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Oct
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Th
e
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teg
ra
ti
o
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o
f
v
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u
a
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re
a
li
ty
(VR)
tec
h
n
o
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y
in
t
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d
u
c
a
ti
o
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r
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p
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se
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ts
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n
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larly
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e
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a
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h
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c
ti
o
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k
s
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tera
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ti
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e
a
n
d
imm
e
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e
n
ts,
wh
ich
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a
n
li
m
it
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u
d
e
n
ts’
u
n
d
e
rsta
n
d
in
g
o
f
c
o
m
p
lex
p
h
y
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a
l
p
h
e
n
o
m
e
n
a
.
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is
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u
d
y
a
d
d
re
ss
e
s
th
e
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h
a
ll
e
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b
a
se
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l
a
b
o
ra
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y
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q
u
a
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x
p
e
rime
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t
a
l
d
e
sig
n
wa
s
imp
lem
e
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ted
,
in
v
o
lv
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g
2
2
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u
n
i
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rsity
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d
e
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ts
ra
n
d
o
m
ly
a
ss
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n
e
d
to
c
o
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tr
o
l
a
n
d
e
x
p
e
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t
a
l
g
ro
u
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s
.
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e
e
x
p
e
rime
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tal
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p
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o
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u
c
te
d
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e
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ts u
si
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g
VR si
m
u
latio
n
s
d
e
v
e
lo
p
e
d
wi
th
Blen
d
e
r
a
n
d
Un
it
y
so
ftwa
re
,
w
h
il
e
t
h
e
c
o
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tro
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p
e
n
g
a
g
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d
i
n
trad
it
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l
lab
a
c
ti
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it
ies
.
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ta
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o
ll
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ted
th
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g
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re
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n
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ly
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c
a
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e
.
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su
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v
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a
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tco
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a
n
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d
i
n
stru
c
ti
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e
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a
se
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a
l
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n
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e
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n
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i
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g
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a
n
d
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ro
v
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d
a
b
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o
n
n
e
c
t
t
h
e
o
r
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ti
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a
l
k
n
o
wle
d
g
e
wi
th
p
ra
c
ti
c
a
l
a
p
p
li
c
a
ti
o
n
.
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is
stu
d
y
c
o
n
f
irms
th
a
t
VR
tec
h
n
o
lo
g
y
is
a
p
o
we
rfu
l
t
o
o
l
f
o
r
m
o
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e
rn
izi
n
g
sc
ien
c
e
,
tec
h
n
o
l
o
g
y
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e
n
g
in
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ri
n
g
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a
n
d
m
a
th
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a
ti
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s
(S
TE
M
)
e
d
u
c
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ti
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n
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h
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g
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ifi
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n
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r
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m
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it
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tco
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e
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a
n
d
stu
d
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t
m
o
ti
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ti
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i
n
sc
ien
ti
f
ic l
e
a
rn
in
g
e
n
v
ir
o
n
m
e
n
ts.
K
ey
w
o
r
d
s
:
Acc
eler
atio
n
Ph
y
s
ical
ex
p
er
im
en
ts
Ph
y
s
ics tea
ch
in
g
STE
M
ed
u
ca
tio
n
Vir
tu
al
r
ea
lity
Vir
tu
al
r
ea
lity
in
p
h
y
s
ics
T
h
is i
s
a
n
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
Y
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
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A
uth
o
r
:
Ma
k
p
al
Nu
r
izin
o
v
a
Dep
ar
tm
en
t o
f
Ph
y
s
ics an
d
T
e
ch
n
o
lo
g
y
,
Sar
s
en
Am
an
z
h
o
lo
v
E
ast Ka
za
k
h
s
tan
Un
iv
er
s
ity
Sh
ak
ar
im
a
Stre
et,
No
.
1
4
8
,
Ust
-
Kam
en
o
g
o
r
s
k
,
E
ast Ka
za
k
h
s
tan
R
eg
io
n
,
Kaz
ak
h
s
tan
E
m
ail: m
ak
p
al.
n
u
r
izin
o
v
a@
g
m
ail.
co
m
1.
I
NT
RO
D
UCT
I
O
N
As
s
o
ciety
ad
v
an
ce
s
an
d
t
h
e
ec
o
n
o
m
y
g
r
o
ws,
th
er
e
is
a
r
is
in
g
in
ter
est
in
ac
q
u
ir
i
n
g
k
n
o
wled
g
e,
p
r
o
m
p
tin
g
a
s
h
if
t
f
r
o
m
co
n
v
en
tio
n
al
teac
h
in
g
ap
p
r
o
ac
h
es
to
war
d
th
e
i
n
teg
r
atio
n
o
f
co
n
tem
p
o
r
a
r
y
tech
n
o
lo
g
ies.
Am
o
n
g
th
ese,
v
ir
tu
al
r
ea
lity
(
VR
)
h
as
e
m
er
g
ed
as
a
p
r
o
m
in
e
n
t
in
n
o
v
atio
n
in
m
o
d
er
n
in
f
o
r
m
atio
n
tech
n
o
lo
g
y
,
e
x
p
er
ien
cin
g
r
ap
id
d
ev
elo
p
m
en
t
in
r
ec
e
n
t
y
ea
r
s
[
1
]
.
VR
is
a
tech
n
o
lo
g
y
th
at
co
m
p
letely
in
teg
r
ates
th
e
u
s
er
in
to
a
co
m
p
u
ter
en
v
ir
o
n
m
e
n
t
,
wh
ich
g
iv
es
th
e
u
s
er
th
e
o
p
p
o
r
tu
n
ity
to
in
ter
ac
t
th
r
o
u
g
h
s
p
ec
ial
d
ev
ices
(
g
lass
es,
g
lo
v
es,
an
d
m
o
tio
n
tr
ac
k
i
n
g
d
ev
ices)
[
2
]
.
VR
b
ased
lea
r
n
in
g
is
o
n
e
o
f
th
e
m
o
s
t im
p
o
r
tan
t tr
en
d
s
in
th
e
m
o
d
er
n
e
d
u
ca
tio
n
s
y
s
tem
.
T
h
i
s
tech
n
o
lo
g
y
m
a
k
es th
e
lear
n
i
n
g
p
r
o
ce
s
s
m
o
r
e
f
u
n
,
ef
f
ec
tiv
e
an
d
in
ter
ac
tiv
e
.
VR
r
ad
ically
ch
an
g
es
th
e
co
n
ten
t
o
f
teac
h
in
g
m
eth
o
d
s
,
n
o
t
lim
ite
d
to
th
e
cr
ea
tio
n
o
f
n
ew
to
o
ls
.
I
n
th
eir
r
esear
c
h
,
An
et
a
l.
[
3
]
f
o
u
n
d
th
at
VR
tech
n
o
lo
g
y
h
as
g
r
ea
t
p
o
ten
tial
f
o
r
an
e
f
f
ec
tiv
e
an
d
in
n
o
v
ativ
e
lear
n
i
n
g
p
r
o
ce
s
s
.
T
h
ey
n
o
te
th
at
with
th
e
h
elp
o
f
VR
tech
n
o
lo
g
y
,
s
tu
d
en
ts
c
an
ea
s
ily
u
n
d
er
s
tan
d
co
m
p
lex
to
p
ics b
y
v
is
u
alizin
g
th
em
,
an
d
ar
e
also
m
o
tiv
ate
d
t
o
ac
tiv
ely
p
ar
ticip
ate
i
n
th
e
le
ar
n
in
g
p
r
o
ce
s
s
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
E
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&
R
es E
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c
I
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N:
2252
-
8
8
2
2
I
mp
a
ct
o
f V
R
tec
h
n
o
lo
g
y
in
p
h
ysics
tea
ch
in
g
o
n
s
tu
d
e
n
ts
’
kn
o
w
led
g
e:
a
s
tu
d
y
…
(
B
a
kitz
h
a
n
K
u
r
b
a
n
b
ek
o
v
)
5039
Ma
r
o
u
g
k
as
et
a
l.
[
4
]
s
h
o
w
th
a
t
th
e
u
s
e
o
f
VR
in
e
d
u
ca
tio
n
c
an
r
ad
ically
ch
an
g
e
th
e
lear
n
i
n
g
p
r
o
ce
s
s
.
VR
tech
n
o
lo
g
y
in
c
r
ea
s
es
th
e
ed
u
ca
tio
n
al
m
o
tiv
atio
n
o
f
s
tu
d
en
ts
an
d
allo
ws
t
h
em
t
o
c
o
m
b
in
e
th
eo
r
etica
l
k
n
o
wled
g
e
with
p
r
ac
tical
k
n
o
wled
g
e.
Ku
n
a
et
a
l.
[
5
]
em
p
h
asize
th
e
im
p
o
r
tan
ce
o
f
u
s
in
g
VR
tech
n
o
lo
g
y
f
o
r
ed
u
ca
tio
n
al
p
u
r
p
o
s
es.
VR
tech
n
o
lo
g
y
p
r
o
v
es
to
m
ak
e
t
h
e
lear
n
in
g
p
r
o
ce
s
s
m
o
r
e
ef
f
i
cien
t
b
y
p
r
o
v
id
in
g
s
tu
d
en
ts
with
ex
p
er
ie
n
ce
s
th
at
ar
e
n
o
t
p
o
s
s
ib
le
in
th
e
r
ea
l
w
o
r
ld
.
VR
tech
n
o
lo
g
y
o
cc
u
p
ies
an
im
p
o
r
tan
t
p
lace
as th
e
f
u
tu
r
e
o
f
ed
u
ca
tio
n
an
d
m
ak
es it p
o
s
s
ib
le
to
m
o
d
er
n
ize
th
e
lear
n
in
g
p
r
o
ce
s
s
.
T
h
is
r
esear
ch
co
n
f
ir
m
s
th
e
im
p
o
r
tan
ce
o
f
VR
tech
n
o
lo
g
y
in
im
p
r
o
v
in
g
th
e
lear
n
in
g
p
r
o
ce
s
s
,
in
clu
d
in
g
in
cr
ea
s
in
g
s
tu
d
en
t
m
o
tiv
atio
n
,
p
r
ac
tical
ap
p
licatio
n
o
f
th
eo
r
e
tical
k
n
o
wled
g
e
,
an
d
in
ter
p
r
et
atio
n
o
f
co
m
p
lex
t
o
p
ics.
VR
i
s
co
n
s
id
er
ed
as
an
im
p
o
r
tan
t
tec
h
n
o
lo
g
y
f
o
r
th
e
f
u
tu
r
e
o
f
th
e
ed
u
ca
tio
n
s
y
s
tem
[
6
]
.
VR
tech
n
o
lo
g
y
im
p
r
o
v
es
th
e
lear
n
in
g
p
r
o
ce
s
s
in
p
h
y
s
ics
less
o
n
s
,
h
elp
in
g
to
in
c
r
ea
s
e
s
tu
d
en
t
in
ter
e
s
t
an
d
m
ak
e
it
ea
s
ier
to
in
ter
p
r
et
co
m
p
lex
to
p
ics.
