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u
ca
tio
n
p
ar
ticu
lar
ly
r
elev
an
t
with
in
th
is
r
eg
io
n
al
co
n
tex
t.
W
ith
in
th
is
r
ap
id
ly
ev
o
lv
in
g
ed
u
ca
tio
n
al
lan
d
s
ca
p
e,
AI
L
h
as
em
er
g
ed
as
a
f
u
n
d
am
en
tal
co
m
p
eten
cy
in
h
ig
h
er
ed
u
ca
tio
n
,
p
ar
allelin
g
tr
ad
itio
n
al
liter
ac
ies
in
its
im
p
o
r
tan
ce
f
o
r
s
tu
d
en
ts
’
ac
ad
em
ic
an
d
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t.
T
h
is
liter
ac
y
en
co
m
p
ass
es
tech
n
ical
u
n
d
er
s
tan
d
in
g
,
cr
itical
ev
alu
atio
n
s
k
ills
,
an
d
th
e
eth
ical
ap
p
licatio
n
of
AI
tech
n
o
lo
g
ies
ac
r
o
s
s
d
iv
er
s
e
d
is
cip
lin
es
[
9
]
–
[
1
1
]
.
Stu
d
en
ts
with
en
h
an
ce
d
AI
L
d
em
o
n
s
tr
ate
im
p
r
o
v
ed
s
elf
-
ef
f
icac
y
,
h
ig
h
er
-
q
u
ality
o
u
tp
u
t,
an
d
g
r
ea
ter
ac
ad
em
ic
en
g
ag
em
en
t
(
AE
)
,
co
n
tr
ib
u
tin
g
to
h
ig
h
er
ac
h
iev
em
en
t
an
d
o
v
er
all
well
-
b
ein
g
[
1
2
]
–
[
1
4
]
.
B
ey
o
n
d
ac
ad
em
ia,
AI
co
m
p
eten
cies
h
av
e
b
ec
o
m
e
cr
itical
d
if
f
er
en
tiato
r
s
in
em
p
lo
y
ab
ilit
y
,
with
AI
-
p
r
o
f
icien
t
g
r
ad
u
ates
more
lik
ely
to
s
ec
u
r
e
p
o
s
itio
n
s
alig
n
ed
with
th
eir
f
ield
s
an
d
r
ep
o
r
t
in
cr
ea
s
ed
wo
r
k
p
lace
p
r
o
d
u
ctiv
ity
[
1
5
]
.
Fu
r
th
er
m
o
r
e,
in
teg
r
atin
g
AI
L
in
to
cu
r
r
icu
la
p
r
ep
ar
es
s
tu
d
en
ts
to
ad
d
r
ess
eth
ical
co
n
s
id
er
atio
n
s
,
in
clu
d
in
g
b
ias
an
d
p
r
iv
ac
y
co
n
ce
r
n
s
,
wh
ile
f
o
s
ter
in
g
in
n
o
v
atio
n
an
d
lead
er
s
h
ip
ca
p
ab
ilit
ies
ess
en
tial
f
o
r
n
av
ig
atin
g
an
in
cr
ea
s
in
g
ly
AI
-
d
r
iv
en
p
r
o
f
ess
io
n
al
lan
d
s
ca
p
e
[
1
6
]
,
[
1
7
]
.
At
th
e
in
ter
s
ec
tio
n
of
AI
L
an
d
en
g
ag
em
en
t,
s
tu
d
en
ts
in
f
o
r
eig
n
-
lan
g
u
ag
e
lear
n
in
g
co
n
tex
ts
ar
e
th
e
p
r
im
ar
y
s
tak
eh
o
ld
er
s
m
o
s
t
d
ir
ec
tly
af
f
ec
ted
by
th
ese
ed
u
ca
tio
n
al
tr
an
s
f
o
r
m
atio
n
s
.
Un
iv
er
s
ity
s
tu
d
en
ts
lear
n
in
g
E
n
g
lis
h
as
a
f
o
r
eig
n
lan
g
u
ag
e
(
E
FL)
co
n
s
titu
te
a
p
ar
ticu
lar
ly
s
ig
n
if
ican
t
p
o
p
u
latio
n
,
as
th
ey
n
av
ig
ate
th
e
in
teg
r
atio
n
of
AI
-
p
o
wer
ed
ap
p
licatio
n
s
s
u
ch
as
C
h
atGPT
an
d
o
th
er
d
ig
ital
to
o
ls
in
to
th
eir
lear
n
in
g
ex
p
er
ien
ce
s
[
1
8
]
,
[
1
9
]
.
T
h
ese
lear
n
er
s
ex
p
er
ien
ce
m
u
ltifa
ce
ted
im
p
ac
ts
on
th
eir
en
g
ag
em
en
t,
m
o
tiv
atio
n
,
an
d
s
elf
-
ef
f
icac
y
wh
en
in
ter
ac
tin
g
with
AI
tech
n
o
lo
g
ies
[
2
0
]
,
[
2
1
]
.
R
esear
ch
d
em
o
n
s
tr
ates
th
at
E
FL
s
tu
d
en
ts
en
co
u
n
ter
b
o
th
o
p
p
o
r
tu
n
ities
—
in
clu
d
in
g
p
er
s
o
n
alize
d
f
ee
d
b
ac
k
—
an
d
ch
allen
g
es,
s
u
ch
as
in
cr
ea
s
ed
an
x
iety
,
o
v
er
-
r
elian
ce
on
tech
n
o
lo
g
y
,
an
d
eth
ical
co
n
ce
r
n
s
[
2
2
]
,
[
2
3
]
.
Un
d
er
s
tan
d
in
g
how
th
ese
s
tu
d
en
ts
ex
p
er
ien
ce
th
e
in
ter
s
ec
tio
n
of
AI
L
an
d
AE
is
cr
u
cial
f
o
r
d
ev
elo
p
in
g
ef
f
ec
tiv
e
ed
u
ca
tio
n
al
f
r
am
ewo
r
k
s
th
at
ad
d
r
ess
th
eir
u
n
iq
u
e
n
ee
d
s
an
d
co
n
ce
r
n
s
.
T
h
e
r
elatio
n
s
h
ip
b
etwe
en
tech
n
o
lo
g
y
an
d
f
o
r
eig
n
lan
g
u
ag
e
an
x
iety
(
FLA)
h
as
u
n
d
er
g
o
n
e
n
o
tab
le
ch
an
g
e
in
r
ec
en
t
y
ea
r
s
.
T
h
e
in
ter
s
ec
tio
n
of
tech
n
o
lo
g
y
an
d
FLA
g
r
ew
with
th
e
r
is
e
of
co
m
p
u
ter
‑
ass
is
ted
lan
g
u
ag
e
lear
n
in
g
in
th
e
2000s
an
d
2
0
1
0
s
,
alth
o
u
g
h
s
y
s
tem
atic
r
esear
ch
d
u
r
in
g
th
is
p
er
io
d
r
em
ain
ed
lim
ited
[
2
4
]
,
[
2
5
]
.
T
h
e
m
id
-
2010s
m
ar
k
ed
a
tu
r
n
in
g
p
o
in
t
as
r
esear
ch
er
s
b
eg
an
ex
am
in
in
g
how
ed
u
ca
tio
n
al
tech
n
o
lo
g
y
co
u
ld
b
o
th
allev
iate
an
d
ex
ac
er
b
ate
FLA,
with
m
ix
ed
r
esu
lts
d
ep
en
d
in
g
on
im
p
lem
en
tatio
n
ap
p
r
o
ac
h
es
[
2
6
]
.
Ho
wev
er
,
th
e
s
p
ec
if
ic
f
o
cu
s
on
AI
-
m
ed
iated
lan
g
u
ag
e
lear
n
in
g
an
x
iety
is
a
r
elativ
ely
r
ec
en
t
p
h
en
o
m
en
o
n
,
g
ain
in
g
p
r
o
m
in
en
ce
o
n
ly
s
in
ce
2019,
as
in
tellig
en
t
tu
to
r
in
g
s
y
s
tem
s
,
ch
atb
o
ts
,
an
d
g
en
er
ativ
e
AI
to
o
ls
h
av
e
en
ter
ed
m
ain
s
tr
ea
m
ed
u
ca
tio
n
al
p
r
ac
tice
[
2
7
]
,
[
2
8
]
.
C
o
n
tem
p
o
r
ar
y
r
esear
ch
now
r
ec
o
g
n
izes
AI
lear
n
in
g
an
x
iety
as
a
d
is
tin
ct
co
n
s
tr
u
ct
th
at
m
ed
iates
lear
n
er
s
’
willin
g
n
ess
to
co
m
m
u
n
icate
an
d
AE
[
1
9
]
,
wh
ile
also
ac
k
n
o
wled
g
in
g
AI
’
s
d
u
al
p
o
ten
tial
to
r
ed
u
ce
tr
ad
itio
n
al
FLA
th
r
o
u
g
h
p
er
s
o
n
alize
d
f
ee
d
b
ac
k
y
et
in
tr
o
d
u
ce
n
o
v
el
an
x
ieties
r
elate
d
to
tech
n
o
lo
g
ical
co
m
p
lex
ity
an
d
AI
L
d
em
an
d
s
[
2
9
]
.
