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Pro
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Ar
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o
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s
[
1
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.
T
h
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in
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as
b
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lau
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d
th
r
o
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ca
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p
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s
s
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as
“
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in
co
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lik
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AI
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Gr
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am
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[
3
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T
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Vo
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15
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No
.
1
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Feb
r
u
a
r
y
20
2
6
:
837
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847
838
in
d
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s
o
f
a
p
a
r
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m
s
h
if
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in
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FL
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u
ca
tio
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tit
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Un
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em
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d
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m
p
lo
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b
ilit
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[
4
]
–
[
6
]
.
Desp
ite
th
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g
r
o
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m
p
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,
tr
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itio
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r
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ch
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r
ad
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n
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[
7
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,
[
8
]
.
Ho
wev
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er
e
is
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m
in
im
al
n
u
m
b
er
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f
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h
o
w
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o
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g
to
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ap
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teac
h
er
r
o
les,
p
r
o
f
ess
io
n
al
id
en
titi
es
[
9
]
,
an
d
tr
ain
in
g
f
r
am
ewo
r
k
s
with
in
E
FL
co
n
tex
ts
.
T
h
is
is
o
f
g
r
ea
t
im
p
o
r
tan
ce
,
as
th
e
s
u
cc
ess
f
u
l
in
teg
r
atio
n
o
f
AI
d
ep
en
d
s
n
o
t
o
n
ly
o
n
its
tech
n
ical
f
u
n
ctio
n
ality
b
u
t
also
o
n
h
o
w
well
teac
h
er
s
ad
ju
s
t
th
em
s
elv
es
to
th
eir
ev
o
lv
in
g
r
o
les
in
th
e
AI
-
i
n
teg
r
ate
d
class
r
o
o
m
.
T
h
er
e
is
h
en
ce
c
lear
ev
id
en
ce
th
at
AI
h
as
th
e
p
o
ten
tial
t
o
ch
a
n
g
e
p
ed
ag
o
g
ical
p
r
ac
tices.
I
n
d
ee
d
,
AI
is
n
o
t
a
to
o
l,
b
u
t
a
lev
er
o
f
ch
an
g
e
in
th
e
r
o
le
o
f
th
e
teac
h
er
,
s
h
if
tin
g
f
r
o
m
a
co
n
ten
t
d
eliv
e
r
er
t
o
a
f
ac
ilit
ato
r
o
f
h
ig
h
er
-
o
r
d
e
r
t
h
in
k
in
g
a
n
d
c
r
ea
tiv
ity
.
Su
c
h
a
ch
an
g
e
i
n
p
ed
a
g
o
g
ical
p
r
ac
ti
ce
ca
lls
f
o
r
r
e
-
im
ag
i
n
in
g
teac
h
er
tr
ain
in
g
a
n
d
p
r
o
f
ess
io
n
al
d
e
v
elo
p
m
en
t
[
1
0
]
.
AI
is
lik
ely
to
ch
an
g
e
E
FL
teac
h
in
g
.
So
m
e
to
o
ls
,
s
u
ch
as
C
h
atGPT
an
d
Gr
am
m
ar
ly
,
p
r
o
v
id
e
im
m
ed
iate
f
ee
d
b
ac
k
,
wh
ile
o
th
er
s
,
lik
e
Pro
W
r
itin
g
Aid
,
h
e
lp
teac
h
er
s
d
esig
n
in
ter
ac
tiv
e
an
d
p
er
s
o
n
alize
d
less
o
n
s
[
3
]
.
Sch
o
lar
s
h
a
v
e
d
e
m
o
n
s
tr
ated
th
at
AI
e
n
ab
les
te
ac
h
er
s
to
tailo
r
lear
n
in
g
to
th
e
in
d
iv
id
u
al
n
ee
d
s
o
f
ea
ch
s
tu
d
en
t,
th
er
e
b
y
m
ak
in
g
lan
g
u
ag
e
ac
q
u
is
itio
n
m
o
r
e
ef
f
icien
t
[
1
0
]
.
AI
is
m
o
r
e
th
a
n
ju
s
t
a
to
o
l
f
o
r
g
r
ea
ter
ef
f
icien
cy
;
it p
r
o
m
o
tes
d
ee
p
e
r
lear
n
in
g
a
n
d
cr
itical
th
in
k
in
g
,
en
ab
lin
g
teac
h
er
s
to
f
o
cu
s
o
n
h
ig
h
er
-
o
r
d
e
r
s
k
ills
.
Similar
ly
,
an
o
th
e
r
s
ch
o
lar
h
o
ld
s
th
e
v
iew
th
at
AI
ca
n
h
an
d
le
r
o
u
tin
e
task
s
,
s
u
ch
as
g
r
ad
in
g
a
n
d
tr
ac
k
in
g
s
tu
d
en
ts
’
p
r
o
g
r
ess
,
wh
ich
f
r
ee
s
u
p
teac
h
er
s
to
en
g
ag
e
with
s
tu
d
en
ts
m
o
r
e
m
ea
n
i
n
g
f
u
lly
[
1
0
]
.
T
h
e
r
o
le
o
f
AI
ex
ten
d
s
b
ey
o
n
d
f
ac
ilit
atin
g
a
d
m
in
is
tr
ativ
e
task
s
.
I
t
h
as
als
o
b
ee
n
f
o
u
n
d
th
at
AI
ca
n
en
h
an
ce
th
e
lear
n
in
g
ex
p
er
ien
ce
b
y
f
o
s
ter
in
g
g
r
ea
t
er
co
llab
o
r
atio
n
b
etwe
en
teac
h
er
s
an
d
s
tu
d
e
n
ts
[
1
1
]
.
I
n
s
u
ch
a
co
llab
o
r
ativ
e
m
o
d
el,
AI
is
in
th
e
lea
r
n
in
g
en
v
ir
o
n
m
e
n
t,
n
o
t
ju
s
t
a
n
a
d
d
-
o
n
.
W
h
ile
b
r
in
g
in
g
ad
v
a
n
ce
d
f
u
n
ctio
n
alities
,
it
m
u
s
t
b
e
en
s
u
r
ed
th
at
AI
is
in
tr
o
d
u
c
ed
in
a
way
th
at
d
o
es
n
o
t
co
n
f
lict
with
p
ed
ag
o
g
ical
g
o
als
[
1
2
]
.
T
ea
ch
e
r
s
p
lay
a
k
ey
r
o
le
in
m
ed
iatin
g
th
e
u
s
e
o
f
AI
,
en
s
u
r
in
g
th
at
it
r
etain
s
th
e
h
u
m
an
to
u
ch
ess
en
tial
in
ed
u
ca
tio
n
[
1
3
]
.
Ho
w
AI
r
ec
o
n
f
ig
u
r
es
class
r
o
o
m
d
y
n
am
ics
r
em
ai
n
s
an
o
p
e
n
q
u
esti
o
n
,
o
n
e
th
at
h
o
ld
s
co
n
s
id
er
ab
le
p
o
ten
tial.
T
h
e
in
teg
r
atio
n
o
f
AI
in
E
FL
class
r
o
o
m
s
,
in
b
o
th
th
e
lo
n
g
r
u
n
an
d
with
e
v
en
tu
al
im
p
ac
t,
r
ests
o
n
th
e
teac
h
er
s
’
v
is
io
n
s
o
f
it
[
8
]
.
K
n
o
win
g
t
h
ese
v
iews
ca
n
h
elp
alig
n
te
ch
n
o
lo
g
ical
in
n
o
v
atio
n
s
with
ed
u
ca
tio
n
al
g
o
als,
en
s
u
r
in
g
th
at
AI
d
o
es n
o
t d
is
r
u
p
t g
o
o
d
teac
h
i
n
g
p
r
ac
tices.
T
h
e
ad
o
p
tio
n
o
f
AI
is
also
tr
an
s
f
o
r
m
in
g
th
e
p
r
o
f
ess
io
n
al
i
d
en
tity
o
f
teac
h
er
s
.
W
ith
AI
t
ak
in
g
o
v
er
r
o
u
tin
e
task
s
,
teac
h
e
r
s
ar
e
n
o
w
m
o
v
in
g
f
r
o
m
b
ein
g
d
is
p
en
s
er
s
o
f
in
f
o
r
m
atio
n
to
f
ac
ilit
ato
r
s
o
f
lea
r
n
in
g
[
1
0
]
.
T
h
is
n
ew
r
o
le
em
p
h
asizes
g
u
i
d
an
ce
an
d
t
h
e
d
ev
elo
p
m
en
t
o
f
cr
itical
th
in
k
in
g
s
k
ills
.
An
o
th
er
s
ch
o
lar
s
u
p
p
o
r
ts
th
e
id
ea
th
at
th
is
ev
o
lu
tio
n
en
ab
les
teac
h
er
s
to
f
o
cu
s
o
n
th
e
m
o
r
e
h
u
m
an
asp
ec
ts
o
f
ed
u
ca
tio
n
,
s
u
ch
as
d
ev
elo
p
in
g
cr
ea
tiv
ity
an
d
f
o
s
t
er
in
g
r
elatio
n
s
h
ip
s
with
lear
n
e
r
s
[
1
4
]
.
An
o
th
e
r
s
tu
d
y
n
o
tes
t
h
at
th
is
s
h
if
t
o
p
e
n
s
u
p
p
o
s
s
ib
ilit
ies
f
o
r
n
o
t
o
n
ly
cl
in
ician
s
[
1
5
]
.
W
h
ile
s
o
m
e
e
d
u
ca
to
r
s
m
ay
f
ee
l
em
p
o
wer
ed
b
y
th
e
o
p
p
o
r
tu
n
ities
th
at
AI
o
f
f
er
s
,
o
th
er
s
m
ay
s
tr
u
g
g
le
to
ad
ap
t
to
th
e
n
ew
ex
p
ec
tatio
n
s
th
at
it
p
r
esen
ts
.
A
n
o
th
er
in
v
esti
g
atio
n
h
ig
h
lig
h
ts
th
e
clo
s
e
r
elatio
n
s
h
ip
b
etwe
en
p
r
o
f
ess
io
n
al
id
en
t
ity
an
d
th
e
way
teac
h
e
r
s
p
er
c
eiv
e
th
eir
r
o
le
[
8
]
.
T
h
e
s
u
p
p
o
r
t
o
f
teac
h
er
s
in
u
n
d
er
s
tan
d
in
g
h
o
w
AI
co
m
p
lem
en
ts
th
eir
wo
r
k
m
ay
c
o
n
tr
ib
u
te
to
m
o
r
e
co
n
f
id
en
t
em
b
r
ac
in
g
o
f
th
e
ch
a
n
g
ed
r
o
l
es
am
o
n
g
th
em
[
1
1
]
.
A
s
tu
d
y
s
u
g
g
ests
th
at
teac
h
er
s
w
h
o
v
i
ew
AI
as
a
s
u
p
p
o
r
t
f
o
r
th
eir
teac
h
in
g
ten
d
t
o
in
n
o
v
ate
an
d
im
p
r
o
v
e
th
eir
p
r
ac
tic
es.
Pro
g
r
am
s
ad
d
r
ess
in
g
s
u
ch
id
en
tity
s
h
if
ts
ar
e
cr
itical
[
1
2
]
.
An
o
th
er
r
ec
e
n
t
s
tu
d
y
ass
er
ts
th
at
a
co
llab
o
r
ativ
e
m
in
d
s
et,
in
wh
ich
teac
h
er
s
an
d
AI
wo
r
k
to
g
eth
er
,
g
u
ar
an
tees
th
at
ed
u
ca
to
r
s
r
em
ain
at
th
e
co
r
e
o
f
th
e
lear
n
in
g
p
r
o
ce
s
s
[
1
3
]
.
