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Artifi
c
ial
i
n
telli
g
e
n
c
e
(AI)
h
a
s
a
d
v
a
n
c
e
d
i
n
t
h
e
p
o
st
-
p
a
n
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m
ic
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ra
a
n
d
is
u
n
a
v
o
id
a
b
le
in
tea
c
h
in
g
a
n
d
lea
rn
in
g
.
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c
h
e
rs
’
p
e
rc
e
p
ti
o
n
s,
a
s
t
h
e
p
rima
ry
g
a
tek
e
e
p
e
rs,
a
re
e
ss
e
n
ti
a
l
fo
r
e
n
su
rin
g
q
u
a
l
it
y
e
d
u
c
a
ti
o
n
a
n
d
in
c
lu
siv
e
c
las
sro
o
m
s,
with
AI
a
s
a
c
o
ll
a
b
o
ra
to
r
.
W
h
il
e
s
o
m
e
tea
c
h
e
rs
re
sist
th
e
se
tec
h
n
o
l
o
g
ica
l
sh
ift
s,
o
th
e
rs
a
re
a
c
ti
v
e
ly
a
d
a
p
ti
n
g
a
n
AI
-
a
ss
isted
tea
c
h
in
g
a
p
p
ro
a
c
h
.
We
c
o
n
d
u
c
ted
th
is
stu
d
y
t
o
u
n
d
e
rsta
n
d
t
h
e
re
a
so
n
s
f
o
r
tea
c
h
e
rs
’
re
sista
n
c
e
(c
h
a
ll
e
n
g
e
s
a
n
d
d
iffi
c
u
lt
ies
)
a
n
d
h
o
w
th
e
y
p
e
rc
e
iv
e
th
e
u
se
o
f
AI
in
t
h
e
tea
c
h
in
g
,
lea
rn
i
n
g
,
a
n
d
a
s
se
ss
m
e
n
t
p
ro
c
e
ss
,
b
e
c
a
u
se
th
e
fi
rst
ste
p
i
n
e
ffe
c
ti
v
e
in
c
o
rp
o
ra
ti
o
n
is
h
a
v
in
g
a
fa
v
o
ra
b
le
a
tt
it
u
d
e
t
o
wa
rd
s
it
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n
c
e
,
th
is
stu
d
y
e
x
p
l
o
re
d
th
e
p
e
rc
e
p
ti
o
n
s
o
f
1
5
se
c
o
n
d
a
ry
p
ri
v
a
te
sc
h
o
o
l
tea
c
h
e
rs,
se
lec
ted
th
ro
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g
h
p
u
r
p
o
si
v
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sa
m
p
l
in
g
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re
g
a
rd
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g
t
h
e
i
n
c
o
rp
o
ra
ti
o
n
o
f
AI
in
t
o
tea
c
h
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g
,
lea
rn
i
n
g
,
a
n
d
a
ss
e
ss
m
e
n
t
p
r
o
c
e
ss
e
s,
a
s
w
e
ll
a
s
th
e
c
h
a
ll
e
n
g
e
s
th
e
y
fa
c
e
d
.
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e
re
se
a
rc
h
e
rs
d
e
v
e
lo
p
e
d
a
n
in
-
d
e
p
t
h
i
n
terv
iew
sc
h
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d
u
le
a
n
d
c
o
n
d
u
c
ted
i
n
terv
iew
s
t
o
u
n
d
e
rsta
n
d
p
a
rti
c
ip
a
n
ts
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p
e
rc
e
p
ti
o
n
s
a
n
d
c
h
a
ll
e
n
g
e
s.
Th
e
d
a
ta
is
a
n
a
ly
z
e
d
f
o
ll
o
win
g
th
e
th
e
m
a
ti
c
a
n
a
ly
sis
ste
p
s
b
y
Bra
u
n
a
n
d
Clark
e
.
Th
e
m
a
ti
c
a
n
a
ly
sis
re
v
e
a
led
th
a
t
tea
c
h
e
rs
d
e
m
o
n
stra
ted
a
p
o
siti
v
e
u
n
d
e
rsta
n
d
i
n
g
t
o
wa
rd
s
t
h
e
p
e
d
a
g
o
g
ica
l
re
lev
a
n
c
e
o
f
AI,
ra
t
h
e
r
th
a
n
m
e
re
ly
h
a
v
in
g
a
fa
v
o
ra
b
le
p
e
rc
e
p
ti
o
n
.
F
u
rth
e
rm
o
re
,
tea
c
h
e
rs
p
re
d
o
m
in
a
n
tl
y
v
iew
e
d
AI
a
s
a
n
a
d
d
it
i
o
n
a
l
t
o
o
l
to
e
n
h
a
n
c
e
th
e
e
ffe
c
ti
v
e
n
e
ss
o
f
k
n
o
wle
d
g
e
tran
sa
c
ti
o
n
s
a
n
d
in
str
u
c
ti
o
n
a
l
d
e
sig
n
.
T
h
e
c
h
a
ll
e
n
g
e
s
in
c
lu
d
e
in
fr
a
stru
c
tu
re
a
c
c
e
s
sib
il
it
y
a
n
d
p
r
o
fe
ss
io
n
a
l
tr
a
in
in
g
;
ti
m
e
m
a
n
a
g
e
m
e
n
t
fo
r
p
r
e
p
a
ra
ti
o
n
,
sk
il
l
u
p
d
a
ti
n
g
,
a
n
d
f
u
lfi
ll
in
g
v
a
ri
e
d
tea
c
h
in
g
a
n
d
o
th
e
r
re
sp
o
n
sib
i
li
ti
e
s;
th
e
in
a
b
il
i
ty
to
v
e
rif
y
t
h
e
a
c
c
u
ra
c
y
o
f
i
n
fo
rm
a
ti
o
n
;
a
n
d
p
a
re
n
tal
m
in
d
se
t.
T
h
is
stu
d
y
o
ffe
rs
i
n
sig
h
ts
fo
r
d
e
v
e
l
o
p
in
g
AI
-
a
i
d
e
d
tea
c
h
e
r
train
i
n
g
a
n
d
re
lev
a
n
t
c
u
rricu
la fo
r
sc
h
o
o
ls.
K
ey
w
o
r
d
s
:
Ar
tific
ial
in
tellig
en
ce
Attitu
d
e
an
d
ch
allen
g
es
Dig
ital sk
ills
T
ea
ch
er
s
T
ea
ch
in
g
,
lear
n
in
g
,
an
d
ass
es
s
m
en
t
T
h
is i
s
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p
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n
a
c
c
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ss
a
rticle
u
n
d
e
r th
e
CC B
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SA
li
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se
.
C
o
r
r
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s
p
o
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A
uth
o
r
:
I
s
h
an
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ak
Sch
o
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l o
f
E
d
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ca
tio
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,
C
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Dee
m
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to
b
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U
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s
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)
Ho
s
u
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in
R
o
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B
h
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a
n
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ag
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Po
s
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B
en
g
alu
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u
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Kar
n
ata
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a,
I
n
d
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E
m
ail: ish
an
i.b
asak
@
r
es.c
h
r
is
tu
n
iv
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s
ity
.
in
1.
I
NT
RO
D
UCT
I
O
N
T
h
e
u
s
e
o
f
a
r
tific
ial
i
n
tellig
e
n
ce
(
AI
)
h
as
g
r
o
wn
ex
p
o
n
e
n
tially
ac
r
o
s
s
m
u
ltip
le
s
ec
to
r
s
in
r
ec
en
t
y
ea
r
s
,
in
f
iltra
tin
g
t
h
e
ed
u
ca
tio
n
al
lan
d
s
ca
p
e,
an
d
it
was
n
ec
ess
ar
y
to
im
p
r
o
v
e
th
e
q
u
al
ity
o
f
teac
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n
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lear
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in
g
to
b
u
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th
e
co
m
p
ete
n
cies
r
eq
u
ir
ed
in
th
e
2
1
s
t
ce
n
tu
r
y
[
1
]
.
Alth
o
u
g
h
m
an
y
ed
u
ca
t
o
r
s
em
p
h
asized
th
e
n
ee
d
f
o
r
AI
in
te
g
r
atio
n
in
ed
u
ca
tio
n
,
th
e
p
ac
e
o
f
its
im
p
lem
en
tatio
n
was
v
er
y
s
lo
w.
Ho
we
v
er
,
th
e
C
OVI
D
-
19
p
an
d
em
ic
m
ad
e
AI
an
i
n
ev
ita
b
le
p
ar
t
o
f
th
e
teac
h
in
g
,
lea
r
n
in
g
,
a
n
d
ass
ess
m
en
t
p
r
o
ce
s
s
.
As
lear
n
in
g
m
o
v
e
d
f
r
o
m
o
f
f
lin
e
to
o
n
lin
e
a
n
d
t
h
en
to
h
y
b
r
i
d
m
o
d
e
,
tech
n
o
lo
g
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b
ec
a
m
e
in
teg
r
al
i
n
s
u
s
tain
in
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ed
u
c
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p
r
o
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s
s
es.
Du
r
in
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th
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p
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e
m
ic,
th
e
in
co
r
p
o
r
atio
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o
f
AI
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ca
tio
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(
AI
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b
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,
d
esp
ite
Evaluation Warning : The document was created with Spire.PDF for Python.
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2
2
A
r
tifi
cia
l in
tellig
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u
s
a
g
e
in
th
e
tea
ch
in
g
-
lea
r
n
in
g
p
r
o
ce
s
s
:
p
ercep
tio
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a
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d
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llen
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s
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n
i B
a
s
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k
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3125
in
s
u
f
f
icien
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p
r
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r
o
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m
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y
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v
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en
t
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d
lear
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p
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u
ce
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n
ce
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e
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p
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x
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th
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f
icien
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in
co
r
p
o
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to
o
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to
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a
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d
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o
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s
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ev
en
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tr
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ex
ter
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a
l
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ce
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io
s
s
u
ch
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p
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s
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p
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ic,
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er
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av
e
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e
en
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asti
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ch
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h
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wa
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en
tire
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g
-
lear
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s
is
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.
T
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er
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as
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in
cr
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len
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lear
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o
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ir
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al
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n
g
[
2
]
.
Stu
d
en
ts
h
a
v
e
b
ec
o
m
e
in
cr
ea
s
in
g
l
y
attu
n
e
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s
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g
lear
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an
aly
tics
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ash
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o
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s
,
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ap
tiv
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g
s
y
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tem
s
,
an
d
au
to
m
ated
ass
es
s
m
en
ts
.
T
h
ese
tea
ch
in
g
-
lear
n
in
g
aid
s
en
ab
le
teac
h
er
s
to
id
en
tif
y
we
ak
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d
s
h
y
s
tu
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e
n
ts
,
ca
ter
to
d
iv
er
s
e
lear
n
er
s
,
a
n
d
f
o
s
ter
an
in
clu
s
iv
e
class
r
o
o
m
en
v
ir
o
n
m
en
t
[
3
]
.
Alth
o
u
g
h
m
an
y
teac
h
e
r
s
wer
e
u
n
eq
u
ip
p
e
d
f
o
r
th
e
AI
-
ai
d
ed
t
r
an
s
itio
n
f
r
o
m
th
e
tr
a
d
itio
n
al
m
eth
o
d
,
th
ey
h
av
e
b
ee
n
co
m
p
elled
to
b
ec
o
m
e
f
am
iliar
with
AI
teac
h
in
g
aid
s
.
T
h
e
s
h
if
t
in
p
ed
a
g
o
g
ical
ap
p
r
o
ac
h
h
as
b
r
o
u
g
h
t
ab
o
u
t
th
is
co
m
p
u
ls
io
n
;
h
o
wev
er
,
f
u
r
t
h
er
cu
r
r
icu
la
r
o
r
ien
tatio
n
an
d
teac
h
er
tr
ain
in
g
ar
e
s
till
n
ee
d
ed
[
4
]
.
Ma
n
y
teac
h
e
r
s
b
eliev
e
th
at
u
s
in
g
AI
h
in
d
er
s
ch
ild
r
en
’
s
d
ev
el
o
p
m
en
t
o
f
p
atien
ce
f
o
r
m
o
r
e
in
ten
s
iv
e
task
s
.
Ma
n
y
also
f
ee
l
th
at
th
e
u
s
e
o
f
AI
teac
h
i
n
g
to
o
ls
m
ak
es
teac
h
i
n
g
f
ee
l
m
ac
h
in
e
-
lik
e
a
n
d
im
p
er
s
o
n
al,
wh
ich
i
n
tu
r
n
tr
i
g
g
er
s
ab
s
en
teeism
[
5
]
.
No
n
et
h
eless
,
m
an
y
teac
h
er
s
h
av
e
e
m
b
r
ac
ed
AI
E
D
a
n
d
h
av
e
b
eg
u
n
u
s
in
g
v
a
r
io
u
s
A
I
to
o
ls
in
th
eir
teac
h
in
g
an
d
s
tu
d
en
t
i
n
ter
ac
tio
n
[
6
]
.
T
h
is
s
tu
d
y
em
p
h
asizes
u
n
d
er
s
tan
d
i
n
g
h
o
w
teac
h
er
s
p
er
ce
iv
e
th
e
u
s
e
o
f
AI
,
wh
y
th
e
y
r
esis
t
it
s
in
co
r
p
o
r
atio
n
,
an
d
th
e
ch
allen
g
es
th
ey
f
ac
e
wh
en
in
c
o
r
p
o
r
atin
g
it.
Stu
d
ies
h
av
e
s
h
o
wn
th
at
th
e
u
s
e
o
f
d
ig
ital
aid
s
an
d
AI
s
y
s
tem
s
p
r
o
m
o
tes
a
s
elf
-
r
eg
u
late
d
lear
n
in
g
atm
o
s
p
h
er
e
f
o
r
s
tu
d
en
ts
,
g
iv
in
g
th
em
a
s
en
s
e
o
f
o
wn
e
r
s
h
ip
an
d
f
o
s
ter
in
g
a
s
tu
d
e
n
t
-
ce
n
ter
ed
lear
n
in
g
en
v
ir
o
n
m
en
t
[
7
]
.
AI
E
Ds
h
av
e
tr
an
s
f
o
r
m
ed
f
r
o
m
m
er
ely
u
p
l
o
ad
in
g
teac
h
in
g
co
n
ten
t
o
n
lin
e
to
cr
ea
tin
g
less
o
n
p
lan
s
,
ass
es
s
m
en
t
s
h
ee
ts
,
p
o
s
ter
s
,
p
r
esen
tatio
n
s
,
q
u
izze
s
,
an
d
g
am
if
ied
ac
tiv
ities
with
im
m
ed
iate
f
ee
d
b
ac
k
[
8
]
.
