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m
u
ch
em
p
ir
ical
ev
id
e
n
ce
r
eg
ar
d
in
g
th
eir
ef
f
ec
tiv
en
ess
in
I
o
T
a
n
d
Dev
Op
s
d
o
m
ain
s
in
p
ar
ticu
lar
[
7
]
.
T
h
e
f
o
r
m
ativ
e
ass
es
s
m
en
t p
lay
s
an
im
p
o
r
tan
t
r
o
le
in
co
n
tin
u
o
u
s
f
ee
d
b
ac
k
o
f
s
tu
d
e
n
ts
an
d
m
o
n
ito
r
in
g
lear
n
in
g
[
8
]
.
E
x
p
e
r
ien
tial
ass
es
s
m
en
ts
en
h
an
ce
lear
n
in
g
wh
ile
d
eter
m
in
in
g
s
tu
d
en
ts
’
c
o
m
p
r
e
h
en
s
io
n
o
f
cu
r
r
ic
u
lar
p
r
o
v
is
io
n
s
.
Als
o
,
th
r
o
u
g
h
lear
n
in
g
an
aly
tics
tech
n
iq
u
es,
f
ac
u
lty
m
em
b
er
s
ca
n
s
y
s
tem
atica
lly
co
llect
an
d
a
n
aly
ze
d
ata
f
r
o
m
t
h
e
s
tu
d
en
ts
’
in
ter
ac
tio
n
s
,
s
u
ch
as
r
esp
o
n
s
e
tim
es,
attem
p
t
p
atter
n
s
,
an
d
a
cc
u
r
ac
y
lev
els,
to
id
en
tify
ar
e
as
o
f
d
if
f
ic
u
lty
th
at
ca
n
tr
ig
g
er
ad
a
p
tiv
e
less
o
n
s
[
9
]
.
T
h
is
an
aly
s
is
estab
lis
h
es
a
r
elatio
n
s
h
ip
b
etwe
en
g
am
i
f
ied
b
eh
av
io
r
s
an
d
lear
n
in
g
o
u
tco
m
es,
th
u
s
in
cr
e
asin
g
th
e
v
alid
ity
a
n
d
r
esp
o
n
s
iv
en
ess
o
f
ass
ess
m
en
t
d
esig
n
[
10
]
.
No
n
eth
eless
,
th
e
m
ajo
r
ity
o
f
cu
r
r
en
t
s
tu
d
ies
f
o
cu
s
o
n
th
e
g
am
if
icatio
n
ef
f
ec
t
o
n
th
e
g
en
er
al
en
g
ag
em
e
n
t
m
etr
ics
an
d
d
o
n
o
t
lo
o
k
r
ig
o
r
o
u
s
ly
at
h
o
w
th
e
c
o
m
p
lex
ity
o
f
th
e
co
n
ten
t a
n
d
t
h
e
ty
p
e
o
f
q
u
esti
o
n
s
in
ter
ac
t a
n
d
af
f
ec
t th
e
o
u
tco
m
e
o
f
a
g
am
if
ied
ass
ess
m
en
t
in
a
s
p
ec
if
ic
ar
ea
o
f
en
g
in
ee
r
in
g
[
11
]
.
T
h
is
g
ap
is
p
ar
ticu
lar
ly
s
ig
n
if
ican
t
in
I
o
T
an
d
Dev
Op
s
ed
u
ca
tio
n
,
wh
er
e
th
e
tig
h
tly
co
u
p
led
h
a
r
d
war
e
-
s
o
f
twar
e
-
n
etwo
r
k
s
tack
an
d
th
e
v
ar
ied
co
g
n
itiv
e
d
em
an
d
s
o
f
d
if
f
er
en
t
to
p
ic
a
r
e
as
m
ay
s
u
b
s
tan
tially
m
o
d
er
ate
g
am
if
icatio
n
ef
f
ec
tiv
en
ess
.
T
h
is
s
tu
d
y
ad
d
r
ess
es
th
is
g
ap
b
y
e
m
p
ir
ically
co
m
p
ar
in
g
g
am
if
ied
f
o
r
m
ativ
e
as
s
ess
m
en
ts
ac
r
o
s
s
t
wo
I
o
T
-
r
el
ated
u
n
d
e
r
g
r
a
d
u
ate
co
u
r
s
es
o
f
d
if
f
er
in
g
co
m
p
le
x
ity
lev
els,
u
s
in
g
lear
n
i
n
g
an
al
y
tics
to
ex
am
in
e
h
o
w
co
n
te
n
t
d
if
f
icu
lty
,
q
u
esti
o
n
ty
p
e,
an
d
ass
ess
m
en
t
f
o
r
m
at
jo
in
tly
in
f
lu
en
ce
s
tu
d
en
t
p
e
r
f
o
r
m
an
ce
an
d
en
g
a
g
em
en
t.
T
h
e
n
o
v
elty
o
f
th
is
wo
r
k
lies
in
its
co
n
tex
t
-
s
p
ec
if
ic
f
o
cu
s
o
n
I
o
T
an
d
Dev
Op
s
c
u
r
r
icu
la,
its
in
teg
r
atio
n
o
f
f
in
e
-
g
r
ain
e
d
lear
n
in
g
an
aly
tics
with
g
am
if
ied
ass
ess
m
en
t,
an
d
its
ex
p
licit
in
v
e
s
tig
atio
n
o
f
wh
eth
e
r
g
am
if
ic
atio
n
atten
u
ates
o
r
am
p
lifie
s
p
er
f
o
r
m
a
n
ce
d
if
f
er
e
n
ce
s
ac
r
o
s
s
s
tu
d
en
ts
o
f
v
ar
y
in
g
ab
ilit
y
lev
els.
T
h
er
ef
o
r
e
,
th
i
s
s
tu
d
y
is
g
u
id
ed
b
y
th
e
f
o
llo
win
g
r
esear
ch
q
u
esti
o
n
s
an
d
co
r
r
esp
o
n
d
in
g
h
y
p
o
th
e
s
es:
−
H
o
w
d
o
es
g
am
if
ied
ass
ess
m
en
t
im
p
ac
t
s
tu
d
en
t
lear
n
in
g
o
u
tco
m
es
ac
r
o
s
s
I
o
T
-
r
elate
d
co
u
r
s
es
with
d
if
f
er
en
t c
o
n
ten
t c
o
m
p
lex
ity
l
ev
els?
(
R
Q1
)
−
W
h
at
is
th
e
r
elatio
n
s
h
ip
b
et
wee
n
q
u
esti
o
n
d
if
f
icu
lty
a
n
d
s
tu
d
en
t
p
er
f
o
r
m
a
n
ce
in
g
am
if
ied
ass
ess
m
en
t
en
v
ir
o
n
m
en
ts
?
(
R
Q2
)
−
H
o
w
d
o
es
q
u
esti
o
n
ty
p
e
(
m
u
ltip
le
-
ch
o
ice
v
s
.
f
ill
-
in
-
th
e
-
b
lan
k
v
s
.
o
p
en
-
e
n
d
ed
)
af
f
ec
t
r
esp
o
n
s
e
ac
cu
r
ac
y
in
g
am
if
ied
ass
ess
m
en
ts
?
(
R
Q3
)
−
D
o
es
g
am
if
icatio
n
r
ed
u
ce
p
e
r
f
o
r
m
a
n
ce
v
ar
iab
ilit
y
am
o
n
g
s
tu
d
en
ts
o
f
v
ar
y
in
g
a
b
ilit
y
lev
els,
th
er
eb
y
p
r
o
m
o
tin
g
m
o
r
e
eq
u
itab
le
lear
n
in
g
o
u
tco
m
es?
(
R
Q4
)
−
A
p
o
s
itiv
e
ass
o
ciatio
n
ex
is
t
s
b
etwe
en
g
am
if
ied
f
o
r
m
ativ
e
as
s
ess
m
en
t
en
g
ag
em
en
t
an
d
lear
n
in
g
o
u
tc
o
m
es,
with
th
e
s
tr
o
n
g
est g
ain
s
o
cc
u
r
r
in
g
at
m
o
d
er
ate
co
m
p
lex
ity
le
v
els
(
H1
)
.
−
H
ig
h
er
to
p
ic
c
o
m
p
lex
ity
is
ass
o
ciate
d
with
lo
wer
r
esp
o
n
s
e
a
cc
u
r
ac
y
,
t
h
o
u
g
h
th
is
r
elatio
n
s
h
ip
is
atten
u
ated
with
in
g
am
if
ied
en
v
ir
o
n
m
en
ts
th
r
o
u
g
h
in
c
r
ea
s
ed
attem
p
ts
an
d
tim
e
-
on
-
task
(
H2
)
.
−
M
u
ltip
le
-
ch
o
ice
item
s
y
ield
h
ig
h
er
m
ea
n
ac
c
u
r
ac
y
an
d
s
h
o
r
ter
r
esp
o
n
s
e
tim
es
th
an
f
ill
-
in
-
th
e
-
b
la
n
k
a
n
d
o
p
en
-
e
n
d
ed
item
s
,
wh
ile
o
p
e
n
-
en
d
e
d
item
s
d
em
o
n
s
tr
ate
g
r
ea
ter
d
is
cr
im
in
ato
r
y
p
o
we
r
f
o
r
h
ig
h
er
-
o
r
d
er
u
n
d
er
s
tan
d
i
n
g
(
H3
)
.
−
P
er
f
o
r
m
an
ce
v
ar
iab
ilit
y
b
etwe
en
lo
wer
-
a
n
d
h
ig
h
e
r
-
ac
h
iev
i
n
g
s
tu
d
en
ts
is
r
ed
u
ce
d
in
g
am
if
ied
ass
ess
m
en
t
s
ettin
g
s
,
in
d
icatin
g
a
n
ar
r
o
win
g
o
f
ac
h
iev
em
en
t
g
ap
s
r
elativ
e
to
n
o
n
-
g
am
if
ie
d
co
n
te
x
ts
(
H4
)
.
2.
L
I
T
E
R
AT
U
RE
R
E
VI
E
W
2
.
1
.
T
heo
re
t
ica
l
f
o
un
da
t
io
ns
o
f
g
a
m
if
ica
t
io
n
Sch
o
lar
s
lin
k
g
am
if
icatio
n
with
v
ar
io
u
s
estab
lis
h
ed
th
eo
r
ies
th
at
e
x
p
lain
s
its
m
o
tiv
atio
n
al
m
ec
h
an
is
m
.
Acc
o
r
d
in
g
to
th
e
s
elf
-
d
eter
m
in
atio
n
th
eo
r
y
(
SDT)
,
g
am
if
icatio
n
s
tim
u
lates
in
tr
in
s
ic
m
o
tiv
atio
n
b
y
s
atis
f
y
in
g
th
e
th
r
ee
b
asic
p
s
y
ch
o
lo
g
ical
n
ee
d
s
–
au
to
n
o
m
y
,
co
m
p
eten
ce
,
a
n
d
r
elat
ed
n
ess
[
12
]
,
[
13
]
.