T
h
is
b
alan
ce
en
ab
les
teac
h
er
s
to
lev
er
ag
e
A
I
ca
p
ab
i
liti
es wh
ile
p
r
eser
v
in
g
th
e
p
er
s
o
n
al,
h
u
m
an
elem
e
n
ts
th
at
ar
e
v
ital to
teac
h
in
g
.
Ho
wev
er
,
with
o
u
t
r
esear
ch
in
to
h
o
w
teac
h
er
s
en
v
is
io
n
s
u
ch
ch
an
g
es,
esp
ec
ially
in
r
eso
u
r
ce
-
co
n
s
tr
ain
ed
co
n
te
x
ts
lik
e
B
a
n
g
lad
esh
,
th
er
e
is
a
lim
itati
o
n
to
th
e
p
o
ten
tial
f
o
r
a
d
eq
u
ate
s
u
p
p
o
r
t
f
r
o
m
p
o
licy
m
ak
er
s
a
n
d
in
s
titu
tio
n
s
.
I
n
s
u
ch
co
n
tex
ts
,
teac
h
er
s
o
f
ten
en
co
u
n
ter
s
y
s
tem
ic
b
ar
r
ier
s
,
in
clu
d
in
g
in
ad
eq
u
ate
tech
n
o
lo
g
ical
r
es
o
u
r
ce
s
,
in
s
u
f
f
icien
t
tr
ain
in
g
,
an
d
u
n
eq
u
al
ac
ce
s
s
to
in
f
r
astru
ctu
r
e
[
1
2
]
.
Su
ch
ch
allen
g
es
m
ay
h
ei
g
h
ten
th
e
f
ee
lin
g
s
o
f
u
n
ce
r
tain
ty
an
d
m
a
r
g
in
aliza
tio
n
t
h
at
co
u
ld
af
f
ec
t
th
e
m
ain
s
tr
ea
m
in
g
o
f
AI
[
1
6
]
.
Ad
d
r
ess
in
g
th
is
g
ap
is
ess
en
tial f
o
r
s
ev
er
al
r
ea
s
o
n
s
.
First,
teac
h
er
p
er
ce
p
tio
n
s
p
lay
a
ce
n
tr
al
r
o
le
in
th
e
s
u
cc
ess
f
u
l
in
teg
r
atio
n
o
f
AI
.
T
ea
ch
er
s
n
ee
d
t
o
b
e
n
o
t
o
n
ly
tech
n
ically
co
m
p
eten
t
b
u
t
also
co
n
f
id
en
t
i
n
th
eir
ab
ilit
y
to
n
av
ig
ate
th
e
p
e
d
ag
o
g
ical
s
h
if
ts
th
at
AI
r
eq
u
ir
es [
1
7
]
.
I
f
th
at
co
n
f
id
en
ce
d
o
e
s
n
o
t e
x
is
t,
ev
en
th
e
m
o
s
t
s
o
p
h
is
ticated
AI
to
o
ls
m
ay
f
ail
to
h
av
e
th
e
d
esire
d
ef
f
ec
t.
T
h
is
m
a
y
h
av
e
b
r
o
a
d
er
im
p
licatio
n
s
f
o
r
teac
h
er
id
en
tity
as
teac
h
er
s
m
o
v
e
f
r
o
m
r
o
u
tin
e
class
r
o
o
m
p
r
ac
tices
to
a
m
o
r
e
m
en
to
r
s
h
ip
-
o
r
ie
n
ted
,
cr
itical
th
in
k
in
g
,
an
d
cr
ea
tiv
e
p
r
o
b
le
m
-
s
o
lv
in
g
r
o
le
with
th
e
r
is
e
o
f
AI
in
te
g
r
atio
n
[
1
5
]
.
Un
d
er
s
t
an
d
in
g
h
o
w
teac
h
er
s
p
er
ce
iv
e
an
d
r
esp
o
n
d
to
th
ese
ch
an
g
es
in
th
eir
id
e
n
titi
es
w
o
u
ld
en
a
b
le
th
e
d
ev
elo
p
m
en
t
o
f
p
r
e
-
s
er
v
ice
an
d
in
-
s
er
v
ice
tr
ain
in
g
th
at
b
etter
ca
ter
s
to
th
eir
ev
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lv
in
g
p
r
o
f
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al
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ee
d
s
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T
h
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m
ay
h
av
e
s
ig
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if
ican
ce
in
r
ep
r
esen
tin
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a
m
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r
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p
er
s
p
ec
tiv
e
o
n
th
e
c
o
n
ce
p
tio
n
s
o
f
B
an
g
lad
esh
i
u
n
iv
e
r
s
ity
E
FL
teac
h
er
s
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
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&
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N:
2252
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8
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2
B
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E
F
L tea
ch
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839
r
eg
ar
d
in
g
th
e
p
o
te
n
tial
im
p
ac
t
o
f
AI
o
n
th
eir
ed
u
ca
tio
n
al
c
o
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tex
ts
.
I
t
ex
p
lo
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b
r
o
a
d
er
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p
licatio
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s
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A
I
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teac
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tio
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a
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r
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f
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io
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,
th
er
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id
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ig
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d
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i
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ter
v
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tio
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th
at
ca
n
ad
d
r
ess
co
n
ce
r
n
s
in
r
ea
lity
.
T
h
ese
r
esu
lts
will
co
n
tr
ib
u
te
l
o
ca
lly
to
th
e
d
ev
elo
p
m
en
t
o
f
p
o
licy
an
d
p
r
ac
tice,
g
u
id
i
n
g
t
h
e
cr
ea
tio
n
o
f
tr
ain
in
g
p
r
o
g
r
am
s
th
at
wi
ll
eq
u
ip
teac
h
er
s
with
th
e
s
k
ills
an
d
co
n
f
id
e
n
ce
n
ee
d
ed
to
s
u
cc
ee
d
in
an
AI
-
in
teg
r
ated
class
r
o
o
m
.
T
h
is
s
tu
d
y
co
n
tr
ib
u
tes
to
th
e
g
r
o
win
g
b
o
d
y
o
f
r
esear
ch
o
n
AI
in
ed
u
ca
tio
n
,
with
a
p
ar
ticu
lar
f
o
cu
s
o
n
th
e
ch
al
len
g
es
an
d
o
p
p
o
r
tu
n
ities
th
at
ar
is
e
f
r
o
m
its
ad
o
p
tio
n
i
n
a
d
ev
elo
p
in
g
co
n
te
x
t.
T
h
is
ar
ticle
i
s
m
o
r
e
th
an
a
m
er
e
tech
n
ical
ap
p
licatio
n
; it
ex
p
lo
r
es th
e
im
p
ac
t o
f
AI
o
n
p
ed
a
g
o
g
ical
ap
p
r
o
ac
h
es
an
d
p
r
o
f
ess
io
n
al
m
eth
o
d
o
lo
g
ies.
R
ath
er
th
an
in
v
esti
g
atin
g
t
h
e
s
h
o
r
t
-
ter
m
b
en
ef
its
ass
o
ciate
d
with
task
s
s
u
ch
as
g
r
ad
in
g
a
n
d
cu
r
r
ic
u
lu
m
d
e
s
ig
n
,
th
is
r
esear
c
h
ex
a
m
in
es
t
h
e
last
in
g
c
o
n
s
eq
u
e
n
ce
s
th
ese
tech
n
o
l
o
g
ies
h
a
v
e
o
n
in
s
tr
u
ctio
n
al
p
r
ac
tices
an
d
th
e
d
ev
el
o
p
m
en
t
o
f
a
s
en
s
e
o
f
p
r
o
f
ess
io
n
al
id
en
tity
.
As
a
s
t
u
d
y
af
f
ir
m
s
,
AI
ca
n
en
h
an
ce
th
e
q
u
ality
o
f
ed
u
ca
t
io
n
b
y
allo
win
g
teac
h
e
r
s
to
f
o
cu
s
o
n
m
o
r
e
s
tr
ateg
ic
an
d
in
ter
ac
tiv
e
asp
ec
ts
o
f
in
s
tr
u
ctio
n
[
1
4
]
.
Ho
wev
er
,
r
ea
lizin
g
th
is
p
o
ten
tial
r
eq
u
i
r
es
an
in
teg
r
ated
ap
p
r
o
ac
h
th
at
co
n
s
id
er
s
all
d
im
en
s
io
n
s
—
b
o
th
tech
n
ical
a
n
d
h
u
m
a
n
—
o
f
teac
h
in
g
an
d
le
ar
n
in
g
.
W
ith
th
e
f
u
r
th
e
r
d
ev
el
o
p
m
en
t
o
f
AI
to
o
ls
,
th
ey
will lik
ely
b
ec
o
m
e
ev
en
m
o
r
e
ce
n
tr
al
t
o
lan
g
u
ag
e
in
s
tr
u
ctio
n
.
Ad
v
an
ce
d
ap
p
licatio
n
s
,
s
u
ch
as
C
h
atGPT
an
d
Du
o
lin
g
o
,
a
r
e
alr
ea
d
y
r
esh
ap
in
g
h
o
w
tea
ch
er
s
p
lan
less
o
n
s
,
en
g
ag
e
s
tu
d
en
ts
,
an
d
p
r
o
v
id
e
f
ee
d
b
ac
k
[
1
8
]
.
T
h
is
e
v
o
lu
tio
n
h
ig
h
lig
h
ts
th
e
p
r
ess
in
g
n
ee
d
t
o
d
ef
i
n
e
th
e
f
u
tu
r
e
o
f
AI
in
E
FL
teac
h
in
g
,
wh
ich
wo
u
ld
en
h
an
ce
tec
h
n
ical
p
r
o
f
icien
c
y
an
d
en
ab
le
teac
h
er
s
to
r
e
d
ef
in
e
th
eir
p
r
o
f
ess
io
n
al
id
e
n
titi
es.
B
ased
o
n
th
e
r
ea
lity
,
th
e
s
tu
d
y
b
ec
o
m
es
ess
en
tial
in
s
h
ed
d
in
g
lig
h
t
o
n
h
o
w
B
an
g
lad
esh
i E
FL
teac
h
er
s
p
er
ce
iv
e
th
ese
ch
an
g
es.
T
h
e
f
o
llo
win
g
r
esear
ch
q
u
esti
o
n
s
g
u
id
e
th
e
s
tu
d
y
:
i)
Ho
w
d
o
B
an
g
lad
esh
i u
n
iv
er
s
ity
E
FL
teac
h
er
s
en
v
is
io
n
t
h
e
f
u
tu
r
e
r
o
le
o
f
AI
in
lan
g
u
a
g
e
in
s
tr
u
ctio
n
?
ii)
Ho
w
m
ig
h
t
th
e
i
n
teg
r
atio
n
o
f
AI
r
esh
ap
e
E
FL
teac
h
er
s
’
p
r
o
f
ess
io
n
al
id
e
n
tity
with
i
n
B
an
g
lad
esh
i
u
n
iv
er
s
ities
?
T
h
e
co
n
ce
p
tu
al
f
r
a
m
ewo
r
k
is
b
ased
o
n
th
e
tech
n
o
lo
g
ical
p
e
d
ag
o
g
ical
co
n
te
n
t
k
n
o
wled
g
e
(
T
PAC
K)
m
o
d
el
b
y
Mish
r
a
a
n
d
Ko
eh
ler
[
1
9
]
,
wh
ic
h
em
p
h
asizes
th
e
i
n
teg
r
atio
n
o
f
tech
n
o
lo
g
y
,
p
ed
ag
o
g
y
,
a
n
d
co
n
ten
t
k
n
o
wled
g
e.
I
t
f
o
c
u
s
es
o
n
two
k
ey
asp
ec
ts
:
teac
h
er
s
’
ev
o
lv
in
g
id
en
tity
an
d
teac
h
er
s
’
v
is
io
n
f
o
r
th
e
f
u
tu
r
e
r
o
le
o
f
AI
in
E
FL
i
n
s
tr
u
ctio
n
.