New
er
AI
t
o
o
ls
p
r
o
v
id
e
a
p
er
s
o
n
alize
d
lear
n
in
g
e
n
v
ir
o
n
m
en
t,
c
o
n
ten
t
d
e
v
elo
p
m
en
t
id
ea
s
,
s
u
b
ject
d
ata
an
aly
tics
,
g
r
ad
i
n
g
an
d
ass
ess
m
en
t
r
e
p
o
r
ts
,
p
lan
n
in
g
,
a
n
d
ad
m
in
is
tr
atio
n
[
9
]
.
AI
to
o
ls
also
en
h
an
ce
in
s
tr
u
cto
r
s
’
an
d
s
tu
d
en
ts
’
a
u
to
n
o
m
y
an
d
p
r
o
v
id
e
a
m
o
r
e
en
g
ag
in
g
en
v
ir
o
n
m
e
n
t
[
1
0
]
.
AI
ca
n
h
el
p
teac
h
er
s
p
lan
th
eir
co
n
ten
t
b
ased
o
n
s
tu
d
e
n
ts
’
n
ee
d
s
an
d
s
u
b
s
eq
u
en
tly
tr
ac
k
s
tu
d
en
t
p
r
o
g
r
ess
an
d
th
e
ef
f
ec
tiv
en
ess
o
f
th
eir
co
n
ten
t
d
eliv
er
y
.
Ho
wev
e
r
,
th
e
teac
h
er
s
’
d
ig
ital
s
k
ill
s
et
s
p
l
ay
a
cr
u
cial
r
o
le
in
th
eir
in
ter
est
in
ad
o
p
tin
g
AI
,
an
d
s
tu
d
ies
h
a
v
e
s
h
o
wn
th
at
t
h
e
p
a
n
d
em
ic
ca
taly
ze
d
th
e
u
s
e
o
f
v
ar
io
u
s
d
ig
ital
aid
s
in
tea
ch
in
g
a
n
d
lear
n
in
g
,
lead
in
g
to
a
n
in
cr
ea
s
ed
willin
g
n
ess
am
o
n
g
teac
h
er
s
to
u
s
e
AI
[
1
1
]
.
T
h
e
C
OVI
D
-
1
9
p
an
d
e
m
ic
s
er
v
ed
as
a
ca
taly
s
t
f
o
r
th
e
ad
o
p
tio
n
o
f
AI
teac
h
in
g
aid
s
in
ed
u
ca
tio
n
as
a
n
ec
ess
ar
y
ad
ap
tatio
n
f
o
r
r
e
m
o
te
lear
n
in
g
.
Ho
wev
e
r
,
d
u
e
to
AI
’
s
tr
em
en
d
o
u
s
p
o
ten
tial
to
cr
ea
te
en
g
ag
in
g
lear
n
in
g
ex
p
er
ien
ce
s
,
its
ad
o
p
tio
n
h
as
ex
ten
d
e
d
b
ey
o
n
d
t
h
e
p
an
d
em
ic
a
n
d
is
n
o
lo
n
g
e
r
a
co
m
p
u
ls
io
n
f
o
r
teac
h
er
s
.
T
h
e
p
e
d
ag
o
g
ical
m
ar
k
s
o
f
AI
in
co
r
p
o
r
atio
n
,
s
u
ch
as
a
p
er
s
o
n
alize
d
lear
n
in
g
e
n
v
ir
o
n
m
en
t,
in
d
iv
id
u
alize
d
atten
tio
n
,
g
am
i
f
ied
ass
ess
m
en
ts
,
co
n
tin
u
o
u
s
m
o
n
ito
r
in
g
,
im
m
ed
iate
f
ee
d
b
ac
k
,
an
d
e
n
g
ag
in
g
ac
tiv
ities
,
ca
n
cr
ea
te
a
n
o
p
tim
al
lear
n
in
g
en
v
ir
o
n
m
en
t
a
n
d
a
m
o
r
e
s
u
s
tain
ab
le
ed
u
c
atio
n
al
atm
o
s
p
h
e
r
e.
AI
in
co
r
p
o
r
atio
n
in
ed
u
ca
tio
n
is
n
o
t m
er
ely
a
tech
n
o
lo
g
ical
s
h
if
t,
b
u
t a
tech
n
o
-
p
e
d
ag
o
g
ical
s
h
if
t.
No
n
eth
eless
,
th
e
f
ea
r
o
f
AI
r
ep
lacin
g
teac
h
er
s
r
em
ain
s
p
r
ev
alen
t,
h
in
d
e
r
in
g
m
an
y
teac
h
er
s
’
in
ter
est
an
d
willin
g
n
ess
to
ad
o
p
t
AI
[
1
2
]
.
I
t
m
u
s
t
b
e
em
p
h
asized
th
at
AI
is
n
o
t
a
b
o
u
t
r
ep
lacin
g
h
u
m
a
n
teac
h
er
s
b
u
t
ab
o
u
t
b
r
in
g
in
g
o
u
t
th
eir
b
est q
u
alities
to
ac
h
iev
e
b
etter
ed
u
ca
tio
n
al
o
u
tco
m
es [
1
3
]
.
Mo
r
eo
v
er
,
th
e
d
ev
el
o
p
m
en
t
o
f
AI
E
D
is
n
o
t
lim
ited
t
o
s
o
f
tw
ar
e
d
ev
el
o
p
er
s
;
teac
h
e
r
s
ca
n
c
o
llab
o
r
ate
to
in
teg
r
ate
id
ea
s
f
o
r
AI
-
in
c
o
r
p
o
r
ate
d
teac
h
in
g
[
1
4
]
s
u
cc
ess
f
u
lly
.
T
h
e
v
o
lu
n
tar
y
in
c
o
r
p
o
r
atio
n
o
f
AI
as
a
co
m
p
lem
en
t
to
tr
a
d
itio
n
al
tea
ch
in
g
is
n
ec
ess
ar
y
to
f
o
s
ter
a
m
o
r
e
ef
f
ec
tiv
e,
e
q
u
itab
le,
an
d
en
g
ag
i
n
g
teac
h
in
g
an
d
lear
n
i
n
g
e
x
p
er
ien
ce
f
o
r
a
ll
lear
n
er
s
.
Desp
ite
th
e
s
h
if
t
b
ac
k
to
in
-
p
e
r
s
o
n
in
s
tr
u
ctio
n
in
ed
u
ca
tio
n
p
o
s
t
-
p
an
d
em
ic,
d
em
an
d
f
o
r
AI
to
o
ls
in
ed
u
ca
tio
n
h
as
o
n
ly
in
cr
ea
s
ed
,
r
ef
lectin
g
a
b
r
o
a
d
er
r
ec
o
g
n
itio
n
o
f
th
eir
tr
u
e
p
o
ten
tial
as
ev
id
en
ce
d
b
y
th
e
g
r
o
win
g
n
u
m
b
er
o
f
r
esear
ch
s
tu
d
ies
o
n
teac
h
er
s
’
u
s
e
o
f
AI
in
r
ec
en
t
y
ea
r
s
.
T
h
er
e
h
as
b
ee
n
an
in
c
r
ea
s
e
in
p
r
e
-
s
er
v
ice
an
d
in
-
s
er
v
ice
teac
h
er
s
b
ec
o
m
in
g
AI
-
p
r
o
f
icien
t
an
d
u
s
in
g
it
ef
f
ec
tiv
ely
,
a
n
d
th
is
ca
n
le
ad
to
b
etter
o
u
tco
m
es
i
n
f
u
tu
r
e
teac
h
i
n
g
a
n
d
lear
n
in
g
[
1
5
]
.
Fu
r
th
er
m
o
r
e,
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
p
r
o
g
r
am
s
f
o
cu
s
in
g
o
n
th
e
co
llab
o
r
ativ
e
p
o
ten
tial
o
f
AI
teac
h
i
n
g
aid
s
ca
n
f
o
s
ter
a
m
o
r
e
p
o
s
itiv
e
p
er
ce
p
tio
n
o
f
A
I
’
s
in
co
r
p
o
r
atio
n
i
n
to
teac
h
in
g
an
d
lear
n
i
n
g
[
1
6
]
,
[
1
7
]
.
I
n
th
e
co
n
tex
t
o
f
th
e
r
ap
id
i
n
clu
s
io
n
o
f
AI
E
D
,
th
e
cu
r
r
e
n
t
s
tu
d
y
was
co
n
d
u
cted
to
u
n
d
er
s
tan
d
teac
h
er
s
’
p
er
ce
p
tio
n
s
o
f
in
c
o
r
p
o
r
atin
g
AI
teac
h
in
g
aid
s
in
to
d
aily
class
r
o
o
m
p
r
ac
tice
an
d
th
e
ch
allen
g
es
th
ey
en
co
u
n
ter
.
B
ased
o
n
th
e
r
ev
iew
o
f
th
e
r
ec
en
t
liter
atu
r
e,
teac
h
er
s
’
p
er
ce
p
tio
n
s
em
er
g
e
f
r
o
m
th
eir
liv
ed
ex
p
er
ien
ce
s
in
r
eg
u
lar
class
r
o
o
m
teac
h
in
g
.
Fo
r
m
ax
im
ize
d
ef
f
icien
t
in
clu
s
io
n
o
f
AI
,
it
is
n
ec
es
s
ar
y
to
u
n
d
er
s
tan
d
h
o
w
teac
h
er
s
p
e
r
c
eiv
e
AI
u
s
e,
th
e
ch
allen
g
es
th
ey
f
ac
e,
an
d
th
e
r
esis
tan
ce
s
o
m
e
s
h
o
w.
T
h
eir
liv
e
d
ex
p
er
ien
ce
,
s
till
less
ex
p
lo
r
ed
,
is
r
elev
an
t
to
r
esear
ch
er
s
,
p
o
licy
m
ak
er
s
,
an
d
s
u
b
ject
m
atter
ex
p
er
ts
in
d
esig
n
in
g
cu
r
r
icu
lu
m
a
n
d
ca
p
ac
ity
-
b
u
ild
in
g
f
r
am
ew
o
r
k
s
t
o
p
r
o
m
o
te
th
e
ef
f
ec
tiv
e
in
c
o
r
p
o
r
atio
n
o
f
AI
an
d
o
v
er
co
m
e
v
a
r
io
u
s
o
b
s
tacle
s
,
s
u
ch
as
in
f
r
astru
ctu
r
e,
r
elev
a
n
ce
,
ef
f
icien
cy
,
an
d
m
in
d
s
et
[
1
8
]
.
T
h
is
s
tu
d
y
is
r
elev
an
t
b
ec
a
u
s
e
it
id
en
tifie
s
teac
h
er
s
’
p
er
s
p
ec
tiv
es
o
n
in
c
o
r
p
o
r
ati
n
g
c
u
r
r
en
t
AI
a
d
v
an
c
em
en
ts
in
to
r
e
g
u
lar
teac
h
in
g
.
Un
d
er
s
tan
d
in
g
p
e
r
ce
p
tio
n
s
p
r
e
v
en
ts
a
o
n
e
-
s
ize
-
f
its
-
all
ap
p
r
o
ac
h
t
o
p
r
o
f
ess
io
n
al
t
r
ain
in
g
,
as
r
esear
ch
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
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2
2
5
2
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8
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2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
4
,
Au
g
u
s
t
20
26
:
3
1
2
4
-
3
1
4
0
3126
s
u
g
g
ests
th
at
f
am
iliar
ity
with
AI
af
f
ec
ts
o
n
e
’
s
u
s
e
r
at
h
er
th
an
ex
p
e
r
ien
ce
o
r
a
g
e.
T
h
e
r
es
ea
r
ch
q
u
esti
o
n
s
o
f
th
is
s
tu
d
y
wer
e:
i)
W
h
at
ar
e
th
e
p
er
ce
p
tio
n
s
o
f
te
ac
h
er
s
ab
o
u
t t
h
e
in
co
r
p
o
r
atio
n
o
f
AI
in
t
h
e
teac
h
in
g
-
lear
n
in
g
p
r
o
ce
s
s
?
ii)
W
h
at
ar
e
th
e
ch
allen
g
es f
o
r
te
ac
h
er
s
ab
o
u
t t
h
e
in
co
r
p
o
r
atio
n
o
f
AI
in
t
h
e
teac
h
in
g
-
lear
n
in
g
p
r
o
ce
s
s
?
T
h
e
p
r
esen
t
s
tu
d
y
e
x
p
lo
r
e
d
te
ac
h
er
s
’
p
er
ce
p
tio
n
s
o
f
in
co
r
p
o
r
atin
g
AI
in
to
t
h
eir
d
aily
tea
ch
in
g
an
d
lear
n
in
g
.
T
o
b
etter
u
n
d
er
s
tan
d
th
e
teac
h
e
r
s
’
p
e
r
ce
p
tio
n
s
,
th
r
ee
im
p
o
r
tan
t
t
h
eo
r
etica
l
f
r
am
ewo
r
k
s
wer
e
co
n
s
id
er
ed
.
T
h
e
y
wer
e
th
e
t
ec
h
n
o
lo
g
y
ac
ce
p
tan
ce
m
o
d
el
(
T
AM
)
,
tech
n
o
lo
g
ical
p
ed
ag
o
g
ical
co
n
te
n
t
k
n
o
wled
g
e
(
T
PAC
K)
f
r
am
e
wo
r
k
,
an
d
d
if
f
u
s
io
n
o
f
in
n
o
v
atio
n
(
DOI
)
t
h
eo
r
y
.
T
h
e
T
AM
m
o
d
el
[
1
9
]
was
in
co
r
p
o
r
ated
in
th
is
s
tu
d
y
to
u
n
d
er
s
tan
d
teac
h
e
r
s
’
p
er
ce
iv
ed
u
s
ef
u
ln
ess
an
d
p
er
ce
iv
e
d
ea
s
e
o
f
u
s
e
o
f
AI
.
Per
ce
iv
ed
u
s
ef
u
ln
ess
r
ef
er
s
t
o
th
e
d
eg
r
ee
to
wh
ich
a
teac
h
er
b
eliev
es
AI
teac
h
in
g
aid
s
ca
n
en
h
an
ce
th
eir
teac
h
in
g
ef
f
icien
c
y
an
d
ef
f
ec
t
iv
en
ess
.
