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1
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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I
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Vo
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1
6
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3
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J
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2
6
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1
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9
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1330
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1331
2.
RE
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Fro
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[
2
0
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id
en
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[
2
1
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in
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[
2
2
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,
a
s
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[
2
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[
2
4
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r
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[
2
5
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f
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2
6
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2
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am
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[
2
8
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r
th
e
b
le
n
d
ed
teac
h
in
g
m
eth
o
d
o
lo
g
y
t
h
at
in
co
r
p
o
r
ates
t
h
e
co
n
ce
p
t
o
f
g
am
if
icatio
n
to
ca
p
tu
r
e
th
e
s
tu
d
e
n
t
en
g
a
g
em
en
t,
m
o
tiv
atio
n
,
a
n
d
lear
n
in
g
lev
e
ls
.
L
astl
y
,
th
e
s
tu
d
y
o
f
Z
ain
u
d
d
in
et
a
l.
[
2
9
]
e
x
am
in
es
th
e
lear
n
er
e
n
g
ag
em
e
n
t
with
g
am
if
icatio
n
in
o
n
lin
e
c
o
u
r
s
es
as
well
as
th
e
em
p
ir
ical
v
alid
atio
n
o
f
th
e
a
p
p
r
o
ac
h
.
T
h
u
s
,
ac
co
r
d
in
g
to
th
e
liter
atu
r
e,
th
e
u
s
e
o
f
g
a
m
if
ica
tio
n
in
MO
OC
s
ca
n
b
e
a
v
ir
ile
to
o
l
to
en
g
a
g
e
a
n
d
s
u
s
tain
th
e
lear
n
er
i
n
ter
est
u
ltima
tely
en
h
a
n
cin
g
t
h
e
ed
u
ca
tio
n
al
ex
p
er
ie
n
ce
an
d
p
er
f
o
r
m
an
ce
.
W
h
ile
s
tr
ateg
ie
s
f
o
r
u
s
in
g
g
am
if
icatio
n
in
teac
h
in
g
an
d
lea
r
n
in
g
p
r
o
ce
s
s
es
in
th
e
co
n
tex
t
o
f
MO
OC
s
h
av
e
g
ain
e
d
a
g
r
ea
t
in
te
r
est
o
f
r
esear
ch
er
s
f
r
o
m
d
if
f
er
en
t
f
ield
s
,
th
e
r
esu
lts
o
f
th
ese
s
tu
d
ies
h
av
e
clea
r
ly
p
o
in
ted
t
o
th
e
e
f
f
ec
tiv
en
ess
o
f
g
am
if
icatio
n
i
n
au
g
m
en
tin
g
s
tu
d
en
ts
’
en
g
a
g
em
en
t,
in
ter
ac
ti
o
n
as
well
as
th
eir
lear
n
in
g
o
u
tco
m
es.
Kar
s
en
et
a
l.
[
3
0
]
p
r
esen
ted
a
liter
atu
r
e
s
y
n
th
esis
wh
ich
d
o
c
u
m
en
ts
th
at
th
e
in
clu
s
io
n
o
f
g
am
if
ied
elem
en
ts
p
o
s
itiv
ely
co
n
tr
ib
u
te
to
t
h
e
en
g
a
g
em
en
t
o
f
s
tu
d
en
ts
in
MO
OC
s
.
T
h
is
is
in
lin
e
with
th
e
f
in
d
in
g
b
y
I
n
ay
ati
an
d
W
alo
y
o
[
3
1
]
r
ev
ea
lin
g
th
at
w
h
ile
u
s
i
n
g
Qu
izziz
,
an
o
n
lin
e
g
am
if
ic
atio
n
to
o
l
em
b
e
d
d
ed
n
o
t
o
n
ly
ac
tiv
e
p
ar
ticip
atio
n
i
n
class
r
o
o
m
b
u
t
p
o
in
ted
to
e
n
h
an
ce
d
lear
n
in
g
p
er
f
o
r
m
an
c
e,
esp
ec
ially
in
th
e
ar
ea
o
f
o
n
lin
e
teac
h
in
g
o
f
E
n
g
lis
h
as
a
f
o
r
eig
n
lan
g
u
a
g
e.
T
h
ese
f
in
d
in
g
s
in
d
icate
th
at
wh
en
teac
h
in
g
an
d
lear
n
in
g
m
ater
ials
ar
e
g
am
if
ied
,
th
er
e
ar
e
h
ig
h
ch
a
n
ce
s
o
f
en
co
u
r
a
g
in
g
lear
n
er
s
’
in
ter
est
an
d
m
o
tiv
atio
n
wh
ich
ar
e
cr
itical
s
u
cc
ess
f
ac
to
r
s
f
o
r
MO
OC
s
.
T
o
s
u
p
p
o
r
t
th
e
g
am
if
icatio
n
f
o
r
lear
n
in
g
,
Z
h
an
g
[
3
2
]
r
e
p
o
r
ted
t
h
e
b
e
n
ef
its
o
f
g
am
if
ied
o
n
lin
e
lear
n
in
g
to
th
e
lear
n
er
s
’
m
o
tiv
atio
n
an
d
th
er
ef
o
r
e
im
p
r
o
v
in
g
th
e
lear
n
in
g
ef
f
ec
tiv
e
n
ess
.
R
a
m
an
s
y
ah
et
a
l.
[
3
3
]
to
th
is
n
ar
r
ativ
e
b
y
p
r
esen
tin
g
th
e
to
p
ic
ab
o
u
t
in
ter
ac
tiv
e
Mo
o
d
le
lear
n
in
g
en
v
ir
o
n
m
en
t
th
r
o
u
g
h
u
s
in
g
th
e
ap
p
licatio
n
o
f
g
am
if
icatio
n
.
Als
o
,
C
h
u
k
wu
[
3
4
]
h
as
p
r
esen
t
ed
a
p
ap
er
o
n
th
e
u
s
e
o
f
g
a
m
if
icatio
n
to
in
cr
ea
s
e
en
g
ag
em
e
n
t,
lear
n
in
g
,
a
n
d
in
ter
ac
tio
n
with
r
ef
er
en
ce
to
o
n
lin
e
lear
n
in
g
.
T
a
k
en
co
llectiv
ely
,
th
ese
s
tu
d
ies
s
u
p
p
o
r
t
th
e
id
ea
t
h
at
g
am
if
icat
io
n
as
a
s
itu
ated
ap
p
r
o
ac
h
en
h
an
ce
s
th
e
lear
n
in
g
in
ter
ac
tio
n
s
an
d
s
p
awn
s
b
etter
ed
u
ca
tio
n
al
o
u
tco
m
es in
MO
OC
s
,
th
er
eb
y
alter
in
g
th
e
p
ar
a
d
ig
m
o
f
lear
n
in
g
.
3.
M
E
T
H
O
D
T
h
e
r
esear
ch
d
esig
n
was
q
u
an
titativ
e
to
m
ea
s
u
r
e
lear
n
er
p
er
ce
p
tio
n
s
to
war
d
g
am
if
ied
m
as
s
iv
e
o
p
en
o
n
lin
e
co
u
r
s
es
(EG
-
MO
OC
)
s
tr
u
ctu
r
e.
T
h
e
s
u
r
v
ey
i
n
s
tr
u
m
en
t
f
o
r
th
is
s
tu
d
y
co
n
tain
e
d
1
2
item
s
,
wh
ich
r
esear
ch
er
s
ad
ap
ted
u
s
in
g
co
n
ten
t
f
r
o
m
W
atso
n
et
a
l.
[
3
5
]
,
Fo
tar
is
et
a
l.
[
3
6
]
,
an
d
Gam
ee
l
[
3
7
]
.
