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I
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D
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Ar
tific
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in
tellig
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(
AI
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is
in
cr
ea
s
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ly
b
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s
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Gr
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ly
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e
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m
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g
c
o
m
m
o
n
[
1
]
.
T
h
ese
t
o
o
ls
s
u
p
p
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t
g
r
am
m
ar
co
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v
em
en
t,
an
d
p
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ciatio
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[
2
]
.
T
h
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s
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t
f
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d
b
ac
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d
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[
3
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.
Au
to
m
ated
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to
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lan
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s
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at
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eth
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to
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E
th
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co
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ar
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also
p
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[
4
]
.
T
ea
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s
wo
r
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ab
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p
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AI
.
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I
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15
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4
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Au
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20
26
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4
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3440
I
n
s
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m
e
ca
s
es,
AI
to
o
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ar
e
te
ch
n
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lo
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ically
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v
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b
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lly
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AI
in
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u
ca
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r
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win
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ap
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ly
[
5
]
.
Ho
wev
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o
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cu
s
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tech
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ies
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ical
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allen
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s
f
ac
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d
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r
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im
p
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.
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ad
d
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s
ar
e
o
f
ten
tr
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ted
as a
s
in
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le
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Dif
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ce
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ased
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en
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r
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lo
ca
lity
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teac
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g
ex
p
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r
e
d
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ca
tio
n
al
lev
el
ar
e
r
a
r
ely
ex
am
in
ed
in
d
ep
th
[
6
]
.
T
h
i
s
cr
ea
tes
a
clea
r
r
esear
ch
g
ap
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W
ith
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t
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ay
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T
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ain
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s
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ay
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f
ail
to
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r
ess
s
p
ec
if
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r
o
o
m
c
o
n
tex
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[
7
]
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T
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is
a
n
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f
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em
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v
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is
tics
in
f
lu
en
ce
b
o
th
p
er
ce
iv
ed
ef
f
ec
tiv
en
ess
o
f
AI
to
o
ls
an
d
r
elate
d
p
e
d
ag
o
g
ical
ch
allen
g
es
[
8
]
,
[
9
]
.
T
h
er
ef
o
r
e,
th
is
s
tu
d
y
in
v
esti
g
ates
h
o
w
d
em
o
g
r
a
p
h
ic
v
ar
i
ab
les
af
f
ec
t
E
L
T
teac
h
er
s
’
p
er
ce
p
tio
n
s
o
f
AI
ef
f
ec
tiv
en
ess
an
d
th
e
ch
alle
n
g
es
th
ey
e
n
co
u
n
ter
.
Statis
tical
an
aly
s
is
is
u
s
ed
to
c
o
m
p
ar
e
d
if
f
er
e
n
t
teac
h
er
g
r
o
u
p
s
.
T
h
e
aim
is
to
p
r
o
v
i
d
e
co
n
tex
t
-
s
en
s
itiv
e
ev
id
en
ce
f
o
r
im
p
r
o
v
in
g
AI
in
teg
r
atio
n
in
E
L
T
.
As
AI
co
n
tin
u
es
to
ex
p
a
n
d
in
ed
u
c
atio
n
,
u
n
d
e
r
s
tan
d
in
g
teac
h
e
r
-
l
ev
el
ch
allen
g
es
is
ess
en
tial
f
o
r
r
esp
o
n
s
ib
le
an
d
ef
f
ec
tiv
e
im
p
lem
en
tatio
n
.
2.
RE
VI
E
W
O
F
RE
L
A
T
E
D
L
I
T
E
R
AT
U
RE
AI
is
in
cr
ea
s
in
g
ly
u
s
ed
in
ed
u
ca
tio
n
.
I
t
s
u
p
p
o
r
ts
teac
h
in
g
,
le
ar
n
in
g
,
an
d
ass
ess
m
en
t.
AI
to
o
ls
s
u
ch
a
s
in
tellig
en
t
tu
to
r
in
g
s
y
s
tem
s
,
a
u
to
m
ated
g
r
ad
in
g
,
a
n
d
ad
ap
tiv
e
lear
n
in
g
p
latf
o
r
m
s
ar
e
n
o
w
co
m
m
o
n
in
s
ch
o
o
ls
an
d
c
o
lleg
es
[
8
]
,
[
9
]
.
T
h
ese
to
o
ls
u
s
e
m
ac
h
i
n
e
lear
n
in
g
an
d
n
at
u
r
al
lan
g
u
ag
e
p
r
o
c
ess
in
g
to
p
r
o
v
id
e
p
er
s
o
n
alize
d
lear
n
in
g
an
d
q
u
i
ck
f
ee
d
b
ac
k
to
s
tu
d
en
ts
[
1
0
]
.
Ad
ap
tiv
e
s
y
s
tem
s
ad
ju
s
t
less
o
n
co
n
ten
t
a
n
d
p
ac
e
b
ased
o
n
lear
n
er
p
er
f
o
r
m
an
c
e,
wh
ich
h
elp
s
teac
h
er
s
s
u
p
p
o
r
t
s
tu
d
en
ts
with
d
if
f
er
en
t
le
ar
n
in
g
n
ee
d
s
[
1
1
]
.
Ho
wev
er
,
th
e
u
s
e
o
f
AI
in
e
d
u
ca
tio
n
also
r
aises
co
n
ce
r
n
s
.
M
an
y
teac
h
e
r
s
lack
p
r
o
p
e
r
tr
ain
i
n
g
to
u
s
e
AI
to
o
ls
.
E
th
ical
is
s
u
es
s
u
ch
as
d
ata
p
r
iv
ac
y
an
d
o
v
e
r
-
d
e
p
en
d
e
n
ce
o
n
tech
n
o
lo
g
y
ar
e
also
r
ep
o
r
ted
.
Su
cc
ess
f
u
l
u
s
e
o
f
AI
d
ep
en
d
s
o
n
h
o
w
well
it
m
atch
es
teac
h
in
g
g
o
als
an
d
h
o
w
r
ea
d
y
teac
h
er
s
ar
e
to
u
s
e
it
in
class
r
o
o
m
s
[
1
2
]
.
T
h
ese
is
s
u
es h
ig
h
lig
h
t th
e
n
ee
d
f
o
r
m
o
r
e
r
esear
ch
o
n
r
esp
o
n
s
ib
le
an
d
ef
f
ec
tiv
e
AI
u
s
e
in
e
d
u
ca
tio
n
.
Ad
ap
tin
g
AI
to
o
ls
f
o
r
ELT
r
eq
u
ir
es
ca
r
ef
u
l
p
la
n
n
in
g
a
n
d
teac
h
er
in
v
o
lv
e
m
en
t.
AI
to
o
ls
s
u
ch
as
g
r
am
m
ar
ch
ec
k
e
r
s
,
lan
g
u
ag
e
ap
p
s
,
an
d
ch
at
b
o
ts
ca
n
s
u
p
p
o
r
t
r
ea
d
in
g
,
wr
itin
g
,
s
p
ea
k
in
g
,
an
d
lis
ten
in
g
s
k
ills
.
Ho
wev
er
,
th
ese
to
o
ls
m
u
s
t
b
e
u
s
ed
in
lin
e
with
less
o
n
o
b
jectiv
es
an
d
lear
n
er
n
ee
d
s
.
T
ea
ch
er
s
p
lay
a
k
ey
r
o
le
in
s
elec
tin
g
s
u
itab
le
AI
to
o
ls
an
d
d
ec
id
in
g
h
o
w
an
d
wh
en
to
u
s
e
th
em
in
th
e
class
r
o
o
m
.
Pr
o
p
er
tr
ain
in
g
h
elp
s
teac
h
er
s
u
n
d
er
s
tan
d
th
e
s
tr
en
g
th
s
an
d
lim
its
o
f
AI
to
o
ls
[
1
3
]
.
W
ith
o
u
t
g
u
i
d
an
ce
,
AI
m
ay
b
e
u
s
ed
o
n
l
y
f
o
r
b
asic
task
s
an
d
n
o
t
f
o
r
m
ea
n
in
g
f
u
l
lear
n
in
g
.
E
f
f
ec
tiv
e
a
d
ap
tatio
n
also
d
ep
en
d
s
o
n
ac
ce
s
s
to
d
ig
ital
r
eso
u
r
ce
s
an
d
in
s
titu
tio
n
al
s
u
p
p
o
r
t
[
1
4
]
.
W
h
en
AI
to
o
ls
ar
e
th
o
u
g
h
tf
u
lly
in
te
g
r
ated
,
th
ey
c
an
en
h
an
ce
lear
n
e
r
en
g
ag
em
e
n
t,
s
u
p
p
o
r
t
p
er
s
o
n
alize
d
lear
n
in
g
,
an
d
im
p
r
o
v
e
o
v
e
r
all
lan
g
u
ag
e
i
n
s
tr
u
ctio
n
[
1
5
]
.
I
n
ELT
,
AI
to
o
ls
h
elp
im
p
r
o
v
e
lan
g
u
ag
e
s
k
ills
an
d
s
tu
d
en
t
en
g
ag
em
en
t.
L
a
n
g
u
a
g
e
lear
n
in
g
ap
p
s
s
u
ch
as
Du
o
lin
g
o
an
d
B
ab
b
el
u
s
e
g
am
es
an
d
a
d
ap
tiv
e
s
y
s
tem
s
to
m
a
k
e
lear
n
in
g
in
ter
ac
ti
v
e
an
d
p
e
r
s
o
n
alize
d
[
1
6
]
.
W
r
itin
g
to
o
ls
lik
e
Gr
am
m
ar
ly
an
d
T
u
r
n
itin
p
r
o
v
id
e
in
s
tan
t
f
ee
d
b
ac
k
o
n
g
r
am
m
ar
a
n
d
wr
itin
g
,
h
el
p
in
g
s
tu
d
en
ts
im
p
r
o
v
e
th
eir
lan
g
u
a
g
e
ac
cu
r
a
cy
[
1
7
]
.
Sp
ee
c
h
r
ec
o
g
n
itio
n
t
o
o
ls
s
u
ch
as
Go
o
g
le
Sp
ee
ch
-
to
-
T
ex
t
an
d
E
L
SA
Sp
ea
k
s
u
p
p
o
r
t
s
p
ea
k
in
g
an
d
lis
ten
in
g
s
k
ills
.
T
h
ese
to
o
ls
allo
w
lear
n
er
s
to
p
r
ac
tic
e
p
r
o
n
u
n
ciatio
n
a
n
d
r
ec
eiv
e
im
m
ed
iate
f
ee
d
b
ac
k
[
1
8
]
,
[
1
9
]
.
