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o
f
th
e
wo
r
ld
wid
e
d
ig
ital
r
ev
o
lu
tio
n
in
ed
u
ca
tio
n
,
th
e
u
s
e
o
f
AI
in
th
e
class
r
o
o
m
h
as
g
e
n
e
r
ated
a
lo
t
o
f
d
eb
ate
r
e
g
ar
d
in
g
m
o
r
al
p
r
in
cip
les
an
d
h
o
w
t
h
ey
af
f
ec
t
s
tu
d
e
n
t
lear
n
in
g
in
a
d
d
itio
n
t
o
in
cr
ea
s
i
n
g
th
e
ef
f
icac
y
o
f
in
s
tr
u
ctio
n
.
T
h
e
u
s
e
o
f
AI
i
n
ed
u
ca
tio
n
h
a
s
b
ee
n
e
x
ten
s
iv
ely
e
x
am
in
e
d
i
n
n
u
m
er
o
u
s
th
o
r
o
u
g
h
liter
atu
r
e
s
tu
d
ies.
Am
b
ar
ita
an
d
Nu
r
r
ah
m
atu
lla
h
[
1
4
]
an
aly
ze
d
th
e
im
p
ac
t
o
f
AI
o
n
lear
n
i
n
g
o
u
tco
m
es
b
ased
o
n
r
esear
ch
d
is
tr
ib
u
tio
n
,
ed
u
ca
tio
n
s
tag
e,
an
d
p
er
f
o
r
m
a
n
ce
in
d
icato
r
s
.
S
án
ch
ez
-
Prie
to
et
a
l
.
[
1
5
]
f
o
cu
s
ed
o
n
th
e
r
o
le
o
f
AI
in
lear
n
er
s
’
ass
es
s
m
en
t,
id
en
tify
in
g
th
r
ee
m
ajo
r
ar
ea
s
:
b
e
h
av
io
r
,
em
o
tio
n
,
an
d
p
e
r
f
o
r
m
an
ce
ass
ess
m
en
t.
Var
g
as
-
Mu
r
illo
et
a
l
.
[
1
6
]
a
n
aly
ze
d
th
e
a
p
p
licatio
n
p
o
ten
ti
al
an
d
eth
ical
ch
allen
g
es
o
f
C
h
atGPT
in
h
ig
h
er
ed
u
ca
tio
n
.
I
n
ad
d
itio
n
,
Hash
im
et
a
l
.
[
1
7
]
f
o
cu
s
ed
o
n
th
e
p
r
ac
tical
p
ath
o
f
AI
in
p
er
s
o
n
alize
d
lear
n
in
g
an
d
MO
OC
s
,
a
s
w
ell
as
tech
n
o
lo
g
y
an
d
AI
tr
en
d
s
in
p
er
s
o
n
alize
d
lear
n
in
g
ed
u
ca
tio
n
.
T
o
ef
f
ec
tiv
el
y
in
teg
r
ate
AI
in
t
o
ed
u
ca
tio
n
al
p
r
ac
tice,
m
an
y
s
tu
d
ies
h
av
e
in
tr
o
d
u
ce
d
v
ar
i
o
u
s
th
eo
r
ies
to
ex
p
lain
s
tu
d
en
ts
’
b
e
h
av
io
r
,
m
o
tiv
atio
n
,
tech
n
o
lo
g
y
ad
o
p
tio
n
,
a
n
d
lea
r
n
in
g
o
u
tc
o
m
es.
Am
o
n
g
t
h
em
,
th
e
s
elf
-
d
eter
m
in
atio
n
t
h
eo
r
y
(
SDT)
b
elie
v
ed
t
h
at
in
d
i
v
id
u
als
s
tim
u
late
in
tr
in
s
ic
m
o
tiv
atio
n
an
d
g
r
o
w
i
n
lear
n
in
g
b
y
s
atis
f
y
in
g
b
asic
p
s
y
ch
o
lo
g
ical
n
ee
d
s
s
u
ch
as
au
to
n
o
m
y
an
d
co
m
p
eten
ce
[
1
8
]
,
[
1
9
]
.
Fo
r
ex
am
p
le,
SDT
h
as
b
ee
n
wid
ely
u
s
ed
t
o
ex
p
lain
h
o
w
AI
p
r
o
m
o
tes
s
tu
d
en
t
o
n
lin
e
lear
n
i
n
g
en
g
ag
e
m
en
t
[
2
0
]
,
lear
n
i
n
g
m
o
tiv
atio
n
[
2
1
]
,
an
d
s
tu
d
en
t
au
to
n
o
m
y
[
2
2
]
.
T
h
e
th
e
o
r
y
o
f
p
lan
n
e
d
b
e
h
av
io
r
(
T
PB
)
is
u
s
ed
to
s
tu
d
y
th
e
d
r
iv
in
g
f
ac
to
r
s
th
at
af
f
ec
t stu
d
en
ts
’
g
en
er
ativ
e
AI
[
2
3
]
.
T
ec
h
n
o
lo
g
y
ac
ce
p
tan
ce
m
o
d
el
(
T
AM
)
is
u
s
ed
to
s
tu
d
y
th
e
d
eter
m
in
an
ts
o
f
s
tu
d
en
ts
’
u
s
e
o
f
AI
s
y
s
tem
s
[
2
4
]
.
Vir
tu
al
r
ea
lity
ed
u
ca
tio
n
al
m
ed
ia
an
d
in
n
o
v
ativ
e
ed
u
ca
tio
n
al
r
eso
u
r
ce
s
b
ased
o
n
co
g
n
itiv
e
lo
ad
th
e
o
r
y
[
2
5
]
.
Desp
ite
th
e
in
cr
ea
s
in
g
r
ich
n
ess
o
f
r
elate
d
th
eo
r
ies
[
2
6
]
,
it
is
em
p
h
asized
th
at
m
o
s
t
ex
is
tin
g
r
ev
iews
on
AI
e
d
u
ca
tio
n
ar
e
q
u
alitativ
e
an
aly
s
es,
with
a
s
m
all
n
u
m
b
er
o
f
s
tu
d
ies
an
d
a
lac
k
o
f
c
o
m
p
r
e
h
en
s
iv
e
an
aly
s
is
o
f
r
esear
ch
to
p
ics
an
d
d
ev
elo
p
m
en
t
tr
en
d
s
.
I
n
ad
d
itio
n
,
th
er
e
is
a
lack
o
f
s
y
s
tem
atic
in
teg
r
atio
n
b
etwe
en
d
if
f
er
en
t
s
tu
d
ies,
as
well
as
a
lack
o
f
d
is
cu
s
s
io
n
o
n
th
e
ap
p
lica
b
ilit
y
o
f
th
e
o
r
ies
to
s
tu
d
en
t
g
r
o
u
p
s
.
T
h
is
d
ef
icien
cy
n
o
t
o
n
ly
lim
its
r
esear
ch
er
s
’
o
v
er
all
u
n
d
er
s
tan
d
in
g
o
f
th
e
m
ec
h
an
is
m
s
b
y
wh
ich
AI
af
f
ec
ts
lear
n
in
g
b
u
t
also
m
ak
es
it
d
if
f
icu
lt
f
o
r
ed
u
ca
to
r
s
a
n
d
p
o
lic
y
m
ak
er
s
to
m
ak
e
teac
h
in
g
o
r
r
eso
u
r
ce
allo
ca
tio
n
d
ec
is
io
n
s
b
ased
o
n
th
e
o
r
etica
l f
r
am
ewo
r
k
s
.
T
o
a
d
d
r
ess
th
is
r
esear
ch
g
ap
,
th
is
s
tu
d
y
d
o
es
n
o
t
f
o
c
u
s
o
n
a
s
in
g
le
th
eo
r
y
,
b
u
t
r
ath
e
r
in
teg
r
ates
m
u
ltip
le
th
eo
r
etica
l
f
r
am
ew
o
r
k
s
th
r
o
u
g
h
a
s
y
s
tem
atic
liter
atu
r
e
r
ev
iew
(
SLR)
,
an
aly
zin
g
t
h
e
co
m
p
lem
en
tar
y
m
ec
h
an
is
m
s
o
f
AI
in
s
u
p
p
o
r
tin
g
s
tu
d
en
t
lea
r
n
in
g
,
em
o
ti
o
n
r
e
g
u
latio
n
,
an
d
m
o
tiv
atio
n
en
h
an
ce
m
e
n
t f
r
o
m
an
in
ter
th
eo
r
etica
l p
er
s
p
ec
tiv
e.
T
h
er
ef
o
r
e,
th
is
s
tu
d
y
id
en
tifi
es
an
d
in
teg
r
ates
th
e
m
ain
t
h
eo
r
etica
l
m
o
d
els
u
s
ed
in
AI
ed
u
ca
tio
n
p
r
ac
tice,
an
d
s
y
s
tem
atica
lly
s
u
m
m
ar
izes
th
e
co
r
e
d
i
r
ec
tio
n
s
o
f
cu
r
r
en
t
th
e
o
r
etica
l
a
p
p
licatio
n
s
an
d
th
e
d
ev
elo
p
m
e
n
t
tr
en
d
o
f
cr
o
s
s
-
th
eo
r
etica
l
in
teg
r
atio
n
.
C
o
m
p
ar
ed
with
p
r
ev
io
u
s
s
tu
d
ies
f
o
cu
s
in
g
o
n
s
in
g
l
e
th
eo
r
ies.
T
h
is
s
tu
d
y
p
r
o
v
i
d
es
a
m
o
r
e
s
y
s
tem
atic
th
eo
r
etica
l
s
u
m
m
ar
y
,
wh
ic
h
h
elp
s
to
f
o
r
m
a
m
o
r
e
c
o
h
er
e
n
t
th
eo
r
etica
l f
o
u
n
d
atio
n
f
o
r
f
u
tu
r
e
r
esear
c
h
in
t
h
e
f
ield
o
f
AI
e
d
u
ca
tio
n
.
I
n
th
is
co
n
tex
t,
th
is
p
ap
er
aim
s
to
ex
am
in
e
th
e
in
teg
r
atio
n
p
ath
o
f
AI
in
s
tu
d
en
t
-
ce
n
ter
e
d
ed
u
ca
tio
n
th
r
o
u
g
h
a
SLR
.
T
h
r
o
u
g
h
a
s
y
s
tem
atic
an
aly
s
is
o
f
h
ig
h
-
q
u
ality
em
p
ir
ical
r
esear
ch
in
th
e
p
ast
5
y
ea
r
s
,
th
is
p
ap
er
is
co
m
m
itted
to
p
r
o
v
i
d
in
g
s
tr
o
n
g
em
p
ir
ical
s
u
p
p
o
r
t,
t
h
eo
r
etica
l
f
o
u
n
d
atio
n
,
an
d
p
r
a
ctica
l
r
ef
er
en
ce
f
o
r
f
u
tu
r
e
AI
e
d
u
ca
tio
n
r
esear
ch
.
T
o
ac
h
iev
e
th
is
aim
,
t
h
e
s
tu
d
y
ad
d
r
ess
es th
e
f
o
llo
win
g
r
esear
ch
q
u
esti
o
n
s
:
−
W
h
at
ar
e
th
e
co
r
e
th
e
o
r
etica
l
m
o
d
els o
f
c
u
r
r
en
t A
I
-
ed
u
ca
tio
n
in
teg
r
atio
n
?
(
R
Q1
)
−
Ho
w
d
o
AI
to
o
ls
s
u
p
p
o
r
t
f
u
n
ct
io
n
al
p
o
s
itio
n
in
g
in
s
tu
d
en
t le
ar
n
in
g
?
(
R
Q2
)
−
W
h
at
ar
e
th
e
b
en
ef
icial
im
p
ac
ts
o
f
AI
in
teg
r
atio
n
o
n
s
tu
d
en
t
lear
n
in
g
,
an
d
wh
at
ch
allen
g
es
d
o
es
it
en
co
u
n
ter
?
(
R
Q3
)
2.
M
E
T
H
O
D
SLR
is
o
n
e
o
f
th
e
m
o
s
t
f
am
o
u
s
an
d
p
o
p
u
lar
m
eth
o
d
s
,
wh
ich
is
m
ain
ly
u
s
ed
to
ass
is
t
in
th
e
ef
f
ec
tiv
e
r
etr
iev
al,
ass
ess
m
en
t,
an
d
in
te
r
p
r
etatio
n
o
f
im
p
o
r
tan
t
wo
r
k
s
o
n
a
p
ar
ticu
lar
s
cien
tific
to
p
i
c
[
2
7
]
.
I
t
f
ac
ilit
ates
th
e
m
o
n
ito
r
in
g
o
f
th
e
f
ast
ad
v
an
ce
m
en
t
o
f
s
cien
tific
liter
a
tu
r
e
an
d
en
h
a
n
ce
s
th
e
co
m
p
r
eh
en
s
io
n
o
f
ce
r
tain
n
o
tio
n
s
[
2
8
]
.
I
n
th
is
way
,
SLR
ca
n
also
h
elp
r
esear
c
h
er
s
id
en
tify
g
ap
s
in
ex
is
tin
g
r
esear
ch
an
d
p
o
te
n
tial
in
n
o
v
atio
n
s
f
o
r
f
u
tu
r
e
r
esear
c
h
[
2
9
]
.
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
Th
eo
r
etica
l m
o
d
els o
f A
I
in
s
t
u
d
en
t
-
ce
n
tered
e
d
u
ca
tio
n
:
a
s
ystema
tic
liter
a
tu
r
e
r
ev
iew
(
M
eiyu
Zen
g
)
1321
Ov
er
all,
SLR
is
a
to
o
l
f
o
r
id
en
tify
in
g
k
n
o
wled
g
e
g
ap
s
,
in
d
icatin
g
m
eth
o
d
o
lo
g
ical
w
ea
k
n
ess
es,
o
r
s
h
if
tin
g
ar
ea
s
o
f
f
o
c
u
s
to
g
u
id
e
f
u
tu
r
e
in
q
u
ir
y
in
a
s
o
lid
an
d
m
ea
n
in
g
f
u
l
way
[
3
0
]
.
