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tellig
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[
1
]
.
Am
o
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th
em
,
g
en
er
ativ
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AI
tech
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o
lo
g
ies
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I
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Vo
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15
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Feb
r
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a
r
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20
2
6
:
649
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650
wh
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3
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.
A
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r
ce
d
co
m
m
u
n
ities
f
ac
e
s
ig
n
if
ican
t
b
a
r
r
ier
s
i
n
ac
ce
s
s
in
g
q
u
ality
ed
u
ca
tio
n
,
a
n
d
o
n
lin
e
lear
n
in
g
h
as
f
u
r
t
h
er
ex
p
o
s
ed
g
ap
s
,
i
n
clu
d
in
g
a
lack
o
f
en
g
ag
em
e
n
t
an
d
in
a
d
eq
u
ate
f
ee
d
b
ac
k
m
ec
h
an
is
m
s
[
5
]
.
B
y
u
s
in
g
d
ata
-
d
r
i
v
en
s
tr
ateg
ie
s
to
im
p
r
o
v
e
teac
h
in
g
a
n
d
lea
r
n
in
g
,
AI
o
f
f
e
r
s
en
co
u
r
ag
in
g
an
s
wer
s
to
th
ese
p
r
o
b
lem
s
.
L
ar
g
e
am
o
u
n
t
s
o
f
ed
u
ca
tio
n
al
d
ata
ar
e
an
aly
ze
d
b
y
AI
-
p
o
wer
ed
s
y
s
tem
s
to
f
in
d
lear
n
in
g
g
a
p
s
an
d
tr
en
d
s
in
s
tu
d
en
t
p
e
r
f
o
r
m
an
ce
,
allo
win
g
teac
h
er
s
to
o
f
f
er
m
o
r
e
f
o
c
u
s
ed
h
elp
[
6
]
.
A
m
o
r
e
cu
s
to
m
ized
lear
n
in
g
ex
p
e
r
ien
ce
is
p
r
o
m
o
t
ed
b
y
ad
ap
tiv
e
lear
n
in
g
p
latf
o
r
m
s
,
wh
ich
m
o
d
if
y
th
e
p
ac
e
an
d
in
f
o
r
m
atio
n
to
s
u
it
ea
ch
lear
n
er
’
s
s
tr
en
g
th
s
a
n
d
s
h
o
r
tc
o
m
in
g
s
[
7
]
.
AI
-
p
o
wer
ed
ch
atb
o
ts
an
d
v
ir
tu
al
ass
is
tan
ts
ar
e
ex
am
p
les
o
f
to
o
ls
th
at
o
f
f
er
2
4
/7
s
u
p
p
o
r
t,
im
p
r
o
v
in
g
s
tu
d
en
t
e
n
g
ag
em
en
t
an
d
g
u
ar
a
n
teein
g
p
r
o
m
p
t
ass
is
tan
ce
[
8
]
.
Ad
d
itio
n
ally
,
b
y
au
to
m
atin
g
a
d
m
in
is
tr
ativ
e
d
u
ties
lik
e
s
ch
e
d
u
lin
g
an
d
g
r
a
d
in
g
,
AI
f
r
ee
s
u
p
teac
h
e
r
s
’
tim
e
to
co
n
ce
n
tr
ate
o
n
im
p
o
r
tan
t te
ac
h
in
g
ac
tiv
ities
[
9
]
.
AI
is
im
p
o
r
tan
t
f
o
r
ed
u
ca
tio
n
b
ec
au
s
e
o
f
its
p
o
ten
tial
to
i
n
cr
ea
s
e
q
u
ality
,
eq
u
ity
,
a
n
d
ac
ce
s
s
ib
ilit
y
.
AI
-
en
ab
led
in
d
iv
id
u
alize
d
lear
n
in
g
allo
ws
s
tu
d
en
ts
to
p
r
o
g
r
ess
at
th
eir
o
wn
s
p
ee
d
,
wh
ich
en
h
an
ce
s
co
m
p
r
eh
e
n
s
io
n
an
d
r
eten
tio
n
o
f
th
e
s
u
b
ject
m
atter
[
1
0
]
.
AI
also
p
r
o
m
o
tes
in
clu
s
iv
e
n
ess
b
y
p
r
o
v
i
d
in
g
ass
is
tiv
e
tech
n
o
lo
g
ies,
s
u
ch
a
s
v
o
ice
r
ec
o
g
n
itio
n
s
o
f
twar
e,
to
s
tu
d
en
ts
with
d
is
ab
ilit
ies
[
1
1
]
.
AI
p
r
o
v
id
e
s
ed
u
ca
to
r
s
with
v
alu
ab
le
d
ata
-
d
r
iv
en
in
s
ig
h
ts
th
at
im
p
r
o
v
e
i
n
s
tr
u
ctio
n
al
s
tr
ateg
ies
an
d
cu
r
r
icu
lu
m
d
esig
n
[
1
2
]
.
Po
licy
m
ak
er
s
ca
n
u
s
e
AI
-
g
en
er
ated
d
ata
to
in
f
o
r
m
th
eir
d
e
cisi
o
n
s
an
d
d
ev
elo
p
p
o
licies
aim
ed
at
im
p
r
o
v
in
g
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
[
1
3
]
.
No
twith
s
tan
d
in
g
its
b
en
ef
its
,
in
co
r
p
o
r
atin
g
AI
in
to
e
d
u
ca
tio
n
is
f
r
au
g
h
t
with
d
if
f
ic
u
lties
.
Giv
en
th
at
AI
s
y
s
tem
s
h
an
d
le
s
en
s
itiv
e
s
tu
d
en
t
d
ata,
wo
r
r
ies
ab
o
u
t
d
a
ta
s
ec
u
r
ity
an
d
p
r
iv
ac
y
ar
e
cr
itical
[
1
4
]
.
Fu
r
th
er
s
u
s
tain
in
g
ed
u
ca
tio
n
al
d
is
p
ar
i
ties
,
alg
o
r
ith
m
ic
b
ias
in
AI
s
y
s
tem
s
ca
n
p
r
o
d
u
ce
u
n
f
air
o
r
er
r
o
n
eo
u
s
r
esu
lts
[
1
5
]
.
Fu
r
th
er
m
o
r
e,
th
e
d
i
g
ital
d
iv
id
e
co
u
l
d
ex
p
a
n
d
if
u
n
d
e
r
-
r
eso
u
r
ce
d
p
lace
s
d
o
n
o
t
h
a
v
e
eq
u
al
ac
ce
s
s
to
AI
-
d
r
iv
en
tech
n
o
lo
g
y
[
3
]
.
E
f
f
ec
tiv
e
AI
ap
p
licatio
n
is
f
u
r
th
er
h
am
p
er
e
d
b
y
in
s
tr
u
cto
r
s
’
r
esis
tan
ce
to
ch
an
g
e
an
d
a
lack
o
f
d
i
g
ital sk
ills
[
4
]
.
AI
h
as
th
e
ab
ilit
y
to
im
p
r
o
v
e
ac
ce
s
s
ib
ilit
y
an
d
lear
n
in
g
o
u
tco
m
es
wh
ile
ad
d
r
ess
in
g
a
n
u
m
b
er
o
f
cu
r
r
en
t
is
s
u
es
in
ed
u
ca
tio
n
.
T
h
er
ef
o
r
e
,
th
e
p
u
r
p
o
s
e
o
f
th
is
s
tu
d
y
is
to
u
s
e
b
ib
lio
m
etr
ics
to
g
ain
a
th
o
r
o
u
g
h
u
n
d
er
s
tan
d
i
n
g
o
f
th
e
b
o
d
y
o
f
l
iter
atu
r
e
o
n
“AI
in
ed
u
ca
tio
n
”
.
T
o
ac
h
iev
e
t
h
is
,
th
e
s
tu
d
y
lo
o
k
s
at
th
e
liter
atu
r
e
on
AI
in
th
e
class
r
o
o
m
.
Usi
n
g
two
d
is
tin
ct
b
ib
lio
m
etr
ic
ap
p
r
o
ac
h
es,
th
is
s
tu
d
y
clo
s
es
a
lar
g
e
g
ap
in
th
e
liter
atu
r
e
an
d
p
r
o
v
id
es
v
alu
ab
le
in
s
ig
h
ts
in
to
th
e
p
ast,
p
r
esen
t,
an
d
f
u
tu
r
e
d
ir
ec
tio
n
s
o
f
r
e
s
ea
r
ch
o
n
th
e
way
s
AI
is
tr
an
s
f
o
r
m
in
g
ed
u
ca
ti
o
n
al
s
y
s
tem
s
.