Ho
wev
e
r
,
th
e
s
u
cc
ess
o
f
th
ese
to
o
ls
d
ep
en
d
s
o
n
h
o
w
well
teac
h
er
s
in
teg
r
ate
th
em
in
t
o
less
o
n
s
an
d
alig
n
th
em
with
cu
r
r
ic
u
lu
m
g
o
als.
Desp
ite
th
eir
b
en
ef
its
,
AI
to
o
ls
cr
ea
te
s
ev
er
al
ch
allen
g
es
f
o
r
teac
h
er
s
.
Ma
n
y
teac
h
er
s
r
ep
o
r
t
a
lack
o
f
tr
ain
in
g
an
d
c
o
n
f
i
d
en
ce
in
u
s
i
n
g
AI
ef
f
ec
tiv
ely
[
2
0
]
.
I
n
s
o
m
e
ca
s
es,
AI
to
o
ls
d
o
n
o
t
m
atch
s
tu
d
en
ts
’
lear
n
in
g
n
ee
d
s
o
r
class
r
o
o
m
r
ea
liti
es,
r
ed
u
cin
g
th
eir
u
s
ef
u
ln
ess
.
E
t
h
ical
co
n
ce
r
n
s
s
u
ch
as
d
ata
p
r
iv
ac
y
,
b
ias
in
AI
s
y
s
tem
s
,
an
d
f
ea
r
o
f
r
ep
lacin
g
teac
h
er
s
also
af
f
ec
t
AI
ad
o
p
tio
n
[
2
1
]
.
T
ec
h
n
ical
p
r
o
b
lem
s
lik
e
p
o
o
r
in
ter
n
e
t
ac
ce
s
s
an
d
h
ig
h
co
s
ts
f
u
r
th
er
l
im
it
AI
u
s
e,
esp
ec
ially
in
less
-
r
eso
u
r
ce
d
s
ch
o
o
ls
.
T
ea
ch
er
r
e
ad
in
ess
p
lay
s
a
k
ey
r
o
le
in
AI
in
teg
r
atio
n
.
T
ea
c
h
e
r
s
n
ee
d
n
ew
s
k
ills
to
p
lan
less
o
n
s
,
ass
es
s
lear
n
in
g
,
an
d
m
a
n
ag
e
AI
-
s
u
p
p
o
r
ted
class
r
o
o
m
s
.
Fo
r
teac
h
er
s
with
lim
ited
ex
p
er
ie
n
ce
in
e
d
u
ca
ti
o
n
al
tech
n
o
lo
g
y
,
th
ese
ch
a
n
g
es
ca
n
b
e
d
if
f
icu
lt.
T
h
is
s
h
o
ws th
e
n
ee
d
f
o
r
r
e
g
u
l
ar
tr
ain
in
g
a
n
d
in
s
titu
tio
n
al
s
u
p
p
o
r
t.
I
n
s
u
m
m
ar
y
,
AI
h
as
s
tr
o
n
g
p
o
ten
tial
to
im
p
r
o
v
e
ELT
th
r
o
u
g
h
p
er
s
o
n
alize
d
lear
n
in
g
an
d
q
u
ick
f
ee
d
b
ac
k
.
Ho
wev
e
r
,
ef
f
ec
tiv
e
u
s
e
d
ep
en
d
s
o
n
teac
h
er
r
ea
d
in
ess
,
eth
ical
awa
r
en
ess
,
an
d
p
r
o
p
er
s
u
p
p
o
r
t.
Mo
s
t
p
r
ev
io
u
s
s
tu
d
ies
f
o
cu
s
o
n
AI
to
o
ls
o
r
s
tu
d
e
n
t
o
u
tc
o
m
es
[
2
1
]
.
Ver
y
f
ew
s
tu
d
ies
ex
p
l
o
r
e
te
ac
h
er
s
’
ch
allen
g
es
an
d
ex
p
er
ien
ce
s
in
u
s
in
g
A
I
i
n
E
L
T
class
r
o
o
m
s
.
T
h
is
s
tu
d
y
ad
d
r
ess
es
th
is
g
ap
b
y
ex
am
in
in
g
th
e
p
ed
ag
o
g
ical
ch
allen
g
es
f
ac
ed
b
y
E
n
g
lis
h
lan
g
u
ag
e
teac
h
er
s
wh
ile
u
s
in
g
AI
to
o
l
s
.
I
t
also
a
n
aly
s
es
h
o
w
f
ac
to
r
s
s
u
ch
as
g
en
d
er
,
lo
ca
lity
,
ag
e,
teac
h
in
g
ex
p
er
ie
n
ce
,
a
n
d
lev
el
o
f
e
d
u
c
atio
n
tau
g
h
t
in
f
lu
en
ce
teac
h
er
s
’
p
er
ce
p
tio
n
s
an
d
p
r
ac
tices
[
1
6
]
,
[
2
2
]
–
[
2
4
]
.
B
ased
o
n
th
e
i
d
en
tifie
d
r
esear
ch
g
ap
an
d
th
e
n
ee
d
to
u
n
d
er
s
tan
d
h
o
w
d
em
o
g
r
a
p
h
ic
f
ac
t
o
r
s
in
f
lu
en
ce
AI
in
teg
r
atio
n
in
ELT
,
th
is
s
tu
d
y
f
o
r
m
u
lates
th
e
f
o
llo
win
g
r
esear
ch
q
u
esti
o
n
s
.
T
h
ese
q
u
esti
o
n
s
aim
to
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ex
am
in
e
wh
eth
er
teac
h
e
r
ch
a
r
ac
ter
is
tics
ar
e
r
elate
d
to
th
e
ir
p
er
ce
p
tio
n
s
o
f
AI
to
o
ls
an
d
th
e
p
ed
ag
o
g
ical
ch
allen
g
es th
ey
ex
p
er
ien
ce
.
T
h
e
s
tu
d
y
ad
d
r
ess
es th
e
f
o
llo
win
g
r
esear
ch
q
u
esti
o
n
s
:
−
Do
es g
en
d
er
in
f
lu
en
ce
teac
h
er
s
’
p
er
ce
p
tio
n
s
o
f
AI
to
o
ls
in
E
L
T
?
−
Do
es lo
ca
lity
(
u
r
b
a
n
o
r
r
u
r
al)
af
f
ec
t th
e
p
e
d
ag
o
g
ical
ch
allen
g
es tea
ch
er
s
f
ac
e
wh
ile
u
s
in
g
AI
?
−
I
s
th
er
e
an
ass
o
ciatio
n
b
etwe
e
n
teac
h
er
s
’
ag
e
a
n
d
th
ei
r
p
ed
a
g
o
g
ical
ch
allen
g
es in
AI
u
s
e?
−
I
s
teac
h
in
g
ex
p
er
ien
ce
r
elate
d
to
ch
allen
g
es in
u
s
in
g
AI
to
o
ls
?
−
Do
es th
e
lev
el
o
f
e
d
u
ca
tio
n
ta
u
g
h
t in
f
l
u
en
ce
teac
h
e
r
s
’
ch
alle
n
g
es in
u
s
in
g
AI
to
o
ls
?
B
y
an
s
wer
in
g
th
ese
q
u
esti
o
n
s
,
th
e
s
tu
d
y
s
ee
k
s
to
s
u
p
p
o
r
t
ef
f
ec
tiv
e,
in
clu
s
iv
e,
an
d
p
r
ac
tica
l
in
teg
r
atio
n
o
f
AI
in
ELT
.
3.
M
E
T
H
O
D
3
.
1
.
Resea
rc
h
d
esig
n
T
h
is
s
tu
d
y
ad
o
p
ted
a
q
u
an
tit
ativ
e
s
u
r
v
ey
r
esear
c
h
d
esig
n
to
ex
am
in
e
th
e
p
ed
ag
o
g
ical
ch
allen
g
es
f
ac
ed
b
y
ELT
teac
h
e
r
s
in
in
teg
r
atin
g
AI
to
o
ls
.
A
s
tr
u
ctu
r
ed
q
u
esti
o
n
n
air
e
was
em
p
lo
y
ed
to
c
o
llect
s
tan
d
ar
d
ized
d
ata
r
e
g
ar
d
i
n
g
teac
h
er
s
’
p
er
ce
p
tio
n
s
o
f
A
I
ef
f
ec
tiv
e
n
ess
,
ea
s
e
o
f
u
s
e
,
an
d
p
e
d
ag
o
g
ical
ch
allen
g
es.
T
h
e
q
u
an
titativ
e
a
p
p
r
o
ac
h
en
ab
le
d
s
tatis
tical
co
m
p
ar
is
o
n
ac
r
o
s
s
d
em
o
g
r
ap
h
ic
v
ar
iab
les
in
clu
d
in
g
g
en
d
er
,
lo
ca
lity
,
a
g
e,
teac
h
i
n
g
ex
p
e
r
ien
ce
,
a
n
d
le
v
el
o
f
e
d
u
ca
tio
n
ta
u
g
h
t.
T
h
e
d
esig
n
was
ap
p
r
o
p
r
iate
f
o
r
id
en
tify
in
g
p
atter
n
s
,
g
r
o
u
p
d
if
f
er
en
ce
s
,
a
n
d
ass
o
ciatio
n
s
am
o
n
g
v
ar
iab
les
u
s
in
g
in
f
er
en
tial
s
tatis
tical
tech
n
iq
u
es.
3
.
2
.
P
a
rt
icipa
nts a
nd
s
a
m
pli
ng
T
h
e
s
tu
d
y
in
clu
d
e
d
2
0
0
E
n
g
lis
h
lan
g
u
ag
e
teac
h
e
r
s
w
o
r
k
in
g
at
p
r
im
ar
y
,
s
ec
o
n
d
a
r
y
,
ter
tiar
y
in
s
titu
tio
n
s
,
an
d
p
r
iv
ate
la
n
g
u
ag
e
ce
n
ter
s
.
Par
ticip
a
n
ts
wer
e
d
r
awn
f
r
o
m
u
r
b
an
,
s
em
i
-
u
r
b
a
n
,
an
d
r
u
r
al
ar
ea
s
to
en
s
u
r
e
co
n
tex
tu
al
d
iv
er
s
ity
.
Of
th
e
2
0
0
p
ar
ticip
a
n
ts
,
9
5
(
4
7
.
5
%)
wer
e
m
ale
an
d
1
0
5
(
5
2
.
5
%)
wer
e
f
e
m
ale.
R
eg
ar
d
in
g
lo
ca
lity
,
1
0
0
teac
h
er
s
(
5
0
.
0
%)
wer
e
f
r
o
m
u
r
b
an
ar
ea
s
,
5
7
(
2
8
.
5
%)
f
r
o
m
s
em
i
-
u
r
b
an
ar
ea
s
,
an
d
4
3
(
2
1
.
5
%)
f
r
o
m
r
u
r
al
ar
ea
s
.