Per
ce
iv
ed
ea
s
e
o
f
u
s
e
r
ef
er
s
to
th
e
teac
h
er
f
in
d
in
g
an
AI
teac
h
in
g
aid
th
at
h
elp
s
th
em
with
o
u
t
m
u
c
h
ef
f
o
r
t.
I
n
th
is
s
tu
d
y
,
p
er
ce
i
v
ed
ea
s
e
o
f
u
s
e
an
d
u
s
ef
u
ln
e
s
s
wer
e
ex
am
in
ed
am
o
n
g
teac
h
e
r
s
to
u
n
d
er
s
tan
d
th
eir
ad
o
p
tio
n
o
f
AI
an
d
th
eir
h
esit
an
cy
to
u
s
e
it.
T
h
e
T
PAC
K
f
r
am
ewo
r
k
[
2
0
]
was
u
s
ed
to
u
n
d
er
s
tan
d
h
o
w
tech
n
o
lo
g
ical
k
n
o
wled
g
e
en
ab
led
teac
h
er
s
to
n
av
ig
ate
in
s
tr
u
ctio
n
al
d
esig
n
s
in
f
o
r
m
e
d
b
y
t
h
eir
co
n
te
n
t e
x
p
er
tis
e.
R
o
g
er
s
[
2
1
]
DOI
th
e
o
r
y
was u
s
ed
to
ca
teg
o
r
ize
teac
h
e
r
s
b
y
th
eir
lev
els o
f
in
n
o
v
atio
n
ad
o
p
tio
n
.
B
ased
o
n
th
e
DOI
,
in
n
o
v
ativ
e
teac
h
er
s
ar
e
co
m
f
o
r
ta
b
le
in
teg
r
a
tin
g
AI
in
to
th
eir
teac
h
in
g
,
p
lan
n
in
g
,
an
d
ass
ess
m
en
ts
.
I
n
co
n
tr
ast,
s
o
m
e
tea
ch
er
s
ar
e
o
v
er
ly
ca
u
tio
u
s
a
b
o
u
t
in
co
r
p
o
r
atin
g
AI
d
u
e
to
eth
ical
co
n
ce
r
n
s
,
an
d
o
th
er
s
ar
e
r
esis
tan
t
to
u
s
in
g
AI
d
u
e
to
a
lack
o
f
in
s
titu
tio
n
al
s
u
p
p
o
r
t
an
d
in
s
u
f
f
icien
t tr
ain
in
g
.
2.
M
E
T
H
O
D
2
.
1
.
Resea
rc
h
des
ig
n
T
h
is
cu
r
r
en
t
s
tu
d
y
ad
o
p
ted
a
n
ex
p
lo
r
ato
r
y
r
esear
ch
d
esig
n
to
ex
p
l
o
r
e
s
ec
o
n
d
ar
y
s
ch
o
o
l
teac
h
er
s
’
p
er
ce
p
tio
n
s
o
f
in
c
o
r
p
o
r
atin
g
AI
in
to
th
eir
d
aily
teac
h
in
g
a
n
d
lear
n
i
n
g
in
te
r
ac
tio
n
s
,
u
s
in
g
an
in
te
r
p
r
etiv
e
len
s
an
d
a
n
ex
p
o
s
ito
r
y
d
esig
n
.
An
in
ter
p
r
etiv
e
le
n
s
h
elp
s
o
n
e
g
ai
n
d
ee
p
er
in
s
ig
h
t
in
to
an
in
d
iv
i
d
u
al
’
s
p
er
ce
p
tio
n
s
,
lead
in
g
to
an
e
n
r
ich
in
g
s
u
b
je
ctiv
e
ex
p
er
ien
ce
[
2
2
]
.
T
h
e
co
llected
s
u
b
jectiv
e
ex
p
er
ien
ce
s
wer
e
q
u
alitativ
ely
an
aly
ze
d
to
ex
am
i
n
e
p
a
r
ticip
an
ts
’
p
er
ce
p
tio
n
s
o
f
AI
u
s
e.
E
x
p
o
s
ito
r
y
d
esig
n
elu
ci
d
a
tes
th
e
s
y
s
tem
atic
d
is
cu
s
s
io
n
o
f
th
e
r
ec
u
r
r
en
t
p
at
ter
n
s
em
er
g
in
g
f
r
o
m
th
e
in
ter
v
iew
d
ata
f
r
o
m
teac
h
er
p
a
r
ticip
an
ts
.
2
.
2
.
P
a
rt
icipa
nts o
f
t
he
s
t
ud
y
T
h
is
s
tu
d
y
in
v
o
lv
ed
1
5
s
ec
o
n
d
ar
y
p
r
iv
ate
s
ch
o
o
l
teac
h
er
s
f
r
o
m
W
est
B
en
g
al
an
d
Kar
n
atak
a,
I
n
d
ia,
with
at
least
4
y
ea
r
s
o
f
teac
h
in
g
ex
p
er
ien
ce
in
s
ec
o
n
d
ar
y
g
r
a
d
es.
Par
ticip
an
ts
wer
e
s
e
lecte
d
th
r
o
u
g
h
p
u
r
p
o
s
iv
e
s
am
p
lin
g
f
o
r
th
e
in
ter
v
iew.
T
h
is
tech
n
iq
u
e
was
c
o
n
s
id
er
ed
ap
p
r
o
p
r
iate
b
ec
au
s
e
it
en
a
b
led
th
e
s
elec
tio
n
o
f
well
-
p
o
s
itio
n
ed
teac
h
er
s
to
m
ak
e
m
ea
n
in
g
f
u
l
c
o
n
tr
ib
u
tio
n
s
to
th
e
s
tu
d
y
’
s
o
b
jectiv
e.
T
ab
le
1
s
h
o
ws
th
e
d
em
o
g
r
a
p
h
ic
d
etails
o
f
th
e
p
a
r
ticip
an
ts
.
A
s
am
p
le
s
ize
o
f
1
5
was
co
n
s
id
er
ed
s
u
f
f
icien
t
to
c
ap
tu
r
e
th
e
in
s
ig
h
ts
,
as
d
ata
s
atu
r
atio
n
m
ay
b
e
ac
h
iev
ed
with
1
5
p
ar
ticip
an
ts
f
o
r
h
o
m
o
g
e
n
eo
u
s
s
am
p
les
[
2
3
]
,
[
2
4
]
.
An
in
ter
v
iew
s
ch
ed
u
le
was
d
ev
elo
p
ed
a
n
d
v
alid
ated
b
y
a
p
an
el
o
f
ex
ter
n
al
ex
p
er
ts
f
r
o
m
th
e
f
ield
f
o
r
th
e
r
elev
a
n
ce
an
d
s
tr
u
ctu
r
e
o
f
th
e
q
u
esti
o
n
s
.
Alt
h
o
u
g
h
d
ata
s
atu
r
atio
n
was
r
ea
ch
ed
with
th
e
elev
e
n
th
p
a
r
ticip
an
t,
th
e
in
ter
v
iews
co
n
tin
u
ed
with
f
o
u
r
m
o
r
e
p
ar
ti
cip
an
ts
to
g
ath
er
f
u
r
th
e
r
in
s
ig
h
ts
.
T
ab
le
1
.
Dem
o
g
r
ap
h
ic
d
etails o
f
p
ar
ticip
a
n
ts
P
seu
d
o
n
y
m
A
g
e
G
e
n
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e
r
Te
a
c
h
e
r
t
r
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i
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e
/
e
d
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c
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t
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Ed
u
c
a
t
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o
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l
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a
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c
a
t
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o
n
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.
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.
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d
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31
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c
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B
.
Ed
.
S
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33
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42
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43
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.
S
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48
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46
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o
m
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.
S
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29
M
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c
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B
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Ed
.
S
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37
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32
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29
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3
34
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38
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5
41
F
S
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.
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o
m
.
,
B
.
Ed
.
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
A
r
tifi
cia
l in
tellig
en
ce
u
s
a
g
e
in
th
e
tea
ch
in
g
-
lea
r
n
in
g
p
r
o
ce
s
s
:
p
ercep
tio
n
a
n
d
c
h
a
llen
g
e
(
I
s
h
a
n
i B
a
s
a
k
)
3127
2
.
3
.
E
t
hica
l
co
ns
idera
t
io
ns
T
h
e
s
tu
d
y
p
r
o
to
co
l
was
s
u
b
m
itted
to
th
e
I
n
s
titu
tio
n
al
R
ev
iew
B
o
ar
d
(
I
R
B
)
o
f
th
e
r
esp
ec
tiv
e
in
s
titu
tio
n
f
o
r
eth
ical
ap
p
r
o
v
a
l.
I
n
f
o
r
m
e
d
co
n
s
en
t
was
o
b
tain
ed
f
r
o
m
p
a
r
ticip
an
ts
b
ef
o
r
e
t
h
e
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iews,
an
d
th
ey
h
a
d
th
e
o
p
tio
n
to
with
d
r
aw
at
an
y
tim
e.
E
ac
h
in
ter
v
iewe
e
was in
f
o
r
m
ed
th
at
th
e
r
ec
o
r
d
ed
au
d
io
wo
u
ld
b
e
s
to
r
e
d
in
a
p
ass
wo
r
d
-
p
r
o
tecte
d
f
ile
u
n
til
th
e
co
m
p
letio
n
o
f
t
h
e
r
esear
c
h
s
tu
d
y
an
d
th
at
i
t
wo
u
ld
b
e
e
r
ased
th
er
ea
f
ter
.
2
.
4
.
Da
t
a
c
o
llect
io
n pro
ce
du
re
An
in
ter
v
iew
s
ch
ed
u
le
was
d
e
v
elo
p
ed
b
ased
o
n
a
r
ec
en
t
liter
atu
r
e
r
ev
iew
an
d
th
r
ee
r
o
u
n
d
s
o
f
ex
p
er
t
v
alid
atio
n
.
T
h
e
e
x
p
er
ts
ev
alu
a
ted
th
e
in
ter
v
iew
q
u
esti
o
n
n
air
e
b
ased
o
n
th
e
s
tu
d
y
’
s
r
elev
a
n
ce
,
o
b
jectiv
es
an
d
r
atio
n
ale.
E
ac
h
in
ter
v
iew
b
e
g
an
with
a
b
r
ief
elicitatio
n
o
f
t
h
e
s
tu
d
y
p
u
r
p
o
s
e
a
n
d
th
e
s
ig
n
in
g
o
f
t
h
e
co
n
s
en
t
f
o
r
m
[
2
5
]
.
I
n
ter
v
iew
q
u
esti
o
n
s
f
o
cu
s
ed
o
n
ex
p
lo
r
in
g
p
ar
tic
ip
an
ts
’
s
u
b
jectiv
e
ex
p
er
ien
ce
s
o
f
AI
u
s
e
in
th
eir
d
aily
teac
h
in
g
.
T
h
e
in
ter
v
iew
s
wer
e
co
n
d
u
cted
b
y
telep
h
o
n
e
b
ec
au
s
e
th
e
in
ter
v
iewe
es
w
er
e
n
o
t
co
m
f
o
r
tab
le
with
v
id
eo
ca
lls
.
E
ac
h
i
n
ter
v
i
ew
last
ed
an
a
v
er
ag
e
o
f
4
0
t
o
5
0
m
in
u
tes.
Ps
eu
d
o
n
y
m
s
w
er
e
ass
ig
n
ed
to
th
e
r
ec
o
r
d
e
d
in
ter
v
iews,
wh
ich
w
er
e
s
av
ed
in
a
p
ass
wo
r
d
-
p
r
o
tecte
d
f
o
l
d
er
.
T
h
e
f
u
n
n
el
tec
h
n
i
q
u
e
[
2
6
]
was
u
s
ed
to
d
esig
n
th
e
in
te
r
v
iew
r
o
a
d
m
ap
.
An
o
p
en
-
en
d
e
d
q
u
esti
o
n
,
s
u
ch
as
“
tell
m
e
a
b
o
u
t
y
o
u
r
d
aily
teac
h
in
g
ex
p
er
ien
ce
,
”
was
ask
ed
f
ir
s
t.
E
ac
h
in
ter
v
iewe
e
b
eg
an
th
eir
n
ar
r
ativ
e
in
th
eir
o
wn
way
.
So
m
e
s
tar
ted
with
th
eir
f
ir
s
t
d
a
y
o
f
teac
h
in
g
,
o
th
er
s
with
th
eir
m
o
s
t
m
em
o
r
ab
l
e
ex
p
er
ie
n
ce
u
s
in
g
d
ig
ital
ai
d
s
d
u
r
i
n
g
C
OVI
D
-
1
9
,
an
d
o
t
h
er
s
d
is
cu
s
s
ed
th
eir
ex
c
item
en
t,
in
n
o
v
ativ
e
i
d
ea
s
,
co
n
ce
r
n
s
,
an
d
an
x
iety
s
u
r
r
o
u
n
d
in
g
AI
u
s
e.
T
o
wr
ap
u
p
th
e
in
ter
v
iew,
th
e
in
ter
v
iewe
r
s
u
m
m
ar
ized
th
e
r
esp
o
n
s
e
s
an
d
ask
ed
wh
eth
er
th
e
p
ar
tic
ip
an
ts
wan
ted
to
ad
d
an
y
th
in
g
.
T
h
e
n
ar
r
ativ
e,
atten
tiv
e
n
atu
r
e,
an
d
th
e
a
d
d
itio
n
o
f
last
-
m
in
u
te
d
etails
wer
e
m
ad
e
p
o
s
s
ib
le
b
y
th
e
f
u
n
n
el
tech
n
iq
u
e.
2
.
5
.
Da
t
a
a
na
ly
s
is
T
h
e
1
5
in
ter
v
iews
wer
e
f
ir
s
t
t
r
an
s
cr
ib
ed
,
a
n
d
th
e
tr
an
s
cr
ip
ts
wer
e
in
itially
r
ea
d
m
u
ltip
le
ti
m
es
to
g
et
f
am
iliar
with
th
e
d
ata.
An
i
n
d
u
ctiv
e
th
em
atic
an
aly
s
is
o
f
B
r
au
n
an
d
C
lar
k
e
was
f
o
llo
wed
to
id
e
n
tify
s
ig
n
if
ican
t
th
em
es
in
teac
h
e
r
s
’
s
u
b
jectiv
e
ex
p
er
ie
n
ce
s
.