T
h
e
f
r
am
ewo
r
k
o
u
tlin
es h
o
w
AI
r
e
co
n
f
ig
u
r
es th
e
p
r
o
f
ess
io
n
al
r
o
l
e
o
f
a
teac
h
er
f
r
o
m
m
er
ely
tr
an
s
m
itti
n
g
k
n
o
wled
g
e
to
f
ac
ilit
atin
g
cr
ea
tiv
ity
an
d
cr
itical
th
in
k
in
g
[
1
0
]
.
Fin
ally
,
teac
h
er
s
’
v
is
io
n
s
o
f
h
o
w
AI
m
ay
ch
an
g
e
th
e
f
a
ce
o
f
E
FL
teac
h
i
n
g
in
th
e
f
u
tu
r
e
o
f
f
er
a
g
lim
p
s
e
in
to
its
p
o
ten
tial
to
en
h
a
n
ce
lan
g
u
ag
e
in
s
tr
u
ctio
n
an
d
in
f
o
r
m
in
s
titu
tio
n
al
s
tr
ateg
ies
[
1
1
]
.
T
h
e
f
r
am
ewo
r
k
lin
k
s
th
ese
el
em
en
ts
to
p
r
o
v
id
e
d
ee
p
er
in
s
ig
h
ts
in
to
t
h
e
im
p
ac
t
o
f
AI
o
n
teac
h
in
g
an
d
lear
n
in
g
.
2.
M
E
T
H
O
D
2
.
1
.
Resea
rc
h desi
g
n
T
h
is
s
tu
d
y
em
p
lo
y
ed
a
m
ix
ed
-
m
eth
o
d
s
d
esig
n
,
in
co
r
p
o
r
atin
g
b
o
th
q
u
a
n
titativ
e
an
d
q
u
alitativ
e
ap
p
r
o
ac
h
es
to
an
s
wer
t
h
e
r
ese
ar
ch
q
u
esti
o
n
s
.
T
h
e
m
ix
ed
-
m
e
th
o
d
s
ap
p
r
o
ac
h
o
f
f
er
s
b
o
t
h
f
le
x
ib
ilit
y
an
d
d
ep
th
,
allo
win
g
f
o
r
th
e
n
u
m
er
ical
an
aly
s
is
an
d
n
u
an
ce
d
in
t
er
p
r
etatio
n
o
f
p
ar
ticip
an
ts
’
ex
p
er
ien
ce
s
[
2
0
]
.
T
h
e
m
ix
ed
-
m
et
h
o
d
f
r
am
ewo
r
k
is
p
ar
ticu
lar
ly
r
elev
an
t
in
th
e
in
v
esti
g
atio
n
o
f
E
FL
teac
h
er
s
’
p
er
ce
p
tio
n
s
ab
o
u
t
th
e
in
teg
r
atio
n
o
f
AI
in
u
n
iv
e
r
s
ities
in
B
an
g
lad
esh
.
T
h
is
is
a
co
m
p
r
eh
e
n
s
iv
e
v
iew
o
f
th
e
p
er
ce
p
tio
n
s
h
eld
b
y
ed
u
ca
to
r
s
r
eg
ar
d
in
g
th
e
r
o
le
AI
ca
n
p
lay
in
lan
g
u
a
g
e
teac
h
in
g
an
d
lear
n
in
g
,
as
well
as
its
im
p
licatio
n
s
f
o
r
th
eir
p
r
o
f
ess
io
n
al
id
e
n
tity
an
d
tr
ain
in
g
,
ad
o
p
ti
n
g
a
d
u
al
m
eth
o
d
o
l
o
g
ical
a
p
p
r
o
ac
h
.
T
h
is
s
tu
d
y
em
p
lo
y
ed
a
s
u
r
v
ey
t
o
co
llect
q
u
an
titativ
e
d
ata
n
ec
ess
ar
y
f
o
r
u
n
d
er
s
tan
d
in
g
b
r
o
ad
e
r
tr
en
d
s
,
wh
ich
we
r
e
f
u
r
t
h
er
en
r
ich
ed
th
r
o
u
g
h
s
em
i
-
s
tr
u
ctu
r
e
d
in
te
r
v
iews,
allo
win
g
f
o
r
a
n
e
x
p
lo
r
atio
n
o
f
d
ee
p
e
r
m
ea
n
in
g
s
an
d
p
er
s
o
n
al
ex
p
er
ien
ce
s
.
T
h
is
d
u
al
ap
p
r
o
ac
h
co
n
s
o
lid
ates
th
e
v
alid
ity
o
f
th
e
f
in
d
in
g
s
b
y
tr
ian
g
u
latin
g
d
ata
f
r
o
m
two
co
m
p
lem
en
tar
y
s
o
u
r
ce
s
f
o
llo
win
g
th
e
g
u
i
d
elin
es [
2
1
]
,
[
2
2
]
.
2
.
2
.
P
a
rt
icipa
nts
T
h
e
tar
g
et
p
o
p
u
latio
n
o
f
th
is
s
tu
d
y
co
m
p
r
is
ed
E
FL
teac
h
er
s
f
r
o
m
2
0
u
n
iv
e
r
s
ities
ac
r
o
s
s
B
a
n
g
lad
esh
.
T
h
e
q
u
a
n
titativ
e
p
h
ase
o
f
th
e
s
tu
d
y
in
v
o
lv
ed
co
n
d
u
ctin
g
a
n
o
n
lin
e
s
u
r
v
e
y
th
r
o
u
g
h
Go
o
g
le
Fo
r
m
s
in
J
u
ly
2
0
2
4
.
Usi
n
g
s
im
p
le
r
an
d
o
m
s
am
p
lin
g
e
n
s
u
r
es
th
at
n
o
n
-
b
iase
d
p
ar
ticip
a
n
ts
ar
e
c
h
o
s
en
,
wh
e
r
e
1
2
3
p
ar
ticip
an
ts
in
th
is
s
tu
d
y
r
ep
r
esen
t
2
0
u
n
iv
er
s
ities
[
2
3
]
.
I
t
is
,
in
a
s
en
s
e,
r
ep
r
esen
tativ
e
o
f
a
cr
o
s
s
-
s
ec
tio
n
o
f
teac
h
er
s
with
v
ar
ied
teac
h
in
g
ex
p
e
r
ien
ce
,
a
ca
d
em
ic
r
an
k
s
,
a
n
d
e
x
p
o
s
u
r
e
to
AI
to
o
ls
.
I
n
th
e
q
u
alitativ
e
p
h
ase,
a
p
u
r
p
o
s
iv
e
s
am
p
lin
g
o
f
f
iv
e
E
FL
teac
h
er
s
was
s
elec
ted
f
o
r
in
-
d
e
p
th
,
s
e
m
i
-
s
tr
u
ctu
r
ed
i
n
ter
v
iews.
T
h
e
s
e
p
ar
ticip
an
ts
wer
e
s
elec
ted
b
ased
o
n
e
x
p
er
ie
n
ce
with
AI
in
E
FL
teac
h
in
g
a
n
d
a
willin
g
n
ess
to
c
o
n
tr
ib
u
te
in
-
d
e
p
th
in
s
ig
h
ts
.
T
h
is
f
ilter
in
g
en
s
u
r
ed
th
at
th
e
in
ter
v
iewe
es
wer
e
s
u
itab
le
ex
p
er
ts
with
p
r
ac
tical
k
n
o
wled
g
e,
p
r
o
v
id
in
g
a
r
ich
s
o
u
r
ce
o
f
q
u
alitativ
e
d
ata.
T
h
e
p
ar
ticip
an
t
g
r
o
u
p
r
ep
r
esen
ted
a
c
r
o
s
s
-
s
ec
tio
n
o
f
in
s
titu
tio
n
s
,
an
d
th
e
f
in
d
in
g
s
ar
e
m
ea
n
t
to
r
ef
lect
d
i
v
er
s
e
v
o
ices
with
in
th
e
B
an
g
lad
esh
i
h
i
g
h
er
e
d
u
ca
tio
n
la
n
d
s
ca
p
e.
T
h
e
s
e
p
ar
ticip
an
ts
h
ad
3
to
20
y
ea
r
s
o
f
teac
h
in
g
ex
p
e
r
ien
ce
an
d
wer
e
ag
e
d
b
etwe
en
2
8
an
d
5
0
y
ea
r
s
.
Ab
o
u
t
7
0
%
o
f
th
em
wer
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f
r
o
m
u
r
b
an
u
n
iv
e
r
s
ities
an
d
30%
f
r
o
m
r
u
r
al
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n
iv
e
r
s
ities
,
th
u
s
g
iv
in
g
a
g
o
o
d
b
alan
ce
o
f
in
s
titu
tio
n
al
co
n
tex
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
:
837
-
847
840
2
.
3
.
I
ns
t
rum
ent
s
Data
wer
e
co
llected
th
r
o
u
g
h
a
s
u
r
v
ey
q
u
esti
o
n
n
air
e
an
d
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iews.
T
h
e
s
u
r
v
e
y
co
n
s
is
ted
o
f
1
9
item
s
,
d
iv
id
ed
in
to
f
o
u
r
p
ar
ts
:
o
n
e
o
n
d
em
o
g
r
ap
h
ic
in
f
o
r
m
atio
n
,
an
o
th
er
o
n
th
e
u
s
ef
u
ln
ess
o
f
AI
,
a
th
ir
d
o
n
in
teg
r
atio
n
c
h
a
llen
g
es
in
AI
,
an
d
a
f
o
u
r
th
o
n
v
is
io
n
s
f
o
r
t
h
e
f
u
tu
r
e
o
f
AI
in
E
FL
teac
h
in
g
.
A
5
-
p
o
i
n
t
L
ik
er
t
s
ca
le
q
u
esti
o
n
n
air
e
was
ad
ap
ted
,
r
eliab
le
,
an
d
u
s
ed
in
th
e
p
ast
[
1
3
]
,
[
2
4
]
–
[
2
7
]
.
T
h
e
p
ilo
t
s
tu
d
y
,
co
n
d
u
cted
o
n
a
s
am
p
l
e
o
f
3
0
r
esp
o
n
d
en
ts
,
en
s
u
r
e
d
th
e
r
eliab
ilit
y
a
n
d
v
alid
ity
o
f
th
e
q
u
esti
o
n
n
air
e.
C
r
o
n
b
ac
h
’
s
alp
h
a
was
u
s
ed
to
d
eter
m
in
e
t
h
e
in
ter
n
al
co
n
s
is
ten
cy
[
2
8
]
.
C
r
o
n
b
ac
h
’
s
alp
h
a
co
ef
f
icien
ts
f
o
r
th
e
p
r
im
ar
y
c
o
n
s
tr
u
cts
v
ar
ied
b
et
wee
n
0
.
8
2
an
d
0
.
9
1
,
ab
o
v
e
th
e
s
u
g
g
ested
cu
t
-
o
f
f
v
al
u
e
o
f
0
.
7
0
,
a
n
d
th
e
r
ef
o
r
e
in
d
icate
d
s
tr
o
n
g
in
ter
n
al
co
n
s
is
ten
cy
o
f
th
e
s
u
r
v
ey
i
tem
s
.
Qu
alitativ
e
d
ata
wer
e
co
llected
u
s
in
g
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iews,
wh
ich
wer
e
u
n
d
e
r
p
in
n
ed
b
y
ei
g
h
t
o
p
en
-
en
d
e
d
q
u
esti
o
n
s
.
I
n
t
er
v
iew
q
u
esti
o
n
s
in
th
e
s
tu
d
y
wer
e
d
er
iv
ed
f
r
o
m
p
r
ec
ed
in
g
r
esear
ch
t
o
ex
p
lo
r
e
p
ar
ticip
an
ts
’
ex
p
er
ien
ce
s
a
n
d
v
iews
ab
o
u
t
AI
in
teg
r
atio
n
i
n
E
FL
teac
h
i
n
g
[
1
1
]
,
[
2
4
]
.
