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K
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w
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E
d
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Hig
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I
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Me
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Facu
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J
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14
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5
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Octo
b
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20
25
:
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6
0
1
-
3611
3602
to
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B
an
ten
,
I
n
d
o
n
esia.
B
u
t
af
ter
s
ev
e
r
al
co
n
d
it
io
n
,
th
e
id
ea
was
ca
n
ce
lled
.
T
h
e
r
e
ar
e
s
ev
er
al
r
ea
s
o
n
s
b
eh
in
d
th
is
ca
n
ce
llatio
n
,
o
n
e
o
f
th
e
r
ea
s
o
n
s
is
b
ec
au
s
e
o
f
th
e
lack
o
f
teac
h
er
’
s
r
ea
d
in
ess
an
d
in
te
n
tio
n
to
ad
o
p
t
s
u
c
h
tech
n
o
lo
g
y
.
T
h
is
b
r
in
g
s
u
s
to
th
e
co
r
e
is
s
u
e
wh
ich
is
th
e
s
u
cc
ess
f
u
l
im
p
lem
en
tat
io
n
o
f
e
d
u
ca
tio
n
al
in
n
o
v
atio
n
s
lik
e
th
e
m
etav
er
s
e
d
ep
en
d
s
o
n
th
e
ac
ce
p
tan
ce
o
f
teac
h
er
s
.
Yet,
ex
is
tin
g
s
t
u
d
ies
o
n
m
etav
er
s
e
ad
o
p
tio
n
i
n
ed
u
ca
tio
n
h
av
e
p
r
ed
o
m
in
an
tly
f
o
cu
s
ed
o
n
s
tu
d
e
n
ts
o
r
th
e
tech
n
o
lo
g
ical
in
f
r
as
tr
u
ctu
r
e,
leav
in
g
a
s
ig
n
if
ican
t
g
ap
i
n
u
n
d
er
s
t
an
d
i
n
g
teac
h
er
s
’
p
er
s
p
ec
tiv
es.
T
h
e
n
o
v
elty
o
f
th
is
r
esear
c
h
is
to
f
in
d
th
e
f
ac
to
r
s
th
at
will
in
f
lu
en
ce
th
e
teac
h
er
s
i
n
I
n
d
o
n
esia
wo
u
ld
lik
e
to
u
s
e
m
etav
er
s
e
tech
n
o
lo
g
y
.
Ma
n
y
r
esear
ch
is
also
in
ter
ested
in
th
e
n
ew
tech
n
o
l
o
g
y
o
f
th
e
m
etav
e
r
s
e.
Ho
wev
er
,
th
er
e
is
lim
ited
r
esear
ch
t
h
at
f
o
cu
s
es
o
n
th
e
teac
h
er
s
as
th
e
s
u
b
ject
o
f
ac
ce
p
tan
ce
o
f
u
s
in
g
t
h
is
tech
n
o
lo
g
y
.
T
h
e
r
o
le
o
f
th
e
teac
h
er
is
s
ig
n
if
ican
t.
T
ea
c
h
er
s
m
u
s
t
f
in
d
an
d
an
aly
ze
s
tu
d
en
t
s
’
b
eh
av
io
r
in
th
e
m
etav
er
s
e
-
b
ased
ap
p
licatio
n
.
T
ea
ch
e
r
s
m
u
s
t
b
e
ab
le
t
o
d
esig
n
class
es
an
d
lear
n
in
g
p
lan
s
th
at
ca
n
s
u
p
p
o
r
t
s
tu
d
en
ts
in
s
o
lv
in
g
p
r
o
b
lem
s
[
4
]
.
Ultim
ately
,
s
tu
d
en
ts
’
m
o
tiv
atio
n
to
lear
n
th
r
o
u
g
h
o
n
lin
e
p
latf
o
r
m
s
will in
cr
ea
s
e
[5
]
.
2.
M
E
T
H
O
D
T
h
is
s
tu
d
y
u
s
es
q
u
an
titativ
e
r
esear
ch
m
eth
o
d
o
l
o
g
y
.
Qu
a
n
titativ
e
r
esear
ch
is
s
cien
tific
r
es
ea
r
ch
th
at
em
p
h
asizes
th
e
an
aly
s
is
o
f
n
u
m
er
ical
d
ata
p
r
o
ce
s
s
ed
b
y
s
tatis
tical
m
eth
o
d
s
,
q
u
an
titativ
e
r
esear
ch
aim
s
to
d
ev
elo
p
a
n
d
u
s
e
m
ath
em
atica
l m
o
d
els,
th
eo
r
ies,
o
r
h
y
p
o
t
h
eses
r
elate
d
to
ex
is
tin
g
p
r
o
b
lem
s
.
2
.
1
.
T
heo
re
t
ica
l
f
r
a
m
ew
o
rk
T
h
is
s
tu
d
y
co
m
b
in
es
u
n
if
ied
th
eo
r
y
o
f
ac
ce
p
tan
ce
an
d
u
s
e
o
f
tech
n
o
lo
g
y
(
UT
AUT
)
an
d
d
if
f
u
s
io
n
in
n
o
v
ativ
e
th
eo
r
y
(
DI
T
)
as
two
p
o
wer
f
u
l
m
o
d
els
to
m
ea
s
u
r
e
t
ec
h
n
o
lo
g
y
ac
ce
p
tan
ce
as
th
e
lead
in
g
th
eo
r
y
.
T
h
e
UT
AUT
m
o
d
el
e
x
p
lain
s
th
e
ad
o
p
tio
n
o
f
th
e
tech
n
o
lo
g
y
,
wh
ile
th
e
d
im
e
n
s
io
n
s
in
DI
T
,
s
u
ch
as
r
elativ
e
ad
v
an
tag
e,
c
o
m
p
lex
ity
,
an
d
c
o
m
p
atib
ilit
y
(
C
O)
,
ar
e
also
a
m
ajo
r
r
ea
s
o
n
s
f
o
r
in
n
o
v
ativ
e
in
v
en
tio
n
ad
o
p
tio
n
[
6
]
.
T
h
er
ef
o
r
e,
ad
o
p
tin
g
i
n
f
o
r
m
atio
n
s
y
s
tem
s
o
r
in
f
o
r
m
atio
n
tech
n
o
lo
g
y
u
s
in
g
UT
AUT
o
r
DI
T
will
co
m
p
lete
ea
ch
o
th
er
a
n
d
a
s
tr
o
n
g
er
m
o
d
el
ca
n
b
e
b
u
ilt b
y
c
o
m
b
in
in
g
t
h
ese
two
m
o
d
els.
I
n
ad
d
itio
n
,
th
is
r
esear
ch
w
ill
in
v
esti
g
ate
th
e
in
d
iv
id
u
al
willin
g
n
ess
to
ad
o
p
t
n
ew
i
n
n
o
v
ativ
e
tech
n
o
lo
g
y
.
T
h
is
co
u
ld
en
h
a
n
ce
th
e
ad
o
p
tio
n
m
o
d
el.
I
n
d
iv
i
d
u
al
in
n
o
v
ativ
e
n
ess
o
r
in
d
iv
i
d
u
al
willin
g
n
ess
to
tr
y
o
u
t
a
n
ew
tech
n
o
l
o
g
y
is
k
n
o
wn
as
p
er
s
o
n
al
i
n
n
o
v
ativ
en
ess
(
PI)
[
3
]
.
T
h
er
ef
o
r
e
,
it
will
b
e
ap
p
r
o
p
r
iate
to
ad
d
PI
to
th
is
r
esear
ch
.
Oth
e
r
r
esear
ch
also
co
m
b
in
es
th
is
th
eo
r
y
in
th
e
ac
ce
p
tan
ce
m
o
d
el
an
d
DI
T
[
7
]
.
Fu
r
th
er
m
o
r
e
,
th
is
r
esear
c
h
w
ill
p
r
o
v
id
e
a
n
ew
th
e
o
r
y
r
el
ated
to
t
h
e
ch
a
r
ac
ter
is
tic
o
f
m
etav
er
s
e
as
th
e
d
im
en
s
io
n
,
th
e
u
n
iq
u
e
d
im
en
s
io
n
o
f
th
e
o
b
ject
c
h
ar
ac
ter
,
w
ill
b
r
in
g
m
o
r
e
ac
cu
r
ate
r
esu
lts
f
o
r
th
is
r
esear
c
h
.
T
h
e
m
etav
er
s
e
ch
ar
ac
ter
is
tic
will
al
s
o
b
e
ad
d
ed
to
th
e
s
tu
d
y
.
B
ased
o
n
th
e
liter
atu
r
e
r
ev
iew
an
d
p
r
ev
io
u
s
r
esear
ch
,
th
e
p
r
o
p
o
s
ed
m
o
d
el
is
s
h
o
wn
in
F
ig
u
r
e
1
.
T
h
is
s
tu
d
y
f
in
d
s
th
e
f
ac
t
o
r
s
o
f
teac
h
er
s
’
b
eh
av
i
o
r
al
in
te
n
tio
n
(
B
I
)
in
u
s
in
g
m
etav
e
r
s
e
ap
p
licatio
n
.
BI
is
th
e
co
r
e
d
eter
m
in
an
t
o
f
th
e
ac
tu
al
u
s
ag
e
in
v
ar
io
u
s
in
ten
tio
n
m
o
d
el
[
8
]
.
I
t
r
ef
er
s
to
th
e
u
s
er
s
’
p
er
ce
p
tio
n
o
f
th
ey
wan
t to
u
s
e
th
e
n
ew
s
y
s
te
m
.
BI
ca
n
s
ig
n
if
ican
tly
in
f
lu
en
ce
th
e
ac
tu
al
u
s
ag
e
o
f
th
e
n
ew
tech
n
o
lo
g
y
[
9
]
.
I
n
ed
u
ca
tio
n
,
BI
p
r
o
v
id
es
in
s
ig
h
ts
in
to
teac
h
er
s
’
an
d
s
tu
d
en
ts
’
m
o
tiv
atio
n
an
d
r
ea
d
in
ess
to
ad
o
p
t
n
ew
to
o
ls
,
m
eth
o
d
s
,
a
n
d
p
r
ac
tices
[
8
]
.
