I
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a
lua
t
io
n a
nd
Resea
rc
h in E
du
ca
t
io
n (
I
J
E
RE
)
Vo
l.
15
,
No
.
5
,
Octo
b
er
20
26
,
p
p
.
4
6
5
7
~
4
6
6
6
I
SS
N:
2
2
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2
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8
8
2
2
,
DOI
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.
1
1
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9
1
/
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v
15
i
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3
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4657
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h
ttp
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//ij
ere.
ia
esco
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e.
co
m
G
a
mifica
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nd
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O
C p
ersis
ten
ce:
a
n in
tegra
ted
UTAUT
2
–
SDT
–
eng
a
g
ement model
Wa
ra
po
rn
J
ira
pa
ntho
ng
,
Siwa
k
o
rn
B
a
nlu
esa
py
C
o
l
l
e
g
e
o
f
C
r
e
a
t
i
v
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e
si
g
n
a
n
d
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n
t
e
r
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a
i
n
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n
t
Te
c
h
n
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y
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D
h
u
r
a
k
i
j
P
u
n
d
i
t
U
n
i
v
e
r
s
i
t
y
,
B
a
n
g
k
o
k
,
Th
a
i
l
a
n
d
Art
icle
I
nfo
AB
S
T
RAC
T
A
r
ticle
his
to
r
y:
R
ec
eiv
ed
No
v
3
,
2
0
2
5
R
ev
is
ed
J
u
l
8
,
2
0
2
6
Acc
ep
ted
Au
g
5
,
2
0
2
6
M
a
ss
iv
e
o
p
e
n
o
n
li
n
e
c
o
u
rse
s
(
M
OO
C
)
c
o
m
p
letio
n
ra
tes
re
m
a
in
l
o
w
d
e
sp
i
te
th
e
c
o
n
ti
n
u
e
d
g
r
o
wth
o
f
o
n
li
n
e
lea
rn
in
g
p
latf
o
rm
s.
T
h
is
st
u
d
y
e
x
a
m
in
e
d
t
h
e
fa
c
to
rs
in
fl
u
e
n
c
in
g
lea
rn
i
n
g
p
e
rsi
ste
n
c
e
(P
ERS
)
i
n
g
a
m
ifi
e
d
M
O
OCs
u
sin
g
a
n
in
teg
ra
ted
u
n
if
ied
th
e
o
ry
o
f
a
c
c
e
p
tan
c
e
a
n
d
u
se
o
f
tec
h
n
o
l
o
g
y
2
-
se
lf
-
d
e
term
in
a
ti
o
n
th
e
o
r
y
(
UTAU
T2
–
S
DT
)
–
e
n
g
a
g
e
m
e
n
t
(ENG
)
m
o
d
e
l.
A
c
ro
ss
-
se
c
ti
o
n
a
l
su
r
v
e
y
wa
s
c
o
n
d
u
c
ted
with
2
0
0
M
OO
C
lea
rn
e
rs
in
T
h
a
il
a
n
d
,
a
n
d
th
e
d
a
ta
we
re
a
n
a
ly
z
e
d
u
sin
g
p
a
rti
a
l
lea
st
sq
u
a
re
s
stru
c
tu
ra
l
e
q
u
a
ti
o
n
m
o
d
e
li
n
g
(P
LS
-
S
EM
)
.
Th
e
re
su
l
ts
sh
o
we
d
th
a
t
st
u
d
e
n
t
ENG
sig
n
ifi
c
a
n
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y
p
re
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icte
d
b
e
h
a
v
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ra
l
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te
n
ti
o
n
(BI)
(
=
0
.
3
5
2
,
<
0
.
001
)
a
n
d
P
ER
S
(
=
0
.
278
,
<
0
.
001
),
wh
e
re
a
s
BI
d
i
d
n
o
t
sig
n
ifi
c
a
n
tl
y
p
re
d
ict
P
ERS
(
=
0
.
143
,
=
0
.
063
).
Ne
e
d
sa
ti
sfa
c
ti
o
n
(NS)
a
ls
o
h
a
d
si
g
n
if
ica
n
t
p
o
sit
iv
e
e
ffe
c
ts
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ENG
(
=
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.
322
,
<
0
.
001
)
a
n
d
h
e
d
o
n
i
c
m
o
ti
v
a
ti
o
n
(HM)
(
=
0
.
305
,
<
0
.
001
).
Th
e
se
fin
d
in
g
s
in
d
ica
te
a
n
in
ten
ti
o
n
–
b
e
h
a
v
i
o
u
r
g
a
p
in
M
OO
Cs
a
n
d
su
g
g
e
st
t
h
a
t
su
st
a
in
e
d
ENG
is
m
o
re
imp
o
rtan
t
t
h
a
n
in
i
ti
a
l
in
ten
ti
o
n
f
o
r
e
x
p
lain
in
g
P
ERS
.
Th
e
stu
d
y
h
ig
h
li
g
h
ts
t
h
e
imp
o
rtan
c
e
o
f
d
e
sig
n
i
n
g
g
a
m
ifi
e
d
M
OO
Cs
t
h
a
t
su
p
p
o
rt
lea
rn
e
rs’
a
u
to
n
o
m
y
,
c
o
m
p
e
ten
c
e
,
a
n
d
re
late
d
n
e
ss
t
o
stre
n
g
th
e
n
lo
n
g
-
term
p
a
rti
c
ip
a
ti
o
n
.
K
ey
w
o
r
d
s
:
Gam
if
icatio
n
L
ea
r
n
in
g
p
er
s
is
ten
ce
MO
OC
s
PLS
-
SEM
Self
-
d
eter
m
in
atio
n
th
eo
r
y
Stu
d
en
t e
n
g
a
g
em
en
t
UT
AUT
2
Th
is
is
a
n
o
p
en
a
cc
ess
a
r
ticle
u
n
d
er th
e
C
C
B
Y
-
SA
licen
s
e.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
Siwak
o
r
n
B
an
lu
esap
y
C
o
lleg
e
o
f
C
r
ea
tiv
e
Desig
n
an
d
E
n
ter
tain
m
e
n
t T
ec
h
n
o
lo
g
y
,
Dh
u
r
ak
ij Pu
n
d
it Un
iv
er
s
ity
1
1
0
/1
-
4
Pra
ch
ac
h
u
en
R
o
ad
,
T
h
u
n
g
So
n
g
Ho
n
g
,
L
ak
Si Dis
tr
ict,
B
an
g
k
o
k
1
0
2
1
0
,
T
h
ailan
d
E
m
ail: siwak
o
r
n
1
6
7
@
g
m
ail.
c
o
m
1.
I
NT
RO
D
UCT
I
O
N
Per
s
is
ten
tly
lo
w
co
m
p
letio
n
r
ates
o
f
1
2
–
1
3
%
in
m
ass
iv
e
o
p
en
o
n
lin
e
c
o
u
r
s
es
(
MO
OC
s
)
r
ep
r
esen
t
a
m
ajo
r
ch
allen
g
e
f
o
r
ed
u
c
atio
n
al
in
s
titu
tio
n
s
an
d
lear
n
er
s
wo
r
ld
wid
e
[
1
]
.
Desp
ite
th
e
tr
a
n
s
f
o
r
m
ativ
e
p
o
ten
tial
o
f
MO
OC
s
to
d
em
o
cr
atize
ac
ce
s
s
to
q
u
ality
ed
u
ca
tio
n
,
th
e
m
ajo
r
it
y
o
f
en
r
o
lled
lear
n
er
s
f
ail
to
co
m
p
lete
th
eir
c
o
u
r
s
es,
r
esu
ltin
g
in
lo
s
t
o
p
p
o
r
tu
n
ities
f
o
r
s
k
ill
d
ev
elo
p
m
en
t
a
n
d
c
ar
ee
r
ad
v
a
n
ce
m
en
t.
Ad
d
r
ess
in
g
th
is
p
er
s
is
ten
ce
(
PERS
)
ch
allen
g
e
r
eq
u
ir
es
a
th
eo
r
etica
l
f
r
am
ewo
r
k
th
at
m
o
v
es
b
ey
o
n
d
s
im
p
le
tech
n
o
lo
g
y
ac
ce
p
tan
ce
to
ac
co
u
n
t
f
o
r
th
e
m
o
tiv
atio
n
al
an
d
en
g
a
g
em
en
t
(
E
NG)
-
r
elate
d
m
ec
h
an
is
m
s
th
at
s
u
s
tain
lear
n
in
g
b
eh
a
v
io
r
o
v
er
tim
e.
T
h
e
u
n
i
f
ied
th
e
o
r
y
o
f
ac
ce
p
t
an
ce
an
d
u
s
e
o
f
tech
n
o
lo
g
y
2
(
UT
AUT
2
)
m
o
d
el
[
2
]
,
[
3
]
h
as
p
r
o
v
e
n
ef
f
ec
tiv
e
in
p
r
e
d
ictin
g
tech
n
o
lo
g
y
ad
o
p
tio
n
th
r
o
u
g
h
k
ey
c
o
n
s
tr
u
cts
s
u
ch
as
p
er
f
o
r
m
a
n
c
e
ex
p
ec
tan
cy
(
PE)
,
ef
f
o
r
t
e
x
p
ec
tan
cy
(EE)
,
h
e
d
o
n
ic
m
o
tiv
atio
n
(
HM
)
,
an
d
h
a
b
it
[
2
]
,
[
3
]
.
Nev
er
th
eless
,
UT
AUT
2
b
y
its
elf
ca
n
n
o
t
f
u
lly
ac
co
u
n
t
f
o
r
th
e
t
r
an
s
itio
n
f
r
o
m
ad
o
p
tio
n
in
ten
tio
n
to
s
u
s
tain
ed
lear
n
i
n
g
PERS
,
as
th
is
tr
an
s
itio
n
n
ec
ess
itates
an
u
n
d
er
s
tan
d
i
n
g
o
f
m
o
ti
v
atio
n
al
q
u
ality
b
ey
o
n
d
th
e
m
er
e
m
ag
n
itu
d
e
o
f
in
ten
tio
n
.
Self
-
d
eter
m
in
atio
n
th
eo
r
y
(
SDT)
[
4
]
ar
g
u
es
th
at
s
u
s
tain
ed
PERS
o
v
er
tim
e
is
c
o
n
tin
g
e
n
t
u
p
o
n
th
e
f
u
lf
illme
n
t
o
f
th
r
ee
co
r
e
p
s
y
ch
o
lo
g
ical
n
ee
d
s
:
au
to
n
o
m
y
,
c
o
m
p
eten
ce
,
a
n
d
r
elate
d
n
ess
.
