
]
s
u
g
g
ested
th
at
t
h
e
ac
ce
p
tan
ce
o
f
n
ew
tech
n
o
lo
g
y
d
e
p
en
d
s
o
n
a
n
in
d
iv
id
u
al'
s
attitu
d
e
to
war
d
it,
wh
ich
in
cl
u
d
es
o
p
e
n
n
ess
,
willin
g
n
ess
to
em
b
r
ac
e
in
n
o
v
atio
n
,
an
d
b
elief
th
at
tech
n
o
lo
g
y
p
r
o
v
id
es
s
o
l
u
tio
n
s
to
p
r
o
b
l
em
s
,
en
ab
les
lim
itles
s
p
o
s
s
ib
ilit
ies,
an
d
en
h
a
n
ce
s
o
v
er
all
ac
h
iev
em
en
ts
.
Ad
d
itio
n
ally
,
a
p
o
s
itiv
e
attitu
d
e
to
war
d
n
ew
tech
n
o
lo
g
y
f
o
s
ter
s
g
r
ea
ter
ad
o
p
tio
n
[
1
2
]
.
Satis
f
ac
tio
n
in
u
s
in
g
AI
(
H
2
)
an
d
p
er
ce
iv
e
d
ef
f
ec
tiv
en
e
s
s
o
f
AI
(
H1
)
wer
e
also
s
ig
n
if
ican
tly
co
r
r
elate
d
with
AI
ac
ce
p
tan
ce
.
T
h
is
f
in
d
in
g
ec
h
o
r
esear
ch
b
y
Seo
et
a
l.
[
2
1
]
,
wh
ic
h
s
u
g
g
e
s
ted
th
at
AI
u
s
ag
e
in
ed
u
ca
tio
n
e
n
h
an
ce
s
lear
n
in
g
ex
p
er
ie
n
ce
s
,
lead
in
g
to
g
r
ea
ter
s
atis
f
ac
tio
n
am
o
n
g
l
ea
r
n
er
s
.
Similar
ly
,
r
esear
ch
b
y
B
an
s
ah
an
d
Ag
y
ei
[
1
0
]
f
o
u
n
d
th
at
AI
h
elp
s
in
d
iv
id
u
als
lear
n
ef
f
ec
tiv
ely
an
d
ac
h
iev
e
th
eir
lear
n
in
g
o
b
jectiv
es.
I
n
co
n
tr
ast,
u
n
d
er
g
r
ad
u
ates’
s
elf
-
ef
f
i
ca
cy
(
H1
)
is
f
o
u
n
d
i
n
s
ig
n
if
ican
t
an
d
wea
k
ly
co
r
r
elate
d
with
AI
ac
ce
p
tan
ce
,
th
e
f
in
d
i
n
g
is
n
o
t
in
lin
e
wit
h
p
r
ev
io
u
s
s
tu
d
y
.
Prio
r
s
tu
d
y
g
en
er
ally
s
u
g
g
ested
th
at
u
s
er
s
s
elf
-
ef
f
icac
y
was sig
n
if
ican
tly
co
r
r
elate
d
with
ac
ce
p
tan
ce
o
f
n
ew
tech
n
o
lo
g
y
[
3
0
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2
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8
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I
n
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J
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v
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&
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c
,
Vo
l
.
14
,
No
.
4
,
Au
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u
s
t
20
25
:
2
7
7
3
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2
7
8
0
2778
Un
d
er
g
r
a
d
u
ates
’
s
elf
-
ef
f
icac
y
in
AI
r
ef
er
s
to
th
eir
b
elief
in
t
h
e
ab
ilit
y
to
u
n
d
e
r
s
tan
d
AI
co
n
ce
p
ts
an
d
ap
p
licatio
n
s
.
Pre
v
io
u
s
s
tu
d
ies
h
av
e
s
u
g
g
ested
th
at
s
elf
-
ef
f
icac
y
in
f
lu
en
ce
s
in
d
iv
i
d
u
als
’
ac
ce
p
tan
ce
o
f
tech
n
o
lo
g
y
[
3
1
]
.
H
o
wev
er
,
f
in
d
in
g
s
f
r
o
m
th
is
r
esear
ch
s
u
g
g
est
th
at
wh
ile
u
n
d
er
g
r
ad
u
ates
m
ay
p
er
ce
iv
e
s
elf
-
ef
f
icac
y
as
an
im
p
o
r
tan
t
d
eter
m
in
an
t
f
o
r
AI
ac
ce
p
tan
ce
,
it
d
o
es
n
o
t
s
ig
n
if
ican
t
ly
in
f
lu
en
ce
th
eir
ac
ce
p
tan
ce
o
f
AI
.
T
h
is
co
u
l
d
b
e
b
ec
a
u
s
e
th
e
p
o
p
u
latio
n
u
n
d
er
s
tu
d
y
co
n
s
is
ts
o
f
k
n
o
wled
g
e
-
b
ased
in
d
iv
id
u
als
wh
o
h
av
e
alr
ea
d
y
b
ee
n
ex
p
o
s
ed
to
AI
co
n
ce
p
ts
an
d
ap
p
li
ca
tio
n
s
.
