I
nte
rna
t
io
na
l J
o
urna
l o
f
E
v
a
lua
t
io
n a
nd
Resea
rc
h in E
du
ca
t
io
n (
I
J
E
RE
)
Vo
l.
15
,
No
.
3
,
J
u
n
e
20
26
,
p
p
.
2073
~
2
0
8
1
I
SS
N:
2
2
5
2
-
8
8
2
2
,
DOI
: 1
0
.
1
1
5
9
1
/
ijer
e
.
v
15
i
3
.
3
8
7
0
9
2073
J
o
ur
na
l ho
m
ep
a
g
e
:
h
ttp
:
//ij
ere.
ia
esco
r
e.
co
m
Cha
tGPT in
t
he
u
niv
ersity cla
ss
ro
o
m:
p
er
ceptions
,
p
erceived
usefulness
and
us
e int
en
tions
am
o
n
g
undergra
dua
te
students
Vidn
a
y
No
el
Va
lero
-
Ancco
1
,2
,
Yo
la
nd
a
L
uja
no
-
O
rt
eg
a
2
1
R
i
k
c
h
’
a
r
i
y
Ed
u
c
a
t
i
o
n
a
l
R
e
s
e
a
r
c
h
G
r
o
u
p
,
N
a
t
i
o
n
a
l
U
n
i
v
e
r
si
t
y
o
f
t
h
e
A
l
t
i
p
l
a
n
o
,
P
u
n
o
,
P
e
r
ú
2
F
a
c
u
l
t
y
o
f
Ed
u
c
a
t
i
o
n
a
l
S
c
i
e
n
c
e
s,
N
a
t
i
o
n
a
l
U
n
i
v
e
r
si
t
y
o
f
t
h
e
A
l
t
i
p
l
a
n
o
,
P
u
n
o
,
P
e
r
ú
Art
icle
I
nfo
AB
S
T
RAC
T
A
r
ticle
his
to
r
y:
R
ec
eiv
ed
J
an
15
,
2
0
2
6
R
ev
is
ed
May
14
,
2
0
2
6
Acc
ep
ted
May
20
,
2
0
2
6
Th
e
o
b
jec
ti
v
e
s
o
f
th
e
p
re
se
n
t
stu
d
y
a
re
to
a
n
a
ly
z
e
u
n
iv
e
rsit
y
stu
d
e
n
ts’
p
e
rc
e
p
ti
o
n
s
o
f
a
n
d
a
tt
it
u
d
e
s
to
wa
rd
Ch
a
tG
P
T
a
s
a
su
p
p
o
rt
t
o
o
l
fo
r
lea
rn
in
g
,
a
s we
ll
a
s
th
e
u
se
r
p
ro
fil
e
s d
e
riv
e
d
fro
m
th
e
ir
tec
h
n
o
l
o
g
ica
l
a
c
c
e
p
tan
c
e
,
we
re
a
n
a
ly
z
e
d
.
A
q
u
a
n
ti
tativ
e
,
n
o
n
e
x
p
e
rime
n
tal
a
n
d
c
r
o
ss
-
se
c
ti
o
n
a
l
d
e
sig
n
wa
s
a
p
p
li
e
d
to
a
n
o
n
-
p
r
o
b
a
b
il
isti
c
c
o
n
v
e
n
ien
c
e
sa
m
p
le
o
f
4
3
8
u
n
d
e
rg
ra
d
u
a
te
stu
d
e
n
ts,
a
n
d
a
v
a
li
d
a
ted
q
u
e
stio
n
n
a
ire
c
o
m
p
o
se
d
o
f
t
h
re
e
d
ime
n
sio
n
s
c
o
m
p
a
ti
b
il
i
ty
wi
th
lea
rn
in
g
sty
les
,
e
a
se
o
f
u
se
a
n
d
p
e
rc
e
iv
e
d
u
se
fu
l
n
e
ss
,
a
n
d
c
o
n
ti
n
u
e
d
u
se
in
ten
ti
o
n
s
wa
s
u
se
d
.
Th
e
d
a
ta
we
re
a
n
a
ly
z
e
d
with
h
iera
rc
h
ica
l
c
lu
ste
r
a
n
a
ly
sis
(W
a
rd
m
e
th
o
d
).
Th
e
re
su
lt
s
re
v
e
a
l
th
re
e
g
r
o
u
p
s
o
f
u
se
rs:
i)
e
n
t
h
u
sia
sts,
wi
th
h
i
g
h
l
y
fa
v
o
r
a
b
le
p
e
rc
e
p
ti
o
n
s
a
n
d
h
i
g
h
u
se
i
n
ten
ti
o
n
s;
ii
)
m
o
d
e
ra
te
u
se
rs,
wh
o
e
x
h
i
b
i
t
p
a
rti
a
l
a
c
c
e
p
tan
c
e
;
a
n
d
ii
i)
c
rit
ica
l
o
r
d
isc
o
n
n
e
c
ted
u
se
rs,
wh
o
h
a
v
e
a
n
e
g
a
ti
v
e
v
iew
o
f
t
h
e
to
o
l.
Tak
e
n
to
g
e
t
h
e
r,
th
e
fin
d
i
n
g
s
c
o
n
firm
t
h
a
t
p
e
rc
e
i
v
e
d
u
se
fu
ln
e
ss
,
e
a
se
o
f
u
se
a
n
d
tru
st
a
re
d
e
term
in
in
g
fa
c
to
rs
i
n
th
e
i
n
ten
t
io
n
t
o
u
se
Ch
a
tG
P
T.
Th
is
st
u
d
y
p
ro
v
id
e
s
e
m
p
iri
c
a
l
e
v
id
e
n
c
e
o
n
t
h
e
d
iv
e
rs
it
y
o
f
a
tt
it
u
d
e
s
t
o
wa
rd
g
e
n
e
ra
ti
v
e
a
rti
ficia
l
in
telli
g
e
n
c
e
(G
e
n
AI)
in
u
n
i
v
e
rsity
c
o
n
tex
ts
a
n
d
h
ig
h
li
g
h
ts
t
h
e
n
e
e
d
to
p
ro
m
o
te
i
n
stit
u
ti
o
n
a
l
stra
teg
ies
o
f
c
rit
ica
l
d
ig
it
a
l
li
tera
c
y
a
n
d
tea
c
h
e
r
train
in
g
fo
r
it
s e
t
h
ica
l
a
n
d
p
e
d
a
g
o
g
ica
l
in
t
e
g
ra
ti
o
n
.
K
ey
w
o
r
d
s
:
C
h
atGPT
Gen
er
ativ
e
ar
tific
ial
in
tellig
en
ce
Hig
h
er
ed
u
ca
tio
n
Stu
d
en
t p
er
ce
p
tio
n
T
ec
h
n
o
lo
g
ical
ac
ce
p
tan
ce
T
h
is i
s
a
n
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
Y
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
Vid
n
ay
No
el
Vale
r
o
-
A
n
cc
o
R
ik
ch
’
ar
iy
E
d
u
ca
tio
n
al
R
esear
ch
Gr
o
u
p
,
Natio
n
al
Un
iv
e
r
s
ity
o
f
th
e
Altip
lan
o
Av
en
id
a
Flo
r
al
1
1
5
3
,
Pu
n
o
,
Per
ú
E
m
ail: v
v
aler
o
@
u
n
ap
.
ed
u
.
p
e
1.
I
NT
RO
D
UCT
I
O
N
T
h
e
em
er
g
e
n
ce
o
f
g
en
er
ati
v
e
ar
tific
ial
in
tellig
en
ce
(
Gen
AI
)
h
as
r
ap
id
ly
tr
an
s
f
o
r
m
ed
u
n
iv
er
s
ity
ec
o
s
y
s
tem
s
,
an
d
C
h
atGPT
s
t
an
d
s
o
u
t
as
a
to
o
l
th
at
is
b
e
in
g
in
cr
ea
s
in
g
ly
in
te
g
r
ated
i
n
to
s
tu
d
y
r
o
u
tin
es,
wr
itin
g
s
u
p
p
o
r
t
,
an
d
task
co
m
p
letio
n
[
1
]
,
[
2
]
.
R
ec
en
t
r
esear
c
h
h
as
in
d
icate
d
t
h
at
s
tu
d
en
ts
’
ac
ce
p
tan
ce
o
f
th
ese
tech
n
o
lo
g
ies
d
ep
e
n
d
s
o
n
s
ev
e
r
al
p
s
y
ch
o
lo
g
ical,
tech
n
o
lo
g
ic
al
an
d
s
o
cio
cu
ltu
r
al
f
ac
to
r
s
[
3
]
,
[
4
]
.
I
n
ad
d
itio
n
,
r
esear
ch
h
as
s
h
o
wn
th
at
th
e
s
tu
d
en
t
b
o
d
y
is
n
o
t
h
o
m
o
g
en
e
o
u
s
;
in
s
tead
,
it
is
d
is
tr
ib
u
ted
ac
r
o
s
s
s
eg
m
en
ts
o
r
u
s
er
p
r
o
f
iles
with
d
if
f
er
en
t
attitu
d
es
an
d
m
o
tiv
atio
n
s
,
s
u
ch
as
“sk
ep
tics
”,
“m
o
d
er
ate
u
s
er
s
”,
“p
o
s
itiv
e
ac
ce
p
to
r
s
”
,
an
d
“AI
i
n
n
o
v
ato
r
s
”
[
5
]
,
[
6
]
.
I
n
th
is
s
ce
n
ar
i
o
,
an
aly
zin
g
u
n
iv
e
r
s
ity
s
tu
d
en
ts
’
p
er
ce
p
tio
n
s
o
f
C
h
atGPT
an
d
id
e
n
tify
in
g
g
r
o
u
p
s
o
f
u
s
er
s
co
n
s
titu
te
a
k
ey
s
tep
in
g
u
i
d
in
g
p
o
licies
an
d
p
r
ac
tices
o
f
e
v
id
en
ce
-
b
ased
p
ed
ag
o
g
ical
in
teg
r
atio
n
.
T
h
e
m
o
s
t
in
f
lu
en
tial
tech
n
o
lo
g
y
ad
o
p
tio
n
f
r
am
ew
o
r
k
s
in
ed
u
ca
tio
n
,
s
u
ch
as
th
e
tech
n
o
lo
g
y
ac
ce
p
tan
ce
m
o
d
el
(
T
AM
)
an
d
th
e
u
n
if
ied
th
e
o
r
y
o
f
ac
ce
p
ta
n
ce
an
d
u
s
e
o
f
tec
h
n
o
lo
g
y
(
U
T
AUT
/UT
AUT
2
)
,
ex
p
lain
th
e
in
ten
tio
n
to
u
s
e
te
ch
n
o
lo
g
y
o
n
th
e
b
asis
o
f
p
e
r
c
eiv
ed
u
s
ef
u
ln
ess
,
ea
s
e
o
f
u
s
e,
s
o
cial
in
f
lu
en
ce
an
d
f
ac
ilit
atin
g
co
n
d
itio
n
s
,
with
ex
ten
s
io
n
s
th
at
in
clu
d
e
en
jo
y
m
en
t/h
ed
o
n
is
m
,
h
ab
its
,
v
alu
ed
p
r
ice
an
d
o
th
e
r
an
tece
d
en
ts
[
7
]
–
[
9
]
.
T
h
ese
m
o
d
els
ar
e
also
r
ele
v
an
t
f
o
r
u
n
d
er
s
tan
d
in
g
th
e
s
tu
d
en
t
b
o
d
y
’
s
ac
ce
p
tan
ce
o
f
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
.
3
,
J
u
n
e
20
2
6
:
2
0
7
3
-
2
0
8
1
2074
Gen
AI
,
p
a
r
ticu
lar
ly
w
h
en
c
o
m
b
in
ed
with
m
u
ltiv
ar
iate
ap
p
r
o
ac
h
es
th
at
allo
w
th
e
d
escr
ip
tio
n
o
f
u
s
er
p
r
o
f
iles
[
1
0
]
.
I
n
Gen
er
atio
n
Z
p
o
p
u
latio
n
s
,
f
o
r
ex
am
p
le,
a
s
tu
d
y
th
at
in
teg
r
ate
d
th
e
T
A
M
an
d
UT
AUT
an
d
co
m
b
in
ed
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
)
with
clu
s
ter
an
aly
s
is
s
h
o
wed
th
at
“p
er
ce
iv
ed
e
n
jo
y
m
e
n
t”
is
th
e
s
tr
o
n
g
est
p
r
ed
icto
r
o
f
u
s
e
in
ten
tio
n
s
(
β=0
.
6
0
5
)
,
f
o
llo
wed
b
y
u
tili
ty
,
an
d
th
at
th
er
e
ar
e
f
o
u
r
s
eg
m
e
n
ts
th
at
ar
e
clea
r
l
y
d
is
tin
g
u
is
h
a
b
le
ac
co
r
d
in
g
to
th
eir
tec
h
n
o
lo
g
ical
o
p
en
n
ess
an
d
b
eh
av
io
r
al
i
n
ten
tio
n
s
[
5
]
,
[
6
]
.
Mo
r
eo
v
er
,
ex
p
an
d
ed
f
r
a
m
ewo
r
k
s
an
d
in
teg
r
ate
d
ap
p
r
o
ac
h
es
r
ev
ea
l
th
at
in
co
n
tex
ts
wh
er
e
s
o
cial
ar
ch
itectu
r
e
an
d
i
n
s
titu
tio
n
al
tr
u
s
t
ar
e
m
o
r
e
im
p
o
r
tan
t,
s
o
cia
l
d
eter
m
in
an
ts
s
u
ch
as
s
u
b
jectiv
e
n
o
r
m
s
an
d
t
r
u
s
t
in
AI
ar
e
m
o
r
e
im
p
o
r
tan
t
th
a
t
p
u
r
ely
in
d
iv
id
u
al
o
r
h
ed
o
n
ic
m
o
tiv
ato
r
s
[
1
1
]
.
T
h
e
T
h
aiG
AM
m
o
d
el,
wh
ic
h
s
y
n
th
esizes
th
e
th
eo
r
y
o
f
p
lan
n
ed
b
e
h
av
io
r
(
T
PB
)
an
d
T
AM
2
an
d
in
co
r
p
o
r
ates
tr
u
s
t
an
d
p
r
iv
ac
y
,
r
ev
ea
ls
th
at
th
e
d
if
f
u
s
io
n
o
f
Gen
AI
d
ep
e
n
d
s
m
ain
ly
o
n
s
o
cial
d
y
n
am
i
cs
an
d
tr
u
s
t
at
th
e
in
s
titu
tio
n
al
lev
el
r
ath
er
th
an
u
tili
tar
ian
ca
lcu
latio
n
s
;
in
ad
d
itio
n
,
it
d
o
cu
m
en
ts
th
e
co
ex
is
ten
ce
o
f
cr
itical
tr
u
s
t,
wh
er
e
g
r
ea
ter
tr
u
s
t
co
ex
is
ts
with
g
r
ea
ter
awa
r
en
ess
o
f
p
r
i
v
ac
y
[
1
2
]
.
Similar
f
in
d
in
g
s
in
an
SEM
/
p
ar
tial
least
s
q
u
ar
es
(
PLS
)
s
tu
d
y
with
u
n
iv
er
s
ity
s
tu
d
en
ts
in
d
icate
t
h
at
in
s
titu
tio
n
al
s
u
p
p
o
r
t,
s
o
cial
in
f
lu
en
ce
,
tr
u
s
t
–
s
ec
u
r
ity
,
t
h
e
ch
ar
ac
ter
is
tics
o
f
th
e
task
an
d
tech
n
o
l
o
g
y
,
a
n
d
in
d
iv
id
u
al
tr
aits
d
r
iv
e
u
s
e
in
ten
tio
n
s
(
R
²=
0
.