T
h
is
tech
n
o
lo
g
y
p
r
o
m
o
tes
th
e
d
ev
elo
p
m
e
n
t
o
f
s
tu
d
en
ts
’
cr
ea
tiv
e
ab
ilit
ies
an
d
co
n
tr
ib
u
tes
to
a
d
ee
p
er
u
n
d
er
s
tan
d
i
n
g
o
f
p
h
y
s
ical
p
h
e
n
o
m
en
a.
B
y
cr
ea
tin
g
im
m
er
s
iv
e,
i
n
ter
a
ctiv
e
en
v
ir
o
n
m
en
ts
,
VR
h
as
t
h
e
p
o
ten
tial
to
b
r
id
g
e
th
e
g
a
p
b
etwe
en
th
eo
r
etica
l
k
n
o
wled
g
e
an
d
p
r
ac
tical
ap
p
licatio
n
,
f
o
s
ter
in
g
d
ee
p
er
u
n
d
er
s
tan
d
in
g
an
d
en
g
ag
em
en
t
[
7
]
.
Asen
cio
s
-
T
r
u
jill
o
et
a
l.
[
8
]
s
tu
d
y
h
o
w
m
o
d
er
n
tech
n
o
lo
g
i
es
ca
n
b
e
i
n
teg
r
ated
to
p
r
o
v
i
d
e
n
ew
q
u
ality
in
p
h
y
s
ical
ed
u
ca
tio
n
.
Scien
tis
ts
ar
e
u
s
in
g
VR
tech
n
o
lo
g
y
f
o
r
th
e
co
m
p
u
ter
g
am
e
m
ar
k
et
to
co
r
r
ec
tly
a
n
d
ac
cu
r
ately
s
im
u
late
p
h
y
s
ical
ex
p
er
im
en
ts
.
W
ith
th
e
h
elp
o
f
th
is
tech
n
o
lo
g
y
,
s
tu
d
e
n
ts
wer
e
ab
le
to
cr
ea
te
th
eir
o
wn
ex
p
er
ien
ce
an
d
s
tu
d
y
it
[
8
]
.
I
n
th
eir
s
tu
d
y
,
Deb
s
[
9
]
e
x
am
in
ed
wa
y
s
to
u
s
e
VR
tech
n
o
lo
g
y
in
teac
h
in
g
p
h
y
s
ics less
o
n
s
.
T
h
e
u
s
e
o
f
V
R
tech
n
o
lo
g
y
in
p
h
y
s
ics less
o
n
s
h
as sh
o
wn
th
at
s
tu
d
en
ts
ca
n
ac
tiv
ely
p
ar
ticip
ate
in
class
es,
co
m
b
in
e
th
eo
r
etica
l
k
n
o
wled
g
e
with
p
r
ac
tical
s
k
ills
,
an
d
th
at
t
h
is
tech
n
o
lo
g
y
co
n
tr
i
b
u
tes
t
o
im
p
r
o
v
in
g
th
e
q
u
ality
o
f
k
n
o
wled
g
e
b
y
r
ep
r
o
d
u
ci
n
g
p
h
y
s
ic
s
less
o
n
s
.
Sap
u
tr
o
an
d
Sety
awa
n
[
1
0
]
h
av
e
s
h
o
w
n
th
at
VR
tech
n
o
lo
g
y
is
ef
f
ec
tiv
e
f
o
r
im
p
r
o
v
in
g
co
g
n
itiv
e
o
u
t
co
m
es
in
teac
h
in
g
th
e
s
o
lar
s
y
s
tem
.
W
ith
th
e
h
elp
o
f
VR
tech
n
o
lo
g
y
,
s
tu
d
e
n
ts
h
av
e
a
d
ee
p
er
u
n
d
er
s
tan
d
i
n
g
o
f
co
m
p
lex
astro
n
o
m
ical
co
n
ce
p
ts
an
d
b
etter
ass
im
ilate
m
ater
ial
s
.
I
n
ad
d
iti
o
n
,
VR
tech
n
o
lo
g
y
h
as
in
cr
e
ased
th
e
in
ter
est
o
f
s
tu
d
e
n
ts
an
d
s
tim
u
lated
th
eir
ac
tiv
e
p
ar
ticip
atio
n
in
t
h
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
.
T
h
e
r
esu
lts
o
f
th
e
s
tu
d
y
p
r
o
v
e
th
at
VR
tech
n
o
lo
g
y
h
as
a
g
r
ea
t
f
u
tu
r
e
in
teac
h
in
g
p
h
y
s
ics [
1
0
]
.
T
h
e
u
s
e
o
f
VR
tech
n
o
l
o
g
y
in
teac
h
in
g
p
h
y
s
ics
at
u
n
iv
er
s
ities
is
b
ec
o
m
in
g
an
in
c
r
ea
s
in
g
ly
ef
f
ec
tiv
e
an
d
in
n
o
v
ativ
e
ar
ea
o
f
m
o
d
er
n
ed
u
ca
tio
n
al
m
et
h
o
d
s
.
VR
tech
n
o
lo
g
y
allo
ws
to
v
is
u
alize
p
h
y
s
ical
p
h
en
o
m
en
a,
d
ev
elo
p
s
tu
d
e
n
ts
’
r
esear
ch
a
b
ilit
ies
an
d
ex
p
lo
r
e
c
o
m
p
lex
to
p
ics
m
o
r
e
d
ee
p
ly
.
T
h
is
m
eth
o
d
co
m
p
lem
en
ts
tr
ad
itio
n
al
ap
p
r
o
ac
h
es
to
lea
r
n
in
g
an
d
p
r
o
v
id
es
a
n
ew
le
v
el
o
f
lear
n
in
g
.
T
h
is
r
esear
c
h
aim
s
to
u
s
e
VR
tech
n
o
lo
g
y
in
p
h
y
s
ics ed
u
ca
ti
o
n
to
a
n
s
wer
th
e
f
o
llo
win
g
r
es
ea
r
ch
q
u
esti
o
n
s
:
−
Ho
w
d
o
es th
e
u
s
e
o
f
VR
tech
n
o
lo
g
y
af
f
ec
t th
e
lev
el
o
f
k
n
o
w
led
g
e
o
f
s
tu
d
en
ts
in
th
e
in
ter
p
r
etatio
n
o
f
b
o
d
y
ac
ce
ler
atio
n
?
−
Ho
w
d
o
es
lear
n
in
g
th
r
o
u
g
h
V
R
tech
n
o
lo
g
y
ch
a
n
g
e
th
e
e
f
f
i
cien
cy
o
f
k
n
o
wled
g
e
ac
q
u
is
itio
n
co
m
p
ar
ed
to
tr
ad
itio
n
al
m
eth
o
d
s
?
−
Do
es th
e
u
s
e
o
f
VR
tech
n
o
lo
g
y
in
cr
ea
s
e
s
tu
d
en
ts
’
in
ter
est in
p
h
y
s
ics less
o
n
s
?
T
h
e
p
r
i
m
ar
y
p
u
r
p
o
s
e
o
f
th
is
r
esear
ch
is
to
e
n
h
an
ce
s
tu
d
en
ts
’
co
m
p
r
e
h
en
s
io
n
o
f
p
h
y
s
ics
co
n
ce
p
t
s
th
r
o
u
g
h
im
m
er
s
iv
e
lear
n
in
g
e
x
p
er
ien
ce
s
.
Sp
ec
if
ically
,
th
e
s
tu
d
y
aim
s
to
im
p
r
o
v
e
th
e
ef
f
ec
t
iv
en
ess
o
f
teac
h
in
g
m
eth
o
d
o
l
o
g
ies
b
y
in
teg
r
atin
g
VR
tech
n
o
lo
g
y
in
to
th
e
le
ar
n
in
g
p
r
o
ce
s
s
.
B
y
d
e
m
o
n
s
tr
atin
g
th
e
p
h
y
s
ical
ex
p
er
im
en
t
o
f
d
eter
m
in
in
g
b
o
d
y
ac
ce
ler
atio
n
i
n
a
v
ir
t
u
al
en
v
ir
o
n
m
e
n
t,
s
tu
d
e
n
ts
ar
e
g
iv
e
n
th
e
o
p
p
o
r
tu
n
ity
to
v
is
u
alize
an
d
in
ter
ac
t w
ith
ab
s
tr
ac
t c
o
n
ce
p
ts
,
lead
in
g
to
d
ee
p
er
u
n
d
e
r
s
tan
d
in
g
a
n
d
in
c
r
ea
s
ed
en
g
a
g
em
en
t.
2.
M
E
T
H
O
D
T
h
e
s
tr
ateg
y
an
d
ap
p
r
o
ac
h
es
to
r
esear
c
h
d
if
f
er
in
t
h
e
d
e
g
r
ee
o
f
n
o
v
elty
an
d
ar
e
im
p
lem
en
ted
in
ac
co
r
d
an
ce
with
th
e
s
et
g
o
als,
o
b
jectiv
es,
an
d
s
cien
tific
h
y
p
o
th
eses
.
I
n
th
e
co
u
r
s
e
o
f
th
e
r
esear
ch
,
a
m
eta
-
an
aly
s
is
m
eth
o
d
was
u
s
ed
u
s
in
g
s
cien
tific
liter
at
u
r
e
d
ata
to
d
eter
m
in
e
t
h
e
im
p
ac
t
o
f
u
s
in
g
VR
tech
n
o
lo
g
y
o
n
t
h
e
lev
el
o
f
k
n
o
wled
g
e
o
f
s
tu
d
e
n
ts
in
p
h
y
s
ic
s
less
o
n
s
.
I
ts
in
f
lu
en
ce
h
as
b
ee
n
co
m
p
r
e
h
en
s
iv
ely
ex
am
in
ed
th
r
o
u
g
h
a
s
y
s
tem
a
tic
an
aly
s
is
o
f
th
e
p
r
o
b
lem
o
f
u
s
in
g
VR
tech
n
o
lo
g
ies
i
n
p
h
y
s
ics
less
o
n
s
.
T
h
e
m
o
d
els
wer
e
d
ev
el
o
p
ed
u
s
in
g
VR
tech
n
o
lo
g
y
to
u
n
d
er
s
tan
d
th
e
ac
ce
ler
atio
n
o
f
th
e
b
o
d
y
in
a
v
ir
tu
al
en
v
ir
o
n
m
en
t
an
d
its
r
elatio
n
s
h
ip
to
th
e
laws
o
f
p
h
y
s
ics.
C
o
n
tr
o
l
task
s
wer
e
o
b
tai
n
ed
in
o
r
d
er
t
o
ass
ess
th
e
attitu
d
e
o
f
s
tu
d
en
ts
to
th
e
u
s
e
o
f
VR
tech
n
o
lo
g
y
,
in
ter
est
an
d
co
g
n
itiv
e
ac
tiv
ity
in
th
e
e
d
u
ca
tio
n
al
p
r
o
ce
s
s
.
T
h
e
d
ata
o
b
tain
ed
wer
e
ca
lc
u
lated
u
s
in
g
G*
Po
wer
s
o
f
tw
ar
e,
an
d
th
e
co
r
r
ec
t
n
ess
o
f
th
e
h
y
p
o
t
h
eses
wa
s
co
n
s
id
er
ed
.