T
h
is
en
tail
s
h
av
in
g
a
f
air
g
r
asp
o
f
b
o
th
th
e
a
d
v
an
tag
es
–
lik
e
m
o
r
e
in
d
iv
id
u
alize
d
in
s
tr
u
ctio
n
,
m
o
r
e
p
ar
ticip
atio
n
,
an
d
ad
m
i
n
is
tr
ativ
e
ef
f
ec
tiv
en
ess
–
an
d
th
e
d
r
awb
ac
k
s
–
lik
e
d
ata
p
r
iv
ac
y
th
r
ea
ts
,
m
o
r
al
d
ilem
m
as,
an
d
ad
o
p
tio
n
r
esis
tan
ce
.
T
h
e
se
ar
e
th
e
s
tu
d
y
’
s
g
o
als,
wh
ich
co
r
r
esp
o
n
d
with
th
e
p
ar
ticu
lar
b
ib
lio
m
et
r
ic
an
aly
s
es:
i)
t
o
an
aly
ze
cu
r
r
en
t
tr
en
d
s
in
AI
in
ed
u
ca
tio
n
th
r
o
u
g
h
co
-
citatio
n
an
aly
s
is
an
d
ii)
t
o
id
en
tif
y
em
er
g
in
g
k
ey
wo
r
d
tr
en
d
s
in
AI
i
n
ed
u
ca
tio
n
th
r
o
u
g
h
co
-
o
cc
u
r
r
en
ce
an
aly
s
is
.
2.
M
E
T
H
O
D
B
ib
lio
m
etr
ic
an
aly
s
is
is
a
v
ital
to
o
l
in
ac
ad
em
ic
r
esear
ch
as
i
t
p
r
o
v
i
d
es
a
s
y
s
tem
atic
an
d
q
u
an
titativ
e
m
eth
o
d
to
ev
alu
ate
lar
g
e
b
o
d
ies
o
f
s
ch
o
lar
ly
wo
r
k
.
B
y
an
aly
zin
g
citatio
n
s
,
co
llab
o
r
atio
n
s
,
an
d
p
u
b
licatio
n
tr
en
d
s
,
b
ib
li
o
m
etr
ic
an
al
y
s
is
en
ab
les
r
esear
ch
er
s
t
o
id
e
n
tify
k
ey
co
n
tr
ib
u
tio
n
s
,
em
er
g
in
g
th
em
es,
a
n
d
th
e
o
v
er
all
s
tr
u
ctu
r
e
o
f
a
r
esear
c
h
f
ield
[
1
6
]
.
I
n
th
e
c
o
n
tex
t
o
f
AI
in
e
d
u
ca
tio
n
,
b
ib
lio
m
etr
i
c
an
aly
s
is
p
lay
s
an
ess
en
tial
r
o
le
in
m
ap
p
in
g
th
e
d
ev
elo
p
m
en
t
o
f
th
e
f
ield
,
s
y
n
th
esizin
g
ex
is
tin
g
k
n
o
wled
g
e,
an
d
id
en
tify
i
n
g
ar
ea
s
f
o
r
f
u
tu
r
e
ex
p
lo
r
atio
n
.
I
t
allo
ws r
esear
ch
er
s
to
tr
ac
k
th
e
p
r
o
g
r
ess
io
n
o
f
s
ch
o
lar
l
y
ac
tiv
ity
an
d
u
n
d
er
s
tan
d
th
e
in
f
lu
en
ce
o
f
s
p
ec
if
ic
s
tu
d
ie
s
,
in
s
titu
tio
n
s
,
an
d
au
th
o
r
s
o
v
e
r
tim
e
[
1
7
]
.
Co
-
o
cc
u
r
r
e
n
ce
an
d
co
-
citatio
n
an
aly
s
is
r
ev
ea
l
s
ig
n
if
ican
t
co
n
n
ec
tio
n
s
in
th
e
liter
atu
r
e,
wh
ich
en
h
an
ce
b
ib
lio
m
etr
ic
r
esear
c
h
.
B
y
an
aly
zin
g
th
e
f
r
eq
u
e
n
cy
o
f
citatio
n
s
b
etwe
en
two
tex
ts
,
co
-
citatio
n
an
aly
s
is
ca
n
id
en
tify
d
ev
el
o
p
in
g
r
esear
ch
clu
s
ter
s
,
f
u
n
d
am
en
tal
s
tu
d
ies,
an
d
th
em
atic
lin
k
s
.
Acc
o
r
d
in
g
to
Po
lat
et
a
l.
[
1
8
]
,
AI
in
e
d
u
ca
tio
n
o
f
f
er
s
v
al
u
ab
le
p
er
s
p
ec
tiv
e
s
o
n
th
e
f
ield
’
s
in
tellectu
al
f
r
a
m
ewo
r
k
.
H
o
wev
er
,
th
e
co
r
r
elatio
n
s
b
etwe
en
ter
m
s
in
r
esear
ch
ar
ticles
ar
e
th
e
m
ain
f
o
cu
s
o
f
co
-
o
cc
u
r
r
en
ce
an
aly
s
is
.
I
t
p
r
o
v
i
d
es
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
A
r
tifi
cia
l in
tellig
en
ce
in
ed
u
ca
tio
n
:
a
b
ib
lio
metric a
n
a
lysi
s
o
f e
merg
in
g
tr
en
d
s
(
Lim S
eo
n
g
P
ek
)
651
a
g
r
ea
ter
co
m
p
r
eh
e
n
s
io
n
o
f
n
ew
th
em
es
a
n
d
p
o
ten
tial
p
ath
s
b
y
h
ig
h
lig
h
tin
g
r
esear
c
h
g
a
p
s
,
tr
en
d
s
,
an
d
s
u
b
jects th
at
ar
e
cu
r
r
en
tly
p
o
p
u
lar
in
ac
ad
em
ic
co
n
v
er
s
atio
n
s
[
1
9
]
.
Usi
n
g
an
a
d
ap
tatio
n
o
f
th
e
p
r
ef
er
r
e
d
r
e
p
o
r
tin
g
item
s
f
o
r
s
y
s
tem
atic
r
ev
iews
an
d
m
et
a
-
an
aly
s
es
(
PR
I
SMA
)
f
r
am
ewo
r
k
,
Fig
u
r
e
1
s
h
o
ws
th
e
d
o
cu
m
e
n
t
s
elec
tio
n
p
r
o
ce
d
u
r
e
u
s
ed
i
n
th
is
b
ib
lio
m
etr
ic
an
aly
s
is
.
A
tar
g
eted
k
ey
wo
r
d
ter
m
,
(
T
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tific
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tellig
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s
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et
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,
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1
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d
o
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r
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Scien
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ase
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ter
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ase.
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ter
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ilter
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6
p
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d
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aly
tical
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all
9
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p
ap
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er
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a
f
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ll
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te
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t
r
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ar
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o
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al
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clu
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th
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h
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n
d
s
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p
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ataset
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citatio
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a
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d
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u
r
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aly
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is
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u
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eth
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ical
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.
2
0
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n
th
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aly
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is
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m
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im
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esh
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lied
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o
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ilter
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o
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t
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r
th
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aly
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is
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m
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im
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m
k
ey
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d
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cc
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r
r
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ce
th
r
esh
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ld
o
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was
s
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t
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i
d
en
tify
th
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m
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t
s
ig
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ican
t
te
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m
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h
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f
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eth
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m
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f
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elev
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ticles
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th
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2
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ap
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ch
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th
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atu
r
e
o
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ed
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ca
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.
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h
ese
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9
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p
a
p
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r
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s
u
r
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ased
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ch
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ican
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e
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n
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t
with
ed
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l
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d
citatio
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ce
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ith
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,
2
4
6
citatio
n
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o
v
er
all
a
n
d
5
,
0
0
1
citatio
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s
af
t
er
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em
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v
in
g
s
elf
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citatio
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s
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t
h
e
s
e
ar
ticles
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b
tain
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g
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f
1
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.
0
3
citatio
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s
p
er
ar
ticle.
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h
e
to
tal
n
u
m
b
e
r
o
f
citin
g
ar
ticles
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ec
r
ea
s
es
to
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5
2
5
w
h
en
s
elf
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citatio
n
s
ar
e
r
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o
v
ed
.