C
o
m
b
in
in
g
S
DT
with
UT
AUT
2
p
r
o
v
id
es
th
e
m
o
tiv
atio
n
al
q
u
a
lity
d
im
en
s
io
n
ab
s
en
t
f
r
o
m
U
T
AUT
2
co
n
s
tr
u
cts,
ex
p
lain
in
g
h
o
w
in
tr
in
s
ic
n
ee
d
s
atis
f
ac
tio
n
(
NS)
f
o
s
ter
s
h
ig
h
-
q
u
ality
e
n
g
a
g
e
m
e
n
t
an
d
s
u
s
tain
ed
p
e
r
s
i
s
t
e
n
c
e
.
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
.
5
,
Octo
b
er
20
26
:
4
6
5
7
-
4666
4658
Gam
if
icatio
n
—
d
ef
in
ed
as
th
e
d
elib
er
ate
in
c
o
r
p
o
r
atio
n
o
f
g
am
e
-
d
esig
n
m
ec
h
an
ics
in
to
n
o
n
-
g
am
e
en
v
ir
o
n
m
en
ts
—
h
as
d
em
o
n
s
tr
ated
co
n
s
id
er
ab
le
p
r
o
m
is
e
f
o
r
elev
atin
g
lear
n
er
e
n
g
a
g
e
m
e
n
t
in
ed
u
ca
tio
n
al
co
n
tex
ts
[
1
]
.
T
h
o
u
g
h
ef
f
ec
ts
ar
e
co
n
tex
t
-
d
ep
e
n
d
en
t
[
5
]
,
s
o
m
e
elem
en
ts
m
e
r
ely
b
o
o
s
t
s
u
p
er
f
icial
ac
tiv
ities
with
o
u
t
f
o
s
ter
in
g
d
ee
p
er
i
n
tr
in
s
ic
m
o
tiv
atio
n
[
6
]
.
Desp
it
e
g
r
o
win
g
liter
atu
r
e
o
n
MO
OC
ad
o
p
tio
n
an
d
m
o
tiv
atio
n
,
f
ew
s
tu
d
ies
h
a
v
e
in
teg
r
ated
UT
AUT
2
,
SDT,
an
d
m
u
ltid
im
en
s
io
n
al
s
tu
d
en
t
E
N
G
to
ex
p
lain
PERS
in
g
am
if
ied
MO
OC
co
n
tex
t
s
.
Sp
ec
if
ically
,
th
e
in
ten
tio
n
–
b
eh
av
i
o
r
g
a
p
—
th
e
d
is
co
n
n
ec
t
b
etwe
en
s
tated
in
ten
tio
n
an
d
ac
tu
al
PERS
—
r
em
ain
s
th
eo
r
etica
lly
u
n
d
er
e
x
p
lain
ed
,
an
d
m
u
ltid
im
e
n
s
io
n
al
E
NG
h
as
n
o
t
b
ee
n
p
o
s
itio
n
ed
as th
e
k
e
y
m
ed
iatin
g
m
ec
h
an
is
m
b
r
id
g
in
g
m
o
tiv
at
io
n
al
an
tece
d
en
ts
an
d
PERS
o
u
tco
m
es.
T
o
ad
d
r
ess
th
ese
g
a
p
s
,
th
is
s
t
u
d
y
d
ev
elo
p
s
an
d
em
p
ir
ically
v
alid
ates
an
i
n
teg
r
ated
UT
AUT
2
–
SDT
–
E
NG
m
o
d
el
with
g
am
if
icatio
n
co
m
p
o
n
en
ts
.
T
h
is
m
o
d
el
is
d
esig
n
ed
to
ex
p
lain
b
o
th
b
e
h
av
io
r
al
in
ten
tio
n
(
B
I
)
an
d
lear
n
in
g
PERS
with
in
t
h
e
co
n
tex
t
o
f
g
am
if
ie
d
MO
OC
s
.
Sp
ec
if
ically
,
th
e
s
tu
d
y
will:
i
)
id
en
tify
th
e
s
tr
u
ctu
r
al
r
o
le
o
f
s
p
ec
if
ic
g
am
if
icatio
n
elem
en
ts
in
f
o
s
ter
in
g
th
e
p
s
y
ch
o
lo
g
ical
n
ee
d
s
o
f
au
t
o
n
o
m
y
,
co
m
p
eten
ce
,
an
d
r
elate
d
n
ess
;
ii
)
in
v
esti
g
ate
t
h
e
ca
u
s
al
p
at
h
way
f
r
o
m
UT
AUT
2
p
r
ed
ict
o
r
s
th
r
o
u
g
h
NS
an
d
E
NG
to
PERS
; a
n
d
iii
)
th
e
m
ed
iatin
g
r
o
le
o
f
E
NG
in
b
r
id
g
i
n
g
m
o
tiv
atio
n
al
a
n
tece
d
en
ts
an
d
PERS
o
u
tco
m
es.
T
h
is
s
tu
d
y
m
a
k
es
th
r
ee
c
o
n
tr
i
b
u
tio
n
s
:
i
)
v
alid
atin
g
t
h
e
f
ir
s
t
in
teg
r
ated
UT
AUT
2
–
SDT
–
E
NG
m
o
d
el
f
o
r
g
a
m
if
ied
MO
OC
s
;
ii
)
em
p
ir
ically
d
em
o
n
s
tr
atin
g
th
e
in
ten
tio
n
–
b
e
h
av
io
r
g
ap
,
s
h
o
win
g
th
at
en
g
a
g
em
en
t
q
u
ality
is
m
o
r
e
p
r
e
d
ictiv
e
o
f
p
er
s
is
ten
ce
th
an
BI
;
an
d
iii
)
r
ep
o
s
itio
n
in
g
s
tu
d
e
n
t
en
g
ag
em
en
t
as
th
e
p
r
im
ar
y
d
r
iv
er
o
f
p
e
r
s
is
ten
ce
.
Pra
ctica
lly
,
th
e
f
in
d
in
g
s
p
r
o
v
id
e
d
esig
n
g
u
id
elin
es
f
o
r
MO
OC
d
ev
elo
p
er
s
to
em
p
lo
y
m
ec
h
an
is
m
-
d
r
iv
e
n
g
am
if
icatio
n
s
u
p
p
o
r
tin
g
p
s
y
c
h
o
lo
g
ical
n
ee
d
s
(
au
to
n
o
m
y
,
c
o
m
p
eten
c
e,
an
d
r
elate
d
n
ess
)
an
d
f
o
s
ter
in
g
s
u
s
tain
ed
en
g
a
g
em
en
t
.
2.
P
RO
P
O
SE
D
M
O
D
E
L
2
.
1
.
Ref
er
ence
s
mo
del
Su
s
tain
in
g
lear
n
er
p
ar
ticip
atio
n
in
MO
OC
s
r
em
ain
s
a
f
o
r
m
i
d
ab
le
ch
allen
g
e
th
at
d
em
a
n
d
s
a
th
o
r
o
u
g
h
th
eo
r
etica
l
ac
co
u
n
t.
C
o
n
v
en
ti
o
n
al
tech
n
o
lo
g
y
ac
ce
p
tan
ce
f
r
am
ewo
r
k
s
f
ail
to
ca
p
tu
r
e
th
e
f
u
ll
co
m
p
le
x
ity
o
f
th
e
p
r
o
ce
s
s
es
u
n
d
er
ly
in
g
lear
n
in
g
PERS
.
An
in
teg
r
ated
m
o
d
el
is
th
er
ef
o
r
e
n
ee
d
ed
—
o
n
e
th
at
b
r
id
g
es
tech
n
o
lo
g
y
ac
ce
p
tan
ce
f
ac
to
r
s
,
p
s
y
ch
o
lo
g
ical
n
ee
d
f
u
lf
illme
n
t,
an
d
E
NG
[
7
]
,
[
8
]
.
W
ith
in
th
is
m
o
d
el,
th
e
UT
AUT
2
co
n
s
tr
u
cts
o
f
PE
an
d
E
E
a
r
e
h
y
p
o
th
esized
to
d
ir
ec
tly
i
n
f
lu
en
ce
B
I
(
H1
an
d
H2
)
.
PE
r
ef
er
s
to
th
e
lear
n
er
’
s
b
elief
th
at
u
t
ilizin
g
th
e
MO
OC
will
en
h
an
ce
th
eir
lear
n
in
g
p
er
f
o
r
m
an
ce
an
d
ac
ad
em
ic
o
u
tco
m
es.
EE
,
in
tu
r
n
,
p
er
tain
s
t
o
th
e
p
er
ce
i
v
ed
ea
s
e
o
f
u
s
e
o
f
th
e
s
y
s
tem
an
d
th
e
d
eg
r
ee
o
f
ef
f
o
r
t
r
e
q
u
ir
e
d
to
o
p
er
ate
it.
T
o
g
eth
er
,
t
h
ese
two
p
r
ed
icto
r
s
estab
lis
h
th
e
f
o
u
n
d
atio
n
al
in
ten
tio
n
f
o
r
co
n
tin
u
ed
u
s
e
o
f
t
h
e
MO
OC
s
y
s
tem
[
2
]
,
[
3
]
,
[
9
]
.
SDT
p
r
o
v
i
d
es
a
f
r
a
m
e
wo
r
k
f
o
r
d
is
ti
n
g
u
is
h
i
n
g
t
h
e
q
u
a
lit
y
o
f
m
o
t
iv
ati
o
n
b
as
ed
o
n
t
h
e
f
u
lf
il
lm
en
t
o
f
th
r
e
e
b
as
ic
p
s
y
ch
o
l
o
g
ic
al
n
ee
d
s
:
a
u
t
o
n
o
m
y
,
c
o
m
p
ete
n
ce
,
a
n
d
r
el
at
ed
n
ess
.
T
h
e
s
a
tis
f
ac
ti
o
n
o
f
t
h
ese
n
ee
d
s
is
ca
u
s
al
ly
ass
o
c
iat
e
d
w
it
h
h
i
g
h
e
r
-
q
u
a
lit
y
m
o
ti
v
a
ti
o
n
al
s
ta
tes
,
s
u
c
h
as in
tr
in
s
ic
a
n
d
i
d
en
tif
ie
d
r
e
g
u
la
ti
o
n
,
wh
ic
h
in
tu
r
n
p
r
o
m
o
te
b
e
h
a
v
i
o
r
al
PER
S
.
G
a
m
if
ic
ati
o
n
is
c
o
n
c
e
p
t
u
al
i
ze
d
as
a
s
et
o
f
‘
d
es
ig
n
a
f
f
o
r
d
a
n
c
es
’
(
e
.
g
.