I
n
o
r
d
er
to
v
er
if
y
th
e
r
eliab
ilit
y
an
d
s
tatis
tical
s
ig
n
if
ican
ce
o
f
th
e
co
llected
d
ata,
th
e
m
eth
o
d
o
f
m
ath
em
atica
l a
n
d
s
tatis
tical
an
aly
s
is
was a
p
p
lied
.
T
h
e
c
o
l
l
e
ct
i
o
n
o
f
p
r
i
m
a
r
y
i
n
f
o
r
m
a
t
i
o
n
i
n
d
e
t
e
r
m
i
n
i
n
g
s
ci
e
n
t
i
f
i
c
r
es
e
a
r
c
h
p
r
o
b
l
e
m
s
a
n
d
d
e
t
e
r
m
i
n
i
n
g
t
a
s
k
s
t
h
a
t
n
e
e
d
t
o
b
e
s
o
l
v
e
d
i
s
c
a
r
r
i
e
d
o
u
t
o
n
t
h
e
b
a
s
i
s
o
f
s
c
i
e
n
t
i
f
i
ca
l
l
y
b
a
s
e
d
m
e
t
h
o
d
s
.
P
r
e
l
i
m
i
n
a
r
y
s
e
le
c
t
i
o
n
w
o
r
k
s
“
M
e
n
d
el
e
y
.
c
o
m
”
is
b
ase
d
o
n
t
h
e
a
n
a
l
y
s
is
o
f
h
i
g
h
l
y
r
a
t
e
d
a
r
ti
c
l
es
f
r
o
m
t
h
e
d
a
t
a
b
ase
.
T
h
e
a
n
a
l
y
s
is
o
f
s
c
i
e
n
ti
f
i
c
s
o
u
r
c
e
s
f
o
r
t
h
e
k
e
y
wo
r
d
s
“
v
i
r
t
u
a
l
r
e
a
li
t
y
”
,
“
t
e
ac
h
i
n
g
p
h
y
s
i
c
s
”
,
“
a
c
ce
l
e
r
a
ti
o
n
”
,
“
p
h
y
s
i
c
a
l
e
x
p
e
r
i
m
e
n
t
s
”
,
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
.
6
,
Dec
em
b
er
20
25
:
5
0
3
8
-
5
0
5
3
5040
“
e
d
u
c
a
t
i
o
n
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t
a
k
es
i
n
t
o
a
c
c
o
u
n
t
p
u
b
l
i
c
a
t
i
o
n
s
o
v
e
r
t
h
e
p
a
s
t
1
0
y
e
a
r
s
.
T
h
e
c
o
n
t
e
n
t
o
f
t
h
e
s
e
l
e
c
t
e
d
a
r
ti
c
l
es
w
a
s
s
y
s
te
m
a
t
i
ca
l
l
y
a
n
al
y
z
e
d
,
m
e
t
h
o
d
o
l
o
g
i
c
a
l
a
n
d
p
r
a
c
t
i
ca
l
as
p
e
ct
s
we
r
e
c
o
n
s
i
d
e
r
e
d
,
a
s
s
es
s
i
n
g
t
h
e
i
m
p
a
c
t
o
f
u
s
i
n
g
V
R
t
e
c
h
n
o
l
o
g
i
es
o
n
t
h
e
l
e
v
e
l
o
f
s
t
u
d
e
n
t
s
.
Q
u
a
n
t
it
a
ti
v
e
a
n
d
q
u
a
l
i
t
at
i
v
e
m
e
t
h
o
d
s
,
m
e
t
h
o
d
s
o
f
p
e
d
a
g
o
g
i
c
a
l
c
o
n
t
r
o
l
a
r
e
a
i
m
e
d
a
t
s
t
u
d
y
i
n
g
t
h
e
i
n
t
e
r
e
s
t
a
n
d
c
o
g
n
i
t
i
v
e
a
c
t
i
v
i
t
y
o
f
s
tu
d
e
n
t
s
i
n
t
h
e
e
d
u
c
a
ti
o
n
a
l
p
r
o
ce
s
s
.
T
h
es
e
m
et
h
o
d
s
m
a
k
e
i
t
p
o
s
s
i
b
l
e
t
o
c
o
m
p
r
e
h
e
n
s
i
v
e
l
y
e
v
al
u
a
t
e
t
h
e
r
es
u
l
ts
o
f
t
e
a
c
h
i
n
g
p
h
y
s
i
c
s
s
t
u
d
e
n
t
s
u
s
in
g
V
R
t
e
c
h
n
o
l
o
g
i
es
.
M
e
t
h
o
d
o
f
m
o
d
e
l
i
n
g
a
l
l
o
ws
th
e
u
s
e
o
f
V
R
t
e
c
h
n
o
l
o
g
y
t
o
m
o
d
e
l
i
n
g
t
h
e
p
h
y
s
i
c
a
l
e
x
p
e
r
i
en
c
e
t
o
d
e
t
e
r
m
i
n
e
t
h
e
a
c
c
e
l
e
r
a
ti
o
n
o
f
t
h
e
b
o
d
y
.
M
e
t
a
-
a
n
a
l
y
s
is
m
e
t
h
o
d
c
o
m
b
i
n
e
s
th
e
r
e
s
u
l
t
s
o
f
s
c
ie
n
t
i
f
i
c
w
o
r
k
a
n
d
a
l
l
o
w
s
t
o
d
r
a
w
g
e
n
e
r
a
l
c
o
n
c
l
u
s
i
o
n
s
.
T
h
e
m
et
a
-
a
n
a
l
y
s
i
s
m
et
h
o
d
i
s
i
m
p
l
em
e
n
t
e
d
b
y
t
h
e
c
o
m
p
r
e
h
e
n
s
i
v
e
m
e
t
a
-
a
n
a
l
y
s
is
4
.
0
p
r
o
g
r
a
m
.
I
t p
er
f
o
r
m
s
ca
lcu
latio
n
s
b
ased
o
n
two
p
ar
am
eter
s
u
s
in
g
s
o
f
twar
e.
T
h
e
f
ir
s
t r
ep
r
e
s
en
ts
a
s
tan
d
ar
d
ized
av
er
ag
e
d
if
f
er
en
c
e
in
ef
f
ec
t
s
ize,
an
d
t
h
e
s
ec
o
n
d
r
ep
r
esen
ts
a
s
tan
d
ar
d
ized
er
r
o
r
.
First
o
f
all,
th
e
s
ize
o
f
t
h
e
ef
f
ec
t o
f
th
e
s
tan
d
ar
d
ized
m
ea
n
d
if
f
er
e
n
ce
is
d
eter
m
in
e
d
,
wh
ich
is
ex
p
r
ess
ed
in
(
1
)
:
=
1
̅
̅
̅
̅
−
2
̅
̅
̅
̅
(
1
)
W
h
er
e
,
S
is
th
e
m
o
s
t
n
ec
es
s
ar
y
p
ar
am
eter
in
d
eter
m
in
i
n
g
th
e
m
ea
n
o
f
th
e
to
tal
s
tan
d
ar
d
d
ev
iatio
n
.
I
t
f
o
llo
ws
f
r
o
m
th
e
s
tan
d
ar
d
d
ev
iatio
n
o
f
th
e
two
r
esu
lts
s
h
o
wn
in
(
2
)
:
=
√
(
1
−
1
)
1
2
+
(
2
−
1
)
2
2
1
+
2
−
2
(
2
)
A
s
tan
d
ar
d
ized
e
r
r
o
r
is
d
r
aw
n
th
r
o
u
g
h
th
e
Gr
a
p
h
Pad
s
ite.
I
n
th
e
c
o
m
p
r
eh
en
s
iv
e
m
eta
-
a
n
aly
s
is
4
.
0
p
r
o
g
r
a
m
,
n
ec
ess
ar
y
d
ata
a
r
e
in
tr
o
d
u
ce
d
an
d
th
e
r
esu
lts
o
f
m
e
ta
-
an
aly
s
is
ar
e
o
b
tain
e
d
.
T
o
in
cr
ea
s
e
th
e
in
ter
v
a
l
o
f
p
r
o
g
n
o
s
is
u
s
ed
Mic
r
o
s
o
f
t
Of
f
ice
E
x
ce
l
2
0
1
0
.
T
h
e
m
eth
o
d
o
f
m
ath
em
atica
l
an
d
s
tatis
ti
ca
l
an
aly
s
is
allo
wed
u
s
to
p
r
o
ce
s
s
th
e
d
ata
o
b
tain
ed
d
u
r
i
n
g
th
e
p
ed
ag
o
g
ical
ex
p
er
im
en
t,
to
ass
ess
th
e
lev
el
o
f
d
ev
el
o
p
m
en
t
o
f
s
tu
d
en
ts
’
in
ter
ests
.
T
h
e
m
ath
em
atica
l
an
d
s
tatis
tical
an
aly
s
is
was
b
ased
o
n
th
e
test
r
es
u
lts
.
A
to
tal
o
f
2
2
2
s
tu
d
en
ts
to
o
k
p
ar
t
i
n
th
e
p
ed
a
g
o
g
ical
ex
p
er
im
en
t.
T
h
e
p
ed
a
g
o
g
ical
ex
p
er
im
en
t
was
co
n
d
u
cted
with
s
tu
d
e
n
ts
en
r
o
lled
in
t
h
e
ed
u
ca
tio
n
al
p
r
o
g
r
am
s
u
n
d
er
th
e
De
p
a
r
tm
en
t
o
f
Ph
y
s
ics
at
Kh
o
ja
Ak
h
m
et
Yass
awi
I
n
ter
n
atio
n
al
Kaz
ak
h
-
T
u
r
k
is
h
Un
iv
er
s
ity
an
d
Sar
s
en
Am
an
zh
o
lo
v
E
ast
Kaz
ak
h
s
tan
Un
iv
er
s
ity
.
Qu
an
titativ
e
d
ata
wer
e
co
llected
q
u
asi
-
ex
p
er
im
en
tally
u
s
in
g
a
p
r
e
-
e
x
p
er
im
en
tal
an
d
p
o
s
t
-
ex
p
er
im
e
n
tal
s
u
r
v
ey
o
f
two
g
r
o
u
p
s
.
Gen
er
al
in
f
o
r
m
atio
n
a
b
o
u
t th
e
s
tu
d
e
n
ts
is
p
r
esen
ted
in
T
ab
le
1.
