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f
f
e
cti
v
e
n
ess
o
f
A
I
S
is
n
o
t
s
o
le
ly
d
et
e
r
m
i
n
ed
b
y
s
y
s
te
m
ca
p
a
b
i
lit
ies
b
u
t
is
als
o
s
h
a
p
e
d
b
y
le
ar
n
er
s
’
co
g
n
it
i
v
e
,
m
o
ti
v
at
io
n
al
,
a
n
d
tec
h
n
o
l
o
g
ic
al
d
is
p
o
s
it
io
n
s
.
E
x
is
ti
n
g
lit
er
at
u
r
e
o
n
A
I
-
s
u
p
p
o
r
te
d
l
ea
r
n
in
g
h
as
e
x
p
lo
r
ed
a
r
an
g
e
o
f
l
ea
r
n
e
r
-
r
e
lat
ed
f
ac
t
o
r
s
,
in
cl
u
d
in
g
co
g
n
it
iv
e
en
g
a
g
em
en
t
(
C
E
)
,
s
e
lf
-
r
e
g
u
la
ted
l
ea
r
n
i
n
g
(
SR
L
)
,
p
e
r
c
ei
v
e
d
ea
s
e
o
f
u
s
e
(
PEO
U
)
,
a
n
d
te
ch
n
o
l
o
g
y
-
r
el
at
ed
s
elf
-
e
f
f
ic
ac
y
[
1
8
]
–
[
2
3
]
.
CE
h
as
b
e
e
n
s
h
o
w
n
t
o
in
f
l
u
en
ce
h
o
w
le
ar
n
e
r
s
i
n
t
er
ac
t
w
it
h
i
n
s
tr
u
ct
io
n
al
s
u
p
p
o
r
t
,
af
f
e
cti
n
g
t
h
e
d
e
p
t
h
o
f
in
f
o
r
m
a
tio
n
p
r
o
ce
s
s
i
n
g
a
n
d
c
o
n
ce
p
t
u
a
l
in
te
g
r
ati
o
n
[
2
4
]
–
[
2
6
]
.
Si
m
il
a
r
l
y
,
SR
L
h
as
b
ee
n
id
e
n
t
if
ie
d
as
a
k
e
y
d
et
er
m
i
n
a
n
t
o
f
s
u
c
ce
s
s
f
u
l
e
n
g
a
g
e
m
e
n
t
w
i
th
d
i
g
it
al
le
ar
n
i
n
g
e
n
v
ir
o
n
m
e
n
ts
,
as
l
ea
r
n
er
s
w
it
h
s
tr
o
n
g
s
el
f
-
r
e
g
u
lat
o
r
y
s
k
il
ls
ar
e
b
et
te
r
e
q
u
ip
p
ed
t
o
p
la
n
,
m
o
n
it
o
r
,
a
n
d
e
v
al
u
a
te
t
h
ei
r
le
a
r
n
i
n
g
w
h
en
s
u
p
p
o
r
te
d
b
y
AI
s
y
s
t
em
s
[
5
]
,
[
2
7
]
–
[
2
9
]
.
F
r
o
m
a
tec
h
n
o
l
o
g
ic
al
p
e
r
s
p
e
cti
v
e
,
PEO
U
r
em
ai
n
s
a
ce
n
t
r
a
l
f
a
ct
o
r
in
f
l
u
e
n
ci
n
g
lea
r
n
e
r
s
’
a
cc
ep
ta
n
c
e
an
d
s
u
s
tai
n
e
d
i
n
te
r
a
cti
o
n
wit
h
AI
-
e
n
h
a
n
ce
d
ed
u
ca
ti
o
n
a
l
to
o
ls
[
3
0
]
–
[
3
2
]
.
I
n
p
a
r
allel,
AI
s
elf
-
e
f
f
icac
y
(
AI
SE)
h
as
g
ain
e
d
in
cr
ea
s
in
g
atten
tio
n
as
an
im
p
o
r
ta
n
t
lear
n
er
ch
ar
ac
ter
is
tic,
r
ef
lectin
g
in
d
iv
id
u
als’
co
n
f
id
e
n
ce
in
th
eir
ab
ilit
y
to
u
s
e
an
d
b
en
ef
it
f
r
o
m
AI
tech
n
o
lo
g
ie
s
[
3
1
]
–
[
3
5
]
.
Stu
d
ies
s
u
g
g
est
th
a
t
lear
n
er
s
with
h
ig
h
er
AI
SE
a
r
e
m
o
r
e
lik
el
y
to
en
g
ag
e
ac
tiv
ely
with
AI
-
b
ase
d
s
y
s
tem
s
,
ex
p
er
im
en
t
with
a
d
v
an
ce
d
f
ea
tu
r
es,
a
n
d
p
er
s
is
t
wh
en
en
c
o
u
n
ter
i
n
g
c
h
allen
g
es.
Ad
d
itio
n
ally
,
th
e
p
er
ce
iv
e
d
AI
-
b
ased
s
ca
f
f
o
ld
in
g
q
u
ality
(
AI
SQ)
—
s
u
ch
as
clar
ity
,
r
ele
v
an
ce
,
a
n
d
ad
ap
tiv
en
ess
o
f
s
u
p
p
o
r
t
—
h
as
b
ee
n
ass
o
ciate
d
with
p
o
s
itiv
e
lear
n
in
g
ex
p
e
r
ien
ce
s
an
d
o
u
tco
m
es
[
3
6
]
.
De
s
p
ite
th
ese
in
s
ig
h
ts
,
p
r
io
r
r
esear
c
h
ten
d
s
to
e
x
am
in
e
th
ese
co
n
s
tr
u
cts in
is
o
latio
n
,
r
esu
ltin
g
in
f
r
a
g
m
en
ted
e
x
p
lan
atio
n
s
o
f
h
o
w
AI
S
f
u
n
ctio
n
s
with
in
co
m
p
le
x
lear
n
in
g
ec
o
s
y
s
tem
s
.
A
cr
itical
g
ap
in
th
e
liter
atu
r
e
lies
in
th
e
lim
ited
th
eo
r
etica
l
in
teg
r
atio
n
o
f
co
g
n
itiv
e,
m
o
ti
v
atio
n
al,
an
d
tech
n
o
l
o
g
ical
f
a
cto
r
s
as
jo
in
t
d
eter
m
in
an
ts
o
f
AI
S
.
Mo
s
t
ex
is
tin
g
s
tu
d
ies
co
n
ce
p
tu
alize
s
ca
f
f
o
l
d
in
g
as
a
f
ix
e
d
in
s
tr
u
ctio
n
al
f
ea
tu
r
e
o
r
a
s
y
s
tem
attr
ib
u
te,
r
ath
er
th
an
as
a
co
n
s
tr
u
ct
s
h
ap
ed
b
y
lear
n
er
s
’
u
n
d
er
s
tan
d
in
g
,
e
n
g
ag
em
e
n
t,
s
elf
-
r
eg
u
latio
n
,
a
n
d
p
er
ce
p
tio
n
s
o
f
AI
[
3
7
]
–
[
4
0
]
.
C
o
n
s
eq
u
en
tly
,
th
e
m
ec
h
an
is
m
s
th
r
o
u
g
h
wh
ich
lear
n
e
r
-
ce
n
ter
ed
f
ac
to
r
s
co
n
tr
ib
u
te
to
th
e
p
er
ce
iv
e
d
ef
f
ec
tiv
en
ess
o
f
AI
S
r
em
ai
n
in
s
u
f
f
icien
tly
ar
ticu
lated
.
T
h
is
lim
itatio
n
r
estricts
t
h
e
d
ev
elo
p
m
en
t
o
f
co
m
p
r
eh
e
n
s
iv
e
th
e
o
r
etica
l
m
o
d
els
ca
p
ab
le
o
f
ex
p
lain
in
g
h
o
w
AI
-
s
u
p
p
o
r
ted
s
ca
f
f
o
ld
i
n
g
o
p
er
ates
in
au
th
en
tic
ed
u
ca
tio
n
al
co
n
tex
ts
.
Fu
r
th
er
m
o
r
e
,
em
p
ir
ical
r
esear
ch
o
n
AI
S
h
as
b
ee
n
p
r
ed
o
m
i
n
an
tly
co
n
d
u
cted
in
W
ester
n
o
r
s
cien
ce
,
tech
n
o
lo
g
y
,
e
n
g
in
ee
r
i
n
g
,
a
n
d
m
ath
em
atics
(
STE
M
)
-
o
r
ien
te
d
s
ettin
g
s
,
with
r
elativ
ely
litt
le
atten
tio
n
g
i
v
en
t
o
teac
h
er
ed
u
ca
tio
n
p
r
o
g
r
am
s
in
d
ev
elo
p
in
g
co
u
n
tr
ies
[
4
1
]
–
[
4
4
]
.
T
h
is
g
ap
is
p
ar
ticu
lar
ly
co
n
s
eq
u
en
tial
in
co
n
tex
ts
s
u
ch
as
I
n
d
o
n
esia,
wh
er
e
f
u
t
u
r
e
teac
h
e
r
s
ar
e
ex
p
ec
ted
to
in
teg
r
ate
AI
tech
n
o
lo
g
i
es
in
to
in
s
tr
u
ctio
n
al
p
r
ac
tice
d
esp
ite
v
ar
iatio
n
s
in
d
ig
ital
r
ea
d
in
ess
an
d
in
s
titu
tio
n
al
in
f
r
astru
ctu
r
e
[
1
7
]
,
[
4
5
]
.
Un
d
er
s
tan
d
in
g
h
o
w
teac
h
er
ed
u
ca
tio
n
s
tu
d
en
ts
p
er
ce
iv
e
an
d
ex
p
er
ien
ce
AI
S
is
th
er
ef
o
r
e
ess
en
tial
f
o
r
en
s
u
r
i
n
g
t
h
at
AI
ad
o
p
tio
n
in
ed
u
ca
tio
n
is
p
ed
ag
o
g
ically
m
e
an
in
g
f
u
l
r
ath
er
th
an
tech
n
o
lo
g
ically
d
r
iv
en
.