Dat
a
wer
e
o
r
g
a
n
ized
,
a
n
d
m
ea
n
i
n
g
f
u
l
p
o
r
tio
n
s
wer
e
d
eter
m
in
ed
t
o
g
e
n
er
ate
in
itial
co
d
es
b
ased
o
n
th
e
p
er
ce
p
tio
n
s
.
T
h
em
es
d
er
iv
e
d
f
r
o
m
th
e
o
b
s
er
v
ed
p
e
r
ce
p
tio
n
p
atter
n
s
in
th
e
tr
an
s
cr
ip
ts
wer
e
lo
g
ically
o
r
g
an
ized
.
T
h
e
a
n
aly
s
is
was
a
r
eiter
ativ
e
p
r
o
ce
s
s
:
th
e
r
esear
ch
er
r
ev
is
ited
th
e
th
em
es,
o
r
g
an
ize
d
th
em
,
id
en
tifie
d
s
u
b
-
th
em
es
,
an
d
ex
tr
ac
ted
s
u
p
p
o
r
tin
g
ch
u
n
k
s
f
r
o
m
th
e
d
ata.
Alth
o
u
g
h
in
ter
r
ater
r
eliab
ilit
y
was
n
o
t
ca
lcu
lated
,
as
th
em
atic
an
aly
s
is
f
o
cu
s
es
o
n
s
u
b
jectiv
e
in
ter
p
r
etatio
n
to
estab
lis
h
th
e
r
eliab
ilit
y
o
f
th
e
th
em
es
an
d
s
u
b
-
th
e
m
es
g
e
n
er
ated
a
n
d
to
en
s
u
r
e
tr
an
s
p
ar
en
cy
,
e
ac
h
a
u
th
o
r
r
ev
iewe
d
th
e
g
e
n
er
ated
t
h
em
e
s
,
th
er
eb
y
m
i
n
im
izin
g
s
u
b
jecti
v
ity
an
d
e
n
s
u
r
in
g
r
ig
o
r
o
u
s
an
a
ly
s
is
[
2
7
]
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
T
h
e
in
d
u
ctiv
e
th
em
atic
an
aly
s
is
o
f
th
e
1
5
in
ter
v
iew
tr
an
s
cr
ip
ts
r
ev
ea
led
th
at
s
ec
o
n
d
ar
y
te
ac
h
er
s
h
eld
d
iv
er
s
e
p
er
ce
p
tio
n
s
r
e
g
ar
d
in
g
th
e
in
c
o
r
p
o
r
atio
n
o
f
AI
i
n
to
th
eir
teac
h
in
g
an
d
lear
n
i
n
g
.
Am
id
d
y
n
am
ic
ch
an
g
es
in
ed
u
ca
tio
n
,
a
f
ew
t
ea
ch
er
s
wer
e
ac
tiv
ely
i
n
co
r
p
o
r
atin
g
AI
in
to
less
o
n
p
lan
n
in
g
,
p
r
esen
tatio
n
s
,
an
d
g
am
if
ied
ass
ess
m
en
ts
.
Mo
s
t
p
ar
ticip
an
ts
h
ad
p
o
s
itiv
e
n
o
tio
n
s
ab
o
u
t
u
s
in
g
AI
in
th
e
class
r
o
o
m
.
Fu
r
t
h
er
m
o
r
e,
s
o
m
e
teac
h
er
s
also
d
is
cu
s
s
ed
th
eir
ten
d
en
c
y
to
u
s
e
AI
,
b
u
t
d
u
e
to
a
lack
o
f
r
eso
u
r
ce
s
with
in
in
s
titu
tio
n
s
o
r
s
ch
o
o
l
r
u
les,
th
ey
co
u
ld
n
o
t
m
ak
e
it
m
o
r
e
e
f
f
ec
tiv
e.
I
n
ter
e
s
tin
g
ly
,
th
e
ed
u
ca
t
o
r
s
wer
e
s
k
ep
tical
ab
o
u
t
eth
ical
clea
r
an
ce
s
an
d
th
e
lim
itatio
n
s
th
ey
en
tailed
,
u
n
d
er
s
co
r
in
g
t
h
e
n
ee
d
f
o
r
g
r
ea
ter
em
p
h
asis
o
n
tr
ai
n
in
g
.
T
ab
le
2
p
r
esen
ts
th
e
m
ain
th
e
m
es
an
d
s
u
b
th
em
es
th
at
em
er
g
ed
f
r
o
m
th
e
d
ata
an
aly
s
is
,
d
e
p
ictin
g
th
e
s
ec
o
n
d
ar
y
s
ch
o
o
l
teac
h
er
s
’
p
er
ce
p
tio
n
s
o
f
AI
.
I
n
th
e
s
u
b
s
eq
u
en
t
s
ec
tio
n
s
,
ea
c
h
th
em
e
an
d
s
u
b
th
em
e
h
a
v
e
b
ee
n
d
escr
ib
ed
with
r
elev
an
t
ex
ce
r
p
ts
f
r
o
m
th
e
i
n
ter
v
iew
tr
an
s
cr
ip
ts
.
T
ab
le
2
d
em
o
n
s
tr
ates
th
e
th
em
es
an
d
s
u
b
th
em
es
th
e
r
esear
ch
er
id
en
tifie
d
f
r
o
m
th
e
an
aly
s
is
o
f
th
e
in
ter
v
iews.
3
.
1
.
P
er
ce
pti
o
n a
nd
a
t
t
it
ud
e
t
o
wa
rds
AI
Ma
n
y
teac
h
er
s
p
er
ce
i
v
e
th
at
AI
is
o
n
ly
f
o
r
r
etr
iev
i
n
g
le
s
s
o
n
p
lan
s
,
r
ev
iewin
g
ass
ess
m
en
ts
,
an
d
p
r
o
v
id
i
n
g
f
ee
d
b
ac
k
.
T
h
e
y
tak
e
th
eir
id
ea
s
an
d
p
r
o
m
p
ts
to
cr
ea
te
co
n
ten
t
alig
n
ed
to
l
ea
r
n
er
n
ee
d
s
[
2
8
]
.
T
ea
ch
er
s
ag
r
ee
th
at
in
co
r
p
o
r
atin
g
AI
in
to
teac
h
in
g
an
d
lear
n
in
g
h
elp
s
m
o
tiv
ate
s
tu
d
e
n
ts
to
d
ev
elo
p
th
eir
tech
n
o
-
p
e
d
ag
o
g
ical
co
m
p
ete
n
cy
[
2
9
]
.
T
h
e
y
also
b
eliev
e
it
m
ay
h
elp
s
tu
d
e
n
ts
b
etter
u
n
d
e
r
s
tan
d
an
d
a
n
aly
s
es
th
e
co
n
te
n
t
[
3
0
]
.
T
h
e
in
ter
v
ie
wed
teac
h
er
s
a
d
m
itted
th
at
it
h
as
s
ig
n
if
ican
t
p
o
ten
tial
f
o
r
class
r
o
o
m
u
s
e;
s
o
m
e
o
f
th
em
e
x
p
r
ess
ed
th
eir
p
er
ce
p
tio
n
s
r
eg
ar
d
in
g
AI
:
“
We
u
s
ed
to
b
e
b
u
s
y
w
ith
o
u
r
p
r
esen
ta
tio
n
,
b
u
t
it
h
a
s
r
ed
u
ce
d
.
We
ca
n
co
n
ce
n
tr
a
te
o
n
l
ea
r
n
in
g
d
iffi
cu
lties
.
”
(
SET
1
3
)
“
I
th
in
k
A
I
era
d
ica
tes th
e
cu
m
b
ers
o
me
tech
n
iq
u
es th
a
t we u
s
ed
to
h
a
ve
ea
r
lier
.
”
(
SET
5
)
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
.
4
,
Au
g
u
s
t
20
26
:
3
1
2
4
-
3
1
4
0
3128
T
ab
le
2
.
T
h
em
es
an
d
s
u
b
th
em
es r
elate
d
to
th
e
p
er
c
ep
tio
n
s
o
f
s
ec
o
n
d
ar
y
teac
h
er
s
ab
o
u
t A
I
i
n
co
r
p
o
r
atio
n
i
n
teac
h
in
g
-
lear
n
i
n
g
Th
e
m
e
s
S
u
b
t
h
e
mes
P
e
r
c
e
p
t
i
o
n
a
n
d
a
t
t
i
t
u
d
e
t
o
w
a
r
d
s AI
A
I
a
s a
c
o
l
l
a
b
o
r
a
t
i
v
e
t
o
o
l
A
I
a
s a
t
h
r
e
a
t
t
o
t
e
a
c
h
i
n
g
r
o
l
e
s
A
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ss
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f
o
r
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t
o
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t
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a
s
k
s
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a
ssi
st
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o
s
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e
t
i
m
e
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u
t
o
ma
t
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d
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t
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d
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e
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t
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i
g
i
t
a
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l
i
t
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r
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y
a
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d
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a
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n
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d
s
La
c
k
o
f
i
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s
t
i
t
u
t
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s
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r
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h
i
c
a
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o
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n
s i
n
A
I
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sa
g
e
AI
-
i
n
d
u
c
e
d
c
o
g
n
i
t
i
v
e
d
i
sr
u
p
t
i
o
n
s
3
.
1
.
1
.
AI a
s
a
co
lla
bo
ra
t
iv
e
t
o
o
l
T
o
m
a
n
y
teac
h
er
s
,
AI
is
n
o
t
a
to
o
l
b
u
t
a
p
ar
tn
e
r
th
at
h
elp
s
th
em
p
la
n
a
n
d
d
ev
elo
p
s
y
llab
i,
co
n
d
u
ct
atten
d
an
ce
an
d
ass
ess
m
en
ts
,
a
n
d
p
r
o
v
id
e
f
ee
d
b
ac
k
[
3
1
]
.
I
t is ev
id
en
t f
r
o
m
th
e
p
er
ce
p
ti
o
n
s
id
en
tifie
d
.
“
I
th
in
k
th
a
t
te
a
ch
ers
o
f
th
is
g
en
era
tio
n
h
a
ve
a
lo
t
t
o
lea
r
n
t
h
emselve
s
,
a
n
d
A
I
is
a
co
llea
g
u
e
to
w
o
r
k
w
ith
.
”
(
SET
5
)
Var
io
u
s
AI
f
ea
tu
r
es
ar
e
attr
a
ctin
g
teac
h
er
s
s
ee
k
in
g
an
e
n
r
ich
in
g
class
r
o
o
m
ex
p
er
ien
ce
,
s
u
ch
as
au
to
m
atin
g
d
aily
ad
m
in
is
tr
ativ
e
task
s
,
p
r
o
v
id
in
g
a
p
er
s
o
n
alize
d
lear
n
in
g
en
v
ir
o
n
m
en
t,
an
d
en
ab
lin
g
in
d
iv
id
u
alize
d
s
tu
d
e
n
t
s
u
p
p
o
r
t
[
3
2
]
,
[
3
3
]
.
I
m
p
r
o
v
ed
ac
a
d
em
ic
p
er
f
o
r
m
an
ce
r
esu
ltin
g
f
r
o
m
ex
p
o
s
u
r
e
t
o
a
cu
s
to
m
ized
lear
n
in
g
e
n
v
ir
o
n
m
en
t
s
h
o
wca
s
es
th
e
p
o
wer
o
f
AI
-
e
n
ab
led
lea
r
n
in
g
p
latf
o
r
m
s
[
3
4
]
.
T
ea
ch
e
r
s
n
ee
d
to
f
ee
l
th
e
ea
s
e
o
f
u
s
e
a
n
d
tr
u
s
t
in
u
s
in
g
AI
to
o
ls
in
c
lass
r
o
o
m
s
to
ac
h
iev
e
b
etter
s
t
u
d
en
t
p
er
f
o
r
m
an
ce
[
3
5
]
.
Stu
d
ies
s
h
o
w
th
at,
f
o
r
s
y
n
er
g
y
b
etwe
en
AI
an
d
p
ed
a
g
o
g
ical
s
tr
ateg
ies
f
o
r
teac
h
er
s
,
th
er
e
is
also
a
n
ee
d
f
o
r
p
r
ac
tical
g
u
i
d
an
ce
o
n
u
s
in
g
th
ese
d
ig
ital
to
o
ls
[
3
0
]
.
W
h
ile
s
o
m
e
teac
h
er
s
b
eliev
e
AI
to
o
ls
wer
e
o
n
ly
n
ee
d
ed
d
u
r
in
g
th
e
p
a
n
d
em
i
c,
o
th
er
s
r
ec
o
g
n
ize
th
eir
b
e
n
ef
its
b
u
t
lack
th
e
s
k
ills
to
in
co
r
p
o
r
ate
th
em
ef
f
ec
tiv
ely
.
Oth
er
f
ac
to
r
s
also
co
n
tr
ib
u
te
to
th
e
u
n
willin
g
n
ess
to
u
s
e
AI
in
d
aily
class
es,
s
u
ch
as c
o
m
f
o
r
t z
o
n
e,
s
tu
d
en
ts
’
r
esp
ec
t,
an
d
c
o
n
tr
o
l
o
v
er
s
tu
d
en
ts
[
3
6
]
.
“
I
like
Go
o
g
le
F
o
r
ms
a
n
d
u
p
lo
a
d
it
to
Go
o
g
le
C
la
s
s
r
o
o
m
fo
r
q
u
ick
r
ev
is
io
n
s
.
Go
o
g
le
Do
cs
i
s
ve
r
y
h
elp
fu
l in
th
is
r
eg
a
r
d
.
I
li
ke
C
h
a
tGP
T fo
r
q
u
ick
id
ea
s
.
”
(
SET
7
)
3
.
1
.
2
.
AI
as
a
t
hrea
t
t
o
t
e
a
ching
ro
les
So
m
e
teac
h
er
s
s
till
b
eliev
e
th
at
th
ese
n
ew
tech
n
o
lo
g
ie
s
ar
e
m
o
r
e
b
u
r
d
en
s
o
m
e
t
h
a
n
h
elp
f
u
l.
Ho
wev
er
,
m
o
r
e
y
o
u
n
g
teac
h
er
s
ar
e
in
c
r
ea
s
in
g
ly
ac
tiv
e
u
s
in
g
it
in
th
eir
d
aily
liv
es,
en
ab
lin
g
th
em
to
in
co
r
p
o
r
ate
it in
to
cu
r
r
icu
la
as
well
[
3
7
]
.
“
A
I
,
ye
t I
a
m
n
o
t fa
milia
r
.