I
n
o
r
d
e
r
to
d
eter
m
in
e
th
e
s
tatis
tical
s
ig
n
if
ican
ce
o
f
th
e
r
esu
lt
o
b
tain
ed
f
r
o
m
th
e
test
tas
k
,
we
h
av
e
co
n
s
id
er
ed
s
cien
tific
f
o
r
ec
asts
:
t
h
e
u
s
e
o
f
VR
tech
n
o
lo
g
y
in
teac
h
in
g
p
h
y
s
ics
d
o
es
n
o
t
s
ig
n
if
ican
tly
af
f
ec
t
th
e
lev
el
o
f
k
n
o
wled
g
e
o
f
s
tu
d
e
n
ts
wh
en
s
tu
d
y
in
g
t
h
e
to
p
ic
“
d
et
er
m
in
in
g
b
o
d
y
ac
ce
ler
atio
n
”
(
H
01
);
t
h
e
u
s
e
o
f
VR
tech
n
o
lo
g
y
in
teac
h
in
g
p
h
y
s
ics
in
cr
ea
s
es
th
e
lev
el
o
f
k
n
o
wled
g
e
o
f
s
tu
d
en
ts
in
m
aster
in
g
th
e
to
p
ic
“
d
eter
m
in
in
g
b
o
d
y
ac
ce
ler
ati
o
n
”
,
wh
ich
is
m
an
if
ested
b
y
s
ig
n
if
ican
t
p
o
s
itiv
e
ch
an
g
es
in
th
e
r
esu
lts
o
f
th
ei
r
u
n
d
er
s
tan
d
i
n
g
o
f
th
eo
r
etica
l
k
n
o
wled
g
e
an
d
ac
q
u
is
itio
n
o
f
p
r
ac
tical
s
k
ills
(
H
02
)
.
Usi
n
g
th
e
s
u
r
v
ey
r
esu
lts
,
th
e
ef
f
ec
tiv
e
n
ess
o
f
th
e
d
ep
e
n
d
en
t
v
a
r
iab
le
b
etwe
en
th
e
c
o
n
tr
o
l
an
d
ex
p
e
r
im
en
tal
g
r
o
u
p
s
was
ev
alu
ated
u
s
in
g
th
e
T
-
test
.
B
ased
o
n
th
e
d
ata
af
ter
th
e
ex
p
e
r
im
en
t,
a
n
in
d
ep
en
d
en
t
s
am
p
le
t
-
test
was
u
s
ed
to
co
m
p
ar
e
t
h
e
d
ep
en
d
e
n
t v
ar
iab
les o
f
th
e
two
g
r
o
u
p
s
.
T
ab
le
1
.
Gen
e
r
al
in
f
o
r
m
atio
n
ab
o
u
t stu
d
en
ts
G
r
o
u
p
N
u
mb
e
r
P
e
r
c
e
n
t
a
g
e
(
%)
To
t
a
l
Ex
p
e
r
i
m
e
n
t
a
l
1
1
0
49
2
2
2
(
1
0
0
%)
C
o
n
t
r
o
l
1
1
2
51
G
e
n
d
e
r
F
e
mal
e
(
1
3
5
)
C
o
n
t
r
o
l
68
61
2
2
2
(
1
0
0
%)
Ex
p
e
r
i
m
e
n
t
67
M
a
l
e
(
8
7
)
C
o
n
t
r
o
l
42
39
Ex
p
e
r
i
m
e
n
t
45
3.
RE
SU
L
T
S
A
co
m
p
r
eh
e
n
s
iv
e
m
eta
-
an
al
y
s
is
o
f
s
cien
tific
s
o
u
r
ce
s
was
co
n
d
u
cted
to
ex
am
in
e
h
o
w
VR
tech
n
o
lo
g
ies
in
f
lu
e
n
ce
s
tu
d
en
ts
’
lear
n
in
g
o
u
tco
m
es
in
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
.
T
h
is
an
aly
s
is
allo
wed
th
e
id
en
tific
atio
n
o
f
k
ey
p
atter
n
s
an
d
tr
en
d
s
in
th
e
in
te
g
r
atio
n
o
f
VR
to
o
ls
in
v
ar
i
o
u
s
lear
n
in
g
en
v
ir
o
n
m
en
ts
.
T
h
e
co
llected
d
ata
r
ef
lect
t
h
e
s
y
n
th
esis
o
f
f
in
d
i
n
g
s
f
r
o
m
n
u
m
er
o
u
s
em
p
ir
ical
s
tu
d
ies
co
n
d
u
cted
o
v
er
t
h
e
last
d
ec
ad
e.
T
h
ese
s
tu
d
ies,
r
ef
er
e
n
ce
d
f
r
o
m
[
1
1
]
–
[
4
1
]
,
f
o
r
m
th
e
f
o
u
n
d
atio
n
o
f
t
h
e
m
eta
-
an
a
ly
tical
f
r
am
ewo
r
k
.
T
h
e
r
esu
lts
o
f
th
is
an
aly
tical
wo
r
k
ar
e
s
y
s
tem
atica
lly
s
u
m
m
ar
ized
an
d
p
r
esen
ted
in
T
ab
le
2
,
p
r
o
v
id
in
g
q
u
an
titativ
e
in
s
ig
h
ts
in
t
o
th
e
e
f
f
ec
tiv
en
ess
o
f
VR
-
b
ased
ed
u
ca
tio
n
al
in
ter
v
e
n
tio
n
s
.
Ov
e
r
all,
th
e
m
eta
-
an
aly
s
is
h
ig
h
lig
h
ts
th
e
g
r
o
win
g
r
elev
an
ce
o
f
VR
tech
n
o
lo
g
ies in
en
h
a
n
cin
g
s
tu
d
en
ts
’
ac
a
d
em
ic
p
er
f
o
r
m
an
ce
.
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
I
mp
a
ct
o
f V
R
tec
h
n
o
lo
g
y
in
p
h
ysics
tea
ch
in
g
o
n
s
tu
d
e
n
ts
’
kn
o
w
led
g
e:
a
s
tu
d
y
…
(
B
a
kitz
h
a
n
K
u
r
b
a
n
b
ek
o
v
)
5041
T
ab
le
2
.
Scien
tific
s
o
u
r
ce
s
co
l
lecte
d
b
y
th
e
m
eth
o
d
o
f
m
eta
-
an
aly
s
is
S
t
u
d
y
S
t
d
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p
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p
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all
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ce
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Fig
u
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2
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R
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o
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m
o
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g
r
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h
s
3
.
1
.
Rev
iew
T
h
e
an
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y
s
is
is
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ased
o
n
3
5
s
t
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ies.
T
h
e
ef
f
ec
t
s
ize
in
d
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x
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th
e
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tan
d
a
r
d
ized
d
if
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ce
(
d
)
b
etwe
en
th
e
m
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n
s
.
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h
e
r
an
d
o
m
-
e
f
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e
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o
d
el
was
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s
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r
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e
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aly
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is
.
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t
is
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n
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id
er
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t
h
at
th
is
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o
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el
was
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o
m
l
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f
r
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o
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ies
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at
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Alp
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ll
h
y
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th
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is
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ted
.
T
h
u
s
,
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is
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clu
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ed
th
at
th
e
av
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ag
e
e
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ec
t
s
ize
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n
o
t e
x
ac
tly
ze
r
o
in
a
s
et
o
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p
o
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u
latio
n
s
s
im
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to
th
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s
tu
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ies in
th
is
an
aly
s
is
.
3
.
2
.
Q
-
t
est
f
o
r
het
er
o
g
eneit
y
Q
-
s
tatis
t
ics
te
s
t
th
e
n
u
ll
h
y
p
o
th
esis
(
th
e
as
s
u
m
p
tio
n
th
at
all
s
tu
d
ies
in
th
e
an
aly
s
i
s
h
av
e
th
e
s
am
e
am
o
u
n
t
o
f
im
p
ac
t)
.
I
f
t
h
e
ef
f
ec
t
s
ize
is
th
e
s
am
e
in
all
s
t
u
d
ies,
th
e
v
alu
e
o
f
Q
is
eq
u
al
to
t
h
e
d
eg
r
ee
o
f
f
r
ee
d
o
m
(
th
e
n
u
m
b
er
o
f
s
tu
d
i
es
is
m
in
u
s
1
)
.
T
h
e
v
alu
e
o
f
Q
is
1
0
6
3
.
7
0
0
,
t
h
e
d
e
g
r
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o
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f
r
ee
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o
m
is
3
4
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d
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ce
0
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1
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0
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e
a
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h
a
cr
iter
io
n
,
t
h
e
n
u
ll
h
y
p
o
th
esis
is
r
ejec
ted
.
C
o
n
s
eq
u
en
tly
,
t
h
ese
s
tu
d
ies s
h
o
w
th
at
th
e
n
u
m
b
er
o
f
tr
u
e
e
f
f
ec
ts
v
ar
ies.
3
.
3
.
T
he
I
-
s
qu
a
re
o
f
s
t
a
t
is
t
ics
T
h
e
I
-
s
q
u
ar
e
s
tatis
tic
s
h
o
ws
9
7
%,
wh
ich
m
ea
n
s
th
at
ab
o
u
t
9
7
%
o
f
th
e
v
ar
ia
n
ce
o
f
th
e
o
b
s
er
v
e
d
am
o
u
n
ts
o
f
th
e
e
f
f
ec
t
r
ef
lect
th
e
v
ar
ian
ce
o
f
th
e
tr
u
e
am
o
u
n
ts
o
f
th
e
ef
f
ec
t,
an
d
th
e
r
em
ain
in
g
3
%
in
d
icate
a
s
elec
tio
n
er
r
o
r
.
A
m
eta
-
an
a
ly
s
is
r
elate
d
to
th
e
s
tu
d
ies
r
e
v
iewe
d
an
d
co
m
b
in
in
g
th
e
r
esu
lts
o
f
s
cien
tific
r
esear
ch
o
n
t
h
e
r
esear
ch
to
p
i
c
clar
if
ied
th
e
r
ele
v
an
ce
o
f
o
u
r
r
esear
ch
t
o
p
ic.
T
h
e
3
5
ar
t
icles
u
n
d
er
r
e
v
iew
p
r
o
v
id
e
ac
c
u
r
ate
in
f
o
r
m
atio
n
an
d
u
s
ef
u
l
r
ec
o
m
m
en
d
atio
n
s
o
n
th
e
u
s
e
o
f
VR
tech
n
o
lo
g
y
i
n
p
h
y
s
ical
ex
p
er
im
en
ts
an
d
in
th
e
ed
u
ca
t
io
n
al
p
r
o
c
ess
.
Alm
o
s
t
all
o
f
th
ese
s
tu
d
ies
ar
e
b
ased
o
n
n
u
m
er
ical
m
eth
o
d
s
th
a
t
allo
w
an
o
b
jectiv
e
ass
es
s
m
en
t
o
f
th
e
ef
f
ec
tiv
en
ess
o
f
VR
tech
n
o
lo
g
y
.
T
h
ese
s
tu
d
ies
s
u
g
g
est
n
ew
way
s
to
im
p
r
o
v
e
th
e
lear
n
in
g
p
r
o
ce
s
s
u
s
in
g
VR
an
d
s
h
o
w
th
at
wid
e
s
p
r
ea
d
ad
o
p
tio
n
o
f
th
is
tec
h
n
o
lo
g
y
is
p
r
o
m
is
in
g
.
