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Resea
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I
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l.
15
,
No
.
1
,
Feb
r
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ar
y
20
26
,
p
p
.
479
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v
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3
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ere.
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Dete
rmi
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nts of
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uthent
ic as
ses
sm
e
nt
in ope
n
univ
ersity s
y
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K
em
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M
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a
n Cha
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1
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0
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5
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ted
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4
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5
Artifi
c
ial
in
tel
li
g
e
n
c
e
(AI)
is
tran
sfo
rm
i
n
g
h
i
g
h
e
r
e
d
u
c
a
ti
o
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t
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a
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n
o
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t
m
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c
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e
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t
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a
n
d
d
istan
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n
g
e
n
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o
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m
e
n
ts.
Us
in
g
a
su
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e
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o
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1
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5
i
n
stru
c
to
rs,
a
n
in
teg
ra
ted
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m
e
wo
rk
b
a
se
d
o
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th
e
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h
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ry
o
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lan
n
e
d
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e
h
a
v
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r
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a
n
d
th
e
tec
h
n
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g
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a
c
c
e
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tan
c
e
m
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e
l
(TAM
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s
tes
ted
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ia
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c
tu
ra
l
e
q
u
a
ti
o
n
m
o
d
e
li
n
g
(S
EM
)
.
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y
c
o
n
str
u
c
ts
in
c
lu
d
e
d
a
tt
it
u
d
e
to
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rd
th
e
b
e
h
a
v
i
o
r
(ATT
),
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b
jec
ti
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e
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rm
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N)
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p
e
rc
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d
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e
h
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v
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l
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o
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lf
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c
y
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n
d
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o
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d
o
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t
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n
(BAA
),
with
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n
ten
ti
o
n
t
o
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se
AI
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a
n
d
a
c
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a
l
a
d
o
p
ti
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n
b
e
h
a
v
io
r
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a
s
o
u
tco
m
e
s.
Re
su
lt
s
sh
o
we
d
th
a
t
S
E,
AT
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a
n
d
S
N
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ly
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n
fl
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wh
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c
h
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t
u
rn
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n
g
ly
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re
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AA
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n
a
d
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it
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,
BAA
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a
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ifi
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a
n
t
e
ffe
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t
o
n
INT
b
u
t
sh
o
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e
g
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ti
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a
c
t
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e
m
o
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e
l
d
e
m
o
n
stra
ted
g
o
o
d
fit
a
n
d
e
x
p
lai
n
e
d
su
b
sta
n
ti
a
l
v
a
rian
c
e
(R²
=
0
.
7
4
6
fo
r
INT;
R²
=
0
.
6
4
9
f
o
r
AA
B).
Th
e
se
fin
d
in
g
s
h
ig
h
li
g
h
t
th
e
imp
o
rta
n
c
e
o
f
e
n
h
a
n
c
i
n
g
i
n
stru
c
to
rs’
c
o
n
fid
e
n
c
e
,
c
o
n
tro
l
,
a
n
d
i
n
stit
u
ti
o
n
a
l
su
p
p
o
r
t
wh
il
e
re
d
u
c
in
g
p
e
rc
e
iv
e
d
b
a
rriers
.
S
trate
g
ic
in
v
e
stm
e
n
ts
in
train
i
n
g
,
i
n
fra
stru
c
t
u
re
,
a
n
d
l
e
a
d
e
rsh
ip
su
p
p
o
rt
a
re
c
ru
c
ial
to
a
d
v
a
n
c
in
g
AI
-
e
n
a
b
led
a
u
t
h
e
n
ti
c
a
ss
e
ss
m
e
n
t
in
h
i
g
h
e
r
e
d
u
c
a
ti
o
n
.
K
ey
w
o
r
d
s
:
Ar
tific
ial
in
tellig
en
ce
Au
th
en
tic
ass
ess
m
en
t
Hig
h
er
ed
u
ca
tio
n
Op
en
u
n
iv
e
r
s
ity
T
ec
h
n
o
lo
g
y
ac
ce
p
ta
n
ce
T
h
is i
s
a
n
o
p
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n
a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
Y
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SA
li
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se
.
C
o
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r
e
s
p
o
nd
ing
A
uth
o
r
:
Kem
m
an
at
Min
g
s
ir
ith
am
Of
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ice
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f
E
d
u
ca
tio
n
al
T
ec
h
n
o
l
o
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y
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Su
k
h
o
th
ai
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h
am
m
ath
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at
Op
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ity
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s
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a
c.
th
1.
I
NT
RO
D
UCT
I
O
N
Ar
tific
ial
in
tellig
en
ce
(
AI
)
h
as
in
cr
ea
s
in
g
ly
b
ec
o
m
e
a
tr
a
n
s
f
o
r
m
ativ
e
tech
n
o
lo
g
y
ac
r
o
s
s
v
ar
io
u
s
s
ec
to
r
s
,
in
clu
d
in
g
h
ig
h
e
r
ed
u
c
atio
n
.
T
h
e
em
er
g
e
n
ce
o
f
g
en
e
r
ativ
e
AI
to
o
ls
h
as
in
ten
s
if
ied
g
lo
b
al
d
is
co
u
r
s
e
o
n
b
o
th
t
h
e
p
o
ten
tial
an
d
t
h
e
im
p
licatio
n
s
o
f
AI
in
teac
h
in
g
a
n
d
lear
n
in
g
co
n
te
x
ts
.
I
n
ter
n
atio
n
al
tr
e
n
d
s
in
d
icat
e
an
ac
ce
ler
atin
g
in
teg
r
atio
n
o
f
AI
in
to
ed
u
ca
tio
n
,
d
r
iv
en
b
y
ex
p
ec
tatio
n
s
th
at
it
ca
n
e
n
h
an
ce
ed
u
ca
tio
n
al
q
u
ality
,
im
p
r
o
v
e
teac
h
in
g
a
n
d
lear
n
in
g
ef
f
icien
cy
,
an
d
p
r
o
m
o
te
ed
u
ca
tio
n
al
eq
u
ity
[
1
]
,
[
2
]
.
AI
h
as
b
ee
n
r
ec
o
g
n
ized
f
o
r
its
ca
p
ac
ity
to
r
ed
u
ce
in
s
tr
u
cto
r
s
’
a
d
m
in
i
s
tr
ativ
e
b
u
r
d
en
s
a
n
d
to
f
ac
ilit
ate
p
er
s
o
n
alize
d
lear
n
in
g
ex
p
e
r
ien
ce
s
f
o
r
lear
n
er
s
.
No
tab
ly
,
in
ter
n
atio
n
al
s
u
r
v
ey
s
h
av
e
h
ig
h
lig
h
ted
“testin
g
an
d
ass
es
s
m
en
t”
as
th
e
ar
ea
in
wh
ich
AI
is
ex
p
e
cted
to
ex
er
t
th
e
m
o
s
t
s
ig
n
if
i
ca
n
t
in
f
lu
en
ce
,
s
u
r
p
ass
in
g
o
th
er
d
o
m
ain
s
s
u
ch
as
lan
g
u
ag
e
lear
n
in
g
,
c
o
r
p
o
r
ate
tr
ain
in
g
,
an
d
h
ig
h
e
r
ed
u
ca
tio
n
in
g
en
er
al.
T
h
is
tr
en
d
u
n
d
e
r
s
co
r
es
th
e
ce
n
tr
al
r
o
le
o
f
lear
n
in
g
ass
ess
m
en
t a
s
a
k
ey
ar
ea
wh
er
e
AI
ca
n
a
d
d
co
n
s
id
er
ab
le
v
alu
e
[
3
]
.
I
n
th
e
co
n
tex
t
o
f
AI
-
er
a
ed
u
ca
tio
n
in
T
h
ailan
d
,
au
t
h
en
t
ic
ass
es
s
m
en
t
p
lay
s
a
cr
u
cial
r
o
le
in
m
ea
s
u
r
in
g
lear
n
in
g
o
u
tc
o
m
es
alig
n
ed
with
2
1
s
t
-
ce
n
tu
r
y
s
k
il
ls
.
T
h
is
ap
p
r
o
ac
h
alig
n
s
with
m
o
d
er
n
cu
r
r
icu
lu
m
p
o
licies
an
d
co
m
p
eten
c
y
-
b
a
s
ed
lear
n
in
g
f
r
am
ewo
r
k
s
.
Au
th
en
tic
ass
es
s
m
en
t
r
ef
er
s
to
th
e
p
r
o
ce
s
s
o
f
ev
alu
atin
g
lear
n
er
s
th
r
o
u
g
h
task
s
o
r
p
r
o
b
lem
-
s
o
lv
i
n
g
ac
tiv
ities
th
at
r
ef
lect
r
ea
l
-
life
s
itu
atio
n
s
,
th
er
eb
y
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
:
479
-
488
480
en
ab
lin
g
lear
n
er
s
to
d
em
o
n
s
tr
ate
k
n
o
wled
g
e,
s
k
ills
,
an
d
attr
ib
u
tes
th
at
ar
e
g
en
u
in
ely
a
p
p
licab
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in
p
r
ac
tical
co
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tex
ts
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ch
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ar
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esp
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cr
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in
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e
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d
s
o
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wo
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k
f
o
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ce
in
an
in
cr
ea
s
in
g
ly
d
ig
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wo
r
ld
[
4
]
,
[
5
]
.
I
t
is
a
n
ticip
ated
th
at
a
u
th
en
tic
ass
ess
m
en
t
ca
n
ad
d
r
ess
v
ar
io
u
s
ch
allen
g
es
in
h
ig
h
er
ed
u
ca
tio
n
,
in
clu
d
in
g
en
h
an
ci
n
g
g
r
ad
u
ate
co
m
p
eten
cies,
p
r
ev
en
tin
g
ac
ad
em
ic
d
is
h
o
n
esty
,
an
d
f
o
s
ter
in
g
eq
u
it
y
in
lear
n
in
g
[
1
].
Fu
r
th
er
m
o
r
e
,
in
teg
r
atin
g
AI
in
to
ass
es
s
m
en
t
p
r
ac
tices
m
ay
also
h
elp
m
itig
ate
co
n
ce
r
n
s
o
v
er
ac
ad
em
ic
m
is
co
n
d
u
ct
r
elate
d
to
lear
n
er
ac
ce
s
s
to
AI
to
o
ls
.
T
h
is
ca
n
b
e
ac
h
iev
ed
b
y
s
h
if
tin
g
in
s
tr
u
cto
r
s
’
p
er
s
p
ec
tiv
es
to
war
d
s
u
s
in
g
AI
as
a
lear
n
i
n
g
ai
d
an
d
ad
a
p
tin
g
ass
ess
m
en
t
p
r
ac
tices
to
em
p
h
asize
h
ig
h
er
-
o
r
d
e
r
th
in
k
in
g
s
k
ills
.
Su
ch
a
s
h
if
t
n
o
t
o
n
ly
r
e
d
u
ce
s
co
n
ce
r
n
s
ab
o
u
t
p
lag
iar
is
m
b
u
t
also
s
u
p
p
o
r
ts
th
e
d
ev
elo
p
m
en
t
o
f
lear
n
er
s
’
d
ig
ital c
o
m
p
eten
cies
[
6
]
,
[
7
].
Desp
ite
its
p
o
ten
tial,
th
e
wid
esp
r
ea
d
ad
o
p
tio
n
o
f
A
I
in
ed
u
ca
tio
n
r
em
ain
s
in
its
ea
r
ly
s
tag
es.
E
m
p
ir
ical
ev
id
en
ce
s
u
g
g
ests
th
at
m
an
y
ed
u
ca
to
r
s
h
av
e
y
et
t
o
in
co
r
p
o
r
ate
AI
in
to
t
h
eir
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ch
in
g
o
r
ass
ess
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en
t
p
r
ac
tices,
an
d
th
e
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teg
r
atio
n
o
f
AI
in
to
lear
n
in
g
p
latf
o
r
m
s
r
em
ain
s
s
lu
g
g
is
h
ac
r
o
s
s
n
u
m
er
o
u
s
in
s
titu
tio
n
s
[8
]
–
[
1
0
]
.