,
a
d
ap
ti
v
e
f
e
ed
b
a
c
k
,
m
as
te
r
y
b
a
d
g
es,
b
r
a
n
c
h
i
n
g
q
u
ests
,
s
o
ci
al
co
o
p
e
r
a
t
io
n
)
t
h
at
m
u
s
t
b
e
d
el
ib
er
ate
l
y
m
a
p
p
e
d
t
o
s
u
p
p
o
r
t
th
es
e
p
s
y
ch
o
l
o
g
i
ca
l
n
e
ed
s
.
T
h
is
m
a
p
p
in
g
f
o
ll
o
ws
a
s
p
e
ci
f
ic
ca
u
s
a
l
lo
g
i
c
(
m
e
c
h
a
n
ic
→
n
e
ed
→
m
o
ti
v
a
ti
o
n
al
q
u
ali
ty
)
ai
m
e
d
at
m
iti
g
ati
n
g
o
u
tco
m
e
v
a
r
i
ab
ilit
y
a
n
d
av
o
i
d
i
n
g
t
h
e
p
it
f
all
o
f
s
u
p
e
r
f
ici
al
E
NG
[
4
]
,
[
1
0
]
.
NS
en
co
m
p
ass
es
th
r
ee
p
s
y
c
h
o
lo
g
ical
d
im
en
s
io
n
s
:
au
to
n
o
m
y
(
v
o
liti
o
n
al
c
o
n
tr
o
l
o
v
e
r
lear
n
in
g
)
,
co
m
p
eten
ce
(
f
ee
lin
g
ca
p
ab
le
a
n
d
ef
f
ec
tiv
e)
,
an
d
r
elate
d
n
ess
(
s
en
s
e
o
f
co
n
n
ec
tio
n
with
o
th
er
s
)
.
T
h
is
co
n
s
tr
u
ct
h
as
two
r
o
les
in
th
e
p
r
o
p
o
s
ed
m
o
d
el:
it
d
ir
ec
tly
in
f
lu
en
ce
s
E
NG
(
H3
)
an
d
en
h
an
ce
s
HM
(
H4
)
,
d
ef
in
ed
as
m
o
tiv
atio
n
d
er
iv
e
d
f
r
o
m
th
e
p
leasu
r
e
an
d
en
jo
y
m
en
t
o
f
le
ar
n
in
g
[
1
1
]
.
HM
m
ed
iates
b
etwe
en
NS
an
d
E
NG
.
W
h
en
p
s
y
ch
o
lo
g
ical
n
ee
d
s
a
r
e
m
et,
lear
n
er
s
e
x
p
er
ie
n
ce
p
leasu
r
e
an
d
e
n
jo
y
m
e
n
t,
wh
ic
h
in
t
u
r
n
en
h
an
ce
s
E
NG
(
H5
)
.
A
MO
OC
d
es
ig
n
en
g
in
ee
r
ed
to
s
u
p
p
o
r
t
th
ese
p
s
y
ch
o
lo
g
ical
n
ee
d
s
is
ex
p
ec
ted
to
am
p
lify
b
o
th
th
e
lear
n
er
'
s
HM
an
d
,
co
n
s
eq
u
e
n
tly
,
th
eir
o
v
er
all
E
NG
[
1
2
]
.
Stu
d
en
t e
n
g
ag
e
m
en
t
is
co
n
ce
p
tu
alize
d
as a
m
u
ltid
im
en
s
io
n
al
co
n
s
tr
u
ct
co
m
p
r
is
in
g
th
r
ee
d
i
m
en
s
io
n
s
:
b
eh
av
io
r
al
E
NG
(
ac
tiv
e
p
ar
ti
cip
atio
n
)
,
e
m
o
tio
n
al
E
NG
(
p
o
s
itiv
e
af
f
ec
tiv
e
r
esp
o
n
s
es),
an
d
co
g
n
itiv
e
E
NG
(
s
tr
ateg
ic
ef
f
o
r
t
an
d
d
ee
p
lear
n
in
g
s
tr
ateg
ies).
T
h
is
co
n
s
tr
u
c
t
m
ed
iates
b
etwe
en
m
o
tiv
atio
n
al
an
tece
d
en
ts
a
n
d
o
u
tco
m
es,
in
f
lu
en
cin
g
b
o
th
BI
(
H6
)
an
d
PERS
(
H8
)
[
1
3
]
.
Hig
h
-
q
u
ality
E
NG
th
u
s
r
ein
f
o
r
ce
s
b
o
th
t
h
e
lear
n
er
’
s
in
ten
tio
n
to
co
n
tin
u
e
an
d
s
er
v
es a
s
a
d
ir
ec
t d
r
iv
er
o
f
PERS
.
Per
s
is
ten
ce
,
wh
ich
en
co
m
p
ass
es
b
o
th
co
u
r
s
e
co
m
p
letio
n
a
n
d
co
n
tin
u
ed
u
s
e
,
is
p
o
s
itio
n
ed
as
th
e
ter
m
in
al
o
u
tco
m
e
in
th
e
p
r
o
p
o
s
ed
m
o
d
el
.
T
wo
p
r
i
n
cip
al
p
ath
way
s
ar
e
h
y
p
o
th
esized
t
o
co
n
v
e
r
g
e
o
n
th
is
o
u
tco
m
e.
T
h
e
f
ir
s
t
is
th
e
co
n
v
en
tio
n
al
p
ath
m
e
d
iated
b
y
BI
(
H7
)
,
a
r
o
u
te
well
-
estab
l
is
h
ed
in
tr
ad
itio
n
al
tech
n
o
lo
g
y
ac
ce
p
ta
n
ce
th
eo
r
ie
s
.
T
h
e
s
ec
o
n
d
p
ath
way
p
o
s
its
a
d
ir
ec
t
in
f
l
u
en
ce
f
r
o
m
E
NG
o
n
PERS
(
H8
)
.
T
h
is
latter
co
n
n
ec
tio
n
s
u
g
g
ests
th
at
r
o
b
u
s
t
E
NG
ca
n
d
r
iv
e
PERS
d
ir
ec
tly
,
p
o
ten
tially
b
y
p
ass
in
g
th
e
p
r
er
eq
u
is
ite
o
f
f
o
r
m
in
g
an
e
x
p
licit
BI
[
1
4
]
.
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
Ga
mifica
tio
n
a
n
d
MOOC
p
ers
is
ten
ce
:
a
n
in
teg
r
a
ted
…
(
Wa
r
a
p
o
r
n
Jira
p
a
n
th
o
n
g
)
4659
T
h
is
in
teg
r
ated
m
o
d
el
b
r
id
g
es
tech
n
o
lo
g
y
ac
ce
p
tan
ce
,
m
o
tiv
atio
n
,
an
d
E
NG
th
eo
r
ies,
d
elin
ea
tin
g
two
p
ath
way
s
to
PERS
:
o
n
e
m
ed
iated
b
y
in
ten
tio
n
an
d
an
o
th
er
d
r
iv
en
d
ir
ec
tly
b
y
E
NG
.
E
m
p
ir
ical
v
alid
atio
n
o
f
th
is
m
o
d
el
is
ex
p
ec
ted
to
in
f
o
r
m
ef
f
ec
tiv
e
g
am
if
icatio
n
d
esig
n
s
tr
ateg
ies
f
o
r
r
ed
u
cin
g
MO
OC
d
r
o
p
o
u
t
r
ates
[
1
5
]
.
I
n
p
ar
ticu
lar
,
th
e
ap
p
licatio
n
o
f
g
am
if
icatio
n
elem
en
ts
d
esig
n
ed
to
s
u
p
p
o
r
t th
e
n
ee
d
s
f
o
r
au
to
n
o
m
y
,
co
m
p
eten
ce
,
an
d
r
elate
d
n
ess
is
h
ig
h
lig
h
ted
as
a
p
r
o
m
is
in
g
s
tr
ateg
y
to
b
o
ls
ter
b
o
th
HM
an
d
th
e
m
u
ltifa
ce
ted
d
im
en
s
io
n
s
o
f
E
NG
[
1
1
]
.
2
.
2
.
H
y
po
t
hes
es
A
s
y
s
tem
atic
liter
atu
r
e
r
ev
iew
b
y
Yu
lian
i
et
a
l
.
[
1
6
]
s
p
an
n
in
g
2
0
1
2
–
2
0
2
4
co
n
f
ir
m
ed
th
at
PE
is
a
p
r
im
ar
y
p
r
ed
icto
r
o
f
BI
in
d
ig
ital te
ch
n
o
lo
g
y
ad
o
p
tio
n
co
n
tex
ts
,
d
ir
ec
tly
s
u
p
p
o
r
tin
g
H1
.
T
h
e
f
ir
s
t h
y
p
o
th
esis
was
f
o
r
m
u
lated
as
H1
:
PE
→
BI
.
Mo
r
eo
v
er
,
Per
m
atasar
i
et
a
l.
[
1
7
]
d
em
o
n
s
tr
ated
u
s
in
g
p
ar
tial
least
s
q
u
ar
es
s
tr
u
ctu
r
al
eq
u
atio
n
m
o
d
elin
g
(
PLS
-
SEM
)
with
4
0
0
Gen
er
atio
n
Z
u
s
er
s
,
th
at
EE
s
u
b
s
tan
tially
s
h
ap
es
BI
an
d
ac
tu
al
u
s
e
b
eh
av
io
r
,
with
BI
s
er
v
in
g
as
a
p
iv
o
tal
m
ed
iato
r
,
s
u
p
p
o
r
tin
g
H2
.
T
h
e
s
ec
o
n
d
h
y
p
o
th
esis
was
f
o
r
m
u
lated
as
H
2
:
EE
→
BI
.
Ng
u
y
en
-
Viet
an
d
Ng
u
y
en
-
Viet
[
1
8
]
f
o
u
n
d
th
at
s
atis
f
y
in
g
b
asic
p
s
y
ch
o
lo
g
ical
n
ee
d
s
th
r
o
u
g
h
g
am
if
ied
lear
n
in
g
ac
tiv
ities
was
s
ig
n
if
ican
tly
an
d
p
o
s
itiv
ely
ass
o
ciate
d
with
h
ig
h
er
lev
els
o
f
E
NG
in
Vietn
am
ese
ed
u
ca
tio
n
al
co
n
tex
ts
,
s
u
p
p
o
r
tin
g
H3
.
T
h
e
th
ir
d
h
y
p
o
th
esis
was
f
o
r
m
u
lated
as
H
3
:
NS
→
E
NG
.