6
1
)
,
w
h
er
e
as
h
ed
o
n
is
m
an
d
in
n
o
v
ativ
e
n
ess
ar
e
n
o
t
s
ig
n
if
ican
t
in
th
is
co
n
tex
t,
h
ig
h
lig
h
tin
g
th
e
weig
h
t
o
f
ex
ter
n
al
an
d
n
o
r
m
ativ
e
f
ac
to
r
s
in
h
ig
h
er
e
d
u
ca
tio
n
[
1
3
]
.
C
o
m
p
lem
en
tin
g
th
e
p
r
e
v
io
u
s
r
esear
ch
,
th
e
liter
atu
r
e
o
n
tr
u
s
t
an
d
p
r
iv
ac
y
in
ed
u
ca
tio
n
al
en
v
ir
o
n
m
en
ts
s
u
g
g
ests
th
at
co
n
ce
r
n
s
ab
o
u
t
d
ata
r
ed
u
ce
u
s
e
in
ten
tio
n
s
b
u
t
th
at
tr
u
s
t
(
in
th
e
r
eliab
ilit
y
,
tr
an
s
p
ar
en
cy
a
n
d
s
af
eg
u
a
r
d
in
g
o
f
d
ata)
ca
n
m
itig
ate
th
ese
co
n
ce
r
n
s
an
d
im
p
r
o
v
e
attitu
d
es
to
war
d
Gen
AI
[
1
4
]
–
[
1
6
]
.
I
n
s
u
m
m
ar
y
,
th
e
T
AM
/UT
AUT
,
th
e
T
PB
an
d
ex
ten
s
io
n
s
in
v
o
lv
in
g
tr
u
s
t
–
p
r
iv
ac
y
f
r
am
ewo
r
k
s
p
r
o
v
id
e
r
o
b
u
s
t
s
ca
f
f
o
ld
in
g
to
ex
am
in
e
p
e
r
ce
p
tio
n
s
o
f
an
d
b
eh
a
v
io
r
s
to
wa
r
d
C
h
atGPT
,
wh
ile
m
u
ltiv
ar
iate
m
eth
o
d
s
(
SEM
,
co
n
g
lo
m
er
ati
o
n
)
m
ak
e
it
p
o
s
s
ib
le
to
p
r
o
f
il
e
g
r
o
u
p
s
o
f
u
s
er
s
with
ex
p
lan
ato
r
y
an
d
p
r
ac
tical
v
alu
e.
Desp
ite
th
e
p
r
o
g
r
ess
d
escr
ib
ed
,
at
least
th
r
ee
r
ec
en
tly
d
escr
ib
ed
a
n
d
r
elev
an
t
g
ap
s
,
s
u
ch
as
th
e
d
ep
en
d
e
n
ce
o
n
a
s
in
g
le
f
r
am
e
wo
r
k
a
n
d
th
e
n
ee
d
f
o
r
th
e
o
r
eti
ca
l
an
d
co
n
te
x
tu
al
in
te
g
r
atio
n
,
ju
s
tify
th
e
p
r
esen
t
s
tu
d
y
.
Sev
er
al
s
tu
d
ies
in
d
ica
te
th
at
s
tu
d
ies
o
n
C
h
atGPT
in
h
ig
h
e
r
ed
u
ca
tio
n
ten
d
to
r
ely
o
n
a
s
in
g
le
f
r
am
ewo
r
k
,
s
u
ch
as
th
e
T
A
M
o
r
UT
AUT
,
w
h
ich
ca
n
r
e
s
tr
ict
th
e
s
p
ec
tr
u
m
o
f
v
ar
iab
l
es
an
d
r
elatio
n
s
h
i
p
s
ex
am
in
ed
.
I
t
is
n
ec
ess
ar
y
t
o
i
n
teg
r
ate
p
er
s
p
ec
tiv
es
an
d
o
r
g
an
izatio
n
al
v
a
r
iab
les
s
u
ch
as
i
n
s
titu
tio
n
al
s
u
p
p
o
r
t,
tr
u
s
t a
n
d
s
ec
u
r
ity
f
o
r
a
m
o
r
e
c
o
m
p
lete
u
n
d
er
s
tan
d
in
g
[
1
7
]
.
An
o
th
er
asp
ec
t
is
s
am
p
le/te
m
p
o
r
al
lim
itatio
n
s
an
d
lim
ited
g
en
er
aliza
b
ilit
y
.
R
esear
ch
with
s
o
lid
m
eth
o
d
o
l
o
g
ies,
s
u
ch
as
PLS
-
SEM
+
clu
s
ter
s
,
r
ec
o
g
n
izes
lim
itatio
n
s
r
elate
d
to
b
ein
g
tr
a
n
s
v
er
s
al,
b
ein
g
s
elf
-
co
n
tain
ed
in
a
s
in
g
le
in
s
titu
tio
n
an
d
cu
ltu
r
e,
a
n
d
o
m
itti
n
g
k
e
y
p
s
y
ch
o
s
o
cial
v
a
r
iab
les
s
u
ch
as
tr
u
s
t
an
d
eth
ical
r
is
k
s
.
Su
ch
r
esear
c
h
r
ec
o
m
m
e
n
d
s
in
cr
ea
s
in
g
th
e
n
u
m
b
er
o
f
f
ac
to
r
s
an
d
co
m
p
ar
a
b
ilit
y
an
d
ch
ar
ac
ter
izin
g
u
s
er
s
eg
m
en
ts
with
g
r
ea
ter
ac
cu
r
ac
y
[
1
8
]
.
Ad
d
itio
n
ally
,
p
r
o
f
iles
an
d
co
n
f
ig
u
r
atio
n
s
th
at
co
n
n
ec
t
in
d
iv
id
u
al
an
d
s
o
cial
f
ac
to
r
s
ar
e
lack
in
g
.
Alt
h
o
u
g
h
s
o
m
e
s
tu
d
ies
alr
ea
d
y
i
d
en
tify
s
tu
d
en
t
s
eg
m
e
n
ts
,
in
th
ese
s
tu
d
ies,
litt
le
wo
r
k
h
as
b
ee
n
d
o
n
e
i
n
lin
k
in
g
p
er
ce
p
tio
n
s
(
u
tili
ty
,
ea
s
e,
en
jo
y
m
en
t,
tr
u
s
t/p
r
i
v
ac
y
,
in
s
titu
t
io
n
al
s
u
p
p
o
r
t)
with
u
s
er
p
r
o
f
iles
co
n
s
tr
u
cte
d
th
r
o
u
g
h
m
u
ltiv
a
r
iate
an
aly
s
is
to
g
en
er
ate
s
eg
m
en
tatio
n
ap
p
r
o
ac
h
es
with
im
p
licatio
n
s
f
o
r
teac
h
i
n
g
an
d
m
an
ag
em
en
t stra
teg
ies
[
1
3
]
.
Ad
d
r
ess
in
g
th
ese
g
ap
s
is
p
e
r
tin
en
t
s
in
ce
cu
r
r
icu
lar
,
tr
ain
in
g
an
d
d
i
g
ital
g
o
v
e
r
n
an
ce
d
ec
is
io
n
s
s
u
ch
as
r
esp
o
n
s
ib
le
u
s
e
g
u
id
elin
es
r
e
q
u
ir
e
k
n
o
win
g
n
o
t
o
n
ly
wh
ic
h
f
ac
to
r
s
m
atter
b
u
t
also
f
o
r
wh
o
m
an
d
in
wh
at
co
m
b
in
atio
n
,
wh
ich
r
eq
u
ir
es
an
aly
s
is
th
at
id
en
tifie
s
g
r
o
u
p
s
o
f
u
s
er
s
an
d
th
eir
d
if
f
er
e
n
tial
tr
aits
.
I
n
lin
e
with
th
e
d
is
cu
s
s
io
n
,
th
e
o
b
jectiv
e
o
f
th
is
s
tu
d
y
is
to
an
aly
ze
u
n
iv
e
r
s
ity
s
tu
d
en
ts
’
p
er
ce
p
tio
n
s
o
f
t
h
e
u
s
e
o
f
C
h
atGPT
as
a
s
u
p
p
o
r
t
to
o
l
f
o
r
lear
n
in
g
an
d
to
id
en
tify
p
o
s
s
ib
le
g
r
o
u
p
in
g
s
o
r
u
s
er
p
r
o
f
iles
th
r
o
u
g
h
m
u
ltiv
ar
iate
an
aly
s
is
[
6
]
.
Ad
d
itio
n
ally
,
th
e
f
o
llo
win
g
h
y
p
o
th
eses
ar
e
p
r
o
p
o
s
ed
:
−
Per
ce
iv
ed
u
s
ef
u
ln
ess
,
p
er
ce
i
v
ed
ea
s
e
o
f
u
s
e,
an
d
c
o
m
p
atib
ilit
y
with
lear
n
in
g
s
ty
les
ar
e
p
o
s
itiv
ely
ass
o
ciate
d
with
th
e
co
n
tin
u
o
u
s
in
ten
tio
n
to
u
s
e
C
h
atGPT
(
H1
)
.
−
Dis
tin
ct
s
tu
d
en
t p
r
o
f
iles
ex
is
t a
cc
o
r
d
in
g
to
th
eir
le
v
els o
f
p
er
ce
p
tio
n
an
d
attitu
d
e
to
war
d
C
h
atGPT
(
H2
)
.
2.
M
E
T
H
O
D
2
.
1
.
Appro
a
ch
a
nd
re
s
ea
rc
h desi
g
n
T
h
e
p
r
esen
t
r
esear
c
h
was
d
e
v
elo
p
ed
u
n
d
e
r
a
q
u
an
titativ
e,
n
o
n
ex
p
er
im
en
tal
a
p
p
r
o
ac
h
a
n
d
with
a
d
escr
ip
tiv
e
–
co
r
r
elatio
n
al
cr
o
s
s
-
s
ec
tio
n
al
d
esig
n
.
T
h
e
s
tu
d
y
was
b
ased
o
n
th
e
ap
p
licatio
n
o
f
h
ier
a
r
ch
ical
clu
s
ter
an
aly
s
is
tech
n
iq
u
es,
wh
ich
m
ad
e
it
p
o
s
s
ib
le
to
c
h
ar
ac
ter
ize
d
if
f
er
en
t
le
v
els
o
f
p
er
ce
p
tio
n
s
o
f
an
d
in
ten
tio
n
s
to
u
s
e
C
h
atGPT
.
2
.
2
.
P
o
pu
la
t
io
n a
nd
s
a
m
ple
T
h
e
p
o
p
u
latio
n
co
n
s
is
ted
o
f
u
n
iv
er
s
ity
s
tu
d
en
ts
en
r
o
lled
in
u
n
d
e
r
g
r
a
d
u
ate
p
r
o
g
r
am
s
b
e
lo
n
g
in
g
t
o
v
ar
io
u
s
ar
ea
s
o
f
tr
ain
in
g
at
th
e
Natio
n
al
Un
iv
er
s
ity
o
f
th
e
Altip
lan
o
,
Per
u
.
No
n
p
r
o
b
a
b
ilis
tic
co
n
v
en
ien
ce
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
C
h
a
tGP
T in
th
e
u
n
ivers
ity
cla
s
s
r
o
o
m:
p
ercep
tio
n
s
,
p
erceive
d
u
s
efu
ln
ess
… (
V
id
n
a
y
N
o
el
V
a
lero
-
A
n
cc
o
)
2075
s
am
p
lin
g
was
u
s
ed
,
an
d
p
ar
ticip
an
ts
wh
o
ex
p
r
ess
ed
in
te
r
est
an
d
wh
o
wer
e
a
v
ailab
l
e
to
co
m
p
lete
th
e
q
u
esti
o
n
n
air
e
v
o
lu
n
tar
ily
wer
e
in
clu
d
e
d
.
Alth
o
u
g
h
th
is
ap
p
r
o
ac
h
f
ac
ilit
ated
ac
ce
s
s
to
p
ar
tic
ip
an
ts
an
d
en
s
u
r
ed
a
s
u
f
f
icien
t
s
am
p
le
s
ize
f
o
r
m
u
ltiv
ar
iate
an
aly
s
is
,
it
m
a
y
in
tr
o
d
u
ce
s
elec
tio
n
b
ias,
as
p
ar
ticip
an
ts
wh
o
v
o
lu
n
tar
ily
r
esp
o
n
d
to
s
u
r
v
e
y
s
ab
o
u
t
ed
u
ca
tio
n
al
tech
n
o
l
o
g
y
co
u
ld
h
a
v
e
m
o
r
e
f
av
o
r
a
b
le
attitu
d
es
to
war
d
d
ig
ital
to
o
ls
.
T
h
er
ef
o
r
e,
th
e
r
esu
lts
s
h
o
u
ld
b
e
in
ter
p
r
eted
with
ca
u
tio
n
,
an
d
f
u
tu
r
e
s
tu
d
ies
ar
e
en
co
u
r
ag
e
d
t
o
em
p
lo
y
p
r
o
b
a
b
ilis
tic
s
am
p
lin
g
m
eth
o
d
s
o
r
m
u
lti
-
in
s
titu
tio
n
al
d
esig
n
s
to
en
h
a
n
ce
ex
ter
n
al
v
alid
ity
.
T
h
e
f
in
al
s
am
p
le
c
o
n
s
is
ted
o
f
4
3
8
s
tu
d
en
ts
m
ajo
r
in
g
in
e
ar
ly
ch
ild
h
o
o
d
e
d
u
ca
tio
n
(
2
1
)
,
p
r
im
ar
y
ed
u
ca
tio
n
(
2
4
7
)
,
an
d
s
ec
o
n
d
a
r
y
ed
u
ca
tio
n
(
1
7
0
)
.
T
h
e
s
am
p
le
co
n
s
is
ted
o
f
m
o
r
e
wo
m
e
n
(
3
2
7
)
th
a
n
m
e
n
(
1
1
1
)
.
T
h
e
av
e
r
ag
e
ag
e
o
f
th
e
p
ar
tic
ip
an
ts
was
2
1
y
ea
r
s
,
with
th
e
m
in
im
u
m
a
g
e
b
ein
g
1
7
y
ea
r
s
an
d
th
e
m
a
x
im
u
m
ag
e
b
ein
g
3
8
y
ea
r
s
.
T
h
e
s
tu
d
en
ts
wer
e
in
d
if
f
e
r
en
t
cy
cles
o
f
s
tu
d
y
f
r
o
m
f
ir
s
t
to
n
i
n
th
,
with
th
e
s
ix
th
cy
cle
(
6
0
)
,
f
o
u
r
th
c
y
cle
(
8
5
)
a
n
d
t
h
ir
d
cy
cle
(
1
0
1
)
b
ei
n
g
th
e
m
o
s
t
c
o
m
m
o
n
.
T
h
e
ar
ea
o
f
r
esid
e
n
ce
was
m
o
s
tly
u
r
b
a
n
(
3
1
4
)
,
with
s
o
m
e
r
u
r
al
(
1
2
4
)
.
R
eg
ar
d
in
g
th
eir
em
p
lo
y
m
en
t
s
itu
atio
n
,
th
e
s
tu
d
en
ts
m
o
s
tly
wo
r
k
ed
p
ar
t
-
tim
e
(
2
5
4
)
,
an
d
s
o
m
e
o
n
ly
s
tu
d
ied
an
d
d
id
n
o
t w
o
r
k
(
1
8
4
)
.
2
.
3
.