I
n
T
h
aila
n
d
,
th
e
a
d
o
p
tio
n
o
f
AI
in
h
ig
h
e
r
ed
u
ca
tio
n
h
as b
eg
u
n
to
g
ain
m
o
m
en
tu
m
ac
r
o
s
s
b
o
th
p
u
b
lic
an
d
p
r
iv
ate
u
n
iv
er
s
ities
,
th
o
u
g
h
i
m
p
lem
en
tatio
n
lev
els
v
ar
y
s
ig
n
if
ican
tly
b
y
in
s
titu
tio
n
h
av
e
i
n
tr
o
d
u
ce
d
AI
-
d
r
iv
en
in
itiativ
es,
in
cl
u
d
i
n
g
th
e
u
s
e
o
f
lear
n
in
g
a
n
a
ly
tics
to
tr
ac
k
s
tu
d
en
t
en
g
a
g
em
en
t,
A
I
-
b
ased
p
lag
iar
is
m
d
etec
tio
n
s
y
s
tem
s
,
an
d
g
en
er
ativ
e
AI
to
o
ls
to
s
u
p
p
o
r
t
teac
h
in
g
an
d
r
esear
ch
.
Sev
er
al
in
s
titu
tio
n
s
h
av
e
p
ilo
ted
AI
-
p
o
we
r
ed
ch
a
tb
o
ts
to
ass
is
t
s
tu
d
en
ts
with
r
eg
is
tr
atio
n
an
d
ac
a
d
em
ic
s
er
v
ices,
wh
ile
o
t
h
er
s
h
av
e
i
n
teg
r
ated
AI
in
to
s
cien
ce
,
tech
n
o
lo
g
y
,
en
g
in
ee
r
i
n
g
,
an
d
m
ath
em
atic
(
STE
M
)
an
d
m
ed
ical
ed
u
ca
tio
n
f
o
r
s
im
u
latio
n
-
b
ased
lear
n
in
g
.
At
th
e
n
atio
n
al
lev
el,
t
h
e
Min
is
tr
y
o
f
Hig
h
er
E
d
u
ca
tio
n
,
Scie
n
ce
,
R
esear
ch
a
n
d
I
n
n
o
v
atio
n
(
MH
E
SI)
h
as
p
r
o
m
o
ted
t
h
e
d
i
g
ital
u
n
iv
er
s
ity
f
r
am
ewo
r
k
,
en
co
u
r
ag
in
g
i
n
s
titu
tio
n
s
to
ad
o
p
t
AI
f
o
r
teac
h
in
g
,
ass
ess
m
en
t,
an
d
ad
m
in
is
tr
atio
n
as
p
ar
t
o
f
T
h
a
ilan
d
’
s
AI
s
tr
ateg
y
(
2
0
2
2
–
2
0
2
7
)
.
Nev
e
r
th
eless
,
ch
allen
g
es
r
em
ain
,
in
cl
u
d
in
g
u
n
ev
en
ac
ce
s
s
to
d
ig
ital
in
f
r
a
s
tr
u
ctu
r
e,
lim
ited
f
ac
u
lty
r
ea
d
in
ess
,
an
d
eth
ical
co
n
ce
r
n
s
s
u
r
r
o
u
n
d
in
g
AI
u
s
ag
e.
T
h
is
in
d
icate
s
th
at
wh
ile
p
r
o
g
r
ess
is
b
ein
g
m
ad
e,
AI
in
teg
r
atio
n
i
n
T
h
ai
h
ig
h
er
e
d
u
ca
tio
n
is
s
till
in
its
ea
r
ly
p
h
ase
a
n
d
r
eq
u
ir
es
s
tr
o
n
g
er
in
s
titu
tio
n
al
p
o
l
icies,
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t,
an
d
in
v
estme
n
t
to
ac
h
iev
e
lar
g
e
-
s
ca
le
im
p
ac
t.
T
h
is
p
h
en
o
m
e
n
o
n
h
ig
h
li
g
h
ts
th
e
n
ee
d
f
o
r
a
th
o
r
o
u
g
h
i
n
v
esti
g
atio
n
in
to
th
e
f
ac
to
r
s
in
f
l
u
en
cin
g
ed
u
ca
to
r
s
’
ac
ce
p
tan
ce
an
d
u
s
e
o
f
AI
[
1
1
]
,
[
1
2
]
.
Acc
o
r
d
in
g
to
th
e
t
h
eo
r
y
o
f
p
l
an
n
ed
b
eh
av
io
r
(
T
PB
)
,
th
e
a
d
o
p
tio
n
o
f
n
ew
tech
n
o
l
o
g
ies
is
in
f
lu
en
ce
d
b
y
th
r
ee
co
r
e
c
o
m
p
o
n
en
ts
:
attitu
d
es
to
war
d
th
e
tech
n
o
lo
g
y
,
s
u
b
jectiv
e
n
o
r
m
(
SN)
o
r
s
o
cial
p
r
ess
u
r
es,
an
d
p
er
ce
iv
ed
b
eh
av
io
r
al
co
n
t
r
o
l
(
PB
C
)
o
v
er
its
u
s
e.
T
h
ese
co
m
p
o
n
e
n
ts
co
llectiv
ely
s
h
ap
e
i
n
ten
tio
n
to
u
s
e
AI
(
I
NT
)
tech
n
o
lo
g
y
,
wh
ic
h
in
tu
r
n
p
r
ed
icts
ac
tu
al
u
s
ag
e
b
eh
a
v
io
r
.
Mo
r
e
o
v
er
,
a
s
u
b
s
tan
tial
b
o
d
y
o
f
r
esear
ch
o
n
tech
n
o
lo
g
y
ac
ce
p
tan
ce
em
p
h
a
s
ized
s
elf
-
ef
f
icac
y
(
SE)
,
in
d
iv
id
u
als
’
b
elief
s
in
th
eir
ca
p
ab
ili
ties
to
s
u
cc
es
s
f
u
lly
u
s
e
tech
n
o
lo
g
y
,
as
a
s
ig
n
if
ica
n
t
in
ter
n
al
f
ac
to
r
in
f
l
u
en
cin
g
ad
o
p
tio
n
.
T
h
o
s
e
wh
o
b
eliev
e
th
ey
ca
n
lear
n
an
d
ef
f
ec
tiv
ely
u
s
e
AI
ten
d
to
b
e
m
o
r
e
willin
g
to
en
g
a
g
e
with
s
u
ch
tech
n
o
lo
g
ies.
I
n
p
a
r
allel,
ex
ter
n
al
f
ac
to
r
s
s
u
ch
as
ac
ce
s
s
to
r
eliab
le
in
f
o
r
m
atio
n
ab
o
u
t
AI
an
d
in
s
titu
tio
n
al
s
u
p
p
o
r
t
also
p
lay
v
ital
r
o
les
in
en
h
an
cin
g
ed
u
ca
to
r
s
’
awa
r
e
n
ess
an
d
co
n
f
id
en
ce
in
ap
p
ly
in
g
AI
in
teac
h
in
g
an
d
ass
ess
m
en
t.
T
o
ad
d
r
ess
th
e
ex
is
tin
g
k
n
o
wled
g
e
g
ap
,
th
is
s
tu
d
y
aim
e
d
t
o
ex
am
in
e
t
h
e
f
ac
to
r
s
th
at
p
r
o
m
o
te
th
e
ad
o
p
tio
n
o
f
AI
in
au
th
e
n
tic
o
n
lin
e
ass
ess
m
en
t,
with
a
p
ar
ticu
lar
f
o
cu
s
o
n
in
s
tr
u
cto
r
s
at
o
p
en
u
n
iv
er
s
ities
.
T
h
ese
ed
u
ca
to
r
s
o
p
e
r
ate
with
in
a
d
is
tan
ce
ed
u
ca
tio
n
m
o
d
el,
wh
er
e
lear
n
er
s
ar
e
g
eo
g
r
ap
h
ically
d
is
p
er
s
e
d
ac
r
o
s
s
th
e
co
u
n
tr
y
.
T
h
e
o
p
en
u
n
iv
er
s
ity
c
o
n
tex
t
is
esp
ec
iall
y
r
elev
a
n
t,
as
ass
ess
m
en
t
is
ty
p
ically
co
n
d
u
cte
d
o
n
lin
e
o
r
in
b
len
d
ed
f
o
r
m
ats,
allo
win
g
lear
n
er
s
to
lear
n
at
an
y
tim
e
an
d
f
r
o
m
an
y
wh
e
r
e.
T
h
e
r
elativ
ely
h
ig
h
lear
n
er
-
to
-
i
n
s
tr
u
cto
r
r
atio
f
u
r
t
h
er
n
ec
ess
itates
th
e
u
s
e
o
f
ef
f
icien
t
ass
ess
m
en
t
to
o
ls
.
T
h
is
s
tu
d
y
ad
o
p
ted
an
in
teg
r
ated
t
h
eo
r
etica
l
f
r
am
ew
o
r
k
co
m
b
i
n
in
g
th
e
T
PB
,
em
p
h
asizin
g
attitu
d
in
al,
s
o
cial,
an
d
c
o
n
tr
o
l
-
r
elate
d
f
ac
to
r
s
,
an
d
th
e
tech
n
o
lo
g
y
ac
ce
p
tan
ce
m
o
d
el
(
T
AM
)
,
w
h
ich
f
o
cu
s
es
o
n
p
er
ce
p
tio
n
s
o
f
tech
n
o
l
o
g
y
u
s
e.
T
h
e
f
in
d
in
g
s
h
elp
to
in
f
o
r
m
s
tr
ateg
ies
an
d
p
r
ac
tices
f
o
r
ef
f
e
ctiv
ely
in
teg
r
atin
g
AI
in
t
o
ass
ess
m
en
t
p
r
o
ce
s
s
es,
o
f
f
er
in
g
p
o
licy
a
n
d
p
r
ac
tical
i
m
p
licatio
n
s
f
o
r
o
th
e
r
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
s
ee
k
in
g
t
o
lev
e
r
ag
e
AI
to
e
n
h
an
ce
teac
h
in
g
an
d
lear
n
in
g
q
u
ality
in
th
e
f
u
t
u
r
e.
2.
L
I
T
E
R
AT
U
RE
R
E
VI
E
W
2
.
1
.
AI in
hig
her
ed
uca
t
io
n a
nd
o
nli
ne
a
s
s
e
s
s
m
ent
A
r
tific
ial
in
tellig
en
ce
in
ed
u
c
atio
n
(
AI
E
d
)
r
ef
er
s
to
tech
n
o
lo
g
ies
s
p
ec
if
ically
d
esig
n
ed
t
o
s
u
p
p
o
r
t
b
o
th
i
n
s
tr
u
cto
r
s
an
d
lear
n
er
s
in
ed
u
ca
tio
n
al
co
n
tex
ts
.
AI
c
an
p
er
f
o
r
m
a
wid
e
r
a
n
g
e
o
f
f
u
n
ctio
n
s
,
s
u
ch
as
au
to
m
atin
g
r
ep
etitiv
e
task
s
,
an
aly
zin
g
lar
g
e
d
atasets
to
g
en
er
ate
ac
tio
n
a
b
le
in
s
ig
h
ts
,
a
n
d
ass
is
tin
g
in
t
h
e
p
lan
n
in
g
o
f
in
s
tr
u
ctio
n
an
d
a
s
s
es
s
m
en
t
with
im
p
r
o
v
ed
ef
f
i
cien
cy
[
6
]
,
[
1
3
]
,
[
1
4
]
.
Fo
r
in
s
tan
ce
,
m
o
d
er
n
AI
s
y
s
tem
s
ar
e
ca
p
ab
le
o
f
p
er
s
o
n
alizin
g
lear
n
in
g
ex
p
e
r
ien
ce
s
b
ased
o
n
in
d
iv
id
u
al
n
ee
d
s
a
n
d
p
r
o
v
id
in
g
r
ap
i
d
g
r
ad
in
g
f
o
r
a
lar
g
e
v
o
lu
m
e
o
f
ass
ig
n
m
en
ts
,
th
er
e
b
y
allo
win
g
in
s
tr
u
cto
r
s
to
f
o
c
u
s
m
o
r
e
o
n
in
ter
p
er
s
o
n
al
an
d
ad
v
is
o
r
y
r
o
les [
1
0
]
,
[
1
5
]
,
[
1
6
]
.