Sem
i
-
s
tr
u
ctu
r
ed
in
t
er
v
iews
p
r
o
v
i
d
ed
p
ar
ticip
an
ts
with
th
e
f
le
x
ib
ilit
y
n
ee
d
ed
to
r
esp
o
n
d
to
f
o
llo
w
-
u
p
s
b
y
s
h
ar
in
g
p
er
s
o
n
al
in
s
ig
h
ts
.
A
Go
o
g
le
Fo
r
m
s
-
b
ased
s
u
r
v
ey
was
s
h
ar
ed
to
g
ath
er
a
b
r
o
ad
r
an
g
e
o
f
teac
h
er
p
er
ce
p
tio
n
s
r
e
g
ar
d
in
g
th
e
u
s
e
o
f
AI
in
E
FL
class
r
o
o
m
s
.
A
to
tal
o
f
1
2
3
v
alid
r
esp
o
n
s
es
wer
e
co
llected
,
wh
ich
r
ea
s
s
u
r
in
g
ly
allo
ws
f
o
r
th
e
an
aly
s
is
o
f
a
v
er
y
r
ich
d
ataset.
I
n
ter
v
iews
wer
e
co
n
d
u
cte
d
v
ia
Z
o
o
m
,
r
ec
o
r
d
e
d
with
th
e
p
ar
ticip
an
ts
’
co
n
s
en
t,
an
d
tr
a
n
s
cr
ib
ed
f
o
r
an
aly
s
is
.
All
p
r
o
ce
d
u
r
es
wer
e
ca
r
r
ied
o
u
t a
n
o
n
y
m
o
u
s
ly
an
d
k
e
p
t c
o
n
f
id
en
tial to
s
af
eg
u
ar
d
p
a
r
ticip
an
ts
’
id
en
titi
es.
2
.
4
.
Da
t
a
a
na
ly
s
is
Qu
an
titativ
e
d
ata
an
al
y
s
is
was
b
ased
o
n
d
escr
ip
tiv
e
an
d
in
f
er
en
tial
s
tatis
tics
.
Me
an
s
an
d
s
tan
d
ar
d
d
ev
iatio
n
s
(
SD)
wer
e
u
s
ed
to
d
escr
ib
e
th
e
p
er
ce
p
tio
n
s
o
f
tea
ch
er
s
,
p
r
o
v
id
in
g
a
n
o
v
e
r
v
iew.
B
ef
o
r
e
r
u
n
n
in
g
th
e
r
eg
r
ess
io
n
with
th
e
d
ep
en
d
en
t
v
ar
iab
le,
wh
ich
is
E
FL
teac
h
er
s
’
f
u
tu
r
e
v
is
io
n
f
o
r
AI
,
th
e
r
esear
ch
er
m
u
s
t
an
aly
ze
th
e
v
a
r
ian
ce
in
f
latio
n
f
ac
to
r
(
VI
F)
to
ass
ess
th
e
m
u
ltico
llin
ea
r
ity
o
f
th
e
in
d
ep
en
d
en
t
v
ar
iab
les.
T
h
is
test
en
s
u
r
ed
th
at
th
e
in
d
ep
en
d
e
n
t
v
ar
ia
b
les
r
elatin
g
to
u
s
ef
u
ln
ess
an
d
ch
allen
g
es
wer
e
n
o
t
h
ig
h
ly
in
ter
r
elate
d
.
All
v
ar
iab
les
wit
h
VI
F
v
alu
es
b
el
o
w
5
wer
e
r
etain
ed
in
th
e
r
eg
r
ess
io
n
m
o
d
el.
Fin
ally
,
m
u
ltip
le
r
eg
r
ess
io
n
an
aly
s
is
was
co
n
d
u
cted
to
p
r
ed
ict
teac
h
er
s
’
p
er
ce
p
tio
n
s
o
f
th
e
f
u
tu
r
e
r
o
le
o
f
AI
in
E
FL
teac
h
in
g
b
ased
o
n
th
eir
p
er
ce
p
tio
n
s
r
eg
ar
d
in
g
u
s
ef
u
ln
ess
an
d
ch
allen
g
es
[
2
9
]
.
Qu
alitativ
e
d
ata
wer
e
th
em
atica
lly
an
aly
ze
d
u
s
in
g
a
f
r
am
ewo
r
k
o
u
tlin
ed
,
wh
ich
in
v
o
lv
ed
co
d
i
n
g
in
ter
v
iew
tr
an
s
cr
ip
ts
f
o
r
r
e
p
ea
ted
p
atter
n
s
an
d
th
em
es.
T
h
e
m
ai
n
th
em
es
th
a
t
em
er
g
ed
f
r
o
m
th
e
d
ata
wer
e
th
e
p
er
ce
i
v
ed
v
is
io
n
o
f
th
e
f
u
tu
r
e
r
o
le
o
f
AI
i
n
E
FL
teac
h
in
g
,
ch
an
g
es in
th
e
teac
h
er
’
s
r
o
le,
an
d
d
ir
ec
ted
tr
ai
n
in
g
[
3
0
]
.
T
h
e
a
p
p
r
o
ac
h
en
a
b
l
ed
a
m
o
r
e
in
-
d
ep
th
ex
p
lo
r
atio
n
o
f
p
ar
ticip
a
n
ts
’
ex
p
er
ien
ce
s
an
d
co
m
p
lem
en
te
d
th
e
q
u
an
titativ
e
f
in
d
in
g
s
to
p
r
o
v
id
e
a
d
ee
p
er
u
n
d
er
s
tan
d
i
n
g
o
f
th
e
r
esear
c
h
q
u
esti
o
n
s
at
h
an
d
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
I
n
th
is
s
tu
d
y
,
1
2
3
E
FL
teac
h
e
r
s
f
r
o
m
2
0
u
n
iv
er
s
ities
wer
e
s
u
r
v
ey
ed
,
alo
n
g
with
f
iv
e
tea
ch
er
s
wh
o
wer
e
in
ter
v
iewe
d
f
o
r
d
etailed
in
s
ig
h
ts
.
T
h
is
an
aly
s
is
o
f
f
er
s
a
co
m
p
r
eh
en
s
iv
e
u
n
d
er
s
tan
d
i
n
g
o
f
B
an
g
lad
esh
i
E
FL
teac
h
er
s
’
p
er
ce
p
tio
n
s
r
eg
ar
d
in
g
th
e
in
teg
r
atio
n
o
f
AI
to
o
ls
in
to
th
eir
teac
h
in
g
p
r
ac
tice
s
.
T
h
e
d
em
o
g
r
ap
h
ic
p
r
o
f
ile
o
f
th
e
s
tu
d
y
’
s
p
ar
ticip
an
ts
(
n
=
1
2
3
)
r
ev
ea
ls
a
d
iv
e
r
s
e
r
ep
r
esen
tatio
n
ac
r
o
s
s
s
ev
er
al
k
ey
ca
teg
o
r
ies.
T
h
e
m
ajo
r
ity
o
f
r
esp
o
n
d
en
ts
a
r
e
f
em
ale
(
5
7
.
7
%),
with
m
ale
s
co
m
p
r
is
in
g
4
2
.
3
%
o
f
th
e
s
am
p
le.
Su
r
p
r
is
in
g
ly
,
o
n
ly
a
s
m
all
p
ar
t
o
f
th
e
p
ar
tici
p
an
ts
r
ep
o
r
te
d
r
ec
eiv
in
g
tr
ain
i
n
g
in
AI
,
at
1
3
.
0
%,
wh
ile
8
7
.
0
% h
av
e
n
o
t.
3
.
1
.
Descript
iv
e
s
t
a
t
is
t
ics f
o
r
t
ea
cher
s
’
f
uture
v
is
io
n f
o
r
AI
T
ab
le
1
,
wh
ich
p
r
esen
ts
th
e
m
ea
n
an
d
SD
f
o
r
s
ix
item
s
,
r
ef
lects
th
e
p
er
ce
p
tio
n
s
o
f
B
an
g
la
d
esh
i
E
FL
teac
h
er
s
r
eg
ar
d
in
g
b
o
th
th
e
r
o
le
o
f
AI
in
ed
u
ca
tio
n
i
n
th
e
f
u
t
u
r
e
a
n
d
t
h
e
im
p
o
r
ta
n
ce
o
f
co
n
tin
u
o
u
s
p
r
o
f
ess
io
n
al
d
e
v
elo
p
m
e
n
t.
Me
an
s
f
o
r
t
h
e
s
tatem
en
ts
ar
e
r
ela
tiv
ely
h
ig
h
,
r
an
g
in
g
f
r
o
m
4
.
0
2
to
4
.
3
6
,
i
n
d
icatin
g
a
g
en
e
r
al
ag
r
ee
m
en
t
am
o
n
g
t
h
e
teac
h
er
s
r
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8
.
4
7
1
0
.
0
0
0
0
0
.
4
9
3
0
.
7
9
4
C
h
a
l
l
e
n
g
e
s
0
.
0
3
2
0
.
0
7
3
0
.
4
3
3
0
.
6
6
5
4
-
0
.
1
1
3
0
.
1
7
7
3
.
4
.
F
ind
ing
s
f
ro
m
t
he
inte
rv
iew
3
.
4
.
1
.
F
uture
v
is
io
n f
o
r
AI in E
F
L
t
ea
ching
As
th
e
er
a
o
f
AI
in
E
FL
e
d
u
ca
tio
n
is
o
n
th
e
r
is
e,
teac
h
er
s
ar
e
ac
k
n
o
wled
g
in
g
th
e
s
ig
n
if
ican
t
im
p
r
o
v
em
e
n
ts
in
in
teg
r
atin
g
AI
to
o
ls
in
B
an
g
lad
esh
i u
n
i
v
er
s
ity
E
FL
teac
h
in
g
[
1
1
]
.
As T
e
ac
h
er
-
5
s
tated
:
“
B
y
u
tili
z
in
g
A
I
s
tr
a
teg
ies,
w
e
ca
n
crea
te
a
n
o
p
p
o
r
tu
n
ity
fo
r
a
u
to
ma
ted
a
s
s
ess
men
ts
.
”
No
o
n
e
ca
n
d
e
n
y
th
at
i
n
teg
r
ati
n
g
AI
in
th
e
class
r
o
o
m
will
b
e
h
ig
h
l
y
b
en
ef
icial
i
n
e
n
h
an
cin
g
ex
is
tin
g
teac
h
in
g
s
tr
ateg
ies.
As s
ta
ted
b
y
T
ea
ch
er
-
1
an
d
T
ea
ch
e
r
-
2:
“
A
I
to
o
ls
ca
n
s
u
g
g
est
to
u
s
va
r
io
u
s
n
ew
tea
ch
in
g
tech
n
i
q
u
es
a
n
d
s
tr
a
teg
ies
fo
r
co
n
d
u
ctin
g
a
fo
r
ma
tive
a
s
s
ess
men
t.
A
I
ca
n
p
la
y
a
b
ig
r
o
le
[
in
d
esig
n
i
n
g
]
in
n
o
v
a
tive
a
s
s
ess
men
ts
,
w
h
ich
ca
n
a
l
s
o
s
a
v
e
t
i
m
e
f
o
r
t
h
e
t
e
a
c
h
er
s
,
a
n
d
t
h
e
y
w
i
ll
l
e
a
r
n
n
e
w
t
e
a
c
h
in
g
s
t
r
a
te
g
i
e
s
e
v
e
r
y
d
a
y.
”
(
T
ea
c
h
er
-
1
)
“
I
n
p
r
ev
io
u
s
times,
tea
ch
ers
h
a
d
to
s
p
e
n
d
th
eir
time
in
lib
r
a
r
ies
to
ve
r
i
fy
in
fo
r
ma
tio
n
,
b
u
t
w
ith
th
e
h
elp
o
f
A
I
,
w
e
ca
n
le
a
r
n
a
lo
t
q
u
icke
r
n
o
w
a
n
d
s
ta
y
u
p
d
a
ted
a
b
o
u
t
t
h
e
ch
a
n
g
es
fr
o
m
t
ime
to
time.