”
(
S
E
T
1
0
)
“
Yo
u
ca
n
n
o
t
p
r
eten
d
th
a
t
ju
s
t
b
ec
a
u
s
e
yo
u
a
r
e
n
o
t
ta
lkin
g
a
b
o
u
t
it,
th
ey
d
o
n
o
t
kn
o
w
a
b
o
u
t
it.
I
t is b
est w
h
en
a
n
a
d
u
lt c
o
mes in
to
th
e
p
ictu
r
e
a
n
d
tells
th
em
w
h
a
t is ri
g
h
t a
n
d
w
r
o
n
g
.
”
(
SET
1
1
)
Stu
d
en
ts
u
s
e
AI
t
o
g
e
n
er
ate
i
d
ea
p
r
o
m
p
ts
an
d
p
r
o
v
id
e
wr
itin
g
g
u
id
an
ce
.
Nev
er
th
eless
,
d
u
e
to
a
lack
o
f
ag
e
-
s
p
ec
if
ic
co
n
te
n
t
at
ti
m
es,
m
is
u
n
d
er
s
tan
d
in
g
s
h
ap
p
en
b
etwe
en
teac
h
er
s
an
d
s
t
u
d
en
ts
[
2
9
]
.
So
m
e
teac
h
er
s
ex
p
r
ess
ed
wh
at
th
ey
f
ac
ed
:
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
A
r
tifi
cia
l in
tellig
en
ce
u
s
a
g
e
in
th
e
tea
ch
in
g
-
lea
r
n
in
g
p
r
o
ce
s
s
:
p
ercep
tio
n
a
n
d
c
h
a
llen
g
e
(
I
s
h
a
n
i B
a
s
a
k
)
3129
“
S
tu
d
en
ts
a
r
e
ch
a
llen
g
i
n
g
th
e
tea
ch
ers
b
a
s
ed
o
n
o
n
lin
e
c
o
n
ten
t.
Th
ey
a
r
e
n
o
t
a
w
a
r
e
th
a
t
n
o
t
a
ll
kn
o
w
led
g
e
is
d
elive
r
a
b
le
fo
r
a
ll a
g
e
g
r
o
u
p
s
.
”
(
SET
2
)
“
Th
ey
kn
o
w
th
a
t
ev
e
n
if
th
ey
d
o
n
o
t
p
a
y
a
tten
tio
n
in
cla
s
s
,
th
ey
s
till
g
et
th
e
ma
teri
a
ls
a
n
d
d
o
n
o
t
n
ee
d
to
lis
ten
,
ta
kin
g
s
ch
o
o
ls
f
o
r
g
r
a
n
ted
.
”
(
SET
4
)
T
ea
ch
er
s
ar
e
n
o
t
r
e
p
lace
ab
le,
as
th
ey
ca
n
h
elp
s
tu
d
en
ts
c
h
an
n
elize
th
e
n
ew
lear
n
i
n
g
s
y
s
tem
s
f
o
r
b
etter
o
u
tc
o
m
es.
Stu
d
en
ts
’
o
v
er
r
elian
ce
o
n
d
ig
ital
to
o
ls
ca
n
lead
t
o
v
i
o
latio
n
s
o
f
eth
ical
o
r
in
tellectu
al
p
r
o
p
er
t
y
r
ig
h
ts
.
T
h
ey
ar
e
n
o
t
awa
r
e
o
f
ag
e
-
s
p
ec
if
ic
co
n
ten
t
ch
o
ices
o
r
o
f
n
u
r
t
u
r
in
g
f
ilter
e
d
co
n
ten
t
with
th
eir
o
wn
id
ea
s
[
3
8
]
.
“
A
lo
t o
f stu
d
en
ts
feel
th
a
t te
a
ch
ers
a
r
e
r
ep
la
ce
a
b
le
a
s
th
ey
p
erceive
th
a
t te
a
ch
er
a
r
e
in
fo
r
ma
tio
n
g
ivers
,
ju
s
t like
Go
o
g
le
o
r
C
h
a
tGP
T fo
r
in
fo
r
ma
tio
n
.
”
(
SET
6
)
3
.
1
.
3
.
AI
lite
ra
cy
a
m
o
ng
t
ea
c
hers
Stu
d
en
ts
m
ay
f
ac
e
d
is
cr
im
in
atio
n
d
u
e
to
r
ec
ei
v
in
g
u
n
f
ai
r
f
ee
d
b
ac
k
,
d
ata
en
cr
y
p
tio
n
an
d
ze
r
o
ag
e
-
s
p
ec
if
ic
lim
itatio
n
s
th
at
r
eq
u
ir
e
s
tr
o
n
g
eth
ical
g
u
i
d
elin
es.
T
ea
ch
er
s
ar
e
tr
ea
tin
g
AI
aid
s
as
co
m
p
licated
d
u
e
to
th
eir
in
ad
eq
u
ate
k
n
o
wl
ed
g
e
an
d
r
ef
u
s
al
to
ad
ap
t
to
th
em
[
3
9
]
.
T
ea
ch
er
s
f
ea
r
a
lack
o
f
co
n
tr
o
l
an
d
th
e
r
ep
lace
m
en
t o
f
class
r
o
o
m
teac
h
er
s
with
AI
[
4
0
]
.
“
S
tu
d
en
ts
b
eliev
e
th
a
t
ev
eryth
in
g
ca
n
b
e
r
ep
la
ce
d
.
I
f
th
ey
ma
ke
a
mis
ta
ke
,
it
d
o
es
n
o
t
l
ea
ve
a
lo
n
g
-
la
s
tin
g
effec
t
.
”
(
SET
4
)
So
m
e
teac
h
er
s
b
eliev
e
th
at
AI
to
o
ls
d
ec
r
ea
s
e
s
o
cial
in
ter
ac
tio
n
s
k
ills
an
d
er
o
d
e
co
g
n
itiv
e
ab
ilit
ies,
h
in
d
er
in
g
h
u
m
an
i
n
ter
ac
tio
n
[
4
1
]
.
“
S
tu
d
en
ts
a
r
e
mo
r
e
A
I
-
o
r
ien
ted
th
a
n
t
h
eir b
r
a
in
s
.
A
I
s
h
o
u
ld
n
o
t b
e
a
va
ila
b
le
u
n
d
er 1
8
.
”
(
S
E
T
9
)
3
.
1
.
4
.
AI
’
s
im
pa
ct
o
n student
lea
rning
AI
to
o
ls
ar
e
m
o
s
tly
im
p
e
r
s
o
n
al
an
d
r
ep
etitiv
e,
wh
e
r
ea
s
teac
h
er
s
,
th
r
o
u
g
h
o
n
g
o
in
g
ass
ess
m
en
t
an
d
u
n
d
er
s
tan
d
i
n
g
,
ca
n
h
el
p
s
tu
d
e
n
ts
g
ath
er
,
d
em
o
n
s
tr
ate,
an
d
p
r
o
ce
s
s
in
f
o
r
m
atio
n
.
Mo
r
eo
v
er
,
AI
to
o
ls
ca
n
n
o
t
tr
an
s
f
er
tr
ad
itio
n
al
a
n
d
cu
lt
u
r
a
l v
alu
es [
4
2
]
.
So
m
e
o
f
th
e
in
te
r
v
iewe
d
teac
h
er
s
’
n
o
tio
n
s
r
e
g
a
r
d
in
g
th
is
wer
e:
“
F
o
r
th
e
kid
s
,
it
w
ill
ki
ll
th
e
t
h
o
u
g
h
t
p
r
o
ce
s
s
o
f
a
ch
ild
a
s
h
e
is
g
ettin
g
th
e
a
n
s
w
er
s
in
s
t
a
n
tly.
”
(
SET
1
5
)
3
.
2
.
AI us
a
g
e
in cla
s
s
ro
o
m
s
3
.
2
.
1
.
AI in pla
nn
i
ng
t
heir
cla
s
s
es
L
ess
o
n
pl
an
n
in
g
:
m
an
y
teac
h
er
s
ad
m
itted
th
e
y
f
o
llo
wed
a
co
n
v
en
tio
n
al
p
lan
o
f
i
n
tr
o
d
u
ctio
n
,
ex
p
lan
atio
n
a
n
d
ass
ess
m
en
t,
with
f
ew
ch
an
g
es
to
ac
c
o
m
m
o
d
ate
lear
n
er
s
’
d
if
f
er
e
n
t
n
ee
d
s
[
4
3
]
.
T
h
e
teac
h
er
s
b
eliev
ed
th
at
a
h
eter
o
g
e
n
eo
u
s
class
with
v
ar
y
in
g
n
ee
d
s
wo
u
ld
n
o
t f
it with
p
r
io
r
p
lan
s
.
“
I
p
r
efer
C
h
a
tGP
T
to
g
et
a
q
u
ick
s
u
mma
r
y
a
n
d
less
o
n
p
la
n
th
a
t
I
c
o
p
y
-
p
a
s
te
in
to
my
Go
o
g
le
Do
c
.
”
(
SET
4
)
“
A
n
ytime
p
la
n
s
ca
n
ch
a
n
g
e
fo
r
s
tu
d
en
ts
.
Ho
w
to
ca
ter fo
r
th
a
t wi
th
A
I
id
ea
s
?
”
(
SET
6
)
Stru
ctu
r
in
g
c
o
n
ten
t
:
a
b
r
o
ad
e
r
asp
ec
t
o
f
p
e
d
ag
o
g
ical
co
n
ten
t
k
n
o
wled
g
e
i
n
v
o
lv
es
s
tu
d
en
ts
’
p
r
o
b
lem
-
s
o
lv
in
g
,
cr
ea
tiv
e
,
an
d
cr
itical
attitu
d
es
[
4
4
]
.
AI
ca
n
s
ca
f
f
o
ld
th
e
less
o
n
p
lan
n
in
g
p
r
o
ce
s
s
an
d
f
in
e
-
tu
n
e
it
,
th
o
u
g
h
teac
h
er
s
s
till
p
r
ef
er
tr
a
d
itio
n
al
less
o
n
p
lan
n
in
g
m
eth
o
d
s
[
4
5
]
.
“
I
p
r
efer
w
r
itin
g
les
s
o
n
p
la
n
s
ma
n
u
a
lly
a
fter
co
min
g
to
s
ch
o
o
l,
a
s
I
ch
a
lk
o
u
t
w
h
a
t
I
w
ill
d
o
ev
ery
d
a
y.
”
(
SET
6
)
“
I
g
en
era
te
a
less
o
n
p
la
n
b
a
s
ed
o
n
b
o
ts
g
ivin
g
v
a
r
io
u
s
id
ea
s
,
a
n
d
I
d
esig
n
b
a
s
ed
o
n
th
o
s
e.
”
(
SET
1
5
)
Acc
o
r
d
in
g
to
an
o
t
h
er
teac
h
er
,
less
o
n
p
lan
s
an
d
tex
tb
o
o
k
s
h
elp
ed
teac
h
er
s
u
n
d
er
s
tan
d
lo
ca
l tr
ad
itio
n
s
an
d
s
tu
d
en
ts
’
m
i
n
d
s
ets
in
a
p
ar
ticu
lar
r
eg
io
n
.
T
h
e
teac
h
er
a
d
m
itted
th
at
u
s
in
g
C
h
atGPT
was
b
en
ef
icial,
as
it
p
r
o
v
id
e
d
a
q
u
ick
s
u
m
m
ar
y
ev
en
wh
en
th
ey
wer
e
n
o
t
p
r
e
p
ar
ed
,
wh
ils
t
an
o
th
e
r
teac
h
e
r
co
n
s
id
er
ed
th
e
m
an
u
al
less
o
n
p
lan
a
b
en
e
f
it.
“
I
lo
ve
h
o
w
C
h
a
tGP
T
g
ives
a
q
u
ick
s
u
mma
r
y
o
f
a
less
o
n
p
la
n
mo
d
el
th
a
t
I
ca
n
c
o
p
y
a
n
d
r
ed
esig
n
in
to
my
Go
o
g
le
D
o
c
.
”
(
SET
4
)
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
.
4
,
Au
g
u
s
t
20
26
:
3
1
2
4
-
3
1
4
0
3130
Flex
ib
ilit
y
an
d
a
d
ap
ta
b
ilit
y
:
t
ea
ch
er
s
p
r
ef
er
r
ed
to
f
o
llo
w
l
ess
o
n
p
lan
s
an
d
tex
tb
o
o
k
s
th
at
alig
n
ed
with
d
iv
er
s
e
t
r
ad
itio
n
s
to
p
r
e
s
er
v
e
in
s
titu
tio
n
al
eth
ics
a
n
d
en
g
a
g
em
en
t
[
3
8
]
.
Ho
wev
er
,
Go
o
g
le
Do
cs
a
n
d
Go
o
g
le
C
lass
r
o
o
m
h
elp
ed
teac
h
er
s
u
p
lo
ad
it,
an
d
s
tu
d
en
ts
co
u
ld
ac
ce
s
s
it wh
en
ev
er
th
e
y
n
e
ed
ed
.
“
I
like
to
d
o
it in
Go
o
g
le
D
o
cs.
Go
o
g
le
Do
cs is
b
etter a
s
I
ca
n
s
h
a
r
e
it q
u
ickly
.
”
(
SET
1
5
)
3
.
2
.
2
.
AI in
inte
ra
ct
iv
e
a
nd
eng
a
g
ing
co
nte
nt
cr
ea
t
io
n
Var
io
u
s
AI
teac
h
in
g
aid
s
e
n
s
u
r
e
th
at
d
iv
e
r
s
e
lear
n
e
r
s
ar
e
m
o
r
e
m
o
tiv
ated
,
en
g
ag
ed
,
an
d
ac
h
iev
e
b
etter
ac
ad
em
ic
r
esu
lts
.
I
t
f
ac
ilit
ates
a
f
u
r
th
er
,
m
o
r
e
in
d
iv
id
u
alize
d
,
p
r
ac
tical
lear
n
i
n
g
ex
p
er
ien
ce
[
4
6
]
.
A
teac
h
er
s
u
p
p
o
r
ts
th
e
s
am
e.
“
I
lo
ve
P
in
teres
t
a
n
d
C
h
a
tG
P
T
p
la
tfo
r
ms
fo
r
va
r
io
u
s
id
e
a
s
to
id
en
tify
th
e
s
tr
u
g
g
lin
g
p
o
in
ts
o
f
ea
ch
ch
ild
.