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
Dete
r
min
a
n
ts
o
f A
I
A
d
o
p
tio
n
f
o
r
A
u
th
en
tic
A
s
s
ess
men
t in
Op
en
Un
ivers
ity
…
(
K
emm
a
n
a
t Min
g
s
ir
ith
a
m
)
481
I
n
th
e
r
ea
lm
o
f
lear
n
er
ass
ess
m
en
t,
AI
p
lay
s
a
p
r
o
m
i
n
en
t
r
o
le
in
e
n
h
an
cin
g
b
o
th
t
h
e
ef
f
ec
tiv
en
ess
an
d
s
co
p
e
o
f
ev
alu
atio
n
p
r
o
c
ess
es.
Pro
ce
s
s
es
s
u
ch
as
au
to
m
atic
s
co
r
in
g
o
f
o
p
en
-
en
d
e
d
o
r
ess
ay
q
u
esti
o
n
s
h
av
e
b
ee
n
im
p
lem
e
n
ted
,
an
d
lear
n
er
p
er
f
o
r
m
an
ce
h
as
b
e
en
an
aly
ze
d
th
r
o
u
g
h
e
d
u
ca
ti
o
n
al
d
ata
m
in
in
g
to
id
en
tify
in
d
iv
i
d
u
al
s
tr
en
g
th
s
an
d
wea
k
n
ess
es.
Pre
d
ictiv
e
an
aly
tics
h
as
also
b
ee
n
em
p
lo
y
ed
t
o
f
o
r
ec
ast
ac
ad
em
ic
o
u
tco
m
es
an
d
id
e
n
tify
at
-
r
is
k
lear
n
er
s
b
ased
o
n
th
eir
o
n
lin
e
lear
n
in
g
b
e
h
av
io
r
s
[
1
3
]
,
[
1
7
]
.
Pre
v
io
u
s
r
esear
ch
h
as
em
p
h
asized
s
ev
er
al
ad
v
an
tag
es
o
f
AI
E
d
,
s
u
ch
as
im
p
r
o
v
in
g
in
s
tr
u
cto
r
e
f
f
icien
cy
,
r
e
d
u
cin
g
ad
m
in
is
tr
ativ
e
wo
r
k
lo
ad
,
an
d
f
ac
ilit
atin
g
q
u
ick
r
eso
lu
tio
n
o
f
class
r
o
o
m
ch
allen
g
es
[
6
]
,
[
1
7
]
,
[
1
8
]
.
Mo
r
eo
v
er
,
AI
co
n
tr
ib
u
tes
to
m
o
r
e
en
g
ag
in
g
an
d
in
ter
ac
tiv
e
lear
n
in
g
e
n
v
ir
o
n
m
en
ts
,
s
u
ch
as
t
h
r
o
u
g
h
in
tellig
en
t
tu
to
r
i
n
g
s
y
s
tem
s
th
at
ca
n
an
s
wer
lear
n
er
s
’
q
u
esti
o
n
s
ar
o
u
n
d
th
e
cl
o
c
k
,
th
er
e
b
y
s
u
p
p
o
r
tin
g
co
n
tin
u
o
u
s
lear
n
in
g
o
u
ts
id
e
th
e
class
r
o
o
m
[
1
9
]
.
As
r
ep
o
r
t
ed
by
Hazza
n
-
B
is
h
ar
a
et
a
l.
[
2
0
]
,
AI
h
o
l
d
s
s
ig
n
if
ican
t
p
o
ten
tial
to
ad
d
v
alu
e
to
th
e
d
o
m
ain
o
f
ass
ess
m
en
t
an
d
ev
alu
atio
n
,
p
ar
tic
u
lar
ly
in
d
eliv
er
in
g
m
o
r
e
s
ec
u
r
e
a
n
d
f
air
o
n
lin
e
test
in
g
en
v
ir
o
n
m
en
ts
,
as
well
as
in
o
f
f
e
r
in
g
tim
ely
,
au
to
m
ated
f
ee
d
b
ac
k
to
s
u
p
p
o
r
t
lear
n
er
d
e
v
elo
p
m
e
n
t.
Ap
p
r
o
x
im
ately
o
n
e
-
t
h
ir
d
o
f
e
d
u
ca
tio
n
al
lead
er
s
a
n
d
s
er
v
ice
p
r
o
v
i
d
er
s
s
u
r
v
ey
e
d
ex
p
ec
te
d
AI
to
h
av
e
a
“
v
er
y
h
ig
h
”
p
o
s
itiv
e
im
p
ac
t
o
n
ass
ess
m
en
t
an
d
f
ee
d
b
ac
k
s
h
o
r
tl
y
,
with
an
o
th
er
3
1
%
an
ticip
atin
g
a
“m
o
d
e
r
ate”
im
p
ac
t
[
1
9
]
.
Ho
wev
e
r
,
wh
ile
m
an
y
s
itu
atio
n
s
ar
e
b
eg
in
n
in
g
to
p
lan
,
in
v
est
in
,
an
d
im
p
l
em
en
t
AI
s
o
lu
tio
n
s
,
a
s
u
b
s
tan
tial n
u
m
b
er
r
em
ain
i
n
th
e
ex
p
l
o
r
ato
r
y
o
r
p
ilo
t
-
test
in
g
p
h
ase,
a
n
d
s
o
m
e
h
av
e
y
et
t
o
in
itiate
an
y
f
o
r
m
al
ac
tio
n
[
2
1
]
.
T
h
is
h
esit
atio
n
is
p
ar
tly
d
u
e
to
th
e
em
e
r
g
in
g
n
at
u
r
e
o
f
m
an
y
AI
tech
n
o
l
o
g
ies,
th
e
lack
o
f
a
d
eq
u
ate
to
o
ls
an
d
p
er
s
o
n
n
el,
an
d
th
e
f
ac
t
th
at
n
u
m
er
o
u
s
A
I
ap
p
licatio
n
s
f
o
r
ed
u
ca
tio
n
ar
e
s
till
u
n
d
er
g
o
in
g
a
d
ap
tatio
n
to
s
u
it r
ea
l
-
wo
r
ld
e
d
u
ca
tio
n
al
co
n
tex
ts
[
2
2
]
,
[
2
3
]
.
2
.
2
.
Aut
hentic
a
s
s
e
s
s
m
ent
o
n dig
it
a
l pla
t
f
o
r
m
s
:
o
pp
o
rt
un
it
ies a
nd
cha
lleng
es wit
h
AI
T
h
e
i
m
p
le
m
e
n
t
ati
o
n
o
f
a
u
t
h
e
n
t
ic
ass
ess
m
e
n
t t
h
r
o
u
g
h
d
i
g
it
al
p
lat
f
o
r
m
s
p
r
ese
n
ts
b
o
t
h
o
p
p
o
r
t
u
n
it
ies
an
d
ch
all
en
g
es
w
h
e
n
c
o
u
p
le
d
w
it
h
A
I
t
ec
h
n
o
lo
g
i
es.
On
t
h
e
o
p
p
o
r
t
u
n
it
ies
s
id
e,
AI
e
n
a
b
l
es
t
h
e
cr
ea
ti
o
n
o
f
m
o
r
e
r
e
alis
t
ic
an
d
v
ar
ie
d
ass
ess
m
e
n
t
s
ce
n
ar
i
o
s
t
h
at
a
r
e
a
d
a
p
ta
b
l
e
to
s
p
e
ci
f
i
c
c
o
u
r
s
e
co
n
t
ex
ts
.
A
s
Do
lb
in
et
a
l.
[
1
]
n
o
te
d
,
s
u
ch
ap
p
l
ica
ti
o
n
s
ca
n
f
o
s
te
r
c
r
e
ati
v
i
ty
am
o
n
g
b
o
t
h
i
n
s
tr
u
ct
o
r
s
a
n
d
lea
r
n
e
r
s
w
h
il
e
h
elp
in
g
t
o
o
v
er
c
o
m
e
lim
i
tat
io
n
s
s
te
m
m
i
n
g
f
r
o
m
i
n
s
tr
u
ct
o
r
s
’
p
r
i
o
r
e
x
p
e
r
i
en
ce
s
o
r
p
e
r
s
p
ec
ti
v
es
.
AI
c
a
n
r
a
p
i
d
l
y
p
r
o
p
o
s
e
d
i
v
e
r
s
e
i
d
e
as
b
e
y
o
n
d
h
u
m
a
n
im
a
g
i
n
at
io
n
wi
th
i
n
li
m
it
ed
t
im
e
f
r
am
es.
Ad
d
itio
n
ally
,
AI
h
as
th
e
p
o
ten
tial
to
ass
is
t
in
th
e
an
aly
s
is
an
d
f
ee
d
b
ac
k
p
r
o
ce
s
s
es
in
v
o
lv
ed
in
au
th
en
tic
ass
ess
m
en
t.
Fo
r
ex
am
p
le,
in
p
r
o
ject
-
b
ased
co
u
r
s
es
wh
er
e
lear
n
er
s
p
r
o
d
u
c
e
r
ep
o
r
ts
o
r
v
id
e
o
p
r
esen
tatio
n
s
,
AI
ca
n
b
e
u
s
ed
to
p
r
o
ce
s
s
a
lar
g
e
n
u
m
b
er
o
f
s
u
b
m
is
s
io
n
s
,
id
en
tify
in
g
k
ey
s
tr
en
g
th
s
an
d
wea
k
n
ess
es
ac
co
r
d
in
g
to
p
r
e
d
ef
in
ed
r
u
b
r
ics.
T
h
is
allo
ws
in
s
tr
u
cto
r
s
to
p
r
o
v
id
e
tim
el
y
an
d
p
e
r
s
o
n
alize
d
f
ee
d
b
ac
k
to
i
n
d
iv
id
u
al
lear
n
e
r
s
.
So
m
e
AI
-
b
ased
in
n
o
v
atio
n
s
,
s
u
ch
as
a
u
to
m
ated
s
co
r
in
g
s
y
s
tem
s
,
ca
n
n
o
w
ev
alu
ate
wr
itin
g
,
an
aly
tical
th
in
k
in
g
,
an
d
ev
en
co
llab
o
r
ativ
e
s
k
ills
th
r
o
u
g
h
n
atu
r
al
lan
g
u
ag
e
p
r
o
ce
s
s
in
g
an
d
s
o
cial
lear
n
in
g
n
etwo
r
k
a
n
aly
s
is
.
T
h
e
r
esu
lt
is
a
m
o
r
e
co
m
p
r
eh
en
s
iv
e
ass
ess
m
en
t
p
r
o
ce
s
s
t
h
at
r
ed
u
ce
s
h
u
m
a
n
b
ias an
d
p
r
o
v
id
es v
alu
a
b
le
in
s
ig
h
ts
f
o
r
in
s
tr
u
ctio
n
al
im
p
r
o
v
e
m
en
t.
Fu
r
th
er
m
o
r
e
,
th
e
tim
e
an
d
ef
f
o
r
t
r
eq
u
ir
e
d
to
lear
n
n
ew
AI
to
o
ls
an
d
in
teg
r
ate
th
em
in
to
ex
is
tin
g
wo
r
k
f
lo
ws
h
a
v
e
b
ee
n
r
ep
o
r
te
d
as
s
ig
n
if
ican
t
ch
allen
g
es.
E
th
ical
co
n
s
id
er
atio
n
s
an
d
in
e
q
u
ities
in
lear
n
er
s
’
ac
ce
s
s
to
tech
n
o
lo
g
y
h
av
e
a
ls
o
b
ee
n
r
aised
[
6
]
,
[
1
7
]
,
[
2
4
]
,
[
2
5
]
.
T
h
ese
co
n
ce
r
n
s
a
lig
n
with
p
r
ev
i
o
u
s
in
ter
n
atio
n
al
r
esear
ch
,
wh
ich
h
as
in
d
icate
d
th
at
r
esis
tan
ce
o
r
s
u
p
er
f
icial
u
s
e
m
a
y
o
c
cu
r
wh
e
n
s
u
f
f
icien
t
in
s
titu
tio
n
al
tr
ain
in
g
an
d
s
u
p
p
o
r
t
ar
e
n
o
t
p
r
o
v
id
e
d
,
o
r
wh
en
AI
to
o
ls
ar
e
n
o
t
alig
n
ed
with
clea
r
in
s
tr
u
ctio
n
al
g
o
als [
2
6
]
.
2
.
3
.