T
h
e
th
eo
r
etica
l
p
ath
way
lin
k
in
g
AI
L
to
AE
th
r
o
u
g
h
r
ed
u
ce
d
FLA
o
p
er
ates
th
r
o
u
g
h
s
ev
er
al
in
ter
co
n
n
ec
ted
p
s
y
ch
o
lo
g
ical
m
ec
h
an
is
m
s
.
AI
L
eq
u
ip
s
lear
n
er
s
with
th
e
co
m
p
eten
ce
an
d
co
n
f
id
en
ce
to
u
s
e
AI
to
o
ls
ef
f
ec
tiv
ely
in
lan
g
u
ag
e
lear
n
in
g
,
f
o
s
ter
in
g
a
s
en
s
e
of
co
n
tr
o
l
an
d
co
m
p
eten
ce
th
at
d
ir
ec
tly
in
cr
ea
s
es
th
eir
s
elf
-
ef
f
icac
y
[
19
],
[
20
].
T
h
is
en
h
an
ce
d
p
r
o
f
icien
cy
r
ed
u
ce
s
u
n
ce
r
tain
ty
an
d
f
ea
r
of
f
ailu
r
e,
k
ey
s
o
u
r
ce
s
of
FLA
[
2
9
]
,
[
3
0
]
.
As
an
x
iety
d
im
in
is
h
es,
s
tu
d
en
ts
ex
p
er
ien
ce
g
r
ea
ter
en
jo
y
m
en
t,
m
o
tiv
atio
n
,
an
d
willin
g
n
ess
to
co
m
m
u
n
icate
,
ess
en
tial
co
m
p
o
n
en
ts
of
AE
[
3
1
]
,
[
3
2
]
.
E
m
p
ir
ical
ev
id
en
ce
co
n
f
ir
m
s
th
at
FLA
f
u
lly
m
ed
iates
th
is
r
elatio
n
s
h
ip
,
with
AI
L
’
s
ef
f
ec
t
ch
an
n
eled
th
r
o
u
g
h
r
ed
u
ce
d
an
x
iety
an
d
en
h
an
ce
d
s
elf
-
ef
f
icac
y
[
1
8
]
,
[
3
3
]
.
T
h
is
p
ath
way
s
u
g
g
ests
th
at
AI
-
en
h
an
ce
d
lear
n
in
g
en
v
ir
o
n
m
en
ts
ad
d
r
ess
in
g
em
o
tio
n
al
well
-
b
ein
g
cr
ea
te
more
r
esil
ien
t
an
d
en
g
ag
ed
lear
n
er
s
.
Desp
ite
g
r
o
win
g
r
ec
o
g
n
itio
n
th
at
p
s
y
ch
o
lo
g
ical
f
ac
to
r
s
m
ed
iate
th
e
r
elatio
n
s
h
ip
b
etwe
en
AI
L
an
d
en
g
ag
em
en
t,
r
esear
ch
ex
am
in
in
g
th
ese
m
ec
h
an
is
m
s
r
em
ain
s
lim
ited
,
p
ar
ticu
lar
ly
r
eg
ar
d
in
g
n
eg
ativ
e
em
o
tio
n
s
s
u
ch
as
FLA
,
with
no
s
tu
d
y
to
d
ate
h
av
in
g
d
ir
ec
tly
ad
d
r
ess
ed
th
is
g
ap
with
in
an
Ar
ab
or
E
g
y
p
tian
h
ig
h
er
ed
u
ca
tio
n
co
n
tex
t
wh
er
e
af
f
ec
tiv
e
r
esp
o
n
s
es
to
AI
-
en
h
an
ce
d
en
v
ir
o
n
m
en
ts
r
em
ain
lar
g
ely
u
n
ex
p
lo
r
ed
an
d
wh
er
e
ev
id
en
ce
-
b
ased
s
tr
ateg
ies
ar
e
u
r
g
en
tly
n
ee
d
ed
to
g
u
id
e
cu
r
r
icu
lu
m
d
esig
n
er
s
an
d
lan
g
u
ag
e
ed
u
ca
to
r
s
in
m
ax
im
izin
g
th
e
b
en
ef
its
of
AI
to
o
ls
wh
ile
m
itig
atin
g
th
eir
p
s
y
ch
o
lo
g
ical
co
s
ts
.
W
h
ile
r
ec
en
t
s
tu
d
ies
h
av
e
ex
p
lo
r
ed
p
o
s
itiv
e
m
ed
iato
r
s
in
clu
d
in
g
s
elf
-
ef
f
icac
y
an
d
en
jo
y
m
en
t
in
AI
-
ass
is
ted
lan
g
u
ag
e
lear
n
in
g
co
n
tex
ts
[
2
0
]
,
[
3
4
]
,
th
e
r
o
le
of
an
x
iety
as
a
m
ed
iatin
g
v
ar
iab
le
h
as
r
ec
eiv
ed
m
in
im
al
atten
tio
n
.
Sy
s
tem
atic
r
ev
iews
in
d
icate
th
at
r
esear
ch
on
AI
’
s
im
p
ac
t
on
af
f
ec
tiv
e
f
ac
to
r
s
is
s
till
in
its
in
f
an
cy
,
with
m
o
s
t
s
tu
d
ies
f
o
cu
s
in
g
on
tech
n
ical
or
m
o
tiv
atio
n
al
asp
ec
ts
r
ath
er
th
an
co
m
p
lex
p
s
y
ch
o
lo
g
ical
m
ed
iato
r
s
[
2
7
]
,
[
3
5
]
.
No
tab
ly
,
o
n
ly
Evaluation Warning : The document was created with Spire.PDF for Python.
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J
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2252
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ig
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e
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av
e
d
ir
ec
tly
ex
am
in
ed
f
o
r
eig
n
lan
g
u
ag
e
class
r
o
o
m
an
x
iety
(
FLCA)
as
a
m
ed
iato
r
b
etwe
en
AI
L
an
d
co
m
m
u
n
icativ
e
o
u
tco
m
es
[
1
9
]
,
leav
in
g
a
s
u
b
s
tan
tial
g
ap
in
u
n
d
er
s
tan
d
in
g
how
an
x
iety
s
p
ec
if
ically
s
h
ap
es
th
is
r
elatio
n
s
h
ip
.
T
h
is
s
ca
r
city
co
n
tr
asts
s
h
ar
p
ly
with
ex
ten
s
iv
e
r
esear
ch
on
an
x
iety
as
an
o
u
tco
m
e
v
ar
iab
le
in
tr
ad
itio
n
al
lan
g
u
ag
e
lear
n
in
g
co
n
tex
ts
[
2
9
]
,
[
3
6
]
.
Giv
en
th
e
id
en
tifie
d
g
ap
in
r
esear
ch
ex
am
in
in
g
an
x
iety
as
a
m
ed
iatin
g
m
ec
h
an
is
m
,
th
is
s
tu
d
y
in
v
esti
g
ates
th
e
r
elatio
n
s
h
ip
b
etwe
en
AI
L
an
d
AE
am
o
n
g
E
FL
u
n
iv
er
s
ity
s
tu
d
en
ts
,
with
p
ar
ticu
lar
atten
tio
n
to
th
e
m
ed
iatin
g
r
o
le
of
FLA
.
Sp
ec
if
ically
,
th
is
r
esear
ch
s
ee
k
s
to
:
i
)
ex
am
in
e
th
e
d
ir
ec
t
r
elatio
n
s
h
ip
b
etwe
en
AI
L
an
d
AE
;
ii
)
ass
ess
th
e
ass
o
ciatio
n
b
etwe
en
AI
L
an
d
FLA
;
iii
)
ev
alu
ate
th
e
r
elatio
n
s
h
ip
b
etwe
en
FLA
an
d
AE
;
an
d
iv
)
d
eter
m
in
e
wh
eth
er
FLA
m
ed
iates
th
e
AI
L
–
en
g
ag
em
en
t
r
elatio
n
s
h
ip
.
By
elu
cid
atin
g
th
ese
r
elatio
n
s
h
ip
s
,
th
is
s
tu
d
y
co
n
tr
ib
u
tes
to
th
eo
r
etica
l
u
n
d
er
s
tan
d
in
g
of
how
tech
n
o
lo
g
ical
co
m
p
eten
cies
in
ter
ac
t
with
af
f
ec
tiv
e
f
ac
to
r
s
to
s
h
ap
e
lear
n
in
g
o
u
tco
m
es,
wh
ile
o
f
f
er
in
g
p
r
ac
tical
in
s
ig
h
ts
f
o
r
d
ev
elo
p
in
g
ef
f
ec
tiv
e
AI
-
en
h
an
ce
d
ed
u
ca
tio
n
al
in
ter
v
en
tio
n
s
.
T
h
is
s
tu
d
y
ad
d
r
ess
es
th
e
f
o
llo
win
g
q
u
esti
o
n
s
:
−
W
h
at
is
th
e
r
elatio
n
s
h
ip
b
etwe
en
AI
L
an
d
AE
am
o
n
g
E
FL
le
ar
n
er
s
?
(
R
Q1
)
−
W
h
at
is
th
e
r
elatio
n
s
h
ip
b
etwe
en
AI
L
an
d
FLA
?
(
R
Q2
)
−
W
h
at
is
th
e
r
elatio
n
s
h
ip
b
etwe
en
FLA
an
d
AE
?