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h
is
im
p
lies
th
at
th
e
s
tu
d
y
o
f
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ed
u
ca
tio
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h
as
attr
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ted
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ch
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itio
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e
d
eter
m
in
ed
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-
in
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x
o
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4
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,
wh
ich
in
d
icate
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t
h
at
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lea
s
t
4
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ar
ticles
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av
e
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h
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ee
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en
tio
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e
d
at
least
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tim
es,
f
u
r
th
e
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d
em
o
n
s
tr
ates th
e
im
p
ac
t o
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t
h
e
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s
.
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h
e
p
r
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ctiv
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d
e
f
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ield
ar
e
v
itally
r
ep
r
esen
te
d
b
y
th
is
m
ea
s
u
r
e.
Fig
u
r
e
1
.
PR
I
SMA
f
lo
wch
ar
t
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
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3
.
1
.
Co
-
cit
a
t
i
o
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na
ly
s
is
T
h
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co
-
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an
aly
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iv
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ab
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s
y
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tem
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atin
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ep
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d
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r
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th
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r
esear
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ca
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.
T
h
e
an
aly
s
is
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n
Fig
u
r
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2
co
n
n
ec
ts
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
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
2
6
:
649
-
659
652
k
ey
p
a
p
er
s
to
o
f
f
er
a
th
o
r
o
u
g
h
in
tellectu
al
lan
d
s
ca
p
e
m
ap
,
p
o
in
tin
g
r
esear
ch
er
s
to
war
d
i
m
p
o
r
tan
t
g
ap
s
an
d
n
ew
s
u
b
jects in
AI
ed
u
ca
tio
n
r
esear
ch
.
C
l
u
s
t
e
r
1
f
o
c
u
s
es
o
n
t
h
e
o
p
p
o
r
t
u
n
i
t
i
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s
,
c
h
al
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a
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d
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m
p
l
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ca
t
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o
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a
t
i
v
e
A
I
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p
a
r
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l
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o
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s
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C
h
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tG
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e
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u
c
at
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o
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t
ti
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.
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e
y
p
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b
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ic
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t
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o
n
s
,
s
u
ch
a
s
D
wi
v
e
d
i
et
a
l
.
[
2
0
]
a
n
d
K
a
s
n
e
ci
et
a
l
.
[
2
1
]
ex
p
lo
r
e
t
h
e
tr
an
s
f
o
r
m
ativ
e
p
o
ten
tial
o
f
lar
g
e
la
n
g
u
a
g
e
m
o
d
els
wh
ile
ad
d
r
ess
in
g
eth
ical
an
d
p
r
ac
tical
co
n
ce
r
n
s
.
C
o
o
p
er
[
2
2
]
h
ig
h
l
ig
h
ts
g
en
er
ativ
e
AI
’
s
r
o
le
in
s
cien
ce
ed
u
ca
tio
n
,
o
f
f
er
in
g
in
s
ig
h
ts
in
to
its
ap
p
licatio
n
a
n
d
ch
allen
g
es.
Similar
ly
,
C
r
o
m
p
to
n
an
d
B
u
r
k
e
[
2
3
]
ex
am
i
n
e
th
e
s
tate
o
f
AI
i
n
h
ig
h
er
ed
u
ca
tio
n
,
an
aly
zin
g
its
c
u
r
r
e
n
t
u
s
e
a
n
d
f
u
t
u
r
e
p
o
t
e
n
t
i
a
l
.
T
h
i
s
c
l
u
s
te
r
r
e
f
l
e
c
t
s
t
h
e
i
n
c
r
e
as
i
n
g
a
c
ad
e
m
i
c
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t
t
e
n
ti
o
n
o
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g
e
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t
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v
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A
I
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h
n
o
l
o
g
i
e
s
a
n
d
t
h
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r
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n
t
e
g
r
a
ti
o
n
i
n
t
o
t
e
ac
h
i
n
g
,
l
e
a
r
n
i
n
g
,
a
n
d
a
s
s
e
s
s
m
e
n
t
p
r
o
c
es
s
es
.
C
lu
s
ter
2
is
d
ev
o
ted
t
o
th
e
f
u
n
d
am
en
tal
r
e
v
iews,
f
r
am
ewo
r
k
s
,
an
d
d
if
f
icu
lties
o
f
AI
in
e
d
u
ca
tio
n
.
C
h
en
et
a
l.
[
2
4
]
s
u
m
m
ar
ize
te
ch
n
o
lo
g
ical
d
ev
elo
p
m
en
ts
an
d
o
b
s
tacle
s
in
th
eir
s
tu
d
y
o
f
AI
ap
p
licatio
n
s
.
T
h
e
f
u
n
ctio
n
s
o
f
AI
in
ed
u
ca
tio
n
an
d
its
p
o
ten
tial
r
esear
ch
av
en
u
es
ar
e
co
v
er
ed
b
y
Hwa
n
g
et
a
l
.
[
2
5
]
.
Me
an
wh
ile
,
Po
p
en
ici
an
d
Ker
r
[
2
6
]
in
v
e
s
tig
ate
th
e
wid
er
ef
f
ec
ts
o
f
AI
o
n
in
s
tr
u
ctio
n
an
d
lear
n
i
n
g
,
p
o
i
n
tin
g
o
u
t
its
d
is
r
u
p
tiv
e
p
o
ten
tial
in
h
ig
h
er
ed
u
ca
tio
n
.
T
h
e
co
n
v
er
s
atio
n
i
s
ex
p
an
d
ed
b
y
s
ev
er
al
s
tu
d
ies
[
2
7
]
,
[
2
8
]
,
wh
ich
ad
d
r
ess
b
ig
d
ata,
s
m
ar
t
cla
s
s
r
o
o
m
s
,
an
d
em
er
g
in
g
p
ar
ad
ig
m
s
.
T
h
e
em
p
h
asis
o
n
c
r
ea
tin
g
m
et
h
o
d
ical
f
r
am
ewo
r
k
s
to
h
an
d
le
AI
’
s
p
o
t
en
tial a
n
d
co
n
s
tr
ain
ts
in
ed
u
ca
tio
n
is
ev
id
en
t in
th
is
clu
s
ter
.
C
lu
s
ter
3
f
o
cu
s
es o
n
th
e
g
o
v
er
n
an
ce
an
d
et
h
ical
is
s
u
es su
r
r
o
u
n
d
in
g
AI
u
s
e
in
ed
u
ca
tio
n
.
T
h
e
ab
s
en
ce
o
f
ed
u
ca
to
r
in
v
o
lv
em
en
t
in
AI
d
ev
elo
p
m
en
t
is
h
ig
h
lig
h
te
d
b
y
Z
awa
ck
i
-
R
ich
ter
et
a
l.
[
2
9
]
,
wh
o
ad
v
o
ca
te
f
o
r
in
clu
s
iv
e
AI
f
r
am
ewo
r
k
s
.
A
co
m
m
u
n
ity
-
wid
e
eth
ical
f
r
am
ewo
r
k
f
o
r
AI
in
ed
u
ca
ti
o
n
is
p
u
t
f
o
r
th
b
y
Ho
lm
es
et
a
l.
[
3
0
]
,
ad
d
r
ess
in
g
is
s
u
es
o
f
f
air
n
ess
an
d
tr
an
s
p
ar
en
cy
.
I
n
a
s
im
ilar
v
ein
,
o
t
h
er
s
tu
d
ies
[
3
1
]
,
[
3
2
]
ex
am
in
e
m
o
r
al
d
ilem
m
as
i
n
K
–
1
2
c
o
n
tex
ts
an
d
th
e
n
ec
ess
ity
o
f
p
o
licy
f
o
r
m
atio
n
.
J
o
b
in
et
a
l.
[
3
3
]
em
p
h
asize
th
e
s
ig
n
if
ican
ce
o
f
r
eg
u
latio
n
s
to
co
n
tr
o
l
AI
ap
p
licatio
n
s
an
d
f
u
r
th
er
h
ig
h
lig
h
t
g
lo
b
al
t
r
en
d
s
in
AI
eth
ics.
T
h
is
clu
s
ter
em
p
h
asizes h
o
w
eth
ica
l A
I
im
p
lem
en
tatio
n
is
n
ec
ess
ar
y
to
p
r
ev
en
t
b
ias an
d
g
u
ar
an
tee
eq
u
ity
.
C
lu
s
ter
4
f
o
cu
s
es
o
n
AI
ap
p
li
ca
tio
n
s
in
m
ed
ical
ed
u
ca
tio
n
a
n
d
th
e
ac
ce
p
tan
ce
o
f
AI
tech
n
o
lo
g
ies
b
y
u
s
er
s
.
Sit
et
a
l.
[
3
4
]
an
d
San
to
s
et
a
l.