T
heo
re
t
ica
l
f
ra
m
ewo
r
k
s
f
o
r
t
ec
hn
o
lo
g
y
a
cc
ept
a
nce
a
nd
re
la
t
ed
f
a
ct
o
rs
Stu
d
ies
o
n
th
e
ad
o
p
tio
n
o
f
in
n
o
v
atio
n
s
an
d
em
er
g
in
g
tech
n
o
lo
g
ies
in
ed
u
ca
tio
n
ar
e
o
f
ten
b
ased
o
n
s
ev
er
al
class
ical
th
eo
r
etica
l
f
r
am
ewo
r
k
s
.
I
n
a
d
d
itio
n
to
th
e
T
PB
,
wh
ich
was
in
tr
o
d
u
ce
d
in
th
e
p
r
ev
i
o
u
s
s
ec
tio
n
,
th
e
T
AM
h
as
b
ee
n
wid
ely
u
s
ed
to
ex
p
lain
t
h
e
f
ac
to
r
s
in
f
lu
en
cin
g
u
s
er
s
’
ac
ce
p
ta
n
ce
o
f
tech
n
o
l
o
g
ies.
T
h
e
T
AM
[
2
7
]
id
en
tifie
s
two
p
r
im
ar
y
d
eter
m
in
an
ts
o
f
tech
n
o
lo
g
y
ac
ce
p
tan
ce
:
p
er
ce
i
v
ed
u
s
ef
u
ln
ess
(
PU)
an
d
p
er
ce
iv
ed
ea
s
e
o
f
u
s
e.
T
h
es
e
two
co
n
s
tr
u
cts
h
av
e
b
ee
n
s
h
o
wn
to
in
f
lu
e
n
ce
u
s
er
s
’
attitu
d
es
an
d
I
NT
tech
n
o
lo
g
ies
with
in
ed
u
ca
tio
n
al
co
n
tex
ts
.
Ho
wev
er
,
th
e
i
n
p
u
t
v
a
r
iab
les
f
o
r
b
eh
av
io
r
al
I
NT
d
if
f
er
b
etwe
en
th
ese
two
m
o
d
els.
T
AM
em
p
h
asized
u
s
er
s
’
d
ir
ec
t
p
er
ce
p
ti
o
n
s
o
f
th
e
tech
n
o
lo
g
y
its
elf
,
n
am
ely
its
u
tili
ty
a
n
d
u
s
ab
ilit
y
,
wh
er
ea
s
T
PB
f
o
cu
s
es
o
n
p
s
y
ch
o
s
o
cial
f
ac
to
r
s
,
in
clu
d
in
g
attitu
d
e
t
o
war
d
th
e
b
e
h
av
io
r
(
AT
T
)
,
SN,
an
d
PB
C
,
as illu
s
tr
ated
in
T
ab
le
1
.
Fro
m
th
is
co
m
p
ar
is
o
n
,
as
in
T
ab
le
1
,
it
ca
n
b
e
o
b
s
er
v
ed
th
at
T
AM
is
m
o
r
e
s
p
ec
if
ically
o
r
ien
ted
to
war
d
th
e
“tec
h
n
o
lo
g
y
”
d
im
en
s
io
n
.
At
th
e
s
am
e
tim
e,
T
PB
p
r
o
v
id
es
a
b
r
o
ad
er
v
iew
th
at
in
co
r
p
o
r
ates
b
o
th
th
e
“u
s
er
”
an
d
th
e
“c
o
n
tex
t”.
T
h
er
ef
o
r
e,
wh
en
ex
am
in
in
g
th
e
ad
o
p
tio
n
o
f
AI
f
o
r
au
th
en
tic
o
n
lin
e
ass
ess
m
en
t
in
o
p
en
u
n
iv
er
s
ities
,
wh
ich
in
v
o
lv
es
b
o
th
tech
n
o
lo
g
ical
an
d
h
u
m
an
d
im
en
s
io
n
s
,
it
is
ap
p
r
o
p
r
iate
to
in
teg
r
ate
b
o
th
p
er
s
p
ec
tiv
es.
I
n
r
ec
en
t
y
ea
r
s
,
a
g
r
o
win
g
n
u
m
b
er
o
f
s
tu
d
ies
h
av
e
ad
o
p
ted
in
teg
r
ativ
e
ap
p
r
o
ac
h
es,
s
u
ch
as
h
y
b
r
id
m
o
d
els
co
m
b
in
in
g
T
AM
an
d
T
PB
,
o
r
in
co
r
p
o
r
atin
g
ad
d
itio
n
al
v
ar
iab
les
to
ex
p
lain
th
e
f
ac
to
r
s
in
f
lu
en
cin
g
AI
ad
o
p
tio
n
m
o
r
e
co
m
p
r
eh
en
s
iv
ely
.
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
:
479
-
488
482
T
ab
le
1
.
A
s
y
s
tem
atic
co
m
p
a
r
is
o
n
b
etwe
en
th
e
T
AM
a
n
d
th
e
T
PB
A
sp
e
c
t
TA
M
TPB
O
r
i
g
i
n
/
y
e
a
r
d
e
v
e
l
o
p
e
d
D
e
v
e
l
o
p
e
d
f
r
o
m
t
h
e
t
h
e
o
r
y
o
f
r
e
a
so
n
e
d
a
c
t
i
o
n
[
2
7
]
.
A
n
e
x
t
e
n
si
o
n
o
f
t
h
e
t
h
e
o
r
y
o
f
r
e
a
so
n
e
d
a
c
t
i
o
n
.
K
e
y
c
o
n
s
t
r
u
c
t
s
P
U
,
S
E,
A
T
T,
I
N
T,
A
A
B
.
A
TT,
S
N
,
P
B
C
,
I
N
T,
A
A
B
.
S
o
c
i
a
l
f
a
c
t
o
r
s
N
o
t
i
n
c
l
u
d
e
d
i
n
t
h
e
o
r
i
g
i
n
a
l
mo
d
e
l
(
so
c
i
a
l
i
n
f
l
u
e
n
c
e
w
a
s l
a
t
e
r
a
d
d
e
d
i
n
TA
M
2
)
.
S
N
i
s a
c
o
r
e
c
o
mp
o
n
e
n
t
o
f
t
h
e
m
o
d
e
l
.
C
o
n
t
r
o
l
f
a
c
t
o
r
s
C
o
n
si
d
e
r
e
d
i
n
d
i
r
e
c
t
l
y
t
h
r
o
u
g
h
p
e
r
c
e
i
v
e
d
e
a
s
e
o
f
u
se
(
u
sers f
e
e
l
mo
r
e
i
n
c
o
n
t
r
o
l
i
f
t
h
e
s
y
s
t
e
m i
s
e
a
s
y
t
o
u
s
e
)
P
B
C
i
s
e
x
p
l
i
c
i
t
l
y
i
n
c
l
u
d
e
d
,
c
o
v
e
r
i
n
g
b
o
t
h
i
n
t
e
r
n
a
l
a
n
d
e
x
t
e
r
n
a
l
e
n
a
b
l
i
n
g
f
a
c
t
o
r
s
.
Emp
h
a
s
i
s
F
o
c
u
ses
o
n
u
sers’
p
e
r
c
e
p
t
i
o
n
s
o
f
t
h
e
t
e
c
h
n
o
l
o
g
y
i
t
se
l
f
(
e
.
g
.
,
u
sef
u
l
n
e
ss
a
n
d
u
sa
b
i
l
i
t
y
)
.
Emp
h
a
s
i
z
e
s
p
sy
c
h
o
l
o
g
i
c
a
l
a
n
d
so
c
i
a
l
-
c
o
n
t
e
x
t
u
a
l
f
a
c
t
o
r
s i
n
f
l
u
e
n
c
i
n
g
b
e
h
a
v
i
o
r
.
A
p
p
l
i
c
a
t
i
o
n
i
n
e
d
u
c
a
t
i
o
n
C
o
mm
o
n
l
y
u
se
d
t
o
st
u
d
y
t
h
e
a
c
c
e
p
t
a
n
c
e
o
f
e
d
u
c
a
t
i
o
n
a
l
t
o
o
l
s
o
r
t
e
c
h
n
o
l
o
g
i
e
s
b
a
se
d
o
n
PU
a
n
d
e
a
s
e
o
f
u
s
e
.
U
sed
t
o
p
r
e
d
i
c
t
A
A
B
t
h
r
o
u
g
h
t
h
e
l
e
n
s
o
f
a
t
t
i
t
u
d
e
,
so
c
i
a
l
n
o
r
ms,
a
n
d
p
e
r
c
e
i
v
e
d
c
o
n
t
r
o
l
;
o
f
t
e
n
c
o
mb
i
n
e
d
w
i
t
h
o
t
h
e
r
m
o
d
e
l
s
t
o
i
n
c
l
u
d
e
t
e
c
h
n
o
l
o
g
y
-
r
e
l
a
t
e
d
v
a
r
i
a
b
l
e
s
.
Fo
r
in
s
tan
ce
,
p
r
o
p
o
s
ed
an
in
teg
r
ated
m
o
d
el
to
ex
am
in
e
in
s
tr
u
cto
r
s
’
willin
g
n
ess
to
ad
o
p
t
g
en
er
ativ
e
AI
tech
n
o
lo
g
y
.
T
h
e
m
o
d
el
co
m
b
in
ed
v
ar
iab
les
f
r
o
m
T
AM
(
s
u
ch
as
p
er
ce
iv
ed
ea
s
e
o
f
u
s
e,
PU,
an
d
p
er
ce
iv
ed
co
s
t)
with
th
o
s
e
f
r
o
m
T
PB
(
in
clu
d
in
g
AT
T
,
SN,
an
d
PB
C
)
.
T
h
e
s
tu
d
y
f
o
u
n
d
th
at
th
is
h
y
b
r
id
m
o
d
el
ef
f
ec
tiv
ely
ex
p
lain
ed
in
s
tr
u
cto
r
s
’
I
NT
to
ad
o
p
t
AI
an
d
co
n
f
ir
m
ed
th
at
attitu
d
e,
s
o
cial
n
o
r
m
,
an
d
p
er
ce
iv
ed
co
n
tr
o
l
p
o
s
itiv
e
ly
in
f
lu
e
n
c
ed
I
NT
,
wh
ile
PU
an
d
ea
s
e
o
f
u
s
e,
as
h
ig
h
lig
h
ted
in
T
AM
,
also
p
lay
ed
a
cr
u
cial
r
o
le.
I
n
T
h
ailan
d
,
p
o
licy
in
itiativ
es a
n
d
ca
p
ac
ity
-
b
u
ild
in
g
ef
f
o
r
ts
h
av
e
also
b
ee
n
u
n
d
er
tak
en
to
s
u
p
p
o
r
t th
e
ad
o
p
tio
n
o
f
AI
E
d
.
Ma
n
y
u
n
iv
er
s
ities
h
av
e
o
r
g
an
ized
tr
ain
in
g
p
r
o
g
r
am
s
to
h
elp
in
s
tr
u
cto
r
s
ap
p
ly
AI
in
ass
ess
m
en
t
an
d
ev
alu
atio
n
p
r
ac
tices.
T
h
is
in
d
icate
s
a
g
r
o
win
g
r
ec
o
g
n
itio
n
am
o
n
g
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
o
f
AI
’
s
p
o
ten
tial
r
o
le,
alo
n
g
with
a
co
n
ce
r
ted
ef
f
o
r
t
to
p
r
ep
ar
e
ac
ad
em
ic
s
taf
f
to
ef
f
ec
tiv
ely
lev
er
ag
e
th
e
tech
n
o
lo
g
y
.
At
th
e
s
am
e
tim
e,
r
esear
ch
an
d
d
ev
elo
p
m
en
t
ag
en
cies
h
av
e
in
cr
ea
s
in
g
ly
f
o
cu
s
ed
o
n
d
ev
elo
p
in
g
g
u
id
elin
es
an
d
s
tan
d
ar
d
s
to
en
s
u
r
e
th
at
AI
is
u
s
ed
b
o
th
eth
ically
an
d
ef
f
ec
tiv
ely
,
wh
ich
is
ex
p
ec
ted
to
f
u
r
th
er
f
ac
ilit
ate
lo
n
g
-
ter
m
ac
ce
p
tan
ce
.