Ad
d
r
ess
in
g
th
ese
g
ap
s
,
th
e
p
r
esen
t
s
tu
d
y
ad
v
an
ce
s
th
e
liter
atu
r
e
b
y
p
o
s
itio
n
in
g
AI
S
as
a
lear
n
er
-
in
f
lu
en
ce
d
co
n
s
tr
u
ct
s
h
ap
e
d
b
y
CU
,
CE
,
SR
L
,
PEOU
,
AI
SE
,
an
d
p
er
ce
iv
ed
s
ca
f
f
o
ld
in
g
q
u
ality
.
T
h
is
s
tu
d
y
is
am
o
n
g
th
e
f
ir
s
t
to
ex
am
in
e
AI
S
in
I
n
d
o
n
esian
teac
h
er
ed
u
ca
tio
n
u
s
in
g
a
p
ar
tial
least
s
q
u
ar
es
s
tr
u
ctu
r
al
eq
u
atio
n
m
o
d
elin
g
(
PLS
-
SEM
)
ap
p
r
o
ac
h
,
en
ab
lin
g
th
e
s
im
u
ltan
eo
u
s
a
n
aly
s
is
o
f
m
u
ltip
le
co
g
n
itiv
e,
m
o
tiv
atio
n
al,
an
d
tech
n
o
l
o
g
ical
d
ete
r
m
in
an
ts
with
in
a
s
in
g
le
ex
p
lan
ato
r
y
f
r
am
ewo
r
k
.
B
y
f
o
cu
s
in
g
o
n
I
n
d
o
n
esian
teac
h
er
ed
u
ca
tio
n
s
tu
d
en
ts
,
th
is
r
e
s
ea
r
ch
co
n
t
r
ib
u
tes
n
o
v
el
in
s
ig
h
ts
f
r
o
m
a
n
u
n
d
e
r
r
ep
r
esen
ted
c
o
n
tex
t,
en
r
ich
i
n
g
g
lo
b
al
d
is
cu
s
s
io
n
s
o
n
AI
-
en
h
an
ce
d
lear
n
in
g
.
T
h
e
n
o
v
elty
o
f
t
h
is
s
tu
d
y
lie
s
in
its
r
ec
o
n
ce
p
tu
aliza
tio
n
o
f
AI
S
as
an
o
u
tc
o
m
e
o
f
lear
n
er
s
’
co
g
n
itiv
e
a
n
d
tech
n
o
lo
g
ical
r
ea
d
in
ess
,
r
ath
e
r
th
an
m
er
ely
a
f
u
n
ctio
n
o
f
s
y
s
tem
d
esig
n
.
B
y
in
teg
r
atin
g
m
u
ltip
le
th
eo
r
etica
lly
g
r
o
u
n
d
ed
p
r
e
d
icto
r
s
with
in
a
s
in
g
le
ex
p
lan
ato
r
y
f
r
am
ewo
r
k
an
d
s
itu
atin
g
th
e
in
v
esti
g
at
io
n
with
in
teac
h
er
ed
u
ca
tio
n
in
a
d
ev
elo
p
i
n
g
co
u
n
tr
y
co
n
te
x
t,
th
is
r
esear
ch
ex
ten
d
s
cu
r
r
en
t
s
ch
o
lar
s
h
ip
an
d
p
r
o
v
id
es
a
r
o
b
u
s
t
f
o
u
n
d
atio
n
f
o
r
th
e
d
esig
n
o
f
le
ar
n
er
-
ce
n
te
r
ed
AI
S
in
h
ig
h
er
e
d
u
ca
tio
n
.
2.
L
I
T
E
R
AT
U
RE
R
E
VI
E
W
AI
S
r
ef
er
s
to
th
e
u
s
e
o
f
AI
to
p
r
o
v
id
e
a
d
ap
tiv
e
in
s
tr
u
cti
o
n
al
s
u
p
p
o
r
t
th
at
r
esp
o
n
d
s
t
o
lear
n
er
s
’
co
g
n
itiv
e
s
tates,
lear
n
in
g
p
r
o
g
r
ess
,
an
d
in
ter
ac
tio
n
p
atter
n
s
[
4
]
,
[
4
6
]
,
[
4
7
]
.
R
o
o
ted
in
co
n
s
tr
u
ctiv
is
t
lear
n
in
g
th
eo
r
y
,
s
ca
f
f
o
ld
i
n
g
f
ac
ilit
ates
k
n
o
wled
g
e
c
o
n
s
tr
u
ctio
n
b
y
o
f
f
er
in
g
g
u
id
an
ce
th
at
is
g
r
a
d
u
ally
with
d
r
awn
as
lear
n
er
s
g
ain
co
m
p
eten
ce
[
4
8
]
–
[
5
1
]
.
I
n
AI
-
e
n
h
an
ce
d
e
n
v
ir
o
n
m
e
n
ts
,
s
ca
f
f
o
ld
i
n
g
is
n
o
lo
n
g
er
s
tatic
b
u
t
d
y
n
am
ically
ad
j
u
s
ted
th
r
o
u
g
h
d
ata
-
d
r
iv
e
n
alg
o
r
ith
m
s
,
e
n
ab
lin
g
p
er
s
o
n
alize
d
f
ee
d
b
ac
k
,
h
in
ts
,
an
d
p
r
o
m
p
ts
th
at
s
u
p
p
o
r
t
CU
an
d
s
elf
-
d
ir
ec
ted
lear
n
in
g
.
Prio
r
s
tu
d
ies
h
av
e
d
em
o
n
s
tr
ated
th
at
AI
S
ca
n
en
h
an
ce
lear
n
in
g
o
u
tco
m
es,
en
g
ag
e
m
en
t,
an
d
m
etac
o
g
n
itiv
e
awa
r
e
n
ess
b
y
a
lig
n
in
g
in
s
tr
u
ctio
n
al
s
u
p
p
o
r
t
with
in
d
iv
id
u
al
lear
n
er
n
ee
d
s
[
5
2
]
–
[
5
4
]
.
Ho
wev
e
r
,
th
e
p
er
ce
iv
ed
ef
f
ec
tiv
e
n
ess
o
f
AI
S
is
in
f
lu
en
ce
d
n
o
t
o
n
l
y
b
y
s
y
s
tem
d
esig
n
b
u
t
also
b
y
l
ea
r
n
er
s
’
co
g
n
itiv
e
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
2
6
:
1
0
6
0
-
1
0
7
8
1062
r
ea
d
in
ess
,
m
o
tiv
atio
n
al
d
is
p
o
s
itio
n
s
,
an
d
tech
n
o
lo
g
ical
p
e
r
ce
p
tio
n
s
.
C
o
n
s
eq
u
e
n
tly
,
AI
S
is
co
n
ce
p
tu
alize
d
in
th
is
s
tu
d
y
as
a
laten
t
co
n
s
tr
u
ct
s
h
ap
ed
b
y
m
u
ltip
le
lear
n
er
-
ce
n
ter
e
d
f
ac
t
o
r
s
r
ath
er
th
an
m
er
ely
as
a
tech
n
o
lo
g
ical
f
ea
tu
r
e.
2
.
1
.
Co
ncept
ua
l und
er
s
t
a
nd
ing
a
nd
AI
-
ba
s
ed
s
ca
f
f
o
ldi
ng
CU
r
ep
r
esen
ts
lear
n
er
s
’
ab
ilit
y
to
in
teg
r
ate,
tr
an
s
f
er
,
a
n
d
ap
p
ly
k
n
o
wled
g
e
ac
r
o
s
s
co
n
tex
ts
.
I
n
co
n
s
tr
u
ctiv
is
t
lear
n
in
g
e
n
v
ir
o
n
m
en
ts
,
s
tu
d
en
ts
with
s
tr
o
n
g
er
CU
ar
e
b
etter
eq
u
ip
p
ed
t
o
in
ter
p
r
et
in
s
tr
u
ctio
n
al
cu
es,
m
ak
e
s
en
s
e
o
f
f
ee
d
b
ac
k
,
a
n
d
ac
tiv
ely
en
g
ag
e
with
s
ca
f
f
o
ld
in
g
m
e
ch
an
is
m
s
.
Pre
v
io
u
s
r
esear
ch
h
as
s
h
o
wn
th
at
lea
r
n
er
s
’
p
r
io
r
co
n
ce
p
tu
al
k
n
o
wled
g
e
in
f
l
u
en
ce
s
h
o
w
ef
f
e
ctiv
ely
th
ey
u
tili
ze
s
ca
f
f
o
ld
in
g
,
as
d
ee
p
er
u
n
d
er
s
tan
d
in
g
allo
ws
lear
n
er
s
to
c
o
n
n
ec
t
n
ew
in
f
o
r
m
atio
n
with
ex
is
tin
g
co
g
n
itiv
e
s
ch
em
as
[
3
9
]
,
[
4
6
]
,
[
4
7
]
,
[
5
1
]
,
[
5
5
]
–
[
5
7
]
.
W
ith
in
AI
-
s
u
p
p
o
r
t
ed
lear
n
in
g
co
n
tex
ts
,
CU
m
ay
s
h
ap
e
h
o
w
lear
n
er
s
p
er
ce
iv
e
th
e
r
elev
an
ce
an
d
u
s
ef
u
ln
ess
o
f
AI
-
g
e
n
er
ated
g
u
i
d
an
ce
.
Stu
d
e
n
ts
wh
o
p
o
s
s
ess
clea
r
er
co
n
ce
p
tu
al
f
r
am
ewo
r
k
s
ar
e
m
o
r
e
lik
ely
to
r
ec
o
g
n
ize
th
e
v
al
u
e
o
f
ad
ap
tiv
e
h
in
ts
a
n
d
ex
p
lan
atio
n
s
p
r
o
v
id
ed
b
y
AI
s
y
s
tem
s
,
th
er
eb
y
en
h
a
n
cin
g
th
eir
p
er
ce
p
tio
n
o
f
AI
S
[
5
8
]
–
[
6
2
]
.
Desp
ite
t
h
is
th
eo
r
etica
l
r
el
ev
an
ce
,
CU
is
o
f
ten
tr
ea
ted
s
o
lely
as
a
lear
n
in
g
o
u
tco
m
e
r
ath
er
th
a
n
as
a
co
n
tr
ib
u
tin
g
f
ac
to
r
to
s
ca
f
f
o
ld
in
g
ef
f
ec
tiv
e
n
ess
.
Ad
d
r
ess
in
g
th
is
g
ap
,
th
e
p
r
ese
n
t stu
d
y
p
o
s
itio
n
s
CU
as a
n
an
tece
d
en
t o
f
AI
S
.
