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1
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I
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ed
u
ca
tio
n
[
8
]
.
T
ec
h
n
o
lo
g
y
s
u
p
p
o
r
t
en
co
u
r
a
g
es
s
tu
d
en
ts
to
lear
n
f
ac
tu
al
k
n
o
wled
g
e
in
en
g
in
ee
r
in
g
ed
u
ca
tio
n
[
9
]
,
[
1
0
]
.
T
ec
h
n
o
lo
g
y
ca
n
also
en
h
an
c
e
th
e
lear
n
in
g
p
r
o
ce
s
s
b
y
p
r
o
v
id
in
g
in
ter
ac
tiv
e
s
im
u
latio
n
s
,
v
ir
tu
al
lab
s
,
an
d
co
llab
o
r
ativ
e
to
o
ls
.
Vir
tu
al
tec
h
n
o
lo
g
y
m
ak
es
im
p
r
o
v
i
n
g
s
tu
d
en
ts
'
u
n
d
er
s
tan
d
in
g
ea
s
ier
b
e
ca
u
s
e
it
ca
n
p
r
esen
t
ab
s
tr
ac
t
m
ater
ial
[
1
1
]
.
I
t
ca
n
b
e
u
s
ed
as
a
lear
n
in
g
m
e
d
iu
m
th
at
ca
n
s
u
p
p
o
r
t
s
tu
d
en
ts
in
o
b
tain
in
g
in
f
o
r
m
atio
n
an
d
ac
h
iev
in
g
lear
n
in
g
o
b
ject
iv
es.
On
e
o
f
th
e
u
s
es
o
f
tech
n
o
lo
g
y
in
lear
n
in
g
th
at
ca
n
b
e
u
s
ed
as
a
lear
n
in
g
r
eso
u
r
ce
is
t
h
e
u
s
e
o
f
v
i
r
tu
al
r
ea
lity
(
VR
)
m
ed
ia
in
en
g
in
ee
r
in
g
an
d
s
cien
ce
ed
u
ca
tio
n
.
V
R
tech
n
o
lo
g
y
is
p
ar
t
o
f
lear
n
in
g
tech
n
o
lo
g
ies
f
o
r
p
r
o
m
o
ti
n
g
4
th
s
u
s
tain
ab
le
d
ev
elo
p
m
e
n
t
g
o
als
(
SDGs
)
-
q
u
ality
ed
u
ca
tio
n
-
esp
ec
ially
in
u
n
iv
er
s
ities
[
1
2
]
.
VR
d
is
p
lay
s
th
r
ee
-
d
im
e
n
s
io
n
al
(
3
D)
im
ag
es
i
n
a
co
m
p
u
te
r
to
m
ak
e
it
lo
o
k
r
ea
l
with
t
h
e
h
elp
o
f
s
p
ec
if
ic
to
o
ls
wh
er
e
u
s
er
s
ar
e
d
ir
ec
tly
in
v
o
lv
ed
i
n
th
e
e
n
v
ir
o
n
m
en
tal
co
n
d
itio
n
s
[
1
3
]
.
I
n
t
h
e
tech
n
o
lo
g
y
-
b
ased
lear
n
in
g
en
v
ir
o
n
m
en
t
b
u
ilt
b
y
VR
,
u
s
er
s
will
g
et
im
m
er
s
iv
e
an
d
in
ter
ac
tiv
e
e
x
p
er
ien
ce
s
to
r
ea
lize
au
to
n
o
m
o
u
s
lear
n
in
g
in
a
r
ea
l
en
v
ir
o
n
m
en
t
[
1
4
]
,
[
1
5
]
.
Stu
d
en
ts
ca
n
co
llab
o
r
ate
with
in
v
i
r
tu
al
en
v
ir
o
n
m
en
ts
,
wo
r
k
in
g
o
n
g
r
o
u
p
p
r
o
jects,
a
n
d
s
h
ar
i
n
g
i
d
ea
s
in
r
ea
l
tim
e.
T
h
is
in
ter
ac
tiv
e
elem
en
t
ca
n
m
im
ic
r
ea
l
-
w
o
r
ld
p
r
o
b
lem
-
s
o
lv
in
g
,
wh
ich
is
a
n
ess
en
tial
s
k
ill
in
s
cien
ce
,
tech
n
o
lo
g
y
,
en
g
in
e
er
in
g
,
ar
t,
an
d
m
ath
em
atics
(
STE
AM
)
f
ield
s
.
E
m
p
ir
ical
ev
id
en
ce
s
h
o
wed
t
h
at
u
tili
zin
g
VR
in
en
g
in
ee
r
in
g
o
r
s
cien
ce
ed
u
ca
tio
n
s
ig
n
if
ican
tly
im
p
r
o
v
e
s
tu
d
en
ts
’
lear
n
in
g
o
u
tco
m
es
[
1
6
]
–
[
1
8
]
.
Mo
r
eo
v
er
,
lear
n
in
g
r
eso
u
r
ce
s
u
s
in
g
tech
n
o
lo
g
y
an
d
in
teg
r
ate
d
with
th
e
r
ea
l
t
ea
ch
in
g
en
v
ir
o
n
m
en
t
is
o
n
e
o
f
th
e
lear
n
in
g
p
h
ilo
s
o
p
h
ies
o
f
STE
AM
[
1
9
]
.
T
h
e
u
s
e
o
f
s
u
ch
tech
n
o
lo
g
y
en
a
b
le
s
lear
n
er
s
to
lear
n
k
n
o
wled
g
e
wh
ile
s
tim
u
latin
g
cr
ea
tiv
ity
an
d
im
ag
in
atio
n
.
T
h
e
STE
AM
ap
p
r
o
ac
h
ca
n
b
e
u
s
ed
to
im
p
r
o
v
e
cu
r
r
icu
l
u
m
an
d
teac
h
in
g
q
u
ality
.
STE
AM
ca
n
in
teg
r
ate
th
e
f
iv
e
d
is
cip
lin
es
o
f
STE
AM
in
an
in
ter
co
n
n
ec
ted
lear
n
in
g
a
p
p
r
o
ac
h
b
a
s
ed
o
n
r
ea
l
-
wo
r
ld
ap
p
licatio
n
s
[
2
0
]
.
On
e
o
f
th
e
v
ir
al
g
am
es
in
I
n
d
o
n
esia
th
at
ca
n
b
e
u
s
ed
f
o
r
STE
AM
lear
n
in
g
m
ed
ia
is
la
to
-
la
to
,
an
o
th
e
r
n
am
e
f
o
r
th
e
USA
clac
k
er
s
b
all
,
as
s
h
o
w
n
in
Fig
u
r
e
1
.
La
t
o
-
la
to
co
n
ta
in
s
v
ar
io
u
s
p
h
y
s
ics
elem
en
ts
in
th
e
g
am
e'
s
r
u
les
[
2
1
]
.
B
ec
au
s
e
o
f
its
u
n
iq
u
en
ess
an
d
p
o
p
u
lar
ity
,
t
h
is
g
am
e
is
v
ir
al
in
I
n
d
o
n
esia.
