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Adv
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t
o
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u
ch
as
tex
tb
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k
q
u
ality
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teac
h
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ctio
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,
p
ee
r
d
y
n
am
ics,
an
d
co
m
m
u
n
ity
attitu
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Ov
er
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e
p
ast
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ec
ad
e,
v
ar
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to
o
ls
h
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e
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o
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ce
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ce
p
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i
cs
in
s
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u
ctio
n
,
in
clu
d
in
g
o
n
li
n
e
s
im
u
latio
n
s
(
e.
g
.
,
Ph
E
T
)
,
d
ig
ital
g
am
es,
an
d
lab
o
r
ato
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y
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its
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W
h
ile
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ec
t
iv
e,
th
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tech
n
o
lo
g
ies
o
f
ten
r
eq
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ir
e
co
m
p
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ter
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tab
le
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ter
n
et
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ce
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o
r
s
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ci
al
iz
ed
f
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it
ie
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th
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t
ar
e
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o
t
co
n
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i
s
t
en
t
ly
av
a
il
ab
l
e
i
n
r
u
r
a
l
o
r
u
n
d
er
f
u
n
d
ed
s
ch
o
o
l
s
[
1
1
]
,
[
1
2
]
.
I
n
n
o
v
at
io
n
s
s
u
ch
a
s
Ma
ju
m
d
er
e
t
a
l.
[
1
3
]
An
d
r
o
id
-
b
a
s
ed
3
D
v
ir
tu
a
l
lab
o
r
at
o
r
i
e
s
a
n
d
Gu
n
tu
r
u
et
a
l
.
[
1
4
]
au
g
m
en
ted
p
h
y
s
i
c
s
,
an
a
r
t
if
i
cia
l
in
tel
l
ig
en
ce
(
AI
)
-
a
s
s
i
s
ted
s
y
s
tem
th
at
tr
an
s
f
o
r
m
s
te
x
tb
o
o
k
d
i
ag
r
a
m
s
in
t
o
in
t
e
r
a
ct
iv
e
s
im
u
la
tio
n
s
th
a
t
aim
to
c
r
ea
te
im
m
er
s
iv
e
l
ea
r
n
in
g
e
n
v
ir
o
n
m
en
t
s
.
Oth
er
a
p
p
r
o
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h
e
s
,
s
u
ch
a
s
E
x
ce
l
-
b
a
s
ed
m
o
d
el
in
g
f
o
r
v
i
s
u
al
iz
in
g
o
p
ti
ca
l
p
h
en
o
m
e
n
a
[
1
5
]
an
d
h
ap
ti
c
s
i
m
u
l
at
io
n
s
u
s
i
n
g
au
d
io
–
v
i
s
u
a
l
–
tac
t
il
e
f
ee
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b
ac
k
[
1
6
]
f
u
r
th
er
s
u
p
p
o
r
t
p
h
y
s
i
cs
lea
r
n
in
g
.
H
o
w
ev
er
,
th
e
ir
r
el
ia
n
ce
o
n
te
ch
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o
l
o
g
i
ca
l
in
f
r
a
s
tr
u
c
tu
r
e
lim
i
ts
th
eir
ac
ce
s
s
ib
i
li
ty
.
Giv
en
th
ese
co
n
s
tr
ain
ts
,
ed
u
ca
to
r
s
h
av
e
in
cr
ea
s
in
g
ly
ex
p
lo
r
ed
g
am
e
-
b
ased
lear
n
in
g
(
GB
L
)
as
a
m
ea
n
s
o
f
en
h
an
cin
g
m
o
tiv
at
io
n
,
en
g
ag
e
m
en
t,
an
d
co
n
ce
p
tu
al
u
n
d
er
s
tan
d
i
n
g
.
GB
L
in
teg
r
ates
g
am
ep
lay
elem
en
ts
in
to
in
s
tr
u
ctio
n
,
m
ak
in
g
ab
s
tr
ac
t
co
n
ce
p
ts
m
o
r
e
r
elata
b
le
an
d
e
n
jo
y
a
b
le.
Fo
r
ex
am
p
le,
Z
af
eir
o
p
o
u
lo
u
et
a
l.
[
1
7
]
d
ev
e
lo
p
ed
an
au
g
m
en
ted
r
ea
lity
p
h
y
s
ics
g
am
e
th
at
s
ig
n
if
ican
tly
i
m
p
r
o
v
e
d
s
tu
d
en
ts
’
m
o
tiv
atio
n
,
wh
ile
Kh
o
u
n
a
et
a
l.
[
1
8
]
f
o
u
n
d
th
at
in
ter
est
-
b
a
s
ed
ed
u
ca
tio
n
al
v
id
eo
g
a
m
es
s
u
s
tain
atten
tio
n
an
d
d
ee
p
en
lear
n
in
g
.
Gam
es
s
u
c
h
as
a
s
lo
wer
s
p
ee
d
o
f
lig
h
t
an
d
Kir
ch
h
o
f
f
’
s
r
e
v
en
g
e
h
av
e
b
ee
n
u
s
ed
to
teac
h
ad
v
a
n
ce
d
to
p
ics
lik
e
s
p
ec
ial
r
elativ
ity
an
d
cir
cu
it
law
s
,
y
ield
in
g
p
o
s
itiv
e
o
u
tc
o
m
es
ac
r
o
s
s
ed
u
ca
tio
n
al
lev
els
[
1
9
]
.
Similar
ly
,
t
h
e
au
t
h
o
r
s
in
[
2
0
]
–
[
2
2
]
d
em
o
n
s
tr
at
ed
th
at
im
m
er
s
iv
e
v
ir
tu
al
r
ea
lity
p
h
y
s
ics
g
am
es
co
m
b
in
in
g
n
ar
r
ativ
e
,
ch
allen
g
e,
an
d
co
llab
o
r
atio
n
im
p
r
o
v
e
m
o
tiv
ati
o
n
an
d
lea
r
n
in
g
.
E
m
p
ir
ical
ev
id
en
ce
f
u
r
th
er
s
u
p
p
o
r
ts
th
e
ef
f
ec
tiv
en
ess
o
f
GB
L
.
Z
en
g
et
a
l.
[
2
3
]
r
ep
o
r
ted
th
at
i
n
ter
ac
tiv
e
en
g
ag
em
en
t
an
d
im
m
ed
iate
f
ee
d
b
ac
k
en
h
an
ce
lear
n
in
g
o
u
tco
m
es.
Au
g
m
e
n
ted
r
ea
lity
p
h
y
s
ics
g
am
es
h
av
e
s
h
o
wn
h
ig
h
e
r
en
g
ag
em
e
n
t,
ac
h
ie
v
em
en
t
,
a
n
d
s
atis
f
ac
tio
n
co
m
p
ar
ed
t
o
tr
ad
itio
n
al
m
eth
o
d
s
[
2
4
]
.
Ku
o
et
a
l.
[
2
5
]
d
em
o
n
s
tr
ated
th
at
th
e
Sp
ac
e
a
d
v
en
tu
r
e
p
h
y
s
ics
g
am
e,
esp
ec
i
ally
wh
en
p
air
e
d
with
s
tr
u
ctu
r
ed
s
ca
f
f
o
l
d
in
g
th
at
im
p
r
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v
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p
r
o
g
r
ess
iv
e
lear
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in
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an
d
s
u
s
tain
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m
o
tiv
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.
Nev
er
th
eless
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th
e
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s
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f
GB
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ad
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p
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f
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all
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in
s
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f
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icien
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ac
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tr
ai
n
in
g
,
a
n
d
tim
e
co
n
s
tr
ain
ts
[
2
6
]
.