Da
t
a
c
o
llect
io
n ins
t
rum
ent
T
o
o
b
tain
d
ata,
a
s
tr
u
ctu
r
ed
q
u
esti
o
n
n
air
e,
ca
lled
p
er
ce
p
tio
n
an
d
u
s
e
o
f
C
h
atGPT
in
u
n
iv
er
s
ity
lear
n
in
g
(
PUC
-
AU)
,
was
d
esig
n
ed
an
d
d
ev
elo
p
ed
ad
h
o
c
o
n
th
e
b
asis
o
f
th
e
r
ec
en
t
liter
atu
r
e
o
n
th
e
tech
n
o
lo
g
ical
ac
ce
p
tan
ce
an
d
ed
u
ca
tio
n
al
p
er
ce
p
tio
n
o
f
ar
tif
icial
in
tellig
en
ce
[
6
]
.
T
h
e
in
s
tr
u
m
en
t
co
n
s
is
ted
o
f
two
s
ec
tio
n
s
.
−
So
cio
d
em
o
g
r
ap
h
ic
s
ec
tio
n
:
th
i
s
s
ec
tio
n
co
llected
in
f
o
r
m
atio
n
o
n
g
en
d
er
,
a
g
e,
ar
ea
o
f
r
esid
en
ce
,
c
y
cle
o
f
s
tu
d
y
,
m
ajo
r
an
d
e
m
p
lo
y
m
en
t
s
itu
atio
n
.
−
Per
ce
p
tio
n
s
ec
tio
n
:
th
is
s
ec
tio
n
in
clu
d
ed
1
2
item
s
d
is
tr
ib
u
ted
in
th
r
e
e
d
im
en
s
io
n
s
:
co
m
p
atib
ilit
y
with
lear
n
in
g
s
ty
les
(
C
L
S
)
,
with
3
item
s
;
ea
s
e
o
f
u
s
e
an
d
p
e
r
ce
iv
ed
u
s
ef
u
ln
ess
(
PU
)
,
with
6
item
s
;
an
d
co
n
tin
u
ed
u
s
e
in
ten
tio
n
s
(
C
UI
)
,
with
3
item
s
.
E
ac
h
item
was
s
co
r
ed
u
s
in
g
a
f
iv
e
-
p
o
in
t
L
ik
er
t
s
ca
le
r
an
g
in
g
f
r
o
m
1
=stro
n
g
l
y
d
is
ag
r
ee
to
5
=stro
n
g
ly
a
g
r
ee
.
T
h
e
s
elec
tio
n
o
f
th
e
th
r
ee
d
im
en
s
io
n
s
is
g
r
o
u
n
d
e
d
in
th
e
th
eo
r
etica
l
f
r
am
ewo
r
k
s
o
f
T
AM
an
d
UT
AUT
.
T
h
e
C
L
S
d
im
en
s
io
n
was
in
clu
d
ed
b
ec
au
s
e
th
e
ad
o
p
tio
n
o
f
an
ed
u
ca
tio
n
al
to
o
l
d
ep
e
n
d
s
n
o
t
o
n
ly
o
n
its
f
u
n
ctio
n
al
attr
ib
u
tes,
b
u
t
also
o
n
i
ts
p
er
ce
iv
ed
f
it
with
s
tu
d
en
ts
’
co
g
n
itiv
e
p
r
ef
er
en
ce
s
an
d
s
tu
d
y
s
tr
ateg
ies;
tech
n
o
lo
g
y
is
m
o
r
e
r
ea
d
ily
ac
ce
p
ted
wh
en
alig
n
ed
with
u
s
er
s
’
n
ee
d
s
an
d
p
r
ac
tices.
Fu
r
th
er
m
o
r
e,
t
h
e
P
U
d
im
en
s
io
n
is
b
ased
o
n
th
e
co
r
e
ex
p
lan
ato
r
y
m
o
d
el
o
f
T
AM
,
wh
ic
h
p
o
s
its
th
at
p
er
ce
iv
ed
u
s
ef
u
ln
es
s
an
d
p
er
c
eiv
ed
ea
s
e
o
f
u
s
e
ar
e
ce
n
tr
al
d
eter
m
in
an
ts
o
f
tech
n
o
lo
g
y
ac
ce
p
tan
ce
,
p
ar
ticu
la
r
ly
i
n
u
n
iv
er
s
ity
s
ettin
g
s
wh
er
e
ef
f
icien
cy
,
co
m
p
r
eh
e
n
s
io
n
,
an
d
tim
e
o
p
ti
m
izatio
n
ar
e
k
ey
v
ar
iab
les.
Fin
ally
,
th
e
C
UI
d
im
en
s
io
n
wa
s
in
co
r
p
o
r
ated
b
ased
o
n
co
n
tin
u
o
u
s
in
ten
tio
n
m
o
d
els,
wh
ich
s
u
g
g
est
th
a
t
tr
u
e
a
d
o
p
tio
n
is
c
o
n
s
o
lid
at
ed
wh
en
u
s
er
s
d
em
o
n
s
tr
ate
a
s
u
s
tain
ed
willin
g
n
ess
to
co
n
tin
u
e
u
s
in
g
th
e
t
o
o
l in
th
e
f
u
tu
r
e.
T
h
e
co
n
ten
t
v
alid
ity
o
f
t
h
e
q
u
esti
o
n
n
air
e
was
r
ev
iewe
d
b
y
t
h
r
ee
ex
p
e
r
ts
in
ed
u
ca
tio
n
an
d
em
er
g
in
g
tech
n
o
lo
g
ies,
wh
o
ev
al
u
ated
th
e
r
elev
an
ce
,
clar
ity
a
n
d
co
h
er
en
ce
o
f
th
e
item
s
.
Similar
ly
,
a
p
ilo
t
test
was
co
n
d
u
cte
d
with
a
s
m
all
g
r
o
u
p
o
f
s
tu
d
en
ts
to
v
e
r
if
y
t
h
e
cl
ar
ity
an
d
r
eliab
ilit
y
o
f
th
e
in
s
tr
u
m
en
t,
y
ield
in
g
a
C
r
o
n
b
ac
h
’
s
α
r
eliab
ilit
y
co
ef
f
i
cien
t o
f
0
.
9
1
,
w
h
ich
in
d
icate
s
ad
eq
u
ate
in
ter
n
al
co
n
s
is
ten
cy
.
2
.
4
.
P
r
o
ce
du
re
T
h
e
q
u
esti
o
n
n
air
e
was
ad
m
in
i
s
ter
ed
v
ir
tu
ally
th
r
o
u
g
h
Go
o
g
le
Fo
r
m
s
,
ac
co
m
p
an
ie
d
b
y
an
in
f
o
r
m
e
d
co
n
s
en
t
f
o
r
m
th
at
g
u
ar
an
teed
v
o
lu
n
tar
y
p
ar
ticip
atio
n
an
d
co
n
f
id
en
tiality
o
f
th
e
d
ata.
T
h
e
s
tu
d
en
ts
r
ec
eiv
ed
th
e
lin
k
f
o
r
th
e
f
o
r
m
th
r
o
u
g
h
in
s
titu
tio
n
al
W
h
at
s
Ap
p
g
r
o
u
p
s
o
r
b
y
em
ail.
Data
co
llecti
o
n
was
ca
r
r
ied
o
u
t
d
u
r
in
g
th
e
f
i
r
s
t
s
em
ester
o
f
th
e
2
0
2
5
ac
ad
em
ic
y
ea
r
,
f
r
o
m
Ma
y
to
J
u
ly
.
On
ce
d
ata
co
llec
tio
n
was
co
m
p
leted
,
th
e
d
ata
wer
e
ex
p
o
r
ted
an
d
r
ef
in
ed
in
Mic
r
o
s
o
f
t
E
x
ce
l a
n
d
s
u
b
s
eq
u
en
tly
a
n
aly
ze
d
i
n
SP
SS
(
v
er
s
io
n
2
6
)
.
2
.
5
.
Da
t
a
a
na
ly
s
is
t
ec
hn
iqu
e
s
First,
d
escr
ip
tiv
e
s
tati
s
tics
(
m
ea
n
s
,
s
tan
d
ar
d
d
ev
iatio
n
s
an
d
f
r
eq
u
en
cies)
wer
e
ap
p
lied
to
c
h
ar
ac
ter
ize
th
e
r
esp
o
n
s
es
b
y
item
an
d
d
i
m
en
s
io
n
.
Su
b
s
eq
u
en
tly
,
p
r
in
ci
p
al
co
m
p
o
n
e
n
t
an
al
y
s
is
(
PC
A
)
was
co
n
d
u
cted
to
r
ed
u
ce
th
e
d
im
en
s
io
n
ality
o
f
t
h
e
v
ar
iab
les
an
d
to
e
x
p
lo
r
e
th
e
u
n
d
e
r
ly
in
g
s
tr
u
ct
u
r
e
o
f
th
e
p
er
ce
p
tio
n
s
.
B
ased
o
n
th
e
f
ac
to
r
ial
s
co
r
es
o
b
tain
e
d
,
a
h
ier
ar
c
h
ical
clu
s
ter
an
al
y
s
is
was
p
er
f
o
r
m
e
d
v
ia
th
e
W
ar
d
m
eth
o
d
,
with
th
e
s
q
u
ar
ed
E
u
clid
ea
n
d
is
tan
ce
u
s
ed
as a
m
ea
s
u
r
e
o
f
s
im
ilar
ity
.
T
h
is
p
r
o
ce
d
u
r
e
allo
wed
t
h
e
p
ar
ticip
an
ts
to
b
e
g
r
o
u
p
e
d
in
t
o
th
r
ee
d
if
f
er
e
n
t
clu
s
ter
s
,
wh
o
s
e
p
r
o
f
iles
wer
e
in
ter
p
r
eted
b
ased
o
n
th
ei
r
m
ea
n
s
b
y
item
an
d
d
im
en
s
io
n
.
Fin
ally
,
th
e
r
esu
lts
wer
e
v
is
u
alize
d
v
ia
s
ca
tter
p
lo
ts
to
r
ep
r
esen
t
t
h
e
d
if
f
er
e
n
ce
s
b
etwe
en
g
r
o
u
p
s
an
d
t
o
f
ac
ilit
ate
th
e
m
u
ltiv
ar
iate
i
n
ter
p
r
etatio
n
o
f
th
e
p
er
ce
p
tio
n
s
s
tu
d
ie
d
.
T
h
e
s
tu
d
y
was
co
n
d
u
cted
in
ac
co
r
d
an
ce
with
th
e
eth
ical
p
r
in
ci
p
les
o
f
e
d
u
ca
tio
n
al
r
esear
ch
estab
lis
h
ed
b
y
th
e
Dec
lar
atio
n
o
f
Helsin
k
i
an
d
in
s
titu
tio
n
al
r
u
les
r
eg
ar
d
in
g
co
n
f
id
en
tiality
.
All
p
ar
ticip
an
ts
p
r
o
v
id
e
d
in
f
o
r
m
e
d
co
n
s
en
t,
a
n
d
an
o
n
y
m
izatio
n
o
f
th
e
d
ata
an
d
th
eir
ex
clu
s
iv
e
u
s
e
f
o
r
s
cien
tific
an
d
ac
ad
em
ic
p
u
r
p
o
s
es we
r
e
g
u
ar
an
teed
.
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
.
3
,
J
u
n
e
20
2
6
:
2
0
7
3
-
2
0
8
1
2076
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
Hier
ar
ch
ical
clu
s
ter
an
aly
s
is
,
ap
p
lied
v
ia
th
e
W
ar
d
m
eth
o
d
,
m
a
d
e
it
p
o
s
s
ib
le
to
id
e
n
tify
th
r
ee
d
if
f
er
en
t
g
r
o
u
p
s
o
f
s
tu
d
e
n
ts
ac
co
r
d
in
g
to
th
eir
p
er
ce
p
tio
n
s
o
f
th
e
u
s
e
o
f
C
h
atGPT
in
u
n
iv
er
s
ity
lear
n
in
g
.
T
h
e
d
im
en
s
io
n
s
an
aly
ze
d
wer
e
c
o
m
p
atib
ilit
y
with
lear
n
in
g
s
ty
les,
ea
s
e
o
f
u
s
e
an
d
p
er
ce
i
v
ed
u
s
ef
u
l
n
ess
,
an
d
co
n
tin
u
ed
u
s
e
in
te
n
tio
n
s
.
T
a
b
le
1
s
h
o
ws
th
e
m
ea
n
s
o
b
ta
in
ed
f
o
r
ea
c
h
clu
s
ter
,
an
d
Fig
u
r
e
1
s
h
o
ws
th
e
g
r
ap
h
ical
d
is
tr
ib
u
tio
n
o
f
th
e
g
r
o
u
p
s
b
ased
o
n
th
e
f
ac
to
r
ial
s
co
r
es.
T
ab
le
1
.
Me
an
s
p
e
r
item
an
d
g
r
o
u
p
ac
c
o
r
d
i
n
g
to
t
h
e
W
ar
d
m
eth
o
d
Q
u
e
st
i
o
n
s
C
l
u
st
e
r
1
2
3
C
h
a
t
G
P
T
a
d
a
p
t
s
t
o
m
y
p
e
r
s
o
n
a
l
w
a
y
o
f
l
e
a
r
n
i
n
g
.
4
.
8
8
6
3
.
8
9
1
2
.
8
4
5
U
si
n
g
C
h
a
t
G
P
T
e
f
f
e
c
t
i
v
e
l
y
c
o
m
p
l
e
m
e
n
t
s m
y
s
t
u
d
y
me
t
h
o
d
s.
4
.
9
0
9
3
.
8
5
9
2
.
8
2
2
I
f
e
e
l
t
h
a
t
C
h
a
t
G
P
T
r
e
sp
o
n
d
s
a
d
e
q
u
a
t
e
l
y
t
o
m
y
l
e
a
r
n
i
n
g
n
e
e
d
s.
4
.
9
0
9
3
.
7
3
6
3
.
1
4
4
C
h
a
t
G
P
T
i
s
e
a
s
y
t
o
u
s
e
e
v
e
n
w
i
t
h
o
u
t
a
d
v
a
n
c
e
d
t
e
c
h
n
i
c
a
l
k
n
o
w
l
e
d
g
e
.
4
.
8
8
6
3
.
9
2
3
3
.
1
4
4
Th
e
d
e
si
g
n
a
n
d
o
p
e
r
a
t
i
o
n
o
f
C
h
a
t
G
P
T
f
a
c
i
l
i
t
a
t
e
i
t
s
u
se.
4
.
8
8
6
4
.
0
2
3
3
.
1
4
4
C
h
a
t
G
P
T
h
a
s
h
e
l
p
e
d
me
t
o
b
e
t
t
e
r
u
n
d
e
r
st
a
n
d
a
c
a
d
e
m
i
c
t
o
p
i
c
s
.
4
.
9
0
9
4
.
1
2
3
3
.
2
0
7
Th
e
i
n
f
o
r
m
a
t
i
o
n
p
r
o
v
i
d
e
d
b
y
C
h
a
t
G
P
T
i
s
u
s
e
f
u
l
f
o
r
my
st
u
d
i
e
s
.
4
.
8
1
8
4
.
0
1
4
3
.
0
6
9
C
h
a
t
G
P
T
h
a
s a
l
l
o
w
e
d
m
e
t
o
sa
v
e
t
i
me
i
n
m
y
a
c
a
d
e
m
i
c
t
a
sk
s
.
4
.
9
7
7
4
.
0
5
9
3
.
2
4
7
I
c
o
n
si
d
e
r
C
h
a
t
G
P
T
t
o
b
e
a
v
a
l
u
a
b
l
e
t
o
o
l
f
o
r
su
p
p
o
r
t
i
n
g
m
y
l
e
a
r
n
i
n
g
.
4
.
9
3
2
4
.
1
1
4
3
.
1
4
4
I
i
n
t
e
n
d
t
o
c
o
n
t
i
n
u
e
u
si
n
g
C
h
a
t
G
P
T
f
o
r
my
s
t
u
d
i
e
s.