[
3
5
]
ex
p
lo
r
e
attitu
d
e
s
to
war
d
AI
am
o
n
g
m
ed
ical
s
tu
d
en
ts
,
in
d
icatin
g
b
o
th
en
th
u
s
iasm
an
d
co
n
ce
r
n
s
r
eg
ar
d
in
g
AI
’
s
r
o
le
in
clin
ical
p
r
ac
tice.
W
ar
tm
an
an
d
C
o
m
b
s
[
3
6
]
ad
v
o
ca
te
f
o
r
a
s
h
if
t
in
m
ed
ical
ed
u
ca
tio
n
to
in
teg
r
ate
AI
ca
p
ab
ilit
ies
,
ad
d
r
ess
in
g
em
er
g
in
g
tech
n
o
lo
g
ical
d
em
an
d
s
.
Ad
d
itio
n
ally
,
Ve
n
k
atesh
et
a
l.
[
3
7
]
p
r
o
v
id
e
a
f
o
u
n
d
atio
n
al
f
r
am
ewo
r
k
f
o
r
u
s
er
a
cc
ep
tan
ce
o
f
n
ew
tech
n
o
lo
g
ies,
ap
p
licab
le
ac
r
o
s
s
ed
u
ca
tio
n
al
an
d
p
r
o
f
ess
io
n
al
d
o
m
ain
s
.
T
h
is
clu
s
ter
h
ig
h
lig
h
ts
AI
’
s
r
o
le
in
p
r
o
f
ess
io
n
al
ed
u
ca
tio
n
,
p
ar
ticu
lar
ly
in
f
ield
s
r
e
q
u
ir
in
g
ad
v
a
n
ce
d
tech
n
ical
k
n
o
wled
g
e.
C
lu
s
ter
5
h
ig
h
lig
h
ts
co
n
ce
p
t
u
al
an
aly
s
es
an
d
r
ig
o
r
o
u
s
s
tu
d
ies
o
f
AI
ap
p
licatio
n
s
in
ed
u
ca
tio
n
.
Fair
n
ess
an
d
ac
co
u
n
tab
ilit
y
ar
e
h
ig
h
lig
h
ted
in
Ng
u
y
en
et
a
l.
[
3
8
]
d
is
cu
s
s
io
n
o
f
eth
ical
co
n
s
id
er
atio
n
s
f
o
r
AI
in
teg
r
atio
n
.
W
h
ile
C
elik
et
a
l
.
[
3
9
]
e
x
am
in
e
th
e
p
o
ten
tial
an
d
d
if
f
icu
lties
o
f
AI
f
o
r
ed
u
ca
t
o
r
s
,
C
h
iu
et
a
l.
[
4
0
]
co
n
d
u
ct
a
co
m
p
r
eh
e
n
s
iv
e
ev
a
lu
atio
n
o
f
AI
p
r
o
s
p
ec
ts
,
p
r
o
b
l
em
s
,
an
d
r
esear
c
h
o
b
jectiv
es.
W
ith
an
em
p
h
asis
o
n
AI
liter
ac
y
,
s
tu
d
y
b
y
Ng
e
t
a
l.
[
4
1
]
o
f
f
e
r
a
co
n
ce
p
tu
al
f
r
am
ewo
r
k
f
o
r
f
o
s
ter
in
g
AI
co
m
p
eten
cies
in
b
o
th
teac
h
er
s
an
d
s
tu
d
en
ts
.
T
h
is
clu
s
ter
h
ig
h
lig
h
ts
th
e
n
ec
ess
ity
o
f
a
m
eth
o
d
ical
s
tr
ateg
y
to
g
u
ar
an
tee
th
e
m
o
r
al,
u
s
ef
u
l,
an
d
s
ig
n
if
ican
t in
co
r
p
o
r
atio
n
o
f
AI
in
ed
u
ca
tio
n
.
T
ab
le
1
.
C
o
-
citatio
n
cl
u
s
ter
o
n
AI
in
e
d
u
ca
tio
n
C
l
u
st
e
r
n
o
a
n
d
c
o
l
o
r
C
l
u
st
e
r
l
a
b
e
l
s
N
o
.
o
f
a
r
t
i
c
l
e
s
R
e
p
r
e
se
n
t
a
t
i
v
e
p
u
b
l
i
c
a
t
i
o
n
s
C
l
u
st
e
r
1
(
r
e
d
)
G
e
n
e
r
a
t
i
v
e
A
I
a
n
d
i
t
s
i
m
p
a
c
t
o
n
e
d
u
c
a
t
i
o
n
17
[
2
0
]
–
[
2
3
]
,
[
4
2
]
–
[
4
5
]
C
l
u
st
e
r
2
(
g
r
e
e
n
)
A
I
f
r
a
mew
o
r
k
s
,
c
h
a
l
l
e
n
g
e
s,
a
n
d
f
u
t
u
r
e
d
i
r
e
c
t
i
o
n
s
16
[
2
4
]
–
[
2
8
]
,
[
4
6
]
C
l
u
st
e
r
3
(
b
l
u
e
)
Et
h
i
c
a
l
i
ss
u
e
s
a
n
d
A
I
g
o
v
e
r
n
a
n
c
e
i
n
e
d
u
c
a
t
i
o
n
10
[
2
9
]
–
[
3
3
]
C
l
u
st
e
r
4
(
y
e
l
l
o
w
)
A
I
i
n
me
d
i
c
a
l
e
d
u
c
a
t
i
o
n
a
n
d
u
ser
a
c
c
e
p
t
a
n
c
e
8
[
3
4
]
–
[
3
7
]
C
l
u
st
e
r
5
(
p
u
r
p
l
e
)
S
y
st
e
ma
t
i
c
r
e
v
i
e
w
s
o
n
e
t
h
i
c
a
l
a
n
d
p
r
a
c
t
i
c
a
l
A
I
a
p
p
l
i
c
a
t
i
o
n
s
7
[
3
9
]
–
[
4
1
]
,
[
4
7
]
3
.
2
.
Co
-
o
cc
urre
nce
a
na
ly
s
is
T
h
e
co
-
o
cc
u
r
r
e
n
ce
an
aly
s
is
id
en
tifie
s
s
ix
th
em
atic
clu
s
ter
s
h
ig
h
lig
h
tin
g
th
e
v
ar
io
u
s
u
s
es,
d
if
f
icu
lties
,
an
d
d
ev
elo
p
m
en
ts
o
f
AI
in
ed
u
ca
tio
n
,
as
s
h
o
wn
in
Fig
u
r
e
3
.
T
h
ese
clu
s
ter
s
f
o
cu
s
o
n
im
p
o
r
tan
t
to
p
ics
s
u
ch
as
attitu
d
es
an
d
p
er
ce
p
tio
n
s
o
f
AI
,
its
ed
u
ca
tio
n
al
u
s
es,
eth
ic
al
is
s
u
es,
p
er
f
o
r
m
an
ce
e
n
h
an
c
em
en
ts
,
d
ata
-
d
r
iv
e
n
an
aly
tics
,
an
d
cr
ea
tiv
e
s
o
lu
tio
n
s
.
W
h
en
tak
e
n
as
a
wh
o
le,
th
is
g
iv
es
a
th
o
r
o
u
g
h
g
r
asp
o
f
t
h
e
s
tate
o
f
th
e
f
ield
an
d
in
s
ig
h
t
f
u
l
in
f
o
r
m
atio
n
f
o
r
ed
u
ca
t
o
r
s
,
r
esear
c
h
er
s
,
a
n
d
p
o
licy
m
ak
er
s
wh
o
wan
t
to
u
s
e
AI
in
e
d
u
ca
tio
n
r
esp
o
n
s
ib
ly
an
d
ef
f
icien
tly
,
as seen
in
T
ab
le
2
.
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
A
r
tifi
cia
l in
tellig
en
ce
in
ed
u
ca
tio
n
:
a
b
ib
lio
metric a
n
a
lysi
s
o
f e
merg
in
g
tr
en
d
s
(
Lim S
eo
n
g
P
ek
)
653
Fig
u
r
e
2
.
C
o
-
citatio
n
a
n
aly
s
is
(
VOSv
iewe
r
v
is
u
aliza
tio
n
)
Fig
u
r
e
3
.
C
o
-
o
cc
u
r
r
e
n
ce
an
aly
s
is
(
VOSv
iewe
r
v
is
u
aliza
tio
n
)
C
lu
s
ter
2
p
lace
s
a
s
tr
o
n
g
em
p
h
asis
o
n
AI
’
s
u
s
e
in
teac
h
in
g
an
d
in
lar
g
er
e
d
u
ca
tio
n
al
s
ettin
g
s
.