I
n
r
e
s
p
o
n
s
e
to
t
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e
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h
a
l
le
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p
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s
tu
d
y
in
t
r
o
d
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P
h
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b
a
l
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a
k
in
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s
t
h
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t
i
c,
c
o
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l
a
b
o
r
a
t
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,
a
n
d
i
n
t
er
a
c
t
iv
e
G
B
L
t
o
o
l
d
e
s
ig
n
ed
t
o
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n
h
a
n
ce
t
h
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t
e
a
ch
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n
g
o
f
f
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c
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a
n
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m
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o
n
a
m
o
n
g
f
o
r
m
t
w
o
s
t
u
d
e
n
t
s
.
U
n
l
ik
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d
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g
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t
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m
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P
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p
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ly
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h
e
t
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p
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p
r
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m
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t
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s
p
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a
n
d
a
l
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s
w
i
t
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t
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M
a
l
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a
n
F
o
r
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wo
S
c
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n
c
e
C
u
r
r
i
cu
l
u
m
(
D
S
K
P
)
,
w
h
i
c
h
em
p
h
a
s
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z
e
s
i
n
q
u
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-
d
r
i
v
en
a
n
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co
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p
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t
en
c
y
-
b
a
s
ed
l
ea
r
n
in
g
.
T
h
i
s
s
tu
d
y
,
th
e
r
e
f
o
r
e
,
ev
a
l
u
a
t
e
s
th
e
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f
f
e
c
t
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e
n
e
s
s
o
f
P
h
y
F
i
z
b
a
ll
i
n
im
p
r
o
v
in
g
s
t
u
d
e
n
t
s
’
co
n
c
ep
t
u
a
l
u
n
d
er
s
t
a
n
d
in
g
o
f
f
o
r
c
e
an
d
m
o
t
io
n
co
m
p
a
r
ed
t
o
tr
ad
i
t
i
o
n
a
l
i
n
s
t
r
u
c
t
io
n
a
l
ap
p
r
o
a
ch
e
s
.
2.
M
E
T
H
O
D
2
.
1
.
Resea
rc
h desi
g
n
T
h
is
s
tu
d
y
em
p
lo
y
e
d
a
q
u
asi
-
ex
p
er
im
e
n
tal
p
r
etest
–
p
o
s
ttes
t
co
n
tr
o
l
g
r
o
u
p
d
esig
n
to
ev
a
lu
ate
th
e
ef
f
ec
tiv
en
ess
o
f
Ph
y
Fizb
all
in
en
h
an
cin
g
s
e
co
n
d
ar
y
s
ch
o
o
l
s
tu
d
en
ts
’
co
n
ce
p
tu
al
u
n
d
er
s
tan
d
in
g
o
f
f
o
r
ce
an
d
m
o
tio
n
.
T
h
e
d
esig
n
e
n
ab
led
m
ea
n
in
g
f
u
l
co
m
p
ar
is
o
n
b
et
wee
n
an
ex
p
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r
im
en
tal
g
r
o
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p
,
wh
ich
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ec
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in
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tr
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Ph
y
Fizb
all,
an
d
a
co
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tr
o
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p
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wh
ic
h
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t
th
r
o
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g
h
co
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v
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t
io
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al
lectu
r
e
-
b
ased
m
eth
o
d
s
co
m
m
o
n
ly
u
s
ed
in
Ma
lay
s
ian
s
ec
o
n
d
ar
y
s
ch
o
o
ls
.
B
o
th
g
r
o
u
p
s
r
ec
eiv
ed
in
s
tr
u
ct
io
n
alig
n
ed
with
th
e
Fo
r
m
T
wo
s
cien
ce
cu
r
r
ic
u
lu
m
d
u
r
i
n
g
two
4
0
-
m
in
u
te
s
ess
io
n
s
p
er
wee
k
o
v
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f
o
u
r
wee
k
s
.
Usi
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th
e
s
am
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teac
h
er
f
o
r
b
o
th
g
r
o
u
p
s
m
in
im
ized
v
ar
iab
ilit
y
in
i
n
s
tr
u
ctio
n
a
l d
eliv
er
y
.
2
.
2
.
P
a
rt
icipa
nts
Par
ticip
an
ts
co
n
s
is
ted
o
f
3
0
Fo
r
m
T
wo
s
tu
d
en
ts
f
r
o
m
th
e
Sek
o
lah
Me
n
en
g
ah
Keb
an
g
s
aa
n
I
n
d
er
a
Ma
h
k
o
ta
2
,
Pek
an
,
Pah
an
g
,
Ma
lay
s
ia.
T
h
e
s
am
p
le
was
d
r
awn
f
r
o
m
two
i
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tact
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o
o
m
s
s
elec
ted
b
ased
o
n
av
ailab
ilit
y
an
d
willin
g
n
ess
to
p
ar
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ate.
Fiftee
n
s
tu
d
en
ts
f
r
o
m
c
lass
A
f
o
r
m
ed
th
e
ex
p
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im
en
tal
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r
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u
p
an
d
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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Ap
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8
8
1
4
P
h
yF
iz
b
a
ll:
a
g
a
me
-
b
a
s
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to
o
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a
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d
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(
Mu
h
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Ja
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575
en
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ag
ed
with
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as
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h
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w
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ile
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teen
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d
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(
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)
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a
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r
r
e
s
i
st
a
n
c
e
.
”
T
ab
le
2
.
I
n
s
tr
u
ctio
n
al
d
esig
n
o
f
th
e
Ph
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Fizb
all
GB
L
to
o
l b
as
ed
o
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o
n
s
tr
u
ctiv
is
t
lear
n
in
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p
r
in
cip
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t
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st
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s’
r
e
a
so
n
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d
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r
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d
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g
a
me
p
l
a
y
.
Th
i
s
a
p
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o
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s
u
p
p
o
r
t
s
l
e
a
r
n
e
r
a
u
t
o
n
o
my
w
h
i
l
e
e
n
s
u
r
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n
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a
n
a
c
c
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r
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r
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g
o
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s
c
i
e
n
t
i
f
i
c
c
o
n
c
e
p
t
s.
2
.
5
.
Cla
s
s
ro
o
m
im
plem
ent
a
t
io
n
T
h
e
in
ter
v
en
tio
n
was c
ar
r
ied
o
u
t o
v
er
f
o
u
r
wee
k
s
.
E
ac
h
s
ess
i
o
n
b
eg
a
n
with
a
b
r
ief
c
o
n
ce
p
t
u
al
r
ev
iew
to
ac
tiv
ate
p
r
io
r
k
n
o
wled
g
e.
Stu
d
en
ts
in
t
h
e
ex
p
er
im
en
tal
g
r
o
u
p
t
h
en
en
g
a
g
ed
i
n
ap
p
r
o
x
im
ately
2
0
m
in
u
tes o
f
g
am
ep
lay
u
s
in
g
Ph
y
Fizb
all,
d
is
cu
s
s
in
g
co
n
ce
p
ts
c
o
llab
o
r
ativ
ely
an
d
r
esp
o
n
d
i
n
g
to
g
u
id
in
g
q
u
esti
o
n
s
.
T
h
e
s
ess
io
n
co
n
clu
d
e
d
with
a
s
tr
u
ctu
r
ed
r
e
f
lectio
n
f
ac
ilit
ated
b
y
th
e
teac
h
er
t
o
co
n
s
o
lid
ate
lear
n
in
g
a
n
d
ad
d
r
ess
m
is
co
n
ce
p
tio
n
s
.
T
h
e
co
n
tr
o
l
g
r
o
u
p
f
o
llo
wed
an
eq
u
iv
alen
t
s
ch
ed
u
le
b
u
t
r
e
ce
iv
ed
tr
ad
itio
n
a
l
lectu
r
e
-
b
ased
in
s
tr
u
ctio
n
.