”
(
SET
9
)
Dig
ital
to
o
ls
f
o
r
in
cr
ea
s
ed
e
n
g
ag
em
e
n
t:
s
to
r
y
tellin
g
is
a
p
o
p
u
lar
en
g
ag
em
en
t
th
at,
ac
co
r
d
in
g
to
r
esear
ch
,
f
ac
ilit
ates
b
etter
u
n
d
er
s
tan
d
in
g
.
T
ea
ch
er
s
ad
m
itted
th
at
p
r
esen
tin
g
v
id
e
o
s
o
n
AI
-
en
ab
led
s
ites
h
elp
s
s
tu
d
en
ts
en
g
ag
e
m
o
r
e
e
f
f
ec
tiv
ely
[
4
7
]
.
T
ea
ch
er
s
u
s
ed
n
ew
tech
n
iq
u
es,
s
u
c
h
as
in
te
r
ac
tiv
e
s
to
r
y
tellin
g
[
4
8
]
.
A
2
9
-
y
ea
r
-
o
ld
teac
h
er
s
h
ar
e
d
an
ef
f
ec
tiv
e
s
tu
d
e
n
t e
n
g
a
g
em
e
n
t stra
teg
y
.
“
I
p
r
efer G
emin
i,
fo
r
a
u
d
io
b
o
o
ks a
n
d
p
ers
o
n
a
liz
ed
s
to
r
ies.
”
(
SET
8
)
T
ea
ch
in
g
with
g
am
if
icatio
n
:
f
o
r
ad
o
lescen
ts
,
th
e
u
s
e
o
f
g
am
if
ied
tech
n
o
lo
g
y
is
en
co
u
r
ag
e
d
,
b
u
t
with
p
r
o
p
er
g
u
id
an
ce
t
h
at
s
u
p
p
o
r
ts
th
eir
ac
tiv
e
p
ar
ticip
atio
n
an
d
m
o
tiv
atio
n
[
4
9
]
.
Gam
if
icatio
n
,
aid
ed
b
y
d
ig
ita
l
to
o
ls
an
d
AI
,
h
as
b
ee
n
s
h
o
wn
to
in
c
r
ea
s
e
en
g
a
g
em
en
t
a
n
d
m
o
tiv
atio
n
am
o
n
g
lear
n
er
s
[
3
8
]
.
T
ea
ch
er
s
u
s
ed
im
ag
es a
n
d
v
id
e
o
s
to
cr
ea
te
a
g
am
if
ied
en
v
ir
o
n
m
en
t f
o
r
jo
y
f
u
l le
ar
n
in
g
.
“
I
like
to
u
s
e
ima
g
es
a
n
d
vi
d
e
o
s
to
h
elp
t
h
e
ch
ild
r
en
co
n
n
e
ct
to
th
e
to
p
ic.
Th
ey
a
r
e
imme
d
ia
tely
d
r
a
w
n
to
it.
”
(
SET
6
)
Vis
u
al
an
d
au
d
io
aid
s
:
t
ea
ch
in
g
is
a
d
y
n
am
ic
p
r
o
ce
s
s
,
an
d
th
e
u
s
e
o
f
d
ig
ital
aid
s
ca
n
h
elp
th
e
teac
h
er
ad
ap
t
to
s
tu
d
e
n
ts
’
p
ac
e
a
n
d
ca
taly
ze
th
eir
c
u
r
io
s
ity
.
B
a
s
ed
o
n
th
e
e
-
lear
n
i
n
g
teac
h
in
g
aid
s
,
teac
h
e
r
s
co
n
tin
u
o
u
s
ly
m
o
n
ito
r
ed
s
tu
d
e
n
ts
’
r
eq
u
ir
em
e
n
ts
an
d
ad
j
u
s
ted
th
eir
teac
h
in
g
a
cc
o
r
d
i
n
g
ly
[
5
0
]
.
“
I
g
o
to
Yo
u
Tu
b
e
,
s
ea
r
ch
fo
r
a
to
p
ic
a
n
d
l
o
o
k
f
o
r
in
teres
tin
g
vid
eo
s
if
a
va
ila
b
le.
Th
e
ch
il
d
g
ives
r
eferen
ce
s
a
n
d
s
p
ea
ks a
b
o
u
t wh
a
t th
ey
h
a
ve
h
e
a
r
d
o
r
s
ee
n
in
th
a
t v
id
eo
.
”
(
SET
7
)
I
n
ter
ac
tiv
e
lear
n
i
n
g
s
tr
ateg
ies:
t
ea
ch
er
s
u
s
ed
f
lash
ca
r
d
s
an
d
in
f
o
g
r
ap
h
ics
to
f
o
s
ter
cr
ea
t
iv
ity
an
d
cr
itical
th
in
k
in
g
am
o
n
g
s
tu
d
en
ts
,
cr
ea
tin
g
a
m
o
r
e
in
ter
ac
tiv
e
lear
n
in
g
ex
p
er
ien
ce
[
5
1
]
.
A
te
ac
h
er
to
ld
:
“
I
lo
ve
p
o
s
ter,
in
fo
g
r
a
p
h
ic
,
a
n
d
fla
s
h
ca
r
d
ma
kin
g
,
etc.
Th
e
y
d
is
cu
s
s
h
o
w
it
r
ela
tes
to
th
e
to
p
ic.
”
(
SET
6
)
T
ea
ch
er
s
an
d
s
tu
d
e
n
ts
wer
e
p
o
s
itiv
e
ab
o
u
t
q
u
izze
s
,
an
d
m
a
n
y
u
s
ed
Kah
o
o
t.
Alo
n
g
with
t
h
o
s
e
v
id
eo
s
,
r
ea
l
-
life
clip
p
in
g
s
p
r
o
v
id
ed
m
o
r
e
p
ar
ti
cip
atio
n
[
5
2
]
.
“
I
like
K
a
h
o
o
t so
metime
s
.
I
a
m
mo
r
e
co
mfo
r
ta
b
le
w
ith
Qu
iz
z
iz
.
”
(
SET
6
)
3
.
2
.
3
.
AI in
co
nd
uct
ing
cla
s
s
es
T
h
e
lack
o
f
AI
r
ele
v
an
ce
in
p
ed
ag
o
g
ical
c
o
n
ce
p
ts
cr
ea
ted
c
h
allen
g
es
f
o
r
teac
h
er
s
,
b
u
t
th
e
g
r
o
win
g
n
u
m
b
er
o
f
p
o
s
itiv
e
o
u
tco
m
es is
a
co
m
p
ellin
g
ar
g
u
m
e
n
t f
o
r
AI
im
p
lem
en
tatio
n
[
5
3
]
.
“
I
d
o
n
’
t
u
n
d
ers
ta
n
d
th
e
u
s
e
o
f
ch
a
tb
o
ts
in
my
s
u
b
ject.
I
d
o
n
’
t
th
in
k
A
I
h
a
s
mu
ch
to
d
o
w
ith
it
i
f
I
d
ema
n
d
B
en
g
a
li tex
ts
.
S
p
ellin
g
s
,
in
fo
r
ma
tio
n
is
w
r
o
n
g
.
”
(
S
E
T
5
)
AI
f
o
r
in
c
r
ea
s
in
g
s
tu
d
en
t
p
a
r
ticip
atio
n
:
r
esear
ch
s
u
g
g
ests
th
at
s
tu
d
en
ts
’
ac
ad
em
ic
o
u
t
co
m
es
o
r
en
g
ag
em
e
n
t
d
ep
en
d
o
n
teac
h
er
s
’
in
s
tr
u
ctio
n
al
s
tr
ateg
ies.
T
ea
ch
er
s
s
et
th
e
b
ac
k
g
r
o
u
n
d
b
y
test
in
g
s
tu
d
en
ts
’
p
r
io
r
k
n
o
wled
g
e
to
g
u
id
e
th
e
class
[
5
4
]
.
Stu
d
ies
s
h
o
w
t
h
at
im
p
lem
en
tin
g
AI
in
i
n
s
tr
u
ctio
n
al
d
eliv
er
y
p
r
o
m
o
tes
s
tu
d
en
t
m
o
tiv
atio
n
a
n
d
cr
itical
th
in
k
i
n
g
.
I
t
also
en
h
an
ce
s
teac
h
er
-
s
tu
d
e
n
t
in
ter
ac
tio
n
[
5
5
]
.
A
teac
h
e
r
(
4
1
-
y
e
ar
-
o
l
d
f
em
ale)
s
aid
th
at:
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
A
r
tifi
cia
l in
tellig
en
ce
u
s
a
g
e
in
th
e
tea
ch
in
g
-
lea
r
n
in
g
p
r
o
ce
s
s
:
p
ercep
tio
n
a
n
d
c
h
a
llen
g
e
(
I
s
h
a
n
i B
a
s
a
k
)
3131
“
I
fir
s
t
in
te
r
a
ct
w
ith
co
mmo
n
q
u
esti
o
n
s
o
n
th
e
Men
timeter.
I
g
en
era
te
a
b
a
s
ic
s
u
mma
r
y
o
f
th
e
do
-
a
b
les
in
t
h
e
cla
s
s
b
efo
r
e
I
s
ta
r
t.
I
crea
te
c
o
lo
r
fu
l
p
ictu
r
e
s
fr
o
m
b
o
ts
.
S
tu
d
en
ts
a
r
e
ex
cit
ed
a
n
d
in
teres
ted
.
”
(
SET
1
5
)
T
ea
ch
er
s
lik
e
to
u
s
e
AI
to
g
en
er
ate
co
n
te
n
t
b
ased
o
n
th
ei
r
id
ea
s
,
cr
ea
tin
g
an
in
d
iv
i
d
u
alize
d
lear
n
i
n
g
en
v
ir
o
n
m
en
t f
o
r
lear
n
e
r
s
[
5
6
]
.
So
m
e
ex
ce
r
p
ts
f
r
o
m
th
e
in
ter
v
iews o
n
th
is
th
em
e
ar
e
p
r
esen
ted
:
“
I
l
o
v
e
C
h
a
tGP
T f
o
r
g
e
n
er
a
ti
n
g
id
e
a
s
f
o
r
b
ett
er
c
o
n
te
n
t
.
P
r
es
en
t
a
t
io
n
s
I
e
d
i
t
in
C
a
n
va
.
”
(
SE
T
1
3
)
“
I
p
r
efer
Qu
esti
o
n
P
a
p
er.a
i
a
n
d
Tu
r
in
q
.
co
m
to
ma
ke
my
q
u
e
s
tio
n
p
a
p
ers
en
g
a
g
in
g
.
I
h
a
ve
co
me
a
cro
s
s
th
is
P
ikto
ch
a
r
t,
V
en
n
g
a
g
e
,
A
p
p
y
P
ie,
etc.
t
h
a
t h
elp
y
o
u
crea
te
in
fo
g
r
a
p
h
ics.
”
(
SET
1
1
)
AI
-
b
ased
class
r
oom
:
e
ac
h
s
tu
d
en
t
’
s
em
o
tio
n
al
well
-
b
ein
g
d
ep
en
d
s
o
n
th
eir
en
g
ag
e
m
en
t
an
d
in
ter
ac
tio
n
with
t
h
e
teac
h
er
a
n
d
p
ee
r
s
.
So
,
p
lan
s
to
cr
ea
te
a
m
ea
n
in
g
f
u
l
lear
n
in
g
ex
p
e
r
ie
n
ce
d
if
f
e
r
b
ased
o
n
s
tu
d
en
ts
’
d
iv
er
s
e
n
ee
d
s
.
AI
ca
n
h
elp
teac
h
er
s
m
a
k
e
a
s
u
d
d
en
s
h
if
t
in
co
n
ten
t
[
5
7
]
.
Acc
o
r
d
i
n
g
to
s
tu
d
ies,
s
o
m
e
p
latf
o
r
m
s
ar
e
n
o
t
ec
o
n
o
m
icall
y
f
ea
s
ib
le
f
o
r
ac
ce
s
s
ib
ilit
y
.
T
h
e
AI
f
u
n
ctio
n
ality
in
s
o
m
e
b
o
ts
is
co
n
f
u
s
in
g
b
u
t
h
elp
f
u
l,
ac
c
o
r
d
in
g
to
m
a
n
y
tea
ch
er
s
.
“
I
h
a
ve
o
n
lin
e
q
u
iz
z
es a
n
d
vid
eo
s
r
ea
d
y
fo
r
a
b
etter c
a
p
t
u
r
e
o
f d
iffer
en
t stu
d
en
ts
.
”
(
SET
1
1
)
B
len
d
ed
lear
n
in
g
a
p
p
r
o
ac
h
es:
d
ig
ital
tech
n
o
lo
g
ies
ca
n
h
elp
en
s
u
r
e
a
s
u
s
tain
ab
le
ed
u
ca
tio
n
s
y
s
tem
,
an
d
m
an
y
teac
h
er
s
ar
e
o
p
tin
g
f
o
r
b
len
d
ed
lear
n
in
g
,
u
s
in
g
b
o
th
d
i
g
ital
an
d
n
o
n
-
d
ig
ita
l
to
o
ls
to
in
cr
ea
s
e
en
g
ag
em
e
n
t
an
d
in
ter
ac
tio
n
an
d
im
p
r
o
v
e
lear
n
in
g
o
u
t
co
m
es
[
5
8
]
.
So
m
e
p
ar
ticip
an
ts
n
ar
r
ated
th
eir
ex
p
er
ien
ce
s
in
u
s
in
g
b
o
t
h
ty
p
e
s
o
f
aid
s
:
“
I
h
a
ve
crea
ted
Go
o
g
le
cla
s
s
r
o
o
ms
fo
r
ea
ch
cla
s
s
,
u
p
lo
a
d
e
d
b
r
ief
co
n
ten
t
th
ere
fo
r
2
4
/7
lea
r
n
e
r
a
cc
ess
.
”
(
SET
1
2
)
“
S
o
metime
s
,
I
p
r
efer p
o
d
ca
s
ts
th
a
t te
n
d
to
b
e
mo
r
e
in
teres
tin
g
th
a
n
a
lectu
r
e.
”
(
SET
8
)
T
ea
ch
er
s
ca
n
h
elp
s
tu
d
en
ts
o
r
g
an
ize
in
f
o
r
m
atio
n
f
r
o
m
d
ig
it
al
an
d
n
o
n
-
d
ig
ital
s
o
u
r
ce
s
,
g
u
i
d
e
th
em
to
b
ec
o
m
e
in
d
ep
e
n
d
en
t
lear
n
e
r
s
,
an
d
ca
p
t
u
r
e
th
eir
atten
ti
o
n
in
class
th
r
o
u
g
h
b
len
d
ed
f
o
r
m
ats
th
at
in
cr
ea
s
e
en
g
ag
em
e
n
t
[
5
9
]
.