T
h
e
u
s
e
o
f
VR
tech
n
o
lo
g
y
h
as
s
h
o
wn
th
at
s
tu
d
en
ts
h
av
e
n
o
t
o
n
ly
in
cr
ea
s
ed
th
eir
lev
el
o
f
k
n
o
wled
g
e,
b
u
t
also
d
ev
elo
p
e
d
th
eir
p
r
ac
tical
s
k
ills
an
d
ab
ilit
ies to
b
etter
u
n
d
er
s
t
an
d
p
h
y
s
ical
p
h
en
o
m
en
a.
Mo
r
e
p
r
ec
is
ely
,
t
h
e
wid
esp
r
e
ad
u
s
e
o
f
VR
tech
n
o
lo
g
y
in
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
will
im
p
r
o
v
e
th
e
q
u
ality
o
f
ed
u
c
atio
n
a
n
d
s
ig
n
i
f
ican
tly
in
cr
ea
s
e
th
e
in
ter
est
o
f
s
tu
d
en
ts
in
s
cien
ce
.
VR
tech
n
o
lo
g
y
is
a
v
ir
t
u
al
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
I
mp
a
ct
o
f V
R
tec
h
n
o
lo
g
y
in
p
h
ysics
tea
ch
in
g
o
n
s
tu
d
e
n
ts
’
kn
o
w
led
g
e:
a
s
tu
d
y
…
(
B
a
kitz
h
a
n
K
u
r
b
a
n
b
ek
o
v
)
5043
en
v
ir
o
n
m
en
t
cr
ea
te
d
u
s
in
g
3
D
im
ag
es
an
d
co
m
p
u
ter
tech
n
o
l
o
g
y
.
T
h
is
en
v
ir
o
n
m
e
n
t
is
u
s
ed
with
lar
g
e
s
cr
ee
n
s
o
r
s
p
ec
ial
VR
g
lass
e
s
.
V
R
g
lass
es
,
a
s
in
Fig
u
r
e
3
,
allo
w
th
e
u
s
er
to
ac
tiv
ely
in
ter
ac
t
with
th
e
v
ir
tu
al
wo
r
ld
,
cr
ea
tin
g
th
e
f
ee
lin
g
th
at
h
e
is
in
th
e
r
ea
l
wo
r
ld
.
T
h
ey
ar
e
wid
ely
u
s
ed
to
im
p
r
o
v
e
p
r
ac
t
ical
k
n
o
wled
g
e
an
d
s
k
ills
in
v
ar
io
u
s
f
ield
s
an
d
p
r
o
v
id
e
a
d
ee
p
er
im
m
er
s
io
n
o
f
s
t
u
d
en
ts
in
th
e
lear
n
in
g
p
r
o
ce
s
s
.
Fig
u
r
e
3
.
VR
g
lass
es in
th
e
p
h
y
s
ics lab
o
r
ato
r
y
W
h
en
o
r
g
an
izin
g
lab
o
r
ato
r
y
an
d
d
em
o
n
s
tr
atio
n
wo
r
k
s
p
r
esen
ted
in
th
e
“
u
p
d
ate
d
ed
u
ca
tio
n
al
p
r
o
g
r
a
m
”
in
th
e
p
r
o
ce
s
s
o
f
te
ac
h
in
g
p
h
y
s
ics,
p
r
o
b
lem
s
s
u
c
h
as
lack
o
f
eq
u
ip
m
en
t,
e
q
u
i
p
m
en
t
f
ailu
r
e
a
r
is
e
(
s
u
ch
q
u
esti
o
n
s
ca
n
b
e
s
ee
n
i
n
th
e
q
u
esti
o
n
n
air
e
o
f
s
tu
d
en
ts
o
f
th
e
s
p
ec
ialty
o
f
p
h
y
s
ics
an
d
p
h
y
s
ics
teac
h
er
s
)
.
C
u
r
r
en
tly
,
th
er
e
ar
e
m
a
n
y
v
ir
tu
al
p
r
o
g
r
am
s
an
d
web
s
ites
f
o
r
co
n
d
u
ctin
g
p
h
y
s
ical
ex
p
e
r
im
en
ts
.
Ho
wev
er
,
m
an
y
v
ir
tu
al
ex
p
er
i
m
en
ts
d
o
n
o
t
co
r
r
esp
o
n
d
to
r
ea
l
-
life
e
x
p
er
im
en
ts
.
I
f
p
h
y
s
ical
ex
p
er
im
en
ts
ar
e
m
o
d
eled
in
a
VR
s
p
ac
e
an
d
it
is
p
o
s
s
ib
le
to
p
er
f
o
r
m
th
e
task
th
r
o
u
g
h
VR
g
lass
e
s
,
th
en
th
e
ac
tio
n
s
tak
en
b
y
th
e
p
er
s
o
n
p
er
f
o
r
m
in
g
th
e
lab
o
r
at
o
r
y
w
o
r
k
to
m
ea
s
u
r
e
p
h
y
s
ical
q
u
an
titi
es
wo
u
ld
b
e
r
ep
ea
ted
in
th
e
v
ir
tu
al
wo
r
ld
in
ex
ac
tly
th
e
s
am
e
way
.
Alth
o
u
g
h
VR
tech
n
o
lo
g
y
is
w
ell
d
ev
elo
p
ed
in
t
h
e
g
am
in
g
in
d
u
s
tr
y
,
t
h
er
e
is
v
er
y
litt
le
co
n
t
en
t
f
o
r
th
e
p
h
y
s
ics
lear
n
in
g
p
r
o
ce
s
s
.
T
h
er
ef
o
r
e,
th
e
f
o
r
m
atio
n
o
f
VR
co
m
p
eten
cies
o
f
f
u
tu
r
e
p
h
y
s
ics
teac
h
er
s
in
th
e
d
is
cip
lin
e
“
c
o
m
p
u
ter
m
et
h
o
d
s
o
f
p
h
y
s
ics
”
ca
n
b
e
co
n
s
id
er
e
d
as
a
wa
y
to
f
in
d
s
o
lu
tio
n
s
to
th
e
p
r
o
b
lem
s
.
W
e
ex
p
er
im
en
tally
ex
a
m
in
ed
th
e
p
o
s
s
ib
ilit
ies o
f
V
R
g
las
s
es in
o
n
e
o
f
th
e
lab
o
r
ato
r
ies
wo
r
k
s
in
th
e
p
h
y
s
ics less
o
n
“
d
eter
m
in
in
g
b
o
d
y
ac
ce
ler
atio
n
”
.
I
n
t
h
e
lab
o
r
at
o
r
y
wo
r
k
o
n
th
e
to
p
ic
“
d
eter
m
in
in
g
b
o
d
y
ac
ce
ler
atio
n
”
,
th
e
n
ec
ess
ar
y
eq
u
ip
m
en
t
is
n
ee
d
e
d
:
a
tr
ip
o
d
,
a
b
all,
a
tr
ay
,
a
m
ea
s
u
r
in
g
tap
e
m
an
d
a
s
to
p
wat
ch
.
T
o
o
r
g
an
ize
th
is
p
h
y
s
ical
ex
p
er
ien
ce
in
VR
g
lass
es,
2
p
r
o
g
r
am
s
will
b
e
r
eq
u
ir
ed
.
T
h
e
f
ir
s
t
n
ec
ess
ar
y
to
o
l
is
a
3
D
m
o
d
elin
g
en
v
ir
o
n
m
en
t
n
ec
ess
ar
y
to
p
r
e
p
ar
e
a
3
D
m
o
d
el
o
f
th
e
e
q
u
ip
m
en
t.
T
h
e
s
ec
o
n
d
is
a
s
p
ec
ial
g
am
e
en
g
in
e,
wh
ich
is
n
ec
ess
ar
y
f
o
r
in
ter
ac
tiv
e
wo
r
k
in
VR
g
lass
es
w
ith
p
r
ep
ar
ed
3
D
o
b
jects.
T
h
e
3
D
p
r
o
g
r
am
“
B
len
d
er
”
was
ch
o
s
en
as th
e
en
v
ir
o
n
m
e
n
t f
o
r
3
D
m
o
d
elin
g
,
wh
ich
we
ca
n
u
s
e
f
o
r
f
r
ee
,
an
d
th
e
Un
ity
p
r
o
g
r
am
was c
h
o
s
en
as
th
e
g
am
e
en
g
in
e.
Actio
n
s
tak
en
to
o
r
g
an
ize
th
e
m
en
tio
n
e
d
lab
o
r
ato
r
y
wo
r
k
with
th
ese
s
e
lecte
d
p
r
o
g
r
am
s
in
VR
g
lass
e
s
:
i)
Ma
k
in
g
a
tr
ip
o
d
,
tr
a
y
,
an
d
lo
n
g
-
len
g
th
ta
p
e
m
o
d
el
in
th
e
B
le
n
d
er
3
D
p
r
o
g
r
am
ii)
C
r
ea
tin
g
a
n
ew
p
r
o
ject
f
o
r
VR
g
lass
es in
Un
ity
iii)
I
m
p
o
r
t
o
f
r
ea
d
y
-
m
a
d
e
m
o
d
els m
ad
e
in
th
e
B
len
d
e
r
3
D
p
r
o
g
r
am
in
to
th
e
Un
ity
p
r
o
g
r
am
iv
)
Placem
en
t o
f
3
D
m
o
d
els in
U
n
ity
v)
C
r
ea
tin
g
a
cy
lin
d
er
m
o
d
el
i
n
Un
ity
th
at
s
to
p
s
th
e
m
o
v
em
en
t
o
f
a
b
all
a
n
d
a
b
all
b
y
c
o
llid
in
g
v
i)
Ma
k
in
g
it p
o
s
s
ib
le
to
h
o
ld
th
e
b
all
with
h
an
d
s
in
th
e
VR
s
p
ac
e
v
ii)
W
e
s
h
o
w
h
o
w
to
wr
ite
a
s
cr
ip
t
th
at
s
tar
ts
a
s
to
p
watc
h
wh
en
th
e
b
all
is
lo
wer
ed
,
s
to
p
s
it
wh
en
it
h
its
th
e
cy
lin
d
er
an
d
s
h
o
ws
th
e
tim
e
e
lap
s
ed
d
u
r
in
g
th
e
m
o
v
e
m
en
t
o
f
th
e
b
all
alo
n
g
th
e
tr
ay
.
I
t
is
b
etter
t
h
at
th
e
way
s
o
f
p
er
f
o
r
m
in
g
th
ese
ac
ti
o
n
s
ar
e
clea
r
a
n
d
s
im
p
le
f
o
r
p
h
y
s
ics
teac
h
er
s
.
C
r
ea
tin
g
3
D
m
o
d
els
is
t
h
e
b
asis
f
o
r
cr
ea
tin
g
c
o
n
ten
t
f
o
r
VR
g
lass
es.
T
h
er
ef
o
r
e,
i
n
o
r
d
er
to
p
er
f
o
r
m
th
e
ac
tio
n
,
we
will
ex
p
lain
h
o
w
to
cr
ea
te
s
im
p
le
eq
u
ip
m
en
t n
e
ce
s
s
ar
y
f
o
r
p
h
y
s
ical
ex
p
er
im
e
n
ts
in
B
len
d
er
3
D.