I
n
ter
m
s
o
f
ag
e,
th
e
lar
g
est
g
r
o
u
p
was
teac
h
er
s
ag
ed
2
5
-
3
4
(
n
=
6
8
,
3
4
.
0
%)
,
f
o
llo
wed
b
y
3
5
-
4
4
(
n
=5
4
,
2
7
.
0
%),
u
n
d
er
2
5
(
n
=
3
9
,
1
9
.
5
%),
4
5
-
5
4
(
n
=
2
8
,
1
4
.
0
%),
a
n
d
5
5
an
d
ab
o
v
e
(
n
=1
1
,
5
.
5
%).
T
ea
ch
in
g
ex
p
er
ie
n
ce
was
d
is
tr
ib
u
ted
as:
le
s
s
th
an
5
y
ea
r
s
(
n
=7
1
,
3
5
.
5
%),
5
-
1
0
y
ea
r
s
(
n
=7
4
,
3
7
.
0
%),
an
d
m
o
r
e
th
a
n
1
0
y
ea
r
s
(
n
=5
5
,
2
7
.
5
%).
Fin
ally
,
th
e
p
r
im
a
r
y
lev
el
o
f
teac
h
i
n
g
was
r
e
p
o
r
ted
as
p
r
im
ar
y
(
n
=
4
2
,
2
1
.
0
%),
s
ec
o
n
d
ar
y
(
n
=
7
8
,
3
9
.
0
%),
ter
tiar
y
(
n
=5
7
,
2
8
.
5
%),
a
n
d
p
r
i
v
ate
lan
g
u
a
g
e
in
s
titu
te
(
n
=2
3
,
1
1
.
5
%).
3
.
2
.
1
.
Sa
m
ple
s
ize
T
h
e
s
am
p
le
s
ize
o
f
2
0
0
was
co
n
s
id
er
ed
a
d
eq
u
ate
f
o
r
in
f
er
en
tial
s
tatis
tica
l
an
aly
s
is
.
Acc
o
r
d
in
g
t
o
m
eth
o
d
o
l
o
g
ical
r
ec
o
m
m
en
d
a
tio
n
s
f
o
r
m
u
ltiv
ar
iate
an
al
y
s
is
,
a
m
in
im
u
m
o
f
5
–
1
0
r
esp
o
n
d
en
ts
p
er
q
u
esti
o
n
n
air
e
item
is
r
ec
o
m
m
en
d
ed
to
e
n
s
u
r
e
s
tatis
tical
s
ta
b
ilit
y
[
2
5
]
,
[
2
6
]
.
W
ith
2
0
p
er
c
ep
tio
n
item
s
in
th
e
in
s
tr
u
m
en
t,
a
m
i
n
im
u
m
o
f
1
0
0
–
2
0
0
p
a
r
ticip
an
ts
wer
e
ap
p
r
o
p
r
iate.
Fu
r
th
e
r
m
o
r
e
,
f
o
r
d
ete
ctin
g
m
ed
iu
m
ef
f
ec
t
s
izes
in
in
d
ep
e
n
d
en
t
s
am
p
les
t
-
test
s
an
d
o
n
e
-
way
ANOV
A,
a
s
am
p
le
e
x
ce
ed
in
g
1
5
0
p
ar
tic
ip
an
ts
is
g
en
e
r
ally
co
n
s
id
er
ed
s
u
f
f
icien
t
to
ac
h
iev
e
ac
ce
p
tab
le
s
tatis
tical
p
o
wer
(
0
.
8
0
)
at
α
=
0
.
0
5
[
2
6
]
,
[
2
7
]
.
T
h
er
ef
o
r
e,
th
e
s
am
p
le
s
ize
was d
ee
m
ed
s
tatis
tically
ap
p
r
o
p
r
iate
f
o
r
th
e
a
n
aly
tical
p
r
o
ce
d
u
r
es e
m
p
l
o
y
ed
in
th
is
s
tu
d
y
.
3
.
2
.
2
.
Sa
m
pli
ng
t
ec
hn
iqu
e
Pu
r
p
o
s
iv
e
s
am
p
lin
g
was
em
p
lo
y
ed
to
en
s
u
r
e
t
h
at
p
ar
ticip
a
n
ts
h
ad
p
r
io
r
e
x
p
o
s
u
r
e
t
o
o
r
ex
p
er
ien
ce
with
AI
to
o
ls
in
E
L
T
.
Sin
ce
th
e
s
tu
d
y
s
p
ec
if
ically
ex
am
in
ed
AI
-
r
elate
d
p
ed
a
g
o
g
ical
ch
allen
g
es,
it
was
n
ec
ess
ar
y
to
in
clu
d
e
o
n
ly
tea
ch
er
s
wh
o
h
ad
en
g
a
g
ed
with
AI
to
o
ls
in
in
s
tr
u
ctio
n
al
s
ettin
g
s
[
2
8
]
.
R
an
d
o
m
s
am
p
lin
g
co
u
ld
h
av
e
in
cl
u
d
e
d
teac
h
er
s
with
o
u
t
AI
ex
p
er
i
en
ce
,
wh
ich
wo
u
l
d
n
o
t
alig
n
with
th
e
r
esear
ch
o
b
jectiv
es.
Par
ticip
an
ts
wer
e
i
n
clu
d
ed
in
th
e
s
tu
d
y
if
th
e
y
wer
e
cu
r
r
en
tly
teac
h
in
g
E
n
g
lis
h
lan
g
u
a
g
e
c
o
u
r
s
es
an
d
h
a
d
p
r
io
r
ex
p
e
r
ien
ce
u
s
in
g
AI
to
o
ls
s
u
ch
as
C
h
atGPT
,
Gr
am
m
ar
ly
,
o
r
o
th
er
AI
-
b
ased
lan
g
u
a
g
e
p
latf
o
r
m
s
in
th
eir
teac
h
in
g
p
r
ac
tice.
On
ly
th
o
s
e
wh
o
wer
e
willin
g
to
p
a
r
ticip
ate
v
o
lu
n
tar
ily
wer
e
c
o
n
s
id
er
ed
.
Par
ticip
an
ts
wer
e
ex
clu
d
ed
i
f
th
ey
wer
e
n
o
t
teac
h
in
g
E
n
g
lis
h
lan
g
u
a
g
e
s
u
b
jects,
h
a
d
n
o
p
r
io
r
ex
p
o
s
u
r
e
to
AI
to
o
ls
in
in
s
tr
u
ctio
n
al
s
ettin
g
s
,
o
r
s
u
b
m
itted
in
c
o
m
p
lete
q
u
esti
o
n
n
air
e
r
esp
o
n
s
es.
T
h
ese
in
clu
s
io
n
a
n
d
ex
clu
s
io
n
cr
iter
ia
en
s
u
r
ed
th
at
th
e
d
ata
co
llected
wer
e
r
elev
an
t,
ac
cu
r
ate,
an
d
alig
n
e
d
with
th
e
o
b
jectiv
es
o
f
th
e
s
tu
d
y
.
Af
te
r
co
n
f
ir
m
in
g
n
o
r
m
ality
ass
u
m
p
tio
n
s
th
r
o
u
g
h
ap
p
r
o
p
r
iate
s
tatis
tical
test
s
,
p
ar
am
etr
ic
an
aly
s
es
wer
e
co
n
d
u
cted
to
e
x
am
in
e
g
r
o
u
p
d
i
f
f
er
en
ce
s
.
3
.
3
.
I
ns
t
rum
ent
a
t
io
n
T
h
e
d
ata
c
o
llectio
n
in
s
tr
u
m
e
n
t
was
a
r
esear
ch
er
-
d
esig
n
ed
s
ca
le
titl
ed
“
p
ed
ag
o
g
ical
ch
allen
g
es
in
u
s
in
g
AI
t
o
o
ls
f
o
r
E
n
g
lis
h
lan
g
u
ag
e
teac
h
in
g
.
”
T
h
e
in
s
tr
u
m
en
t
was
d
e
v
elo
p
ed
b
ased
o
n
a
r
ev
iew
o
f
r
elev
a
n
t
liter
atu
r
e
an
d
co
n
s
is
ted
o
f
two
m
ain
s
ec
tio
n
s
.
T
h
e
f
ir
s
t
s
ec
ti
o
n
co
llected
d
em
o
g
r
ap
h
ic
in
f
o
r
m
atio
n
,
in
clu
d
in
g
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
4
3
9
-
3
4
5
0
3442
g
en
d
er
,
ag
e
g
r
o
u
p
,
teac
h
in
g
e
x
p
er
ien
ce
,
ed
u
ca
tio
n
al
lev
el
tau
g
h
t,
a
n
d
lo
ca
lity
.
T
h
e
s
ec
o
n
d
s
ec
tio
n
c
o
n
tain
e
d
2
0
item
s
m
ea
s
u
r
i
n
g
teac
h
er
s
’
p
er
ce
p
tio
n
s
ac
r
o
s
s
th
r
ee
d
im
en
s
io
n
s
,
all
r
ated
o
n
a
5
-
p
o
in
t
L
ik
e
r
t
s
ca
le
(
1
=
s
tr
o
n
g
ly
d
is
ag
r
ee
to
5
=stro
n
g
ly
ag
r
ee
):
−
Per
ce
iv
ed
e
f
f
ec
tiv
en
ess
o
f
AI
t
o
o
ls
(
6
item
s
)
:
t
h
is
s
u
b
s
ca
le
ass
e
s
s
ed
teac
h
er
s
’
b
elief
s
ab
o
u
t
th
e
p
ed
ag
o
g
ical
b
en
ef
its
o
f
AI
.
E
x
am
p
le
item
s
in
clu
d
e:
“
AI
to
o
ls
p
r
o
v
id
e
p
e
r
s
o
n
alize
d
lear
n
in
g
ex
p
er
ie
n
ce
s
f
o
r
s
tu
d
en
ts
”
,
“
AI
to
o
ls
ar
e
ef
f
ec
tiv
e
in
im
p
r
o
v
i
n
g
s
tu
d
en
t
s
’
v
o
ca
b
u
lar
y
an
d
g
r
am
m
a
r
s
k
ills
”
,
an
d
“
AI
to
o
ls
en
h
an
ce
s
tu
d
e
n
t e
n
g
a
g
e
m
en
t a
n
d
m
o
tiv
atio
n
i
n
th
e
cla
s
s
r
o
o
m
.
”
−
E
ase
o
f
u
s
e
(
5
item
s
)
: th
is
s
u
b
s
ca
le
m
ea
s
u
r
ed
th
e
p
er
ce
iv
ed
u
s
ab
ilit
y
an
d
p
r
ac
ticality
o
f
A
I
to
o
ls
.