T
h
e
r
esear
ch
er
s
d
is
tr
ib
u
ted
th
eir
s
u
r
v
ey
o
n
lin
e
t
o
6
9
p
ar
ticip
an
t
s
(
3
8
m
ales
an
d
3
1
f
em
ales)
f
r
o
m
th
e
B
ac
h
elo
r
o
f
C
o
m
p
u
ter
Scien
ce
co
u
r
s
e
at
a
tech
n
ical
a
n
d
v
o
ca
tio
n
al
e
d
u
ca
tio
n
an
d
tr
ain
in
g
(
T
VE
T
)
p
u
b
lic
u
n
iv
er
s
ity
(
L
ev
el
6
)
.
T
h
e
s
u
r
v
e
y
in
s
tr
u
m
en
t
ap
p
lied
a
L
i
k
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
o
m
ea
s
u
r
e
f
o
u
r
lear
n
in
g
d
im
en
s
io
n
s
th
at
in
cl
u
d
ed
g
e
n
er
al
lea
r
n
in
g
,
co
g
n
itiv
e
lear
n
in
g
,
af
f
e
ctiv
e
lear
n
in
g
a
n
d
b
eh
av
io
r
al
lear
n
in
g
.
T
h
e
r
esear
ch
item
s
m
ea
s
u
r
e
d
lear
n
er
s
atis
f
ac
tio
n
to
g
eth
er
with
en
g
ag
em
en
t
a
n
d
t
h
eir
p
er
ce
p
tio
n
s
o
f
th
e
v
alu
e
ascr
i
b
ed
to
g
am
if
icatio
n
elem
en
ts
s
u
ch
as
v
ir
tu
al
g
o
o
d
s
,
ea
r
ly
b
ir
d
s
,
r
ewa
r
d
s
,
p
ee
r
g
r
ad
in
g
an
d
s
k
ill p
o
in
t.
(
r
ef
er
t
o
T
ab
le
1
f
o
r
a
co
m
p
lete
item
lis
t)
.
T
h
e
s
u
r
v
ey
item
s
o
r
g
an
ize
in
to
f
o
u
r
ca
teg
o
r
ies,
wh
ich
ar
e
g
en
er
al
lear
n
in
g
,
co
g
n
itiv
e
lear
n
in
g
,
af
f
ec
tiv
e
lear
n
in
g
,
an
d
b
eh
a
v
io
r
al
lear
n
in
g
to
en
s
u
r
e
t
h
e
q
u
esti
o
n
n
air
e
m
atch
es
r
ec
o
g
n
ize
d
lear
n
in
g
t
h
eo
r
ies
th
at
d
escr
ib
e
lear
n
i
n
g
asp
ec
ts
.
T
h
e
s
u
r
v
ey
ca
te
g
o
r
ies
ass
ess
th
e
lear
n
er
’
s
g
am
if
ied
lear
n
in
g
ex
p
er
ien
ce
b
y
ev
alu
atin
g
t
h
eir
p
er
ce
p
tio
n
s
ac
r
o
s
s
f
o
u
r
ed
u
ca
tio
n
al
lea
r
n
in
g
d
im
en
s
io
n
s
with
in
th
e
g
am
if
ied
MO
OC
p
latf
o
r
m
(
E
G
-
MO
OC
)
.
T
h
e
cl
ass
if
ied
s
ec
tio
n
s
w
ith
in
th
e
f
r
am
ewo
r
k
r
ep
r
esen
t
s
ep
ar
ate
lear
n
in
g
d
im
e
n
s
io
n
s
,
allo
win
g
r
esear
ch
er
s
to
tr
ac
k
g
am
if
icatio
n
’
s
ef
f
ec
ts
ac
r
o
s
s
th
ese
lear
n
in
g
d
o
m
ain
s
.
a.
Gen
er
al
lear
n
in
g
:
E
v
alu
ates
h
o
w
lear
n
er
s
ex
p
er
ien
ce
a
n
d
p
e
r
ce
iv
e
E
G
-
MO
OC
co
u
r
s
es
s
p
ec
if
ically
th
r
o
u
g
h
m
ea
s
u
r
in
g
co
u
r
s
e
s
atis
f
ac
tio
n
with
f
u
lf
illi
n
g
lear
n
er
s
'
n
ee
d
s
as we
l
l a
s
en
jo
y
m
en
t l
ev
els.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
0
8
8
-
8
7
0
8
I
n
t J E
lec
&
C
o
m
p
E
n
g
,
Vo
l.
1
6
,
No
.
3
,
J
u
n
e
20
2
6
:
1
3
2
9
-
1
3
3
8
1332
b.
C
o
g
n
itiv
e
lear
n
in
g
:
T
h
e
g
a
m
if
ied
co
u
r
s
e
s
er
v
es
to
im
p
r
o
v
e
lear
n
er
s
'
in
tellectu
al
an
d
k
n
o
wled
g
e
ac
q
u
is
itio
n
th
r
o
u
g
h
c
o
g
n
itiv
e
l
ea
r
n
in
g
m
et
h
o
d
s
b
y
ev
alu
atin
g
s
u
b
ject
u
n
d
er
s
tan
d
in
g
.
c.
Af
f
ec
tiv
e
lear
n
in
g
:
E
v
al
u
ates
th
e
em
o
tio
n
al
r
esp
o
n
s
es
o
f
lear
n
er
s
to
g
am
e
elem
e
n
ts
as
well
as
th
eir
attitu
d
es a
n
d
m
o
tiv
atio
n
lev
els to
d
eter
m
in
e
h
o
w
g
a
m
if
icatio
n
af
f
ec
t th
eir
i
n
ter
est in
co
u
r
s
e
m
ater
ials
.
d.
B
eh
av
io
r
al
lear
n
in
g
:
E
v
alu
ate
s
lear
n
er
s
'
r
eso
u
r
ce
in
ter
ac
tio
n
th
r
o
u
g
h
o
b
s
er
v
a
b
le
m
ea
s
u
r
es
an
d
an
aly
ze
s
th
e
ex
ten
t w
h
ich
g
am
if
icatio
n
m
o
tiv
ates le
ar
n
er
s
to
ac
tiv
ely
en
g
ag
e
with
th
eir
co
u
r
s
ewo
r
k
.
T
h
e
s
tu
d
y
k
ey
s
s
u
r
v
ey
item
s
in
to
d
if
f
er
e
n
t
ca
teg
o
r
ies
wh
ich
g
iv
es
r
ea
d
er
s
a
co
m
p
r
eh
en
s
iv
e
v
iew
o
f
th
e
s
im
u
ltan
eo
u
s
ef
f
ec
ts
o
f
g
am
if
icatio
n
o
n
co
g
n
itiv
e
lear
n
in
g
,
em
o
tio
n
al
a
n
d
b
e
h
av
io
r
al
r
esp
o
n
s
es.
R
esear
ch
er
s
em
p
lo
y
ed
Sm
ar
tPLS
f
o
r
s
tr
u
ctu
r
al
eq
u
atio
n
m
o
d
elin
g
(
SEM
)
p
r
o
ce
d
u
r
es
to
ev
alu
ate
th
e
d
ata
o
b
tain
ed
in
th
e
s
tu
d
y
.
Sm
ar
tPLS
p
r
o
v
id
ed
an
ap
p
r
o
p
r
iate
s
o
lu
tio
n
f
o
r
d
ata
a
n
aly
s
is
b
ec
au
s
e
it
w
o
r
k
s
ef
f
ec
tiv
ely
with
s
m
all
s
am
p
le
d
atasets
with
o
u
t r
eq
u
ir
in
g
s
p
ec
if
ic
d
is
tr
ib
u
tio
n
al
ass
u
m
p
tio
n
s
R
in
g
le
et
a
l.
[
3
8
]
.
T
ab
le
1
.