I
n
g
am
if
ied
lear
n
in
g
en
v
ir
o
n
m
en
ts
,
s
p
ec
if
ic
g
am
e
elem
en
ts
a
r
e
in
ten
tio
n
ally
alig
n
ed
with
t
h
ese
n
ee
d
s
,
s
u
ch
as
p
r
o
g
r
ess
in
d
icato
r
s
an
d
p
o
i
n
ts
wh
ich
p
r
o
v
id
e
f
ee
d
b
ac
k
o
n
co
m
p
eten
ce
,
b
r
an
ch
in
g
lear
n
in
g
p
ath
way
s
f
o
r
au
to
n
o
m
y
,
a
n
d
lea
d
er
b
o
a
r
d
s
an
d
c
o
llab
o
r
ativ
e
ch
allen
g
e
s
f
o
r
r
elate
d
n
ess
[
14
]
–
[
16
]
.
W
h
en
th
o
u
g
h
tf
u
lly
d
esig
n
ed
,
g
am
if
ied
in
ter
v
en
ti
o
n
s
h
a
v
e
th
e
p
o
ten
tial
to
m
ak
e
d
o
n
e
b
o
r
in
g
lea
r
n
in
g
task
s
m
o
r
e
r
ewa
r
d
in
g
a
n
d
s
u
s
tain
lear
n
er
p
er
s
is
ten
ce
[
17
]
.
T
h
ese
m
o
tiv
atio
n
al
c
o
n
s
tr
u
c
ts
ar
e
f
u
r
th
er
o
p
er
atio
n
alize
d
t
o
r
elate
to
tan
g
ib
le
m
ea
s
u
r
es
o
f
s
u
cc
ess
,
s
u
ch
as
b
ad
g
es
an
d
e
x
p
er
ien
ce
p
o
in
ts
,
wh
ich
ar
e
lin
k
ed
t
o
lear
n
er
s
’
in
ter
n
al
g
o
als
an
d
f
ee
d
b
ac
k
a
b
o
u
t
p
er
f
o
r
m
an
ce
[
18
]
,
[
19
].
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
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8
8
2
2
E
va
lu
a
tin
g
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r
n
in
g
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tr
a
teg
ies in
in
tern
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in
g
s
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b
a
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ftw
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e
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(
A
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S
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2251
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o
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o
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t
a
g
e
o
f
t
h
e
g
a
m
e
-
li
k
e
e
l
e
m
e
n
ts
t
h
a
t
w
e
r
e
i
n
t
e
n
d
e
d
b
y
t
h
e
d
e
v
e
l
o
p
e
r
s
[
5
]
.
F
l
o
w
t
h
e
o
r
y
a
d
d
s
t
o
t
h
e
f
r
a
m
e
w
o
r
k
w
i
t
h
a
n
o
p
t
i
m
a
l
p
s
y
c
h
o
l
o
g
i
c
a
l
s
t
a
t
e
,
w
h
i
c
h
o
c
c
u
r
s
w
h
e
n
t
as
k
d
i
f
f
i
c
u
lt
y
m
a
t
c
h
e
s
l
e
a
r
n
e
r
s
k
i
l
l
l
e
v
e
l
[
20
]
.
I
n
c
o
m
b
i
n
a
t
i
o
n
,
t
h
e
t
h
r
e
e
t
h
e
o
r
e
t
i
c
a
l
p
e
r
s
p
e
c
ti
v
e
s
e
x
p
l
i
c
i
tl
y
e
m
p
l
o
y
e
d
SD
T
,
c
o
g
n
i
t
i
v
e
l
o
a
d
t
h
e
o
r
y
a
n
d
f
l
o
w
t
h
e
o
r
y
–
p
r
o
p
o
s
e
a
c
o
n
c
e
p
t
u
a
l
i
z
at
i
o
n
t
o
u
n
d
e
r
s
t
a
n
d
h
o
w
g
am
if
icatio
n
in
f
l
u
en
ce
s
th
e
co
m
p
lex
ity
o
f
th
e
co
n
ten
t a
n
d
th
e
d
esig
n
o
f
ass
ess
m
en
ts
in
tec
h
n
ical
ed
u
ca
tio
n
.
2
.
2
.
G
a
m
if
ic
a
t
io
n a
nd
s
t
ud
ent
m
o
t
iv
a
t
io
n in hig
her
educa
t
io
n
Acr
o
s
s
th
e
d
if
f
er
e
n
t
co
n
tex
ts
o
f
h
ig
h
er
ed
u
ca
tio
n
,
t
h
er
e
is
a
co
n
s
is
ten
t
lin
k
b
etwe
en
g
am
if
ie
d
lear
n
in
g
s
tr
ateg
ies
an
d
an
in
cr
ea
s
e
in
s
tu
d
en
t
m
o
tiv
atio
n
an
d
en
g
ag
em
en
t
[
14
]
,
[
21
]
.
R
esear
ch
h
as
s
h
o
wn
th
at
g
am
e
elem
en
ts
s
u
ch
as
p
o
in
ts
,
b
ad
g
es,
an
d
lead
er
b
o
ar
d
s
eli
cit
co
m
p
etitiv
e
an
d
co
o
p
er
ati
v
e
d
r
iv
es,
an
d
th
is
in
cr
ea
s
ed
tim
e
-
on
-
task
a
n
d
p
e
r
s
is
ten
ce
[
22
]
.
A
m
eta
-
an
aly
s
is
o
f
g
am
if
icatio
n
s
tu
d
ies
f
u
r
th
er
co
n
f
ir
m
e
d
th
a
t
g
am
e
-
b
ased
in
te
r
v
en
tio
n
s
co
n
s
is
ten
tly
y
ield
p
o
s
itiv
e
ef
f
ec
ts
o
n
lear
n
in
g
o
u
tco
m
es
an
d
s
tu
d
en
t
en
g
ag
em
e
n
t
ac
r
o
s
s
d
iv
er
s
e
ed
u
ca
tio
n
al
s
ettin
g
s
[
2
3
]
.
A
s
y
s
tem
atic
r
ev
iew
b
y
J
ar
am
illo
-
Me
d
iav
illa
et
a
l
.
[
2
4
]
co
n
f
ir
m
e
d
p
o
s
itiv
e
ass
o
ciatio
n
s
b
etwe
en
g
am
if
icatio
n
an
d
ac
a
d
em
ic
m
o
tiv
atio
n
ac
r
o
s
s
d
is
cip
lin
es.
T
o
f
u
r
t
h
er
s
u
p
p
o
r
t
th
e
ef
f
icac
y
o
f
g
am
if
icatio
n
,
Hellín
et
a
l
.
[
14
]
r
ep
o
r
t
h
o
w
u
n
iv
er
s
ity
s
tu
d
en
ts
p
er
ce
iv
ed
g
am
if
ie
d
en
v
ir
o
n
m
en
ts
to
p
r
o
v
id
e
a
g
r
ea
ter
v
alu
e
in
t
h
eir
lear
n
i
n
g
.
Similar
ly
,
s
tu
d
en
ts
also
f
elt
th
at
g
am
if
ied
en
v
ir
o
n
m
en
ts
en
h
a
n
ce
d
th
eir
in
tr
in
s
ic
m
o
tiv
atio
n
.
Gam
if
i
ca
tio
n
im
p
lem
en
tatio
n
lead
s
to
an
in
c
r
ea
s
e
in
m
o
tiv
atio
n
,
en
g
a
g
em
en
t,
an
d
ac
h
iev
em
en
t
[
15
]
.
W
ijay
a
et
a
l
.
[
16
]
s
im
ilar
ly
n
o
ted
im
p
r
o
v
em
en
ts
in
s
cien
ce
.
Acc
o
r
d
in
g
to
a
s
y
s
tem
atic
r
ev
iew
o
f
h
i
g
h
s
ch
o
o
l
an
d
h
ig
h
e
r
e
d
u
ca
tio
n
’
s
g
am
if
ie
d
s
tr
ateg
ies
[
21
]
,
g
am
if
icatio
n
lead
s
to
th
e
r
ig
h
t
p
r
esen
ce
o
f
m
o
tiv
atio
n
as
lo
n
g
as
it
is
co
n
s
id
er
ate
o
f
co
u
r
s
e
o
b
jectiv
es
an
d
s
tu
d
en
ts
’
ex
p
ec
tatio
n
s
an
d
g
o
a
ls
.
2
.
3
.
G
a
m
if
ic
a
t
io
n in Io
T
a
nd
s
o
f
t
wa
re
eng
ineering
educ
a
t
io
n
Alth
o
u
g
h
th
e
ev
id
en
c
e
b
ase
f
o
r
g
am
if
icatio
n
i
n
h
ig
h
er
ed
u
ca
tio
n
is
g
r
o
win
g
,
we
k
n
o
w
litt
le
ab
o
u
t
its
u
s
e
in
tech
n
ically
co
m
p
lex
ar
ea
s
lik
e
I
o
T
an
d
Dev
Op
s
[
2
5
]
.
Pas
t
r
esear
ch
s
tu
d
ies
o
n
s
o
f
twar
e
en
g
in
ee
r
in
g
ed
u
ca
tio
n
h
a
v
e
m
ain
ly
ex
a
m
in
ed
g
en
e
r
ic
en
g
ag
e
m
en
t
m
etr
ics
with
o
u
t
a
s
tr
o
n
g
lin
k
b
etwe
en
g
am
if
ied
in
ter
ac
tio
n
s
an
d
d
o
m
ain
-
s
p
ec
i
f
ic
co
m
p
eten
cies
o
r
lear
n
i
n
g
o
u
tco
m
es
[
2
5
]
.
Alh
am
m
a
d
a
n
d
Mo
r
e
n
o
[
2
5
]
d
id
a
s
y
s
tem
atic
m
ap
p
in
g
o
f
g
a
m
if
icatio
n
in
s
o
f
twar
e
en
g
i
n
ee
r
in
g
ed
u
ca
tio
n
an
d
i
d
en
tifi
ed
a
co
n
tin
u
in
g
g
ap
b
etwe
en
r
ep
o
r
ted
b
en
ef
its
in
en
g
ag
em
e
n
t
an
d
tech
n
ical
k
n
o
wled
g
e
ac
q
u
is
itio
n
.
Ng
an
d
u
et
a
l
.
[
5
]
s
im
ilar
ly
p
o
in
ted
o
u
t
th
at
th
e
s
o
f
twar
e
en
g
in
ee
r
in
g
g
am
if
icatio
n
liter
atu
r
e
ap
p
ea
r
s
to
d
is
p
r
o
p
o
r
tio
n
ately
f
o
cu
s
o
n
th
e
m
o
r
e
s
u
r
f
ac
e
asp
ec
ts
o
f
en
g
a
g
in
g
s
tu
d
en
ts
an
d
d
ev
elo
p
in
g
s
k
ills
.
T
h
e
ed
u
ca
tio
n
o
f
I
o
T
a
n
d
Dev
Op
s
h
as
its
o
w
n
u
n
iq
u
e
s
e
t
o
f
ch
allen
g
es
u
n
lik
e
o
t
h
er
co
m
p
u
tin
g
f
ield
s
.
T
h
e
m
u
lti
-
lay
er
C
I
/C
D
wo
r
k
f
lo
ws
at
th
e
ce
n
ter
o
f
Dev
Op
s
in
v
o
lv
e
tig
h
t
co
u
p
lin
g
o
f
th
e
h
a
r
d
war
e
-
s
o
f
twar
e
-
n
etwo
r
k
s
tack
in
I
o
T
wh
ich
is
d
if
f
icu
lt
t
o
d
ev
elo
p
b
y
m
er
el
y
u
s
in
g
tr
a
d
itio
n
al
ass
es
s
m
en
t
f
o
r
m
ats
[
5
]
,
[
6
]
.