I
f
ass
o
ciate
d
with
lear
n
in
g
,
th
e
la
to
-
la
to
p
h
e
n
o
m
en
o
n
in
I
n
d
o
n
esia
ca
n
b
e
u
s
ed
to
o
v
e
r
co
m
e
en
g
in
ee
r
i
n
g
ed
u
ca
tio
n
d
if
f
icu
lties
in
s
tu
d
en
ts
.
I
n
ad
d
itio
n
,
p
h
y
s
ics tea
ch
er
s
m
u
s
t in
n
o
v
ate
to
m
ain
tain
m
ea
n
in
g
f
u
l le
ar
n
in
g
th
r
o
u
g
h
r
ea
l e
x
p
er
ien
ce
s
s
u
ch
as th
o
s
e
f
o
u
n
d
in
th
e
l
a
to
-
la
to
p
h
en
o
m
en
o
n
.
T
h
er
e
ar
e
lim
ited
k
n
o
wn
s
tu
d
i
es
o
n
th
e
u
s
e
o
f
la
to
-
la
to
in
VR
with
in
STE
AM
ed
u
ca
tio
n
,
esp
ec
ially
in
en
g
i
n
ee
r
in
g
.
So
m
e
o
f
th
e
ea
r
ly
r
esear
ch
a
r
e
f
o
cu
s
ed
o
n
g
en
er
al
VR
a
p
p
licatio
n
s
r
ath
er
th
a
n
c
u
ltu
r
al
in
teg
r
atio
n
.
T
h
e
co
m
p
lex
ity
o
f
c
o
m
b
in
in
g
c
u
ltu
r
al
elem
e
n
ts
lik
e
la
to
-
la
to
with
VR
t
ec
h
n
o
lo
g
y
r
eq
u
i
r
es
in
ter
d
is
cip
lin
ar
y
k
n
o
wled
g
e.
Ad
d
itio
n
ally
,
t
h
e
lack
o
f
s
tu
d
i
es
m
ig
h
t n
o
t
m
ea
n
t
h
at
s
u
ch
to
o
ls
ar
e
ab
s
en
t
in
th
e
m
ar
k
et,
b
u
t
th
ey
m
u
s
t
b
e
th
o
r
o
u
g
h
ly
e
v
alu
ated
in
ac
ad
e
m
ic
liter
atu
r
e.
T
h
is
s
tu
d
y
is
cr
u
cial
b
ec
au
s
e
it
en
h
an
ce
s
en
g
in
ee
r
i
n
g
ed
u
ca
ti
o
n
b
y
m
ak
i
n
g
lear
n
in
g
m
o
r
e
c
u
ltu
r
ally
r
elev
an
t,
en
g
ag
in
g
,
f
i
lls
a
g
ap
in
ex
is
tin
g
r
esear
ch
,
an
d
p
r
o
m
o
tes f
u
r
t
h
er
ex
p
lo
r
atio
n
o
f
in
teg
r
atin
g
eth
n
o
s
cien
ce
in
to
STE
AM
ed
u
ca
tio
n
.
T
h
er
ef
o
r
e,
th
is
r
esear
ch
was
c
o
n
d
u
cte
d
to
in
teg
r
ate
STE
AM
in
to
VR
tech
n
o
lo
g
y
b
ased
o
n
la
to
-
la
to
g
am
e.
Sp
ec
if
ically
,
th
is
r
esear
ch
aim
s
t
o
:
i)
a
n
aly
zin
g
r
esear
ch
tr
e
n
d
s
r
elate
d
to
VR
la
to
-
la
to
STE
AM
in
en
g
in
ee
r
in
g
ed
u
ca
tio
n
;
ii)
d
es
ig
n
VR
la
to
-
la
to
Steam
an
d
an
aly
ze
v
alid
ity
an
d
r
eliab
ilit
y
;
an
d
iii)
a
n
aly
zin
g
th
e
h
y
p
o
t
h
etica
l
m
o
d
el
o
f
VR
la
to
-
la
to
STE
AM
r
elate
d
to
s
tu
d
en
t
r
esp
o
n
s
e
.
B
y
in
co
r
p
o
r
atin
g
cu
ttin
g
-
ed
g
e
tech
n
o
lo
g
y
lik
e
VR
with
la
t
o
-
la
to
,
s
tu
d
e
n
ts
ar
e
b
etter
p
r
ep
ar
ed
f
o
r
f
u
tu
r
e
ca
r
ee
r
s
in
f
ield
s
th
at
r
ely
o
n
STE
AM
s
k
ill
s
.
T
h
ey
g
ain
ex
p
er
ien
ce
with
to
o
ls
an
d
m
eth
o
d
s
r
elev
an
t
to
m
o
d
er
n
in
d
u
s
tr
ies.
T
o
ac
h
iev
e
th
is
o
b
jectiv
e,
au
th
o
r
s
d
esig
n
ed
an
VR
ap
p
licatio
n
an
d
q
u
esti
o
n
n
air
e.
Fig
u
r
e
1
.
T
h
e
la
to
-
l
a
to
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
Desig
n
a
n
d
imp
leme
n
ta
tio
n
o
f
V
R
la
to
-
la
to
S
TEA
M in
en
g
in
ee
r
in
g
ed
u
ca
tio
n
…
(
S
e
p
tia
n
R
a
h
ma
n
H
a
kim
)
2751
2.
M
E
T
H
O
D
2
.
1
.
Resea
rc
h
des
ig
n
T
h
is
r
esear
ch
t
y
p
e
is
r
esear
ch
an
d
d
ev
el
o
p
m
en
t
(
R
n
D)
with
a
wate
r
f
all
m
o
d
el
to
d
e
v
elo
p
an
d
test
p
r
o
d
u
cts.
T
h
is
r
esear
ch
m
o
d
el
co
n
s
is
ts
o
f
all
p
r
o
ject
p
h
ases
(
an
aly
s
is
,
d
esig
n
,
d
ev
elo
p
m
en
t,
an
d
test
in
g
)
with
ea
ch
p
h
ase
f
in
is
h
in
g
u
p
e
n
tire
ly
b
ef
o
r
e
th
e
s
tar
t
o
f
t
h
e
f
o
ll
o
win
g
[2
2
]
.
T
h
e
au
t
h
o
r
s
u
s
e
b
i
b
lio
m
etr
ic
an
aly
s
is
as
p
r
elim
in
ar
y
r
esear
ch
to
an
aly
ze
th
e
im
p
o
r
tan
ce
o
f
d
ev
elo
p
in
g
VR
-
STE
AM
in
en
g
in
ee
r
in
g
s
cien
ce
ed
u
ca
tio
n
[2
3
]
.
I
n
th
e
d
esig
n
an
d
d
ev
elo
p
m
en
t
s
tag
e,
au
t
h
o
r
s
co
n
s
tr
u
cted
VR
u
s
in
g
B
len
d
er
m
o
d
eled
to
cr
ea
te
la
to
-
la
to
,
an
d
v
is
u
al
s
tu
d
io
an
d
C
#
p
r
o
g
r
am
m
in
g
ar
e
u
s
ed
f
o
r
s
cr
ip
t
lo
g
ic.