L
ea
r
n
er
’
s
p
e
r
ce
p
tio
n
s
q
u
esti
o
n
n
air
e
V
a
r
i
a
b
l
e
s
G
e
n
e
r
a
l
l
e
a
r
n
i
n
g
G
1
-
I
a
m sa
t
i
sf
i
e
d
w
i
t
h
t
h
e
m
u
l
t
i
m
e
d
i
a
sy
st
e
m c
o
u
r
se
G
2
-
I
e
n
j
o
y
e
d
EG
-
M
O
O
C
t
h
r
o
u
g
h
o
u
t
m
u
l
t
i
m
e
d
i
a
sy
s
t
e
m
c
o
u
r
s
e
G
2
-
L
e
a
r
n
i
n
g
t
h
r
o
u
g
h
EG
-
M
O
O
C
m
e
e
t
s
my
l
e
a
r
n
i
n
g
n
e
e
d
s
C
o
g
n
i
t
i
v
e
l
e
a
r
n
i
n
g
C
1
-
I
a
m
mo
r
e
k
n
o
w
l
e
d
g
e
a
b
l
e
a
b
o
u
t
mu
l
t
i
m
e
d
i
a
sy
s
t
e
m
t
o
p
i
c
s i
n
EG
-
M
O
O
C
C
2
-
I
b
e
l
i
e
v
e
t
h
a
t
EG
-
M
O
O
C
s
t
i
m
u
l
a
t
e
s m
e
t
o
c
o
mp
l
e
t
e
a
m
o
r
e
d
i
f
f
i
c
u
l
t
t
a
s
k
C
3
-
I
b
e
l
i
e
v
e
t
h
a
t
g
a
m
i
f
i
c
a
t
i
o
n
mec
h
a
n
i
c
s (
v
i
r
t
u
a
l
g
o
o
d
)
a
r
e
v
a
l
u
a
b
l
e
u
s
e
o
f
i
n
s
t
r
u
c
t
i
o
n
a
l
t
i
m
e
A
f
f
e
c
t
i
v
e
l
e
a
r
n
i
n
g
A
1
-
I
f
e
e
l
mo
r
e
c
o
n
n
e
c
t
e
d
t
o
t
h
e
t
o
p
i
c
s i
n
t
h
e
m
u
l
t
i
me
d
i
a
s
y
st
e
m
w
h
e
n
u
si
n
g
EG
-
M
O
O
C
A
2
-
I
f
e
e
l
c
o
n
f
i
d
e
n
t
t
h
a
t
I
c
a
n
f
i
n
i
s
h
my
a
ssessm
e
n
t
t
h
e
d
a
y
b
e
f
o
r
e
t
h
e
d
u
e
d
a
t
e
A
3
-
I
b
e
l
i
e
v
e
t
h
a
t
g
a
mi
f
i
c
a
t
i
o
n
me
c
h
a
n
i
c
s (
e
a
r
l
y
b
i
r
d
s &
r
e
w
a
r
d
)
a
r
e
v
a
l
u
a
b
l
e
u
se
o
f
i
n
s
t
r
u
c
t
i
o
n
a
l
t
i
m
e
B
e
h
a
v
i
o
r
a
l
l
e
a
r
n
i
n
g
B
1
-
I
l
i
k
e
t
o
c
o
mm
u
n
i
c
a
t
e
w
i
t
h
o
t
h
e
r
l
e
a
r
n
e
r
i
n
EG
-
M
O
O
C
o
n
i
n
st
r
u
c
t
i
o
n
a
l
t
i
m
e
B
2
-
I
f
o
u
n
d
t
h
a
t
l
e
a
r
n
i
n
g
i
n
EG
-
M
O
O
C
c
o
u
l
d
e
n
g
a
g
e
me
i
n
t
h
e
m
u
l
t
i
me
d
i
a
sy
st
e
m
c
o
u
r
se
B
3
-
I
b
e
l
i
e
v
e
t
h
a
t
g
a
m
i
f
i
c
a
t
i
o
n
mec
h
a
n
i
c
s (
p
e
e
r
g
r
a
d
i
n
g
& s
k
i
l
l
p
o
i
n
t
)
a
r
e
v
a
l
u
a
b
l
e
u
s
e
o
f
i
n
st
r
u
c
t
i
o
n
a
l
t
i
me
4.
RE
SU
L
T
S
T
h
e
p
lo
t
o
f
th
e
two
-
way
in
ter
ac
tio
n
ef
f
ec
t
f
o
r
s
tan
d
ar
d
ized
v
ar
iab
les
co
n
tain
s
v
ar
io
u
s
E
x
ce
l
wo
r
k
s
h
ee
ts
th
at
h
elp
in
ter
p
r
e
t
two
-
way
an
d
th
r
ee
-
way
in
t
er
ac
tio
n
ef
f
ec
ts
.
T
h
e
wo
r
k
s
h
ee
t
u
s
es
p
r
o
ce
d
u
r
es
p
r
o
p
o
s
ed
b
y
p
r
ev
io
u
s
r
esear
c
h
er
s
Aik
en
et
a
l.
[
3
9
]
,
Daw
s
o
n
an
d
R
ich
ter
[
4
0
]
an
d
Daw
s
o
n
[
4
1
]
,
t
o
d
esig
n
in
ter
ac
tio
n
ef
f
ec
ts
,
a
n
d
in
ter
m
s
o
f
in
ter
ac
tio
n
test
s
,
th
er
e
a
r
e
th
r
ee
(
3
)
way
s
to
id
en
tify
s
ig
n
if
ican
t
d
if
f
er
en
ce
s
b
etwe
en
th
e
s
lo
p
es.
T
o
war
d
s
t
est
-
two
-
way
in
ter
ac
tio
n
s
,
it
is
o
f
ten
th
o
u
g
h
t
to
b
e
th
e
r
elatio
n
s
h
ip
b
etwe
en
th
e
in
d
ep
en
d
en
t
v
ar
iab
le
(
I
V)
an
d
th
e
d
ep
en
d
e
n
t
v
ar
iab
le
(
DV)
,
m
o
d
er
ated
b
y
th
e
th
ir
d
v
a
r
iab
le.
Fig
u
r
e
1
s
h
o
ws
th
e
two
-
way
p
lo
t
o
f
th
e
in
ter
ac
tio
n
ef
f
ec
t
f
o
r
G
-
MO
OC
g
r
ap
h
an
al
y
s
is
.
T
h
is
an
aly
s
is
s
h
o
ws
a
s
ig
n
if
ican
t
d
if
f
er
en
ce
in
th
e
ac
h
iev
em
en
t
o
f
lear
n
in
g
o
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tco
m
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wh
en
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ig
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lear
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in
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ag
e
m
en
t
is
g
iv
en
co
m
p
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to
lo
w
lear
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in
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en
g
ag
e
m
en
t
th
r
o
u
g
h
lo
w
lear
n
in
g
in
ter
ac
tio
n
.
L
ea
r
n
in
g
o
u
tc
o
m
e
ac
h
iev
e
m
en
t
will
b
e
alm
o
s
t
s
im
ilar
if
lear
n
in
g
en
g
ag
em
e
n
t is
em
p
h
asized
th
r
o
u
g
h
a
h
ig
h
lev
el
o
f
lear
n
i
n
g
in
ter
ac
tio
n
.
Fig
u
r
e
1
.
Plo
t o
f
two
-
way
i
n
ter
ac
tio
n
ef
f
ec
t
(
I
E
)
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A
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Fig
u
r
e
1
s
h
o
ws
a
two
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way
i
n
ter
ac
tio
n
p
lo
t
,
m
o
r
e
p
r
ec
is
ely
,
wh
er
e
th
e
two
v
ar
ia
b
les
in
f
o
cu
s
ar
e
lear
n
in
g
in
ter
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tio
n
(
L
I
)
an
d
l
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n
in
g
en
g
ag
em
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(
L
E
)
,
with
th
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ap
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-
a
x
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s
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ep
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esen
ts
th
e
in
d
ep
en
d
en
t
v
ar
iab
le
lear
n
in
g
in
ter
ac
tio
n
with
two
lev
els:
T
h
e
two
class
if
icatio
n
s
th
at
ar
e
d
ir
ec
tly
o
p
p
o
s
ite
to
ea
ch
o
th
er
ar
e
lo
w
L
I
an
d
h
ig
h
L
I
.
