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EOU).
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tec
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g
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th
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twe
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n
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u
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k
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latio
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d
BI.
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is
f
in
d
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g
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r
o
v
id
e
s
a
n
im
p
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t
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t
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f
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trate
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se
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c
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su
re
,
se
lf
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c
o
n
fid
e
n
c
e
,
a
n
d
TI.
K
ey
w
o
r
d
s
:
AI
tech
n
o
lo
g
y
ac
ce
p
ta
n
ce
Ar
tific
ial
in
tellig
en
ce
E
x
ten
d
ed
tec
h
n
o
lo
g
y
ac
ce
p
tan
ce
m
o
d
el
Hig
h
er
ed
u
ca
tio
n
PLS
-
SEM
Stu
d
en
ts
’
ac
ce
p
tan
ce
T
ec
h
n
o
lo
g
y
in
n
o
v
ativ
e
n
ess
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h
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s
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n
o
p
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n
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c
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a
rticle
u
n
d
e
r th
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CC B
Y
-
SA
li
c
e
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se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
Ab
d
u
r
r
a
h
m
an
Hak
im
Dep
ar
tm
en
t o
f
Ma
n
ag
em
e
n
t,
Facu
lty
o
f
E
co
n
o
m
ics
an
d
B
u
s
in
ess
,
Un
iv
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s
itas
B
r
awi
jay
a
St MT
Har
y
o
n
o
1
6
5
,
Ma
lan
g
,
E
ast J
av
a,
I
n
d
o
n
esia
E
m
ail: m
r
.
h
ak
im
@
u
b
.
ac
.
id
1.
I
NT
RO
D
UCT
I
O
N
T
ec
h
n
o
lo
g
y
h
as
h
a
d
a
s
ig
n
if
ican
t
im
p
ac
t
on
teac
h
in
g
m
a
n
ag
em
en
t,
ed
u
c
atio
n
al
in
n
o
v
atio
n
,
an
d
lear
n
in
g
b
e
h
av
io
r
a
n
aly
s
is
[
1
]
.
Ar
tific
ial
in
tellig
en
ce
(
AI
)
is
d
escr
ib
ed
as
a
tech
n
o
lo
g
y
th
at
allo
ws
co
m
p
u
ter
s
to
im
itate
h
u
m
an
c
o
g
n
itiv
e
ab
ilit
ies
s
u
ch
as
th
in
k
in
g
,
le
ar
n
in
g
,
a
n
d
p
r
o
b
lem
-
s
o
lv
in
g
.
I
n
th
e
co
n
tex
t
o
f
ed
u
ca
tio
n
,
AI
g
r
ad
u
ally
ch
an
g
es
th
e
lectu
r
er
’
s
r
o
le.
L
ec
tu
r
er
s
ca
n
n
o
w
u
tili
ze
AI
-
b
ased
tea
ch
in
g
to
o
ls
to
tr
ac
k
s
tu
d
en
t
lear
n
in
g
an
d
p
r
o
v
id
e
p
er
s
o
n
alize
d
s
u
p
p
o
r
t
in
a
tim
ely
m
an
n
er
.
Acc
o
r
d
in
g
ly
,
ar
tif
icial
in
tellig
en
ce
in
ed
u
ca
tio
n
(
AI
E
d
)
h
as
b
ec
o
m
e
an
im
p
o
r
tan
t
is
s
u
e
with
t
h
e
ad
v
an
ce
m
en
t
o
f
c
o
m
m
u
n
icatio
n
an
d
co
m
p
u
ter
tech
n
o
lo
g
y
.
Fr
o
m
an
ed
u
ca
tio
n
al
p
er
s
p
ec
tiv
e,
AI
tech
n
o
lo
g
y
ca
n
b
e
u
tili
ze
d
to
an
aly
ze
a
n
d
p
r
e
d
ict
s
tu
d
en
ts
'
ac
ad
em
ic
ac
h
iev
em
e
n
ts
an
d
p
r
o
v
id
e
p
er
s
o
n
alize
d
in
s
tr
u
ctio
n
s
,
as
well
as
au
to
m
atic
f
ee
d
b
ac
k
th
at
is
h
el
p
f
u
l
in
ev
alu
atio
n
[
2
]
.
AI
E
d
is
a
c
r
o
s
s
-
d
is
cip
lin
ar
y
f
ield
th
at
is
v
er
y
d
e
p
en
d
e
n
t
o
n
tec
h
n
o
lo
g
y
.
Desp
ite
its
in
cr
ea
s
in
g
in
teg
r
atio
n
in
to
ed
u
ca
tio
n
,
th
e
u
s
e
o
f
AI
tech
n
o
lo
g
y
in
teac
h
in
g
s
till
f
ac
es
v
ar
io
u
s
ch
allen
g
es.
An
AI
E
d
ap
p
licatio
n
m
a
y
f
ail
if
th
e
lec
tu
r
er
d
o
esn
’
t
u
n
d
e
r
s
tan
d
its
r
o
le
an
d
f
u
n
ctio
n
with
in
th
e
e
d
u
ca
tio
n
s
y
s
tem
[
2
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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tif
I
n
tell
I
SS
N:
2252
-
8
9
3
8
A
n
a
lyzi
n
g
a
c
a
d
emic
a
cc
ep
t
a
n
ce
o
f a
r
tifi
cia
l in
tellig
en
ce
u
s
in
g
ex
ten
d
e
d
tech
n
o
lo
g
y
…
(
N
a
n
a
n
g
S
u
r
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d
i
)
3091
On
th
e
o
th
er
h
a
n
d
,
th
e
lectu
r
e
r
s
wh
o
u
n
d
e
r
s
tan
d
t
h
e
f
u
n
ctio
n
an
d
attr
ib
u
tes
o
f
AI
tec
h
n
o
l
o
g
y
ca
n
ad
o
p
t
th
e
r
ig
h
t
ap
p
licatio
n
in
th
eir
cla
s
s
to
in
cr
ea
s
e
m
o
tiv
atio
n
,
in
v
o
lv
em
en
t,
a
n
d
lear
n
in
g
ac
h
iev
em
en
t
o
f
th
eir
s
tu
d
en
ts
[
3
]
.
I
n
th
is
co
n
tex
t,
u
n
d
er
s
tan
d
i
n
g
th
e
lectu
r
er
’
s
p
er
s
p
ec
tiv
e
o
n
t
h
e
u
s
e
o
f
AI
in
teac
h
in
g
is
v
er
y
im
p
o
r
tan
t.
T
h
e
attitu
d
e
an
d
in
ten
tio
n
o
f
lectu
r
er
s
to
u
s
e
AI
will
g
r
ea
tly
af
f
ec
t
th
e
ap
p
licatio
n
o
f
th
is
tech
n
o
lo
g
y
in
th
e
lear
n
in
g
p
r
o
ce
s
s
[
4
]
.
I
n
ed
u
ca
tio
n
al
r
esear
ch
,
th
e
tech
n
o
lo
g
y
ac
ce
p
tan
ce
m
o
d
e
l
(
T
AM
)
is
o
f
ten
u
s
ed
to
e
x
p
lain
th
e
attitu
d
es a
n
d
in
ten
tio
n
s
o
f
teac
h
er
b
eh
a
v
io
r
to
war
d
s
th
e
u
s
e
o
f
n
ew
tech
n
o
l
o
g
y
[
5
]
–
[
7
]
.
Fu
r
t
h
er
m
o
r
e
,
p
r
e
v
io
u
s
s
tu
d
ies
o
n
A
I
-
b
ased
ed
u
ca
ti
o
n
al
tech
n
o
lo
g
ies
also
h
i
g
h
li
g
h
t
s
ev
er
al
ch
allen
g
es
in
tech
n
o
lo
g
y
ad
o
p
ti
o
n
,
in
clu
d
in
g
t
h
e
n
ee
d
f
o
r
d
i
g
ital
liter
ac
y
,
ad
eq
u
ate
tr
ain
in
g
,
an
d
u
s
er
s
’
r
ea
d
in
ess
to
in
teg
r
ate
AI
to
o
ls
in
to
lear
n
in
g
ac
tiv
ities
[
8
]
.
Ad
o
p
t
io
n
o
f
n
o
v
el
tech
n
o
lo
g
y
b
y
l
ec
tu
r
er
s
in
teac
h
in
g
is
a
co
m
p
lex
p
r
o
b
lem
th
at
r
eq
u
ir
es st
r
o
n
g
m
o
tiv
atio
n
an
d
in
ten
tio
n
s
.
W
ith
o
u
t su
ch
,
t
h
e
u
n
u
s
ed
tech
n
o
lo
g
y
will b
e
lef
t
u
s
eless
[
2
]
,
[
6
]
.
R
esear
ch
o
n
tech
n
o
lo
g
y
ac
ce
p
tan
ce
o
f
ten
u
s
es
g
en
er
al
ex
t
en
d
ed
tech
n
o
lo
g
y
ac
ce
p
tan
ce
m
o
d
el
f
o
r
e
-
lear
n
in
g
(
GE
T
AM
E
L
)
to
u
n
d
er
s
tan
d
th
e
f
ac
to
r
s
th
at
in
f
l
u
en
ce
tec
h
n
o
lo
g
y
ad
o
p
tio
n
.
Ma
in
f
ac
to
r
s
s
u
ch
as
p
er
ce
iv
ed
ea
s
e
o
f
u
s
e
(
PEOU
)
an
d
p
er
ce
i
v
ed
u
s
ef
u
ln
ess
(
PU
)
ar
e
g
r
ea
tly
i
n
f
lu
en
tial
in
d
ete
r
m
in
in
g
in
d
iv
id
u
al
attitu
d
es
to
war
d
s
tech
n
o
lo
g
y
.
Acc
o
r
d
in
g
to
T
e
o
an
d
Z
h
o
u
[
9
]
,
th
e
co
m
f
o
r
t
an
d
u
s
ef
u
l
n
ess
o
f
tech
n
o
lo
g
y
af
f
ec
t
in
d
iv
id
u
al
attitu
d
es,
esp
ec
ially
in
t
h
e
u
s
e
o
f
d
i
g
ital
s
er
v
ices.