Mo
s
t
p
ar
tic
ip
an
ts
ad
m
itted
th
at,
i
n
a
d
d
itio
n
to
h
a
n
d
m
a
d
e
p
r
o
p
s
,
AI
-
ai
d
ed
c
o
n
ten
t
d
is
p
lay
o
n
p
r
o
jecto
r
s
h
elp
e
d
th
em
r
ea
ch
s
tu
d
en
ts
m
o
r
e
e
f
f
ec
tiv
ely
.
“
I
tr
y
to
u
s
e
n
ews
clip
p
in
g
s
s
o
th
a
t
t
h
e
ch
ild
r
en
ca
n
ma
ke
a
co
n
n
ec
tio
n
to
r
ea
l
-
life
s
itu
a
tio
n
s
.
A
I
p
r
o
vid
es me
w
ith
th
e
h
a
n
d
m
a
d
e
n
ews
p
a
p
er c
u
ts
ju
s
t a
click
a
w
a
y.
”
(
SET
6
)
AI
as
a
co
llab
o
r
ativ
e
an
d
ass
is
tin
g
to
o
l:
AI
is
wid
ely
u
s
ed
a
cr
o
s
s
v
ar
io
u
s
E
d
T
ec
h
p
latf
o
r
m
s
s
u
ch
as
Ud
em
y
,
Ud
ac
ity
,
an
d
Go
o
g
le
AI
,
an
d
teac
h
er
s
ar
e
u
s
in
g
it
f
o
r
in
n
o
v
ativ
e
s
tr
ateg
ies
with
o
u
t
r
ea
lizin
g
th
e
AI
’
s
r
o
le
in
th
ese
p
latf
o
r
m
s
.
Alth
o
u
g
h
th
ey
u
s
e
th
e
to
o
ls
,
th
ey
ar
e
u
n
ab
le
to
r
elate
wh
eth
er
AI
is
alr
ea
d
y
in
v
o
lv
e
d
in
th
e
ed
u
ca
tio
n
al
s
ec
to
r
[
6
0
]
.
On
e
teac
h
er
ex
p
r
ess
ed
a
s
im
ilar
th
o
u
g
h
t:
“
I
u
s
e
Go
o
g
le
C
la
s
s
r
o
o
m
to
u
p
lo
a
d
ma
teri
a
ls
to
s
u
p
p
o
r
t
s
tu
d
en
ts
.
I
u
s
e
Gra
mma
r
ly
fo
r
ch
ec
kin
g
my
less
o
n
p
la
n
s
.
A
r
e
th
ey
A
I
?
”
(
SET
9
)
Var
io
u
s
class
r
o
o
m
m
an
a
g
em
en
t
s
tr
ateg
ies
m
ay
b
e
cir
cu
m
s
tan
ce
-
s
p
ec
if
ic
o
r
s
u
b
ject
a
n
d
s
tu
d
en
t
-
o
r
ien
ted
.
T
h
ese
s
tr
ateg
ies
d
if
f
er
f
o
r
n
o
v
ice
a
n
d
e
x
p
er
ie
n
ce
d
teac
h
er
s
.
T
h
ese
s
tr
ateg
ies
m
ay
h
in
d
er
a
teac
h
e
r
f
r
o
m
f
o
llo
win
g
th
e
p
lan
ex
ac
tl
y
[
6
1
]
.
A
teac
h
er
with
6
y
ea
r
s
o
f
ex
p
er
ie
n
ce
s
tated
th
at
r
eite
r
atin
g
th
e
p
r
e
v
io
u
s
to
p
ic
h
elp
s
av
o
i
d
co
n
f
u
s
io
n
,
w
h
er
ea
s
a
teac
h
er
with
o
v
er
1
0
y
ea
r
s
o
f
ex
p
er
ien
ce
s
aw
it a
s
a
h
in
d
r
a
n
ce
.
“
Th
ese
a
r
e
cla
s
s
r
o
o
ms
w
ith
2
0
,
2
5
,
a
n
d
3
0
s
tu
d
en
ts
,
r
esp
ec
tively.
F
o
r
r
eitera
tio
n
,
I
u
s
e
K
a
h
o
o
t
and
Qu
iz
z
es
.
I
a
ls
o
s
o
metime
s
crea
te
a
vid
eo
p
r
esen
ta
tio
n
o
n
C
a
n
va
.
”
(
SET
6
)
“
S
o
ma
n
y
s
tu
d
en
ts
,
a
b
o
u
t 6
0
!
Ho
w
to
u
s
e
A
I
?
E
n
tir
e
cla
s
s
s
h
o
u
tin
g
.
”
(
SET
5
)
3
.
2
.
4
.
AI f
o
r
a
ut
o
m
a
t
ed
t
a
s
ks
T
ea
ch
er
s
p
r
ef
e
r
AI
t
o
au
to
m
ate
d
aily
wo
r
k
[
6
2
]
.
T
ea
ch
er
s
lik
e
u
s
in
g
AI
f
o
r
p
lan
n
i
n
g
class
r
o
o
m
in
s
tr
u
ctio
n
an
d
f
o
r
q
u
ick
ass
ess
m
en
t
with
f
ee
d
b
ac
k
,
wh
ich
r
ed
u
ce
s
wo
r
k
lo
ad
a
n
d
allo
ws
th
em
to
s
p
en
d
m
o
r
e
tim
e
p
r
o
v
id
i
n
g
in
d
iv
id
u
alize
d
atten
tio
n
to
s
tu
d
en
ts
[
6
3
]
.
T
h
e
p
ar
ticip
an
ts
’
r
ef
lectio
n
s
s
u
p
p
o
r
t th
e
s
tu
d
ies
:
“
Ha
lf a
u
to
ma
ted
,
esp
ec
ia
lly
a
t
ten
d
a
n
ce
,
a
n
d
yo
u
ca
n
c
o
n
n
ec
t wi
th
th
e
ch
ild
mo
r
e.
”
(
SET
1
0
)
“
We
p
r
o
vid
e
ta
ilo
r
ed
feed
b
a
ck
b
a
s
ed
o
n
A
I
-
d
r
iven
a
n
a
lytics.
”
(
SET
9
)
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
4
,
Au
g
u
s
t
20
26
:
3
1
2
4
-
3
1
4
0
3132
AI
ass
is
tan
ce
to
s
av
e
tim
e
:
u
s
in
g
v
ar
io
u
s
ch
atb
o
ts
h
elp
s
teac
h
er
s
p
lan
th
eir
r
e
g
u
lar
cla
s
s
es,
b
u
ild
ad
eq
u
ate
s
tu
d
en
t
s
u
p
p
o
r
t,
cr
ea
te
p
er
s
o
n
alize
d
less
o
n
p
lan
tem
p
lates,
an
d
p
r
o
v
id
e
in
d
iv
id
u
alize
d
ac
tiv
ity
p
r
o
m
p
ts
f
o
r
d
iv
e
r
s
e
s
tu
d
en
ts
[
6
4
]
.
“
We
h
a
ve
a
lo
t
o
f
cla
s
s
es
a
n
d
less
time.
A
I
h
elp
s
u
s
g
e
t
a
g
is
t
o
f
w
h
a
t
w
e
w
ill
tea
ch
o
r
s
u
mma
r
iz
e
s
a
co
n
ce
p
t
fo
r
u
s
.
”
(
SET
1
5
)
“
Th
a
n
ks to
A
I
to
o
ls
fo
r
a
u
to
m
a
tic
feed
b
a
ck
a
n
d
q
u
ick
less
o
n
p
la
n
s
.
”
(
SET
9
)
Au
to
m
ated
atten
d
an
ce
an
d
g
r
ad
in
g
:
t
h
e
co
m
p
u
te
r
ized
g
r
ad
i
n
g
s
y
s
tem
also
f
r
ee
s
u
p
teac
h
er
s
’
tim
e,
allo
win
g
th
em
to
r
ev
iew
s
tr
en
g
th
s
an
d
wea
k
n
ess
es a
n
d
p
r
o
v
i
d
e
p
er
s
o
n
alize
d
f
ee
d
b
ac
k
to
s
tu
d
e
n
ts
[
6
5
]
.
“
I
ch
ec
k
a
n
d
u
p
lo
a
d
a
s
creen
s
h
o
t
o
f
th
e
co
p
y.
I
t
c
a
lcu
la
t
es
fo
r
me.
Th
e
ch
a
tb
o
t
g
ives
me
th
e
s
h
o
r
tco
min
g
s
o
f e
a
ch
s
tu
d
e
n
t
p
o
in
tw
is
e.
”
(
SET
1
2
)
Per
s
o
n
alize
d
one
-
to
-
o
n
e
f
ee
d
b
ac
k
:
AI
ca
n
d
etec
t
d
iv
e
r
s
e
lear
n
in
g
s
ty
les,
an
d
b
ased
o
n
th
at,
a
teac
h
er
ca
n
ca
ter
to
th
em
in
an
in
d
iv
id
u
ali
ze
d
m
an
n
e
r
[
6
6
]
.
“
I
ch
ec
k
a
n
d
u
p
lo
a
d
in
C
o
g
r
a
d
er,
it
r
ea
d
s
th
r
o
u
g
h
a
n
d
g
ives
me
q
u
ick
feed
b
a
ck
,
w
h
ich
I
p
o
s
t
b
a
ck
in
Go
o
g
le
C
lass
r
o
o
m
.”
(
SET
9
)
AI
in
r
ed
u
cin
g
teac
h
e
r
wo
r
k
lo
ad
:
AI
h
elp
s
r
ed
u
ce
d
aily
r
o
u
tin
e
task
s
f
o
r
teac
h
er
s
,
s
u
ch
as a
tten
d
an
ce
u
p
d
ates,
less
o
n
p
lan
n
in
g
,
an
d
g
r
ad
in
g
,
en
ab
lin
g
th
e
m
to
b
etter
ca
ter
t
o
d
iv
er
s
e
s
tu
d
en
ts
[
6
5
]
,
[
6
6
]
.
“
N
o
w
I
g
en
era
te
a
n
d
p
r
in
t th
e
less
o
n
p
la
n
s
a
fter
ed
itin
g
th
em
.
”
(
SET
6
)
C
las
s
r
o
o
m
r
ec
o
r
d
in
g
s
ca
n
h
el
p
th
e
teac
h
er
ac
ce
s
s
a
b
etter
r
ef
lectiv
e
an
aly
s
is
o
f
s
tu
d
en
t
e
n
g
ag
em
e
n
t
with
th
e
co
n
ten
t [
6
7
]
.
A
teac
h
er
s
tated
th
at
r
ef
lectiv
e
f
ee
d
b
ac
k
is
n
ec
ess
ar
y
in
class
es wh
en
s
h
o
r
tco
m
in
g
s
ar
e
r
ep
o
r
ted
.
“
I
tr
y
to
r
ec
o
r
d
th
e
a
ctivities
a
n
d
p
a
r
ticip
a
tio
n
leve
ls
o
f
my
s
tu
d
en
ts
o
n
lin
e,
a
n
d
th
ey
a
r
e
s
h
a
r
ed
to
o
.
”
(
SET
5
)
3
.
2
.
5
.
AI in
a
s
s
es
s
m
ent
s
T
ea
ch
er
s
r
ea
lize
th
e
ch
all
en
g
es
in
ass
ess
m
en
ts
,
p
ar
ticu
lar
ly
with
p
r
ef
er
r
e
d
f
a
ce
-
to
-
f
ac
e
ex
am
in
atio
n
s
,
v
id
eo
o
b
s
er
v
atio
n
,
a
n
d
s
p
o
k
e
n
task
s
.
T
ea
c
h
er
s
ar
e
also
i
n
f
av
o
r
o
f
c
r
ea
tin
g
q
u
esti
o
n
n
air
es
with
th
e
aid
o
f
g
en
er
ativ
e
AI
,
b
u
t p
r
ef
er
to
a
d
ju
s
t th
e
r
u
b
r
ics [
6
8
]
.
“
We
a
r
e
n
o
t a
llo
w
ed
to
a
s
s
ess
w
ith
A
I
a
id
s
b
y
o
u
r
p
r
in
cip
a
l.
”
(
SET
6
)
“
I
ta
ke
h
elp
i
n
d
esig
n
in
g
ex
a
m
q
u
esti
o
n
s
,
b
u
t
I
g
r
a
d
e
m
a
n
u
a
lly.
”
(
SET
1
0
)
AI
-
b
ased
f
o
r
m
ativ
e
ass
ess
m
e
n
ts
:
T
h
e
in
co
r
p
o
r
atio
n
o
f
AI
i
n
to
ass
ess
m
en
ts
is
s
lo
wly
in
cr
ea
s
in
g
d
u
e
to
its
tim
e
-
s
av
in
g
an
d
f
ee
d
b
ac
k
-
g
en
e
r
atin
g
f
ea
tu
r
es.
I
t
h
e
lp
s
th
e
teac
h
er
s
m
ak
e
th
eir
d
ec
is
io
n
s
b
ased
o
n
s
tu
d
en
t
en
g
a
g
em
en
t
an
d
p
er
f
o
r
m
an
ce
[
6
1
]
.
T
h
e
m
o
s
t
p
o
p
u
lar
co
n
tin
u
o
u
s
ass
ess
m
en
t
m
o
d
e
ls
am
o
n
g
teac
h
er
s
ar
e
n
o
w
q
u
iz
p
latf
o
r
m
s
lik
e
Q
u
izziz
an
d
Kah
o
o
t [
6
9
]
.
I
t is ev
id
en
t f
r
o
m
o
n
e
o
f
th
e
p
a
r
ticip
an
ts
’
v
iews:
“
I
lo
ve
Qu
iz
z
iz
a
n
d
Qu
iz
let
fo
r
q
u
ick
a
s
s
ess
men
ts
.
”
(
SET
1
3
)
“
I
u
p
lo
a
d
th
e
G
o
o
g
le
F
o
r
ms to
Go
o
g
le
C
la
s
s
r
o
o
m.
Th
ey
g
et
th
e
g
r
a
d
es.