T
h
e
y
-
ax
is
r
ef
er
s
to
th
e
d
ep
en
d
e
n
t
v
ar
ia
b
le,
wh
ich
h
a
s
f
iv
e
s
ca
le
v
alu
es
s
tar
tin
g
f
r
o
m
1
to
5
.
T
h
e
two
lin
es
in
t
h
e
g
r
a
p
h
r
ep
r
esen
t
d
if
f
er
en
t
lev
els
o
f
a
m
o
d
er
atin
g
v
ar
ia
b
le
lear
n
i
n
g
e
n
g
ag
e
m
e
n
t;
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e
two
ty
p
es
o
f
t
r
ain
in
g
a
r
e
lo
w
L
E
an
d
h
ig
h
L
E
.
T
h
e
tr
en
d
lin
e
in
th
e
lo
w
L
E
g
r
ap
h
is
p
o
s
itiv
e,
im
p
ly
in
g
th
at
as
th
e
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o
f
lear
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in
g
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ter
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n
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is
es,
s
o
d
o
es
th
e
v
alu
e
o
f
t
h
e
d
ep
en
d
en
t
v
ar
ia
b
le.
T
h
is
im
p
lies
t
h
at
wh
en
lear
n
in
g
e
n
g
ag
em
e
n
t
is
h
ig
h
,
lear
n
in
g
in
ter
ac
tio
n
h
as
a
p
o
s
itiv
e
r
ela
tio
n
s
h
ip
with
th
e
d
ep
e
n
d
en
t
v
ar
iab
le.
On
t
h
e
o
th
e
r
h
a
n
d
,
th
e
lin
e
f
o
r
h
ig
h
L
E
r
em
ain
s
n
ea
r
ly
h
o
r
iz
o
n
tal,
i
m
p
ly
in
g
th
at
f
lu
ctu
atio
n
s
in
lear
n
in
g
in
ter
ac
tio
n
h
av
e
m
i
n
im
al
im
p
ac
t
o
n
th
e
d
ep
en
d
e
n
t
v
a
r
iab
le’
s
v
alu
es
a
m
o
n
g
th
e
co
h
o
r
t
with
h
ig
h
le
ar
n
in
g
en
g
a
g
em
en
t.
T
h
e
co
n
n
ec
tio
n
b
etwe
en
th
e
d
ep
en
d
e
n
t
an
d
in
d
ep
en
d
en
t
v
a
r
iab
les
is
d
ep
en
d
en
t
u
p
o
n
t
h
e
m
o
d
er
atin
g
v
a
r
iab
le,
as
m
ay
b
e
in
f
er
r
ed
f
r
o
m
th
e
ab
o
v
e
g
r
ap
h
.
T
ab
le
2
p
r
o
v
id
es
a
s
u
m
m
ar
y
o
f
two
-
way
in
ter
a
ctio
n
ef
f
ec
t.
T
ab
le
2
.
Su
m
m
a
r
y
o
f
two
-
way
in
ter
ac
tio
n
ef
f
e
ct
(
I
E
)
H
y
p
o
t
h
e
s
i
s
I
n
t
e
r
a
c
t
i
o
n
e
f
f
e
c
t
(
I
E)
I
n
d
e
p
e
n
d
e
n
t
v
a
r
i
a
b
l
e
(
Le
a
r
n
i
n
g
i
n
t
e
r
a
c
t
i
o
n
)
M
o
d
e
r
a
t
i
n
g
v
a
r
i
a
b
l
e
(
Le
a
r
n
i
n
g
e
n
g
a
g
e
me
n
t
)
D
e
p
e
n
d
e
n
t
v
a
r
i
a
b
l
e
(
Le
a
r
n
i
n
g
o
u
t
c
o
mes
)
H1
I
E1
Lo
w
Lo
w
Lo
w
H2
I
E2
Lo
w
H
i
g
h
H
i
g
h
H3
I
E3
H
i
g
h
Lo
w
H
i
g
h
H4
I
E4
H
i
g
h
H
i
g
h
H
i
g
h
*
H
1
:
T
h
e
r
e
i
s
a
si
g
n
i
f
i
c
a
n
t
p
o
si
t
i
v
e
r
e
l
a
t
i
o
n
s
h
i
p
b
e
t
w
e
e
n
l
e
a
r
n
i
n
g
i
n
t
e
r
a
c
t
i
o
n
a
n
d
l
e
a
r
n
i
n
g
e
n
g
a
g
e
m
e
n
t
*
H
2
:
T
h
e
r
e
i
s
a
si
g
n
i
f
i
c
a
n
t
p
o
si
t
i
v
e
r
e
l
a
t
i
o
n
s
h
i
p
b
e
t
w
e
e
n
l
e
a
r
n
i
n
g
e
n
g
a
g
e
m
e
n
t
a
n
d
l
e
a
r
n
i
n
g
o
u
t
c
o
me
*
H
3
:
T
h
e
r
e
i
s
a
si
g
n
i
f
i
c
a
n
t
p
o
si
t
i
v
e
r
e
l
a
t
i
o
n
s
h
i
p
b
e
t
w
e
e
n
l
e
a
r
n
i
n
g
i
n
t
e
r
a
c
t
i
o
n
a
n
d
l
e
a
r
n
i
n
g
o
u
t
c
o
me
*
H
4
:
L
e
a
r
n
i
n
g
e
n
g
a
g
e
me
n
t
me
d
i
a
t
e
s
t
h
e
r
e
l
a
t
i
o
n
sh
i
p
b
e
t
w
e
e
n
l
e
a
r
n
i
n
g
i
n
t
e
r
a
c
t
i
o
n
a
n
d
l
e
a
r
n
i
n
g
o
u
t
c
o
m
e
s.
Sin
ce
L
I
is
lo
w,
an
d
L
E
is
also
lo
w,
th
eir
p
r
o
d
u
ct
L
O
is
also
lo
w.
T
h
is
m
ea
n
s
th
at
if
th
er
e
ar
e
in
ad
eq
u
ate
i
n
ter
ac
tio
n
a
n
d
p
a
r
ticip
atio
n
,
it
in
h
ib
its
ac
h
iev
e
m
en
t
o
f
th
e
b
est
r
esu
lts
in
l
ea
r
n
in
g
o
u
tco
m
es.
W
h
en
L
I
is
lo
w
a
n
d
L
E
is
h
i
g
h
,
it
lead
s
to
a
h
ig
h
L
O.
T
h
i
s
m
ea
n
s
th
at
h
ig
h
en
g
ag
em
e
n
t
ca
n
o
v
er
c
o
m
e
th
e
d
is
ad
v
an
tag
e
o
f
lo
w
in
ter
ac
ti
o
n
an
d
co
n
s
eq
u
en
tly
im
p
r
o
v
e
t
h
e
r
esu
lts
.
T
h
ey
also
d
is
co
v
er
ed
th
at
h
ig
h
L
I
with
lo
w
L
E
also
r
esu
lt
in
h
ig
h
L
O.
T
h
is
m
ea
n
s
t
h
at
th
e
q
u
ali
ty
o
f
th
e
in
ter
ac
tio
n
m
ig
h
t
b
e
g
o
o
d
e
n
o
u
g
h
to
in
f
lu
en
ce
g
o
o
d
r
esu
lts
d
esp
ite
p
o
o
r
co
n
tact.
T
h
u
s
,
h
ig
h
L
I
l
ea
d
s
to
h
ig
h
L
E
an
d
h
en
c
e
h
ig
h
L
O.
T
h
is
is
th
e
b
est s
ce
n
ar
io
wh
er
e
b
o
th
f
ac
to
r
s
co
m
p
lem
en
t th
e
o
th
er
with
an
aim
o
f
e
n
h
an
ci
n
g
lear
n
in
g
o
u
tco
m
es.