E
x
am
p
le
item
s
in
clu
d
e:
“t
h
e
u
s
er
in
ter
f
ac
e
o
f
AI
to
o
ls
is
in
tu
itiv
e
a
n
d
ea
s
y
to
n
av
ig
ate
”
,
“
I
f
i
n
d
it
ea
s
y
to
in
teg
r
ate
AI
to
o
ls
in
to
m
y
ex
is
tin
g
less
o
n
p
la
n
s
”
,
an
d
“
AI
to
o
ls
ar
e
c
o
m
p
atib
le
with
th
e
d
ev
ices
an
d
s
o
f
twar
e
I
u
s
e
in
m
y
class
r
o
o
m
.
”
−
Ped
ag
o
g
ical
ch
allen
g
es
(
9
item
s
)
:
th
is
s
u
b
s
ca
le
id
en
tifie
d
b
ar
r
ier
s
to
AI
in
teg
r
atio
n
.
E
x
am
p
le
item
s
in
clu
d
e:
“
I
lack
ad
eq
u
ate
tr
ain
in
g
to
u
s
e
AI
to
o
ls
ef
f
ec
tiv
ely
in
m
y
teac
h
in
g
”
,
“
AI
to
o
ls
d
o
n
o
t
alig
n
well
with
m
y
cu
r
r
icu
lu
m
g
o
als
”
,
an
d
“
I
am
co
n
ce
r
n
ed
ab
o
u
t
th
e
eth
ical
im
p
licatio
n
s
o
f
u
s
in
g
AI
to
o
ls
(
e.
g
.
,
d
ata
p
r
iv
ac
y
,
alg
o
r
ith
m
i
c
b
ias).
”
A
p
ilo
t
s
tu
d
y
was
co
n
d
u
cted
with
1
0
5
E
L
T
teac
h
er
s
to
ass
ess
th
e
in
s
tr
u
m
en
t
’
s
clar
ity
,
r
eliab
ilit
y
,
an
d
v
alid
ity
.
T
h
e
o
v
er
all
r
el
iab
ilit
y
co
ef
f
icien
t
(
C
r
o
n
b
ac
h
’
s
alp
h
a)
was
0
.
8
1
,
in
d
icat
in
g
s
tr
o
n
g
in
ter
n
al
co
n
s
is
ten
cy
.
Su
b
s
ca
le
r
eliab
ilit
y
v
alu
es
wer
e
also
ac
ce
p
tab
le:
p
er
ce
iv
ed
ef
f
ec
tiv
en
ess
(
α
=0
.
8
2
)
,
ea
s
e
o
f
u
s
e
(
α
=0
.
7
8
)
,
a
n
d
p
ed
ag
o
g
ical
ch
allen
g
es
(
α
=0
.
8
5
)
.
C
o
n
s
tr
u
ct
v
alid
ity
was
co
n
f
ir
m
e
d
th
r
o
u
g
h
ex
p
lo
r
ato
r
y
f
ac
to
r
an
aly
s
is
,
wh
ich
y
ield
ed
a
Kaiser
-
Me
y
er
-
Olk
in
(
KM
O)
m
e
asu
r
e
o
f
0
.
7
9
an
d
a
s
ig
n
if
ica
n
t
B
ar
tlett
’
s
t
est
o
f
s
p
h
er
icity
(
p
<
0
.
0
0
1
)
,
s
u
p
p
o
r
tin
g
th
e
f
ac
to
r
a
b
ilit
y
o
f
th
e
co
r
r
elatio
n
m
atr
ix
.
C
o
n
ten
t
v
alid
ity
was
es
tab
lis
h
ed
th
r
o
u
g
h
e
x
p
er
t
r
ev
iew,
r
esu
ltin
g
in
a
c
o
n
ten
t
v
alid
ity
i
n
d
ex
(
C
VI
)
o
f
0
.
8
9
an
d
cr
iter
io
n
-
r
elate
d
v
alid
ity
was
co
n
f
ir
m
e
d
th
r
o
u
g
h
s
ig
n
if
ican
t
co
r
r
elatio
n
with
a
n
estab
lis
h
ed
in
s
tr
u
m
en
t (
r
=
0
.
7
6
,
p
<
0
.
0
1
)
[
2
9
]
.
3
.
4
.
Da
t
a
co
llect
io
n
a
nd
a
na
ly
s
is
Data
wer
e
co
llected
th
r
o
u
g
h
a
n
o
n
lin
e
q
u
esti
o
n
n
air
e
d
is
tr
ib
u
ted
v
ia
em
ail
a
n
d
p
r
o
f
ess
io
n
al
p
latf
o
r
m
s
s
u
ch
as
T
E
SOL
f
o
r
u
m
s
a
n
d
L
in
k
ed
I
n
.
Par
ticip
atio
n
was
v
o
l
u
n
tar
y
,
an
d
in
f
o
r
m
ed
co
n
s
en
t
was
o
b
tain
ed
f
r
o
m
all
r
esp
o
n
d
e
n
ts
.
An
o
n
y
m
ity
a
n
d
c
o
n
f
id
e
n
tiality
wer
e
m
ain
tain
ed
.
E
th
ical
ap
p
r
o
v
al
was
o
b
tain
ed
f
r
o
m
th
e
r
elev
an
t
in
s
titu
tio
n
al
eth
ics
co
m
m
ittee
p
r
io
r
to
d
ata
co
l
lectio
n
.
Descr
ip
tiv
e
s
tatis
tics
(
m
ea
n
,
s
tan
d
ar
d
d
ev
iatio
n
,
f
r
e
q
u
en
c
y
,
an
d
p
e
r
ce
n
tag
e)
wer
e
u
s
ed
to
s
u
m
m
ar
ize
r
esp
o
n
s
es.
I
n
d
ep
en
d
e
n
t
s
am
p
les
t
-
tes
ts
ex
am
in
ed
g
en
d
e
r
d
if
f
er
en
ce
s
.
On
e
-
way
ANOV
A
was
u
s
ed
to
co
m
p
ar
e
lo
ca
lity
-
b
ased
d
i
f
f
er
en
ce
s
,
f
o
llo
wed
b
y
T
u
k
ey
HSD
p
o
s
t
h
o
c
a
n
aly
s
is
wh
er
e
ap
p
r
o
p
r
iate.
C
h
i
-
s
q
u
ar
e
(
χ²)
test
s
wer
e
ap
p
lied
to
ex
am
in
e
ass
o
ciatio
n
s
b
etwe
en
ca
teg
o
r
ical
d
em
o
g
r
ap
h
ic
v
ar
iab
les
(
a
g
e
g
r
o
u
p
,
teac
h
in
g
e
x
p
er
ien
c
e,
ed
u
ca
tio
n
al
lev
el
tau
g
h
t)
an
d
AI
-
r
elate
d
d
im
en
s
io
n
s
.
Statis
tical
s
ig
n
if
ican
ce
was set a
t p
<
0
.
0
5
.
4.
RE
SU
L
T
S
Prio
r
to
c
o
n
d
u
ctin
g
th
e
m
ai
n
a
n
aly
s
es,
th
e
d
ata
wer
e
s
cr
ee
n
e
d
to
e
n
s
u
r
e
t
h
ey
m
et
th
e
ass
u
m
p
tio
n
s
o
f
th
e
p
ar
am
et
r
ic
test
s
em
p
lo
y
e
d
.
Fo
r
th
e
in
d
e
p
en
d
e
n
t
s
am
p
les t
-
test
s
an
d
o
n
e
-
wa
y
ANOV
A,
th
e
ass
u
m
p
tio
n
s
o
f
n
o
r
m
ality
an
d
h
o
m
o
g
en
eity
o
f
v
ar
ian
ce
wer
e
ass
ess
ed
.
No
r
m
ality
was
ex
am
in
ed
th
r
o
u
g
h
v
is
u
al
in
s
p
ec
tio
n
o
f
Q
-
Q
p
lo
ts
an
d
th
e
Sh
ap
ir
o
-
W
ilk
test
,
wh
ich
in
d
icate
d
t
h
at
th
e
d
ata
f
o
r
ea
ch
g
r
o
u
p
wer
e
ap
p
r
o
x
im
ately
n
o
r
m
ally
d
is
tr
ib
u
ted
.
4
.
1
.
I
s
t
here
a
s
ig
n
if
ica
nt
diff
er
ence
bet
wee
n
m
a
le
a
nd
f
em
a
le
t
ea
cher
s
in
t
er
m
s
o
f
peda
g
o
g
ica
l
cha
lleng
es in u
s
ing
AI t
o
o
ls
f
o
r
ELT
?
T
o
ex
am
in
e
g
en
d
er
d
if
f
er
e
n
c
es
in
AI
to
o
l
u
s
e
d
im
en
s
io
n
s
,
th
e
r
esu
lts
o
f
t
h
e
in
d
e
p
en
d
e
n
t
s
am
p
les
t
-
test
ar
e
p
r
esen
ted
in
T
a
b
le
1
.
T
h
e
t
ab
le
s
h
o
w
s
a
s
ig
n
if
ican
t
d
if
f
er
e
n
ce
i
n
th
e
p
e
r
ce
iv
ed
e
f
f
ec
tiv
en
ess
o
f
AI
to
o
ls
b
etwe
en
m
ale
an
d
f
e
m
ale
teac
h
er
s
.
Fem
ale
teac
h
er
s
(
M=
3
6
.
2
1
,
SD=5
.
6
3
)
r
ated
AI
to
o
ls
as
m
o
r
e
ef
f
ec
tiv
e
th
an
m
ale
teac
h
er
s
(
M=
3
4
.
3
8
,
SD=4
.
7
1
)
,
with
a
t
-
v
alu
e
o
f
2
.
5
0
4
a
n
d
p
-
v
alu
e
o
f
0
.
0
4
4
.
Fo
r
th
e
ea
s
e
o
f
u
s
e
o
f
AI
to
o
ls
,
th
e
r
e
wa
s
n
o
s
ig
n
if
ican
t
d
if
f
er
e
n
ce
.
Ma
le
teac
h
er
s
(
M=
3
7
.
0
7
,
SD
=5
.
9
9
)
an
d
f
em
ale
teac
h
er
s
(
M=
3
6
.
4
5
,
SD=5
.
4
7
)
r
ep
o
r
ted
s
im
ilar
ex
p
er
ien
ce
s
,
with
a
t
-
v
alu
e
o
f
0
.
7
6
9
a
n
d
p
-
v
alu
e
o
f
0
.
2
4
1
.
I
n
ter
m
s
o
f
p
e
d
ag
o
g
ical
ch
allen
g
es
,
f
em
ale
teac
h
e
r
s
(
M=
3
8
.
1
9
,
SD=5
.
5
6
)
r
e
p
o
r
te
d
s
ig
n
if
ican
tly
m
o
r
e
ch
allen
g
es
th
an
m
ale
teac
h
e
r
s
(
M=
3
6
.