B
ased
o
n
th
e
r
ev
iewe
d
liter
atu
r
e
an
d
th
eo
r
etica
l
f
o
u
n
d
atio
n
s
,
it
is
ev
id
en
t
th
at
m
u
ltip
le
d
im
en
s
io
n
s
in
f
lu
en
ce
AI
ac
ce
p
tan
ce
in
h
ig
h
er
ed
u
ca
tio
n
.
T
h
ese
in
clu
d
e
b
o
th
tech
n
o
lo
g
y
-
f
o
cu
s
ed
p
er
ce
p
tu
al
f
ac
to
r
s
an
d
p
s
y
ch
o
s
o
cial
elem
en
ts
in
f
lu
en
cin
g
b
eh
av
io
r
al
I
NT
.
T
h
er
ef
o
r
e,
th
is
s
tu
d
y
ad
o
p
ts
a
co
m
p
r
eh
en
s
iv
e
f
r
am
ewo
r
k
th
at
in
teg
r
ates
th
ese
d
im
en
s
io
n
s
in
o
r
d
er
to
in
v
esti
g
ate
r
ea
l
-
wo
r
ld
p
r
ac
tices
with
in
th
e
o
p
en
u
n
iv
er
s
ity
co
n
tex
t,
th
u
s
alig
n
in
g
with
em
er
g
in
g
in
ter
n
atio
n
al
r
esear
ch
tr
en
d
s
an
d
en
s
u
r
in
g
a
m
o
r
e
h
o
lis
tic
u
n
d
er
s
tan
d
in
g
o
f
AI
ad
o
p
tio
n
in
ed
u
ca
tio
n
al
ass
ess
m
en
t.
3.
M
E
T
H
O
D
3
.
1
.
P
a
rt
icipa
nts a
nd
c
o
nte
x
t
T
h
e
p
ar
ticip
an
ts
in
th
is
s
tu
d
y
wer
e
ac
ad
em
ic
p
er
s
o
n
n
el
f
r
o
m
o
p
en
u
n
iv
er
s
ities
in
T
h
ailan
d
,
wh
er
e
d
is
tan
ce
an
d
o
n
lin
e
ed
u
ca
tio
n
ar
e
th
e
p
r
im
ar
y
m
o
d
es
o
f
in
s
tr
u
ctio
n
.
T
h
e
tar
g
et
p
o
p
u
latio
n
co
n
s
is
ted
o
f
2
8
5
f
ac
u
lty
m
em
b
er
s
f
r
o
m
v
ar
io
u
s
ac
ad
em
ic
p
r
o
g
r
am
s
.
Data
w
as
co
llected
th
r
o
u
g
h
an
o
n
lin
e
q
u
esti
o
n
n
air
e
d
is
tr
ib
u
ted
to
th
is
p
o
p
u
latio
n
.
A
to
tal
o
f
1
8
5
co
m
p
leted
r
esp
o
n
s
es
wer
e
r
ec
eiv
ed
,
y
ield
in
g
a
r
esp
o
n
s
e
r
ate
o
f
ap
p
r
o
x
im
ately
6
4
.
9
%
.
Similar
ly
,
C
r
eswell
an
d
C
r
eswell
[
2
8
]
em
p
h
asized
th
at
r
esp
o
n
s
e
r
ates
ab
o
v
e
6
0
%
in
ed
u
ca
tio
n
al
r
esear
ch
p
r
o
v
id
e
a
r
ea
s
o
n
ab
le
lev
el
o
f
co
n
f
id
en
ce
in
th
e
g
en
er
aliza
b
ilit
y
o
f
f
in
d
in
g
s
.
3
.
2
.
Resea
rc
h
i
ns
t
rum
ent
T
h
e
r
esear
ch
in
s
tr
u
m
en
t
was
an
o
n
lin
e
q
u
esti
o
n
n
air
e
d
ev
elo
p
ed
b
ased
o
n
th
e
co
n
ce
p
tu
al
f
r
am
ewo
r
k
s
o
f
th
e
T
AM
an
d
th
e
T
PB
,
as
well
as
r
elev
an
t
liter
atu
r
e.
T
h
e
q
u
esti
o
n
n
air
e
was
d
esig
n
ed
to
m
ea
s
u
r
e
f
ac
to
r
s
p
r
esu
m
ed
to
in
f
lu
en
ce
th
e
ad
o
p
tio
n
o
f
AI
in
au
th
en
tic
ass
ess
m
en
t
p
r
ac
tices.
I
t
em
p
lo
y
ed
a
5
-
p
o
in
t
L
ik
er
t
s
ca
le
an
d
in
clu
d
ed
s
ev
en
co
n
s
tr
u
cts
,
f
iv
e
in
d
ep
en
d
en
t
v
ar
iab
les
:
i
)
AT
T
,
ii
)
SN,
iii
)
PB
C
,
iv
)
SE,
an
d
v
)
b
ar
r
ier
s
to
AI
ad
o
p
tio
n
(
B
AA)
;
an
d
two
d
ep
en
d
en
t
v
ar
iab
les
:
vi
)
I
NT
an
d
v
ii
)
AI
ac
tu
al
ad
o
p
tio
n
b
eh
av
io
r
(
AAB).
T
h
e
q
u
esti
o
n
n
air
e
u
n
d
er
wen
t
ex
p
er
t
v
alid
atio
n
an
d
p
ilo
t
test
in
g
to
en
s
u
r
e
its
p
s
y
ch
o
m
etr
ic
s
o
u
n
d
n
ess
.
C
o
n
ten
t
v
alid
ity
was
ex
am
in
ed
b
y
f
iv
e
ex
p
er
ts
in
ed
u
ca
tio
n
al
tech
n
o
lo
g
y
an
d
AI
E
d
,
y
ield
in
g
item
–
o
b
jectiv
e
co
n
g
r
u
en
ce
(
I
OC
)
in
d
ices
r
an
g
in
g
f
r
o
m
0
.
8
0
to
1
.
0
0
,
wh
ich
in
d
icate
s
a
h
ig
h
d
eg
r
ee
o
f
ag
r
ee
m
en
t
am
o
n
g
ex
p
er
ts
r
eg
ar
d
in
g
th
e
ap
p
r
o
p
r
iaten
ess
an
d
clar
ity
o
f
th
e
item
s
.
T
h
e
r
eliab
ilit
y
o
f
th
e
in
s
tr
u
m
en
t
was
ass
ess
ed
th
r
o
u
g
h
in
ter
n
al
co
n
s
is
ten
cy
test
in
g
with
a
p
ilo
t
s
am
p
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0
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9
1
ac
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s
th
e
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d
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o
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s
tr
atin
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a
h
ig
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o
f
r
eliab
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y
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
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d
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I
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N:
2252
-
8
8
2
2
Dete
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3
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3
Da
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ip
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4.
RE
SU
L
T
S
T
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u
an
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aly
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u
s
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ich
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ip
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s
h
o
wn
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Fig
u
r
e
1
.
T
h
e
r
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th
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ath
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is
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icate
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th
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al
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s
tatis
tically
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ig
n
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ican
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p
o
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f
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ts
o
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e
I
NT
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T
h
ese
in
clu
d
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T
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C
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n
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ast,
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eg
ativ
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o
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-
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ig
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ican
t
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e
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er
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o
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ig
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tly
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ed
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h
ese
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in
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est
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an
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ter
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ay
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ab
le
2
.
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u
r
e
1
.
T
h
e
m
o
d
el
o
f
f
ac
to
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s
in
f
lu
en
cin
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ad
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t
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.
R
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o
f
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P
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t
h
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f
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t
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h
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m
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d
el
d
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o
n
s
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ated
a
s
atis
f
ac
to
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y
f
it
with
th
e
em
p
ir
ical
d
ata
(
χ²=
4
.
7
8
1
,
d
f
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,
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1
8
9
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9
9
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9
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1
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0
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;
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,
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ed
m
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tly
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if
f
er
f
r
o
m
th
e
o
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s
er
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ed
d
ata,
as sh
o
wn
in
T
ab
le
s
3
an
d
4
.
T
h
e
I
NT
was sig
n
if
ican
tly
in
f
lu
en
ce
d
b
y
th
r
ee
k
ey
f
ac
to
r
s
:
SE,
AT
T
,
an
d
PB
C
.
Am
o
n
g
th
ese,
SE
d
em
o
n
s
tr
ated
th
e
s
tr
o
n
g
est
ef
f
ec
t
(
β=0
.
417
,
p
<0
.
0
1
)
,
s
u
g
g
esti
n
g
th
at
f
av
o
r
ab
le
attitu
d
es
to
war
d
th
e
u
s
ef
u
ln
ess
an
d
ap
p
ea
l
o
f
AI
in
cr
ea
s
ed
th
e
I
NT
to
ad
o
p
t
it.
PB
C
was
s
im
ilar
ly
f
o
u
n
d
to
b
e
s
ig
n
if
ican
t
(
β=0
.
1
6
9
,
p
<0
.
0
5
)
,
im
p
ly
in
g
th
at
wh
en
in
s
tr
u
cto
r
s
p
er
ce
iv
ed
th
em
s
elv
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to
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av
e
co
n
tr
o
l
o
v
er
th
e
n
ec
ess
ar
y
co
n
d
itio
n
s
an
d
r
eso
u
r
ce
s
,
th
eir
in
ter
est
in
u
s
in
g
AI
also
in
cr
ea
s
ed
.
I
n
ad
d
itio
n
,
SN
h
ad
a
s
ig
n
if
ican
t
p
o
s
itiv
e
im
p
ac
t
o
n
I
NT
(
β=0
.
1
6
1
,
p
<0
.
0
5
)
,
m
ea
n
in
g
th
at
p
er
ce
iv
ed
s
o
cial
p
r
ess
u
r
e
o
r
s
u
p
p
o
r
t
f
r
o
m
co
lleag
u
es,
ad
m
in
is
tr
ato
r
s
,
o
r
th
e
wid
er
co
m
m
u
n
ity
in
f
lu
en
ce
d
i
n
s
t
r
u
c
t
o
r
s
’
d
e
c
i
s
i
o
n
s
r
e
g
a
r
d
i
n
g
A
I
a
d
o
p
t
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o
n
.
T
h
i
s
m
a
y
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f
l
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t
t
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e
e
m
e
r
g
i
n
g
n
a
t
u
r
e
o
f
A
I
E
d
,
wh
er
e
in
s
titu
tio
n
al
p
o
licies an
d
wid
esp
r
ea
d
ad
o
p
tio
n
ar
e
n
o
t y
et
f
ir
m
ly
estab
lis
h
ed
en
o
u
g
h
to
f
o
r
m
clea
r
s
o
cial
n
o
r
m
s
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
2
6
:
479
-
488
484
T
ab
le
3
.
Statis
tical
r
esu
lts
o
f
m
o
d
el
an
aly
s
is
o
n
f
ac
to
r
s
p
r
o
m
o
tin
g
th
e
u
s
e
o
f
AI
in
a
u
th
en
tic
ass
es
s
m
en
t o
n
d
ig
ital p
latf
o
r
m
s
am
o
n
g
o
p
en
u
n
iv
er
s
ity
e
d
u
ca
to
r
s
D
e
p
e
n
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t
v
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a
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N
T
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n
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5
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N
T
0
.
3
1
6
*
*
-
0
.
3
1
6
*
*
(
0
.
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(
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.
090
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S
t
a
t
i
st
i
c
s
C
h
i
-
sq
u
a
r
e
=
4
.
7
8
1
,
d
f
=
3
,
p=
0.
1
8
9
,
G
F
I
=
0
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9
3
,
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G
F
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=
0
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3
1
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M
R
=
0
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0
0
5,
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M
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EA
=
0
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58
S
t
r
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c
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r
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N
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u
a
r
e
0
.
7
4
6
0
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6
4
9
N
o
t
e
:
T
E=
t
o
t
a
l
e
f
f
e
c
t
,
I
E=
i
n
d
i
r
e
c
t
e
f
f
e
c
t
,
D
E=
d
i
r
e
c
t
e
f
f
e
c
t
.
*
p
<
0
.
0
5
,
*
*
p
<
0
.
0
1
;
S
t
a
n
d
a
r
d
e
r
r
o
r
s
a
r
e
p
r
o
v
i
d
e
d
i
n
p
a
r
e
n
t
h
e
se
s.
T
ab
le
4
.
