I
nte
rna
t
io
na
l J
o
urna
l o
f
Adv
a
nces in Applie
d Science
s
(
I
J
AAS)
Vo
l.
1
5
,
No
.
3
,
Sep
tem
b
er
20
2
6
,
p
p
.
9
2
1
~
9
3
1
I
SS
N:
2252
-
8
8
1
4
,
DOI
:
1
0
.
1
1
5
9
1
/ijaas
.
v
1
5
.
i
3
.
pp
921
-
9
3
1
921
J
o
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:
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ttp
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Studen
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Sep
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2
6
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ia
[
4
]
.
L
a
r
g
e
lan
g
u
ag
e
m
o
d
els
(
L
L
Ms)
ca
n
cr
ea
te
p
r
ac
tice
p
r
o
b
lem
s
an
d
ex
p
lain
id
ea
s
in
d
if
f
er
en
t
wa
y
s
,
m
ak
i
n
g
s
u
r
e
th
at
a
wid
e
r
r
an
g
e
o
f
s
tu
d
en
ts
ca
n
s
till
r
ea
ch
th
eir
lear
n
in
g
g
o
als
[
5
]
.
Acc
o
r
d
in
g
t
o
Fira
t
[
3
]
,
t
h
e
f
ea
tu
r
es
an
d
r
eso
u
r
ce
s
o
f
C
h
atGPT
ar
e
d
esig
n
ed
n
o
t
o
n
ly
to
e
n
h
an
ce
s
elf
-
tu
to
r
in
g
b
u
t
also
to
en
s
u
r
e
th
at
lear
n
in
g
o
b
jectiv
es
ar
e
m
et.
C
h
atGPT
n
o
w
h
as
a
v
ar
iety
o
f
ap
p
licatio
n
s
f
o
r
s
elf
-
s
ch
o
o
lin
g
.
A
r
tific
ial
in
tellig
en
ce
lan
g
u
ag
e
m
o
d
els
lik
e
C
h
atGPT
o
f
f
er
v
ar
io
u
s
b
en
ef
its
f
o
r
le
ar
n
in
g
in
ed
u
ca
tio
n
al
s
ettin
g
s
.
T
h
ey
ca
n
ac
t
as
d
ig
ital
lea
r
n
in
g
co
m
p
an
io
n
s
,
g
iv
in
g
s
tu
d
en
ts
in
d
i
v
id
u
alize
d
h
elp
wit
h
th
eir
s
ch
o
o
lwo
r
k
,
aid
in
g
in
ta
s
k
s
,
an
d
a
n
s
wer
in
g
th
ei
r
q
u
esti
o
n
s
.
T
h
ey
also
ass
is
t
with
r
esear
ch
b
y
h
elp
i
n
g
s
tu
d
en
ts
f
in
d
an
d
p
u
t
t
o
g
eth
er
r
elev
an
t
in
f
o
r
m
atio
n
f
o
r
th
eir
s
tu
d
ies.
Fu
r
th
er
m
o
r
e
,
th
ese
m
o
d
els
ca
n
im
p
r
o
v
e
wr
itin
g
s
k
ills
b
y
r
e
v
iewin
g
a
n
d
r
e
f
in
in
g
ess
ay
s
an
d
p
ap
er
s
,
p
r
o
v
i
d
in
g
h
elp
f
u
l
ad
v
ice
o
n
g
r
am
m
ar
a
n
d
t
h
e
q
u
ality
o
f
th
e
wr
itin
g
.
B
ey
o
n
d
ac
ad
em
ic
h
elp
,
th
ey
ca
n
s
u
p
p
o
r
t
o
r
g
an
izatio
n
b
y
ass
is
tin
g
with
s
ch
ed
u
les
an
d
cr
ea
tin
g
r
em
in
d
er
s
f
o
r
ass
ig
n
m
en
ts
an
d
test
s
.
T
h
ey
also
en
co
u
r
a
g
e
cu
s
to
m
ized
lear
n
in
g
b
y
s
u
g
g
esti
n
g
s
u
itab
le
lear
n
in
g
m
ater
ials
an
d
task
s
th
at
m
atch
s
tu
d
en
t
in
ter
ests
an
d
o
b
jectiv
es.
L
astl
y
,
th
e
y
ca
n
in
cr
ea
s
e
s
tu
d
en
t
in
v
o
lv
e
m
en
t
in
o
n
lin
e
lear
n
in
g
b
y
en
a
b
lin
g
e
n
g
ag
i
n
g
an
d
i
n
ter
ac
tiv
e
ac
tiv
ities
th
at
r
elate
to
wh
at
is
b
ein
g
tau
g
h
t.
Pre
v
io
u
s
s
tu
d
ies
h
av
e
u
s
ed
a
q
u
alitativ
e
ap
p
r
o
ac
h
in
ass
ess
in
g
th
e
ef
f
ec
ts
o
f
C
h
atGPT
o
n
ed
u
ca
tio
n
an
d
p
u
b
lic
h
ea
lth
[
1
]
,
[
3
]
,
[
6
]
,
[
7
]
.
T
h
is
s
tu
d
y
will
em
p
lo
y
q
u
a
n
titativ
e
tech
n
iq
u
es
to
estab
lis
h
lear
n
er
s
’
p
er
s
p
ec
tiv
es
o
n
th
e
ef
f
ec
tiv
e
n
ess
o
f
C
h
atGPT
in
v
ir
tu
al
lear
n
in
g
in
Gh
a
n
a.
T
h
e
q
u
an
titativ
e
ap
p
r
o
ac
h
was
s
elec
ted
b
ec
au
s
e
it
is
b
as
ed
o
n
q
u
an
titativ
e
f
ac
ts
an
d
s
t
atis
tical
an
aly
s
is
,
wh
ich
r
ed
u
c
es
th
e
p
o
s
s
ib
ilit
y
o
f
b
ias
in
th
e
s
tu
d
y
p
r
o
ce
s
s
.
I
t
also
in
cr
ea
s
es
th
e
r
eliab
ilit
y
an
d
r
ep
r
o
d
u
cib
il
ity
o
f
th
e
r
e
s
ea
r
ch
f
in
d
in
g
s
b
y
o
th
er
r
esear
ch
e
r
s
.
T
h
e
p
r
im
ar
y
g
o
al
o
f
t
h
is
r
esear
ch
is
to
ex
am
in
e
h
o
w
th
e
co
n
s
tr
u
cts,
n
am
ely
u
s
ef
u
l
n
ess
,
ea
s
e
o
f
u
s
e,
an
d
attitu
d
e,
in
f
lu
e
n
ce
s
tu
d
en
t
s
'
ef
f
ec
tiv
en
ess
o
f
C
h
atGPT
i
n
v
ir
tu
al
lear
n
in
g
.