S
ev
er
al
f
ac
to
r
s
th
at
co
u
ld
af
f
e
ct
th
e
BI
ar
e
s
o
cial
in
f
lu
en
ce
(
SI)
,
p
er
f
o
r
m
a
n
ce
ex
p
ec
tan
cy
(
PE)
,
ef
f
o
r
t
ex
p
e
ctan
cy
(EE)
,
an
d
f
ac
ilit
atin
g
co
n
d
itio
n
(
FC
)
.
SI
is
d
ef
in
ed
as
th
e
lev
el
o
f
in
f
lu
en
ce
f
r
o
m
p
e
o
p
le
in
t
h
e
s
u
r
r
o
u
n
d
in
g
s
,
in
th
e
co
n
tex
t
o
f
lear
n
in
g
,
th
is
f
ac
to
r
is
a
f
ac
to
r
th
at
ca
n
d
eter
m
in
e
u
s
e
in
th
e
s
y
s
tem
[
1
0
]
.
PE
r
ef
er
s
to
th
e
u
s
er
s
’
o
p
in
io
n
th
at
u
s
in
g
t
h
e
s
y
s
tem
o
f
in
n
o
v
atio
n
will
in
cr
ea
s
e
th
eir
p
er
f
o
r
m
an
ce
.
EE
is
d
ef
in
e
d
as
h
o
w
ea
s
y
it
is
f
o
r
a
n
ew
s
y
s
tem
o
r
tech
n
o
lo
g
y
t
o
b
e
u
s
ed
b
y
u
s
er
s
.
EE
is
v
er
y
im
p
o
r
tan
t
in
d
eter
m
in
i
n
g
h
o
w
u
s
er
s
ar
e
willin
g
to
u
s
e
n
ew
te
ch
n
o
lo
g
y
,
in
cl
u
d
in
g
in
lear
n
in
g
o
r
e
d
u
ca
tio
n
[
8
]
.
FC
r
ef
er
s
to
th
e
u
s
er
s
’
b
elief
i
n
tech
n
ical
in
f
r
astru
ctu
r
e
th
at
co
u
ld
s
u
p
p
o
r
t
th
e
p
r
o
ce
s
s
.
T
h
is
FC
will
m
ea
s
u
r
e
th
e
co
n
f
id
e
n
ce
o
f
th
e
u
s
er
s
to
u
s
e
th
e
ap
p
licatio
n
a
n
d
,
in
th
e
en
d
,
will p
r
o
m
o
te
th
e
in
te
n
tio
n
to
u
s
e
it
[1
1]
.
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
Tea
ch
in
g
in
t
h
e
d
ig
ita
l fro
n
tie
r
:
w
h
a
t d
r
ives m
eta
ve
r
s
e
a
d
o
p
tio
n
in
ed
u
ca
tio
n
?
(
C
a
d
elin
a
C
a
s
s
a
n
d
r
a
)
3603
Fig
u
r
e
1
.
Pro
p
o
s
ed
th
e
o
r
etica
l
f
r
am
ewo
r
k
B
o
th
o
f
PE
an
d
EE
ca
n
b
e
af
f
ec
t
b
y
s
ev
er
al
f
ac
to
r
s
.
He
d
o
n
i
c
m
o
tiv
atio
n
(
HM
)
r
ef
e
r
s
to
t
h
e
p
leasu
r
e
o
b
tain
ed
f
r
o
m
th
e
u
s
e
o
f
tech
n
o
lo
g
y
.
PI
p
lay
a
n
im
p
o
r
tan
t
r
o
le
in
t
h
e
tech
n
o
lo
g
y
ad
o
p
tio
n
th
eo
r
y
,
esp
ec
ially
in
th
e
p
e
r
ce
iv
ed
u
s
ef
u
ln
ess
an
d
ea
s
e
o
f
u
s
e
[
7
]
.
PI
ca
n
af
f
ec
t
p
er
ce
iv
ed
u
s
ef
u
ln
ess
an
d
p
er
ce
iv
ed
ea
s
e
o
f
u
s
e
in
tech
n
o
l
o
g
y
ac
c
ep
tan
ce
m
o
d
el
(
T
AM
)
,
o
r
th
ese
two
f
ac
t
o
r
s
also
k
n
o
wn
as
PE
a
n
d
EE
[
3
]
.
CO
R
ef
er
s
to
th
e
ex
p
ec
tatio
n
o
f
th
e
u
s
er
s
if
th
e
in
n
o
v
atio
n
is
co
m
p
atib
le
with
th
eir
s
tan
d
a
r
d
s
s
u
ch
as
co
n
s
is
ten
t
with
th
e
v
alu
e
p
r
o
v
id
e
d
,
n
ee
d
s
,
an
d
ex
p
ec
tatio
n
s
.
T
r
ialab
ilit
y
(
T
R
)
r
ef
er
s
to
th
e
u
s
er
s
ass
u
m
in
g
th
ey
m
u
s
t
ex
p
er
ien
ce
th
e
tech
n
o
lo
g
y
b
ef
o
r
e
d
ec
id
in
g
w
h
eth
er
to
a
d
o
p
t it
[
7
]
.
T
o
ad
d
r
ess
th
e
n
o
v
elty
o
f
th
i
s
r
esear
ch
,
th
r
ee
n
o
v
elty
v
ar
i
ab
les
ad
d
ed
in
to
t
h
is
r
esear
ch
,
th
ey
ar
e
co
m
e
f
r
o
m
m
etav
er
s
e
c
h
ar
ac
t
er
is
tic
.
I
n
ter
ac
tiv
ity
(
I
N)
is
c
h
ar
ac
ter
is
tic
o
f
m
etav
er
s
e
.
I
t
r
ef
er
s
to
th
e
u
s
er
s
’
in
ter
ac
tio
n
with
th
e
p
latf
o
r
m
an
d
o
th
e
r
u
s
er
s
,
e
n
s
u
r
in
g
r
ea
l
-
tim
e,
in
ter
o
p
er
ab
le,
a
n
d
s
y
n
ch
r
o
n
o
u
s
lear
n
in
g
.
T
h
r
o
u
g
h
th
ese
ch
ar
ac
te
r
is
tics
,
th
e
m
etav
er
s
e
p
r
o
v
i
d
es
in
te
r
ac
tio
n
am
o
n
g
u
s
er
s
.
User
s
h
av
e
to
b
e
ab
le
to
in
ter
ac
t
in
r
ea
l
tim
e
in
t
h
e
p
la
tf
o
r
m
.
T
h
ey
ca
n
m
ee
t
o
th
er
s
an
d
s
h
ar
e
with
o
th
e
r
s
[
3
]
.
Per
s
is
ten
cy
(
PR
)
is
th
e
o
th
er
m
etav
er
s
e
ch
a
r
ac
ter
is
tic.
I
t
r
ef
er
s
to
u
s
er
s
f
ee
lin
g
“liv
e”
in
th
e
p
latf
o
r
m
,
en
s
u
r
in
g
d
ata
co
n
tin
u
ity
s
u
ch
as
id
en
tity
,
p
ay
m
en
t,
an
d
c
o
m
m
u
n
icatio
n
an
d
en
s
u
r
in
g
it
s
av
es
ev
en
wh
e
n
u
s
er
s
ar
e
n
o
t
u
s
in
g
th
e
v
ir
tu
al
p
latf
o
r
m
.
PR
is
th
e
k
ey
f
ea
tu
r
e
o
f
m
etav
er
s
e
an
d
is
im
p
o
r
ta
n
t
in
th
e
p
latf
o
r
m
[
3
]
.
Co
r
p
o
r
e
ity
(
C
R
)
i
s
th
e
th
ir
d
ch
ar
ac
ter
is
tic
o
f
m
etav
er
s
e.
CR
allo
ws
u
s
er
s
to
in
ter
ac
t
wit
h
th
e
s
y
s
tem
in
th
eir
o
wn
s
en
s
e,
s
u
ch
as
u
s
in
g
av
atar
s
,
an
d
v
ir
t
u
al
en
titi
es
th
at
r
ep
r
esen
t
th
e
u
s
er
s
[
3
]
.
T
h
ese
ch
ar
ac
ter
is
tics
allo
w
u
s
er
s
to
h
a
v
e
th
eir
o
w
n
id
en
titi
es
in
th
e
v
ir
tu
al
wo
r
ld
[
1
2
]
.
CR
co
u
ld
in
f
lu
e
n
ce
PE
an
d
EE
b
ec
a
u
s
e
th
e
ac
tiv
ity
c
o
u
ld
b
e
ca
r
r
ied
o
u
t
m
o
r
e
ef
f
ic
ien
tly
an
d
ef
f
ec
tiv
el
y
with
th
is
f
ea
tu
r
e.
2
.
2
.
P
o
pu
la
t
io
n a
nd
s
a
m
ple
T
h
e
q
u
esti
o
n
n
air
e
will
b
e
d
is
tr
ib
u
ted
o
n
lin
e
an
d
will
tar
g
e
t
ac
tiv
e
s
en
io
r
h
i
g
h
s
ch
o
o
l
te
ac
h
er
s
.
I
n
2
0
2
2
,
I
n
d
o
n
esian
Go
v
er
n
m
e
n
t
p
lan
ed
1
4
s
ch
o
o
ls
will
u
s
e
m
etav
er
s
e
in
teac
h
i
n
g
a
n
d
lear
n
in
g
,
th
ese
1
4
s
ch
o
o
ls
ar
e
s
elec
ted
b
ec
au
s
e
o
f
th
e
r
ea
d
in
ess
o
f
th
e
in
f
r
astru
ctu
r
e
an
d
tech
n
o
lo
g
y
.
T
h
e
p
o
p
u
latio
n
o
f
th
e
s
elec
ted
s
ch
o
o
l is 8
4
0
teac
h
e
r
s
.
Simp
le
r
eg
r
ess
io
n
an
aly
s
is
r
e
q
u
ir
es
5
0
–
1
0
0
s
am
p
le
s
izes
f
o
r
m
o
s
t
r
esear
ch
s
itu
atio
n
s
.