Go
r
d
illo
an
d
L
ó
p
ez
-
Fer
n
án
d
ez
[
1
]
s
h
o
we
d
th
at
ac
tiv
e
lear
n
in
g
i
n
ter
v
en
tio
n
s
in
s
o
f
twar
e
en
g
in
ee
r
i
n
g
ed
u
ca
tio
n
h
ad
s
ig
n
i
f
ican
tly
b
etter
o
u
tco
m
es
th
an
tr
a
d
itio
n
al
lectu
r
es,
in
d
icatin
g
th
a
t
g
am
if
icatio
n
h
as
p
o
ten
tial
in
th
ese
tech
n
ically
d
em
an
d
in
g
co
n
te
x
ts
.
E
m
p
ir
i
ca
l
ass
es
s
m
en
ts
in
en
g
in
ee
r
in
g
ed
u
ca
tio
n
h
av
e
f
u
r
th
er
co
n
f
i
r
m
ed
t
h
at
g
am
if
i
ca
tio
n
ca
n
y
ield
m
ea
s
u
r
a
b
le
i
m
p
r
o
v
e
m
en
ts
in
b
o
th
lear
n
in
g
p
er
f
o
r
m
a
n
ce
an
d
s
tu
d
en
t
en
g
a
g
em
en
t
w
h
en
a
p
p
r
o
p
r
iately
d
esig
n
e
d
[
2
6
]
.
N
o
n
eth
eless
,
ac
co
r
d
i
n
g
to
r
ese
ar
ch
er
s
,
p
e
n
etr
atin
g
ass
es
s
m
en
t
m
u
s
t
b
e
ca
r
r
ie
d
o
u
t
in
o
r
d
er
t
o
ju
d
g
e
wh
et
h
er
g
am
if
icatio
n
ca
n
im
p
r
o
v
e
t
h
e
tr
an
s
f
er
o
f
co
m
p
lex
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ill an
d
p
r
ac
tical
k
n
o
wled
g
e
in
I
o
T
a
n
d
De
v
Op
s
s
p
ec
if
ically
[
22
]
,
[
2
7
]
.
2
.
4
.
Ass
ess
m
ent
f
o
rma
t
s
a
n
d g
a
m
if
ied le
a
rning
T
h
e
f
o
r
m
o
f
ass
ess
m
en
t
item
s
was
f
o
u
n
d
to
b
e
a
s
ig
n
if
ican
t
m
o
d
er
atin
g
f
ac
to
r
in
g
a
m
if
ied
lear
n
in
g
.
Mu
ltip
le
-
ch
o
ice
q
u
esti
o
n
s
(
M
C
Qs)
ar
e
o
f
ten
co
m
p
atib
le
with
th
e
f
ast f
ee
d
b
ac
k
c
y
cles o
f
g
am
if
ied
s
y
s
tem
s
,
as
th
e
s
y
s
tem
ca
n
q
u
ick
ly
r
ein
f
o
r
ce
s
co
r
es
an
d
m
o
v
e
th
e
u
s
er
f
o
r
war
d
[
5
]
.
Op
en
-
r
esp
o
n
s
e
ty
p
es
lik
e
f
ill
-
in
-
th
e
-
b
lan
k
an
d
o
p
en
-
en
d
e
d
q
u
esti
o
n
s
p
lace
an
in
cr
ea
s
ed
co
g
n
itiv
e
lo
ad
o
n
u
s
er
s
d
u
e
to
t
h
e
r
eq
u
ir
em
e
n
t
o
f
r
ec
allin
g
,
r
ath
e
r
th
an
r
ec
o
g
n
i
zin
g
in
f
o
r
m
atio
n
,
wh
ich
m
a
y
also
in
ter
f
er
e
with
th
e
m
o
tiv
atio
n
al
f
lo
w
o
f
th
e
g
am
if
ied
ass
ess
m
en
t
[
20
]
.
Ac
co
r
d
in
g
to
W
illi
g
et
a
l
.
[
2
8
]
,
wh
ich
ty
p
e
o
f
q
u
esti
o
n
s
tu
d
en
ts
ar
e
ask
ed
im
p
ac
ts
h
o
w
en
g
ag
e
d
s
tu
d
en
ts
ar
e
in
th
e
co
n
tex
t
o
f
g
am
if
icatio
n
an
d
clin
ical
ed
u
ca
tio
n
.
I
f
th
e
q
u
esti
o
n
was
n
o
t
r
elev
an
t
to
th
e
m
ec
h
a
n
ics
o
f
t
h
e
g
am
if
icatio
n
,
it
d
ec
r
ea
s
ed
p
er
f
o
r
m
an
ce
r
ath
e
r
th
an
im
p
r
o
v
in
g
it.
Mo
r
e
o
v
er
,
th
e
r
ewa
r
d
s
y
s
tem
m
u
s
t
b
e
b
alan
ce
d
:
item
s
th
at
ar
e
to
o
ea
s
y
lo
s
e
th
eir
d
iag
n
o
s
tic
v
alu
e,
wh
ile
item
s
th
at
ar
e
to
o
d
i
f
f
icu
lt
m
ay
ca
u
s
e
f
r
u
s
tr
atio
n
an
d
lack
o
f
i
n
v
o
lv
e
m
en
t
,
esp
ec
ially
with
h
ig
h
c
o
g
n
iti
v
e
lo
ad
s
[
5
].
I
n
th
is
r
eg
ar
d
,
AI
-
g
en
e
r
ated
f
ee
d
b
ac
k
h
as
r
ec
en
tly
b
ee
n
p
r
o
p
o
s
ed
as
a
p
r
o
m
is
in
g
m
ec
h
an
is
m
to
en
h
an
ce
th
e
q
u
ality
an
d
tim
elin
ess
o
f
ass
ess
m
en
t f
ee
d
b
ac
k
in
tech
n
o
l
o
g
y
-
e
n
h
an
c
ed
lear
n
in
g
en
v
ir
o
n
m
e
n
ts
[
2
9
]
.
Alth
o
u
g
h
m
u
ch
h
as
b
ee
n
wr
it
ten
ab
o
u
t
g
am
if
icatio
n
in
e
d
u
ca
tio
n
,
th
er
e
ar
e
s
till
cr
u
cial
g
ap
s
.
Mo
s
t
o
f
th
e
ex
is
tin
g
s
tu
d
ies
in
v
esti
g
ate
g
am
if
icatio
n
in
g
en
er
al
o
r
in
tr
o
d
u
ctio
n
co
m
p
u
tin
g
co
u
r
s
es.
T
h
er
e
ar
e
n
o
t
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
2
4
9
-
2
2
6
0
2252
m
an
y
s
tu
d
ies
co
n
ce
r
n
i
n
g
s
p
ec
if
ic
tech
n
ical
d
o
m
ain
s
lik
e
I
o
T
an
d
Dev
Op
s
[2
5
]
.
Seco
n
d
,
t
h
er
e
h
av
e
b
ee
n
f
ew
s
tu
d
ies
th
at
s
y
s
tem
atica
l
ly
in
v
esti
g
ate
th
e
in
ter
ac
tio
n
s
th
at
co
n
ten
t
co
m
p
lex
ity
h
a
s
o
n
g
am
if
icatio
n
ef
f
ec
tiv
en
ess
an
d
h
o
w
q
u
esti
o
n
f
o
r
m
at
m
o
d
er
ates
g
am
if
ie
d
ass
es
s
m
en
t
in
tech
n
ical
ed
u
ca
tio
n
[
5
]
,
[
20
]
.
Fu
r
th
er
m
o
r
e
,
f
in
e
-
g
r
ain
ed
lea
r
n
in
g
an
aly
tics
s
u
ch
as
th
e
r
esp
o
n
s
e
tim
e,
attem
p
t
p
atter
n
an
d
q
u
esti
o
n
-
wis
e
ac
cu
r
ac
y
h
av
e
n
o
t
b
ee
n
s
u
f
f
ic
ien
tly
ch
ar
ac
ter
ize
d
in
ter
m
s
o
f
g
a
m
if
icatio
n
e
f
f
ec
tiv
en
ess
in
an
I
o
T
ed
u
ca
tio
n
co
n
tex
t
[
11
]
.
T
h
e
f
o
u
r
th
is
s
u
e
r
elate
d
to
eq
u
ity
o
u
tco
m
es
i.
e.
,
wh
eth
er
g
am
i
f
icatio
n
r
ed
u
ce
s
o
r
ex
ac
er
b
ates
p
er
f
o
r
m
an
ce
d
if
f
er
en
ce
s
ac
r
o
s
s
s
tu
d
en
ts
o
f
d
if
f
er
en
t
a
b
ilit
y
lev
els
h
as
n
o
t
r
ec
eiv
ed
m
u
ch
atten
tio
n
i
n
en
g
in
ee
r
in
g
ed
u
ca
tio
n
.
T
h
is
r
esear
ch
tack
les
th
ese
v
o
id
s
h
ea
d
-
o
n
with
an
em
p
ir
ical
co
m
p
ar
ativ
e
s
tu
d
y
o
f
g
am
if
ied
f
o
r
m
ativ
e
ass
ess
m
en
t a
cr
o
s
s
2
I
o
T
-
r
elate
d
co
u
r
s
es o
f
d
if
f
e
r
en
t c
o
n
ten
t c
o
m
p
lex
ities
.
3.
RE
S
E
ARCH
M
E
T
H
O
D
3
.
1
.
Resea
rc
h
d
esig
n
Utilizin
g
a
q
u
asi
-
ex
p
e
r
im
en
t
al
co
m
p
ar
ativ
e
d
esig
n
,
th
is
s
tu
d
y
will
ex
am
i
n
e
wh
eth
e
r
a
g
am
if
ied
f
o
r
m
ativ
e
ass
ess
m
en
t
is
ef
f
ec
t
iv
e
f
o
r
two
u
n
d
er
g
r
ad
u
ate
I
o
T
-
r
elate
d
co
u
r
s
es
o
f
d
if
f
er
i
n
g
c
o
n
ten
t
co
m
p
lex
ity
.
I
n
s
p
r
in
g
2
0
2
5
,
two
d
if
f
e
r
en
t
g
am
if
ied
q
u
izze
s
wer
e
r
u
n
with
d
is
tin
ct
g
r
o
u
p
s
o
f
s
tu
d
e
n
ts
u
s
in
g
a
b
etwe
en
-
s
u
b
jects
co
m
p
ar
is
o
n
ap
p
r
o
ac
h
.
T
h
e
d
esig
n
u
s
ed
was
d
u
e
t
o
th
r
ee
co
m
p
lem
en
tar
y
th
eo
r
i
es.
First,
SDT
wa
s
u
s
ed
to
u
n
d
e
r
s
tan
d
h
o
w
g
a
m
if
icatio
n
m
ec
h
a
n
ics
ca
n
a
d
d
r
ess
th
e
p
s
y
c
h
o
lo
g
ical
n
ee
d
s
o
f
s
t
u
d
en
ts
with
r
esp
ec
t
to
au
to
n
o
m
y
,
c
o
m
p
eten
ce
an
d
r
elate
d
n
ess
.