T
h
i
s
r
esear
ch
a
d
o
p
ted
a
SLR
ap
p
r
o
ac
h
a
n
d
u
s
ed
t
h
e
p
r
ef
er
r
e
d
r
ep
o
r
tin
g
item
s
f
o
r
s
y
s
tem
atic
r
ev
iews
an
d
m
eta
-
a
n
aly
s
es
(
PR
I
SMA
)
to
s
tan
d
ar
d
ize
th
e
p
r
o
ce
s
s
es
o
f
id
en
tific
atio
n
,
s
cr
ee
n
in
g
,
elig
ib
ilit
y
,
an
d
in
clu
s
io
n
.
Acc
o
r
d
in
g
to
t
h
e
g
u
id
elin
es
h
ig
h
lig
h
ted
in
Pag
e
et
a
l
.
[
3
1
]
a
n
d
t
h
e
PR
I
SMA
s
tatem
en
t,
th
e
u
s
e
o
f
au
to
m
atic
ca
teg
o
r
izatio
n
s
o
f
twar
e
s
h
o
u
ld
b
e
tak
en
in
t
o
ac
co
u
n
t
wh
en
c
h
o
o
s
in
g
wh
ich
s
tu
d
ies
to
in
clu
d
e
in
th
e
s
y
s
tem
atic
r
ev
iew.
I
n
th
is
s
tu
d
y
,
th
e
r
esear
ch
er
s
u
s
ed
Mic
r
o
s
o
f
t E
x
ce
l a
s
an
in
te
r
n
al
to
o
l.
Acc
o
r
d
in
g
to
M
o
h
er
et
a
l.
[
3
2
]
,
it
is
n
ec
ess
ar
y
to
p
r
o
v
id
e
at
least
o
n
e
d
atab
ase.
T
h
is
c
h
o
ice
was
co
n
s
id
er
ed
r
ea
s
o
n
ab
le
b
ased
o
n
th
e
estab
lis
h
ed
q
u
ality
s
tan
d
ar
d
s
,
as
t
h
e
p
r
esen
ce
o
f
at
least
two
d
atab
ases
ca
n
av
o
id
m
is
s
in
g
r
elev
an
t
s
tu
d
ies
[
3
3
]
.
T
wo
well
-
k
n
o
wn
d
a
tab
ases
wer
e
u
s
ed
in
th
is
s
tu
d
y
:
W
eb
o
f
Scien
ce
(
W
o
S)
an
d
Sco
p
u
s
,
w
h
ich
ar
e
g
en
er
ally
ac
ce
p
ted
as
th
e
m
o
s
t
ex
ten
s
iv
e
b
ib
lio
g
r
a
p
h
ic
d
at
ab
ases
[
3
4
]
.
W
o
S
is
o
n
e
o
f
th
e
f
ir
s
t
an
d
m
o
s
t
s
ig
n
if
ican
t
b
ib
lio
g
r
ap
h
ic
d
atab
ase
s
,
f
ea
tu
r
in
g
a
lar
g
e
co
llectio
n
.
J
o
u
r
n
al
s
elec
tio
n
,
s
tu
d
y
ass
ess
m
en
t,
an
d
o
th
er
d
u
ties
ar
e
its
tr
ad
itio
n
al
u
s
es
[
3
5
]
.
Un
lik
e
W
o
S
,
Sco
p
u
s
c
o
v
er
s
jo
u
r
n
als
an
d
co
n
f
er
e
n
ce
ar
ticles
in
d
if
f
er
e
n
t
s
u
b
ject
ar
ea
s
[
3
6
]
.
T
o
en
s
u
r
e
th
e
co
v
er
a
g
e
an
d
r
ep
r
o
d
u
ci
b
ilit
y
o
f
th
e
s
ea
r
ch
,
th
is
s
tu
d
y
s
elec
ted
W
o
S
an
d
Sco
p
u
s
as
th
e
p
r
im
a
r
y
d
ata
b
ases
.
T
h
ese
two
ar
e
th
e
m
o
s
t
wid
ely
u
s
ed
i
n
s
y
s
tem
atic
r
ev
iews
an
d
alr
ea
d
y
p
r
o
v
id
e
s
u
f
f
icien
t
co
r
e
in
ter
d
is
cip
lin
ar
y
liter
atu
r
e;
th
er
ef
o
r
e,
n
o
o
th
e
r
d
atab
ases
wer
e
in
clu
d
ed
.
2.
1
.
I
dentif
ica
t
io
n
A
k
ey
wo
r
d
id
en
tific
atio
n
p
r
o
c
ess
wa
s
em
p
lo
y
ed
to
en
h
a
n
ce
th
e
ef
f
ec
tiv
en
ess
o
f
th
e
s
ea
r
ch
s
tr
ateg
y
.
T
h
e
s
ea
r
ch
s
tr
in
g
was
co
n
s
tr
u
cted
b
y
u
s
in
g
B
o
o
lea
n
o
p
er
at
o
r
s
[
2
7
]
.
As
s
h
o
wn
in
T
ab
le
1
,
th
e
jo
in
i
n
g
o
f
th
e
ter
m
s
“AI
”
an
d
“th
eo
r
y
”
u
s
in
g
B
o
o
lean
o
p
er
ato
r
s
was in
ten
d
ed
to
ca
p
tu
r
e
r
esear
ch
r
elate
d
to
AI
an
d
th
eo
r
y
in
s
ec
o
n
d
ar
y
ed
u
ca
tio
n
.
I
n
th
e
f
ir
s
t
s
tag
e
o
f
th
e
s
y
s
tem
atic
r
ev
iew
,
a
t
o
tal
o
f
1
5
2
p
a
p
er
s
w
er
e
r
etr
iev
e
d
f
r
o
m
d
atab
ases
,
in
clu
d
in
g
8
8
f
r
o
m
Sco
p
u
s
an
d
6
4
f
r
o
m
W
o
S
,
o
f
wh
ich
1
8
d
u
p
licate
ar
ticles
wer
e
ex
clu
d
e
d
.
T
h
u
s
,
a
to
tal
o
f
1
3
4
ar
ticles we
r
e
in
c
lu
d
ed
.
T
ab
le
1
.
Sear
ch
ter
m
s
f
o
r
th
e
s
y
s
tem
atic
r
ev
iew
p
r
o
ce
s
s
D
a
t
a
b
a
s
e
K
e
y
w
o
r
d
u
se
d
W
o
S
(
A
I
)
A
N
D
(
TH
EO
R
Y
)
I
N
S
EC
O
N
D
A
R
Y
ED
U
C
A
TI
O
N
S
c
o
p
u
s
(
A
I
)
A
N
D
(
TH
EO
R
Y
)
I
N
S
EC
O
N
D
A
R
Y
ED
U
C
A
TI
O
N
2.
2
.
Scr
ee
nin
g
T
h
e
s
cr
ee
n
in
g
p
r
o
ce
s
s
aim
s
to
en
s
u
r
e
th
at
t
h
e
c
o
llected
liter
atu
r
e
is
h
i
g
h
ly
p
er
tin
e
n
t
to
th
e
s
u
b
ject
o
f
th
e
s
tu
d
y
.
T
h
e
ex
clu
s
io
n
cr
ite
r
ia
r
ef
er
to
th
e
f
ac
t
t
h
at
alth
o
u
g
h
s
o
m
e
s
tu
d
ies
m
ee
t
th
e
in
clu
s
io
n
cr
iter
ia,
th
ey
ar
e
ex
clu
d
e
d
d
u
e
to
b
ias
o
r
m
eth
o
d
o
lo
g
ical
q
u
ality
d
e
f
ec
ts
,
wh
ich
m
ay
im
p
ac
t
th
e
r
eliab
ilit
y
o
f
th
e
r
esear
ch
f
in
d
in
g
s
[
3
7
]
.
I
n
ad
d
itio
n
,
to
en
s
u
r
e
th
e
q
u
ality
o
f
th
e
liter
atu
r
e,
th
is
s
tu
d
y
ex
clu
d
ed
co
n
f
er
en
ce
p
ap
e
r
s
an
d
co
n
f
er
e
n
ce
ab
s
tr
ac
ts
th
at
h
ad
n
o
t
u
n
d
er
g
o
n
e
f
u
ll
p
ee
r
r
ev
i
ew
[
3
8
]
,
as
th
eir
r
ep
o
r
ts
wer
e
o
f
ten
n
o
t
d
etailed
en
o
u
g
h
.
Du
r
in
g
th
e
s
cr
ee
n
in
g
p
r
o
ce
s
s
,
th
e
s
elec
tio
n
cr
iter
ia
o
f
th
e
liter
atu
r
e
a
r
e
b
ased
o
n
th
e
th
em
e
o
f
t
h
is
s
tu
d
y
an
d
class
if
ied
in
co
m
b
in
atio
n
with
th
e
r
esear
ch
c
o
n
ten
t
r
elate
d
to
AI
an
d
t
h
eo
r
y
.
Acc
o
r
d
in
g
to
th
e
ex
clu
s
io
n
an
d
in
clu
s
io
n
cr
iter
i
a
lis
ted
in
T
ab
le
2
,
a
to
tal
o
f
1
3
4
ar
ticles
en
ter
ed
th
e
s
ec
o
n
d
s
tag
e
o
f
s
cr
ee
n
in
g
,
o
f
wh
ich
3
2
ar
ticles th
at
d
id
n
o
t m
ee
t th
e
cr
iter
ia
wer
e
e
x
clu
d
ed
.
T
ab
le
2
.
C
r
iter
ia
f
o
r
in
clu
s
io
n
an
d
ex
clu
s
io
n
C
r
i
t
e
r
i
o
n
Ex
c
l
u
si
o
n
I
n
c
l
u
s
i
o
n
Ti
me
p
e
r
i
o
d
2
0
2
0
a
n
d
e
a
r
l
i
e
r
B
e
t
w
e
e
n
2
0
2
0
a
n
d
2
0
2
5
Li
t
e
r
a
t
u
r
e
t
y
p
e
S
y
st
e
ma
t
i
c
r
e
v
i
e
w
,
b
o
o
k
s,
c
o
n
f
e
r
e
n
c
e
p
r
o
c
e
e
d
i
n
g
s,
a
n
d
me
e
t
i
n
g
a
b
s
t
r
a
c
t
R
e
se
a
r
c
h
a
r
t
i
c
l
e
La
n
g
u
a
g
e
N
o
n
-
E
n
g
l
i
sh
En
g
l
i
sh
P
u
b
l
i
c
a
t
i
o
n
st
a
g
e
I
n
p
r
e
ss
F
i
n
a
l
2
.
3
.
E
lig
ibi
lity
T
h
e
th
ir
d
s
tep
in
v
o
lv
e
d
1
0
2
ar
ticles
u
n
d
er
g
o
in
g
q
u
alif
icat
io
n
ev
alu
atio
n
.
T
h
is
s
tag
e
is
a
m
an
u
al
s
cr
ee
n
in
g
p
r
o
ce
d
u
r
e
in
wh
ic
h
p
a
p
er
s
ar
e
in
clu
d
e
d
o
r
o
m
itted
b
ased
o
n
t
h
e
a
u
th
o
r
s
’
cr
iter
ia
[
3
9
]
,
[
4
0
]
.
T
h
e
r
esear
ch
g
r
o
u
p
will
ca
r
ef
u
lly
an
aly
ze
th
e
titl
e,
ab
s
tr
ac
t
,
r
esear
ch
q
u
esti
o
n
,
a
n
d
r
esear
ch
r
esu
lts
o
f
ea
ch
ar
ticle
to
ass
ess
wh
eth
er
it
m
atch
es
th
e
in
clu
s
io
n
cr
iter
ia
a
n
d
f
its
th
e
s
tu
d
y
’
s
aim
s
.
Fo
llo
win
g
ex
am
i
n
atio
n
,
8
7
p
ap
er
s
wer
e
r
em
o
v
ed
,
p
r
i
m
ar
ily
d
u
e
to
in
co
n
s
is
ten
cy
in
th
e
r
esear
ch
f
ield
,
a
m
is
m
atch
in
th
e
r
esear
ch
s
u
b
jects,
o
r
an
ed
u
ca
tio
n
al
s
tag
e
th
at
d
id
n
o
t
s
u
it
th
e
s
co
p
e
o
f
th
is
s
tu
d
y
.
Fin
ally
,
Fig
u
r
e
1
s
h
o
ws
th
e
d
etailed
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
3
1
9
-
1
3
3
1
1322
PR
I
SMA
p
r
o
ce
s
s
,
in
clu
d
in
g
th
e
n
u
m
b
er
o
f
d
o
c
u
m
en
ts
id
e
n
tifie
d
,
s
cr
ee
n
e
d
,
elig
ib
le,
an
d
in
clu
d
ed
at
ea
c
h
s
tag
e.
A
to
tal
o
f
1
5
k
in
d
s
o
f
liter
atu
r
e
p
ass
ed
t
h
e
q
u
alif
icatio
n
r
e
v
iew
an
d
e
n
ter
ed
th
e
n
ex
t
lev
el
o
f
r
e
v
iew
,
as
s
h
o
wn
in
T
ab
le
3
.
Fig
u
r
e
1
.
PR
I
SMA
d
iag
r
am
o
f
th
e
p
r
o
p
o
s
ed
s
ea
r
ch
i
n
g
s
tu
d
y
T
ab
le
3
.
L
is
t o
f
a
r
ticles
in
clu
d
ed
in
th
e
SLR
N
o
.
A
u
t
h
o
r
Ti
t
l
e
Y
e
a
r
1
G
u
p
t
a
e
t
a
l
.
[
41
]
A
t
e
a
c
h
e
r
,
a
t
u
t
o
r
,
a
f
r
i
e
n
d
:
C
h
a
t
G
P
T
a
n
d
t
h
e
h
i
g
h
sc
h
o
o
l
e
x
p
e
r
i
e
n
c
e
2
0
2
5
2
Li
n
g
e
t
a
l
.
