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th
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t
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it
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n
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Tch
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d
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c
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n
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ly
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stu
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ts’
p
ro
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lem
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so
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g
a
b
i
li
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h
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n
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e
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ffe
c
ts
o
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th
e
s
e
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ig
h
e
r
-
o
r
d
e
r
t
h
in
k
in
g
o
u
tco
m
e
s,
wh
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e
Tch
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sh
o
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d
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S
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a
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A
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ly
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u
lt
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ro
u
p
a
n
a
ly
sis
in
d
ica
ted
t
h
a
t
th
e
m
e
a
su
re
m
e
n
t
a
n
d
str
u
c
tu
ra
l
m
o
d
e
ls
we
re
in
v
a
rian
t
a
c
ro
ss
lan
g
u
a
g
e
g
r
o
u
p
s
.
K
ey
w
o
r
d
s
:
C
r
itical
th
in
k
in
g
Dig
ital a
r
t e
d
u
ca
tio
n
Mu
lti
-
g
r
o
u
p
an
aly
s
is
Stru
ctu
r
al
eq
u
atio
n
m
o
d
elin
g
T
ec
h
n
o
lo
g
ical
a
d
ap
tab
ilit
y
T
h
is i
s
a
n
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
Y
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
Gu
lv
ir
a
T
o
g
a
b
ay
ev
a
Dep
ar
tm
en
t o
f
Ar
t E
d
u
ca
tio
n
,
Facu
lty
o
f
Ar
ts
,
Ab
ai
Kaz
ak
h
Natio
n
al
Ped
ag
o
g
ical
Un
iv
e
r
s
ity
Alm
aty
,
Kaz
ak
h
s
tan
E
m
ail: to
g
ab
ae
v
a
g
u
lv
ir
a1
7
@
g
m
ail.
co
m
1.
I
NT
RO
D
UCT
I
O
N
Dig
ital
ar
t
to
o
ls
lik
e
Ad
o
b
e
Ph
o
to
s
h
o
p
,
Pr
o
cr
ea
te,
an
d
v
ir
tu
al
r
ea
lity
p
latf
o
r
m
s
h
av
e
b
ec
o
m
e
a
co
r
n
er
s
to
n
e
o
f
m
o
d
er
n
ar
t
ed
u
ca
tio
n
,
r
ef
lectin
g
th
e
b
r
o
ad
er
in
teg
r
atio
n
o
f
tech
n
o
l
o
g
y
in
to
lear
n
i
n
g
en
v
ir
o
n
m
en
ts
[
1
]
.
As
s
tu
d
en
ts
in
cr
ea
s
in
g
ly
en
g
a
g
e
with
th
ese
to
o
ls
,
ed
u
ca
t
o
r
s
an
d
r
esear
ch
er
s
tr
y
to
u
n
d
er
s
tan
d
t
h
eir
im
p
ac
t
o
n
co
g
n
itiv
e
d
e
v
elo
p
m
e
n
t,
p
ar
ti
cu
lar
ly
cr
itical
th
in
k
in
g
s
k
ills
s
u
ch
as
an
aly
s
is
,
p
r
o
b
lem
-
s
o
lv
in
g
,
an
d
ev
alu
ati
o
n
.
T
r
ad
itio
n
al
a
r
t
p
r
ac
tices
h
av
e
lo
n
g
b
ee
n
r
ec
o
g
n
ized
f
o
r
im
p
r
o
v
in
g
th
ese
s
k
ills
[
2
]
,
y
et
th
e
d
is
tin
ct
f
ea
tu
r
es
o
f
d
ig
ital
ar
t,
s
u
ch
as
in
te
r
ac
tiv
ity
an
d
r
ap
i
d
iter
atio
n
,
r
aise
q
u
esti
o
n
s
ab
o
u
t
its
u
n
iq
u
e
co
n
t
r
ib
u
tio
n
s
.
T
h
is
g
ap
in
k
n
o
wled
g
e
in
d
icate
s
th
e
n
ee
d
f
o
r
in
v
esti
g
atio
n
,
esp
ec
ially
as
ed
u
ca
tio
n
al
s
y
s
t
em
s
ad
ap
t
to
a
d
ig
ital
ag
e
wh
er
e
cr
itical
th
in
k
in
g
an
d
d
ig
ital
liter
ac
y
ar
e
ess
en
tial.
Un
d
er
s
tan
d
in
g
d
ig
ital
ar
t’
s
ef
f
ec
ts
co
u
ld
in
f
o
r
m
ar
t
cu
r
r
icu
la,
im
p
r
o
v
e
teac
h
in
g
s
tr
ateg
ies,
a
n
d
eq
u
ip
s
tu
d
e
n
t
ar
tis
ts
with
s
k
ills
f
o
r
b
o
t
h
cr
ea
tiv
e
an
d
in
tellectu
al
s
u
cc
ess
.
T
h
u
s
,
th
e
p
u
r
p
o
s
e
o
f
t
h
is
s
tu
d
y
is
to
in
v
esti
g
ate
th
e
s
tr
u
ctu
r
al
r
e
latio
n
s
h
ip
s
am
o
n
g
cr
ea
tiv
ity
(
C
r
tv
t)
,
tech
n
o
lo
g
ic
al
ad
ap
tab
ilit
y
(
T
c
h
Ad
)
,
p
r
o
b
lem
s
o
lv
in
g
(
Pr
b
lS)
,
an
aly
tica
l
th
in
k
in
g
(
An
ly
t)
,
an
d
s
elf
-
r
ef
lectio
n
(
SlfRf)
in
th
e
co
n
tex
t
o
f
d
ig
ital
ar
t
e
d
u
ca
tio
n
.
T
o
g
u
id
e
t
h
is
ex
p
l
o
r
atio
n
,
th
e
s
tu
d
y
ad
d
r
ess
es f
o
u
r
r
esear
c
h
q
u
esti
o
n
s
:
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
A
mu
lti
-
g
r
o
u
p
s
tr
u
ctu
r
a
l e
q
u
a
tio
n
mo
d
ellin
g
a
n
a
lysi
s
fo
r
th
e
imp
a
ct
o
f d
ig
ita
l
a
r
t
…
(
Gu
lvir
a
To
g
a
b
a
ye
v
a
)
1677
−
W
h
at
ar
e
th
e
s
tr
u
ctu
r
al
r
elatio
n
s
h
ip
s
am
o
n
g
C
r
tv
t
,
T
ch
A
d
,
Prb
lS
,
An
ly
t
,
an
d
SlfRf
in
th
e
c
o
n
tex
t o
f
d
ig
ital
ar
t e
d
u
ca
tio
n
?
(
R
Q1
)
−
T
o
wh
at
ex
ten
t
d
o
C
r
tv
t
an
d
T
ch
Ad
p
r
e
d
ict
s
tu
d
en
ts
’
Prb
lS
,
An
ly
t
,
an
d
SlfRf
s
k
ills
?
(
R
Q2
)
−
D
o
es
Prb
lS
m
ed
iate
t
h
e
r
elatio
n
s
h
ip
b
etwe
en
C
r
tv
t
/
T
ch
Ad
a
n
d
s
tu
d
e
n
ts
’
cr
itical
th
in
k
in
g
o
u
tco
m
es
(
An
ly
t
an
d
SlfRf
)?
(
R
Q3
)
−
H
ow
d
o
es
in
s
tr
u
ctio
n
al
lan
g
u
ag
e
in
f
lu
e
n
ce
th
e
r
elatio
n
s
h
ip
s
am
o
n
g
c
o
g
n
itiv
e
an
d
m
etac
o
g
n
itiv
e
lear
n
in
g
v
ar
iab
les?
(
R
Q4
)
2.
L
I
T
E
R
AT
U
RE
R
E
VI
E
W
Dig
ital
ar
t,
d
e
f
i
n
e
d
as
cr
ea
ti
v
e
w
o
r
k
p
r
o
d
u
c
ed
o
r
m
o
d
i
f
ie
d
u
s
in
g
d
ig
ita
l
te
ch
n
o
l
o
g
ies
,
h
as
b
e
co
m
e
a
s
ig
n
i
f
ic
a
n
t
m
e
d
i
u
m
in
b
o
t
h
ar
t
is
tic
p
r
a
cti
ce
a
n
d
ed
u
c
ati
o
n
[
3
]
.
Un
li
k
e
t
r
a
d
i
ti
o
n
al
ar
t,
wh
ic
h
r
el
ies
o
n
p
h
y
s
i
ca
l
m
at
er
ials
li
k
e
p
ai
n
t
o
r
c
h
a
r
c
o
al,
d
i
g
it
al
a
r
t
e
m
p
lo
y
s
s
o
f
t
wa
r
e
a
n
d
h
ar
d
w
ar
e
to
c
r
ea
t
e
w
o
r
k
s
r
a
n
g
in
g
f
r
o
m
ill
u
s
tr
ati
o
n
s
t
o
im
m
e
r
s
i
v
e
v
i
r
t
u
al
en
v
i
r
o
n
m
en
ts
[
4
]
.
I
ts
e
v
o
l
u
ti
o
n
b
eg
a
n
in
th
e
m
i
d
-
2
0
th
c
en
t
u
r
y
wit
h
p
io
n
ee
r
s
lik
e
J
o
h
n
W
h
i
tn
e
y
u
s
in
g
c
o
m
p
u
te
r
s
f
o
r
a
n
i
m
a
ti
o
n
,
b
u
t
it
g
ai
n
ed
p
r
o
m
i
n
e
n
c
e
i
n
t
h
e
1
9
9
0
s
w
ith
ac
c
ess
i
b
l
e
to
o
ls
lik
e
A
d
o
b
e
Ph
o
t
o
s
h
o
p
,
m
a
r
k
i
n
g
a
s
h
i
f
t
t
o
wa
r
d
w
id
esp
r
ea
d
ad
o
p
ti
o
n
[
5
]
.
T
o
d
ay
,
d
i
g
i
tal
a
r
t
e
n
c
o
m
p
ass
es
d
iv
er
s
e
f
o
r
m
s
,
i
n
c
lu
d
i
n
g
2
D
g
r
ap
h
ics
,
3
D
m
o
d
el
in
g
,
an
d
i
n
te
r
ac
t
iv
e
m
e
d
ia
,
d
r
i
v
e
n
b
y
t
ec
h
n
o
l
o
g
i
ca
l
a
d
v
a
n
c
em
en
ts
[
6
]
.
C
u
r
r
en
t
tr
en
d
s
an
d
tech
n
o
lo
g
ies
in
d
ig
ital
ar
t
in
d
icate
its
ed
u
ca
tio
n
al
s
ig
n
if
ican
ce
.
So
f
twar
e
lik
e
Ad
o
b
e
C
r
ea
tiv
e
Su
ite,
Pro
c
r
ea
te,
an
d
B
len
d
er
h
as
b
ec
o
m
e
s
tan
d
ar
d
i
n
class
r
o
o
m
s
,
o
f
f
er
i
n
g
v
e
r
s
atile
p
latf
o
r
m
s
f
o
r
cr
ea
tio
n
[
7
]
.
Gr
a
p
h
ic
tab
lets
,
s
u
c
h
as
t
h
o
s
e
f
r
o
m
W
ac
o
m
,
b
r
id
g
e
tr
a
d
itio
n
al
d
r
awin
g
tech
n
iq
u
es
with
d
ig
ital
p
r
ec
is
io
n
,
en
h
an
cin
g
s
tu
d
en
t
en
g
ag
em
e
n
t
[
8
]
.