T
er
m
s
lik
e
“
ar
tific
ial
in
tellig
en
ce
”
,
“
m
ac
h
in
e
lear
n
i
n
g
”
,
“
e
d
u
ca
tio
n
”
,
an
d
“
p
ed
ag
o
g
y
”
h
ig
h
lig
h
t
h
o
w
AI
s
y
s
tem
s
ar
e
in
teg
r
ated
in
t
o
b
o
th
tech
n
o
lo
g
y
an
d
ed
u
ca
tio
n
.
T
h
e
n
ec
ess
it
y
f
o
r
lear
n
e
r
s
to
ac
q
u
ir
e
A
I
s
k
ills
an
d
k
n
o
wled
g
e,
p
ar
ticu
lar
ly
at
ea
r
lier
e
d
u
ca
tio
n
al
lev
els,
is
h
ig
h
lig
h
ted
b
y
to
p
ics
lik
e
“
ch
ild
r
en
”
an
d
“
AI
li
ter
ac
y
”
.
A
s
p
ec
if
ic
u
s
e
o
f
AI
in
p
r
o
f
ess
io
n
al
d
o
m
ain
s
,
lik
e
h
ea
lth
ca
r
e
tr
ain
in
g
,
is
in
d
icate
d
b
y
th
e
a
d
d
itio
n
o
f
“
m
ed
ical
ed
u
ca
tio
n
”
.
T
h
is
clu
s
ter
s
h
o
w
s
an
em
p
h
asis
o
n
h
o
w
p
e
d
ag
o
g
y
,
i
n
s
tr
u
ctio
n
al
tactics,
a
n
d
e
d
u
ca
tio
n
al
ac
ce
s
s
at
v
ar
io
u
s
lev
els ar
e
b
ei
n
g
r
esh
a
p
ed
b
y
AI
an
d
m
ac
h
in
e
lear
n
i
n
g
tech
n
o
lo
g
ies.
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
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
2
6
:
649
-
659
654
C
lu
s
ter
3
f
o
cu
s
es
o
n
h
o
w
AI
af
f
ec
ts
s
tu
d
en
ts
an
d
h
o
w
it
m
ay
b
e
u
s
ed
to
im
p
r
o
v
e
lear
n
i
n
g
m
o
d
els
an
d
ass
ess
p
er
f
o
r
m
an
ce
.
K
ey
wo
r
d
s
s
u
ch
as
“
s
tu
d
en
ts
”
,
“
m
o
d
el
”
,
“
d
ee
p
lear
n
in
g
”
,
“
im
p
ac
t
”
,
an
d
“
p
er
f
o
r
m
an
ce
”
ar
e
in
d
icativ
e
o
f
s
tu
d
ies
th
at
m
ea
s
u
r
e
h
o
w
well
AI
im
p
r
o
v
es
s
tu
d
en
t
r
esu
lts
.
R
e
s
ea
r
ch
in
th
is
ar
ea
f
o
cu
s
es
o
n
cr
ea
tin
g
d
e
ep
lear
n
in
g
m
o
d
els
to
ev
alu
ate
ed
u
ca
tio
n
al
d
ata
an
d
e
n
h
an
ce
th
e
lear
n
in
g
ex
p
er
ien
ce
.
T
h
e
ass
ess
m
en
t
o
f
AI
to
o
ls
’
ef
f
ec
ts
o
n
lear
n
in
g
o
u
tco
m
es,
s
tu
d
en
t
en
g
a
g
em
en
t,
an
d
g
en
e
r
al
ac
ad
em
ic
ac
h
iev
em
e
n
t
is
r
ef
er
r
ed
to
as
“
im
p
ac
t
”
.
T
h
is
clu
s
ter
d
em
o
n
s
tr
ates
h
o
w
AI
m
ay
im
p
r
o
v
e
s
tu
d
en
t
-
ce
n
ter
ed
lea
r
n
in
g
th
r
o
u
g
h
p
e
r
f
o
r
m
an
ce
e
v
alu
atio
n
s
an
d
s
o
p
h
is
ticated
p
r
e
d
ictiv
e
m
o
d
els.
C
lu
s
ter
4
h
ig
h
lig
h
ts
th
e
im
p
licatio
n
s
o
f
g
en
er
ativ
e
AI
tech
n
o
lo
g
ies,
s
u
ch
as
C
h
atGPT
,
f
o
r
h
ig
h
e
r
ed
u
ca
tio
n
.
“
E
th
ics
”
,
“
ac
ad
em
ic
in
teg
r
ity
”
,
an
d
“
h
ig
h
er
ed
u
ca
tio
n
”
ar
e
am
o
n
g
th
e
k
ey
wo
r
d
s
th
at
in
d
icate
g
r
o
win
g
wo
r
r
ies
r
eg
ar
d
in
g
th
e
eth
ical
u
s
ag
e
o
f
AI
an
d
its
ef
f
ec
t
o
n
ac
ad
em
ic
h
o
n
esty
.
T
alk
s
ab
o
u
t
s
tr
ik
in
g
a
b
alan
ce
b
etwe
e
n
th
e
a
d
v
an
t
ag
es
o
f
AI
–
s
u
ch
as
au
to
m
at
in
g
lear
n
in
g
p
r
o
ce
d
u
r
es
an
d
o
f
f
er
in
g
im
m
ed
iate
s
u
p
p
o
r
t
–
a
n
d
its
d
r
awb
ac
k
s
,
lik
e
p
lag
iar
is
m
an
d
ab
u
s
e,
ar
e
r
ef
lecte
d
in
th
is
clu
s
ter
.
“
C
h
atGPT
’
s
”
ex
is
ten
ce
in
d
icate
s
th
e
g
r
o
win
g
im
p
ac
t
o
f
m
ass
iv
e
lan
g
u
a
g
e
m
o
d
els
in
ed
u
ca
tio
n
al
c
o
n
tex
ts
,
i
g
n
i
tin
g
d
is
cu
s
s
io
n
s
o
n
m
o
r
al
p
r
in
cip
les,
r
u
les,
an
d
r
e
s
p
o
n
s
ib
ilit
y
.
T
h
e
s
ig
n
if
ican
ce
o
f
tack
lin
g
eth
ical
is
s
u
es
wh
il
e
g
u
ar
a
n
teein
g
th
e
r
esp
o
n
s
ib
le
ap
p
licatio
n
o
f
g
en
er
ativ
e
AI
in
ed
u
ca
tio
n
is
g
en
e
r
ally
h
ig
h
lig
h
ted
b
y
th
is
clu
s
ter
.
C
lu
s
ter
5
f
o
cu
s
es
o
n
th
e
tech
n
o
lo
g
y
in
f
r
astru
ctu
r
e
th
at
en
a
b
les
AI
in
e
d
u
ca
tio
n
.
B
ig
d
at
a,
lear
n
in
g
an
aly
tics
,
d
ig
ital
tr
an
s
f
o
r
m
atio
n
,
an
d
m
o
d
els
ar
e
s
o
m
e
o
f
th
e
k
ey
w
o
r
d
s
th
at
h
ig
h
lig
h
t
AI
’
s
ca
p
ac
ity
t
o
ev
alu
ate
en
o
r
m
o
u
s
e
d
u
ca
tio
n
a
l
d
ata
s
ets
in
o
r
d
er
to
g
u
id
e
d
e
cisi
o
n
-
m
ak
in
g
a
n
d
e
n
h
an
ce
lear
n
in
g
p
r
o
ce
d
u
r
es
.
I
n
o
r
d
er
to
b
etter
a
n
aly
ze
s
tu
d
en
t
b
eh
av
i
o
r
,
tailo
r
le
ar
n
in
g
ex
p
er
ien
ce
s
,
an
d
im
p
r
o
v
e
in
s
titu
tio
n
al
p
er
f
o
r
m
an
ce
,
r
esear
ch
in
t
h
is
clu
s
ter
f
o
cu
s
es
o
n
u
s
in
g
AI
-
d
r
iv
en
an
aly
tics
.
A
I
’
s
wid
er
r
o
le
in
u
p
d
atin
g
ed
u
ca
tio
n
al
s
y
s
tem
s
,
en
co
u
r
a
g
in
g
in
n
o
v
atio
n
,
an
d
m
o
v
in
g
to
war
d
d
ata
-
d
r
iv
en
,
tec
h
n
o
l
o
g
ically
en
h
a
n
ce
d
lear
n
in
g
en
v
ir
o
n
m
en
ts
is
s
ig
n
aled
b
y
th
e
ter
m
“
d
ig
ital tr
a
n
s
f
o
r
m
atio
n
”
.