R
esear
ch
by
a
u
th
o
r
s
[
1
0
]
,
[
1
1
]
also
s
h
o
ws
th
at
th
e
p
er
ce
p
tio
n
o
f
tech
n
o
lo
g
ical
b
e
n
ef
its
is
p
o
s
itiv
ely
r
elate
d
to
attitu
d
es
to
w
ar
d
s
th
eir
u
s
e.
I
n
o
r
g
an
izatio
n
s
,
i
n
f
o
r
m
atio
n
ac
ce
s
s
ib
ilit
y
,
an
d
ea
s
e
o
f
u
s
e
o
f
in
f
o
r
m
atio
n
tec
h
n
o
lo
g
y
in
f
l
u
en
ce
in
d
i
v
id
u
als'
v
iews
o
n
th
e
u
s
ef
u
ln
ess
o
f
th
e
tech
n
o
lo
g
y
,
wh
ich
in
tu
r
n
i
m
p
ac
ts
th
e
in
ten
tio
n
to
u
s
e
b
eh
av
io
r
al
i
n
ten
tio
n
(
BI
)
.
Un
d
er
s
tan
d
in
g
t
h
e
r
elat
io
n
b
etwe
en
PEOU
an
d
PU
f
ac
to
r
s
h
elp
s
to
d
eter
m
in
e
th
e
tech
n
o
lo
g
y
u
s
ag
e
b
eh
av
io
r
.
T
h
is
s
tu
d
y
aim
s
to
an
aly
ze
th
e
ac
ce
p
tan
ce
o
f
AI
tech
n
o
lo
g
y
am
o
n
g
ac
ad
em
ics
u
s
in
g
th
e
ex
ten
d
e
d
T
AM
in
o
r
d
er
to
id
en
tif
y
th
e
r
ea
s
o
n
s
f
o
r
its
ad
o
p
tio
n
.
Alth
o
u
g
h
p
r
e
v
io
u
s
s
tu
d
ies
h
av
e
ex
p
l
o
r
ed
tech
n
o
lo
g
y
ac
c
ep
tan
ce
in
e
-
lear
n
i
n
g
a
n
d
A
I
ad
o
p
tio
n
co
n
tex
ts
[
1
2
]
–
[
1
4
]
,
lim
ited
s
tu
d
ies
h
av
e
s
p
ec
if
ically
in
teg
r
ated
th
e
GE
T
AM
E
L
with
tech
n
o
lo
g
y
in
n
o
v
ativ
e
n
ess
(
T
I
)
as
a
m
o
d
er
atin
g
v
ar
iab
le
in
th
e
co
n
tex
t
o
f
AI
ad
o
p
tio
n
am
o
n
g
u
n
iv
e
r
s
ity
s
tu
d
en
ts
.
Mo
s
t
p
r
io
r
s
tu
d
ies
m
ain
l
y
f
o
c
u
s
ed
o
n
co
n
v
en
tio
n
al
e
-
lear
n
i
n
g
s
y
s
tem
s
an
d
g
en
er
al
d
ig
ital
tec
h
n
o
lo
g
ies,
w
h
er
ea
s
AI
-
b
ased
ed
u
ca
tio
n
al
tec
h
n
o
l
o
g
ies
p
o
s
s
ess
m
o
r
e
a
d
ap
tiv
e,
in
ter
ac
tiv
e,
an
d
au
to
n
o
m
o
u
s
ch
ar
ac
ter
is
tics
th
at
m
ay
in
f
l
u
en
ce
s
tu
d
e
n
ts
’
p
er
c
ep
tio
n
s
d
if
f
e
r
en
tly
[
1
5
]
–
[
2
2
]
.
Fu
r
th
er
m
o
r
e,
e
m
p
ir
ical
ev
i
d
en
ce
r
eg
a
r
d
in
g
AI
tech
n
o
lo
g
y
ac
ce
p
tan
ce
am
o
n
g
Gen
er
atio
n
Z
s
tu
d
en
ts
in
d
e
v
elo
p
in
g
c
o
u
n
tr
ies,
p
a
r
ticu
lar
ly
I
n
d
o
n
esia,
r
em
ain
s
lim
ited
.
T
h
er
ef
o
r
e,
th
is
s
tu
d
y
aim
s
to
in
v
esti
g
ate
th
e
a
cc
ep
tan
ce
o
f
AI
tec
h
n
o
lo
g
y
am
o
n
g
I
n
d
o
n
esian
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
u
s
in
g
th
e
ex
ten
d
ed
GE
T
AM
E
L
with
TI
as
a
m
o
d
er
atin
g
v
a
r
iab
le.
T
h
is
s
tu
d
y
co
n
tr
ib
u
tes
to
th
e
liter
atu
r
e
b
y
ex
ten
d
in
g
th
e
a
p
p
licatio
n
o
f
GE
T
AM
E
L
in
th
e
AI
ed
u
ca
tio
n
co
n
tex
t
an
d
p
r
o
v
id
i
n
g
em
p
ir
ical
ev
id
en
ce
f
r
o
m
Gen
e
r
atio
n
Z
s
tu
d
e
n
ts
in
I
n
d
o
n
esian
h
ig
h
er
ed
u
ca
tio
n
i
n
s
titu
tio
n
s
.
2.
L
I
T
E
R
AT
U
RE
R
E
VI
E
W
2
.
1
.
T
he
g
ener
a
l e
x
t
ended t
ec
hn
o
lo
g
y
a
cc
ept
a
nce
m
o
del f
o
r
e
-
lea
rning
Ad
o
p
tio
n
o
f
e
-
lear
n
in
g
is
in
f
lu
en
ce
d
b
y
s
ev
er
al
ex
ter
n
al
f
a
cto
r
s
th
at
s
h
ap
e
ac
ad
em
ics’
p
er
ce
p
tio
n
s
an
d
attitu
d
es
[
1
3
]
.
Self
-
ef
f
ica
c
y
(
SE)
is
ac
ad
em
ics
'
b
elief
i
n
th
eir
ab
ilit
y
to
u
s
e
e
-
lear
n
in
g
tech
n
o
lo
g
y
;
th
e
h
ig
h
er
th
ei
r
s
elf
-
co
n
f
id
en
ce
,
t
h
e
m
o
r
e
p
o
s
itiv
e
th
eir
v
iew
o
f
th
e
ea
s
e
an
d
b
e
n
ef
its
o
f
e
-
lea
r
n
in
g
.
SN
r
e
f
er
s
to
s
o
cial
in
f
lu
en
ce
s
f
r
o
m
th
e
s
u
r
r
o
u
n
d
in
g
en
v
ir
o
n
m
e
n
t
,
s
u
ch
as
f
r
ien
d
s
an
d
f
am
ily
;
th
eir
s
u
p
p
o
r
t
m
ak
es
ac
ad
em
ics
m
o
r
e
lik
ely
to
f
in
d
e
-
lear
n
i
n
g
u
s
ef
u
l.
E
n
jo
y
m
e
n
t
(
E
NJOY)
,
o
r
a
s
en
s
e
o
f
E
NJOY
,
in
cr
ea
s
es
ac
ad
em
ic
en
g
ag
e
m
en
t
b
ec
au
s
e
th
ey
f
in
d
e
-
lear
n
in
g
e
n
jo
y
ab
le.
On
th
e
o
th
er
h
a
n
d
,
co
m
p
u
t
er
an
x
iety
(
C
A)
i.e
.
,
th
e
n
eg
ativ
e
f
ee
lin
g
to
war
d
s
co
m
p
u
ter
tech
n
o
lo
g
y
,
ca
n
h
in
d
er
th
e
ad
o
p
tio
n
o
f
e
-
lea
r
n
in
g
as
it
m
ak
es
ac
ad
em
ics
v
iew
tech
n
o
lo
g
y
as
d
if
f
icu
lt
an
d
u
s
eless
.
Pre
v
io
u
s
ex
p
er
ien
ce
(
E
XP
)
with
e
-
lea
r
n
in
g
also
p
la
y
s
an
im
p
o
r
tan
t
r
o
le;
p
o
s
itiv
e
E
XP
in
cr
ea
s
e
s
elf
-
c
o
n
f
id
e
n
ce
a
n
d
p
o
s
itiv
e
v
iews
o
f
th
e
tech
n
o
lo
g
y
[
1
3
]
,
[
1
4
]
.
All
th
ese
f
ac
to
r
s
to
g
eth
er
in
f
l
u
en
ce
wh
eth
er
ac
ad
em
ics
will
ad
o
p
t
e
-
lear
n
in
g
an
d
h
o
w
th
e
y
p
er
ce
iv
e
its
ea
s
e
an
d
u
s
ef
u
ln
ess
[
2
3
]
.
2
.
2
.
Su
bje
ct
iv
e
no
r
m
Su
b
jectiv
e
n
o
r
m
(
SN)
is
a
p
e
r
s
o
n
'
s
p
er
ce
p
tio
n
o
f
s
o
cial
p
r
ess
u
r
e
f
r
o
m
im
p
o
r
tan
t
p
eo
p
le
ar
o
u
n
d
th
em
to
d
o
o
r
n
o
t
d
o
s
o
m
eth
i
n
g
[
2
4
]
.
I
n
th
e
co
n
tex
t
o
f
e
-
lear
n
in
g
,
SN
m
ea
n
s
th
e
ex
ten
t
to
w
h
ich
ac
ad
em
ics
f
ee
l
p
r
ess
u
r
e
f
r
o
m
th
eir
en
v
ir
o
n
m
e
n
t
to
u
s
e
e
-
lea
r
n
in
g
s
y
s
tem
s
.
R
esear
ch
s
h
o
ws
th
at
SN
h
as
a
s
ig
n
if
ican
t
r
elatio
n
with
PU
an
d
PEOU
o
f
tech
n
o
lo
g
y
[
1
3
]
,
[
2
5
]
.
Alth
o
u
g
h
s
o
m
e
s
tu
d
ies
s
h
o
w
th
at
SN
d
o
esn
’
t
alwa
y
s
h
av
e
a
s
ig
n
if
ican
t
ef
f
ec
t
o
n
th
e
in
ten
t
io
n
to
u
s
e
tech
n
o
lo
g
y
,
m
an
y
o
th
er
s
tu
d
ies
h
a
v
e
f
o
u
n
d
a
p
o
s
itiv
e
an
d
s
ig
n
if
ican
t
im
p
ac
t.