Fu
r
th
er
m
o
r
e,
Hu
an
g
et
a
l.
[
1
9
]
d
em
o
n
s
tr
ated
th
at
co
n
cu
r
r
en
t
s
atis
f
ac
tio
n
o
f
p
s
y
ch
o
lo
g
ical
n
ee
d
s
an
d
p
o
s
itiv
e
h
ed
o
n
ic
ex
p
er
ien
ce
s
is
a
ce
n
tr
al
d
eter
m
in
an
t
o
f
u
s
er
in
ter
ac
tio
n
in
im
m
er
s
iv
e
v
ir
tu
al
en
v
ir
o
n
m
en
ts
,
co
n
f
ir
m
in
g
th
at
NS
am
p
lifie
s
HM
(
H4
)
.
T
h
e
f
o
u
r
th
h
y
p
o
th
esis
was f
o
r
m
u
lated
as
H
4
:
NS
→
HM
.
Qu
an
d
W
u
[
2
0
]
estab
lis
h
ed
a
p
o
s
itiv
e
ass
o
ciatio
n
b
etwe
en
HM
an
d
lear
n
er
E
NG
in
E
n
g
lis
h
lan
g
u
ag
e
lear
n
in
g
u
s
in
g
C
h
atGPT
,
with
jo
y
,
f
o
cu
s
ed
im
m
er
s
io
n
,
an
d
p
er
ce
iv
ed
co
n
tr
o
l
as
s
ig
n
if
ican
t
m
o
d
er
ato
r
s
,
p
r
o
v
id
in
g
em
p
ir
ical
s
u
p
p
o
r
t
f
o
r
H5
.
T
h
e
f
if
th
h
y
p
o
th
esis
was
f
o
r
m
u
lated
as
H
5
:
HM
→E
NG.
I
n
ad
d
itio
n
,
Z
h
o
u
et
a
l.
[
2
1
]
f
o
u
n
d
s
ig
n
if
ican
t
p
o
s
itiv
e
ass
o
ciatio
n
s
am
o
n
g
E
NG
(
b
eh
av
io
r
al
,
em
o
tio
n
al,
an
d
co
g
n
itiv
e
d
im
en
s
io
n
s
)
an
d
teac
h
er
s
’
BI
in
co
n
tin
u
o
u
s
T
PAC
K
d
ev
elo
p
m
en
t,
d
ir
ec
tly
co
r
r
o
b
o
r
atin
g
H6
.
T
h
e
s
ix
th
h
y
p
o
th
esis
was f
o
r
m
u
lated
as
H
6
:
E
NG
→
BI
.
C
h
iu
[
2
2
]
estab
lis
h
ed
th
at
BI
f
u
n
ctio
n
s
as
a
s
ig
n
if
ican
t
p
r
ed
icto
r
o
f
PERS
in
o
n
lin
e
lear
n
in
g
en
v
ir
o
n
m
en
ts
,
co
n
f
ir
m
in
g
a
p
o
s
itiv
e
r
elatio
n
s
h
ip
b
etwe
en
in
ten
tio
n
an
d
co
n
tin
u
ed
lear
n
in
g
b
eh
av
io
r
(
H7
)
.
Th
u
s
,
th
e
s
ev
en
th
h
y
p
o
th
esis
was
f
o
r
m
u
lated
as
H
7
:
BI
→
PERS
.
I
n
ad
d
itio
n
,
J
er
ez
[
2
3
]
co
n
f
ir
m
ed
th
at
E
NG
is
a
m
ea
n
in
g
f
u
l
d
r
iv
er
o
f
PERS
am
o
n
g
m
atu
r
e
-
ag
ed
u
n
iv
er
s
ity
lear
n
er
s
,
p
r
o
v
id
in
g
em
p
ir
ical
v
alid
atio
n
f
o
r
H8
ac
r
o
s
s
a
p
o
p
u
latio
n
th
at
r
eg
u
lar
ly
f
ac
es
u
n
iq
u
e
b
ar
r
ier
s
to
co
n
tin
u
in
g
ed
u
ca
tio
n
.
T
h
e
eig
h
th
h
y
p
o
th
esis
was f
o
r
m
u
lated
as
H
8
:
E
NG
→
PERS
.
2
.
3
.
P
r
o
po
s
ed
m
o
del
T
h
is
r
esear
ch
p
r
o
p
o
s
es
an
in
teg
r
ated
m
o
d
el
s
y
n
th
esizin
g
UT
AUT
2
,
SDT,
an
d
th
e
s
tu
d
en
t
en
g
ag
em
en
t
f
r
am
ewo
r
k
to
elu
cid
ate
B
I
an
d
lear
n
in
g
p
er
s
is
ten
ce
in
g
am
if
ied
MO
OC
s
.
T
h
e
m
o
d
el
co
m
p
r
is
es
eig
h
t
h
y
p
o
th
eses
(
H1
–
H8
)
:
PE
an
d
E
E
(
UT
AUT
2
)
p
r
ed
ict
B
I
(
H1
,
H2
)
;
NS
d
ir
ec
tly
in
f
lu
en
ce
s
E
NG
(
H3
)
an
d
HM
(
H4
)
;
HM
en
h
an
ce
s
E
NG
(
H5
)
;
E
NG
p
r
ed
icts
B
I
(
H6
)
an
d
PERS
(
H8
)
;
an
d
B
I
p
r
ed
icts
PERS
(
H7
)
.
T
h
is
in
ter
d
is
cip
lin
ar
y
f
r
am
ewo
r
k
p
o
s
itio
n
s
s
tu
d
en
t
en
g
ag
em
en
t
as
th
e
k
ey
m
ed
iato
r
b
r
id
g
in
g
m
o
tiv
atio
n
al
an
tece
d
en
ts
an
d
p
er
s
is
ten
ce
o
u
tco
m
es,
as d
ep
icted
in
Fig
u
r
e
1
.
Fig
u
r
e
1
.
Pro
p
o
s
ed
UT
AUT
2
–
SDT
–
E
NG
m
o
d
el
s
h
o
win
g
h
y
p
o
th
esized
r
elatio
n
s
h
ip
s
am
o
n
g
g
am
if
icatio
n
,
p
s
y
ch
o
lo
g
ical
n
ee
d
s
,
E
NG
,
an
d
PERS
in
MO
OC
s
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
.
5
,
Octo
b
er
20
26
:
4
6
5
7
-
4666
4660
3.
M
E
T
H
O
D
3
.
1
.
Det
er
m
ini
ng
t
he
s
ub
j
ec
t
a
nd
s
a
m
ple size
T
h
e
tar
g
et
p
o
p
u
latio
n
co
m
p
r
is
ed
ac
tiv
e
MO
OC
lear
n
er
s
en
r
o
lled
in
g
am
if
ied
co
u
r
s
es
o
n
m
ajo
r
p
latf
o
r
m
s
(
e.
g
.
,
C
o
u
r
s
er
a,
ed
X,
an
d
Fu
tu
r
eL
ea
r
n
)
in
T
h
ailan
d
.
T
h
e
s
am
p
lin
g
f
r
am
e
co
n
s
is
ted
o
f
lear
n
er
s
ac
ce
s
s
ib
le
th
r
o
u
g
h
o
n
lin
e
MO
OC
co
m
m
u
n
ities
an
d
u
n
iv
er
s
ity
d
ig
ital
lear
n
in
g
ce
n
ter
s
.
Pu
r
p
o
s
iv
e
s
am
p
lin
g
was
em
p
lo
y
ed
as
th
e
p
r
im
ar
y
s
am
p
lin
g
s
tr
ateg
y
,
wh
ich
is
ap
p
r
o
p
r
iate
f
o
r
th
is
s
tu
d
y
f
o
r
th
r
ee
r
ea
s
o
n
s
.
First,
th
e
r
esear
ch
q
u
esti
o
n
s
r
eq
u
ir
e
p
ar
ticip
an
ts
with
d
ir
ec
t
ex
p
er
ien
ce
o
f
g
am
if
ied
MO
OC
f
ea
tu
r
es;
r
an
d
o
m
s
am
p
lin
g
wo
u
ld
lik
ely
y
ield
a
h
ig
h
p
r
o
p
o
r
tio
n
o
f
in
elig
ib
le
r
esp
o
n
d
en
ts
with
in
s
u
f
f
icien
t
ex
p
o
s
u
r
e.
Seco
n
d
,
p
u
r
p
o
s
iv
e
s
am
p
lin
g
allo
ws
p
r
ec
is
e
co
n
tr
o
l
o
v
er
in
clu
s
io
n
cr
iter
ia,
en
s
u
r
in
g
th
at
all
p
ar
ticip
an
ts
p
o
s
s
ess
ed
th
e
m
in
im
u
m
lev
el
o
f
p
latf
o
r
m
ex
p
er
ien
ce
n
ec
ess
ar
y
to
m
ea
n
in
g
f
u
lly
ass
ess
th
e
m
o
d
el
co
n
s
tr
u
cts.
T
h
ir
d
,
th
is
ap
p
r
o
ac
h
is
co
n
s
is
ten
t
with
p
r
io
r
MO
OC
r
esear
ch
em
p
lo
y
in
g
s
im
ilar
cr
iter
io
n
-
b
ased
s
am
p
lin
g
s
tr
ateg
ies.
Par
ticip
an
ts
wer
e
r
ec
r
u
ited
b
ased
o
n
two
in
clu
s
io
n
cr
iter
ia:
i
)
a
m
in
im
u
m
o
f
f
o
u
r
wee
k
s
o
f
ac
tiv
e
ex
p
er
ien
ce
o
n
a
g
am
if
ied
MO
OC
p
latf
o
r
m
an
d
ii
)
co
m
p
letio
n
o
f
at
least
2
5
%
o
f
co
u
r
s
e
co
n
ten
t,
en
s
u
r
in
g
s
u
f
f
icien
t
E
NG
to
ev
alu
ate
g
am
if
icatio
n
elem
en
ts
.
A
to
tal
o
f
2
0
0
u
s
ab
le
r
esp
o
n
s
es
wer
e
o
b
tain
ed
f
r
o
m
2
5
0
d
is
tr
ib
u
ted
s
u
r
v
ey
s
,
y
ield
in
g
a
r
esp
o
n
s
e
r
ate
o
f
ap
p
r
o
x
im
ately
8
0
%.
T
o
ad
d
r
ess
th
e
lim
itatio
n
s
o
f
th
e
s
am
p
le
s
ize,
s
ev
er
al
m
eth
o
d
o
lo
g
ical
m
o
d
if
icatio
n
s
ar
e
p
r
o
p
o
s
ed
to
u
p
h
o
ld
th
e
an
aly
tical
r
ig
o
r
an
d
v
alid
ity
o
f
th
e
f
in
d
in
g
s
.