Statis
tical
r
esu
lts
o
f
co
r
r
elatio
n
m
atr
i
x
am
o
n
g
v
ar
ia
b
les
C
o
r
r
e
l
a
t
i
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r
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r
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p
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n
t
h
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se
s.
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AA
h
ad
a
s
ig
n
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ican
t
n
eg
ativ
e
ef
f
ec
t
o
f
I
NT
(
β=
–
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1
8
7
,
p
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0
1
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.
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h
is
in
d
icate
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th
at
in
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tr
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s
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p
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ce
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ed
m
o
r
e
b
ar
r
ier
s
wer
e
s
ig
n
if
ican
tly
less
lik
ely
to
in
ten
d
to
u
s
e
AI
,
s
u
p
p
o
r
tin
g
th
e
h
y
p
o
th
esis
th
at
b
ar
r
ier
s
s
er
v
e
as
o
b
s
tacle
s
to
tech
n
o
lo
g
y
ac
ce
p
tan
ce
.
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o
u
g
h
th
e
to
tal
ef
f
ec
t
(
T
E
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o
f
B
AA
o
n
I
NT
was
r
elativ
ely
s
m
all
an
d
n
o
n
-
s
ig
n
if
ican
t
(
–
0
.
0
7
2
,
n
s
)
,
its
d
ir
ec
t
ef
f
ec
t
(
DE
)
o
n
AAB
was
s
u
b
s
tan
tial
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d
s
tatis
tically
s
ig
n
if
ican
t
(
T
E
=
–
0
.
2
1
0
*
*
,
B
AA→AA
B
)
.
T
h
u
s
,
in
s
tr
u
cto
r
s
wh
o
ex
p
er
ien
ce
d
m
o
r
e
p
er
ce
iv
ed
o
b
s
tacle
s
ten
d
ed
to
ad
o
p
t A
I
less
f
r
eq
u
en
tly
th
an
th
o
s
e
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o
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ac
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ewe
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ch
allen
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A
B
,
t
h
e
r
e
s
u
l
t
s
c
o
n
f
i
r
m
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d
t
h
a
t
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w
a
s
t
h
e
s
t
r
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n
g
e
s
t
p
r
e
d
i
c
t
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f
a
c
t
u
a
l
A
I
u
s
a
g
e
(
β
=
0
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4
6
7
,
p
<
0
.
0
1
)
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n
s
t
r
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c
t
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r
s
w
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t
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a
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l
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o
f
c
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n
t
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l
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v
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t
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n
d
i
t
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o
n
s
w
e
r
e
s
i
g
n
i
f
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c
a
n
t
l
y
m
o
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l
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k
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l
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t
o
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m
p
l
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m
e
n
t
A
I
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n
a
u
t
h
e
n
t
i
c
a
s
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s
s
m
e
n
t
p
r
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c
t
i
c
e
s
.
P
B
C
w
a
s
a
l
s
o
f
o
u
n
d
t
o
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x
e
r
t
b
o
t
h
D
E
a
n
d
I
E
o
n
A
A
B
(
D
E
≈
0
.
4
1
3
*
*
v
i
a
I
N
T
)
,
alig
n
in
g
with
th
e
T
PB
,
wh
ich
p
o
s
its
th
at
wh
en
in
d
iv
id
u
als
p
er
ce
iv
e
h
ig
h
co
n
tr
o
l
o
v
er
ex
ter
n
al
f
ac
to
r
s
,
av
ailab
le
r
eso
u
r
ce
s
,
an
d
o
p
p
o
r
tu
n
ities
ca
n
tr
an
s
late
I
NT
in
to
AAB.
Oth
er
v
ar
iab
les,
s
u
ch
as AT
T
an
d
SN,
h
ad
I
E
o
n
AAB
th
r
o
u
g
h
I
NT
(
AT
T
T
E
=0
.
0
5
8
*
,
SN
T
E
=0
.
0
5
1
*
)
.
Alth
o
u
g
h
n
eith
er
AT
T
n
o
r
SN
h
ad
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ir
ec
t
p
ath
s
to
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th
e
m
o
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el,
th
eir
in
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ir
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t
co
n
tr
ib
u
tio
n
s
v
ia
I
NT
h
ig
h
lig
h
ted
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eir
s
u
p
p
o
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tiv
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r
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les.
I
n
s
tr
u
cto
r
s
with
p
o
s
itiv
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attitu
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es a
n
d
s
tr
o
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g
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o
cial
s
u
p
p
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r
t w
er
e
m
o
r
e
lik
ely
to
ac
t o
n
th
eir
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NT
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as sh
o
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ab
le
5
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ab
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.
Stan
d
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r
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ized
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f
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d
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th
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F
a
c
t
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r
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f
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c
t
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N
T
(
β)
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f
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c
t
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A
A
B
(
β)
A
TT
+
0
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1
8
3
*
*
(
s
i
g
n
i
f
i
c
a
n
t
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+
0
.
0
5
8
*
(
I
E
v
i
a
I
N
T)
SN
+
0
.
1
6
1
(
n
o
t
si
g
n
i
f
i
c
a
n
t
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+
0
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0
5
1
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(
I
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v
i
a
I
N
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+
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1
6
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s
i
g
n
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f
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t
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4
6
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TE
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DE
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4
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+
0
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0
5
3
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SE
+
0
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4
1
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s
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N
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B
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f
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TE
;
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1
8
7
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,
IE
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0
.
0
2
3
)
I
N
T
–
+
0
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3
1
6
*
*
(
DE
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R
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e
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l
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7
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7
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6
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9
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6
4
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%)
N
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t
e
:
*
p
<
0
.
0
5
,
*
*
p
<
0
.
0
1
)
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Dete
r
min
a
n
ts
o
f A
I
A
d
o
p
tio
n
f
o
r
A
u
th
en
tic
A
s
s
ess
men
t in
Op
en
Un
ivers
ity
…
(
K
emm
a
n
a
t Min
g
s
ir
ith
a
m
)
485
T
ab
le
5
s
u
m
m
ar
ize
s
th
e
s
tatis
tical
in
f
lu
en
ce
o
f
v
ar
io
u
s
f
ac
to
r
s
o
n
b
o
th
th
e
I
NT
an
d
ac
tu
al
AAB
.
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h
e
m
o
d
el
ex
p
lain
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7
4
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%
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f
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in
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NT
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6
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%
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th
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in
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o
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atin
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p
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p
o
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o
n
g
th
e
p
r
ed
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r
s
o
f
I
NT
,
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em
er
g
ed
as
th
e
m
o
s
t
in
f
lu
en
tial
f
ac
to
r
,
f
o
llo
wed
b
y
AT
T
an
d
PB
C
.
SN
an
d
B
AA
also
co
n
tr
ib
u
ted
to
th
e
m
o
d
el,
alth
o
u
g
h
B
AA
h
ad
a
n
eg
ativ
e
ef
f
ec
t
o
n
I
NT
.
W
ith
r
eg
ar
d
to
AAB
,
PB
C
was
f
o
u
n
d
to
b
e
th
e
s
tr
o
n
g
est
d
eter
m
in
an
t,
f
o
llo
wed
b
y
I
NT
an
d
B
AA.
T
h
e
d
ir
ec
t
in
h
ib
ito
r
y
ef
f
ec
t
o
f
B
AA
o
n
AAB
u
n
d
er
s
co
r
ed
th
e
im
p
o
r
tan
ce
o
f
ad
d
r
ess
in
g
p
er
ce
iv
ed
o
b
s
tacle
s
in
o
r
d
er
to
f
ac
ilit
ate
th
e
in
teg
r
atio
n
o
f
AI
in
to
au
th
en
tic
ass
ess
m
en
t p
r
ac
tices with
in
h
ig
h
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ca
tio
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ts
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t
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r
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a
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ely
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en
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g
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r
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m
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ited
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d
tr
ain
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g
to
tech
n
ical
u
n
ce
r
tain
ties
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m
ay
in
h
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it
in
s
tr
u
cto
r
s
f
r
o
m
im
p
lem
en
tin
g
AI
d
esp
ite
r
ec
o
g
n
izin
g
its
v
alu
e.
T
h
u
s
,
an
y
s
tr
ateg
y
aim
in
g
to
p
r
o
m
o
te
AI
u
s
e
in
ass
ess
m
en
t
m
u
s
t
ad
d
r
ess
th
ese
p
r
ac
tical
an
d
p
s
y
ch
o
lo
g
ical
im
p
ed
im
en
ts
.
5.
DIS
CU
SS
I
O
N
T
h
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
co
n
f
ir
m
ed
th
e
th
eo
r
etica
l
f
o
u
n
d
atio
n
s
an
d
alig
n
ed
with
s
ev
er
al
in
ter
n
atio
n
al
s
tu
d
ies
o
n
in
s
tr
u
cto
r
s
’
attitu
d
es
an
d
r
ea
d
in
ess
.
R
eg
ar
d
in
g
in
s
tr
u
cto
r
s
’
attitu
d
es
an
d
r
ea
d
in
ess
,
it
was
f
o
u
n
d
th
at
in
s
tr
u
cto
r
s
in
o
p
en
u
n
iv
er
s
ities
g
en
er
ally
h
eld
p
o
s
itiv
e
attitu
d
es
an
d
d
em
o
n
s
tr
ated
s
tr
o
n
g
in
ter
est
in
ad
o
p
tin
g
AI
f
o
r
o
n
lin
e
ass
ess
m
en
t.
T
h
is
o
b
s
er
v
atio
n
was
co
n
s
is
ten
t
with
a
g
lo
b
al
tr
en
d
wh
er
e
in
s
tr
u
cto
r
s
in
cr
ea
s
in
g
ly
r
ec
o
g
n
ized
th
e
b
en
ef
its
o
f
AI
in
s
u
p
p
o
r
tin
g
th
eir
teac
h
in
g
,
p
ar
ticu
lar
ly
in
ass
ess
m
en
t
an
d
f
ee
d
b
ac
k
.
T
h
e
s
u
r
v
ey
r
esu
lts
in
d
icate
d
th
at
ap
p
r
o
x
im
ately
two
-
th
ir
d
s
o
f
ed
u
ca
tio
n
al
lead
er
s
an
d
p
r
ac
titi
o
n
er
s
h
ad
a
p
o
s
itiv
e
v
iew
o
f
AI
’
s
p
o
ten
tial
to
im
p
r
o
v
e
th
e
q
u
ality
o
f
ass
ess
m
en
t
an
d
f
ir
m
ly
b
eliev
ed
th
at
AI
co
u
ld
im
p
r
o
v
e
lear
n
er
lear
n
in
g
ex
p
er
ien
ce
s
wh
en
im
p
lem
en
ted
ap
p
r
o
p
r
iately
[
2
9
]
.
T
h
e
r
esu
lts
,
wh
ich
in
d
icate
d
a
h
ig
h
in
ter
est
in
u
s
in
g
AI
ev
en
am
o
n
g
in
s
tr
u
cto
r
s
wh
o
h
ad
n
ev
er
u
s
ed
it
b
ef
o
r
e,
h
ig
h
lig
h
ted
th
e
“late
n
t
m
o
tiv
atio
n
”
th
at
co
u
ld
b
e
ar
o
u
s
ed
wh
en
g
iv
en
th
e
o
p
p
o
r
tu
n
ity
,
m
ea
n
in
g
th
at
ap
p
r
o
p
r
iate
p
o
licies
o
r
in
itiativ
es
co
u
ld
ea
s
ily
tu
r
n
s
u
ch
in
ter
est in
to
r
ea
l
-
wo
r
ld
u
s
e.
I
n
ter
m
s
o
f
in
f
lu
en
cin
g
f
ac
to
r
s
,
b
o
th
in
tr
in
s
ic
an
d
ex
tr
in
s
ic
v
ar
iab
les
wer
e
em
p
h
asized
,
s
u
p
p
o
r
tin
g
p
r
ev
io
u
s
r
esear
ch
[
1
9
]
,
wh
ich
id
en
tifie
d
th
at
SE
an
d
in
s
titu
tio
n
al
s
u
p
p
o
r
t
ar
e
im
p
o
r
tan
t
d
r
iv
er
s
o
f
AI
ad
o
p
tio
n
.