[
42
]
AI
-
g
e
n
e
r
a
t
e
d
c
o
n
t
e
n
t
-
s
u
p
p
o
r
t
e
d
c
o
l
l
a
b
o
r
a
t
i
v
e
r
u
r
a
l
m
u
r
a
l
c
r
e
a
t
i
o
n
:
a
t
r
a
i
n
i
n
g
f
r
a
mew
o
r
k
f
o
r
u
n
i
v
e
r
s
i
t
y
a
n
d
s
c
h
o
o
l
s
t
u
d
e
n
t
s
,
e
d
u
c
a
t
o
r
s,
a
n
d
c
o
mm
u
n
i
t
y
m
e
mb
e
r
s
2
0
2
5
3
D
a
n
g
e
t
a
l
.
[
43
]
D
e
l
i
b
e
r
a
t
i
v
e
i
n
t
e
r
a
c
t
i
o
n
s
f
o
r
so
c
i
a
l
l
y
s
h
a
r
e
d
r
e
g
u
l
a
t
i
o
n
i
n
c
o
l
l
a
b
o
r
a
t
i
v
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l
e
a
r
n
i
n
g
:
a
n
AI
-
d
r
i
v
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n
l
e
a
r
n
i
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g
a
n
a
l
y
t
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c
s
st
u
d
y
2
0
2
4
4
O
k
a
d
a
e
t
a
l
.
[
44
]
F
o
st
e
r
i
n
g
t
r
a
n
s
v
e
r
sa
l
s
k
i
l
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sc
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p
p
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C
A
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K
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D
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ES
C
O
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I
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o
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p
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n
c
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f
r
a
me
w
o
r
k
2
0
2
5
5
W
u
a
n
d
Z
h
a
n
g
[
45
]
G
e
n
e
r
a
t
i
v
e
a
r
t
i
f
i
c
i
a
l
i
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c
o
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d
a
r
y
e
d
u
c
a
t
i
o
n
:
a
p
p
l
i
c
a
t
i
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s
a
n
d
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f
f
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t
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st
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d
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n
t
s’
i
n
n
o
v
a
t
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o
n
s
k
i
l
l
s a
n
d
d
i
g
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t
a
l
l
i
t
e
r
a
c
y
2
0
2
5
6
C
h
a
i
e
t
a
l
.
[
46
]
M
o
d
e
l
i
n
g
C
h
i
n
e
s
e
sec
o
n
d
a
r
y
s
c
h
o
o
l
st
u
d
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n
t
s’
b
e
h
a
v
i
o
r
a
l
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n
t
e
n
t
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t
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h
e
o
r
y
2
0
2
2
7
N
i
a
n
d
C
h
e
u
n
g
[
47
]
U
n
d
e
r
st
a
n
d
i
n
g
se
c
o
n
d
a
r
y
s
t
u
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t
s’
c
o
n
t
i
n
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a
n
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n
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A
I
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p
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t
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m f
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E
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a
r
n
i
n
g
2
0
2
3
8
S
i
n
g
e
t
a
l
.
[
48
]
S
e
c
o
n
d
a
r
y
sc
h
o
o
l
st
u
d
e
n
t
s’
i
n
t
e
n
t
i
o
n
s
t
o
l
e
a
r
n
A
I
:
t
e
st
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n
g
m
o
d
e
r
a
t
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o
n
e
f
f
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c
t
s
o
f
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a
d
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ss,
so
c
i
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l
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d
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n
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p
t
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mi
s
m
2
0
2
2
9
O
l
u
g
b
a
d
e
e
t
a
l
.
[
49
]
F
a
c
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l
i
t
a
t
i
n
g
c
o
g
n
i
t
i
v
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C
h
a
t
b
o
t
2
0
2
4
10
A
l
g
h
a
s
a
b
[
50
]
En
g
l
i
sh
a
s
a
f
o
r
e
i
g
n
l
a
n
g
u
a
g
e
(
EFL)
sec
o
n
d
a
r
y
sc
h
o
o
l
st
u
d
e
n
t
s’
u
se
o
f
a
r
t
i
f
i
c
i
a
l
i
n
t
e
l
l
i
g
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n
ce
(
A
I
)
t
o
o
l
s
f
o
r
d
e
v
e
l
o
p
i
n
g
w
r
i
t
i
n
g
s
k
i
l
l
s:
u
n
v
e
i
l
i
n
g
p
r
a
c
t
i
c
e
s
a
n
d
p
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c
e
p
t
i
o
n
s
2
0
2
5
11
W
e
n
e
t
a
l
.
[
51
]
A
st
u
d
y
o
n
t
h
e
r
e
l
a
t
i
o
n
s
h
i
p
b
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t
w
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n
A
I
a
n
x
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e
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y
a
n
d
A
I
b
e
h
a
v
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o
r
a
l
i
n
t
e
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t
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o
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o
f
sec
o
n
d
a
r
y
s
c
h
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o
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s
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t
s
l
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a
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n
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n
g
E
n
g
l
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sh
a
s
a
f
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g
n
l
a
n
g
u
a
g
e
2
0
2
4
12
X
i
a
e
t
a
l
.
[
52
]
A
sel
f
-
d
e
t
e
r
m
i
n
a
t
i
o
n
t
h
e
o
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y
(
S
D
T)
d
e
s
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g
n
a
p
p
r
o
a
c
h
f
o
r
i
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c
l
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si
v
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a
n
d
d
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v
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r
se
a
r
t
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f
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c
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a
l
i
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t
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l
l
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g
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n
c
e
(
A
I
)
e
d
u
c
a
t
i
o
n
2
0
2
2
13
G
a
l
i
n
d
o
‐
D
o
mí
n
g
u
e
z
e
t
a
l
.
[
53
]
U
si
n
g
a
r
t
i
f
i
c
i
a
l
i
n
t
e
l
l
i
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p
r
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mo
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d
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s
c
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t
s’
l
e
a
r
n
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m
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v
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A
l
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d
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m
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a
t
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t
h
e
o
r
y
2
0
2
5
14
Jan
u
b
a
s
e
t
a
l
.
[
54
]
D
e
v
e
l
o
p
m
e
n
t
o
f
a
C
h
a
t
b
o
t
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mo
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p
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sc
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s S
p
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r
s
.
2
0
2
4
15
C
h
a
i
e
t
a
l
.
[
55
]
A
n
e
x
t
e
n
d
e
d
t
h
e
o
r
y
o
f
p
l
a
n
n
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d
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a
v
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o
r
f
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t
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e
mo
d
e
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l
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o
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C
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d
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sch
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2
0
2
0
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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t
J
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v
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&
R
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d
u
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SS
N:
2252
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8
8
2
2
Th
eo
r
etica
l m
o
d
els o
f A
I
in
s
t
u
d
en
t
-
ce
n
tered
e
d
u
ca
tio
n
:
a
s
ystema
tic
liter
a
tu
r
e
r
ev
iew
(
M
eiyu
Zen
g
)
1323
2.
4
.
Da
t
a
a
na
ly
s
is
T
h
is
s
tu
d
y
u
s
ed
th
e
d
ata
an
aly
s
is
m
eth
o
d
d
escr
ib
ed
in
Salm
et
a
l
.
[
56
]
.
First,
th
e
q
u
ality
o
f
th
e
s
elec
ted
ar
ticles
(
q
u
alitativ
e
+
q
u
a
n
titativ
e
+
m
ix
ed
m
eth
o
d
s
)
was
ass
ess
ed
ac
co
r
d
in
g
to
t
h
e
m
ix
e
d
m
et
h
o
d
s
ass
es
s
m
en
t
to
o
l
(
MM
AT
)
2
0
1
8
v
e
r
s
io
n
[
57
]
,
a
n
d
t
h
e
f
iv
e
c
o
r
e
q
u
ality
c
r
iter
ia
f
o
r
ea
ch
ty
p
e
wer
e
u
s
ed
.
T
wo
ex
p
er
ts
ev
alu
ated
th
e
a
r
ticles
b
ased
o
n
th
e
clar
ity
o
f
th
e
r
es
ea
r
ch
q
u
esti
o
n
,
t
h
e
co
n
f
id
en
c
e
in
th
e
ass
ess
m
en
t
o
f
th
e
r
esear
ch
q
u
esti
o
n
,
t
h
e
r
atio
n
ality
o
f
th
e
s
am
p
lin
g
s
tr
ateg
y
,
th
e
ap
p
r
o
p
r
iaten
ess
o
f
th
e
d
ata
co
llectio
n
m
eth
o
d
,
th
e
a
p
p
r
o
p
r
iaten
ess
o
f
th
e
s
tatis
tical
an
aly
s
is
an
d
h
o
w
to
in
te
r
p
r
et
t
h
e
d
ata,
an
d
t
h
e
p
r
esen
tatio
n
o
f
th
e
r
esu
l
ts
,
d
is
cu
s
s
io
n
an
d
co
n
clu
s
io
n
s
.
T
h
e
th
em
atic
s
y
n
th
esis
o
f
th
i
s
s
tu
d
y
f
o
cu
s
es
o
n
th
e
ap
p
licatio
n
an
d
in
teg
r
atio
n
o
f
AI
in
lear
n
er
s
-
ce
n
ter
ed
ed
u
ca
tio
n
.
T
o
co
n
d
u
ct
a
s
y
s
tem
atic
d
ata
an
aly
s
is
,
th
is
s
tu
d
y
ad
o
p
ted
th
e
th
em
ati
c
s
y
n
th
esis
m
eth
o
d
p
r
o
p
o
s
ed
b
y
T
h
o
m
as
a
n
d
Har
d
en
[
58
]
,
wh
ich
is
wid
ely
u
s
e
d
in
s
y
s
tem
atic
r
ev
iews
o
f
q
u
alitativ
e
ev
id
en
ce
.
T
h
e
an
aly
s
is
p
r
o
ce
s
s
is
d
iv
id
ed
in
to
th
r
ee
s
tag
es:
i
)
co
d
in
g
th
e
r
esu
lts
o
f
th
e
i
n
clu
d
ed
s
tu
d
ies
lin
e
b
y
lin
e;
ii
)
d
ev
elo
p
in
g
d
escr
ip
tiv
e
th
e
m
es
b
ased
o
n
th
e
o
r
ig
in
al
r
ese
ar
ch
r
esu
lts
,
m
ak
in
g
t
h
em
as
clo
s
e
to
th
e
o
r
ig
in
al
r
esear
ch
as
p
o
s
s
ib
le;
an
d
iii
)
g
en
er
atin
g
an
aly
tical
th
e
m
es,
in
wh
ich
r
esear
ch
er
s
s
u
m
m
ar
ize
an
d
s
u
b
lim
ate
t
h
e
ex
is
tin
g
r
esear
ch
to
f
o
r
m
n
ew
ex
p
lan
ato
r
y
p
e
r
s
p
ec
tiv
es
o
r
h
y
p
o
t
h
eses
.
T
o
im
p
r
o
v
e
tr
an
s
p
ar
en
c
y
an
d
co
n
s
is
ten
cy
,
th
e
r
esear
ch
team
u
s
ed
q
u
alitativ
e
d
ata
a
n
aly
s
is
s
o
f
twar
e
to
ass
is
t th
r
o
u
g
h
o
u
t th
e
p
r
o
ce
s
s
.
B
ased
o
n
th
is
,
to
im
p
r
o
v
e
r
eliab
ilit
y
,
th
e
s
ec
o
n
d
an
d
th
ir
d
au
th
o
r
s
r
an
d
o
m
ly
s
elec
ted
two
ar
ticles
(
ab
o
u
t
1
1
%)
f
o
r
b
lin
d
co
d
in
g
[
59
]
.
T
h
e
Ka
p
p
a
c
o
ef
f
icien
t
[
60
]
was
u
s
ed
to
m
ea
s
u
r
e
th
e
c
o
n
s
is
ten
cy
b
etwe
en
r
ater
s
.
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k
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f
0
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4
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eg
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,
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.
6
0
to
0
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7
5
as
ac
ce
p
tab
le,
a
n
d
0
.
7
5
a
n
d
h
i
g
h
er
as
ex
ce
p
tio
n
al,
u
n
d
e
r
th
e
ev
alu
atio
n
s
tan
d
ar
d
s
[
61
]
,
[
62
]
.
T
h
e
two
co
d
e
r
s
’
co
n
s
is
ten
c
y
in
class
if
y
in
g
th
e
ar
tic
les
in
th
is
in
v
esti
g
atio
n
was
κ=
0
.
7
9
.
T
h
e
d
if
f
er
e
n
ce
s
wer
e
r
eso
lv
ed
th
r
o
u
g
h
team
d
is
cu
s
s
io
n
,
an
d
th
e
f
in
al
co
d
in
g
f
r
a
m
ewo
r
k
was
cr
ea
ted
af
ter
r
ea
ch
in
g
a
co
n
s
en
s
u
s
.
Su
b
s
eq
u
en
tly
,
th
e
f
ir
s
t
au
th
o
r
s
y
s
tem
atica
lly
co
d
ed
all
th
e
in
clu
d
e
d
ar
ticle
s
an
d
g
r
a
d
u
ally
r
ef
in
ed
an
d
in
teg
r
ated
th
e
r
esu
lts
in
to
th
r
ee
co
r
e
ca
teg
o
r
ies:
“
th
eo
r
etica
l m
o
d
els
”
,
“
AI
t
o
o
l
s
s
u
p
p
o
r
tin
g
f
u
n
ctio
n
al
p
o
s
itio
n
in
g
”
,
a
n
d
“
b
e
n
ef
icial
im
p
ac
ts
an
d
ch
allen
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es
”
.
3.
RE
SU
L
T
S
3
.
1
.
Wha
t
a
r
e
t
he
co
r
e
t
heo
r
et
ica
l mo
dels
o
f
curr
ent
A
I
-
educa
t
io
n inte
g
ra
t
io
n?
Dr
iv
en
b
y
th
e
lear
n
e
r
-
ce
n
ter
ed
ed
u
ca
tio
n
al
p
h
ilo
s
o
p
h
y
,
AI
is
b
ec
o
m
in
g
an
im
p
o
r
tan
t
m
ea
n
s
to
en
h
an
ce
lear
n
in
g
m
o
tiv
atio
n
,
au
to
n
o
m
y
,
an
d
p
er
s
o
n
alize
d
teac
h
in
g
e
x
p
er
ien
ce
.