5
.
0
0
0
3
.
9
9
5
3
.
1
0
9
I
w
o
u
l
d
r
e
c
o
mm
e
n
d
C
h
a
t
G
P
T
t
o
o
t
h
e
r
st
u
d
e
n
t
s.
4
.
9
7
7
4
.
0
1
8
3
.
0
2
3
I
w
o
u
l
d
l
i
k
e
t
o
e
x
p
l
o
r
e
m
o
r
e
f
u
n
c
t
i
o
n
s o
f
C
h
a
t
G
P
T
i
n
m
y
a
c
a
d
e
mi
c
a
c
t
i
v
i
t
i
e
s.
4
.
9
7
7
4
.
1
9
1
3
.
3
2
2
3
.
1
.
Descript
iv
e
a
na
ly
s
is
by
clus
t
er
C
lu
s
ter
1
i
s
ch
ar
ac
ter
ized
b
y
th
e
h
ig
h
est
av
er
ag
e
v
alu
es
in
all
d
im
en
s
io
n
s
o
f
th
e
q
u
esti
o
n
n
air
e,
with
s
co
r
es c
lo
s
e
to
4
.
9
f
o
r
m
o
s
t item
s
.
T
h
is
g
r
o
u
p
s
h
o
ws a
h
ig
h
c
o
m
p
atib
ilit
y
o
f
C
h
atGPT
with
th
e
lear
n
in
g
s
ty
les
o
f
th
e
s
tu
d
en
ts
,
a
p
o
s
itiv
e
p
e
r
ce
p
tio
n
o
f
its
u
s
ef
u
ln
ess
an
d
ea
s
e
o
f
u
s
e,
an
d
a
s
tr
o
n
g
in
t
en
tio
n
to
co
n
tin
u
e
u
s
in
g
th
e
to
o
l.
T
h
er
ef
o
r
e,
th
e
m
em
b
er
s
o
f
t
h
is
clu
s
ter
ca
n
b
e
co
n
s
id
er
e
d
e
n
th
u
s
iast
ic
an
d
co
m
p
eten
t
u
s
er
s
wh
o
in
teg
r
ate
C
h
atGPT
ef
f
ec
t
iv
ely
in
to
th
eir
lea
r
n
in
g
p
r
o
ce
s
s
.
C
lu
s
ter
2
,
with
m
ea
n
v
alu
es
b
etwe
en
3
.
9
an
d
4
.
1
,
h
as
a
m
o
d
er
ately
f
av
o
r
ab
le
p
er
ce
p
tio
n
.
T
h
e
s
tu
d
en
ts
in
th
is
g
r
o
u
p
r
ec
o
g
n
ize
th
e
u
s
ef
u
ln
ess
o
f
C
h
atGPT
an
d
its
p
o
ten
tial
as
a
s
u
p
p
o
r
t
to
o
l,
alth
o
u
g
h
its
lev
el
o
f
a
p
p
r
o
p
r
iatio
n
a
n
d
f
r
eq
u
en
cy
o
f
u
s
e
ar
e
lo
wer
.
T
h
is
g
r
o
u
p
r
e
p
r
esen
ts
ad
ap
ti
v
e
u
s
er
s
,
wh
o
u
s
e
C
h
atGPT
as a
co
m
p
lem
en
t b
u
t
s
till
h
av
e
ce
r
tain
r
eser
v
atio
n
s
o
r
lim
itatio
n
s
r
eg
ar
d
in
g
its
u
s
e
in
th
eir
s
tu
d
ies.
C
lu
s
ter
3
p
r
esen
ts
th
e
lo
west
v
alu
es
(
b
etwe
en
2
.
6
an
d
3
.
2
)
,
wh
ich
in
d
icate
s
lo
w
co
m
p
ati
b
ilit
y
,
lo
w
p
er
ce
iv
ed
u
s
ef
u
ln
ess
an
d
lo
w
f
u
tu
r
e
u
s
e
in
ten
ti
o
n
s
.
T
h
ese
r
e
s
u
lts
s
u
g
g
est
a
lim
ited
o
r
n
eg
ativ
e
p
er
ce
p
tio
n
o
f
th
e
u
s
e
o
f
C
h
atGPT
,
p
o
s
s
ib
ly
ass
o
ciate
d
with
ig
n
o
r
a
n
ce
r
e
g
ar
d
in
g
its
f
u
n
ctio
n
alities
,
tech
n
ical
d
if
f
icu
lties
o
r
r
etice
n
t
attitu
d
es
to
war
d
to
o
l
s
b
ased
o
n
ar
tific
ial
in
tellig
en
ce
.
T
h
is
g
r
o
u
p
co
u
ld
b
e
c
o
n
s
id
er
ed
cr
itical
o
r
d
is
co
n
n
ec
ted
u
s
er
s
wh
o
s
till
d
o
n
o
t
in
teg
r
ate
tech
n
o
lo
g
y
i
n
to
th
eir
lear
n
in
g
in
a
s
ig
n
if
i
ca
n
t
way
.
I
n
g
lo
b
al
ter
m
s
,
th
e
to
tal
av
er
ag
e
o
f
th
e
d
im
en
s
io
n
s
s
h
o
ws
a
f
av
o
r
a
b
le
g
en
er
al
ass
ess
m
en
t
(
3
.
7
/5
)
,
w
h
ich
in
d
icate
s
th
at,
as
a
wh
o
le,
u
n
iv
er
s
ity
s
tu
d
en
ts
p
er
ce
iv
e
C
h
atGPT
as
a
u
s
ef
u
l
r
eso
u
r
ce
an
d
as
ad
ap
tab
l
e
to
th
eir
tr
ain
in
g
n
ee
d
s
,
alth
o
u
g
h
with
n
o
tab
le
d
if
f
er
en
ce
s
b
etwe
en
s
u
b
g
r
o
u
p
s
.
3
.
2
.
G
ra
ph
ic
a
na
ly
s
is
a
nd
m
ultiv
a
ria
t
e
inte
rpre
t
a
t
io
n
Fig
u
r
e
1
p
r
esen
ts
th
e
d
is
p
er
s
io
n
o
f
th
e
th
r
ee
clu
s
ter
s
as a
f
u
n
ctio
n
o
f
th
e
f
ir
s
t two
f
ac
to
r
s
o
b
tain
ed
b
y
PC
A
.
E
ac
h
p
o
in
t
r
e
p
r
esen
ts
a
s
tu
d
en
t,
an
d
th
e
c
o
lo
r
c
o
r
r
esp
o
n
d
s
to
t
h
e
g
r
o
u
p
ass
ig
n
ed
b
y
th
e
W
ar
d
m
eth
o
d
.
I
n
th
e
f
ac
t
o
r
ial
p
lan
e,
a
clea
r
s
eg
m
en
tatio
n
o
f
th
e
g
r
o
u
p
s
is
o
b
s
er
v
ed
:
−
C
lu
s
ter
1
(
b
lu
e)
is
lo
ca
ted
in
th
e
u
p
p
e
r
r
ig
h
t
p
ar
t
o
f
th
e
g
r
a
p
h
an
d
is
ass
o
ciate
d
with
p
o
s
itiv
e
s
co
r
es
f
o
r
b
o
th
f
ac
to
r
s
,
r
e
p
r
esen
tin
g
s
t
u
d
en
ts
with
v
er
y
h
ig
h
p
er
c
ep
tio
n
s
o
f
an
d
p
r
o
ac
tiv
e
att
itu
d
es
to
war
d
C
h
atGPT
.
−
C
lu
s
ter
2
(
g
r
ee
n
)
o
cc
u
p
ies
t
h
e
ce
n
tr
al
z
o
n
e,
s
h
o
win
g
in
ter
m
ed
iate
s
co
r
es
an
d
a
p
o
s
itio
n
o
f
eq
u
ilib
r
iu
m
b
etwe
en
ac
ce
p
tan
ce
a
n
d
r
eser
v
e.
−
C
lu
s
ter
3
(
y
ello
w)
is
c
o
n
ce
n
tr
ated
in
th
e
lo
wer
lef
t,
with
n
e
g
ativ
e
s
co
r
es,
r
e
f
lectin
g
lo
w
p
er
ce
p
tio
n
s
an
d
less
will
in
g
n
ess
to
co
n
tin
u
e
u
s
e.
T
h
e
d
is
tr
ib
u
tio
n
co
n
f
ir
m
s
th
e
h
eter
o
g
en
eity
o
f
th
e
s
tu
d
en
t
b
o
d
y
,
s
h
o
win
g
th
at
th
e
u
s
e
o
f
C
h
atGPT
is
n
o
t
h
o
m
o
g
en
eo
u
s
b
u
t
v
ar
ies
ac
co
r
d
in
g
to
th
e
lev
el
o
f
tech
n
o
lo
g
ical
co
m
p
atib
ilit
y
an
d
i
n
d
iv
id
u
al
lear
n
i
n
g
ex
p
er
ien
ce
s
with
ass
is
tan
ce
f
r
o
m
ar
tific
ial
in
tellig
en
ce
.
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
C
h
a
tGP
T in
th
e
u
n
ivers
ity
cla
s
s
r
o
o
m:
p
ercep
tio
n
s
,
p
erceive
d
u
s
efu
ln
ess
… (
V
id
n
a
y
N
o
el
V
a
lero
-
A
n
cc
o
)
2077
Fig
u
r
e
1
.
Dis
tr
ib
u
tio
n
o
f
s
tu
d
e
n
ts
ac
co
r
d
in
g
to
f
ac
to
r
ial
s
co
r
es (
W
ar
d
’
s
m
eth
o
d
)
3
.
3
.
Dis
cus
s
io
n
I
n
th
is
s
tu
d
y
,
u
n
iv
er
s
ity
s
tu
d
en
ts
’
p
er
ce
p
tio
n
s
o
f
an
d
attitu
d
es
to
war
d
C
h
atGPT
as
an
ed
u
ca
tio
n
al
to
o
l
wer
e
an
aly
ze
d
,
a
n
d
th
r
ee
d
if
f
er
en
t
u
s
er
p
r
o
f
iles
wer
e
id
en
tifie
d
:
en
th
u
s
iast
ic,
m
o
d
er
at
e
an
d
cr
itical.
T
h
e
r
esu
lts
s
h
o
w
th
at
t
h
e
m
ajo
r
ity
o
f
th
e
p
ar
ticip
a
n
ts
h
av
e
a
p
o
s
itiv
e
p
er
ce
p
tio
n
o
f
th
e
co
m
p
at
ib
ilit
y
o
f
C
h
atGPT
with
th
eir
lear
n
in
g
s
ty
les,
as
well
as
a
h
ig
h
v
alu
atio
n
o
f
i
ts
u
s
ef
u
ln
ess
an
d
ea
s
e
o
f
u
s
e
[
1
9
]
,
[
2
0
]
.
T
h
ese
f
in
d
in
g
s
p
ar
tially
s
u
p
p
o
r
t
th
e
in
itial
h
y
p
o
th
esis
an
d
s
h
o
w
th
at
in
d
iv
id
u
al
an
d
co
n
tex
t
u
al
f
ac
to
r
s
s
ig
n
if
ican
tly
in
f
lu
en
ce
co
n
tin
u
ed
u
s
e
in
ten
t
io
n
s
.
T
ak
en
to
g
eth
er
,
th
e
r
esu
lts
co
n
f
ir
m
th
e
r
ele
v
an
ce
o
f
s
tu
d
en
t
p
er
ce
p
tio
n
s
an
d
attitu
d
es
as
d
eter
m
in
an
ts
o
f
th
e
ef
f
ec
tiv
e
ad
o
p
tio
n
o
f
a
r
tific
ial
in
tellig
en
ce
-
b
ased
t
o
o
ls
in
th
e
u
n
iv
er
s
ity
en
v
ir
o
n
m
en
t
[
2
1
]
,
[
2
2
]
.
I
t
was
f
o
u
n
d
th
at
s
tu
d
e
n
ts
f
r
o
m
th
e
en
th
u
s
iast
ic
g
r
o
u
p
b
elie
v
e
th
at
C
h
atGPT
ad
ap
ts
to
th
eir
p
er
s
o
n
al
way
s
o
f
lear
n
i
n
g
a
n
d
c
o
m
p
le
m
en
ts
th
eir
s
tu
d
y
m
eth
o
d
s
.
T
h
is
r
esu
lt
co
in
cid
es
with
th
e
f
in
d
in
g
s
r
e
p
o
r
ted
b
y
[
1
]
,
[
2
]
,
wh
o
h
ig
h
lig
h
t th
at
th
e
p
er
ce
p
tio
n
o
f
c
o
m
p
atib
ilit
y
p
r
o
m
o
tes th
e
p
ed
ag
o
g
ical
in
teg
r
atio
n
o
f
g
en
er
ativ
e
AI
.
T
h
e
p
o
s
itiv
e
r
elatio
n
s
h
ip
b
etwe
en
co
m
p
atib
ilit
y
an
d
ac
ce
p
tan
ce
s
u
g
g
ests
th
at
s
tu
d
en
ts
wh
o
p
er
ce
iv
e
co
h
er
en
ce
b
etwe
en
th
eir
lear
n
i
n
g
s
tr
ateg
ies an
d
th
e
f
ea
tu
r
es o
f
C
h
atGPT
s
h
o
w
g
r
ea
ter
will
in
g
n
ess
to
co
n
tin
u
e
to
u
s
e
C
h
atGPT
[
2
1
]
.
T
h
e
r
ea
s
o
n
f
o
r
th
is
p
atter
n
c
o
u
ld
b
e
th
a
t Ch
atGPT
o
f
f
er
s
im
m
ed
iate
f
ee
d
b
ac
k
,
p
r
o
m
o
tes
s
elf
-
r
eg
u
latio
n
a
n
d
s
tim
u
late
s
ac
tiv
e
lear
n
in
g
,
wh
ich
ar
e
f
ac
to
r
s
th
at
h
av
e
al
r
ea
d
y
b
ee
n
id
e
n
tifie
d
as
p
r
o
m
o
te
r
s
o
f
ac
ad
em
ic
en
g
a
g
em
en
t
[
7
]
.
T
a
k
en
to
g
eth
e
r
,
th
e
f
in
d
in
g
s
r
ein
f
o
r
ce
th
e
n
ee
d
to
d
esig
n
tr
ain
i
n
g
s
tr
ateg
ies th
at
alig
n
th
e
f
u
n
cti
o
n
s
o
f
AI
with
t
h
e
co
g
n
itiv
e
s
ty
les o
f
s
tu
d
en
ts
.
An
o
th
er
r
elev
an
t f
in
d
in
g
is
th
e
h
ig
h
s
co
r
e
ass
ig
n
ed
to
ea
s
e
o
f
u
s
e
a
n
d
p
er
ce
iv
e
d
u
s
ef
u
ln
e
s
s
.
Stu
d
en
ts
v
alu
e
th
e
in
tu
itiv
e
in
ter
f
ac
e
o
f
C
h
atGPT
an
d
its
ab
il
ity
to
s
i
m
p
lify
co
m
p
le
x
task
s
,
wh
ich
r
esu
lts
in
an
in
cr
ea
s
e
in
th
e
p
er
ce
p
tio
n
o
f
ac
a
d
em
ic
ef
f
icien
cy
[
2
3
]
,
[
2
4
]
.
T
h
is
r
esu
lt
co
in
cid
es
with
th
e
f
in
d
in
g
s
o
f
p
r
ev
io
u
s
s
tu
d
ies
s
h
o
win
g
th
at
ea
s
e
o
f
u
s
e
an
d
p
er
ce
iv
ed
u
s
ef
u
ln
ess
ar
e
th
e
m
o
s
t
r
o
b
u
s
t
p
r
ed
icto
r
s
o
f
in
te
n
tio
n
s
to
u
s
e
in
th
e
T
AM
an
d
UT
AUT
,
as
a
p
p
li
ed
to
ed
u
ca
tio
n
al
tech
n
o
lo
g
ies
[
8
]
,
[
9
]
.