0
8
,
SD=5
.
7
5
)
,
as
s
h
o
w
n
b
y
a
t
-
v
alu
e
o
f
2
.
6
2
7
an
d
p
-
v
alu
e
o
f
0
.
0
1
8
.
Fo
r
o
v
er
all
p
ed
ag
o
g
ical
ch
alle
n
g
e
s
in
AI
u
s
e,
th
e
d
if
f
er
en
ce
is
m
ar
g
in
ally
s
ig
n
if
ican
t,
with
f
em
ales
(
M=
1
1
0
.
8
5
,
SD=8
.
7
9
)
s
co
r
in
g
h
i
g
h
er
t
h
an
m
ales
(
M=
1
0
7
.
5
4
,
SD=9
.
9
0
)
.
T
h
e
t
-
v
alu
e
is
2
.
4
9
0
,
an
d
th
e
p
-
v
alu
e
is
0
.
0
5
1
.
Fem
ale
teac
h
er
s
g
en
e
r
ally
f
i
n
d
AI
to
o
ls
m
o
r
e
ef
f
ec
tiv
e
b
u
t
f
ac
e
m
o
r
e
p
e
d
ag
o
g
ical
ch
alle
n
g
es
in
u
s
in
g
th
e
m
.
E
ase
o
f
u
s
e
is
n
o
t
a
d
if
f
er
en
tiatin
g
f
ac
to
r
b
etwe
en
g
en
d
er
s
.
T
h
ese
f
in
d
in
g
s
in
d
icate
th
e
n
ee
d
f
o
r
tar
g
eted
s
u
p
p
o
r
t a
n
d
tr
ain
in
g
,
esp
ec
iall
y
f
o
r
f
em
ale
teac
h
er
s
,
to
r
ed
u
c
e
im
p
lem
en
tatio
n
c
h
allen
g
es i
n
AI
-
ass
is
ted
ELT
.
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
Tea
ch
ers
’
p
ers
p
ec
tives o
n
p
ed
a
g
o
g
ic
a
l c
h
a
llen
g
es o
f A
I
in
te
g
r
a
tio
n
in
E
n
g
lis
h
…
(
P
a
r
th
ib
a
n
Ga
n
esa
n
)
3443
T
ab
le
1
.
Gen
d
er
-
wis
e
co
m
p
a
r
is
o
n
o
f
p
e
d
ag
o
g
ical
ch
allen
g
es
in
u
s
in
g
AI
t
o
o
ls
f
o
r
ELT
D
i
me
n
si
o
n
G
e
n
d
e
r
n
M
SD
t
p
R
e
mar
k
P
e
r
c
e
i
v
e
d
e
f
f
e
c
t
i
v
e
n
e
s
s
o
f
A
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u
r
e
1
s
h
o
ws
g
en
d
er
-
wis
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d
if
f
er
en
ce
s
in
AI
to
o
l
u
s
e
ac
r
o
s
s
f
o
u
r
d
im
en
s
io
n
s
.
Fem
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h
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r
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e
f
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ec
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ical
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m
p
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ale
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)
.
T
h
is
in
d
ic
ates
th
at
f
em
ale
teac
h
er
s
v
iew
AI
to
o
ls
as
m
o
r
e
ef
f
ec
tiv
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b
u
t
also
ex
p
e
r
ien
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m
o
r
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in
s
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u
ctio
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h
allen
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h
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if
ica
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if
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in
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o
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s
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g
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n
g
s
im
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ilit
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p
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ce
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tio
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s
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en
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er
s
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o
r
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e
r
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e
m
ale
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s
s
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lig
h
tly
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i
g
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e
r
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m
ar
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al
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ig
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ce
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er
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a
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p
tio
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o
f
e
f
f
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d
p
ed
ag
o
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ical
ch
allen
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u
t n
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ase
o
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u
s
e.
Fig
u
r
e
1
.
G
en
d
er
-
wis
e
co
m
p
a
r
is
o
n
o
f
AI
to
o
l u
s
e
d
im
en
s
io
n
s
in
ELT
4
.
2
.
I
s
t
here
a
s
ig
nifica
nt
diff
er
e
nce
in
peda
g
o
g
ica
l
cha
lleng
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f
a
ce
d
by
urba
n,
s
em
i
-
urb
a
n,
a
nd
rura
l
t
ea
cher
s
in us
i
ng
AI t
o
o
ls
f
o
r
E
L
T
?
T
ab
le
2
r
e
v
ea
ls
a
s
ig
n
if
ican
t
d
if
f
er
e
n
ce
in
t
h
e
p
er
ce
i
v
ed
ef
f
ec
tiv
en
ess
o
f
AI
t
o
o
ls
am
o
n
g
u
r
b
a
n
,
s
em
i
-
u
r
b
an
,
a
n
d
r
u
r
al
teac
h
er
s
(
F=4
.
6
1
0
,
p
<0
.
0
5
)
.
T
h
is
s
u
g
g
ests
th
at
teac
h
er
s
’
v
iews
o
n
h
o
w
ef
f
ec
tiv
e
A
I
to
o
ls
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e
i
n
ELT
v
a
r
y
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y
l
o
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tio
n
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p
o
s
s
ib
ly
d
u
e
t
o
d
i
f
f
er
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ce
s
in
ac
ce
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to
tec
h
n
o
lo
g
y
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tr
ain
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g
,
o
r
ex
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ce
.
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r
th
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th
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im
en
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io
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o
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u
s
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(
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1
5
1
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e
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o
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ical
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2
5
3
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n
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o
v
er
all
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ical
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.
7
9
0
)
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n
if
ican
t
d
if
f
e
r
en
ce
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wer
e
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o
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d
(
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>
0
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0
5
)
.
T
h
is
in
d
icate
s
th
at,
d
esp
ite
lo
ca
tio
n
,
teac
h
er
s
f
ac
e
s
im
ilar
d
if
f
icu
lties
in
u
s
in
g
AI
to
o
ls
f
o
r
teac
h
in
g
.
T
h
ese
f
in
d
in
g
s
s
u
g
g
est
th
at
wh
ile
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er
ce
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tio
n
s
o
f
ef
f
ec
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ess
d
if
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er
,
th
e
co
r
e
ch
allen
g
es
in
AI
in
teg
r
atio
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ar
e
s
h
a
r
ed
ac
r
o
s
s
r
eg
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n
s
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o
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g
t
o
a
n
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d
f
o
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n
if
o
r
m
s
u
p
p
o
r
t,
t
r
ain
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g
,
an
d
r
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u
r
c
e
ac
ce
s
s
f
o
r
all
teac
h
er
s
,
r
eg
a
r
d
less
o
f
lo
ca
lity
.
T
ab
le
2
.
Ar
ea
-
wis
e
co
m
p
ar
is
o
n
o
f
p
ed
ag
o
g
ical
ch
allen
g
es in
u
s
in
g
AI
t
o
o
ls
f
o
r
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D
i
me
n
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S
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h
e
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o
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aly
s
is
T
ab
le
3
in
d
icate
s
a
s
ig
n
if
ican
t
d
if
f
er
en
ce
b
etwe
en
u
r
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an
an
d
r
u
r
al
teac
h
er
s
in
th
eir
p
er
c
ep
tio
n
s
o
f
th
e
ef
f
ec
tiv
e
n
ess
o
f
AI
to
o
ls
in
ELT
.
Ur
b
an
teac
h
e
r
s
r
ep
o
r
ted
s
ig
n
if
ican
tly
h
ig
h
er
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er
ce
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ed
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ar
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h
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r
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n
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d
r
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r
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h
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s
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h
is
s
u
g
g
ests
th
at
ac
ce
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s
to
in
f
r
astru
ctu
r
e,
e
x
p
o
s
u
r
e
to
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to
o
ls
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d
i
n
s
titu
tio
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s
u
p
p
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r
t
m
ay
in
f
lu
en
ce
teac
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e
r
s
’
p
er
ce
p
tio
n
s
,
p
ar
ticu
lar
ly
in
r
u
r
al
co
n
tex
ts
.
T
ab
le
3
.
Po
s
t
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h
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aly
s
is
o
f
a
r
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-
wis
e
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ar
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o
f
p
e
d
ag
o
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ical
ch
allen
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s
in
g
AI
t
o
o
ls
f
o
r
E
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4
.
3
.
I
s
t
here
a
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ig
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a
s
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io
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g
e
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t
e
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cher
s
a
nd
t
he
peda
g
o
g
i
ca
l
cha
lleng
es
t
hey
enco
un
t
er
in E
L
T
?
T
h
e
χ²
an
aly
s
is
in
T
a
b
le
4
r
ev
ea
ls
n
o
s
tatis
tically
s
ig
n
if
ican
t
ass
o
ciatio
n
b
etwe
en
tea
ch
er
s
’
ag
e
g
r
o
u
p
s
an
d
a
n
y
o
f
th
e
f
o
u
r
d
im
en
s
io
n
s
r
elate
d
to
AI
u
s
e
in
ELT
,
as
all
ca
lcu
lated
χ²
v
al
u
es
f
all
b
elo
w
th
e
cr
itical
th
r
esh
o
ld
o
f
1
5
.
5
0
7
(
d
f
=8
,
p
>
0
.
0
5
)
.
Sp
ec
if
ically
,
th
e
f
in
d
in
g
s
s
h
o
w
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n
s
is
ten
t
p
er
ce
p
tio
n
s
ac
r
o
s
s
ag
e
g
r
o
u
p
s
in
ter
m
s
o
f
th
e
p
er
ce
i
v
ed
ef
f
ec
tiv
e
n
ess
o
f
AI
t
o
o
ls
(
χ²=
4
.
7
4
6
)
an
d
ea
s
e
o
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ly
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m
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ch
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r
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m
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o
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ex
p
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allen
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with
AI
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in
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L
T
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h
e
u
n
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f
o
r
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ity
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m
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ath
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n
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f
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ate
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to
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r
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h
is
f
in
d
in
g
s
u
p
p
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r
ts
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esig
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r
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ase
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itiativ
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ter
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cc
ess
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u
l A
I
ad
o
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tio
n
in
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g
u
ag
e
e
d
u
ca
tio
n
.
T
ab
le
4
.
C
h
i
-
s
q
u
ar
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test
: a
s
s
o
c
iatio
n
b
etwe
en
ag
e
g
r
o
u
p
an
d
p
ed
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o
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ical
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allen
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s
in
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AI
t
o
o
ls
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i
me
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df
χ²
R
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k
1
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ig
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cia
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io
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bet
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cher
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f
t
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perience
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peda
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ha
lleng
es t
hey
f
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ce
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T
ab
le
5
p
r
esen
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th
e
χ²
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n
a
ly
s
is
ex
am
in
in
g
th
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ass
o
ciatio
n
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etwe
en
teac
h
in
g
ex
p
er
i
en
ce
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d
AI
-
r
elate
d
d
im
e
n
s
io
n
s
.