(
R
Q3
)
−
D
o
es
FLA
m
ed
iate
th
e
r
elatio
n
s
h
ip
b
etwe
en
AI
L
a
n
d
AE
?
(
R
Q4
)
2.
M
E
T
H
O
D
2
.
1
.
Resea
rc
h
des
ig
n
T
h
e
s
tu
d
y
u
tili
ze
d
a
q
u
a
n
titativ
e
ap
p
r
o
ac
h
b
ased
on
a
c
r
o
s
s
s
ec
tio
n
al
co
r
r
elatio
n
al
f
r
am
ewo
r
k
,
g
ath
er
in
g
all
d
ata
at
one
tim
e
p
o
in
t
to
ex
p
l
o
r
e
how
AI
L
,
FLA
,
an
d
AE
ar
e
in
ter
r
elate
d
.
T
h
is
d
esig
n
was
d
ee
m
ed
ap
p
r
o
p
r
iate
f
o
r
test
in
g
th
e
p
r
o
p
o
s
ed
m
e
d
iatio
n
m
o
d
e
l
with
o
u
t
ex
p
er
im
e
n
tal
m
an
ip
u
latio
n
.
2
.
2
.
P
a
rt
icipa
nts
T
h
e
s
tu
d
y
co
m
p
r
is
ed
two
s
am
p
les:
a
m
ain
s
am
p
le
of
1
,
0
5
2
p
ar
ticip
an
ts
an
d
a
p
s
y
ch
o
m
etr
ic
v
alid
atio
n
s
am
p
le
of
5
7
9
p
ar
ticip
an
ts
.
Par
ticip
an
ts
we
r
e
r
ec
r
u
ited
v
ia
co
n
v
en
ien
c
e
s
am
p
lin
g
f
r
o
m
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
en
r
o
ll
ed
in
f
o
r
eig
n
lan
g
u
ag
e
p
r
o
g
r
am
s
at
Al
-
Azh
ar
U
n
iv
er
s
ity
.
T
h
e
m
ain
s
am
p
le
co
n
s
is
ted
of
s
tu
d
en
ts
ag
e
d
18
-
23
y
ea
r
s
(
M=
2
1
.
2
5
,
SD=1
.
6
1
)
e
n
r
o
lled
in
f
o
r
eig
n
la
n
g
u
ag
e
p
r
o
g
r
a
m
s
at
Al
-
Azh
ar
Un
iv
er
s
ity
,
E
g
y
p
t.
T
ab
le
1
o
u
tlin
es
th
e
d
e
m
o
g
r
a
p
h
ic
p
r
o
f
iles
of
th
e
p
ar
ticip
a
n
ts
in
b
o
th
s
am
p
les,
in
clu
d
in
g
g
en
d
e
r
d
is
tr
ib
u
tio
n
,
tar
g
et
s
ec
o
n
d
la
n
g
u
a
g
e,
lan
g
u
ag
e
p
r
o
f
icien
c
y
lev
el,
tech
n
o
lo
g
y
ex
p
e
r
ien
ce
lev
el,
an
d
p
r
im
ar
y
p
u
r
p
o
s
e
of
AI
u
s
e.
Par
ticip
a
n
ts
wer
e
d
r
awn
f
r
o
m
th
r
ee
co
lleg
es
in
C
air
o
an
d
T
a
f
h
n
a
Al
Ash
r
af
.
Par
ticip
an
ts
wer
e
in
clu
d
ed
if
t
h
ey
:
i
)
wer
e
c
u
r
r
en
tly
e
n
r
o
lled
as
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
in
a
f
o
r
eig
n
lan
g
u
ag
e
p
r
o
g
r
am
at
Al
-
Azh
ar
Un
iv
er
s
ity
;
ii)
wer
e
ag
ed
1
8
–
2
3
y
ea
r
s
;
iii)
h
ad
p
r
i
o
r
ex
p
er
ien
ce
u
s
in
g
at
least
o
n
e
AI
-
b
ased
to
o
l
(
e.
g
.
,
C
h
atGPT
,
Gr
am
m
ar
l
y
,
an
d
Qu
illb
o
t)
in
an
ac
ad
e
m
ic
co
n
tex
t;
an
d
iv
)
p
r
o
v
id
e
d
v
o
lu
n
tar
y
in
f
o
r
m
ed
co
n
s
en
t.
Stu
d
en
ts
wer
e
ex
clu
d
ed
if
th
e
y
wer
e
en
r
o
lled
in
n
o
n
-
lan
g
u
a
g
e
p
r
o
g
r
a
m
s
o
r
f
ailed
to
co
m
p
lete
9
0
% o
r
m
o
r
e
o
f
th
e
s
u
r
v
ey
it
em
s
.
2
.
3
.
P
r
o
ce
du
re
Data
wer
e
co
llected
o
n
lin
e
v
ia
Go
o
g
le
Fo
r
m
s
d
u
r
in
g
th
e
f
i
r
s
t
s
em
ester
o
f
2
0
2
5
–
2
0
2
6
.
All
in
s
tr
u
m
en
ts
wer
e
t
r
an
s
lated
i
n
to
Ar
a
b
ic
u
s
in
g
a
r
ig
o
r
o
u
s
tr
an
s
latio
n
–
b
ac
k
-
t
r
an
s
latio
n
p
r
o
ce
d
u
r
e
b
y
t
h
r
ee
ex
p
er
t
tr
an
s
lato
r
s
to
en
s
u
r
e
ac
cu
r
ac
y
.
Par
ticip
atio
n
was
v
o
lu
n
tar
y
f
o
llo
win
g
in
f
o
r
m
ed
co
n
s
en
t.
Data
an
aly
s
is
was p
er
f
o
r
m
ed
u
s
in
g
SP
SS
2
7
an
d
AM
OS 2
6
.
T
ab
le
1.
Dem
o
g
r
ap
h
ic
ch
ar
ac
t
er
is
tics
of
s
tu
d
y
p
ar
ticip
an
ts
M
a
i
n
sam
p
l
e
(
N
=
1
0
5
2
)
P
sy
c
h
o
met
r
i
c
s
a
m
p
l
e
(
N
=
5
7
9
)
C
a
t
e
g
o
r
y
V
a
r
i
a
b
l
e
C
u
m
.
%
%
F
C
u
m
.
%
%
F
4
0
.
2
4
0
.
2
4
2
3
2
0
.
9
2
0
.
9
1
2
1
M
a
l
e
G
e
n
d
e
r
1
0
0
.
0
5
9
.
8
6
2
9
1
0
0
.
0
7
9
.
1
4
5
8
F
e
mal
e
9
4
.
5
9
4
.
5
9
9
4
9
0
.
2
9
0
.
2
5
2
2
F
r
e
n
c
h
Ta
r
g
e
t
s
e
c
o
n
d
l
a
n
g
u
a
g
e
1
0
0
.
0
5
.
5
58
1
0
0
.
0
9
.
3
57
En
g
l
i
sh
2
0
.
1
2
0
.
1
2
1
1
2
3
.
3
2
3
.
3
1
3
5
B
e
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r
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8
7
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7
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5
6
7
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2
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9
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n
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r
med
i
a
t
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1
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1
1
2
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1
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0
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5
55
A
d
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e
d
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A
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I
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2
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M
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Ar
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liter
ac
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ca
le
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AI
L
S),
d
ev
elo
p
ed
b
y
W
an
g
et
a
l.
[
3
7
]
,
was
em
p
lo
y
ed
to
ass
ess
p
ar
ticip
an
ts
AI
L
ac
r
o
s
s
f
o
u
r
d
im
en
s
io
n
s
:
awa
r
en
ess
,
u
s
ag
e,
ev
alu
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n
,
an
d
eth
ics
(
u
n
d
e
r
s
tan
d
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g
o
f
et
h
ical
co
n
s
id
er
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n
s
in
AI
u
s
e)
.
T
h
e
in
s
tr
u
m
en
t
in
clu
d
es
1
2
item
s
—
th
r
ee
p
er
d
im
en
s
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n
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r
ate
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n
a
7
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p
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in
t
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ik
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s
ca
le.
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n
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ato
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C
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o
n
s
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it:
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4
4
,
ad
ju
s
ted
g
o
o
d
n
ess
o
f
f
it
in
d
ex
(
AGFI
)
=.
9
1
2
,
co
m
p
ar
ativ
e
f
it
in
d
e
x
(
C
FI)
=.
9
4
3
,
T
u
c
k
er
–
L
ewis
in
d
ex
(
T
L
I
)
=.
9
2
4
,
r
o
o
t
m
ea
n
s
q
u
ar
e
er
r
o
r
o
f
ap
p
r
o
x
im
atio
n
(
R
MSE
A)
=.
0
7
2
.
R
eliab
ilit
y
a
n
aly
s
es
in
d
icate
d
g
o
o
d
in
ter
n
a
l
co
n
s
is
ten
cy
f
o
r
t
h
e
to
tal
s
ca
le
(
ω
=.
8
8
2
,
α
=.
8
8
1
)
an
d
ad
eq
u
ate
r
eliab
ilit
y
f
o
r
i
n
d
iv
id
u
al
d
im
e
n
s
io
n
s
:
awa
r
en
ess
(
ω
=.
7
1
4
,
α
=.
7
1
2
)
,
u
s
ag
e
(
ω
=.
7
1
7
,
α
=
.
7
0
0
)
,
ev
alu
atio
n
(
ω
=.