I
n
th
e
ca
s
e
o
f
th
e
in
s
tr
u
cto
r
s
in
th
e
o
p
en
u
n
iv
er
s
ities
s
tu
d
ied
,
th
e
s
am
p
le
s
h
o
wed
r
elativ
ely
h
ig
h
SE,
lik
ely
d
u
e
to
th
eir
ex
ten
s
iv
e
teac
h
in
g
ex
p
er
ien
ce
an
d
s
u
b
ject
-
ar
ea
ex
p
er
tis
e.
T
h
er
ef
o
r
e,
it
was
n
o
t
s
u
r
p
r
is
in
g
th
at
SE
em
er
g
ed
as
o
n
e
o
f
th
e
m
o
s
t
im
p
o
r
tan
t
p
r
ed
icto
r
s
o
f
in
ter
est
in
AI
.
W
h
en
in
s
tr
u
cto
r
s
b
eliev
ed
th
ey
co
u
ld
ea
s
ily
h
an
d
le
n
ew
tech
n
o
lo
g
ies,
th
eir
h
esit
atio
n
d
ec
r
ea
s
ed
,
m
ak
in
g
th
em
m
o
r
e
willin
g
to
ex
p
er
im
en
t
with
AI
in
th
eir
wo
r
k
.
T
h
is
was
co
n
s
is
ten
t
with
th
e
T
PB
an
d
r
esear
ch
by
R
y
an
an
d
Dec
i
[
1
0
]
,
wh
ich
em
p
h
asized
th
at
SE
was
a
k
ey
f
ac
to
r
in
ed
u
ca
to
r
s
’
ac
ce
p
tan
ce
o
f
n
ew
d
ig
ital
to
o
ls
.
C
o
n
v
er
s
ely
,
in
s
tr
u
cto
r
s
wh
o
lack
ed
co
n
f
id
en
ce
,
s
u
ch
as
f
ea
r
o
f
in
ad
eq
u
ate
s
k
ills
o
r
in
ab
ilit
y
to
lear
n
,
ten
d
ed
to
ex
p
r
ess
h
esit
atio
n
o
r
r
ejec
t
s
u
ch
in
n
o
v
atio
n
s
.
T
h
u
s
,
d
ev
elo
p
in
g
d
ig
ital
s
k
ills
was
d
ee
m
ed
ess
en
tial
to
en
h
an
ce
SE,
wh
ich
in
tu
r
n
in
cr
ea
s
es a
cc
ep
tan
ce
o
f
AI
.
Attitu
d
es
an
d
PU
wer
e
also
v
alid
ated
as
k
ey
in
f
lu
en
cin
g
f
ac
to
r
s
.
Sev
er
al
s
tu
d
ies
[
1
6
]
,
[
3
0
]
r
ep
o
r
ted
th
at
wh
en
u
s
er
s
p
er
ce
iv
ed
a
tech
n
o
lo
g
y
as
b
en
ef
icial
o
r
co
m
p
atib
le
with
th
eir
wo
r
k
,
p
o
s
itiv
e
attitu
d
es
an
d
willin
g
n
ess
to
u
s
e
it we
r
e
p
r
o
m
o
ted
.
T
h
e
m
ajo
r
ity
o
f
r
esp
o
n
d
en
ts
in
o
u
r
s
tu
d
y
v
iewe
d
AI
-
b
ased
ass
ess
m
en
t a
s
a
“g
o
o
d
an
d
s
m
ar
t
id
ea
”
,
in
d
icatin
g
th
at
th
ey
wer
e
awa
r
e
o
f
th
e
p
o
ten
tial
b
en
ef
its
o
f
AI
,
s
u
ch
as
f
aster
an
d
m
o
r
e
ef
f
icien
t
ass
ess
m
en
ts
an
d
r
ed
u
ce
d
wo
r
k
lo
ad
.
T
h
is
co
r
r
esp
o
n
d
ed
with
th
e
liter
atu
r
e
s
u
g
g
esti
n
g
th
at
AI
co
u
ld
allo
w
in
s
tr
u
cto
r
s
to
allo
ca
te
m
o
r
e
tim
e
to
cr
u
cial
teac
h
in
g
task
s
,
wh
ile
d
eleg
atin
g
ce
r
tain
ass
ess
m
en
t
d
u
ties
to
AI
.
Po
s
itiv
e
attitu
d
es
m
ay
h
av
e
also
b
ee
n
d
r
iv
en
b
y
in
s
tr
u
cto
r
s
’
awa
r
en
ess
th
at
AI
alig
n
ed
with
m
o
d
er
n
ed
u
ca
tio
n
al
tr
en
d
s
an
d
s
o
m
eth
in
g
th
ey
s
h
o
u
ld
lear
n
to
av
o
id
b
ec
o
m
in
g
o
b
s
o
lete.
So
cial
n
o
r
m
s
wer
e
f
o
u
n
d
to
m
o
d
er
ately
af
f
ec
t
I
NT
,
in
lin
e
with
p
r
ev
io
u
s
r
esear
ch
[
1
9
]
,
wh
ich
h
ig
h
lig
h
ted
th
e
r
o
le
o
f
cr
ed
ib
le
s
o
u
r
ce
s
an
d
o
r
g
an
izatio
n
al
s
u
p
p
o
r
t in
p
r
o
m
o
tin
g
awa
r
en
ess
an
d
ac
ce
p
tan
ce
o
f
AI
.
Am
o
n
g
in
s
tr
u
cto
r
s
at
th
e
o
p
en
u
n
iv
er
s
ities
,
m
ix
ed
s
ig
n
als
wer
e
p
er
ce
iv
ed
.
On
th
e
o
n
e
h
an
d
,
s
o
m
e
f
elt
th
at
ad
m
in
is
tr
ato
r
s
o
r
d
ep
ar
tm
en
ts
h
ad
b
eg
u
n
to
v
alu
e
AI
,
wh
ile
o
n
th
e
o
th
er
h
an
d
,
co
lleag
u
es
o
r
s
taf
f
wer
e
p
er
ce
iv
ed
as
in
d
if
f
er
en
t
o
r
u
n
s
u
p
p
o
r
tiv
e.
T
h
is
in
d
icate
d
in
co
n
s
is
ten
cies
in
in
s
titu
tio
n
al
s
u
p
p
o
r
t,
p
o
s
s
ib
ly
s
tem
m
in
g
f
r
o
m
d
if
f
er
en
ce
s
am
o
n
g
d
ep
ar
tm
en
ts
o
r
h
ier
ar
ch
y
lev
els.
Fo
r
ex
am
p
le,
wh
ile
s
en
io
r
lead
er
s
m
ay
s
u
p
p
o
r
t
AI
,
o
p
er
atio
n
al
s
taf
f
m
ig
h
t
n
o
t
b
e
as
ad
ap
tiv
e.
As
a
r
esu
lt,
th
e
av
er
ag
e
s
co
r
e
o
n
SN
was
ap
p
r
o
x
im
ately
3
.
9
,
wh
ich
was lo
wer
th
an
o
th
er
f
ac
to
r
s
.
I
t w
as a
r
g
u
ed
th
at
f
o
r
AI
ad
o
p
tio
n
to
b
e
s
u
cc
ess
f
u
l,
an
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
:
479
-
488
486
o
r
g
an
izatio
n
al
cu
ltu
r
e
th
at
ac
tiv
ely
p
r
o
m
o
tes
AI
u
s
ag
e
s
h
o
u
ld
b
e
estab
lis
h
ed
,
wh
ich
wo
u
ld
r
eq
u
ir
e
a
s
h
ar
ed
u
n
d
er
s
tan
d
in
g
at
all
lev
els,
f
r
o
m
lead
er
s
to
f
ac
u
lty
an
d
s
taf
f
,
th
at
AI
is
a
v
alu
ab
le
ed
u
ca
tio
n
al
to
o
l,
alo
n
g
with
p
r
o
m
o
tin
g
ef
f
ec
tiv
e
in
ter
n
al
co
m
m
u
n
icatio
n
.
T
h
e
g
ap
b
etwe
en
I
NT
an
d
b
eh
av
io
r
s
id
en
tifie
d
in
th
is
s
tu
d
y
r
ef
lects a
co
m
m
o
n
s
ce
n
ar
io
ad
d
r
ess
ed
in
tech
n
o
lo
g
y
ac
ce
p
tan
ce
th
eo
r
y
:
ev
en
wh
en
in
ter
est
ex
is
ts
,
ac
tio
n
is
n
o
t
g
u
ar
an
teed
.
E
x
ter
n
al
o
b
s
tacle
s
s
u
ch
as
a
lack
o
f
o
p
p
o
r
tu
n
ity
,
r
eso
u
r
ce
s
,
o
r
last
-
m
in
u
te
d
if
f
icu
lties
o
f
ten
in
ter
v
en
e.
Desp
ite
a
h
ig
h
m
ea
n
I
NT
s
co
r
e
(
4
.
0
5
)
,
ac
tu
al
u
s
e
was
s
ig
n
if
ican
tly
lo
wer
(
3
.
7
9
)
,
wh
ich
was
d
ir
ec
tly
lin
k
ed
to
th
e
b
ar
r
ier
s
r
ep
o
r
ted
b
y
r
esp
o
n
d
en
ts
.
T
h
o
s
e
n
ew
to
AI
o
f
ten
cited
“lac
k
o
f
tim
e
to
ex
p
lo
r
e”
o
r
“u
n
ce
r
tain
ty
ab
o
u
t th
e
to
o
ls
”
as r
ea
s
o
n
s
f
o
r
th
is
.
So
m
e
wer
e
waitin
g
f
o
r
clea
r
er
p
o
licy
an
d
in
s
titu
tio
n
al
s
u
p
p
o
r
t,
tak
in
g
a
“wa
it
an
d
s
ee
”
attitu
d
e.
T
h
u
s
,
u
n
less
s
u
p
p
o
r
tiv
e
m
ea
s
u
r
es
wer
e
im
p
lem
en
ted
to
r
ed
u
ce
b
ar
r
ier
s
,
m
o
tiv
atio
n
co
u
ld
g
r
ad
u
ally
d
ec
lin
e.
Gar
tn
er
an
d
Kr
ašn
a
[
2
2
]
in
d
icate
d
th
at
f
r
o
m
2
0
1
9
to
2
0
2
2
,
m
an
y
in
s
titu
tio
n
s
wer
e
s
till
in
th
e
“p
lan
n
in
g
”
o
r
“e
x
p
lo
r
in
g
”
p
h
ase
o
f
AI
in
teg
r
atio
n
,
with
r
ea
l
-
wo
r
ld
AI
ad
o
p
tio
n
s
et
to
in
cr
ea
s
e
s
ig
n
if
ican
tly
af
ter
2
0
2
3
.
W
h
at
tr
ig
g
er
ed
th
e
im
p
lem
en
tatio
n
wer
e
s
u
cc
ess
f
u
l
ca
s
e
s
tu
d
ies
an
d
th
e
av
ailab
ilit
y
o
f
s
u
itab
le
to
o
ls
.
I
n
th
e
co
n
tex
t
o
f
th
e
T
h
ai
Op
en
Un
iv
er
s
ity
,
a
“sp
ar
k
”
m
ig
h
t
b
e
n
ee
d
ed
,
s
u
ch
as
p
ilo
t
p
r
o
jects
in
AI
-
b
ased
ass
ess
m
en
ts
o
r
in
s
titu
tio
n
al
ch
an
g
e
ag
en
ts
th
at
co
u
ld
d
em
o
n
s
tr
ate
tan
g
ib
le
b
en
ef
its
.
T
h
ese
in
itiativ
es
co
u
ld
tr
an
s
f
o
r
m
ac
cu
m
u
lated
in
ter
est in
to
ac
tu
al
p
r
ac
tice.
B
ar
r
ier
s
an
d
co
n
ce
r
n
s
wer
e
co
n
s
is
ten
t
with
g
lo
b
al
f
in
d
in
g
s
,
r
an
g
in
g
f
r
o
m
tim
e
co
n
s
tr
ain
ts
,
eth
ics,
an
d
ac
cu
r
ac
y
to
f
ea
r
s
o
f
r
ep
lace
m
en
t.