T
h
is
s
tu
d
y
co
m
b
in
es
p
r
ev
io
u
s
f
i
n
d
in
g
s
o
n
th
e
r
elati
o
n
b
etwe
en
SN
an
d
PU,
PEOU
,
an
d
in
ten
tio
n
to
u
s
e
e
-
lear
n
in
g
[
1
3
]
,
[
2
5
]
,
[
2
6
]
.
H1
:
SN h
as a
s
ig
n
if
ican
t in
f
lu
en
ce
o
n
PU in
e
-
lear
n
in
g
.
H2
:
SN h
as a
s
ig
n
if
ican
t in
f
lu
en
ce
o
n
PEOU
in
e
-
lea
r
n
in
g
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
9
3
8
I
n
t J Ar
tif
I
n
tell
,
Vo
l.
1
5
,
No
.
4
,
Au
g
u
s
t 2
0
2
6
:
3
0
9
0
-
3
1
0
2
3092
2
.
3
.
E
x
perience
E
XP
in
u
s
in
g
tech
n
o
lo
g
y
s
u
c
h
as
co
m
p
u
ter
s
an
d
th
e
in
ter
n
et
s
ig
n
if
ican
tly
in
f
lu
en
ce
s
p
er
ce
p
tio
n
o
f
th
e
ea
s
e
an
d
b
en
ef
its
o
f
e
-
lea
r
n
in
g
[
1
3
]
.
Aca
d
em
ics
wh
o
f
r
eq
u
en
tly
u
s
e
tech
n
o
lo
g
y
f
ee
l
m
o
r
e
c
o
m
f
o
r
tab
le
an
d
co
n
f
id
e
n
t
with
it,
th
ey
c
o
n
s
id
er
e
-
lea
r
n
in
g
ea
s
ier
to
u
s
e
an
d
m
o
r
e
u
s
ef
u
l.
Fam
iliar
i
ty
with
tech
n
o
lo
g
y
r
ed
u
ce
s
an
x
iety
an
d
in
cr
ea
s
es
co
m
f
o
r
t
in
o
p
er
atin
g
th
e
e
-
l
ea
r
n
in
g
s
y
s
tem
.
I
n
a
d
d
itio
n
,
f
ac
to
r
s
o
f
E
NJOY
,
s
u
itab
ilit
y
to
n
ee
d
s
an
d
lear
n
in
g
s
ty
les,
an
d
h
ig
h
lev
els
o
f
in
ter
ac
tiv
ity
also
p
lay
an
im
p
o
r
tan
t
r
o
le
in
s
tr
en
g
th
en
in
g
p
o
s
itiv
e
p
er
ce
p
tio
n
s
o
f
e
-
lear
n
i
n
g
.
Po
s
itiv
e
te
ch
n
o
lo
g
y
E
XP
s
in
cr
ea
s
e
ac
ad
em
ics'
in
ten
tio
n
to
co
n
tin
u
e
u
s
in
g
e
-
lear
n
in
g
i
n
th
e
f
u
tu
r
e
,
s
in
ce
t
h
ey
f
ee
l
co
n
f
id
en
t
an
d
co
m
f
o
r
ta
b
le
w
ith
th
e
tec
h
n
o
lo
g
y
.
Ov
er
all,
E
XP
u
s
in
g
tech
n
o
lo
g
y
is
a
k
ey
f
ac
to
r
in
d
eter
m
i
n
in
g
ac
ad
e
m
ics'
atti
tu
d
es
an
d
b
eh
av
io
r
s
to
war
d
e
-
lear
n
in
g
[
2
7
]
,
[
2
8
]
.
H3
:
E
XP h
as a
s
ig
n
if
ican
t in
f
l
u
en
ce
o
n
PU in
e
-
lear
n
i
n
g
.
H4
:
E
XP h
as a
s
ig
n
if
ican
t in
f
l
u
en
ce
o
n
PEOU
in
e
-
lear
n
in
g
.
2
.
4
.
E
njo
y
m
ent
E
NJOY
p
lay
s
an
im
p
o
r
tan
t
r
o
le
in
th
e
u
s
ag
e
o
f
e
-
lear
n
i
n
g
s
y
s
tem
s
.
W
h
en
u
s
er
s
f
ee
l
h
ap
p
y
wh
en
u
s
in
g
it,
th
e
y
ar
e
m
o
r
e
lik
ely
t
o
s
ee
th
e
s
y
s
tem
as
ea
s
y
t
o
u
s
e
an
d
u
s
ef
u
l.
T
h
is
p
o
s
itiv
e
E
X
P
h
elp
s
r
ed
u
ce
th
e
p
s
y
ch
o
lo
g
ical
an
d
co
g
n
itiv
e
b
ar
r
ier
s
th
at
o
f
ten
o
cc
u
r
w
h
e
n
lear
n
in
g
n
ew
tech
n
o
lo
g
y
.
I
n
ad
d
itio
n
,
E
NJOY
also
in
cr
ea
s
es u
s
er
s
'
in
ten
tio
n
to
co
n
tin
u
e
u
s
in
g
th
e
s
y
s
tem
i
n
th
e
f
u
tu
r
e.
T
h
is
is
im
p
o
r
tan
t
as c
o
n
s
is
ten
t u
s
e
o
f
ed
u
ca
tio
n
al
tech
n
o
lo
g
y
ca
n
i
m
p
r
o
v
e
d
ig
ital
s
k
ills
an
d
u
n
d
er
s
tan
d
in
g
o
f
th
e
m
ater
ial
[
1
3
]
.
W
h
ile
p
er
ce
iv
e
d
ea
s
e
an
d
u
s
ef
u
ln
ess
o
f
th
e
s
y
s
tem
ar
e
also
im
p
o
r
ta
n
t,
u
s
er
E
NJOY
h
as
a
g
r
ea
ter
im
p
ac
t
o
n
d
r
iv
in
g
lo
n
g
-
ter
m
en
g
ag
em
e
n
t.
T
h
er
e
f
o
r
e,
th
e
d
e
v
elo
p
m
en
t
a
n
d
im
p
lem
en
tatio
n
o
f
e
-
lear
n
in
g
s
y
s
tem
s
m
u
s
t
p
ay
atten
tio
n
to
th
is
f
ac
to
r
b
y
cr
ea
tin
g
in
tu
itiv
e
i
n
ter
f
ac
es,
en
g
ag
in
g
in
ter
ac
tiv
e
f
ea
tu
r
es,
an
d
co
n
ten
t
p
r
ese
n
ted
in
a
f
u
n
way
.
C
o
n
tin
u
o
u
s
ev
alu
atio
n
a
n
d
i
m
p
r
o
v
e
m
en
t
ar
e
also
n
ee
d
e
d
to
en
s
u
r
e
th
at
th
e
s
y
s
tem
r
em
ain
s
r
elev
an
t,
en
g
ag
in
g
,
an
d
f
u
n
f
o
r
u
s
er
s
[
2
8
]
–
[
3
0
]
.
H5
:
E
NJOY h
as a
s
ig
n
if
ican
t in
f
lu
en
ce
o
n
PU in
e
-
lear
n
in
g
.
H6
:
E
NJOY h
as a
s
ig
n
if
ican
t in
f
lu
en
ce
o
n
PEOU
in
e
-
lear
n
i
n
g
.
2
.
5
.
Co
m
pu
t
er
a
nx
iet
y
C
A
is
th
e
d
is
co
m
f
o
r
t,
wo
r
r
y
,
o
r
f
ea
r
th
at
ar
is
es
wh
en
u
s
in
g
co
m
p
u
ter
s
o
r
o
th
er
tech
n
o
lo
g
y
.
I
t
ca
n
b
e
ca
u
s
ed
b
y
m
an
y
th
i
n
g
s
,
s
u
ch
as
f
ea
r
o
f
d
am
ag
in
g
th
e
e
q
u
ip
m
en
t
o
r
wo
r
r
y
in
g
ab
o
u
t
lo
o
k
i
n
g
r
id
icu
lo
u
s
.
Su
ch
an
x
iety
ca
n
h
av
e
a
m
ajo
r
im
p
ac
t
o
n
h
o
w
p
e
o
p
le
ac
ce
p
t
n
ew
tech
n
o
lo
g
ies,
s
u
ch
as
th
e
u
s
e
o
f
e
-
lear
n
in
g
i
n
co
lleg
es
[
1
3
]
.
W
h
ile
s
o
m
e
s
tu
d
ies
s
u
g
g
est
th
at
tech
an
x
i
ety
af
f
ec
ts
h
o
w
p
eo
p
le
v
iew
th
e
u
s
ef
u
ln
ess
o
f
tech
n
o
lo
g
y
,
n
o
t
all
s
tu
d
ies
ag
r
ee
.
Ho
wev
er
,
it
is
im
p
o
r
tan
t
to
ac
k
n
o
wled
g
e
th
at
tech
a
n
x
i
ety
ca
n
af
f
ec
t
h
o
w
p
eo
p
le
p
e
r
ce
iv
e
tech
n
o
lo
g
y
in
g
en
e
r
al.
Fu
r
th
e
r
r
esear
c
h
is
n
ee
d
ed
,
esp
ec
ially
in
r
elatio
n
to
m
o
b
ile
tech
n
o
lo
g
y
.
Fo
r
ex
a
m
p
le,
t
h
er
e
ar
e
d
if
f
er
en
ce
s
in
h
o
w
tech
n
o
lo
g
y
an
x
iety
af
f
ec
ts
ac
a
d
em
i
cs
in
u
s
in
g
m
o
b
ile
tech
n
o
lo
g
y
f
o
r
lear
n
i
n
g
.
T
h
i
s
s
u
g
g
ests
th
at
C
A
m
ay
in
f
lu
en
ce
h
o
w
ac
ad
em
ics
v
iew
th
e
ea
s
e
o
f
u
s
e
o
f
tech
n
o
lo
g
y
,
b
u
t h
as n
o
ef
f
ec
t
o
n
th
eir
in
te
r
est in
th
e
tech
n
o
l
o
g
y
[
1
4
]
,
[
3
1
]
,
[
3
2
]
.