7
5
5
,
α
=.
7
5
4
)
,
an
d
eth
ics
(
ω
=.
7
1
5
,
α
=.
7
1
8
)
.
Sh
o
r
t
-
f
o
r
m
f
o
r
ei
g
n
lan
g
u
ag
e
class
r
o
o
m
an
x
iety
s
ca
le
(
S
-
FLCA
S)
[
3
8
]
,
an
8
-
item
in
s
tr
u
m
en
t
ass
ess
in
g
an
x
iety
ex
p
er
ien
ce
d
in
f
o
r
eig
n
lan
g
u
ag
e
lear
n
in
g
co
n
tex
ts
.
Par
ticip
an
ts
r
esp
o
n
d
ed
o
n
a
5
-
p
o
in
t
L
ik
er
t
s
ca
le.
C
FA
r
esu
lt
s
s
u
p
p
o
r
ted
t
h
e
u
n
id
im
e
n
s
io
n
al
s
tr
u
ctu
r
e
o
f
th
e
s
ca
le:
χ²(
1
9
)
=9
1
.
5
5
5
,
p
<.
0
0
1
,
χ²/d
f
=
4
.
8
1
9
,
GFI
=.
9
6
1
,
AGFI
=.
9
2
6
,
C
FI=
.
9
3
9
,
T
L
I
=.
9
1
1
,
R
MSE
A=
.
0
7
1
.
T
h
e
s
ca
le
d
em
o
n
s
tr
ated
g
o
o
d
r
eliab
ilit
y
(
ω
=.
7
8
5
,
α
=.
7
7
5
,
9
5
% C
I
[
.
7
4
4
,
.
8
0
5
]
)
.
T
h
e
ac
ad
em
ic
en
g
a
g
em
en
t
s
ca
le
(
AE
S),
d
ev
el
o
p
ed
by
G
ab
er
et
a
l.
[
3
9
]
,
was
u
s
ed
to
m
ea
s
u
r
e
s
tu
d
en
ts
’
AE
ac
r
o
s
s
th
r
ee
d
im
en
s
io
n
s
.
T
h
e
33
-
item
s
ca
le
ass
ess
e
s
co
g
n
itiv
e
en
g
ag
em
e
n
t
(
m
en
tal
in
v
estme
n
t
an
d
u
s
e
of
lear
n
in
g
s
tr
ateg
ies),
b
eh
av
io
r
al
en
g
ag
em
e
n
t
(
ac
tiv
e
p
ar
ticip
atio
n
an
d
e
f
f
o
r
t
in
a
ca
d
em
ic
ac
tiv
ities
)
,
an
d
em
o
tio
n
al
en
g
ag
e
m
en
t
(
af
f
ec
tiv
e
r
ea
ctio
n
s
an
d
s
en
s
e
of
b
elo
n
g
in
g
to
th
e
lear
n
in
g
en
v
ir
o
n
m
en
t)
.
R
esp
o
n
s
es
wer
e
m
ea
s
u
r
ed
u
s
in
g
a
5
‑
p
o
in
t
L
ik
e
r
t
s
ca
le
r
an
g
in
g
f
r
o
m
1
(
s
tr
o
n
g
ly
d
is
ag
r
ee
)
to
5
(
s
tr
o
n
g
ly
ag
r
ee
)
.
C
FA
in
d
icate
d
ac
ce
p
ta
b
le
f
it
in
d
ices:
χ²(
4
8
4
)
=1
6
4
8
.
1
3
6
,
p
<.
0
0
1
,
χ²/d
f
=3
.
4
0
5
,
GFI
=.
8
4
1
,
AGFI
=.
8
1
5
,
C
FI=
.
9
1
3
,
T
L
I
=.
9
0
5
,
R
MSE
A=
.
0
6
5
.
T
h
e
s
ca
le
ex
h
ib
ited
ex
ce
llen
t
r
eliab
ilit
y
f
o
r
th
e
t
o
tal
s
co
r
e
(
ω
=.
9
4
3
,
α
=.
9
4
4
)
an
d
s
tr
o
n
g
r
eliab
ilit
y
f
o
r
s
u
b
s
ca
les:
co
g
n
itiv
e
e
n
g
ag
em
en
t
(
ω
=.
9
3
7
,
α
=.
9
3
7
)
,
b
eh
a
v
io
r
al
en
g
ag
em
en
t
(
ω
=.
9
0
8
,
α
=.
9
0
6
)
,
an
d
em
o
tio
n
al
en
g
ag
e
m
en
t (
ω
=.
9
0
9
,
α
=.
9
2
8
)
.
2.
5
.
Da
t
a
an
a
ly
s
is
All
s
tatis
tical
p
r
o
ce
d
u
r
es
we
r
e
p
er
f
o
r
m
e
d
u
s
in
g
SPSS
27
an
d
AM
OS
2
6
.
Pre
lim
in
ar
y
an
aly
s
es
ass
es
s
ed
co
m
m
o
n
m
eth
o
d
b
i
as
u
s
in
g
Har
m
an
’
s
s
in
g
le‑
f
ac
to
r
test
,
alo
n
g
with
d
escr
ip
tiv
e
s
tatis
tics
an
d
Pear
s
o
n
co
r
r
elatio
n
s
to
ex
a
m
in
e
v
ar
iab
le
r
elatio
n
s
h
i
p
s
.
T
h
e
m
ed
iatio
n
m
o
d
el
was
ev
alu
ated
u
s
in
g
th
e
PR
O
C
E
SS
Macr
o
(
Mo
d
el
4
)
,
em
p
lo
y
in
g
5
,
0
0
0
b
o
o
ts
tr
ap
s
am
p
les
to
p
r
o
d
u
ce
b
ias‑c
o
r
r
ec
ted
co
n
f
i
d
en
ce
in
ter
v
als
(
C
I
)
f
o
r
th
e
in
d
ir
ec
t
ef
f
ec
ts
.
Statis
tical
s
ig
n
if
ica
n
ce
of
th
e
m
e
d
iatio
n
e
f
f
ec
t
was
d
eter
m
in
ed
by
ex
am
in
in
g
w
h
eth
er
b
o
o
ts
tr
ap
CI
ex
clu
d
ed
ze
r
o
.
3.
RE
SU
L
T
S
Pre
lim
in
ar
y
an
aly
s
es
wer
e
co
n
d
u
cted
to
ev
alu
ate
d
ata
q
u
ality
an
d
c
h
ec
k
f
o
r
c
o
m
m
o
n
m
e
th
o
d
b
ias
.
Har
m
an
’
s
s
in
g
le‑
f
ac
to
r
test
s
h
o
wed
th
at
th
e
f
ir
s
t
f
ac
to
r
ex
p
lain
ed
2
1
.
7
6
5
%
of
t
h
e
v
ar
ia
n
ce
,
b
elo
w
th
e
50%
th
r
esh
o
ld
,
s
u
g
g
esti
n
g
no
s
er
io
u
s
b
ias.
Descr
ip
tiv
e
an
d
c
o
r
r
e
latio
n
an
aly
s
es
wer
e
t
h
en
u
s
ed
to
ass
ess
v
ar
iab
le
r
elatio
n
s
h
ip
s
an
d
th
e
s
u
itab
ilit
y
of
th
e
m
ed
iatio
n
m
o
d
el.
Descr
ip
tiv
e
s
tati
s
tics
in
d
icate
d
th
at
p
ar
ticip
an
ts
r
ep
o
r
ted
m
o
d
e
r
ate
to
h
i
g
h
lev
els
of
AI
L
(
M=
5
8
.
5
9
,
SD=1
0
.
2
3
)
,
with
u
s
ag
e
(
M=
1
4
.
0
9
,
S
D=
3
.
4
3
)
a
n
d
e
t
h
ics
(
M=
1
5
.
4
7
,
SD=3
.
1
0
)
r
ep
r
ese
n
tin
g
th
e
h
ig
h
est
a
n
d
lo
west
d
is
p
er
s
ed
d
im
e
n
s
io
n
s
,
r
esp
e
ctiv
ely
.
FLA
s
co
r
es
w
e
r
e
m
o
d
e
r
a
t
e
(
M=
2
4
.
5
7
,
SD=5
.
7
2
)
,
w
h
i
l
e
o
v
e
r
a
l
l
AE
was
a
b
o
v
e
t
h
e
s
c
a
l
e
m
i
d
p
o
i
n
t
(
M=
1
3
2
.
9
6
,
SD=1
5
.
4
3
)
.
Am
o
n
g
th
e
en
g
a
g
em
en
t
s
u
b
s
ca
les,
em
o
tio
n
al
en
g
a
g
em
en
t
r
ec
o
r
d
e
d
th
e
h
ig
h
est
m
ea
n
(
M=
4
5
.
7
2
,
SD=6
.
1
0
)
,
f
o
llo
wed
b
y
co
g
n
itiv
e
en
g
a
g
e
m
en
t (
M
=4
4
.
2
2
,
SD
=6
.
0
4
)
,
an
d
b
eh
a
v
io
r
al
en
g
ag
em
en
t
(
M=
4
2
.
9
0
,
SD=5
.
2
3
)
.
Pear
s
o
n
co
r
r
elatio
n
an
aly
s
es
r
ev
ea
led
s
ig
n
if
ican
t
r
elatio
n
s
h
i
p
s
am
o
n
g
all
s
tu
d
y
v
a
r
iab
les
,
as
s
ee
n
in
T
ab
le
2.