Pre
v
io
u
s
s
tu
d
ies
[
6
]
,
[
1
5
]
h
ig
h
lig
h
ted
wid
esp
r
ea
d
u
n
ce
r
tain
ty
am
o
n
g
ed
u
ca
to
r
s
ab
o
u
t
th
e
ef
f
ec
tiv
en
ess
o
f
AI
,
an
d
co
n
ce
r
n
s
th
at
it c
o
u
ld
d
im
in
is
h
in
s
tr
u
cto
r
s
’
r
o
les o
r
in
ter
f
er
e
with
th
e
in
s
tr
u
cto
r
-
lear
n
er
r
elatio
n
s
h
ip
s
.
Secu
r
ity
an
d
d
ata
p
r
iv
ac
y
r
is
k
s
,
p
ar
ticu
lar
ly
wh
en
AI
to
o
ls
r
eq
u
ir
e
lear
n
er
in
p
u
t,
h
av
e
also
b
ee
n
h
ig
h
lig
h
ted
as si
g
n
if
ican
t g
lo
b
al
b
ar
r
ier
s
.
As n
o
ted
b
y
Ab
u
lail
et
a
l.
[
3
1
]
,
AI
ad
o
p
tio
n
is
o
f
ten
h
am
p
er
ed
b
y
b
u
d
g
et
co
n
s
tr
ain
ts
,
s
k
ills
g
ap
s
,
an
d
a
lack
o
f
awa
r
en
ess
.
Alth
o
u
g
h
b
u
d
g
et
was
n
o
t
a
p
r
im
ar
y
co
n
ce
r
n
in
th
e
s
tu
d
y
,
r
esp
o
n
d
en
ts
d
id
m
en
tio
n
th
e
co
s
t
o
f
AI
to
o
ls
,
r
ef
lectin
g
f
in
an
cial
co
n
ce
r
n
s
.
Sk
ills
s
h
o
r
tag
es a
n
d
a
lack
o
f
k
n
o
wled
g
e
ab
o
u
t A
I
wer
e
also
n
o
ted
.
T
h
ese
f
in
d
in
g
s
p
o
in
ted
to
th
e
u
r
g
en
t
n
ee
d
f
o
r
tr
ain
in
g
an
d
s
k
ills
d
ev
elo
p
m
en
t
to
r
ed
u
ce
b
ar
r
ier
s
,
ec
h
o
in
g
Feu
er
r
ieg
el
et
a
l.
[
1
9
]
r
ec
o
m
m
en
d
atio
n
th
at
AI
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t p
r
o
g
r
am
s
f
o
r
ed
u
ca
to
r
s
wo
u
ld
b
e
a
k
ey
s
tr
ateg
y
to
p
r
o
m
o
te
tech
n
o
lo
g
y
ad
o
p
tio
n
.
6.
CO
NCLU
SI
O
N
T
h
e
s
tu
d
y
ex
am
in
ed
th
e
f
ac
to
r
s
in
f
lu
en
cin
g
th
e
ad
o
p
tio
n
o
f
AI
f
o
r
au
th
en
tic
ass
ess
m
en
t
in
an
o
p
en
u
n
iv
er
s
ity
co
n
tex
t.
Dr
awin
g
o
n
th
e
T
PB
an
d
th
e
T
AM
,
th
e
r
esear
ch
co
n
f
ir
m
ed
th
at
attitu
d
es,
SN,
PB
C
,
an
d
SE
s
ig
n
if
ican
tly
s
h
ap
ed
in
s
tr
u
cto
r
s
’
I
NT
to
ad
o
p
t
AI
.
T
h
ese
I
NT
,
in
tu
r
n
,
wer
e
th
e
s
tr
o
n
g
est
p
r
ed
icto
r
s
o
f
AAB
.
Desp
ite
h
ig
h
lev
els
o
f
in
ter
est,
th
e
f
in
d
in
g
s
r
ev
ea
led
a
p
er
s
is
ten
t
g
ap
b
etwe
en
I
NT
an
d
ac
tio
n
,
attr
ib
u
ted
p
r
im
ar
ily
to
p
er
ce
iv
ed
b
ar
r
ier
s
s
u
ch
as tim
e
co
n
s
tr
ain
ts
,
lack
o
f
in
s
titu
tio
n
al
clar
ity
,
an
d
in
s
u
f
f
icien
t
ac
ce
s
s
to
r
eso
u
r
ce
s
.
Ad
d
r
ess
in
g
th
ese
b
ar
r
ier
s
th
r
o
u
g
h
in
s
titu
tio
n
al
p
o
licies,
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
p
r
o
g
r
am
s
,
an
d
ac
ce
s
s
to
u
s
er
-
f
r
ien
d
ly
AI
to
o
ls
is
cr
itical
to
p
r
o
m
o
tin
g
s
u
cc
ess
f
u
l
an
d
s
u
s
tain
ab
le
in
teg
r
atio
n
.
Ultim
ately
,
in
s
tr
u
cto
r
s
at
th
e
o
p
en
u
n
iv
er
s
ity
ex
h
ib
ited
r
ea
d
in
ess
an
d
o
p
en
n
ess
to
lev
er
ag
in
g
AI
in
ass
ess
m
en
t,
s
ig
n
alin
g
a
f
av
o
r
ab
le
clim
ate
f
o
r
in
n
o
v
atio
n
.
I
n
s
titu
tio
n
s
ar
e
en
co
u
r
ag
ed
to
ca
p
italize
o
n
th
is
m
o
m
en
tu
m
b
y
im
p
lem
en
tin
g
co
m
p
r
eh
en
s
iv
e
s
tr
ateg
ies
th
at
s
u
p
p
o
r
t
an
d
s
ca
le
AI
-
d
r
iv
en
ed
u
ca
tio
n
al
p
r
ac
tices
in
way
s
th
at
alig
n
with
b
o
th
p
ed
ag
o
g
ical
o
b
jectiv
es a
n
d
in
s
titu
tio
n
al
ca
p
ac
ities
.
Fu
tu
r
e
r
esear
ch
co
u
ld
ex
ten
d
b
ey
o
n
d
th
e
o
p
en
u
n
iv
er
s
ity
co
n
tex
t
to
co
m
p
ar
e
AI
ad
o
p
tio
n
ac
r
o
s
s
d
if
f
er
en
t
ty
p
es
o
f
h
ig
h
er
ed
u
ca
tio
n
in
s
titu
tio
n
s
in
T
h
ailan
d
an
d
in
ter
n
atio
n
ally
.
Su
ch
co
m
p
ar
ativ
e
s
tu
d
ies
wo
u
ld
p
r
o
v
id
e
d
ee
p
er
in
s
ig
h
ts
in
to
in
s
titu
tio
n
al
r
ea
d
in
ess
,
cu
ltu
r
al
in
f
lu
en
ce
s
,
an
d
p
o
licy
en
v
ir
o
n
m
en
ts
th
at
s
h
ap
e
AI
in
teg
r
atio
n
.
I
n
ad
d
itio
n
,
f
u
r
th
er
s
tu
d
ies
co
u
ld
ex
p
lo
r
e
th
e
lo
n
g
-
ter
m
im
p
ac
t
o
f
AI
-
d
r
iv
en
au
th
en
tic
ass
ess
m
en
t
o
n
s
tu
d
en
t
lear
n
in
g
o
u
tco
m
es,
eq
u
ity
in
ed
u
ca
tio
n
,
an
d
ac
ad
em
ic
in
teg
r
ity
.
I
n
v
esti
g
atin
g
em
er
g
in
g
tech
n
o
lo
g
ies
s
u
ch
as
g
en
er
ativ
e
AI
an
d
ad
ap
tiv
e
lear
n
in
g
s
y
s
tem
s
m
ay
also
o
f
f
er
v
alu
ab
le
d
ir
ec
tio
n
s
f
o
r
en
h
an
cin
g
ass
ess
m
en
t p
r
ac
tices a
n
d
alig
n
in
g
th
em
with
f
u
tu
r
e
wo
r
k
f
o
r
ce
co
m
p
eten
cies
.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
T
h
is
r
esear
ch
was
f
u
n
d
ed
b
y
th
e
I
n
s
titu
te
f
o
r
R
esear
ch
an
d
Dev
elo
p
m
en
t,
Su
k
h
o
th
ai
T
h
am
m
ath
ir
at
Op
en
Un
iv
er
s
ity
in
2
0
2
4
.
AUTHO
R
CO
NT
RI
B
UT
I
O
NS ST
A
T
E
M
E
N
T
T
h
is
jo
u
r
n
al
u
s
es
th
e
C
o
n
tr
ib
u
to
r
R
o
les
T
ax
o
n
o
m
y
(
C
R
ed
iT)
to
r
ec
o
g
n
ize
in
d
iv
id
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
ilit
ate
co
llab
o
r
atio
n
.
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
Dete
r
min
a
n
ts
o
f A
I
A
d
o
p
tio
n
f
o
r
A
u
th
en
tic
A
s
s
ess
men
t in
Op
en
Un
ivers
ity
…
(
K
emm
a
n
a
t Min
g
s
ir
ith
a
m
)
487
Na
m
e
o
f
Aut
ho
r
C
M
So
Va
Fo
I
R
D
O
E
Vi
Su
P
Fu
Kem
m
an
at
Min
g
s
ir
ith
am
✓
✓
✓
✓
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✓
✓
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Gan
C
h
an
y
awu
d
h
iwan
✓
✓
✓
✓
✓
✓
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✓
C
:
C
o
n
c
e
p
t
u
a
l
i
z
a
t
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M
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M
e
t
h
o
d
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y
So
:
So
f
t
w
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e
Va
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Va
l
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d
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t
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mal
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r
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-
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r
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:
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r
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Vi
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th
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d
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lict o
f
in
ter
est r
eg
ar
d
in
g
th
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esear
ch
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ticle.
E
T
H
I
CAL
AP
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RO
VAL
T
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e
au
th
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r
s
d
ec
lar
e
n
o
co
n
f
lict
o
f
in
ter
est.
R
esear
ch
eth
ics,
th
is
r
esear
ch
is
allo
wed
to
co
n
d
u
ct
r
esear
ch
ac
co
r
d
in
g
to
th
e
an
n
o
u
n
ce
m
en
t
o
f
Nak
h
o
n
r
atch
asima
R
ajab
h
at
Un
iv
er
s
ity
:
No
.
HE
-
109
-
2568
on
Ma
y
1
6
,
2
0
2
5
.
DATA
AVAIL
AB
I
L
I
T
Y
T
h
e
d
ata
th
at
s
u
p
p
o
r
t
th
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
ar
e
av
ailab
le
f
r
o
m
th
e
co
r
r
esp
o
n
d
in
g
au
th
o
r
,
[
KM
]
,
u
p
o
n
r
ea
s
o
n
ab
le
r
eq
u
est.
RE
F
E
R
E
NC
E
S
[
1
]
R
.
J.
D
o
l
b
i
n
,
Y
.
L
i
u
,
R
.
S
l
a
b
b
i
n
c
k
,
a
n
d
R
.
L.
S
t
e
w
a
r
t
Jr
.
,
“
A
I
-
p
o
w
e
r
e
d
e
d
u
c
a
t
i
o
n
:
a
u
t
h
e
n
t
i
c
a
ssess
me
n
t
s
a
n
d
l
e
a
r
n
i
n
g
,
”
Ac
a
d
e
m
i
c
S
e
n
a
t
e
f
o
r
C
a
l
i
f
o
rn
i
a
C
o
m
m
u
n
i
t
y
C
o
l
l
e
g
e
s
(
AS
C
C
C
)
,
2
0
2
4
.
A
c
c
e
ss
e
d
M
a
y
1
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3
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a
d
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lso
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s
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sp
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se
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tern
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re
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th
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n
t
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f
e
d
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ti
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n
,
e
sp
e
c
ially
e
d
u
c
a
ti
o
n
a
l
tec
h
n
o
lo
g
y
.
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p
rima
ry
in
tere
sts
in
c
lu
d
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in
stru
c
ti
o
n
a
l
d
e
sig
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,
lea
rn
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g
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sig
n
,
u
n
iv
e
rsa
l
d
e
sig
n
,
u
se
r
jo
u
rn
e
y
(UJ
)
d
e
sig
n
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u
se
r
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x
p
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rien
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e
(UX
)
d
e
sig
n
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u
se
r
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te
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c
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(UI)
d
e
sig
n
,
a
n
d
h
u
m
a
n
-
c
o
m
p
u
ter
in
tera
c
ti
o
n
(HCI).
H
e
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
g
a
n
c
h
a
@s
to
u
.
a
c
.
th
.
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