Firstl
y
,
th
e
ad
o
p
tio
n
o
f
PLS
-
SEM
,
f
ac
ilit
ated
b
y
Sm
ar
tPLS
s
o
f
twar
e,
is
f
av
o
r
ed
o
v
er
th
e
co
v
ar
ian
ce
-
b
ased
s
tr
u
ctu
r
al
eq
u
atio
n
m
o
d
elin
g
(
C
B
-
SEM
)
ap
p
r
o
ac
h
.
T
h
is
p
r
ef
er
en
ce
is
g
r
o
u
n
d
ed
in
PLS
-
SEM
’
s
estab
lis
h
ed
r
o
b
u
s
tn
ess
with
s
m
aller
s
am
p
le
s
izes
an
d
non
-
n
o
r
m
ally
d
is
tr
ib
u
ted
d
ata
[
2
4
]
.
Seco
n
d
ly
,
im
p
lem
en
tin
g
a
b
ias
-
co
r
r
ec
ted
an
d
ac
ce
ler
ated
(
B
C
a)
b
o
o
ts
tr
ap
p
in
g
p
r
o
ce
d
u
r
e
with
5
,
0
0
0
r
esam
p
les
will
y
ield
r
o
b
u
s
t
esti
m
ates
f
o
r
s
tan
d
ar
d
er
r
o
r
s
an
d
co
n
f
id
en
ce
in
ter
v
als,
th
er
eb
y
m
itig
atin
g
p
o
ten
tial
s
am
p
lin
g
v
ar
iab
ilit
y
[
2
5
]
.
T
h
ir
d
ly
,
p
r
io
r
itizin
g
m
o
d
el
p
ar
s
im
o
n
y
is
cr
u
cial.
T
h
is
ca
n
b
e
ac
h
iev
ed
eith
er
th
r
o
u
g
h
th
e
p
ar
ce
lin
g
o
f
h
ig
h
ly
co
r
r
elate
d
co
n
s
tr
u
cts
o
r
b
y
s
eq
u
en
tially
test
in
g
s
u
b
-
m
o
d
els
in
p
lace
o
f
th
e
f
u
lly
in
teg
r
ated
f
r
am
ewo
r
k
.
Su
ch
a
s
tr
ateg
y
s
er
v
es
to
d
ec
r
ea
s
e
th
e
p
ar
am
eter
-
to
-
o
b
s
er
v
atio
n
r
atio
,
wh
ich
in
tu
r
n
en
h
an
ce
s
o
v
er
all
m
o
d
el
s
tab
ilit
y
.
3
.
2
.
I
ns
t
rum
ent
dev
elo
pm
en
t
a
nd
da
t
a
co
llect
io
n
T
h
e
r
esear
ch
in
s
tr
u
m
en
t
was
co
n
s
tr
u
cted
b
y
ad
ap
tin
g
an
d
in
teg
r
atin
g
item
s
f
r
o
m
well
-
estab
lis
h
ed
th
eo
r
etica
l
f
r
am
ewo
r
k
s
,
n
am
ely
th
e
UT
AUT
2
[
3
]
,
SDT
[
1
9
]
,
an
d
th
e
liter
atu
r
e
o
n
s
tu
d
en
t
en
g
ag
em
en
t
[
2
6
]
.
T
h
ese
item
s
wer
e
s
p
ec
if
ically
tailo
r
ed
to
th
e
co
n
tex
t
o
f
lear
n
in
g
with
in
g
am
if
ied
MO
OC
s
.
T
h
e
q
u
esti
o
n
n
air
e
was
d
esig
n
ed
to
m
ea
s
u
r
e
s
ev
er
al
k
ey
co
n
s
tr
u
cts.
Fro
m
th
e
UT
AUT
2
f
r
am
ewo
r
k
,
it
in
clu
d
ed
PE
an
d
EE
.
Dr
awin
g
f
r
o
m
SDT,
th
e
in
s
tr
u
m
en
t
ass
ess
es
B
asic
Ps
y
ch
o
lo
g
ical
Nee
d
Satis
f
ac
tio
n
,
en
co
m
p
ass
in
g
th
e
f
u
n
d
am
en
tal
n
ee
d
s
f
o
r
au
to
n
o
m
y
,
co
m
p
eten
ce
,
an
d
r
elate
d
n
ess
.
E
NG
was
ev
alu
ated
ac
r
o
s
s
its
b
eh
av
io
r
al
,
em
o
tio
n
al,
an
d
co
g
n
itiv
e
d
im
en
s
io
n
s
.
Fu
r
th
er
m
o
r
e,
th
e
in
s
tr
u
m
en
t
in
co
r
p
o
r
ated
HM
.
T
h
e
d
esig
n
ated
o
u
tco
m
e
v
ar
iab
les we
r
e
BI
an
d
PERS
in
lear
n
in
g
[
2
7
]
,
[
2
8
]
.
All item
s
wer
e
m
ea
s
u
r
ed
o
n
a
5
-
p
o
in
t L
ik
er
t scale
.
Data
wer
e
co
llected
u
s
in
g
a
p
u
r
p
o
s
iv
e
s
am
p
lin
g
m
eth
o
d
.
T
h
e
in
clu
s
io
n
cr
iter
ia
s
tip
u
lated
th
at
p
ar
ticip
an
ts
m
u
s
t
b
e
lear
n
er
s
in
a
MO
OC
with
a
m
in
im
u
m
o
f
f
o
u
r
wee
k
s
o
f
ex
p
er
ien
ce
o
n
a
g
am
if
ied
p
latf
o
r
m
an
d
h
av
e
co
m
p
leted
at
least
2
5
%
o
f
th
e
co
u
r
s
e
co
n
ten
t
[
2
9
]
.
T
h
e
d
ata
co
llectio
n
was
ad
m
in
is
ter
ed
v
ia
an
o
n
lin
e
s
u
r
v
ey
p
latf
o
r
m
o
v
er
an
eig
h
t
-
wee
k
p
er
io
d
.
T
o
u
p
h
o
ld
d
ata
in
teg
r
ity
,
s
ev
er
al
q
u
ality
co
n
tr
o
l
m
ea
s
u
r
es
wer
e
im
p
lem
en
ted
.
T
h
ese
in
clu
d
ed
m
o
n
ito
r
in
g
r
esp
o
n
s
e
co
m
p
letio
n
tim
es,
em
b
ed
d
in
g
atten
tio
n
-
ch
ec
k
q
u
esti
o
n
s
with
in
th
e
s
u
r
v
ey
,
an
d
s
cr
ee
n
in
g
f
o
r
d
u
p
licate
s
u
b
m
is
s
io
n
s
[
3
0
]
.
T
h
is
r
ig
o
r
o
u
s
ap
p
r
o
ac
h
was
d
esig
n
ed
to
en
s
u
r
e
s
u
f
f
icien
t
s
tatis
tical
p
o
wer
f
o
r
test
in
g
th
e
p
r
o
p
o
s
ed
m
o
d
el
[
3
1
]
.
T
h
e
in
s
tr
u
m
en
t
was
v
alid
ated
th
r
o
u
g
h
ex
p
er
t
r
ev
iew
(
n
=5
)
an
d
p
ilo
t
test
in
g
(
n
=3
0
)
,
y
ield
in
g
ac
ce
p
tab
le
r
eliab
ilit
y
(
α
>
0
.
7
0
)
[
3
2
]
.
3
.
3
.
Da
t
a
a
na
ly
s
is
PLS
-
SEM
was
em
p
lo
y
ed
u
s
in
g
Sm
ar
tPLS
4
.
0
.
PLS
-
SEM
is
well
-
s
u
ited
f
o
r
ex
p
lo
r
ato
r
y
r
esear
ch
as
it
im
p
o
s
es
n
o
m
u
ltiv
ar
iate
n
o
r
m
ality
ass
u
m
p
tio
n
an
d
ac
co
m
m
o
d
ates
s
m
aller
s
am
p
le
s
izes
[
3
0
]
.
An
aly
s
is
p
r
o
ce
ed
ed
in
two
s
tag
es:
m
ea
s
u
r
em
en
t
m
o
d
el
ass
ess
m
en
t
an
d
s
tr
u
ctu
r
al
m
o
d
el
ev
alu
atio
n
.
T
h
e
m
ea
s
u
r
em
en
t
m
o
d
el
was e
v
alu
ated
f
o
r
s
ig
n
if
ican
t o
u
ter
lo
ad
in
g
s
(
>0
.
7
)
,
co
n
v
er
g
en
t v
alid
ity
(
C
r
o
n
b
ac
h
’
s
α
>
0
.
7
,
C
o
m
p
o
s
ite
r
eliab
ilit
y
(
C
R
)
>
0
.
7
,
av
er
ag
e
v
ar
ian
ce
ex
tr
ac
ted
(
AVE
)
>
0
.
5
)
,
an
d
d
is
cr
im
in
an
t
v
alid
ity
(
Fo
r
n
ell
-
L
ar
ck
er
cr
iter
io
n
,
HT
MT
<0
.
9
)
[
2
9
]
,
[
3
3
]
.
T
h
e
s
tr
u
ctu
r
al
m
o
d
el
was
ass
ess
ed
u
s
in
g
p
ath
co
ef
f
icien
ts
(
β
>
0
.
2
)
,
t
-
v
alu
es
(
>1
.
9
6
)
,
p
-
v
alu
es
(
<0
.
0
5
)
,
an
d
R
²
(
>0
.
1
)
.
B
o
o
ts
tr
ap
p
in
g
with
5
,
0
0
0
r
esam
p
les
was
ap
p
lied
to
test
h
y
p
o
th
esis
s
ig
n
if
ican
ce
[
2
9
]
,
[
3
2
]
,
[
3
4
]
–
[
3
6
]
.
T
o
ad
d
r
ess
co
m
m
o
n
m
eth
o
d
b
ias
(
C
MB),
Har
m
an
’
s
s
in
g
le
-
f
ac
to
r
test
was
co
n
d
u
cted
.
T
h
e
f
ir
s
t
u
n
r
o
tated
f
ac
to
r
ac
co
u
n
ted
f
o
r
2
8
.
4
%
o
f
to
tal
v
ar
ian
ce
,
s
u
b
s
tan
tially
b
elo
w
th
e
5
0
%
th
r
esh
o
ld
[
3
3
]
,
in
d
icatin
g
th
at
C
MB d
o
es n
o
t p
o
s
e
a
s
er
io
u
s
th
r
ea
t to
th
e
v
alid
ity
o
f
co
n
clu
s
io
n
s
.