T
h
e
r
esu
lts
o
f
th
e
two
-
way
i
n
ter
ac
tio
n
ef
f
ec
t
test
;
th
is
is
a
s
tatis
t
ical
test
th
at
h
elp
s
in
estab
lis
h
in
g
wh
eth
er
th
er
e
is
a
ch
an
g
e
in
th
e
ef
f
ec
t
o
f
o
n
e
in
d
e
p
en
d
e
n
t
v
ar
iab
le
o
n
th
e
d
ep
e
n
d
en
t
v
a
r
iab
le,
d
ep
en
d
in
g
o
n
th
e
lev
el
o
f
th
e
o
th
er
in
d
ep
e
n
d
en
t
v
ar
iab
les.
I
n
th
is
ca
s
e,
th
e
in
d
e
p
en
d
e
n
t
v
a
r
iab
le
is
l
ea
r
n
in
g
i
n
ter
ac
tio
n
,
lear
n
in
g
e
n
g
ag
e
m
en
t
is
a
m
o
d
er
atin
g
v
ar
iab
le
an
d
lear
n
in
g
o
u
tc
o
m
e
is
th
e
d
e
p
en
d
e
n
t
v
ar
iab
le.
Hen
ce
,
th
e
f
in
d
in
g
s
in
d
icate
th
e
s
ig
n
if
ica
n
ce
o
f
b
o
th
in
ter
ac
tio
n
an
d
e
n
g
ag
em
en
t
in
th
e
lea
r
n
in
g
p
r
o
c
ess
es.
I
t
s
h
o
ws
th
at
b
o
th
h
a
v
e
a
u
n
i
q
u
e
ef
f
ec
t
b
u
t
th
ey
b
o
th
w
o
r
k
b
est
wh
en
in
ter
ac
tio
n
is
in
clu
d
ed
al
o
n
g
with
h
ig
h
lev
els
o
f
en
g
ag
em
e
n
t.
T
h
is
in
s
ig
h
t
ca
n
b
e
u
s
ed
in
d
ev
elo
p
in
g
p
r
o
g
r
am
s
an
d
s
tr
ateg
ies
f
o
r
ed
u
ca
tio
n
wh
ich
s
u
p
p
o
r
ts
b
o
th
elem
en
ts
in
o
r
d
er
to
im
p
r
o
v
e
th
e
lear
n
in
g
p
r
o
ce
s
s
.
5.
DIS
CU
SS
I
O
N
AND
I
M
P
L
I
CATI
O
N
S
5
.
1
.
P
l
o
t
o
f
t
he
t
wo
-
w
a
y
inte
ra
ct
io
n e
f
f
ec
t
T
h
e
p
o
s
itiv
e
s
lo
p
e
o
f
t
h
e
lin
e
f
o
r
l
o
w
L
E
in
Fig
u
r
e
1
s
h
o
ws
th
at
as
th
e
in
cr
ea
s
e
in
t
h
e
v
alu
e
o
f
lear
n
in
g
in
ter
ac
tio
n
,
th
e
lear
n
in
g
o
u
tco
m
e
also
in
cr
ea
s
es.
T
h
is
s
u
g
g
ests
th
at
f
o
r
p
eo
p
le
wh
o
lear
n
less
,
s
tr
ateg
ies
th
at
en
h
an
ce
lear
n
in
g
in
ter
ac
tio
n
m
ay
r
esu
lt
in
m
o
r
e
lear
n
in
g
[
4
2
]
.
T
h
e
s
lig
h
t
v
a
r
iatio
n
in
th
e
g
r
ap
h
o
f
h
ig
h
L
E
im
p
lies
th
at
lear
n
in
g
in
ter
ac
tio
n
h
ar
d
ly
h
as
an
im
p
ac
t
o
n
th
e
lear
n
in
g
o
u
tco
m
e
f
o
r
a
lear
n
er
with
h
ig
h
lev
els
o
f
lear
n
in
g
en
g
a
g
e
m
en
t.
T
h
is
m
ea
n
s
th
at
to
th
ese
p
eo
p
le,
th
e
lev
el
o
f
lear
n
in
g
i
n
ter
ac
tio
n
m
ay
n
o
t
b
e
as c
r
itical
in
p
r
ed
ictin
g
th
e
lear
n
in
g
o
u
tco
m
e
[
4
3
]
.
I
n
ter
ac
tio
n
ef
f
ec
t
is
r
elev
an
t
t
o
th
e
u
n
d
e
r
s
tan
d
in
g
o
f
th
is
s
t
u
d
y
b
ec
a
u
s
e
it
s
h
o
ws
th
at
wh
i
le
lear
n
in
g
in
ter
ac
tio
n
was
estab
lis
h
ed
to
b
e
p
o
s
itiv
ely
co
n
n
ec
ted
with
l
ea
r
n
in
g
o
u
tco
m
es
th
e
s
tr
en
g
th
o
f
th
is
s
u
g
g
esti
o
n
m
ay
d
ep
en
d
o
n
le
v
el
o
f
lear
n
i
n
g
en
g
a
g
em
en
t
[
4
4
]
.
T
h
is
m
ea
n
s
th
at
g
o
in
g
f
o
r
th
e
g
en
e
r
al
s
tr
ateg
y
m
ay
n
o
t
b
e
ef
f
ec
tiv
e
o
r
ev
e
n
p
r
o
d
u
ctiv
e
i
n
th
e
p
r
o
ce
s
s
.
So
m
e
o
f
t
h
e
s
tr
ateg
ies
m
ig
h
t
d
e
p
en
d
o
n
th
e
l
ev
el
o
f
p
ar
ticip
atio
n
o
f
th
e
in
d
i
v
id
u
al
in
lear
n
in
g
m
ater
ials
.
Fo
r
in
s
tan
ce
,
wh
en
an
e
d
u
ca
tio
n
s
y
s
tem
aim
s
at
p
r
o
m
o
tin
g
lear
n
in
g
ac
h
iev
em
en
t,
it
m
a
y
n
o
t
b
e
ef
f
ec
tiv
e
f
o
r
p
eo
p
le
with
h
ig
h
L
E
if
o
n
ly
th
e
lev
el
o
f
in
ter
ac
ti
n
g
with
lear
n
i
n
g
is
in
cr
ea
s
ed
.
Fo
r
t
h
is
g
r
o
u
p
p
o
t
en
tially
it
m
ay
b
e
r
elev
a
n
t
to
co
n
s
id
er
o
th
er
o
p
tio
n
s
f
o
r
e
n
h
an
ce
m
en
t,
s
u
ch
as
en
h
an
cin
g
th
e
q
u
ality
o
f
th
e
i
n
ter
ac
tio
n
b
etwe
en
th
e
s
tu
d
en
ts
an
d
th
e
teac
h
er
s
o
r
ad
d
r
ess
in
g
o
th
er
asp
ec
ts
o
f
th
e
lear
n
in
g
e
n
v
ir
o
n
m
en
t
[
4
5
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
0
8
8
-
8
7
0
8
I
n
t J E
lec
&
C
o
m
p
E
n
g
,
Vo
l.
1
6
,
No
.
3
,
J
u
n
e
20
2
6
:
1
3
2
9
-
1
3
3
8
1334
On
th
e
o
th
er
h
a
n
d
,
th
e
s
tr
ateg
y
co
n
ce
r
n
in
g
in
cr
ea
s
in
g
lea
r
n
i
n
g
in
ter
ac
tio
n
f
o
r
s
tu
d
en
ts
with
lo
w
L
E
ca
n
b
e
ef
f
ec
tiv
e
in
in
cr
ea
s
in
g
th
eir
lear
n
in
g
ac
h
iev
em
en
ts
.
Nev
er
th
eless
,
it
i
s
im
p
o
r
tan
t
to
u
n
d
er
s
tan
d
th
a
t
lear
n
in
g
m
ig
h
t
n
o
t
b
e
s
o
lely
d
ef
in
ed
b
y
t
h
e
ab
o
v
e
f
ac
to
r
s
f
o
r
th
is
g
r
o
u
p
.