As
a
r
esu
lt,
s
elf
-
ef
f
i
ca
cy
m
ay
n
atu
r
ally
d
ev
elo
p
with
in
th
ese
in
d
iv
id
u
als,
an
d
th
u
s
,
it d
o
es n
o
t a
f
f
ec
t
th
eir
ac
ce
p
tan
ce
o
f
AI
.
T
ab
le
2
.
Pear
s
o
n
c
o
r
r
elatio
n
a
n
aly
s
is
r
esu
lt
H
y
p
o
t
h
e
s
i
s
C
o
e
f
f
i
c
i
e
n
t
o
f
c
o
r
r
e
l
a
t
i
o
n
p
-
v
a
l
u
e
R
e
s
u
l
t
H
1
(
P
e
r
c
e
i
v
e
d
e
f
f
e
c
t
i
v
e
n
e
ss
o
f
A
I
)
0
.
4
8
5
(
M
e
d
i
u
m)
0
.
0
3
2
S
i
g
n
i
f
i
c
a
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t
H
2
(
S
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sf
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n
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s
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g
A
I
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0
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7
5
9
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S
t
r
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g
)
<
0
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0
0
1
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g
n
i
f
i
c
a
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t
H
3
(
A
t
t
i
t
u
d
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t
o
w
a
r
d
s
A
I
t
e
c
h
n
o
l
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g
y
)
0
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8
3
7
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V
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r
y
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g
)
<
0
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0
0
1
S
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n
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f
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H
4
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A
I
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0
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t
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o
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0
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0
0
1
S
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8
N
o
t
s
i
g
n
i
f
i
c
a
n
t
5.
CO
NCLU
SI
O
N
Per
ce
iv
ed
u
s
ef
u
l
n
ess
an
d
p
er
c
eiv
ed
ea
s
e
o
f
u
s
e,
as
o
u
tlin
ed
in
th
e
T
AM
ar
e
p
r
o
m
in
en
t
d
et
er
m
in
an
ts
wid
ely
ad
o
p
ted
in
r
esear
ch
r
elate
d
to
th
e
ac
ce
p
tan
ce
o
f
n
ew
tech
n
o
lo
g
y
.
I
n
t
h
is
r
esear
ch
,
p
er
ce
iv
ed
u
s
ef
u
ln
ess
o
f
AI
is
ex
am
in
e
d
in
ter
m
s
o
f
p
er
ce
iv
ed
e
f
f
e
ctiv
en
ess
an
d
u
s
er
s
atis
f
ac
tio
n
,
wh
ile
th
is
s
tu
d
y
ex
p
an
d
s
T
AM
b
y
v
iewin
g
ea
s
e
o
f
u
s
e
f
r
o
m
th
e
p
er
s
p
ec
tiv
es o
f
attitu
d
e
to
war
d
AI
tech
n
o
lo
g
y
,
attitu
d
e
to
war
d
u
s
in
g
AI
,
an
d
u
s
er
s
elf
-
e
f
f
icac
y
in
u
s
in
g
AI
.
Fin
d
in
g
s
f
r
o
m
b
o
th
R
O1
a
n
d
R
O2
s
u
g
g
est
th
at
attitu
d
e
to
war
d
s
AI
tech
n
o
lo
g
y
an
d
attitu
d
e
to
war
d
s
u
s
in
g
AI
tec
h
n
o
lo
g
y
ar
e
v
er
y
im
p
o
r
tan
t
d
eter
m
i
n
an
ts
f
o
r
AI
ac
ce
p
tan
ce
.
B
o
th
d
eter
m
in
a
n
ts
ar
e
s
ig
n
if
i
ca
n
tly
co
r
r
elate
d
with
AI
ac
ce
p
tan
ce
.
T
h
is
f
in
d
in
g
im
p
lies
th
at,
with
in
th
e
co
n
tex
t
o
f
AI
ac
ce
p
tan
ce
am
o
n
g
m
an
a
g
em
en
t
s
ch
o
o
l
u
n
d
er
g
r
ad
u
ates,
attitu
d
e
-
r
elate
d
d
eter
m
in
an
ts
ar
e
th
e
m
ain
d
r
iv
e
r
s
f
o
r
AI
a
cc
ep
tan
c
e.
An
in
d
iv
id
u
al
’
s
attitu
d
e
r
ef
lec
ts
th
eir
b
elief
.
Acc
o
r
d
in
g
to
th
e
th
eo
r
y
o
f
p
lan
n
ed
b
e
h
av
io
r
,
attitu
d
e
is
co
n
s
id
er
ed
a
b
eh
av
i
o
r
al
b
elie
f
an
d
is
o
n
e
o
f
th
e
m
o
s
t
im
p
o
r
tan
t
f
ac
to
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c
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:
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c
h
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@u
tm.m
y
.
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