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
Ga
mifica
tio
n
a
n
d
MOOC
p
ers
is
ten
ce
:
a
n
in
teg
r
a
ted
…
(
Wa
r
a
p
o
r
n
Jira
p
a
n
th
o
n
g
)
4661
4.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
4
.
1
.
P
a
rt
icipa
nt
dem
o
g
ra
ph
ics
T
h
e
s
am
p
le
o
f
2
0
0
p
ar
ticip
an
ts
was
g
en
d
er
-
b
alan
ce
d
(
4
9
%
m
ale,
5
1
%
f
em
ale)
an
d
p
r
ed
o
m
in
an
tly
co
m
p
r
is
ed
y
o
u
n
g
ad
u
lts
ag
ed
1
8
-
3
5
y
ea
r
s
(
8
1
.
5
%),
with
m
o
s
t
h
o
ld
in
g
b
ac
h
elo
r
’
s
d
eg
r
ee
s
(
5
6
%)
an
d
4
4
%
h
o
ld
in
g
p
o
s
tg
r
ad
u
ate
q
u
alif
icatio
n
s
.
MO
OC
ex
p
er
ien
ce
v
ar
ied
f
r
o
m
4
-
8
wee
k
s
(
3
9
%)
to
o
v
er
1
6
wee
k
s
(
1
9
%),
with
d
iv
er
s
e
co
u
r
s
e
co
m
p
letio
n
r
ates
(
2
5
-
5
0
%:
4
7
%;
5
1
-
7
5
%:
3
3
.
5
%;
>7
5
%:
1
9
.
5
%),
alig
n
in
g
with
th
e
s
tu
d
y
'
s
f
o
cu
s
o
n
PERS
in
g
am
if
ied
lear
n
in
g
en
v
ir
o
n
m
en
ts
.
4.
2
.
Sig
nifica
nt
lo
a
ding
T
h
e
an
aly
s
is
o
f
th
e
o
u
ter
lo
ad
in
g
s
f
o
r
th
e
m
ea
s
u
r
em
en
t
m
o
d
el
r
ev
ea
led
th
at
all
in
d
icato
r
s
d
em
o
n
s
tr
ated
ac
ce
p
tab
le
v
alu
es,
r
an
g
in
g
f
r
o
m
0
.
7
6
7
to
0
.
8
8
3
.
T
h
ese
v
alu
es c
o
m
f
o
r
tab
ly
ex
ce
ed
th
e
m
in
im
u
m
r
ec
o
m
m
en
d
ed
th
r
esh
o
ld
o
f
0
.
7
0
f
o
r
PLS
-
SEM
r
esear
ch
.
No
tab
ly
,
th
e
in
d
icato
r
s
with
th
e
h
ig
h
est
lo
ad
in
g
s
in
clu
d
ed
NS1
(
0
.
8
8
3
o
n
NS)
,
B
I
2
(
0
.
8
8
2
o
n
B
I
)
,
PERS
2
(
0
.
8
5
6
o
n
PERS
)
,
PE2
(
0
.
8
5
1
o
n
PE)
,
an
d
E
NG2
(
0
.
8
4
8
o
n
E
NG)
,
in
d
icatin
g
th
eir
s
u
p
er
io
r
ab
ilit
y
to
r
ep
r
esen
t
th
eir
r
esp
ec
tiv
e
laten
t
v
ar
iab
les.
C
o
n
v
er
s
ely
,
wh
ile
E
E
3
(
0
.
7
6
7
o
n
E
E
)
an
d
NS2
(
0
.
7
7
8
o
n
NS)
r
eg
is
ter
ed
th
e
lo
west
lo
ad
in
g
s
,
th
ey
r
em
ain
ed
well
with
in
th
e
ac
ce
p
tab
le
r
an
g
e.
T
h
e
co
n
s
is
ten
t
an
d
s
tr
o
n
g
p
er
f
o
r
m
an
ce
o
f
all
in
d
icato
r
s
ac
r
o
s
s
th
e
laten
t
v
ar
iab
les
(
B
I
,
E
E
,
E
NG,
HM
,
NS,
PE,
an
d
PERS
)
p
r
o
v
id
es
r
o
b
u
s
t
ev
id
en
ce
f
o
r
th
e
co
n
v
er
g
en
t
v
alid
ity
o
f
th
e
m
ea
s
u
r
em
en
t
m
o
d
el.
T
h
is
co
n
f
ir
m
s
th
at
ea
ch
in
d
icato
r
r
eliab
ly
m
ea
s
u
r
es
its
in
ten
d
ed
u
n
d
er
ly
in
g
co
n
s
tr
u
ct,
th
er
eb
y
estab
lis
h
in
g
a
s
o
lid
f
o
u
n
d
atio
n
f
o
r
th
e
s
u
b
s
eq
u
en
t stru
ctu
r
al
m
o
d
el
an
aly
s
is
[
3
7
]
.
4.
3
.
Co
nv
er
g
ent
v
a
lid
it
y
T
h
e
ass
ess
m
en
t
o
f
r
eliab
ilit
y
an
d
v
alid
ity
f
o
r
th
e
s
ev
en
laten
t
co
n
s
tr
u
cts
in
d
icate
d
th
at
th
e
m
ea
s
u
r
em
en
t
m
o
d
el
p
o
s
s
ess
es
ac
ce
p
tab
le
q
u
ality
o
v
er
all.
C
R
v
alu
es
f
o
r
all
co
n
s
tr
u
cts
r
an
g
ed
f
r
o
m
0
.
8
2
7
to
0
.
8
7
9
,
co
m
f
o
r
tab
ly
ex
ce
ed
in
g
th
e
s
tan
d
ar
d
0
.
7
0
th
r
esh
o
ld
[
3
8
]
an
d
th
u
s
d
em
o
n
s
tr
atin
g
s
tr
o
n
g
in
ter
n
al
co
n
s
is
ten
cy
.
C
r
o
n
b
ac
h
’
s
alp
h
a
co
ef
f
icien
ts
wer
e
o
b
s
er
v
ed
in
th
e
r
an
g
e
o
f
0
.
6
8
9
to
0
.
7
9
4
.
I
t
is
n
o
ted
th
at
o
n
ly
th
e
E
E
co
n
s
tr
u
ct
(
α
=0
.
6
8
9
)
f
ell
m
ar
g
in
ally
b
elo
w
th
e
co
n
v
en
tio
n
al
0
.
7
0
b
en
ch
m
ar
k
.
Fo
r
co
n
v
er
g
en
t
v
alid
ity
,
th
e
AVE
f
o
r
all
co
n
s
tr
u
cts
s
u
r
p
ass
ed
th
e
m
in
im
u
m
th
r
esh
o
ld
o
f
0
.
5
0
,
with
v
alu
es
b
etwe
en
0
.
6
1
4
an
d
0
.
7
0
8
.
T
h
is
r
esu
lt
s
ig
n
if
ies
th
at
ea
ch
laten
t
v
ar
iab
le
ex
p
lain
s
a
m
ajo
r
ity
o
f
th
e
v
ar
ian
ce
in
its
ass
o
ciate
d
in
d
icato
r
s
,
o
u
tweig
h
in
g
th
e
v
ar
ian
ce
attr
ib
u
tab
le
to
m
ea
s
u
r
em
en
t
er
r
o
r
.
A
co
m
p
ar
ativ
e
an
aly
s
is
r
ev
ea
led
th
at
th
e
B
I
co
n
s
tr
u
ct
ex
h
ib
ited
th
e
h
ig
h
est
m
ea
s
u
r
em
en
t
q
u
ality
ac
r
o
s
s
all
in
d
icato
r
s
.
C
o
n
v
er
s
ely
,
wh
ile
th
e
E
E
co
n
s
tr
u
ct
r
eg
is
ter
ed
th
e
lo
west
s
co
r
es,
its
m
etr
ics
r
em
ain
ed
with
in
ac
ce
p
tab
le
p
ar
am
eter
s
[
3
9
]
.
C
o
llectiv
ely
,
th
ese
f
in
d
in
g
s
af
f
ir
m
th
e
s
u
itab
ilit
y
o
f
th
e
m
ea
s
u
r
em
en
t
m
o
d
el,
estab
lis
h
in
g
a
r
o
b
u
s
t
f
o
u
n
d
atio
n
f
o
r
th
e
s
u
b
s
eq
u
en
t
s
tr
u
ctu
r
al
r
elatio
n
s
h
ip
an
aly
s
is
.
4.
4
.
Dis
cr
im
ina
nt
v
a
lid
it
y
T
h
e
ev
alu
atio
n
o
f
d
is
cr
im
in
an
t
v
alid
ity
,
co
n
d
u
cted
u
s
in
g
th
e
h
eter
o
tr
ait
-
m
o
n
o
tr
ait
r
atio
(
HT
MT
)
cr
iter
io
n
,
co
n
f
ir
m
ed
th
e
d
is
tin
ctiv
en
ess
o
f
th
e
s
ev
en
laten
t
co
n
s
tr
u
cts.
T
h
e
an
aly
s
is
r
ev
ea
led
th
at
all
HT
MT
v
alu
es,
wh
ich
r
an
g
ed
f
r
o
m
0
.
2
9
2
to
0
.
5
9
0
,
f
all
well
b
elo
w
b
o
th
th
e
s
tr
in
g
en
t
0
.
8
5
th
r
esh
o
ld
an
d
th
e
m
o
r
e
len
ien
t
0
.
9
0
b
en
ch
m
ar
k
[
3
6
]
.
T
h
is
p
r
o
v
id
es
s
tr
o
n
g
ev
id
en
ce
th
at
ea
ch
co
n
s
tr
u
ct
is
em
p
ir
ically
d
is
tin
ct
an
d
m
ea
s
u
r
es
a
u
n
iq
u
e
u
n
d
er
ly
in
g
co
n
ce
p
t.
Sp
ec
if
ically
,
th
e
h
ig
h
est
in
ter
-
co
n
s
tr
u
ct
co
r
r
elatio
n
was
o
b
s
er
v
ed
b
etwe
en
B
I
an
d
E
NG
(
HT
MT
=
0
.
5
9
0
)
,
wh
er
ea
s
th
e
lo
west wa
s
f
o
u
n
d
b
etwe
en
E
E
an
d
PERS
(
HT
MT
=
0
.
2
9
2
)
.