Fig
u
r
e
2
s
h
o
ws
s
tu
d
en
ts
in
ter
ac
tin
g
with
Ph
y
Fizb
all
wh
ile
ex
p
lo
r
in
g
th
e
co
n
ce
p
t
o
f
f
o
r
ce
an
d
m
o
tio
n
.
2
.
6
.
E
v
a
lua
t
i
o
n m
et
rics
Stu
d
en
ts
’
co
n
ce
p
t
u
al
u
n
d
er
s
tan
d
in
g
was
m
ea
s
u
r
e
d
u
s
in
g
a
v
alid
ated
co
n
ce
p
tu
al
u
n
d
er
s
ta
n
d
in
g
test
co
n
s
is
tin
g
o
f
2
0
item
s
:
1
5
m
u
ltip
le
-
ch
o
ice
q
u
esti
o
n
s
an
d
5
s
tr
u
ctu
r
ed
o
p
en
-
en
d
e
d
q
u
esti
o
n
s
.
T
h
e
item
s
wer
e
ad
ap
ted
f
r
o
m
estab
lis
h
ed
p
h
y
s
ics
co
n
ce
p
t
in
v
en
to
r
ies
an
d
alig
n
ed
with
th
e
n
atio
n
al
cu
r
r
icu
lu
m
.
C
o
n
ten
t
v
alid
ity
was
co
n
f
ir
m
ed
th
r
o
u
g
h
ex
p
e
r
t
r
ev
iew
b
y
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h
r
ee
p
h
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ics
ed
u
ca
to
r
s
,
an
d
a
p
ilo
t
t
est
p
r
o
d
u
ce
d
a
h
ig
h
r
eliab
ilit
y
in
d
ex
(
C
r
o
n
b
ac
h
’
s
alp
h
a
=0
.
8
7
)
.
Data
c
o
llectio
n
co
n
s
is
ted
o
f
th
r
ee
p
h
ases
:
p
r
e
-
test
,
in
s
tr
u
ctio
n
al
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J Ad
v
Ap
p
l Sci
I
SS
N:
2252
-
8
8
1
4
P
h
yF
iz
b
a
ll:
a
g
a
me
-
b
a
s
ed
to
o
l to
en
h
a
n
ce
s
tu
d
en
t’
s
u
n
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ers
ta
n
d
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g
o
f
…
(
Mu
h
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mma
d
A
lfi
Yu
s
r
a
Ja
la
n
i
)
577
in
ter
v
en
tio
n
,
an
d
p
o
s
t
-
test
.
B
o
th
th
e
ex
p
er
im
en
tal
an
d
co
n
tr
o
l
g
r
o
u
p
s
co
m
p
leted
id
e
n
tica
l
p
r
e
-
test
s
an
d
p
o
s
t
-
test
s
.
Stati
s
tical
an
aly
s
es
in
clu
d
ed
p
air
ed
-
s
am
p
les
t
-
test
s
to
d
eter
m
in
e
with
in
-
g
r
o
u
p
im
p
r
o
v
em
en
t
a
n
d
in
d
ep
en
d
en
t
-
s
am
p
les t
-
test
s
to
co
m
p
ar
e
o
u
tco
m
es
b
etwe
en
g
r
o
u
p
s
.
T
h
e
f
o
llo
win
g
h
y
p
o
th
es
es we
r
e
test
ed
:
HO1
: T
h
er
e
is
n
o
s
ig
n
if
ica
n
t d
if
f
er
en
ce
in
p
r
e
-
test
s
co
r
es b
et
wee
n
th
e
ex
p
e
r
im
en
tal
an
d
co
n
tr
o
l g
r
o
u
p
s
.
HO2
: T
h
er
e
is
n
o
s
ig
n
if
ica
n
t d
if
f
er
en
ce
b
etwe
en
p
r
e
-
test
an
d
p
o
s
t
-
test
s
co
r
es in
th
e
ex
p
er
i
m
en
tal
g
r
o
u
p
.
HO3
: T
h
er
e
is
n
o
s
ig
n
if
ica
n
t d
if
f
er
en
ce
b
etwe
en
p
r
e
-
test
an
d
p
o
s
t
-
test
s
co
r
es
in
th
e
co
n
tr
o
l
g
r
o
u
p
.
HO4
: T
h
er
e
is
n
o
s
ig
n
if
ica
n
t d
if
f
er
en
ce
in
p
o
s
t
-
test
s
co
r
es b
etwe
en
th
e
ex
p
er
im
e
n
tal
an
d
co
n
tr
o
l g
r
o
u
p
s
.
All
p
r
o
ce
d
u
r
es
ad
h
e
r
ed
to
eth
ical
r
esear
ch
s
tan
d
ar
d
s
.
Par
ticip
atio
n
was
v
o
lu
n
tar
y
,
an
d
in
f
o
r
m
ed
c
o
n
s
en
t
was
o
b
tain
ed
f
r
o
m
all
s
t
u
d
e
n
ts
an
d
th
eir
g
u
a
r
d
ian
s
p
r
i
o
r
to
d
ata
c
o
llectio
n
.
Fig
u
r
e
2
.
Stu
d
e
n
t in
ter
ac
tio
n
with
Ph
y
Fizb
all
d
u
r
in
g
f
o
r
ce
c
o
n
ce
p
t e
x
p
lo
r
atio
n
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
P
re
-
t
est
s
co
re
co
m
pa
riso
n bet
wee
n g
ro
up
Data
an
aly
s
is
in
T
ab
le
3
u
s
i
n
g
an
in
d
e
p
en
d
e
n
t
s
am
p
les
t
-
test
s
h
o
wed
n
o
s
ig
n
if
ican
t
d
if
f
er
en
ce
b
etwe
en
th
e
p
r
e
-
test
s
co
r
es
o
f
th
e
tr
ea
tm
en
t
g
r
o
u
p
(
M
=
5
7
.
3
3
,
SD
=1
6
.
1
5
)
an
d
th
e
co
n
tr
o
l
g
r
o
u
p
(
M
=6
0
.
9
3
,
SD
=1
0
.
7
3
)
,
with
t
(
2
8
)
=0
.
7
1
9
,
p
=0
.
4
7
8
.
T
h
is
r
esu
lt
in
d
icate
s
th
at
b
o
th
g
r
o
u
p
s
h
ad
s
im
ila
r
lev
els
o
f
u
n
d
er
s
tan
d
i
n
g
b
ef
o
r
e
th
e
in
ter
v
en
tio
n
,
wh
ich
v
alid
ates
th
e
e
q
u
iv
alen
ce
o
f
th
e
g
r
o
u
p
s
at
t
h
e
s
tar
t
o
f
th
e
s
tu
d
y
.
An
in
d
ep
e
n
d
en
t
s
am
p
les
t
-
test
was
co
n
d
u
cted
t
o
co
m
p
ar
e
th
e
p
r
e
-
test
s
co
r
es
b
etwe
en
t
h
e
tr
ea
tm
en
t
g
r
o
u
p
(
Ph
y
Fizb
all)
an
d
th
e
c
o
n
tr
o
l
g
r
o
u
p
(
co
n
v
en
tio
n
al
m
eth
o
d
)
.
T
h
e
m
ea
n
p
r
e
-
test
s
co
r
e
f
o
r
th
e
tr
ea
tm
en
t
g
r
o
u
p
was
M
=5
7
.
3
3
(
SD
=1
6
.
1
5
)
,
wh
ile
th
e
co
n
tr
o
l
g
r
o
u
p
h
a
d
a
m
ea
n
s
co
r
e
o
f
M
=6
0
.