T
h
er
e
ar
e
m
an
y
wa
y
s
to
d
eter
m
in
e
th
e
s
am
p
le
s
ize.
Fro
m
th
e
ta
b
le,
t
h
e
p
o
p
u
latio
n
o
f
tea
ch
e
r
s
is
8
4
0
teac
h
e
r
s
,
an
d
to
ch
o
o
s
e
th
e
s
am
p
le,
th
is
s
tu
d
y
u
s
es
th
e
Kr
ejcie
an
d
Mo
r
g
an
tab
le
g
u
id
elin
e
[
1
3
]
.
B
ased
o
n
t
h
e
tab
le,
t
h
e
m
in
im
u
m
s
am
p
le
s
ize
r
eq
u
ir
ed
is
2
6
5
r
esp
o
n
d
e
n
ts
.
T
h
e
s
am
p
lin
g
tech
n
i
q
u
e
f
o
r
th
is
s
tu
d
y
is
p
u
r
p
o
s
iv
e
co
n
v
en
ie
n
ce
,
wh
ic
h
m
ea
n
s
th
e
r
esp
o
n
d
en
ts
will
b
e
co
llected
f
r
o
m
th
e
c
h
o
s
en
s
ch
o
o
l,
b
u
t
a
n
y
teac
h
e
r
s
m
ay
b
e
in
v
o
lv
ed
if
th
ey
wa
n
t.
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
.
5
,
Octo
b
er
20
25
:
3
6
0
1
-
3611
3604
2
.
3
.
Su
rv
ey
ins
t
rum
ent
T
h
e
q
u
esti
o
n
n
air
e
a
d
o
p
ts
a
L
ik
er
t
s
ca
le.
W
r
itin
g
a
L
i
k
er
t
s
ca
le
with
4
p
o
in
ts
o
r
less
i
s
n
o
t
r
ec
o
m
m
en
d
ed
,
an
d
th
e
m
o
s
t
i
d
ea
l
is
7
p
o
in
ts
.
Sti
ll,
it
is
also
m
en
tio
n
e
d
t
h
at
th
er
e
is
a
b
ias
if
th
e
r
e
is
a
n
eu
t
r
al
an
s
wer
ch
o
ice
f
o
r
an
o
d
d
n
u
m
b
er
o
f
c
h
o
ices
b
ec
au
s
e
r
esp
o
n
d
en
ts
will
ten
d
to
an
s
wer
n
eu
tr
al
o
p
tio
n
.
T
h
er
ef
o
r
e,
th
is
s
tu
d
y
u
s
es
6
p
o
in
ts
with
th
e
f
o
llo
win
g
d
et
ails
:
s
ca
le
1
=
s
tr
o
n
g
ly
d
is
ag
r
e
e,
s
ca
le
2
=d
is
ag
r
ee
,
s
ca
le
3
=m
o
d
er
ately
d
is
ag
r
ee
,
s
ca
le
4
=m
o
d
er
ately
ag
r
ee
,
s
ca
le
5
=a
g
r
ee
,
an
d
s
ca
le
6
=stro
n
g
ly
ag
r
ee
.
A
to
tal
o
f
4
8
q
u
esti
o
n
s
r
elate
d
to
th
e
v
ar
iab
le
wer
e
d
ev
elo
p
ed
an
d
r
ea
d
y
to
b
e
d
is
tr
ib
u
ted
to
t
h
e
teac
h
er
s
.
2
.
4
.
Da
t
a
a
na
ly
s
is
T
h
is
s
tu
d
y
u
s
ed
s
tr
u
ctu
r
al
eq
u
atio
n
m
o
d
elin
g
(
SEM
)
to
ass
ess
if
a
m
ea
s
u
r
ab
le
v
ar
iab
le
o
r
in
d
icato
r
ef
f
ec
tiv
ely
d
escr
ib
es
o
r
e
x
p
r
ess
es
a
n
u
m
b
er
o
f
f
ac
to
r
s
.
SEM
is
a
m
u
ltiv
ar
iate
tech
n
iq
u
e
in
co
r
p
o
r
atin
g
m
u
ltip
le
r
eg
r
ess
io
n
an
d
f
ac
t
o
r
an
aly
s
is
elem
en
ts
.
I
t
en
ab
les
r
esear
ch
er
s
to
in
v
esti
g
ate
a
n
u
m
b
er
o
f
d
ep
en
d
e
n
ce
r
elatio
n
s
h
ip
s
b
etwe
en
laten
t
v
ar
iab
les
at
th
e
s
a
m
e
tim
e
[1
4
]
.
T
h
e
d
ata
an
aly
s
is
wil
l
b
e
s
u
p
p
o
r
ted
b
y
Sm
ar
PLS so
f
twar
e
v
er
s
io
n
4
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
T
h
e
q
u
esti
o
n
n
ai
r
es
wer
e
d
is
tr
ib
u
ted
o
n
lin
e
u
s
in
g
Go
o
g
le
Fo
r
m
s
.
A
to
tal
o
f
3
3
4
r
esp
o
n
s
es
wer
e
co
llected
.
T
h
is
s
tu
d
y
u
s
es
all
o
f
th
e
r
esp
o
n
s
es.
All
o
f
th
e
r
e
s
p
o
n
d
en
ts
ar
e
teac
h
e
r
s
f
r
o
m
t
h
e
s
elec
ted
s
ch
o
o
ls
,
an
d
th
e
teac
h
e
r
s
ar
e
ex
p
o
s
ed
t
o
th
e
m
etav
er
s
e
a
p
p
licatio
n
.
3
.
1
.
Descript
iv
e
a
na
ly
s
is
T
h
is
s
tu
d
y
also
ev
alu
ates
th
e
d
escr
ip
tiv
e
s
tatis
tics
.
T
h
e
p
u
r
p
o
s
e
o
f
d
escr
ip
t
iv
e
s
tatis
tics
i
s
to
ar
r
an
g
e
an
d
s
u
m
m
ar
ize
d
ata
s
y
s
tem
atica
lly
.
T
h
e
s
tatis
tic
s
en
tail
co
n
d
en
s
in
g
an
d
d
is
p
lay
in
g
t
h
e
ar
r
an
g
em
en
t
o
f
in
ter
co
n
n
ec
ted
v
ar
iab
les
in
th
e
in
v
esti
g
atio
n
.
T
h
e
s
tu
d
y
d
o
c
u
m
en
ted
th
e
v
alu
es
o
f
m
ea
n
,
s
tan
d
ar
d
d
ev
iatio
n
,
s
tan
d
ar
d
er
r
o
r
,
a
n
d
v
a
r
ian
ce
.
T
ab
le
1
d
etailed
th
e
d
escr
ip
tiv
e
s
tatis
tic
s
o
f
ea
ch
v
ar
iab
le
wh
ich
in
clu
d
e
th
e
m
ea
n
,
s
tan
d
ar
d
d
ev
iatio
n
,
s
tan
d
ar
d
er
r
o
r
,
an
d
v
ar
ian
ce
.
B
ased
o
n
T
ab
le
1
,
th
e
o
v
er
all
m
ea
n
s
co
r
e
f
o
r
th
e
d
escr
ip
tiv
e
an
aly
s
is
o
f
all
v
ar
iab
les
i
s
4
.
8
2
.
T
h
is
av
er
ag
e
in
d
icate
s
th
at,
o
n
a
s
ca
le
o
f
m
ea
s
u
r
e
m
en
t
u
s
ed
in
th
e
s
tu
d
y
,
r
esp
o
n
d
e
n
ts
g
en
er
ally
s
h
o
wed
a
m
o
d
er
ate
lev
el
o
f
a
g
r
ee
m
e
n
t
r
eg
ar
d
in
g
th
e
u
s
e
o
f
m
etav
er
s
e
ap
p
licatio
n
s
f
o
r
teac
h
in
g
a
n
d
lear
n
in
g
p
u
r
p
o
s
es.
T
h
e
r
esu
lt
s
u
g
g
ests
a
p
o
s
itiv
e
p
er
ce
p
tio
n
am
o
n
g
r
esp
o
n
d
en
t
s
,
alth
o
u
g
h
n
o
t
at
th
e
h
ig
h
est
lev
el
o
f
ag
r
ee
m
en
t,
h
ig
h
lig
h
tin
g
an
o
p
en
n
ess
to
ad
o
p
tin
g
m
etav
er
s
e
tech
n
o
l
o
g
y
in
e
d
u
ca
tio
n
al
s
ettin
g
s
wh
ile
s
till
p
o
s
s
ib
ly
r
ef
lectin
g
s
o
m
e
r
eser
v
atio
n
s
o
r
th
e
n
ee
d
f
o
r
f
u
r
t
h
er
f
am
iliar
i
ty
with
th
e
tech
n
o
lo
g
y
.
T
ab
le
1
.
Descr
ip
tiv
e
an
al
y
s
is
V
a
r
i
a
b
l
e
s
M
e
a
n
S
t
d
.
D
e
v
S
t
d
.
Er
r
o
r
V
a
r
HM
4
.
8
9
0
.
9
5
0
.
0
4
0
.
9
1
PI
4
.
8
3
0
.
9
9
0
.
0
5
0
.
9
9
CO
4
.
7
1
1
.
0
1
0
.
0
5
1
.
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Dis
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3
.
Str
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del
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–
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T
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4
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.
An
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R
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[1
4
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.
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4
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Asi
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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3.
4
.
Dis
cus
s
io
n
3.
4
.1
.
T
he
re
la
t
io
ns
hip
bet
we
en
s
o
cia
l inf
luence
a
nd
beha
v
io
ra
l int
ent
io
n
T
h
e
r
elatio
n
s
h
ip
b
etwe
en
SI
an
d
BI
is
f
o
u
n
d
s
ig
n
if
ican
t.
I
n
o
th
er
wo
r
d
s
,
th
e
h
y
p
o
th
esis
is
ac
ce
p
ted
.
SI
is
d
ef
in
ed
as
th
e
lev
el
o
f
i
n
f
lu
en
ce
f
r
o
m
p
eo
p
le
in
t
h
eir
s
u
r
r
o
u
n
d
in
g
s
.