A
I
s
h
o
u
ld
fa
cilita
te
t
h
ese
to
o
ls
w
h
ere
tea
ch
ers
ca
n
g
e
t
a
ch
a
n
ce
to
s
ta
y
u
p
d
a
ted
in
t
erms
o
f
a
ca
d
emia
,
w
r
itin
g
,
o
r
a
n
y
s
o
u
r
ce
(
th
a
t
)
w
ill b
e
h
elp
fu
l fo
r
th
e
tea
ch
ers
.
”
(
T
ea
ch
er
-
2)
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
:
837
-
847
842
T
h
er
ef
o
r
e,
it
is
ev
id
e
n
t
th
at
e
v
er
y
teac
h
e
r
h
o
ld
s
an
o
p
tim
is
tic
v
iew
r
eg
ar
d
in
g
t
h
e
ef
f
ec
tiv
en
ess
o
f
AI
to
o
ls
in
B
an
g
lad
esh
i
u
n
iv
er
s
ity
E
FL
c
lass
r
o
o
m
s
,
an
d
th
ey
ex
p
ec
t
to
lear
n
m
o
r
e
ab
o
u
t
AI
to
o
ls
f
o
r
ef
f
ec
tiv
e
teac
h
i
n
g
s
tr
ateg
ies.
3
.
4
.
2
.
E
F
L
t
ea
cher
s
’
ev
o
lv
ing
identit
y
Usi
n
g
AI
in
teac
h
in
g
E
FL
i
s
tr
an
s
f
o
r
m
in
g
h
o
w
teac
h
er
s
v
iew
th
eir
r
o
les,
m
ak
in
g
th
em
m
o
r
e
ad
ap
tab
le
an
d
p
r
o
f
icien
t w
ith
t
ec
h
n
o
lo
g
y
,
as
s
h
o
wn
i
n
T
ab
le
4
.
T
ea
ch
er
-
1
s
aid
:
“
A
I
w
ill
r
ed
efin
e
our
r
o
les;
w
e
’
ll
b
ec
o
me
mo
r
e
like
f
a
cilita
to
r
s
r
a
th
er
th
a
n
s
o
le
kn
o
w
led
g
e
p
r
o
vid
ers
.
”
I
t
illu
s
tr
atin
g
th
e
s
h
if
t
f
r
o
m
m
er
ely
p
r
o
v
id
in
g
in
f
o
r
m
atio
n
to
h
elp
in
g
s
tu
d
en
ts
.
Ho
wev
e
r
,
co
n
ce
r
n
s
p
er
s
is
t
ab
o
u
t r
ely
i
n
g
to
o
h
ea
v
ily
o
n
A
I
.
T
ea
ch
er
-
2
was c
o
n
ce
r
n
ed
,
s
ay
in
g
:
“
I
a
m
a
fr
a
id
s
tu
d
e
n
ts
w
ill d
ep
en
d
to
o
mu
ch
o
n
A
I
,
lo
s
in
g
crit
ica
l th
in
kin
g
.
”
Ho
wev
er
,
m
an
y
v
iew
AI
as a
p
o
ten
tial p
ath
f
o
r
g
r
o
wth
.
T
ea
ch
er
-
3
s
aid
:
“
We
u
s
ed
to
b
e
ju
s
t la
n
g
u
a
g
e
t
ea
ch
ers
;
n
o
w
,
w
e
a
r
e
tea
ch
ers
w
h
o
h
a
ve
to
b
e
tech
-
s
a
vv
y.
”
An
o
th
er
k
e
y
b
e
n
ef
it is
f
o
r
p
er
s
o
n
alize
d
lear
n
in
g
,
as st
ated
b
y
T
ea
ch
er
-
4:
“
A
I
h
elp
s
me
ta
ilo
r
less
o
n
s
to
in
d
ivid
u
a
l stu
d
e
n
t n
ee
d
s
,
s
o
me
th
in
g
I
ju
s
t c
o
u
ld
n
’
t
d
o
w
ell
b
e
fo
r
e
.
”
Yet,
th
e
n
ee
d
f
o
r
c
o
n
tin
u
in
g
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t is cle
ar
.
T
ea
ch
er
-
5
m
a
d
e
a
p
o
in
t o
f
n
o
tin
g
:
“
We
n
ee
d
co
n
tin
u
in
g
tr
a
in
in
g
ju
s
t to
ke
ep
u
p
;
o
th
erw
is
e,
w
e
’
r
e
g
o
in
g
to
b
e
left b
eh
in
d
.
”
T
h
ese
r
ef
lectio
n
s
o
f
f
er
a
n
ar
r
ativ
e
d
u
ality
o
f
o
p
p
o
r
tu
n
ity
an
d
ch
allen
g
e
as
th
ese
teac
h
er
s
n
av
i
g
ate
th
ei
r
ev
o
lv
in
g
id
en
titi
es in
an
AI
-
d
r
iv
en
ed
u
ca
tio
n
al
lan
d
s
ca
p
e.
T
ab
le
4
.
Alig
n
m
e
n
t b
etwe
en
q
u
alitativ
e
an
d
q
u
an
titativ
e
d
at
a
Th
e
m
e
Q
u
a
n
t
i
t
a
t
i
v
e
e
v
i
d
e
n
c
e
Q
u
a
l
i
t
a
t
i
v
e
e
v
i
d
e
n
c
e
F
u
t
u
r
e
v
i
s
i
o
n
f
o
r
A
I
i
n
EFL
H
i
g
h
me
a
n
s
c
o
r
e
s
(
4
.
0
2
–
4
.
3
6
)
o
n
s
u
r
v
e
y
i
t
e
ms;
r
e
g
r
e
ss
i
o
n
:
u
sefu
l
n
e
ss
s
i
g
n
i
f
i
c
a
n
t
p
r
e
d
i
c
t
o
r
(
β=
0
.
6
4
3
,
p
<
0
.
0
0
1
)
.
Te
a
c
h
e
r
s
e
m
p
h
a
si
z
e
d
A
I
’
s
r
o
l
e
i
n
i
n
n
o
v
a
t
i
v
e
a
ssessm
e
n
t
,
t
i
m
e
-
sa
v
i
n
g
,
a
n
d
t
e
a
c
h
i
n
g
s
t
r
a
t
e
g
i
e
s
(
Te
a
c
h
e
r
-
1
,
Te
a
c
h
e
r
-
2
,
a
n
d
T
e
a
c
h
e
r
-
5)
.
P
e
r
c
e
i
v
e
d
u
s
e
f
u
l
n
e
ss
o
f
A
I
V
I
F
v
a
l
u
e
s
a
r
e
l
o
w
(
1
.
6
–
1
.
8
1
)
,
s
h
o
w
i
n
g
su
i
t
a
b
l
e
p
r
e
d
i
c
t
o
r
s;
r
e
g
r
e
ss
i
o
n
c
o
n
f
i
r
ms
a
p
o
s
i
t
i
v
e
i
mp
a
c
t
.
Te
a
c
h
e
r
s
r
e
p
o
r
t
t
h
a
t
A
I
e
n
h
a
n
c
e
s
p
e
r
s
o
n
a
l
i
z
e
d
l
e
a
r
n
i
n
g
,
a
c
c
e
ss
t
o
r
e
so
u
r
c
e
s,
a
n
d
p
r
o
f
e
ssi
o
n
a
l
g
r
o
w
t
h
.
C
h
a
l
l
e
n
g
e
s
o
f
A
I
i
n
t
e
g
r
a
t
i
o
n
R
e
g
r
e
ssi
o
n
:
c
h
a
l
l
e
n
g
e
s
n
o
t
s
i
g
n
i
f
i
c
a
n
t
(
β=0
.
0
3
2
,
p
=
0
.
6
6
5
)
;
V
I
F
l
o
w
(
1
.
2
1
–
1
.
5
5
)
.
C
o
n
c
e
r
n
s
a
b
o
u
t
o
v
e
r
r
e
l
i
a
n
c
e
o
n
A
I
,
l
o
ss
o
f
c
r
i
t
i
c
a
l
t
h
i
n
k
i
n
g
,
a
n
d
n
e
e
d
f
o
r
t
r
a
i
n
i
n
g
(
T
e
a
c
h
e
r
-
2
a
n
d
Te
a
c
h
e
r
-
5)
.
EFL t
e
a
c
h
e
r
s
’
e
v
o
l
v
i
n
g
i
d
e
n
t
i
t
y
S
u
r
v
e
y
:
h
i
g
h
a
g
r
e
e
me
n
t
o
n
w
o
r
k
s
h
o
p
s
a
n
d
t
r
a
i
n
i
n
g
i
m
p
o
r
t
a
n
c
e
;
r
e
g
r
e
ssi
o
n
sh
o
w
s
u
sef
u
l
n
e
ss
d
r
i
v
e
s fu
t
u
r
e
v
i
s
i
o
n
.
Te
a
c
h
e
r
s
d
e
s
c
r
i
b
e
a
s
h
i
f
t
f
r
o
m
k
n
o
w
l
e
d
g
e
p
r
o
v
i
d
e
r
t
o
f
a
c
i
l
i
t
a
t
o
r
,
t
e
c
h
-
s
a
v
v
y
r
o
l
e
s
,
a
n
d
e
mp
h
a
s
i
z
i
n
g
o
n
g
o
i
n
g
p
r
o
f
e
ssi
o
n
a
l
d
e
v
e
l
o
p
me
n
t
.
3
.
5
.
Dis
cus
s
io
n
3
.
5
.
1
.
E
nv
is
io
nin
g
AI i
n E
F
L
t
ea
ching
T
h
e
in
ter
v
iew
d
ata
r
ev
ea
l
th
a
t
teac
h
er
s
ar
e
h
ig
h
l
y
awa
r
e
th
at
in
teg
r
atin
g
AI
t
o
o
ls
in
E
F
L
teac
h
in
g
will
en
h
an
ce
teac
h
in
g
s
tr
ateg
ies.
T
o
in
teg
r
ate
AI
to
o
ls
ef
f
e
ctiv
ely
,
teac
h
er
s
n
ee
d
to
h
a
v
e
p
r
o
p
e
r
tr
ain
in
g
o
n
AI
.
T
h
is
alig
n
s
with
th
e
h
ig
h
m
ea
n
s
co
r
es
o
n
all
item
s
,
in
d
icatin
g
th
at
B
an
g
lad
esh
i
E
FL
teac
h
er
s
ar
e
g
en
er
ally
o
p
tim
is
tic
ab
o
u
t
th
e
r
o
le
o
f
AI
as
an
in
teg
r
al
p
ar
t
o
f
f
u
tu
r
e
e
d
u
ca
tio
n
,
p
a
r
ticu
lar
ly
in
e
n
h
an
cin
g
teac
h
in
g
e
f
f
ec
tiv
en
ess
an
d
p
r
o
f
ess
io
n
al
d
e
v
elo
p
m
e
n
t.
T
h
e
s
tr
o
n
g
ag
r
ee
m
en
t
o
n
th
e
n
ec
es
s
ity
o
f
r
e
g
u
lar
wo
r
k
s
h
o
p
s
(
m
ea
n
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4.
3
6
)
an
d
h
an
d
s
-
o
n
tr
ain
in
g
(
m
ea
n
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4
.
3
3
)
r
ef
lects
th
e
r
ea
lizatio
n
th
at
teac
h
er
s
r
ec
o
g
n
ize
th
e
n
ee
d
f
o
r
co
n
s
tan
t
u
p
d
ates
o
n
h
o
w
AI
is
in
teg
r
ated
to
r
em
ain
r
elev
an
t
in
ca
r
r
y
in
g
o
u
t
t
h
eir
r
esp
o
n
s
ib
ilit
ies.