Seco
n
d
,
co
g
n
itiv
e
lo
ad
th
e
o
r
y
was
u
s
ef
u
l
in
u
n
d
er
s
tan
d
i
n
g
h
o
w
th
e
ty
p
e
a
n
d
lev
el
o
f
c
o
n
ten
t
d
if
f
icu
lty
ca
n
in
f
l
u
en
ce
lea
r
n
er
p
e
r
f
o
r
m
an
ce
u
n
d
e
r
ass
ess
m
en
t
co
n
d
itio
n
s
.
Fin
ally
,
th
e
f
lo
w
th
eo
r
y
was
u
s
ed
to
ev
alu
ate
th
e
b
alan
c
e
o
f
ch
allen
g
e
-
s
k
ill
in
a
g
a
m
if
ied
en
v
ir
o
n
m
en
t.
B
y
m
ea
n
s
o
f
th
ese
f
r
am
ewo
r
k
s
,
a
m
u
ltid
im
en
s
io
n
al
ex
am
i
n
atio
n
o
f
b
o
th
m
o
tiv
atio
n
al
a
n
d
co
g
n
itiv
e
asp
ec
ts
o
f
g
am
if
ie
d
ass
ess
m
en
t w
as p
o
s
s
ib
le.
3
.
2
.
P
a
rt
icipa
nts
T
h
e
s
tu
d
y
in
clu
d
ed
7
5
u
n
d
e
r
g
r
ad
u
ate
s
tu
d
en
ts
(
4
1
Dev
Op
s
f
o
r
I
o
T
an
d
3
4
h
u
m
an
–
co
m
p
u
ter
in
ter
f
ac
e
(
HC
I
)
in
I
o
T
s
tu
d
e
n
ts
)
f
r
o
m
a
m
e
d
iu
m
-
s
ized
u
n
i
v
er
s
ity
th
at
o
f
f
er
s
a
d
e
d
icate
d
I
o
T
s
p
ec
ializatio
n
tr
ac
k
.
Un
d
er
g
r
ad
u
ate
s
tu
d
en
t
s
f
r
o
m
f
ield
s
o
f
c
o
m
p
u
ter
s
cien
ce
,
s
o
f
twar
e
en
g
in
ee
r
in
g
,
an
d
in
f
o
r
m
atio
n
tech
n
o
lo
g
y
(
I
T
)
wer
e
p
ar
tic
ip
an
ts
.
Stu
d
en
ts
en
r
o
lled
in
to
th
e
co
u
r
s
e
th
r
o
u
g
h
co
n
v
en
ien
ce
s
am
p
lin
g
.
T
h
e
in
clu
s
io
n
cr
iter
ia
s
tip
u
lated
th
at
s
tu
d
en
t
h
ad
to
:
i
)
en
r
o
ll
in
th
e
I
o
T
s
p
ec
ializatio
n
tr
ac
k
;
ii
)
r
e
g
is
ter
in
o
n
e
o
f
th
e
two
tar
g
et
co
u
r
s
es
in
s
p
r
in
g
2
0
2
5
;
an
d
iii
)
co
m
p
lete
th
e
g
am
if
ied
q
u
iz
as
p
ar
t
o
f
th
e
c
o
u
r
s
e.
W
e
ex
clu
d
ed
s
tu
d
en
ts
th
at
d
id
n
o
t
s
u
b
m
it
o
r
d
i
d
n
o
t
c
o
n
s
en
t
to
th
e
r
esear
ch
.
All
p
ar
ticip
an
ts
co
n
s
en
ted
to
th
e
s
tu
d
y
an
d
all
d
ata
co
llectio
n
was
an
o
n
y
m
o
u
s
with
p
s
eu
d
o
n
y
m
o
u
s
id
en
tifie
r
s
in
u
s
e.
Dem
o
g
r
ap
h
ic
f
ac
to
r
s
s
u
ch
as
g
en
d
e
r
wer
e
n
o
t
s
y
s
tem
atica
lly
an
aly
ze
d
in
th
is
s
tu
d
y
;
h
o
we
v
er
,
p
r
io
r
r
esear
ch
s
u
g
g
ests
th
at
g
en
d
er
m
ay
m
o
d
er
ate
g
am
if
ie
d
lear
n
i
n
g
o
u
tc
o
m
es in
co
m
p
u
tin
g
ed
u
ca
tio
n
[
3
0
]
.
3
.
3
.
Co
urs
e
d
escript
io
ns
T
h
e
Dev
Op
s
f
o
r
I
o
T
co
u
r
s
e
e
d
u
ca
ted
s
tu
d
e
n
ts
ab
o
u
t
ad
v
an
c
ed
s
o
f
twar
e
e
n
g
in
ee
r
i
n
g
p
r
ac
ti
ce
s
f
o
r
t
h
e
d
ev
elo
p
m
e
n
t
an
d
d
ep
lo
y
m
en
t
o
f
c
o
m
p
lex
I
o
T
ar
c
h
itectu
r
es
co
v
er
in
g
th
e
u
s
e
o
f
C
I
/C
D
p
ip
elin
es,
o
v
er
-
th
e
-
air
(
OT
A)
u
p
d
ates,
co
n
tain
er
izat
io
n
,
in
f
r
astru
ctu
r
e
as
co
d
e,
s
ec
u
r
ity
in
teg
r
atio
n
.
As
p
er
B
lo
o
m
’
s
tax
o
n
o
m
y
,
ap
p
licatio
n
an
d
an
aly
s
is
-
lev
el
co
m
p
eten
cies w
er
e
em
p
h
asized
in
th
e
co
u
r
s
e
an
d
s
tu
d
en
ts
h
ad
to
in
teg
r
ate
th
eir
k
n
o
wled
g
e
i
n
h
ar
d
war
e,
s
o
f
tw
ar
e,
an
d
n
etwo
r
k
.
T
h
e
HC
I
in
I
o
T
co
u
r
s
e
f
o
cu
s
ed
o
n
d
esig
n
in
g
u
s
er
in
ter
f
ac
es
an
d
ex
p
e
r
ien
ce
s
f
o
r
I
o
T
s
y
s
te
m
s
.
I
t
in
clu
d
ed
ac
ce
s
s
ib
ilit
y
,
v
o
ice
-
en
ab
le
d
in
ter
f
ac
es,
g
est
u
r
e
r
ec
o
g
n
itio
n
a
n
d
u
n
iv
er
s
al
d
esig
n
.
T
h
e
co
u
r
s
e
was
h
ea
v
ily
weig
h
ted
to
k
n
o
wled
g
e
an
d
co
m
p
r
eh
e
n
s
io
n
l
ev
el
o
b
jectiv
es
a
n
d
s
elec
ted
h
ig
h
er
o
r
d
er
th
in
k
i
n
g
task
s
,
alo
n
g
with
m
o
r
e
c
o
n
cr
ete
co
n
ten
t
s
tu
d
e
n
ts
alr
ea
d
y
i
n
ter
ac
t
with
th
r
o
u
g
h
tech
n
o
lo
g
y
.
3
.
4
.
I
ns
t
rum
ent
s
T
h
e
two
q
u
izze
s
u
s
ed
a
g
a
m
if
ied
lear
n
in
g
ap
p
licatio
n
th
at
was
co
m
m
er
cial
o
f
f
-
t
h
e
-
s
h
el
f
an
d
h
ad
p
o
in
t
s
co
r
in
g
,
v
is
u
aliza
tio
n
o
f
p
r
o
g
r
ess
in
r
ea
l
tim
e,
au
to
m
atic
f
ee
d
b
ac
k
o
n
s
u
b
m
is
s
io
n
an
d
tim
e
war
n
in
g
s
.
W
e
d
is
ab
led
th
e
lead
er
b
o
ar
d
f
ea
tu
r
e
to
av
o
id
s
o
cial
co
m
p
ar
is
o
n
an
x
iety
.
T
h
e
p
latf
o
r
m
co
u
ld
b
e
ac
ce
s
s
ed
f
r
o
m
a
n
y
d
e
v
ice
o
n
s
tan
d
ar
d
web
b
r
o
wser
s
with
b
asic c
o
m
p
u
ter
liter
ac
y
.
T
h
e
Dev
Op
s
q
u
iz
co
n
s
is
ted
o
f
ten
q
u
esti
o
n
s
,
o
f
wh
ich
n
i
n
e
wer
e
m
u
ltip
le
-
ch
o
ice
(
with
f
o
u
r
o
p
tio
n
s
ea
ch
)
wh
ich
in
v
o
lv
e
d
r
ec
o
g
n
i
zin
g
C
I
/C
D
p
r
ac
tices,
Dev
Op
s
to
o
ls
,
an
d
co
n
tain
er
izatio
n
co
n
ce
p
ts
,
an
d
o
n
e
f
ill
-
in
-
th
e
-
b
lan
k
wh
ic
h
r
e
q
u
ir
e
d
r
ec
all
o
f
tech
n
ical
ter
m
s
.
T
h
e
HC
I
q
u
iz
co
n
s
is
ted
o
f
elev
e
n
q
u
esti
o
n
s
,
ten
o
f
wh
ich
wer
e
m
u
ltip
le
ch
o
ice
c
o
v
er
in
g
ar
ea
s
s
u
ch
as
th
e
d
ef
i
n
itio
n
o
f
HC
I
a
n
d
p
r
i
n
cip
les
o
f
ac
ce
s
s
ib
ilit
y
,
an
d
th
e
in
ter
ac
tio
n
m
o
d
alities
o
f
t
h
e
I
o
T
.
T
h
e
f
i
n
al
wo
r
d
clo
u
d
q
u
esti
o
n
was
an
o
p
en
-
en
d
ed
q
u
esti
o
n
th
at
ask
ed
s
tu
d
en
ts
wh
at
th
ey
alr
ea
d
y
k
n
ew
ab
o
u
t
th
e
b
en
ef
its
r
elate
d
to
g
estu
r
e
r
ec
o
g
n
itio
n
.
T
h
e
in
s
tr
u
cto
r
s
en
s
u
r
ed
th
at
th
e
q
u
iz
c
o
n
ten
ts
co
r
r
esp
o
n
d
ed
with
co
u
r
s
e
lear
n
in
g
o
b
jectiv
es.
Du
e
to
r
eso
u
r
ce
co
n
s
tr
ain
ts
,
we
co
u
ld
n
o
t g
et
th
e
e
x
p
er
t
p
an
el
r
e
v
iew,
wh
ich
is
a
lim
itatio
n
o
f
th
e
s
tu
d
y
.
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
E
va
lu
a
tin
g
g
a
mified
lea
r
n
in
g
s
tr
a
teg
ies in
in
tern
et
o
f th
in
g
s
-
b
a
s
ed
s
o
ftw
a
r
e
en
g
in
ee
r
in
g
…
(
A
mn
eh
S
h
a
b
a
n
)
2253
3
.
5
.
P
r
o
ce
du
re
T
h
e
q
u
izze
s
wer
e
co
n
d
u
cted
d
u
r
in
g
s
ch
ed
u
led
class
es
in
co
m
p
u
ter
lab
s
with
tech
n
ical
s
u
p
p
o
r
t
at
th
e
u
n
iv
er
s
ity
.