9
3
(
SD
=1
0
.
7
3
)
.
T
h
e
d
if
f
er
en
ce
was
n
o
t
s
tatis
tica
lly
s
ig
n
if
ican
t,
t
(
2
8
)
=0
.
7
1
9
,
p
=0
.
4
7
8
,
in
d
icatin
g
th
at
b
o
th
g
r
o
u
p
s
wer
e
co
m
p
ar
ab
le
i
n
th
eir
in
itial u
n
d
er
s
tan
d
in
g
o
f
f
o
r
ce
an
d
m
o
tio
n
.
T
ab
le
3
.
Pre
-
test
m
ea
n
s
co
r
es f
o
r
Ph
y
Fizb
all
an
d
co
n
tr
o
l g
r
o
u
p
G
r
o
u
p
N
M
e
a
n
SD
t
-
v
a
l
u
e
S
i
g
n
i
f
i
c
a
n
c
e
P
h
y
F
i
z
b
a
l
l
15
5
7
.
3
3
1
6
.
1
5
0
.
7
1
9
0
.
4
7
8
C
o
n
t
r
o
l
15
6
0
.
9
3
1
0
.
7
3
3
.
2
.
L
ea
rning
g
a
ins
in t
he
ex
perim
ent
a
l g
ro
up
A
p
air
ed
s
am
p
les
t
-
test
r
ev
ea
led
a
s
ig
n
if
ican
t
im
p
r
o
v
em
en
t
in
th
e
tr
ea
tm
en
t
g
r
o
u
p
’
s
u
n
d
er
s
tan
d
in
g
af
ter
u
s
in
g
th
e
Ph
y
Fizb
all
g
a
m
e
,
as
s
h
o
wn
in
T
a
b
le
4
.
T
h
e
m
ea
n
s
co
r
e
in
cr
ea
s
ed
f
r
o
m
M
=5
4
.
7
3
(
SD
=1
3
.
5
1
)
in
th
e
p
r
e
-
test
to
M
=
7
7
.
4
0
(
SD
=1
8
.
2
8
)
in
th
e
p
o
s
t
-
test
,
with
t
(
1
4
)
=3
.
5
7
5
,
p
=0
.
0
0
3
.
T
h
is
s
ig
n
if
ican
t
ch
a
n
g
e
d
em
o
n
s
tr
ates
th
at
t
h
e
Ph
y
Fiz
b
all
to
o
l
p
o
s
itiv
ely
i
n
f
lu
en
ce
d
s
tu
d
en
t
p
er
f
o
r
m
a
n
ce
in
th
e
to
p
ic
o
f
f
o
r
ce
an
d
m
o
tio
n
.
T
o
d
eter
m
i
n
e
th
e
ef
f
e
ct
o
f
th
e
Ph
y
Fiz
b
all
teac
h
in
g
t
o
o
l,
a
p
air
ed
s
am
p
les
t
-
test
wa
s
co
n
d
u
cted
with
in
th
e
tr
ea
tm
en
t
g
r
o
u
p
.
T
h
e
p
r
e
-
test
s
co
r
e
was
M
=5
4
.
7
3
(
SD
=1
3
.
5
1
)
,
an
d
th
e
p
o
s
t
-
test
s
co
r
e
was
M
=7
7
.
4
0
(
SD
=1
8
.
2
8
)
.
T
h
e
r
esu
lt
was
s
tatis
t
ically
s
ig
n
if
ican
t,
t
(
1
4
)
=3
.
5
7
5
,
p
=
0
.
0
0
3
,
s
u
g
g
esti
n
g
th
at
th
e
u
s
e
o
f
Ph
y
Fizb
all
s
ig
n
if
ican
tly
im
p
r
o
v
ed
s
tu
d
en
ts
’
co
n
ce
p
tu
al
u
n
d
e
r
s
tan
d
in
g
o
f
f
o
r
ce
an
d
m
o
tio
n
.
T
ab
le
4
.
Ph
y
Fizb
all
g
r
o
u
p
’
s
m
ea
n
s
co
r
e
f
o
r
p
r
e
-
test
an
d
p
o
s
t
-
test
P
h
y
F
i
z
b
a
l
l
N
M
e
a
n
SD
t
-
v
a
l
u
e
S
i
g
n
i
f
i
c
a
n
c
e
Pre
-
t
e
st
15
5
4
.
7
3
1
3
.
5
1
3
.
5
7
5
0
.
0
0
3
P
o
st
-
t
e
st
15
7
7
.
4
0
1
8
.
2
8
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
1
4
I
n
t J Ad
v
Ap
p
l Sci
,
Vo
l.
1
5
,
No
.
2
,
J
u
n
e
2
0
2
6
:
5
7
3
-
582
578
3
.
3
.
L
ea
rning
g
a
ins
in t
he
co
ntr
o
l g
ro
up
A
p
air
ed
s
am
p
les
t
-
test
was
co
n
d
u
cted
to
e
x
am
in
e
th
e
d
if
f
er
en
ce
in
p
er
f
o
r
m
an
c
e
b
etwe
en
th
e
p
r
e
-
a
n
d
p
o
s
t
-
test
s
co
r
es
with
in
th
e
c
o
n
tr
o
l
g
r
o
u
p
.
T
h
e
c
o
n
tr
o
l
g
r
o
u
p
s
h
o
wed
n
o
s
ig
n
if
ican
t
im
p
r
o
v
em
en
t
f
r
o
m
p
r
e
-
test
to
p
o
s
t
-
test
,
as s
h
o
wn
in
T
ab
le
5
.
T
h
e
p
r
e
-
tes
t m
ea
n
s
co
r
e
was M
=6
0
.
9
3
(
SD
=1
0
.
7
3
)
,
wh
ile
th
e
p
o
s
t
-
test
m
ea
n
s
co
r
e
d
ec
lin
ed
s
lig
h
tly
to
M
=5
7
.
2
7
(
SD
=
1
5
.
1
7
)
,
with
t
(
1
4
)
=1
.
4
8
2
,
p
=0
.
1
6
0
.
T
h
is
r
esu
lt
s
u
g
g
ests
th
at
co
n
v
en
tio
n
al
in
s
tr
u
ctio
n
d
id
n
o
t
ef
f
ec
tiv
ely
en
h
an
ce
s
tu
d
e
n
ts
'
co
n
ce
p
tu
al
u
n
d
er
s
tan
d
i
n
g
an
d
m
ay
h
av
e
le
d
to
r
e
d
u
ce
d
p
er
f
o
r
m
an
ce
,
i
n
d
icatin
g
th
at
t
h
e
co
n
v
en
tio
n
al
teac
h
in
g
m
eth
o
d
d
id
n
o
t
p
r
o
d
u
ce
a
m
ea
s
u
r
ab
le
im
p
r
o
v
em
en
t i
n
s
tu
d
en
ts
'
u
n
d
er
s
tan
d
in
g
o
f
f
o
r
ce
an
d
m
o
tio
n
.
T
ab
le
5
.
C
o
n
tr
o
l g
r
o
u
p
’
s
m
ea
n
s
co
r
e
f
o
r
p
r
e
-
test
an
d
p
o
s
t
-
tes
t
C
o
n
t
r
o
l
N
M
e
a
n
SD
t
-
v
a
l
u
e
S
i
g
n
i
f
i
c
a
n
c
e
Pre
-
t
e
st
15
6
0
.
9
3
1
0
.