H
o
wev
er
,
s
o
m
e
au
th
o
r
s
war
n
th
at
tech
n
o
lo
g
ical
f
am
iliar
ity
an
d
t
h
e
d
eg
r
ee
o
f
d
ig
ital
liter
ac
y
c
an
m
o
d
u
late
th
is
r
elatio
n
s
h
ip
[
1
8
]
.
I
n
th
is
s
en
s
e,
th
e
h
ig
h
v
al
u
atio
n
o
b
s
er
v
e
d
c
o
u
ld
b
e
ex
p
lain
ed
b
y
th
e
lev
e
l
o
f
s
tu
d
e
n
ts
’
ex
p
o
s
u
r
e
to
d
ig
ital
en
v
ir
o
n
m
en
ts
,
wh
ich
s
u
g
g
ests
th
at
p
r
ev
io
u
s
d
ig
ital c
o
m
p
eten
ce
s
s
tr
en
g
th
e
n
ad
o
p
tio
n
an
d
s
atis
f
ac
tio
n
with
C
h
atGPT
.
T
h
e
r
esu
lts
o
f
th
e
clu
s
ter
a
n
al
y
s
is
r
ev
ea
l
th
r
ee
p
r
o
f
iles
o
f
u
s
er
s
,
n
am
ely
,
en
th
u
s
iast
ic,
m
o
d
er
ate
an
d
cr
itical,
wh
ich
co
n
f
ir
m
s
th
e
h
eter
o
g
en
eity
o
f
th
e
s
tu
d
e
n
t
b
o
d
y
.
T
h
ese
f
in
d
in
g
s
a
g
r
ee
wit
h
th
o
s
e
o
f
[
5
]
,
[
6
]
,
wh
o
id
en
tify
s
im
ilar
p
r
o
f
iles
o
f
C
h
atGPT
ad
o
p
tio
n
in
h
ig
h
er
ed
u
ca
tio
n
.
E
n
t
h
u
s
iast
ic
u
s
er
s
s
h
o
w
h
ig
h
co
m
p
atib
ilit
y
an
d
p
er
ce
iv
e
d
u
s
ef
u
ln
ess
,
wh
er
ea
s
cr
itics
ex
p
r
ess
d
is
tr
u
s
t
o
r
litt
le
k
n
o
wled
g
e
ab
o
u
t
t
h
e
eth
ical
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
.
3
,
J
u
n
e
20
2
6
:
2
0
7
3
-
2
0
8
1
2078
an
d
r
esp
o
n
s
ib
le
u
s
e
o
f
AI
.
T
h
i
s
p
atter
n
s
u
g
g
ests
th
at
u
s
e
in
ten
tio
n
s
d
o
n
o
t d
ep
en
d
ex
clu
s
iv
ely
o
n
in
s
tr
u
m
e
n
tal
f
ac
to
r
s
;
r
ath
er
,
th
e
y
also
d
ep
e
n
d
o
n
i
n
s
titu
tio
n
al
tr
u
s
t,
th
e
p
er
ce
p
tio
n
o
f
s
ec
u
r
ity
an
d
s
o
cial
n
o
r
m
s
[
1
2
]
,
[
1
4
]
.
T
h
er
ef
o
r
e,
u
n
iv
er
s
ity
m
a
n
ag
e
m
en
t
s
h
o
u
l
d
co
n
s
id
er
d
if
f
er
en
t
tr
ain
in
g
a
n
d
co
ac
h
in
g
s
tr
ate
g
ies
f
o
r
ea
c
h
p
r
o
f
ile
to
p
r
o
m
o
te
b
o
t
h
cr
itical
d
ig
ital
liter
ac
y
an
d
c
o
n
f
id
e
n
ce
in
th
e
ed
u
ca
tio
n
al
u
s
e
o
f
AI
.
Am
o
n
g
th
e
m
ain
s
tr
en
g
th
s
o
f
th
is
s
tu
d
y
is
th
e
ap
p
licatio
n
o
f
m
u
ltiv
ar
iate
a
n
aly
s
es
(
PC
A
an
d
h
ier
ar
ch
ical
clu
s
ter
in
g
)
,
wh
i
ch
allo
wed
u
s
to
ch
a
r
ac
ter
i
ze
u
s
er
p
r
o
f
iles
with
g
r
ea
ter
p
r
ec
is
io
n
an
d
to
o
v
er
co
m
e
th
e
lim
itatio
n
s
o
f
u
n
id
im
en
s
io
n
al
ap
p
r
o
ac
h
es
th
at
ar
e
f
o
cu
s
ed
o
n
ly
o
n
p
e
r
ce
iv
ed
u
s
ef
u
ln
ess
.
Similar
ly
,
th
e
in
s
tr
u
m
e
n
t
u
s
e
d
s
h
o
wed
ad
eq
u
ate
in
ter
n
al
c
o
n
s
is
ten
cy
(
α
=
0
.
9
1
)
an
d
a
th
e
o
r
etica
lly
v
alid
ated
s
tr
u
ctu
r
e.
Ho
wev
er
,
th
e
s
tu
d
y
h
as
lim
itatio
n
s
in
h
er
en
t
to
cr
o
s
s
-
s
ec
tio
n
al
d
esig
n
s
an
d
n
o
n
p
r
o
b
ab
ilis
tic
s
am
p
lin
g
,
wh
ich
r
estrict
th
e
g
en
er
aliza
b
ilit
y
o
f
th
e
r
esu
lts
.
I
n
ad
d
itio
n
,
v
ar
iab
les
s
u
ch
as
AI
liter
ac
y
,
p
r
ev
io
u
s
ex
p
er
ien
ce
an
d
eth
ical
p
er
ce
p
tio
n
s
o
f
th
e
u
s
e
o
f
C
h
atGPT
,
wh
ich
co
u
ld
en
r
ic
h
th
e
an
aly
s
is
o
f
p
r
o
f
iles
in
f
u
tu
r
e
r
esear
ch
,
wer
e
n
o
t
c
o
n
s
id
er
ed
.
Ho
wev
er
,
th
ese
lim
it
atio
n
s
wer
e
m
itig
ated
th
r
o
u
g
h
th
e
u
s
e
o
f
r
o
b
u
s
t
s
tatis
t
ical
tech
n
iq
u
es a
n
d
v
alid
atio
n
b
y
e
x
p
er
ts
in
th
e
in
s
tr
u
m
en
t c
o
n
s
tr
u
ctio
n
p
r
o
ce
s
s
.
T
h
ese
f
in
d
in
g
s
also
h
av
e
im
p
o
r
tan
t
p
r
ac
tical
im
p
licatio
n
s
f
o
r
teac
h
in
g
p
r
ac
tice
in
h
ig
h
e
r
ed
u
ca
tio
n
.
T
h
e
id
en
tific
atio
n
o
f
d
if
f
er
en
ti
ated
u
s
er
p
r
o
f
iles
s
u
g
g
ests
th
at
a
u
n
if
o
r
m
s
tr
ateg
y
f
o
r
in
teg
r
atin
g
g
en
er
ativ
e
AI
to
o
ls
s
u
ch
as
C
h
atGPT
m
ay
n
o
t
b
e
ef
f
ec
tiv
e
f
o
r
all
s
tu
d
en
ts
[
2
5
]
,
[
2
6
]
.
E
n
th
u
s
iast
ic
u
s
er
s
m
ay
b
e
n
ef
it
f
r
o
m
ad
v
an
ce
d
p
e
d
ag
o
g
ical
ac
tiv
ities
th
at
en
co
u
r
ag
e
cr
itical
d
ialo
g
u
e
with
AI
-
g
en
er
ate
d
co
n
te
n
t,
s
u
ch
as
r
ef
lectiv
e
wr
itin
g
,
p
r
o
b
lem
-
b
ased
lea
r
n
i
n
g
,
a
n
d
co
llab
o
r
ativ
e
k
n
o
wle
d
g
e
c
o
n
s
tr
u
ctio
n
[
2
7
]
.
I
n
co
n
tr
ast,
m
o
d
er
ate
an
d
cr
itical
u
s
er
s
m
ay
r
eq
u
ir
e
s
tr
u
ctu
r
ed
g
u
id
an
ce
to
d
e
v
elo
p
co
n
f
id
en
ce
i
n
th
e
tec
h
n
o
lo
g
y
a
n
d
to
u
n
d
er
s
tan
d
its
ac
ad
em
ic
p
o
ten
tial
an
d
lim
itatio
n
s
.
C
o
n
s
eq
u
en
tly
,
in
s
tr
u
cto
r
s
s
h
o
u
ld
d
esig
n
lear
n
in
g
ac
ti
v
ities
th
at
p
r
o
m
o
te
AI
-
ass
is
ted
in
q
u
ir
y
,
cr
itical
ev
alu
atio
n
o
f
AI
-
g
en
er
ate
d
in
f
o
r
m
atio
n
,
an
d
m
etac
o
g
n
itiv
e
r
ef
lectio
n
,
th
er
e
b
y
tr
an
s
f
o
r
m
in
g
C
h
atGPT
f
r
o
m
a
s
im
p
le
p
r
o
d
u
ctiv
ity
to
o
l
in
to
a
r
eso
u
r
ce
t
h
at
s
u
p
p
o
r
ts
d
ee
p
er
lear
n
in
g
p
r
o
ce
s
s
es
[
2
8
]
,
[
2
9
]
.
Fro
m
a
p
o
licy
an
d
in
s
titu
tio
n
a
l
p
er
s
p
ec
tiv
e,
th
e
r
esu
lts
h
ig
h
li
g
h
t
th
e
n
ee
d
f
o
r
u
n
iv
e
r
s
ities
to
estab
lis
h
clea
r
f
r
am
ewo
r
k
s
f
o
r
th
e
r
es
p
o
n
s
ib
le
in
teg
r
atio
n
o
f
g
e
n
er
ativ
e
AI
in
teac
h
in
g
an
d
lea
r
n
in
g
.
I
n
s
titu
tio
n
al
p
o
licies
s
h
o
u
ld
in
clu
d
e
g
u
id
el
in
es
f
o
r
eth
ical
u
s
e,
d
ata
p
r
iv
a
cy
p
r
o
tectio
n
,
an
d
ac
a
d
em
ic
in
teg
r
ity
,
wh
ile
also
p
r
o
v
id
i
n
g
p
r
o
f
ess
io
n
al
d
ev
el
o
p
m
en
t
o
p
p
o
r
t
u
n
ities
th
at
h
elp
f
ac
u
lty
in
teg
r
ate
AI
-
b
as
ed
to
o
ls
in
to
th
eir
p
ed
ag
o
g
ical
p
r
ac
tices
[
3
0
]
,
[
3
1
]
.
I
n
ad
d
itio
n
,
u
n
i
v
er
s
ities
s
h
o
u
ld
p
r
o
m
o
te
in
itiativ
es
aim
ed
at
s
tr
en
g
th
en
in
g
AI
liter
ac
y
an
d
cr
itical
d
ig
ita
l
co
m
p
eten
ce
am
o
n
g
s
tu
d
en
ts
,
en
ab
lin
g
th
em
t
o
u
s
e
th
ese
tech
n
o
lo
g
ies
in
an
in
f
o
r
m
e
d
an
d
r
esp
o
n
s
ib
le
m
an
n
er
.
B
y
r
ec
o
g
n
izin
g
t
h
e
d
iv
er
s
ity
o
f
s
tu
d
en
t
p
e
r
ce
p
tio
n
s
an
d
ad
o
p
tio
n
p
atter
n
s
,
ed
u
ca
tio
n
al
i
n
s
titu
tio
n
s
ca
n
d
esig
n
tar
g
eted
s
u
p
p
o
r
t
s
tr
ateg
ies
th
at
f
o
s
ter
e
q
u
itab
le
ac
ce
s
s
to
AI
-
en
h
a
n
ce
d
lear
n
in
g
e
n
v
ir
o
n
m
en
ts
a
n
d
en
s
u
r
e
th
at
th
e
p
e
d
ag
o
g
ical
p
o
te
n
tial
o
f
g
en
er
ativ
e
AI
co
n
tr
ib
u
tes
to
m
ea
n
i
n
g
f
u
l
an
d
s
u
s
tain
ab
le
ed
u
ca
tio
n
al
in
n
o
v
atio
n
[
3
2
]
.
I
n
s
u
m
m
ar
y
,
th
e
r
esu
lts
o
f
th
i
s
s
tu
d
y
p
r
o
v
id
e
em
p
ir
ical
ev
i
d
en
ce
o
f
th
e
d
iv
er
s
ity
o
f
p
er
c
ep
tio
n
s
o
f
an
d
attitu
d
es
to
war
d
C
h
atGP
T
as
an
ed
u
ca
tio
n
al
to
o
l,
d
em
o
n
s
tr
atin
g
th
at
its
ac
ce
p
tan
ce
d
ep
en
d
s
o
n
b
o
t
h
in
d
iv
id
u
al
(
c
o
m
p
atib
ilit
y
,
ea
s
e,
u
s
ef
u
ln
ess
)
f
ac
to
r
s
an
d
s
o
cial
an
d
in
s
titu
tio
n
al
(
tr
u
s
t,
s
u
p
p
o
r
t)
f
ac
t
o
r
s
.
T
h
ese
f
in
d
in
g
s
co
n
tr
ib
u
te
to
th
e
cu
r
r
en
t
d
eb
ate
o
n
th
e
eth
ical
an
d
p
ed
ag
o
g
ical
in
teg
r
atio
n
o
f
ar
tifi
cial
in
tellig
en
ce
in
h
ig
h
er
e
d
u
ca
tio
n
a
n
d
s
u
g
g
est
th
e
n
ee
d
f
o
r
teac
h
e
r
an
d
s
tu
d
e
n
t
tr
ain
in
g
p
r
o
g
r
am
s
aim
ed
at
d
ev
elo
p
in
g
cr
itical
d
ig
ital
s
k
ills
an
d
th
e
r
esp
o
n
s
i
b
le
u
s
e
o
f
g
en
e
r
ativ
e
AI
.
Fu
tu
r
e
r
esear
ch
s
h
o
u
ld
in
co
r
p
o
r
a
te
lo
n
g
itu
d
i
n
al
an
d
co
m
p
ar
ativ
e
d
esig
n
s
b
etwe
en
in
s
titu
tio
n
s
an
d
d
is
cip
lin
es
t
o
u
n
d
e
r
s
tan
d
th
e
ev
o
lu
ti
o
n
o
f
attitu
d
es
to
war
d
C
h
atGPT
an
d
its
r
ea
l im
p
ac
t o
n
teac
h
in
g
–
lear
n
in
g
p
r
o
ce
s
s
es.
4.
CO
NCLU
SI
O
N
T
h
e
s
tu
d
y
s
h
o
ws
th
at
u
n
iv
e
r
s
ity
s
tu
d
en
ts
’
p
er
ce
p
tio
n
s
o
f
C
h
atGPT
as
an
ed
u
ca
tio
n
a
l
to
o
l
ar
e
p
r
ed
o
m
i
n
an
tly
p
o
s
itiv
e,
alth
o
u
g
h
h
eter
o
g
en
e
o
u
s
,
with
t
h
r
ee
d
is
tin
ct
p
r
o
f
iles
id
en
ti
f
ied
:
en
th
u
s
iast
ic,
m
o
d
er
ate,
an
d
cr
itical
u
s
er
s
.