T
h
e
in
f
lu
e
n
ce
o
f
p
eo
p
le
ca
n
b
e
a
f
ac
to
r
th
at
ca
n
d
eter
m
in
e
th
e
in
ten
tio
n
o
f
th
e
s
y
s
tem
u
s
e
[
1
0
]
.
SI
g
r
ea
tly
d
ete
r
m
in
es
BI
in
ed
u
ca
ti
o
n
al
m
etav
er
s
e.
An
o
th
er
s
tu
d
y
also
in
lin
e
with
th
e
r
esu
lt
o
f
t
h
is
s
tu
d
y
.
T
h
e
in
f
lu
en
ce
n
o
t
o
n
ly
f
r
o
m
th
e
p
eo
p
le
i
n
wo
r
k
,
th
e
SI
ca
n
co
m
e
f
r
o
m
t
h
e
p
eo
p
le
clo
s
est
to
th
e
in
d
iv
i
d
u
al,
s
u
ch
as
f
am
il
y
,
f
r
ie
n
d
s
,
s
ib
lin
g
s
,
an
d
co
u
s
in
[
9
]
.
T
h
e
s
tu
d
y
f
r
o
m
W
an
g
an
d
Sh
in
[1
6
]
f
o
u
n
d
th
at
s
o
ci
al
im
p
ac
t
an
d
s
o
cial
n
ee
d
s
ca
n
co
n
tr
ib
u
te
to
th
e
in
ten
tio
n
o
f
u
s
in
g
m
etav
er
s
e
ap
p
licatio
n
s
f
o
r
teac
h
in
g
an
d
lear
n
in
g
.
T
h
e
r
esu
lt
in
d
icate
s
th
at
th
e
u
s
ag
e
o
r
ad
o
p
tio
n
o
f
m
etav
er
s
e
ap
p
lic
atio
n
f
o
r
teac
h
er
s
ca
n
b
e
in
f
lu
en
ce
b
y
th
e
p
e
o
p
le
s
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r
r
o
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n
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th
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id
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I
n
ad
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itio
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,
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lt
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tu
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p
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ac
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ice
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g
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er
n
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en
t
as
ed
u
ca
tio
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al
p
o
licy
m
ak
e
r
s
to
p
r
o
m
o
te
m
et
av
er
s
e.
3.
4
.2
.
T
he
re
la
t
io
ns
hip
bet
we
en
perf
o
rm
a
nce
ex
pect
a
ncy
a
nd
beha
v
io
ra
l int
ent
io
n
T
h
e
r
elatio
n
s
h
ip
b
etwe
en
PE
an
d
BI
is
s
ig
n
if
ican
t.
T
h
e
h
y
p
o
th
esis
is
ac
c
ep
ted
.
Sev
er
al
s
tu
d
ies
f
o
u
n
d
th
e
s
am
e
r
esu
lt th
at
PE
p
o
s
itiv
ely
in
f
lu
en
ce
in
te
n
tio
n
s
to
u
s
e
tech
n
o
lo
g
y
.
A
s
tu
d
y
f
r
o
m
L
ee
[1
7
]
a
g
r
ee
th
at
PE
co
u
ld
in
f
lu
en
ce
th
e
BI
in
th
e
m
etav
er
s
e
p
latf
o
r
m
.
T
h
e
r
esu
l
t
also
s
h
o
ws
th
e
s
ig
n
if
ican
t
r
e
s
u
lt.
An
o
th
er
s
im
ilar
r
esear
ch
f
r
o
m
T
en
g
et
a
l.
[
1
2
]
also
s
h
o
ws
th
e
s
am
e
r
esu
lt
b
a
s
ed
o
n
s
tu
d
en
t
p
er
ce
p
tio
n
o
f
u
s
in
g
th
e
m
etav
er
s
e
p
latf
o
r
m
,
th
e
r
esu
lt
in
d
icate
s
th
at
s
tu
d
en
ts
b
eliev
e
if
u
s
in
g
m
etav
er
s
e
ap
p
licatio
n
ca
n
s
u
p
p
o
r
t
t
h
eir
lear
n
i
n
g
p
er
f
o
r
m
an
ce
.
T
o
ex
p
lain
th
e
r
esu
lt,
teac
h
er
s
m
ay
ar
g
u
e
th
at
u
s
in
g
m
etav
e
r
s
e
ap
p
licatio
n
s
p
r
o
v
id
es
a
cr
ea
tiv
e
an
d
en
g
ag
in
g
ap
p
r
o
ac
h
,
wh
ich
ca
n
in
cr
ea
s
e
s
tu
d
en
t
m
o
tiv
atio
n
an
d
e
n
g
ag
e
m
en
t.
So
,
if
th
e
t
ea
ch
er
s
b
elief
th
at
m
etav
er
s
e
ap
p
licatio
n
ca
n
in
c
r
ea
s
e
th
eir
p
er
f
o
r
m
a
n
ce
,
th
ey
will
u
s
e
th
e
ap
p
licatio
n
[1
8
]
.
T
h
e
r
esu
lt
o
f
th
e
s
tu
d
y
s
u
p
p
o
r
ts
th
e
ass
u
m
p
tio
n
th
at
u
s
er
s
ar
e
lik
ely
to
u
tili
ze
a
s
y
s
tem
if
th
ey
th
in
k
th
at
it
will
r
en
d
er
th
eir
p
er
f
o
r
m
an
ce
b
ec
o
m
e
m
o
r
e
ef
f
icien
t a
n
d
ef
f
ec
tiv
e
.
3.
4
.3
.
T
he
re
la
t
io
ns
hip
bet
we
en
ef
f
o
rt
ex
pect
a
ncy
a
nd
beha
v
io
ra
l int
ent
io
n
T
h
e
r
elatio
n
s
h
ip
b
etwe
en
EE
an
d
BI
was
f
o
u
n
d
s
ig
n
if
ica
n
t.
Sev
er
al
s
tu
d
ies
h
av
e
th
e
s
am
e
r
esu
lts
th
at
EE
af
f
ec
t
BI
.
A
s
tu
d
y
f
r
o
m
K
h
alil
et
a
l.
[1
8
]
wh
ich
d
is
cu
s
s
es
th
e
im
p
lem
e
n
tatio
n
o
f
m
eta
v
er
s
e
in
Pak
is
tan
i
ed
u
ca
tio
n
s
u
p
p
o
r
t
t
h
e
r
esu
lt
o
f
t
h
is
s
tu
d
y
.
Acc
o
r
d
i
n
g
to
th
e
r
esu
lt,
EE
h
a
v
e
a
p
o
s
itiv
e
ef
f
ec
t
o
n
u
s
er
in
ten
tio
n
s
[1
8
]
.
I
f
th
e
m
etav
er
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e
s
u
p
p
o
s
ed
to
b
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ea
s
y
to
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it
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cr
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e
lik
ely
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t
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etav
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e.
Oth
er
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tu
d
ies
also
p
r
esen
t
th
e
s
am
e
r
esu
lts
wh
ich
s
u
p
p
o
r
t
th
e
f
in
d
i
n
g
o
f
th
is
s
tu
d
y
.
W
h
en
p
eo
p
le
b
eliev
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th
at
a
tech
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o
lo
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e
q
u
ir
es
litt
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o
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t
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d
is
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elativ
ely
ea
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e,
th
e
y
ar
e
m
o
r
e
lik
ely
to
wan
t to
u
s
e
it
[
1
0
]
.
3.
4
.4
.
T
he
re
la
t
io
ns
hip
bet
we
en
f
a
cilit
a
t
ing
co
nd
it
io
n
a
nd
beha
v
io
ra
l int
ent
io
n
T
h
e
r
elatio
n
s
h
ip
b
etwe
en
FC
an
d
BI
is
f
o
u
n
d
to
b
e
s
ig
n
if
ica
n
t.
T
h
e
r
esu
lt
o
f
th
is
s
tu
d
y
is
in
lin
e
with
s
tu
d
y
f
r
o
m
Nik
o
l
o
p
o
u
lo
u
et
a
l
.
[
8
]
.
T
h
e
s
tu
d
y
in
v
esti
g
ates
th
e
m
o
b
ile
lear
n
in
g
b
eh
a
v
io
r
a
n
d
f
o
u
n
d
FC
as
o
n
e
o
f
th
e
im
p
o
r
tan
t
f
ac
to
r
s
th
at
c
o
u
ld
i
n
f
lu
en
ce
th
e
b
eh
a
v
io
r
in
ten
tio
n
o
f
s
tu
d
e
n
t.
FC
will
in
f
l
u
en
ce
th
e
in
ten
tio
n
to
u
s
e
th
e
n
ew
tech
n
o
lo
g
y
.
I
t
will
m
ea
s
u
r
e
th
e
u
s
er
s
’
co
n
f
id
en
ce
in
u
s
in
g
th
e
a
p
p
licatio
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d
,
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ltima
tely
,
p
r
o
m
o
te
th
e
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te
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tio
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to
u
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Fu
r
th
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m
o
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th
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ar
e
also
th
e
s
am
e
s
tu
d
y
t
h
at
in
v
esti
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ted
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f
ac
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r
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o
f
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
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&
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SS
N:
2252
-
8
8
2
2
Tea
ch
in
g
in
t
h
e
d
ig
ita
l fro
n
tie
r
:
w
h
a
t d
r
ives m
eta
ve
r
s
e
a
d
o
p
tio
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in
ed
u
ca
tio
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(
C
a
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elin
a
C
a
s
s
a
n
d
r
a
)
3607
ac
ce
p
tan
ce
in
m
eta
v
er
s
e
in
e
d
u
ca
tio
n
[
1
1
]
,
wh
o
f
o
u
n
d
at
th
e
f
ac
ilit
atio
n
co
n
d
itio
n
s
p
o
s
iti
v
ely
in
f
lu
e
n
ce
d
BI
to
u
s
e
m
etav
e
r
s
e
ap
p
licatio
n
s
.
Me
tav
er
s
e
is
a
h
ig
h
-
en
d
t
ec
h
n
o
lo
g
y
th
at
r
eq
u
ir
es
a
h
ig
h
r
e
q
u
ir
em
e
n
t
o
f
n
etwo
r
k
an
d
o
th
e
r
s
u
p
p
o
r
tin
g
co
n
d
itio
n
.