7
3
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An
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est
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ar
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ased
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T
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im
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th
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t
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t
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th
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lectu
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ased
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tr
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ctio
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y
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n
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ast,
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ck
o
f
s
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b
s
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tial
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elate
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u
p
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,
s
tr
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th
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th
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m
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f
in
d
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g
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T
h
e
im
p
r
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r
m
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ce
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ex
p
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im
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tal
g
r
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p
alig
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r
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ch
d
e
m
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t
r
atin
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p
r
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m
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tu
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in
g
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Stu
d
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n
ts
r
ep
o
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ted
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at
Ph
y
Fizb
all
m
ad
e
ab
s
tr
ac
t
co
n
ce
p
ts
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o
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n
cr
ete
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d
in
tu
itiv
e,
ec
h
o
in
g
f
in
d
in
g
s
f
r
o
m
[
2
7
]
,
[
2
8
]
,
wh
o
n
o
ted
th
at
in
ter
ac
tiv
e
g
am
es
s
tr
en
g
t
h
en
u
n
d
e
r
s
tan
d
in
g
t
h
r
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u
g
h
im
m
ed
iate
f
ee
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b
ac
k
an
d
ac
tiv
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ex
p
lo
r
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.
T
h
e
s
tu
d
en
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p
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itiv
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p
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tio
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jo
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n
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ag
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ir
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b
r
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id
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es
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ter
est
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n
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g
.
I
t
is
im
p
o
r
tan
t
to
n
o
te
th
at
th
e
p
r
e
-
test
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aly
s
is
in
th
is
s
tu
d
y
co
n
f
ir
m
e
d
n
o
s
tatis
tically
s
ig
n
if
ican
t
d
if
f
er
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ce
s
b
etwe
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th
e
ex
p
er
im
en
tal
an
d
co
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tr
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p
s
b
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th
e
i
n
ter
v
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tio
n
.
T
h
is
en
s
u
r
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a
v
alid
b
asis
f
o
r
co
m
p
ar
is
o
n
.
T
h
e
s
u
b
s
tan
tial
im
p
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o
v
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e
n
t
in
th
e
ex
p
er
im
e
n
tal
g
r
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u
p
,
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m
p
ar
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d
to
th
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lim
ited
p
r
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g
r
ess
in
th
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co
n
tr
o
l g
r
o
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p
,
h
ig
h
lig
h
ts
th
e
lim
itatio
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s
o
f
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v
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n
tio
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te
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eth
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.
T
r
ad
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al
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tr
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,
w
h
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o
f
ten
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elies
o
n
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tb
o
o
k
s
a
n
d
teac
h
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led
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r
es,
m
ay
n
o
t
ef
f
ec
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s
u
s
tain
s
tu
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ter
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tific
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ts
.
I
n
co
n
tr
ast,
Ph
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Fizb
all
en
ab
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s
tu
d
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ts
to
en
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with
th
e
f
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m
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p
t
th
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o
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h
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d
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ich
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r
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ities
f
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m
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g
f
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l
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d
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tex
tu
alize
d
lear
n
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g
.
T
h
ese
f
in
d
in
g
s
ar
e
f
u
r
th
er
s
u
p
p
o
r
ted
b
y
p
r
e
v
io
u
s
s
tu
d
ies,
in
cl
u
d
in
g
th
o
s
e
co
n
d
u
cted
[
2
9
]
–
[
3
1
]
,
wh
ic
h
r
e
p
o
r
ted
en
h
an
ce
d
ac
ad
em
ic
p
e
r
f
o
r
m
an
ce
am
o
n
g
s
tu
d
en
ts
e
x
p
o
s
ed
to
GB
L
e
n
v
ir
o
n
m
en
ts
.
Mo
r
eo
v
e
r
,
th
e
r
esu
lts
o
f
th
is
s
tu
d
y
alig
n
with
b
r
o
ad
er
liter
atu
r
e
d
em
o
n
s
tr
atin
g
th
e
p
o
s
itiv
e
im
p
ac
t
o
f
GB
L
o
n
s
cien
ce
ed
u
ca
tio
n
.
T
h
e
au
th
o
r
s
in
[
3
2
]
,
[
3
3
]
r
ep
o
r
t
t
h
at
s
er
io
u
s
g
am
es
en
h
a
n
ce
co
n
ten
t
m
aster
y
,
f
ee
d
b
a
ck
,
e
n
g
ag
em
en
t,
an
d
c
h
allen
g
e
.
W
an
g
an
d
L
ieb
er
o
th
[
3
4
]
f
o
u
n
d
th
at
s
co
r
in
g
a
n
d
au
d
io
cu
e
s
in
cr
ea
s
e
m
o
tiv
atio
n
a
n
d
class
r
o
o
m
p
ar
ticip
atio
n
,
wh
ile
Kir
o
n
an
d
Vass
ilev
a
[
3
5
]
d
em
o
n
s
tr
ated
th
at
p
e
er
-
b
ased
g
am
e
m
ec
h
a
n
ics
s
tr
en
g
th
en
co
g
n
itiv
e
en
g
ag
em
e
n
t
an
d
c
o
o
p
e
r
atio
n
.
Ah
m
ed
et
a
l.
[
3
6
]
s
im
ilar
ly
n
o
ted
h
ig
h
le
v
els
o
f
s
tu
d
en
t
an
d
teac
h
er
s
atis
f
ac
tio
n
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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t J Ad
v
Ap
p
l Sci
I
SS
N:
2252
-
8
8
1
4
P
h
yF
iz
b
a
ll:
a
g
a
me
-
b
a
s
ed
to
o
l to
en
h
a
n
ce
s
tu
d
en
t’
s
u
n
d
ers
ta
n
d
in
g
o
f
…
(
Mu
h
a
mma
d
A
lfi
Yu
s
r
a
Ja
la
n
i
)
579
with
GB
L
s
tr
ateg
ies.
Szk
lan
n
y
et
a
l.
[
3
7
]
f
u
r
th
er
em
p
h
a
s
ized
th
e
ac
ce
s
s
ib
ilit
y
an
d
e
d
u
ca
tio
n
al
v
al
u
e
o
f
g
am
e
-
b
ased
a
p
p
licatio
n
s
in
p
h
y
s
ics in
s
tr
u
ctio
n
.
Desi
g
n
e
d
b
ase
d
o
n
p
r
i
n
ci
p
l
es
o
f
GB
L
a
n
d
c
o
n
s
t
r
u
cti
v
is
t
p
ed
ag
o
g
y
,
P
h
y
Fiz
b
a
ll
p
r
o
v
i
d
es
a
k
i
n
est
h
eti
c,
co
l
la
b
o
r
ati
v
e
,
a
n
d
s
tu
d
en
t
-
ce
n
ter
e
d
lea
r
n
i
n
g
en
v
i
r
o
n
m
e
n
t.
C
o
n
s
tr
u
cti
v
is
t
ap
p
r
o
ac
h
es
h
a
v
e
co
n
s
is
t
e
n
tl
y
s
h
o
w
n
s
tr
o
n
g
p
o
te
n
t
ial
in
s
u
p
p
o
r
t
in
g
s
tu
d
e
n
ts
’
u
n
d
er
s
t
a
n
d
in
g
o
f
a
b
s
tr
a
ct
co
n
c
e
p
ts
.
Fo
r
e
x
am
p
l
e,
A
b
d
i
k
a
d
y
r
et
a
l
.
[
3
8
]
f
o
u
n
d
t
h
a
t
c
o
n
s
t
r
u
cti
v
is
t
m
et
h
o
d
s
s
i
g
n
if
ic
an
tl
y
i
m
p
r
o
v
e
d
c
o
m
p
r
e
h
en
s
io
n
o
f
m
e
ch
an
ics
,
w
h
il
e
J
e
m
b
e
r
i
e
[
3
9
]
n
o
te
d
t
h
at
t
ea
c
h
er
s
p
e
r
ce
iv
e
th
ese
m
e
th
o
d
s
as
ali
g
n
e
d
wi
th
c
u
r
r
i
c
u
l
u
m
e
x
p
ec
tat
io
n
s
.