E
x
p
er
t
v
alid
ated
th
e
VR
p
r
o
d
u
ct.
I
n
t
h
e
test
in
g
s
tag
e,
s
tu
d
en
ts
ca
n
im
p
lem
en
t
VR
-
STE
AM
ap
p
licatio
n
s
in
th
eir
lear
n
in
g
ac
tiv
ities
.
Af
ter
lear
n
in
g
,
th
e
a
u
th
o
r
s
d
is
tr
ib
u
ted
s
u
r
v
ey
s
.
T
h
e
s
u
r
v
e
y
d
ata
wer
e
an
aly
ze
d
b
y
u
s
in
g
p
ar
tial
least
s
q
u
ar
es
s
tr
u
ctu
r
al
eq
u
atio
n
m
o
d
elin
g
(
PLS
-
SEM
)
to
ex
p
lo
r
e
m
o
d
el
f
it
an
d
co
r
r
elatio
n
am
o
n
g
e
x
o
g
en
a
n
d
e
n
d
o
g
en
v
ar
iab
les
[2
4
]
.
2
.
2
.
Sa
m
ple a
nd
da
t
a
co
llect
io
n
Sco
p
u
s
d
ata
b
ase
s
u
p
p
o
r
t
b
i
b
lio
m
etr
ic
an
aly
s
is
to
r
esear
ch
tr
en
d
o
n
VR
an
d
STE
AM
in
ed
u
ca
tio
n
[2
5
]
.
Data
wer
e
g
ath
er
e
d
f
r
o
m
Sco
p
u
s
,
b
ec
au
s
e
it
is
o
n
e
o
f
t
h
e
m
o
s
t
im
p
o
r
tan
t
s
o
u
r
ce
s
o
f
s
cien
tific
liter
atu
r
e.
T
h
e
v
alid
atio
n
s
h
ee
ts
ar
e
d
is
tr
ib
u
ted
to
th
r
ee
ex
p
er
ts
.
T
h
er
ef
o
r
e,
60
e
n
g
in
ee
r
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n
g
-
s
cien
ce
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n
iv
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ity
s
tu
d
en
ts
in
I
n
d
o
n
esia p
ar
ticip
ated
in
s
u
r
v
ey
.
2
.
3
.
T
he
in
s
t
rum
ent
a
nd
VR
pro
du
ct
T
h
e
in
s
tr
u
m
en
ts
u
s
ed
in
m
a
k
in
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VR
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e
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s
in
g
Un
ity
s
o
f
twar
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in
m
ak
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r
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cts,
Me
ta
Qu
est
Dev
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er
Hu
b
s
o
f
twar
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u
p
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o
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o
Ocu
lu
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to
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tall,
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len
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er
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cr
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te
o
b
jects
u
s
ed
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ap
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licatio
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an
d
Ocu
lu
s
h
ar
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war
e
to
p
lay
ap
p
licatio
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s
th
at
h
av
e
b
ee
n
m
ad
e.
T
h
e
au
th
o
r
s
co
n
s
tr
u
cted
VR
p
r
o
d
u
cts
an
d
v
alid
ated
th
em
b
ef
o
r
e
s
tu
d
e
n
ts
lear
n
ed
with
VR
-
STE
AM
.
Fig
u
r
e
2
s
h
o
ws
th
e
p
r
o
ce
s
s
o
f
d
ev
elo
p
in
g
VR
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STE
AM
s
p
ec
i
f
ically
F
ig
u
r
e
2
(
a)
s
h
o
ws
ab
o
u
t
VR
Mo
d
elin
g
,
F
ig
u
r
e
2
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b
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s
h
o
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o
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t
s
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ip
t
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n
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d
lo
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in
p
r
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g
r
a
m
cr
ea
tio
n
,
an
d
F
ig
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r
e
2
(
c
)
s
h
o
ws
ab
o
u
t
th
e
co
m
p
ile
r
esu
lt
o
f
VR
-
STE
AM
ap
p
licatio
n
o
n
An
d
r
o
id
.
T
h
e
in
s
tr
u
m
e
n
ts
u
s
ed
in
t
h
is
r
esear
ch
a
r
e
v
alid
atio
n
s
h
ee
ts
an
d
q
u
esti
o
n
n
air
es.
T
h
e
v
alid
atio
n
p
r
o
d
u
ct
s
h
ee
ts
in
clu
d
e
s
o
f
twa
r
e
ac
cu
r
ac
y
,
u
s
er
c
o
m
f
o
r
t,
an
d
ea
s
y
in
ter
ac
tio
n
.
T
h
e
q
u
esti
o
n
n
air
e
c
o
n
s
is
ts
o
f
f
o
u
r
v
ar
iab
les
an
d
u
s
es
f
o
u
r
-
p
o
in
t
L
ik
er
t
s
ca
le.
E
v
er
y
v
ar
ia
b
le
co
n
s
is
ts
o
f
th
r
ee
in
d
icato
r
s
.
T
ab
le
1
r
ep
r
esen
ts
a
d
etailed
q
u
esti
o
n
n
ai
r
e
in
s
tr
u
m
en
t u
s
ed
in
th
is
r
esear
ch
.
(
a)
(
b
)
(
c)
Fig
u
r
e
2
.
Pro
ce
s
s
o
f
d
ev
elo
p
in
g
(
a)
VR
mod
ellin
g
,
(
b
)
fu
n
cti
o
n
s
an
d
lo
g
ic
,
an
d
(
c)
VR
-
ST
E
AM
ap
p
licatio
n
on
An
d
r
o
id
2
.
4
.
Da
t
a
a
na
ly
s
is
2
.
4
.
1
.
B
ibl
io
m
et
ric
a
na
ly
s
is
A
n
etwo
r
k
v
is
u
aliza
tio
n
was
cr
ea
ted
an
d
s
ee
n
b
y
VOSv
iewe
r
u
s
in
g
.
r
is
m
etad
ata.
Nex
t,
th
e
d
ata
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p
lo
tted
an
d
ca
teg
o
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ized
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s
in
g
Mic
r
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f
t
E
x
ce
l
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d
.
csv
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etad
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So
f
twar
e
u
tili
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d
f
o
r
d
ata
an
aly
s
is
in
b
ib
lio
m
etr
ic
s
tu
d
y
in
clu
d
es
Mic
r
o
s
o
f
t
E
x
ce
l
an
d
VOSv
iewe
r
.