3.
4
.5
.
T
he
re
la
t
io
ns
hip
bet
we
en
hedo
nic m
o
t
iv
a
t
io
n
a
nd
pe
rf
o
rma
nce
ex
pect
a
ncy
T
h
e
r
elatio
n
s
h
ip
b
etwe
en
HM
an
d
PE
is
s
ig
n
if
ican
t.
T
h
e
r
es
u
lt
o
f
t
h
is
s
tu
d
y
is
in
lin
e
with
th
e
s
tu
d
y
co
n
d
u
cte
d
b
y
Al
-
Ad
wan
et
a
l.
[1
9
]
,
wh
ich
f
o
u
n
d
th
at
p
er
ce
iv
ed
en
jo
y
m
en
t
p
o
s
itiv
ely
in
f
lu
en
ce
s
PE
wh
e
n
u
s
in
g
m
etav
er
s
e
ap
p
licatio
n
s
f
o
r
teac
h
in
g
a
n
d
lear
n
in
g
.
I
n
o
th
er
wo
r
d
s
,
teac
h
er
s
m
ay
th
i
n
k
tech
n
o
l
o
g
y
ca
n
h
elp
th
em
to
in
cr
ea
s
e
th
eir
wo
r
k
p
er
f
o
r
m
a
n
ce
if
th
ey
en
jo
y
u
s
in
g
th
e
ap
p
licatio
n
s
[1
9
]
.
I
f
teac
h
e
r
s
tak
e
p
leasu
r
e
in
th
e
tech
n
o
lo
g
y
,
th
ey
ar
e
m
o
r
e
lik
ely
to
co
n
s
id
er
it
b
en
ef
icial,
wh
ich
h
as
a
f
av
o
r
ab
le
im
p
ac
t
o
n
th
e
ex
p
ec
tatio
n
s
p
lace
d
o
n
th
eir
s
tu
d
en
ts
’
p
er
f
o
r
m
a
n
ce
.
3.
4
.6
.
T
he
re
la
t
io
ns
hip
bet
we
en
hedo
nic m
o
t
iv
a
t
io
n
a
nd
e
f
f
o
rt
e
x
pect
a
ncy
B
ased
o
n
th
e
r
esu
lt,
th
e
r
elat
io
n
s
h
ip
b
etwe
en
HM
an
d
EE
is
s
ig
n
if
ican
t.
Sev
er
al
p
r
ev
i
o
u
s
s
tu
d
ies
h
av
e
th
e
s
im
ilar
r
esu
lt
with
th
is
s
tu
d
y
.
Acc
o
r
d
in
g
to
C
h
o
i
[
20
]
,
h
ed
o
n
is
m
ca
n
in
f
lu
e
n
ce
EE
.
A
p
er
s
o
n
with
h
ed
o
n
is
m
will
b
e
m
o
r
e
lik
ely
to
g
et
in
v
o
lv
ed
an
d
ex
cited
ab
o
u
t
wo
r
k
th
ey
d
o
.
T
h
is
will
in
cr
ea
s
e
th
e
lev
el
o
f
in
v
o
lv
em
e
n
t
an
d
lead
to
a
f
ee
lin
g
th
at
th
e
wo
r
k
is
m
o
r
e
p
leasu
r
ab
le
an
d
less
d
em
an
d
in
g
,
p
o
s
itiv
ely
in
f
lu
en
cin
g
th
e
ex
p
ec
tatio
n
o
f
ef
f
o
r
t b
y
m
ak
i
n
g
th
e
task
s
ee
m
ea
s
ier
to
p
er
f
o
r
m
.
3.
4
.7
.
T
he
re
la
t
io
ns
hip
bet
we
en
perso
na
l inno
v
a
t
iv
eness
a
nd
perf
o
rm
a
nce
ex
pect
a
ncy
B
ased
o
n
th
e
r
e
s
u
lt,
t
h
e
r
ela
tio
n
s
h
ip
b
etwe
en
PI
a
n
d
PE
f
o
u
n
d
n
o
t
s
ig
n
if
ican
t
.
I
t
i
n
d
icate
s
th
at
teac
h
er
s
’
PI
d
o
n
o
t
r
elate
to
te
ac
h
er
s
’
PE
.
T
h
e
r
esu
lt
o
f
th
is
s
tu
d
y
f
o
u
n
d
co
n
t
r
ad
icts
with
s
ev
er
al
s
tu
d
ies
th
at
in
d
icate
s
a
p
o
s
itiv
e
r
elatio
n
s
h
ip
,
s
u
ch
as
s
tu
d
y
f
r
o
m
Qo
lb
i
et
a
l.
[2
1
]
.
Alth
o
u
g
h
m
a
n
y
p
r
ev
io
u
s
s
tu
d
y
th
at
co
n
tr
ad
ic
t
with
th
e
s
tu
d
y
,
th
er
e
is
s
tu
d
y
th
at
f
o
u
n
d
PI
n
o
t
s
i
g
n
if
ican
t
t
o
p
r
ed
icts
th
e
in
ten
t
io
n
to
u
s
e,
a
s
tu
d
y
f
r
o
m
K
h
asawn
eh
et
a
l.
[2
2
]
f
o
u
n
d
PI
d
o
es
n
o
t
h
a
v
e
a
s
ig
n
if
ican
t
in
f
lu
e
n
ce
o
n
in
te
n
tio
n
to
u
s
e
o
f
d
ig
ital
wallets.
An
o
th
er
s
tu
d
y
th
at
al
ig
n
s
with
th
e
r
esu
lt
is
f
r
o
m
Ku
m
ar
an
d
Dam
i
[2
3
]
,
wh
o
f
o
u
n
d
PI
s
h
o
ws
n
o
s
ig
n
if
ican
t
in
f
lu
en
ce
o
n
p
er
ce
i
v
ed
u
s
ef
u
ln
ess
o
r
PE
f
o
r
m
illen
n
ials
to
u
s
e
e
-
mon
ey
ca
r
d
.
P
er
s
o
n
al
in
n
o
v
ati
o
n
m
ay
o
n
ly
lead
to
in
cr
ea
s
e
th
e
p
er
f
o
r
m
an
ce
if
th
e
i
n
n
o
v
ativ
e
p
eo
p
le
b
eliev
e
t
h
e
n
ew
tech
n
o
lo
g
y
is
co
m
p
atib
le
with
th
eir
r
esp
o
n
s
ib
ilit
y
.
3.
4
.8
.
T
he
re
la
t
io
ns
hip
bet
we
en
perso
na
l inno
v
a
t
iv
eness
a
nd
ef
f
o
rt
ex
pect
a
ncy
B
ased
o
n
th
e
r
esu
lt,
th
e
r
elat
io
n
s
h
ip
b
etwe
en
PI
an
d
EE
is
n
o
t
s
ig
n
if
ican
t.
T
h
is
r
esu
lt
b
ec
au
s
e
o
f
m
etav
er
s
e
is
a
n
ew
co
n
ce
p
t
an
d
n
o
t
m
an
y
s
ch
o
o
ls
im
p
lem
e
n
t
th
is
tech
n
o
lo
g
y
.
Ma
n
y
p
eo
p
le
th
i
n
k
m
etav
er
s
e
is
d
if
f
icu
lt
to
u
s
e,
co
m
p
lex
,
an
d
th
e
r
eso
u
r
ce
s
is
n
o
t
av
ailab
l
e.
I
f
th
is
is
in
th
e
u
s
er
m
i
n
d
,
th
ey
ca
n
n
o
t
i
n
n
o
v
ate
an
d
th
eir
id
ea
ca
n
n
o
t
b
e
u
s
ed
.
E
v
en
f
o
r
i
n
n
o
v
ativ
e
p
eo
p
le,
th
is
m
ay
ca
u
s
e
d
o
u
b
ts
ab
o
u
t
wh
eth
e
r
th
e
ap
p
licatio
n
is
ea
s
y
to
u
s
e,
An
o
th
er
s
tu
d
y
th
at
alig
n
s
with
th
e
r
esu
lt
is
f
r
o
m
Ku
m
ar
an
d
Da
m
i
[2
3
]
,
w
h
o
f
o
u
n
d
PI
doe
s
n
o
t
s
ig
n
if
ican
tly
in
f
l
u
en
ce
th
e
p
e
r
ce
iv
ed
ea
s
e
o
f
u
s
e.
T
ea
ch
er
s
m
ay
b
e
in
n
o
v
a
tiv
e,
b
u
t
if
th
ey
ar
e
u
n
d
er
s
ig
n
if
ican
t
tim
e
p
r
ess
u
r
e,
th
ey
m
ig
h
t
o
n
ly
ex
p
ec
t
th
at
th
ey
ca
n
lear
n
an
d
im
p
lem
e
n
t
a
n
ew
tech
n
o
lo
g
y
with
co
n
s
id
er
ab
le
ef
f
o
r
t
.
3.
4
.9
.
T
he
re
la
t
io
ns
hip
bet
we
en
co
m
pa
t
ibi
lity
a
nd
perf
o
r
m
a
nce
ex
pect
a
ncy
B
ased
o
n
th
e
r
esu
lt,
th
e
r
elati
o
n
s
h
ip
b
etwe
en
C
O
an
d
PE
is
s
ig
n
if
ican
t.
T
h
e
r
esu
lt
o
f
th
is
h
y
p
o
th
esi
s
is
also
in
lin
e
w
ith
an
o
th
er
r
esear
ch
.
CO
ca
n
b
e
a
f
ac
to
r
th
at
ca
n
in
f
lu
en
ce
p
e
r
ce
iv
ed
u
s
ef
u
ln
ess
,
o
r
PE
.
Fu
r
th
er
m
o
r
e
,
in
Me
tav
er
s
e
ap
p
s
,
th
e
u
s
er
in
ten
tio
n
d
ep
e
n
d
s
o
n
th
e
p
latf
o
r
m
’
s
s
tr
en
g
th
s
an
d
lim
itatio
n
s
,
in
clu
d
in
g
p
er
f
o
r
m
an
ce
,
cu
s
to
m
izatio
n
,
an
d
CO
[2
4
]
.