−
Ma
k
in
g
a
tr
ip
o
d
,
tr
a
y
,
an
d
lo
n
g
-
len
g
th
ta
p
e
m
o
d
el
in
th
e
B
le
n
d
er
3
D
p
r
o
g
r
am
O
p
en
B
len
d
er
3
D
an
d
p
lace
a
cu
b
ic
o
b
ject
o
n
th
e
s
ce
n
e.
T
h
is
is
ac
h
iev
ed
b
y
ex
ec
u
tin
g
th
e
a
dd
-
m
esh
-
c
u
b
e
c
o
m
m
an
d
.
W
e
s
et
th
e
cu
b
e
s
ize
to
3
m
m
.
I
n
th
e
in
s
p
ec
to
r
s
win
d
o
w,
r
en
am
e
th
e
“
C
u
b
e
”
o
b
ject
to
“
Nau
a
”
,
in
ed
it
m
o
d
e,
s
elec
t
f
ac
e
s
elec
t,
s
tr
etch
t
h
e
u
p
p
er
s
u
r
f
ac
e
o
f
th
e
C
u
b
e
b
y
3
cm
alo
n
g
th
e
z
ax
is
,
an
d
also
s
tr
etch
th
e
cu
b
ic
s
u
r
f
ac
e
lo
ca
ted
o
n
th
e
Y
a
x
is
b
y
3
c
m
alo
n
g
th
e
Y
a
x
is
.
W
e
s
elec
t
th
e
u
p
p
er
s
u
r
f
ac
e
o
f
t
h
e
C
u
b
e
an
d
s
tr
etch
it
th
r
o
u
g
h
th
e
ex
tr
u
d
er
b
y
p
r
ess
in
g
th
e
E
b
u
tto
n
o
n
th
e
k
ey
b
o
ar
d
,
g
iv
in
g
a
v
alu
e
o
f
0
.
0
3
.
W
e
r
ep
ea
t
th
i
s
ac
tio
n
alo
n
g
th
e
Y
ax
is
.
T
h
e
len
g
th
o
f
th
e
r
ec
tan
g
u
lar
tr
ay
is
s
tr
etch
ed
al
o
n
g
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
.
6
,
Dec
em
b
er
20
25
:
5
0
3
8
-
5
0
5
3
5044
th
e
x
ax
is
b
y
1
.
1
m
eter
s
.
Selectin
g
th
e
s
u
r
f
ac
es
lo
ca
ted
alo
n
g
th
e
X
a
x
is
o
f
th
e
C
u
b
e,
p
r
ess
th
e
E
b
u
tto
n
an
d
p
u
ll
th
e
v
alu
e
1
.
1
t
h
r
o
u
g
h
th
e
ex
tr
u
d
er
.
W
ith
o
u
t
leav
in
g
ed
it
m
o
d
e
,
p
r
ess
th
e
A
b
u
tt
o
n
o
n
t
h
e
k
e
y
b
o
a
r
d
,
s
elec
t
all
th
e
elem
e
n
ts
o
f
th
e
o
b
ject,
p
r
ess
in
g
R
an
d
X
g
iv
e
t
h
e
v
a
lu
e
4
5
.
Fro
m
th
e
“
ed
it
m
o
d
e
”
m
o
d
e
,
u
s
e
th
e
t
ab
b
u
tto
n
to
s
witch
to
th
e
“
o
b
jec
t
m
o
d
e
”
m
o
d
e,
s
elec
t
th
e
“
Nau
a
”
o
b
ject
an
d
p
r
ess
th
e
R
an
d
Y
b
u
tto
n
s
to
g
iv
e
th
e
v
alu
e
-
30
,
as
s
h
o
wn
i
n
Fig
u
r
e
4
.
Fig
u
r
e
4
.
T
h
e
p
r
o
g
r
ess
o
f
m
o
d
elin
g
u
s
in
g
B
len
d
er
3
D
Sav
in
g
th
e
f
ile
af
ter
m
o
d
elin
g
all
o
b
jects.
W
e
s
av
e
th
e
f
ile
n
am
e
as
Nau
a
b
y
f
o
llo
win
g
th
e
f
ile
-
s
av
e
co
m
m
an
d
s
.
T
o
d
ev
elo
p
a
3
D
tr
ay
m
o
d
el,
s
tu
d
e
n
ts
lear
n
th
e
b
asics
o
f
cr
ea
tin
g
3
D
m
o
d
els
in
B
len
d
er
3
D
b
y
p
er
f
o
r
m
in
g
th
ese
ac
tio
n
s
,
s
u
ch
as
o
b
tain
in
g
s
tan
d
ar
d
o
b
ject
s
,
m
o
d
if
y
in
g
th
em
with
a
n
ex
tr
u
d
er
a
n
d
b
r
in
g
in
g
th
em
in
to
th
e
d
esire
d
f
o
r
m
at,
wo
r
k
in
g
in
“
ed
it
m
o
d
e
”
an
d
“
o
b
ject
m
o
d
e
”
m
o
d
es
an
d
r
o
tat
in
g
o
b
jects.
I
n
th
e
p
r
o
ce
s
s
o
f
cr
ea
tin
g
s
u
c
h
m
o
d
e
ls
,
y
o
u
ca
n
u
s
e
s
cr
ewd
r
iv
e
r
s
.
Usi
n
g
th
ese
m
eth
o
d
s
,
th
is
s
tu
d
y
will
s
h
o
w
h
o
w
to
m
o
d
el
a
tr
ip
o
d
an
d
m
ea
s
u
r
in
g
tap
e.
−
C
r
ea
tin
g
a
n
ew
p
r
o
ject
f
o
r
VR
g
lass
es in
Un
ity
F
o
r
th
e
co
n
v
en
ie
n
ce
o
f
p
h
y
s
ics
teac
h
er
s
,
we
u
s
e
th
e
VR
co
r
e
tem
p
late
to
cr
ea
te
t
h
e
Un
ity
VR
p
r
o
g
r
a
m
v
er
s
io
n
2
0
2
2
-
3
.
4
4
-
f
1
in
Un
ity
Hu
b
.
T
o
d
o
th
is
,
cli
ck
n
ew
p
r
o
ject
in
Un
it
y
Hu
b
,
s
elec
t
th
e
VR
co
r
e
tem
p
late
an
d
en
ter
th
e
p
r
o
ject
n
am
e
p
r
o
ject.
T
h
e
VR
co
r
e
t
em
p
late
in
clu
d
es
r
ea
d
y
-
m
ad
e
f
u
n
ctio
n
s
a
n
d
t
o
o
ls
f
o
r
m
o
d
elin
g
v
ir
tu
al
ex
p
er
ien
c
es a
n
d
p
h
y
s
ical
p
h
en
o
m
en
a,
w
h
ich
g
r
ea
tly
s
im
p
lifie
s
th
e
wo
r
k
o
f
teac
h
e
r
s
.
−
I
m
p
o
r
tin
g
m
o
d
els p
r
ep
ar
e
d
in
B
len
d
er
p
r
o
g
r
am
3
D
in
to
Un
it
y
p
r
o
g
r
am
T
o
p
e
r
f
o
r
m
th
is
ac
tio
n
,
f
ir
s
t
o
p
en
th
e
a
s
s
ets
f
o
ld
er
lo
ca
ted
i
n
th
e
p
r
o
ject
win
d
o
w
o
f
th
e
U
n
ity
ed
ito
r
.
T
h
en
,
r
ig
h
t
-
click
in
s
id
e
th
e
f
o
ld
er
to
o
p
en
th
e
co
n
tex
t
m
en
u
an
d
s
elec
t
im
p
o
r
t
n
ew
ass
et
.
Fro
m
th
e
f
ile
s
elec
tio
n
win
d
o
w,
ch
o
o
s
e
th
e
m
o
d
el
th
at
was
cr
ea
ted
u
s
in
g
B
len
d
er
3
D.
T
h
is
p
r
o
ce
s
s
is
illu
s
tr
ated
in
Fig
u
r
e
5
.
On
ce
im
p
o
r
ted
,
th
e
s
elec
ted
3
D
m
o
d
el
will
ap
p
ea
r
in
th
e
a
s
s
ets
s
ec
tio
n
o
f
y
o
u
r
Un
ity
p
r
o
ject.
T
h
is
s
tep
will
allo
w
to
ea
s
ily
in
te
g
r
ate
m
o
d
els
cr
ea
ted
in
B
len
d
er
3
D
in
to
th
e
Un
ity
p
r
o
jec
t.
Usi
n
g
im
p
o
r
ted
m
o
d
els in
VR
p
r
o
jects,
p
h
y
s
ical
p
h
en
o
m
en
a
ca
n
b
e
r
e
p
r
esen
ted
m
o
r
e
clea
r
l
y
an
d
v
is
u
ally
.
Fig
u
r
e
5
.
T
h
e
p
r
o
ce
s
s
o
f
im
p
o
r
tin
g
m
o
d
els p
r
ep
ar
e
d
in
th
e
B
len
d
er
3
D
p
r
o
g
r
am
in
to
th
e
U
n
ity
p
r
o
g
r
am
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
I
mp
a
ct
o
f V
R
tec
h
n
o
lo
g
y
in
p
h
ysics
tea
ch
in
g
o
n
s
tu
d
e
n
ts
’
kn
o
w
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g
e:
a
s
tu
d
y
…
(
B
a
kitz
h
a
n
K
u
r
b
a
n
b
ek
o
v
)
5045
−
Placin
g
3
D
m
o
d
els in
th
e
Un
ity
p
r
o
g
r
am
A
f
ter
im
p
o
r
tin
g
th
e
o
b
ject
in
to
Un
ity
,
we
n
a
v
ig
ate
to
t
h
e
i
n
s
p
ec
to
r
win
d
o
w
to
co
n
f
ig
u
r
e
its
p
lace
m
en
t.
Usi
n
g
th
e
p
o
s
itio
n
an
d
r
o
tatio
n
f
ield
s
,
we
m
an
u
ally
ad
ju
s
t
th
e
o
b
ject
’
s
lo
ca
tio
n
an
d
o
r
ien
tatio
n
with
in
th
e
s
ce
n
e.
T
h
is
en
s
u
r
es
th
at
th
e
m
o
d
el
is
ac
cu
r
at
ely
alig
n
ed
with
th
e
v
ir
tu
al
en
v
ir
o
n
m
en
t.
Su
ch
ad
ju
s
tm
en
ts
ar
e
ess
en
tial
f
o
r
p
r
esen
tin
g
a
r
ea
lis
tic
s
im
u
latio
n
o
r
ef
f
ec
tiv
ely
d
em
o
n
s
tr
atin
g
a
p
h
y
s
ical
p
h
en
o
m
en
o
n
.
Pro
p
e
r
p
o
s
itio
n
i
n
g
also
en
h
a
n
ce
s
u
s
er
in
ter
ac
ti
o
n
an
d
im
m
er
s
io
n
i
n
th
e
v
ir
t
u
al
ex
p
er
ien
ce
.