T
o
g
u
a
r
an
tee
th
e
ef
f
icien
t
in
teg
r
atio
n
o
f
AI
to
o
ls
in
ed
u
ca
tio
n
an
d
to
g
iv
e
f
u
ll
p
lay
to
th
eir
ed
u
ca
tio
n
al
p
o
ten
tia
l,
r
esear
ch
er
s
h
av
e
ex
p
lo
r
ed
it
f
r
o
m
m
u
ltip
le
t
h
eo
r
etica
l
d
im
en
s
io
n
s
.
T
h
r
o
u
g
h
a
s
y
s
tem
atic
an
aly
s
is
o
f
cu
r
r
e
n
t
liter
atu
r
e,
as
p
r
esen
ted
in
T
a
b
le
4
,
th
is
ar
ticle
s
u
m
m
ar
izes
ex
is
tin
g
r
ese
ar
ch
in
to
th
e
f
o
llo
win
g
f
i
v
e
th
eo
r
etica
l
lev
els
an
d
s
u
p
p
lem
en
ts
th
e
th
eo
r
etica
l in
teg
r
atio
n
tr
e
n
d
s
an
d
s
u
p
p
lem
en
tar
y
f
r
am
ewo
r
k
s
in
r
ec
e
n
t y
ea
r
s
.
T
ab
le
4
.
C
o
r
e
th
e
o
r
etica
l m
o
d
els o
f
AI
-
ed
u
ca
tio
n
i
n
teg
r
atio
n
N
o
.
Th
e
o
r
e
t
i
c
a
l
n
a
me
R
e
p
r
e
se
n
t
a
t
i
v
e
l
i
t
e
r
a
t
u
r
e
A
p
p
l
i
c
a
t
i
o
n
d
e
scri
p
t
i
o
n
1
S
D
T
[
4
6
]
,
[
5
2
]
–
[
5
4
]
I
t
e
m
p
h
a
s
i
z
e
s
t
h
a
t
A
I
s
h
o
u
l
d
i
mp
r
o
v
e
l
e
a
r
n
e
r
s
’
l
e
a
r
n
i
n
g
i
n
t
e
n
t
i
o
n
,
i
n
v
o
l
v
e
m
e
n
t
,
a
n
d
e
d
u
c
a
t
i
o
n
a
l
r
e
s
u
l
t
s
b
y
me
e
t
i
n
g
t
h
e
i
r
p
s
y
c
h
o
l
o
g
i
c
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l
n
e
e
d
s
a
n
d
a
u
t
o
n
o
m
o
u
s m
o
t
i
v
a
t
i
o
n
.
2
TPB/
e
x
t
e
n
d
e
d
t
h
e
o
r
y
o
f
p
l
a
n
n
e
d
b
e
h
a
v
i
o
r
(E
-
TPB)
[
46
]
,
[
48
]
,
[
55
]
I
t
i
s
u
se
d
t
o
r
e
v
e
a
l
h
o
w
st
u
d
e
n
t
s
’
p
e
r
c
e
p
t
i
o
n
s
,
A
I
l
i
t
e
r
a
c
y
,
s
o
c
i
a
l
v
a
l
u
e
s,
a
n
d
e
mo
t
i
o
n
a
l
f
a
c
t
o
r
s
j
o
i
n
t
l
y
i
n
f
l
u
e
n
c
e
t
h
e
i
r
b
e
h
a
v
i
o
r
a
l
i
n
t
e
n
t
i
o
n
s
t
o
l
e
a
r
n
AI
.
3
U
n
i
f
i
e
d
t
h
e
o
r
y
o
f
a
c
c
e
p
t
a
n
c
e
a
n
d
u
se
o
f
t
e
c
h
n
o
l
o
g
y
(
U
T
A
U
T
)
[
51
]
U
T
A
U
T
,
c
o
m
b
i
n
e
d
w
i
t
h
A
I
a
n
x
i
e
t
y
t
h
e
o
r
y
,
i
s
u
s
e
d
t
o
r
e
v
e
a
l
t
h
e
i
m
p
a
c
t
o
f
e
m
o
t
i
o
n
a
l
f
a
c
t
o
r
s
o
n
s
t
u
d
e
n
t
s
’
i
n
t
e
n
t
i
o
n
t
o
u
s
e
A
I
t
o
l
e
a
r
n
E
n
g
l
i
s
h
.
4
TA
M
/
e
x
t
e
n
d
e
d
TA
M
(E
-
TA
M
)
[
45
]
,
[
4
7
]
I
t
u
se
d
t
o
p
r
e
d
i
c
t
l
e
a
r
n
e
r
s
’
w
i
l
l
i
n
g
n
e
ss
t
o
u
s
e
A
I
t
o
o
l
s
a
n
d
t
h
e
i
r
u
s
a
g
e
b
e
h
a
v
i
o
r
.
5
C
o
g
n
i
t
i
v
e
l
o
a
d
t
h
e
o
r
y
[
49
]
B
a
se
d
o
n
t
h
i
s
t
h
e
o
r
y
,
t
h
e
r
o
l
e
o
f
A
I
c
h
a
t
b
o
t
s
i
n
r
e
d
u
c
i
n
g
s
t
u
d
e
n
t
s
’
c
o
g
n
i
t
i
v
e
b
u
r
d
e
n
a
n
d
i
m
p
r
o
v
i
n
g
l
e
a
r
n
i
n
g
o
u
t
c
o
m
e
s i
s
e
v
a
l
u
a
t
e
d
.
6
D
i
f
f
u
si
o
n
o
f
i
n
n
o
v
a
t
i
o
n
s
(
D
O
I
)
[
45
]
Th
i
s
t
h
e
o
r
y
e
x
p
l
a
i
n
s
t
h
e
me
c
h
a
n
i
sm
b
y
w
h
i
c
h
g
e
n
e
r
a
t
i
v
e
A
I
p
r
o
mo
t
e
s
t
h
e
d
e
v
e
l
o
p
me
n
t
o
f
i
n
n
o
v
a
t
i
v
e
a
b
i
l
i
t
y
a
n
d
d
i
g
i
t
a
l
l
i
t
e
r
a
c
y
i
n
e
d
u
c
a
t
i
o
n
.
7
S
o
c
i
o
c
u
l
t
u
r
a
l
t
h
e
o
r
y
(
S
C
T)
[
50
]
B
a
se
d
o
n
S
C
T
,
t
h
i
s
p
a
p
e
r
e
x
p
l
o
r
e
s
h
o
w
A
I
w
r
i
t
i
n
g
t
o
o
l
s
c
a
n
a
c
t
a
s
a
n
i
n
t
e
r
me
d
i
a
r
y
t
o
p
r
o
m
o
t
e
s
t
u
d
e
n
t
s
’
w
r
i
t
i
n
g
d
e
v
e
l
o
p
me
n
t
.
8
C
o
n
st
r
u
c
t
i
v
i
s
m
[
42
]
AI
-
g
e
n
e
r
a
t
e
d
c
o
n
t
e
n
t
(
A
I
G
C
)
t
a
sk
s
g
u
i
d
e
s
t
u
d
e
n
t
s
t
o
a
c
t
i
v
e
l
y
c
o
n
s
t
r
u
c
t
k
n
o
w
l
e
d
g
e
a
n
d
u
n
d
e
r
s
t
a
n
d
i
n
g
i
n
r
e
a
l
c
u
l
t
u
r
a
l
c
o
n
t
e
x
t
s.
9
S
o
c
i
a
l
-
c
u
l
t
u
r
a
l
l
e
a
r
n
i
n
g
t
h
e
o
r
y
[
42
]
A
s
a
c
u
l
t
u
r
a
l
i
n
t
e
r
m
e
d
i
a
r
y
,
A
I
G
C
su
p
p
o
r
t
s
t
h
e
j
o
i
n
t
c
o
n
st
r
u
c
t
i
o
n
o
f
c
u
l
t
u
r
a
l
i
d
e
n
t
i
t
y
a
n
d
l
e
a
r
n
i
n
g
s
i
g
n
i
f
i
c
a
n
c
e
t
h
r
o
u
g
h
m
u
l
t
i
-
p
a
r
t
y
c
o
l
l
a
b
o
r
a
t
i
o
n
.
10
S
o
c
i
a
l
l
y
s
h
a
r
e
d
r
e
g
u
l
a
t
i
o
n
i
n
l
e
a
r
n
i
n
g
[
43
]
A
n
a
l
y
z
e
s
t
u
d
e
n
t
s
’
s
h
a
r
e
d
b
e
h
a
v
i
o
r
p
a
t
t
e
r
n
s
o
f
c
o
g
n
i
t
i
v
e
a
n
d
e
m
o
t
i
o
n
a
l
r
e
g
u
l
a
t
i
o
n
i
n
c
o
l
l
a
b
o
r
a
t
i
v
e
l
e
a
r
n
i
n
g
a
n
d
t
h
e
i
r
e
f
f
e
c
t
i
v
e
n
e
ss
d
i
f
f
e
r
e
n
c
e
s.
11
D
i
g
i
t
a
l
l
i
t
e
r
a
c
y
d
e
v
e
l
o
p
me
n
t
[
45
]
R
e
v
e
a
l
t
h
e
p
r
o
g
r
e
ss
i
v
e
d
e
v
e
l
o
p
me
n
t
o
f
s
t
u
d
e
n
t
s
’
m
u
l
t
i
-
d
i
m
e
n
s
i
o
n
a
l
l
i
t
e
r
a
c
y
a
b
i
l
i
t
i
e
s
t
h
r
o
u
g
h
a
c
t
i
v
e
t
e
c
h
n
o
l
o
g
y
i
n
t
e
r
a
c
t
i
o
n
i
n
A
I
e
n
v
i
r
o
n
me
n
t
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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1
3
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3
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3
.
1
.
1
.
M
o
t
iv
a
t
io
n
a
nd
beha
v
io
ra
l int
ent
io
n t
heo
ry
T
h
is
th
eo
r
y
em
p
h
asizes
th
at
s
atis
f
y
in
g
th
e
n
ee
d
s
f
o
r
p
r
o
f
icien
cy
,
r
elate
d
n
ess
,
an
d
au
to
n
o
m
y
am
o
n
g
s
tu
d
en
ts
is
th
e
k
ey
to
s
tim
u
lati
n
g
m
o
tiv
atio
n
to
lear
n
AI
[
63
]
.
Fo
r
ex
am
p
le,
p
r
ev
io
u
s
r
esear
ch
[
4
6
]
,
[
5
2
]
–
[
5
4
]
all
s
tated
th
at
in
th
e
co
n
te
x
t
o
f
AI
teac
h
in
g
,
if
s
tu
d
en
ts
’
p
s
y
ch
o
lo
g
ical
n
ee
d
s
ca
n
b
e
m
et
t
h
r
o
u
g
h
AI
f
ee
d
b
ac
k
an
d
em
o
tio
n
al
s
u
p
p
o
r
t,
as
th
eir
p
ar
ticip
atio
n
in
c
r
ea
s
es,
th
ey
m
ay
o
b
tain
m
o
r
e
in
f
o
r
m
atio
n
,
th
er
eb
y
g
en
er
atin
g
in
tr
in
s
ic
m
o
tiv
atio
n
to
f
u
r
th
e
r
lear
n
AI
.
T
h
e
T
PB
i
s
u
s
ed
to
ex
p
lain
th
e
f
ac
to
r
s
an
d
b
eh
a
v
io
r
al
in
ten
tio
n
s
o
f
s
tu
d
en
ts
’
wil
lin
g
n
ess
to
ad
o
p
t
AI
.
An
o
th
er
r
esear
ch
[
46
]
,
[
48
]
,
[
55
]
p
r
o
p
o
s
ed
th
at
s
tu
d
en
t
s
’
at
titu
d
es
to
war
d
s
AI
,
th
eir
p
er
ce
iv
e
d
b
e
h
av
io
r
al
co
n
tr
o
l,
an
d
s
u
b
jectiv
e
n
o
r
m
s
in
f
lu
en
ce
t
h
eir
in
te
n
tio
n
s
to
en
g
ag
e
in
lear
n
in
g
b
eh
av
io
r
s
,
p
ar
ticu
lar
ly
with
in
AI
co
u
r
s
es a
n
d
s
k
ill d
e
v
elo
p
m
en
t c
o
n
tex
ts
.
3
.
1
.
2
.
T
ec
hn
o
lo
g
y
a
do
ptio
n a
nd
a
cc
ept
a
nce
t
heo
ry
T
h
is
ty
p
e
o
f
th
eo
r
y
f
o
c
u
s
es
o
n
h
o
w
s
tu
d
en
ts
ac
ce
p
t
an
d
a
d
o
p
t
AI
to
o
ls
,
in
clu
d
in
g
T
AM
,
UT
AUT
,
an
d
d
if
f
u
s
io
n
o
f
in
n
o
v
atio
n
t
h
eo
r
y
.
Pre
v
io
u
s
r
esear
ch
[
4
7
]
,
[
4
5
]
,
[
5
1
]
s
tu
d
ie
d
s
tu
d
en
ts
’
wil
lin
g
n
ess
an
d
u
s
e
o
f
AI
to
o
ls
f
o
r
lear
n
in
g
b
ased
o
n
E
-
T
AM
,
T
AM
,
an
d
U
T
AU
T
m
o
d
els,
r
esp
ec
tiv
ely
.
Am
o
n
g
th
em
,
r
esear
ch
b
y
W
en
et
a
l.
[
51
]
in
teg
r
ated
UT
AUT
with
AI
an
x
iety
th
eo
r
y
a
n
d
f
o
u
n
d
t
h
at
s
tu
d
en
ts
’
an
x
iet
y
lev
els
h
a
d
a
m
ajo
r
in
f
lu
en
ce
o
n
th
eir
willin
g
n
ess
to
u
s
e
AI
to
o
ls
,
an
d
p
r
o
p
o
s
ed
th
e
n
ee
d
to
s
tr
en
g
th
e
n
e
m
o
tio
n
al
r
eg
u
latio
n
m
ec
h
an
is
m
s
an
d
teac
h
er
s
u
p
p
o
r
t.