T
h
is
m
ay
in
s
o
m
e
way
ex
p
lain
wh
y
s
tu
d
en
ts
s
o
m
etim
es
f
ail
to
in
ter
ac
t
in
class
,
ap
ar
t
f
r
o
m
th
e
g
en
er
al
r
ea
s
o
n
s
s
u
ch
as
lear
n
in
g
en
v
ir
o
n
m
en
t,
in
d
iv
id
u
al
lear
n
in
g
s
ty
les
an
d
p
er
s
o
n
al
m
o
tiv
atio
n
am
o
n
g
o
t
h
er
s
.
I
n
s
u
m
m
ar
y
,
k
n
o
wled
g
e
o
f
th
ese
in
ter
ac
tio
n
ef
f
ec
ts
will
b
e
u
s
ef
u
l
i
n
d
esig
n
in
g
s
u
cc
ess
iv
e
in
ter
v
e
n
tio
n
s
an
d
in
cr
ea
s
e
lea
r
n
er
s
’
s
atis
f
ac
tio
n
.
T
h
r
o
u
g
h
th
is
s
tu
d
y
,
th
e
r
esear
ch
er
s
an
d
p
r
ac
titi
o
n
er
s
ar
e
ab
le
to
g
et
a
d
ee
p
er
u
n
d
e
r
s
tan
d
in
g
o
f
h
o
w
th
e
v
a
r
io
u
s
f
ac
to
r
s
af
f
ec
t le
ar
n
in
g
en
v
ir
o
n
m
e
n
t a
n
d
co
n
s
eq
u
en
tly
,
t
o
d
ea
l w
ith
t
h
e
p
r
o
b
lem
s
.
5
.
2
.
Rela
t
io
n
to
hy
po
t
hes
is
5
.
2
.
1
.
H
y
po
t
hes
is
1
(
H
1
)
T
h
e
r
esu
lts
s
u
p
p
o
r
t
H1
,
wh
ich
p
r
o
p
o
s
ed
a
s
ig
n
if
ican
t
p
o
s
itiv
e
r
elatio
n
s
h
ip
b
etwe
en
lear
n
in
g
in
ter
ac
tio
n
(
L
I
)
an
d
lear
n
in
g
en
g
ag
em
e
n
t
(
L
E
)
.
T
h
e
d
at
a
in
d
icate
s
th
at
lear
n
er
s
with
lo
wer
lev
els
o
f
en
g
ag
em
e
n
t
ex
p
er
ien
ce
a
n
o
t
ab
le
in
cr
ea
s
e
in
en
g
ag
em
e
n
t
wh
en
ex
p
o
s
ed
to
h
ig
h
ly
in
ter
ac
tiv
e
co
n
ten
t.
T
h
is
f
in
d
in
g
is
clo
s
ely
r
elate
d
to
th
e
s
tu
d
ies
o
f
[
4
6
]
a
n
d
[
4
7
]
,
wh
ich
r
e
p
o
r
ted
th
e
co
n
s
tr
u
ctiv
e
in
f
l
u
en
ce
o
f
in
ter
ac
tio
n
lear
n
i
n
g
s
tr
ateg
ies
o
n
th
e
le
v
el
o
f
lear
n
er
’
s
m
o
ti
v
atio
n
.
Su
ch
wo
r
k
s
em
p
h
asiz
e
in
ter
ac
tio
n
as
o
n
e
o
f
th
e
im
p
o
r
tan
t
f
ac
to
r
s
to
ca
tch
th
e
atten
tio
n
o
f
lear
n
er
s
a
n
d
to
en
g
ag
e
th
em
i
n
to
ac
tiv
e
lear
n
in
g
k
i
n
d
o
f
p
r
o
ce
s
s
es.
I
n
th
is
r
esp
ec
t,
o
u
r
h
y
p
o
th
esis
h
o
l
d
s
th
is
lin
e
o
f
th
i
n
k
in
g
to
ac
k
n
o
wled
g
e
th
at
h
ig
h
q
u
ality
in
ter
ac
tiv
ity
is
im
p
o
r
tan
t f
o
r
b
etter
lear
n
er
s
’
en
g
a
g
em
en
t a
n
d
m
o
tiv
atio
n
in
g
am
if
ie
d
MO
OC
s
.
5
.
2
.
2
.
H
y
po
t
hes
is
2
(
H
2
)
T
h
e
s
e
co
n
d
h
y
p
o
th
e
s
i
s
(
H2
)
,
w
h
i
ch
s
t
a
t
e
s
th
a
t
l
ea
r
n
i
n
g
en
g
ag
e
m
en
t
(
L
E
)
p
o
s
i
t
i
v
e
ly
in
f
l
u
e
n
c
e
s
l
e
a
r
n
in
g
o
u
t
c
o
m
e
s
(
L
O)
i
s
a
ls
o
s
u
p
p
o
r
t
e
d
b
y
t
h
e
r
e
s
u
l
t
s
.
T
h
e
g
r
a
p
h
a
l
s
o
s
h
o
w
s
t
h
a
t
le
a
r
n
e
r
s
wh
o
ar
e
m
o
r
e
e
n
g
ag
ed
h
av
e
h
i
g
h
er
o
u
t
c
o
m
e
r
a
t
e
s
th
u
s
s
u
p
p
o
r
t
in
g
t
h
e
p
r
e
v
io
u
s
f
i
n
d
i
n
g
s
b
y
L
e
e
e
t
a
l
.
[
4
8
]
w
h
i
ch
s
t
a
t
e
t
h
a
t
e
n
g
a
g
em
e
n
t
l
ea
d
s
t
o
t
h
e
d
e
v
e
lo
p
m
e
n
t
o
f
d
ee
p
er
c
o
g
n
i
ti
o
n
a
n
d
i
m
p
r
o
v
ed
p
e
r
f
o
r
m
an
ce
.
I
t
i
l
lu
s
t
r
a
t
e
s
t
h
e
w
a
y
e
n
g
ag
e
m
en
t
i
s
a
n
im
p
o
r
t
a
n
t
a
s
p
e
c
t
o
f
l
e
ar
n
in
g
an
d
r
a
i
s
e
s
q
u
e
s
t
io
n
s
a
s
t
o
h
o
w
en
g
ag
e
m
en
t
c
an
b
e
m
a
i
n
t
a
in
e
d
a
n
d
in
t
e
n
s
i
f
ie
d
f
o
r
M
O
O
C
s
.
T
h
e
p
o
s
i
t
i
v
e
im
p
a
c
t
o
b
s
er
v
ed
wh
i
l
e
l
ea
r
n
i
n
g
in
d
i
ca
t
e
s
t
h
a
t
s
t
r
a
t
e
g
i
e
s
th
a
t
ar
e
u
s
e
d
to
r
e
-
e
n
g
ag
e
l
ea
r
n
e
r
s
h
a
v
e
t
h
e
p
o
te
n
t
i
a
l
to
i
m
p
r
o
v
e
l
e
a
r
n
e
r
s
’
ac
a
d
e
m
ic
o
u
t
c
o
m
e
s
s
i
g
n
i
f
i
ca
n
t
ly
.
5
.
2
.
3
.
H
y
po
t
hes
is
3
(
H
3
)
T
h
ese
r
esu
lts
in
d
icate
H3
wh
ich
s
tated
a
p
o
s
itiv
e
r
elatio
n
s
h
ip
b
etwe
en
lear
n
in
g
in
te
r
ac
tio
n
(
L
I
)
an
d
lear
n
in
g
o
u
tco
m
es
(
L
O)
.
T
h
e
s
tu
d
y
s
h
o
ws
th
at
wh
ils
t
in
te
r
ac
tio
n
lev
els
ar
e
lo
w,
h
ig
h
i
n
ter
ac
tio
n
alwa
y
s
r
esu
lts
in
a
b
etter
lear
n
in
g
p
r
o
ce
s
s
.