AI
L
d
em
o
n
s
tr
ated
a
s
ig
n
if
ican
t
p
o
s
itiv
e
c
o
r
r
elatio
n
with
AE
(
r
=.
3
1
2
,
p
<.
0
0
1
)
,
s
u
p
p
o
r
tin
g
t
h
e
s
tu
d
y
b
asic
p
r
em
is
e.
Mo
r
e
im
p
o
r
tan
tly
,
AI
L
s
h
o
wed
a
s
ig
n
if
ica
n
t
n
eg
ativ
e
c
o
r
r
elatio
n
with
FL
A
(r=
-
.
3
5
,
p
<.
0
0
1
)
,
wh
ile
FLA
s
h
o
wed
a
s
ig
n
if
ican
t
n
eg
ativ
e
co
r
r
elatio
n
with
AE
(r=
-
.
2
1
,
p
<.
0
0
1
)
,
s
u
g
g
esti
n
g
th
at
an
x
iety
m
a
y
m
ed
iate
th
ese
r
elatio
n
s
h
ip
s
.
Am
o
n
g
th
e
AI
L
d
im
en
s
io
n
s
,
a
war
en
ess
(
r
=.
8
1
,
p
<
.
0
0
1
)
,
u
s
ag
e
(
r
=.
8
1
,
p
<.
0
0
1
)
,
an
d
e
v
alu
atio
n
(
r
=.
8
0
,
p
<.
0
0
1
)
d
em
o
n
s
tr
ated
th
e
s
tr
o
n
g
est
ass
o
ciatio
n
s
with
th
e
to
tal
AI
L
s
co
r
e,
wh
ile
e
th
ics
s
h
o
wed
a
m
o
d
er
ate
c
o
r
r
elatio
n
(
r
=.
6
2
,
p
<.
0
0
1
)
.
Similar
ly
,
th
e
th
r
ee
d
im
en
s
io
n
s
of
AE
—
c
o
g
n
itiv
e
(
r
=.
8
8
,
p
<.
0
0
1
)
,
b
eh
av
io
r
al
(
r
=.
8
6
,
p
<.
0
0
1
)
,
an
d
e
m
o
tio
n
al
(
r
=
.
8
8
,
p
<.
0
0
1
)
—
ex
h
i
b
ited
s
tr
o
n
g
in
ter
co
r
r
elatio
n
s
with
th
e
to
tal
en
g
ag
e
m
en
t
s
co
r
e,
i
n
d
icatin
g
co
h
e
r
en
t
m
ea
s
u
r
e
m
en
t
of
th
e
co
n
s
tr
u
ct.
T
h
e
m
ed
iatio
n
m
o
d
el
ex
a
m
in
in
g
th
e
in
d
ir
ec
t
ef
f
ec
t
o
f
AI
L
o
n
AE
th
r
o
u
g
h
FLA
was
te
s
ted
u
s
in
g
PR
O
C
E
SS
Mo
d
el
4
.
As
s
h
o
wn
in
T
ab
le
3
,
th
e
to
tal
ef
f
ec
t o
f
AI
L
o
n
AE
was
s
ig
n
if
ican
t
(
β
=.
4
7
1
2
,
SE=
.
0
4
4
2
,
p
<.
0
0
1
)
,
with
a
s
tan
d
ar
d
ize
d
ef
f
ec
t
o
f
.
3
1
2
4
.
W
h
en
FLA
was
in
clu
d
ed
as
a
m
ed
iato
r
in
th
e
m
o
d
el,
AI
L
s
ig
n
if
ican
tly
p
r
ed
icted
FLA
(
β=
-
.
1
9
4
4
,
SE=
.
0
1
6
2
,
p
<.
0
0
1
)
,
with
a
s
tan
d
ar
d
ized
ef
f
ec
t
o
f
-
.
3
4
7
6
,
ex
p
lain
in
g
1
2
.
0
8
%
o
f
th
e
v
a
r
ian
ce
in
an
x
iety
.
B
o
th
AI
L
(
β=.4
1
3
8
,
S
E
=.
0
4
6
9
,
p
<.
0
0
1
)
an
d
FLA
(
β=
-
.
2
9
5
4
,
SE=
.
0
8
3
9
,
p
<.
0
0
1
)
s
ig
n
if
ican
tly
p
r
ed
icte
d
AE
wh
en
in
clu
d
ed
s
im
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N
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S
E
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r
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.
Fig
u
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1
.
Me
d
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n
m
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d
el
o
f
AI
L
,
FLA,
an
d
AE
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
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I
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3618
4.
DIS
CU
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f
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n
s
.
W
h
ile
awa
r
en
ess
,
u
s
ag
e,
an
d
ev
alu
atio
n
co
m
p
ete
n
cies
ar
e
en
ac
ted
th
r
o
u
g
h
d
ir
ec
t,
co
n
c
r
ete
in
ter
ac
tio
n
s
with
AI
t
o
o
l
s
th
at
im
m
ed
iately
r
ed
u
ce
u
n
ce
r
tain
ty
a
n
d
b
u
ild
co
n
f
id
en
ce
,
eth
ical
u
n
d
er
s
tan
d
in
g
r
em
ai
n
s
co
n
ce
p
tu
ally
d
is
tan
t
f
r
o
m
s
tu
d
e
n
ts
’
r
o
u
tin
e
ac
a
d
em
ic
e
x
p
er
ien
ce
s
,
th
er
eb
y
atten
u
atin
g
its
p
r
o
x
im
al
in
f
l
u
en
ce
on
af
f
ec
tiv
e
an
d
en
g
a
g
em
en
t
o
u
tco
m
es.
Fro
m
a
s
elf
-
d
ete
r
m
in
atio
n
th
eo
r
y
p
er
s
p
ec
tiv
e,
p
r
ac
tical
AI
s
k
ills
more
r
ea
d
ily
s
atis
f
y
s
tu
d
en
ts
’
n
ee
d
s
f
o
r
c
o
m
p
eten
ce
an
d
a
u
t
o
n
o
m
y
t
h
a
n
et
h
ical
liter
ac
y
,
lim
itin
g
t
h
e
latter
’
s
im
m
ed
iate
m
o
tiv
atio
n
al
im
p
ac
t.
T
h
ese
r
esu
lts
alig
n
with
em
er
g
in
g
r
esear
ch
d
o
c
u
m
en
ti
n
g
AI
L
’
s
p
o
s
itiv
e
ef
f
ec
ts
on
s
tu
d
en
t
o
u
tco
m
es.
T
h
e
f
in
d
i
n
g
th
at
AI
L
en
h
an
ce
s
s
elf
-
ef
f
icac
y
a
n
d
r
ed
u
ce
s
u
n
ce
r
tain
ty
p
a
r
allels
o
b
s
er
v
atio
n
s
by
Z
h
an
g
et
a
l.
[
1
9
]
an
d
Fan
an
d
Z
h
an
g
[
2
0
]
,
wh
o
d
em
o
n
s
tr
ated
th
at
tech
n
o
lo
g
ical
co
m
p
et
en
ce
f
o
s
ter
s
co
n
tr
o
l
an
d
co
n
f
id
e
n
ce
in
AI
-
ass
is
t
ed
lear
n
in
g
en
v
ir
o
n
m
e
n
ts
.
T
h
e
an
x
iety
r
ed
u
ctio
n
m
ec
h
an
is
m
co
r
r
o
b
o
r
ates
p
r
ev
io
u
s
wo
r
k
s
[
2
9
]
,
[
3
0
]
,
wh
ich
id
en
tifie
d
tech
n
o
lo
g
ical
co
m
p
lex
ity
as
a
k
e
y
s
o
u
r
ce
of
FLA
.
Fu
r
th
er
m
o
r
e,
th
e
p
ar
tial
m
ed
iatio
n
m
o
d
el
s
u
p
p
o
r
ts
th
e
p
r
ev
i
o
u
s
f
in
d
i
n
g
s
[
1
8
]
,
[
3
3
]
,
wh
o
d
o
c
u
m
en
ted
t
h
at
af
f
ec
tiv
e
f
ac
to
r
s
m
ed
iate
th
e
ef
f
ec
ts
of
AI
L
on
en
g
ag
em
e
n
t.
T
h
e
p
o
s
itiv
e
co
r
r
elatio
n
b
etwe
en
AI
L
a
n
d
AE
(
r
=.
3
1
)
is
co
n
s
is
ten
t
with
s
ev
er
al
f
in
d
in
g
s
[
1
2
]
,
[
1
3
]
,
wh
ich
r
ep
o
r
ted
s
im
ilar
r
el
atio
n
s
h
ip
s
b
etwe
en
AI
c
o
m
p
e
ten
cies
an
d
lear
n
i
n
g
o
u
tco
m
es.
T
h
e
n
eg
ativ
e
r
elati
o
n
s
h
ip
b
etwe
en
AI
L
a
n
d
a
n
x
i
ety
alig
n
s
with
p
r
e
v
io
u
s
r
esea
r
ch
[
2
4
]
,
[
2
5
]
,
wh
o
f
o
u
n
d
th
at
tech
n
o
lo
g
ical
p
r
o
f
icien
cy
r
e
d
u
ce
s
lear
n
in
g
an
x
ie
ty
.