I
n
ad
d
itio
n
,
W
u
an
d
Z
h
an
g
[
45
]
also
co
m
b
i
n
ed
th
e
DOI
th
eo
r
y
to
s
tu
d
y
th
e
d
is
s
em
in
atio
n
p
r
o
ce
s
s
o
f
g
en
er
ativ
e
AI
in
ed
u
ca
tio
n
,
esp
ec
ially
h
o
w
ed
u
ca
to
r
s
ca
n
in
teg
r
ate
g
en
er
ativ
e
AI
in
to
teac
h
in
g
.
3
.
1
.
3
.
Co
g
nitiv
e
a
nd
r
eg
ula
t
o
ry
t
heo
ry
A
k
ey
is
s
u
e
in
th
e
AI
i
n
teg
r
at
io
n
p
r
o
ce
s
s
is
h
o
w
t
o
r
e
g
u
late
s
tu
d
en
ts
’
co
g
n
itiv
e
lo
ad
an
d
em
o
tio
n
al
s
tate.
Olu
g
b
ad
e
et
a
l.
[
49
]
ev
alu
ated
th
e
r
eg
u
lato
r
y
ef
f
ec
t
o
f
AI
ch
atb
o
ts
o
n
co
g
n
itiv
e
b
u
r
d
en
b
ased
o
n
th
e
co
g
n
itiv
e
l
o
ad
th
eo
r
y
.
T
h
e
r
esu
lts
s
h
o
wed
th
at
AI
h
elp
s
to
s
im
p
lify
th
e
in
f
o
r
m
atio
n
p
r
o
c
ess
in
g
p
r
o
ce
s
s
an
d
im
p
r
o
v
e
s
tu
d
en
ts
’
u
n
d
e
r
s
tan
d
in
g
,
m
em
o
r
y
p
er
f
o
r
m
a
n
ce
,
a
n
d
lear
n
in
g
o
u
tco
m
es.
Dan
g
e
t
a
l.
[
43
]
u
s
ed
th
e
s
o
cially
s
h
ar
ed
r
eg
u
latio
n
in
lear
n
in
g
an
d
c
o
m
b
in
e
d
th
e
th
r
ee
-
lev
el
an
aly
s
is
m
eth
o
d
o
f
h
u
m
a
n
-
co
m
p
u
ter
co
llab
o
r
atio
n
t
o
id
en
tify
two
d
elib
er
atio
n
m
o
d
es
o
f
s
tu
d
en
ts
in
co
llab
o
r
ativ
e
lear
n
in
g
.
T
h
ey
f
o
u
n
d
th
at
AI
-
s
u
p
p
o
r
te
d
co
llab
o
r
atio
n
h
elp
s
to
im
p
r
o
v
e
th
e
ad
a
p
tab
il
ity
o
f
r
e
g
u
lato
r
y
s
tr
ateg
ies
an
d
th
e
ef
f
ec
tiv
en
ess
o
f
co
o
p
er
atio
n
.
3
.
1
.
4
.
So
cio
cult
ura
l a
nd
co
ns
t
ruct
iv
is
t
t
heo
ry
T
h
is
ty
p
e
o
f
th
eo
r
y
em
p
h
asizes
th
e
cu
ltu
r
al
an
d
co
g
n
itiv
e
in
ter
m
ed
iar
y
r
o
le
o
f
AI
in
lear
n
in
g
.
Alg
h
asab
[
50
]
u
s
ed
SC
T
to
p
r
o
p
o
s
e
th
at
AI
wr
itin
g
to
o
ls
ca
n
s
u
p
p
o
r
t
s
tu
d
e
n
ts
’
ab
ilit
y
co
n
s
tr
u
ctio
n
in
co
n
ce
p
tio
n
,
v
o
ca
b
u
lar
y
e
x
p
an
s
io
n
,
an
d
lan
g
u
ag
e
ex
p
r
ess
io
n
.
L
in
g
et
a
l.
[
42
]
co
m
b
in
ed
co
n
s
tr
u
ctiv
is
m
an
d
s
o
cio
cu
ltu
r
al
lear
n
in
g
th
eo
r
y
t
o
ca
r
r
y
o
u
t
a
1
2
-
wee
k
e
x
p
er
i
m
en
tal
r
esear
ch
an
d
d
ev
elo
p
a
tr
ain
in
g
f
r
a
m
ewo
r
k
f
o
r
co
-
cr
ea
tin
g
r
u
r
al
m
u
r
als
f
o
r
AI
GC
ass
is
tan
ce
.
T
h
e
f
in
d
in
g
s
s
h
o
wed
th
at
th
e
f
r
am
e
wo
r
k
s
ig
n
if
ican
tly
im
p
r
o
v
e
d
th
e
p
ar
ticip
a
n
ts
’
cr
ea
tiv
ity
,
cu
ltu
r
al
u
n
d
e
r
s
tan
d
in
g
,
a
n
d
co
llab
o
r
atio
n
a
b
ilit
y
,
s
h
o
win
g
th
e
ap
p
licatio
n
p
o
ten
tial o
f
AI
in
c
u
ltu
r
al
id
en
tity
.
3
.
1
.
5
.
L
it
er
a
cy
dev
elo
pm
ent
t
heo
ry
W
u
an
d
Z
h
an
g
[
45
]
c
o
m
b
in
e
d
th
e
d
ig
ital
liter
ac
y
d
e
v
elo
p
m
en
t
th
eo
r
y
,
T
AM
,
an
d
DOI
t
o
r
ev
ea
l
th
e
s
ig
n
if
ican
t
r
o
le
o
f
g
e
n
er
ativ
e
AI
in
im
p
r
o
v
i
n
g
s
tu
d
en
ts
’
d
ig
ital
liter
ac
y
a
n
d
in
n
o
v
atio
n
ab
ilit
y
,
a
n
d
em
p
h
asized
th
e
k
ey
r
o
le
o
f
t
ea
ch
er
tr
ain
in
g
an
d
eth
ical
n
o
r
m
s
in
tech
n
o
lo
g
y
in
teg
r
atio
n
.
As
AI
ed
u
ca
tio
n
r
esear
ch
d
ee
p
e
n
s
,
m
o
r
e
an
d
m
o
r
e
liter
atu
r
e
b
eg
i
n
s
to
in
te
g
r
ate
ac
r
o
s
s
th
eo
r
ies
an
d
estab
lis
h
a
s
y
s
tem
atic
an
aly
tical
f
r
am
ew
o
r
k
.
Fo
r
ex
a
m
p
le,
W
u
a
n
d
Z
h
an
g
[
45
]
c
o
m
b
in
ed
th
e
d
if
f
u
s
io
n
o
f
in
n
o
v
atio
n
th
e
o
r
y
,
T
AM
,
an
d
d
ig
ital
liter
ac
y
th
eo
r
y
to
s
y
s
tem
atica
lly
ex
p
lain
th
e
co
g
n
itiv
e
p
ath
a
n
d
ca
p
ab
ilit
y
d
ev
elo
p
m
e
n
t
m
ec
h
an
is
m
in
AI
ad
o
p
tio
n
.
C
h
ai
et
a
l.
[
46
]
u
s
ed
SDT
an
d
T
PB
to
r
ev
ea
l
th
e
m
u
ltip
le
m
o
ti
v
atio
n
s
o
f
s
tu
d
e
n
ts
’
lear
n
in
g
i
n
ten
tio
n
s
.
L
i
n
g
et
a
l.
[
42
]
i
n
teg
r
ated
co
n
s
tr
u
cti
v
is
m
an
d
s
o
cio
cu
ltu
r
al
lear
n
i
n
g
th
e
o
r
y
to
b
u
ild
a
co
llab
o
r
ativ
e
teac
h
in
g
tr
ai
n
in
g
p
r
o
g
r
am
s
u
p
p
o
r
ted
b
y
AI
GC
,
s
h
o
win
g
th
e
ef
f
ec
tiv
e
n
ess
o
f
th
eo
r
etica
l
in
teg
r
atio
n
at
th
e
p
r
ac
tical
lev
el.
I
n
ad
d
itio
n
,
s
o
m
e
s
tu
d
ies h
av
e
in
tr
o
d
u
ce
d
o
th
er
co
m
p
lem
en
tar
y
f
r
am
ewo
r
k
s
,
s
u
ch
as
Ok
ad
a
et
a
l.
[
44
]
ap
p
lied
th
e
UNE
SC
O
AI
C
o
m
p
eten
cies
Fra
m
ewo
r
k
an
d
th
e
C
AR
E
-
KN
OW
-
DO
p
ed
ag
o
g
ical
m
o
d
el
t
o
p
r
o
v
id
e
tr
an
s
f
o
r
m
ativ
e
in
s
ig
h
ts
in
to
AI
liter
ac
y
.
T
h
er
ef
o
r
e,
th
ese
th
e
o
r
ies
n
o
t
o
n
ly
ex
p
lain
lear
n
in
g
m
o
tiv
atio
n
,
ad
o
p
tio
n
b
eh
a
v
io
r
,
an
d
co
g
n
itiv
e
r
eg
u
latio
n
b
u
t
also
g
u
id
e
teac
h
in
g
p
r
ac
tice.
Fo
r
e
x
am
p
le,
th
ey
ca
n
b
e
u
s
ed
to
d
esig
n
lear
n
in
g
task
s
b
ased
o
n
SDT/T
PB
to
m
ee
t
p
s
y
ch
o
lo
g
ical
n
ee
d
s
an
d
r
ein
f
o
r
ce
in
te
n
tio
n
s
,
to
en
h
an
ce
s
tu
d
en
ts
’
willin
g
n
ess
to
u
s
e
tech
n
o
lo
g
y
b
ased
o
n
T
AM
/U
T
AUT
,
an
d
to
co
n
d
u
ct
co
n
te
x
tu
alize
d
,
co
llab
o
r
ativ
e,
an
d
co
m
p
eten
cy
-
o
r
ien
te
d
AI
teac
h
in
g
b
y
c
o
m
b
in
in
g
s
o
c
io
-
cu
ltu
r
al,
co
n
s
tr
u
ctiv
is
t,
an
d
d
ig
ital
liter
ac
y
f
r
am
ewo
r
k
s
.
Me
an
wh
ile,
teac
h
er
s
u
p
p
o
r
t
an
d
in
s
tr
u
ctio
n
al
d
esig
n
ar
e
also
im
p
o
r
tan
t
ex
ter
n
al
co
n
d
itio
n
s
f
o
r
p
r
o
m
o
tin
g
s
tu
d
en
ts
’
ef
f
ec
tiv
e
u
s
e
o
f
AI
.
As
a
r
esu
lt,
cu
r
r
en
t
r
esear
ch
h
as
f
ir
s
t
estab
lis
h
ed
a
m
eth
o
d
ical
r
o
u
te
f
r
o
m
m
o
tiv
a
tio
n
to
co
m
p
eten
c
y
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r
o
s
s
v
ar
io
u
s
th
eo
r
ies.
3
.
2
.
H
o
w
do
AI t
o
o
ls
s
up
po
rt
f
un
ct
io
na
l po
s
it
io
nin
g
in s
t
ud
e
n
t
lea
rning
?
W
ith
th
e
wid
esp
r
ea
d
ap
p
licatio
n
o
f
AI
tech
n
o
lo
g
y
in
ed
u
ca
tio
n
,
r
esear
ch
er
s
ar
e
g
r
ad
u
all
y
f
o
cu
s
in
g
o
n
its
r
o
le
in
s
u
p
p
o
r
tin
g
s
tu
d
en
t
lear
n
in
g
.
As
s
h
o
wn
in
T
ab
le
5
,
liter
atu
r
e
in
d
icate
s
th
at
th
e
ap
p
licatio
n
o
f
AI
in
ed
u
ca
tio
n
al
en
v
ir
o
n
m
e
n
ts
m
ain
ly
f
o
c
u
s
es
o
n
m
u
ltip
le
d
im
en
s
io
n
s
s
u
ch
as
wr
itin
g
tu
t
o
r
in
g
,
p
er
s
o
n
alize
d
lear
n
in
g
,
lear
n
in
g
m
o
tiv
atio
n
s
tim
u
latio
n
,
an
d
em
o
tio
n
al
r
eg
u
latio
n
,
s
h
o
win
g
a
v
ar
iety
o
f
to
o
l
ty
p
es
an
d
s
u
p
p
o
r
t m
et
h
o
d
s
.
T
ab
le
5
.