−
H1
:
CU
h
as a
p
o
s
itiv
e
ef
f
ec
t o
n
AI
S
.
2
.
2
.
AI
-
ba
s
ed
s
ca
f
f
o
ldi
ng
qu
a
lity
a
nd
AI
-
ba
s
ed
s
ca
f
f
o
ldi
ng
Per
ce
iv
ed
AI
SQ
en
co
m
p
ass
es
lear
n
er
s
’
e
v
alu
atio
n
s
o
f
clar
it
y
,
r
elev
a
n
ce
,
ac
c
u
r
ac
y
,
an
d
ad
ap
tiv
en
ess
o
f
AI
-
p
r
o
v
id
ed
in
s
tr
u
ctio
n
al
s
u
p
p
o
r
t.
Hig
h
-
q
u
ality
s
ca
f
f
o
ld
i
n
g
is
c
h
ar
ac
ter
ized
b
y
tim
ely
f
ee
d
b
ac
k
,
co
n
tex
t
-
s
en
s
itiv
e
g
u
id
an
ce
,
an
d
alig
n
m
en
t
with
lear
n
in
g
o
b
jectiv
es
.
Prio
r
s
tu
d
ies
in
in
tellig
en
t
t
u
to
r
in
g
s
y
s
tem
s
an
d
ad
ap
tiv
e
lear
n
in
g
en
v
ir
o
n
m
en
ts
in
d
icate
th
at
p
er
ce
iv
e
d
s
ca
f
f
o
ld
in
g
q
u
ality
s
ig
n
if
ica
n
tly
in
f
lu
en
ce
s
lear
n
er
s
atis
f
ac
tio
n
,
en
g
ag
em
en
t,
an
d
p
er
ce
iv
ed
lear
n
i
n
g
ef
f
ec
tiv
e
n
ess
[
6
3
]
–
[
6
7
]
.
W
h
en
lear
n
e
r
s
p
er
ce
iv
e
AI
S
as
co
h
er
en
t
an
d
r
esp
o
n
s
iv
e
to
th
eir
n
ee
d
s
,
th
ey
ar
e
m
o
r
e
lik
el
y
to
tr
u
s
t
an
d
r
ely
o
n
th
e
s
y
s
tem
[
3
8
]
,
[
3
9
]
,
[
6
3
]
,
[
6
8
]
.
C
o
n
v
er
s
ely
,
p
o
o
r
ly
d
esi
g
n
ed
s
ca
f
f
o
ld
i
n
g
m
ay
b
e
p
er
c
eiv
ed
as
in
tr
u
s
iv
e
o
r
ir
r
elev
a
n
t,
u
n
d
er
m
in
in
g
its
in
s
tr
u
ctio
n
al
v
alu
e.
Alth
o
u
g
h
s
y
s
tem
q
u
ality
h
as
b
ee
n
wid
ely
ex
am
in
e
d
in
tech
n
o
l
o
g
y
-
en
h
an
ce
d
lear
n
in
g
r
esear
ch
,
its
s
p
ec
if
ic
r
o
le
in
s
h
ap
in
g
o
v
er
all
p
er
ce
p
tio
n
s
o
f
AI
S
r
em
ain
s
u
n
d
er
ex
p
l
o
r
ed
.
T
h
is
s
tu
d
y
ad
d
r
ess
es
th
is
lim
itatio
n
b
y
ex
am
in
i
n
g
t
h
e
d
ir
ec
t in
f
l
u
en
ce
o
f
AI
SQ
o
n
AI
S
as a
lear
n
er
-
p
er
ce
iv
ed
c
o
n
s
tr
u
ct.
−
H2
:
AI
SQ
h
as a
p
o
s
itiv
e
ef
f
ec
t o
n
AI
S
.
2
.
3
.
Co
g
nitiv
e
eng
a
g
em
ent
a
nd
AI
-
ba
s
e
d sca
f
f
o
ldi
ng
C
E
r
ef
er
s
to
th
e
d
eg
r
ee
to
wh
ich
lear
n
er
s
in
v
est
ef
f
o
r
t
in
u
n
d
er
s
tan
d
in
g
lear
n
in
g
m
ater
ials
,
em
p
lo
y
in
g
d
ee
p
lea
r
n
in
g
s
tr
ateg
ies,
an
d
p
er
s
is
tin
g
in
c
o
m
p
l
ex
task
s
.
Hig
h
ly
en
g
a
g
ed
lear
n
er
s
ar
e
m
o
r
e
lik
ely
to
ac
tiv
ely
p
r
o
ce
s
s
in
s
tr
u
ctio
n
al
in
p
u
t,
r
ef
lect
o
n
f
ee
d
b
ac
k
,
an
d
ap
p
ly
g
u
id
an
ce
to
p
r
o
b
le
m
-
s
o
lv
in
g
ac
tiv
ities
.
I
n
d
ig
ital
lea
r
n
in
g
en
v
i
r
o
n
m
e
n
ts
,
C
E
h
as
b
ee
n
id
en
tifie
d
as
a
cr
itical
f
ac
to
r
in
f
l
u
en
cin
g
h
o
w
lear
n
er
s
in
ter
a
ct
with
ad
ap
tiv
e
in
s
tr
u
ctio
n
al
s
u
p
p
o
r
ts
[
5
2
]
,
[
6
9
]
–
[
7
3
]
.
AI
S
is
d
esig
n
ed
t
o
s
tim
u
late
C
E
b
y
p
r
o
m
p
tin
g
r
e
f
lectio
n
,
p
r
o
v
id
i
n
g
ex
p
la
n
ato
r
y
f
ee
d
b
ac
k
,
an
d
en
co
u
r
ag
in
g
h
ig
h
e
r
-
o
r
d
er
th
in
k
in
g
[
3
]
,
[
1
3
]
.
Ho
wev
er
,
th
e
ef
f
ec
tiv
en
ess
o
f
s
u
ch
s
ca
f
f
o
ld
i
n
g
d
e
p
en
d
s
o
n
lear
n
er
s
’
willin
g
n
ess
to
en
g
ag
e
co
g
n
itiv
ely
with
th
e
s
y
s
tem
.
L
ea
r
n
er
s
with
h
ig
h
er
lev
els
o
f
C
E
ar
e
m
o
r
e
lik
ely
to
p
er
ce
iv
e
AI
S
as
m
ea
n
in
g
f
u
l
an
d
s
u
p
p
o
r
tiv
e,
wh
er
ea
s
d
is
en
g
ag
ed
lear
n
er
s
m
ay
u
n
d
er
u
tili
ze
o
r
d
is
r
eg
ar
d
AI
-
p
r
o
v
id
ed
g
u
id
an
ce
.
Desp
ite
its
im
p
o
r
ta
n
ce
,
C
E
is
o
f
ten
ex
am
i
n
ed
as a
n
o
u
tco
m
e
r
ath
er
th
a
n
as a
d
eter
m
in
an
t
o
f
s
ca
f
f
o
l
d
in
g
e
f
f
ec
tiv
en
ess
.
−
H3
:
C
E
h
as a
p
o
s
itiv
e
ef
f
ec
t o
n
AI
S
.
2
.
4
.
Self
-
re
g
ula
t
ed
lea
rning
a
nd
AI
-
ba
s
ed
s
ca
f
f
o
ldi
ng
SR
L
in
v
o
lv
es
lear
n
er
s
’
a
b
ilit
y
to
p
lan
,
m
o
n
ito
r
,
an
d
ev
alu
ate
t
h
eir
lear
n
i
n
g
p
r
o
ce
s
s
es.
I
n
AI
-
s
u
p
p
o
r
ted
en
v
ir
o
n
m
en
t
s
,
s
elf
-
r
eg
u
latio
n
is
p
ar
ticu
lar
ly
cr
itical,
as
lear
n
er
s
m
u
s
t
ac
tiv
ely
in
ter
p
r
et
f
ee
d
b
ac
k
,
d
ec
i
d
e
wh
e
n
t
o
s
e
ek
ass
is
tan
ce
,
an
d
ad
ju
s
t
lea
r
n
in
g
s
tr
ateg
ies
ac
co
r
d
in
g
ly
.
Prio
r
r
esear
ch
h
as
co
n
s
is
ten
tly
lin
k
ed
s
tr
o
n
g
SR
L
s
k
ills
to
s
u
cc
es
s
f
u
l
en
g
ag
em
en
t
with
ad
ap
tiv
e
lear
n
in
g
tech
n
o
lo
g
ies
[
4
1
]
,
[
4
7
]
,
[
6
9
]
.
AI
S
ca
n
s
u
p
p
o
r
t
SR
L
b
y
p
r
o
v
id
in
g
m
etac
o
g
n
itiv
e
p
r
o
m
p
ts
a
n
d
p
r
o
g
r
ess
f
ee
d
b
ac
k
.
At
th
e
s
am
e
tim
e,
lear
n
er
s
with
h
ig
h
e
r
lev
e
ls
o
f
s
elf
-
r
eg
u
latio
n
a
r
e
b
etter
p
o
s
itio
n
ed
to
lev
er
a
g
e
th
ese
s
u
p
p
o
r
ts
ef
f
ec
tiv
ely
.
T
h
is
r
ec
ip
r
o
ca
l
r
elatio
n
s
h
ip
s
u
g
g
ests
th
at
SR
L
p
lay
s
a
f
o
u
n
d
atio
n
al
r
o
le
in
s
h
ap
in
g
lear
n
er
s
’
p
er
ce
p
tio
n
s
o
f
AI
S
.
Ho
wev
er
,
em
p
i
r
ical
r
esear
ch
ex
am
in
i
n
g
SR
L
as a
n
an
t
ec
ed
en
t o
f
A
I
S
r
em
ain
s
lim
ited
.
−
H4
:
SR
L
h
as a
p
o
s
itiv
e
ef
f
ec
t
o
n
AI
S
.
2
.
5
.
P
er
ce
i
v
ed
ea
s
e
o
f
us
e
a
n
d AI
-
ba
s
ed
s
ca
f
f
o
ldi
ng
PEOU
r
ef
lects
th
e
ex
ten
t
to
wh
ich
lear
n
er
s
b
eliev
e
th
at
i
n
ter
ac
tin
g
with
a
s
y
s
tem
r
eq
u
ir
es
m
in
im
al
ef
f
o
r
t.