W
h
en
a
tech
n
o
lo
g
y
alig
n
s
with
th
e
u
s
er
’
s
g
o
al,
it
en
h
an
ce
s
th
e
p
r
o
b
ab
ilit
y
th
at
t
h
e
u
s
er
wo
u
ld
r
e
g
ar
d
th
e
tech
n
o
lo
g
y
as
ad
v
an
tag
e
o
u
s
f
o
r
at
tain
in
g
th
o
s
e
g
o
als.
An
o
th
er
r
esear
c
h
th
at
s
u
p
p
o
r
t
s
th
is
f
in
d
in
g
is
b
y
Ak
o
u
r
et
a
l.
[
7
]
,
wh
o
i
n
d
icate
s
CO
p
o
s
itiv
ely
in
f
lu
e
n
ce
s
PE
f
o
r
m
etav
e
r
s
e
ap
p
licatio
n
a
d
o
p
tio
n
.
3.
4
.
1
0
.
T
he
re
la
t
io
ns
hip
bet
wee
n c
o
m
pa
t
ibi
lity
a
nd
ef
f
o
r
t
ex
pect
a
ncy
B
ased
o
n
th
e
r
esu
lt,
th
e
r
elat
io
n
s
h
ip
b
etwe
en
CO
an
d
EE
is
s
ig
n
if
ican
t.
T
h
e
h
y
p
o
th
esis
th
at
CO
p
o
s
itiv
ely
in
f
lu
en
ce
th
e
EE
is
ac
ce
p
ted
.
T
h
e
s
ig
n
if
ican
ce
is
s
h
o
wn
b
y
th
e
f
i
n
d
in
g
th
at
th
e
t
-
v
alu
e
is
4
.
4
2
6
an
d
th
e
p
-
v
alu
e
is
0
.
0
0
0
.
T
h
is
in
d
icate
s
th
at
th
e
teac
h
er
’
s
EE
in
c
r
ea
s
es
if
CO
in
cr
e
ases
.
Acc
o
r
d
in
g
to
Ak
o
u
r
et
a
l.
[
7
]
,
CO
is
a
cr
itical
f
ac
to
r
in
in
f
lu
e
n
cin
g
teac
h
e
r
s
’
p
er
ce
p
tio
n
s
o
f
th
e
am
o
u
n
t o
f
wo
r
k
r
eq
u
ir
e
d
to
ad
o
p
t
a
n
d
u
s
e
ed
u
ca
tio
n
al
t
ec
h
n
o
lo
g
ies
ef
f
ec
tiv
ely
,
th
e
r
esu
lt
o
f
t
h
is
r
esear
ch
also
in
d
icate
s
th
at
CO
p
o
s
itiv
ely
in
f
lu
en
ce
EE
b
ec
a
u
s
e
CO
m
ak
es
s
u
r
e
th
at
th
e
m
e
tav
er
s
e
h
elp
s
an
d
im
p
r
o
v
es
th
e
ed
u
ca
tio
n
al
g
o
als
an
d
aim
s
.
So
,
it
is
v
e
r
y
im
p
o
r
t
an
t
b
y
t
h
e
in
s
titu
tio
n
to
en
s
u
r
e
th
e
alig
n
m
e
n
t
o
f
th
e
tech
n
o
lo
g
y
with
th
e
cu
r
r
e
n
t
teac
h
in
g
m
eth
o
d
b
ec
au
s
e
it
ca
n
in
cr
ea
s
e
th
e
p
er
ce
iv
ed
ea
s
e
o
f
u
s
e,
r
ed
u
ce
th
e
ef
f
o
r
t,
an
d
at
th
e
en
d
will
in
cr
ea
s
e
th
e
in
ten
tio
n
t
o
u
s
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
.
5
,
Octo
b
er
20
25
:
3
6
0
1
-
3611
3608
3.
4
.
11
.
T
he
re
la
t
io
ns
hip
bet
wee
n t
ria
la
bil
it
y
a
nd
perf
o
rm
a
nce
ex
pect
a
ncy
B
ased
o
n
th
e
r
esu
lt,
th
e
r
elatio
n
s
h
ip
b
etwe
en
TR
an
d
PE
i
s
s
ig
n
if
ican
t.
T
h
e
r
esu
lt
o
f
th
is
s
tu
d
y
is
also
s
u
p
p
o
r
te
d
b
y
Alm
ar
z
o
u
q
i
et
a
l.
[
3
]
wh
o
s
aid
if
p
e
o
p
le
n
ee
d
to
tr
y
a
n
ew
ap
p
licatio
n
an
d
th
e
in
n
o
v
atio
n
p
r
o
v
id
e
d
a
n
d
in
a
lear
n
i
n
g
co
n
tex
t,
p
e
r
ce
iv
ed
TR
h
as
b
ee
n
u
s
ed
to
in
v
esti
g
ate
th
e
s
atis
f
ac
tio
n
o
f
m
eta
v
er
s
e
ap
p
licatio
n
s
in
m
ed
ical
ed
u
c
atio
n
.
User
s
wh
o
ca
n
ex
p
er
i
m
en
t
with
a
tech
n
o
lo
g
y
ar
e
m
o
r
e
lik
ely
to
b
e
s
atis
f
ied
an
d
co
n
tin
u
e
u
s
in
g
it
[2
5
]
.
T
h
is
ca
n
h
ap
p
en
b
ec
au
s
e
TR
allo
ws
u
s
er
s
to
ex
p
er
ie
n
ce
th
e
in
n
o
v
atio
n
d
ir
ec
tly
.
User
s
ca
n
ev
alu
ate
t
h
e
ef
f
ec
tiv
en
ess
o
f
th
e
in
n
o
v
atio
n
in
m
ee
tin
g
th
eir
r
eq
u
ir
e
m
en
ts
o
r
r
eso
lv
in
g
th
eir
is
s
u
es
f
ir
s
th
an
d
d
u
r
i
n
g
t
h
is
en
co
u
n
ter
.
An
o
th
e
r
s
tu
d
y
also
f
o
u
n
d
if
TR
co
u
l
d
in
cr
ea
s
e
th
e
in
ten
tio
n
o
f
u
s
e
d
u
e
to
th
e
f
am
iliar
ity
o
f
th
e
s
y
s
tem
wh
ich
in
d
icate
s
th
e
in
cr
ea
s
in
g
o
f
p
er
f
o
r
m
a
n
ce
[2
6
]
.
3.
4
.
1
2
.
T
he
re
la
t
io
ns
hip
bet
wee
n t
ria
la
bil
it
y
a
nd
ef
f
o
rt
e
x
pect
a
nc
y
B
ased
o
n
th
e
r
esu
lt,
th
e
r
elatio
n
s
h
ip
b
etwe
en
TR
an
d
EE
is
n
o
t
s
ig
n
if
ican
t.
H
o
wev
er
,
a
s
tu
d
y
f
o
u
n
d
co
n
tr
ad
icts
with
th
is
r
esu
lt,
TR
ca
n
s
ig
n
if
ican
tly
in
f
lu
en
c
e
th
e
s
atis
f
ac
tio
n
in
u
s
in
g
m
etav
er
s
e
ap
p
licatio
n
ac
co
r
d
in
g
t
o
Han
d
o
k
o
et
a
l.
[2
7
]
.
Ho
wev
er
,
th
is
s
tu
d
y
also
in
lin
e
wit
h
Aziz
an
d
W
ah
id
[2
8
]
wh
o
f
o
u
n
d
TR
is
n
o
t
s
ig
n
if
ican
t
in
d
eter
m
i
n
e
th
e
ad
o
p
tio
n
in
Ma
n
u
f
ac
tu
r
in
g
c
o
m
p
an
y
.
On
e
r
ea
s
o
n
TR
is
n
o
t
s
ig
n
if
ican
t
is
th
at
teac
h
er
s
m
ay
h
av
e
s
ev
er
al
p
er
ce
p
tio
n
s
.
E
v
en
wh
en
teac
h
er
s
ca
n
test
o
u
t
a
n
ew
tech
n
o
lo
g
y
o
r
tech
n
iq
u
e
,
th
eir
ju
d
g
m
en
ts
o
f
th
e
c
o
n
tin
u
o
u
s
e
f
f
o
r
t
n
ee
d
e
d
to
in
c
o
r
p
o
r
ate
it
in
to
th
eir
teac
h
in
g
p
r
ac
tice
m
a
y
r
em
ai
n
th
e
s
am
e
f
r
o
m
th
at
tr
ial.
T
h
er
ef
o
r
e,
TR
m
ay
n
o
t im
p
ac
t
EE
.
3.
4
.
1
3
.
T
he
re
la
t
io
ns
hip
bet
wee
n inte
ra
ct
iv
it
y
a
nd
perf
o
rm
a
nce
ex
pect
a
ncy
B
ased
o
n
th
e
r
esu
lt,
t
h
e
r
el
atio
n
s
h
ip
b
etwe
en
IN
an
d
PE
is
s
ig
n
if
ican
t.
Me
tav
er
s
e
h
as
u
n
iq
u
e
ch
ar
ac
ter
is
tics
th
at
d
is
tin
g
u
is
h
it
f
r
o
m
o
th
e
r
ap
p
licatio
n
s
.
On
e
o
f
t
h
ese
is
IN
.
I
n
a
lea
r
n
in
g
co
n
tex
t,
IN
m
ea
n
s
a
g
r
o
u
p
o
f
p
eo
p
le
lear
n
i
n
g
an
d
d
o
in
g
ac
tiv
ities
to
g
eth
er
.
T
h
ey
ca
n
co
m
m
u
n
icate
a
n
d
d
is
cu
s
s
with
o
u
t
lim
itatio
n
o
f
s
p
ac
e
an
d
tim
e
[
1
2
]
.
I
t
also
r
ef
er
s
to
th
e
ab
i
lity
o
f
u
s
er
s
to
ac
tiv
ely
en
g
a
g
e
with
th
e
v
ir
tu
al
en
v
i
r
o
n
m
en
t
an
d
ea
ch
o
t
h
er
i
n
r
ea
l
-
tim
e.