Ki
n
est
h
et
ic
le
a
r
n
in
g
als
o
p
la
y
s
a
n
i
m
p
o
r
ta
n
t
r
o
le
i
n
c
o
n
ce
p
t
u
al
d
e
v
el
o
p
m
e
n
t
.
Mo
ti
o
n
-
b
as
ed
s
y
s
te
m
s
s
u
ch
as
Ki
n
e
ct
-
b
ase
d
p
h
y
s
ics
p
la
tf
o
r
m
s
[
4
0
]
h
a
v
e
b
ee
n
s
h
o
wn
to
i
m
p
r
o
v
e
b
o
t
h
m
o
ti
v
a
ti
o
n
an
d
c
o
n
ce
p
t
u
a
l p
r
ec
is
i
o
n
,
a
n
d
m
o
r
e
r
e
ce
n
t
s
tu
d
i
es
[
3
5
]
,
[
3
6
]
h
i
g
h
li
g
h
t
th
e
v
a
lu
e
o
f
t
ac
t
ile
,
lo
w
-
co
s
t
e
d
u
c
ati
o
n
a
l
g
am
es
i
n
f
o
s
t
er
in
g
ac
ti
v
e
le
ar
n
i
n
g
,
c
o
ll
ab
o
r
a
ti
o
n
,
an
d
e
x
p
l
o
r
ati
o
n
.
C
o
m
p
le
m
e
n
t
ar
y
f
in
d
i
n
g
s
f
r
o
m
[
4
1
]
,
[
4
2
]
s
h
o
w
t
h
at
m
u
lti
-
r
e
p
r
ese
n
t
ati
o
n
g
a
m
es
an
d
l
o
w
-
c
o
s
t
s
cie
n
c
e,
t
ec
h
n
o
l
o
g
y
,
e
n
g
i
n
ee
r
i
n
g
,
a
n
d
m
at
h
e
m
a
tics
(
ST
E
M)
t
o
o
ls
e
n
h
a
n
c
e
c
o
g
n
iti
v
e
p
e
r
f
o
r
m
a
n
ce
a
n
d
o
v
e
r
c
o
m
e
li
m
it
ati
o
n
s
in
la
b
o
r
ato
r
y
r
eso
u
r
c
es.
T
o
g
et
h
e
r
,
t
h
i
s
b
o
d
y
o
f
li
te
r
at
u
r
e
s
i
tu
ates
P
h
y
Fiz
b
a
ll
wi
t
h
in
an
ev
i
d
en
ce
-
b
ase
d
t
r
a
d
it
io
n
o
f
c
o
n
s
t
r
u
cti
v
is
t
an
d
k
in
est
h
e
tic
i
n
s
t
r
u
cti
o
n
a
l t
o
o
ls
.
T
h
e
h
an
d
s
-
o
n
,
em
b
o
d
ie
d
lear
n
in
g
ex
p
er
ien
ce
p
r
o
v
id
ed
b
y
Ph
y
Fizb
all
ap
p
ea
r
s
to
b
e
a
k
e
y
m
ec
h
an
is
m
f
o
r
th
ese
im
p
r
o
v
e
m
en
ts
.
T
h
e
p
h
y
s
ical
m
o
v
em
e
n
t
o
f
th
e
b
all
alo
n
g
d
if
f
er
en
t
p
ath
way
s
allo
wed
s
tu
d
en
ts
to
d
ir
ec
tly
o
b
s
er
v
e
p
r
in
cip
les
s
u
ch
as
ap
p
lied
f
o
r
ce
,
in
er
tia,
f
r
ictio
n
,
an
d
ac
tio
n
–
r
ea
ctio
n
.
T
h
is
in
ter
ac
tiv
e
p
r
o
ce
s
s
alig
n
s
with
co
n
s
tr
u
ctiv
is
t
th
eo
r
y
,
wh
ic
h
p
o
s
its
th
at
s
tu
d
en
ts
lear
n
b
est
wh
en
th
ey
ac
tiv
ely
co
n
s
tr
u
ct
m
ea
n
in
g
th
r
o
u
g
h
e
x
p
lo
r
atio
n
an
d
r
ef
lectio
n
.
T
h
e
to
o
l’
s
e
m
b
ed
d
ed
q
u
esti
o
n
in
g
s
tr
ateg
ies
f
u
r
th
e
r
p
r
o
m
o
te
d
co
n
ce
p
tu
al
r
e
f
in
em
en
t
b
y
p
r
o
m
p
tin
g
s
tu
d
e
n
ts
to
ex
p
lain
th
e
s
cien
tific
p
r
in
cip
l
es
u
n
d
er
ly
in
g
ea
ch
o
b
s
er
v
atio
n
.
T
h
ese
f
ea
tu
r
es
h
elp
ed
s
tu
d
en
ts
co
n
f
r
o
n
t
th
eir
m
is
co
n
ce
p
tio
n
s
,
lead
in
g
to
m
o
r
e
ac
cu
r
ate
co
n
ce
p
tu
al
f
r
am
ewo
r
k
s
.
I
n
a
d
d
itio
n
to
co
n
ce
p
tu
al
g
ain
s
,
t
h
e
g
am
e
f
o
s
ter
ed
co
llab
o
r
ativ
e
lear
n
in
g
a
n
d
th
e
d
ev
elo
p
m
e
n
t
o
f
s
o
f
t
s
k
ills
s
u
ch
as
co
m
m
u
n
icatio
n
,
team
wo
r
k
,
an
d
s
h
ar
e
d
p
r
o
b
lem
-
s
o
lv
in
g
.
T
h
ese
o
u
tco
m
es
ar
e
co
n
s
is
ten
t
with
t
h
e
g
o
als
o
f
Ma
lay
s
ia’
s
DSKP
cu
r
r
icu
l
u
m
,
wh
ic
h
em
p
h
asizes
in
q
u
ir
y
,
co
m
m
u
n
icatio
n
,
an
d
co
m
p
eten
cy
-
b
ased
lear
n
in
g
.
T
h
e
alig
n
m
en
t b
etwe
en
Ph
y
Fizb
all
an
d
th
ese
cu
r
r
icu
lar
p
r
i
o
r
ities
s
tr
en
g
th
en
s
th
e
in
s
tr
u
ctio
n
al
r
elev
an
ce
o
f
t
h
e
to
o
l a
n
d
s
u
g
g
ests
th
a
t it
ca
n
s
u
p
p
o
r
t b
o
t
h
co
g
n
itiv
e
an
d
s
o
cial
d
im
en
s
io
n
s
o
f
s
cien
ce
lear
n
in
g
.
T
h
e
s
tu
d
y
’
s
r
esu
lts
ar
e
also
n
o
tab
le
in
th
e
co
n
tex
t
o
f
ed
u
ca
tio
n
al
e
q
u
ity
.
Ma
n
y
r
u
r
al
an
d
u
n
d
er
f
u
n
d
e
d
s
ch
o
o
ls
in
Ma
l
ay
s
ia
f
ac
e
lim
ited
ac
ce
s
s
t
o
d
ig
ital
lear
n
in
g
t
o
o
ls
d
u
e
to
in
f
r
a
s
tr
u
ctu
r
al
co
n
s
tr
ain
ts
.
T
h
e
lo
w
-
co
s
t,
n
o
n
-
d
ig
ital
n
atu
r
e
o
f
Ph
y
Fizb
all
o
f
f
er
s
a
p
r
ac
tical
alter
n
ativ
e
f
o
r
s
u
ch
s
ettin
g
s
.