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r
k
v
is
u
aliza
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s
wer
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ted
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n
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v
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is
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Fu
r
th
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lo
tted
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d
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teg
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csv
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f
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s
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r
o
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l
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d
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r
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T
h
e
b
ib
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m
etr
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al
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s
tep
in
th
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wate
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all
m
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th
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m
etr
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p
r
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p
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ed
i
n
th
e
liter
atu
r
e)
,
test
in
g
(
th
e
r
esu
lts
o
f
th
e
d
ev
elo
p
e
d
ap
p
licatio
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n
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e
co
m
p
ar
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with
f
in
d
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s
f
r
o
m
b
ib
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m
etr
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s
tu
d
ies)
an
d
m
ain
ten
a
n
ce
(
h
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s
in
id
en
tify
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g
a
r
ea
s
f
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r
im
p
r
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m
en
t b
ased
o
n
u
s
er
f
ee
d
b
ac
k
a
n
d
n
ew
liter
atu
r
e
)
[2
6
]
.
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
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&
R
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u
c
,
Vo
l
.
14
,
No
.
4
,
Au
g
u
s
t
20
25
:
2
7
4
9
-
2
7
6
1
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T
ab
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3
2
.
4
.
2
.
Va
lid
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t
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f
VR
pro
d
uct
T
h
e
v
alid
ity
o
f
VR
-
STE
AM
is
ass
es
s
ed
q
u
an
titativ
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u
s
in
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th
e
r
esu
lts
f
r
o
m
t
h
e
v
alid
ity
s
h
ee
ts
.
Data
f
r
o
m
v
alid
ity
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e
d
escr
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tiv
ely
ex
a
m
in
ed
with
m
o
d
u
s
.
Acc
o
r
d
in
g
to
t
h
e
v
alid
ity
r
eq
u
ir
em
en
ts
s
tated
in
T
ab
le
2
,
th
e
m
o
d
u
s
was
g
o
t.
I
f
VR
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STE
AM
r
ec
eiv
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m
o
r
e
th
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t
h
r
ee
m
o
d
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f
d
ata,
it
i
s
co
n
s
id
er
ed
v
alid
.
Sp
ec
if
ically
in
T
ab
le
2
,
t
h
e
v
alid
ity
cr
iter
ia
u
s
ed
m
o
d
u
s
v
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lu
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1
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in
v
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s
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a
n
d
m
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lu
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is
v
er
y
v
alid
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T
ab
le
2
.
T
h
e
v
alid
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r
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M
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D
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scri
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1
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n
v
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l
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d
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En
o
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h
3
V
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l
i
d
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V
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r
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l
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2
.
4
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3
.
P
L
S
-
SE
M
a
na
ly
s
is
PLS
-
SEM
in
clu
d
es
b
o
th
f
ac
t
o
r
an
aly
s
is
an
d
m
u
ltip
le
r
eg
r
ess
io
n
an
aly
s
is
.
I
n
th
is
s
tu
d
y
,
PLS
-
SEM
was
p
er
f
o
r
m
ed
u
s
in
g
Sm
ar
tP
L
S
4
.
T
h
e
f
in
d
in
g
s
co
n
s
is
t
o
f
two
k
ey
elem
en
ts
:
th
e
s
tr
u
ctu
r
al
m
o
d
el,
wh
ich
in
v
esti
g
ates
th
e
r
elatio
n
s
h
ip
s
am
o
n
g
late
n
t
v
a
r
iab
les,
an
d
th
e
m
ea
s
u
r
em
en
t
m
o
d
el,
w
h
ich
e
v
alu
ates
th
e
r
elatio
n
s
h
ip
s
b
etwe
en
laten
t v
ar
iab
les an
d
th
eir
in
d
icato
r
s
.
T
h
is
an
aly
s
is
f
o
cu
s
ed
o
n
d
eter
m
in
in
g
th
e
s
tr
u
ctu
r
al
co
n
n
ec
tio
n
s
a
m
o
n
g
th
e
v
ar
ia
b
les.
T
h
er
e
ar
e
v
ar
io
u
s
cr
iter
ia
th
at
n
ee
d
to
b
e
f
u
lf
illed
f
o
r
co
n
d
u
ctin
g
a
PLS
-
SEM
an
aly
s
is
:
-
C
o
n
v
er
g
en
t
v
alid
ity
:
t
h
is
is
e
v
alu
ated
b
y
lo
o
k
in
g
at
t
h
e
lo
ad
in
g
f
ac
to
r
v
alu
e
w
h
ich
is
u
s
ed
to
s
h
o
w
t
h
e
r
elatio
n
s
h
ip
b
etwe
en
laten
t v
a
r
iab
les an
d
th
eir
in
d
icato
r
s
.
A
laten
t v
ar
iab
le
an
d
its
in
d
icato
r
ar
e
co
n
s
id
er
e
d
v
alid
if
th
e
lo
a
d
in
g
f
ac
to
r
is
g
r
ea
ter
th
an
0
.
7
[
27
]
.
-
R
eliab
ilit
y
:
t
h
i
s
is
d
eter
m
in
ed
b
y
th
e
v
alu
es
o
f
C
r
o
n
b
ac
h
alp
h
a
an
d
co
m
p
o
s
ite
r
eliab
ilit
y
.
F
o
r
r
eliab
ilit
y
to
b
e
estab
lis
h
ed
,
th
e
m
in
im
u
m
v
alu
e
o
f
C
r
o
n
b
ac
h
alp
h
a
is
r
eq
u
ir
ed
to
b
e
0
.
6
o
r
th
e
v
al
u
e
o
f
co
m
p
o
s
ite
r
eliab
ilit
y
is
0
.
7
[
28
]
.
-
Av
er
ag
e
v
a
r
ian
ce
e
x
tr
ac
ted
(
AVE
)
:
AVE
v
alu
e
o
f
at
least
0
.
5
to
b
e
class
if
ied
as
g
o
o
d
an
d
s
er
v
es
as
a
n
in
d
icato
r
o
f
co
n
v
er
g
e
n
t v
alid
it
y
[
27
]
.
-
E
f
f
ec
t size
(
F sq
u
ar
e)
:
a
m
i
n
im
u
m
v
alu
e
o
f
0
.
3
5
is
n
ee
d
ed
t
o
in
d
icate
a
well
-
f
itti
n
g
m
o
d
el
[
29
]
,
[
30
]
.
-
Dis
cr
im
in
an
t
v
alid
ity
:
T
h
is
is
ass
ess
ed
th
r
o
u
g
h
cr
o
s
s
-
lo
ad
i
n
g
v
al
u
es
ab
o
v
e
0
.
7
,
t
h
e
h
ete
r
o
tr
ait
-
m
o
n
o
tr
ait
(
HT
MT
)
r
atio
,
a
n
d
th
e
Fo
r
n
ell
-
L
ar
ck
er
c
r
iter
io
n
wh
ic
h
s
h
o
u
l
d
b
e
b
el
o
w
0
.
9
[
31
]
.
-
Mo
d
el
f
it:
th
e
s
tan
d
ar
d
ized
r
o
o
t
m
ea
n
s
q
u
ar
e
r
esid
u
al
(
SR
MR)
s
h
o
u
ld
r
an
g
e
f
r
o
m
0
.
0
5
t
o
0
.
0
8
,
wh
ile
th
e
n
o
r
m
ed
f
it in
d
e
x
(
NFI
)
s
h
o
u
ld
f
all
b
etwe
en
0
.
8
an
d
0
.