Similar
ly
,
teac
h
er
s
ar
e
o
p
tim
i
s
tic
ab
o
u
t
AI
h
av
in
g
t
h
e
ca
p
a
b
ilit
y
to
r
esh
ap
e
th
eir
r
o
les,
teac
h
in
g
s
tr
ateg
ies,
an
d
ass
ess
m
en
t
p
r
ac
tices,
an
d
th
ey
s
ee
p
o
ten
tial
b
e
n
ef
its
f
o
r
teac
h
in
g
[
1
1
]
.
T
h
e
d
is
p
e
r
s
io
n
r
eg
a
r
d
in
g
th
e
im
p
ac
t
o
f
AI
o
n
t
h
e
f
u
t
u
r
e
o
f
E
FL
ed
u
ca
tio
n
was
s
lig
h
tly
h
i
g
h
er
:
v
a
r
ian
ce
=
0
.
6
5
,
SD
=
0
.
8
1
,
p
er
h
a
p
s
r
ef
lectin
g
d
if
f
er
en
t
d
e
g
r
ee
s
o
f
o
p
tim
is
m
o
r
s
k
ep
ticis
m
am
o
n
g
th
e
t
ea
ch
er
s
as
to
h
o
w
AI
will
in
f
lu
en
ce
th
e
b
r
o
ad
er
ed
u
ca
tio
n
al
lan
d
s
ca
p
e
[
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
B
a
n
g
la
d
esh
i u
n
ivers
ity
E
F
L tea
ch
ers
’
visi
o
n
fo
r
th
e
fu
tu
r
e
r
o
le
o
f a
r
tifi
cia
l
… (
Md
.
Ma
h
a
d
h
i H
a
s
a
n
)
843
T
h
e
r
eg
r
ess
io
n
an
aly
s
is
g
iv
es
es
s
en
tial
in
s
ig
h
ts
in
to
th
e
v
iews
o
f
E
FL
teac
h
er
s
at
B
an
g
lad
esh
i
u
n
iv
er
s
ities
r
eg
ar
d
in
g
th
e
f
u
tu
r
e
r
o
le
o
f
AI
in
lan
g
u
a
g
e
ed
u
ca
tio
n
,
in
lig
h
t
o
f
th
eir
p
r
esen
t
o
p
in
io
n
s
ab
o
u
t
its
b
en
ef
its
an
d
ch
allen
g
es.
T
h
e
s
ig
n
if
ican
t
p
o
s
itiv
e
co
ef
f
icien
t
f
o
r
u
s
ef
u
ln
ess
s
u
g
g
ests
th
at
teac
h
er
s
wh
o
b
eliev
e
AI
to
o
ls
a
r
e
p
r
ac
tical
an
d
b
en
ef
icial
ar
e
m
o
r
e
lik
ely
to
p
r
e
d
ict
a
p
r
o
m
i
n
en
t
p
lace
f
o
r
AI
in
f
u
tu
r
e
lan
g
u
ag
e
teac
h
in
g
.
T
h
is
r
esu
lt
alig
n
s
with
p
r
ev
io
u
s
s
tu
d
ies,
wh
ich
in
d
icate
th
at
th
e
p
er
ce
iv
ed
u
s
ef
u
ln
ess
o
f
AI
—
wh
eth
er
in
en
r
ich
in
g
p
ed
a
g
o
g
i
ca
l
ca
p
ac
ity
,
in
cr
ea
s
in
g
s
tu
d
en
t
en
g
ag
em
en
t,
o
r
p
r
o
v
id
in
g
d
iv
er
s
e
co
n
ten
t
—
is
a
cr
itical
f
ac
to
r
in
f
o
r
m
in
g
ex
p
ec
tatio
n
s
ab
o
u
t
its
f
u
tu
r
e
im
p
ac
t.
T
h
is
also
alig
n
s
with
th
e
teac
h
in
g
co
n
tex
t
in
Sri
L
an
k
a
a
n
d
I
n
d
ia
[
2
6
]
.
T
e
ac
h
er
s
wh
o
p
er
ce
iv
e
th
at
AI
ca
n
s
ig
n
if
ican
tly
e
n
h
an
ce
th
ei
r
teac
h
in
g
p
r
ac
tices
ar
e
m
o
r
e
lik
el
y
to
b
e
o
p
tim
is
tic
ab
o
u
t its
f
u
tu
r
e
r
o
le
with
in
th
e
ed
u
ca
tio
n
al
s
ettin
g
.
I
n
co
n
tr
ast,
th
e
ch
allen
g
es
v
ar
iab
le
is
n
o
t
a
s
ig
n
if
ican
t
p
r
e
d
icto
r
o
f
teac
h
e
r
s
’
p
er
ce
p
tio
n
s
ab
o
u
t
th
e
f
u
tu
r
e
r
o
le
o
f
AI
.
I
n
i
n
ter
v
iew
s
,
ed
u
ca
to
r
s
ex
p
r
ess
ed
a
s
en
s
e
o
f
co
n
f
id
en
ce
th
at
c
h
allen
g
es,
in
clu
d
in
g
p
o
ten
tial
p
lag
iar
is
m
an
d
a
d
im
in
u
tio
n
o
f
d
ir
ec
t
lear
n
in
g
tim
e,
co
u
ld
b
e
o
v
er
co
m
e
th
r
o
u
g
h
ap
p
r
o
p
r
iate
in
ter
v
en
tio
n
s
.
T
h
is
m
ir
r
o
r
s
th
e
alm
o
s
t
ze
r
o
co
ef
f
icien
t
an
d
h
i
g
h
p
-
v
alu
e,
in
d
icatin
g
th
at
co
n
ce
r
n
s
ab
o
u
t
tech
n
ical
s
u
p
p
o
r
t,
ad
eq
u
ac
y
o
f
co
n
ten
t,
an
d
th
e
lo
s
s
o
f
f
ac
e
-
to
-
f
ac
e
tim
e
d
o
n
o
t
d
im
in
is
h
ed
u
ca
to
r
s
’
o
p
tim
i
s
m
o
r
ex
p
ec
tatio
n
s
ab
o
u
t
th
e
in
te
g
r
atio
n
o
f
AI
.
T
h
is
m
ea
n
s
th
at
wh
ile
teac
h
er
s
ar
e
awa
r
e
o
f
th
ese
ch
allen
g
es,
th
ey
d
o
n
o
t
s
e
e
th
em
as
in
s
u
r
m
o
u
n
tab
le
b
ar
r
i
er
s
.
I
n
s
tead
,
th
ey
v
iew
th
e
im
p
lem
en
tatio
n
o
f
AI
as
an
ac
h
i
ev
ab
le
ev
o
lu
tio
n
,
in
wh
ich
is
s
u
es
ca
n
b
e
o
v
er
co
m
e
th
r
o
u
g
h
tr
ain
in
g
,
p
o
licy
ch
an
g
es,
an
d
tech
n
o
lo
g
ical
ad
v
an
c
es
[
1
8
]
,
[
2
5
]
.
Su
ch
an
attitu
d
e
o
f
a
d
ap
tab
ilit
y
is
i
n
d
icativ
e
o
f
a
m
o
r
e
g
en
e
r
al
w
illi
n
g
n
ess
to
ac
ce
p
t
AI
as
a
m
ea
n
s
f
o
r
in
n
o
v
atio
n
,
n
o
t a
th
r
ea
t to
tr
ad
itio
n
al
teac
h
in
g
ap
p
r
o
ac
h
es.
T
h
e
co
n
f
id
en
ce
in
ter
v
als
s
u
g
g
est
th
at
th
e
“u
s
ef
u
ln
ess
”
v
a
r
iab
le
is
s
tr
o
n
g
,
as
it
is
all
p
o
s
itiv
e,
th
er
e
b
y
co
n
f
ir
m
in
g
its
r
o
le
as
a
r
eliab
le
p
r
ed
icto
r
.
I
t
m
a
y
b
e
ad
v
is
ab
le
to
co
n
s
id
er
a
wid
e
r
in
ter
v
al
f
o
r
“c
h
allen
g
es
”
d
u
e
to
u
n
ce
r
tain
ty
in
its
ef
f
ec
t,
lik
ely
ca
u
s
ed
b
y
th
e
p
r
esen
ce
o
f
u
n
m
ea
s
u
r
ed
f
ac
to
r
s
.
T
h
i
s
test
in
d
icate
s
th
at
d
em
o
n
s
tr
atin
g
to
teac
h
er
s
h
o
w
AI
to
o
ls
ca
n
b
e
b
en
ef
icial
will
b
e
cr
u
cial
in
f
o
s
ter
in
g
a
f
av
o
r
ab
le
attitu
d
e
to
war
d
s
AI
in
lan
g
u
a
g
e
teac
h
in
g
[
1
7
]
.
Yet
,
ch
allen
g
es
m
u
s
t
b
e
ad
d
r
ess
ed
.
C
h
allen
g
es
s
u
ch
as
p
o
o
r
in
ter
n
et
co
n
n
ec
tiv
ity
,
a
lack
o
f
in
s
titu
tio
n
al
AI
p
o
licy
,
in
ad
e
q
u
ate
t
ea
ch
er
tr
ain
in
g
,
an
d
s
tu
d
en
ts
’
lim
ited
awa
r
en
ess
s
h
o
u
ld
b
e
ad
d
r
ess
ed
m
o
r
e
s
er
i
o
u
s
ly
to
m
a
x
im
ize
th
e
p
o
s
itiv
e
ef
f
ec
ts
o
f
AI
i
n
teac
h
in
g
th
e
E
n
g
lis
h
lan
g
u
ag
e.
Ho
wev
er
,
a
f
o
cu
s
o
n
s
h
o
wc
asin
g
th
e
cu
r
r
en
t
b
en
ef
its
o
f
AI
m
o
r
e
ef
f
ec
tiv
ely
ca
n
s
h
ap
e
th
e
l
o
n
g
-
te
r
m
p
er
ce
p
tio
n
s
an
d
ac
ce
p
tan
ce
o
f
AI
in
ed
u
ca
tio
n
am
o
n
g
E
FL
te
ac
h
er
s
.
3
.
5
.
2
.
E
F
L
t
ea
cher
s
’
new
ide
ntit
y
R
ec
en
t
s
tu
d
ies
h
av
e
ar
g
u
e
d
t
h
at
ed
u
ca
tio
n
al
s
y
s
tem
s
,
as
wel
l
as
teac
h
er
s
’
i
d
en
titi
es,
ar
e
u
n
d
er
g
o
in
g
s
ig
n
if
ican
t
tr
an
s
f
o
r
m
atio
n
s
d
u
e
to
tech
n
o
lo
g
ical
ad
v
an
ce
m
e
n
ts
[
1
]
.
T
h
e
u
s
e
o
f
AI
in
h
ig
h
er
ed
u
ca
tio
n
h
as
tr
em
en
d
o
u
s
p
o
te
n
tial
to
b
r
in
g
im
p
r
o
v
em
en
ts
i
n
teac
h
in
g
,
lear
n
in
g
,
an
d
o
r
g
an
izatio
n
al
p
r
o
ce
d
u
r
es.
I
n
E
FL
class
r
o
o
m
s
,
AI
en
ab
les
th
e
im
p
lem
en
tatio
n
o
f
n
ew
ass
ess
m
en
t
m
eth
o
d
s
,
tailo
r
ed
teac
h
i
n
g
ap
p
r
o
ac
h
es,
an
d
less
o
n
d
esig
n
tailo
r
ed
to
th
e
d
iv
er
s
e
n
ee
d
s
o
f
s
tu
d
en
ts
[
1
0
]
.