Su
ch
a
r
esu
lt
f
its
well
w
ith
cu
r
r
e
n
t
r
esear
ch
b
y
B
ar
th
ak
u
r
et
a
l.
[
4
9
]
th
at
in
d
icate
s
th
at
lear
n
in
g
th
r
o
u
g
h
in
ter
ac
tio
n
e
n
h
an
ce
s
k
n
o
wl
ed
g
e
ab
s
o
r
p
tio
n
an
d
u
n
d
er
s
ta
n
d
in
g
.
O
u
r
s
tu
d
y
co
n
f
ir
m
s
th
is
h
y
p
o
t
h
esis
,
th
u
s
in
d
icatin
g
th
e
im
p
o
r
tan
ce
o
f
in
ter
ac
tio
n
in
th
e
lear
n
i
n
g
p
r
o
ce
s
s
,
esp
ec
ially
with
in
en
v
ir
o
n
m
en
ts
lik
e
g
a
m
if
ied
MO
OC
s
with
a
h
ig
h
lev
el
o
f
lear
n
e
r
au
to
n
o
m
y
.
T
h
is
t
y
p
e
o
f
r
elatio
n
s
h
ip
s
tr
ess
e
s
h
o
w
d
esig
n
s
h
o
u
ld
in
v
o
lv
e
ac
tiv
ity
th
at
lea
d
s
to
lea
r
n
er
en
g
ag
em
e
n
t.
5
.
2
.
4
.
H
y
po
t
hes
is
4
(
H
4
)
H4
s
u
g
g
ested
th
at
lear
n
in
g
e
n
g
ag
em
en
t
(
L
E
)
m
ed
iates
th
e
r
elatio
n
s
h
ip
b
etwe
en
lear
n
in
g
in
ter
ac
tio
n
(
L
I
)
an
d
lear
n
in
g
o
u
tco
m
es
(
L
O)
.
I
n
ter
m
s
o
f
th
e
h
y
p
o
th
esis
th
at
is
s
tated
ab
o
v
e,
th
e
two
-
way
in
ter
ac
tio
n
p
lo
t
d
ep
icted
in
Fig
u
r
e
1
o
f
f
er
s
m
o
r
e
s
u
b
tle
an
aly
s
is
.
I
n
d
ee
d
,
en
g
ag
em
en
t
d
o
es
m
o
d
er
ate
th
e
co
n
n
ec
tio
n
,
y
et
th
is
m
o
d
er
atin
g
ef
f
ec
t
d
if
f
er
s
with
th
e
lev
el
o
f
in
ter
ac
tiv
ity
.
I
n
th
e
ca
s
e
o
f
lo
w
m
o
tiv
ate
d
le
ar
n
er
s
o
n
th
e
o
th
er
h
an
d
,
in
ter
ac
tio
n
r
aises
th
e
le
ar
n
in
g
g
ain
m
ar
k
ed
l
y
wh
ich
a
cc
u
m
u
lated
e
v
id
en
ce
in
d
icate
s
th
at
in
ter
ac
tio
n
is
h
elp
f
u
l
in
ca
s
es
wh
er
e
lear
n
e
r
s
lack
in
ter
n
al
in
ter
est.
On
th
e
o
th
er
h
an
d
,
f
o
r
th
e
h
ig
h
ly
m
o
tiv
ated
lear
n
er
s
,
th
e
ef
f
ec
ts
o
f
in
ter
ac
tio
n
o
n
th
e
r
e
s
u
lts
ar
e
in
s
ig
n
if
ican
t,
s
u
ch
in
d
iv
id
u
als
ar
e
alr
ea
d
y
willin
g
to
lear
n
s
u
ch
f
ac
to
r
s
as q
u
ality
o
f
in
ter
ac
ti
o
n
o
r
th
e
en
v
ir
o
n
m
en
t in
wh
ic
h
th
e
lear
n
in
g
is
tak
in
g
p
lace
m
atter
.
5
.
3
.
Co
m
pa
riso
n wit
h initia
l hy
po
t
hes
is
a
nd
re
la
t
ed
re
s
e
a
rc
h
T
h
e
f
in
d
in
g
s
s
u
p
p
o
r
t
th
e
i
n
itial
h
y
p
o
th
eses
b
u
t
also
p
r
ese
n
t
n
ew
c
h
ar
ac
ter
is
tics
o
f
th
e
r
elatio
n
s
b
etwe
en
th
e
f
ac
to
r
s
.
Hy
p
o
th
e
s
es
H1
,
H2
an
d
H3
h
ad
s
u
p
p
o
r
t
as
ex
p
ec
ted
,
wh
ile
H4
wa
s
s
u
p
p
o
r
ted
b
u
t
it
s
h
o
wed
th
at
en
g
a
g
em
en
t
p
la
y
s
a
p
ar
tial
m
ed
iato
r
b
etwe
e
n
in
ter
ac
tiv
ity
an
d
u
s
er
s
’
p
er
ce
p
tio
n
at
d
if
f
er
en
t
lev
els
o
f
in
ter
ac
tiv
ity
.
T
h
is
r
esu
lt
im
p
lies
th
at
wh
ile
en
g
a
g
em
en
t
im
p
r
o
v
es
r
esu
lts
,
th
e
co
m
b
in
ed
ef
f
ec
t
o
f
in
ter
ac
tiv
ity
an
d
en
g
a
g
em
en
t
is
co
n
d
itio
n
al
o
n
th
e
lear
n
er
’
s
p
er
ce
iv
ed
m
o
tiv
atio
n
an
d
en
g
ag
em
en
t.
So
m
e
o
f
th
ese
f
in
d
in
g
s
wer
e
n
o
t
n
ec
e
s
s
ar
ily
ass
u
m
ed
ea
r
lier
b
ased
o
n
th
e
u
n
d
e
r
ly
in
g
r
esear
ch
h
y
p
o
th
eses
b
u
t
ar
e
im
p
o
r
tan
t
f
o
r
b
etter
u
n
d
er
s
tan
d
in
g
o
f
th
e
s
p
ec
if
icities
o
f
g
am
if
ied
lear
n
in
g
en
v
ir
o
n
m
e
n
t
th
at
o
u
g
h
t
to
b
e
d
esig
n
ed
in
th
e
f
u
tu
r
e.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
lec
&
C
o
m
p
E
n
g
I
SS
N:
2088
-
8
7
0
8
E
xp
lo
r
in
g
th
e
r
ela
tio
n
s
h
i
p
o
f
lea
r
n
in
g
en
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a
g
eme
n
t,
le
a
r
n
in
g
in
tera
ctio
n
,
a
n
d
…
(
A
z
iz
u
l Mo
h
d
Yu
s
o
ff
)
1335
T
h
e
f
in
d
in
g
s
ar
e
co
n
s
is
ten
t
wi
th
f
in
d
in
g
s
f
r
o
m
W
an
g
et
a
l.
[
5
0
]
an
d
Z
en
g
et
a
l.
[
5
1
]
wh
ic
h
s
h
o
wed
th
at
lear
n
er
s
’
lear
n
in
g
e
n
g
ag
em
en
t
ca
n
b
e
en
h
an
ce
d
s
ig
n
i
f
ican
tly
th
r
o
u
g
h
ef
f
ec
tiv
e
d
esig
n
s
o
f
in
ter
ac
tio
n
.
Nev
er
th
eless
,
o
u
r
r
esear
ch
is
an
ex
te
n
s
io
n
o
f
th
e
f
ir
s
t
b
y
s
h
o
win
g
th
at
th
e
in
ter
ac
tio
n
ef
f
ec
t
b
etwe
en
L
I
an
d
L
O
is
m
ed
iated
b
y
L
E
wh
ich
m
ea
n
s
th
at
in
ter
ac
tiv
ity
is
m
o
r
e
cr
u
cial
f
o
r
less
m
o
tiv
ated
lear
n
er
s
.