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h
e
r
esu
lts
in
d
icate
th
at
all
ca
lcu
lated
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alu
es
ar
e
b
elo
w
th
e
cr
itical
tab
le
v
alu
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(
1
2
.
5
9
2
)
at
d
f
=
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.
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h
is
co
n
f
ir
m
s
th
at
n
o
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e
o
f
t
h
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ass
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ciatio
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s
ar
e
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tatis
tically
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ig
n
if
ican
t
(
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>0
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g
g
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g
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m
ea
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in
g
f
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l
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elatio
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ip
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e
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h
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ex
p
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ce
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d
th
eir
p
er
ce
p
tio
n
s
o
r
ch
allen
g
es
r
elate
d
to
AI
u
s
e
in
E
L
T
.
Per
ce
iv
ed
e
f
f
ec
tiv
en
ess
o
f
AI
t
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o
ls
(
χ²=
0
.
8
4
5
,
n
o
t
s
ig
n
if
ican
t
)
:
t
h
e
p
er
c
ep
tio
n
o
f
AI
to
o
ls
’
ef
f
ec
tiv
en
ess
is
co
n
s
is
ten
t
ac
r
o
s
s
teac
h
er
s
with
d
if
f
er
en
t
y
ea
r
s
o
f
ex
p
e
r
ien
ce
.
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h
is
im
p
lies
th
at
teac
h
in
g
ex
p
er
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ce
d
o
es
n
o
t
s
ig
n
if
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tly
im
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ac
t
h
o
w
ef
f
ec
tiv
e
ed
u
c
ato
r
s
b
eliev
e
AI
to
o
ls
ar
e
in
s
u
p
p
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r
tin
g
la
n
g
u
a
g
e
in
s
tr
u
ctio
n
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ase
o
f
u
s
e
(
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3
.
7
5
8
,
n
o
t
s
ig
n
if
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t
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:
t
ea
c
h
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s
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eth
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r
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er
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ce
d
,
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ep
o
r
t
s
im
ilar
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o
f
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s
e
o
r
d
if
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lty
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n
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s
in
g
AI
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ls
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T
h
is
in
d
ic
ates
th
at
u
s
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is
s
u
es,
s
u
ch
as
h
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lin
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in
ter
f
ac
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r
in
co
r
p
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to
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lan
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ar
e
co
m
m
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n
c
h
allen
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h
ar
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r
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ag
o
g
ical
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h
allen
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es
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4
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2
6
6
,
n
o
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if
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:
t
h
e
d
ata
r
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ag
o
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h
ese
m
ay
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d
e
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AI
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with
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r
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g
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r
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g
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h
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d
to
u
s
ab
ilit
y
,
in
teg
r
atio
n
,
a
n
d
in
s
tr
u
ctio
n
al
alig
n
m
en
t
ar
e
co
n
s
is
ten
t
ac
r
o
s
s
all
ed
u
ca
tio
n
al
lev
els.
T
h
ese
f
in
d
in
g
s
im
p
ly
th
at
wh
ile
p
e
r
ce
p
tio
n
s
o
f
AI
’
s
b
en
ef
its
m
ay
d
if
f
er
b
y
teac
h
i
n
g
s
tag
e
—
s
u
ch
as
p
r
im
ar
y
,
s
ec
o
n
d
ar
y
,
o
r
ter
tiar
y
—
co
r
e
p
ed
ag
o
g
ical
an
d
tech
n
ical
c
h
allen
g
es
ar
e
u
n
iv
er
s
ally
ex
p
e
r
ien
ce
d
.
T
h
er
ef
o
r
e,
AI
im
p
lem
en
tatio
n
s
tr
ateg
ies
in
E
L
T
s
h
o
u
ld
c
o
n
s
id
er
th
e
c
o
n
tex
tu
al
d
if
f
er
en
ce
s
in
p
e
r
ce
iv
ed
ef
f
ec
tiv
en
ess
wh
ile
en
s
u
r
in
g
u
n
i
v
er
s
ally
ac
ce
s
s
ib
le
tr
ain
in
g
an
d
s
u
p
p
o
r
t
s
y
s
tem
s
th
at
ad
d
r
ess
co
m
m
o
n
p
e
d
ag
o
g
ical
b
a
r
r
ier
s
ac
r
o
s
s
all
lev
els o
f
ed
u
ca
tio
n
.
T
ab
le
6
.
C
h
i
-
s
q
u
ar
e
test
: e
d
u
c
atio
n
al
lev
el
tau
g
h
t a
n
d
p
ed
ag
o
g
ical
ch
allen
g
es in
u
s
in
g
AI
t
o
o
ls
N
o
.
D
i
me
n
si
o
n
df
χ²
R
e
mar
k
1
P
e
r
c
e
i
v
e
d
e
f
f
e
c
t
i
v
e
n
e
s
s
o
f
A
I
t
o
o
l
s
6
1
3
.
8
1
6
S
i
g
n
i
f
i
c
a
n
t
2
Ea
se
o
f
u
se
6
3
.
4
4
4
N
o
t
s
i
g
n
i
f
i
c
a
n
t
3
P
e
d
a
g
o
g
i
c
a
l
c
h
a
l
l
e
n
g
e
s
6
5
.
1
9
1
N
o
t
s
i
g
n
i
f
i
c
a
n
t
4
O
v
e
r
a
l
l
p
e
d
a
g
o
g
i
c
a
l
c
h
a
l
l
e
n
g
e
s
i
n
A
I
u
se
6
5
.
1
9
1
N
o
t
s
i
g
n
i
f
i
c
a
n
t
5.
DIS
CU
SS
I
O
N
T
h
is
s
tu
d
y
ex
am
in
ed
h
o
w
d
em
o
g
r
ap
h
ic
a
n
d
co
n
tex
tu
al
v
ar
iab
les
in
f
lu
en
ce
E
L
T
teac
h
er
s
’
p
er
ce
p
tio
n
s
o
f
AI
t
o
o
ls
an
d
th
e
p
ed
ag
o
g
ical
ch
allen
g
es
ass
o
ciate
d
with
th
eir
in
teg
r
atio
n
.
T
h
e
f
in
d
in
g
s
r
ev
ea
l
a
cr
itical
p
atter
n
:
wh
ile
p
er
ce
p
tio
n
s
o
f
AI
ef
f
ec
tiv
en
ess
v
ar
y
ac
r
o
s
s
ce
r
tain
d
e
m
o
g
r
a
p
h
ic
g
r
o
u
p
s
,
p
ed
a
g
o
g
ica
l
ch
allen
g
es
r
em
ain
lar
g
ely
co
n
s
is
ten
t
ac
r
o
s
s
teac
h
er
s
.
T
h
is
s
u
g
g
ests
th
at
AI
in
teg
r
atio
n
b
ar
r
ier
s
ar
e
n
o
t
p
r
im
ar
ily
in
d
iv
id
u
al
b
u
t
s
y
s
tem
ic
an
d
s
tr
u
ct
u
r
al
in
n
atu
r
e
.
T
h
e
ce
n
tr
al
s
cien
tific
q
u
esti
o
n
ad
d
r
ess
ed
in
th
is
s
tu
d
y
was
wh
eth
er
d
em
o
g
r
ap
h
ic
v
ar
iab
les
s
ig
n
if
ican
tly
in
f
l
u
en
ce
E
L
T
teac
h
er
s
’
p
er
ce
p
ti
o
n
s
an
d
p
ed
a
g
o
g
ical
ch
allen
g
es in
AI
in
teg
r
atio
n
.
5
.
1
.
G
ender
diff
er
ence
s
in p
er
ce
iv
ed
ef
f
ec
t
iv
eness
a
nd
ch
a
lleng
es
T
h
e
r
esu
lts
in
d
icate
d
s
ig
n
if
i
ca
n
t
g
en
d
er
d
if
f
e
r
en
ce
s
in
p
er
ce
iv
ed
e
f
f
ec
tiv
en
ess
an
d
p
ed
ag
o
g
ical
ch
allen
g
es.
Fem
ale
teac
h
er
s
r
ep
o
r
ted
h
ig
h
er
p
er
ce
iv
ed
ef
f
e
ctiv
en
ess
o
f
AI
to
o
ls
(
t=2
.
5
0
4
,
p
=
0
.
0
4
4
)
wh
ile
s
im
u
ltan
eo
u
s
ly
r
ep
o
r
tin
g
g
r
ea
t
er
p
ed
ag
o
g
ical
ch
allen
g
es
(
t=2
.
6
2
7
,
p
=
0
.
0
1
8
)
.
T
h
is
d
u
al
p
atter
n
is
n
o
tewo
r
th
y
.
I
t
s
u
g
g
ests
th
at
f
em
ale
teac
h
e
r
s
m
ay
b
e
m
o
r
e
o
p
en
to
r
ec
o
g
n
izin
g
th
e
i
n
s
tr
u
ctio
n
al
p
o
te
n
tial
o
f
AI
b
u
t
also
m
o
r
e
cr
itically
awa
r
e
o
f
its
class
r
o
o
m
co
m
p
lex
ities
.
Pre
v
io
u
s
r
esear
ch
h
as
s
h
o
wn
th
at
f
e
m
ale
ed
u
ca
to
r
s
o
f
ten
d
em
o
n
s
tr
ate
s
tr
o
n
g
p
ed
ag
o
g
ical
o
r
ien
tatio
n
to
war
d
s
tu
d
en
t
-
ce
n
ter
e
d
p
r
ac
tices,
wh
ich
m
ay
h
eig
h
ten
s
en
s
itiv
ity
to
in
s
tr
u
ctio
n
al
alig
n
m
en
t
an
d
eth
ical
c
o
n
ce
r
n
s
[
2
4
]
,
[
3
0
]
,
[
3
1
]
.
T
h
u
s
,
h
ig
h
e
r
r
ep
o
r
ted
ch
allen
g
es
m
ay
r
ef
lect
r
ef
lectiv
e
p
ed
ag
o
g
ical
en
g
ag
em
e
n
t
r
ath
er
th
a
n
tech
n
o
lo
g
ical
lim
itatio
n
.
I
m
p
o
r
tan
tly
,
n
o
g
en
d
er
d
if
f
er
en
ce
was
f
o
u
n
d
in
ea
s
e
o
f
u
s
e
(
p
=
0
.
2
4
1
)
,
in
d
icatin
g
t
h
at
o
p
er
atio
n
al
co
m
p
eten
ce
is
co
m
p
ar
a
b
le
ac
r
o
s
s
g
en
d
er
s
[
3
2
]
.