−
C
r
ea
tin
g
a
cy
lin
d
er
m
o
d
el
i
n
Un
ity
th
at
s
to
p
s
th
e
m
o
v
em
en
t
o
f
a
b
all
a
n
d
a
b
all
b
y
c
o
llid
in
g
T
o
cr
ea
te
a
n
ew
3
D
o
b
ject
in
Un
ity
,
r
ig
h
t
-
clic
k
in
th
e
h
ier
ar
ch
y
win
d
o
w
to
o
p
en
th
e
co
n
t
ex
t
m
en
u
.
Fro
m
th
e
av
ailab
le
o
p
tio
n
s
,
s
elec
t
3
D
o
b
ject
an
d
th
en
ch
o
o
s
e
Sp
h
er
e.
T
h
is
ac
tio
n
will
au
to
m
atica
lly
ad
d
a
s
p
h
er
ical
o
b
ject
to
y
o
u
r
s
ce
n
e.
T
h
e
n
ew
s
p
h
er
e
will
ap
p
ea
r
b
o
th
in
th
e
s
ce
n
e
v
iew
an
d
th
e
Hier
ar
ch
y
p
an
el.
T
h
en
,
a
d
ju
s
t
its
p
r
o
p
er
ties
s
u
c
h
as
p
o
s
itio
n
,
s
ca
le,
a
n
d
m
ater
ial
to
f
it
t
h
e
n
ee
d
s
o
f
y
o
u
r
s
im
u
latio
n
o
r
p
r
o
ject
,
as
d
is
p
lay
ed
in
Fig
u
r
e
6
.
Af
ter
s
elec
tin
g
th
e
n
ewly
cr
ea
ted
s
p
h
er
e,
we
m
o
v
e
to
th
e
i
n
s
p
ec
to
r
win
d
o
w
t
o
ad
ju
s
t
its
p
r
o
p
er
ties
.
Usi
n
g
th
e
p
o
s
itio
n
f
ield
s
,
we
p
lace
th
e
b
all
in
th
e
d
esire
d
lo
ca
tio
n
,
s
p
ec
if
ically
n
e
x
t
to
th
e
tr
ay
.
T
o
m
ak
e
t
h
e
b
all
m
o
r
e
v
is
ib
le
in
t
h
e
v
ir
t
u
a
l
en
v
ir
o
n
m
en
t,
we
m
o
d
if
y
th
e
s
ca
le
f
ield
s
to
s
et
its
d
iam
ete
r
to
a
p
p
r
o
x
im
ately
5
cm
.
T
h
is
en
s
u
r
es
clar
ity
an
d
r
ea
lis
m
in
th
e
s
im
u
latio
n
.
Fo
llo
win
g
th
e
s
am
e
m
eth
o
d
,
w
e
cr
ea
te
a
c
y
lin
d
er
an
d
p
o
s
itio
n
it
alo
n
g
th
e
b
o
tto
m
ed
g
e
o
f
t
h
e
tr
ay
.
T
h
ese
s
tep
s
h
elp
ac
cu
r
ately
r
ep
r
esen
t
th
e
p
h
y
s
ical
s
etu
p
with
in
th
e
v
ir
tu
al
s
p
ac
e
,
as
p
r
e
s
en
ted
in
Fig
u
r
e
7
.
Fig
u
r
e
6
.
T
h
e
f
ir
s
t step
to
cr
ea
tin
g
a
cy
lin
d
e
r
m
o
d
el
Fig
u
r
e
7
.
T
h
e
p
r
o
ce
s
s
o
f
cr
ea
ti
n
g
a
cy
lin
d
er
m
o
d
el
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
.
6
,
Dec
em
b
er
20
25
:
5
0
3
8
-
5
0
5
3
5046
−
Ma
k
in
g
it p
o
s
s
ib
le
to
h
o
ld
th
e
b
all
with
h
an
d
s
in
th
e
VR
s
p
ac
e
A
f
ter
s
elec
tin
g
th
e
s
p
h
er
e,
n
a
v
ig
ate
to
th
e
i
n
s
p
ec
to
r
win
d
o
w
an
d
click
th
e
ad
d
co
m
p
o
n
e
n
t
b
u
tto
n
to
b
eg
in
ass
ig
n
in
g
in
ter
ac
tiv
e
p
r
o
p
er
ties
.
Fro
m
t
h
e
lis
t
th
at
ap
p
ea
r
s
,
ch
o
o
s
e
th
e
XR
Gr
ab
I
n
ter
ac
tab
le
co
m
p
o
n
en
t.
T
h
is
co
m
p
o
n
e
n
t
allo
ws
th
e
o
b
ject
to
b
e
p
ic
k
ed
u
p
,
m
o
v
e
d
,
o
r
m
an
ip
u
la
ted
with
in
th
e
VR
en
v
ir
o
n
m
en
t.
O
n
ce
ad
d
ed
,
th
e
s
p
h
er
e
b
ec
o
m
es
r
esp
o
n
s
iv
e
t
o
VR
co
n
tr
o
ller
in
p
u
ts
.
As
a
r
esu
lt,
u
s
er
s
wea
r
in
g
VR
g
lass
e
s
ca
n
g
r
ab
an
d
m
o
v
e
th
e
b
all
in
r
ea
l
-
tim
e
,
s
im
u
latin
g
a
r
ea
lis
tic
in
ter
ac
tio
n
.
T
h
is
en
h
an
ce
s
th
e
im
m
er
s
iv
e
ex
p
er
ien
c
e
an
d
s
u
p
p
o
r
ts
h
an
d
s
-
o
n
ex
p
er
im
en
tatio
n
,
as
s
h
o
wn
in
Fig
u
r
e
8
.
As
a
r
esu
lt
o
f
th
ese
s
tep
s
,
th
e
u
s
er
g
ets
th
e
o
p
p
o
r
tu
n
ity
to
h
o
ld
th
e
b
all
in
th
e
VR
s
p
ac
e
m
an
u
ally
an
d
m
o
v
e
it.
T
h
e
XR
Gr
ab
I
n
ter
ac
tab
le
co
m
p
o
n
en
t
s
im
p
lifi
es
in
ter
ac
tiv
e
in
ter
ac
tio
n
with
o
b
jects
in
a
v
ir
tu
al
en
v
ir
o
n
m
en
t
an
d
m
ak
es
th
e
VR
ex
p
er
ien
ce
m
o
r
e
r
ea
lis
tic.
T
h
is
m
eth
o
d
m
a
k
es
it
p
o
s
s
ib
le
to
wid
ely
u
s
e
p
h
y
s
ical
p
h
en
o
m
en
a
i
n
m
o
d
elin
g
an
d
lear
n
in
g
p
r
o
ce
s
s
es.
Fig
u
r
e
8
.
T
h
e
p
r
o
ce
s
s
o
f
cr
ea
ti
n
g
th
e
p
o
s
s
ib
ilit
y
o
f
m
an
u
ally
h
o
ld
in
g
th
e
b
all
in
VR
s
p
ac
e
−
W
r
itin
g
p
r
o
g
r
a
m
co
d
e
(
s
cr
ip
t)
B
y
wr
itin
g
a
s
p
ec
ial
s
cr
ip
t
th
at
ex
ec
u
tes
th
e
s
cr
ip
t
we
n
e
ed
,
it
b
ec
o
m
es
p
o
s
s
ib
le
to
p
er
f
o
r
m
th
e
ex
p
er
ien
ce
in
VR
g
lass
es.
W
r
i
tin
g
s
cr
ip
ts
ca
n
b
e
a
ch
allen
g
e
f
o
r
p
h
y
s
ics tea
ch
er
s
.
B
u
t tim
e
ca
lcu
latio
n
,
wh
ich
is
m
o
s
t
o
f
ten
u
s
ed
in
p
h
y
s
ical
ex
p
er
im
e
n
ts
,
h
as
th
e
ab
ilit
y
t
o
u
s
e
it
in
ea
ch
p
r
o
jectio
n
,
p
r
ep
ar
in
g
a
s
cr
ip
t
f
o
r
th
e
co
n
d
itio
n
s
p
e
r
f
o
r
m
ed
wh
en
two
b
o
d
ies
co
llid
e.
Alter
n
ativ
ely
,
y
o
u
ca
n
co
n
s
id
er
w
r
itin
g
a
s
cr
ip
t
th
at
allo
ws
y
o
u
to
in
ter
ac
t
with
3
D
o
b
jects
u
s
in
g
ar
tific
ial
in
tellig
en
ce
.
I
t
is
n
ec
ess
ar
y
to
s
av
e
th
e
s
cr
ip
t
wr
itten
b
y
ar
tific
ial
in
tellig
en
ce
an
d
ad
d
th
e
cy
lin
d
er
tag
t
o
th
e
c
y
lin
d
e
r
o
b
ject.
T
o
d
o
th
is
,
s
elec
t
a
t
ag
f
r
o
m
th
e
lis
t
in
th
e
I
n
s
p
ec
to
r
win
d
o
w
an
d
cr
e
ate
an
ad
d
tag
.
W
e
b
in
d
t
h
e
T
ex
t
Me
s
h
Pro
o
b
ject
to
t
h
e
s
c
r
ip
t.
W
e
ch
ec
k
t
h
e
f
in
is
h
ed
p
r
o
g
r
a
m
in
VR
g
lass
es.
Af
ter
co
n
n
ec
tin
g
th
e
VR
g
lass
es
to
th
e
co
m
p
u
ter
an
d
p
r
ess
in
g
th
e
p
lay
b
u
tto
n
,
t
h
e
p
r
o
g
r
am
is
p
lay
ed
i
n
th
e
VR
g
lass
es
,
as
d
is
p
lay
ed
in
Fig
u
r
e
9
.
Fig
u
r
e
9
.
T
h
e
p
r
o
ce
s
s
o
f
cr
ea
ti
n
g
an
e
x
p
er
im
e
n
t
“
d
eter
m
in
i
n
g
th
e
ac
ce
ler
atio
n
o
f
a
b
o
d
y
”
i
n
VR
g
lass
es
I
n
th
is
p
r
o
g
r
a
m
,
th
e
p
er
f
o
r
m
e
r
o
f
a
p
h
y
s
ical
ex
p
er
im
en
t
ca
n
h
o
ld
th
e
b
all
in
h
is
h
an
d
a
n
d
p
lace
it
at
s
o
m
e
d
is
tan
ce
f
r
o
m
th
e
cy
lin
d
er
alo
n
g
th
e
tr
a
y
.
T
h
e
T
ex
t
Me
s
h
Pro
o
b
ject
is
u
s
ed
as
a
s
to
p
watc
h
in
d
icato
r
.
W
h
en
th
e
b
allo
o
n
is
ca
p
tu
r
ed
,
th
e
T
ex
t
Me
s
h
Pro
o
b
ject
s
h
o
ws
0
.