H7
:
C
A
h
as a
s
ig
n
if
ican
t in
f
lu
en
ce
o
n
PU in
e
-
lear
n
in
g
.
H8
:
C
A
h
as a
s
ig
n
if
ican
t in
f
lu
en
ce
o
n
PEOU
in
e
-
lea
r
n
in
g
.
2.
6
.
Self
-
e
f
f
ica
cy
I
n
in
f
o
r
m
atio
n
tech
n
o
lo
g
y
,
S
E
r
ef
er
s
to
a
p
er
s
o
n
'
s
ab
ilit
y
t
o
u
s
e
tech
n
o
lo
g
y
in
o
r
d
e
r
to
co
m
p
lete
a
s
p
ec
if
ic
task
.
SE
n
o
t
o
n
ly
af
f
ec
ts
h
o
w
ea
s
y
u
s
er
s
f
ee
l
ab
o
u
t
tech
n
o
lo
g
y
,
b
u
t
also
af
f
ec
ts
th
eir
attitu
d
es
to
war
d
s
u
s
in
g
tech
n
o
lo
g
y
[
2
5
]
.
I
n
th
e
e
d
u
ca
tio
n
al
c
o
n
tex
t,
SE
is
th
e
ac
ad
em
ics’
b
elief
in
th
eir
ab
ilit
y
to
u
s
e
tech
n
o
lo
g
y
,
wh
ic
h
is
cr
itical
to
in
teg
r
atin
g
tech
n
o
lo
g
y
in
t
o
lear
n
in
g
[
3
3
]
.
R
esear
ch
s
h
o
ws
th
at
ac
ad
em
ics
with
h
ig
h
er
SE
ten
d
to
b
e
m
o
r
e
s
u
cc
ess
f
u
l
in
in
teg
r
atin
g
te
ch
n
o
lo
g
y
in
t
o
th
eir
teac
h
in
g
.
Fo
r
ex
am
p
le,
in
t
h
e
f
lip
p
ed
teac
h
in
g
m
eth
o
d
,
ac
a
d
em
ics'
SE
in
f
lu
en
ce
s
th
eir
attitu
d
es to
war
d
s
th
e
u
s
e
o
f
tech
n
o
lo
g
y
[
3
4
]
.
H9
:
SE
h
as a
s
ig
n
if
ican
t in
f
lu
e
n
ce
o
n
PU in
e
-
lear
n
in
g
.
H1
0
:
SE
h
as a
s
ig
n
if
ican
t in
f
l
u
en
ce
o
n
PEOU
in
e
-
lear
n
in
g
.
2.
7
.
T
ec
hn
o
lo
g
y
a
cc
ept
a
nce
m
o
del
v
a
ria
ble
W
h
en
a
p
er
s
o
n
f
ee
ls
th
at
a
tec
h
n
o
lo
g
y
,
s
u
ch
as
AI
,
h
as
g
r
ea
t
b
en
e
f
its
,
th
ey
ar
e
m
o
r
e
lik
ely
to
ac
ce
p
t
it.
T
h
e
f
ee
lin
g
o
f
co
n
v
en
ien
ce
an
d
u
s
ef
u
ln
ess
o
f
t
h
e
tech
n
o
l
o
g
y
i
n
f
lu
en
ce
s
a
n
in
d
i
v
id
u
al'
s
attitu
d
e
to
war
d
s
its
u
s
e,
s
u
ch
as
th
e
s
p
ee
d
a
n
d
e
ase
o
f
u
s
in
g
d
i
g
ital
s
er
v
ices
[
9
]
.
R
esear
ch
s
h
o
ws
th
at
th
e
g
r
ea
ter
th
e
PU
o
f
a
tech
n
o
lo
g
y
,
th
e
m
o
r
e
p
o
s
itiv
e
an
in
d
iv
i
d
u
al'
s
attitu
d
e
to
war
d
its
u
s
e
[
1
0
]
,
[
1
1
]
.
Facto
r
s
s
u
c
h
as
PEOU
an
d
PU
ar
e
k
e
y
in
th
e
T
AM
,
w
h
er
e
PEOU
an
d
PU
d
i
r
ec
tly
i
n
f
lu
en
ce
B
I
.
I
n
a
n
o
r
g
a
n
iza
tio
n
al
co
n
tex
t,
t
h
e
ac
ce
s
s
ib
ilit
y
o
f
in
f
o
r
m
atio
n
an
d
ea
s
e
o
f
u
s
e
o
f
in
f
o
r
m
at
io
n
tech
n
o
lo
g
y
also
in
f
lu
e
n
c
e
h
o
w
in
d
iv
i
d
u
als
p
er
ce
iv
e
th
e
u
s
ef
u
ln
ess
o
f
th
e
tech
n
o
lo
g
y
.
B
y
u
n
d
e
r
s
tan
d
in
g
th
e
r
elatio
n
b
etwe
en
PEOU
an
d
PU,
as
well
as
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J Ar
tif
I
n
tell
I
SS
N:
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-
8
9
3
8
A
n
a
lyzi
n
g
a
c
a
d
emic
a
cc
ep
t
a
n
ce
o
f a
r
tifi
cia
l in
tellig
en
ce
u
s
in
g
ex
ten
d
e
d
tech
n
o
lo
g
y
…
(
N
a
n
a
n
g
S
u
r
ya
d
i
)
3093
o
th
er
f
ac
t
o
r
s
th
at
in
f
lu
en
ce
tech
n
o
lo
g
y
a
d
o
p
tio
n
,
r
esear
c
h
c
an
d
eter
m
i
n
e
tech
n
o
lo
g
y
u
s
ag
e
b
eh
av
i
o
r
a
n
d
th
e
r
ea
s
o
n
s
b
eh
in
d
s
elec
tin
g
a
p
ar
t
icu
lar
tech
n
o
lo
g
y
.
H1
1
:
PU h
as a
s
ig
n
if
ican
t in
f
l
u
en
ce
o
n
B
I
in
e
-
lear
n
in
g
H1
2
:
PEOU
h
as a
s
ig
n
if
ican
t in
f
lu
en
ce
o
n
B
I
in
e
-
lear
n
in
g
2.
8
.
T
ec
hn
o
lo
g
y
inn
o
v
a
t
io
n
a
s
m
o
dera
t
o
r
T
I
p
lay
s
an
im
p
o
r
tan
t
r
o
le
in
l
in
k
in
g
u
s
er
p
er
ce
p
tio
n
s
o
f
tech
n
o
lo
g
y
with
its
ad
o
p
tio
n
a
n
d
u
s
e.
I
n
th
e
co
n
tex
t
o
f
e
-
lear
n
i
n
g
u
s
e,
T
I
s
er
v
es
as
a
m
ajo
r
m
o
d
er
ato
r
b
etwe
en
f
ac
to
r
s
,
s
u
ch
as
SN
,
E
NJOY
,
E
XP
,
CA
,
SE
,
an
d
PU
a
n
d
PEOU
[
1
4
]
.
TI
,
esp
ec
ially
th
o
s
e
in
v
o
lv
in
g
AI
,
ar
e
n
o
t
o
n
ly
in
cr
ea
s
in
g
co
n
f
id
en
ce
an
d
P
E
O
U
b
u
t
ar
e
also
s
tr
ea
m
lin
in
g
th
e
lear
n
in
g
p
r
o
ce
s
s
with
m
o
r
e
p
er
s
o
n
alize
d
an
d
in
ter
ac
tiv
e
f
ea
tu
r
es.
T
h
is
is
ch
an
g
in
g
th
e
way
u
s
er
s
in
ter
ac
t
with
e
-
lear
n
in
g
,
in
cr
ea
s
in
g
th
e
ad
o
p
tio
n
o
f
tech
n
o
lo
g
y
in
th
e
lear
n
in
g
en
v
ir
o
n
m
en
t.
T
h
u
s
,
TI
n
o
t
o
n
ly
en
h
a
n
ce
s
u
s
er
E
XP
b
u
t
also
m
o
d
er
ates
th
e
r
elatio
n
s
h
ip
b
etwe
en
p
s
y
ch
o
lo
g
ical
f
ac
to
r
s
an
d
u
s
er
p
er
ce
p
tio
n
s
o
f
e
-
lear
n
in
g
,
m
a
k
in
g
it m
o
r
e
ac
ce
s
s
ib
le
an
d
u
s
ab
le
[
9
]
,
[
1
5
]
–
[
2
2
]
.
H1
3
:
T
I
m
o
d
er
ates th
e
in
f
l
u
en
ce
b
etwe
en
PU a
n
d
B
I
.
H1
4
:
T
I
m
o
d
er
ates th
e
in
f
l
u
en
ce
b
etwe
en
PEOU
an
d
B
I
.
3.
M
E
T
H
O
D
T
h
is
s
tu
d
y
will
ex
am
in
e
h
o
w
f
ac
to
r
s
in
th
e
GE
T
AM
E
L
ca
n
in
f
lu
en
ce
th
e
B
I
o
f
ac
ad
em
ics
in
I
n
d
o
n
esia
in
u
tili
zin
g
AI
in
th
e
teac
h
in
g
an
d
lear
n
in
g
p
r
o
ce
s
s
.
PU
an
d
PEOU
will
m
ed
iat
e
th
is
r
elatio
n
s
h
ip
.
I
n
tu
r
n
,
th
e
r
elatio
n
s
h
ip
will b
e
m
o
d
er
ated
b
y
T
I
.
3
.
1
.
P
o
pu
la
t
io
n
a
nd
s
a
m
ple
T
h
is
s
tu
d
y
ex
p
ec
ts
a
f
air
ly
b
r
o
ad
lev
el
o
f
g
en
e
r
aliza
tio
n
to
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
in
I
n
d
o
n
esia.
I
t
is
n
o
t
k
n
o
w
n
f
o
r
s
u
r
e
h
o
w
m
an
y
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
in
I
n
d
o
n
esia
ar
e
d
u
e
to
lim
ited
ac
ce
s
s
.
T
h
er
ef
o
r
e,
th
e
p
o
p
u
latio
n
ca
n
b
e
s
tated
as
u
n
k
n
o
wn
.