Mo
r
eo
v
er
,
em
e
r
g
in
g
tech
n
o
lo
g
ies
lik
e
v
ir
tu
al
r
ea
lity
an
d
au
g
m
e
n
ted
r
ea
lity
ar
e
tr
an
s
f
o
r
m
in
g
ar
t
ed
u
ca
ti
o
n
b
y
en
a
b
lin
g
s
tu
d
en
ts
to
i
n
ter
ac
t
with
th
r
ee
-
d
im
en
s
io
n
al
s
p
ac
es a
n
d
s
im
u
l
atio
n
s
,
a
tr
en
d
n
o
ted
i
n
r
ec
en
t
ed
u
ca
tio
n
al
s
tu
d
ies
[
9
]
.
2
.
1
.
T
he
ro
le
o
f
a
rt
in dev
elo
pin
g
cr
it
ica
l t
hin
k
ing
His
to
r
ically
,
ar
t
h
as
b
ee
n
r
ec
o
g
n
ized
as
a
p
o
wer
f
u
l
m
ed
iu
m
f
o
r
c
u
ltiv
atin
g
cr
itical
th
in
k
in
g
,
wit
h
tr
ad
itio
n
al
p
r
ac
tices
lay
in
g
th
e
g
r
o
u
n
d
wo
r
k
f
o
r
its
co
g
n
itiv
e
b
en
ef
its
.
Datin
g
b
ac
k
to
th
e
R
en
aiss
an
ce
,
ar
ti
s
t
s
lik
e
L
eo
n
ar
d
o
d
a
Vin
ci
ex
em
p
lifie
d
h
o
w
o
b
s
er
v
atio
n
,
ex
p
e
r
im
en
tatio
n
,
an
d
r
e
f
lectio
n
,
h
allm
ar
k
s
o
f
cr
itical
th
o
u
g
h
t
,
wer
e
in
teg
r
al
to
ar
tis
tic
m
aster
y
[
1
0
]
.
T
h
is
p
er
s
p
ec
tiv
e
p
er
s
is
ted
in
to
m
o
d
er
n
ed
u
ca
tio
n
,
wh
er
e
ar
t
was
v
alu
ed
n
o
t
o
n
ly
f
o
r
th
e
ae
s
th
etic
ex
p
r
ess
io
n
b
u
t
also
f
o
r
its
ca
p
ac
ity
to
s
h
ar
p
en
in
tellectu
al
s
k
ills
.
Dew
ey
[
1
1
]
,
a
f
o
u
n
d
atio
n
al
f
ig
u
r
e
in
ed
u
c
atio
n
al
th
e
o
r
y
,
ar
g
u
e
d
th
at
ar
tis
tic
en
g
a
g
em
en
t
in
v
o
l
v
es
ac
tiv
e
in
q
u
ir
y
an
d
p
r
o
b
lem
-
s
o
lv
in
g
,
p
r
o
ce
s
s
es
th
at
m
ir
r
o
r
cr
iti
ca
l
th
in
k
in
g
.
T
h
ese
h
is
to
r
ica
l
v
iews
s
h
o
w
th
e
lo
n
g
s
tan
d
in
g
b
elief
t
h
at
ar
t
is
a
d
is
cip
lin
ed
p
r
ac
tice
r
e
q
u
ir
i
n
g
an
al
y
s
is
an
d
ju
d
g
m
en
t,
r
a
th
er
th
an
a
p
u
r
ely
em
o
tio
n
al
en
d
ea
v
o
r
.
T
h
e
co
g
n
itiv
e
p
r
o
ce
s
s
es
in
v
o
l
v
ed
in
a
r
tis
tic
cr
ea
tio
n
f
u
r
th
e
r
illu
s
tr
ate
its
r
o
le
in
in
cr
ea
s
in
g
cr
itical
th
in
k
in
g
.
C
r
ea
tin
g
ar
t
d
em
a
n
d
s
p
r
o
b
lem
-
s
o
lv
in
g
,
as
ar
ti
s
ts
m
u
s
t
n
av
ig
ate
tech
n
ical
ch
allen
g
es,
s
u
ch
as
s
elec
tin
g
m
ed
ia
o
r
r
eso
lv
i
n
g
co
m
p
o
s
itio
n
al
is
s
u
es
[
2
]
.
R
ef
l
ec
tio
n
is
eq
u
ally
ce
n
tr
al,
with
ar
tis
ts
co
n
tin
u
ally
ass
es
s
in
g
th
eir
wo
r
k
ag
ai
n
s
t
p
er
s
o
n
al
o
r
ex
ter
n
al
s
tan
d
ar
d
s
,
a
p
r
o
ce
s
s
ak
in
to
e
v
alu
ativ
e
t
h
in
k
in
g
in
B
lo
o
m
’
s
tax
o
n
o
m
y
.
Fo
r
in
s
tan
ce
,
s
k
etch
in
g
a
s
till
life
r
eq
u
ir
es
o
b
s
er
v
in
g
d
etails,
h
y
p
o
t
h
esizin
g
s
p
atial
r
elatio
n
s
h
ip
s
,
an
d
ad
ju
s
tin
g
tech
n
iq
u
es,
s
tep
s
th
at
en
g
ag
e
an
aly
tical
an
d
s
y
n
th
etic
s
k
ills
.
Sh
er
id
an
et
a
l.
[
2
]
id
en
tif
y
th
ese
h
ab
its
o
f
m
in
d
,
in
cl
u
d
in
g
“
o
b
s
er
v
e
”
,
“e
n
v
is
io
n
”
,
an
d
“r
ef
le
ct
”
,
as
o
u
tco
m
es
o
f
s
tu
d
io
ar
t
p
r
ac
tice,
s
u
g
g
esti
n
g
th
at
tr
ad
itio
n
al
ar
t in
h
er
en
tly
b
u
ild
s
co
g
n
itiv
e
ca
p
ac
ities
tied
to
cr
itical
th
in
k
in
g
.
E
m
p
ir
ical
s
tu
d
ies
r
ei
n
f
o
r
ce
th
e
lin
k
b
etwe
en
ar
t
e
d
u
ca
tio
n
an
d
e
n
h
an
ce
d
a
n
aly
tical
an
d
i
n
ter
p
r
etiv
e
s
k
ills
.
B
u
r
to
n
et
a
l.
[
1
2
]
co
n
d
u
cted
a
lo
n
g
itu
d
in
al
s
tu
d
y
o
f
elem
en
tar
y
s
tu
d
en
ts
,
f
in
d
in
g
t
h
at
th
o
s
e
ex
p
o
s
ed
to
in
teg
r
ated
a
r
ts
cu
r
r
icu
la
d
em
o
n
s
tr
ated
s
ig
n
if
ican
t
g
ain
s
in
cr
itical
th
in
k
in
g
,
as
m
ea
s
u
r
e
d
b
y
task
s
r
eq
u
ir
i
n
g
in
f
er
en
ce
a
n
d
i
n
ter
p
r
etatio
n
,
c
o
m
p
ar
ed
to
p
ee
r
s
with
o
u
t
s
u
c
h
ex
p
o
s
u
r
e.
Similar
ly
,
W
in
n
er
an
d
Hetlan
d
[
1
3
]
r
ev
iewe
d
ev
id
e
n
ce
s
u
g
g
esti
n
g
th
at
ar
t
ed
u
ca
tio
n
s
tr
en
g
th
en
s
s
tu
d
en
ts
’
ab
ilit
ies
to
an
aly
ze
v
is
u
al
in
f
o
r
m
atio
n
an
d
ar
ticu
late
r
ea
s
o
n
ed
cr
itiq
u
es,
s
k
ills
tr
an
s
f
er
ab
le
to
o
th
er
d
o
m
ain
s
lik
e
s
cien
ce
o
r
liter
atu
r
e.
2
.
2
.
Dig
it
a
l
a
rt
v
s
.
t
ra
ditio
n
a
l a
rt
Dig
ital
ar
t
an
d
tr
ad
itio
n
al
a
r
t
d
if
f
er
f
u
n
d
am
e
n
tally
in
th
eir
t
o
o
ls
,
tech
n
iq
u
es,
a
n
d
cr
ea
tiv
e
p
r
o
ce
s
s
es,
s
h
ap
in
g
d
is
tin
ct
ex
p
er
ie
n
ce
s
f
o
r
ar
tis
ts
.
T
r
ad
itio
n
al
ar
t
r
eli
es
o
n
p
h
y
s
ical
m
e
d
ia,
s
u
ch
a
s
p
en
cils
,
p
ain
t,
o
r
clay
,
r
eq
u
ir
in
g
m
an
u
al
s
k
ill
an
d
d
ir
ec
t
in
ter
ac
tio
n
with
m
at
er
ials
[
1
4
]
.
I
n
c
o
n
tr
ast,
d
ig
ital
ar
t
u
tili
ze
s
s
o
f
twar
e
(
e.
g
.
,
Ad
o
b
e
Ph
o
to
s
h
o
p
an
d
P
r
o
cr
ea
te)
an
d
h
ar
d
wa
r
e
(
e.
g
.
,
g
r
ap
h
ic
tab
lets
an
d
co
m
p
u
ter
s
)
,
en
ab
lin
g
a
r
tis
ts
to
m
an
ip
u
late
v
ir
tu
al
ca
n
v
ases
w
ith
to
o
ls
lik
e
lay
er
s
,
u
n
d
o
f
u
n
c
tio
n
s
,
an
d
f
ilter
s
[
4
]
.
T
h
ese
d
if
f
er
en
ce
s
ex
te
n
d
t
o
tech
n
iq
u
e:
tr
ad
itio
n
al
m
eth
o
d
s
d
em
an
d
p
r
ec
is
io
n
i
n
s
in
g
le
attem
p
ts
,
wh
ile
d
ig
ital
p
r
o
ce
s
s
es
al
lo
w
r
ap
id
iter
atio
n
an
d
ex
p
e
r
im
en
tatio
n
[
5
]
.
T
h
e
cr
ea
tiv
e
p
r
o
ce
s
s
also
d
iv
er
g
es,
with
tr
ad
itio
n
al
ar
t
o
f
ten
em
p
h
asizin
g
tactile
en
g
ag
em
en
t
an
d
d
ig
ita
l
ar
t
p
r
io
r
itizin
g
f
lex
ib
ilit
y
an
d
tech
n
o
lo
g
ical
in
teg
r
atio
n
,
a
lter
in
g
h
o
w
ar
tis
ts
ap
p
r
o
ac
h
co
m
p
o
s
itio
n
an
d
r
ev
is
io
n
[
1
5
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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15
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20
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1678
R
esear
ch
ex
p
lo
r
in
g
h
o
w
t
h
ese
d
if
f
er
en
ce
s
in
f
l
u
en
ce
co
g
n
itiv
e
s
k
ills
s
u
g
g
ests
v
ar
ied
im
p
ac
ts
o
n
cr
itical
th
in
k
in
g
an
d
r
elate
d
a
b
ilit
ies.
Sh
er
id
an
et
a
l.
[
2
]
ar
g
u
e
th
at
tr
ad
itio
n
al
ar
t
im
p
r
o
v
e
s
o
b
s
er
v
atio
n
al
an
d
r
ef
lectiv
e
s
k
ills
th
r
o
u
g
h
its
s
lo
wer
,
d
elib
er
ate
p
ac
e,
e
n
g
ag
in
g
ar
tis
ts
in
s
u
s
tain
ed
p
r
o
b
lem
-
s
o
lv
in
g
.