A
v
ar
iety
o
f
f
ac
to
r
s
im
p
ac
t
th
e
s
u
cc
ess
f
u
l
ap
p
licatio
n
o
f
n
ew
tech
n
o
lo
g
ies,
in
clu
d
in
g
tech
n
ical,
s
o
cial,
cu
ltu
r
al,
an
d
p
s
y
c
h
o
lo
g
ical
ch
ar
ac
ter
is
tics
th
at
in
f
lu
en
ce
attitu
d
es
an
d
b
eh
a
v
io
r
s
to
war
d
tech
n
o
lo
g
ical
i
n
n
o
v
atio
n
s
[
8
]
,
[
9
]
.
T
h
e
tech
n
o
lo
g
y
ac
ce
p
tan
ce
m
o
d
el
(
T
AM
)
co
n
ce
p
t
is
u
s
ed
in
t
h
e
f
in
d
in
g
s
.
Acc
o
r
d
in
g
to
s
tu
d
ies
[
1
0
]
,
[
1
1
]
,
t
h
e
T
AM
an
d
its
v
ar
io
u
s
v
ar
ian
ts
co
n
s
titu
te
an
ap
p
r
o
p
r
iate
ap
p
r
o
ac
h
f
o
r
s
u
p
p
o
r
tin
g
th
e
ass
ess
m
en
t
o
f
d
iv
er
s
e
lear
n
in
g
s
y
s
tem
s
.
T
AM
elem
e
n
ts
,
ea
s
e
o
f
u
s
e,
a
n
d
u
s
ef
u
ln
es
s
ar
e
an
tece
d
e
n
t
elem
e
n
ts
im
p
ac
tin
g
ed
u
ca
tio
n
al
tech
n
o
lo
g
y
ac
ce
p
tab
ilit
y
[
1
0
]
.
2.
L
I
T
E
R
AT
U
RE
R
E
VI
E
W
2
.
1
.
Cha
t
G
P
T
in educa
t
io
n
B
ec
au
s
e
o
f
its
ca
p
ac
ity
to
en
h
an
ce
s
tu
d
en
ts
'
lear
n
in
g
e
x
p
er
ien
ce
s
,
t
h
e
u
s
e
o
f
C
h
atGPT
f
o
r
ed
u
ca
tio
n
al
p
u
r
p
o
s
es
h
a
s
s
p
ar
k
ed
s
u
b
s
tan
tial
in
ter
est.
T
h
is
m
eth
o
d
ca
n
ta
r
g
et
s
p
ec
i
f
ic
s
tu
d
en
t
n
ee
d
s
,
p
r
o
v
id
e
f
ast
f
ee
d
b
ac
k
,
an
d
aid
in
g
ain
in
g
an
u
n
d
e
r
s
tan
d
in
g
o
f
co
m
p
licated
c
o
n
ce
p
ts
b
y
o
f
f
er
in
g
q
u
ick
an
d
cu
s
to
m
ized
s
o
lu
tio
n
s
.
As
a
r
esu
lt,
it
b
ec
o
m
es
a
p
o
ten
tial
in
s
tr
u
m
en
t
th
at
en
co
u
r
a
g
es
ac
tiv
e
en
g
ag
em
e
n
t
an
d
co
g
n
itiv
e
a
d
v
an
ce
m
en
t
i
n
s
tu
d
en
ts
b
y
r
esp
o
n
d
in
g
to
th
eir
s
tu
d
y
p
ac
e
an
d
p
r
o
v
i
d
in
g
co
n
s
tan
t
h
elp
in
th
ei
r
in
f
o
r
m
atio
n
-
g
ath
e
r
in
g
p
r
o
ce
d
u
r
es
[
1
2
]
,
[
1
3
]
.
C
o
n
tin
u
in
g
t
h
is
lin
e
o
f
th
o
u
g
h
t,
it
is
a
g
o
o
d
in
s
tr
u
m
e
n
t
f
o
r
en
co
u
r
a
g
in
g
s
tu
d
en
ts
'
g
r
o
wth
in
wr
itin
g
s
k
ills
.
Stu
d
en
ts
ca
n
o
b
tai
n
g
r
am
m
atica
l
co
r
r
ec
tio
n
s
,
r
ec
o
m
m
en
d
atio
n
s
f
o
r
ad
v
a
n
c
em
en
t,
an
d
ex
ten
s
iv
e
f
ee
d
b
a
ck
o
n
th
eir
wr
itin
g
b
y
co
m
m
u
n
icatin
g
with
th
e
s
y
s
tem
,
allo
win
g
th
em
to
im
p
r
o
v
e
th
eir
wr
itten
d
is
co
u
r
s
e
an
d
attain
g
r
ea
te
r
ef
f
icac
y
in
th
eir
e
x
p
r
ess
ed
th
o
u
g
h
ts
[
1
4
]
.
As
a
r
esu
lt,
C
h
atGPT
o
f
f
er
s
its
elf
as
a
u
s
e
f
u
l
to
o
l
f
o
r
s
cien
tific
wr
itin
g
;
n
o
n
et
h
eless
,
it
is
cr
itical
to
r
ec
o
g
n
ize
th
at
it
s
h
o
u
ld
n
o
t
b
e
r
eg
ar
d
ed
as
an
all
-
en
co
m
p
ass
in
g
s
o
lu
tio
n
f
o
r
i
n
tellectu
al
m
ater
ial
g
en
er
atio
n
.
Au
th
o
r
s
m
u
s
t
u
s
e
th
eir
ex
p
e
r
tis
e
an
d
s
k
ills
to
v
a
lid
ate
an
d
s
u
p
p
lem
en
t
th
e
to
o
l
'
s
co
n
ten
t.
I
t
d
o
es,
h
o
wev
er
,
ex
ce
l
at
f
ac
ilit
atin
g
d
is
cu
s
s
io
n
s
am
o
n
g
g
r
o
u
p
s
an
d
en
co
u
r
ag
in
g
c
o
llab
o
r
ati
v
e
in
v
o
lv
em
en
t
b
y
lear
n
er
s
in
p
r
o
jects
an
d
task
s
.
T
h
is
p
r
o
m
o
tes
a
f
ee
lin
g
o
f
b
elo
n
g
in
g
am
o
n
g
s
tu
d
e
n
t
s
b
y
allo
win
g
f
o
r
co
m
m
u
n
icatio
n
an
d
th
e
ex
c
h
a
n
g
e
o
f
id
ea
s
[
1
2
]
.
C
h
atGPT
is
a
v
er
y
u
s
ef
u
l
ap
p
licatio
n
f
o
r
ed
u
ca
to
r
s
,
en
h
an
cin
g
th
e
d
e
v
elo
p
m
e
n
t
o
f
s
y
llab
u
s
es,
lear
n
in
g
r
eso
u
r
ce
s
,
an
d
ass
ess
m
en
t
ac
tiv
ities
.