9
[3
2
]
,
[
33
]
.
-
Hy
p
o
th
esis
test
in
g
:
f
o
r
a
h
y
p
o
th
esis
to
b
e
v
alid
,
th
e
p
-
v
alu
e
m
u
s
t
b
e
less
th
an
0
.
0
5
,
wh
ile
th
e
t
-
s
tatis
t
ic
m
u
s
t
ex
ce
ed
1
.
9
6
s
o
th
at
it
ca
n
b
e
u
s
ed
to
in
d
icate
a
s
ig
n
if
ican
t
r
elatio
n
s
h
ip
b
etwe
en
th
e
v
ar
iab
les
[2
5
]
,
[
27
]
.
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
Desig
n
a
n
d
imp
leme
n
ta
tio
n
o
f
V
R
la
to
-
la
to
S
TEA
M in
en
g
in
ee
r
in
g
ed
u
ca
tio
n
…
(
S
e
p
tia
n
R
a
h
ma
n
H
a
kim
)
2753
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
Resea
rc
h
t
re
nd
s
re
la
t
ed
t
o
VR
la
to
-
la
to
ST
E
AM
i
n
eng
ineering
educa
t
io
n
ba
s
ed
o
n
bib
lio
m
et
ric
a
na
ly
s
is
Fig
u
r
e
3
illu
s
tr
ate
th
e
s
ig
n
if
ic
an
t
in
cr
ea
s
e
in
th
e
tr
e
n
d
o
f
V
R
r
esear
ch
in
ed
u
ca
tio
n
in
th
e
last
5
y
ea
r
.
T
h
is
is
b
ec
au
s
e
em
er
g
i
n
g
tech
n
o
lo
g
ies
in
ed
u
ca
tio
n
h
a
v
e
b
e
co
m
e
m
o
r
e
co
m
m
o
n
in
r
ec
en
t
y
ea
r
s
,
an
d
VR
h
as
b
ec
o
m
e
an
im
p
o
r
tan
t
to
o
l
f
o
r
lear
n
in
g
an
d
teac
h
in
g
b
y
ch
an
g
in
g
th
e
wa
y
lear
n
in
g
m
ater
ia
ls
ar
e
d
eliv
er
ed
in
ed
u
ca
tio
n
[3
4
]
.
E
m
p
ir
ical
ev
i
d
en
ce
h
as
s
h
o
wn
th
at
u
s
in
g
VR
in
ed
u
ca
tio
n
ca
n
im
p
r
o
v
e
lear
n
in
g
o
u
tc
o
m
es
an
d
in
c
r
ea
s
e
s
tu
d
en
t
e
n
g
ag
e
m
en
t
an
d
m
o
ti
v
atio
n
[
35
]
,
[
36
]
.
Ad
d
itio
n
ally
,
p
r
ev
i
o
u
s
r
e
s
ea
r
ch
co
n
d
u
cted
a
b
ib
lio
m
etr
ic
an
aly
s
is
o
n
VR
th
at
h
as
th
e
tr
an
s
f
o
r
m
ativ
e
p
o
ten
tial
o
f
VR
tech
n
o
lo
g
y
in
im
p
r
o
v
in
g
ed
u
ca
tio
n
a
l
p
r
ac
tices
[
37
]
,
p
o
ten
tial
to
tr
an
s
f
o
r
m
tr
ad
itio
n
al
lan
g
u
a
g
e
lear
n
in
g
ap
p
r
o
ac
h
es
,
an
d
th
o
r
o
u
g
h
b
ib
lio
m
etr
ic
an
aly
s
is
o
f
VR
p
r
o
v
id
in
g
a
r
o
ad
m
ap
f
o
r
f
u
tu
r
e
r
esear
c
h
d
ir
e
ctio
n
s
[
3
8
]
.
Fig
u
r
e
3
.
R
esear
ch
tr
en
d
o
f
VR
in
ed
u
ca
tio
n
b
y
y
ea
r
Fig
u
r
e
4
s
h
o
ws
a
n
etwo
r
k
v
is
u
aliza
tio
n
o
f
th
e
r
esear
ch
tr
e
n
d
o
f
VR
in
ed
u
ca
tio
n
a
n
d
lear
n
in
g
.
I
t
ca
n
b
e
in
f
er
r
e
d
th
at
VR
in
ed
u
ca
ti
o
n
p
o
i
n
t
to
a
d
y
n
am
ic
an
d
in
t
er
d
is
cip
lin
ar
y
lan
d
s
ca
p
e
w
h
er
e
th
e
in
teg
r
atio
n
o
f
tech
n
o
lo
g
y
a
n
d
p
ed
a
g
o
g
y
ta
k
es
ce
n
ter
s
tag
e.
No
ta
b
ly
,
t
h
e
p
r
ev
alen
ce
o
f
k
e
y
wo
r
d
s
s
u
ch
as
‘
VR
’
a
n
d
‘
E
-
lear
n
in
g
’
r
ef
lects
a
th
r
iv
i
n
g
in
ter
s
ec
tio
n
o
f
tech
n
o
lo
g
y
an
d
ed
u
ca
tio
n
,
with
r
esear
ch
er
s
co
llab
o
r
atin
g
ac
r
o
s
s
d
is
cip
lin
es
to
en
h
an
ce
ed
u
ca
tio
n
al
o
u
tc
o
m
es.
T
h
e
p
r
o
m
in
e
n
t
p
r
esen
ce
o
f
ter
m
s
lik
e
‘
s
tu
d
en
ts
’
an
d
‘
lear
n
in
g
’
u
n
d
e
r
s
co
r
es
a
s
tr
o
n
g
f
o
c
u
s
o
n
s
tu
d
en
t
-
ce
n
tr
i
c
lear
n
in
g
,
with
VR
p
o
ten
tial
to
r
ev
o
lu
tio
n
ize
en
g
ag
em
e
n
t a
n
d
p
er
s
o
n
aliza
ti
o
n
in
e
d
u
ca
tio
n
.
Fu
r
th
er
m
o
r
e
,
th
e
‘
h
u
m
an
’
k
e
y
wo
r
d
s
u
g
g
ests
a
h
o
lis
tic
ap
p
r
o
ac
h
to
u
n
d
er
s
tan
d
in
g
th
e
c
o
g
n
itiv
e
an
d
em
o
tio
n
al
im
p
ac
t
o
f
VR
o
n
lear
n
er
s
.
‘
L
ea
r
n
in
g
s
y
s
tem
s
’
h
ig
h
lig
h
ts
th
e
im
p
o
r
tan
ce
o
f
th
e
tech
n
o
lo
g
ical
in
f
r
astru
ctu
r
e,
wh
ile
‘
au
g
m
e
n
ted
r
ea
lity
’
h
in
ts
at
th
e
ex
p
lo
r
atio
n
o
f
a
b
r
o
a
d
er
s
p
ec
t
r
u
m
o
f
im
m
er
s
iv
e
tech
n
o
lo
g
ies
in
ed
u
ca
tio
n
.