E
v
id
en
ce
s
u
g
g
ests
th
at
AI
wil
l
ass
i
s
t
teac
h
er
s
in
au
to
m
atin
g
task
s
s
u
ch
as
g
r
ad
in
g
an
d
less
o
n
p
lan
n
in
g
,
th
er
e
b
y
p
r
o
v
id
in
g
th
em
with
m
o
r
e
tim
e
to
p
er
s
o
n
alize
less
o
n
s
,
o
b
s
er
v
e
s
tu
d
en
t
lear
n
i
n
g
,
an
d
r
e
f
in
e
th
eir
p
ed
a
g
o
g
ic
al
s
tr
ateg
ies
[
8
]
.
T
h
is
ch
a
n
g
e
en
ab
les
teac
h
er
s
to
tr
an
s
itio
n
f
r
o
m
tr
ad
itio
n
al
r
o
les
to
th
o
s
e
d
escr
ib
ed
as
“
d
ig
ital
ed
u
ca
to
r
s
,
”
th
er
eb
y
ex
p
an
d
i
n
g
th
eir
p
r
o
f
ess
io
n
al
id
e
n
titi
es
an
d
s
k
ills
[
2
3
]
.
W
ith
th
e
in
cr
ea
s
ed
u
s
e
o
f
AI
,
teac
h
er
s
h
av
e
b
ee
n
ex
p
l
o
r
in
g
h
o
w
to
in
teg
r
ate
th
e
tech
n
o
lo
g
y
in
t
o
th
eir
p
r
ac
tice
a
n
d
o
p
tim
ize
E
FL
in
s
tr
u
ctio
n
in
lin
e
with
th
e
n
ew
d
em
a
n
d
s
o
f
d
ig
ital tim
es.
C
h
allen
g
es
ar
e
r
aised
b
y
m
u
lt
ip
le
teac
h
er
s
o
n
v
a
r
io
u
s
asp
ec
ts
,
s
u
ch
as
th
e
f
ea
r
th
at
th
ese
to
o
ls
will
r
ep
lace
h
u
m
a
n
in
ter
ac
tio
n
,
in
clu
d
in
g
f
ac
e
-
to
-
f
ac
e
f
ee
d
b
ac
k
[
2
3
]
,
[
3
1
]
.
Mo
r
e
o
v
er
,
p
ast
s
tu
d
ies
also
claim
ed
th
at
a
s
ig
n
if
ican
t
ch
allen
g
e
i
s
th
e
lack
o
f
p
r
o
p
er
tr
ain
in
g
p
r
o
g
r
a
m
s
f
o
r
th
e
teac
h
e
r
s
[
9
]
,
[
3
2
]
.
No
t
ev
e
r
y
teac
h
er
is
f
am
iliar
with
th
e
te
ch
n
ical
asp
ec
ts
o
f
AI
to
o
ls
,
a
n
d
th
e
y
r
eq
u
ir
e
p
r
o
p
er
tr
ain
in
g
to
in
teg
r
ate
th
ese
to
o
ls
in
to
th
eir
teac
h
in
g
m
eth
o
d
s
ef
f
ec
tiv
ely
.
Desp
ite
th
ese
c
h
allen
g
es,
th
e
teac
h
er
s
r
ec
o
g
n
ize
th
e
n
ee
d
f
o
r
th
e
ef
f
ec
tiv
e
im
p
lem
en
tatio
n
o
f
AI
to
o
ls
in
E
FL
teac
h
in
g
.
T
h
u
s
,
teac
h
er
s
h
av
e
p
r
o
p
o
s
ed
th
at
th
er
e
s
h
o
u
ld
b
e
r
eg
u
lar
wo
r
k
s
h
o
p
s
an
d
m
ee
tin
g
s
to
k
ee
p
b
o
th
teac
h
er
s
an
d
s
tu
d
en
ts
u
p
d
ated
o
n
AI
u
tili
za
tio
n
.
T
h
ey
p
r
o
p
o
s
e
co
n
d
u
ctin
g
m
an
d
ato
r
y
A
I
class
es
th
at
co
v
er
b
asic
to
ad
v
a
n
ce
d
to
p
ics
r
elate
d
to
u
s
in
g
AI
an
d
its
eth
ical
co
n
s
id
er
atio
n
s
in
teac
h
in
g
E
F
L
[
2
7
]
.
As
th
e
er
a
o
f
AI
in
E
F
L
ed
u
ca
tio
n
r
is
es,
th
e
id
en
tity
o
f
E
FL
teac
h
er
s
is
co
n
s
tan
tly
em
er
g
in
g
th
r
o
u
g
h
th
e
ad
ap
tatio
n
o
f
n
ew
tech
n
o
lo
g
ies,
d
iv
er
s
e
teac
h
in
g
s
tr
ateg
ies,
an
d
s
u
b
ject
k
n
o
wled
g
e
b
ased
o
n
th
e
T
PA
C
K
f
r
am
ewo
r
k
[
3
3
]
–
[
3
5
]
.
T
h
u
s
,
E
FL
teac
h
er
s
ar
e
ev
o
lv
in
g
b
y
u
s
in
g
tech
n
o
lo
g
y
to
en
h
an
ce
th
eir
teac
h
in
g
m
eth
o
d
s
an
d
m
ee
tin
g
n
ew
c
h
allen
g
es e
v
er
y
d
a
y
[
3
6
]
.
C
u
r
r
en
t r
esear
ch
ac
ce
n
tu
ates h
o
w
AI
is
r
ec
o
n
f
ig
u
r
in
g
E
FL
teac
h
in
g
,
ca
llin
g
f
o
r
a
d
ev
el
o
p
e
d
T
PAC
K
m
o
d
el
in
wh
ich
e
d
u
ca
to
r
s
in
t
eg
r
ate
AI
to
o
ls
with
p
ed
a
g
o
g
y
an
d
co
n
te
n
t
k
n
o
wled
g
e.
Alth
o
u
g
h
AI
f
ac
ilit
ates
cu
s
to
m
ized
lear
n
i
n
g
a
n
d
au
to
m
atio
n
,
it
also
h
as
d
r
awb
ac
k
s
,
in
clu
d
i
n
g
a
lack
o
f
tr
ain
in
g
an
d
eth
ical
is
s
u
es.
Su
cc
ess
f
u
l
in
teg
r
atio
n
n
ec
ess
itates
o
n
g
o
in
g
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
to
f
ill
tech
n
ical
lo
o
p
h
o
les
s
o
th
at
ed
u
ca
to
r
s
ca
n
u
tili
ze
AI
’
s
p
o
t
en
tial
with
o
u
t
c
o
m
p
r
o
m
is
in
g
h
u
m
an
-
ce
n
ter
ed
p
ed
a
g
o
g
y
.
T
h
is
s
h
if
t
em
p
h
asizes
h
o
w
T
PAC
K
m
u
s
t
ev
o
lv
e,
p
r
io
r
itizin
g
d
y
n
a
m
ic
in
ter
ac
tio
n
am
o
n
g
tech
n
o
lo
g
y
,
p
ed
a
g
o
g
y
,
an
d
s
u
b
ject
m
atter
in
th
e
ag
e
o
f
AI
.
T
h
o
u
g
h
T
P
AC
K
th
eo
r
etica
lly
eq
u
ip
s
teac
h
er
s
f
o
r
AI
in
teg
r
atio
n
,
T
A
M
m
o
r
e
ac
cu
r
ately
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
:
837
-
847
844
ac
co
u
n
ts
f
o
r
th
e
im
p
lem
en
t
atio
n
g
ap
s
d
is
co
v
er
ed
in
th
is
r
esear
ch
,
wh
er
ein
p
er
ce
iv
ed
u
s
ef
u
ln
ess
an
d
ea
s
e
-
of
-
u
s
e
is
s
u
es
h
am
p
er
e
d
ad
o
p
tio
n
d
esp
ite
in
c
r
ea
s
in
g
teac
h
er
s
’
tech
n
o
lo
g
ical
-
p
ed
a
g
o
g
ical
awa
r
en
ess
.
T
h
e
ed
u
ca
tio
n
m
in
is
tr
y
a
n
d
u
n
iv
er
s
ities
m
u
s
t
r
ec
o
g
n
ize
th
e
ev
o
lv
i
n
g
d
ig
ital
id
e
n
titi
es
o
f
E
FL
teac
h
e
r
s
b
y
o
f
f
er
in
g
s
tr
u
ctu
r
e
d
f
ac
u
lty
d
ev
elo
p
m
en
t
p
r
o
g
r
am
s
,
in
cl
u
d
in
g
AI
-
b
ased
tr
ain
in
g
,
wo
r
k
s
h
o
p
s
,
an
d
o
n
g
o
in
g
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t,
to
p
r
o
m
o
te
e
f
f
ec
tiv
e
p
e
d
ag
o
g
y
a
n
d
p
o
lic
y
-
s
en
s
itiv
e
teac
h
in
g
p
r
ac
tices.
3
.
5
.
3
.
I
m
pli
ca
t
io
ns
R
ec
en
t
r
esear
ch
h
as
s
h
o
wn
th
at
ed
u
ca
tio
n
s
y
s
tem
s
an
d
te
ac
h
er
s
’
id
en
titi
es
ar
e
u
n
d
er
g
o
in
g
r
ap
i
d
ch
an
g
es
d
u
e
to
n
ew
tech
n
o
lo
g
ical
d
ev
elo
p
m
e
n
ts
[
1
]
.
I
t
is
p
r
ed
icted
th
at
th
e
ac
ad
em
ic
i
n
teg
r
atio
n
o
f
AI
in
h
ig
h
er
ed
u
ca
tio
n
,
p
ar
ticu
lar
l
y
in
E
FL
clas
s
r
o
o
m
s
,
wo
u
ld
h
elp
en
h
an
ce
teac
h
in
g
,
lear
n
in
g
,
an
d
in
s
titu
tio
n
al
p
r
o
ce
s
s
es
.
A
I
o
f
f
er
s
i
n
n
o
v
ativ
e
ass
ess
m
en
t
m
eth
o
d
s
,
n
o
v
el
t
ea
ch
in
g
s
tr
ateg
ies,
an
d
ad
a
p
tab
le
less
o
n
s
to
ca
te
r
to
d
iv
er
s
e
s
tu
d
en
t
n
ee
d
s
[
1
0
]
.
Mo
r
eo
v
er
,
it
h
elp
s
teac
h
e
r
s
au
to
m
ate
task
s
s
u
ch
as
ass
ess
m
e
n
t
an
d
c
u
r
r
icu
l
u
m
d
esig
n
,
th
e
r
eb
y
allo
win
g
th
e
m
m
o
r
e
tim
e
to
tailo
r
teac
h
in
g
m
ater
ials
a
n
d
tr
ac
k
s
tu
d
en
ts
’
p
r
o
g
r
ess
[
8
]
.
T
h
is
ch
an
g
e
f
ac
ilit
ates
teac
h
er
s
’
s
h
if
t
f
r
o
m
tr
a
d
itio
n
al
r
o
le
s
to
“
d
ig
ital
ed
u
ca
to
r
s
,
”
th
e
r
e
b
y
en
h
a
n
cin
g
t
h
eir
p
r
o
f
ess
io
n
al
id
e
n
titi
es
an
d
p
ed
ag
o
g
ical
co
m
p
eten
cies
[
2
3
]
.
T
h
e
o
u
tco
m
es
o
f
th
is
s
tu
d
y
h
av
e
s
ig
n
if
ican
t
im
p
licatio
n
s
f
o
r
t
h
eo
r
etica
l
m
o
d
els,
p
r
o
f
ess
io
n
al
p
r
ac
tice,
a
n
d
p
o
licy
m
ak
i
n
g
.
T
h
eo
r
etica
lly
,
it
ex
ten
d
s
th
e
T
PAC
K
f
r
am
ewo
r
k
b
y
em
p
h
asizin
g
th
e
in
teg
r
atio
n
o
f
tec
h
n
o
lo
g
y
,
p
e
d
ag
o
g
y
,
a
n
d
co
n
t
en
t
k
n
o
wled
g
e
[
1
9
]
.