AI
to
o
ls
s
u
p
p
o
r
tin
g
f
u
n
ctio
n
al
p
o
s
itio
n
in
g
in
s
tu
d
e
n
t le
ar
n
in
g
A
I
t
o
o
l
R
e
p
r
e
se
n
t
a
t
i
v
e
l
i
t
e
r
a
t
u
r
e
S
u
p
p
o
r
t
m
e
t
h
o
d
s
C
h
a
t
G
P
T
/
g
e
n
e
r
a
t
i
v
e
a
r
t
i
f
i
c
i
a
l
i
n
t
e
l
l
i
g
e
n
c
e
/
A
I
G
C
[
42
]
,
[
41
]
,
[
4
5
]
S
u
p
p
o
r
t
s
w
r
i
t
i
n
g
,
q
u
e
st
i
o
n
-
a
n
sw
e
r
i
n
g
,
l
a
n
g
u
a
g
e
c
o
r
r
e
c
t
i
o
n
a
n
d
l
e
a
r
n
i
n
g
f
e
e
d
b
a
c
k
;
I
mp
r
o
v
e
s
a
d
a
p
t
a
b
l
e
l
e
a
r
n
i
n
g
,
i
n
n
o
v
a
t
i
v
e
p
r
o
b
l
e
m
s
o
l
v
i
n
g
,
a
n
d
c
r
i
t
i
c
a
l
t
h
i
n
k
i
n
g
;
En
h
a
n
c
e
s c
r
e
a
t
i
v
i
t
y
c
o
n
f
i
d
e
n
c
e
a
n
d
p
r
o
mo
t
e
s
c
u
l
t
u
r
a
l
i
d
e
n
t
i
t
y
AI
-
d
r
i
v
e
n
l
e
a
r
n
i
n
g
a
n
a
l
y
t
i
c
s
[
43
]
I
d
e
n
t
i
f
y
g
r
o
u
p
r
e
g
u
l
a
t
i
o
n
a
n
d
i
n
t
e
r
a
c
t
i
o
n
p
a
t
t
e
r
n
s
AI
-
p
o
w
e
r
e
d
i
n
t
e
l
l
i
g
e
n
t
t
u
t
o
r
i
n
g
s
y
st
e
m
[
47
]
P
e
r
so
n
a
l
i
z
e
d
f
e
e
d
b
a
c
k
a
n
d
r
e
c
o
mm
e
n
d
a
t
i
o
n
s
A
I
C
h
a
t
b
o
t
[
49
]
,
[
5
4
]
I
mp
r
o
v
e
st
u
d
e
n
t
s
’
l
e
a
r
n
i
n
g
o
u
t
c
o
mes
,
i
n
t
r
i
n
s
i
c
mo
t
i
v
a
t
i
o
n
,
a
t
t
i
t
u
d
e
s
a
n
d
memo
r
y
p
e
r
f
o
r
m
a
n
c
e
t
h
r
o
u
g
h
p
e
r
s
o
n
a
l
i
z
e
d
l
e
a
r
n
i
n
g
a
n
d
c
o
g
n
i
t
i
v
e
l
o
a
d
ma
n
a
g
e
m
e
n
t
.
A
I
t
o
o
l
s
[
51
]
,
[
50
]
,
[
5
3
]
A
s
a
w
r
i
t
i
n
g
m
e
d
i
a
t
i
o
n
t
o
o
l
,
i
t
h
e
l
p
s
s
t
u
d
e
n
t
s
t
o
c
o
n
c
e
i
v
e
c
o
n
t
e
n
t
,
e
n
r
i
c
h
v
o
c
a
b
u
l
a
r
y
a
n
d
i
m
p
r
o
v
e
t
h
e
a
c
c
u
r
a
c
y
o
f
l
a
n
g
u
a
g
e
e
x
p
r
e
ssi
o
n
,
t
h
e
r
e
b
y
su
p
p
o
r
t
i
n
g
t
h
e
d
e
v
e
l
o
p
me
n
t
o
f
t
h
e
i
r
w
r
i
t
i
n
g
sk
i
l
l
s.
A
t
t
h
e
sam
e
t
i
me
,
e
mo
t
i
o
n
a
l
i
n
t
e
r
v
e
n
t
i
o
n
s
h
o
u
l
d
b
e
c
o
mb
i
n
e
d
t
o
r
e
d
u
c
e
s
t
u
d
e
n
t
s
’
a
n
x
i
e
t
y
,
i
n
c
r
e
a
se
t
h
e
i
r
w
i
l
l
i
n
g
n
e
ss
t
o
u
se
a
n
d
e
n
h
a
n
c
e
p
sy
c
h
o
l
o
g
i
c
a
l
e
mp
o
w
e
r
me
n
t
.
3
.
2
.
1
.
Use o
f
g
ener
a
t
iv
e
AI
t
o
o
ls
f
o
r
writ
ing
a
nd
la
ng
ua
g
e
lea
rning
Gen
er
ativ
e
AI
(
s
u
ch
as
C
h
atGPT
)
ca
n
p
r
o
v
id
e
lan
g
u
ag
e
s
u
g
g
esti
o
n
s
,
g
r
a
m
m
atica
l
co
r
r
ec
tio
n
,
tex
t
r
ec
o
n
s
tr
u
ctio
n
,
an
d
th
o
u
g
h
t
s
t
im
u
latio
n
d
u
r
in
g
t
h
e
wr
itin
g
p
r
o
ce
s
s
.
Stu
d
ies
h
av
e
s
h
o
w
n
th
at
s
u
ch
to
o
ls
n
o
t
o
n
ly
h
el
p
im
p
r
o
v
e
s
tu
d
e
n
ts
’
lan
g
u
ag
e
ex
p
r
ess
io
n
s
k
ills
,
b
u
t
also
p
r
o
m
o
te
th
e
g
r
o
wth
o
f
th
eir
cr
itical
th
in
k
in
g
s
k
ills
an
d
cr
ea
tiv
ity
[
4
1
]
,
[
4
5
]
.
I
n
a
d
d
itio
n
,
L
in
g
et
a
l.
[
42
]
f
u
r
th
e
r
p
r
o
p
o
s
ed
th
at
AI
GC
tech
n
o
lo
g
y
ca
n
en
h
an
ce
s
tu
d
en
ts
’
cu
ltu
r
al
i
d
e
n
tity
an
d
cr
ea
tiv
e
co
n
f
id
en
ce
an
d
b
ec
o
m
e
an
im
p
o
r
tan
t
r
eso
u
r
ce
f
o
r
cu
ltiv
atin
g
cr
o
s
s
-
cu
ltu
r
al
ca
p
ab
ilit
ies.
3
.
2
.
2
.
AI
-
po
wer
ed
inte
llig
ent
t
uto
ring
s
y
s
t
em
a
nd
AI
-
driv
en
lea
rning
a
na
ly
t
ics
AI
-
d
r
iv
en
i
n
tellig
en
t
tu
to
r
in
g
s
y
s
tem
s
an
d
lear
n
in
g
an
aly
t
ics
tech
n
o
lo
g
ies
p
r
o
v
i
d
e
lear
n
er
s
with
lear
n
in
g
p
ath
r
ec
o
m
m
e
n
d
atio
n
s
an
d
p
er
s
o
n
alize
d
f
ee
d
b
ac
k
.
Ni
an
d
C
h
eu
n
g
[
47
]
d
em
o
n
s
tr
ated
h
o
w
in
tellig
en
t
tu
to
r
in
g
s
y
s
tem
s
ca
n
id
e
n
tif
y
s
tu
d
en
ts
’
lear
n
in
g
b
e
h
av
io
r
s
an
d
tailo
r
lear
n
i
n
g
s
u
g
g
esti
o
n
s
to
ef
f
ec
tiv
ely
im
p
r
o
v
e
lear
n
in
g
ef
f
icien
cy
.
Dan
g
et
a
l.
[
43
]
r
e
v
ea
led
g
r
o
u
p
ad
ju
s
tm
en
t
p
atter
n
s
an
d
in
ter
ac
tio
n
s
tr
u
ctu
r
es
th
r
o
u
g
h
AI
lear
n
in
g
an
aly
tic
s
,
p
r
o
v
i
d
in
g
an
e
m
p
ir
ical
b
a
s
is
f
o
r
co
llab
o
r
ativ
e
lear
n
in
g
o
p
tim
izatio
n
an
d
s
h
o
win
g
th
e
p
o
ten
tial o
f
AI
in
ad
ju
s
tm
en
t su
p
p
o
r
t.
3
.
2
.
3
.
AI cha
t
bo
t
s
imp
r
o
v
e
mo
t
iv
a
t
io
n a
nd
emo
t
io
na
l su
pp
o
rt
AI
ch
atb
o
ts
h
av
e
s
h
o
wn
f
a
v
o
r
ab
le
r
esu
lts
in
im
p
r
o
v
i
n
g
s
tu
d
en
ts
’
in
tr
in
s
ic
m
o
tiv
atio
n
a
n
d
em
o
tio
n
a
l
m
an
ag
em
en
t.
Pre
v
io
u
s
r
esear
ch
[
4
9
]
,
[
5
4
]
in
d
icate
d
t
h
at
c
h
atb
o
ts
ca
n
h
elp
s
tu
d
en
ts
f
ee
l
m
o
r
e
en
g
a
g
ed
an
d
im
p
r
o
v
e
th
eir
lear
n
in
g
b
y
im
itatin
g
r
ea
l
co
n
v
er
s
atio
n
s
,
o
f
f
e
r
in
g
p
er
s
o
n
alize
d
h
elp
,
an
d
m
an
ag
in
g
h
o
w
m
u
c
h
in
f
o
r
m
atio
n
th
ey
h
av
e
to
p
r
o
c
ess
.
3
.
2
.
4
.
AI
-
ena
bled ps
y
cho
lo
g
ica
l su
pp
o
rt
a
nd
a
nx
iet
y
inte
rv
ent
io
n
I
n
ad
d
itio
n
to
th
e
c
o
g
n
itiv
e
lev
el,
AI
to
o
ls
ar
e
also
u
s
ed
f
o
r
p
s
y
ch
o
lo
g
ical
em
p
o
wer
m
en
t
an
d
em
o
tio
n
al
r
eg
u
latio
n
.
Pre
v
io
u
s
r
esear
ch
[
51
]
,
[
5
3
]
em
p
h
asized
th
at
in
th
e
p
r
o
ce
s
s
o
f
AI
to
o
ls
in
ter
v
en
in
g
in
ed
u
ca
tio
n
,
em
o
tio
n
al
s
u
p
p
o
r
t
s
tr
ateg
ies
s
h
o
u
ld
b
e
co
m
b
i
n
ed
to
r
e
d
u
ce
s
tu
d
e
n
ts
’
an
x
i
ety
,
in
cr
ea
s
e
th
eir
willin
g
n
ess
to
u
s
e
AI
an
d
en
h
an
ce
th
eir
s
en
s
e
o
f
s
elf
-
ef
f
ica
cy
.
T
h
is
k
in
d
o
f
s
tu
d
y
h
as
en
c
o
u
r
ag
e
d
th
e
s
h
if
t
in
th
e
f
u
n
ctio
n
o
f
AI
to
o
ls
f
r
o
m
co
g
n
itiv
e
in
ter
m
e
d
iar
y
to
p
s
y
ch
o
lo
g
ical
en
ab
ler
.
I
n
s
u
m
m
ar
y
,
th
e
u
tili
za
tio
n
o
f
AI
in
ed
u
ca
tio
n
h
as
g
o
n
e
b
ey
o
n
d
m
er
e
ass
is
tan
ce
in
teac
h
i
n
g
task
s
to
en
c
o
m
p
ass
th
e
h
o
lis
tic
d
ev
elo
p
m
en
t
o
f
s
tu
d
en
ts
’
em
o
tio
n
s
,
in
tellect,
an
d
m
o
tiv
atio
n
.
Fu
tu
r
e
s
tu
d
y
s
h
o
u
l
d
in
v
esti
g
ate
th
e
f
u
n
ctio
n
o
f
AI
i
n
cr
o
s
s
-
cu
ltu
r
al
ad
ap
tatio
n
to
f
ac
ilit
ate
a
p
r
o
f
o
u
n
d
in
teg
r
a
tio
n
o
f
tech
n
o
lo
g
y
an
d
ed
u
ca
tio
n
al
o
b
jectiv
es,
co
n
s
id
er
in
g
teac
h
er
s
u
p
p
o
r
t a
n
d
eth
ical
im
p
licatio
n
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
.
2
,
Ap
r
il
20
26
:
1
3
1
9
-
1
3
3
1
1326
3
.
3
.
Wha
t
a
r
e
t
he
benef
icia
l
imp
a
ct
s
o
f
AI
inte
g
ra
t
i
o
n
o
n
s
t
u
dent
lea
rning
,
a
nd
wha
t
cha
l
leng
es
do
es
it
enco
un
t
er
?
As
s
h
o
wn
in
T
ab
le
6
,
alth
o
u
g
h
AI
tech
n
o
lo
g
y
h
as
s
h
o
wn
s
u
b
s
tan
tial
ed
u
ca
tio
n
al
p
o
ten
ti
al,
r
elev
an
t
r
esear
ch
h
as
also
r
ev
ea
led
th
e
p
o
s
itiv
e
ef
f
ec
ts
an
d
p
o
te
n
tial
ch
allen
g
es
in
its
p
r
ac
tical
ap
p
l
icatio
n
.
I
n
teg
r
atin
g
AI
in
to
ed
u
ca
tio
n
is
a
p
r
o
s
p
e
ct
f
u
ll
o
f
o
p
p
o
r
tu
n
ities
,
b
u
t
it
also
b
r
in
g
s
s
ig
n
if
ican
t
ch
alle
n
g
es
an
d
r
eq
u
ir
es
eth
ical
co
n
s
id
er
atio
n
s
[
6
4
]
.
T
ab
le
6
.
B
en
ef
icial
im
p
ac
ts
an
d
ch
allen
g
es
o
f
AI
in
teg
r
atio
n
o
n
s
tu
d
en
t le
ar
n
in
g
N
o
.
A
u
t
h
o
r
B
e
n
e
f
i
c
i
a
l
i
m
p
a
c
t
s
C
h
a
l
l
e
n
g
e
s
1
[
41
]
P
e
r
so
n
a
l
i
z
e
d
l
e
a
r
n
i
n
g
a
n
d
su
p
p
o
r
t
Lo
ss
o
f
a
c
a
d
e
mi
c
i
n
t
e
g
r
i
t
y
a
n
d
t
h
e
r
i
s
k
o
f
d
e
p
e
n
d
e
n
c
y
2
[
4
2
]
En
h
a
n
c
e
a
c
c
e
ss
t
o
r
e
s
o
u
r
c
e
s,
c
u
l
t
u
r
a
l
u
n
d
e
r
st
a
n
d
i
n
g
,
a
n
d
e
n
g
a
g
e
m
e
n
t
Th
e
g
a
p
b
e
t
w
e
e
n
t
h
e
o
r
y
a
n
d
e
v
i
d
e
n
c
e
3
[
43
]
O
p
t
i
mi
z
i
n
g
c
o
l
l
a
b
o
r
a
t
i
v
e
l
e
a
r
n
i
n
g
r
e
g
u
l
a
t
i
o
n
r
e
c
o
g
n
i
t
i
o
n
I
n
t
h
e
a
b
s
e
n
c
e
o
f
s
t
r
a
t
e
g
i
e
s
,
me
t
a
c
o
g
n
i
t
i
v
e
i
n
t
e
r
v
e
n
t
i
o
n
s fa
i
l
.