C
o
n
s
tr
u
cted
f
r
o
m
in
e
x
p
en
s
iv
e
an
d
lo
ca
lly
av
ailab
le
m
ate
r
ials
,
th
e
to
o
l
ca
n
b
e
r
ep
lica
ted
ea
s
ily
with
o
u
t
r
elian
ce
o
n
elec
tr
icity
o
r
in
te
r
n
et
co
n
n
ec
tiv
ity
.
T
h
is
ac
ce
s
s
i
b
ilit
y
allo
ws
s
tu
d
en
ts
in
r
eso
u
r
ce
-
lim
ited
s
ch
o
o
ls
to
b
en
e
f
it
f
r
o
m
in
ter
ac
tiv
e
lear
n
in
g
e
x
p
er
ie
n
ce
s
th
at
ar
e
ty
p
ically
a
v
ailab
le
o
n
ly
i
n
b
etter
-
e
q
u
ip
p
e
d
en
v
ir
o
n
m
en
ts
.
Mo
r
eo
v
e
r
,
with
m
in
im
al
ad
ju
s
tm
en
ts
to
lay
o
u
t
o
r
q
u
esti
o
n
p
r
o
m
p
ts
,
th
e
s
am
e
f
r
am
ewo
r
k
ca
n
b
e
ad
ap
te
d
to
o
th
er
p
h
y
s
ics
to
p
ics
s
u
ch
as
m
o
m
e
n
tu
m
,
e
n
er
g
y
tr
an
s
f
o
r
m
atio
n
,
o
r
p
r
ess
u
r
e
,
th
er
eb
y
ex
ten
d
in
g
its
ed
u
ca
tio
n
al
life
s
p
an
an
d
s
u
p
p
o
r
tin
g
in
ter
d
is
cip
lin
ar
y
in
teg
r
atio
n
ac
r
o
s
s
STE
M
s
u
b
jects.
Su
s
tain
ed
ad
o
p
tio
n
also
d
e
p
en
d
s
o
n
teac
h
er
s
u
p
p
o
r
t.
Sh
o
r
t
wo
r
k
s
h
o
p
s
o
r
p
ee
r
-
s
h
ar
in
g
s
ess
io
n
s
ca
n
i
n
tr
o
d
u
ce
teac
h
e
r
s
to
th
e
to
o
l’
s
co
n
s
tr
u
ctio
n
,
g
a
m
e
p
lay
,
an
d
f
ac
ilit
atio
n
s
tr
ateg
i
es.
Su
ch
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
o
p
p
o
r
tu
n
ities
ca
n
s
tr
en
g
th
en
teac
h
er
c
o
n
f
i
d
en
ce
,
en
co
u
r
ag
e
in
n
o
v
atio
n
,
an
d
cr
ea
te
co
llab
o
r
ativ
e
s
p
ac
es
f
o
r
ad
ap
tin
g
Ph
y
Fizb
all
to
d
iv
er
s
e
class
r
o
o
m
n
ee
d
s
.
W
ith
ad
m
in
is
tr
ativ
e
s
u
p
p
o
r
t a
n
d
co
m
m
u
n
ity
in
v
o
l
v
em
en
t,
th
e
to
o
l
h
as
th
e
p
o
ten
tial to
e
v
o
lv
e
f
r
o
m
a
s
in
g
le
-
class
r
o
o
m
in
n
o
v
atio
n
i
n
to
a
s
ca
lab
le,
teac
h
er
-
d
r
iv
e
n
i
n
s
tr
u
ctio
n
al
m
o
d
el.
Desp
ite
th
ese
s
tr
en
g
th
s
,
s
ev
er
al
lim
itatio
n
s
m
u
s
t
b
e
ac
k
n
o
wled
g
ed
.
First,
th
e
s
m
all
s
am
p
le
s
ize
an
d
s
in
g
le
-
s
ch
o
o
l
im
p
le
m
en
tatio
n
lim
it
g
en
e
r
aliza
b
ilit
y
.
Seco
n
d
,
t
h
e
f
o
u
r
-
wee
k
d
u
r
atio
n
m
ay
n
o
t
ca
p
tu
r
e
lo
n
g
-
ter
m
r
eten
tio
n
o
r
th
e
d
u
r
ab
ilit
y
o
f
co
n
c
e
p
tu
al
ch
a
n
g
e.
T
h
ir
d
,
a
f
f
ec
tiv
e
o
u
tco
m
es
s
u
c
h
as
attitu
d
es
to
war
d
p
h
y
s
ics,
m
o
tiv
atio
n
,
an
d
en
jo
y
m
en
t
wer
e
n
o
t
f
o
r
m
ally
ass
ess
ed
,
alth
o
u
g
h
s
tu
d
en
t
co
m
m
e
n
ts
s
u
g
g
est
p
o
s
itiv
e
ex
p
er
ien
ce
s
.
Fu
tu
r
e
r
esear
ch
s
h
o
u
ld
th
er
e
f
o
r
e
co
n
s
id
er
lar
g
e
r
an
d
m
o
r
e
d
iv
er
s
e
s
am
p
l
es,
lo
n
g
er
in
ter
v
en
tio
n
p
er
io
d
s
,
a
n
d
t
h
e
in
clu
s
io
n
o
f
q
u
alitativ
e
d
ata
(
s
u
c
h
as
i
n
ter
v
iews
o
r
class
r
o
o
m
o
b
s
er
v
atio
n
s
)
to
en
r
ic
h
u
n
d
er
s
tan
d
i
n
g
o
f
h
o
w
an
d
wh
y
GB
L
in
f
lu
en
ce
s
c
o
n
ce
p
tu
al
d
ev
elo
p
m
e
n
t.
T
h
e
f
in
d
i
n
g
s
also
h
ig
h
lig
h
t
th
e
im
p
o
r
tan
ce
o
f
teac
h
e
r
p
r
e
p
ar
at
io
n
an
d
o
n
g
o
in
g
s
u
p
p
o
r
t.
4.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
e
x
am
in
ed
th
e
ef
f
ec
tiv
en
ess
o
f
Ph
y
Fizb
all,
a
lo
w
-
co
s
t
an
d
k
i
n
esth
etic
GB
L
to
o
l,
in
im
p
r
o
v
in
g
Fo
r
m
T
wo
s
tu
d
en
t
s
’
u
n
d
er
s
tan
d
in
g
o
f
f
o
r
ce
a
n
d
m
o
tio
n
.
T
h
e
f
in
d
in
g
s
d
em
o
n
s
tr
ated
th
at
s
tu
d
en
ts
wh
o
en
g
ag
e
d
with
P
h
y
Fizb
all
ac
h
iev
ed
s
ig
n
if
ican
tly
h
ig
h
er
co
n
ce
p
t
u
al
g
ain
s
th
an
th
o
s
e
tau
g
h
t
th
r
o
u
g
h
co
n
v
en
tio
n
al
lectu
r
e
-
b
ased
i
n
s
tr
u
ctio
n
.
B
y
tr
an
s
f
o
r
m
in
g
ab
s
tr
ac
t
p
h
y
s
ics
p
r
in
cip
les
i
n
to
in
ter
ac
tiv
e
an
d
tan
g
ib
le
ex
p
e
r
ien
ce
s
,
Ph
y
Fizb
all
h
elp
ed
co
r
r
ec
t
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o
m
b
i
n
e
s
with
a
g
r
o
win
g
p
a
ss
io
n
f
o
r
in
n
o
v
a
ti
v
e
p
e
d
a
g
o
g
ica
l
m
e
th
o
d
s.