T
h
ese
r
esu
lts
co
llectiv
ely
af
f
ir
m
th
at
th
e
m
ea
s
u
r
em
en
t
m
o
d
el
p
o
s
s
ess
es
s
u
f
f
icien
t
d
is
cr
im
in
an
t
v
alid
ity
[
3
4
]
.
T
h
is
co
n
f
ir
m
atio
n
is
cr
itical,
as
it
s
u
p
p
o
r
ts
th
e
u
s
e
o
f
th
ese
v
ar
iab
les
in
th
e
s
u
b
s
eq
u
en
t
SEM
.
I
t
en
s
u
r
es
th
at
ea
ch
co
n
s
tr
u
ct
ca
n
b
e
in
d
ep
en
d
en
tly
an
aly
ze
d
with
o
u
t
s
ig
n
if
ican
t c
o
n
ce
r
n
s
r
eg
ar
d
in
g
m
ea
s
u
r
em
en
t o
v
er
lap
o
r
co
n
ce
p
tu
al
r
ed
u
n
d
an
cy
,
th
er
eb
y
p
r
ev
en
tin
g
p
o
ten
tial
m
u
ltico
llin
ea
r
ity
is
s
u
es
[
4
0
]
.
4
.
5
.
P
re
dict
iv
e
re
lev
a
nce
An
ex
am
in
atio
n
o
f
th
e
co
ef
f
icien
t
o
f
d
eter
m
in
atio
n
(
R
²)
r
ev
ea
led
v
ar
y
in
g
lev
els
o
f
ex
p
lan
ato
r
y
p
o
wer
ac
r
o
s
s
th
e
en
d
o
g
en
o
u
s
co
n
s
tr
u
cts.
T
h
e
m
o
d
el
d
em
o
n
s
tr
ated
th
e
h
ig
h
est
p
r
ed
ictiv
e
ac
cu
r
ac
y
f
o
r
th
e
B
I
co
n
s
tr
u
ct,
with
an
R
²
v
alu
e
o
f
0
.
2
6
8
(
ad
ju
s
ted
R²
=
0
.
2
5
3
)
.
T
h
is
in
d
icate
s
th
at
th
e
ex
o
g
en
o
u
s
v
ar
iab
les
co
llectiv
ely
ac
co
u
n
t
f
o
r
2
6
.
8
%
o
f
th
e
v
ar
ian
ce
in
BI
.
Fo
llo
win
g
th
is
,
th
e
E
NG
co
n
s
tr
u
ct
ex
h
ib
ited
an
R
²
o
f
0
.
2
4
8
(
ad
ju
s
ted
R²
=
0
.
2
4
1
)
,
s
ig
n
if
y
in
g
th
at
th
e
m
o
d
el
ex
p
lain
s
2
4
.
8
%
o
f
th
e
v
ar
ian
ce
in
u
s
er
E
NG
.
I
n
co
n
tr
ast,
th
e
m
o
d
el
s
h
o
wed
m
o
r
e
lim
ited
ex
p
lan
ato
r
y
p
o
wer
f
o
r
th
e
HM
an
d
PERS
co
n
s
tr
u
cts.
T
h
e
R
²
f
o
r
HM
was
0
.
0
9
3
,
wh
ile
f
o
r
PERS
it
was
0
.
134
,
co
r
r
esp
o
n
d
in
g
to
ex
p
lan
ato
r
y
ca
p
ac
ities
o
f
9
.
3
%
an
d
13
.
4
%,
r
esp
ec
tiv
ely
.
No
tab
ly
,
th
e
m
in
im
al
d
is
cr
ep
an
cies
b
etwe
en
th
e
R
²
an
d
ad
ju
s
ted
R
²
v
alu
es
f
o
r
all
co
n
s
tr
u
cts
(
0
.
0
1
5
,
0
.
0
0
7
,
0
.
0
0
5
,
an
d
0
.
0
0
5
,
r
esp
ec
tiv
ely
)
s
u
g
g
est
th
at
th
e
m
o
d
el
is
s
tab
le
an
d
n
o
t
s
u
s
ce
p
tib
le
to
o
v
er
f
itti
n
g
.
Ho
wev
er
,
th
e
r
elativ
ely
m
o
d
est
R
²
v
alu
es
f
o
r
HM
an
d
PERS
ar
e
in
d
icativ
e
o
f
th
e
in
h
er
en
t
co
m
p
lex
ity
o
f
h
u
m
an
b
eh
av
io
r
.
T
h
is
o
u
tco
m
e
s
u
g
g
ests
th
e
in
f
lu
en
ce
o
f
o
th
er
ex
ter
n
al
f
ac
to
r
s
n
o
t
in
co
r
p
o
r
ated
in
to
th
e
cu
r
r
en
t
m
o
d
el,
a
co
m
m
o
n
ch
ar
ac
ter
is
tic
in
b
eh
av
io
r
al
s
cien
ce
r
esear
ch
wh
er
e
p
h
en
o
m
en
a
ar
e
o
f
ten
s
u
b
ject
to
h
ig
h
v
ar
iab
ilit
y
an
d
m
u
ltifa
cto
r
ial
in
f
lu
en
ce
s
.
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
.
5
,
Octo
b
er
20
26
:
4
6
5
7
-
4666
4662
4
.
6
.
Str
uct
ura
l
m
o
del r
esu
lt
s
a
nd
hy
po
t
hes
es t
esti
ng
E
NG
em
er
g
ed
as
th
e
s
tr
o
n
g
est
p
r
ed
icto
r
o
f
b
o
th
BI
an
d
PERS
.
Sp
ec
if
ically
,
E
NG
was
th
e
d
o
m
in
an
t
d
r
iv
er
o
f
BI
(β
=
0
.
3
5
2
)
an
d
ex
er
ted
a
d
ir
ec
t,
s
ig
n
if
ican
t
ef
f
ec
t
o
n
PERS
(β
=
0
.
2
7
8
)
.
No
tab
ly
,
BI
d
id
n
o
t
s
ig
n
if
ican
tly
p
r
ed
ict
PERS
(β
=
0
.
1
4
3
)
,
r
ev
ea
lin
g
a
clea
r
in
ten
tio
n
–
b
eh
av
io
r
g
ap
in
th
e
MO
OC
co
n
tex
t.
Am
o
n
g
th
e
UT
AUT
2
p
r
ed
icto
r
s
,
PE
was
a
s
ig
n
if
ican
t
p
r
ed
icto
r
o
f
BI
(β
=
0
.
2
0
0
)
,
wh
ile
EE
was n
o
t sig
n
if
ican
t
(β
=
0
.
0
9
9
)
,
s
u
g
g
esti
n
g
th
at
lear
n
er
s
p
r
io
r
itize
lear
n
in
g
v
alu
e
o
v
er
ea
s
e
o
f
u
s
e.
NS
p
r
o
v
ed
to
b
e
a
k
ey
m
o
tiv
atio
n
al
d
r
iv
er
,
s
ig
n
if
ican
tly
in
f
lu
en
cin
g
b
o
th
E
NG
(β
=
0
.
3
2
2
)
an
d
HM
(β
=
0
.
3
0
5
)
.
Ho
wev
er
,
th
e
m
o
d
el'
s
ex
p
lan
ato
r
y
p
o
wer
f
o
r
HM
an
d
PERS
r
em
ain
ed
lo
w
(
R
²(
HM
)
=
0
.
0
9
3
;
R
²(
PERS
)
=
0
.
1
3
4
)
,
wh
ile
th
e
R
²
v
alu
es
f
o
r
E
NG
an
d
B
I
wer
e
m
o
d
er
ate
(
R
²(
E
NG)
=
0
.
2
4
8
; R²(
B
I
)
=
0
.
2
6
8
)
.
Ou
r
PLS
-
SEM
an
aly
s
is
r
ev
ea
led
two
k
ey
d
r
iv
er
s
o
f
BI
am
o
n
g
MO
OC
lear
n
er
s
.
First,
we
f
o
u
n
d
th
at
E
NG
s
tr
o
n
g
ly
p
r
ed
icts
in
ten
tio
n
to
co
n
tin
u
e
(
β
=
0
.
3
5
2
,
t
=
5
.
6
0
0
,
p
<
0
.
0
0
1
)
,
s
u
g
g
esti
n
g
th
at
lear
n
er
s
wh
o
ac
tiv
ely
p
ar
ticip
ate
an
d
f
ee
l e
m
o
tio
n
ally
co
n
n
ec
ted
ar
e
m
o
r
e
lik
ely
to
p
lan
f
o
r
co
n
tin
u
ed
u
s
e.
Seco
n
d
,
PE
also
m
atter
s
(
β
=
0
.
2
0
0
,
t
=
2
.
9
1
8
,
p
=
0
.
0
0
4
)
,
in
d
icatin
g
th
at
p
er
ce
iv
ed
u
s
ef
u
ln
ess
in
f
lu
en
ce
s
lear
n
er
s
'
co
m
m
itm
en
t.
I
n
ter
esti
n
g
ly
,
ea
s
e
o
f
u
s
e
(
EE
)
s
h
o
wed
n
o
s
ig
n
if
ican
t
ef
f
ec
t
(
β
=
0
.
0
9
9
,
t
=
1
.
3
9
1
,
p
=0
.
1
6
4
)
.
T
h
is
f
in
d
in
g
s
u
g
g
ests
th
at
in
g
am
if
ied
MO
OC
s
,
lear
n
er
s
ca
r
e
m
o
r
e
ab
o
u
t
v
alu
e
an
d
E
NG
th
an
co
n
v
en
ien
ce
—
p
er
h
ap
s
b
ec
au
s
e
m
o
s
t
p
ar
ticip
an
ts
ar
e
alr
ea
d
y
co
m
f
o
r
tab
le
with
o
n
lin
e
p
latf
o
r
m
s
.
T
h
e
r
esu
lts
s
u
p
p
o
r
t
SDT
'
s
em
p
h
asis
o
n
p
s
y
ch
o
lo
g
ical
n
ee
d
s
.
W
h
en
lear
n
er
s
f
elt
au
to
n
o
m
o
u
s
,
co
m
p
eten
t,
an
d
co
n
n
ec
ted
(
NS
)
,
th
ey
s
h
o
wed
h
ig
h
er
E
NG
(β
=
0
.
3
2
2
,
t
=
4
.
8
4
8
,
p
<0
.
0
0
1
)
an
d
ex
p
er
ien
ce
d
m
o
r
e
en
jo
y
m
en
t
(
HM
:
β
=
0
.
3
0
5
,
t
=
4
.
9
4
1
,
p
<
0
.
0
0
1
)
.