C
o
n
v
er
s
ely
,
d
ig
ital
ar
t’
s
im
m
ed
iacy
,
s
u
c
h
as
r
ea
l
-
tim
e
a
d
j
u
s
tm
en
ts
o
r
alg
o
r
ith
m
ic
ass
is
t
an
ce
,
m
a
y
e
n
h
an
ce
d
iv
er
g
en
t
t
h
in
k
in
g
an
d
a
d
ap
ta
b
ilit
y
,
as
n
o
ted
b
y
Pep
p
ler
[
8
]
,
wh
o
f
o
u
n
d
th
at
d
ig
ital
m
ed
ia
en
co
u
r
a
g
e
s
tu
d
en
ts
to
ex
p
l
o
r
e
m
u
ltip
le
s
o
lu
tio
n
s
q
u
ick
ly
.
H
o
wev
er
,
s
tu
d
ies
ar
e
m
ix
ed
:
B
u
r
to
n
et
a
l.
[
1
2
]
o
b
s
er
v
ed
t
h
at
tr
ad
itio
n
al
ar
t’
s
p
h
y
s
icality
d
ee
p
en
e
d
a
n
a
ly
tical
s
k
ills
in
y
o
u
n
g
lear
n
er
s
,
wh
ile
d
ig
ital
to
o
ls
s
o
m
etim
es
r
is
k
ed
s
u
p
e
r
f
icial
en
g
ag
em
e
n
t
if
o
v
er
-
r
elied
u
p
o
n
.
T
h
ese
f
in
d
in
g
s
in
d
icate
th
at
th
e
m
ed
iu
m
its
elf
s
h
ap
es
th
e
co
g
n
itiv
e
d
em
a
n
d
s
p
lace
d
o
n
ar
tis
ts
,
with
im
p
licatio
n
s
f
o
r
cr
itical
th
in
k
in
g
d
ev
e
lo
p
m
en
t.
2
.
3
.
I
m
pa
c
t
o
f
t
ec
hn
o
lo
g
y
o
n student
lea
rni
ng
a
nd
cr
ea
t
iv
it
y
T
h
e
in
teg
r
atio
n
o
f
d
ig
ital
tech
n
o
lo
g
y
in
to
e
d
u
ca
tio
n
h
as
s
ig
n
if
ican
tly
in
f
l
u
en
ce
d
s
tu
d
en
t
lear
n
in
g
,
p
ar
ticu
lar
ly
in
ter
m
s
o
f
en
g
a
g
em
en
t
an
d
m
o
tiv
atio
n
[
1
6
]
.
Dig
ital
to
o
ls
,
s
u
ch
as
in
ter
a
ctiv
e
s
o
f
twar
e
an
d
m
u
ltime
d
ia
p
latf
o
r
m
s
,
en
h
an
ce
s
tu
d
en
t
in
ter
est
b
y
o
f
f
er
in
g
d
y
n
a
m
ic,
v
is
u
ally
r
ich
en
v
ir
o
n
m
en
ts
th
at
tr
ad
itio
n
al
m
eth
o
d
s
o
f
ten
lac
k
[
1
7
]
–
[
1
9
]
.
R
esear
ch
b
y
Mish
r
a
an
d
Ko
eh
ler
[
2
0
]
h
ig
h
lig
h
t
s
h
o
w
tech
n
o
lo
g
y
,
wh
en
p
air
ed
with
p
ed
ag
o
g
ica
l
s
tr
ateg
ies
(
e.
g
.
,
th
e
T
PA
C
K
f
r
am
ewo
r
k
)
,
in
cr
ea
s
es
s
tu
d
en
t
p
ar
ticip
atio
n
b
y
m
ak
in
g
task
s
m
o
r
e
ac
ce
s
s
ib
l
e
an
d
r
elev
an
t,
s
u
ch
as
th
r
o
u
g
h
g
am
if
ied
lear
n
in
g
o
r
co
llab
o
r
ativ
e
o
n
lin
e
p
r
o
jects.
I
n
ar
t
ed
u
ca
tio
n
s
p
e
cif
ically
,
Pep
p
ler
[
8
]
f
o
u
n
d
th
at
d
ig
ital
m
ed
ia
—
lik
e
g
r
ap
h
ic
d
esig
n
s
o
f
twar
e
—
b
o
o
s
ted
m
o
tiv
atio
n
am
o
n
g
s
tu
d
en
ts
b
y
co
n
n
ec
tin
g
th
eir
cr
ea
tiv
e
ef
f
o
r
ts
to
r
ea
l
-
wo
r
ld
ap
p
licatio
n
s
,
in
cr
ea
s
in
g
a
s
en
s
e
o
f
ag
en
c
y
an
d
p
u
r
p
o
s
e
in
th
eir
lear
n
i
n
g
.
E
v
id
en
ce
also
p
o
i
n
ts
to
tech
n
o
lo
g
y
’
s
r
o
le
in
im
p
r
o
v
in
g
C
r
tv
t
an
d
in
n
o
v
atio
n
with
in
ed
u
ca
tio
n
al
co
n
tex
ts
.
Dig
ital to
o
ls
en
ab
le
s
tu
d
en
ts
to
ex
p
er
im
en
t w
ith
id
ea
s
r
ap
id
ly
,
a
k
ey
d
r
iv
er
o
f
cr
e
ativ
e
th
in
k
in
g
[
2
1
]
.
Fo
r
in
s
tan
ce
,
s
o
f
twar
e
allo
win
g
in
f
in
ite
iter
atio
n
s
,
s
u
c
h
as
B
len
d
er
f
o
r
3
D
m
o
d
elin
g
,
e
n
c
o
u
r
ag
es
r
is
k
-
ta
k
in
g
an
d
d
iv
er
g
en
t
th
o
u
g
h
t,
as
s
tu
d
en
ts
ca
n
ex
p
lo
r
e
with
o
u
t
f
ea
r
o
f
p
er
m
an
en
t
m
is
tak
es
[
2
2
]
.
C
r
af
t
[2
3
]
f
u
r
th
er
d
em
o
n
s
tr
ates
th
at
tech
n
o
lo
g
y
-
r
ich
en
v
ir
o
n
m
e
n
ts
,
in
clu
d
in
g
v
ir
tu
al
r
ea
lity
an
d
d
i
g
ital
s
to
r
y
tellin
g
,
s
tim
u
late
in
n
o
v
atio
n
b
y
p
r
o
v
id
in
g
n
o
v
e
l
way
s
to
co
n
ce
p
tu
alize
an
d
p
r
esen
t
id
ea
s
.
I
n
ar
t
class
r
o
o
m
s
,
th
is
tr
an
s
lates
to
s
tu
d
en
ts
p
r
o
d
u
ci
n
g
wo
r
k
th
a
t
b
len
d
s
tr
ad
itio
n
al
ae
s
th
etics
with
cu
ttin
g
-
ed
g
e
tech
n
i
q
u
es,
ex
p
an
d
in
g
th
eir
cr
ea
tiv
e
r
ep
er
to
i
r
es
[
8
]
.
2
.
4
.
E
m
pirica
l
s
t
ud
ies o
n di
g
it
a
l a
rt
a
nd
cr
it
ica
l t
hin
k
ing
E
m
p
ir
ical
r
esear
ch
ex
a
m
in
in
g
th
e
im
p
ac
t
o
f
d
ig
ital
ar
t
o
n
cr
itical
th
i
n
k
in
g
h
as
b
eg
u
n
to
e
m
er
g
e,
th
o
u
g
h
it
r
e
m
ain
s
a
r
elativ
ely
u
n
d
er
e
x
p
lo
r
e
d
ar
ea
with
in
ar
t
ed
u
ca
tio
n
.
Pep
p
ler
[
8
]
c
o
n
d
u
cted
a
q
u
alitativ
e
s
tu
d
y
o
f
y
o
u
th
e
n
g
ag
i
n
g
i
n
d
i
g
ital
m
ed
ia
ar
ts
,
f
in
d
in
g
th
at
ac
tiv
ities
lik
e
d
ig
ital
v
id
eo
p
r
o
d
u
ctio
n
en
h
a
n
ce
d
cr
itical
th
in
k
in
g
s
k
ills
s
u
ch
as
an
aly
s
is
an
d
s
y
n
th
esis
,
as
p
ar
ticip
an
ts
n
av
ig
ated
co
m
p
lex
n
ar
r
ativ
e
s
tr
u
ctu
r
es
an
d
tech
n
ical
c
h
allen
g
es.
Si
m
ilar
ly
,
Hen
r
ik
s
en
et
a
l
.
[
2
2
]
in
v
esti
g
ated
th
e
u
s
e
o
f
d
ig
i
tal
to
o
ls
in
cr
ea
tiv
e
ed
u
ca
tio
n
,
r
ep
o
r
tin
g
t
h
at
s
tu
d
e
n
ts
u
s
in
g
s
o
f
twar
e
lik
e
Ad
o
b
e
C
r
ea
tiv
e
Su
ite
d
em
o
n
s
tr
ated
i
m
p
r
o
v
e
d
p
r
o
b
lem
-
s
o
lv
in
g
an
d
ev
alu
ativ
e
s
k
ills
,
m
ea
s
u
r
ed
th
r
o
u
g
h
teac
h
er
o
b
s
er
v
atio
n
s
an
d
s
tu
d
en
t r
ef
lectio
n
s
.
Desp
ite
th
ese
ev
alu
atio
n
s
,
s
ig
n
if
ican
t
g
a
p
s
p
er
s
is
t
in
th
e
liter
atu
r
e,
p
ar
ticu
lar
l
y
r
e
g
ar
d
i
n
g
s
tu
d
en
t
ar
tis
ts
an
d
s
p
ec
if
ic
ag
e
g
r
o
u
p
s
.
Mu
ch
o
f
t
h
e
ex
is
tin
g
r
es
ea
r
ch
,
s
u
ch
as
th
at
b
y
Mish
r
a
an
d
Ko
eh
ler
[
2
0
]
,
ex
p
lo
r
es
tech
n
o
l
o
g
y
’
s
b
r
o
ad
er
ed
u
ca
tio
n
al
im
p
ac
t
(
e.
g
.
,
v
ia
th
e
T
PAC
K
f
r
am
ewo
r
k
)
with
o
u
t
is
o
latin
g
d
ig
ital
ar
t’
s
ef
f
ec
ts
o
n
cr
itical
th
in
k
i
n
g
am
o
n
g
ar
t
s
tu
d
e
n
ts
.
B
u
r
to
n
et
a
l.
[
1
2
]
e
x
am
in
ed
ar
ts
in
t
eg
r
atio
n
’
s
in
f
lu
en
ce
o
n
co
g
n
itio
n
,
in
clu
d
in
g
cr
itical
th
in
k
in
g
,
b
u
t
th
eir
s
tu
d
y
f
o
cu
s
ed
o
n
tr
ad
itio
n
al
m
ed
ia
an
d
elem
e
n
tar
y
s
tu
d
en
ts
,
leav
in
g
q
u
esti
o
n
s
ab
o
u
t
d
i
g
ital
ar
t
an
d
o
ld
er
lea
r
n
er
s
,
s
u
ch
as
s
ec
o
n
d
ar
y
o
r
c
o
lleg
e
-
lev
el
s
tu
d
en
t
ar
tis
ts
,
u
n
an
s
wer
ed
.
Fu
r
th
er
m
o
r
e,
Hen
r
ik
s
en
et
a
l.
[
2
1
]
n
o
tes
th
at
wh
ile
tech
n
o
lo
g
y
e
n
h
an
ce
s
C
r
tv
t
,
f
ew
s
tu
d
ies
s
p
ec
if
ically
lin
k
d
ig
ita
l
ar
t
to
o
ls
to
cr
itical
th
in
k
i
n
g
o
u
tco
m
es
in
ar
t
ed
u
ca
tio
n
,
in
d
icatin
g
a
n
ee
d
f
o
r
r
esear
ch
o
n
th
is
p
o
p
u
latio
n
a
n
d
s
k
ill
s
et.