W
h
en
th
e
s
to
p
watc
h
tu
r
n
s
o
n
wh
en
th
e
b
all
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
I
mp
a
ct
o
f V
R
tec
h
n
o
lo
g
y
in
p
h
ysics
tea
ch
in
g
o
n
s
tu
d
e
n
ts
’
kn
o
w
led
g
e:
a
s
tu
d
y
…
(
B
a
kitz
h
a
n
K
u
r
b
a
n
b
ek
o
v
)
5047
is
r
elea
s
ed
,
th
e
s
to
p
watc
h
s
to
p
s
wh
en
th
e
b
all
co
llid
es
with
th
e
cy
lin
d
er
,
in
d
icatin
g
th
e
s
elec
ted
d
is
tan
ce
f
o
r
th
e
tim
e
tak
en
to
p
ass
th
e
b
a
ll.
Stu
d
en
ts
ca
n
r
ep
ea
ted
ly
m
ea
s
u
r
e
th
e
ex
p
er
ien
ce
an
d
m
ak
e
ca
lcu
latio
n
s
in
d
eter
m
in
in
g
t
h
e
er
r
o
r
m
ad
e
in
d
eter
m
in
in
g
ac
ce
ler
atio
n
.
VR
tech
n
o
lo
g
y
allo
ws
to
b
r
i
n
g
th
e
p
r
o
ce
s
s
o
f
s
tu
d
y
in
g
an
d
in
ter
p
r
etin
g
b
o
d
y
ac
ce
ler
atio
n
to
a
m
o
d
er
n
,
e
f
f
ec
tiv
e
an
d
in
ter
ac
tiv
e
lev
el.
B
y
o
b
s
er
v
in
g
th
e
ac
ce
ler
atio
n
o
f
th
e
b
o
d
y
in
a
v
ir
tu
al
en
v
i
r
o
n
m
e
n
t
an
d
ch
a
n
g
in
g
th
e
p
ar
am
ete
r
s
,
s
tu
d
en
ts
clea
r
ly
u
n
d
er
s
tan
d
th
e
co
n
ce
p
t
o
f
ac
ce
le
r
atio
n
.
T
h
e
VR
lab
allo
ws
to
s
af
ely
an
d
f
lex
ib
ly
c
o
n
d
u
ct
r
ea
l
ex
p
er
im
en
ts
.
Stu
d
en
ts
co
m
b
in
e
th
e
o
r
etica
l k
n
o
wled
g
e
with
p
r
ac
tical
task
s
,
d
ev
elo
p
r
esear
ch
an
d
an
aly
tical
s
k
ills
.
3
.
4
.
E
x
perim
ent
a
l r
esea
rc
h
re
s
ults
T
h
e
aim
o
f
t
h
e
s
tu
d
y
is
to
d
eter
m
in
e
th
e
im
p
ac
t
o
f
u
s
in
g
VR
g
lass
es
wh
en
ex
p
lain
in
g
th
e
to
p
ic
“
d
eter
m
in
in
g
b
o
d
y
ac
ce
ler
atio
n
”
to
s
tu
d
en
ts
.
A
to
tal
o
f
2
2
2
s
tu
d
en
ts
p
ar
ticip
ated
in
t
h
e
s
tu
d
y
.
T
h
e
s
tu
d
en
ts
wer
e
d
iv
id
ed
i
n
to
co
n
tr
o
l
an
d
ex
p
er
im
en
tal
g
r
o
u
p
s
b
ased
o
n
a
r
an
d
o
m
s
am
p
le.
First
o
f
all,
a
test
task
was
r
ec
eiv
ed
in
o
r
d
er
to
id
e
n
tify
th
e
d
if
f
er
en
ce
s
b
etwe
e
n
th
e
two
g
r
o
u
p
s
with
o
u
t
u
s
in
g
VR
te
ch
n
o
lo
g
y
.
T
h
e
test
r
esu
lts
b
etwe
en
th
e
two
g
r
o
u
p
s
b
ef
o
r
e
p
r
ac
tice
ar
e
s
h
o
wn
in
T
ab
le
3
.
T
ab
le
3
.
R
esu
lts
o
f
s
tu
d
en
ts
b
e
f
o
r
e
th
e
e
x
p
er
im
e
n
t
G
r
o
u
p
(
b
e
f
o
r
e
)
n
X
Sd
df
t
p
C
o
n
t
r
o
l
g
r
o
u
p
1
1
0
6
.
1
2
5
1
.
3
4
5
2
2
0
1
.
0
8
5
0
0
.
2
7
9
1
Ex
p
e
r
i
m
e
n
t
a
l
g
r
o
u
p
1
1
2
6
.
3
4
5
1
.
6
5
7
n
i
s
t
h
e
n
u
mb
e
r
o
f
e
l
e
me
n
t
s
i
n
t
h
e
sa
mp
l
e
;
X
i
s t
h
e
a
r
i
t
h
me
t
i
c
me
a
n
v
a
l
u
e
;
S
d
i
s
t
h
e
s
t
a
n
d
a
r
d
d
e
v
i
a
t
i
o
n
;
d
f
i
s
t
h
e
d
e
g
r
e
e
o
f
f
r
e
e
d
o
m
;
t
i
s
a
n
i
n
d
e
p
e
n
d
e
n
t
t
t
e
s
t
;
t
h
e
a
v
e
r
a
g
e
d
i
f
f
e
r
e
n
c
e
i
s
i
mp
o
r
t
a
n
t
a
t
p
≤
0
.
0
5
C
o
m
p
ar
ed
with
th
e
r
esu
lts
o
f
th
e
two
g
r
o
u
p
s
b
ef
o
r
e
t
h
e
s
tu
d
y
,
th
e
s
tatis
tical
d
ata
wer
e
as:
t(
2
2
0
)
=
1
.
0
8
5
0
,
p
>
0
.
0
5
.
T
h
is
i
n
d
icato
r
in
d
icate
s
th
at
b
ef
o
r
e
th
e
s
tu
d
y
t
h
er
e
was
n
o
s
ig
n
i
f
ican
t
d
if
f
er
en
ce
in
th
e
lev
el
o
f
k
n
o
wled
g
e
a
m
o
n
g
s
tu
d
en
ts
,
th
at
is
,
th
e
n
u
ll
h
y
p
o
th
esis
was
ac
ce
p
ted
.
T
h
e
n
u
ll
h
y
p
o
th
esis
co
n
f
ir
m
s
th
at
th
e
in
itial
p
o
s
itio
n
o
f
th
e
two
g
r
o
u
p
s
is
eq
u
al.
T
o
ac
ce
p
t
t
h
ese
r
esu
lts
as
co
m
p
letely
r
eliab
le,
th
e
G*
Po
wer
p
r
o
g
r
am
was
u
s
ed
,
as
s
h
o
wn
in
Fig
u
r
e
1
0
.
G*
Po
wer
is
an
ef
f
ec
tiv
e
s
o
f
twar
e
wid
ely
u
s
ed
to
test
h
y
p
o
th
eses
.
T
h
e
T
-
test
was
s
elec
ted
f
o
r
b
o
t
h
g
r
o
u
p
s
i
n
th
e
p
o
wer
p
r
o
g
r
am
to
a
n
aly
ze
th
e
s
u
r
v
ey
r
esu
lts
.
T
h
e
ar
ith
m
etic
m
ea
n
an
d
s
tan
d
ar
d
d
ev
iatio
n
o
f
ea
ch
g
r
o
u
p
wer
e
in
tr
o
d
u
ce
d
.
T
h
e
p
r
o
g
r
am
r
esu
lted
in
two
cu
r
v
es
th
at
s
h
o
wed
th
e
d
is
tr
ib
u
tio
n
o
f
g
r
o
u
p
s
b
ef
o
r
e
an
d
af
ter
th
e
ex
p
e
r
im
en
t.
Usi
n
g
t
h
e
p
r
o
g
r
a
m
,
it
was
f
o
u
n
d
th
at
th
e
r
esu
lts
wer
e
n
o
t
s
tatis
tica
lly
s
ig
n
if
ican
t.
Fig
u
r
e
1
0
.
T
h
e
r
esu
lt
o
f
th
e
c
r
itical
v
alu
e
o
f
th
e
G*
Po
wer
p
r
o
g
r
am
T
h
e
r
ed
cu
r
v
e
s
h
o
wn
in
t
h
e
f
ig
u
r
e
in
d
icate
s
th
e
n
u
ll
h
y
p
o
th
esis
,
th
e
b
lu
e
cu
r
v
e
in
d
i
ca
tes
th
e
eq
u
iv
alen
t
h
y
p
o
t
h
esis
.
Gr
ee
n
v
er
tical
lin
e
cr
itical
v
alu
e.
α
is
th
e
ty
p
e
І
e
r
r
o
r
,
β
is
th
e
ty
p
e
I
I
er
r
o
r
.
T
h
e
co
n
clu
s
io
n
f
r
o
m
th
is
is
th
at
th
e
cr
itical
v
alu
e
o
f
t is eq
u
al
to
1
.
6
4
5
6
.
As a
r
esu
lt o
f
th
e
s
tu
d
y
,
th
er
e
was n
o
s
ig
n
if
ican
t
d
if
f
er
en
ce
in
t
h
e
lev
el
o
f
k
n
o
wled
g
e
o
f
s
tu
d
e
n
ts
ac
co
r
d
in
g
t
o
th
e
in
itial
d
ata
o
f
th
e
s
u
r
v
ey
.
I
n
t
h
is
ca
s
e,
t
cr
(
1
.
6
4
5
6
)
>t
s
(
1
.
0
8
5
0
)
,
s
o
th
e
n
u
ll
h
y
p
o
th
esis
is
ac
ce
p
ted
.
W
e
ca
n
s
ay
th
at
th
er
e
is
n
o
s
ig
n
if
ican
t
d
if
f
er
en
ce
in
t
h
e
r
esu
lts
o
f
s
tu
d
en
ts
u
s
in
g
th
is
tr
ad
itio
n
al
teac
h
in
g
m
eth
o
d
.
T
h
e
G*
Po
wer
p
r
o
g
r
a
m
also
s
h
o
ws
a
g
r
ap
h
s
u
m
m
ar
y
b
et
wee
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ip
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t
(
o
n
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lev
els).
T
h
e
g
r
ap
h
is
s
h
o
wn
in
Fig
u
r
e
1
1
.
T
h
e
r
esu
lts
o
b
tain
ed
c
o
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ib
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to
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s
tu
d
y
o
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e
t
o
p
ic
“
d
eter
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in
atio
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o
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b
o
d
y
ac
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ler
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”
with
th
e
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f
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eter
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i
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e
ef
f
ec
t
o
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tu
d
en
ts
u
s
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g
VR
tech
n
o
lo
g
y
.
T
h
e
im
p
ac
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o
f
th
e
u
s
e
o
f
VR
tech
n
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lo
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y
o
n
th
e
r
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o
f
s
tu
d
e
n
ts
o
n
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e
to
p
ic
“
d
eter
m
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n
atio
n
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o
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y
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ler
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”
was
d
eter
m
in
ed
b
ased
o
n
th
e
r
esu
lts
o
f
th
e
test
.
T
h
e
r
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lts
o
f
s
tu
d
en
ts
af
ter
th
e
ex
p
e
r
im
e
n
t
ar
e
s
h
o
wn
in
T
ab
le
4
.
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