I
n
AI
-
en
h
a
n
ce
d
lear
n
in
g
en
v
ir
o
n
m
e
n
ts
,
u
s
ab
ilit
y
r
em
ain
s
a
cr
itical
f
ac
to
r
in
f
lu
en
cin
g
lear
n
er
s
’
ac
ce
p
tan
ce
an
d
s
u
s
tain
ed
en
g
ag
em
en
t.
Prio
r
s
tu
d
ies
g
r
o
u
n
d
ed
in
tech
n
o
lo
g
y
ac
ce
p
tan
ce
t
h
eo
r
ies
s
u
g
g
est
th
at
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
AI
-
b
a
s
ed
s
ca
ffo
ld
i
n
g
a
n
d
c
o
n
c
ep
tu
a
l u
n
d
ers
ta
n
d
in
g
:
ev
id
en
c
e
fr
o
m
I
n
d
o
n
esia
n
s
tu
d
en
ts
u
s
in
g
…
(
N
u
r
ya
n
is
)
1063
s
y
s
tem
s
p
er
ce
iv
ed
as
ea
s
y
to
u
s
e
ar
e
m
o
r
e
lik
ely
to
b
e
in
te
g
r
ated
in
to
lear
n
e
r
s
’
s
tu
d
y
r
o
u
tin
es
an
d
p
er
ce
iv
ed
as
b
en
ef
icial
[
7
4
]
–
[
7
6
]
.
W
h
en
AI
S
s
y
s
tem
s
ar
e
in
tu
itiv
e
a
n
d
u
s
er
-
f
r
ie
n
d
ly
,
lear
n
er
s
ca
n
f
o
cu
s
o
n
co
g
n
itiv
e
p
r
o
ce
s
s
in
g
r
ath
er
th
an
s
y
s
tem
n
av
ig
atio
n
.
T
h
is
u
s
ab
ilit
y
f
ac
il
itates
m
o
r
e
ef
f
ec
tiv
e
in
ter
ac
tio
n
with
s
ca
f
f
o
ld
in
g
f
ea
tu
r
es,
th
er
e
b
y
e
n
h
an
cin
g
le
ar
n
er
s
’
o
v
er
all
p
e
r
ce
p
tio
n
s
o
f
AI
S
.
Desp
ite
th
e
ex
ten
s
iv
e
li
ter
atu
r
e
o
n
PEOU
,
its
s
p
ec
if
ic
in
f
lu
en
ce
o
n
AI
S
a
s
a
p
ed
ag
o
g
ical
co
n
s
tr
u
ct
war
r
an
ts
f
u
r
th
er
i
n
v
esti
g
atio
n
.
−
H5
:
PEOU
h
as a
p
o
s
itiv
e
ef
f
e
ct
o
n
AI
S
.
2
.
6
.
AI s
elf
-
ef
f
ica
c
y
a
nd
AI
-
ba
s
ed
s
ca
f
f
o
ldi
ng
AI
SE
r
ef
er
s
to
lear
n
er
s
’
c
o
n
f
id
en
ce
in
t
h
eir
a
b
ilit
y
to
u
n
d
er
s
tan
d
,
u
s
e,
an
d
b
e
n
ef
it
f
r
o
m
AI
tech
n
o
lo
g
ies.
I
n
d
iv
id
u
als
with
h
ig
h
AI
SE
ar
e
m
o
r
e
lik
ely
to
ex
p
lo
r
e
AI
f
u
n
ctio
n
ali
ties
,
p
er
s
is
t
wh
en
en
co
u
n
ter
i
n
g
ch
allen
g
es,
an
d
ad
ap
t
th
eir
lear
n
in
g
s
tr
ateg
ies
in
r
esp
o
n
s
e
to
AI
-
g
en
er
ated
f
ee
d
b
ac
k
.
R
ec
en
t
s
tu
d
ies
h
ig
h
lig
h
t
AI
SE
as
a
k
ey
p
r
ed
icto
r
o
f
en
g
a
g
em
en
t
a
n
d
s
u
cc
ess
in
AI
-
s
u
p
p
o
r
ted
le
ar
n
in
g
en
v
ir
o
n
m
en
ts
[
7
7
]
–
[
8
8
]
.
I
n
th
e
c
o
n
tex
t
o
f
A
I
S
,
lear
n
er
s
’
co
n
f
id
e
n
ce
in
u
s
in
g
AI
s
y
s
tem
s
m
ay
s
h
a
p
e
h
o
w
th
ey
in
ter
p
r
et
an
d
v
alu
e
AI
-
p
r
o
v
id
ed
g
u
id
an
ce
.
T
h
o
s
e
with
h
ig
h
er
AI
SE
ar
e
m
o
r
e
lik
ely
to
tr
u
s
t
AI
r
ec
o
m
m
en
d
atio
n
s
an
d
p
er
ce
iv
e
s
ca
f
f
o
ld
in
g
as
s
u
p
p
o
r
tiv
e
r
ath
er
th
an
in
tr
u
s
iv
e.
Ho
wev
er
,
AI
SE
r
em
ain
s
an
em
er
g
in
g
co
n
s
tr
u
ct
i
n
ed
u
ca
tio
n
al
r
esear
ch
,
an
d
its
r
o
le
in
s
h
ap
in
g
p
er
ce
p
tio
n
s
o
f
AI
S
h
as r
ec
eiv
ed
lim
ited
em
p
i
r
ical
atten
tio
n
.
−
H6
:
AI
SE
h
as a
p
o
s
itiv
e
ef
f
ec
t
o
n
AI
S
.
Dr
awin
g
o
n
c
o
n
s
tr
u
ctiv
is
t
lear
n
in
g
t
h
eo
r
y
,
SR
L
th
e
o
r
y
,
an
d
t
ec
h
n
o
lo
g
y
ac
ce
p
tan
ce
p
er
s
p
ec
tiv
es,
th
is
s
tu
d
y
p
r
o
p
o
s
es
an
in
teg
r
ate
d
th
eo
r
etica
l
f
r
am
ewo
r
k
in
w
h
ich
AI
S
is
s
h
ap
ed
b
y
lear
n
er
s
’
CU
,
p
er
ce
iv
ed
s
ca
f
f
o
ld
in
g
q
u
ality
,
CE
,
SR
L
,
PEOU
,
an
d
AI
SE
.
B
y
s
y
n
th
esizin
g
co
g
n
itiv
e,
m
o
tiv
atio
n
al
,
an
d
tech
n
o
lo
g
ical
d
im
en
s
io
n
s
with
in
a
u
n
if
ie
d
f
r
am
ewo
r
k
,
th
is
r
esear
ch
a
d
v
an
ce
s
th
eo
r
etica
l u
n
d
er
s
tan
d
i
n
g
o
f
AI
S
an
d
p
r
o
v
id
es
a
r
o
b
u
s
t f
o
u
n
d
atio
n
f
o
r
f
u
tu
r
e
s
tu
d
ies in
AI
-
en
h
an
ce
d
ed
u
ca
tio
n
.
3.
M
E
T
H
O
D
T
h
is
s
tu
d
y
a
d
o
p
ted
a
q
u
an
titat
iv
e
ex
p
la
n
ato
r
y
r
esear
ch
d
esig
n
to
in
v
esti
g
ate
th
e
r
elatio
n
s
h
i
p
s
am
o
n
g
co
g
n
itiv
e,
m
o
tiv
atio
n
al,
a
n
d
te
ch
n
o
lo
g
ical
f
ac
to
r
s
in
f
lu
en
cin
g
AI
S
in
h
ig
h
er
ed
u
ca
tio
n
lea
r
n
in
g
en
v
ir
o
n
m
en
ts
[
8
9
]
,
[
9
0
]
.
T
h
e
r
esear
ch
d
esig
n
was
g
r
o
u
n
d
ed
i
n
co
n
s
tr
u
cti
v
is
t
lear
n
in
g
th
eo
r
y
,
SR
L
th
e
o
r
y
,
a
n
d
tech
n
o
lo
g
y
ac
ce
p
tan
ce
p
e
r
s
p
ec
tiv
es,
wh
ic
h
co
llectiv
ely
p
r
o
v
id
e
a
r
o
b
u
s
t
th
eo
r
etica
l
f
o
u
n
d
atio
n
f
o
r
ex
a
m
in
in
g
lear
n
er
–
AI
in
ter
ac
tio
n
s
.
3
.
1
.
Resea
rc
h
des
ig
n
T
h
is
s
tu
d
y
u
tili
ze
d
a
q
u
an
titativ
e
ex
p
lan
ato
r
y
r
esear
c
h
ap
p
r
o
ac
h
to
in
v
esti
g
ate
th
eo
r
etica
l
ly
d
ef
in
ed
lin
k
s
am
o
n
g
co
g
n
itiv
e,
s
elf
-
r
eg
u
lato
r
y
,
an
d
tech
n
o
lo
g
ica
l
asp
ec
ts
af
f
ec
tin
g
AI
S
in
h
ig
h
er
e
d
u
ca
tio
n
.
T
h
e
d
esig
n
is
ex
p
lan
ato
r
y
as
it
s
ee
k
s
to
ev
alu
ate
p
o
s
tu
lated
ca
u
s
al
r
elatio
n
s
h
ip
s
b
ased
o
n
c
o
n
s
tr
u
ctiv
is
t
lear
n
in
g
th
eo
r
y
,
SR
L
th
eo
r
y
,
a
n
d
tech
n
o
l
o
g
ical
ac
ce
p
tan
ce
p
er
s
p
ec
tiv
es,
r
ath
er
th
an
to
in
v
e
s
tig
ate
p
h
en
o
m
en
a
in
d
u
ctiv
ely
.
T
h
e
s
tu
d
y
em
p
l
o
y
ed
a
cr
o
s
s
-
s
ec
tio
n
al
d
esig
n
,
ca
p
tu
r
in
g
s
tu
d
en
ts
’
p
e
r
ce
p
tio
n
s
an
d
lear
n
in
g
-
r
elate
d
attr
ib
u
tes
at
a
s
in
g
le
p
o
in
t
in
tim
e
[
9
1
]
–
[
9
3
]
.