R
o
u
q
u
ette
an
d
Falis
s
ar
d
[
3
5
]
r
ec
o
m
m
en
d
s
s
am
p
le
s
izes
in
a
co
n
f
ir
m
ato
r
y
a
n
aly
s
is
u
s
in
g
a
r
o
u
g
h
s
ca
le
as
f
o
llo
ws:
5
0
–
v
er
y
p
o
o
r
;
1
0
0
–
p
o
o
r
;
2
0
0
–
ad
eq
u
ate;
3
0
0
–
g
o
o
d
;
500
–
v
er
y
g
o
o
d
;
1
0
0
0
o
r
m
o
r
e
–
ex
ce
llen
t.
Osb
o
r
n
e
an
d
C
o
s
tello
[
3
6
]
s
tates
th
at
th
e
lar
g
er
th
e
s
am
p
le
s
ize,
th
e
b
etter
,
as
a
lar
g
er
s
am
p
le
s
ize
ca
n
r
ed
u
ce
th
e
m
ag
n
itu
d
e
o
f
er
r
o
r
.
T
h
e
r
ef
o
r
e
,
th
is
s
tu
d
y
will
u
s
e
a
m
in
im
u
m
s
am
p
le
s
ize
o
f
2
5
0
r
esp
o
n
d
e
n
ts
to
b
e
ab
le
to
r
ep
r
esen
t
th
e
p
o
p
u
latio
n
well.
T
h
e
f
in
al
n
u
m
b
er
o
f
r
esp
o
n
d
en
ts
co
llected
in
th
is
s
tu
d
y
was
2
5
3
u
n
d
er
g
r
ad
u
ate
s
tu
d
e
n
ts
f
r
o
m
v
a
r
io
u
s
h
ig
h
e
r
ed
u
ca
tio
n
in
s
titu
tio
n
s
in
I
n
d
o
n
esia,
wh
ich
ex
ce
ed
ed
th
e
m
in
im
u
m
s
am
p
le
r
eq
u
ir
e
m
en
t
f
o
r
s
tr
u
ctu
r
al
eq
u
atio
n
m
o
d
elin
g
(
SEM
)
an
aly
s
is
.
All
r
esp
o
n
d
e
n
ts
in
th
is
s
tu
d
y
wer
e
m
em
b
er
s
o
f
Gen
er
atio
n
Z
,
a
d
em
o
g
r
a
p
h
ic
g
r
o
u
p
co
n
s
id
er
e
d
h
ig
h
ly
r
ele
v
an
t
to
t
h
is
r
esear
ch
d
u
e
t
o
th
eir
clo
s
e
in
ter
ac
tio
n
with
d
ig
ital
tech
n
o
lo
g
y
an
d
AI
ap
p
licatio
n
s
i
n
ed
u
ca
tio
n
al
s
ettin
g
s
.
Dem
o
g
r
ap
h
ically
,
th
e
r
esp
o
n
d
en
ts
ca
m
e
f
r
o
m
1
9
cities/
r
eg
e
n
cies
with
a
h
ig
h
co
n
ce
n
tr
atio
n
o
f
h
ig
h
er
e
d
u
c
atio
n
in
s
titu
tio
n
s
ac
r
o
s
s
1
3
p
r
o
v
in
ce
s
in
I
n
d
o
n
esia,
th
er
eb
y
p
r
o
v
id
in
g
b
r
o
a
d
r
ep
r
esen
tatio
n
o
f
I
n
d
o
n
esian
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
.
T
h
is
d
is
tr
ib
u
tio
n
s
u
p
p
o
r
ts
th
e
g
en
er
aliza
b
ilit
y
o
f
th
e
s
tu
d
y
f
in
d
in
g
s
in
th
e
c
o
n
tex
t o
f
AI
tech
n
o
l
o
g
y
ac
ce
p
tan
ce
in
I
n
d
o
n
esian
h
ig
h
e
r
ed
u
ca
tio
n
.
3
.
2
.
Da
t
a
t
y
pes
a
nd
s
o
urce
s
T
h
is
s
tu
d
y
will
u
s
e
p
r
im
ar
y
d
ata
o
b
tai
n
ed
d
ir
ec
tly
b
y
d
is
tr
ib
u
tin
g
o
n
lin
e
q
u
esti
o
n
n
air
e
s
th
r
o
u
g
h
Go
o
g
le
Fo
r
m
.
T
h
e
q
u
esti
o
n
n
a
ir
e
will
co
n
tain
s
ev
er
al
q
u
esti
o
n
s
th
at
r
ep
r
esen
t
ea
ch
in
d
icato
r
in
th
e
v
ar
iab
le
an
d
r
esp
o
n
d
en
ts
ca
n
ch
o
o
s
e
th
e
m
o
s
t
ap
p
r
o
p
r
iate
s
tatem
e
n
t.
T
h
e
m
ea
s
u
r
em
en
t
o
f
r
esp
o
n
s
e
s
tatem
en
ts
i
s
co
n
d
u
cte
d
u
s
in
g
a
f
iv
e
-
p
o
i
n
t
L
ik
er
t
s
ca
le.
T
h
e
o
p
er
atio
n
al
d
ef
in
itio
n
s
o
f
th
e
s
tu
d
y
v
ar
ia
b
les
ar
e
p
r
esen
ted
in
T
ab
le
1
.
3
.
3
.
Da
t
a
a
na
ly
s
is
m
et
ho
d
T
h
is
s
tu
d
y
u
s
es
SEM
an
aly
s
i
s
.
SEM
is
u
s
ef
u
l
f
o
r
n
o
n
-
ex
p
er
im
en
tal
r
esear
ch
w
h
er
e
th
e
m
o
d
el
f
o
r
test
in
g
th
e
th
eo
r
y
h
as n
o
t
b
ee
n
d
ev
elo
p
e
d
th
o
r
o
u
g
h
ly
[
3
7
]
.
T
h
e
s
tag
es o
f
SEM
r
esear
ch
ex
p
lain
ed
as f
o
llo
ws
.
i)
D
e
v
e
l
o
p
a
s
t
r
u
c
t
u
r
a
l
m
o
d
e
l
(
in
n
e
r
m
o
d
e
l
)
b
y
d
e
s
i
g
n
i
n
g
a
m
o
d
e
l
o
f
t
h
e
r
e
l
at
i
o
n
b
e
tw
e
e
n
la
t
e
n
t
v
a
r
i
a
b
l
es
b
a
s
e
d
o
n
a
p
r
e
d
e
t
e
r
m
i
n
e
d
h
y
p
o
t
h
e
s
i
s
.
T
h
e
s
t
r
u
c
t
u
r
al
m
o
d
e
l
d
e
s
c
r
i
b
e
s
t
h
e
ca
u
s
al
r
e
l
at
i
o
n
b
e
t
we
e
n
l
a
t
e
n
t
v
a
r
i
a
b
l
e
s
.
ii)
Dev
elo
p
a
m
ea
s
u
r
em
en
t
m
o
d
el
(
o
u
ter
m
o
d
el
)
to
d
eter
m
in
e
r
ef
lectiv
e
o
r
f
o
r
m
ativ
e
in
d
icato
r
s
f
o
r
ea
ch
laten
t
v
ar
iab
le.
T
h
e
m
ea
s
u
r
e
m
en
t
m
o
d
el
d
escr
ib
es
th
e
r
elatio
n
b
etwe
en
th
e
laten
t
v
a
r
iab
les
an
d
th
e
m
ea
s
u
r
ed
in
d
icato
r
s
.
iii)
C
o
n
s
tr
u
ctin
g
a
p
ath
d
iag
r
am
b
y
tr
an
s
f
o
r
m
in
g
th
e
s
tr
u
ctu
r
al
m
o
d
el
an
d
m
ea
s
u
r
em
en
t
m
o
d
el
in
to
a
p
ath
d
iag
r
am
.
T
h
is
d
iag
r
am
v
is
u
a
lizes
th
e
r
elatio
n
b
etwe
en
la
ten
t
v
ar
iab
les
an
d
in
d
icato
r
s
,
as
well
as
b
etwe
en
laten
t v
ar
iab
les.
iv
)
C
h
ec
k
th
e
d
ata
an
d
ass
u
m
p
tio
n
s
to
en
s
u
r
e
th
at
SEM
ass
u
m
p
tio
n
s
ar
e
m
et.
v)
Per
f
o
r
m
SEM
-
PLS
m
o
d
el
esti
m
atio
n
to
esti
m
ate
m
o
d
el
p
ar
a
m
eter
s
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
9
3
8
I
n
t J Ar
tif
I
n
tell
,
Vo
l.
1
5
,
No
.
4
,
Au
g
u
s
t 2
0
2
6
:
3
0
9
0
-
3
1
0
2
3094
v
i)
E
v
alu
ate
th
e
v
alid
ity
an
d
r
e
liab
ilit
y
o
f
th
e
m
ea
s
u
r
em
en
t
m
o
d
el
th
r
o
u
g
h
c
o
n
v
e
r
g
en
t
v
alid
ity
an
d
d
is
cr
im
in
an
t v
alid
ity
.
v
ii)
Fu
r
th
er
m
o
r
e
,
to
m
i
n
im
ize
th
e
p
o
ten
tial
co
m
m
o
n
m
eth
o
d
b
ias
in
s
elf
-
r
ep
o
r
te
d
L
ik
er
t
-
s
ca
le
d
ata,
th
is
s
tu
d
y
also
co
n
s
id
er
ed
Har
m
an
’
s
s
in
g
le
-
f
ac
to
r
test
.
v
i
i
i
)
E
v
a
l
u
a
t
i
o
n
o
f
t
h
e
s
t
r
u
c
t
u
r
a
l
m
o
d
e
l
b
y
a
s
s
e
s
s
i
n
g
t
h
e
g
o
o
d
n
e
s
s
o
f
f
i
t
o
f
t
h
e
s
t
r
u
c
t
u
r
a
l
m
o
d
e
l
u
s
i
n
g
R
-
s
q
u
a
r
e
(R
2
)
,
a
n
d
t
es
t
i
n
g
t
h
e
s
t
r
e
n
g
t
h
an
d
d
i
r
e
c
t
i
o
n
o
f
t
h
e
r
e
l
a
ti
o
n
b
e
tw
e
e
n
l
a
t
e
n
t
v
a
r
i
a
b
l
es
.
ix
)
T
est
th
e
h
y
p
o
th
esis
b
y
lo
o
k
in
g
at
th
e
v
alu
es
o
f
t
h
e
t
-
s
tatis
ti
c
an
d
p
-
v
alu
es.