T
h
is
f
in
d
in
g
s
u
g
g
ests
th
at
AI
-
r
elate
d
d
if
f
icu
lt
ies
ar
e
less
ab
o
u
t
tech
n
ical
p
r
o
f
icien
cy
a
n
d
m
o
r
e
ab
o
u
t
in
s
tr
u
ctio
n
al
in
teg
r
atio
n
,
cu
r
r
ic
u
lu
m
alig
n
m
en
t,
a
n
d
class
r
o
o
m
m
an
ag
em
e
n
t
[
3
3
]
.
T
h
e
im
p
licatio
n
is
th
at
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t
s
h
o
u
ld
p
r
i
o
r
itize
p
ed
ag
o
g
ical
ap
p
licatio
n
r
ath
er
th
an
b
asic
tech
n
o
lo
g
ical
tr
ain
in
g
[
3
3
]
,
[
3
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
4
3
9
-
3
4
5
0
3446
5
.
2
.
L
o
ca
lit
y
a
nd
s
t
ruct
ura
l a
cc
ess
ineq
ua
litie
s
L
o
ca
lity
-
b
ased
an
al
y
s
is
r
ev
ea
led
a
s
ig
n
if
ican
t
d
if
f
er
en
ce
o
n
ly
in
p
e
r
ce
iv
ed
e
f
f
ec
tiv
en
ess
(
F=4
.
6
1
0
,
p<
0
.
0
5
)
,
p
ar
ticu
lar
ly
b
etwe
en
u
r
b
a
n
an
d
r
u
r
al
teac
h
e
r
s
[
3
5
]
,
[
3
6
]
.
Ur
b
a
n
teac
h
er
s
r
ate
d
AI
to
o
ls
as
m
o
r
e
ef
f
ec
tiv
e
th
an
r
u
r
al
teac
h
er
s
.
T
h
is
f
in
d
in
g
alig
n
s
with
b
r
o
a
d
er
d
ig
ital
d
iv
id
e
liter
atu
r
e,
w
h
ich
em
p
h
asizes
th
e
r
o
le
o
f
in
f
r
astru
ctu
r
e,
in
s
titu
t
io
n
al
s
u
p
p
o
r
t,
an
d
e
x
p
o
s
u
r
e
t
o
em
er
g
in
g
tech
n
o
l
o
g
ies
in
s
h
ap
in
g
tech
n
o
lo
g
y
p
er
ce
p
tio
n
[
3
7
]
,
[
3
8
]
.
T
ea
c
h
er
s
in
u
r
b
an
en
v
ir
o
n
m
e
n
ts
ar
e
m
o
r
e
lik
ely
to
h
a
v
e
s
tab
le
in
ter
n
et
ac
ce
s
s
,
in
s
titu
tio
n
al
en
co
u
r
ag
e
m
en
t,
an
d
p
ee
r
c
o
llab
o
r
atio
n
n
et
wo
r
k
s
th
at
f
ac
ilit
ate
m
ea
n
in
g
f
u
l
AI
in
teg
r
atio
n
[
3
7
]
,
[
3
9
]
.
Ho
wev
e
r
,
th
e
ab
s
en
ce
o
f
l
o
ca
lity
d
if
f
e
r
en
ce
s
in
p
ed
ag
o
g
ical
c
h
allen
g
es
s
u
g
g
est
s
th
at
o
n
ce
teac
h
e
r
s
en
g
ag
e
with
AI
to
o
ls
,
th
ey
en
co
u
n
ter
s
im
ilar
in
s
tr
u
ctio
n
al
b
ar
r
ier
s
r
e
g
ar
d
less
o
f
g
eo
g
r
ap
h
ical
co
n
tex
t
[
3
9
]
–
[
4
1
]
.
T
h
is
in
d
icate
s
th
at
s
tr
u
ctu
r
al
ac
ce
s
s
in
f
lu
en
ce
s
p
er
ce
p
tio
n
m
o
r
e
th
a
n
p
ed
a
g
o
g
ical
co
m
p
lex
ity
.
T
h
er
ef
o
r
e,
ad
d
r
ess
in
g
in
f
r
astr
u
ctu
r
al
d
is
p
ar
ities
alo
n
e
m
ay
n
o
t
f
u
lly
r
eso
l
v
e
in
teg
r
atio
n
c
h
allen
g
es;
s
y
s
tem
ic
p
ed
ag
o
g
ical
tr
ain
in
g
r
em
ain
s
ess
en
tial
[
4
2
]
.
5
.
3
.
Ag
e
a
nd
t
ea
ching
ex
per
ience:
cha
lleng
ing
a
s
s
um
ptio
ns
C
o
n
tr
ar
y
to
co
m
m
o
n
ass
u
m
p
tio
n
s
,
n
o
s
ig
n
if
ican
t
ass
o
ciatio
n
was
f
o
u
n
d
b
etwe
en
ag
e
o
r
teac
h
in
g
ex
p
er
ien
ce
an
d
an
y
AI
-
r
elat
ed
d
im
en
s
io
n
.
Ag
e
(
χ²=
1
2
.
8
3
0
,
p
>
0
.
0
5
)
an
d
teac
h
in
g
ex
p
er
ien
ce
(
χ²=
4
.
2
6
6
,
p>
0
.
0
5
)
d
id
n
o
t
s
ig
n
if
ican
tly
i
n
f
lu
en
ce
p
er
ce
p
tio
n
s
o
r
ch
alle
n
g
es.
T
h
is
f
in
d
in
g
ch
allen
g
es
th
e
s
ter
eo
ty
p
e
th
at
y
o
u
n
g
er
o
r
less
ex
p
er
ien
ce
d
te
ac
h
er
s
ar
e
in
h
er
e
n
tly
m
o
r
e
ad
ap
tab
le
to
tech
n
o
lo
g
ical
in
n
o
v
atio
n
[
4
3
]
.
I
n
s
tead
,
th
e
r
esu
lts
s
u
g
g
est
t
h
at
AI
i
n
teg
r
atio
n
r
ep
r
esen
ts
a
n
o
v
el
in
s
tr
u
ctio
n
al
s
h
if
t
th
at
af
f
ec
ts
teac
h
er
s
ac
r
o
s
s
g
en
er
atio
n
al
a
n
d
e
x
p
er
ie
n
ce
b
o
u
n
d
ar
ies
[
4
3
]
.
AI
liter
ac
y
ap
p
ea
r
s
to
d
ep
en
d
m
o
r
e
o
n
t
ar
g
eted
tr
ain
i
n
g
a
n
d
in
s
titu
tio
n
al
cu
ltu
r
e
t
h
an
o
n
y
ea
r
s
o
f
s
er
v
ice.
T
h
is
s
u
p
p
o
r
ts
em
er
g
in
g
r
esear
ch
in
d
icat
in
g
th
at
ex
p
o
s
u
r
e,
s
u
p
p
o
r
t
s
y
s
tem
s
,
an
d
p
ed
ag
o
g
ical
g
u
id
an
ce
a
r
e
s
tr
o
n
g
e
r
p
r
e
d
icto
r
s
o
f
AI
r
ea
d
in
ess
th
an
d
em
o
g
r
ap
h
ic
f
ac
to
r
s
alo
n
e
[
4
4
]
.
5
.
4
.
E
du
ca
t
io
na
l
lev
el
t
a
ug
ht
a
nd
co
nte
x
t
ua
l a
lig
n
m
ent
A
s
ig
n
if
ican
t
ass
o
ciat
io
n
was
f
o
u
n
d
b
etwe
en
ed
u
ca
tio
n
al
lev
el
tau
g
h
t
an
d
p
er
ce
iv
e
d
ef
f
ec
tiv
en
ess
(
χ²=
1
3
.
8
1
6
,
p
<
0
.
0
5
)
.
T
ea
ch
e
r
s
at
h
ig
h
e
r
ed
u
ca
tio
n
al
lev
els
p
er
ce
iv
ed
AI
as
m
o
r
e
ef
f
ec
tiv
e
,
p
o
s
s
ib
ly
b
ec
a
u
s
e
AI
to
o
ls
alig
n
m
o
r
e
r
ea
d
ily
with
ad
v
an
ce
d
lan
g
u
ag
e
task
s
s
u
ch
as
ac
ad
em
ic
w
r
itin
g
,
r
e
s
ea
r
ch
s
u
p
p
o
r
t,
an
d
in
d
ep
en
d
en
t
lear
n
i
n
g
.
Hig
h
er
-
lev
el
lear
n
er
s
m
ay
also
p
o
s
s
e
s
s
g
r
ea
ter
d
ig
ital
au
to
n
o
m
y
,
a
llo
win
g
teac
h
er
s
to
in
teg
r
ate
AI
m
o
r
e
f
le
x
ib
ly
[
4
5
]
.
Ho
we
v
er
,
p
e
d
ag
o
g
ical
ch
allen
g
es
d
id
n
o
t
d
if
f
er
s
ig
n
if
ican
tly
ac
r
o
s
s
ed
u
ca
tio
n
al
lev
els.
T
h
is
s
u
g
g
ests
th
at
i
s
s
u
es
s
u
ch
as
cu
r
r
icu
lu
m
alig
n
m
e
n
t,
eth
ical
co
n
ce
r
n
s
,
ass
ess
m
en
t
in
teg
r
atio
n
,
an
d
s
tu
d
en
t
d
ep
e
n
d
en
cy
o
n
AI
ar
e
u
n
iv
er
s
al
ch
allen
g
es
ac
r
o
s
s
p
r
im
ar
y
,
s
ec
o
n
d
ar
y
,
an
d
ter
tiar
y
ed
u
ca
tio
n
.
T
h
er
ef
o
r
e,
A
I
ef
f
e
ctiv
en
ess
m
ay
v
ar
y
co
n
tex
tu
a
lly
,
b
u
t
in
te
g
r
atio
n
co
m
p
le
x
ity
r
em
ain
s
b
r
o
ad
l
y
co
n
s
is
ten
t
[
4
6
]
.
5
.
5
.
T
heo
re
t
ica
l
a
nd
pra
ct
ica
l im
pli
ca
t
io
ns
T
h
e
f
in
d
in
g
s
co
n
tr
ib
u
te
to
th
e
g
r
o
win
g
b
o
d
y
o
f
AI
-
in
-
e
d
u
ca
tio
n
r
esear
ch
b
y
s
h
if
tin
g
th
e
f
o
cu
s
f
r
o
m
tech
n
o
lo
g
ical
ca
p
ab
ilit
y
to
tea
ch
er
-
lev
el
p
ed
a
g
o
g
ical
r
ea
lity
.