Acc
o
r
d
in
g
to
Ar
g
h
ash
i
an
d
Yu
k
s
el
[2
9
]
,
IN
is
a
co
m
p
o
n
en
t
in
AR
T
ec
h
n
o
lo
g
y
a
n
d
it
is
v
er
y
im
p
o
r
tan
t
in
d
eter
m
in
in
g
th
e
p
er
c
eiv
ed
u
s
ef
u
ln
ess
to
in
c
r
ea
s
e
u
s
er
en
g
ag
em
e
n
t.
IN
in
m
etav
er
s
e
ap
p
licatio
n
s
allo
ws
teac
h
er
s
to
co
llect
in
s
tan
tan
eo
u
s
f
ee
d
b
ac
k
an
d
ass
ess
m
e
n
t
d
ata
o
n
s
tu
d
e
n
ts
’
ad
v
an
ce
m
e
n
t.
3.
4
.
1
4
.
T
he
re
la
t
io
ns
hip
bet
wee
n inte
ra
ct
iv
it
y
a
nd
ef
f
o
r
t
ex
pect
a
ncy
B
ased
o
n
th
e
r
esu
lt,
th
e
r
elati
o
n
s
h
ip
b
etwe
en
IN
an
d
EE
is
s
ig
n
if
ican
t.
T
h
is
IN
wil
l
h
ap
p
en
lik
e
in
th
e
p
h
y
s
ical
wo
r
ld
.
IN
ca
n
s
u
p
p
o
r
t
co
llab
o
r
ativ
e
lear
n
in
g
an
d
en
a
b
le
ac
ce
s
s
to
all
lea
r
n
i
n
g
r
eso
u
r
ce
s
[
7
]
,
in
cr
ea
s
in
g
th
e
p
er
f
o
r
m
an
ce
o
f
ev
er
y
u
s
er
an
d
h
elp
i
n
g
th
e
m
p
er
f
o
r
m
a
task
b
etter
.
IN
ca
n
also
h
elp
u
s
er
s
to
co
m
m
u
n
icate
with
ea
ch
o
th
e
r
an
d
s
o
lv
e
p
r
o
b
lem
s
.
Me
tav
er
s
e
ap
p
licatio
n
s
h
av
e
in
ter
ac
tiv
e
f
ea
tu
r
es
an
d
in
ter
f
ac
es,
wh
ich
m
ay
less
en
t
ea
ch
er
s
’
p
er
ce
iv
ed
ef
f
o
r
t
to
ex
p
lo
r
e
an
d
u
s
e
th
ese
tech
n
o
lo
g
ies.
W
h
en
teac
h
er
s
d
em
o
n
s
tr
ate
th
eir
wo
r
k
with
i
n
ter
ac
tiv
e
f
ea
tu
r
e
p
r
o
v
id
ed
b
y
m
etav
er
s
e,
th
ey
a
r
e
m
o
r
e
lik
e
ly
t
o
p
er
ce
iv
e
u
s
in
g
th
e
m
etav
er
s
e
as a
m
an
ag
ea
b
l
e
ap
p
licatio
n
[
30
]
.
3.
4
.
1
5
.
T
he
re
la
t
io
ns
hip
bet
wee
n per
s
i
s
t
ency
a
nd
perf
o
rm
a
nce
ex
pect
a
ncy
B
ased
o
n
th
e
r
esu
lts
o
f
th
e
d
ata
a
n
aly
s
is
,
th
e
h
y
p
o
t
h
esis
o
f
PR
p
o
s
itiv
ely
in
f
l
u
en
cin
g
t
h
e
p
er
f
o
r
m
an
ce
e
x
p
ec
tatio
n
ap
p
li
ca
tio
n
is
s
u
p
p
o
r
ted
.
T
h
e
r
esu
lt
o
f
t
h
is
s
tu
d
y
is
s
ig
n
if
ican
t
b
ec
au
s
e
PR
is
th
e
k
ey
f
ea
tu
r
e
o
f
th
e
m
etav
e
r
s
e
an
d
is
im
p
o
r
tan
t
in
th
e
p
lat
f
o
r
m
[
3
]
.
I
n
a
p
e
r
s
is
ten
t
m
etav
er
s
e,
teac
h
er
s
ca
n
cr
ea
te
ed
u
ca
tio
n
al
m
ater
ial
th
at
last
s
a
lo
n
g
tim
e.
T
ea
c
h
er
s
ca
n
cr
ea
te
less
o
n
s
,
s
im
u
latio
n
s
,
o
r
v
ir
tu
al
s
ch
o
o
ls
th
at
s
tu
d
en
ts
ca
n
ac
ce
s
s
an
y
tim
e,
e
v
en
af
ter
th
e
f
ir
s
t
class
.
As
a
r
esu
lt,
s
tu
d
en
ts
ca
n
lear
n
an
d
r
ev
iew
at
th
eir
o
wn
p
ac
e,
wh
ich
allo
ws
f
o
r
o
n
lin
e
lear
n
in
g
an
d
r
ev
iew.
W
h
en
teac
h
er
s
s
ee
th
at
th
e
th
i
n
g
s
,
th
ey
teac
h
co
n
tin
u
e
t
o
h
elp
s
tu
d
en
ts
in
th
e
lo
n
g
r
u
n
,
th
ey
m
ay
f
ee
l
lik
e
t
h
eir
wo
r
k
is
m
o
r
e
m
ea
n
in
g
f
u
l
an
d
im
p
r
o
v
e
th
eir
p
er
f
o
r
m
an
ce
.
3.
4
.
1
6
.
T
he
re
la
t
io
ns
hip
bet
wee
n per
s
i
s
t
ency
a
nd
ef
f
o
rt
ex
pect
a
ncy
B
ased
o
n
th
e
r
esu
lt,
th
e
h
y
p
o
th
esis
th
at
PR
p
o
s
itiv
ely
in
f
l
u
en
ce
s
th
e
EE
ap
p
licatio
n
is
s
u
p
p
o
r
ted
.
Per
s
is
ten
ce
in
m
etav
er
s
e
ap
p
s
k
ee
p
s
s
im
u
lated
wo
r
ld
s
,
ass
ets,
id
en
titi
es,
ev
en
ts
,
an
d
d
ata
in
th
e
s
am
e
s
tate
an
d
co
n
tin
u
ity
o
v
er
tim
e.
T
h
is
f
ea
tu
r
e
is
im
p
o
r
ta
n
t
to
m
a
k
e
th
e
e
x
p
er
ien
ce
s
in
th
e
m
etav
er
s
e
f
ee
l
m
o
r
e
in
ter
esti
n
g
an
d
im
m
e
r
s
iv
e.
I
t
also
g
iv
es
u
s
er
s
a
f
ee
lin
g
o
f
b
ein
g
p
r
esen
t
an
d
b
e
lo
n
g
in
g
.
Un
d
er
p
er
s
is
ten
ce
,
u
s
er
s
ca
n
s
av
e
an
d
k
ee
p
th
eir
v
ir
tu
al
ac
tiv
ities
ev
en
af
ter
th
e
y
lo
g
o
u
t
[
3
1
]
.
T
h
er
ef
o
r
e,
g
o
o
d
p
er
s
is
ten
ce
will
m
ak
e
teac
h
er
s
p
er
ce
iv
e
th
at
m
etav
er
s
e
ap
p
licatio
n
s
r
ed
u
ce
th
eir
ef
f
o
r
ts
in
u
s
in
g
th
e
a
p
p
licatio
n
.
T
h
is
is
b
ec
au
s
e
all
p
r
ev
io
u
s
ac
tiv
ities
ar
e
s
to
r
ed
an
d
ev
en
p
r
ev
io
u
s
ly
p
r
o
v
id
ed
m
ater
ial
s
o
u
r
ce
s
ca
n
b
e
ac
ce
s
s
ed
ag
ain
an
d
o
f
co
u
r
s
e
th
e
teac
h
er
’
s
ef
f
o
r
t
b
ec
o
m
es
ea
s
ier
.
Per
s
is
ten
ce
m
ay
af
f
ec
t
EE
f
o
r
th
is
r
ea
s
o
n
.
PR
is
n
o
v
el
v
ar
iab
le
a
d
d
ed
in
th
is
r
esear
ch
,
v
er
y
lim
it
s
tu
d
y
d
is
c
u
s
s
es
ab
o
u
t
PR
in
an
y
r
elatio
n
s
h
ip
.
T
h
e
r
esu
lt o
f
th
is
s
tu
d
y
will g
iv
e
co
n
tr
ib
u
ti
o
n
to
en
r
ic
h
m
etav
er
s
e
s
tu
d
y
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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t
J
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&
R
es E
d
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I
SS
N:
2252
-
8
8
2
2
Tea
ch
in
g
in
t
h
e
d
ig
ita
l fro
n
tie
r
:
w
h
a
t d
r
ives m
eta
ve
r
s
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a
d
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p
tio
n
in
ed
u
ca
tio
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(
C
a
d
elin
a
C
a
s
s
a
n
d
r
a
)
3609
3.
4
.
1
7
.
T
he
re
la
t
io
ns
hip
bet
wee
n c
o
rpo
re
it
y
a
nd
perf
o
r
m
a
nce
ex
pect
a
ncy
B
ased
o
n
th
e
r
esu
lt,
th
e
t
-
v
alu
e
is
2
.
7
4
1
an
d
th
e
p
-
v
alu
e
i
s
0
.
0
0
3
wh
ich
m
ea
n
s
th
e
h
y
p
o
th
esis
CR
p
o
s
itiv
ely
in
f
lu
e
n
ce
PE
is
ac
c
ep
ted
.
T
h
e
way
s
th
at
u
s
er
s
ac
t,
p
r
esen
t,
a
n
d
in
te
r
ac
t
in
th
e
d
ig
ital
s
p
ac
e
ar
e
all
p
ar
t
o
f
CR
.
Mo
s
t
o
f
th
ese
m
etav
er
s
e
ap
p
licatio
n
s
o
f
f
er
av
atar
cr
ea
tio
n
o
r
v
ir
tu
al
v
er
s
io
n
s
o
f
th
e
u
s
er
s
th
at
ex
is
t
in
th
is
v
ir
tu
al
wo
r
ld
,
wh
ich
ca
n
b
e
f
u
r
t
h
er
ed
ited
.