Ho
wev
er
,
th
er
e
is
a
n
ee
d
t
o
ad
d
r
ess
its
co
n
ten
t
r
eliab
ilit
y
.
On
e
p
o
s
s
ib
ilit
y
f
o
r
C
h
atGPT
is
its
ca
p
ab
ilit
y
to
p
r
o
d
u
c
e
m
ater
ials
an
d
r
eso
u
r
ce
s
f
o
r
tr
ain
in
g
c
o
u
r
s
es
an
d
p
r
o
g
r
a
m
s
[
1
5
]
.
T
ec
h
n
o
lo
g
ical
in
n
o
v
atio
n
h
as
tak
en
o
n
a
k
ey
r
o
le
in
h
o
w
we
s
u
r
v
iv
e
i
n
a
c
o
n
s
tan
tly
ev
o
lv
i
n
g
s
o
ciety
,
an
d
it
h
as
lef
t
its
im
p
r
in
t
o
n
th
e
f
ield
o
f
h
i
g
h
er
ed
u
ca
tio
n
.
C
h
atGPT
,
an
in
n
o
v
ati
v
e
p
r
o
d
u
ct
o
f
o
p
en
ar
tific
ial
in
tellig
en
ce
(
Op
en
AI
)
,
is
ch
an
g
in
g
th
e
way
lear
n
er
s
an
d
lectu
r
er
s
en
g
ag
e
with
th
eir
ed
u
ca
tio
n
in
th
e
lear
n
in
g
en
v
ir
o
n
m
en
t.
C
h
atGPT
d
ep
lo
y
m
en
t
i
n
s
ch
o
o
ls
p
r
esen
ts
a
v
ar
iety
o
f
b
e
n
ef
its
an
d
p
r
o
b
lem
s
th
at
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J Ad
v
Ap
p
l Sci
I
SS
N:
2252
-
8
8
1
4
S
tu
d
en
ts
'
p
ers
p
ec
tives o
n
th
e
e
ffective
n
ess
o
f Ch
a
tGP
T in
vir
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l le
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r
n
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g
(
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mp
a
n
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)
923
teac
h
er
s
an
d
ad
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in
is
tr
ato
r
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m
u
s
t
b
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awa
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i
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i
n
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en
v
ir
o
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m
en
t'
s
q
u
ality
[
1
2
]
.
Acc
o
r
d
in
g
t
o
R
u
d
o
lp
h
et
a
l
.
[
1
6
]
,
C
h
atGPT
'
s
ad
v
an
ce
d
ca
p
ab
ilit
ies
p
r
o
v
id
e
ap
p
ea
lin
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p
o
t
en
tial
f
o
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ed
u
ca
to
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s
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im
p
r
o
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e
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ed
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o
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ical
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r
ac
tices
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y
d
esig
n
in
g
a
n
d
im
p
lem
en
tin
g
in
ter
ac
tiv
e
class
r
o
o
m
a
ctiv
ities
.
E
d
u
ca
to
r
s
ar
e
en
ab
led
to
d
e
v
is
e
cr
ea
tiv
e
t
ea
ch
in
g
s
tr
ateg
ies
with
th
e
u
s
e
o
f
C
h
atGPT
.
On
e
ex
am
p
l
e
is
th
e
u
s
e
o
f
th
e
f
lip
p
ed
class
r
o
o
m
ap
p
r
o
ac
h
,
i
n
wh
ich
lear
n
in
g
p
o
s
s
ib
ilit
ies
ar
e
n
o
t
lim
ited
to
th
e
class
r
o
o
m
b
u
t
ex
ten
d
to
r
em
o
te
lo
ca
tio
n
s
,
p
r
o
m
o
tin
g
a
cu
ltu
r
e
o
f
au
to
n
o
m
o
u
s
s
tu
d
y
a
m
o
n
g
s
tu
d
e
n
ts
[
1
7
]
.
2
.
2
.
T
ec
hn
o
lo
g
y
a
cc
ept
a
nce
m
o
del
Acc
o
r
d
in
g
to
Nata
s
ia
et
a
l
.
[
1
8
]
,
th
e
T
AM
s
u
m
m
ar
izes
h
o
w
attitu
d
es,
p
er
ce
iv
ed
u
s
ef
u
ln
ess
,
an
d
ea
s
e
o
f
u
s
e
in
f
lu
en
ce
p
eo
p
le'
s
p
o
s
itiv
e
o
r
n
eg
ativ
e
ev
alu
atio
n
s
o
f
th
eir
d
esire
to
u
s
e
a
tech
n
o
l
o
g
y
.
Acc
o
r
d
in
g
to
Ho
s
s
ain
et
a
l
.
[
1
1
]
,
Dav
is
in
tr
o
d
u
ce
d
T
AM
in
1
9
8
6
.
Acc
o
r
d
in
g
to
T
AM
,
p
er
ce
iv
e
d
ea
s
e
o
f
u
s
e
ca
n
in
f
lu
en
c
e
p
er
ce
iv
ed
u
s
ef
u
ln
ess
.
Fu
r
th
er
m
o
r
e,
attitu
d
e
an
d
p
er
ce
iv
e
d
u
s
ef
u
ln
ess
p
r
ed
ict
b
eh
av
io
r
al
in
ten
tio
n
to
em
b
r
ac
e
a
tech
n
o
lo
g
y
,
wh
ile
in
ten
tio
n
ca
n
in
f
lu
en
ce
th
e
ac
t
u
al
u
s
e
o
f
th
e
tech
n
o
lo
g
y
.
T
AM
m
a
k
es
it
ea
s
ier
an
d
f
aster
to
ac
q
u
ir
e
in
f
o
r
m
atio
n
o
n
o
n
e'
s
atti
tu
d
es
to
war
d
s
u
s
in
g
a
tech
n
o
lo
g
y
[
1
8
]
,
[
1
9
]
.
Ho
s
s
ain
et
a
l
.
[
1
1
]
claim
th
at
in
1
9
8
6
,
Dav
is
d
ef
i
n
ed
p
er
ce
iv
ed
u
s
ef
u
ln
ess
as
th
e
ex
ten
t
to
wh
ic
h
an
in
d
i
v
id
u
al
u
s
in
g
a
p
a
r
ticu
lar
tech
n
o
lo
g
y
b
eliev
es
t
h
at
it
will
en
h
an
ce
th
eir
wo
r
k
p
er
f
o
r
m
a
n
ce
,
wh
ile
p
e
r
ce
iv
ed
ea
s
e
o
f
u
s
e
is
th
e
d
eg
r
ee
to
wh
ich
an
in
d
iv
i
d
u
al
u
s
es
a
t
ec
h
n
o
lo
g
y
e
f
f
o
r
tles
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ly
.