Ad
d
itio
n
ally
,
t
h
e
m
e
d
iatin
g
r
o
le
of
an
x
iety
is
s
u
p
p
o
r
ted
by
s
ev
er
al
s
tu
d
ies
[
3
1
]
,
[
3
2
]
,
[
3
5
]
,
wh
o
d
e
m
o
n
s
tr
ated
th
at
em
o
tio
n
al
f
ac
to
r
s
m
ed
iate
tech
n
o
lo
g
y
-
lear
n
in
g
r
elatio
n
s
h
ip
s
.
Ho
we
v
er
,
th
e
r
elativ
ely
m
o
d
est
p
r
o
p
o
r
tio
n
of
v
ar
ian
ce
ex
p
lain
ed
th
r
o
u
g
h
an
x
iety
s
u
g
g
ests
th
at
p
o
s
itiv
e
m
ed
iat
o
r
s
s
u
ch
as
en
jo
y
m
en
t
an
d
m
o
tiv
atio
n
[
2
1
]
–
[
2
3
]
,
[
3
4
]
,
m
a
y
o
p
e
r
ate
alo
n
g
s
id
e
an
x
iety
r
ed
u
ctio
n
in
s
h
ap
in
g
e
n
g
ag
em
e
n
t
o
u
tco
m
es.
T
h
ese
f
in
d
in
g
s
ca
r
r
y
s
ig
n
if
ic
an
t
im
p
licatio
n
s
f
o
r
cu
r
r
ic
u
l
u
m
d
esig
n
an
d
p
ed
ag
o
g
ical
p
r
ac
tice
in
h
ig
h
er
ed
u
ca
tio
n
.
I
n
s
titu
tio
n
s
s
h
o
u
ld
in
teg
r
ate
AI
L
as
a
s
tan
d
alo
n
e
or
em
b
ed
d
ed
co
m
p
o
n
en
t
with
in
f
o
r
eig
n
lan
g
u
ag
e
c
u
r
r
icu
la,
in
c
o
r
p
o
r
at
in
g
s
tr
u
ctu
r
ed
m
o
d
u
les
on
n
av
ig
atin
g
AI
to
o
ls
,
cr
itically
ev
a
lu
atin
g
AI
o
u
tp
u
ts
,
an
d
r
ef
lectin
g
on
th
e
eth
ical
u
s
e
of
AI
.
Po
licy
m
a
k
er
s
s
h
o
u
ld
co
n
s
id
er
m
an
d
atin
g
AI
L
tr
ai
n
in
g
with
in
n
atio
n
al
h
ig
h
er
e
d
u
ca
tio
n
f
r
am
ewo
r
k
s
,
wh
ile
lan
g
u
a
g
e
ed
u
ca
t
o
r
s
s
h
o
u
ld
be
eq
u
ip
p
ed
th
r
o
u
g
h
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t
p
r
o
g
r
am
s
to
s
c
af
f
o
ld
AI
to
o
l
ad
o
p
tio
n
in
way
s
th
at
ex
p
licitly
a
d
d
r
ess
lear
n
er
s
’
af
f
ec
tiv
e
r
esp
o
n
s
es
an
d
r
e
d
u
ce
tech
n
o
l
o
g
y
-
r
elate
d
a
n
x
iety
.
E
d
u
ca
t
o
r
s
m
u
s
t
r
ec
o
g
n
ize
th
at
r
e
d
u
cin
g
FLA
th
r
o
u
g
h
AI
p
r
o
f
icien
c
y
tr
ain
in
g
is
a
v
iab
le
s
tr
ateg
y
to
en
h
an
ce
s
tu
d
en
t
en
g
ag
em
e
n
t.
Pro
f
ess
io
n
al
d
ev
elo
p
m
en
t
in
itiativ
es
s
h
o
u
ld
e
q
u
ip
in
s
tr
u
cto
r
s
with
s
tr
ateg
ies
to
s
ca
f
f
o
ld
AI
to
o
l
ad
o
p
tio
n
wh
ile
atten
d
in
g
to
lear
n
er
s
’
af
f
ec
tiv
e
r
esp
o
n
s
es.
Ad
d
itio
n
ally
,
c
o
u
r
s
e
d
esig
n
er
s
s
h
o
u
ld
cr
ea
te
s
u
p
p
o
r
tiv
e
lear
n
in
g
en
v
ir
o
n
m
en
ts
in
w
h
ich
s
tu
d
e
n
ts
can
g
r
ad
u
ally
d
ev
el
o
p
AI
co
m
p
eten
cies
with
o
u
t
f
ee
lin
g
o
v
er
wh
elm
ed
by
tech
n
o
lo
g
ical
an
x
iety
.
Giv
en
th
at
d
ir
ec
t
p
ath
way
s
ac
c
o
u
n
t
f
o
r
m
o
s
t
of
th
e
r
elatio
n
s
h
ip
,
in
ter
v
e
n
tio
n
s
s
h
o
u
ld
also
tar
g
et
o
th
e
r
m
ec
h
an
is
m
s
,
s
u
ch
as
en
h
an
cin
g
s
elf
-
ef
f
icac
y
,
u
s
in
g
p
er
s
o
n
alize
d
f
ee
d
b
ac
k
,
an
d
d
ev
elo
p
in
g
m
etac
o
g
n
itiv
e
s
tr
ateg
ies,
to
m
ax
im
ize
th
e
b
e
n
ef
its
of
AI
L
f
o
r
AE
.
T
h
e
f
in
d
in
g
s
h
av
e
cr
itical
r
am
if
icatio
n
s
f
o
r
th
e
f
u
tu
r
e
of
AI
-
in
teg
r
ated
ed
u
ca
tio
n
.
First,
th
ey
s
u
g
g
est
th
at
in
v
esti
n
g
in
AI
L
d
ev
elo
p
m
en
t
y
ield
s
d
u
al
b
en
e
f
its
:
d
ir
ec
t
en
h
an
c
em
en
t
of
en
g
ag
em
en
t
an
d
i
n
d
ir
ec
t
r
ed
u
ctio
n
of
a
n
x
iety
,
c
r
ea
tin
g
more
r
esil
ien
t
lear
n
e
r
s
ca
p
ab
le
of
ad
ap
ti
n
g
to
r
ap
id
ly
ev
o
l
v
in
g
tech
n
o
lo
g
ical
lan
d
s
ca
p
es.
Seco
n
d
,
as
AI
to
o
ls
b
ec
o
m
e
u
b
iq
u
ito
u
s
in
ac
ad
em
ic
s
ettin
g
s
,
in
s
titu
tio
n
s
th
at
n
eg
lect
s
tu
d
en
ts
’
af
f
ec
tiv
e
r
esp
o
n
s
es
r
is
k
wid
en
in
g
ac
h
iev
em
en
t
g
a
p
s
b
etwe
en
tech
n
o
lo
g
ically
co
n
f
id
en
t
an
d
an
x
io
u
s
lear
n
er
s
.
T
h
ir
d
,
th
e
p
ar
tial
m
ed
iatio
n
m
o
d
el
in
d
icate
s
th
at
s
im
p
ly
p
r
o
v
id
i
n
g
AI
to
o
ls
is
in
s
u
f
f
icien
t;
co
m
p
r
eh
e
n
s
iv
e
s
u
p
p
o
r
t
ad
d
r
ess
in
g
b
o
th
co
m
p
eten
ce
an
d
em
o
tio
n
al
well
-
b
ein
g
is
ess
en
tial.
L
o
o
k
in
g
f
o
r
war
d
,
th
ese
in
s
ig
h
ts
will
in
f
o
r
m
th
e
d
esig
n
of
ad
ap
tiv
e
AI
s
y
s
tem
s
th
at
r
esp
o
n
d
to
lear
n
er
s
’
an
x
iety
lev
els,
g
u
i
d
e
p
o
licy
d
ec
is
io
n
s
r
eg
ar
d
in
g
m
a
n
d
ato
r
y
AI
L
cu
r
r
icu
la,
an
d
s
h
ap
e
teac
h
er
tr
ai
n
in
g
p
r
o
g
r
am
s
th
at
b
alan
ce
t
ec
h
n
o
lo
g
ical
s
k
ills
with
s
o
cio
-
em
o
tio
n
al
s
u
p
p
o
r
t
s
tr
ateg
ies,
u
ltima
tely
p
r
ep
ar
in
g
g
r
ad
u
ates
f
o
r
wo
r
k
p
lace
s
wh
er
e
AI
co
llab
o
r
atio
n
is
s
tan
d
ar
d
p
r
ac
t
ice.
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
I
liter
a
cy
a
n
d
a
ca
d
emic
e
n
g
a
g
eme
n
t in
h
ig
h
er e
d
u
c
a
tio
n
:
th
e
med
ia
tin
g
r
o
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o
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…
(
A
s
h
r
a
f R
a
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a
b
I
b
r
a
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im
)
3619
Sev
er
al
lim
itatio
n
s
war
r
an
t
co
n
s
id
er
atio
n
.
First,
th
e
cr
o
s
s
-
s
ec
tio
n
al
d
esig
n
p
r
ec
lu
d
es
ca
u
s
al
in
f
er
en
ce
s
,
as
th
e
d
ir
ec
tio
n
of
r
elatio
n
s
h
ip
s
am
o
n
g
AI
L
,
an
x
iety
,
an
d
AE
ca
n
n
o
t
be
d
ef
in
itiv
ely
estab
lis
h
ed
.