Stu
d
en
ts
wer
e
g
iv
en
b
r
ief
s
tan
d
a
r
d
ized
in
s
tr
u
ct
io
n
s
o
n
th
e
q
u
iz
f
o
r
m
at,
n
av
ig
atio
n
,
a
n
d
tim
e.
Stu
d
en
ts
d
id
n
o
t
h
av
e
a
s
p
ec
i
f
ic
tim
e
lim
it;
th
u
s
,
th
ey
wer
e
ass
es
s
ed
u
n
d
er
s
im
ilar
co
n
d
itio
n
s
at
th
eir
o
wn
p
ac
e.
Du
e
to
th
e
f
ir
s
t
-
r
esp
o
n
s
e
co
m
m
itm
en
t
d
esig
n
o
f
th
e
p
latf
o
r
m
,
s
tu
d
en
ts
co
u
ld
n
o
t
r
ev
is
it
th
e
s
u
b
m
itted
q
u
esti
o
n
s
.
T
h
e
f
o
r
m
ativ
e
ass
ess
m
en
t
cr
iter
ia
f
o
r
b
o
th
q
u
i
zz
es
co
n
tr
ib
u
ted
to
s
tu
d
e
n
ts
’
f
in
al
co
u
r
s
e
g
r
a
d
es
p
r
o
v
id
i
n
g
en
o
u
g
h
m
o
tiv
atio
n
a
l in
ce
n
tiv
e
with
o
u
t
h
ig
h
-
s
tak
e
s
an
x
iety
.
3
.
6
.
Da
t
a
c
o
llect
io
n
T
h
e
p
latf
o
r
m
r
ec
o
r
d
ed
i
n
d
iv
id
u
al
s
tu
d
en
t
p
er
f
o
r
m
a
n
ce
an
d
e
n
g
ag
em
e
n
t
d
ata
au
to
m
atica
lly
.
T
h
e
to
tal
s
co
r
e
o
b
tain
ed
b
y
th
e
r
esp
o
n
d
en
ts
in
th
e
q
u
iz,
ex
p
r
ess
ed
as
a
p
er
ce
n
tag
e
o
f
th
e
q
u
esti
o
n
s
an
s
wer
ed
co
r
r
ec
tly
,
was
t
h
e
m
ai
n
o
u
t
c
o
m
e
m
ea
s
u
r
e.
Ot
h
e
r
m
e
as
u
r
es
w
er
e
th
e
p
e
r
-
q
u
est
i
o
n
a
cc
u
r
ac
y
(
co
r
r
e
ct/i
n
co
r
r
ec
t/
u
n
att
em
p
t
)
,
tim
e
-
on
-
task
p
er
q
u
esti
o
n
(
in
s
ec
o
n
d
s
,
f
r
o
m
d
is
p
lay
t
o
s
u
b
m
is
s
io
n
)
,
co
m
p
letio
n
r
ates,
an
d
r
esp
o
n
s
e
s
eq
u
en
ce
p
atter
n
s
.
Deta
ils
f
o
r
in
d
iv
i
d
u
al
q
u
esti
o
n
s
(
m
ea
n
a
cc
u
r
ac
y
,
m
ea
n
co
m
p
letio
n
tim
e)
,
as
well
as
d
is
tr
ac
to
r
s
elec
tio
n
s
tatis
tics
f
o
r
MCQs
,
wer
e
ex
p
o
r
te
d
in
a
f
o
r
m
at
s
u
it
ab
le
f
o
r
a
n
aly
s
is
.
3
.
7
.
Va
ri
a
bles
T
h
e
co
u
r
s
e
co
n
d
itio
n
(
Dev
Op
s
v
s
.
HC
I
)
s
er
v
ed
as
th
e
m
ain
in
d
ep
en
d
e
n
t
v
ar
iab
le,
ac
tin
g
as
a
p
r
o
x
y
f
o
r
c
o
n
ten
t
co
m
p
lex
ity
.
T
h
e
s
ec
o
n
d
in
d
ep
e
n
d
en
t
v
ar
ia
b
les
q
u
esti
o
n
ty
p
e
(
m
u
ltip
le
-
ch
o
ic
e,
f
ill
-
in
-
th
e
-
b
lan
k
,
o
p
en
-
e
n
d
ed
)
an
d
q
u
esti
o
n
-
lev
el
d
if
f
icu
lty
o
p
er
atio
n
alize
d
a
cc
o
r
d
in
g
to
em
p
ir
ical
ac
c
u
r
ac
y
r
ates.
I
n
ter
m
s
o
f
b
o
th
th
e
o
u
tco
m
e
a
n
d
p
r
ed
ict
iv
e
m
ea
s
u
r
es,
“tim
e
o
n
task
”
f
u
n
ctio
n
e
d
as
th
at.
T
h
e
o
v
er
all
q
u
iz
s
co
r
e,
th
e
p
r
o
p
o
r
tio
n
o
f
ac
cu
r
ate
r
esp
o
n
s
es
p
er
q
u
esti
o
n
,
p
er
f
o
r
m
an
ce
v
ar
ia
b
ilit
y
(
co
ef
f
icien
t
o
f
v
a
r
iatio
n
o
r
C
V=
σ
/μ
×1
0
0
)
,
an
d
p
ass
r
ate
(
r
atio
o
f
s
tu
d
en
ts
wh
o
s
co
r
e
d
≥
6
0
%
ar
e
s
tu
d
en
ts
wh
o
f
ail
th
e
q
u
iz
was
o
u
r
d
ep
en
d
e
n
t v
ar
iab
les).
3
.
8
.
Da
t
a
a
na
ly
s
is
Data
an
aly
s
is
was
co
n
d
u
cted
u
s
in
g
Py
th
o
n
3
.
x
with
N
u
m
Py
,
Pan
d
as,
SciPy
,
an
d
Ma
tp
lo
tli
b
lib
r
ar
ies.
Statis
t
ical
s
ig
n
if
ican
ce
was set
at
α
=0
.
0
5
f
o
r
all
test
s
.
3
.
8
.
1
.
Descript
iv
e
s
t
a
t
is
t
ics
C
en
tr
al
ten
d
en
cy
an
d
d
is
p
er
s
io
n
wer
e
ch
ar
ac
ter
ized
th
r
o
u
g
h
m
ea
n
(
μ
)
,
m
ed
ia
n
(
M)
,
s
tan
d
ar
d
d
ev
iatio
n
(
σ
)
,
v
a
r
ian
ce
(
σ
²
)
,
r
a
n
g
e,
in
ter
q
u
ar
tile
r
a
n
g
e
(
I
QR
)
,
an
d
s
tan
d
a
r
d
er
r
o
r
(
SE)
.
Dis
tr
ib
u
tio
n
p
r
o
p
er
ties
wer
e
ass
es
s
ed
v
ia
s
k
ewn
ess
an
d
k
u
r
to
s
is
co
ef
f
icien
ts
.
T
h
e
CV
was
ca
lcu
lated
as
in
(
1
)
.
Pas
s
r
ates
wer
e
d
eter
m
in
ed
as th
e
p
er
ce
n
ta
g
e
o
f
s
tu
d
en
ts
ac
h
iev
in
g
s
co
r
es ≥
6
0
%.
=
(
/
)
×
100
(
1
)
3
.
8
.
2
.
No
rma
lity
a
nd
ho
mo
g
eneit
y
t
ests
Dis
tr
ib
u
tio
n
al
n
o
r
m
ality
was
ev
alu
ated
u
s
in
g
th
e
Sh
ap
ir
o
-
W
ilk
tes
t,
u
n
d
er
th
e
n
u
ll
h
y
p
o
th
esis
th
at
d
ata
f
o
llo
w
a
n
o
r
m
al
d
is
tr
ib
u
t
io
n
.
Var
ian
ce
h
o
m
o
g
e
n
eity
b
e
twee
n
g
r
o
u
p
s
was
ass
es
s
ed
u
s
in
g
L
ev
en
e’
s
test
,
test
in
g
H₀:
σ
²₁=
σ
²₂.
3
.
8
.
3
.
I
nfe
re
ntia
l
s
t
a
t
is
t
ics
Me
a
n
d
if
f
e
r
en
ce
s
b
et
wee
n
q
u
i
z
co
n
d
it
io
n
s
w
er
e
e
x
a
m
i
n
e
d
u
s
in
g
t
h
e
i
n
d
e
p
e
n
d
e
n
t
s
a
m
p
les
t
-
test
i
n
(
2
)
.
T
h
e
M
a
n
n
-
W
h
it
n
e
y
U
t
est
p
r
o
v
i
d
e
d
n
o
n
-
p
a
r
a
m
et
r
i
c
v
a
li
d
at
io
n
.
E
f
f
ec
t
s
i
ze
was
q
u
a
n
t
if
ie
d
u
s
i
n
g
C
o
h
en
’
s
d
in
(
3
)
,
wh
er
e
th
e
p
o
o
le
d
s
t
a
n
d
ar
d
d
e
v
i
ati
o
n
is
i
n
(
4
)
.
C
o
n
f
id
en
ce
in
te
r
v
als
(
C
I
)
(
9
5
%
)
w
er
e
c
o
n
s
t
r
u
ct
ed
u
s
in
g
th
e
t
-
d
is
t
r
i
b
u
ti
o
n
.
=
(
₁
−
₂
)
/
√
(
²₁
/
₁
+
²₂
/
₂
)
(
2
)
=
(
₂
−
₁
)
/
ₚ
ₒₒ
ₗₑᵈ
(
3
)
ₚ
ₒₒ
ₗₑ
ᵈ
=
√
[
(
(
₁
−
1
)
²₁
+
(
₂
−
1
)
²₂
)
/
(
₁
+
₂
−
2
)
]
(
4
)
3
.
8
.
4
.
Q
ues
t
io
n
-
lev
el
a
na
ly
s
is
T
o
u
n
d
er
s
tan
d
th
e
item
lev
el
d
if
f
icu
lties
,
ac
cu
r
ac
y
r
ates
an
d
m
ea
n
co
m
p
letio
n
tim
es
wer
e
an
aly
ze
d
ac
r
o
s
s
all
q
u
esti
o
n
s
.
T
o
ex
am
in
e
th
e
r
elatio
n
s
h
ip
b
etwe
en
t
im
e
o
n
task
a
n
d
r
esp
o
n
s
e
ac
c
u
r
ac
y
,
Pear
s
o
n
’
s
r
an
d
Sp
ea
r
m
an
’
s
p
co
e
f
f
icien
t
s
wer
e
ca
lcu
lated
co
m
p
ar
is
o
n
ac
r
o
s
s
th
e
d
if
f
er
en
t
ty
p
es
o
f
q
u
esti
o
n
s
was
d
o
n
e
u
s
in
g
s
tr
atif
ied
an
aly
s
is
.
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
2
4
9
-
2
2
6
0
2254
3
.
9
.
M
et
ho
do
lo
g
ic
a
l
l
im
it
a
t
io
ns
I
t
is
i
m
p
o
r
t
an
t
t
o
n
o
t
e
t
h
e
v
ar
i
o
u
s
l
im
ita
ti
o
n
s
o
f
th
e
r
es
e
ar
ch
d
esi
g
n
.