T
h
e
p
o
s
itiv
e
o
r
n
eg
ativ
e
em
o
tio
n
s
p
eo
p
le
e
x
p
er
ien
c
e
wh
ile
en
g
ag
in
g
in
b
eh
av
i
o
r
c
an
also
b
e
u
s
ed
to
d
escr
ib
e
at
titu
d
e
[
1
8
]
.
Da
v
is
[
2
0
]
d
escr
i
b
ed
th
e
p
u
r
p
o
s
e
o
f
u
s
in
g
in
n
o
v
atio
n
in
o
n
e'
s
b
eh
a
v
io
r
as a
p
atter
n
o
f
b
eh
av
i
o
r
th
at
co
n
tin
u
es to
em
p
lo
y
tec
h
n
o
l
o
g
y
.
3.
M
E
T
H
O
D
A
s
et
o
f
o
n
lin
e
q
u
esti
o
n
n
ai
r
es
was
d
is
tr
ib
u
ted
to
1
,
1
0
4
s
tu
d
e
n
ts
wh
o
wer
e
Un
iv
e
r
s
ity
o
f
Pr
o
f
ess
io
n
al
Stu
d
en
ts
Acc
r
a
(
UPSA)
in
eit
h
er
y
ea
r
3
o
r
4
at
UPSA.
T
h
e
q
u
esti
o
n
n
air
e
i
n
clu
d
e
d
d
em
o
g
r
ap
h
ic
d
ata
s
u
ch
as
th
e
ag
e
an
d
g
e
n
d
er
o
f
th
e
p
a
r
ticip
an
ts
,
s
tu
d
en
ts
’
attitu
d
es
to
war
d
s
C
h
atGPT
,
its
p
er
ce
iv
ed
u
s
ef
u
ln
ess
an
d
p
er
ce
iv
ed
ea
s
e
o
f
u
s
e,
an
d
it
s
e
f
f
ec
tiv
en
ess
in
en
h
an
cin
g
lear
n
in
g
p
e
r
f
o
r
m
an
ce
.
T
h
e
s
tu
d
y
m
o
d
el
d
e
p
icted
in
Fig
u
r
e
1
s
er
v
ed
as
th
e
f
o
u
n
d
atio
n
f
o
r
th
e
q
u
esti
o
n
n
air
e'
s
d
esig
n
.
T
h
e
s
u
r
v
ey
d
ata
w
e
r
e
ex
am
in
ed
u
s
in
g
SP
SS
s
o
f
twar
e.
Fig
u
r
e
1
.
R
esear
ch
m
o
d
el
3
.
1
.
Resea
rc
h
re
s
po
nd
ent
s
Acc
o
r
d
in
g
to
th
e
r
esear
ch
e
r
s
[
1
8
]
,
[
2
1
]
,
a
p
u
b
licatio
n
in
2
0
0
2
ass
er
ts
th
at
all
s
am
p
les
a
r
e
o
b
tain
ed
in
r
esear
ch
if
it
is
a
n
ticip
ated
th
a
t
th
er
e
will
b
e
f
ewe
r
th
an
1
0
0
r
esp
o
n
s
es.
Ho
wev
er
,
r
esear
c
h
er
s
s
h
o
u
ld
co
n
s
id
er
a
s
am
p
le
r
atio
o
f
1
0
%
–
1
5
%,
2
0
%
–
2
5
%,
o
r
m
o
r
e
if
th
er
e
a
r
e
m
o
r
e
th
a
n
1
0
0
r
esp
o
n
d
en
ts
.
B
ec
au
s
e
th
er
e
wer
e
s
lig
h
tly
m
o
r
e
th
a
n
8
,
0
0
0
r
esp
o
n
d
en
ts
in
th
is
s
tu
d
y
,
a
1
0
%
s
am
p
le
r
atio
o
f
th
e
p
o
p
u
latio
n
was
ad
o
p
ted
,
with
r
esp
o
n
d
en
ts
to
b
e
c
o
n
s
id
er
ed
as
p
ar
ticip
an
ts
wh
en
s
elec
tin
g
th
e
s
am
p
le
.
T
h
e
r
esear
ch
e
r
s
em
p
l
o
y
ed
a
s
im
p
le
r
an
d
o
m
s
am
p
lin
g
tec
h
n
iq
u
e
.
I
n
all,
a
to
tal
o
f
1
,
1
0
4
r
esp
o
n
d
en
ts
,
c
o
n
s
is
tin
g
o
f
th
i
r
d
-
y
ea
r
an
d
f
in
al
-
y
ea
r
u
n
d
er
g
r
ad
u
ates a
t th
e
UPSA,
co
m
p
leted
th
e
o
n
lin
e
q
u
esti
o
n
n
air
e.
3
.
2
.
Q
ues
t
io
nn
a
ire
a
nd
da
t
a
co
llect
io
n
T
h
is
p
r
o
ce
d
u
r
e
in
v
o
lv
ed
cr
ea
tin
g
a
q
u
esti
o
n
n
air
e
u
s
in
g
a
v
ar
iety
o
f
f
ac
t
o
r
s
s
u
g
g
ested
b
y
Ma
jid
an
d
Hasim
[
2
2
]
an
d
d
e
clar
atio
n
in
d
icatio
n
s
f
r
o
m
Nata
s
ia
et
a
l
.
[
1
8
]
,
b
o
th
o
f
w
h
ich
m
ak
e
r
e
f
er
en
ce
to
th
e
T
AM
m
o
d
el
an
d
a
d
ju
s
t
f
o
r
th
e
r
eq
u
ir
e
m
en
ts
o
f
t
h
e
in
v
esti
g
ato
r
s
.
Valu
es
r
an
g
in
g
f
r
o
m
1
(
d
is
ag
r
ee
)
to
2
(
ag
r
ee
)
wer
e
u
s
ed
t
o
ev
alu
at
e
th
e
r
esear
ch
q
u
esti
o
n
n
air
e
d
esig
n
.
T
ab
le
1
d
is
p
lay
s
th
e
s
tatem
en
t in
d
icatio
n
s
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
1
4
I
n
t J Ad
v
Ap
p
l Sci
,
Vo
l.
1
5
,
No
.
3
,
Sep
tem
b
er
2
0
2
6
:
921
-
9
3
1
924
3
.
3
.
Resea
rc
h mo
del
T
h
e
ex
ten
d
ed
T
AM
-
b
ased
c
o
n
s
tr
u
cts
r
esear
ch
b
y
Ma
jid
an
d
Hasim
[
2
2
]
was
u
s
ed
as
th
e
r
esear
ch
f
r
am
ewo
r
k
in
th
is
in
v
esti
g
ati
o
n
.
Acc
o
r
d
i
n
g
to
Fig
u
r
e
1
,
th
e
p
r
o
p
o
s
ed
f
r
am
ewo
r
k
co
m
p
r
is
es
f
o
u
r
v
ar
iab
les.