T
h
is
d
esig
n
is
ap
p
r
o
p
r
iate
f
o
r
e
x
am
in
in
g
s
tr
u
ctu
r
al
r
elatio
n
s
h
ip
s
am
o
n
g
laten
t
v
a
r
iab
les
an
d
h
as
b
ee
n
wid
ely
u
s
ed
in
ed
u
ca
tio
n
al
tech
n
o
lo
g
y
an
d
AI
ad
o
p
tio
n
r
esear
ch
.
T
h
e
em
p
h
asis
o
n
t
h
eo
r
y
-
d
r
iv
e
n
m
o
d
el
s
p
ec
if
icatio
n
en
s
u
r
es
th
at
th
e
r
elatio
n
s
h
ip
s
ex
am
in
ed
ar
e
co
n
ce
p
tu
ally
j
u
s
tifie
d
r
ath
er
t
h
an
ex
p
lo
r
ato
r
y
.
Fig
u
r
e
1
illu
s
tr
ates
th
e
co
n
ce
p
tu
al
r
esear
c
h
m
o
d
el,
d
ep
ictin
g
th
e
h
y
p
o
th
esized
r
elatio
n
s
h
ip
s
b
etwe
en
th
e
ex
o
g
en
o
u
s
an
d
e
n
d
o
g
e
n
o
u
s
co
n
s
tr
u
cts.
E
ac
h
co
n
s
tr
u
ct
is
r
ep
r
esen
te
d
as
a
laten
t
v
ar
iab
le
m
ea
s
u
r
ed
b
y
s
ix
r
ef
lectiv
e
in
d
icato
r
s
.
T
h
e
p
r
o
p
o
s
ed
r
esear
ch
m
o
d
el
co
n
c
ep
tu
alize
s
AI
S
as
a
laten
t
en
d
o
g
en
o
u
s
co
n
s
tr
u
ct
in
f
lu
en
ce
d
b
y
s
ix
th
eo
r
etica
lly
g
r
o
u
n
d
ed
ex
o
g
en
o
u
s
v
ar
iab
le
s
:
C
U,
AI
SQ,
C
E
,
S
R
L
,
PEOU
,
an
d
AI
SE
.
T
h
is
d
esig
n
r
ef
lects
a
lear
n
er
-
ce
n
ter
ed
p
er
s
p
ec
tiv
e,
p
o
s
itio
n
in
g
AI
S
n
o
t
m
er
ely
as
a
s
y
s
tem
f
ea
tu
r
e
b
u
t
as
a
co
n
s
tr
u
ct
s
h
ap
ed
b
y
lear
n
e
r
s
’
co
g
n
itiv
e
r
ea
d
in
ess
,
en
g
ag
e
m
en
t,
s
elf
-
r
e
g
u
lato
r
y
ca
p
ac
it
y
,
an
d
tech
n
o
lo
g
ical
p
er
ce
p
t
io
n
s
.
T
h
e
r
esear
ch
f
r
am
ewo
r
k
was
d
ev
el
o
p
ed
to
ad
d
r
ess
k
ey
g
ap
s
in
ex
is
tin
g
AI
-
in
-
ed
u
ca
tio
n
liter
atu
r
e,
wh
ich
o
f
ten
ex
am
i
n
es
tech
n
o
lo
g
ical
o
r
c
o
g
n
itiv
e
f
ac
t
o
r
s
in
is
o
latio
n
.
B
y
in
teg
r
atin
g
m
u
ltip
le
d
im
en
s
io
n
s
with
in
a
s
in
g
le
ex
p
lan
ato
r
y
m
o
d
el,
th
e
d
esig
n
en
ab
les
a
h
o
lis
tic
ex
am
in
atio
n
o
f
h
o
w
lear
n
er
s
p
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Respo
nd
ent
s
T
h
e
s
tu
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y
in
v
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n
d
er
g
r
ad
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ate
s
tu
d
en
ts
e
n
r
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lled
in
th
e
p
r
im
ar
y
s
ch
o
o
l
teac
h
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ed
u
ca
ti
o
n
(
PGSD)
p
r
o
g
r
a
m
at
I
n
d
o
n
esian
h
ig
h
e
r
ed
u
ca
tio
n
in
s
titu
tio
n
s
.
A
p
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r
p
o
s
iv
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s
am
p
lin
g
tech
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iq
u
e
was
em
p
lo
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,
as
f
u
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e
p
r
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s
ch
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r
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s
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to
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llected
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d
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d
in
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i
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aly
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is
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le
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ize
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ce
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th
e
m
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im
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m
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ec
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en
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esh
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ld
s
f
o
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x
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ato
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tr
u
ctu
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o
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els
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u
ltip
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r
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co
n
s
id
er
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s
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f
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en
s
u
r
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el
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s
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ess
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d
s
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tical
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o
wer
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5
]
–
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9
7
]
.
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o
r
e,
th
e
s
am
p
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is
co
n
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s
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u
f
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wer
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m
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f
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ath
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s
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ip
s
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h
e
d
em
o
g
r
a
p
h
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p
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f
ile
o
f
th
e
r
esp
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n
d
en
ts
in
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icate
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th
at
th
e
s
am
p
le
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d
e
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u
ately
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ep
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s
tu
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en
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with
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elev
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t
ex
p
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s
u
r
e
to
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s
u
p
p
o
r
ted
lea
r
n
in
g
.
T
a
b
le
1
p
r
esen
ts
d
em
o
g
r
ap
h
ic
in
f
o
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m
atio
n
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llected
,
in
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d
i
n
g
g
en
d
e
r
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ad
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ic
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ea
r
,
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d
p
r
e
v
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u
s
ex
p
er
ien
ce
in
u
s
in
g
AI
-
b
ased
lear
n
in
g
to
o
ls
.
T
h
e
d
em
o
g
r
ap
h
ic
d
is
tr
ib
u
tio
n
in
d
icate
s
a
b
alan
ce
d
r
ep
r
esen
tatio
n
ac
r
o
s
s
ac
ad
em
ic
lev
els,
with
m
o
s
t
p
ar
ticip
an
ts
r
ep
o
r
tin
g
m
o
d
er
at
e
to
h
ig
h
e
x
p
o
s
u
r
e
to
AI
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b
ased
lear
n
in
g
en
v
ir
o
n
m
en
ts
.
T
h
is
p
r
o
f
ile
s
u
p
p
o
r
ts
th
e
s
u
itab
ilit
y
o
f
th
e
s
am
p
le
f
o
r
ex
am
in
in
g
p
e
r
ce
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tio
n
s
o
f
AI
S
a
m
o
n
g
p
r
o
s
p
ec
tiv
e
p
r
im
ar
y
s
ch
o
o
l te
ac
h
er
s
.
T
ab
le
1
.
Dem
o
g
r
ap
h
ic
ch
ar
ac
t
er
is
tics
o
f
th
e
r
esp
o
n
d
e
n
ts
(
n
=
1
5
7
)
D
e
mo
g
r
a
p
h
i
c
a
s
p
e
c
t
C
a
t
e
g
o
r
y
F
r
e
q
u
e
n
c
y
P
e
r
c
e
n
t
a
g
e
(
%)
G
e
n
d
e
r
M
a
l
e
48
3
0
.
6
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e
mal
e
1
0
9
6
9
.
4
A
c
a
d
e
mi
c
y
e
a
r
Y
e
a
r
1
34
2
1
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7
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e
a
r
2
41
2
6
.
1
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e
a
r
3
52
3
3
.
1
Y
e
a
r
4
30
1
9
.
1
Ex
p
e
r
i
e
n
c
e
w
i
t
h
A
I
-
b
a
se
d
l
e
a
r
n
i
n
g
Lo
w
39
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4
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8
M
o
d
e
r
a
t
e
73
4
6
.
5
H
i
g
h
45
2
8
.
7
3
.
3
.
I
ns
t
rum
ent
s
T
h
is
s
tu
d
y
u
tili
ze
d
a
s
tr
u
ctu
r
e
d
q
u
esti
o
n
n
air
e
to
ass
ess
th
e
s
ev
en
laten
t
co
n
s
tr
u
cts
d
elin
e
ated
in
th
e
p
r
o
p
o
s
ed
r
esear
ch
m
o
d
el:
C
U,
C
E
,
SR
L
,
PEOU
,
AI
SE,
AI
SQ,
an
d
AI
S
.
T
h
e
q
u
esti
o
n
n
air
e
item
s
wer
e
d
er
iv
ed
f
r
o
m
v
alid
ate
d
s
ca
les
in
ed
u
ca
tio
n
al
p
s
y
ch
o
lo
g
y
,
SR
L
,
tech
n
o
lo
g
y
ac
ce
p
tan
ce
,
a
n
d
AI
-
in
-
e
d
u
ca
tio
n
r
esear
ch
,
an
d
wer
e
th
e
n
tailo
r
ed
to
r
ep
r
esen
t
AI
-
s
u
p
p
o
r
ted
lear
n
in
g
a
n
d
s
ca
f
f
o
ld
in
g
tec
h
n
iq
u
es
in
teac
h
er
ed
u
ca
tio
n
.
All
s
tr
u
ctu
r
es
we
r
e
o
p
er
atio
n
alize
d
th
r
o
u
g
h
r
ef
lectiv
e
in
d
icato
r
s
,
co
m
p
r
is
in
g
s
ix
item
s
ea
ch
,
y
ield
in
g
a
to
tal
o
f
4
2
item
s
.
M
ea
s
u
r
em
en
t
item
s
f
o
r
r
esear
ch
co
n
s
tr
u
cts
as
s
h
o
wn
i
n
T
ab
le
2
.
R
esp
o
n
s
es
wer
e
ev
alu
ated
u
tili
zin
g
a
f
i
v
e
-
p
o
in
t
L
ik
er
t
s
ca
le,
f
r
o
m
1
(
s
tr
o
n
g
ly
d
is
ag
r
ee
)
to
5
(
s
tr
o
n
g
ly
ag
r
ee
)
.
T
h
e
f
iv
e
-
p
o
i
n
t
s
ca
le
was
ch
o
s
en
d
u
e
to
its
p
r
ev
alen
t
ap
p
licatio
n
in
ed
u
ca
tio
n
al
an
d
tech
n
o
lo
g
y
ac
ce
p
tan
ce
s
tu
d
ies,
its
clar
ity
f
o
r
r
esp
o
n
d
en
ts
,
an
d
its
ca
p
ac
ity
to
d
eliv
er
ad
e
q
u
ate
d
iv
e
r
s
ity
wh
ile
r
ed
u
cin
g
r
esp
o
n
d
en
t
wea
r
in
ess
an
d
co
g
n
itiv
e
l
o
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.