T
h
is
g
ap
is
c
r
itical,
as
s
tu
d
en
t
ar
tis
ts
m
ay
en
g
ag
e
with
d
ig
ital
t
o
o
ls
d
if
f
er
en
tly
d
u
e
to
th
eir
ar
tis
tic
tr
ain
in
g
an
d
d
ev
el
o
p
m
en
tal
s
t
ag
es.
2
.
5
.
T
heo
re
t
ica
l
m
o
dels
lin
k
ing
dig
it
a
l a
rt
t
o
co
g
nitiv
e
dev
elo
pm
en
t
Sev
er
al
th
eo
r
etica
l
m
o
d
els
p
r
o
v
id
e
a
len
s
th
r
o
u
g
h
wh
ich
to
u
n
d
er
s
tan
d
h
o
w
d
ig
ital
ar
t
m
ig
h
t
en
h
an
ce
cr
itical
th
in
k
in
g
an
d
b
r
o
ad
e
r
co
g
n
itiv
e
d
ev
elo
p
m
en
t
am
o
n
g
s
tu
d
e
n
t
ar
tis
ts
.
C
o
n
s
tr
u
ctiv
is
m
,
r
o
o
ted
i
n
th
e
wo
r
k
o
f
Piag
et
an
d
Vy
g
o
ts
k
y
,
p
o
s
its
th
at
lear
n
in
g
o
c
cu
r
s
th
r
o
u
g
h
ac
tiv
e
co
n
s
tr
u
ct
io
n
o
f
k
n
o
wled
g
e,
a
p
r
o
ce
s
s
well
-
s
u
ited
to
d
ig
it
al
ar
t’
s
h
an
d
s
-
o
n
,
ex
p
lo
r
ato
r
y
n
atu
r
e
[2
4
]
.
I
n
th
is
f
r
am
ewo
r
k
,
s
tu
d
e
n
ts
u
s
in
g
d
ig
ital
to
o
ls
,
lik
e
Ad
o
b
e
I
llu
s
tr
ato
r
o
r
v
ir
tu
al
r
ea
lity
p
latf
o
r
m
s
,
b
u
ild
u
n
d
er
s
tan
d
in
g
b
y
ex
p
er
im
en
tin
g
with
v
is
u
al
co
n
ce
p
ts
,
alig
n
in
g
with
cr
itical
th
in
k
in
g
s
k
ills
s
u
ch
as
an
aly
s
is
an
d
s
y
n
th
esis
.
An
o
th
er
r
elev
an
t
m
o
d
el,
m
ed
ia
r
ich
n
ess
th
eo
r
y
Daf
t
an
d
L
en
g
el
[2
5
]
s
u
g
g
ests
th
at
m
ed
ia
with
g
r
ea
ter
in
ter
ac
tiv
ity
an
d
s
en
s
o
r
y
d
ep
th
(
e.
g
.
,
d
ig
ital
ar
t
s
o
f
twar
e
)
f
ac
ilit
ate
r
ich
er
co
g
n
itiv
e
en
g
ag
em
en
t
t
h
an
less
d
y
n
am
i
c
to
o
ls
,
p
o
te
n
tially
am
p
lify
in
g
s
tu
d
en
ts
’
ab
ilit
y
to
ev
alu
ate
an
d
r
ef
in
e
t
h
eir
wo
r
k
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
A
mu
lti
-
g
r
o
u
p
s
tr
u
ctu
r
a
l e
q
u
a
tio
n
mo
d
ellin
g
a
n
a
lysi
s
fo
r
th
e
imp
a
ct
o
f d
ig
ita
l
a
r
t
…
(
Gu
lvir
a
To
g
a
b
a
ye
v
a
)
1679
T
h
e
r
o
le
o
f
in
ter
ac
tiv
ity
,
iter
a
tio
n
,
an
d
f
ee
d
b
ac
k
in
d
i
g
ital
ar
t
p
r
o
ce
s
s
es
is
ce
n
tr
al
to
th
ese
m
o
d
els’
ex
p
lan
ato
r
y
p
o
wer
.
I
n
ter
a
ctiv
ity
,
a
h
allm
ar
k
o
f
d
ig
ital
to
o
ls
,
allo
ws
s
tu
d
en
ts
to
m
an
ip
u
late
v
ar
iab
les
(
e.
g
.
,
c
o
lo
r
,
f
o
r
m
)
in
r
ea
l
tim
e,
im
p
r
o
v
in
g
p
r
o
b
lem
-
s
o
lv
in
g
an
d
d
ec
is
io
n
-
m
ak
in
g
[
2
2
]
.
I
t
er
atio
n
,
en
a
b
led
b
y
f
ea
tu
r
es
lik
e
u
n
d
o
f
u
n
ctio
n
s
o
r
lay
e
r
in
g
,
en
co
u
r
ag
es
r
ep
ea
ted
ex
p
e
r
im
en
tatio
n
,
wh
er
e
s
tu
d
en
ts
r
ef
i
n
e
th
eir
cr
itical
ju
d
g
m
en
ts
t
h
r
o
u
g
h
tr
ia
l
an
d
er
r
o
r
.
Feed
b
ac
k
,
wh
eth
er
f
r
o
m
s
o
f
twar
e
(
e.
g
.
,
v
is
u
al
p
r
ev
iews)
o
r
p
ee
r
s
in
d
ig
ital c
o
llab
o
r
atio
n
,
p
r
o
v
id
es
im
m
ed
iate
in
p
u
t th
at
s
h
a
r
p
en
s
ev
alu
ativ
e
s
k
ills
.
3.
M
E
T
H
O
D
3
.
1
.
Sa
m
ple
a
nd
co
nte
xt
T
h
is
s
tu
d
y
in
v
o
lv
e
d
a
to
tal
o
f
2
4
9
s
tu
d
e
n
ts
en
r
o
lled
in
v
i
s
u
al
ar
ts
an
d
d
esig
n
p
r
o
g
r
am
s
at
th
r
ee
h
ig
h
er
ed
u
ca
tio
n
in
s
titu
tio
n
s
in
Kaz
ak
h
s
tan
.
T
h
ese
i
n
s
titu
tio
n
s
wer
e
s
elec
ted
d
u
e
to
th
e
ir
well
-
estab
lis
h
ed
p
r
o
g
r
a
m
s
in
f
i
n
e
ar
ts
,
d
esig
n
,
an
d
v
o
ca
tio
n
al
e
d
u
ca
tio
n
,
an
d
th
eir
in
teg
r
atio
n
o
f
d
ig
ital
ar
t
p
r
ac
tices
in
to
t
h
eir
cu
r
r
icu
la.
Stu
d
en
ts
wer
e
d
r
aw
n
f
r
o
m
a
wid
e
r
an
g
e
o
f
ac
ad
e
m
ic
lev
els
an
d
s
p
ec
ializatio
n
s
,
in
clu
d
in
g
g
r
ap
h
ic
d
esig
n
,
tex
tile a
n
d
f
ash
io
n
d
es
ig
n
,
ar
t p
ed
ag
o
g
y
,
v
is
u
al
ar
ts
,
an
d
d
ig
ital m
ed
ia
ar
ts
.
T
h
e
s
am
p
le
was d
iv
er
s
e
in
ter
m
s
o
f
lan
g
u
ag
e
o
f
in
s
tr
u
c
tio
n
,
ed
u
ca
ti
o
n
al
lev
el,
g
r
ad
e
lev
el,
g
en
d
er
,
a
n
d
a
g
e.
I
n
t
er
m
s
o
f
lan
g
u
ag
e
b
ac
k
g
r
o
u
n
d
,
6
3
%
o
f
th
e
p
ar
tic
ip
an
ts
r
ec
eiv
ed
in
s
tr
u
ctio
n
in
Kaz
ak
h
(
n
=
1
5
6
)
,
wh
ile
3
7
%
wer
e
in
th
e
R
u
s
s
ian
in
s
tr
u
ctio
n
g
r
o
u
p
(
n
=
9
3
)
.
T
h
e
g
en
d
er
d
is
tr
ib
u
tio
n
was
p
r
ed
o
m
in
a
n
tly
f
em
ale
(
8
9
%),
r
ef
lectin
g
th
e
d
em
o
g
r
a
p
h
ics
o
f
ar
t
an
d
ed
u
ca
tio
n
p
r
o
g
r
am
s
in
th
e
r
eg
io
n
,
wh
ile
m
ale
s
tu
d
en
ts
co
m
p
r
is
ed
1
1
%
o
f
th
e
s
am
p
le.
Par
ticip
an
ts
’
ag
es
r
an
g
ed
f
r
o
m
u
n
d
e
r
1
8
to
o
v
er
3
0
,
with
5
0
%
u
n
d
er
1
8
,
3
3
%
b
et
wee
n
1
8
–
2
4
y
ea
r
s
,
an
d
1
6
%
b
etwe
en
2
5
–
3
4
y
ea
r
s
.
Gr
ad
e
lev
els
v
ar
ied
,
with
3
9
%
in
Gr
ad
e
1
,
1
8
%
in
Gr
ad
e
2
,
2
6
%
in
Gr
ad
e
3
,
an
d
1
7
%
in
Gr
a
d
e
4
.
Stu
d
en
t
s
at
Alm
aty
T
ec
h
n
o
lo
g
ical
U
n
iv
er
s
ity
an
d
Ab
ai
Kaz
ak
h
N
atio
n
al
Ped
ag
o
g
ical
Un
iv
er
s
ity
wer
e
p
r
im
a
r
ily
en
r
o
lled
in
p
r
o
f
ess
io
n
al
a
n
d
d
e
s
ig
n
-
o
r
ien
ted
p
r
o
g
r
am
s
s
u
ch
as
g
r
ap
h
ic
d
esig
n
,
p
ain
tin
g
,
a
n
d
tex
tile
d
esig
n
,
o
f
f
er
ed
in
b
o
th
Kaz
a
k
h
a
n
d
R
u
s
s
ian
.
Kaz
ak
h
State
W
o
m
en
'
s
T
ea
ch
er
T
r
ai
n
in
g
Un
iv
er
s
ity
p
r
o
v
id
ed
a
u
n
i
q
u
e
co
n
tex
t,
as
s
tu
d
e
n
ts
wer
e
tr
ain
ed
n
o
t
o
n
ly
in
f
in
e
ar
ts
b
u
t
also
in
teac
h
in
g
m
eth
o
d
o
l
o
g
ies
an
d
cr
ea
tiv
e
d
ev
elo
p
m
en
t,
o
f
ten
lin
k
e
d
to
n
atio
n
al
ed
u
ca
tio
n
al
r
ef
o
r
m
s
a
n
d
g
e
n
d
er
-
in
clu
s
iv
e
p
ed
ag
o
g
ical
s
tr
ateg
ies.
3
.
2
.
I
ns
t
rum
ent
T
o
in
v
esti
g
ate
t
h
e
r
elatio
n
s
h
ip
s
am
o
n
g
C
r
tv
t
,
T
ch
Ad
,
Prb
lS
,
An
ly
t
,
an
d
SlfRf
in
th
e
co
n
tex
t
o
f
d
ig
ital
ar
t
ed
u
ca
tio
n
,
a
2
5
-
it
em
L
ik
er
t
-
s
ca
le
q
u
esti
o
n
n
air
e,
in
clu
d
in
g
d
em
o
g
r
a
p
h
ic
q
u
esti
o
n
s
co
n
ce
r
n
in
g
lan
g
u
ag
e
o
f
in
s
tr
u
ctio
n
,
g
e
n
d
er
,
ag
e
g
r
o
u
p
,
g
r
ad
e
lev
el,
a
n
d
ed
u
ca
tio
n
lev
el,
was
d
ev
elo
p
ed
.