T
h
e
m
o
d
el
i
n
co
r
p
o
r
ates
a
s
u
p
p
o
r
tiv
e
co
n
d
itio
n
v
ar
iab
le,
w
h
ich
tu
r
n
s
in
to
a
n
ex
ter
n
al
v
ar
i
ab
le
an
d
is
p
ar
t
o
f
th
e
T
AM
's f
u
n
d
am
en
tal
s
tr
u
ctu
r
e.
An
o
th
er
s
tu
d
y
in
d
icate
d
h
o
w
en
ab
lin
g
f
ac
to
r
s
ca
n
p
r
e
d
i
ct
th
e
ea
s
e
o
f
u
s
e
o
f
in
n
o
v
atio
n
an
d
tech
n
o
l
o
g
y
in
t
eg
r
atio
n
in
h
ig
h
e
r
ed
u
ca
tio
n
[
1
8
]
.
Ad
d
itio
n
ally
,
Ho
s
s
ain
et
a
l.
[1
1]
d
em
o
n
s
tr
ate
th
at
p
er
ce
iv
e
d
u
s
ef
u
ln
ess
an
d
th
e
v
ar
iab
le
f
ac
ilit
atin
g
co
n
d
itio
n
ar
e
s
ig
n
if
ican
tly
ass
o
ciate
d
.
T
wo
k
e
y
p
a
r
ts
m
ak
e
u
p
th
e
s
u
g
g
ested
r
esear
ch
m
o
d
el:
in
d
ep
e
n
d
en
t
v
ar
iab
les
an
d
d
ep
en
d
en
t
v
ar
iab
les.
T
h
e
f
o
u
r
v
ar
iab
les
th
at
co
n
s
titu
te
th
e
in
d
ep
en
d
e
n
t
v
ar
iab
le
—
attitu
d
e
to
war
d
s
C
h
atGPT
,
its
p
e
r
ce
iv
ed
u
s
ef
u
ln
ess
,
an
d
its
p
er
ce
iv
ed
ea
s
e
o
f
u
s
e
-
s
h
o
w
h
o
w
it
m
ay
h
av
e
a
s
i
g
n
if
ican
t
im
p
ac
t
o
n
th
e
ef
f
ec
tiv
en
ess
o
f
v
ir
tu
al
lear
n
in
g
s
y
s
tem
s
.
3
.4
.
Co
ns
t
ruct
v
a
lid
it
y
a
nd
re
lia
bil
it
y
a
s
s
ess
m
ent
T
o
ev
alu
ate
th
e
co
n
s
tr
u
ct
v
a
lid
ity
an
d
r
eliab
ilit
y
o
f
th
e
m
ea
s
u
r
em
en
t
in
s
tr
u
m
en
t,
an
ex
p
lo
r
ato
r
y
f
ac
to
r
an
al
y
s
is
(
E
FA)
was
co
n
d
u
cted
u
s
in
g
s
tatis
tical
p
ac
k
ag
e
f
o
r
th
e
s
o
cial
s
cien
ce
s
(
SP
SS
)
v
er
s
io
n
2
7
.
Prio
r
to
an
aly
s
is
,
th
e
d
ata
wer
e
ex
am
in
ed
f
o
r
s
u
itab
ilit
y
th
r
o
u
g
h
two
s
tan
d
ar
d
test
s
.
T
h
e
Kaiser
–
Me
y
er
–
Olk
in
(
KM
O)
m
ea
s
u
r
e
ex
ce
ed
ed
t
h
e
r
ec
o
m
m
en
d
ed
th
r
esh
o
ld
o
f
0
.
7
0
,
co
n
f
i
r
m
in
g
s
am
p
lin
g
ad
eq
u
ac
y
,
wh
ile
B
ar
tlett’s
test
o
f
Sp
h
er
icity
w
as
s
tatis
t
ically
s
ig
n
i
f
ican
t
(
p
<
0
.
0
0
1
)
,
i
n
d
icatin
g
th
at
th
e
co
r
r
elatio
n
m
atr
ix
was
f
ac
to
r
ab
le
[
2
3
]
,
[
2
4
]
.
T
h
ese
r
e
s
u
lts
v
alid
ated
th
e
ap
p
r
o
p
r
iate
n
ess
o
f
th
e
d
ataset
f
o
r
f
ac
to
r
a
n
aly
s
is
.
T
h
e
E
FA
em
p
lo
y
ed
p
r
in
cip
al
ax
is
f
ac
to
r
in
g
with
v
ar
im
ax
r
o
tatio
n
to
id
e
n
tify
an
d
r
ef
in
e
th
e
u
n
d
er
l
y
i
n
g
f
ac
t
o
r
s
tr
u
ctu
r
e.
F
ac
to
r
s
wer
e
r
etain
ed
b
ased
o
n
estab
lis
h
ed
s
tatis
tical
an
d
th
eo
r
etica
l
cr
iter
ia
;
s
p
ec
if
ically
,
item
s
with
f
ac
to
r
lo
ad
in
g
s
≥
0
.
5
0
an
d
co
m
m
u
n
alities
ab
o
v
e
0
.
4
0
wer
e
p
r
eser
v
ed
,
wh
ile
th
o
s
e
with
s
u
b
s
tan
tial
cr
o
s
s
-
lo
ad
in
g
s
wer
e
ex
clu
d
e
d
[
2
5
]
.
T
h
e
ex
t
r
ac
ted
co
m
p
o
n
e
n
ts
d
is
p
lay
ed
clea
r
,
in
ter
p
r
etab
le
lo
ad
in
g
p
atter
n
s
c
o
n
s
is
ten
t
with
th
e
h
y
p
o
th
esized
th
eo
r
etica
l
f
r
am
ewo
r
k
,
th
e
r
eb
y
s
u
p
p
o
r
tin
g
c
o
n
s
tr
u
ct
v
alid
ity
.
R
eliab
ilit
y
an
aly
s
is
u
s
in
g
C
r
o
n
b
ac
h
’
s
al
p
h
a
f
u
r
th
er
co
n
f
ir
m
ed
th
e
i
n
ter
n
al
co
n
s
is
ten
cy
o
f
th
e
co
n
s
tr
u
cts.
All
v
ar
ia
b
les
r
ec
o
r
d
ed
alp
h
a
v
alu
es
ab
o
v
e
t
h
e
c
o
n
v
en
tio
n
al
0
.
7
0
th
r
esh
o
l
d
,
d
em
o
n
s
tr
atin
g
s
tr
o
n
g
in
ter
n
al
r
eliab
ilit
y
[
2
6
]
.
T
h
ese
f
in
d
i
n
g
s
co
llectiv
ely
af
f
ir
m
th
at
th
e
m
ea
s
u
r
em
e
n
t
in
s
tr
u
m
en
t
was
b
o
th
v
alid
an
d
r
eliab
le,
p
r
o
v
id
in
g
d
ep
en
d
ab
le
r
esu
lts
f
o
r
s
u
b
s
eq
u
e
n
t a
n
a
ly
s
es.