Seco
n
d
,
th
e
u
s
e
of
co
n
v
en
ien
ce
s
am
p
lin
g
f
r
o
m
a
s
in
g
le
in
s
titu
tio
n
r
ep
r
esen
ts
a
n
o
tab
le
m
eth
o
d
o
lo
g
ical
lim
itatio
n
,
as
f
in
d
in
g
s
m
ay
not
g
en
er
alize
to
s
tu
d
en
ts
f
r
o
m
d
iv
er
s
e
in
s
titu
tio
n
al,
cu
ltu
r
al,
or
lin
g
u
is
tic
b
ac
k
g
r
o
u
n
d
s
;
f
u
tu
r
e
s
tu
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ies
s
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o
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ld
em
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r
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b
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y
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o
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t
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is
m
s
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elf
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icac
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en
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at
m
ay
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id
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d
ep
en
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en
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s
h
ap
in
g
th
e
AI
L
–
en
g
ag
em
en
t
r
elatio
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s
h
ip
.
Fin
ally
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v
ar
iatio
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s
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AI
to
o
l
ty
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f
r
eq
u
en
cy
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s
e,
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d
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s
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ay
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ce
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r
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to
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r
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s
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t
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ies
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iv
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h
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th
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f
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d
in
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s
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x
am
in
in
g
m
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er
atin
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v
ar
iab
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in
clu
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in
g
AI
to
o
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s
tr
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es,
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r
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iatio
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atin
g
th
r
o
u
g
h
d
ir
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t
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ath
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y
s
,
in
d
icatin
g
th
at
m
u
ltip
le
p
s
y
ch
o
lo
g
ical
m
ec
h
an
is
m
s
s
im
u
ltan
eo
u
s
ly
lin
k
tech
n
o
lo
g
ical
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m
p
eten
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to
lear
n
in
g
o
u
tco
m
es.
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h
ese
f
in
d
i
n
g
s
h
i
g
h
lig
h
t
th
e
im
p
o
r
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ce
of
in
teg
r
atin
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p
r
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g
r
am
s
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r
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ch
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n
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o
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ies
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n
g
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DATA
AV
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th
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[
MA
N]
,
u
p
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r
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s
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n
a
b
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r
eq
u
est.
RE
F
E
R
E
NC
E
S
[
1
]
A.
M.
Al
-
Z
a
h
r
a
n
i
a
n
d
T.
M.
A
l
a
sm
a
r
i
,
“
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x
p
l
o
r
i
n
g
t
h
e
i
m
p
a
c
t
of
a
r
t
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f
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c
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a
l
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n
t
e
l
l
i
g
e
n
c
e
on
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
:
t
he
d
y
n
a
m
i
c
s
of
e
t
h
i
c
a
l
,
s
o
c
i
a
l
,
a
n
d
e
d
u
c
a
t
i
o
n
a
l
i
m
p
l
i
c
a
t
i
o
n
s,”
H
u
m
a
n
i
t
i
e
s
a
n
d
S
o
c
i
a
l
S
c
i
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s
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o
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m
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n
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,
v
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.
1
1
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o
.
1,
p.
9
1
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,
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l
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,
d
o
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:
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/
s
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-
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[
2
]
H.
C
r
o
mp
t
o
n
a
n
d
D.
B
u
r
k
e
,
“
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r
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n
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t
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t
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,
”
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n
t
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r
n
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t
i
o
n
a
l
J
o
u
rn
a
l
of
Ed
u
c
a
t
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o
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l
T
e
c
h
n
o
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g
y
in
H
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h
e
r
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d
u
c
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2
0
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1,
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2
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,
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[
3
]
J.
T.
K.
P
h
u
a
,
H.
F.
N
e
o
,
a
n
d
C.
C.
Te
o
,
“
Ev
a
l
u
a
t
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n
g
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e
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mp
a
c
t
o
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a
r
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i
f
i
c
i
a
l
i
n
t
e
l
l
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g
e
n
c
e
t
o
o
l
s
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n
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n
h
a
n
c
i
n
g
s
t
u
d
e
n
t
a
c
a
d
e
m
i
c
p
e
r
f
o
r
m
a
n
c
e
:
e
f
f
i
c
a
c
y
a
m
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d
st
s
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c
u
r
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t
y
a
n
d
p
r
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v
a
c
y
c
o
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c
e
r
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s
,”
Bi
g
D
a
t
a
a
n
d
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.
[
4
]
L.
I.
R
u
i
z
-
R
o
j
a
s,
L.
S
a
l
v
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d
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A
c
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b
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3
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6
7
.
[
5
]
C.
K.
Y.
C
h
a
n
,
“A
c
o
m
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si
v
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AI
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,
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a
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-
3.
[
6
]
S.
G
u
o
,
H.
B.
A.
H
a
l
i
m
,
a
n
d
M.
R.
B.
M.
S
a
a
d
,
“
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v
e
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g
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AI
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m
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Re
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0.
[
7
]
H.
L
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n
a
n
d
Q.
C
h
e
n
,
“
A
r
t
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t
s’
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r
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v
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d
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d
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m
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m
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t
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s
:
st
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9
-
0.
[
8
]
S.
S
a
l
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h
,
O.
H
u
s
a
i
n
,
M.
H
a
md
a
n
,
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A
b
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l
a
m,
H.
E
l
s
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f
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e
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a
n
d
A.
M
o
t
w
a
k
e
l
,
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Tr
a
n
sf
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r
m
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g
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d
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t
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w
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h
A
I
:
a
sy
st
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m
a
t
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c
r
e
v
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w
of
C
h
a
t
G
P
T’
s
r
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l
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in
l
e
a
r
n
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n
g
,
a
c
a
d
e
mi
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p
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c
t
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,
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”
R
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su
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s
in
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l
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.
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1
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3
8
3
7
.
[
9
]
M.
Č
e
r
n
ý
,
“
U
n
i
v
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si
t
y
S
t
u
d
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n
t
s’
C
o
n
c
e
p
t
u
a
l
i
sa
t
i
o
n
of
AI
l
i
t
e
r
a
c
y
:
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h
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r
y
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n
d
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mp
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v
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o
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S
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[
1
0
]
S.
Y.
T
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d
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ma
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l
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d
M.
L.
M
a
h
e
r
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M
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a
a
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.
7
0
0
0
7
.
[
1
1
]
Y.
W
a
l
t
e
r
,
“
Emb
r
a
c
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n
g
t
h
e
f
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of
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t
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h
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l
a
ssr
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m
:
t
h
e
r
e
l
e
v
a
n
c
e
of
AI
l
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t
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r
a
c
y
,
p
r
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g
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t
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t
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a
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3.
[
1
2
]
S.
B
e
ć
i
r
o
v
i
ć
,
E.
P
o
l
z
,
a
n
d
I.
Ti
n
k
e
l
,
“
Ex
p
l
o
r
i
n
g
st
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t
s’
AI
l
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t
e
r
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c
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d
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f
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t
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r
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ma
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”
S
m
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[
1
3
]
J.
S
h
i
,
W.
L
i
u
,
a
n
d
K.
H
u
,
“
E
x
p
l
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r
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n
g
h
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AI
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v
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3
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s
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5
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5
.
[
1
4
]
J.
X
i
a
o
,
G.
A
l
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b
a
k
h
s
h
i
,
A.
Z
a
ma
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p
o
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r
,
M.
A.
Za
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e
i
,
S.
S
h
e
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a
f
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t
,
a
n
d
S.
F.
B
e
h
z
a
d
p
o
o
r
,
“
H
o
w
AI
l
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t
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c
y
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f
f
e
c
t
s
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t
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s’
e
d
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i
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me
n
t
i
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o
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l
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r
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:
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st
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s
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q
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,
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n
t
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rn
a
t
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l
Re
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of
Re
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d
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,
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3,
p
p
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1
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r
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l
.
v
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3
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2
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.
[
1
5
]
H.
C.
P
.
R
a
m
o
s
et
a
l
.
,
“
A
r
t
i
f
i
c
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on
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si
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r
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d
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t
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s
,
”
Fro
n
t
i
e
rs
in
Art
i
f
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c
i
a
l
I
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l
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r
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.
2
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5
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9
3
2
0
.
[
1
6
]
K.
W
a
n
g
,
W.
C
u
i
,
a
n
d
X.
Y
u
a
n
,
“
A
r
t
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f
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l
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F.
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3
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x
ts,
c
o
n
tri
b
u
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g
v
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lu
a
b
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in
sig
h
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o
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c
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l
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v
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l
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a
ti
o
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m
e
th
o
d
o
lo
g
ie
s.
He
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
As
h
ra
fIb
ra
h
e
m
.
2
6
@a
z
h
a
r.
e
d
u
.
e
g
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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:
2
2
5
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a
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ty
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c
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ti
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Bo
y
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iro
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Al
-
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h
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iv
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rsit
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Di
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tec
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in
m
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g
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iro
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m
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n
ts,
fo
c
u
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h
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re
se
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rc
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n
d
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d
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d
i
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tera
c
ti
v
e
lea
rn
in
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a
p
p
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T
h
ro
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h
h
is
sc
h
o
lar
ly
wo
r
k
,
he
e
n
d
e
a
v
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to
su
p
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ra
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ti
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with
in
e
d
u
c
a
ti
o
n
a
l
in
st
it
u
t
io
n
s.