T
h
is
s
eg
m
en
tatio
n
co
n
f
ir
m
s
th
at
th
e
ad
o
p
tio
n
o
f
ar
tific
ial
in
tellig
en
ce
in
ed
u
ca
tio
n
is
s
h
ap
ed
b
y
a
co
m
b
in
atio
n
o
f
p
e
r
s
o
n
al,
co
n
te
x
tu
al,
an
d
in
s
titu
tio
n
al
f
ac
to
r
s
.
Fro
m
a
th
eo
r
etica
l
p
er
s
p
ec
tiv
e,
th
e
f
in
d
in
g
s
s
u
p
p
o
r
t
th
e
T
AM
an
d
UT
AUT
m
o
d
els
b
y
h
ig
h
lig
h
tin
g
p
er
ce
iv
e
d
u
s
ef
u
ln
ess
,
ea
s
e
o
f
u
s
e,
an
d
en
j
o
y
m
en
t
as
k
e
y
d
eter
m
in
an
ts
o
f
co
n
tin
u
o
u
s
in
t
en
tio
n
to
u
s
e,
w
h
ile
also
s
u
g
g
esti
n
g
th
e
n
ee
d
to
ex
p
an
d
th
ese
f
r
am
ewo
r
k
s
to
in
co
r
p
o
r
ate
v
ar
iab
les
s
u
ch
as
tr
u
s
t,
p
r
iv
ac
y
,
a
n
d
in
s
titu
tio
n
al
s
u
p
p
o
r
t.
Pra
ctica
lly
,
th
e
r
esu
lts
em
p
h
asize
th
e
i
m
p
o
r
tan
ce
o
f
p
r
o
m
o
tin
g
cr
it
ical
d
ig
ital
liter
ac
y
,
f
ac
u
lty
t
r
ain
in
g
,
a
n
d
et
h
ical
g
u
id
elin
es
to
en
s
u
r
e
r
esp
o
n
s
ib
le
in
teg
r
atio
n
o
f
C
h
atGPT
.
Alth
o
u
g
h
t
h
e
cr
o
s
s
-
s
ec
tio
n
al
d
esig
n
lim
its
g
en
er
aliza
b
ilit
y
,
th
e
m
u
ltiv
ar
i
ate
ap
p
r
o
ac
h
en
a
b
led
th
e
id
en
tific
atio
n
o
f
u
s
er
p
r
o
f
iles
with
ex
p
lan
ato
r
y
v
alu
e
.
Ov
er
all,
th
e
s
tu
d
y
p
r
o
v
id
es
r
elev
an
t
em
p
ir
ical
ev
i
d
en
ce
o
n
th
e
ed
u
ca
tio
n
al
ad
o
p
tio
n
o
f
C
h
atGPT
an
d
r
ein
f
o
r
ce
s
its
tr
a
n
s
f
o
r
m
ativ
e
p
o
ten
tial
wh
en
g
u
id
ed
b
y
p
r
i
n
cip
les
o
f
eth
ics
an
d
cr
itical
en
g
ag
em
e
n
t.
Fu
tu
r
e
r
esear
ch
s
h
o
u
l
d
in
c
o
r
p
o
r
ate
lo
n
g
itu
d
in
al
a
n
d
c
o
m
p
ar
at
iv
e
d
esig
n
s
,
as
well
as
v
ar
iab
les
r
elate
d
to
tech
n
o
lo
g
ical
tr
u
s
t,
cr
ea
tiv
ity
,
an
d
d
ig
ital
et
h
ics,
in
o
r
d
e
r
to
f
u
r
th
er
ex
am
i
n
e
th
e
im
p
ac
t
o
f
Ge
n
AI
o
n
m
o
tiv
atio
n
,
ac
a
d
em
ic
p
er
f
o
r
m
an
ce
,
an
d
teac
h
in
g
–
lear
n
in
g
p
r
o
ce
s
s
es.
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
C
h
a
tGP
T in
th
e
u
n
ivers
ity
cla
s
s
r
o
o
m:
p
ercep
tio
n
s
,
p
erceive
d
u
s
efu
ln
ess
… (
V
id
n
a
y
N
o
el
V
a
lero
-
A
n
cc
o
)
2079
F
UNDING
I
NF
O
R
M
A
T
I
O
N
T
h
e
au
th
o
r
s
r
ec
eiv
ed
f
u
n
d
i
n
g
f
r
o
m
th
e
Vice
-
R
ec
to
r
f
o
r
R
esear
ch
o
f
th
e
Natio
n
al
Un
iv
er
s
ity
o
f
th
e
Altip
lan
o
(
Un
iv
er
s
id
ad
Nac
io
n
al
d
el
Altip
lan
o
R
.
R
.
N°
2
5
2
5
-
2
0
2
5
-
R
-
UNA
)
f
o
r
th
e
ex
ec
u
tio
n
o
f
th
is
r
esear
ch
.
AUTHO
R
CO
NT
RI
B
UT
I
O
NS ST
A
T
E
M
E
N
T
T
h
is
jo
u
r
n
al
u
s
es
th
e
C
o
n
tr
ib
u
to
r
R
o
les
T
ax
o
n
o
m
y
(
C
R
ed
iT)
to
r
ec
o
g
n
ize
in
d
iv
id
u
al
au
th
o
r
co
n
tr
ib
u
tio
n
s
,
r
ed
u
ce
au
th
o
r
s
h
ip
d
is
p
u
tes,
an
d
f
ac
ilit
ate
co
llab
o
r
atio
n
.
Na
m
e
o
f
Aut
ho
r
C
M
So
Va
Fo
I
R
D
O
E
Vi
Su
P
Fu
Vid
n
ay
No
el
Vale
r
o
-
An
cc
o
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
Yo
lan
d
a
L
u
jan
o
-
Or
teg
a
✓
✓
✓
✓
✓
✓
✓
✓
C
:
C
o
n
c
e
p
t
u
a
l
i
z
a
t
i
o
n
M
:
M
e
t
h
o
d
o
l
o
g
y
So
:
So
f
t
w
a
r
e
Va
:
Va
l
i
d
a
t
i
o
n
Fo
:
Fo
r
mal
a
n
a
l
y
s
i
s
I
:
I
n
v
e
s
t
i
g
a
t
i
o
n
R
:
R
e
so
u
r
c
e
s
D
:
D
a
t
a
C
u
r
a
t
i
o
n
O
:
W
r
i
t
i
n
g
-
O
r
i
g
i
n
a
l
D
r
a
f
t
E
:
W
r
i
t
i
n
g
-
R
e
v
i
e
w
&
E
d
i
t
i
n
g
Vi
:
Vi
su
a
l
i
z
a
t
i
o
n
Su
:
Su
p
e
r
v
i
s
i
o
n
P
:
P
r
o
j
e
c
t
a
d
mi
n
i
st
r
a
t
i
o
n
Fu
:
Fu
n
d
i
n
g
a
c
q
u
i
si
t
i
o
n
CO
NF
L
I
C
T
O
F
I
N
T
E
R
E
S
T
ST
A
T
E
M
E
NT
Au
th
o
r
s
s
tate
n
o
co
n
f
lict o
f
in
t
er
est.
I
NF
O
RM
E
D
CO
NS
E
N
T
All p
ar
ticip
an
ts
g
av
e
th
eir
c
o
n
s
en
t to
p
ar
ticip
ate
in
th
is
r
esea
r
ch
an
d
f
o
r
d
ata
co
llectio
n
.
E
T
H
I
CAL AP
P
RO
V
AL
R
esear
ch
in
v
o
lv
in
g
th
e
u
s
e
o
f
h
u
m
an
b
ein
g
s
h
as
co
m
p
lied
with
all
r
elev
an
t
n
atio
n
al
r
e
g
u
latio
n
s
an
d
in
s
titu
tio
n
al
p
o
licies
in
ac
co
r
d
an
ce
with
th
e
p
r
in
cip
les
o
f
th
e
Dec
lar
atio
n
o
f
Helsin
k
i.
T
h
e
p
r
o
ject
h
as
b
ee
n
ap
p
r
o
v
ed
b
y
th
e
R
esear
ch
Pro
ject
R
ev
iew
C
o
m
m
ittee
o
f
Facu
lty
R
esear
ch
er
s
o
f
th
e
R
esear
ch
I
n
s
titu
te
o
f
th
e
Natio
n
al
Un
iv
er
s
ity
o
f
th
e
Altip
lan
o
.
DATA AV
AI
L
AB
I
L
I
T
Y
T
h
e
d
ata
t
h
at
s
u
p
p
o
r
t
th
e
f
i
n
d
in
g
s
o
f
th
is
s
tu
d
y
ar
e
av
a
ilab
le
f
r
o
m
th
e
c
o
r
r
esp
o
n
d
in
g
au
th
o
r
,
[
VNV
-
A]
,
u
p
o
n
r
ea
s
o
n
a
b
le
r
e
q
u
est.
RE
F
E
R
E
NC
E
S
[
1
]
E.
K
ı
l
ı
ç
a
n
d
H
.
E
.
Ç
e
l
i
k
,
“
F
a
c
t
o
r
s
a
f
f
e
c
t
i
n
g
a
c
c
e
p
t
a
n
c
e
o
f
C
h
a
t
G
P
T
-
4
o
b
y
En
g
l
i
s
h
l
a
n
g
u
a
g
e
i
n
s
t
r
u
c
t
o
r
s:
T
h
e
e
x
t
e
n
d
e
d
TA
M
a
p
p
r
o
a
c
h
,
”
C
o
m
p
u
t
e
rs
a
n
d
E
d
u
c
a
t
i
o
n
:
Art
i
f
i
c
i
a
l
I
n
t
e
l
l
i
g
e
n
c
e
,
v
o
l
.
9
,
p
.
1
0
0
4
5
2
,
D
e
c
.
2
0
2
5
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
c
a
e
a
i
.
2
0
2
5
.
1
0
0
4
5
2
.
[
2
]
G
.
E
.
D
.
C
a
s
t
i
l
l
o
,
Y
.
S
.
F
.
M
e
n
d
o
z
a
,
C
.
A
.
P
.
C
a
l
l
e
,
E
.
H
.
C
.
H
u
a
r
a
c
h
i
,
a
n
d
C
.
J.
I
.
R
í
o
s,
“
C
h
a
t
G
P
T
a
s
a
n
i
n
t
e
l
l
i
g
e
n
t
a
c
a
d
e
m
i
c
f
e
e
d
b
a
c
k
a
g
e
n
t
:
c
o
r
r
e
l
a
t
i
o
n
a
l
a
n
a
l
y
si
s
o
f
i
t
s
p
e
r
c
e
p
t
i
o
n
a
m
o
n
g
u
n
i
v
e
r
si
t
y
st
u
d
e
n
t
s
,”
(
i
n
S
p
a
n
i
s
h
)
,
E
u
ro
p
e
a
n
Pu
b
l
i
c
&
S
o
c
i
a
l
I
n
n
o
v
a
t
i
o
n
Re
v
i
e
w
,
v
o
l
.
1
1
,
p
p
.
1
–
1
9
,
S
e
p
.
2
0
2
5
,
d
o
i
:
1
0
.
3
1
6
3
7
/
e
p
s
i
r
-
2
0
2
6
-
2
1
3
2
.
[
3
]
M
.
A
.
B
a
l
l
e
st
e
r
o
s
e
t
a
l
.
,
“
Th
e
i
n
f
l
u
e
n
c
e
o
f
so
c
i
a
l
n
o
r
ms
a
n
d
w
o
r
d
-
of
-
mo
u
t
h
m
a
r
k
e
t
i
n
g
o
n
b
e
h
a
v
i
o
r
a
l
i
n
t
e
n
t
i
o
n
a
n
d
b
e
h
a
v
i
o
r
a
l
u
se
o
f
g
e
n
e
r
a
t
i
v
e
A
I
c
h
a
t
b
o
t
s
a
m
o
n
g
u
n
i
v
e
r
si
t
y
st
u
d
e
n
t
s
,
”
C
o
m
p
u
t
e
rs
i
n
H
u
m
a
n
Be
h
a
v
i
o
r
Re
p
o
rt
s
,
v
o
l
.
1
9
,
p
.
1
0
0
7
6
0
,
A
u
g
.
2
0
2
5
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
c
h
b
r
.
2
0
2
5
.
1
0
0
7
6
0
.
[
4
]
T.
Ta
n
t
i
a
t
h
i
mo
n
g
k
h
o
n
,
M
.
K
e
t
c
h
a
m
,
a
n
d
M
.
R
a
t
t
a
n
a
s
i
r
i
w
o
n
g
w
u
t
,
“
Th
a
i
G
A
M
:
A
d
u
a
l
-
m
o
d
e
r
a
t
i
o
n
f
r
a
m
e
w
o
r
k
f
o
r
G
e
n
A
I
a
d
o
p
t
i
o
n
i
n
o
p
e
n
l
e
a
r
n
i
n
g
i
n
n
o
v
a
t
i
o
n
,
”
J
o
u
rn
a
l
o
f
O
p
e
n
I
n
n
o
v
a
t
i
o
n
:
T
e
c
h
n
o
l
o
g
y
,
M
a
rk
e
t
,
a
n
d
C
o
m
p
l
e
x
i
t
y
,
v
o
l
.
1
1
,
n
o
.
4
,
p
.
1
0
0
6
3
1
,
D
e
c
.
2
0
2
5
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
j
o
i
t
mc
.
2
0
2
5
.
1
0
0
6
3
1
.
[
5
]
M
.
M
.
R
.
M
i
z
a
n
u
r
,
C
.
C
.
C
h
u
n
g
,
A
.
S
h
a
n
a
n
a
,
S
.
A
.
S
.
C
.
H
u
a
,
T
h
i
v
i
y
a
s
h
r
e
e
,
a
n
d
E
l
l
e
y
a
j
a
smi
n
,
“
U
t
i
l
i
z
a
t
i
o
n
o
f
G
e
n
e
r
a
t
i
v
e
A
r
t
i
f
i
c
i
a
l
I
n
t
e
l
l
i
g
e
n
c
e
T
e
c
h
n
o
l
o
g
i
e
s
a
s
Le
a
r
n
i
n
g
T
o
o
l
s
a
mo
n
g
U
n
i
v
e
r
si
t
y
S
t
u
d
e
n
t
s
:
A
C
r
o
ss
-
S
e
c
t
i
o
n
a
l
S
t
u
d
y
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
rn
a
l
o
f
O
n
l
i
n
e
a
n
d
Bi
o
m
e
d
i
c
a
l
En
g
i
n
e
e
ri
n
g
(
i
J
O
E)
,
v
o
l
.
2
1
,
n
o
.
0
7
,
p
p
.
4
–
1
4
,
J
u
n
.
2
0
2
5
,
d
o
i
:
1
0
.
3
9
9
1
/
i
j
o
e
.
v
2
1
i
0
7
.
5
4
2
2
7
.
[
6
]
R
.
M
.
C
a
l
u
ñ
a
,
J.
C
e
r
v
a
n
t
e
s
-
D
í
a
z
,
a
n
d
C
.
M
o
r
a
l
e
s
-
C
a
l
u
ñ
a
,
“
P
a
t
t
e
r
n
s
o
f
P
e
r
c
e
p
t
i
o
n
a
n
d
U
se
o
f
C
h
a
t
G
P
T
i
n
C
o
l
l
e
g
e
S
t
u
d
e
n
t
s:
A
n
HJ
-
B
i
p
l
o
t
a
n
d
C
l
u
s
t
e
r
A
n
a
l
y
s
i
s,
”
C
o
m
u
n
i
c
a
r,
v
o
l
.
3
3
,
n
o
.
8
0
,
p
p
.
3
9
–
4
8
,
2
0
2
5
,
d
o
i
:
1
0
.
5
8
2
6
2
/
C
8
0
-
2
0
2
5
-
04.