T
h
e
T
PAC
K
m
o
d
el
n
ee
d
s
to
b
e
ex
ten
d
ed
to
en
co
m
p
ass
AI
’
s
p
o
s
itio
n
in
e
d
u
ca
tio
n
.
A
I
ca
lls
f
o
r
ad
a
p
tiv
e
h
ar
m
o
n
y
o
f
tech
n
o
lo
g
y
,
p
e
d
a
g
o
g
y
,
a
n
d
co
n
ten
t,
m
an
d
atin
g
th
at
in
s
tr
u
cto
r
s
lear
n
to
u
s
e
AI
to
o
ls
in
s
u
p
p
o
r
t
o
f
p
er
s
o
n
alize
d
lear
n
in
g
.
Yet,
t
r
ain
in
g
a
n
d
in
f
r
astru
ctu
r
e
g
a
p
s
r
ef
lect
s
y
s
tem
ic
u
n
p
r
ep
a
r
ed
n
ess
,
ca
llin
g
f
o
r
in
s
titu
tio
n
al
s
u
p
p
o
r
t to
im
p
le
m
en
t A
I
-
au
g
m
en
ted
T
PAC
K
s
u
cc
ess
f
u
lly
.
T
h
e
f
in
d
in
g
s
h
av
e
s
h
o
wn
th
a
t
f
o
r
th
e
s
u
cc
ess
f
u
l
im
p
lem
e
n
tatio
n
o
f
AI
in
th
e
class
r
o
o
m
,
teac
h
er
s
n
ee
d
b
o
t
h
th
e
tech
n
ical
a
n
d
p
ed
ag
o
g
ical
s
k
ills
to
d
ev
elo
p
t
h
e
n
ec
ess
ar
y
co
m
p
ete
n
cies.
T
h
e
p
o
ten
tial
o
f
AI
to
o
f
f
er
tailo
r
-
m
a
d
e,
in
ter
ac
tiv
e
lear
n
in
g
ex
p
e
r
ien
ce
s
is
p
ar
ticu
lar
ly
v
alu
ab
le
in
E
FL
s
ettin
g
s
.
E
ac
h
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
h
o
u
ld
e
n
s
u
r
e
th
at
AI
to
o
ls
ar
e
alig
n
ed
with
t
h
e
d
iv
er
s
e
n
ee
d
s
an
d
lear
n
i
n
g
o
b
jectiv
es
o
f
its
s
tu
d
en
ts
.
B
an
g
lad
esh
i
E
FL
in
s
tr
u
cto
r
s
h
av
e
th
e
s
am
e
p
o
s
s
i
b
ilit
ies
f
o
r
AI
in
teg
r
atio
n
as
t
h
eir
co
u
n
ter
p
ar
ts
in
I
n
d
ia,
Sri
L
an
k
a,
an
d
I
n
d
o
n
e
s
ia.
Sti
ll,
th
ey
ar
e
co
n
f
r
o
n
ted
with
lar
g
er
in
f
r
astru
ctu
r
al
an
d
tr
ain
in
g
d
ef
icits
,
u
n
d
er
s
co
r
i
n
g
b
o
th
c
o
m
m
o
n
alities
an
d
co
n
tex
tu
al
v
ar
iatio
n
.
T
h
e
s
tu
d
y
em
p
h
asizes
th
e
n
ee
d
f
o
r
co
n
tin
u
o
u
s
p
r
o
f
ess
io
n
al
d
ev
el
o
p
m
en
t
[
9
]
,
[
3
7
]
–
[
3
9
]
.
T
ea
ch
e
r
s
m
u
s
t
r
ec
eiv
e
r
eg
u
lar
tr
ai
n
in
g
o
n
AI
to
o
ls
an
d
p
ed
a
g
o
g
ical
ap
p
r
o
ac
h
es.
I
n
s
titu
tio
n
s
s
h
o
u
ld
in
v
est
in
th
e
n
ec
ess
ar
y
i
n
f
r
astru
ctu
r
e
to
s
u
p
p
o
r
t
th
e
in
teg
r
atio
n
o
f
AI
,
en
ab
lin
g
teac
h
er
s
to
en
h
a
n
ce
teac
h
in
g
an
d
f
o
s
ter
s
tu
d
en
t
d
ev
elo
p
m
en
t
with
in
an
ev
e
r
-
ev
o
lv
in
g
ed
u
ca
tio
n
al
lan
d
s
ca
p
e.
C
o
u
n
t
r
ies
with
a
s
im
ilar
s
ce
n
ar
io
in
ac
ad
em
ia
ca
n
ap
p
ly
t
h
e
r
ec
o
m
m
en
d
atio
n
s
af
ter
p
r
io
r
ex
am
in
atio
n
.
3
.
5
.
4
.
L
im
it
a
t
io
ns
W
h
ile
th
is
s
tu
d
y
ca
n
m
ak
e
s
ig
n
if
ican
t
co
n
tr
i
b
u
tio
n
s
,
it
is
n
o
t
with
o
u
t
lim
itatio
n
s
.
Alth
o
u
g
h
h
av
in
g
a
s
am
p
le
o
f
1
2
3
E
FL
teac
h
er
s
f
r
o
m
2
0
u
n
i
v
er
s
ities
is
v
alu
ab
le,
it
m
ay
n
o
t
ca
p
tu
r
e
th
e
b
r
o
ad
er
lan
d
s
ca
p
e
o
f
B
an
g
lad
esh
i h
ig
h
er
ed
u
ca
tio
n
.
A
lar
g
er
s
am
p
le
with
g
r
ea
ter
d
iv
er
s
ity
am
o
n
g
r
esp
o
n
d
en
ts
m
ay
h
elp
g
en
er
alize
th
e
in
s
ig
h
ts
in
to
h
o
w
AI
is
p
er
ce
iv
ed
an
d
u
s
ed
in
v
ar
io
u
s
ed
u
ca
tio
n
al
s
ettin
g
s
.
T
h
is
s
tu
d
y
h
as
lim
itatio
n
s
in
th
at
it
p
r
im
ar
ily
r
elied
o
n
s
u
r
v
ey
s
an
d
s
em
i
-
s
tr
u
ctu
r
ed
in
te
r
v
iews,
wh
ich
ar
e
in
f
o
r
m
ativ
e
b
u
t
m
ay
n
o
t
f
u
lly
ca
p
tu
r
e
th
e
e
x
p
er
ien
ce
s
o
f
tea
ch
er
s
in
u
s
in
g
AI
t
o
o
ls
.
4.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
in
v
esti
g
ated
th
e
p
er
ce
p
tio
n
s
o
f
1
2
3
B
an
g
lad
e
s
h
i
E
FL
teac
h
er
s
f
r
o
m
2
0
u
n
iv
er
s
ities
r
eg
ar
d
in
g
th
e
in
teg
r
atio
n
o
f
AI
in
h
ig
h
er
ed
u
ca
tio
n
.
Fin
d
in
g
s
in
d
icate
th
at
th
e
teac
h
er
s
h
o
ld
v
er
y
p
o
s
itiv
e
ex
p
ec
tatio
n
s
o
f
th
e
r
o
le
th
at
AI
ca
n
p
lay
in
e
n
h
an
ci
n
g
th
e
E
FL
in
s
tr
u
ctio
n
al
p
r
o
ce
s
s
.
T
h
ey
p
er
ce
iv
e
AI
as
a
r
ev
o
lu
tio
n
ar
y
to
o
l
th
at
ca
n
a
id
in
p
er
s
o
n
alizin
g
lear
n
in
g
a
n
d
im
p
r
o
v
in
g
th
e
ef
f
icien
c
y
o
f
in
s
tr
u
ctio
n
,
h
e
n
ce
en
r
ich
in
g
th
e
teac
h
in
g
-
lear
n
i
n
g
ex
p
e
r
ien
ce
.
T
h
is
is
also
co
n
s
id
er
ed
n
ec
ess
ar
y
f
o
r
co
n
ti
n
u
in
g
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t
an
d
in
s
titu
tio
n
al
s
u
p
p
o
r
t
in
th
e
ef
f
ec
ti
v
e
in
teg
r
atio
n
o
f
AI
in
lan
g
u
ag
e
teac
h
in
g
.
A
well
-
r
eso
u
r
ce
d
,
s
u
itab
ly
tr
ain
ed
in
s
titu
tio
n
is
o
n
e
wh
e
r
e
teac
h
er
s
ca
n
b
e
e
m
p
o
wer
e
d
to
le
v
er
ag
e
th
e
p
o
ten
tial
o
f
AI
f
u
lly
.
Fu
r
th
er
r
esear
ch
in
t
h
is
ar
ea
s
h
o
u
ld
i
n
v
esti
g
ate
m
o
r
e
in
n
o
v
ativ
e
wa
y
s
o
f
i
n
teg
r
atin
g
AI
in
to
teac
h
in
g
an
d
ass
ess
m
en
t
p
r
ac
tices.
W
h
ile
th
e
f
u
tu
r
e
o
f
AI
in
E
FL
ed
u
ca
tio
n
ap
p
ea
r
s
p
r
o
m
is
in
g
,
its
s
u
cc
es
s
u
ltima
tely
d
ep
en
d
s
o
n
th
e
s
tr
ateg
ic
im
p
lem
e
n
tatio
n
an
d
l
o
n
g
-
te
r
m
co
m
m
itm
en
t
o
f
in
s
titu
tio
n
s
.
T
h
is
r
esear
ch
h
as
s
ev
er
al
ac
tio
n
ab
le
r
ec
o
m
m
en
d
atio
n
s
.
First,
th
e
in
s
titu
tio
n
s
h
o
u
l
d
s
u
p
p
o
r
t
s
tr
u
ctu
r
ed
an
d
co
n
tin
u
o
u
s
tr
ai
n
in
g
p
r
o
g
r
am
s
th
at
ad
d
r
ess
b
o
th
th
e
tec
h
n
ical
an
d
p
e
d
ag
o
g
ical
asp
ec
ts
o
f
AI
,
b
u
ild
in
g
teac
h
er
s
’
co
n
f
i
d
en
ce
an
d
co
m
p
eten
ce
i
n
u
s
in
g
A
I
to
en
h
a
n
ce
th
eir
in
s
tr
u
ctio
n
al
p
r
ac
tices.
T
h
e
r
e
n
ee
d
s
to
b
e
a
m
an
d
ate
f
o
r
AI
l
iter
ac
y
in
teac
h
er
tr
ain
in
g
,
b
u
i
ld
in
g
E
d
T
ec
h
co
llab
o
r
atio
n
s
t
o
d
ev
elo
p
p
r
ac
tical
to
o
lk
its
,
an
d
estab
lis
h
in
g
g
o
v
er
n
m
en
t
-
f
u
n
d
e
d
tr
ai
n
in
g
h
u
b
s
—
all
with
in
p
r
o
v
en
in
ter
n
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n
al
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r
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id
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p
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h
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s
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s
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u
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v
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also
f
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s
o
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h
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w
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h
a
r
m
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ess
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ce
th
e
e
v
alu
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o
f
s
tu
d
en
t p
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f
o
r
m
an
ce
in
E
FL
s
ettin
g
s
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F
UNDING
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NF
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R
M
A
T
I
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T
h
is
s
tu
d
y
d
id
n
o
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ec
eiv
e
an
y
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ter
n
al
f
u
n
d
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g
.
AUTHO
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T
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M
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T
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h
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u
r
n
al
u
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C
o
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r
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a
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n
ize
in
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iv
i
d
u
al
au
th
o
r
co
n
tr
ib
u
tio
n
s
,
r
ed
u
ce
au
th
o
r
s
h
ip
d
is
p
u
tes,
an
d
f
ac
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co
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o
r
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Na
m
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Aut
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Kan
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R
ash
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Ma
h
m
u
d
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C
:
C
o
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c
e
p
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l
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f
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2
9
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