He
can
be
c
o
n
tac
ted
at
e
m
a
il
:
M
o
h
a
m
e
d
h
a
ss
a
n
5
1
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.
e
l@a
z
h
a
r.
e
d
u
.
e
g
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H
e
sha
m
H
u
ss
e
in
Ya
k
o
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t
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an
a
ss
istan
t
p
r
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C
u
rricu
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m
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n
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In
str
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ti
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n
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F
a
c
u
lt
y
of
E
d
u
c
a
ti
o
n
f
o
r
B
o
y
s,
Al
-
Az
h
a
r
Un
iv
e
rsit
y
.
He
sp
e
c
ialize
s
in
c
u
rric
u
lu
m
d
e
sig
n
a
n
d
d
ig
it
a
l
c
o
n
ten
t
d
e
v
e
lo
p
m
e
n
t
wit
h
in
m
o
d
e
rn
lea
rn
in
g
e
n
v
iro
n
m
e
n
ts.
His
re
se
a
rc
h
in
teg
ra
tes
a
d
v
a
n
c
e
d
tec
h
n
o
l
o
g
ies
a
n
d
d
ig
it
a
l
to
o
ls
to
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n
h
a
n
c
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e
d
u
c
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ti
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n
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l
p
ra
c
ti
c
e
s.
Th
ro
u
g
h
h
is
sc
h
o
larly
c
o
n
tri
b
u
ti
o
n
s,
he
a
ims
to
f
o
ste
r
i
n
n
o
v
a
ti
o
n
,
c
rit
ica
l
t
h
in
k
in
g
,
a
n
d
t
h
e
a
p
p
li
c
a
ti
o
n
of
e
ffe
c
ti
v
e
in
stru
c
ti
o
n
a
l
stra
teg
ies
a
c
ro
ss
e
d
u
c
a
ti
o
n
a
l
in
st
it
u
t
io
n
s
.
He
can
be
c
o
n
tac
ted
at
e
m
a
il
:
He
sh
a
m
y
a
k
o
u
t
1
2
8
6
.
e
l@a
z
h
a
r.
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d
u
.
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g
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H
a
n
a
n
Mo
h
a
m
e
d
Elsied
is
an
a
ss
istan
t
p
r
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fe
ss
o
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of
E
d
u
c
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ti
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l
Tec
h
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th
e
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p
a
rtme
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t
o
f
Ed
u
c
a
ti
o
n
,
F
a
c
u
lt
y
of
H
u
m
a
n
it
ies
,
Al
-
Az
h
a
r
U
n
iv
e
rsit
y
.
S
h
e
sp
e
c
ialize
s
in
d
e
sig
n
i
n
g
a
n
d
d
e
v
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lo
p
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d
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l
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o
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t
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n
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a
p
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g
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d
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c
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ti
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n
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l
tec
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n
o
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g
y
in
m
o
d
e
rn
lea
rn
in
g
e
n
v
ir
o
n
m
e
n
ts.
He
r
re
se
a
rc
h
fo
c
u
se
s
on
lev
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ra
g
i
n
g
d
ig
it
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l
tec
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o
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ies
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h
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n
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g
q
u
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li
t
y
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d
e
v
e
lo
p
in
g
e
-
c
o
u
rse
s,
a
n
d
imp
lem
e
n
ti
n
g
a
d
a
p
ti
v
e
a
n
d
in
tera
c
ti
v
e
lea
rn
i
n
g
a
p
p
li
c
a
ti
o
n
s.
Th
r
o
u
g
h
h
e
r
sc
h
o
l
a
rly
wo
rk
,
s
h
e
a
ims
to
su
p
p
o
rt
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d
u
c
a
ti
o
n
a
l
i
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v
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ti
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n
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p
ro
m
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c
e
-
b
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se
d
tea
c
h
i
n
g
p
ra
c
ti
c
e
s
with
i
n
e
d
u
c
a
ti
o
n
a
l
in
sti
tu
ti
o
n
s.
S
h
e
can
be
c
o
n
tac
ted
at
e
m
a
il
:
h
a
n
a
n
k
h
a
li
l.
8
@a
z
h
a
r.
e
d
u
.
e
g
.
Mo
h
a
m
m
e
d
S
a
a
d
Elt
a
we
la
is
a
lec
tu
re
r
in
t
h
e
De
p
a
rtm
e
n
t
of
Li
b
ra
ries
,
In
fo
rm
a
ti
o
n
,
a
n
d
Ed
u
c
a
ti
o
n
a
l
Tec
h
n
o
l
o
g
y
,
F
a
c
u
lt
y
of
Ed
u
c
a
ti
o
n
fo
r
Bo
y
s,
Al
-
Az
h
a
r
Un
iv
e
rsity
.
He
s
p
e
c
ialize
s
in
th
e
d
e
sig
n
a
n
d
d
e
v
e
l
o
p
m
e
n
t
of
d
ig
i
tal
c
o
n
te
n
t
a
n
d
e
d
u
c
a
ti
o
n
a
l
tec
h
n
o
l
o
g
y
a
p
p
li
c
a
ti
o
n
s
with
i
n
m
o
d
e
rn
lea
rn
i
n
g
e
n
v
ir
o
n
m
e
n
ts.
His
re
se
a
rc
h
fo
c
u
se
s
on
lev
e
ra
g
in
g
d
i
g
it
a
l
tec
h
n
o
l
o
g
ies
to
e
n
h
a
n
c
e
lea
rn
in
g
q
u
a
li
t
y
,
d
e
v
e
lo
p
in
g
e
-
c
o
u
rse
s,
a
n
d
imp
lem
e
n
ti
n
g
a
d
a
p
ti
v
e
a
n
d
i
n
ter
a
c
ti
v
e
lea
rn
in
g
a
p
p
li
c
a
ti
o
n
s.
T
h
r
o
u
g
h
h
is
sc
h
o
larl
y
wo
rk
,
he
a
ims
to
s
u
p
p
o
rt
e
d
u
c
a
ti
o
n
a
l
i
n
n
o
v
a
ti
o
n
a
n
d
p
r
o
m
o
te
e
v
id
e
n
c
e
-
b
a
se
d
tea
c
h
in
g
p
ra
c
ti
c
e
s
wit
h
in
e
d
u
c
a
ti
o
n
a
l
in
sti
tu
ti
o
n
s.
He
can
be
c
o
n
tac
ted
at
e
m
a
il
:
m
o
h
a
m
m
e
d
e
lt
a
we
la.2
6
@a
z
h
a
r.
e
d
u
.
e
g
.
Mo
h
a
m
e
d
Ali
Ne
m
t
-
a
l
la
h
is
a
lec
tu
re
r
a
t
De
p
a
rtme
n
t
o
f
Ed
u
c
a
ti
o
n
a
l
P
sy
c
h
o
lo
g
y
a
n
d
S
tatisti
c
s
,
F
a
c
u
lt
y
o
f
Ed
u
c
a
ti
o
n
,
Al
-
Az
h
a
r
Un
i
v
e
rsity
,
Taf
h
n
a
Al
-
As
h
ra
f,
Eg
y
p
t.
His
e
x
p
e
rti
se
c
e
n
ters
o
n
t
h
e
in
ters
e
c
ti
o
n
o
f
p
sy
c
h
o
lo
g
y
a
n
d
e
d
u
c
a
ti
o
n
,
e
m
p
h
a
siz
in
g
t
h
e
a
p
p
li
c
a
ti
o
n
o
f
sta
ti
stica
l
m
e
t
h
o
d
s
i
n
e
d
u
c
a
ti
o
n
a
l
re
se
a
rc
h
a
n
d
p
ra
c
ti
c
e
.
His
p
ro
fe
ss
io
n
a
l
re
sp
o
n
si
b
il
it
ies
e
n
c
o
m
p
a
ss
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c
h
in
g
,
re
se
a
rc
h
,
a
n
d
stu
d
e
n
t
a
c
a
d
e
m
ic
d
e
v
e
l
o
p
m
e
n
t
in
e
d
u
c
a
ti
o
n
a
l
p
s
y
c
h
o
lo
g
y
a
n
d
sta
ti
stics
.
He
c
o
n
tri
b
u
tes
to
a
d
v
a
n
c
i
n
g
q
u
a
n
ti
tati
v
e
m
e
th
o
d
o
l
o
g
ies
in
e
d
u
c
a
ti
o
n
a
l
re
se
a
rc
h
,
h
e
lp
i
n
g
b
rid
g
e
th
e
o
re
ti
c
a
l
p
sy
c
h
o
l
o
g
ica
l
c
o
n
c
e
p
ts
with
p
ra
c
ti
c
a
l
e
d
u
c
a
ti
o
n
a
l
a
p
p
li
c
a
ti
o
n
s
th
ro
u
g
h
rig
o
ro
u
s
sta
ti
stica
l
a
n
a
ly
sis
a
n
d
i
n
terp
re
tati
o
n
.
He
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
m
o
h
a
m
e
d
n
a
m
a
tallah
.
2
0
2
6
@a
z
h
a
r.
e
d
u
.
e
g
.
Evaluation Warning : The document was created with Spire.PDF for Python.