[
7
]
N
.
J.
A
l
j
o
h
a
n
i
,
“
E
n
h
a
n
c
i
n
g
W
r
i
t
i
n
g
A
c
c
u
r
a
c
y
a
n
d
Em
p
o
w
e
r
i
n
g
S
t
u
d
e
n
t
s:
T
h
e
Tr
a
n
sf
o
r
m
a
t
i
v
e
I
n
f
l
u
e
n
c
e
o
f
C
h
a
t
G
P
T’
s
I
n
f
o
r
mat
i
v
e
F
e
e
d
b
a
c
k
o
n
S
t
u
d
e
n
t
s’
W
r
i
t
i
n
g
,
”
F
o
r
u
m
f
o
r
L
i
n
g
u
i
s
t
i
c
S
t
u
d
i
e
s
,
v
o
l
.
7
,
n
o
.
7
,
p
p
.
1
1
0
9
–
1
1
2
8
,
J
u
l
.
2
0
2
5
,
d
o
i
:
1
0
.
3
0
5
6
4
/
f
l
s.
v
7
i
7
.
9
8
4
9
.
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
.
3
,
J
u
n
e
20
2
6
:
2
0
7
3
-
2
0
8
1
2080
[
8
]
M
.
N
.
Y
a
k
u
b
u
,
N
.
D
a
v
i
d
,
a
n
d
N
.
H
.
A
b
u
b
a
k
a
r
,
“
S
t
u
d
e
n
t
s’
b
e
h
a
v
i
o
u
r
a
l
i
n
t
e
n
t
i
o
n
t
o
u
se
c
o
n
t
e
n
t
g
e
n
e
r
a
t
i
v
e
A
I
f
o
r
l
e
a
r
n
i
n
g
a
n
d
r
e
sea
r
c
h
:
A
U
TA
U
T
t
h
e
o
r
e
t
i
c
a
l
p
e
r
s
p
e
c
t
i
v
e
,
”
E
d
u
c
a
t
i
o
n
a
n
d
I
n
f
o
rm
a
t
i
o
n
T
e
c
h
n
o
l
o
g
i
e
s
,
v
o
l
.
3
0
,
n
o
.
1
3
,
p
p
.
1
7
9
6
9
–
1
7
9
9
4
,
A
u
g
.
2
0
2
5
,
d
o
i
:
1
0
.
1
0
0
7
/
s1
0
6
3
9
-
0
2
5
-
1
3
4
4
1
-
8.
[
9
]
M
.
F
a
r
a
o
n
,
K
.
R
ö
n
k
k
ö
,
M
.
M
i
l
r
a
d
,
a
n
d
E.
Tsu
i
,
“
I
n
t
e
r
n
a
t
i
o
n
a
l
p
e
r
s
p
e
c
t
i
v
e
s
o
n
a
r
t
i
f
i
c
i
a
l
i
n
t
e
l
l
i
g
e
n
c
e
i
n
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
:
A
n
e
x
p
l
o
r
a
t
i
v
e
s
t
u
d
y
o
f
st
u
d
e
n
t
s’
i
n
t
e
n
t
i
o
n
t
o
u
se
C
h
a
t
G
P
T
a
c
r
o
ss
t
h
e
N
o
r
d
i
c
c
o
u
n
t
r
i
e
s
a
n
d
t
h
e
U
S
A
,
”
E
d
u
c
a
t
i
o
n
a
n
d
I
n
f
o
rm
a
t
i
o
n
T
e
c
h
n
o
l
o
g
i
e
s
,
v
o
l
.
3
0
,
n
o
.
1
3
,
p
p
.
1
7
8
3
5
–
1
7
8
8
0
,
A
u
g
.
2
0
2
5
,
d
o
i
:
1
0
.
1
0
0
7
/
s
1
0
6
3
9
-
0
2
5
-
1
3
4
9
2
-
x.
[
1
0
]
R
.
K
o
t
e
c
z
k
i
a
n
d
B
.
E
.
B
a
l
a
ssa
,
“
E
x
p
l
o
r
i
n
g
G
e
n
e
r
a
t
i
o
n
Z’
s
A
c
c
e
p
t
a
n
c
e
o
f
A
r
t
i
f
i
c
i
a
l
I
n
t
e
l
l
i
g
e
n
c
e
i
n
H
i
g
h
e
r
Ed
u
c
a
t
i
o
n
:
A
TA
M
a
n
d
U
TA
U
T
-
B
a
se
d
P
LS
-
S
E
M
a
n
d
C
l
u
st
e
r
A
n
a
l
y
si
s
,
”
E
d
u
c
a
t
i
o
n
S
c
i
e
n
c
e
s
,
v
o
l
.
1
5
,
n
o
.
8
,
p
.
1
0
4
4
,
A
u
g
.
2
0
2
5
,
d
o
i
:
1
0
.
3
3
9
0
/
e
d
u
c
sc
i
1
5
0
8
1
0
4
4
.
[
1
1
]
A
.
S
h
a
t
a
a
n
d
K
.
H
a
r
t
l
e
y
,
“
A
r
t
i
f
i
c
i
a
l
i
n
t
e
l
l
i
g
e
n
c
e
a
n
d
c
o
mm
u
n
i
c
a
t
i
o
n
t
e
c
h
n
o
l
o
g
i
e
s
i
n
a
c
a
d
e
m
i
a
:
f
a
c
u
l
t
y
p
e
r
c
e
p
t
i
o
n
s
a
n
d
t
h
e
a
d
o
p
t
i
o
n
o
f
g
e
n
e
r
a
t
i
v
e
A
I
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
rn
a
l
o
f
Ed
u
c
a
t
i
o
n
a
l
T
e
c
h
n
o
l
o
g
y
i
n
H
i
g
h
e
r
Ed
u
c
a
t
i
o
n
,
v
o
l
.
2
2
,
n
o
.
1
,
p
.
1
4
,
M
a
r
.
2
0
2
5
,
d
o
i
:
1
0
.
1
1
8
6
/
s4
1
2
3
9
-
0
2
5
-
0
0
5
1
1
-
7.
[
1
2
]
K
.
C
.
Li
,
G
.
H
.
L.
C
h
o
n
g
,
B
.
T.
M
.
W
o
n
g
,
a
n
d
M
.
M
.
F
.
W
u
,
“
A
TA
M
-
B
a
se
d
A
n
a
l
y
si
s
o
f
H
o
n
g
K
o
n
g
U
n
d
e
r
g
r
a
d
u
a
t
e
S
t
u
d
e
n
t
s’
A
t
t
i
t
u
d
e
s
T
o
w
a
r
d
G
e
n
e
r
a
t
i
v
e
A
I
i
n
H
i
g
h
e
r
E
d
u
c
a
t
i
o
n
a
n
d
Em
p
l
o
y
me
n
t
,
”
Ed
u
c
a
t
i
o
n
S
c
i
e
n
c
e
s
,
v
o
l
.
1
5
,
n
o
.
7
,
p
.
7
9
8
,
Ju
n
.
2
0
2
5
,
d
o
i
:
1
0
.
3
3
9
0
/
e
d
u
c
sci
1
5
0
7
0
7
9
8
.
[
1
3
]
B
.
A
g
y
a
r
e
,
J
.
A
s
a
r
e
,
A
.
K
r
a
i
s
h
a
n
,
I
.
N
k
r
u
m
a
h
,
a
n
d
D
.
K
.
A
d
j
e
k
u
m,
“
A
c
r
o
ss
-
n
a
t
i
o
n
a
l
a
ssessm
e
n
t
o
f
a
r
t
i
f
i
c
i
a
l
i
n
t
e
l
l
i
g
e
n
c
e
(
A
I
)
C
h
a
t
b
o
t
u
ser
p
e
r
c
e
p
t
i
o
n
s
i
n
c
o
l
l
e
g
i
a
t
e
p
h
y
si
c
s
e
d
u
c
a
t
i
o
n
,
”
C
o
m
p
u
t
e
r
s
a
n
d
Ed
u
c
a
t
i
o
n
:
Ar
t
i
f
i
c
i
a
l
I
n
t
e
l
l
i
g
e
n
c
e
,
v
o
l
.
8
,
p
.
1
0
0
3
6
5
,
Ju
n
.
2
0
2
5
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
c
a
e
a
i
.
2
0
2
5
.
1
0
0
3
6
5
.
[
1
4
]
F
.
W
a
n
g
,
N
.
L
i
,
A
.
C
.
K
.
C
h
e
u
n
g
,
a
n
d
G
.
K
.
W
.
W
o
n
g
,
“
I
n
G
e
n
A
I
w
e
t
r
u
st
:
A
n
i
n
v
e
s
t
i
g
a
t
i
o
n
o
f
u
n
i
v
e
r
s
i
t
y
st
u
d
e
n
t
s’
r
e
l
i
a
n
c
e
o
n
a
n
d
r
e
s
i
st
a
n
c
e
t
o
g
e
n
e
r
a
t
i
v
e
A
I
i
n
l
a
n
g
u
a
g
e
l
e
a
r
n
i
n
g
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
E
d
u
c
a
t
i
o
n
a
l
T
e
c
h
n
o
l
o
g
y
i
n
H
i
g
h
e
r
E
d
u
c
a
t
i
o
n
,
v
o
l
.
2
2
,
n
o
.
1
,
p
.
5
9
,
A
u
g
.
2
0
2
5
,
d
o
i
:
1
0
.
1
1
8
6
/
s
4
1
2
3
9
-
0
2
5
-
0
0
5
4
7
-
9.
[
1
5
]
S
.
O
r
t
i
z
-
B
o
n
n
i
n
a
n
d
J
.
B
l
a
h
o
p
o
u
l
o
u
,
“
C
h
a
t
o
r
c
h
e
a
t
?
A
c
a
d
e
mi
c
d
i
s
h
o
n
e
st
y
,
r
i
sk
p
e
r
c
e
p
t
i
o
n
s,
a
n
d
C
h
a
t
G
P
T
u
sa
g
e
i
n
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
s
t
u
d
e
n
t
s,”
S
o
c
i
a
l
Psy
c
h
o
l
o
g
y
o
f
E
d
u
c
a
t
i
o
n
,
v
o
l
.
2
8
,
n
o
.
1
,
p
.
1
1
3
,
D
e
c
.
2
0
2
5
,
d
o
i
:
1
0
.
1
0
0
7
/
s
1
1
2
1
8
-
0
2
5
-
1
0
0
8
0
-
2.
[
1
6
]
H
.
I
.
H
i
d
a
y
a
t
u
l
l
a
h
,
M
.
T.
S
a
i
f
u
l
l
a
h
,
M
.
T
.
G
h
o
z
a
l
i
,
a
n
d
A
.
A
z
i
z
,
“
Ex
p
l
o
r
i
n
g
c
o
mm
u
n
i
t
y
p
h
a
r
mac
i
st
’
s
p
s
y
c
h
o
l
o
g
i
c
a
l
i
n
t
e
n
t
i
o
n
s
t
o
a
d
o
p
t
g
e
n
e
r
a
t
i
v
e
a
r
t
i
f
i
c
i
a
l
i
n
t
e
l
l
i
g
e
n
c
e
(
G
e
n
A
I
)
c
h
a
t
b
o
t
s
f
o
r
p
a
t
i
e
n
t
i
n
f
o
r
mat
i
o
n
,
e
d
u
c
a
t
i
o
n
,
a
n
d
c
o
u
n
se
l
i
n
g
,
”
N
e
u
r
o
sc
i
e
n
c
e
I
n
f
o
rm
a
t
i
c
s
,
v
o
l
.
5
,
n
o
.
3
,
p
.
1
0
0
2
1
3
,
S
e
p
.
2
0
2
5
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
n
e
u
r
i
.
2
0
2
5
.
1
0
0
2
1
3
.
[
1
7
]
E.
M
.
P
a
n
g
g
a
b
e
a
n
a
n
d
A
.
D
.
K
.
S
i
l
a
l
a
h
i
,
“
H
o
w
d
o
C
h
a
t
G
P
T’
s
b
e
n
e
f
i
t
–
r
i
sk
-
c
o
p
i
n
g
p
a
r
a
d
o
x
e
s
i
m
p
a
c
t
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
i
n
Ta
i
w
a
n
a
n
d
I
n
d
o
n
e
si
a
?
”
C
o
m
p
u
t
e
rs
a
n
d
E
d
u
c
a
t
i
o
n
:
Ar
t
i
f
i
c
i
a
l
I
n
t
e
l
l
i
g
e
n
c
e
,
v
o
l
.
8
,
p
.
1
0
0
4
1
2
,
J
u
n
.
2
0
2
5
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
c
a
e
a
i
.
2
0
2
5
.
1
0
0
4
1
2
.
[
1
8
]
S
.
C
a
n
e
r
-
Y
ı
l
d
ı
r
ı
m,
“
M
o
d
e
l
i
n
g
C
h
a
t
G
P
T
A
d
o
p
t
i
o
n
A
mo
n
g
U
n
d
e
r
g
r
a
d
u
a
t
e
s:
A
n
I
n
t
e
g
r
a
t
e
d
U
TA
U
T2
a
n
d
D
i
g
i
t
a
l
C
o
m
p
e
t
e
n
c
e
F
r
a
mew
o
r
k
,
”
S
AG
E
O
p
e
n
,
v
o
l
.
1
5
,
n
o
.
2
,
A
p
r
.
2
0
2
5
,
d
o
i
:
1
0
.
1
1
7
7
/
2
1
5
8
2
4
4
0
2
5
1
3
4
3
3
4
0
.
[
1
9
]
A
.
S
.
A
l
mo
g
r
e
n
,
W
.
M
.
A
l
-
R
a
h
mi
,
a
n
d
N
.
A
.
D
a
h
r
i
,
“
E
x
p
l
o
r
i
n
g
f
a
c
t
o
r
s
i
n
f
l
u
e
n
c
i
n
g
t
h
e
a
c
c
e
p
t
a
n
c
e
o
f
C
h
a
t
G
P
T
i
n
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
:
A
smar
t
e
d
u
c
a
t
i
o
n
p
e
r
s
p
e
c
t
i
v
e
,
”
H
e
l
i
y
o
n
,
v
o
l
.
1
0
,
n
o
.
1
1
,
p
.
e
3
1
8
8
7
,
J
u
n
.
2
0
2
4
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
h
e
l
i
y
o
n
.
2
0
2
4
.
e
3
1
8
8
7
.
[
2
0
]
L.
P
h
a
m
,
T.
K
l
a
u
s
,
a
n
d
J.
B
a
t
e
h
,
“
K
e
y
f
a
c
t
o
r
s
i
n
f
l
u
e
n
c
i
n
g
i
n
t
e
n
t
i
o
n
t
o
u
s
e
C
h
a
t
G
P
T
:
A
n
e
m
p
i
r
i
c
a
l
st
u
d
y
o
f
U
.
S
.
s
t
u
d
e
n
t
s,”
A
c
t
a
Psy
c
h
o
l
o
g
i
c
a
,
v
o
l
.
2
6
0
,
p
.
1
0
5
5
1
6
,
O
c
t
.
2
0
2
5
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
a
c
t
p
sy
.
2
0
2
5
.
1
0
5
5
1
6
.
[
2
1
]
J.
B
.
V
.
B
e
r
n
u
y
,
M
.
A
.
N
o
l
a
sc
o
-
M
a
man
i
,
N
.
C
.
V
.
R
o
d
r
í
g
u
e
z
,
R
.
L
.
G
.
Q
u
e
l
o
p
a
n
a
,
A
.
N
.
M
.
V
a
l
d
i
v
i
a
,
a
n
d
S
.
M
.
E
.