T
h
e
s
tu
d
y
s
u
g
g
ests
th
at
AI
ad
o
p
tio
n
in
E
L
T
is
in
f
lu
en
ce
d
m
o
r
e
b
y
co
n
tex
tu
al
an
d
i
n
s
titu
tio
n
al
v
ar
ia
b
les
th
an
b
y
in
d
iv
id
u
al
teac
h
e
r
ch
ar
ac
ter
is
tics
.
T
h
is
ch
allen
g
es
d
eter
m
in
is
tic
m
o
d
e
ls
o
f
tech
n
o
lo
g
y
a
d
o
p
tio
n
th
at
p
r
io
r
itize
d
em
o
g
r
a
p
h
ic
p
r
ed
ic
to
r
s
an
d
r
ein
f
o
r
ce
s
th
e
n
ee
d
f
o
r
s
y
s
tem
ic
s
u
p
p
o
r
t
s
tr
u
ctu
r
es
[
4
7
]
.
B
y
s
y
n
t
h
esizin
g
th
e
k
ey
f
in
d
in
g
s
,
th
is
s
tu
d
y
o
f
f
er
s
a
cr
u
cial
in
s
ig
h
t:
wh
ile
p
er
ce
p
tio
n
s
o
f
AI
ef
f
ec
tiv
en
ess
m
ay
v
ar
y
ac
r
o
s
s
teac
h
er
g
r
o
u
p
s
-
in
f
lu
e
n
ce
d
b
y
g
en
d
e
r
,
lo
ca
lity
,
an
d
ed
u
ca
tio
n
al
le
v
el
tau
g
h
t
-
th
e
p
e
d
ag
o
g
ical
ch
allen
g
es
ass
o
ciate
d
with
AI
in
teg
r
ati
o
n
r
e
m
ain
lar
g
ely
s
y
s
tem
ic
an
d
r
ep
o
r
ted
co
n
s
is
ten
tly
ac
r
o
s
s
all
co
n
tex
ts
.
T
h
is
d
is
tin
ctio
n
is
cr
itical.
I
t
s
u
g
g
ests
th
at
th
e
b
ar
r
ier
s
to
ef
f
ec
tiv
e
AI
u
s
e
ar
e
n
o
t p
r
im
ar
ily
r
o
o
te
d
in
in
d
i
v
id
u
al
tea
ch
er
ch
ar
ac
ter
is
tics
lik
e
ag
e
o
r
ex
p
er
ien
ce
,
b
u
t a
r
e
in
s
tead
em
b
ed
d
e
d
in
t
h
e
b
r
o
a
d
er
ed
u
ca
tio
n
al
ec
o
s
y
s
tem
.
T
h
ese
s
y
s
tem
ic
ch
allen
g
es
in
clu
d
e
a
lack
o
f
alig
n
ed
cu
r
r
icu
lu
m
,
in
s
u
f
f
icien
t tr
ai
n
in
g
,
eth
ical
co
n
ce
r
n
s
,
a
n
d
in
a
d
eq
u
ate
in
s
titu
tio
n
al
s
u
p
p
o
r
t.
T
h
is
in
s
ig
h
t
s
h
if
ts
th
e
f
o
cu
s
o
f
AI
ad
o
p
tio
n
s
tr
ateg
ies
f
r
o
m
ad
d
r
ess
in
g
in
d
iv
id
u
al
teac
h
er
d
ef
icits
to
s
tr
en
g
th
en
in
g
in
s
titu
tio
n
al
s
tr
u
ctu
r
es.
T
h
e
im
p
licatio
n
is
c
lear
:
ef
f
o
r
ts
to
p
r
o
m
o
te
AI
i
n
E
n
g
lis
h
lan
g
u
ag
e
ed
u
ca
tio
n
s
h
o
u
ld
p
r
io
r
itize
th
e
d
ev
el
o
p
m
en
t
o
f
r
o
b
u
s
t,
co
n
t
ex
t
-
s
en
s
itiv
e
s
u
p
p
o
r
t
s
y
s
tem
s
o
v
er
d
em
o
g
r
ap
h
ic
-
tar
g
eted
in
ter
v
en
tio
n
s
.
B
y
h
ig
h
lig
h
tin
g
th
is
,
th
e
s
tu
d
y
co
n
tr
ib
u
tes
n
ew
ev
id
en
ce
to
th
e
f
ield
,
m
o
v
in
g
th
e
co
n
v
er
s
atio
n
b
e
y
o
n
d
s
im
p
le
ac
ce
p
tan
ce
o
r
r
ejec
tio
n
o
f
A
I
to
war
d
s
a
m
o
r
e
n
u
a
n
ce
d
u
n
d
er
s
tan
d
in
g
o
f
th
e
in
s
titu
tio
n
al
an
d
p
ed
a
g
o
g
ical
co
n
d
itio
n
s
r
eq
u
ir
ed
f
o
r
its
s
u
cc
ess
f
u
l
an
d
eq
u
itab
le
in
teg
r
atio
n
.
Fro
m
a
p
r
ac
tical
s
tan
d
p
o
in
t,
th
e
r
esu
lts
em
p
h
a
s
ize
f
iv
e
k
ey
im
p
licatio
n
s
:
i)
AI
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t
m
u
s
t
em
p
h
asize
p
ed
ag
o
g
ical
in
teg
r
atio
n
s
tr
ate
g
ies
r
ath
er
t
h
an
tec
h
n
ical
o
r
ie
n
tatio
n
alo
n
e
;
ii)
i
n
f
r
astru
ctu
r
e
in
v
estme
n
t
s
h
o
u
ld
p
ar
ticu
lar
ly
tar
g
et
r
u
r
al
co
n
tex
ts
to
im
p
r
o
v
e
p
er
ce
p
tio
n
an
d
e
q
u
itab
le
ac
ce
s
s
;
iii)
t
r
ain
in
g
p
r
o
g
r
am
s
s
h
o
u
ld
b
e
in
clu
s
iv
e
ac
r
o
s
s
ag
e
an
d
ex
p
er
ien
ce
lev
els,
a
v
o
id
in
g
ass
u
m
p
tio
n
s
ab
o
u
t
g
en
er
atio
n
al
r
e
ad
in
ess
;
iv
)
AI
t
o
o
l
d
ev
elo
p
er
s
s
h
o
u
ld
co
llab
o
r
ate
with
teac
h
er
s
to
e
n
s
u
r
e
c
u
r
r
i
cu
lar
alig
n
m
en
t
a
n
d
u
s
ab
ilit
y
;
an
d
v
)
e
d
u
ca
tio
n
al
p
o
licies m
u
s
t in
teg
r
ate
eth
ical
AI
f
r
am
ewo
r
k
s
ad
d
r
ess
in
g
p
r
i
v
ac
y
,
b
ias,
an
d
r
esp
o
n
s
ib
le
class
r
o
o
m
u
s
ag
e.
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
Tea
ch
ers
’
p
ers
p
ec
tives o
n
p
ed
a
g
o
g
ic
a
l c
h
a
llen
g
es o
f A
I
in
te
g
r
a
tio
n
in
E
n
g
lis
h
…
(
P
a
r
th
ib
a
n
Ga
n
esa
n
)
3447
T
h
is
s
tu
d
y
p
r
o
v
id
es
em
p
ir
ica
l
ev
id
en
ce
th
at
d
em
o
g
r
ap
h
ic
d
if
f
er
en
ce
s
in
f
lu
en
ce
p
e
r
ce
p
tio
n
m
o
r
e
th
an
p
ed
ag
o
g
ical
d
if
f
ic
u
lty
.
B
y
co
m
b
in
in
g
t
-
test
s
,
ANOV
A
with
p
o
s
t
h
o
c
an
aly
s
is
,
an
d
χ²
test
s
ac
r
o
s
s
m
u
ltip
le
d
em
o
g
r
a
p
h
ic
d
im
e
n
s
io
n
s
,
th
e
r
esear
ch
o
f
f
e
r
s
a
d
i
f
f
er
en
tiated
an
d
s
tatis
tically
g
r
o
u
n
d
ed
u
n
d
er
s
tan
d
i
n
g
o
f
AI
i
n
teg
r
atio
n
in
E
L
T
.
I
t
m
o
v
es
b
ey
o
n
d
g
e
n
er
al
ac
ce
p
ta
n
ce
s
tu
d
ies
a
n
d
p
r
o
v
id
es
ac
tio
n
ab
le
in
s
ig
h
t
f
o
r
teac
h
er
ed
u
ca
tio
n
,
in
s
titu
tio
n
al
p
lan
n
in
g
,
an
d
A
I
to
o
l
d
esig
n
.
Ov
er
all,
t
h
e
f
in
d
in
g
s
s
u
g
g
est
th
at
s
u
s
tain
ab
le
AI
in
teg
r
atio
n
in
E
L
T
r
eq
u
ir
es
s
y
s
tem
ic,
co
n
tex
t
-
s
en
s
itiv
e,
an
d
p
ed
ag
o
g
ically
g
r
o
u
n
d
ed
s
tr
ateg
ies
r
ath
er
th
an
d
em
o
g
r
ap
h
ic
-
tar
g
e
ted
in
ter
v
en
tio
n
s
alo
n
e.
6.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
in
v
esti
g
ated
th
e
p
ed
ag
o
g
ical
ch
allen
g
es
f
ac
ed
b
y
ELT
teac
h
er
s
in
in
te
g
r
atin
g
AI
t
o
o
ls
an
d
ex
a
m
in
ed
w
h
eth
er
d
em
o
g
r
ap
h
ic
v
ar
iab
les
in
f
l
u
en
ce
d
th
eir
p
er
ce
p
tio
n
s
an
d
ex
p
er
ie
n
ce
s
.
G
en
d
er
an
d
lo
ca
lity
s
ig
n
if
ican
tly
in
f
lu
en
c
ed
p
er
ce
iv
ed
ef
f
ec
tiv
en
ess
o
f
AI
to
o
ls
,
wh
ile
ed
u
ca
tio
n
al
lev
el
tau
g
h
t
also
s
h
o
wed
a
s
ig
n
if
ican
t
ass
o
ciati
o
n
with
p
er
ce
iv
ed
ef
f
ec
tiv
e
n
e
s
s
.
Ho
wev
er
,
ag
e
an
d
teac
h
in
g
ex
p
er
ien
ce
d
id
n
o
t
s
ig
n
if
ican
tly
r
elate
to
eith
er
p
er
ce
iv
ed
ef
f
ec
tiv
en
ess
o
r
p
e
d
ag
o
g
ical
ch
allen
g
es.
I
m
p
o
r
t
an
tly
,
p
e
d
ag
o
g
ical
ch
allen
g
es
r
elate
d
to
c
u
r
r
icu
lu
m
alig
n
m
e
n
t,
i
n
s
tr
u
ctio
n
al
in
teg
r
atio
n
,
a
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