T
h
e
h
y
p
o
th
esis
is
co
n
s
id
er
ed
s
ig
n
if
ican
t if
th
e
t
-
s
tatis
tic
≥
t
-
tab
le
(
u
s
u
ally
1
.
9
6
f
o
r
alp
h
a
5
%)
an
d
-
v
alu
es <
0
.
0
5
.
T
h
e
co
n
ce
p
tu
al
f
r
am
ewo
r
k
o
f
th
is
s
tu
d
y
is
illu
s
tr
ated
in
th
e
f
o
r
m
o
f
a
p
ath
d
iag
r
am
,
as sh
o
wn
in
Fig
u
r
e
1
.
T
ab
le
1
.
Op
e
r
atio
n
al
d
ef
i
n
itio
n
o
f
a
v
ar
iab
le
V
a
r
i
a
b
l
e
I
n
d
i
c
a
t
o
r
I
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1
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Resul
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[
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,
as p
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6
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all
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tr
u
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ed
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th
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y
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r
e
d
if
f
er
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t
f
r
o
m
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ch
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ch
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e
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er
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t
p
h
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n
o
m
en
a
in
th
e
r
esear
ch
m
o
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el.
I
n
a
d
d
itio
n
,
th
e
r
esu
lt
o
f
Har
m
an
’
s
s
in
g
le
-
f
ac
to
r
Evaluation Warning : The document was created with Spire.PDF for Python.
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test
s
h
o
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th
at
n
o
s
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g
le
f
ac
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o
r
d
o
m
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ate
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th
e
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tal
v
ar
ian
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e,
in
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icatin
g
th
at
co
m
m
o
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m
eth
o
d
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ias
was
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o
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a
s
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io
u
s
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ce
r
n
i
n
th
is
s
tu
d
y
.
T
ab
le
3
.
Dis
cr
im
in
an
t
v
ali
d
ity
test
SN
EX
P
EN
JO
Y
CA
SE
PU
P
EO
U
TI
BI
SN
0
.
8
7
9
EX
P
0
.
3
0
1
0
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7
9
6
EN
JO
Y
0
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4
0
5
0
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5
1
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0
2
CA
0
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0
3
5
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0
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2
3
8
-
0
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0
8
1
0
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8
5
9
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0
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2
4
9
0
.
4
3
5
0
.
4
9
8
-
0
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1
7
7
0
.
8
5
9
PU
0
.
3
7
0
0
.
3
8
6
0
.
6
1
2
-
0
.
0
5
2
0
.
4
7
4
0
.
8
6
6
P
EO
U
0
.
2
9
3
0
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4
2
3
0
.
6
0
2
-
0
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0
7
0
0
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6
3
6
0
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5
9
4
0
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8
3
1
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0
.
2
5
3
0
.
4
6
8
0
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3
4
9
-
0
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0
4
6
0
.
4
1
4
0
.
3
2
5
0
.
4
5
1
0
.
8
1
7
BI
0
.
4
5
7
0
.
5
3
7
0
.
6
5
9
-
0
.
1
2
0
0
.
5
4
9
0
.
6
4
0
0
.
6
4
1
0
.
5
0
0
0
.
8
9
8
Nex
t
is
th
e
R
2
an
d
p
r
ed
ictiv
e
r
elev
an
ce
(
Q
2
)
test
s
,
as
p
r
esen
ted
in
T
a
b
le
4
(
R
2
an
d
Q
2
te
s
t)
,
wh
ich
aim
to
ass
ess
th
e
s
tr
en
g
th
o
f
t
h
e
r
esear
ch
m
o
d
el
in
ex
p
lain
i
n
g
th
e
d
ep
en
d
en
t
v
a
r
iab
le
an
d
th
e
m
o
d
el'
s
ab
ilit
y
to
p
r
ed
ict
d
ata
th
at
is
n
o
t u
s
ed
in
th
e
m
o
d
el
esti
m
atio
n
.
R
2
is
a
co
ef
f
icien
t o
f
d
eter
m
i
n
atio
n
th
at
m
ea
s
u
r
es h
o
w
m
u
ch
o
f
t
h
e
v
ar
iab
ilit
y
o
f
th
e
d
ep
en
d
e
n
t
v
ar
iab
le
ca
n
b
e
ex
p
lain
ed
b
y
th
e
in
d
ep
en
d
en
t
v
a
r
iab
les
in
th
e
m
o
d
el.
T
h
e
h
i
g
h
er
th
e
R
2
v
alu
e,
th
e
b
etter
th
e
m
o
d
el
is
at
e
x
p
lain
in
g
th
e
v
ar
ia
b
ilit
y
o
f
th
e
d
ep
en
d
en
t
v
ar
iab
le.
I
n
g
en
er
al,
R
2
v
alu
es
ab
o
v
e
0
.
2
5
ar
e
co
n
s
id
er
ed
m
o
d
e
r
ate,
an
d
ab
o
v
e
0
.
5
0
ar
e
co
n
s
id
er
e
d
h
ig
h
.
Q
2
ca
lcu
lated
u
s
in
g
th
e
Sto
n
e
-
Geiss
er
m
eth
o
d
to
ev
alu
ate
t
h
e
m
o
d
el’
s
p
r
ed
ictiv
e
ab
ilit
y
.
A
p
o
s
itiv
e
Q
2
v
alu
e
in
d
icate
s
th
at
th
e
m
o
d
el
h
as g
o
o
d
p
r
e
d
ictiv
e
ab
ilit
y
.
A
Q
2
v
alu
e
ab
o
v
e
0
.
3
0
is
co
n
s
id
er
ed
g
o
o
d
.
T
ab
le
4
.
R
-
s
q
u
ar
e
a
n
d
p
r
ed
ict
r
elev
an
ce
test
V
a
r
i
a
b
l
e
R
2
Q
2
PU
0
.
4
3
0
0
.
3
0
9
P
EO
U
0
.
5
1
7
0
.
3
4
3
BI
0
.
5
7
8
0
.
4
5
9
B
ased
o
n
th
e
T
a
b
le
4
,
PU
h
as
an
R
2
v
alu
e
o
f
0
.
4
3
0
an
d
a
Q
2
v
alu
e
o
f
0
.
3
0
9
.
T
h
is
m
ea
n
s
th
at
4
3
%
o
f
th
e
v
ar
iab
ilit
y
in
PU
ca
n
b
e
e
x
p
lain
ed
b
y
th
e
in
d
ep
e
n
d
en
t
v
ar
iab
les
in
th
e
m
o
d
el.
W
ith
a
Q
2
v
alu
e
o
f
0
.
3
0
9
,
th
is
m
o
d
el
h
as
a
q
u
ite
g
o
o
d
p
r
ed
ictiv
e
ab
ilit
y
f
o
r
PU.
PEOU
h
as
an
R
2
v
alu
e
o
f
0
.
5
1
7
a
n
d
a
Q
2
o
f
0
.
3
4
3
.
T
h
is
s
h
o
ws th
at
5
1
.
7
% o
f
th
e
v
ar
ia
b
ilit
y
in
PEOU
ca
n
b
e
ex
p
lain
ed
b
y
th
e
in
d
e
p
en
d
e
n
t v
ar
iab
l
es in
th
e
m
o
d
el.
T
h
e
Q
2
v
alu
e
o
f
0
.
3
4
3
in
d
icate
s
th
at
th
e
m
o
d
el
h
as
g
o
o
d
p
r
e
d
ictiv
e
ab
ilit
y
f
o
r
PEOU
.
B
I
h
as
a
n
R
2
v
alu
e
o
f
0
.
5
7
8
an
d
a
Q
2
o
f
0
.
4
5
9
.
T
h
is
in
d
ic
ates
th
at
5
7
.
8
%
o
f
th
e
v
ar
iab
ilit
y
in
B
I
ca
n
b
e
ex
p
lain
ed
b
y
th
e
in
d
ep
e
n
d
en
t
v
ar
iab
les
in
th
e
m
o
d
el.
T
h
e
Q
2
v
alu
e
o
f
0
.
4
5
9
in
d
icate
s
th
at
t
h
e
m
o
d
el
h
as
v
er
y
g
o
o
d
p
r
ed
i
ctiv
e
ab
ilit
y
f
o
r
B
I
.
T
h
e
r
esu
lts
o
f
t
h
e
SEM
test
u
s
in
g
p
ar
tial
least
s
q
u
ar
es
(
P
L
S),
as
p
r
esen
ted
i
n
Fig
u
r
e
2
.
T
h
is
test
aim
s
to
id
en
tify
th
e
r
elatio
n
b
etwe
en
v
ar
io
u
s
c
o
n
s
tr
u
cts
in
th
e
r
e
s
ea
r
ch
m
o
d
el,
in
clu
d
i
n
g
in
d
e
p
en
d
en
t,
m
ed
iato
r
,
m
o
d
er
ato
r
,
an
d
d
ep
e
n
d
en
t
v
ar
i
ab
les.
SN,
E
NJOY,
an
d
SE
h
av
e
a
s
ig
n
if
ican
t
p
o
s
itiv
e
in
f
lu
en
c
e
o
n
PU,
wh
ile
E
XP
a
n
d
C
A
ar
e
n
o
t
s
ig
n
if
ican
t
o
n
PU.
So
H1
,
H5
,
an
d
H9
ar
e
ac
ce
p
ted
wh
ile
H
3
an
d
H7
ar
e
r
ejec
ted
.
Fu
r
th
er
m
o
r
e,
E
NJOY
an
d
SE
h
av
e
a
s
ig
n
if
ican
t
p
o
s
itiv
e
in
f
lu
en
ce
o
n
PEOU
,
wh
ile
SN,
E
XP,
an
d
C
A
ten
d
to
b
e
i
n
s
ig
n
if
ican
t.