3
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3
.
1
.
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ns
t
rum
ent
dev
elo
pm
ent
,
re
lia
bil
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y
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a
nd
v
a
lid
it
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T
h
e
d
ev
el
o
p
m
en
t
o
f
th
e
in
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tr
u
m
en
t
ad
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o
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y
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tem
atic
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s
s
to
co
n
f
ir
m
co
n
ten
t
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alid
ity
,
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eliab
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,
an
d
c
o
n
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tr
u
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p
ted
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tech
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s
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d
m
ea
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r
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te
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d
alig
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m
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t
with
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l
co
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tr
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cts.
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n
f
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m
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d
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y
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k
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wer
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ce
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d
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r
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al
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ce
f
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r
AI
S
in
teac
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test
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u
cted
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s
m
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e
x
clu
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th
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f
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al
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am
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le.
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y
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g
h
t
to
ass
ess
item
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ab
ilit
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r
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co
m
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letio
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in
d
in
g
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e
m
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ated
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ated
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m
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wer
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ated
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PLS
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SEM
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ter
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g
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ar
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tr
ac
ted
(
AVE
)
.
T
h
e
Fo
r
n
ell
–
L
a
r
ck
er
cr
iter
io
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an
d
o
u
ter
-
l
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g
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aly
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tili
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e
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im
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t
v
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n
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ir
m
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ir
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is
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ctio
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o
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ch
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tr
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th
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er
s
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h
e
f
in
d
in
g
s
f
r
o
m
th
e
r
eliab
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d
v
alid
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ess
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en
ts
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e
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r
esen
ted
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th
e
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esu
lts
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in
d
icatin
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at
th
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s
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r
f
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r
th
e
r
s
tr
u
ctu
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al
m
o
d
el
a
n
aly
s
is
.
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t
.
A
I
S
E3
I
f
e
e
l
c
a
p
a
b
l
e
o
f
u
n
d
e
r
st
a
n
d
i
n
g
A
I
-
g
e
n
e
r
a
t
e
d
f
e
e
d
b
a
c
k
.
A
I
S
E4
I
c
a
n
a
d
a
p
t
t
o
n
e
w
A
I
-
b
a
sed
l
e
a
r
n
i
n
g
f
e
a
t
u
r
e
s
e
a
s
i
l
y
.
A
I
S
E5
I
b
e
l
i
e
v
e
I
c
a
n
e
f
f
e
c
t
i
v
e
l
y
u
se
A
I
t
o
s
u
p
p
o
r
t
my
l
e
a
r
n
i
n
g
t
a
sk
s
.
A
I
S
E6
I
a
m c
o
n
f
i
d
e
n
t
i
n
l
e
a
r
n
i
n
g
w
i
t
h
A
I
-
b
a
sed
sy
s
t
e
ms
i
n
d
e
p
e
n
d
e
n
t
l
y
.
A
I
S
1
A
I
S
e
f
f
e
c
t
i
v
e
l
y
s
u
p
p
o
r
t
s
my
l
e
a
r
n
i
n
g
p
r
o
c
e
ss.
A
I
S
2
A
I
p
r
o
v
i
d
e
s
h
e
l
p
f
u
l
g
u
i
d
a
n
c
e
w
h
e
n
I
e
n
c
o
u
n
t
e
r
l
e
a
r
n
i
n
g
d
i
f
f
i
c
u
l
t
i
e
s.
A
I
S
3
A
I
S
i
mp
r
o
v
e
s m
y
u
n
d
e
r
st
a
n
d
i
n
g
o
f
l
e
a
r
n
i
n
g
m
a
t
e
r
i
a
l
s.
A
I
S
4
AI
-
b
a
se
d
s
u
p
p
o
r
t
e
n
h
a
n
c
e
s m
y
l
e
a
r
n
i
n
g
e
f
f
e
c
t
i
v
e
n
e
ss.
A
I
S
5
A
I
S
mak
e
s l
e
a
r
n
i
n
g
m
o
r
e
s
t
r
u
c
t
u
r
e
d
a
n
d
o
r
g
a
n
i
z
e
d
.
A
I
S
6
O
v
e
r
a
l
l
,
A
I
S
i
s b
e
n
e
f
i
c
i
a
l
f
o
r
my
l
e
a
r
n
i
n
g
.
3
.
4
.
M
ea
s
urem
ent
mo
del r
elia
bil
it
y
a
nd
v
a
lid
it
y
T
h
e
m
ea
s
u
r
em
e
n
t
m
o
d
el
’
s
r
e
liab
ilit
y
an
d
v
alid
ity
wer
e
e
v
alu
ated
in
ac
c
o
r
d
an
c
e
with
e
s
tab
lis
h
ed
g
u
id
elin
es
f
o
r
PLS
-
SEM
[
9
8
]
–
[
1
0
0
]
.
I
n
ter
n
al
co
n
s
is
ten
cy
r
eliab
ilit
y
was
ass
ess
ed
th
r
o
u
g
h
C
r
o
n
b
ac
h
’
s
al
p
h
a
an
d
co
m
p
o
s
ite
r
eliab
ilit
y
in
d
ices
(
ρ
a
an
d
ρ
c)
to
co
n
f
ir
m
th
at
th
e
m
ea
s
u
r
em
en
t
item
s
co
n
s
is
ten
tly
r
ef
lecte
d
th
eir
co
r
r
esp
o
n
d
in
g
laten
t
co
n
s
tr
u
cts
[
1
0
1
]
.
C
o
n
v
er
g
en
t
v
alid
ity
was
ass
e
s
s
ed
th
r
o
u
g
h
AVE
to
en
s
u
r
e
th
at
ea
ch
co
n
s
tr
u
ct
s
u
f
f
icie
n
tly
ac
co
u
n
ted
f
o
r
th
e
v
a
r
ian
ce
o
f
its
in
d
icato
r
s
.
Dis
cr
im
in
an
t
v
al
id
ity
was
ev
alu
ate
d
u
s
in
g
th
e
Fo
r
n
ell
–
L
ar
ck
e
r
c
r
iter
io
n
b
y
co
m
p
ar
in
g
th
e
s
q
u
ar
e
r
o
o
t
o
f
th
e
AVE
w
ith
in
ter
-
co
n
s
tr
u
ct
co
r
r
elatio
n
s
,
alo
n
g
s
id
e
o
u
ter
-
l
o
ad
in
g
an
al
y
s
is
to
en
s
u
r
e
th
at
in
d
icato
r
s
ex
h
ib
ited
s
tr
o
n
g
e
r
lo
ad
in
g
s
o
n
th
eir
d
esig
n
ated
co
n
s
tr
u
cts
th
an
o
n
alter
n
ativ
e
o
n
es
[
1
0
2
]
–
[
1
0
6
]
.
T
h
ese
p
r
o
ce
d
u
r
es
g
u
ar
an
teed
th
at
th
e
m
ea
s
u
r
em
en
t
m
o
d
el
ad
h
e
r
ed
to
th
e
n
ec
ess
ar
y
p
s
y
ch
o
m
et
r
ic
s
tan
d
ar
d
s
an
d
was
s
u
itab
le
f
o
r
s
u
b
s
eq
u
e
n
t
s
tr
u
ctu
r
al
m
o
d
el
an
al
y
s
is
.
T
h
e
s
tu
d
y
em
p
h
asizes
th
eo
r
y
d
e
v
elo
p
m
en
t,
p
r
ed
ictio
n
-
o
r
ie
n
ted
an
aly
s
is
,
an
d
th
e
s
im
u
ltan
eo
u
s
ex
am
in
atio
n
o
f
m
u
ltip
le
d
eter
m
in
an
ts
o
f
AI
S
.
PLS
-
SEM
o
f
f
er
s
a
f
le
x
ib
le
an
d
r
i
g
o
r
o
u
s
an
aly
tical
ap
p
r
o
ac
h
th
at
alig
n
s
with
m
eth
o
d
o
lo
g
ical
r
ec
o
m
m
en
d
atio
n
s
in
ed
u
ca
tio
n
al
r
esea
r
ch
.
3
.
5
.
Da
t
a
c
o
llect
io
n
Data
wer
e
co
llected
th
r
o
u
g
h
an
o
n
lin
e
s
u
r
v
ey
a
d
m
in
is
ter
ed
to
u
n
d
er
g
r
a
d
u
ate
s
tu
d
en
ts
in
th
e
PGSD
p
r
o
g
r
a
m
.
T
h
e
q
u
esti
o
n
n
air
e
was
d
is
s
em
in
ated
elec
tr
o
n
ically
th
r
o
u
g
h
in
s
titu
tio
n
al
lear
n
in
g
m
an
a
g
em
en
t
s
y
s
tem
s
an
d
o
f
f
icial
s
tu
d
en
t
co
m
m
u
n
icatio
n
ch
an
n
els
to
g
u
ar
an
tee
ac
ce
s
s
ib
ilit
y
an
d
wid
esp
r
ea
d
p
ar
ticip
atio
n
.
An
o
n
lin
e
d
ata
co
llectio
n
m
eth
o
d
was
s
elec
ted
d
u
e
to
its
ef
f
icien
cy
,
th
e
c
o
n
v
e
n
ien
ce
it
o
f
f
er
s
r
esp
o
n
d
e
n
ts
f
o
r
s
u
r
v
ey
co
m
p
letio
n
,
an
d
its
s
u
itab
ilit
y
f
o
r
ca
p
tu
r
in
g
s
tu
d
en
ts
’
p
er
ce
p
tio
n
s
o
f
AI
-
s
u
p
p
o
r
ted
lear
n
in
g
en
v
ir
o
n
m
en
ts
.