C
lu
s
ter
6
f
o
cu
s
es
o
n
th
e
ad
o
p
tio
n
an
d
in
n
o
v
ativ
e
ap
p
lic
atio
n
s
o
f
AI
.
Key
wo
r
d
s
lik
e
‘
ar
tific
ial
-
in
tellig
en
ce
,
’
‘
ac
ce
p
ta
n
ce
,
’
‘
ch
atb
o
t,’
a
n
d
‘
in
n
o
v
atio
n
’
h
ig
h
lig
h
t
s
tu
d
ies
ex
p
lo
r
i
n
g
th
e
ac
ce
p
tan
ce
an
d
u
s
ab
ilit
y
o
f
AI
t
o
o
ls
,
s
u
ch
as
c
h
atb
o
ts
,
in
ed
u
ca
tio
n
.
T
h
is
clu
s
ter
ad
d
r
ess
es
f
ac
to
r
s
in
f
lu
en
c
in
g
ed
u
ca
t
o
r
s
’
an
d
s
tu
d
en
ts
’
willin
g
n
ess
to
ad
o
p
t
AI
tech
n
o
lo
g
ies,
in
clu
d
in
g
ea
s
e
o
f
u
s
e,
p
er
ce
iv
e
d
b
en
e
f
i
ts
,
an
d
in
s
titu
tio
n
al
s
u
p
p
o
r
t.
T
h
e
em
p
h
asis
o
n
‘
i
n
n
o
v
atio
n
’
r
e
f
lects
AI
’
s
ca
p
ac
ity
to
in
tr
o
d
u
ce
n
o
v
el
tea
ch
in
g
an
d
lear
n
in
g
s
o
lu
tio
n
s
,
tr
an
s
f
o
r
m
in
g
tr
ad
iti
o
n
al
ed
u
ca
tio
n
al
p
r
ac
tices.
T
ab
le
2
.
C
o
-
wo
r
d
an
al
y
s
is
o
f
AI
in
e
d
u
ca
tio
n
C
l
u
st
e
r
n
o
a
n
d
c
o
l
o
r
C
l
u
st
e
r
l
a
b
e
l
N
u
mb
e
r
o
f
k
e
y
w
o
r
d
s
R
e
p
r
e
se
n
t
a
t
i
v
e
k
e
y
w
o
r
d
s
1
(
R
e
d
)
A
I
p
e
r
c
e
p
t
i
o
n
s,
t
e
a
c
h
i
n
g
,
a
n
d
l
e
a
r
n
i
n
g
p
r
o
c
e
sses
14
‘
A
I
,
’
‘
t
e
c
h
n
o
l
o
g
y
,
’
‘
p
e
r
c
e
p
t
i
o
n
s,’
‘
k
n
o
w
l
e
d
g
e
,
’
‘
a
t
t
i
t
u
d
e
s
,
’
‘
t
e
a
c
h
i
n
g
,
’
‘
l
e
a
r
n
i
n
g
,
’
‘
s
e
l
f
-
e
f
f
i
c
a
c
y
’
2
(
G
r
e
e
n
)
A
I
,
mac
h
i
n
e
l
e
a
r
n
i
n
g
,
a
n
d
p
e
d
a
g
o
g
i
c
a
l
a
p
p
l
i
c
a
t
i
o
n
s
14
‘
a
r
t
i
f
i
c
i
a
l
i
n
t
e
l
l
i
g
e
n
c
e
,
’
‘
e
d
u
c
a
t
i
o
n
,
’
‘
mac
h
i
n
e
l
e
a
r
n
i
n
g
,
’
‘
a
r
t
i
f
i
c
i
a
l
i
n
t
e
l
l
i
g
e
n
c
e
(
A
I
)
,
’
‘
med
i
c
a
l
e
d
u
c
a
t
i
o
n
,
’
‘
A
I
l
i
t
e
r
a
c
y
’
‘
p
e
d
a
g
o
g
y
,
’
‘
c
h
i
l
d
r
e
n
’
3
(
B
l
u
e
)
S
t
u
d
e
n
t
s
,
mo
d
e
l
s,
a
n
d
p
e
r
f
o
r
m
a
n
c
e
o
u
t
c
o
mes
10
‘
st
u
d
e
n
t
s
,
’
‘
mo
d
e
l
,
’
‘
d
e
e
p
l
e
a
r
n
i
n
g
,
’
‘
i
mp
a
c
t
,
’
‘
p
e
r
f
o
r
ma
n
c
e
’
4
(
Y
e
l
l
o
w
)
G
e
n
e
r
a
t
i
v
e
A
I
,
e
t
h
i
c
s,
a
n
d
a
c
a
d
e
m
i
c
i
n
t
e
g
r
i
t
y
8
‘
g
e
n
e
r
a
t
i
v
e
A
I
,
’
‘
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
,
’
‘
C
h
a
t
G
P
T,
’
‘
e
t
h
i
c
s,’
‘
a
c
a
d
e
m
i
c
i
n
t
e
g
r
i
t
y
’
5
(
P
u
r
p
l
e
)
B
i
g
d
a
t
a
,
l
e
a
r
n
i
n
g
a
n
a
l
y
t
i
c
s,
a
n
d
d
i
g
i
t
a
l
t
r
a
n
sf
o
r
ma
t
i
o
n
7
‘
b
i
g
d
a
t
a
,
’
‘
l
e
a
r
n
i
n
g
a
n
a
l
y
t
i
c
s,’
‘
d
i
g
i
t
a
l
t
r
a
n
sf
o
r
ma
t
i
o
n
,
’
‘
mo
d
e
l
s’
6
(
T
u
r
q
u
o
i
se)
I
n
n
o
v
a
t
i
o
n
a
n
d
A
I
a
c
c
e
p
t
a
n
c
e
6
‘
a
r
t
i
f
i
c
i
a
l
-
i
n
t
e
l
l
i
g
e
n
c
e
,
’
‘
a
c
c
e
p
t
a
n
c
e
,
’
‘
c
h
a
t
b
o
t
,
’
‘
i
n
n
o
v
a
t
i
o
n
’
3.
3.
Dis
cus
s
io
ns
T
h
e
b
ib
lio
m
etr
ic
an
aly
s
is
o
f
AI
in
ed
u
ca
tio
n
r
ev
ea
ls
cr
itical
th
eo
r
etica
l
an
d
p
r
ac
tical
im
p
licatio
n
s
.
T
h
eo
r
etica
lly
,
b
y
h
ig
h
lig
h
tin
g
im
p
o
r
tan
t
t
h
em
es,
f
r
am
e
wo
r
k
s
,
an
d
r
esear
ch
cl
u
s
ter
s
,
it
im
p
r
o
v
es
o
u
r
co
m
p
r
eh
e
n
s
io
n
o
f
AI
’
s
r
ev
o
l
u
tio
n
ar
y
r
o
le
i
n
ed
u
ca
tio
n
.
T
h
is
s
tu
d
y
illu
s
tr
ates
h
o
w
AI
ap
p
licatio
n
s
–
f
r
o
m
lear
n
in
g
a
n
aly
tics
to
g
en
er
ativ
e
AI
–
r
esh
ap
e
co
n
v
en
tio
n
al
p
r
ac
tices
an
d
e
d
u
ca
tio
n
al
p
ar
a
d
ig
m
s
[
4
8
]
.
Dee
p
e
r
u
n
d
er
s
tan
d
i
n
g
o
f
AI
’
s
im
p
ac
t
o
n
lear
n
in
g
th
e
o
r
ies
an
d
in
s
titu
tio
n
al
p
r
ac
tices
is
f
o
s
ter
ed
b
y
th
e
r
esear
ch
’
s
an
aly
s
is
o
f
co
-
citatio
n
a
n
d
k
e
y
wo
r
d
o
cc
u
r
r
e
n
ce
s
,
wh
ich
h
ig
h
lig
h
ts
n
ew
id
ea
s
lik
e
ad
a
p
tiv
e
lear
n
in
g
m
o
d
els,
eth
ical
AI
g
o
v
er
n
a
n
ce
,
an
d
AI
-
d
r
iv
en
p
ed
ag
o
g
ical
s
tr
ateg
ies
[
4
9
]
.
I
n
lin
e
with
co
n
s
t
r
u
ctiv
is
t
th
eo
r
ies
o
f
p
er
s
o
n
alize
d
lear
n
in
g
,
f
o
r
in
s
tan
ce
,
th
e
in
co
r
p
o
r
atio
n
o
f
AI
in
to
ed
u
ca
tio
n
h
ig
h
lig
h
ts
th
e
tr
an
s
itio
n
f
r
o
m
teac
h
er
-
ce
n
ter
e
d
to
lea
r
n
er
-
ce
n
ter
ed
a
p
p
r
o
ac
h
es
[
5
0
]
.