T
h
u
s
,
H6
an
d
H1
0
ar
e
ac
ce
p
te
d
,
wh
i
le
H2
,
H4
,
H8
ar
e
r
ejec
ted
.
PU a
n
d
PEOU
s
h
o
w
a
s
ig
n
if
ica
n
t p
o
s
itiv
e
in
f
lu
en
ce
o
n
B
I
,
s
o
th
at
H1
1
an
d
H1
2
ar
e
ac
ce
p
ted
.
Fo
r
m
o
d
er
ato
r
an
al
y
s
is
u
s
in
g
th
e
T
I
v
ar
ia
b
le,
th
e
T
I
v
a
r
iab
l
e
is
ab
le
to
m
o
d
er
ate
PU
to
B
I
,
with
a
p
o
s
itiv
e
co
ef
f
icien
t
v
alu
e
i
n
d
i
ca
tin
g
th
at
T
I
s
tr
en
g
th
e
n
s
th
e
r
elatio
n
b
etwe
en
PU
an
d
B
I
.
T
h
e
T
I
v
ar
ia
b
le
is
also
ab
le
to
m
o
d
e
r
ate
PEOU
to
B
I
,
alth
o
u
g
h
t
h
e
co
e
f
f
ici
en
t
v
alu
e
s
h
o
wn
is
n
eg
ativ
e,
in
d
icatin
g
th
at
T
I
wea
k
en
s
th
e
r
elatio
n
b
etwe
en
PEOU
an
d
B
I
.
T
h
u
s
,
H1
3
an
d
H1
4
ar
e
ac
ce
p
te
d
.
4
.
2
.
Dis
cus
s
io
n
I
n
th
e
r
esu
lts
ab
o
v
e
,
s
ev
er
al
GE
T
AM
E
L
v
ar
iab
les
s
u
ch
as
E
NJOY
an
d
SE
h
av
e
a
s
ig
n
if
ican
t
p
o
s
itiv
e
r
elatio
n
with
PU
an
d
PEOU
.
On
th
e
o
th
er
h
a
n
d
,
t
h
e
SN
v
ar
iab
le
o
n
ly
h
as
a
s
ig
n
if
i
ca
n
t
p
o
s
itiv
e
ef
f
ec
t
o
n
PU
an
d
is
in
s
ig
n
if
ican
t
o
n
PEOU
.
Me
an
wh
ile,
th
e
E
XP
an
d
C
A
v
ar
ia
b
les
d
o
n
’
t
h
av
e
a
s
ig
n
if
ican
t
ef
f
ec
t
o
n
PU
o
r
PEOU
.
T
h
e
T
AM
s
h
o
ws
th
at
b
o
th
PU
an
d
P
E
OU
h
av
e
a
s
ig
n
if
ican
t
p
o
s
itiv
e
ef
f
ec
t
o
n
B
I
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J Ar
tif
I
n
tell
I
SS
N:
2252
-
8
9
3
8
A
n
a
lyzi
n
g
a
c
a
d
emic
a
cc
ep
t
a
n
ce
o
f a
r
tifi
cia
l in
tellig
en
ce
u
s
in
g
ex
ten
d
e
d
tech
n
o
lo
g
y
…
(
N
a
n
a
n
g
S
u
r
ya
d
i
)
3097
Fu
r
th
er
m
o
r
e
,
I
T
v
ar
iab
les
ar
e
ab
le
to
m
o
d
e
r
ate
th
e
r
elatio
n
b
etwe
en
PU
an
d
PEOU
t
o
war
d
s
B
I
,
b
u
t
wea
k
e
n
s
th
e
r
elatio
n
f
r
o
m
PEOU
to
B
I
,
an
d
s
tr
en
g
t
h
en
th
e
r
elatio
n
b
e
twee
n
PU a
n
d
B
I
.
Fu
r
th
er
d
is
cu
s
s
io
n
r
eg
ar
d
in
g
t
h
e
r
esu
lts
,
SN
h
as
a
s
ig
n
i
f
ican
t
p
o
s
itiv
e
ef
f
ec
t
o
n
PU
b
u
t
d
o
esn
’
t
h
av
e
a
s
ig
n
if
ican
t
ef
f
ec
t
o
n
PEO
U.
T
h
is
f
in
d
in
g
ca
n
b
e
ex
p
l
ain
ed
s
in
ce
SN,
wh
ich
r
ef
le
cts
s
o
cial
p
r
ess
u
r
e
f
r
o
m
s
ig
n
if
ica
n
t
o
th
e
r
s
,
m
a
k
es
in
d
iv
id
u
als
m
o
r
e
lik
ely
to
v
iew
AI
tec
h
n
o
l
o
g
y
a
s
b
en
ef
icial
an
d
p
er
f
o
r
m
an
ce
-
e
n
h
an
cin
g
,
as
s
u
p
p
o
r
ted
in
th
e
s
tu
d
ies
co
n
d
u
cted
b
y
[
1
3
]
,
[
2
9
]
.
H
o
wev
er
,
P
E
O
U
is
m
o
r
e
in
f
lu
en
ce
d
b
y
in
ter
n
al
f
ac
to
r
s
s
u
ch
as
in
d
iv
id
u
al
E
XP
an
d
s
k
ills
in
u
s
in
g
tech
n
o
lo
g
y
,
t
h
u
s
s
o
cial
p
r
ess
u
r
e
d
o
esn
’
t h
av
e
a
s
ig
n
if
ican
t im
p
ac
t o
n
PEOU
,
in
lin
e
with
[
1
4
]
,
[
2
6
]
,
[
5
2
]
.
Fig
u
r
e
2
.
SEM
r
esu
lts
T
h
e
n
ex
t
r
esu
lts
r
eg
ar
d
in
g
E
NJOY
an
d
SE
s
h
o
w
th
at
b
o
th
h
av
e
a
s
ig
n
if
ican
t
p
o
s
itiv
e
ef
f
ec
t
o
n
PU
an
d
PEOU
.
E
NJOY
in
cr
ea
s
es
PU
an
d
PE
OU,
s
in
ce
wh
en
in
d
iv
id
u
als
en
jo
y
u
s
in
g
AI
tech
n
o
lo
g
y
,
th
ey
’
r
e
m
o
r
e
lik
ely
to
v
iew
it
as
a
u
s
ef
u
l
an
d
ea
s
y
-
to
-
u
s
e
t
o
o
l.
T
h
is
r
esu
lt
is
co
n
s
is
ten
t
with
t
h
e
r
esear
ch
es
d
o
n
e
by
[
1
3
]
,
[
2
8
]
wh
ich
s
h
o
wed
th
at
E
NJOY
in
u
s
in
g
tech
n
o
lo
g
y
ca
n
in
cr
ea
s
e
p
o
s
itiv
e
p
er
ce
p
tio
n
s
o
f
its
u
s
ef
u
ln
ess
.
Me
an
wh
ile,
SE,
wh
ich
r
ef
lects
s
elf
-
co
n
f
id
e
n
ce
in
th
e
ab
ilit
y
to
u
s
e
tech
n
o
lo
g
y
,
also
s
tr
en
g
th
en
s
PU
an
d
PEOU
.
I
n
d
iv
id
u
als
wh
o
ar
e
co
n
f
id
en
t
in
t
h
eir
ab
ilit
i
es
ten
d
to
v
iew
AI
tech
n
o
lo
g
y
as
m
o
r
e
u
s
ef
u
l
an
d
ea
s
ier
to
o
p
e
r
ate,
c
o
n
s
is
ten
t
with
[
4
6
]
th
eo
r
y
wh
ich
s
tate
s
th
at
SE
in
cr
ea
s
es
th
e
p
er
c
ep
tio
n
o
f
ea
s
e
a
n
d
ef
f
ec
tiv
en
ess
o
f
tech
n
o
lo
g
y
u
s
ag
e
[5
3
]
,
[
5
4
]
.
T
h
e
r
esear
ch
r
esu
lts
s
h
o
w
th
at
E
XP
an
d
C
A
d
o
n
’
t
h
av
e
a
s
ig
n
if
ican
t
e
f
f
ec
t
o
n
PU
a
n
d
PEOU
.
T
h
e
lack
o
f
in
f
lu
en
ce
o
f
E
X
P
m
ay
b
e
ex
p
lain
e
d
b
y
t
h
e
p
o
s
s
ib
ilit
y
th
at
th
e
E
XP
in
u
s
i
n
g
co
m
p
u
ter
s
an
d
in
ter
n
et
d
o
esn
’
t
d
ir
ec
tly
in
f
lu
en
ce
th
e
PU
an
d
PEOU
o
f
th
e
m
o
r
e
s
p
ec
if
ic
an
d
co
m
p
le
x
AI
tech
n
o
lo
g
ies.
T
h
is
r
esu
lt
is
in
lin
e
with
s
tu
d
ies
co
n
d
u
cted
b
y
[
2
6
]
,
[
5
5
]
wh
ich
s
h
o
wed
th
at
g
e
n
er
al
E
XP
with
tech
n
o
lo
g
y
d
o
esn
’
t
alwa
y
s
tr
an
s
late
in
to
ac
ce
p
tan
ce
o
f
n
ew
tech
n
o
lo
g
y
.
Me
an
wh
ile,
C
A
wh
ich
r
ef
lects
d
is
co
m
f
o
r
t
an
d
f
ea
r
o
f
u
s
in
g
co
m
p
u
ter
s
,
m
ay
n
o
t
h
av
e
a
s
ig
n
if
ican
t
ef
f
ec
t
b
ec
au
s
e
in
d
iv
id
u
als
wh
o
alr
ea
d
y
h
av
e
h
ig
h
a
n
x
iety
ten
d
to
av
o
id
u
s
in
g
n
ew
tech
n
o
lo
g
y
f
r
o
m
th
e
s
tar
t,
th
u
s
n
o
t f
o
r
m
in
g
clea
r
p
e
r
ce
p
tio
n
s
ab
o
u
t its
u
s
ef
u
ln
ess
an
d
ea
s
e
-
to
-
u
s
e
[
1
3
]
,
[
5
6
]
,
[
5
7
]
.