A
d
d
itio
n
ally
,
‘
e
n
g
in
ee
r
in
g
e
d
u
ca
tio
n
’
s
ig
n
if
ies
th
e
em
er
g
e
n
ce
o
f
s
p
ec
ialized
ap
p
licatio
n
s
o
f
VR
in
s
p
ec
if
ic
f
ield
s
with
in
ed
u
ca
tio
n
.
Fin
al
ly
,
‘
c
o
m
p
u
ter
aid
e
d
in
s
tr
u
ctio
n
’
u
n
d
er
s
co
r
es
th
e
d
ev
elo
p
m
e
n
t
o
f
p
ed
ag
o
g
ical
to
o
ls
th
at
lev
er
ag
e
VR
tech
n
o
l
o
g
y
,
em
p
h
asizin
g
th
e
n
ee
d
to
ef
f
ec
tiv
ely
in
teg
r
at
e
it
in
to
cu
r
r
icu
la.
C
o
llectiv
ely
,
th
ese
f
in
d
in
g
s
r
ef
lect
an
ex
ci
tin
g
s
y
n
er
g
y
b
etwe
en
tech
n
o
lo
g
y
,
p
e
d
ag
o
g
y
,
a
n
d
th
e
h
u
m
an
elem
e
n
t,
wh
ic
h
is
s
h
ap
in
g
th
e
f
u
t
u
r
e
o
f
VR
in
e
d
u
ca
tio
n
,
p
r
o
m
is
in
g
m
o
r
e
e
n
g
ag
in
g
a
n
d
ef
f
ec
tiv
e
lear
n
in
g
ex
p
er
ien
ce
s
f
o
r
s
tu
d
e
n
ts
ac
r
o
s
s
v
ar
io
u
s
d
is
cip
lin
es
[
39
]
,
[4
0
]
.
Me
an
wh
ile,
Fig
u
r
e
5
s
h
o
ws
th
e
d
etails
o
f
th
e
n
o
d
e
lin
k
b
etwe
en
STE
AM
an
d
VR
.
I
n
ter
m
s
o
f
STE
AM
ed
u
ca
tio
n
(
Fig
u
r
e
5
)
,
th
er
e
ar
e
lin
k
s
b
etwe
en
s
tea
m
an
d
VR
alo
n
g
s
id
e
e
-
lear
n
i
n
g
.
T
h
e
p
r
esen
ce
o
f
th
ese
lin
k
s
im
p
lies
th
at
STE
A
M
ed
u
ca
to
r
s
ar
e
ac
tiv
el
y
s
ee
k
i
n
g
in
n
o
v
ativ
e
way
s
to
teac
h
a
n
d
e
n
g
ag
e
s
tu
d
en
ts
.
VR
an
d
e
-
lear
n
in
g
o
f
f
e
r
o
p
p
o
r
tu
n
ities
f
o
r
p
er
s
o
n
alize
d
,
in
te
r
ac
tiv
e,
an
d
e
x
p
er
ien
tial
lear
n
in
g
ex
p
er
ien
ce
s
in
STE
AM
s
u
b
jects.
T
h
is
co
n
n
e
ctio
n
u
n
d
er
s
co
r
es
th
e
im
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o
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ta
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ce
o
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p
lo
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m
o
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er
n
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e
d
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r
o
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AM
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tio
n
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t
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d
ef
f
ec
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r
eo
v
er
,
VR
allo
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f
o
r
th
e
cr
ea
tio
n
o
f
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ter
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s
im
u
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n
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an
d
ex
p
e
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im
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ts
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n
STE
AM
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u
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th
is
ca
n
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e
in
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f
o
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d
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a
n
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s
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r
im
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r
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o
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m
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m
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h
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d
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l
a
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a
s
af
e
an
d
c
o
n
tr
o
lled
v
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tu
al
en
v
ir
o
n
m
en
t.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
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5
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r
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ak
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ac
t
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n
ce
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ts
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e
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o
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e
im
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r
o
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ts
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e
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ee
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ay
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2252
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u
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
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2
5
2
-
8
8
2
2
I
n
t J E
v
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&
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d
u
c
,
Vo
l
.
14
,
No
.
4
,
Au
g
u
s
t
20
25
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7
4
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d
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r
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s
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h
e
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ig
h
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ted
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f
ir
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th
at
th
e
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ter
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o
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e
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ig
h
er
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s
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e
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am
e
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n
s
tr
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ased
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e
PL
S
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SEM
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is
,
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ch
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d
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o
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o
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n
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d
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s
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in
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e
co
n
tex
t
o
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ca
ti
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n
u
s
in
g
VR
ap
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licatio
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s
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h
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in
d
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n
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ir
m
th
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ab
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,
co
n
v
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en
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alid
ity
,
an
d
d
is
cr
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in
an
t v
ali
d
ity
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th
e
in
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s
.
T
ab
le
7
.
C
r
o
s
s
lo
ad
in
g
s
S
TEA
M
ESL
SR
V
R
P
ESL1
0
.
6
9
1
0
.
8
6
1
0
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6
3
4
0
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5
4
1
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0
.
7
6
2
0
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8
5
6
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6
4
5
0
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6
0
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.
6
6
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0
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8
7
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R
1
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6
8
9
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7
7
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0
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8
7
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9
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R
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0
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6
5
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7
8
2
0
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9
3
7
0
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8
5
7
S
R
3
0
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6
6
2
0
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7
1
9
0
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9
2
4
0
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8
5
4
S
TEA
M
1
0
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8
4
8
0
.
6
5
1
0
.
5
4
6
0
.
5
5
4
S
TEA
M
2
0
.
8
9
5
0
.
6
8
1
0
.
6
3
3
0
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6
6
7
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TEA
M
3
0
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8
8
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0
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2
3
0
.
7
2
2
0
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1
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R
P
1
0
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6
5
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0
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7
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9
1
1
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2
0
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9
9
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5
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9
2
9
C
R
P
3
0
.
6
7
8
0
.
7
2
6
0
.
8
7
9
0
.
8
9
8
3
.
3
.
2
.
E
v
a
lua
t
io
n
o
f
s
t
ruct
ura
l m
o
del
Acc
o
r
d
in
g
t
o
T
ab
le
8
,
NFI
g
e
t
6
8
.
1
%
s
o
th
e
h
y
p
o
th
etic
m
o
d
el
was
en
o
u
g
h
f
it.
R
-
s
q
u
ar
e
r
ep
r
esen
ts
h
o
w
f
ar
v
a
r
iab
le
in
f
lu
e
n
ce
in
s
tr
u
ctu
r
al
m
o
d
el.
SR
g
et
th
e
h
ig
h
est
p
er
ce
n
tag
e
8
6
.
2
%
an
d
VR
P
g
et
5
5
.
2
%.
T
h
er
e
ar
e
3
0
-
5
0
%
an
o
th
e
r
v
a
r
iab
le
is
p
ar
ticip
ated
.
F
-
s
q
u
ar
e
r
ep
r
esen
ts
h
o
w
f
it
v
ar
iab
le
i
n
s
tr
u
ctu
r
al
m
o
d
el.