T
h
e
in
s
tr
u
m
en
t
was
d
esig
n
ed
to
m
ea
s
u
r
e
f
iv
e
laten
t
co
n
s
tr
u
cts
ce
n
tr
al
t
o
cr
itical
th
in
k
in
g
d
e
v
elo
p
m
e
n
t
in
c
r
ea
tiv
e
d
i
g
ital
p
r
ac
tices.
E
ac
h
co
n
s
tr
u
ct
was
ass
es
s
ed
u
s
in
g
f
iv
e
item
s
,
d
ev
elo
p
ed
b
y
au
th
o
r
s
.
R
esp
o
n
d
en
ts
r
ated
ea
ch
item
o
n
a
5
-
p
o
in
t
L
ik
er
t
s
ca
le,
r
an
g
in
g
f
r
o
m
1
=
s
tr
o
n
g
ly
d
is
ag
r
ee
t
o
5
=stro
n
g
l
y
ag
r
ee
.
T
h
e
item
s
wer
e
r
ev
iewe
d
b
y
a
p
an
el
o
f
ex
p
er
ts
i
n
ar
t
ed
u
c
atio
n
,
ed
u
ca
tio
n
al
p
s
y
ch
o
lo
g
y
,
an
d
ed
u
ca
tio
n
al
m
ea
s
u
r
em
e
n
t
to
e
n
s
u
r
e
c
o
n
ten
t
v
alid
ity
.
Pil
o
t
test
in
g
was
c
o
n
d
u
cted
with
th
r
ee
s
tu
d
en
ts
to
co
n
f
ir
m
clar
ity
a
n
d
ap
p
r
o
p
r
iat
en
ess
o
f
lan
g
u
ag
e.
B
ased
o
n
f
ee
d
b
ac
k
,
m
in
o
r
r
e
v
is
io
n
s
wer
e
m
ad
e
to
im
p
r
o
v
e
item
co
m
p
r
e
h
en
s
ib
ilit
y
.
T
o
ac
co
m
m
o
d
ate
t
h
e
b
ilin
g
u
al
co
n
tex
t
o
f
Kaz
ak
h
s
tan
,
th
e
q
u
esti
o
n
n
air
e
was
m
ad
e
av
ailab
le
in
b
o
th
Kaz
ak
h
an
d
R
u
s
s
ian
.
Au
th
o
r
s
ar
e
f
lu
en
t in
b
o
th
Kaz
ak
h
a
n
d
R
u
s
s
ian
.
I
tem
s
wer
e
co
n
cu
r
r
e
n
tly
tr
an
s
lated
f
r
o
m
Kaz
ak
h
to
R
u
s
s
ian
d
u
r
in
g
th
e
d
ev
elo
p
m
e
n
t
p
h
ase.
I
n
th
e
f
in
al
an
aly
s
is
,
r
eliab
ilit
y
test
s
(
o
r
d
in
al
C
r
o
n
b
ac
h
’
s
alp
h
a,
Mc
D
o
n
ald
’
s
o
m
eg
a,
an
d
av
er
ag
e
v
ar
ia
n
ce
ex
tr
ac
ted
(
AVE
)
)
,
co
n
f
i
r
m
ed
th
at
th
e
in
s
tr
u
m
en
t
d
em
o
n
s
tr
ated
s
tr
o
n
g
c
o
n
s
tr
u
ct
v
alid
ity
an
d
in
ter
n
al
co
n
s
is
ten
cy
f
o
r
ea
ch
o
f
th
e
f
iv
e
laten
t
v
ar
iab
les ac
r
o
s
s
b
o
th
lan
g
u
ag
e
g
r
o
u
p
s
.
3
.
3
.
Da
t
a
c
o
llect
io
n
T
h
e
d
ata
co
llectio
n
was
co
n
d
u
cted
in
Feb
r
u
ar
y
2
0
2
5
ac
r
o
s
s
th
r
ee
h
ig
h
er
ed
u
ca
tio
n
in
s
titu
tio
n
s
in
Kaz
ak
h
s
tan
.
Par
ticip
atio
n
was
v
o
lu
n
tar
y
,
an
d
s
tu
d
en
ts
wer
e
in
f
o
r
m
ed
ab
o
u
t
th
e
p
u
r
p
o
s
e
an
d
co
n
f
i
d
en
tiality
o
f
th
e
s
tu
d
y
p
r
i
o
r
t
o
r
esp
o
n
d
i
n
g
.
A
to
tal
o
f
3
0
3
s
tu
d
en
ts
c
o
m
p
leted
th
e
q
u
esti
o
n
n
air
e,
o
f
wh
o
m
2
4
9
p
r
o
v
id
e
d
co
m
p
lete
an
d
a
n
aly
za
b
le
r
esp
o
n
s
es.
T
h
e
q
u
esti
o
n
n
air
es
we
r
e
ad
m
in
is
ter
ed
o
n
lin
e
th
r
o
u
g
h
a
Go
o
g
le
Fo
r
m
s
.
R
elate
d
lin
k
was
s
h
ar
ed
with
s
tu
d
en
ts
d
u
r
in
g
class
tim
e.
I
t
was
also
s
en
t
to
s
tu
d
en
ts
’
em
ails
f
o
r
th
o
s
e
wer
e
ab
s
en
t d
u
r
in
g
class
tim
e.
3
.
4
.
Da
t
a
a
na
l
y
s
is
Data
wer
e
an
aly
ze
d
u
s
in
g
s
t
r
u
ctu
r
al
eq
u
atio
n
m
o
d
elin
g
(
SEM
)
.
T
h
e
an
aly
s
is
was
co
n
d
u
cted
in
J
am
o
v
i
u
s
in
g
th
e
lav
aa
n
SE
M
en
g
in
e
with
th
e
d
iag
o
n
al
ly
weig
h
ted
least
s
q
u
ar
es
e
s
tim
atio
n
m
eth
o
d
,
ap
p
r
o
p
r
iate
f
o
r
o
r
d
i
n
al
L
ik
e
r
t
-
s
ca
le
d
ata.
Fo
llo
win
g
th
e
v
alid
atio
n
o
f
th
e
m
ea
s
u
r
em
e
n
t
m
o
d
el,
s
tr
u
ctu
r
al
p
ath
s
wer
e
s
p
ec
if
ied
am
o
n
g
th
e
f
iv
e
laten
t
v
ar
ia
b
les,
an
d
o
v
e
r
all
m
o
d
el
f
it
was
ass
ess
ed
u
s
in
g
m
u
ltip
le
i
n
d
ices.
Vis
u
al
p
ath
d
ia
g
r
am
s
wer
e
g
e
n
er
ated
t
o
illu
s
tr
ate
th
e
r
elatio
n
s
h
ip
s
f
o
r
ea
ch
in
s
tr
u
ctio
n
al
g
r
o
u
p
.
All
d
ata
wer
e
s
cr
ee
n
ed
p
r
io
r
to
a
n
aly
s
is
,
an
d
m
is
s
in
g
d
ata
wer
e
m
in
im
al
an
d
h
an
d
le
d
u
s
in
g
p
air
wis
e
d
eletio
n
.
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
.
2
,
Ap
r
il
20
26
:
1
6
7
6
-
1
6
8
6
1680
3
.
5
.
E
t
hica
l
co
ns
idera
t
io
ns
Prio
r
to
d
ata
co
llectio
n
,
in
s
titu
tio
n
al
ap
p
r
o
v
al
was
o
b
tain
ed
f
r
o
m
Ab
ai
Kaz
ak
h
Natio
n
al
Ped
ag
o
g
ical
Un
iv
er
s
ity
(
d
ated
1
7
Feb
r
u
a
r
y
2
0
2
5
)
,
an
d
r
elev
an
t
p
er
m
is
s
io
n
s
wer
e
s
ec
u
r
ed
to
d
i
s
tr
ib
u
te
th
e
s
u
r
v
ey
in
s
tr
u
m
en
ts
to
s
tu
d
en
ts
en
r
o
lled
in
v
is
u
al
ar
ts
an
d
d
esig
n
p
r
o
g
r
am
s
.
Par
ticip
atio
n
in
th
e
s
tu
d
y
was
v
o
lu
n
tar
y
,
an
d
all
r
esp
o
n
d
en
ts
wer
e
in
f
o
r
m
ed
ab
o
u
t
th
e
p
u
r
p
o
s
e
o
f
t
h
e
r
esear
ch
,
th
e
c
o
n
f
id
e
n
tiality
o
f
th
eir
r
esp
o
n
s
es,
an
d
th
eir
r
i
g
h
t
to
with
d
r
aw
at
an
y
tim
e
with
o
u
t p
en
alty
.
I
n
f
o
r
m
ed
co
n
s
en
t
was
o
b
tain
ed
f
r
o
m
ea
ch
p
a
r
ticip
an
t
p
r
io
r
to
co
m
p
letin
g
th
e
q
u
esti
o
n
n
air
e.
No
id
e
n
tify
in
g
p
er
s
o
n
al
in
f
o
r
m
atio
n
was
co
llected
,
en
s
u
r
in
g
co
m
p
lete
an
o
n
y
m
ity
an
d
p
r
iv
ac
y
.
4.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
T
h
e
r
esu
lts
p
r
esen
t
f
in
d
in
g
s
f
r
o
m
a
m
u
lti
-
g
r
o
u
p
SEM
an
al
y
s
is
.
T
h
e
an
aly
s
is
p
r
o
ce
ed
ed
in
s
ev
er
al
s
tep
s
: e
v
alu
atio
n
o
f
m
o
d
el
f
it
in
d
ices,
ex
am
in
atio
n
o
f
m
ea
s
u
r
em
en
t m
o
d
el
r
eliab
ilit
y
an
d
v
a
lid
ity
,
co
m
p
ar
is
o
n
o
f
s
tr
u
ctu
r
al
p
ath
co
ef
f
icien
ts
ac
r
o
s
s
g
r
o
u
p
s
,
an
d
in
ter
p
r
etati
o
n
o
f
p
ath
d
iag
r
am
s
.
B
o
th
th
e
m
ea
s
u
r
em
en
t
an
d
s
tr
u
ctu
r
al
co
m
p
o
n
en
ts
o
f
th
e
m
o
d
el
wer
e
ass
ess
ed
f
o
r
a
d
eq
u
ac
y
a
n
d
in
v
ar
ian
ce
to
d
et
er
m
in
e
wh
eth
er
th
e
co
n
ce
p
tu
al
f
r
a
m
ewo
r
k
h
eld
c
o
n
s
is
ten
tly
ac
r
o
s
s
in
s
tr
u
ctio
n
al
co
n
tex
ts
.
T
h
e
s
tr
u
ctu
r
al
m
o
d
el
h
y
p
o
th
esized
th
e
f
o
llo
win
g
p
ath
s
:
i
)
Pr
b
lS
was
r
eg
r
ess
ed
o
n
C
r
tv
t
an
d
T
ch
Ad
;
ii
)
An
ly
t
was
r
eg
r
ess
ed
o
n
Prb
lS
,
C
r
tv
t
,
an
d
T
ch
Ad
;
an
d
iii
)
SlfRf
was
als
o
r
eg
r
ess
ed
o
n
Prb
lS
,
C
r
tv
t
,
a
n
d
T
ch
Ad
.