His
p
rima
ry
re
se
a
rc
h
in
tere
st
li
e
s
i
n
g
a
m
e
-
b
a
se
d
lea
rn
in
g
(G
BL),
with
a
sp
e
c
ial
e
m
p
h
a
sis
o
n
i
ts
a
p
p
li
c
a
ti
o
n
s
in
p
h
y
sic
s
in
stru
c
ti
o
n
.
He
is
p
a
rti
c
u
larl
y
d
ra
wn
t
o
e
x
p
lo
ri
n
g
h
o
w
i
n
tera
c
ti
v
e
sim
u
latio
n
s
a
n
d
g
a
m
ifi
e
d
e
x
p
e
rien
c
e
s
c
a
n
e
n
h
a
n
c
e
stu
d
e
n
t
e
n
g
a
g
e
m
e
n
t,
c
o
n
c
e
p
t
u
a
l
u
n
d
e
rsta
n
d
i
n
g
,
a
n
d
m
o
ti
v
a
ti
o
n
in
c
o
m
p
lex
p
h
y
sic
s
to
p
ics
.
He
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
a
lfi
y
u
sra
jala
n
i@g
m
a
il
.
c
o
m
.
Adi
b
a
h
Abu
Ba
k
a
r
is
a
se
n
i
o
r
lec
tu
re
r
a
t
t
h
e
De
p
a
rtme
n
t
o
f
Bi
o
lo
g
y
,
F
a
c
u
lt
y
o
f
S
c
ien
c
e
a
n
d
M
a
th
e
m
a
ti
c
s,
Un
i
v
e
rsiti
P
e
n
d
id
i
k
a
n
S
u
lt
a
n
Id
ris,
M
a
lay
sia
.
Wi
t
h
a
stro
n
g
fo
u
n
d
a
ti
o
n
i
n
m
o
lec
u
lar
b
i
o
lo
g
y
,
h
e
r
re
se
a
rc
h
sp
a
n
s
e
n
v
iro
n
m
e
n
tal
DN
A
(e
DN
A)
a
p
p
li
c
a
ti
o
n
s,
m
o
lec
u
lar
d
iag
n
o
stics
,
a
n
d
b
io
d
i
v
e
rsity
m
o
n
it
o
rin
g
.
S
h
e
h
a
s
le
d
a
n
d
c
o
n
tri
b
u
te
d
t
o
n
u
m
e
ro
u
s
n
a
ti
o
n
a
l
a
n
d
in
tern
a
ti
o
n
a
l
re
se
a
rc
h
p
r
o
jec
ts,
p
a
rti
c
u
larly
in
e
n
v
ir
o
n
m
e
n
tal
c
o
n
se
rv
a
ti
o
n
a
n
d
p
u
b
li
c
h
e
a
lt
h
,
u
sin
g
m
o
lec
u
lar
t
o
o
ls.
S
h
e
h
a
s
a
lso
c
o
n
tri
b
u
ted
sig
n
ifi
c
a
n
t
ly
t
o
S
TE
M
a
n
d
sc
ien
c
e
e
d
u
c
a
ti
o
n
th
r
o
u
g
h
g
a
m
e
-
b
a
se
d
lea
rn
in
g
i
n
n
o
v
a
t
io
n
s.
I
n
t
h
e
c
u
rre
n
t
p
a
p
e
r,
s
h
e
g
u
id
e
d
th
e
r
e
se
a
rc
h
d
e
si
g
n
,
p
ro
v
id
e
d
c
ri
ti
c
a
l
in
si
g
h
ts
i
n
to
t
h
e
i
n
teg
ra
ti
o
n
o
f
m
o
lec
u
lar
c
o
n
c
e
p
ts
i
n
to
e
d
u
c
a
ti
o
n
a
l
to
o
ls,
a
n
d
o
v
e
rsa
w
m
a
n
u
sc
rip
t
d
e
v
e
lo
p
m
e
n
t.
He
r
in
terd
isc
ip
li
n
a
ry
e
x
p
e
rti
se
h
a
s
b
e
e
n
p
i
v
o
tal
i
n
b
rid
g
in
g
sc
ien
ti
fi
c
rig
o
r
wit
h
e
n
g
a
g
in
g
p
e
d
a
g
o
g
ic
a
l
stra
te
g
ies
,
p
a
rti
c
u
larly
i
n
p
ro
m
o
ti
n
g
i
n
q
u
iry
-
b
a
se
d
a
n
d
i
n
t
e
ra
c
ti
v
e
sc
ien
c
e
e
d
u
c
a
ti
o
n
.
S
h
e
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
a
d
ib
a
h
@fsm
t.
u
p
si.ed
u
.
m
y
.
S
y
a
z
wa
n
S
a
i
d
in
is
a
se
n
io
r
lec
tu
re
r
in
th
e
De
p
a
rtme
n
t
o
f
Bi
o
lo
g
y
,
F
a
c
u
lt
y
o
f
S
c
ien
c
e
a
n
d
M
a
th
e
m
a
ti
c
s,
Un
iv
e
rsiti
P
e
n
d
i
d
i
k
a
n
S
u
lt
a
n
Id
ris.
He
h
o
l
d
s
a
P
h
.
D
.
i
n
M
o
lec
u
lar
M
e
d
icin
e
fro
m
Un
i
v
e
rsiti
S
a
in
s
M
a
lay
sia
,
with
a
c
a
d
e
m
ic ex
p
e
rti
se
in
g
e
n
e
ti
c
s,
p
ro
teo
m
ics
,
a
n
d
p
a
ra
sito
l
o
g
y
.
His
re
se
a
rc
h
p
rim
a
ril
y
c
e
n
ters
o
n
th
e
m
o
lec
u
lar
e
p
id
e
m
io
l
o
g
y
o
f
p
a
ra
siti
c
in
fe
c
ti
o
n
s,
t
h
e
a
p
p
li
c
a
ti
o
n
o
f
e
n
v
i
ro
n
m
e
n
tal
DN
A
(e
DN
A),
a
n
d
t
h
e
d
e
v
e
l
o
p
m
e
n
t
o
f
d
iag
n
o
sti
c
to
o
ls.
C
u
rre
n
tl
y
,
h
is
re
se
a
rc
h
a
lso
e
m
p
h
a
siz
e
s
imp
ro
v
in
g
e
d
u
c
a
t
io
n
a
l
p
ra
c
ti
c
e
s
th
ro
u
g
h
th
e
c
re
a
ti
o
n
o
f
in
n
o
v
a
ti
v
e
tea
c
h
in
g
a
id
s
a
ime
d
a
t
e
n
h
a
n
c
i
n
g
st
u
d
e
n
ts’
c
o
n
c
e
p
t
u
a
l
u
n
d
e
rsta
n
d
i
n
g
.
Th
is
wo
r
k
re
flec
ts
h
is
c
o
m
m
it
m
e
n
t
t
o
m
a
k
i
n
g
c
o
m
p
lex
sc
ien
ti
fic
c
o
n
c
e
p
ts
m
o
re
a
c
c
e
ss
ib
le
a
n
d
e
n
g
a
g
i
n
g
f
o
r
lea
rn
e
rs.
H
is
c
o
n
tri
b
u
ti
o
n
s
e
x
e
m
p
li
f
y
h
is
d
e
d
ica
ti
o
n
t
o
b
o
th
sc
ien
ti
fic
i
n
q
u
iry
a
n
d
e
d
u
c
a
ti
o
n
a
l
in
n
o
v
a
ti
o
n
.
He
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
sy
a
z
wa
n
@fs
m
t.
u
p
si.ed
u
.
m
y
.
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