F
-
s
q
u
ar
e
in
Fig
u
r
e
7
is
h
ig
h
e
r
th
an
0
.
3
5
s
o
ea
ch
v
ar
iab
le
is
f
i
t a
n
d
ac
ce
p
ted
.
T
ab
le
8
.
R
-
s
q
u
ar
e
a
n
d
m
o
d
el
f
it
V
a
r
i
a
b
l
e
R
-
sq
u
a
r
e
I
n
d
i
c
a
t
o
r
mo
d
e
l
f
i
t
V
a
l
u
e
ESL
0
.
7
6
9
S
R
M
R
0
.
0
9
4
SR
0
.
8
6
2
C
h
i
-
sq
u
a
r
e
0
.
8
5
2
V
R
P
0
.
5
5
2
N
F
I
0
.
6
8
1
Fig
u
r
e
7
.
F
-
s
q
u
a
r
e
0
0
.
2
0
.
4
0
.
6
0
.
8
1
1
.
2
1
.
4
S
TEA
M
-
ESL
S
TEA
M
-
V
R
P
ESL-
S
R
V
RP-
ES
L
V
R
P
-
S
R
F
-
s
q
u
ar
e
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
Desig
n
a
n
d
imp
leme
n
ta
tio
n
o
f
V
R
la
to
-
la
to
S
TEA
M in
en
g
in
ee
r
in
g
ed
u
ca
tio
n
…
(
S
e
p
tia
n
R
a
h
ma
n
H
a
kim
)
2757
A
to
tal
o
f
f
iv
e
s
ig
n
if
ican
t
p
at
h
s
wer
e
d
is
co
v
er
ed
,
as
s
h
o
wn
in
T
a
b
le
9
.
Path
co
ef
f
icien
t
r
ep
r
esen
ts
h
o
w
m
u
ch
a
v
ar
iab
le
in
f
lu
en
c
e
o
th
er
v
ar
iab
le.
Path
STE
AM
-
E
SL
g
et
h
ig
h
est
co
ef
.
in
to
tal
ef
f
ec
ts
,
STE
AM
-
SR
g
et
0
.
7
3
9
in
i
n
d
ir
ec
t
ef
f
ec
ts
;
th
en
,
STE
AM
-
VR
P
an
d
VR
P
-
S
R
g
et
h
ig
h
est
d
ir
ec
t
ef
f
e
cts.
T
h
e
in
f
lu
en
cin
g
f
ac
to
r
s
o
f
STE
AM
ar
e
d
ir
ec
tl
y
f
r
o
m
th
e
two
c
o
n
s
tr
u
cts
E
SL
an
d
VR
P.
I
t
r
ep
r
esen
ts
STE
AM
in
teg
r
ated
with
VR
h
as
a
d
ir
ec
t
s
ig
n
if
ican
t
p
o
s
itiv
e
im
p
ac
t
to
en
g
in
ee
r
in
g
-
s
cien
ce
lear
n
in
g
.
T
h
e
n
,
im
p
lem
en
t
VR
-
STE
AM
in
lear
n
in
g
ca
n
g
iv
e
d
ir
ec
t sig
n
if
i
ca
n
t p
o
s
itiv
e
im
p
ac
t to
SR
.
T
a
b
le
1
0
i
n
d
ica
tes
t
h
e
ex
p
l
an
ati
o
n
o
f
th
e
p
at
h
i
n
h
y
p
o
t
h
esi
s
m
o
d
e
l
r
e
g
ar
d
i
n
g
p
o
s
i
ti
v
e
c
o
ef
f
ic
ie
n
ts
,
t
-
s
t
at,
a
n
d
p
-
v
al
u
e
.
A
ll
p
at
h
g
e
ts
p
o
s
it
iv
e
c
o
e
f
.
,
t
-
s
t
at
,
a
n
d
p
-
v
al
u
e
<
0
.
0
5
.
I
t
r
ep
r
es
e
n
ts
i
m
p
l
em
e
n
t
VR
i
n
te
g
r
at
e
STE
A
M
in
en
g
i
n
ee
r
i
n
g
-
s
c
ie
n
c
e
l
ea
r
n
i
n
g
p
o
s
it
iv
e
im
p
ac
t
ed
t
o
s
t
u
d
e
n
ts
’
r
es
p
o
n
s
e
(
c
o
o
p
er
ati
o
n
,
m
o
t
iv
ati
o
n
,
an
d
k
n
o
w
le
d
g
e
)
s
i
g
n
i
f
ic
an
tl
y
.
I
n
o
th
e
r
w
o
r
d
s
,
SR
d
u
e
to
VR
-
S
T
E
AM
cr
u
c
ial
f
o
r
t
h
ei
r
f
u
t
u
r
e
e
n
g
i
n
ee
r
i
n
g
-
s
ci
en
ce
lea
r
n
i
n
g
.
VR
as
tech
n
o
lo
g
y
ed
u
ca
tio
n
,
co
o
p
er
atio
n
,
m
o
tiv
atio
n
,
a
n
d
k
n
o
wled
g
e
ab
o
u
t
eth
n
o
s
cien
ce
(
lo
ca
l
wis
d
o
m
co
m
b
i
n
ed
s
cien
ce
)
ca
n
b
e
p
r
o
m
o
ted
b
y
ex
p
lo
r
in
g
th
e
ess
en
ce
o
f
s
cien
ce
an
d
tech
n
o
lo
g
y
ed
u
ca
tio
n
.
I
t
f
o
cu
s
es
o
n
u
n
d
er
s
tan
d
in
g
,
p
e
r
s
o
n
al
g
o
als,
co
m
m
u
n
icatio
n
ch
ar
ac
ter
,
an
d
co
o
p
er
atio
n
.
I
t
ca
n
b
e
f
o
u
n
d
th
at
VR
-
STE
AM
la
to
-
la
to
co
n
tr
ib
u
tes to
2
1
st
-
ce
n
tu
r
y
s
k
ills
,
as s
h
o
wn
in
Fig
u
r
e
8
.
T
h
e
s
k
ills
ess
en
tial f
o
r
th
e
2
1
s
t
ce
n
tu
r
y
,
p
ar
ticu
lar
l
y
co
o
p
er
ati
o
n
,
p
lay
a
k
e
y
r
o
le
in
th
e
f
o
u
n
d
atio
n
al
p
er
s
p
ec
tiv
e
o
f
STE
AM
ed
u
ca
tio
n
an
d
en
g
in
ee
r
in
g
-
s
cien
ce
lear
n
in
g
[
4
1
]
.
T
h
is
s
tu
d
y
’
s
m
o
d
el
d
em
o
n
s
tr
ated
th
at
VR
s
er
v
es
as
a
m
ed
iato
r
b
etwe
en
STE
AM
co
n
ten
t
an
d
en
g
in
ee
r
in
g
-
s
cien
ce
lear
n
in
g
.
I
n
ess
en
ce
,
th
e
im
p
ac
t
o
f
VR
o
n
s
tu
d
e
n
ts
'
s
k
ills
is
d
er
iv
ed
f
r
o
m
STE
AM
m
ater
ial.