T
ab
le
1
p
r
esen
ts
th
e
C
h
i
-
s
q
u
ar
e
test
r
esu
lts
f
o
r
th
e
h
y
p
o
th
esized
u
s
er
m
o
d
el
c
o
m
p
ar
e
d
to
th
e
b
aselin
e
m
o
d
el
in
t
h
e
co
n
te
x
t o
f
m
u
lti
-
g
r
o
u
p
SEM
.
T
ab
le
1
.
C
h
i
-
s
q
u
ar
e
test
s
tatis
t
ics f
o
r
th
e
u
s
er
a
n
d
b
aselin
e
m
o
d
els in
m
u
lti
-
g
r
o
u
p
SEM
La
b
e
l
χ²
df
p
U
ser mo
d
e
l
9
9
3
5
5
8
<
.
0
0
1
B
a
se
l
i
n
e
m
o
d
e
l
1
3
9
5
2
4
6
0
0
<
.
0
0
1
S
c
a
l
e
d
u
s
e
r
1
1
9
7
5
5
8
<
.
0
0
1
S
c
a
l
e
d
b
a
se
l
i
n
e
1
9
8
1
3
6
0
0
<
.
0
0
1
As
in
d
icate
d
in
T
ab
le
1
,
th
e
u
s
er
m
o
d
el
y
iel
d
ed
a
c
h
i
-
s
q
u
ar
e
v
alu
e
o
f
χ²(
5
5
8
)
=
9
9
3
,
p
<
.
0
0
1
,
a
n
d
a
s
ca
led
C
h
i
-
s
q
u
ar
e
v
alu
e
o
f
χ²(
5
5
8
)
=1
1
9
7
,
p
<.
0
0
1
.
I
n
c
o
n
tr
ast,
th
e
b
aselin
e
m
o
d
el,
wh
ich
ass
u
m
es
n
o
r
elatio
n
s
h
ip
s
am
o
n
g
o
b
s
er
v
ed
v
ar
iab
les,
p
r
o
d
u
ce
d
a
m
u
ch
h
ig
h
er
C
h
i
-
s
q
u
a
r
e
v
alu
e
(
χ²(
6
0
0
)
=1
3
9
,
5
2
4
)
,
an
d
th
e
s
ca
led
b
aselin
e
m
o
d
el
y
ield
ed
χ²(
6
0
0
)
=1
9
,
8
1
3
,
b
o
t
h
s
ig
n
if
ican
t
at
p
<.
0
0
1
.
T
ab
le
2
p
r
esen
ts
k
ey
m
o
d
el
f
it
in
d
ices r
ep
o
r
ted
ac
r
o
s
s
class
ic
al,
r
o
b
u
s
t,
a
n
d
s
ca
led
esti
m
atio
n
m
eth
o
d
s
.
As
s
ee
n
in
T
ab
le
2
,
th
e
s
tan
d
ar
d
ized
r
o
o
t
m
ea
n
s
q
u
ar
e
r
esid
u
al
(
SR
MR)
v
alu
es
r
an
g
ed
f
r
o
m
.
0
5
8
to
.
0
6
,
wh
ic
h
f
all
with
in
ac
ce
p
tab
le
lim
its
(
≤
.
0
8
)
,
in
d
icatin
g
th
at
th
e
r
esid
u
als
b
etwe
en
th
e
o
b
s
er
v
ed
an
d
p
r
ed
icted
c
o
v
ar
ian
ce
s
ar
e
ac
c
ep
tab
ly
s
m
all
[2
6
]
.
T
h
e
r
o
o
t
m
ea
n
s
q
u
ar
e
er
r
o
r
o
f
ap
p
r
o
x
i
m
atio
n
(
R
MSE
A)
v
alu
es
r
an
g
ed
f
r
o
m
.
0
7
9
(
c
lass
ical)
to
.
0
9
6
(
s
ca
led
)
,
with
ass
o
ciate
d
9
5
%
co
n
f
id
en
ce
in
ter
v
als
(
C
I
)
.
T
h
e
class
ical
R
MSE
A
o
f
.
0
7
9
,
with
a
CI
o
f
[
.
0
7
1
,
.
0
8
7
]
,
a
p
p
r
o
ac
h
es
th
e
co
n
v
en
tio
n
al
th
r
esh
o
ld
f
o
r
g
o
o
d
f
it
(
≤
.
0
8
)
,
wh
er
ea
s
th
e
s
ca
led
R
M
SEA
o
f
.
0
9
6
,
C
I
[
.
0
8
9
,
.
1
0
4
]
,
s
lig
h
tly
ex
ce
ed
s
th
is
b
o
u
n
d
a
r
y
.
Ho
wev
er
,
g
iv
e
n
th
e
c
o
m
p
lex
i
ty
o
f
th
e
m
o
d
el
a
n
d
th
e
r
o
b
u
s
tn
ess
o
f
th
e
esti
m
atio
n
m
eth
o
d
,
th
ese
v
alu
es
m
ay
s
till
b
e
c
o
n
s
id
er
e
d
ac
ce
p
tab
le
f
o
r
an
e
x
p
lo
r
ato
r
y
s
tr
u
ctu
r
al
m
o
d
el
[2
7
]
.
All
R
MSE
A
p
-
v
alu
es
wer
e
s
tatis
tica
lly
s
ig
n
if
ican
t
(
p
<.
0
0
1
)
,
wh
ich
is
co
m
m
o
n
i
n
lar
g
e
s
am
p
les.
T
h
e
SR
MR
a
n
d
R
MSE
A
v
alu
es
p
r
o
v
id
e
ev
id
e
n
ce
o
f
a
r
ea
s
o
n
ab
le
to
m
o
d
er
ately
g
o
o
d
m
o
d
el
f
it,
s
u
p
p
o
r
tin
g
th
e
v
alid
it
y
o
f
th
e
p
r
o
p
o
s
ed
m
ea
s
u
r
em
en
t
an
d
s
tr
u
ctu
r
al
m
o
d
el
f
o
r
f
u
r
t
h
er
in
ter
p
r
etatio
n
.
T
ab
le
3
d
is
p
lay
s
s
ev
er
al
in
cr
em
en
tal
f
it
in
d
ices
th
at
co
m
p
ar
e
t
h
e
h
y
p
o
th
esized
u
s
er
m
o
d
el
t
o
a
n
u
ll b
aselin
e
m
o
d
el
in
th
e
m
u
lti
-
g
r
o
u
p
SEM
an
aly
s
is
.
Acr
o
s
s
all
in
d
ices,
T
ab
le
3
in
d
icate
s
ex
ce
llen
t
m
o
d
el
f
it.
T
h
e
co
m
p
a
r
ativ
e
f
it
in
d
ex
(
C
FI)
,
T
u
ck
e
r
-
L
ewis
in
d
ex
(
T
L
I
)
,
n
o
n
-
n
o
r
m
ed
f
it
in
d
ex
(
NNFI
)
,
r
elati
v
e
n
o
n
ce
n
tr
ality
in
d
e
x
(
R
NI
)
,
an
d
in
cr
e
m
en
tal
f
it
in
d
ex
(
I
FI)
all
ac
h
iev
e
d
v
alu
es
o
f
.
9
9
7
,
ex
ce
e
d
in
g
th
e
wid
ely
ac
ce
p
te
d
th
r
esh
o
ld
o
f
.
9
5
f
o
r
g
o
o
d
f
it
[2
6
]
.
Oth
er
in
d
ices
s
u
ch
as
th
e
n
o
r
m
ed
f
it
in
d
ex
(
NFI
)
an
d
r
elativ
e
f
it
in
d
ex
(
R
FI)
also
in
d
ic
ated
s
tr
o
n
g
f
it,
wit
h
v
alu
es
o
f
.
9
9
3
an
d
.
9
9
2
,
r
es
p
ec
tiv
ely
.
T
h
e
p
ar
s
im
o
n
y
n
o
r
m
ed
f
it
in
d
e
x
(
PNFI)
,
wh
ic
h
ad
ju
s
ts
f
o
r
m
o
d
el
co
m
p
lex
ity
,
was
s
lig
h
tly
lo
w
er
at
.
9
2
3
,
b
u
t
s
till
well
ab
o
v
e
th
e
m
in
im
u
m
ac
ce
p
ta
b
le
v
alu
e
o
f
.
5
0
[2
8
]
.
T
ab
le
4
p
r
esen
ts
ad
d
itio
n
al
f
it
in
d
ices to
f
u
r
th
e
r
ass
ess
th
e
ad
eq
u
ac
y
o
f
th
e
h
y
p
o
th
esized
SEM
.
T
ab
le
2
.
Fit
in
d
ices f
o
r
th
e
s
tr
u
ctu
r
al
eq
u
atio
n
m
o
d
el
Ty
p
e
S
R
M
R
R
M
S
EA
9
5
%
C
I
R
M
S
EA
p
Lo
w
e
r
U
p
p
e
r
C
l
a
s
si
c
a
l
.
0
6
.
0
7
9
.
0
7
1
.
0
8
7
<
.
0
0
1
R
o
b
u
st
.
0
5
8
S
c
a
l
e
d
.
0
5
8
.
0
9
6
.
0
8
9
.
1
0
4
<
.
0
0
1
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mu
lti
-
g
r
o
u
p
s
tr
u
ctu
r
a
l e
q
u
a
tio
n
mo
d
ellin
g
a
n
a
lysi
s
fo
r
th
e
imp
a
ct
o
f d
ig
ita
l
a
r
t
…
(
Gu
lvir
a
To
g
a
b
a
ye
v
a
)
1681
T
ab
le
3
.
I
n
cr
em
en
tal
f
it in
d
ice
s
co
m
p
ar
in
g
th
e
u
s
er
m
o
d
el
to
th
e
b
aselin
e
m
o
d
el
I
n
d
e
x
e
s
M
o
d
e
l
C
F
I
.
9
9
7
TLI
.
9
9
7
B
e
n
t
l
e
r
-
B
o
n
e
t
t
N
N
F
I
.
9
9
7
R
N
I
.
9
9
7
B
e
n
t
l
e
r
-
B
o
n
e
t
t
N
F
I
.
9
9
3
B
o
l
l
e
n
’
s
R
F
I
.
9
9
2
B
o
l
l
e
n
’
s I
F
I
.
9
9
7
P
N
F
I
.
9
2
3
As
s
ee
n
in
T
ab
le
4
,
th
e
g
o
o
d
n
ess
o
f
f
it
in
d
e
x
(
GFI
)
an
d
ad
j
u
s
ted
g
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f
o
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t
h
e
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(
1
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s
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2
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[
31
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s
tr
u
c
tu
r
a
l
s
id
e
,
t
h
e
s
tr
o
n
g
est
p
r
e
d
i
cti
v
e
r
elat
io
n
s
h
i
p
is
o
b
s
e
r
v
e
d
f
r
o
m
P
r
b
lS
t
o
A
n
l
y
t
(
β=
.
6
2
)
,
in
d
i
ca
ti
n
g
th
at
s
t
u
d
e
n
ts
wh
o
en
g
a
g
e
m
o
r
e
f
r
e
q
u
e
n
t
ly
i
n
P
r
b
lS
te
n
d
to
d
em
o
n
s
t
r
at
e
s
tr
o
n
g
e
r
A
n
l
y
t
i
n
t
h
e
c
o
n
te
x
t
o
f
d
ig
ita
l
a
r
t
.
A
d
d
iti
o
n
a
ll
y
,
C
r
t
v
t s
tr
o
n
g
l
y
p
r
e
d
ic
ts
P
r
b
lS
(
β=.
7
6
)
a
n
d
m
o
d
er
at
el
y
p
r
e
d
ic
t
s
Sl
f
R
f
(
β
=.