V
i
d
a
u
r
r
e
,
“
R
e
l
a
t
i
v
e
A
d
v
a
n
t
a
g
e
a
n
d
C
o
m
p
a
t
i
b
i
l
i
t
y
a
s
D
r
i
v
e
r
s
o
f
C
h
a
t
G
P
T
A
d
o
p
t
i
o
n
i
n
L
a
t
i
n
A
m
e
r
i
c
a
n
H
i
g
h
e
r
E
d
u
c
a
t
i
o
n
:
A
P
LS
S
E
M
S
t
u
d
y
T
o
w
a
r
d
s
S
u
s
t
a
i
n
a
b
l
e
D
i
g
i
t
a
l
E
d
u
c
a
t
i
o
n
,
”
S
u
s
t
a
i
n
a
b
i
l
i
t
y
,
v
o
l
.
1
7
,
n
o
.
1
8
,
p
.
8
3
2
9
,
S
e
p
.
2
0
2
5
,
d
o
i
:
1
0
.
3
3
9
0
/
s
u
1
7
1
8
8
3
2
9
.
[
2
2
]
L.
I
.
D
.
F
a
r
u
k
,
R
.
R
o
h
a
n
,
U
.
N
i
n
r
u
t
s
i
r
i
k
u
n
,
a
n
d
D
.
P
a
l
,
“
U
n
i
v
e
r
si
t
y
S
t
u
d
e
n
t
s’
A
c
c
e
p
t
a
n
c
e
a
n
d
U
s
a
g
e
o
f
G
e
n
e
r
a
t
i
v
e
A
I
(
C
h
a
t
G
P
T
)
f
r
o
m
a
P
sy
c
h
o
-
Te
c
h
n
i
c
a
l
P
e
r
s
p
e
c
t
i
v
e
,
”
i
n
Pr
o
c
e
e
d
i
n
g
s
o
f
t
h
e
1
3
t
h
I
n
t
e
rn
a
t
i
o
n
a
l
C
o
n
f
e
re
n
c
e
o
n
A
d
v
a
n
c
e
s
i
n
I
n
f
o
rm
a
t
i
o
n
T
e
c
h
n
o
l
o
g
y
,
D
e
c
.
2
0
2
3
,
p
p
.
1
–
8
,
d
o
i
:
1
0
.
1
1
4
5
/
3
6
2
8
4
5
4
.
3
6
2
9
5
5
2
.
[
2
3
]
S
.
H
.
A
l
s
h
a
mm
a
r
i
a
n
d
E.
B
a
b
u
,
“
T
h
e
m
e
d
i
a
t
i
n
g
r
o
l
e
o
f
s
a
t
i
sf
a
c
t
i
o
n
i
n
t
h
e
r
e
l
a
t
i
o
n
s
h
i
p
b
e
t
w
e
e
n
p
e
r
c
e
i
v
e
d
u
se
f
u
l
n
e
ss,
p
e
r
c
e
i
v
e
d
e
a
se
o
f
u
se
a
n
d
s
t
u
d
e
n
t
s’
b
e
h
a
v
i
o
u
r
a
l
i
n
t
e
n
t
i
o
n
t
o
u
s
e
C
h
a
t
G
P
T,
”
S
c
i
e
n
t
i
f
i
c
R
e
p
o
r
t
s
,
v
o
l
.
1
5
,
n
o
.
1
,
p
.
7
1
6
9
,
F
e
b
.
2
0
2
5
,
d
o
i
:
1
0
.
1
0
3
8
/
s
4
1
5
9
8
-
0
2
5
-
9
1
6
3
4
-
4.
[
2
4
]
Y
.
M
.
J
u
n
g
a
n
d
H
.
J
o
,
“
U
n
d
e
r
s
t
a
n
d
i
n
g
C
o
n
t
i
n
u
a
n
c
e
I
n
t
e
n
t
i
o
n
o
f
G
e
n
e
r
a
t
i
v
e
A
I
i
n
Ed
u
c
a
t
i
o
n
:
A
n
EC
M
-
B
a
se
d
S
t
u
d
y
f
o
r
S
u
st
a
i
n
a
b
l
e
L
e
a
r
n
i
n
g
E
n
g
a
g
e
me
n
t
,
”
S
u
st
a
i
n
a
b
i
l
i
t
y
,
v
o
l
.
1
7
,
n
o
.
1
3
,
p
.
6
0
8
2
,
Ju
l
.
2
0
2
5
,
d
o
i
:
1
0
.
3
3
9
0
/
su
1
7
1
3
6
0
8
2
.
[
2
5
]
N
.
J.
A
l
j
o
h
a
n
i
,
“
C
h
a
t
G
P
T
i
n
l
a
n
g
u
a
g
e
l
e
a
r
n
i
n
g
:
A
s
y
st
e
ma
t
i
c
r
e
v
i
e
w
o
f
a
p
p
l
i
c
a
t
i
o
n
s
a
n
d
c
h
a
l
l
e
n
g
e
s,”
S
o
c
i
a
l
S
c
i
e
n
c
e
s
&
H
u
m
a
n
i
t
i
e
s Op
e
n
,
v
o
l
.
1
3
,
p
.
1
0
2
3
5
7
,
Ju
n
.
2
0
2
6
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
ssa
h
o
.
2
0
2
5
.
1
0
2
3
5
7
.
[
2
6
]
A
.
B
e
n
c
si
k
,
S
.
J
e
n
e
i
,
a
n
d
S
.
M
.
S
z
a
l
a
i
,
“
W
h
o
g
e
t
s
t
o
u
s
e
C
h
a
t
G
P
T
?
A
g
l
o
b
a
l
s
t
u
d
y
o
n
d
i
g
i
t
a
l
a
c
c
e
ss
a
n
d
i
n
e
q
u
a
l
i
t
y
i
n
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
,
”
S
o
c
i
a
l
S
c
i
e
n
c
e
s
& H
u
m
a
n
i
t
i
e
s O
p
e
n
,
v
o
l
.
1
3
,
p
.
1
0
2
4
7
9
,
J
u
n
.
2
0
2
6
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
ss
a
h
o
.
2
0
2
6
.
1
0
2
4
7
9
.
[
2
7
]
A
.
A
l
y
a
s
i
n
a
n
d
M
.
A
.
S
h
a
h
,
“
H
u
ma
n
-
A
I
c
o
l
l
a
b
o
r
a
t
i
o
n
i
n
a
c
a
d
e
m
i
c
w
r
i
t
i
n
g
:
Ex
p
l
o
r
i
n
g
u
n
i
v
e
r
si
t
y
st
u
d
e
n
t
s’
a
g
e
n
c
y
t
h
r
o
u
g
h
a
so
c
i
o
c
u
l
t
u
r
a
l
l
e
n
s,”
Am
p
e
rs
a
n
d
,
v
o
l
.
1
6
,
p
.
1
0
0
2
5
6
,
J
u
n
.
2
0
2
6
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
a
m
p
e
r
.
2
0
2
6
.
1
0
0
2
5
6
.
[
2
8
]
A
.
Lu
k
e
š
o
v
á
a
n
d
P
.
J.
J
e
n
n
i
n
g
s,
“
A
I
-
a
ssi
s
t
e
d
l
a
n
g
u
a
g
e
l
e
a
r
n
i
n
g
:
C
h
a
t
G
P
T’
s
i
m
p
a
c
t
o
n
mas
t
e
r
i
n
g
E
n
g
l
i
s
h
t
e
n
ses
a
t
t
h
e
u
n
i
v
e
r
si
t
y
l
e
v
e
l
,
”
S
o
c
i
a
l
S
c
i
e
n
c
e
s &
H
u
m
a
n
i
t
i
e
s
O
p
e
n
,
v
o
l
.
1
3
,
p
.
1
0
2
5
3
2
,
Ju
n
.
2
0
2
6
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
ssa
h
o
.
2
0
2
6
.
1
0
2
5
3
2
.
[
2
9
]
S
.
H
.
A
l
sh
a
mm
a
r
i
,
S
.
K
r
i
s
h
n
a
,
a
n
d
B
.
A
.
A
l
g
h
a
m
d
i
,
“
T
h
e
m
e
d
i
a
t
i
n
g
r
o
l
e
o
f
e
n
g
a
g
e
m
e
n
t
i
n
t
h
e
r
e
l
a
t
i
o
n
s
h
i
p
b
e
t
w
e
e
n
p
e
r
f
o
r
ma
n
c
e
e
x
p
e
c
t
a
n
c
y
,
e
f
f
o
r
t
e
x
p
e
c
t
a
n
c
y
,
a
n
d
s
t
u
d
e
n
t
s’
b
e
h
a
v
i
o
r
a
l
i
n
t
e
n
t
i
o
n
t
o
u
se
C
h
a
t
G
P
T,
”
Ac
t
a
Ps
y
c
h
o
l
o
g
i
c
a
,
v
o
l
.
2
6
3
,
p
.
1
0
6
2
7
0
,
M
a
r
.
2
0
2
6
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
a
c
t
p
sy
.
2
0
2
6
.
1
0
6
2
7
0
.
[
3
0
]
H
.
A
l
o
t
a
i
b
i
a
n
d
A
.
A
l
a
y
e
d
,
“
A
d
o
p
t
i
o
n
o
f
g
e
n
e
r
a
t
i
v
e
A
I
i
n
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
:
U
n
d
e
r
s
t
a
n
d
i
n
g
u
s
a
g
e
t
h
r
o
u
g
h
a
t
e
c
h
n
o
l
o
g
y
a
c
c
e
p
t
a
n
c
e
mo
d
e
l
,
”
I
n
t
e
rn
a
t
i
o
n
a
l
J
o
u
rn
a
l
o
f
A
d
v
a
n
c
e
d
a
n
d
A
p
p
l
i
e
d
S
c
i
e
n
c
e
s
,
v
o
l
.
1
2
,
n
o
.
1
2
,
p
p
.
3
1
–
4
3
,
N
o
v
.
2
0
2
5
,
d
o
i
:
1
0
.
2
1
8
3
3
/
i
j
a
a
s
.
2
0
2
5
.
1
2
.
0
0
4
.
[
3
1
]
T.
T.
Li
n
h
,
“
F
a
c
t
o
r
s
i
n
f
l
u
e
n
c
i
n
g
t
h
e
u
se
o
f
C
h
a
t
G
P
T
i
n
st
u
d
e
n
t
l
e
a
r
n
i
n
g
i
n
V
i
e
t
n
a
m
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
A
d
v
a
n
c
e
d
a
n
d
Ap
p
l
i
e
d
S
c
i
e
n
c
e
s
,
v
o
l
.
1
2
,
n
o
.
7
,
p
p
.
7
6
–
8
6
,
J
u
l
.
2
0
2
5
,
d
o
i
:
1
0
.
2
1
8
3
3
/
i
j
a
a
s
.
2
0
2
5
.
0
7
.
0
0
7
.
[
3
2
]
D
.
A
.
V
e
r
d
u
g
a
-
A
l
c
í
v
a
r
,
E.
R
o
má
n
-
C
a
o
,
a
n
d
N
.
S
a
b
l
ó
n
-
C
o
s
sí
o
,
“
A
n
a
ss
e
s
smen
t
o
f
a
r
t
i
f
i
c
i
a
l
i
n
t
e
l
l
i
g
e
n
c
e
l
i
t
e
r
a
c
y
i
n
Ec
u
a
d
o
r
i
a
n
u
n
i
v
e
r
si
t
y
st
u
d
e
n
t
s,
”
S
o
c
i
a
l
S
c
i
e
n
c
e
s
& H
u
m
a
n
i
t
i
e
s O
p
e
n
,
v
o
l
.
1
3
,
p
.
1
0
2
4
6
5
,
J
u
n
.
2
0
2
6
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
ssa
h
o
.
2
0
2
6
.
1
0
2
4
6
5
.
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
C
h
a
tGP
T in
th
e
u
n
ivers
ity
cla
s
s
r
o
o
m:
p
ercep
tio
n
s
,
p
erceive
d
u
s
efu
ln
ess
… (
V
id
n
a
y
N
o
el
V
a
lero
-
A
n
cc
o
)
2081
B
I
O
G
RAP
H
I
E
S O
F
AUTH
O
RS
Vid
n
a
y
No
e
l
Va
ler
o
-
Ancc
o
is
a
P
h
D
in
Ed
u
c
a
ti
o
n
,
a
m
a
ste
r’s
d
e
g
re
e
in
Ed
u
c
a
ti
o
n
,
a
n
d
a
b
a
c
h
e
lo
r’s
d
e
g
re
e
in
P
rima
ry
Ed
u
c
a
ti
o
n
.
He
is
a
m
e
m
b
e
r
o
f
th
e
P
e
ru
v
ian
Tea
c
h
e
rs’
As
so
c
iatio
n
.
He
se
rv
e
s
a
s
a
n
u
n
d
e
rg
ra
d
u
a
te
a
n
d
g
ra
d
u
a
t
e
p
ro
fe
ss
o
r
i
n
t
h
e
F
a
c
u
lt
y
o
f
Ed
u
c
a
ti
o
n
a
l
S
c
ien
c
e
s
a
t
t
h
e
Na
ti
o
n
a
l
U
n
iv
e
rsit
y
o
f
th
e
Al
ti
p
la
n
o
.
His
a
re
a
o
f
sp
e
c
ializa
ti
o
n
is
sc
ien
ti
fic
re
se
a
rc
h
m
e
th
o
d
o
l
o
g
y
,
a
n
d
h
is
re
se
a
rc
h
in
tere
sts
fo
c
u
s
o
n
th
e
s
o
c
ial
sc
ien
c
e
s
a
n
d
th
e
h
u
m
a
n
it
ies
.
He
c
a
n
b
e
c
o
n
tac
ted
a
t:
v
v
a
lero
@
u
n
a
p
.
e
d
u
.
p
e
.
Yo
la
n
d
a
Lu
ja
n
o
-
O
r
te
g
a
is
a
P
h
D
i
n
Ed
u
c
a
ti
o
n
,
a
m
a
ste
r’s
d
e
g
re
e
in
E
d
u
c
a
ti
o
n
,
a
n
d
a
b
a
c
h
e
lo
r’s
d
e
g
re
e
in
S
e
c
o
n
d
a
ry
E
d
u
c
a
ti
o
n
wit
h
a
s
p
e
c
ializa
ti
o
n
in
Lan
g
u
a
g
e
,
Li
tera
tu
re
,
P
sy
c
h
o
l
o
g
y
,
a
n
d
P
h
il
o
so
p
h
y
.
S
h
e
is
a
m
e
m
b
e
r
o
f
th
e
P
e
ru
v
ian
Tea
c
h
e
rs’
As
so
c
iatio
n
.
S
h
e
se
rv
e
s
a
s
a
n
u
n
d
e
rg
ra
d
u
a
te
a
n
d
g
ra
d
u
a
te
p
r
o
fe
ss
o
r
in
t
h
e
F
a
c
u
lt
y
o
f
Ed
u
c
a
ti
o
n
a
l
S
c
ie
n
c
e
s
a
t
th
e
Na
ti
o
n
a
l
U
n
iv
e
rsit
y
o
f
t
h
e
Alti
p
lan
o
.
He
r
a
re
a
o
f
s
p
e
c
ializa
ti
o
n
is
sc
ien
ti
fic
re
se
a
rc
h
m
e
th
o
d
o
lo
g
y
,
a
n
d
h
e
r
re
se
a
rc
h
in
tere
sts
fo
c
u
s
o
n
t
h
e
so
c
ial
sc
ien
c
e
s
a
n
d
th
e
h
u
m
a
n
it
ies
.
S
h
e
c
a
n
b
e
c
o
n
tac
ted
a
t:
y
l
u
jan
o
@u
n
a
p
.
e
d
u
.
p
e
.
Evaluation Warning : The document was created with Spire.PDF for Python.