T
h
e
f
in
d
i
n
g
s
m
ay
n
o
t
b
e
g
e
n
e
r
a
liz
a
b
le
t
o
o
t
h
e
r
i
n
s
ti
tu
ti
o
n
s
o
w
in
g
t
o
t
h
e
co
n
v
e
n
i
e
n
ce
s
a
m
p
li
n
g
a
p
p
r
o
a
ch
.
T
h
e
tw
o
co
u
r
s
e
g
r
o
u
p
s
we
r
e
n
o
t
o
n
l
y
d
i
f
f
e
r
e
n
t
i
n
t
h
e
c
o
m
p
le
x
it
y
o
f
c
o
n
te
n
t
,
b
u
t
als
o
i
n
s
t
r
u
c
to
r
,
t
ea
ch
in
g
m
et
h
o
d
o
l
o
g
y
,
a
n
d
s
tu
d
en
t
b
a
ck
g
r
o
u
n
d
,
w
h
ic
h
i
n
t
r
o
d
u
c
es
u
n
m
an
ag
ea
b
l
e
c
o
n
f
o
u
n
d
s
.
D
u
e
t
o
n
o
p
r
e
-
t
est
m
ea
s
u
r
e
o
f
k
n
o
wle
d
g
e,
it
p
r
ev
e
n
ts
u
s
f
r
o
m
a
ttr
ib
u
t
in
g
ca
u
s
es
f
o
r
d
i
f
f
er
e
n
ce
s
i
n
p
e
r
f
o
r
m
a
n
ce
s
p
ec
i
f
ic
all
y
to
g
am
if
ica
ti
o
n
.
F
u
r
t
h
e
r
m
o
r
e
,
d
u
e
t
o
th
e
lim
i
te
d
d
em
o
g
r
ap
h
ic
i
n
f
o
r
m
ati
o
n
co
lle
cte
d
,
i
t
was
n
o
t
p
o
s
s
ib
l
e
t
o
a
n
al
y
ze
t
h
e
d
at
a
b
y
g
e
n
d
e
r
o
r
ac
a
d
e
m
ic
y
ea
r
.
4.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
T
h
is
p
ar
t
co
m
p
ar
es
th
e
g
a
m
if
ied
q
u
iz
o
u
tco
m
es
o
f
two
I
o
T
u
n
d
er
g
r
ad
u
ate
co
u
r
s
es.
Statis
tica
l
an
aly
s
es
d
etec
ted
s
ig
n
if
ican
t
d
if
f
er
en
ce
s
in
s
tu
d
en
t
s
co
r
es
o
n
th
e
Dev
Op
s
an
d
HC
I
ass
ess
m
en
ts
,
wh
ich
we
d
is
cu
s
s
in
r
elatio
n
to
g
am
if
icat
io
n
d
esig
n
a
n
d
co
n
ten
t c
o
m
p
le
x
ity
.
4
.
1
.
Descript
iv
e
s
t
a
t
is
t
ics a
nd
perf
o
rm
a
nce
o
v
er
v
iew
T
h
e
Dev
Op
s
q
u
iz
was
co
m
p
l
eted
b
y
4
1
s
tu
d
e
n
ts
an
d
th
e
HC
I
q
u
iz
b
y
3
4
s
tu
d
en
ts
.
As
in
d
icate
d
in
T
ab
le
1
,
th
e
m
ea
n
r
ate
d
if
f
e
r
e
n
ce
was
h
ig
h
ly
s
ig
n
if
ican
t.
T
h
e
av
er
ag
e
s
co
r
e
o
n
th
e
Dev
Op
s
test
wa
s
4
8
.
5
4
%
(
SD=
2
5
.
1
6
,
SE=
3
.
9
3
)
a
n
d
t
h
e
s
c
o
r
es
r
a
n
g
e
d
f
r
o
m
0
%
to
9
0
%
wi
th
a
p
ass
s
c
o
r
e
o
f
4
1
.
4
6
%.
T
h
e
d
is
t
r
i
b
u
ti
o
n
was
m
o
d
er
ately
p
o
s
itiv
ely
s
k
ewe
d
(
0
.
1
7
)
a
n
d
p
laty
k
u
r
tic
(
k
u
r
to
s
is
=
-
0
.
8
9
)
,
in
d
icatin
g
a
r
elativ
ely
f
lat
s
p
r
ea
d
with
f
ew
ex
tr
em
es.
C
o
n
v
er
s
ely
,
th
e
av
er
ag
e
s
co
r
e
f
o
r
th
e
HC
I
q
u
iz
was
s
ig
n
if
ican
tly
h
ig
h
at
9
6
.
7
6
%
(
SD=1
4
.
0
8
,
SE=
2
.
4
2
)
,
with
s
co
r
es
b
ein
g
b
etwe
en
20%
an
d
100%
an
d
a
p
ass
p
er
ce
n
ta
g
e
o
f
9
7
.
0
6
%.
T
h
e
d
is
tr
ib
u
tio
n
was
v
er
y
n
eg
ativ
ely
s
k
ewe
d
(
−4
.
9
8
)
,
in
d
icati
v
e
o
f
a
co
n
s
id
er
a
b
le
ce
ilin
g
ef
f
ec
t
wh
er
e
m
o
s
t
s
tu
d
en
ts
s
co
r
ed
n
e
a
r
l
y
p
e
r
f
e
c
t
l
y
.
Fig
u
r
e
1
s
h
o
ws
d
i
s
t
r
i
b
u
t
i
o
n
a
l
d
i
f
f
e
r
e
n
c
e
s
i
n
f
r
e
q
u
e
n
c
y
h
i
s
to
g
r
a
m
s
.
I
n
p
a
n
el
A,
we
s
h
o
w
th
at
th
e
d
is
tr
ib
u
tio
n
o
f
Dev
Op
s
is
r
o
u
g
h
ly
n
o
r
m
al
an
d
ce
n
ter
n
ea
r
th
e
6
0
%
th
r
es
h
o
ld
.
I
n
co
n
t
r
ast,
in
p
an
el
B
h
ea
v
y
c
o
n
ce
n
t
r
atio
n
f
o
r
HC
I
ab
o
v
e
9
0
% sh
o
ws th
at
3
1
o
f
3
4
s
tu
d
e
n
ts
s
co
r
e
ab
o
v
e
th
is
lev
el
.
T
ab
le
1
.
Descr
ip
tiv
e
s
tatis
tics
f
o
r
Dev
Op
s
an
d
HC
I
q
u
izze
s
S
t
a
t
i
st
i
c
D
e
v
O
p
s
H
C
I
N
41
34
M
e
a
n
4
8
.
5
4
%
9
6
.
7
6
%
M
e
d
i
a
n
5
0
.
0
0
%
1
0
0
.
0
0
%
S
t
a
n
d
a
r
d
d
e
v
i
a
t
i
o
n
2
5
.
1
6
1
4
.
0
8
V
a
r
i
a
n
c
e
6
3
2
.
8
3
1
9
8
.
3
1
M
i
n
i
m
u
m
0
.
0
0
%
2
0
.
0
0
%
M
a
x
i
m
u
m
9
0
.
0
0
%
1
0
0
.
0
0
%
R
a
n
g
e
9
0
.
0
0
%
8
0
.
0
0
%
Q
1
(
2
5
t
h
p
e
r
c
e
n
t
i
l
e
)
3
0
.
0
0
%
9
0
.
0
0
%
Q
3
(
7
5
t
h
p
e
r
c
e
n
t
i
l
e
)
7
0
.
0
0
%
1
0
0
.
0
0
%
I
Q
R
4
0
.
0
0
%
1
0
.
0
0
%
S
k
e
w
n
e
ss
0
.
1
7
−
4
.
9
8
K
u
r
t
o
si
s
−
0
.
8
9
2
4
.
2
2
CV
5
1
.
8
4
%
1
4
.
5
5
%
SE
3
.
9
3
2
.
4
2
P
a
ss rat
e
(
≥
6
0
%)
4
1
.
4
6
%
9
7
.
0
6
%
N
o
t
e
:
d
a
s
h
e
d
l
i
n
e
mar
k
i
n
g
t
h
e
6
0
%
p
a
ss t
h
r
e
s
h
o
l
d
Fig
u
r
e
1
.
Fre
q
u
en
cy
h
is
to
g
r
a
m
s
f
o
r
Dev
Op
s
(
p
an
el
A)
an
d
HC
I
(
p
an
el
B
)
s
co
r
es
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
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v
al
&
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es E
d
u
c
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2252
-
8
8
2
2
E
va
lu
a
tin
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r
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g
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in
tern
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ee
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(
A
mn
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h
a
b
a
n
)
2255
T
h
e
CI
o
f
th
e
Dev
Op
s
an
d
HC
I
m
ea
n
s
wer
e
f
o
u
n
d
to
b
e
[
4
0
.
6
0
,
5
6
.
4
8
]
an
d
[
9
1
.
8
5
,
1
0
1
.
6
8
]
r
esp
ec
tiv
ely
.
T
h
er
e
was
a
s
m
a
ll
o
v
er
lap
b
etwe
en
th
e
m
ea
n
CI
wh
ich
s
u
g
g
ests
th
at
th
er
e
co
u
ld
b
e
s
u
b
s
tan
tial
d
if
f
er
en
ce
s
at
t
h
e
p
o
p
u
latio
n
l
ev
el
,
as
s
h
o
wn
i
n
T
ab
le
2
.
T
h
e
h
ig
h
er
CV
f
o
r
De
v
Op
s
(
5
1
.
8
4
%)
co
m
p
ar
ed
to
HC
I
(
1
4
.
5
5
%)
s
h
o
ws
th
at
th
e
s
co
r
es
in
t
h
e
Dev
Op
s
c
o
n
d
itio
n
ex
h
ib
it
m
o
r
e
h
eter
o
g
e
n
eity
th
an
th
e
HC
I
co
n
d
itio
n
.
As
s
h
o
wn
in
Fig
u
r
e
2
,
a
b
ar
ch
ar
t
with
9
5
%
co
n
f
id
en
ce
in
ter
v
al
er
r
o
r
b
ar
s
in
d
icate
s
th
at
th
e
d
if
f
er
en
ce
b
etwe
en
th
e
two
c
o
n
d
itio
n
s
is
4
8
.
2
3
p
er
ce
n
tag
e
p
o
in
ts
.
T
ab
le
2
.
Me
an
co
m
p
a
r
is
o
n
with
9
5
%
CI
Q
u
i
z
M
e
a
n
Sd
Se
C
I
l
o
w
e
r
C
I
u
p
p
e
r
N
D
e
v
O
p
s
4
8
.
5
4
%
2
5
.
1
6
3
.
9
3
4
0
.
6
0
%
5
6
.
4
8
%
41
H
C
I
9
6
.
7
6
%
1
4
.
0
8
2
.
4
2
9
1
.
8
5
%
1
0
1
.
6
8
%
34
D
i
f
f
e
r
e
n
c
e
4
8
.
2
3
%
N
/
A
N
/
A
N
/
A
N
/
A
N
/
A
N
o
n
-
o
v
e
r
l
a
p
p
i
n
g
e
r
r
o
r
b
a
r
s c
o
n
f
i
r
m s
t
a
t
i
s
t
i
c
a
l
l
y
s
i
g
n
i
f
i
c
a
n
t
d
i
f
f
e
r
e
n
c
e
s
Fig
u
r
e
2
.