3
0
)
a
n
d
A
n
l
y
t
(
β=
.
1
7
)
.
T
ch
Ad
also
s
ig
n
if
ican
tly
in
f
lu
en
ce
s
Prb
lS
(
β=.3
3
)
an
d
SlfRf
(
β=.1
1
)
,
th
o
u
g
h
its
d
ir
ec
t
ef
f
ec
t
o
n
An
ly
t
ap
p
ea
r
s
wea
k
er
(
β=.1
3
)
.
C
o
llectiv
ely
,
th
ese
p
ath
s
s
u
p
p
o
r
t
t
h
e
m
o
d
el’
s
h
y
p
o
th
esiz
ed
s
tr
u
ctu
r
e,
wh
er
e
C
r
tv
t
an
d
T
c
h
Ad
f
u
n
ctio
n
as
ex
o
g
en
o
u
s
v
ar
iab
les
s
h
a
p
in
g
Prb
lS
,
An
ly
t
,
an
d
SlfRf
.
Fig
u
r
e
2
d
is
p
lay
s
th
e
s
tr
u
ctu
r
al
eq
u
atio
n
m
o
d
el
f
o
r
s
tu
d
en
ts
in
th
e
R
u
s
s
ian
-
in
s
tr
u
cted
g
r
o
u
p
.
As
s
ee
n
in
Fig
u
r
e
2
,
th
e
m
e
asu
r
em
en
t
m
o
d
el
s
h
o
ws
s
tr
o
n
g
s
tan
d
ar
d
ized
f
ac
to
r
l
o
ad
in
g
s
f
o
r
all
o
b
s
er
v
ed
in
d
icato
r
s
o
n
th
eir
r
esp
ec
tiv
e
laten
t
v
ar
iab
les,
wit
h
v
alu
es
g
en
er
ally
ab
o
v
e
.
8
0
,
co
n
f
ir
m
in
g
g
o
o
d
in
ter
n
al
co
n
s
is
ten
cy
an
d
co
n
s
tr
u
ct
v
alid
ity
.
As
in
th
e
Kaz
a
k
h
-
in
s
tr
u
cted
g
r
o
u
p
,
Prb
lS
r
em
ain
s
th
e
s
tr
o
n
g
est
p
r
ed
icto
r
o
f
An
ly
t
with
a
p
at
h
co
ef
f
icien
t
o
f
β=.
6
9
,
s
lig
h
tly
h
ig
h
er
th
a
n
th
e
Kaz
ak
h
g
r
o
u
p
.
C
r
tv
t
s
ig
n
if
ican
tly
p
r
ed
icts
Prb
lS
(
β=.6
8
)
an
d
m
a
in
tain
s
a
wea
k
er
d
ir
ec
t
ef
f
e
ct
o
n
An
ly
t
(
β=.1
7
)
an
d
SlfRf
(
β
=.
2
8
)
.
T
ch
Ad
p
lay
s
a
m
o
r
e
m
o
d
est
r
o
le
in
t
h
is
g
r
o
u
p
,
p
r
ed
ictin
g
Prb
lS
(
β=.3
2
)
an
d
SlfRf
(
β=.2
2
)
with
m
o
d
er
ate
co
ef
f
icien
ts
,
wh
ile
its
d
ir
ec
t
in
f
lu
en
ce
o
n
An
ly
t
r
em
ain
s
m
in
im
al
(
β=.1
3
)
,
s
im
ilar
to
th
e
Kaz
ak
h
g
r
o
u
p
.
T
o
s
u
m
u
p
,
th
e
s
tr
u
ctu
r
e
o
f
th
e
m
o
d
el
in
th
e
R
u
s
s
ian
g
r
o
u
p
alig
n
s
clo
s
ely
with
th
e
Kaz
ak
h
g
r
o
u
p
,
in
d
i
ca
tin
g
a
co
n
s
is
ten
t
co
g
n
itiv
e
p
at
h
way
ac
r
o
s
s
in
s
tr
u
ctio
n
al
lan
g
u
ag
es.
Ho
we
v
er
,
s
lig
h
tly
s
tr
o
n
g
er
ef
f
ec
ts
o
f
Prb
lS
o
n
an
aly
tical
o
u
tco
m
es in
th
e
R
u
s
s
ian
g
r
o
u
p
m
ay
r
e
f
lect
s
u
b
tle
d
if
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e
r
en
ce
s
in
co
g
n
itiv
e
s
tr
ateg
y
o
r
in
s
tr
u
ctio
n
al
em
p
h
asis
.
T
h
is
s
tu
d
y
ex
am
in
ed
th
e
s
tr
u
c
tu
r
al
r
elatio
n
s
h
ip
s
am
o
n
g
C
r
tv
t
,
T
ch
Ad
,
Prb
lS
,
An
ly
t
,
an
d
SlfRf
in
th
e
co
n
tex
t o
f
d
ig
ital a
r
t e
d
u
ca
tio
n
.
T
h
e
SEM
r
esu
lts
r
ev
ea
led
th
at
C
r
tv
t
an
d
T
ch
Ad
wer
e
s
ig
n
if
ican
t p
r
ed
icto
r
s
o
f
s
tu
d
en
ts
’
p
r
o
b
lem
-
s
o
lv
in
g
s
k
il
ls
.
I
n
tu
r
n
,
Prb
lS
was th
e
s
tr
o
n
g
est p
r
ed
icto
r
o
f
b
o
th
A
n
ly
t
a
n
d
SlfRf
.
C
r
tv
t
also
d
ir
ec
tly
co
n
tr
ib
u
ted
to
SlfRf
an
d
An
ly
t
,
alb
eit
to
a
less
er
ex
t
en
t.
T
ch
Ad
h
ad
a
m
o
d
er
ate
im
p
ac
t
o
n
Prb
lS
an
d
SlfRf
b
u
t
was
n
o
t
a
s
tr
o
n
g
d
ir
ec
t
p
r
ed
icto
r
o
f
An
l
y
t
.
I
m
p
o
r
t
an
tly
,
th
ese
r
elatio
n
s
h
ip
s
h
eld
co
n
s
is
ten
tly
ac
r
o
s
s
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
A
mu
lti
-
g
r
o
u
p
s
tr
u
ctu
r
a
l e
q
u
a
tio
n
mo
d
ellin
g
a
n
a
lysi
s
fo
r
th
e
imp
a
ct
o
f d
ig
ita
l
a
r
t
…
(
Gu
lvir
a
To
g
a
b
a
ye
v
a
)
1683
b
o
th
Kaz
ak
h
-
an
d
R
u
s
s
ian
-
in
s
tr
u
cted
g
r
o
u
p
s
,
s
u
p
p
o
r
tin
g
t
h
e
s
tr
u
ctu
r
al
an
d
m
ea
s
u
r
em
e
n
t
in
v
ar
ian
ce
o
f
th
e
m
o
d
el.
T
h
ese
f
in
d
in
g
s
in
d
ica
te
th
at
th
e
co
g
n
itiv
e
p
at
h
way
s
ass
o
ciate
d
with
d
ig
ital
ar
t
l
ea
r
n
in
g
ar
e
s
im
ilar
ac
r
o
s
s
in
s
tr
u
ctio
n
al
lan
g
u
a
g
es.
T
h
e
f
in
d
in
g
s
alig
n
with
an
d
ex
p
an
d
o
n
p
r
io
r
r
esear
ch
ex
p
lo
r
i
n
g
h
o
w
d
ig
ital a
r
t su
p
p
o
r
ts
h
ig
h
er
-
o
r
d
er
th
in
k
in
g
s
k
ills
.
C
o
n
s
is
ten
t
p
r
ev
io
u
s
s
tu
d
ies
[
8
]
,
[
2
2
]
,
th
is
s
tu
d
y
d
em
o
n
s
tr
ates
th
at
cr
ea
tiv
e
en
g
ag
em
en
t
u
s
in
g
d
ig
ital
to
o
ls
s
ig
n
if
ican
tly
en
h
a
n
ce
s
s
tu
d
en
ts
’
p
r
o
b
lem
-
s
o
lv
in
g
ab
ilit
ies.
T
h
e
s
tr
o
n
g
p
r
e
d
ictiv
e
r
o
le
o
f
C
r
tv
t
in
th
is
m
o
d
el
af
f
ir
m
s
its
ce
n
tr
al
p
lace
in
cr
itical
th
in
k
in
g
d
ev
e
lo
p
m
en
t,
as
th
eo
r
ized
b
y
Dew
ey
[
1
1
]
,
as
well
as
R
u
n
co
an
d
Aca
r
[
33
]
,
wh
o
em
p
h
asized
th
at
C
r
tv
t
in
v
o
l
v
es a
ctiv
e
in
q
u
ir
y
an
d
r
ef
lectiv
e
d
e
cisi
o
n
-
m
ak
in
g
.
T
ch
Ad
also
co
n
tr
ib
u
te
d
to
co
g
n
itiv
e
d
e
v
elo
p
m
e
n
t,
s
u
p
p
o
r
ti
n
g
ea
r
lier
claim
s
[
2
0
]
,
[
2
1
]
t
h
at
d
ig
ital
f
lu
en
cy
en
h
an
ce
s
s
tu
d
en
ts
’
ca
p
ac
ity
to
in
ter
ac
t
with
co
m
p
lex
to
o
ls
,
f
ac
ilit
atin
g
co
g
n
it
iv
e
f
lex
ib
ilit
y
.
T
h
e
cu
r
r
en
t
s
tu
d
y
ex
ten
d
s
th
ese
f
i
n
d
in
g
s
b
y
d
em
o
n
s
tr
atin
g
t
h
at
ad
ap
tab
ilit
y
s
u
p
p
o
r
ts
m
etac
o
g
n
itiv
e
o
u
tc
o
m
es
lik
e
SlfRf
,
in
ad
d
itio
n
to
Prb
lS
.
T
h
is
r
ef
lects
wh
at
Daf
t
an
d
L
en
g
el
[
25
]
m
ed
ia
r
ich
n
ess
th
eo
r
y
s
u
g
g
ests
th
at
d
ig
ital to
o
ls
p
r
o
v
id
e
f
ee
d
b
ac
k
-
r
ich
en
v
ir
o
n
m
e
n
ts
co
n
d
u
ci
v
e
t
o
r
ef
lectio
n
a
n
d
ju
d
g
m
e
n
t.
Mo
s
t
n
o
tab
ly
,
Prb
lS
em
er
g
ed
as
a
cr
itical
m
ed
iatin
g
f
ac
to
r
b
etwe
en
C
r
tv
t
,
ad
ap
tab
ilit
y
,
a
n
d
h
ig
h
er
-
o
r
d
er
o
u
tc
o
m
es
s
u
ch
as
An
l
y
t
an
d
r
ef
lectio
n
.
T
h
is
alig
n
s
with
co
n
s
tr
u
ctiv
is
t
th
eo
r
ies
o
f
lear
n
in
g
[
34
]
,
wh
ic
h
v
iew
k
n
o
wled
g
e
as
ac
tiv
ely
co
n
s
tr
u
cted
th
r
o
u
g
h
ex
p
lo
r
atio
n
an
d
ch
allen
g
e.
I
n
d
ig
ital
ar
t,
s
tu
d
en
ts
iter
ativ
ely
ad
d
r
ess
cr
ea
tiv
e
an
d
tech
n
ic
al
p
r
o
b
lem
s
,
wh
ich
ap
p
ea
r
s
to
d
ev
elo
p
th
e
an
al
y
tical
m
in
d
s
et
n
ee
d
ed
f
o
r
ev
alu
atin
g
a
n
d
r
ef
in
in
g
th
eir
wo
r
k
[
2
]
.