Fu
r
th
er
m
o
r
e,
th
e
co
n
ce
n
tr
atio
n
o
f
r
esear
ch
o
n
eth
ical
is
s
u
es
h
ig
h
lig
h
ts
th
e
n
ec
ess
ity
o
f
s
tr
o
n
g
f
r
a
m
ewo
r
k
s
to
d
ir
ec
t
th
e
in
teg
r
atio
n
o
f
AI
in
e
d
u
c
atio
n
,
g
u
ar
a
n
teein
g
eq
u
ity
,
o
p
en
n
ess
,
an
d
in
clu
s
iv
ity
[
5
1
]
.
T
h
is
an
aly
s
is
h
as
im
p
o
r
tan
t
p
r
ac
tical
ef
f
ec
ts
o
n
ed
u
ca
to
r
s
,
leg
is
lato
r
s
,
an
d
tech
n
o
l
o
g
is
ts
,
am
o
n
g
o
th
er
s
tak
eh
o
ld
er
s
.
AI
-
p
o
wer
e
d
r
eso
u
r
ce
s
f
o
r
teac
h
er
s
,
lik
e
ch
atb
o
ts
,
v
ir
t
u
al
ass
is
tan
ts
,
an
d
ad
a
p
tiv
e
lear
n
in
g
p
latf
o
r
m
s
,
im
p
r
o
v
e
p
r
o
d
u
ctiv
i
ty
an
d
allo
w
f
o
r
in
d
iv
id
u
alize
d
in
s
tr
u
ctio
n
b
ased
o
n
ea
ch
s
t
u
d
en
t
’
s
n
ee
d
s
[
3
8
]
.
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
A
r
tifi
cia
l in
tellig
en
ce
in
ed
u
ca
tio
n
:
a
b
ib
lio
metric a
n
a
lysi
s
o
f e
merg
in
g
tr
en
d
s
(
Lim S
eo
n
g
P
ek
)
655
B
y
ad
d
r
ess
in
g
is
s
u
es
lik
e
b
ig
class
s
izes,
s
ca
r
ce
r
eso
u
r
ce
s
,
a
n
d
a
r
an
g
e
o
f
lear
n
e
r
ab
ilit
ies,
th
ese
tech
n
o
lo
g
ies
in
cr
ea
s
e
ed
u
ca
tio
n
al
ac
ce
s
s
ib
ilit
y
an
d
eq
u
ity
[
5
2
]
.
T
h
e
s
tu
d
y
g
iv
es p
o
licy
m
a
k
er
s
a
d
ata
-
d
r
iv
en
b
asis
o
n
w
h
ic
h
to
b
u
ild
r
eg
u
latio
n
s
th
at
en
co
u
r
ag
e
th
e
r
esp
o
n
s
ib
le
ad
o
p
tio
n
o
f
AI
,
r
ed
u
ce
r
is
k
s
lik
e
alg
o
r
it
h
m
ic
b
ias
an
d
d
ata
p
r
iv
ac
y
is
s
u
es,
an
d
clo
s
e
t
h
e
d
ig
ital
d
iv
id
e
in
c
o
m
m
u
n
ities
with
lim
ited
r
eso
u
r
ce
s
[
4
]
.
T
h
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
ca
n
b
e
u
s
ed
b
y
p
o
lic
y
m
ak
er
s
to
cr
ea
te
f
r
a
m
ewo
r
k
s
f
o
r
r
eg
u
latio
n
s
th
at
g
u
ar
a
n
tee
th
e
m
o
r
al
ap
p
licatio
n
o
f
AI
wh
ile
en
c
o
u
r
a
g
in
g
c
r
ea
tiv
ity
[
5
3
]
.
T
ec
h
n
o
lo
g
is
ts
an
d
d
ev
elo
p
er
s
g
ain
p
r
ac
tical
g
u
id
an
ce
f
r
o
m
th
is
s
tu
d
y
o
n
ad
d
r
ess
in
g
g
ap
s
an
d
u
s
er
n
ee
d
s
.
Acc
o
r
d
in
g
to
Ag
g
ar
wal
[
5
4
]
,
th
e
em
p
h
asis
o
n
u
s
er
ac
ce
p
tan
ce
an
d
in
n
o
v
at
io
n
u
n
d
er
s
co
r
es
th
e
s
ig
n
if
ican
ce
o
f
c
r
ea
tin
g
AI
to
o
ls
th
at
ar
e
s
ca
lab
le,
co
n
tex
t
-
s
p
ec
if
ic,
an
d
ea
s
y
to
u
s
e
in
a
v
a
r
iety
o
f
ed
u
ca
tio
n
al
co
n
tex
ts
.
T
h
e
f
o
c
u
s
o
n
eth
i
cs
an
d
g
o
v
er
n
an
ce
also
r
ec
o
m
m
en
d
s
in
c
o
r
p
o
r
atin
g
ac
co
u
n
tab
ilit
y
an
d
b
ias
d
etec
tio
n
m
ec
h
an
is
m
s
in
to
AI
s
y
s
tem
s
to
im
p
r
o
v
e
d
ep
e
n
d
ab
ilit
y
an
d
tr
u
s
t
[
5
5
]
.
T
h
i
s
an
aly
s
is
p
r
o
v
id
es
r
ec
o
m
m
en
d
atio
n
s
f
o
r
f
u
tu
r
e
r
esear
ch
d
ir
ec
tio
n
s
,
s
u
c
h
as
in
v
esti
g
atin
g
th
e
lo
n
g
-
ter
m
ef
f
e
cts
o
f
AI
o
n
s
tu
d
en
t
o
u
tco
m
es,
tack
lin
g
is
s
u
es
o
f
d
ig
ital
eq
u
ity
,
a
n
d
cr
ea
tin
g
in
ter
d
is
cip
lin
ar
y
f
r
am
ewo
r
k
s
th
at
co
m
b
in
e
AI
wit
h
cu
ttin
g
-
ed
g
e
ed
u
ca
tio
n
al
tech
n
o
lo
g
ies [
5
6
]
.
T
h
e
f
in
d
in
g
s
s
tr
o
n
g
ly
s
u
g
g
est
th
at
ed
u
ca
to
r
s
,
tech
n
o
lo
g
is
ts
,
an
d
leg
is
lato
r
s
s
h
o
u
ld
wo
r
k
to
g
eth
er
to
o
p
tim
ize
AI
’
s
p
o
ten
tial
wh
i
le
en
s
u
r
in
g
th
at
d
e
v
elo
p
m
e
n
t
alig
n
s
with
ed
u
ca
tio
n
al
v
alu
es
an
d
s
o
cieta
l
d
em
an
d
s
.
On
e
n
o
tewo
r
t
h
y
u
n
e
x
p
ec
ted
co
n
clu
s
io
n
was
th
at,
d
esp
ite
AI
’
s
ex
ten
s
iv
e
u
s
e
ac
r
o
s
s
d
o
m
ain
s
,
cr
o
s
s
-
d
is
cip
lin
ar
y
r
esear
ch
was
u
n
d
er
r
ep
r
esen
ted
.
T
h
is
f
in
d
in
g
alig
n
s
with
ea
r
lier
o
b
s
er
v
atio
n
s
th
at
th
e
ab
s
en
ce
o
f
ed
u
ca
to
r
in
v
o
l
v
em
en
t
i
n
AI
d
esig
n
lim
its
th
e
in
te
g
r
atio
n
o
f
d
iv
er
s
e
d
is
cip
lin
ar
y
p
er
s
p
ec
tiv
es
[
2
9
]
,
[
3
1
]
.
Similar
ly
,
Allen
an
d
Ken
d
e
o
u
[
5
0
]
em
p
h
asize
th
e
n
ee
d
f
o
r
in
ter
d
is
cip
lin
ar
y
f
r
a
m
ewo
r
k
s
th
at
m
er
g
e
tech
n
o
lo
g
ical
in
n
o
v
atio
n
with
ed
u
ca
tio
n
al
th
eo
r
y
,
u
n
d
er
s
co
r
in
g
a
v
ac
u
u
m
in
in
teg
r
ativ
e
ed
u
ca
tio
n
al
m
o
d
els
th
at
war
r
an
ts
f
u
r
th
e
r
in
v
esti
g
a
tio
n
.
4.