4
[
44
]
C
u
l
t
i
v
a
t
e
A
I
l
i
t
e
r
a
c
y
a
n
d
e
mo
t
i
o
n
a
l
r
e
sp
o
n
s
i
b
i
l
i
t
y
S
t
r
u
c
t
u
r
a
l
r
e
so
u
r
c
e
i
n
e
q
u
a
l
i
t
y
5
[
45
]
I
mp
r
o
v
i
n
g
i
n
n
o
v
a
t
i
o
n
a
n
d
d
i
g
i
t
a
l
l
i
t
e
r
a
c
y
I
n
su
f
f
i
c
i
e
n
t
e
mp
i
r
i
c
a
l
r
e
se
a
r
c
h
l
i
m
i
t
s
u
n
d
e
r
s
t
a
n
d
i
n
g
6
[
46
]
En
h
a
n
c
e
l
e
a
r
n
i
n
g
w
i
l
l
i
n
g
n
e
ss,
a
u
t
o
n
o
m
y
a
n
d
s
e
n
se
o
f
so
c
i
a
l
v
a
l
u
e
Th
e
t
e
a
c
h
e
r
’
s
a
b
i
l
i
t
y
l
i
mi
t
s
t
h
e
st
u
d
e
n
t
s
’
d
e
v
e
l
o
p
m
e
n
t
7
[
47
]
P
r
o
mo
t
e
En
g
l
i
s
h
l
e
a
r
n
i
n
g
T
e
c
h
n
o
l
o
g
y
a
n
x
i
e
t
y
a
n
d
l
a
c
k
o
f
r
e
s
o
u
r
c
e
s
8
[
48
]
S
t
i
m
u
l
a
t
e
l
e
a
r
n
i
n
g
a
t
t
i
t
u
d
e
a
n
d
p
u
b
l
i
c
w
e
l
f
a
r
e
a
w
a
r
e
n
e
s
s
T
e
c
h
n
o
l
o
g
i
c
a
l
mi
s
u
n
d
e
r
st
a
n
d
i
n
g
s a
n
d
e
t
h
i
c
a
l
d
i
s
p
u
t
e
s
9
[
49
]
R
e
d
u
c
e
c
o
g
n
i
t
i
v
e
l
o
a
d
,
i
m
p
r
o
v
e
p
e
r
f
o
r
man
c
e
a
n
d
m
e
m
o
r
y
D
a
t
a
p
r
i
v
a
c
y
a
n
d
l
a
c
k
o
f
e
t
h
i
c
a
l
st
a
n
d
a
r
d
s
10
[
50
]
S
u
p
p
o
r
t
i
n
g
w
r
i
t
i
n
g
l
e
a
r
n
i
n
g
a
n
d
l
a
n
g
u
a
g
e
d
e
v
e
l
o
p
me
n
t
Lo
n
g
-
t
e
r
m
b
e
n
e
f
i
t
s
o
f
d
e
v
e
l
o
p
i
n
g
w
r
i
t
i
n
g
s
k
i
l
l
s
a
r
e
u
n
c
l
e
a
r
11
[
51
]
I
mp
r
o
v
e
l
e
a
r
n
i
n
g
e
f
f
i
c
i
e
n
c
y
a
n
d
a
d
a
p
t
mo
t
i
v
a
t
i
o
n
V
a
r
i
o
u
s
A
I
a
n
x
i
e
t
i
e
s
i
n
t
e
r
f
e
r
e
w
i
t
h
l
e
a
r
n
i
n
g
mo
t
i
v
a
t
i
o
n
12
[
52
]
I
mp
r
o
v
e
mo
t
i
v
a
t
i
o
n
,
e
n
g
a
g
e
me
n
t
a
n
d
p
o
s
i
t
i
v
e
c
o
g
n
i
t
i
o
n
I
n
c
l
u
s
i
o
n
a
n
d
d
i
v
e
r
s
i
t
y
r
e
sea
r
c
h
mi
ss
i
n
g
13
[
53
]
En
h
a
n
c
e
se
n
se
o
f
c
o
n
n
e
c
t
i
o
n
a
n
d
mai
n
t
a
i
n
i
n
t
r
i
n
s
i
c
mo
t
i
v
a
t
i
o
n
D
i
f
f
e
r
e
n
c
e
s
i
n
i
n
i
t
i
a
l
m
o
t
i
v
a
t
i
o
n
a
f
f
e
c
t
i
n
t
e
r
v
e
n
t
i
o
n
e
f
f
e
c
t
i
v
e
n
e
ss
14
[
54
]
I
mp
r
o
v
e
a
c
a
d
e
mi
c
p
e
r
f
o
r
m
a
n
c
e
a
n
d
i
n
t
r
i
n
s
i
c
m
o
t
i
v
a
t
i
o
n
Th
e
mec
h
a
n
i
sm
o
f
i
n
t
r
i
n
si
c
m
o
t
i
v
a
t
i
o
n
n
e
e
d
s
t
o
b
e
v
e
r
i
f
i
e
d
15
[
55
]
S
t
u
d
e
n
t
s
h
a
v
e
a
p
o
s
i
t
i
v
e
a
t
t
i
t
u
d
e
t
o
w
a
r
d
s
A
I
a
n
d
t
h
e
i
r
w
i
l
l
i
n
g
n
e
ss
t
o
l
e
a
r
n
i
s i
n
c
r
e
a
s
i
n
g
Th
e
r
e
i
s
a
n
x
i
e
t
y
a
b
o
u
t
A
I
l
e
a
r
n
i
n
g
3
.
3
.
1
.
P
o
s
it
iv
e
ef
f
ec
t
s
AI
h
elp
s
im
p
r
o
v
e
s
tu
d
en
ts
’
lan
g
u
ag
e
ab
ilit
y
,
lear
n
in
g
m
o
tiv
atio
n
,
d
ig
ital
liter
ac
y
an
d
s
o
cial
r
esp
o
n
s
ib
ilit
y
.
AI
h
elp
s
im
p
r
o
v
e
lear
n
in
g
o
u
tco
m
es,
s
u
ch
as
im
p
r
o
v
in
g
s
tu
d
e
n
ts
’
lan
g
u
ag
e
ab
ilit
y
,
wr
itin
g
s
k
ills
an
d
ac
ad
em
ic
p
er
f
o
r
m
an
ce
[
4
1
]
,
[
4
7
]
.
AI
ap
p
licati
o
n
s
ca
n
ef
f
ec
tiv
ely
e
n
h
an
ce
s
tu
d
en
ts
’
lear
n
in
g
en
g
ag
em
e
n
t,
lear
n
in
g
m
o
tiv
atio
n
an
d
p
o
s
itiv
e
attitu
d
e
to
war
d
s
lear
n
in
g
[
51
]
,
[
5
3
]
.
AI
en
v
ir
o
n
m
e
n
ts
s
u
p
p
o
r
t
s
tu
d
en
ts
in
d
ev
elo
p
i
n
g
d
ig
ita
l
liter
ac
y
,
cr
itical
th
in
k
in
g
a
n
d
c
r
ea
tiv
ity
,
an
d
p
r
o
m
o
te
t
h
eir
co
m
p
r
eh
e
n
s
iv
e
ab
ilit
y
im
p
r
o
v
em
en
t
[
45
]
.
AI
t
ec
h
n
o
lo
g
y
ca
n
also
b
e
u
s
ed
t
o
p
r
o
m
o
te
s
tu
d
en
ts
’
cu
ltu
r
al
u
n
d
er
s
tan
d
in
g
,
v
alu
e
ed
u
ca
tio
n
a
n
d
s
o
cial
r
esp
o
n
s
ib
ilit
y
[
42
]
,
[
44
].
3
.
3
.
2
.
P
o
t
ent
ia
l
p
r
o
blems
Alth
o
u
g
h
AI
h
as sh
o
wn
m
an
y
ad
v
an
tag
es in
ed
u
ca
tio
n
,
its
ap
p
licatio
n
s
till
f
ac
es m
u
ltip
le
c
h
allen
g
es,
s
u
ch
as
d
ep
en
d
en
ce
,
eth
ical
n
o
r
m
s
,
tech
n
o
lo
g
ical
an
x
iety
,
a
n
d
teac
h
er
s
’
ab
ilit
y
to
teac
h
lear
n
er
s
.
I
f
ev
e
r
y
o
n
e
r
elies
to
o
m
u
ch
o
n
AI
to
g
en
er
ate
co
n
ten
t,
th
e
o
r
ig
in
al
in
n
o
v
ativ
e
th
in
k
in
g
an
d
cr
itical
an
al
y
s
is
ab
ilit
y
wi
ll
b
e
wea
k
en
ed
[
41
]
.
T
h
e
ap
p
licatio
n
o
f
AI
in
v
o
lv
es
is
s
u
es
s
u
ch
a
s
to
o
l
ab
u
s
e
an
d
d
ata
s
ec
u
r
ity
,
an
d
th
e
eth
ical
a
n
d
p
er
f
o
r
m
an
ce
s
tan
d
a
r
d
s
o
f
AI
to
o
ls
ar
e
n
o
t
y
et
s
o
u
n
d
[
49
]
.
I
n
s
u
f
f
icien
t
r
eso
u
r
ce
s
,
tec
h
n
o
lo
g
ical
an
x
iety
,
an
x
iety
ca
u
s
ed
b
y
AI
,
o
r
d
if
f
e
r
en
ce
s
in
ab
ilit
y
r
e
d
u
ce
t
h
e
wi
llin
g
n
ess
to
u
s
e
AI
to
o
ls
,
af
f
e
ctin
g
th
eir
lear
n
in
g
o
u
tco
m
es
[
47
]
,
[
5
1
]
.
Stu
d
e
n
ts
’
ab
ilit
y
to
lear
n
AI
is
lim
ited
b
y
th
e
teac
h
in
g
a
b
ilit
y
o
f
tea
ch
er
s
,
an
d
th
er
e
is
also
a
lack
o
f
em
p
ir
ical
s
tu
d
y
o
n
h
o
w
AI
p
r
o
m
o
tes
th
e
ad
v
an
ce
m
en
t
o
f
2
1
s
t
-
ce
n
tu
r
y
s
k
ills
[
4
5
]
,
[
46
].
Me
an
wh
ile,
ex
is
tin
g
r
esear
ch
also
d
r
aws
atten
tio
n
to
d
ee
p
er
eth
ical
a
n
d
eq
u
ity
is
s
u
es,
s
u
ch
as
s
tu
d
en
t
d
ata
p
r
iv
ac
y
a
n
d
tr
a
n
s
p
ar
en
cy
in
t
ec
h
n
o
lo
g
y
u
s
e,
as
well
as
th
e
p
o
ten
tial
f
o
r
AI
to
e
x
ac
er
b
at
e
th
e
d
ig
ital
d
iv
id
e
.
Fu
r
th
er
m
o
r
e
,
s
ig
n
if
ican
t
d
if
f
e
r
en
ce
s
m
ay
ex
is
t
in
AI
ed
u
ca
tio
n
ac
r
o
s
s
d
if
f
er
en
t
r
eg
io
n
s
an
d
in
c
o
m
e
le
v
els;
th
er
ef
o
r
e,
f
u
tu
r
e
r
esear
ch
n
ee
d
s
to
in
co
r
p
o
r
ate
cr
o
s
s
-
r
eg
io
n
al
co
m
p
ar
is
o
n
s
to
en
s
u
r
e
th
e
ac
ce
s
s
ib
ilit
y
an
d
eq
u
ity
o
f
AI
a
p
p
licatio
n
s
.
4.
DIS
CU
SS
I
O
N
T
h
is
s
tu
d
y
s
y
s
tem
atica
lly
r
e
v
i
ews
th
e
th
eo
r
etica
l
b
asis
,
s
u
p
p
o
r
t
m
et
h
o
d
s
,
an
d
p
er
f
o
r
m
a
n
c
e
o
f
AI
in
lear
n
er
-
ce
n
ter
e
d
e
d
u
ca
tio
n
.
O
v
er
all,
th
e
r
esu
lts
in
d
icate
d
th
at
AI
h
as
d
e
m
o
n
s
tr
ated
a
g
r
ea
t
d
ea
l
o
f
p
r
o
m
is
e
in
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
Th
eo
r
etica
l m
o
d
els o
f A
I
in
s
t
u
d
en
t
-
ce
n
tered
e
d
u
ca
tio
n
:
a
s
ystema
tic
liter
a
tu
r
e
r
ev
iew
(
M
eiyu
Zen
g
)
1327
b
o
o
s
tin
g
s
tu
d
en
ts
’
m
o
tiv
atio
n
f
o
r
s
tu
d
y
in
g
,
r
eg
u
latin
g
co
g
n
itiv
e
lo
ad
,
an
d
ac
h
iev
in
g
p
e
r
s
o
n
alize
d
lear
n
in
g
.
As
Sh
i
an
d
Xu
[
6
5
]
p
r
o
p
o
s
ed
th
e
f
u
n
ctio
n
o
f
AI
in
ed
u
ca
tio
n
is
g
r
a
d
u
ally
s
h
if
tin
g
f
r
o
m
f
o
cu
s
in
g
o
n
m
ater
ial
p
er
f
o
r
m
an
ce
to
e
m
p
h
asizin
g
p
s
y
ch
o
lo
g
ical
em
p
o
wer
m
en
t.
I
n
r
esp
o
n
s
e
to
th
e
f
ir
s
t
r
esear
ch
q
u
esti
o
n
,
th
is
s
tu
d
y
s
u
m
m
ar
ized
1
1
co
r
e
th
eo
r
etica
l
f
r
a
m
ewo
r
k
s
,
in
clu
d
in
g
SDT
,
T
PB
,
T
AM
/U
T
AUT
,
co
g
n
itiv
e
lo
ad
th
eo
r
y
,
an
d
s
o
cio
cu
ltu
r
al
p
e
r
s
p
ec
tiv
e.
T
h
e
r
esear
ch
s
h
o
ws
a
clea
r
tr
en
d
o
f
cr
o
s
s
-
th
eo
r
et
ical
in
teg
r
atio
n
.