T
h
e
d
ata
c
o
llectio
n
p
r
o
ce
s
s
o
cc
u
r
r
ed
o
v
er
f
o
u
r
wee
k
s
,
p
r
o
v
id
in
g
ad
eq
u
ate
tim
e
f
o
r
p
ar
ticip
a
n
t
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I
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J
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&
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2252
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8
8
2
2
AI
-
b
a
s
ed
s
ca
ffo
ld
i
n
g
a
n
d
c
o
n
c
ep
tu
a
l u
n
d
ers
ta
n
d
in
g
:
ev
id
en
c
e
fr
o
m
I
n
d
o
n
esia
n
s
tu
d
en
ts
u
s
in
g
…
(
N
u
r
ya
n
is
)
1067
en
g
ag
em
e
n
t
an
d
r
esp
o
n
s
e
c
o
m
p
letio
n
.
T
h
is
d
u
r
atio
n
was
d
ee
m
ed
s
u
itab
le
f
o
r
ac
q
u
ir
in
g
a
s
tab
le
an
d
r
ep
r
esen
tativ
e
d
ataset
wh
ile
r
e
d
u
cin
g
t
h
e
lik
elih
o
o
d
o
f
r
esp
o
n
s
e
f
atig
u
e.
3
.
6
.
Da
t
a
a
na
ly
s
is
Data
an
aly
s
is
was
co
n
d
u
cte
d
u
tili
zin
g
PLS
-
SEM
th
r
o
u
g
h
Sm
ar
tPLS
s
o
f
twar
e.
T
h
e
an
aly
s
is
em
p
lo
y
ed
a
two
-
s
tag
e
p
r
o
ce
d
u
r
e,
wh
ich
in
clu
d
e
d
m
ea
s
u
r
em
en
t
m
o
d
el
ass
ess
m
en
t
an
d
s
tr
u
ctu
r
al
m
o
d
el
ass
es
s
m
en
t,
in
ac
co
r
d
an
ce
with
estab
lis
h
ed
g
u
id
elin
es
f
o
r
v
ar
ian
ce
-
b
ased
SEM
in
ed
u
ca
tio
n
al
r
esear
ch
.
T
h
e
m
ea
s
u
r
em
e
n
t
m
o
d
el
was
in
itially
ass
es
s
ed
to
co
n
f
ir
m
t
h
e
ad
eq
u
ac
y
o
f
th
e
p
s
y
c
h
o
m
et
r
ic
p
r
o
p
er
ties
o
f
th
e
co
n
s
tr
u
cts.
T
h
e
r
eliab
ilit
y
o
f
in
d
icato
r
s
was
ev
alu
ated
th
r
o
u
g
h
o
u
ter
lo
ad
in
g
s
to
en
s
u
r
e
th
at
ea
ch
in
d
icato
r
s
ig
n
if
ican
tly
co
n
tr
ib
u
ted
to
i
ts
laten
t
co
n
s
tr
u
ct.
T
h
e
ex
a
m
in
atio
n
o
f
i
n
ter
n
al
co
n
s
is
ten
cy
r
eliab
ilit
y
was
co
n
d
u
cte
d
th
r
o
u
g
h
th
e
a
p
p
lic
atio
n
o
f
C
r
o
n
b
ac
h
’
s
alp
h
a
an
d
co
m
p
o
s
ite
r
eliab
ilit
y
(
ρ
a
a
n
d
ρ
c)
.
C
o
n
v
er
g
e
n
t
v
alid
ity
was
ev
alu
ated
th
r
o
u
g
h
th
e
ca
lcu
latio
n
o
f
AVE
.
T
h
e
ev
alu
atio
n
o
f
d
is
cr
im
i
n
an
t
v
alid
ity
was
co
n
d
u
cte
d
th
r
o
u
g
h
th
e
Fo
r
n
el
l
–
L
ar
ck
er
cr
iter
io
n
,
s
u
p
p
lem
e
n
ted
b
y
an
an
aly
s
is
o
f
cr
o
s
s
-
lo
ad
in
g
s
an
d
o
u
ter
-
lo
ad
in
g
p
atter
n
s
to
co
n
f
ir
m
th
e
em
p
ir
ical
d
is
tin
ctiv
en
ess
o
f
ea
ch
co
n
s
tr
u
ct
f
r
o
m
o
th
er
s
.
T
h
e
s
tr
u
ctu
r
al
m
o
d
el
was
ev
alu
ated
to
ex
am
i
n
e
th
e
p
r
o
p
o
s
ed
r
elatio
n
s
h
ip
s
am
o
n
g
c
o
n
s
tr
u
cts.
T
h
e
h
y
p
o
th
esized
p
ath
s
wer
e
ass
es
s
ed
f
o
r
s
ig
n
if
ican
ce
an
d
s
tr
en
g
th
th
r
o
u
g
h
a
b
o
o
ts
tr
ap
p
in
g
p
r
o
ce
d
u
r
e,
wh
ich
p
r
o
v
id
e
d
p
ath
co
ef
f
icie
n
ts
(
β
)
,
t
-
s
tatis
tic
s
,
an
d
p
-
v
alu
es.
T
h
e
m
o
d
el
’
s
ex
p
lan
ato
r
y
p
o
wer
was
ev
alu
ated
th
r
o
u
g
h
th
e
co
ef
f
icien
t
o
f
d
ete
r
m
in
atio
n
(
R
²)
f
o
r
th
e
e
n
d
o
g
e
n
o
u
s
co
n
s
tr
u
ct,
an
d
p
r
ed
ictiv
e
r
elev
an
ce
(
Q²)
was
an
aly
ze
d
u
s
in
g
th
e
b
lin
d
f
o
l
d
in
g
p
r
o
ce
d
u
r
e
to
ascer
tain
th
e
m
o
d
el
’
s
o
u
t
-
of
-
s
am
p
le
p
r
e
d
ictiv
e
ca
p
ab
ilit
y
.
E
f
f
ec
t
s
izes
(
f
²)
wer
e
ex
am
in
ed
wh
e
r
e
r
elev
an
t
to
ass
ess
th
e
p
r
ac
tical
co
n
tr
ib
u
tio
n
o
f
ea
ch
ex
o
g
en
o
u
s
co
n
s
tr
u
ct
to
th
e
en
d
o
g
en
o
u
s
co
n
s
tr
u
ct.
Gl
o
b
al
m
o
d
el
f
it
was
ass
ess
ed
u
s
in
g
m
o
d
el
f
it
in
d
ices,
in
clu
d
in
g
th
e
s
tan
d
ar
d
ized
r
o
o
t
m
ea
n
s
q
u
a
r
e
r
esid
u
al
(
S
R
MR)
an
d
,
wh
er
e
r
ep
o
r
ted
b
y
th
e
s
o
f
twar
e
o
u
tp
u
t,
th
e
n
o
r
m
ed
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ex
(
NFI
)
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T
h
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in
d
ices
wer
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u
tili
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d
to
ev
alu
ate
th
e
m
o
d
el
’
s
ad
e
q
u
ac
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in
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esen
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ata
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o
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tify
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4.
RE
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SCU
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h
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icato
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ter
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9
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ased
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Fig
u
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M
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Fig
u
r
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R
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I
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am
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[
1
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p
r
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th
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r
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ter
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is
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e
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le
3
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al
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r
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m
0
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7
0
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o
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3
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ter
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C
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7
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.
2
.
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nte
rna
l c
o
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t
ency
a
nd
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ent
v
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lid
it
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I
n
ter
n
al
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n
s
is
ten
cy
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eliab
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was
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alu
ated
u
s
in
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C
r
o
n
b
ac
h
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s
alp
h
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a
n
d
co
m
p
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ite
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eliab
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(
ρ
a
an
d
ρ
c
)
.
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o
n
v
er
g
en
t
v
alid
ity
was
ass
ess
ed
u
s
in
g
AVE
.
T
ab
le
4
p
r
esen
ts
th
e
r
esu
lts
o
f
th
e
m
ea
s
u
r
em
en
t
m
o
d
el
ev
alu
atio
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al
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s
is
.
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n
ter
n
al
co
n
s
is
ten
cy
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eliab
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w
as
co
n
f
ir
m
ed
ac
r
o
s
s
all
co
n
s
tr
u
cts.
As
s
h
o
wn
in
T
ab
le
4
,
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r
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n
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n
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h
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m
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im
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esh
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7
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.
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ly
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p
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es
(
r
h
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8
8
9
to
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9
,
in
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.
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g
est
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ea
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r
em
en
t
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co
n
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is
ten
tly
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t
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n
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ly
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t
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en
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s
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g
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All
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iev
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d
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a
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v
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to
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f
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f
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5
0
,
with
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es
r
a
n
g
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g
f
r
o
m
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5
7
1
t
o
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.
6
8
8
.
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h
is
in
d
icate
s
th
at
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ch
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ct
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p
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m
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h
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h
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f
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s
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m
in
g
ad
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q
u
ate
co
n
v
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g
en
t v
alid
ity
.
T
ab
le
4
.
Me
asu
r
em
e
n
t m
o
d
el
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t
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6
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0
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8
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.
Dis
cr
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ina
nt
v
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lid
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Dis
cr
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in
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t
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alid
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was
ev
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u
s
in
g
th
e
Fo
r
n
ell
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L
a
r
ck
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iter
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n
.
As
s
h
o
wn
in
T
ab
le
5
,
th
e
s
q
u
ar
e
r
o
o
t
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f
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ex
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ed
its
co
r
r
elatio
n
s
w
ith
o
th
er
co
n
s
tr
u
cts,
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
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c
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N:
2252
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AI
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n
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s
at
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h
is
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n
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ir
m
s
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n
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im
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n
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itio
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h
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wn
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le
3
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em
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n
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tr
ated
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at
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a
d
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h
ig
h
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o
n
th
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s
tr
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m
p
ar
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c
o
n
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tr
u
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h
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u
r
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u
p
p
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cr
im
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en
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icate
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m
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r
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en
t
m
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alu
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n
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ir
m
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at
t
h
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in
s
tr
u
m
en
ts
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s
ed
in
th
is
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tu
d
y
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h
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it
s
tr
o
n
g
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o
m
etr
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r
o
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ties
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r
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o
r
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u
b
s
eq
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en
t stru
ctu
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al
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o
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el
a
n
aly
s
is
.
T
h
e
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r
n
ell
–
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ar
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k
er
cr
iter
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lo
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ess
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t
v
alid
ity
.