Fo
r
in
s
tan
ce
,
p
eo
p
le
ca
n
c
h
an
g
e
th
eir
av
atar
’
s
ap
p
ea
r
an
ce
,
clo
th
es,
tr
in
k
ets,
an
d
d
etails
to
m
ak
e
it
lo
o
k
m
o
r
e
lik
e
th
em
s
elv
es
o
r
as
a
r
ef
lectio
n
o
f
th
eir
s
ty
le
[3
2
]
.
An
o
th
er
s
tu
d
y
also
in
lin
e
with
th
e
r
esu
lt
s
,
ac
co
r
d
in
g
to
Ak
o
u
r
et
a
l.
[
7
]
th
at
CR
wil
l
b
r
in
g
r
ea
lity
to
th
e
v
ir
tu
al
w
o
r
ld
,
m
ea
n
in
g
th
at
u
s
er
s
ca
n
f
ee
l
lik
e
b
ein
g
i
n
th
eir
r
ea
l
wo
r
ld
,
an
d
it
c
o
u
ld
in
c
r
ea
s
e
th
eir
p
er
f
o
r
m
an
ce
in
d
o
in
g
th
in
g
s
s
im
ilar
to
th
eir
r
ea
l
-
life
.
W
h
e
n
u
s
er
is
in
a
d
ig
ital
p
lace
b
u
t
ca
n
in
ter
ac
t
with
av
atar
s
o
r
o
th
e
r
v
ir
tu
al
c
h
ar
ac
ter
s
th
at
r
e
p
r
esen
t
t
h
em
s
elv
es,
u
s
er
s
ca
n
f
ee
l
lik
e
th
e
y
h
av
e
p
o
wer
a
n
d
co
n
tr
o
l
in
th
e
v
ir
tu
al
wo
r
ld
th
r
o
u
g
h
th
eir
av
atar
s
,
an
d
it will im
p
r
o
v
e
th
e
q
u
ality
o
f
th
eir
w
o
r
k
a
n
d
t
h
eir
p
er
f
o
r
m
a
n
ce
.
3.
4
.
1
8
.
T
he
re
la
t
io
ns
hip
bet
wee
n c
o
rp
o
re
it
y
a
nd
ef
f
o
rt
e
x
pect
a
ncy
T
h
e
h
y
p
o
th
esis
o
f
CR
p
o
s
itiv
ely
in
f
lu
en
ce
th
e
EE
ap
p
licati
o
n
is
n
o
t
s
u
p
p
o
r
ted
.
T
h
e
r
esu
l
t
s
u
p
p
o
r
ted
by
B
ar
ta
et
a
l.
[3
3
]
th
at
th
e
c
r
ea
tio
n
o
f
av
atar
is
co
m
p
licat
ed
in
m
etav
e
r
s
e
ap
p
licatio
n
wh
ich
ca
n
a
f
f
ec
t
th
e
EE
.
T
h
is
r
esu
lt
m
ay
b
e
d
u
e
to
ce
r
tain
co
n
d
itio
n
s
o
f
th
e
s
tu
d
y
.
T
h
e
CR
f
ea
tu
r
e
in
m
etav
er
s
e
ap
p
licatio
n
s
m
ay
p
o
s
itiv
ely
in
f
l
u
en
ce
u
s
er
s
’
p
a
r
ticip
atio
n
as
well
as u
s
er
s
’
d
e
g
r
ee
o
f
im
m
e
r
s
io
n
with
in
th
e
v
i
r
tu
al
en
v
ir
o
n
m
en
t.
On
th
e
o
th
er
h
an
d
,
v
ar
io
u
s
f
a
cto
r
s
m
ay
p
o
s
itiv
ely
a
n
d
n
eg
a
tiv
ely
in
f
lu
e
n
ce
u
s
er
s
’
ex
p
ec
t
atio
n
o
f
ef
f
o
r
t
with
r
eg
ar
d
to
t
h
e
u
s
ag
e
o
f
t
h
e
ap
p
licatio
n
:
co
m
p
lex
ity
o
f
in
ter
ac
tio
n
,
tech
n
ical
is
s
u
es,
lear
n
in
g
cu
r
v
e,
ch
o
ices
f
o
r
cu
s
to
m
izin
g
,
s
o
cial
d
y
n
am
ic
s
,
an
d
p
er
ce
iv
ed
u
s
ef
u
l
n
ess
.
R
eg
ar
d
in
g
m
o
tiv
atin
g
u
s
er
s
to
s
p
en
d
tim
e
in
v
esti
g
atin
g
an
d
i
n
ter
ac
tin
g
with
th
e
m
etav
er
s
e
ap
p
licatio
n
,
CR
m
ay
n
o
t in
f
lu
e
n
ce
th
e
EE
.
4.
CO
NCLU
SI
O
N
T
h
e
s
tu
d
y
s
h
o
ws
th
at
m
o
s
t
te
ac
h
er
s
ar
e
in
ter
ested
in
m
etav
er
s
e
ap
p
s
f
o
r
ed
u
ca
tio
n
.
So
m
e
v
ar
iab
les
th
at
h
av
e
th
e
p
o
s
itiv
e
im
p
ac
ts
ar
e
SI
,
PE
,
EE
,
an
d
FC
.
T
h
e
f
i
n
d
in
g
s
also
in
d
icate
th
at
PI
d
o
es n
o
t sig
n
if
ican
tly
im
p
ac
t
p
er
f
o
r
m
an
ce
an
d
EE
,
TR
an
d
CR
al
s
o
d
o
n
o
t
in
f
lu
en
ce
EE
.
Ho
wev
er
,
HM
,
CO
,
TR
,
IN
,
an
d
p
er
s
is
ten
ce
p
o
s
itiv
ely
in
f
lu
en
c
e
p
er
f
o
r
m
a
n
ce
an
d
EE
.
B
ased
o
n
th
e
r
esu
lt,
s
o
m
e
r
ec
o
m
m
en
d
atio
n
s
n
ee
d
to
b
e
f
o
cu
s
ed
f
r
o
m
th
e
in
s
titu
tio
n
t
o
en
s
u
r
e
th
e
s
u
cc
ess
f
u
l
o
f
th
e
im
p
lem
en
tatio
n
.
I
n
s
titu
tio
n
h
as
to
d
ev
elo
p
clea
r
p
o
licies
an
d
g
u
id
elin
es
f
o
r
m
etav
er
s
e
teac
h
in
g
,
en
s
u
r
e
th
e
in
f
r
astru
ct
u
r
e
a
v
ailab
ilit
y
s
u
ch
as
i
n
ter
n
et
co
n
n
ec
tio
n
,
an
d
c
o
m
p
atib
le
d
ev
ices.
I
n
s
titu
tio
n
also
n
ee
d
s
to
p
r
e
p
ar
e
t
h
e
h
a
n
d
s
-
o
n
tr
ain
i
n
g
to
in
cr
ea
s
e
t
h
e
co
n
f
id
en
t
o
f
th
e
teac
h
er
s
.
T
o
lev
er
ag
e
th
e
SI
,
s
ch
o
o
l
ca
n
b
u
ild
a
c
o
m
m
u
n
ity
f
o
r
t
h
e
ed
u
ca
to
r
s
to
s
h
ar
e
th
eir
b
est
p
r
ac
tices
an
d
p
r
o
v
id
e
r
ew
ar
d
s
f
o
r
t
h
e
s
u
cc
ess
teac
h
er
s
in
u
s
in
g
m
eta
v
er
s
e
ap
p
licatio
n
.
T
h
is
r
esear
ch
will
g
iv
e
in
s
ig
h
ts
to
p
r
ac
titi
o
n
er
s
,
esp
ec
ially
th
e
teac
h
er
s
wh
o
will
u
s
e
th
e
n
ew
tech
n
o
lo
g
y
f
o
r
teac
h
in
g
an
d
lear
n
in
g
.
T
h
is
r
esear
ch
will
g
iv
e
in
s
ig
h
t
to
th
e
s
ch
o
o
l
an
d
ed
u
ca
t
o
r
s
o
n
h
o
w
t
o
s
u
p
p
o
r
t
th
e
teac
h
in
g
an
d
lear
n
in
g
m
o
r
e
in
ter
ac
tiv
ely
b
y
u
s
in
g
m
etav
er
s
e
tec
h
n
o
lo
g
y
.
T
h
is
r
esear
ch
will
also
g
iv
e
s
o
m
e
n
ew
in
s
ig
h
ts
to
th
e
g
o
v
er
n
m
en
t
in
ex
te
n
d
in
g
th
e
r
ec
en
t
b
r
ea
k
th
r
o
u
g
h
o
f
i
n
d
ep
en
d
en
t
s
tu
d
y
to
s
u
p
p
o
r
t
eq
u
al
s
tu
d
y
ac
r
o
s
s
s
ch
o
o
ls
in
t
h
e
c
o
u
n
tr
y
.
Alth
o
u
g
h
th
is
r
esear
ch
’
s
o
b
jectiv
e
i
s
ac
h
iev
ed
,
s
o
m
e
lim
itatio
n
s
o
f
th
is
s
tu
d
y
ca
n
b
e
im
p
r
o
v
e
d
f
o
r
f
u
tu
r
e
r
esear
ch
.
T
h
e
s
am
p
le
g
r
o
u
p
m
ig
h
t
n
o
t
f
u
lly
s
h
o
w
th
e
r
a
n
g
e
o
f
ex
p
e
r
ien
ce
s
,
v
iews,
an
d
lev
els
o
f
tech
n
o
lo
g
ical
p
r
o
f
ici
en
cy
th
at
teac
h
er
s
h
av
e
in
s
en
io
r
h
ig
h
s
ch
o
o
ls
.
T
h
is
co
u
ld
le
ad
to
an
in
ac
cu
r
ate
p
ictu
r
e
o
f
h
o
w
p
e
o
p
le
f
ee
l
a
b
o
u
t
m
eta
v
er
s
e
ad
o
p
tio
n
r
ate
s
o
r
v
iews
to
war
d
s
th
ese
tec
h
n
o
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I
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