Me
an
s
co
r
e
co
m
p
ar
i
s
o
n
with
9
5
%
CI
.
Dev
Op
s
m
e
an
: 4
8
.
5
4
% (
C
I
: 4
0
.
6
0
–
5
6
.
4
8
%);
HC
I
m
ea
n
: 9
6
.
7
6
% (
C
I
: 9
1
.
8
5
–
1
0
1
.
6
8
%)
4
.
2
.
I
nfe
re
ntia
l st
a
t
is
t
ica
l a
n
a
ly
s
is
Ass
u
m
p
tio
n
s
ab
o
u
t
d
is
tr
ib
u
tio
n
wer
e
test
ed
b
ef
o
r
e
co
m
p
ar
i
n
g
m
ea
n
s
.
T
h
e
Sh
ap
ir
o
-
W
ilk
test
s
h
o
wed
th
at
th
e
Dev
Op
s
s
co
r
e
ca
n
b
e
ass
u
m
ed
to
b
e
n
o
r
m
al
(
W
=0
.
9
5
8
,
p
=0
.
1
3
7
)
.
T
h
e
HC
I
s
co
r
e
was
s
ig
n
if
ican
tly
n
o
t
n
o
r
m
ally
d
is
tr
ib
u
te
d
(
W
=0
.
2
4
8
,
p
<0
.
0
0
1
)
,
co
n
s
is
ten
t
with
th
e
ce
ilin
g
ef
f
ec
t
f
o
u
n
d
in
th
e
d
escr
ip
tiv
e
an
aly
s
es,
as
s
h
o
wn
in
T
ab
le
3
.
A
L
ev
e
n
e’
s
test
f
o
r
h
o
m
o
g
en
eity
o
f
v
a
r
ian
ce
o
f
th
e
th
r
ee
g
r
o
u
p
s
r
e
v
ea
ls
a
s
ig
n
if
ican
t v
io
latio
n
o
f
th
e
a
s
s
u
m
p
tio
n
(
F=2
7
.
4
1
,
p
<0
.
0
0
1
)
as sh
o
wn
in
T
ab
le
4
.
T
o
s
u
p
p
o
r
t
in
f
e
r
en
ce
s
,
p
a
r
am
etr
ic
an
aly
s
is
an
d
n
o
n
-
p
ar
am
etr
ic
an
aly
s
is
wer
e
u
s
ed
.
T
h
e
t
-
test
f
o
r
in
d
ep
en
d
en
t
s
am
p
les
in
d
icate
d
a
s
tatis
tically
s
ig
n
if
ican
t
d
if
f
er
en
ce
i
n
g
r
o
u
p
m
ea
n
s
(
t=−
9
.
9
5
,
p
<0
.
0
0
1
)
,
wit
h
a
m
ea
n
d
if
f
er
en
ce
o
f
4
8
.
2
3
p
er
ce
n
tag
e
p
o
in
ts
in
f
av
o
r
o
f
th
e
HC
I
co
n
d
itio
n
.
T
h
e
Ma
n
n
-
W
h
itn
ey
U
test
co
n
f
ir
m
e
d
th
at
th
e
p
er
f
o
r
m
an
c
e
d
if
f
er
ed
with
o
u
t a
n
y
ass
u
m
p
tio
n
s
o
n
th
e
d
is
tr
ib
u
tio
n
(
U=
4
2
.
5
,
p
<
0
.
0
0
1
)
.
Acc
o
r
d
in
g
to
th
e
r
ep
o
r
t,
C
o
h
e
n
’
s
d
=2
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ile
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izze
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5
p
r
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v
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s
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d
tim
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e
Dev
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iz.
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h
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a
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r
ates
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1
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n
d
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6
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a
m
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m
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f
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d
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r
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ig
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iz
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T
ab
le
6
.
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h
e
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er
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e
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ig
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ed
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d
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s
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ats
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k
well
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r
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er
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r
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ce
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f
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h
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iz
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m
m
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ized
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T
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Op
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ile
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9
6
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T
h
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f
ill
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th
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k
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r
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r
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ch
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th
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elate
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cc
u
r
ac
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)
.
T
h
is
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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izze
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HC
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l
o
u
d
0
0
T
ab
le
7
.
Qu
esti
o
n
t
y
p
e
an
al
y
s
is
Q
u
i
z
Q
u
e
st
i
o
n
t
y
p
e
N
q
u
e
st
i
o
n
s
M
e
a
n
a
c
c
u
r
a
c
y
(
%)
M
e
a
n
t
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me
(
s
e
c
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D
e
v
O
p
s
M
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l
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c
h
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5
3
.
1
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%
1
5
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4
4
D
e
v
O
p
s
F
i
l
l
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in
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t
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e
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b
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a
n
k
1
7
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0
0
%
8
5
.
0
0
H
C
I
M
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l
t
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p
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e
c
h
o
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c
e
10
9
6
.
7
0
%
2
3
.
5
0
H
C
I
W
o
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d
c
l
o
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d
1
9
4
.
0
0
%
5
3
.
0
0
Fig
u
r
e
4
.
Qu
esti
o
n
-
lev
el
ac
cu
r
ac
y
f
o
r
Dev
Op
s
(
Q1
–
Q1
0
)
an
d
HC
I
(
Q1
–
Q1
1
)
,
h
ig
h
lig
h
tin
g
Q1
0
f
ill
-
in
-
th
e
-
b
lan
k
p
e
r
f
o
r
m
an
ce
an
d
th
e
H
C
I
ce
ilin
g
ef
f
ec
t
4
.
4
.
Rela
t
io
ns
hip
bet
wee
n t
i
m
e
inv
estm
ent
a
nd
a
cc
ura
c
y
T
h
e
co
r
r
elatio
n
a
n
aly
s
es
o
f
m
ea
n
tim
e
o
n
task
an
d
r
esp
o
n
s
e
ac
cu
r
ac
y
ar
e
d
em
o
n
s
tr
ated
i
n
T
ab
le
8
.
T
h
er
e
was
a
s
tatis
tically
s
ig
n
i
f
ican
t
n
eg
ativ
e
Pear
s
o
n
co
r
r
el
atio
n
f
o
r
th
e
Dev
Op
s
q
u
iz
(
r
=
-
0
.
8
7
2
,
p
=0
.
0
0
1
)
.
T
h
is
m
ea
n
s
th
at
as
th
e
tim
e
t
o
co
m
p
lete
a
q
u
esti
o
n
in
cr
ea
s
es,
th
e
ac
cu
r
ac
y
d
ec
r
ea
s
es.
T
h
is
p
atter
n
in
d
icate
s
h
o
w
th
e
e
x
ten
d
ed
r
esp
o
n
s
e
tim
e
r
ef
lects
th
e
d
i
f
f
icu
lty
,
th
e
co
g
n
itiv
e
s
tr
u
g
g
le
an
d
n
o
t
d
elib
er
atio
n
.
T
h
e
Sp
ea
r
m
an
co
r
r
elatio
n
(
ρ
=−
0
.
1
5
8
,
p
=
0
.
6
6
2
)
was
n
o
t
s
ig
n
if
ican
t
wh
ich
in
d
icate
d
a
n
o
n
-
m
o
n
o
to
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ic
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s
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ip
lik
ely
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u
e
to
th
e
o
u
tlier
f
ill
-
in
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th
e
-
b
lan
k
item
(
Q
1
0
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s
h
o
wn
in
Fig
u
r
e
4
.
T
h
e
r
e
l
a
t
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o
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h
i
p
s
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et
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n
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0
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5
1
3
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a
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d
S
p
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a
n
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o
r
r
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l
a
ti
o
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(
ρ
=
0
.
0
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7
,
p
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9
3
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w
e
r
e
n
o
t
s
t
a
t
is
tic
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l
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c
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h
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e
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litt
le
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iatio
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th
e
ac
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d
,
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r
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o
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l
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ip
s
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ld
b
e
d
etec
te
d
as sh
o
wn
in
Fig
u
r
es 2
-
4
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
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d
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c
,
Vo
l
.
15
,
No
.
3
,
J
u
n
e
20
2
6
:
2
2
4
9
-
2
2
6
0
2258
T
ab
le
8
.
C
o
r
r
elatio
n
an
aly
s
is
: tim
e
v
s
.
ac
cu
r
ac
y
Q
u
i
z
C
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r
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e
l
a
t
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n
t
y
p
e
C
o
e
f
f
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t
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g
n
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c
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n
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D
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p
s
P
e
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r
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n
−
0
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8
7
1
7
0
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0
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1
0
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e
s
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v
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p
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S
p
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n
−
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1
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3
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6
6
2
4
No
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C
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P
e
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so
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−
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2
2
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5
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2
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S
p
e
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r
m
a
n
0
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0
2
6
8
0
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9
3
7
7
No
4
.
5
.
Dis
cus
s
io
n a
nd
im
pli
ca
t
io
ns
T
h
is
s
tu
d
y
r
ev
ea
led
th
at
g
a
m
if
ied
ass
ess
m
en
t
d
o
es
n
o
t
y
ield
th
e
s
am
e
lear
n
i
n
g
o
u
tc
o
m
e
in
I
o
T
co
u
r
s
es
o
f
d
if
f
er
en
t
co
n
te
n
t
c
o
m
p
lex
ity
.
T
h
e
r
e
was
a
p
e
r
f
o
r
m
an
ce
g
ap
o
f
4
8
.
2
3
p
e
r
ce
n
tag
e
(
C
o
h
en
’
s
d
=2
.
3
1
)
b
etwe
en
th
e
Dev
Op
s
an
d
HC
I
co
n
d
itio
n
s
,
s
u
g
g
esti
n
g
th
at
co
n
ten
t
co
m
p
lex
ity
is
a
s
tr
o
n
g
m
o
d
er
atin
g
f
ac
t
o
r
o
f
g
am
if
icatio
n
ef
f
ec
tiv
en
ess
.
T
h
e
f
in
d
in
g
s
d
is
p
r
o
v
e
th
at
g
am
if
icatio
n
ca
n
ac
t
as
a
m
o
tiv
atio
n
al
in
ter
v
en
tio
n
f
o
r
all
s
tu
d
en
ts
,
an
d
ca
ll f
o
r
co
n
te
x
t
-
s
en
s
itiv
e
ass
es
s
m
en
t d
esig
n
in
tech
n
ical
ed
u
ca
tio
n
.
T
h
e
b
etter
p
er
f
o
r
m
an
ce
o
f
HC
I
s
tu
d
en
ts
ca
n
b
e
attr
ib
u
ted
to
th
e
r
elativ
ely
co
n
cr
ete,
h
u
m
an
-
ce
n
ter
ed
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n
ten
t
o
f
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h
e
HC
I
s
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b
ject.
T
h
e
co
n
ce
p
ts
o
f
HC
I
a
r
e
p
u
lled
f
r
o
m
s
tu
d
e
n
ts
’
ev
er
y
d
ay
ex
p
e
r
ien
ce
s
with
tech
n
o
lo
g
y
in
ter
f
ac
es
to
h
elp
s
tu
d
en
ts
ac
tiv
ate
th
eir
p
r
io
r
k
n
o
wled
g
e.