Fo
r
th
e
T
AM
r
esu
lts
,
th
e
PU
an
d
PEOU
v
ar
ia
b
les
h
av
e
a
s
ig
n
if
ican
t
p
o
s
itiv
e
ef
f
ec
t
o
n
B
I
to
u
s
e
AI
tech
n
o
lo
g
y
.
T
h
is
f
in
d
in
g
ca
n
b
e
ex
p
lain
ed
b
y
t
h
e
T
AM
m
o
d
el
wh
ich
s
tates
th
at
wh
en
in
d
iv
id
u
als
p
er
ce
iv
e
AI
tech
n
o
lo
g
y
as u
s
ef
u
l a
n
d
ea
s
y
-
to
-
u
s
e,
th
ey
’
r
e
m
o
r
e
lik
ely
to
ad
o
p
t it.
PU in
f
lu
en
ce
s
B
I
as
i
n
d
iv
id
u
als wh
o
s
ee
AI
tech
n
o
lo
g
y
as
a
to
o
l
th
at
c
an
im
p
r
o
v
e
th
eir
p
er
f
o
r
m
an
ce
an
d
ef
f
icien
c
y
will
b
e
m
o
r
e
m
o
tiv
ated
to
u
s
e
it.
PEOU
also
h
as
a
s
ig
n
if
ican
t
i
n
f
lu
en
ce
s
in
ce
if
AI
tec
h
n
o
l
o
g
y
is
c
o
n
s
id
er
ed
ea
s
y
t
o
o
p
er
ate
an
d
u
n
d
er
s
tan
d
,
in
d
iv
id
u
als
will
f
ee
l
m
o
r
e
c
o
m
f
o
r
tab
le
a
n
d
c
o
n
f
i
d
en
t
in
u
s
in
g
it,
wh
ic
h
u
ltima
tely
i
n
cr
ea
s
es
th
eir
in
ten
tio
n
to
ad
o
p
t
it.
T
h
is
r
esu
lt
is
in
lin
e
with
th
e
s
tu
d
ies
d
o
n
e
b
y
[5
8
]
–
[6
1
]
wh
ic
h
s
h
o
wed
th
at
PU
an
d
ea
s
e
o
f
u
s
e
ar
e
th
e
m
ain
d
eter
m
i
n
an
ts
o
f
BI
to
war
d
s
tech
n
o
lo
g
y
ad
o
p
tio
n
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2
2
5
2
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9
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tell
,
Vo
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1
5
,
No
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4
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2
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0
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0
-
3
1
0
2
3098
Fo
r
th
e
an
aly
s
is
o
f
m
o
d
er
atio
n
r
elatio
n
s
h
i
p
s
,
th
e
r
esu
lts
o
f
th
e
s
tu
d
y
s
h
o
w
th
at
T
I
m
o
d
er
ates
th
e
r
elatio
n
b
etwe
en
PU
an
d
PEO
U
with
B
I
in
two
d
if
f
er
en
t
d
ir
ec
tio
n
s
.
T
I
s
tr
en
g
t
h
en
s
th
e
P
U
r
elatio
n
with
B
I
,
m
ea
n
in
g
th
at
in
d
iv
id
u
als
with
a
h
i
g
h
p
r
o
p
en
s
ity
to
tr
y
n
ew
tech
n
o
l
o
g
ies
will
b
e
m
o
r
e
m
o
tiv
ated
to
u
s
e
AI
tech
n
o
lo
g
y
if
th
ey
s
ee
it
as
u
s
ef
u
l
[6
2
]
,
[
6
3
]
.
T
h
is
ca
n
b
e
ex
p
lain
ed
as
in
n
o
v
ativ
e
in
d
iv
i
d
u
als
ten
d
to
b
e
m
o
r
e
en
th
u
s
iast
ic
an
d
o
p
en
to
th
e
p
o
ten
tial
b
en
e
f
its
o
f
n
ew
tec
h
n
o
lo
g
ies,
th
u
s
h
ig
h
p
e
r
ce
p
tio
n
s
o
f
u
s
ef
u
ln
ess
will
f
u
r
th
er
e
n
co
u
r
ag
e
th
eir
in
ten
ti
o
n
to
a
d
o
p
t th
e
tech
n
o
l
o
g
y
[6
4
]
,
[
6
5
]
.
I
n
co
n
tr
ast,
T
I
wea
k
e
n
s
th
e
r
elatio
n
b
etwe
en
PEOU
an
d
B
I
,
s
u
g
g
esti
n
g
th
at
h
ig
h
ly
i
n
n
o
v
ativ
e
in
d
iv
id
u
als
m
ay
b
e
less
af
f
ec
ted
b
y
th
e
ea
s
e
-
of
-
u
s
e
o
f
te
ch
n
o
lo
g
y
.
T
h
e
y
m
ay
b
e
m
o
r
e
in
ter
ested
in
th
e
ad
v
an
ce
d
f
ea
tu
r
es
an
d
ca
p
ab
i
liti
es
o
f
th
e
tech
n
o
lo
g
y
th
a
n
in
its
ea
s
e
o
f
o
p
er
atio
n
,
s
o
e
v
en
if
th
ey
f
i
n
d
AI
tech
n
o
lo
g
y
ea
s
y
to
u
s
e,
th
is
d
o
esn
’
t
s
ig
n
if
ican
tly
in
cr
ea
s
e
t
h
eir
in
ten
tio
n
t
o
ad
o
p
t
it.
T
h
i
s
f
in
d
in
g
is
in
lin
e
with
th
e
r
esear
ch
o
f
Ak
ar
[6
6
]
,
wh
ich
s
h
o
wed
th
at
tech
n
o
lo
g
y
in
n
o
v
ato
r
s
ar
e
o
f
te
n
m
o
r
e
in
ter
ested
in
th
e
ad
d
ed
v
alu
e
th
an
in
its
m
er
e
c
o
n
v
en
ie
n
ce
.
5.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
d
em
o
n
s
tr
ates
th
at
E
NJOY,
P
U,
an
d
PEOU
ar
e
t
h
e
m
ain
f
ac
to
r
s
in
f
lu
en
cin
g
I
n
d
o
n
esian
u
n
d
er
g
r
ad
u
ate
s
tu
d
en
ts
’
i
n
ten
t
io
n
to
ad
o
p
t
AI
tech
n
o
lo
g
ies.
SN
s
ig
n
if
ican
tly
i
n
f
lu
en
ce
s
P
U,
wh
ile
SE
h
as
a
s
ig
n
if
ican
t
p
o
s
itiv
e
ef
f
ec
t
o
n
b
o
th
PU
an
d
PEOU
.
I
n
c
o
n
tr
ast,
E
XP
an
d
C
A
d
o
n
o
t
s
ig
n
if
ican
tly
in
f
lu
en
ce
PU
o
r
PEOU
.
T
h
e
f
in
d
in
g
s
also
s
h
o
w
th
at
T
I
s
tr
en
g
th
en
s
th
e
r
elatio
n
s
h
ip
b
etwe
en
PU
an
d
B
I
b
u
t
wea
k
en
s
th
e
r
elatio
n
s
h
ip
b
etwe
en
PEOU
an
d
B
I
,
in
d
icatin
g
th
at
TI
s
tu
d
en
ts
p
lace
g
r
ea
ter
em
p
h
asis
o
n
th
e
u
s
ef
u
ln
ess
o
f
AI
th
an
o
n
its
ea
s
e
o
f
u
s
e.
O
v
er
all,
th
ese
f
in
d
in
g
s
s
u
p
p
o
r
t
th
e
ex
ten
d
ed
T
AM
in
ex
p
lain
in
g
AI
tech
n
o
lo
g
y
ac
ce
p
tan
ce
am
o
n
g
I
n
d
o
n
esian
u
n
d
er
g
r
a
d
u
ate
s
tu
d
e
n
ts
.
Fu
tu
r
e
r
esear
ch
s
h
o
u
ld
in
clu
d
e
m
o
r
e
d
iv
e
r
s
e
s
am
p
les,
in
co
r
p
o
r
ate
ad
d
itio
n
al
v
ar
iab
les,
an
d
em
p
lo
y
lo
n
g
itu
d
in
a
l
d
esig
n
s
to
f
u
r
t
h
er
ex
a
m
in
e
ch
an
g
es
in
AI
tech
n
o
lo
g
y
ac
ce
p
tan
ce
o
v
e
r
tim
e.
ACK
NO
WL
E
DG
M
E
N
T
S
T
h
e
au
th
o
r
s
wo
u
l
d
lik
e
to
ex
p
r
ess
th
eir
im
m
en
s
e
g
r
atitu
d
e
to
th
e
v
ar
i
o
u
s
p
ar
ties
wh
o
h
av
e
p
r
o
v
id
e
d
v
alu
ab
le
s
u
p
p
o
r
t
a
n
d
co
n
tr
ib
u
tio
n
s
in
th
e
c
o
m
p
le
tio
n
o
f
th
is
a
r
ticle.
W
e
wo
u
l
d
lik
e
to
ex
p
r
ess
o
u
r
s
p
ec
ial
g
r
atitu
d
e
to
th
e
Facu
lty
o
f
E
co
n
o
m
ics
an
d
B
u
s
in
ess
an
d
Un
iv
er
s
itas
B
r
awijay
a
f
o
r
th
e
ex
ce
llen
t
r
eso
u
r
ce
s
,
f
ac
ilit
ies,
an
d
ac
a
d
em
ic
en
v
i
r
o
n
m
e
n
t
d
u
r
in
g
t
h
is
r
esear
ch
an
d
wr
itin
g
p
r
o
ce
s
s
.
T
h
e
s
u
p
p
o
r
t
p
r
o
v
id
e
d
is
v
e
r
y
m
ea
n
in
g
f
u
l
f
o
r
th
e
s
u
cc
ess
o
f
t
h
e
r
esear
ch
an
d
wr
itin
g
o
f
th
is
ar
ticle.
T
h
an
k
y
o
u
f
o
r
all
th
e
o
p
p
o
r
tu
n
ities
an
d
in
s
titu
tio
n
al
s
u
p
p
o
r
t
th
at
h
as
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[
1
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C
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6
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n
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