4.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
T
h
is
s
ec
tio
n
an
aly
s
es
th
e
f
in
d
in
g
s
o
f
o
u
r
r
esear
ch
o
n
s
tu
d
en
ts
'
p
er
ce
p
tio
n
s
o
f
th
e
ef
f
ec
tiv
e
u
s
e
o
f
C
h
atGPT
in
v
ir
tu
al
lear
n
in
g
b
ased
o
n
f
ac
to
r
s
s
u
ch
as
th
e
attitu
d
e
o
f
th
e
s
tu
d
en
t,
t
h
e
p
er
ce
iv
ed
u
s
ef
u
ln
ess
o
f
C
h
atGPT
,
an
d
th
e
p
er
ce
iv
e
d
e
ase
o
f
u
s
e
o
f
th
e
C
h
atGPT
ap
p
licatio
n
.
4
.1
.
De
m
o
g
r
a
ph
ic
cha
ra
ct
er
is
t
ics
Ou
t
o
f
th
e
1
,
1
0
4
r
esp
o
n
d
e
n
ts
,
th
e
s
u
r
v
ey
r
e
v
ea
ls
a
p
r
ed
o
m
in
an
tly
y
o
u
n
g
s
tu
d
e
n
t
b
o
d
y
,
with
o
v
er
8
1
%
ag
ed
1
8
to
2
3
,
wh
ic
h
is
c
h
ar
ac
ter
is
tic
o
f
u
n
d
er
g
r
ad
u
ate
p
o
p
u
latio
n
s
in
Gh
an
aian
u
n
iv
er
s
ities
.
T
h
e
n
ea
r
ly
eq
u
al
d
is
tr
ib
u
tio
n
b
etwe
en
t
h
o
s
e
ag
ed
1
8
-
2
0
an
d
2
1
-
2
3
s
u
g
g
ests
co
n
s
is
ten
t
en
r
o
llm
en
t
ac
r
o
s
s
ac
ad
em
ic
y
ea
r
s
,
with
m
in
im
al
attr
itio
n
.
T
h
e
n
u
m
b
er
o
f
r
esp
o
n
d
en
ts
p
er
a
g
e
is
s
h
o
wn
in
Fig
u
r
e
2
.
Fig
u
r
e
2
.
Ag
e
in
y
ea
r
s
o
f
r
esp
o
n
d
en
ts
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J Ad
v
Ap
p
l Sci
I
SS
N:
2252
-
8
8
1
4
S
tu
d
en
ts
'
p
ers
p
ec
tives o
n
th
e
e
ffective
n
ess
o
f Ch
a
tGP
T in
vir
tu
a
l le
a
r
n
in
g
(
I
s
a
a
c
A
s
a
mp
a
n
a
)
925
A
h
ig
h
er
p
r
o
p
o
r
tio
n
o
f
m
ale
s
tu
d
en
ts
(
6
1
.
5
%)
is
o
b
s
er
v
e
d
,
co
n
s
is
ten
t
with
tr
en
d
s
in
Gh
an
aian
u
n
iv
er
s
ities
,
p
ar
ticu
lar
ly
in
te
ch
n
o
lo
g
y
-
f
o
cu
s
ed
f
ield
s
.
Ho
wev
er
,
th
e
p
r
esen
ce
o
f
f
em
al
e
s
tu
d
en
ts
(
3
8
.
5
%)
p
o
in
ts
to
war
d
s
in
cr
ea
s
in
g
g
en
d
er
b
alan
ce
in
h
ig
h
er
ed
u
ca
tio
n
.
T
h
e
n
u
m
b
er
o
f
r
esp
o
n
d
en
ts
p
er
g
en
d
er
is
s
h
o
wn
in
Fig
u
r
e
3
.
Fig
u
r
e
3
.
Gen
d
er
o
f
r
esp
o
n
d
en
ts
T
h
e
s
u
r
v
ey
s
am
p
le
co
n
s
is
ts
en
tire
ly
o
f
s
tu
d
en
ts
in
th
eir
t
h
ir
d
(
5
4
.
3
%)
a
n
d
f
o
u
r
th
(
4
5
.
7
%
)
y
ea
r
s
o
f
s
tu
d
y
.
T
h
e
ev
e
n
d
is
tr
ib
u
tio
n
i
m
p
lies
co
n
s
is
ten
t
s
tu
d
en
t
r
ete
n
tio
n
th
r
o
u
g
h
t
o
th
e
f
in
al
y
ea
r
,
r
ef
lectin
g
p
r
o
g
r
a
m
s
tab
ilit
y
an
d
ef
f
ec
tiv
e
ac
a
d
e
m
ic
p
r
o
g
r
ess
io
n
s
tr
u
ctu
r
es.
T
h
e
n
u
m
b
er
o
f
r
esp
o
n
d
en
ts
p
e
r
ac
ad
em
ic
y
ea
r
is
s
h
o
wn
in
Fig
u
r
e
4
.
Fig
u
r
e
4
.
Aca
d
e
m
ic
y
ea
r
o
f
r
e
s
p
o
n
d
en
ts
T
h
e
m
o
s
t
p
o
p
u
lar
ac
ad
em
ic
p
r
o
g
r
am
s
ar
e
B
ac
h
elo
r
o
f
B
u
s
in
ess
A
dmi
n
is
tr
atio
n
(
B
B
A)
(
1
8
.
1
%)
an
d
B
.
Sc
.
A
cc
o
u
n
tin
g
an
d
F
in
an
ce
(
1
7
.
2
%),
co
llectiv
ely
r
e
p
r
esen
tin
g
o
v
er
a
th
ir
d
(
3
5
.
3
%)
o
f
th
e
s
u
r
v
ey
ed
s
tu
d
en
ts
.
B
.
Sc
.
I
n
f
o
r
m
atio
n
T
ec
h
n
o
lo
g
y
(
1
6
.
5
%),
B
.
Sc
.
Ac
co
u
n
tin
g
(
1
3
.
8
%),
B
A
Pu
b
lic
R
elatio
n
s
(
1
3
.
3
%),
an
d
B
.
Sc
.
R
ea
l
E
s
tate
(
1
2
.
8
%)
ar
e
also
s
ig
n
if
ican
t,
ea
ch
co
m
p
r
is
in
g
b
etwe
en
1
2
.
8
%
an
d
1
6
.
5
%
o
f
th
e
s
tu
d
en
t
p
o
p
u
latio
n
.
B
.
Sc
.
Ma
r
k
etin
g
i
s
th
e
least
r
ep
r
esen
ted
p
r
o
g
r
a
m
at
8
.
3
%.