T
h
e
v
is
u
al
p
r
o
b
lem
-
s
o
lv
in
g
in
v
o
lv
e
d
in
la
y
o
u
t,
c
o
lo
r
b
ala
n
cin
g
,
an
d
to
o
l
u
s
ag
e
m
a
y
m
ir
r
o
r
th
e
an
aly
tical
p
r
o
ce
s
s
es
u
s
ed
in
n
o
n
-
ar
t
co
n
te
x
ts
,
s
u
p
p
o
r
tin
g
th
e
b
r
o
ad
e
r
ed
u
ca
tio
n
al
v
alu
e
o
f
d
ig
ital
m
ed
ia
ar
ts
.
On
e
o
f
th
e
s
tu
d
y
’
s
m
o
s
t
im
p
o
r
tan
t
co
n
tr
ib
u
tio
n
s
is
th
e
co
n
f
ir
m
atio
n
o
f
cr
o
s
s
-
g
r
o
u
p
m
o
d
el
in
v
ar
ian
ce
,
in
d
icatin
g
th
at
th
e
r
elatio
n
s
h
ip
s
am
o
n
g
C
r
tv
t
,
a
d
ap
tab
ilit
y
,
Prb
lS
,
an
d
cr
itical
th
in
k
in
g
a
r
e
r
o
b
u
s
t
ac
r
o
s
s
lin
g
u
is
tic
an
d
in
s
tr
u
ctio
n
al
co
n
tex
ts
.
B
o
th
Kaz
ak
h
-
an
d
R
u
s
s
ian
-
in
s
tr
u
cted
s
tu
d
en
ts
ex
h
ib
ited
n
ea
r
ly
id
en
tical
p
atter
n
s
in
f
ac
to
r
lo
ad
in
g
s
an
d
p
at
h
co
ef
f
icien
ts
.
T
h
is
f
in
d
in
g
alig
n
s
with
b
r
o
ad
er
d
is
cu
s
s
io
n
s
o
f
d
ig
ital
a
r
t’
s
tr
an
s
cu
ltu
r
al
e
d
u
ca
tio
n
al
r
elev
an
ce
[
3
]
,
[
4
]
,
s
u
p
p
o
r
tin
g
th
e
id
ea
th
at
d
ig
ital
m
ed
ia
e
n
v
ir
o
n
m
en
ts
im
p
r
o
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co
m
m
o
n
m
o
d
es
o
f
en
g
a
g
em
en
t
an
d
co
g
n
itio
n
.
As
Hen
r
ik
s
en
et
a
l
.
[
2
1
]
a
r
g
u
e,
wh
ile
c
u
ltu
r
al
c
o
n
tex
t
s
h
ap
es
e
x
p
r
ess
io
n
,
d
ig
it
al
p
latf
o
r
m
s
c
r
ea
te
co
n
v
er
g
en
ce
s
in
h
o
w
s
tu
d
e
n
t
s
ex
p
lo
r
e,
r
e
v
is
e,
an
d
r
ef
lect
.
T
h
e
lack
o
f
s
ig
n
if
ican
t
v
ar
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in
s
tr
u
ctu
r
al
p
ath
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s
u
g
g
ests
th
at
d
ig
i
tal
C
r
tv
t
,
tech
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o
lo
g
ical
f
lu
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n
cy
,
a
n
d
iter
ativ
e
Pr
b
lS
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ate
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al
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m
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wth
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r
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d
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i
b
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o
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Fig
u
r
e
2
.
Stru
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th
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CO
NCLU
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O
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r
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la
to
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h
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c
e
cr
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in
k
in
g
s
k
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B
y
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ag
in
g
in
d
ig
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t
ac
tiv
ities
,
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tu
d
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C
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T
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Ad
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atio
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ef
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Prb
lS
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E
d
u
ca
to
r
s
s
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ld
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esig
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in
g
ex
p
er
ien
ce
s
th
at
en
co
u
r
a
g
e
cr
ea
tiv
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
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8
8
2
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I
n
t
J
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v
al
&
R
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c
,
Vo
l
.
15
,
No
.
2
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Ap
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20
26
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1
6
7
6
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6
1684
ex
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t
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e
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ar
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o
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lex
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ated
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s
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at
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lin
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licy
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ak
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s
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ld
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in
co
r
p
o
r
atin
g
d
ig
ital
ar
t
p
r
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g
r
am
s
u
n
iv
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s
ally
,
le
v
er
ag
in
g
th
eir
p
o
te
n
tial
to
e
n
co
u
r
a
g
e
cr
itical
th
i
n
k
in
g
s
k
ills
ir
r
esp
ec
tiv
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o
f
s
tu
d
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’
b
ac
k
g
r
o
u
n
d
s
.
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h
is
u
n
iv
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ality
s
u
p
p
o
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ts
th
e
d
e
v
elo
p
m
en
t
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f
s
tan
d
ar
d
ized
c
u
r
r
icu
la
th
at
s
tr
ess
d
ig
ital
C
r
tv
t
,
en
s
u
r
in
g
e
q
u
itab
l
e
ac
ce
s
s
to
th
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co
g
n
itiv
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b
en
ef
its
.
Fo
r
th
e
lim
itatio
n
s
t
o
th
is
s
tu
d
y
,
f
ir
s
t,
th
e
two
in
s
tr
u
ctio
n
al
lan
g
u
a
g
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g
r
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p
s
(
Kaz
ak
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d
R
u
s
s
ian
)
wer
e
n
o
t
e
q
u
ally
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ep
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(
6
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ak
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s
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ia
n
)
.
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h
is
co
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ld
a
f
f
ec
t
th
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en
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o
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th
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m
u
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u
p
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is
an
d
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ay
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b
s
cu
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s
m
aller
d
if
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ce
s
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et
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g
r
o
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p
s
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Seco
n
d
,
wh
ile
th
e
in
s
tr
u
m
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t
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r
ev
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d
an
d
p
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,
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was
n
ewly
d
ev
elo
p
ed
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d
u
s
ed
f
o
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th
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s
tu
d
y
.
Alth
o
u
g
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eliab
i
lity
was
s
u
p
p
o
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te
d
th
r
o
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g
h
r
eliab
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in
d
ices,
th
e
lack
o
f
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ten
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cr
o
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d
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o
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m
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in
d
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ey
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co
n
te
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tu
r
e
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p
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le
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en
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p
ee
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s
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o
lo
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s
h
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p
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tu
d
e
n
ts
’
ex
p
er
ie
n
ce
s
with
d
ig
ital a
r
t a
n
d
c
r
itical
th
in
k
in
g
.
ACK
NO
WL
E
DG
M
E
N
T
S
T
h
e
au
th
o
r
s
d
ec
lar
e
th
at
g
e
n
er
ativ
e
AI
an
d
AI
-
ass
is
ted
tech
n
o
lo
g
ies
wer
e
u
s
ed
s
o
lely
f
o
r
th
e
p
u
r
p
o
s
es o
f
g
r
am
m
ar
co
r
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ec
ti
o
n
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lan
g
u
ag
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e
d
itin
g
,
a
n
d
f
o
r
m
attin
g
r
ef
er
en
ce
s
.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
Au
th
o
r
s
s
tate
n
o
f
u
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in
g
in
v
o
lv
ed
.
AUTHO
R
CO
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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
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o
m
y
(
C
R
ed
iT)
to
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ec
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n
ize
in
d
iv
id
u
al
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th
o
r
co
n
tr
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u
tio
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s
,
r
ed
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ce
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th
o
r
s
h
ip
d
is
p
u
tes,
an
d
f
ac
ilit
ate
co
llab
o
r
atio
n
.
Na
m
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f
Aut
ho
r
C
M
So
Va
Fo
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Vi
Su
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lv
ir
a
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ay
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✓
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✓
R
ab
ilo
v
a
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o
y
a
✓
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✓
Miy
at
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an
ay
ev
✓
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Gu
ln
ar
Sh
aiza
d
an
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a
✓
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ar
b
ek
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z
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ay
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C
:
C
o
n
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p
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a
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Fo
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n
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est.
I
NF
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RM
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All
p
ar
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ts
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o
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o
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t
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E
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CAL AP
P
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h
is
s
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was
ap
p
r
o
v
ed
b
y
th
e
E
th
ics C
o
m
m
ittee
o
f
Ab
ai
K
az
ak
h
Natio
n
al
Ped
ag
o
g
ical
U
n
iv
er
s
ity
.
DATA AV
AI
L
AB
I
L
I
T
Y
T
h
e
d
ate
is
av
ailab
le
o
p
en
ly
f
r
o
m
th
e
co
r
r
esp
o
n
d
en
t o
f
o
th
e
r
s
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
A
mu
lti
-
g
r
o
u
p
s
tr
u
ctu
r
a
l e
q
u
a
tio
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g
a
n
a
lysi
s
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r
th
e
imp
a
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f d
ig
ita
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a
r
t
…
(
Gu
lvir
a
To
g
a
b
a
ye
v
a
)
1685
RE
F
E
R
E
NC
E
S
[
1
]
J.
H
u
t
so
n
,
“
A
r
t
i
n
t
h
e
a
g
e
o
f
v
i
r
t
u
a
l
r
e
p
r
o
d
u
c
t
i
o
n
,
”
i
n
Art
a
n
d
C
u
l
t
u
re
i
n
t
h
e
M
u
l
t
i
v
e
rs
e
o
f
M
e
t
a
v
e
rses
:
I
m
m
e
rs
i
o
n
,
Pre
s
e
n
c
e
,
a
n
d
I
n
t
e
r
a
c
t
i
v
i
t
y
i
n
t
h
e
D
i
g
i
t
a
l
A
g
e
,
J.
H
u
t
s
o
n
,
Ed
.
,
C
h
a
m
:
S
p
r
i
n
g
e
r
N
a
t
u
r
e
S
w
i
t
z
e
r
l
a
n
d
,
2
0
2
4
,
p
p
.
5
5
–
98
,
d
o
i
:
1
0
.
1
0
0
7
/
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7
8
-
3
-
0
3
1
-
6
6
3
2
0
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8
_
3
.
[
2
]
K
.
M
.
S
h
e
r
i
d
a
n
,
S
.
V
e
e
n
e
m
a
,
E
.
W
i
n
n
e
r
,
a
n
d
L
.
H
e
t
l
a
n
d
,
S
t
u
d
i
o
t
h
i
n
k
i
n
g
3
:
t
h
e
re
a
l
b
e
n
e
f
i
t
s
o
f
v
i
s
u
a
l
a
r
t
s
e
d
u
c
a
t
i
o
n
.
N
e
w
Y
o
r
k
:
Te
a
c
h
e
r
s C
o
l
l
e
g
e
P
r
e
ss,
2
0
2
2
.
[
3
]
Y
.
G
o
n
g
,
“
A
p
p
l
i
c
a
t
i
o
n
o
f
v
i
r
t
u
a
l
r
e
a
l
i
t
y
t
e
a
c
h
i
n
g
met
h
o
d
a
n
d
a
r
t
i
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2
0
2
2
.
[
5
]
J.
P
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6
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8
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9
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[
1
1
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J.
D
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Art
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3
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[
1
2
]
J.
M
.
B
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R
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1
3
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L.
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1
4
]
B
.
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d
w
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r
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s,
D
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.
[
1
5
]
T.
B
r
a
ma
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,
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D
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[
1
6
]
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.
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A
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[
1
7
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[
1
8
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P
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A
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.
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[
1
9
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E.
R
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M
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2
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[
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[
29
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[
30
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[
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[
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[
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[
34
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–
2
0
6
,
2
0
0
8
.
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