Fo
r
ex
am
p
le
,
C
h
ai
et
a
l.
[
46
]
co
m
b
in
ed
SDT
w
ith
T
P
B
to
ex
p
lain
s
tu
d
en
ts
’
b
eh
av
io
r
al
in
ten
tio
n
s
in
lear
n
in
g
AI
.
W
u
an
d
Z
h
an
g
[
45
]
in
te
g
r
ated
T
AM
,
DOI
,
an
d
d
ig
ital
liter
ac
y
th
eo
r
y
to
co
n
s
tr
u
ct
a
d
ev
elo
p
m
en
t
p
at
h
in
AI
ap
p
licatio
n
s
.
T
h
is
r
ef
lect
s
th
e
s
h
if
t
in
AI
ed
u
ca
tio
n
r
esear
ch
f
r
o
m
s
in
g
le
m
o
d
els
to
th
e
c
o
n
s
tr
u
ctio
n
o
f
s
y
s
tem
m
ec
h
an
is
m
s
.
T
h
is
p
atter
n
s
h
o
ws
th
at
r
esear
ch
o
n
AI
s
ch
o
o
lin
g
is
p
r
o
g
r
ess
iv
el
y
m
o
v
in
g
awa
y
f
r
o
m
u
s
in
g
a
s
in
g
le
th
eo
r
etica
l
m
o
d
el
an
d
to
war
d
u
s
in
g
th
e
co
m
p
lem
en
tar
ity
o
f
s
ev
er
al
t
h
eo
r
ies
to
e
x
p
lain
i
n
tr
icate
lear
n
in
g
m
ec
h
an
is
m
s
.
T
h
o
u
g
h
th
e
y
s
till
h
av
e
lim
its
in
ex
p
o
s
in
g
lo
n
g
-
ter
m
lear
n
i
n
g
o
u
tco
m
es
an
d
s
o
cio
-
c
u
ltu
r
al
elem
en
ts
,
th
eo
r
ies
th
at
f
o
cu
s
o
n
m
o
tiv
atio
n
a
n
d
tech
n
o
lo
g
y
ad
o
p
tio
n
(
lik
e
SDT
an
d
T
AM
)
h
av
e
a
lo
t
to
o
f
f
er
in
ter
m
s
o
f
d
escr
ib
in
g
lea
r
n
in
g
in
ten
ts
an
d
u
s
e
h
ab
its
.
T
h
is
is
th
e
ex
ac
t
s
itu
at
io
n
in
wh
ich
s
o
cio
-
cu
ltu
r
al
v
i
ewp
o
in
ts
an
d
co
g
n
itiv
e
th
eo
r
i
es
m
ay
s
u
cc
ess
f
u
lly
co
m
p
lem
en
t th
ese
co
n
s
tr
ain
ts
.
R
eg
ar
d
in
g
th
e
s
ec
o
n
d
r
esear
ch
q
u
esti
o
n
,
AI
to
o
ls
s
u
ch
a
s
C
h
atGPT
,
AI
ch
atb
o
ts
,
an
d
lear
n
in
g
an
aly
s
is
s
y
s
tem
s
ar
e
wid
ely
u
s
ed
in
s
ce
n
ar
io
s
s
u
ch
as
wr
iti
n
g
,
lan
g
u
ag
e
lear
n
in
g
,
p
e
r
s
o
n
alize
d
f
ee
d
b
ac
k
,
an
d
m
o
tiv
atio
n
al
s
u
p
p
o
r
t
[
41
]
,
[
4
2
]
.
AI
ca
n
n
o
t
o
n
ly
im
p
r
o
v
e
ex
p
r
ess
io
n
an
d
cr
ea
tiv
ity
[
45
]
b
u
t
also
h
elp
to
estab
lis
h
cu
ltu
r
al
id
en
tity
[
42
]
.
Ho
wev
er
,
th
ese
p
o
s
itiv
e
ef
f
ec
ts
d
o
n
o
t
o
cc
u
r
au
t
o
m
atica
lly
,
b
u
t
ar
e
h
ig
h
l
y
d
ep
en
d
e
n
t
o
n
i
n
s
tr
u
ctio
n
al
d
e
s
ig
n
an
d
em
o
tio
n
al
s
u
p
p
o
r
t
s
tr
ateg
ies.
T
h
e
b
e
n
ef
its
o
f
AI
t
o
o
ls
th
em
s
elv
es
ar
e
n
o
t a
u
to
m
atic,
a
n
d
th
e
y
n
ee
d
t
o
b
e
co
m
b
in
ed
with
e
m
o
tio
n
al
in
ter
v
en
tio
n
to
r
ed
u
ce
s
tu
d
en
t
s
’
an
x
iety
,
in
cr
ea
s
e
willin
g
n
ess
to
u
s
e,
an
d
e
n
h
a
n
ce
p
s
y
ch
o
lo
g
ical
e
m
p
o
wer
m
en
t
[
53
]
,
wh
ich
also
s
h
o
w
s
th
e
im
p
o
r
tan
ce
o
f
em
o
tio
n
al
s
u
p
p
o
r
t stra
teg
ies.
R
eg
ar
d
in
g
th
e
th
ir
d
r
esear
ch
q
u
esti
o
n
,
AI
h
as
ac
h
iev
ed
r
e
m
ar
k
ab
le
r
esu
lts
in
im
p
r
o
v
in
g
s
tu
d
en
ts
’
lan
g
u
ag
e
s
k
ills
an
d
lear
n
in
g
m
o
tiv
atio
n
[
47
],
[
5
2
]
,
b
u
t
it
h
as
also
ca
u
s
ed
p
r
o
b
lem
s
s
u
ch
as
d
ep
en
d
en
ce
,
d
ata
p
r
iv
ac
y
,
eth
ical
an
x
iety
an
d
t
ec
h
n
o
lo
g
ical
an
x
iety
[
41
]
,
[
5
1
]
.
E
s
p
ec
ially
in
t
h
e
ca
s
e
o
f
in
s
u
f
f
icien
t
s
u
p
p
o
r
t
f
r
o
m
teac
h
er
s
o
r
lac
k
o
f
em
o
t
io
n
al
r
eg
u
latio
n
[
46
]
,
th
e
e
d
u
ca
tio
n
al
v
alu
e
o
f
AI
in
te
g
r
atio
n
m
ay
b
e
lim
ited
.
Fu
r
th
er
m
o
r
e
,
alth
o
u
g
h
AI
h
as
s
h
o
wn
a
s
h
o
r
t
-
ter
m
ad
v
an
ta
g
e
in
wr
itin
g
s
u
p
p
o
r
t,
th
e
lo
n
g
-
ter
m
ef
f
ec
tiv
en
ess
o
f
AI
in
d
e
v
elo
p
in
g
wr
itin
g
s
k
ills
h
as b
ee
n
u
n
clea
r
f
o
r
a
lo
n
g
tim
e
[
50
].
T
h
er
ef
o
r
e,
AI
in
ed
u
ca
tio
n
is
m
o
r
e
th
an
ju
s
t
a
m
ea
n
s
o
f
d
is
s
em
in
atin
g
k
n
o
wled
g
e;
it
i
s
a
s
o
p
h
is
ticated
s
y
s
tem
th
at
in
c
o
r
p
o
r
ates
r
eg
u
latio
n
,
f
ee
d
b
ac
k
,
an
d
tailo
r
ed
in
s
tr
u
ctio
n
[
6
6
]
.
A
f
r
am
ewo
r
k
f
o
r
th
eo
r
etica
l
in
teg
r
atio
n
an
d
p
r
a
ctica
l
an
aly
s
is
is
d
ev
elo
p
ed
i
n
th
is
s
tu
d
y
.
Fu
t
u
r
e
s
tu
d
ies
m
i
g
h
t
co
n
ce
n
tr
ate
o
n
s
tu
d
en
t
p
s
y
ch
o
lo
g
ical
s
af
ety
,
teac
h
er
ass
i
s
tan
ce
,
an
d
tech
n
o
lo
g
y
f
air
n
ess
wh
ile
ex
ten
d
in
g
to
v
ar
io
u
s
ed
u
ca
tio
n
al
lev
els
an
d
cu
ltu
r
al
b
ac
k
g
r
o
u
n
d
s
.
Fu
tu
r
e
r
esear
ch
co
u
ld
em
p
lo
y
m
ix
ed
a
p
p
r
o
ac
h
es
o
r
lo
n
g
itu
d
in
al
s
tu
d
y
d
esig
n
s
to
em
p
ir
ically
ex
am
in
e
th
e
m
ec
h
an
is
m
s
b
y
wh
ich
cr
o
s
s
-
th
eo
r
etica
l
f
r
am
e
wo
r
k
s
f
u
n
ctio
n
at
d
if
f
er
en
t
s
tag
es
o
f
lea
r
n
in
g
,
th
er
eb
y
m
o
r
e
s
y
s
tem
atica
lly
v
alid
atin
g
t
h
eir
lo
n
g
-
ter
m
ef
f
ec
ts
o
n
lear
n
in
g
m
o
tiv
atio
n
an
d
em
o
tio
n
r
eg
u
l
atio
n
.
Acc
o
r
d
in
g
t
o
E
d
en
et
a
l
.
[
6
4
]
,
b
y
f
o
s
t
e
r
i
n
g
a
m
o
r
e
d
y
n
a
m
i
c
an
d
im
m
er
s
iv
e
lear
n
in
g
en
v
ir
o
n
m
en
t,
AI
h
as
p
r
o
m
is
e
f
o
r
g
r
ea
tly
e
n
h
an
ci
n
g
s
tu
d
en
t e
n
g
ag
e
m
en
t a
n
d
lear
n
i
n
g
r
esu
lts
.
Ad
d
itio
n
ally
,
th
er
e
a
r
e
s
till
a
n
u
m
b
er
o
f
im
p
o
r
tan
t
g
a
p
s
in
th
e
liter
atu
r
e.
L
o
n
g
itu
d
in
al
in
f
o
r
m
atio
n
ab
o
u
t
th
e
lo
n
g
-
te
r
m
im
p
ac
ts
o
f
AI
o
n
lear
n
in
g
is
s
till
s
ca
r
ce
,
f
o
r
in
s
tan
ce
,
an
d
t
h
e
m
ajo
r
ity
o
f
th
e
r
esear
ch
th
at
is
n
o
w
av
ailab
le
co
n
ce
n
tr
ates
o
n
s
h
o
r
t
-
ter
m
ef
f
ec
ts
r
ath
er
th
an
r
ev
ea
lin
g
th
e
co
n
s
eq
u
en
ce
s
o
f
p
r
o
lo
n
g
e
d
AI
u
s
e
o
n
lear
n
in
g
m
o
tiv
atio
n
,
au
to
n
o
m
y
,
an
d
co
m
p
eten
ce
d
ev
elo
p
m
e
n
t.
L
astl
y
,
cu
r
r
e
n
t
ed
u
ca
tio
n
al
th
eo
r
ies
ar
e
s
till
in
ad
eq
u
ate
in
u
n
d
er
s
t
an
d
in
g
t
h
e
lear
n
in
g
m
ec
h
a
n
is
m
s
o
f
em
o
tio
n
-
awa
r
e
s
y
s
tem
s
an
d
g
e
n
er
ativ
e
AI
d
u
e
to
th
e
r
ap
i
d
ad
v
a
n
ce
m
en
t
o
f
AI
tech
n
o
l
o
g
ies.
Fu
tu
r
e
r
es
ea
r
ch
n
ee
d
s
to
ad
v
an
ce
m
o
r
e
c
o
n
tex
tu
al
o
r
h
y
b
r
id
th
eo
r
etica
l f
r
am
ewo
r
k
s
to
ad
a
p
t to
th
e
n
ew
lear
n
in
g
c
h
ar
ac
t
er
is
tics
o
f
th
e
AI
er
a.
5.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
s
y
s
tem
atica
lly
ca
teg
o
r
izes
th
e
ap
p
licatio
n
s
,
s
u
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g
tech
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n
d
in
teg
r
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th
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r
ies
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in
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tu
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w
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a
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in
th
is
s
tu
d
y
.
RE
F
E
R
E
NC
E
S
[
1
]
G.
-
J.
H
w
a
n
g
,
H
.
X
i
e
,
B
.
W
.
W
a
h
,
a
n
d
D
.
G
a
š
e
v
i
ć
,
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i
s
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h
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s
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s
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ssu
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s
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f
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c
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t
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n
,
”
C
o
m
p
u
t
e
rs
a
n
d
E
d
u
c
a
t
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o
n
:
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i
f
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c
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1
.
[
2
]
J.
W
.
C
o
l
l
i
n
s I
I
I
,
T
h
e
G
ree
n
w
o
o
d
D
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c
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ry
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E
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.
W
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s
t
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T:
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5
0
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0
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9
7
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0
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8
.
[
3
]
X
.
C
h
e
n
,
H
.
X
i
e
,
a
n
d
G
.
-
J.
H
w
a
n
g
,
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mu
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j
o
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l
s
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s
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w
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r
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o
o
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,
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t
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t
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t
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n
s,
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n
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sea
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s,”
C
o
m
p
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t
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rs
a
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d
E
d
u
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a
t
i
o
n
:
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f
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,
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.
[
4
]
J.
H
u
a
n
g
,
S
.
S
a
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h
,
a
n
d
Y
.
Li
u
,
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,”
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.
[
5
]
G.
-
J.
H
w
a
n
g
,
“
D
e
f
i
n
i
t
i
o
n
,
f
r
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mew
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k
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sea
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a
r
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s
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t
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,
”
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m
a
rt
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En
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[
6
]
H
.
I
.
H
a
sesk
i
,
“
W
h
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t
d
o
T
u
r
k
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s
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-
serv
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c
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?
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a
l
J
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a
l
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m
p
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E
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[
7
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T.
A
d
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g
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e
l
,
M
.
H
.
K
a
y
a
,
a
n
d
F
.
K
.
C
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n
su
,
“
R
e
v
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i
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d
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A
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:
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x
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l
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sf
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mat
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T,
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m
p
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[
8
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A
.
S
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v
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