T
a
b
le
5
d
e
m
o
n
s
tr
ates
th
at
th
e
s
q
u
ar
e
r
o
o
t
o
f
th
e
A
VE
f
o
r
ea
ch
co
n
s
tr
u
ct
s
u
r
p
ass
ed
its
co
r
r
elatio
n
s
with
o
th
er
co
n
s
tr
u
cts,
th
er
eb
y
co
n
f
ir
m
in
g
th
e
em
p
i
r
ical
d
is
tin
ctiv
en
ess
o
f
ea
ch
laten
t
v
ar
iab
le.
T
h
is
f
in
d
in
g
was
co
r
r
o
b
o
r
ated
b
y
th
e
o
u
ter
-
lo
a
d
in
g
p
atter
n
,
in
wh
ich
all
in
d
icato
r
s
ex
h
ib
ited
th
e
h
ig
h
est
lo
ad
in
g
s
o
n
th
eir
d
esig
n
ated
co
n
s
tr
u
cts.
T
h
e
r
esu
lts
co
llectiv
ely
in
d
icate
th
at
th
e
m
ea
s
u
r
em
en
t
m
o
d
el
d
em
o
n
s
tr
ates
r
o
b
u
s
t
p
s
y
c
h
o
m
etr
ic
p
r
o
p
er
ties
,
r
en
d
er
in
g
it a
p
p
r
o
p
r
iate
f
o
r
s
u
b
s
eq
u
en
t stru
ctu
r
al
m
o
d
el
a
n
aly
s
is
.
T
ab
le
5
.
Dis
cr
im
in
an
t v
ali
d
ity
(
Fo
r
n
ell
–
L
ar
c
k
er
cr
iter
io
n
)
C
o
n
st
r
u
c
t
A
I
S
E
A
I
S
A
I
S
Q
CE
CU
P
EO
U
S
R
L
A
I
S
E
0
.
7
9
8
A
I
S
0
.
8
3
4
0
.
7
9
9
A
I
S
Q
0
.
8
2
7
0
.
8
2
0
0
.
8
3
0
CE
0
.
8
1
4
0
.
8
1
3
0
.
7
9
3
0
.
7
5
6
CU
0
.
7
8
5
0
.
7
9
6
0
.
7
7
9
0
.
7
8
0
0
.
7
8
1
P
EO
U
0
.
7
6
8
0
.
7
8
9
0
.
7
6
5
0
.
7
2
8
0
.
7
4
9
0
.
7
5
6
S
R
L
0
.
7
6
0
0
.
7
6
4
0
.
7
5
9
0
.
7
2
0
0
.
8
7
3
0
.
7
3
9
0
.
7
7
7
4
.
4
.
Str
uct
ura
l
m
o
del r
esu
lt
s
T
h
e
r
esu
lts
o
f
t
h
e
s
tr
u
ctu
r
al
m
o
d
el
a
n
aly
s
is
wer
e
ev
alu
a
ted
u
s
in
g
th
e
b
o
o
ts
tr
ap
p
in
g
p
r
o
ce
d
u
r
e.
T
h
e
s
tr
u
ctu
r
al
m
o
d
el
was
ev
alu
ated
b
y
an
aly
zi
n
g
th
e
p
ath
c
o
ef
f
icien
ts
,
t
-
s
tatis
tic
s
,
an
d
p
-
v
alu
es
b
ased
o
n
th
e
b
o
o
ts
tr
ap
p
in
g
r
esu
lts
[
9
8
]
,
[
1
0
0
]
.
T
ab
le
6
p
r
esen
ts
th
e
p
ath
c
o
ef
f
icien
ts
an
d
h
y
p
o
th
esis
test
s
.
SR
L
was
id
en
tifie
d
as
th
e
m
o
s
t
s
ig
n
if
ican
t
p
r
ed
icto
r
o
f
AI
S
(
β=0
.
3
3
0
,
t=4
.
6
3
7
,
p
<
0
.
0
0
1
)
,
s
u
g
g
esti
n
g
th
at
s
tu
d
en
ts
’
ca
p
ac
ity
to
o
r
g
an
ize
,
m
o
n
ito
r
,
an
d
r
eg
u
lat
e
th
eir
lear
n
in
g
is
ess
en
tial
in
in
f
lu
en
cin
g
th
eir
p
er
ce
p
tio
n
s
o
f
AI
-
ass
is
ted
s
c
af
f
o
ld
in
g
.
PEOU
ex
er
ted
a
s
ig
n
if
ican
t
p
o
s
itiv
e
in
f
lu
e
n
ce
o
n
AI
S
(
β=0
.
3
0
2
,
t=4
.
6
5
0
,
p
<
0
.
0
0
1
)
,
in
d
icatin
g
th
at
in
tu
itiv
e,
u
s
er
-
f
r
ien
d
l
y
AI
s
y
s
tem
s
en
h
an
ce
s
tu
d
en
ts
’
ac
ce
p
tan
ce
a
n
d
p
er
ce
iv
ed
ef
f
icac
y
o
f
AI
-
g
en
er
ated
in
s
tr
u
ctio
n
al
s
u
p
p
o
r
t.
AI
SE
h
ad
a
s
u
b
s
tan
tial
p
o
s
itiv
e
co
r
r
elatio
n
with
AI
S
(
β=0
.
2
9
6
,
t=4
.
7
2
2
,
p
<
0
.
0
0
1
)
,
u
n
d
er
s
co
r
in
g
th
e
cr
itic
al
r
o
le
o
f
lear
n
er
s
’
co
n
f
id
en
ce
in
u
tili
zin
g
AI
tech
n
o
lo
g
y
.
C
U
p
o
s
itiv
ely
in
f
lu
en
ce
d
AI
S
(
β=0
.
1
4
7
,
t=2
.
4
6
2
,
p
=
0
.
0
1
4
)
,
s
u
g
g
esti
n
g
th
at
p
u
p
ils
with
r
o
b
u
s
t
co
n
ce
p
tu
al
f
o
u
n
d
atio
n
s
ar
e
m
o
r
e
ad
e
p
t
at
in
ter
p
r
etin
g
a
n
d
b
en
ef
itin
g
f
r
o
m
AI
-
g
e
n
er
ated
ad
v
ice.
L
i
k
ewise,
AI
SQ
ex
er
ted
a
n
o
tab
le,
al
b
eit
less
er
,
in
f
lu
en
ce
(
β=0
.
1
4
6
,
t
=1
.
9
7
5
,
p
=
0
.
0
4
8
)
,
h
ig
h
lig
h
tin
g
th
e
im
p
o
r
tan
ce
o
f
p
ed
ag
o
g
ically
r
o
b
u
s
t
an
d
ad
ap
tiv
e
AI
ass
is
tan
ce
.
C
E
d
em
o
n
s
tr
ated
th
e
least
r
o
b
u
s
t
y
et
s
till
s
ig
n
if
ican
t
im
p
ac
t
on
AI
S
(
β=0
.
0
8
4
,
t=1
.
9
6
4
,
p
=
0
.
0
5
0
)
,
in
d
icatin
g
th
at
ac
tiv
e
m
en
tal
i
n
v
o
lv
em
en
t
en
h
a
n
ce
s
—
b
u
t
d
o
es
n
o
t
s
u
r
p
ass
—
s
elf
-
r
eg
u
lato
r
y
an
d
t
ec
h
n
o
lo
g
ical
f
ac
to
r
s
.
T
ab
le
6
.
Path
co
e
f
f
icien
ts
an
d
h
y
p
o
th
esis
test
in
g
H
y
p
o
t
h
e
s
e
s
P
a
t
h
O
r
i
g
i
n
a
l
s
a
mp
l
e
S
a
mp
l
e
m
e
a
n
S
TD
EV
T
st
a
t
i
st
i
c
s (|
O
/
S
TD
EV
|
)
P
v
a
l
u
e
s
R
e
s
u
l
t
H1
A
I
S
E→A
I
S
0
.
2
9
6
0
.
2
9
3
0
.
0
6
3
4
.
7
2
2
0
.
0
0
0
S
u
p
p
o
r
t
e
d
H2
A
I
S
Q
→A
I
S
0
.
1
4
6
0
.
1
5
4
0
.
0
7
4
1
.
9
7
5
0
.
0
4
8
S
u
p
p
o
r
t
e
d
H3
C
E→A
I
S
0
.
0
8
4
0
.
0
8
2
0
.
0
4
3
1
.
9
6
4
0
.
0
5
0
S
u
p
p
o
r
t
e
d
H4
C
U
→A
I
S
0
.
1
4
7
0
.
1
4
7
0
.
0
6
0
2
.
4
6
2
0
.
0
1
4
S
u
p
p
o
r
t
e
d
H5
P
EO
U
→A
I
S
0
.
3
0
2
0
.
3
0
0
0
.
0
6
5
4
.
6
5
0
0
.
0
0
0
S
u
p
p
o
r
t
e
d
H6
S
R
L→A
I
S
0
.
3
3
0
0
.
3
2
4
0
.
0
7
1
4
.
6
3
7
0
.
0
0
0
S
u
p
p
o
r
t
e
d
4
.
5
.
M
o
del f
it
,
e
x
pla
na
t
o
ry
po
wer
,
a
nd
Q²
T
o
co
m
p
r
e
h
en
s
iv
ely
ev
al
u
ate
th
e
r
o
b
u
s
tn
ess
o
f
th
e
p
r
o
p
o
s
ed
PLS
-
SEM
m
o
d
el,
g
lo
b
al
m
o
d
el
f
it,
ex
p
lan
ato
r
y
p
o
we
r
,
Q²
,
an
d
ef
f
ec
t
s
izes
wer
e
ass
es
s
ed
in
an
in
teg
r
ated
m
a
n
n
er
[
9
9
]
,
[
1
0
0
]
.
T
h
is
co
m
p
r
eh
e
n
s
iv
e
e
v
alu
atio
n
en
s
u
r
es
th
at
th
e
m
o
d
el
n
o
t
o
n
ly
f
its
th
e
o
b
s
er
v
ed
d
ata
a
d
eq
u
ately
b
u
t
also
d
em
o
n
s
tr
ates
s
tr
o
n
g
ex
p
lan
at
o
r
y
an
d
p
r
ed
ictiv
e
ca
p
ab
ilit
y
in
ex
p
lain
in
g
s
tu
d
e
n
ts
’
p
er
c
ep
tio
n
s
o
f
AI
S
in
I
n
d
o
n
esian
h
ig
h
e
r
ed
u
ca
tio
n
c
o
n
tex
ts
.
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