T
h
u
s
,
th
e
s
tu
d
y
r
aises
th
e
im
p
licativ
e
ar
g
u
m
en
t th
at
h
ig
h
er
i
n
ter
ac
tiv
ity
ca
n
n
o
t
b
e
s
tan
d
ar
d
ize
d
an
d
ca
lls
f
o
r
ap
p
r
o
ac
h
es
th
at
d
is
tin
g
u
is
h
b
etwe
en
d
if
f
er
en
tly
en
g
ag
e
d
lear
n
er
s
.
T
h
e
co
n
tr
ib
u
tio
n
o
f
o
u
r
s
tu
d
y
is
t
o
d
em
o
n
s
tr
ate
h
o
w
in
ter
ac
tiv
ity
an
d
en
g
ag
em
en
t
ar
e
in
h
er
e
n
tly
r
elate
d
with
in
g
am
if
ied
MO
OC
s
b
u
t
m
u
s
t
b
e
ca
r
ef
u
lly
o
r
g
a
n
ized
to
ac
h
iev
e
p
o
s
itiv
e
lear
n
in
g
e
f
f
ec
ts
.
5
.
4
.
I
m
pli
ca
t
i
o
n
T
h
e
f
in
d
in
g
s
o
f
th
i
s
s
tu
d
y
h
a
v
e
p
r
ac
ti
ca
l
im
p
lic
at
io
n
s
f
o
r
MO
O
C
g
am
if
i
ca
tio
n
d
e
s
ig
n
.
E
d
u
ca
ti
o
n
s
t
ak
eh
o
ld
er
s
s
h
o
u
ld
d
e
s
ig
n
lea
r
n
in
g
a
ct
iv
it
ie
s
th
at
a
r
e
b
o
th
h
ig
h
ly
in
ter
ac
tiv
e
an
d
e
li
ci
t
co
n
s
u
m
er
s
’
p
ar
t
ic
ip
a
ti
o
n
;
h
o
w
ev
er
,
t
h
ey
s
h
o
u
ld
a
l
s
o
ai
m
f
o
r
in
d
iv
id
u
a
l
d
if
f
er
en
c
e
s
.
I
n
th
e
ca
s
e
o
f
l
es
s
‘
s
el
f
-
r
eg
u
la
te
d
’
lea
r
n
er
s
,
b
o
o
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t
s
in
in
t
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a
ct
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n
b
e
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k
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a
cto
r
,
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er
ea
s
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o
r
th
e
‘
s
elf
-
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eg
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la
ted
’
l
ea
r
n
er
t
h
e
q
u
al
i
ty
an
d
th
e
r
a
n
g
e
o
f
i
n
te
r
ac
t
io
n
ca
n
b
e
a
v
a
lu
e
-
ad
d
ed
f
ac
to
r
.
T
h
e
s
e
r
es
u
l
t
s
h
ig
h
lig
h
t
t
h
e
i
m
p
o
r
tan
ce
o
f
l
ea
r
n
in
g
d
es
ig
n
th
a
t
c
an
ad
d
r
e
s
s
co
n
tex
tu
a
l
v
ar
ia
b
i
li
ty
in
l
ea
r
n
er
n
ee
d
s
to
p
r
o
v
id
e
m
o
r
e
m
e
an
in
g
f
u
l
le
ar
n
in
g
ex
p
er
ien
ce
s
.
6.
CO
NCLU
SI
O
N
AND
F
U
T
U
RE
WO
RK
S
Ov
er
all,
th
er
e
is
ev
id
en
ce
o
f
a
two
-
way
in
ter
ac
tio
n
ef
f
ec
t
b
e
twee
n
lear
n
in
g
in
ter
ac
tio
n
an
d
lear
n
in
g
en
g
ag
em
e
n
t
o
n
th
e
d
ep
en
d
en
c
e
v
ar
iab
le.
T
h
is
k
in
d
o
f
an
al
y
s
is
is
esp
ec
ially
u
s
ef
u
l
in
ed
u
ca
tio
n
al
r
esear
ch
o
r
in
in
ter
v
en
tio
n
s
th
at
s
ee
k
to
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h
an
ce
lear
n
in
g
o
u
tco
m
es
b
y
m
o
d
if
y
in
g
th
e
co
ac
tiv
ity
d
e
p
e
n
d
en
t
o
n
lear
n
er
s
’
lev
el
o
f
ac
tiv
atio
n
.
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t
is
a
u
s
e
f
u
l
m
eth
o
d
th
at
h
el
p
s
to
r
ea
li
ze
th
e
in
ter
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tio
n
s
b
etwe
en
v
ar
io
u
s
f
ac
to
r
s
in
a
lear
n
in
g
en
v
ir
o
n
m
e
n
t.
T
h
e
in
ter
ac
tio
n
ef
f
ec
t
r
ep
r
esen
te
d
in
th
e
g
r
ap
h
s
h
o
wn
ab
o
v
e
is
a
b
asic
co
n
ce
p
t
in
s
tatis
t
ics
an
d
r
esear
ch
an
al
y
s
is
.
I
t
is
a
r
esear
ch
m
eth
o
d
th
at
s
tates
th
at
th
e
r
elatio
n
s
h
ip
b
etwe
en
a
n
in
d
ep
en
d
en
t
v
ar
ia
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le
an
d
a
d
ep
en
d
en
t
v
ar
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le
m
ay
b
e
af
f
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ted
b
y
a
n
o
th
er
i
n
d
ep
e
n
d
e
n
t
v
ar
iab
le.
Fu
tu
r
e
r
esear
ch
will
aim
at
d
e
v
is
in
g
n
ew
f
o
r
m
s
o
f
lear
n
in
g
s
y
s
tem
s
th
at
ca
n
s
elf
-
ad
ju
s
t
to
th
ese
i
n
ter
ac
tio
n
e
f
f
ec
ts
t
o
im
p
r
o
v
e
t
h
e
ef
f
ec
tiv
e
n
ess
o
f
l
ea
r
n
in
g
s
tr
ateg
ies.
ACK
NO
WL
E
DG
E
M
E
NT
S
T
h
is
r
esear
ch
was
co
n
d
u
cted
b
y
Per
v
asiv
e
C
o
m
p
u
tin
g
&
E
d
u
ca
tio
n
al
T
ec
h
n
o
lo
g
y
(
PET
)
R
esear
ch
Gr
o
u
p
,
C
en
tr
e
f
o
r
Ad
v
a
n
c
ed
C
o
m
p
u
tin
g
T
ec
h
n
o
l
o
g
y
(
C
-
AC
T
)
,
Fak
u
lti
T
ek
n
o
lo
g
i
Ma
k
lu
m
at
d
a
n
Ko
m
u
n
ik
asi
(
FTM
K)
,
Un
iv
e
r
s
iti
T
ek
n
ik
al
Ma
lay
s
ia
Me
lak
a
(
UT
eM
)
an
d
in
co
llab
o
r
atio
n
with
J
ab
atan
Pen
d
id
ik
an
Po
litek
n
i
k
d
an
Ko
lej
Ko
m
u
n
iti (
J
PP
KK)
,
Kem
en
ter
ian
Pen
g
ajian
T
i
n
g
g
i M
ala
y
s
ia.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
Au
th
o
r
s
s
tate
n
o
f
u
n
d
in
g
in
v
o
lv
ed
.
CO
NF
L
I
C
T
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ST
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M
E
NT
Au
th
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r
s
s
tate
n
o
co
n
f
lict o
f
in
t
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est.
DATA AV
AI
L
AB
I
L
I
T
Y
Data
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ailab
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y
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o
t
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li
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le
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er
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o
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w
d
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wer
e
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ea
ted
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r
an
aly
ze
d
in
th
is
s
tu
d
y
.
RE
F
E
R
E
NC
E
S
[
1
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N
.
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.
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mi
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S
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P
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a
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R
.
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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.
Evaluation Warning : The document was created with Spire.PDF for Python.