R
esear
ch
er
s
s
h
o
u
ld
p
er
s
is
t
in
th
eir
ef
f
o
r
ts
to
cr
ea
te
ass
ess
m
en
t
to
o
ls
th
at
ev
alu
ate
h
o
w
to
m
ea
s
u
r
e
th
e
in
teg
r
at
io
n
o
f
VR
with
STE
AM
an
d
eth
n
o
s
cien
ce
,
an
d
to
d
eter
m
in
e
wh
eth
er
th
is
eth
n
o
s
cien
ce
-
in
teg
r
ate
d
STE
A
M
ca
n
b
e
ta
u
g
h
t
as
a
s
tan
d
alo
n
e
s
u
b
ject
t
o
f
ac
ilit
ate
2
1
s
t
-
ce
n
tu
r
y
lear
n
in
g
,
o
r
if
it in
s
tead
in
d
ir
ec
tly
f
o
s
ter
s
th
e
n
ec
ess
ar
y
s
k
ills
th
r
o
u
g
h
STE
AM
.
T
ab
le
9
.
T
o
tal,
in
d
ir
ec
t,
a
n
d
d
ir
ec
t e
f
f
ec
ts
P
a
t
h
To
t
a
l
e
f
f
e
c
t
s
I
n
d
i
r
e
c
t
e
f
f
e
c
t
s
D
i
r
e
c
t
e
f
f
e
c
t
s
c
o
e
f
.
V
a
l
u
e
C
o
e
f
.
T
-
st
a
t
P
-
v
a
l
u
e
V
a
l
u
e
C
o
e
f
.
T
-
st
a
t
P
-
v
a
l
u
e
S
TEA
M
-
ES
L
0
.
8
2
8
0
.
8
2
8
1
9
.
1
6
3
0
.
0
0
0
0
.
3
2
0
0
.
3
2
0
3
.
1
6
5
0
.
0
0
2
0
.
5
0
8
S
TEA
M
-
SR
0
.
7
3
9
0
.
7
3
9
1
1
.
2
5
1
0
.
0
0
0
0
.
7
3
9
0
.
7
3
9
1
1
.
2
5
1
0
.
0
0
0
S
TEA
M
-
V
R
P
0
.
7
4
1
0
.
7
4
1
1
0
.
2
8
8
0
.
0
0
0
0
.
7
4
1
ESL
-
SR
0
.
2
6
1
0
.
2
6
1
1
.
9
1
1
0
.
0
5
7
0
.
2
6
1
V
R
P
-
SL
0
.
4
3
2
0
.
4
3
2
3
.
4
8
0
0
.
0
0
1
0
.
4
3
2
V
R
P
-
SR
0
.
8
1
7
0
.
8
1
7
1
1
.
0
8
4
0
.
0
0
0
0
.
1
1
3
0
.
1
1
3
1
.
3
6
1
0
.
1
7
4
0
.
7
0
4
T
ab
le
1
0
.
Path
i
n
h
y
p
o
th
etic
m
o
d
el
P
a
t
h
C
o
e
f
.
T
-
st
a
t
P
-
v
a
l
u
e
S
TEA
M
-
ESL
0
.
5
0
8
4
.
7
5
4
0
.
0
0
S
TEA
M
-
V
R
P
0
.
7
4
1
1
0
.
2
8
8
0
.
0
0
ESL
-
SR
0
.
2
6
1
1
.
9
1
1
0
.
0
5
V
R
P
-
ESL
0
.
4
3
2
3
.
4
8
0
0
.
0
0
V
R
P
-
SR
0
.
7
0
4
5
.
0
3
1
0
.
0
0
Fig
u
r
e
8
.
STE
AM
in
VR
-
la
to
la
to
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
4
9
-
2
7
6
1
2758
T
h
is
s
tu
d
y
d
ev
elo
p
ed
an
d
v
ali
d
ated
in
d
icate
s
to
h
elp
e
v
alu
at
e
VR
-
STE
AM
lear
n
in
g
to
o
ls
i
n
teg
r
ated
eth
n
o
s
cien
ce
la
to
-
l
a
to
,
h
el
p
in
g
in
s
tr
u
cto
r
s
an
d
u
n
i
v
er
s
ity
s
tu
d
en
ts
ch
o
o
s
e
th
e
b
est
f
it
f
o
r
th
eir
s
tu
d
en
ts
.
All
ef
f
o
r
ts
to
in
teg
r
ate
tech
n
o
lo
g
y
in
to
en
h
an
ce
d
lear
n
in
g
,
esp
ec
ially
in
en
g
in
ee
r
in
g
ed
u
ca
tio
n
,
aim
to
in
cr
ea
s
e
s
tu
d
en
t
m
o
tiv
atio
n
,
cu
r
i
o
s
ity
,
an
d
p
r
o
b
lem
-
s
o
lv
i
n
g
s
k
ills
,
as
d
em
o
n
s
tr
ated
b
y
t
h
e
in
teg
r
ati
o
n
o
f
VR
la
to
-
la
to
in
STE
AM
ed
u
ca
tio
n
[4
2
]
–
[
4
6
]
.
I
n
ad
d
itio
n
,
g
am
e
lear
n
in
g
o
n
VR
la
to
-
la
t
o
in
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AM
e
d
u
ca
tio
n
ca
n
ch
an
g
e
in
ter
o
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s
tu
d
e
n
t’
s
co
m
p
eten
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s
an
d
b
eh
a
v
io
r
s
wh
ile
in
class
[
4
7
]
,
[
4
8
]
.
4.
CO
NCLU
SI
O
N
B
ased
o
n
th
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r
esu
lts
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d
is
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t
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s
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ca
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esp
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r
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h
as
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s
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if
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r
is
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in
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esear
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ast
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g
its
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to
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h
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ce
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tu
d
e
n
t
en
g
a
g
e
m
en
t
an
d
lear
n
in
g
o
u
tco
m
es.
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h
is
tr
en
d
r
ef
lects
a
c
o
llab
o
r
ativ
e
ef
f
o
r
t
am
o
n
g
ed
u
ca
t
o
r
s
to
in
teg
r
ate
tech
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o
lo
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y
i
n
to
teac
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in
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ak
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g
lear
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in
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m
o
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e
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te
r
a
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d
p
r
ac
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e
VR
la
to
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o
l
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as
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v
alid
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v
alu
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m
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lex
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ts
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en
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a
n
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f
f
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a
n
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ag
in
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s
tu
d
e
n
ts
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u
n
d
e
r
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tan
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th
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s
e
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ea
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astl
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,
th
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an
aly
s
is
s
h
o
ws
th
at
in
teg
r
atin
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VR
in
to
STE
AM
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u
ca
tio
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p
o
s
itiv
ely
in
f
lu
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s
tu
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en
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’
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tiv
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in
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r
th
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t
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r
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T
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in
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in
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em
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asize
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r
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ce
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co
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ex
p
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p
VR
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licatio
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