CO
NCLU
SI
O
N
T
h
e
b
ib
lio
m
etr
ic
s
tu
d
y
o
f
AI
i
n
ed
u
ca
tio
n
h
as
s
h
ed
lig
h
t
o
n
th
e
o
p
p
o
r
tu
n
ities
,
p
r
o
b
lem
s
,
a
n
d
cu
r
r
e
n
t
s
tatu
s
o
f
th
e
f
ield
.
T
h
is
s
tu
d
y
em
p
h
asizes
AI
’
s
r
ev
o
lu
ti
o
n
ar
y
r
o
le
in
tr
a
n
s
f
o
r
m
in
g
ed
u
ca
tio
n
th
r
o
u
g
h
p
er
s
o
n
alize
d
lear
n
in
g
,
ad
ap
ti
v
e
tech
n
o
lo
g
ies,
an
d
cr
ea
tiv
e
teac
h
in
g
s
tr
ateg
ies
b
y
lo
o
k
in
g
at
im
p
o
r
tan
t
p
u
b
licatio
n
s
,
co
-
citatio
n
n
etw
o
r
k
s
,
an
d
k
e
y
wo
r
d
tr
en
d
s
.
T
h
e
an
aly
s
is
em
p
h
asizes
h
o
w
cr
u
cial
it
is
to
ad
d
r
ess
eth
ical
is
s
u
es
lik
e
alg
o
r
ith
m
ic
b
ias,
d
ata
p
r
iv
ac
y
,
an
d
eq
u
itab
le
ac
ce
s
s
in
o
r
d
er
t
o
g
u
a
r
an
tee
th
e
r
esp
o
n
s
ib
le
an
d
in
clu
s
iv
e
ap
p
licatio
n
o
f
A
I
in
ed
u
ca
tio
n
al
s
ettin
g
s
.
T
h
e
clu
s
ter
in
g
o
f
r
esear
ch
to
p
ics
ar
o
u
n
d
g
en
er
ativ
e
A
I
,
eth
ical
g
o
v
er
n
an
ce
,
a
n
d
e
d
u
ca
tio
n
al
ap
p
licatio
n
s
s
h
o
ws
h
o
w
tech
n
o
lo
g
ical
d
ev
el
o
p
m
en
ts
an
d
t
h
eir
r
ea
l
-
wo
r
ld
ef
f
ec
ts
o
n
teac
h
er
s
,
s
tu
d
en
ts
,
an
d
leg
is
lato
r
s
in
ter
ac
t
d
y
n
am
icall
y
.
Alth
o
u
g
h
AI
h
as
a
lo
t
to
o
f
f
er
i
n
ter
m
s
o
f
im
p
r
o
v
in
g
s
t
u
d
en
t
e
n
g
ag
em
en
t,
teac
h
in
g
ef
f
ec
tiv
e
n
ess
,
an
d
in
s
titu
tio
n
al
d
ec
is
io
n
-
m
ak
in
g
,
is
s
u
es
with
d
ig
ital
eq
u
ity
an
d
ad
o
p
tio
n
r
esis
tan
ce
ar
e
s
till
im
p
o
r
tan
t
to
p
ics
f
o
r
f
u
r
th
er
r
esear
ch
.
Alig
n
e
d
with
s
u
s
tain
ab
le
d
ev
elo
p
m
en
t
g
o
al
4
(
q
u
ality
ed
u
ca
tio
n
)
,
th
is
s
tu
d
y
u
n
d
er
s
co
r
es
th
e
p
o
ten
tial
o
f
AI
to
ad
v
an
ce
e
q
u
itab
le
an
d
in
clu
s
iv
e
ed
u
ca
tio
n
al
o
p
p
o
r
tu
n
ities
f
o
r
all
lear
n
er
s
,
p
ar
ticu
lar
l
y
th
o
s
e
in
m
a
r
g
i
n
alize
d
co
m
m
u
n
ities
.
B
y
a
d
d
r
ess
in
g
s
y
s
tem
ic
b
ar
r
ier
s
an
d
lev
er
ag
i
n
g
AI
-
d
r
iv
en
in
n
o
v
atio
n
s
,
s
tak
eh
o
ld
er
s
ca
n
cr
ea
te
tr
an
s
f
o
r
m
ativ
e
s
o
lu
tio
n
s
th
at
clo
s
e
lear
n
in
g
g
ap
s
an
d
en
h
a
n
ce
e
d
u
ca
tio
n
al
o
u
tco
m
es
g
l
o
b
ally
.
T
h
is
an
aly
s
is
u
ltima
tely
p
r
o
v
id
es
a
b
asis
f
o
r
p
r
o
m
o
tin
g
AI
-
d
r
i
v
en
in
n
o
v
ati
o
n
an
d
g
u
ar
an
teein
g
lo
n
g
-
ter
m
ad
v
an
ce
m
e
n
t
in
th
e
f
ield
o
f
ed
u
ca
tio
n
,
en
s
u
r
i
n
g
alig
n
m
en
t w
ith
b
r
o
ad
er
s
u
s
tain
ab
ilit
y
o
b
jectiv
es.
W
h
ile
th
is
s
tu
d
y
p
r
o
v
id
es
a
th
o
r
o
u
g
h
b
ib
lio
m
etr
ic
m
ap
p
in
g
o
f
AI
in
ed
u
ca
tio
n
,
s
ev
er
al
lim
itatio
n
s
s
h
o
u
ld
b
e
ac
k
n
o
wled
g
ed
e
x
p
licitly
.
First,
th
e
s
co
p
e
w
as
r
estricte
d
to
E
n
g
lis
h
-
lan
g
u
ag
e
p
u
b
licatio
n
s
,
W
o
S
-
in
d
ex
ed
ar
ticles,
an
d
th
e
So
cial
Scien
ce
s
C
itatio
n
I
n
d
ex
(
SS
C
I
)
,
wh
ich
m
ay
h
av
e
lef
t
o
u
t
im
p
o
r
tan
t
co
n
tr
ib
u
tio
n
s
f
r
o
m
r
esear
c
h
with
a
r
eg
io
n
al
f
o
c
u
s
o
r
n
o
n
-
E
n
g
lis
h
s
p
ea
k
in
g
p
ar
ticip
an
ts
.
S
ec
o
n
d
,
r
el
y
in
g
ju
s
t
o
n
co
-
citatio
n
a
n
d
co
-
o
cc
u
r
r
e
n
ce
an
aly
s
is
p
r
o
v
id
es
a
b
r
o
ad
p
er
s
p
ec
tiv
e,
b
u
t
it
m
ay
ig
n
o
r
e
in
tr
icate
em
p
ir
ical
o
r
m
eth
o
d
o
lo
g
ical
d
etails
f
r
o
m
o
th
er
s
tu
d
ies.
Qu
alitativ
e
c
o
n
ten
t
an
aly
s
is
s
h
o
u
ld
b
e
in
c
o
r
p
o
r
ate
d
in
to
f
u
tu
r
e
s
tu
d
ies
to
en
h
an
ce
th
e
t
h
e
m
atic
co
m
p
r
eh
en
s
io
n
.
Ad
d
itio
n
ally
,
l
o
n
g
itu
d
in
al
r
esear
c
h
co
u
ld
t
r
ac
k
th
e
d
ev
elo
p
m
e
n
t
o
f
p
ar
ticu
lar
s
u
b
th
em
es
in
clu
d
in
g
m
u
ltid
is
cip
lin
ar
y
a
p
p
licatio
n
s
in
ac
t
u
al
class
r
o
o
m
s
ettin
g
s
,
eth
ical
AI
u
s
e,
an
d
AI
liter
ac
y
.
Fu
r
th
er
m
o
r
e,
cr
o
s
s
-
d
atab
ase
co
m
p
ar
is
o
n
s
(
e.
g
.
,
Sco
p
u
s
,
Di
m
en
s
io
n
s
)
an
d
th
e
in
co
r
p
o
r
atio
n
o
f
g
r
e
y
liter
atu
r
e
s
h
o
u
ld
b
e
ad
v
an
tag
eo
u
s
f
o
r
f
u
tu
r
e
s
tu
d
ies
in
o
r
d
e
r
to
in
c
r
ea
s
e
th
e
s
co
p
e
an
d
d
ep
th
o
f
AI
ed
u
ca
tio
n
al
r
esear
ch
v
is
ib
ilit
y
an
d
im
p
a
ct.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
T
h
is
wo
r
k
was su
p
p
o
r
ted
an
d
f
u
n
d
e
d
b
y
I
NT
I
I
n
ter
n
atio
n
al
Un
iv
er
s
ity
,
Ma
lay
s
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