T
h
e
ac
ad
em
ic
m
ix
is
lar
g
ely
ce
n
ter
e
d
ar
o
u
n
d
b
u
s
in
ess
-
r
elate
d
f
ield
s
(
o
v
er
7
0
%),
alo
n
g
s
id
e
s
u
b
s
tan
tia
l
r
ep
r
esen
tatio
n
f
r
o
m
in
f
o
r
m
atio
n
tech
n
o
lo
g
y
,
p
u
b
lic
r
elatio
n
s
,
an
d
r
ea
l
est
ate.
T
h
is
co
m
b
in
atio
n
s
ig
n
if
i
es
a
u
n
iv
er
s
ity
en
v
ir
o
n
m
en
t
th
at
v
alu
es
d
iv
er
s
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
1
4
I
n
t J Ad
v
Ap
p
l Sci
,
Vo
l.
1
5
,
No
.
3
,
Sep
tem
b
er
2
0
2
6
:
921
-
9
3
1
926
d
is
cip
lin
es
an
d
th
e
g
r
o
win
g
c
o
n
v
er
g
en
ce
o
f
tech
n
o
lo
g
y
an
d
b
u
s
in
ess
s
tu
d
ies.
T
h
e
n
u
m
b
er
o
f
r
esp
o
n
d
e
n
ts
p
er
ac
ad
em
ic
p
r
o
g
r
am
s
is
s
h
o
wn
i
n
Fig
u
r
e
5
.
Fig
u
r
e
5
.
Aca
d
e
m
ic
p
r
o
g
r
am
m
e
o
f
r
esp
o
n
d
e
n
ts
4
.
2
.
Descript
iv
e
a
na
ly
s
is
o
f
t
ec
hn
o
lo
g
y
a
cc
ept
a
nce
m
o
del v
a
ria
bles
4
.
2
.
1.
Student
s
'
a
t
t
it
ud
e
t
o
wa
rds
Cha
t
G
P
T
T
h
e
r
e
s
u
l
t
d
i
s
p
l
ay
e
d
i
n
T
a
b
le
1
d
e
p
i
c
t
s
t
h
e
s
t
u
d
en
t
s
'
a
t
t
i
t
u
d
e
t
o
wa
r
d
s
t
h
e
C
h
a
t
G
PT
ap
p
l
i
c
a
t
io
n
.
T
h
e
r
e
s
u
l
t
s
r
ev
e
a
l
a
g
en
e
r
a
ll
y
p
o
s
i
t
i
v
e
a
t
t
i
tu
d
e
t
o
w
ar
d
C
h
a
t
G
P
T
u
s
e
in
d
i
s
t
an
c
e
l
ea
r
n
in
g
.
M
e
a
n
(
M)
s
c
o
r
e
s
r
an
g
ed
f
r
o
m
1
.
2
5
t
o
1
.
6
8
o
n
a
t
wo
-
p
o
in
t
s
c
a
l
e
(
1
=
d
i
s
a
g
r
e
e
a
n
d
2
=
a
g
r
e
e
)
,
in
d
ic
a
t
i
n
g
th
a
t
s
t
u
d
en
t
s
l
a
r
g
e
ly
a
g
r
e
e
d
w
i
t
h
s
t
a
t
e
m
en
t
s
r
ef
l
e
c
t
in
g
f
av
o
r
ab
l
e
a
tt
i
tu
d
e
s
.
T
h
e
h
i
g
h
e
s
t
m
e
an
(
M
=
1
.
6
8
,
s
t
an
d
ar
d
d
e
v
i
a
t
io
n
(
S
D)
=
0
.
4
7
)
f
o
r
“C
h
a
t
G
P
T
w
i
l
l
b
e
co
m
p
a
t
i
b
le
w
i
t
h
s
m
ar
t
d
e
v
ic
e
s
I
u
s
e
in
d
i
s
t
an
c
e
l
e
a
r
n
i
n
g
”
s
u
g
g
e
s
t
s
s
t
r
o
n
g
co
n
f
i
d
en
c
e
in
i
t
s
t
e
c
h
n
o
lo
g
i
c
a
l
a
d
ap
t
ab
i
l
i
t
y
.
S
i
m
i
l
a
r
ly
,
a
g
r
e
e
m
en
t
th
a
t
“
th
e
u
s
e
o
f
C
h
a
t
G
P
T
i
s
a
t
r
e
n
d
d
u
r
i
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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Ap
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2252
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8
8
1
4
S
tu
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927
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[
2
2
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,
[
2
7
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.
Similar
ly
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Saif
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a
l.
[
2
8
]
f
o
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n
d
th
at
p
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s
itiv
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d
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[
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f
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Kim
et
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.
[
3
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also
f
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th
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tific
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ls
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ely
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Cha
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Desp
ite
th
e
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elativ
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lo
w
R
2
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th
e
m
o
d
el
s
h
o
u
ld
b
e
ac
ce
p
ted
b
ec
au
s
e
th
e
F
-
test
d
em
o
n
s
tr
ates
o
v
er
all
m
o
d
el
s
ig
n
if
ican
ce
(
p
<0
.
0
0
1
)
,
co
n
f
ir
m
in
g
th
at
th
e
p
r
ed
icto
r
s
co
llectiv
ely
in
f
lu
en
ce
C
h
atGPT
’
s
ef
f
ec
tiv
en
ess
[
2
0
]
.
T
h
e
lo
w
s
t
an
d
ar
d
er
r
o
r
o
f
th
e
esti
m
ate
a
n
d
n
ar
r
o
w
co
n
f
id
en
ce
in
ter
v
al
s
in
d
icate
p
a
r
am
eter
s
tab
ilit
y
an
d
r
eliab
ilit
y
[
2
1
]
.
T
h
e
s
tatis
tica
lly
s
ig
n
if
ican
t
b
eta
co
ef
f
icien
ts
ali
g
n
with
th
e
T
AM
f
r
am
ewo
r
k
s
,
wh
er
e
ea
s
e
o
f
u
s
e
an
d
attitu
d
e
ar
e
p
r
im
ar
y
d
eter
m
i
n
an
ts
o
f
s
y
s
tem
ef
f
ec
tiv
en
ess
[
2
8
]
.
Am
o
n
g
t
h
e
p
r
ed
icto
r
s
,
ea
s
e
o
f
u
s
e
(
β
=
0
.
1
3
9
,
p
<0
.
0
0
1
)
em
e
r
g
ed
as
th
e
s
tr
o
n
g
e
s
t
p
o
s
itiv
e
d
eter
m
in
an
t,
im
p
ly
in
g
th
at
s
tu
d
en
ts
wh
o
f
in
d
C
h
atGPT
u
s
er
-
f
r
ien
d
ly
ar
e
m
o
r
e
lik
el
y
to
u
s
e
it
ef
f
ec
tiv
ely
.