”
(
SET
1
2
)
B
ias
an
d
r
eliab
ilit
y
in
AI
-
a
id
ed
g
r
ad
in
g
:
AI
ca
n
s
u
p
p
o
r
t
ce
r
tain
asp
ec
ts
o
f
g
r
ad
in
g
,
b
u
t
ca
n
n
o
t
r
ep
lace
th
e
n
eu
tr
al
h
u
m
an
j
u
d
g
em
e
n
t
th
at
ad
v
o
ca
tes
f
o
r
ex
am
in
atio
n
s
to
en
s
u
r
e
eth
ical
in
teg
r
ity
[
7
0
]
.
AI
ass
is
tan
ce
is
p
r
ef
er
r
ed
f
o
r
q
u
esti
o
n
p
ap
e
r
tem
p
lates,
id
ea
s
,
an
d
r
u
b
r
ics d
esig
n
ed
b
y
teac
h
er
s
[
7
1
]
.
“
I
ch
ec
k
a
n
d
g
ive
o
n
e
-
to
-
o
n
e
feed
b
a
ck
n
o
t v
is
ib
le
to
o
th
er st
u
d
en
ts
.
”
(
SET
1
2
)
“
I
ta
ke
q
u
esti
o
n
p
a
p
er id
ea
s
fr
o
m
C
h
a
tGP
T,
b
u
t I
g
ive
ma
n
u
a
l fe
ed
b
a
ck
.
”
(
SET
1
3
)
E
th
ical
u
s
ag
e
o
f
AI
in
a
s
s
ess
m
en
ts
:
e
th
ical
co
n
ce
r
n
s
em
p
h
asize
th
e
n
ee
d
to
cr
ea
te
o
p
p
o
r
tu
n
ities
f
o
r
d
iv
er
s
e
s
tu
d
en
ts
[
7
2
]
.
AI
s
y
s
tem
s
ar
e
tr
ain
ed
o
n
ex
is
tin
g
d
ata
an
d
a
r
e
u
p
d
ated
to
r
ef
lect
cu
r
r
en
t
s
o
cial
in
eq
u
ities
,
in
clu
d
in
g
b
iased
co
m
m
en
ts
an
d
g
r
ad
i
n
g
p
r
ac
t
ices
th
at
u
n
d
er
m
in
e
s
tu
d
en
ts
’
ca
p
ab
ilit
ies
[
7
3
]
.
A
co
n
ce
r
n
o
f
an
ed
u
ca
t
o
r
is
id
en
tifie
d
.
“
S
tu
d
en
ts
a
r
e
co
p
y
-
p
a
s
tin
g
r
ea
d
y
-
ma
d
e
p
r
o
jects.
Zer
o
u
n
iq
u
e
id
ea
s
.
”
(
SET
1
2
)
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
A
r
tifi
cia
l in
tellig
en
ce
u
s
a
g
e
in
th
e
tea
ch
in
g
-
lea
r
n
in
g
p
r
o
ce
s
s
:
p
ercep
tio
n
a
n
d
c
h
a
llen
g
e
(
I
s
h
a
n
i B
a
s
a
k
)
3133
On
e
-
s
ize
-
f
its
-
all
is
n
o
t
th
e
ta
g
lin
e
f
o
r
u
s
in
g
AI
in
s
ch
o
o
ls
.
T
ea
ch
er
s
ar
e
c
o
n
ce
r
n
ed
a
b
o
u
t
th
e
b
iased
attitu
d
es
o
f
v
ar
io
u
s
in
tellig
en
t
s
y
s
tem
s
th
at
p
r
o
v
id
e
in
f
o
r
m
atio
n
b
ased
o
n
p
r
e
-
p
r
o
g
r
am
m
ed
b
iases
with
o
u
t
cr
ea
tiv
e
id
ea
s
[
7
4
]
.
T
h
is
was e
v
id
en
t f
r
o
m
th
e
d
ata.
“
S
tu
d
en
ts
th
in
k
th
a
t
th
e
A
I
is
mo
r
e
a
d
va
n
ce
d
th
a
n
a
tea
ch
er
,
th
e
lea
s
t
in
fo
r
med
a
b
o
u
t
A
I
co
n
ten
t
a
u
th
en
ticity.
”
(
SET
1
5
)
3
.
3
.
Cha
lleng
es in AI a
do
ptio
n
3
.
3
.
1
.
Dig
it
a
l
lite
ra
c
y
a
nd
t
ra
ini
ng
need
s
Var
io
u
s
co
n
s
tr
ain
ts
in
in
co
r
p
o
r
atin
g
AI
in
class
r
o
o
m
s
p
o
s
e
a
ch
allen
g
e
to
th
e
d
iv
e
r
s
e
tr
an
s
f
o
r
m
atio
n
o
f
th
e
teac
h
in
g
-
lear
n
in
g
ex
p
er
ien
ce
[
3
9
]
.
T
ea
c
h
er
s
in
r
em
o
te
r
eg
io
n
s
o
r
f
r
o
m
lo
wer
s
o
cio
ec
o
n
o
m
ic
b
ac
k
g
r
o
u
n
d
s
o
f
ten
lack
ac
ce
s
s
to
ad
v
an
ce
d
AI
p
latf
o
r
m
s
a
n
d
f
ee
l
lim
ited
to
E
n
g
lis
h
.
I
n
co
n
tr
ast
to
m
etr
o
cities
o
r
af
f
lu
en
t
ar
ea
s
with
b
r
o
ad
e
r
ac
ce
s
s
to
tech
n
o
lo
g
y
,
teac
h
er
s
h
er
e
o
f
ten
c
o
n
s
id
e
r
o
th
er
n
o
n
-
d
ig
ital,
g
am
if
ied
m
eth
o
d
s
an
d
av
o
id
AI
[
7
5
]
.
A
p
ar
ticip
an
t
w
o
r
k
in
g
at
a
s
ch
o
o
l
i
n
Sil
ig
u
r
i
ex
p
r
ess
ed
th
at
th
e
ec
o
n
o
m
ic
an
d
s
o
cio
-
lin
g
u
al
s
tatu
s
o
f
th
e
lo
ca
lity
af
f
ec
ts
th
e
teac
h
er
’
s
d
ig
ital
tr
ain
in
g
n
ee
d
s
.
T
h
e
p
ar
ticip
an
t
p
r
ef
er
r
e
d
to
cr
ea
te
a
less
o
n
p
la
n
in
Go
o
g
le
Do
cs.
“
I
am
r
ea
d
y
w
ith
b
a
ck
u
p
p
l
a
n
s
fo
r
th
e
d
ivers
e
s
tu
d
en
ts
fo
r
n
etw
o
r
k
p
r
o
b
lems.
I
t
is
o
n
ly
fo
r
E
n
g
lis
h
,
a
n
ywa
y.
I
w
r
ite
o
r
typ
e
in
a
Go
o
g
le
Do
c
,
fo
r
s
h
a
r
in
g
q
u
ickly
.
”
(
SET
1
5
)
So
m
e
p
ar
e
n
ts
also
o
b
ject
to
th
e
u
s
e
o
f
d
ig
ital
ai
d
s
in
class
,
wh
ile
s
o
m
e
en
c
o
u
r
ag
e
it
at
h
o
m
e.
T
h
e
r
e
is
a
b
r
id
g
e
b
etwe
en
p
ar
e
n
ts
’
u
n
d
er
s
tan
d
i
n
g
an
d
t
h
e
ch
ild
r
e
n
’
s
lear
n
in
g
p
r
o
ce
s
s
[
7
6
]
.
T
e
a
ch
er
s
p
er
ce
iv
e
th
at
p
ar
en
t
b
eliev
e
d
ig
ital a
id
s
u
s
e
d
in
teac
h
in
g
d
is
tr
ac
t stu
d
en
ts
an
d
,
as a
r
esu
lt,
o
b
ject
to
th
eir
u
s
e
[
7
7
]
.
“
My
co
llea
g
u
es
a
n
d
I
a
r
en
’
t u
s
in
g
it b
ec
a
u
s
e
p
a
r
en
ts
d
o
n
’
t l
ike
th
is
.
”
(
SET
3
)
3
.
3
.
2
.
L
a
ck
o
f
ins
t
it
utio
na
l r
eso
urce
s
I
n
ter
n
et
in
f
r
astru
ctu
r
e
an
d
u
n
eq
u
al
ac
ce
s
s
am
o
n
g
teac
h
er
s
ar
e
ch
allen
g
es
th
at
h
in
d
er
th
eir
u
s
e
o
f
b
len
d
ed
ap
p
r
o
ac
h
es
,
s
u
ch
as
em
ails
,
v
id
eo
s
,
o
r
p
r
esen
tatio
n
s
,
to
e
n
h
an
ce
th
e
teac
h
in
g
-
l
ea
r
n
in
g
ex
p
e
r
ien
ce
[
7
8
]
.
A
p
ar
ticip
an
t
(
3
8
-
y
ea
r
-
o
ld
f
em
ale)
e
x
p
r
ess
ed
:
“
I
n
th
e
cla
s
s
r
o
o
m
,
w
e
o
n
ly
h
a
ve
n
o
r
ma
l c
h
a
lk
a
n
d
b
o
a
r
d
u
s
e.
”
(
SET
1
4
)
I
n
ad
eq
u
ate
elec
tr
icity
,
u
n
r
elia
b
le
h
ig
h
-
s
p
ee
d
in
te
r
n
et,
c
o
s
t
co
n
s
tr
ain
ts
,
co
n
n
ec
ti
v
ity
,
tr
ain
i
n
g
,
s
ch
o
o
l
m
an
ag
em
en
t
p
o
licies,
an
d
d
at
a
s
ec
u
r
ity
ar
e
am
o
n
g
th
e
s
ig
n
i
f
ican
t
ch
allen
g
es
in
th
e
way
o
f
in
co
r
p
o
r
atin
g
AI
in
to
th
e
teac
h
in
g
-
lea
r
n
in
g
p
r
o
ce
s
s
[
7
9
]
.
So
m
e
o
f
th
e
ch
alle
n
g
es
th
at
teac
h
e
r
s
ca
m
e
ac
r
o
s
s
,
as
ev
id
en
t
i
n
th
e
tr
an
s
cr
ip
ts
,
wer
e:
“
Th
ere
a
r
e
t
w
o
s
ma
r
t
cla
s
s
r
o
o
ms.
Here,
i
f th
e
tea
ch
er th
in
ks
th
a
t th
is
to
p
ic
is
i
mp
o
r
ta
n
t,
th
en
s
h
e
ca
n
b
o
o
k
a
n
a
d
v
a
n
ce
d
s
lo
t a
w
ee
k
a
g
o
.
”
(
SET
1
0
)
“
Ma
n
a
g
eme
n
t
is
in
ve
s
tin
g
in
i
n
tern
et
co
n
n
ec
tivity
a
n
d
s
u
b
s
crip
tio
n
s
to
va
r
io
u
s
A
I
a
id
s
.
W
e
n
ee
d
tr
a
in
in
g
,
o
th
erw
is
e
h
o
w
ca
n
w
e
b
e
a
w
a
r
e?
”
(
SET
8
)
3
.
3
.
3
.
E
t
hica
l
c
o
ncer
ns
in AI
us
a
g
e
R
esear
ch
s
h
o
ws
th
at
th
e
two
p
r
im
ar
y
eth
ical
co
n
ce
r
n
s
ab
o
u
t
AI
u
s
e
in
teac
h
in
g
an
d
l
ea
r
n
in
g
ar
e
p
lag
iar
is
m
an
d
d
ata
p
r
i
v
ac
y
[
7
2
]
.
T
h
e
y
o
u
n
g
er
g
en
er
atio
n
is
ad
ap
tab
le
to
n
ew
tech
n
o
lo
g
i
es,
b
u
t
th
e
q
u
esti
o
n
ar
is
es
ab
o
u
t
h
o
w
m
u
ch
th
e
teac
h
er
s
allo
w
s
tu
d
en
ts
to
u
s
e
AI
f
o
r
f
r
u
itfu
l
o
u
tco
m
es.
Sin
ce
AI
d
etec
tio
n
to
o
ls
r
em
ain
u
n
r
eliab
le,
s
tu
d
e
n
ts
co
n
tin
u
e
to
u
s
e
AI
to
o
ls
as
a
o
n
e
-
s
to
p
s
o
lu
tio
n
f
o
r
th
eir
p
r
esen
t
atio
n
s
an
d
p
r
o
jects
d
esp
ite
b
ein
g
war
n
ed
n
o
t to
[
8
0
]
.
“
Th
ere
is
a
w
eb
s
ite
ca
lled
Tu
r
n
itin
th
a
t
h
elp
s
yo
u
d
etec
t
p
l
a
g
ia
r
is
m
a
n
d
s
ee
h
o
w
mu
ch
o
f
it
is
p
la
g
ia
r
iz
ed
.
S
o
,
if
y
o
u
r
ess
a
y
tu
r
n
s
o
u
t
to
b
e
m
o
r
e
th
a
n
2
0
%
p
la
g
ia
r
iz
ed
,
th
en
w
e
w
ill
d
is
mis
s
it
a
n
d
co
n
s
id
er rew
o
r
k.
”
(
SET
1
1
)
3
.
3
.
4
.
AI
-
i
nd
uced
co
g
nitiv
e
d
is
ruptio
n
s
AI
ca
n
s
o
m
etim
es
co
n
s
tr
ain
cr
itical
th
in
k
in
g
an
d
cr
ea
tiv
it
y
d
u
e
to
its
r
ep
etitiv
e
an
d
im
p
er
s
o
n
al
n
atu
r
e.
C
o
n
s
tan
t
ass
ess
m
en
ts
with
AI
aid
ca
n
ca
u
s
e
an
x
iety
an
d
tech
n
ical
f
r
u
s
tr
atio
n
[
8
1
]
.
T
h
e
in
ter
v
iewe
d
teac
h
er
s
also
ex
p
r
ess
ed
a
s
im
ilar
co
n
ce
r
n
.
“
Th
e
p
o
w
er
o
f
lis
ten
in
g
a
n
d
u
n
d
ers
ta
n
d
in
g
h
a
s
b
ec
o
me
less
.
N
ex
t
time,
in
s
tea
d
o
f
r
eme
m
b
erin
g
it,
th
ey
w
ill ta
ke
a
s
creen
s
h
o
t a
n
d
s
ca
n
Go
o
g
le
fr
o
m
th
ere.
”
(
SET
1
3
)
Evaluation Warning : The document was created with Spire.PDF for Python.