I
n
co
n
tr
ast,
th
e
De
v
Op
s
co
n
ten
t
n
ee
d
s
ab
s
tr
ac
t
m
u
lti
-
d
o
m
ai
n
k
n
o
wl
ed
g
e
f
r
o
m
C
I
/C
D
p
ip
elin
es,
co
n
tain
er
izatio
n
,
an
d
in
f
r
astr
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ctu
r
e
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t
o
m
atio
n
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ar
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s
wh
er
e
s
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en
ts
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ad
a
h
ig
h
v
ar
ian
ce
in
th
eir
p
r
io
r
k
n
o
wled
g
e
an
d
th
eir
p
r
ep
ar
atio
n
,
as sh
o
wn
in
th
e
wid
e
d
is
tr
ib
u
tio
n
o
f
s
co
r
es
i
n
Fig
u
r
e
1
.
T
h
e
p
er
f
o
r
m
an
ce
d
if
f
er
en
ce
co
u
ld
h
a
v
e
b
ee
n
d
r
iv
en
b
y
in
s
tr
u
ctio
n
q
u
ality
an
d
s
tu
d
en
t
p
r
ep
ar
ati
o
n
,
a
n
d
n
o
t
g
am
if
icatio
n
.
T
h
o
s
e
s
tu
d
en
ts
m
ay
h
av
e
m
o
r
e
c
o
n
ten
t
f
am
iliar
ity
an
d
s
elf
-
ef
f
icac
y
r
eg
a
r
d
in
g
t
h
e
task
,
allo
win
g
th
em
to
b
e
n
ef
it
m
o
r
e
f
u
lly
f
r
o
m
th
e
g
am
if
ie
d
p
latf
o
r
m
’
s
m
o
tiv
atio
n
a
l
af
f
o
r
d
a
n
ce
s
.
T
h
e
r
estricte
d
v
a
r
ian
ce
o
f
HC
I
s
co
r
es
as
s
h
o
wn
in
Fig
u
r
e
3
,
is
s
u
p
p
o
r
tiv
e
o
f
th
is
in
ter
p
r
etatio
n
to
g
eth
er
with
th
e
f
ac
t th
at
th
e
co
h
o
r
t a
p
p
ea
r
e
d
to
m
aster
th
e
ass
es
s
ed
m
ater
ial
p
r
io
r
to
b
ein
g
ass
ess
ed
.
T
h
e
way
q
u
esti
o
n
s
ar
e
f
r
am
ed
m
o
d
e
r
ates
th
e
o
u
tco
m
es.
T
h
e
f
ill
-
in
-
th
e
-
b
lan
k
item
o
n
Dev
Op
s
(
Q1
0
)
p
er
f
o
r
m
ed
f
ar
wo
r
s
e
th
a
n
th
e
m
u
ltip
le
-
ch
o
ice
item
s
(
7
%
v
s
.
41
–
6
6
%
co
r
r
ec
t)
wh
ich
is
in
ac
co
r
d
an
ce
with
th
eo
r
izin
g
d
er
iv
e
d
f
r
o
m
co
g
n
itiv
e
lo
ad
t
h
eo
r
y
,
wh
ich
p
r
ed
icts
th
at
o
p
en
-
r
esp
o
n
s
e
item
s
im
p
o
s
e
a
g
r
ea
ter
ex
tr
an
eo
u
s
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g
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itiv
e
lo
ad
a
s
th
ey
r
eq
u
ir
e
r
ec
all
an
d
ac
tiv
e
g
en
er
atio
n
in
tim
e
-
p
r
ess
u
r
ed
g
am
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ied
en
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ir
o
n
m
en
ts
.
C
o
n
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er
s
ely
,
o
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en
-
en
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e
d
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o
r
m
ats
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n
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el
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k
e
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en
t
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g
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em
e
n
t
h
ig
h
with
o
u
t
in
cr
ea
s
in
g
co
g
n
itiv
e
lo
a
d
wh
en
th
e
m
ate
r
ial
is
n
eith
er
to
o
ea
s
y
n
o
r
to
o
d
if
f
icu
lt,
an
d
w
h
en
d
esig
n
e
d
with
th
e
r
elev
a
n
t
lear
n
in
g
g
o
al
in
m
in
d
.
T
h
ese
f
in
d
in
g
s
h
a
v
e
s
ig
n
if
ica
n
t
im
p
licatio
n
s
f
o
r
t
h
e
d
esig
n
o
f
g
am
if
ied
ass
ess
m
en
ts
in
tech
n
ical
ed
u
ca
tio
n
.
I
n
s
tr
u
ct
o
r
s
s
h
o
u
ld
ca
lib
r
ate
th
e
co
m
p
lex
ity
o
f
q
u
esti
o
n
s
ac
co
r
d
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g
to
th
e
lev
el
o
f
k
n
o
wled
g
e
ex
p
ec
ted
o
f
th
e
s
tu
d
en
ts
s
o
th
a
t th
e
g
am
if
icatio
n
m
ec
h
an
is
m
s
ca
n
ac
tu
ally
wo
r
k
as m
o
tiv
ato
r
s
u
p
p
o
r
ts
an
d
n
o
t
ju
s
t
as
a
s
o
u
r
ce
o
f
f
r
u
s
tr
atio
n
.
T
h
e
s
tr
o
n
g
n
eg
ativ
e
co
r
r
elatio
n
o
f
tim
e
an
d
ac
cu
r
ac
y
f
o
r
th
e
Dev
Op
s
co
n
d
itio
n
(r=
-
0
.
8
7
2
,
p
=0
.
0
0
1
)
s
u
g
g
ests
th
at
th
e
u
s
e
o
f
ad
ap
tiv
e
d
if
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ic
u
lty
m
ec
h
a
n
is
m
s
,
s
u
ch
as
h
in
t
s
y
s
tem
s
o
r
tier
ed
s
ca
f
f
o
ld
in
g
,
co
u
ld
en
h
a
n
ce
th
e
lear
n
in
g
ex
p
er
ie
n
ce
r
em
ar
k
a
b
ly
in
h
ig
h
-
c
o
m
p
lex
ity
g
a
m
if
i
ed
co
n
tex
ts
.
On
th
e
o
th
er
h
an
d
,
th
e
ce
ilin
g
ef
f
ec
t
ex
h
ib
ite
d
in
th
e
HC
I
as
s
h
o
wn
in
Fig
u
r
e
1
,
s
h
o
ws
th
at
it
is
n
o
t
d
iag
n
o
s
tic
b
eh
av
io
r
to
u
s
e
to
o
ea
s
y
an
ass
ess
m
en
t,
as
th
e
r
ed
u
ce
d
v
ar
ia
n
ce
in
s
co
r
es
lim
it
s
th
e
ab
ilit
y
to
d
if
f
er
en
tiate
th
e
m
aster
y
lev
el
o
f
s
tu
d
en
ts
.
A
n
ef
f
ec
tiv
e
g
am
if
ied
ass
ess
m
en
ts
co
u
ld
y
ield
d
is
tr
ib
u
tio
n
s
s
h
o
win
g
b
o
th
h
ig
h
s
co
r
es a
n
d
en
o
u
g
h
s
ca
tter
f
o
r
m
ea
n
in
g
f
u
l p
ed
a
g
o
g
ical
d
ec
is
io
n
s
.
5.
CO
NCLU
SI
O
N
T
h
is
r
esear
ch
ex
am
in
e
d
g
am
i
f
ied
f
o
r
m
ativ
e
ass
ess
m
en
t
ac
r
o
s
s
two
I
o
T
u
n
d
er
g
r
ad
u
ate
co
u
r
s
es
o
f
v
ar
y
in
g
co
n
ten
t
c
o
m
p
lex
ity
.
Fin
d
in
g
s
in
d
icate
th
at
g
am
i
f
icatio
n
y
ield
s
in
co
n
s
is
ten
t
o
u
tc
o
m
es
d
ep
en
d
in
g
o
n
co
n
tex
t.
C
o
n
te
n
t
co
m
p
lex
ity
,
q
u
esti
o
n
f
o
r
m
at,
an
d
in
s
tr
u
ctio
n
al
p
r
e
p
ar
atio
n
wer
e
id
e
n
tifie
d
as
cr
itical
m
o
d
er
atin
g
f
ac
to
r
s
.
R
esu
lts
s
h
o
wed
th
at
h
ig
h
e
r
co
n
ten
t
co
m
p
lex
ity
n
eg
ativ
ely
im
p
ac
ts
s
tu
d
en
t
p
er
f
o
r
m
an
ce
,
as
ev
id
en
ce
d
b
y
l
o
w
s
co
r
es
o
n
tech
n
ical
Dev
Op
s
item
s
.
Op
en
-
r
esp
o
n
s
e
f
o
r
m
ats
p
r
o
v
ed
u
n
s
u
itab
le
f
o
r
h
ig
h
-
co
m
p
lex
ity
co
n
ten
t,
wh
ile
m
u
ltip
le
-
ch
o
ice
an
d
wo
r
d
clo
u
d
f
o
r
m
ats
p
r
o
d
u
ce
d
b
etter
o
u
tco
m
es.
Gam
if
icatio
n
alo
n
e
d
id
n
o
t
r
ed
u
ce
p
er
f
o
r
m
an
ce
v
ar
ia
b
ilit
y
with
o
u
t
ad
eq
u
ate
p
r
io
r
k
n
o
wled
g
e
.
E
f
f
ec
tiv
e
g
am
if
ie
d
ass
es
s
m
en
t
r
eq
u
ir
es
ca
r
ef
u
l
ca
lib
r
atio
n
o
f
d
if
f
icu
lty
,
q
u
esti
o
n
f
o
r
m
at,
a
n
d
in
s
tr
u
ctio
n
al
alig
n
m
en
t.
E
d
u
ca
to
r
s
s
h
o
u
ld
in
co
r
p
o
r
ate
ad
ap
tiv
e
f
ea
tu
r
es
s
u
ch
as
h
in
t
s
y
s
te
m
s
an
d
p
r
o
g
r
ess
iv
e
s
ca
f
f
o
l
d
in
g
,
p
ar
tic
u
lar
ly
in
tech
n
ically
d
em
an
d
in
g
co
u
r
s
es.
Stu
d
y
lim
itatio
n
s
in
clu
d
e
co
n
v
en
ien
ce
s
am
p
lin
g
,
u
n
co
n
tr
o
lled
co
n
f
o
u
n
d
s
,
ab
s
en
ce
o
f
p
r
e
-
test
in
g
,
a
n
d
a
s
m
all
s
in
g
le
-
s
em
ester
s
am
p
le.
Fu
tu
r
e
r
esear
ch
s
h
o
u
l
d
em
p
lo
y
co
n
tr
o
lled
ex
p
er
im
en
ts
,
ad
ap
tiv
e
d
if
f
ic
u
lty
alg
o
r
ith
m
s
,
lo
n
g
itu
d
in
a
l
d
esig
n
s
,
an
d
q
u
alitativ
e
m
eth
o
d
s
to
b
etter
u
n
d
er
s
tan
d
lea
r
n
er
e
x
p
er
ien
ce
an
d
eq
u
ity
in
g
a
m
if
ied
tech
n
ical
ed
u
ca
tio
n
.
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