Attitu
d
e
(
β
=
0
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1
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4
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0
1
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also
h
ad
a
s
ig
n
if
ican
t
p
o
s
itiv
e
in
f
lu
en
ce
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s
u
g
g
esti
n
g
t
h
at
f
av
o
r
ab
le
p
e
r
ce
p
tio
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s
d
ir
ec
tly
en
h
a
n
ce
th
e
q
u
ality
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d
p
r
o
d
u
ctiv
ity
o
f
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h
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s
e.
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o
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er
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ely
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u
ln
ess
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8
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ex
h
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ited
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s
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u
t
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ativ
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ec
t,
im
p
ly
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g
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ile
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tu
d
en
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o
g
n
ize
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h
atGPT
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s
b
en
ef
its
,
h
ig
h
er
ex
p
ec
tatio
n
s
o
f
its
u
s
ef
u
ln
ess
m
ay
n
o
t
n
ec
ess
ar
ily
tr
an
s
late
i
n
to
ef
f
ec
tiv
e
u
s
ag
e,
p
o
s
s
ib
ly
d
u
e
to
o
v
er
r
elian
ce
o
r
in
co
n
s
is
ten
t a
p
p
licatio
n
.
T
h
ese
f
in
d
in
g
s
alig
n
with
th
e
T
AM
,
wh
ich
p
o
s
its
th
at
p
er
ce
iv
ed
ea
s
e
o
f
u
s
e
an
d
p
o
s
itiv
e
attitu
d
e
ar
e
k
ey
d
r
i
v
er
s
o
f
te
ch
n
o
lo
g
y
a
d
o
p
tio
n
[
2
0
]
.
R
ec
en
t
s
tu
d
ies
r
ein
f
o
r
ce
th
is
p
at
ter
n
,
s
h
o
win
g
th
at
u
s
er
-
f
r
ien
d
l
y
ar
tific
ial
in
tellig
en
ce
to
o
ls
f
o
s
ter
s
u
s
tain
ed
en
g
ag
em
e
n
t
an
d
ef
f
ec
tiv
e
ap
p
l
icatio
n
in
lear
n
in
g
co
n
tex
ts
[
2
7
]
,
[
2
8
]
.
Sev
n
ar
a
y
a
n
[
2
9
]
s
im
ilar
ly
f
o
u
n
d
th
at
in
d
is
tan
ce
-
lear
n
in
g
s
ettin
g
s
,
s
tu
d
en
ts
’
attitu
d
es
a
n
d
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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t J Ad
v
Ap
p
l Sci
I
SS
N:
2252
-
8
8
1
4
S
tu
d
en
ts
'
p
ers
p
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tives o
n
th
e
e
ffective
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ess
o
f Ch
a
tGP
T in
vir
tu
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(
I
s
a
a
c
A
s
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mp
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n
a
)
929
p
er
ce
iv
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im
p
licity
o
f
C
h
atGPT
s
tr
o
n
g
ly
p
r
ed
ict
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r
o
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ctiv
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s
e.
O
v
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ir
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th
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ile
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ay
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s
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itical
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in
g
m
ea
n
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g
f
u
l e
d
u
c
atio
n
al
o
u
tco
m
es with
C
h
atGPT
.
5.
CO
NCLU
SI
O
N
T
h
e
f
in
d
in
g
s
s
u
b
s
tan
tiate
th
e
T
AM
’
s
ass
u
m
p
tio
n
s
b
y
c
o
n
f
ir
m
in
g
th
at
p
o
s
itiv
e
attitu
d
es
an
d
p
er
ce
iv
ed
ea
s
e
o
f
u
s
e
u
n
d
er
p
i
n
s
tu
d
en
ts
’
willin
g
n
ess
to
a
d
o
p
t
C
h
atGPT
f
o
r
ac
ad
em
ic
p
u
r
p
o
s
es.
T
h
eo
r
etica
lly
,
it
ex
p
an
d
s
T
AM
’
s
ex
p
la
n
ato
r
y
s
co
p
e
to
e
n
co
m
p
ass
g
en
e
r
ativ
e
ar
tific
ial
in
tellig
en
ce
-
m
ed
iated
lear
n
in
g
,
h
ig
h
lig
h
tin
g
af
f
ec
tiv
e
an
d
co
g
n
itiv
e
d
eter
m
in
an
ts
o
f
tech
n
o
lo
g
y
ad
o
p
tio
n
.
Pra
ctica
lly
,
t
h
e
f
in
d
i
n
g
s
s
u
g
g
est
th
at
ed
u
ca
to
r
s
an
d
in
s
titu
tio
n
s
ca
n
lev
er
a
g
e
C
h
atGPT
’
s
in
tu
it
iv
e
in
ter
f
ac
e
to
p
r
o
m
o
te
s
tu
d
e
n
t
en
g
a
g
em
en
t
an
d
au
to
n
o
m
o
u
s
lear
n
in
g
wh
ile
r
e
m
ain
in
g
ca
u
tio
u
s
ab
o
u
t
o
v
e
r
r
elian
ce
.
Desp
ite
its
co
n
tr
ib
u
tio
n
s
,
th
e
s
tu
d
y
is
co
n
s
tr
ain
ed
b
y
s
elf
-
r
e
p
o
r
t
b
ias
an
d
c
o
n
tex
tu
al
b
o
u
n
d
ar
ies
wi
th
in
a
s
in
g
le
in
s
titu
tio
n
al
s
etti
n
g
.
Fu
tu
r
e
r
esear
ch
s
h
o
u
ld
tr
ian
g
u
late
q
u
an
titativ
e
f
in
d
in
g
s
with
q
u
alitativ
e
in
s
ig
h
ts
,
ex
am
in
e
c
r
o
s
s
-
cu
ltu
r
al
v
ar
iatio
n
s
,
an
d
test
ca
u
s
ality
b
etwe
en
C
h
atGPT
u
s
ag
e
an
d
lear
n
in
g
o
u
tco
m
es.
I
n
v
esti
g
atio
n
s
in
to
eth
ical
liter
ac
y
,
d
ig
ital
co
m
p
eten
ce
,
a
n
d
i
n
s
tr
u
cto
r
f
a
cilitatio
n
wo
u
ld
f
u
r
th
er
e
n
r
ich
u
n
d
e
r
s
tan
d
in
g
.
C
o
llectiv
ely
,
th
ese
in
s
ig
h
ts
af
f
i
r
m
C
h
atGPT
’
s
em
er
g
in
g
p
ed
ag
o
g
ical
p
r
o
m
is
e
an
d
en
co
u
r
ag
e
ev
id
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-
b
ased
s
tr
ateg
ies
f
o
r
r
esp
o
n
s
ib
le
in
teg
r
atio
n
in
te
r
tiar
y
ed
u
ca
tio
n
.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
Au
th
o
r
s
s
tate
n
o
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v
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h
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C
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u
to
r
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ax
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C
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Hen
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