T
h
is
en
jo
y
m
en
t,
in
tu
r
n
,
f
u
r
th
er
b
o
o
s
ted
th
eir
E
NG
(β
=
0
.
2
9
4
,
t
=
4
.
6
9
8
,
p
<
0
.
0
0
1
)
.
I
n
p
r
ac
tical
ter
m
s
,
th
is
cr
ea
tes
a
p
o
s
itiv
e
cy
cle:
s
atis
f
y
in
g
lear
n
er
s
'
b
asic
n
ee
d
s
m
ak
es
lear
n
in
g
m
o
r
e
en
jo
y
ab
le,
wh
ich
th
en
s
u
s
tain
s
th
eir
ac
tiv
e
p
ar
ticip
atio
n
.
T
h
is
f
in
d
in
g
h
ig
h
lig
h
ts
wh
y
g
am
if
icatio
n
s
h
o
u
ld
f
o
cu
s
o
n
s
u
p
p
o
r
tin
g
au
to
n
o
m
y
,
co
m
p
eten
ce
,
an
d
r
elate
d
n
ess
r
ath
er
th
an
ju
s
t a
d
d
in
g
s
u
p
er
f
icial
g
am
e
elem
en
ts
lik
e
p
o
in
ts
o
r
b
ad
g
es.
Per
h
ap
s
th
e
m
o
s
t
s
tr
ik
in
g
f
in
d
in
g
co
n
ce
r
n
s
wh
at
ac
tu
ally
d
r
iv
es
PERS
.
E
NG
d
ir
ec
tly
p
r
ed
icted
wh
eth
er
lear
n
er
s
co
n
tin
u
ed
with
th
e
co
u
r
s
e
(
β
=
0
.
2
7
8
,
t
=
3
.
6
9
8
,
p
<
0
.
0
0
1
)
,
s
u
p
p
o
r
tin
g
H8
.
Ho
wev
er
,
BI
d
id
n
o
t
s
ig
n
if
ica
n
tly
p
r
ed
ic
t
PERS
(β
=
0
.
1
4
3
,
t
=
1
.
8
6
1
,
p
=
0
.
0
6
3
)
,
lead
in
g
u
s
to
r
ejec
t H
7
.
T
h
is
r
ev
ea
ls
an
im
p
o
r
tan
t g
ap
b
etwe
en
wh
at
lear
n
er
s
s
ay
th
ey
will
d
o
an
d
wh
at
th
ey
ac
tu
ally
d
o
.
T
r
ad
itio
n
al
tech
n
o
lo
g
y
ac
ce
p
tan
ce
m
o
d
els
ass
u
m
e
th
at
if
p
eo
p
le
in
ten
d
to
u
s
e
a
s
y
s
tem
,
th
ey
will.
Ou
r
f
in
d
in
g
s
ch
allen
g
e
th
is
ass
u
m
p
tio
n
in
th
e
MO
OC
co
n
tex
t.
Simp
ly
wan
tin
g
to
co
m
p
lete
a
co
u
r
s
e
is
n
o
t
en
o
u
g
h
—
wh
at
m
atter
s
m
o
r
e
is
wh
eth
er
lear
n
er
s
s
tay
ac
tiv
ely
en
g
ag
ed
th
r
o
u
g
h
o
u
t.
T
h
is
s
u
g
g
ests
th
at
MO
OC
d
esig
n
er
s
s
h
o
u
ld
f
o
cu
s
less
o
n
g
en
er
atin
g
in
itial
en
th
u
s
iasm
an
d
m
o
r
e
o
n
cr
ea
tin
g
co
n
d
itio
n
s
th
at
s
u
s
tain
o
n
g
o
in
g
p
ar
ticip
atio
n
.
T
h
e
q
u
ality
o
f
th
e
lear
n
in
g
ex
p
er
ien
ce
m
atter
s
m
o
r
e
th
an
in
itial
m
o
tiv
atio
n
.
T
h
ese
r
esu
lts
r
esh
ap
e
o
u
r
u
n
d
er
s
tan
d
in
g
o
f
MO
OC
PERS
.
R
ath
er
th
an
f
o
llo
win
g
th
e
tr
ad
itio
n
al
p
ath
o
f
m
o
tiv
atio
n
→in
ten
tio
n
→b
eh
av
io
r
,
we
f
o
u
n
d
th
at
E
NG
s
er
v
es
as
th
e
cr
itical
b
r
id
g
e.
W
h
en
g
am
if
ied
MO
OC
s
s
atis
f
y
lear
n
er
s
'
n
ee
d
s
f
o
r
au
to
n
o
m
y
,
co
m
p
eten
ce
,
an
d
co
n
n
ec
tio
n
,
th
ey
cr
ea
te
en
g
ag
in
g
ex
p
er
ien
ce
s
th
at
d
ir
ec
tly
s
u
s
tain
p
ar
ticip
atio
n
—
r
eg
ar
d
less
o
f
wh
eth
er
lear
n
er
s
in
itially
in
ten
d
ed
to
co
m
p
lete
th
e
co
u
r
s
e.
Pra
ctica
lly
s
p
ea
k
in
g
,
th
is
m
ea
n
s
th
at
m
ak
in
g
a
MO
OC
ea
s
ier
to
u
s
e
(
EE
)
is
less
im
p
o
r
tan
t
th
an
m
ak
in
g
it
en
g
ag
in
g
an
d
n
ee
d
-
s
u
p
p
o
r
tiv
e.
MO
OC
d
ev
elo
p
er
s
s
h
o
u
ld
p
r
io
r
itize
d
esig
n
f
ea
tu
r
es
th
at
f
o
s
ter
g
en
u
in
e
E
NG
:
m
ea
n
in
g
f
u
l
ch
o
ices
(
au
to
n
o
m
y
)
,
ap
p
r
o
p
r
iately
ch
allen
g
in
g
ac
tiv
ities
(
co
m
p
eten
ce
)
,
an
d
o
p
p
o
r
tu
n
ities
f
o
r
p
ee
r
in
ter
ac
tio
n
(
r
elate
d
n
ess
)
.
T
h
ese
elem
en
ts
ap
p
ea
r
m
o
r
e
cr
u
cial
f
o
r
r
eten
tio
n
th
an
s
im
p
ly
r
ed
u
cin
g
f
r
ictio
n
o
r
g
en
er
atin
g
in
itial in
ter
est.
Deta
iled
r
esu
lts
ar
e
p
r
esen
ted
in
T
ab
le
1
.
T
ab
le
1
.
Hy
p
o
th
eses
test
in
g
r
e
s
u
lt
H
y
p
o
t
h
e
s
e
s
C
o
n
st
r
u
c
t
s
O
r
i
g
i
n
a
l
samp
l
e
(
O
)
S
a
mp
l
e
mea
n
(
M
)
S
t
a
n
d
a
r
d
d
e
v
i
a
t
i
o
n
(
S
TD
EV
)
T
st
a
t
i
st
i
c
s
(
|
O
/
S
TD
EV
|
)
P
v
a
l
u
e
s
(
<
0
.
0
5
)
F
i
n
d
i
n
g
s
H1
PE
-
>
B
I
0
.
2
0
.
2
0
3
0
.
0
6
9
2
.
9
1
8
0
.
0
0
4
A
c
c
e
p
t
e
d
H2
EE
-
>
B
I
0
.
0
9
9
0
.
1
0
7
0
.
0
7
1
1
.
3
9
1
0
.
1
6
4
R
e
j
e
c
t
e
d
H3
NS
-
>
EN
G
0
.
3
2
2
0
.
3
2
3
0
.
0
6
6
4
.
8
4
8
<
0
.
0
0
1
A
c
c
e
p
t
e
d
H4
NS
-
>
H
M
0
.
3
0
5
0
.
3
1
1
0
.
0
6
2
4
.
9
4
1
<
0
.
0
0
1
A
c
c
e
p
t
e
d
H5
HM
-
>
EN
G
0
.
2
9
4
0
.
2
9
7
0
.
0
6
3
4
.
6
9
8
<
0
.
0
0
1
A
c
c
e
p
t
e
d
H6
EN
G
-
>
B
I
0
.
3
5
2
0
.
3
5
0
.
0
6
3
5
.
6
<
0
.
0
0
1
A
c
c
e
p
t
e
d
H7
BI
-
>
P
ER
S
0
.
1
4
3
0
.
1
4
5
0
.
0
7
7
1
.
8
6
1
0
.
0
6
3
R
e
j
e
c
t
e
d
H8
EN
G
-
>
P
ER
S
0
.
2
7
8
0
.
2
8
2
0
.
0
7
5
3
.
6
9
8
<
0
.
0
0
1
A
c
c
e
p
t
e
d
4
.
7
.
Dis
cus
s
io
n
T
h
is
s
tu
d
y
d
ev
elo
p
ed
an
d
em
p
ir
ically
v
alid
ated
an
in
teg
r
ated
UT
AUT
2
–
SDT
–
E
NG
m
o
d
el,
in
co
r
p
o
r
atin
g
g
am
if
icatio
n
elem
en
ts
,
to
ex
p
lain
th
e
co
m
p
lex
p
ath
way
f
r
o
m
tech
n
o
lo
g
y
ac
ce
p
tan
ce
to
lear
n
in
g
PERS
in
g
am
if
ied
MO
OC
s
.
T
h
e
f
in
d
in
g
s
ad
d
r
ess
th
e
id
en
tifie
d
r
esear
ch
g
ap
s
an
d
y
ield
s
ev
er
al
k
ey
in
s
ig
h
ts
with
im
p
licatio
n
s
f
o
r
b
o
th
th
eo
r
etica
l
ad
v
an
ce
m
en
t
an
d
p
r
ac
tical
ap
p
licatio
n
in
o
n
lin
e
ed
u
ca
tio
n
.
T
h
e
d
is
cu
s
s
io
n
th
at
f
o
llo
ws
in
ter
p
r
ets
ea
ch
k
ey
f
in
d
in
g
in
r
elatio
n
to
th
e
ex
is
tin
g
liter
atu
r
e,
co
n
s
id
er
s
alter
n
ativ
e
ex
p
lan
atio
n
s
,
an
d
ar
ticu
lates th
e
th
eo
r
etica
l a
n
d
p
r
ac
tical
co
n
tr
ib
u
tio
n
s
o
f
th
e
s
tu
d
y
.
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
Ga
mifica
tio
n
a
n
d
MOOC
p
ers
is
ten
ce
:
a
n
in
teg
r
a
ted
…
(
Wa
r
a
p
o
r
n
Jira
p
a
n
th
o
n
g
)
4663
A
ce
n
tr
al
an
d
n
o
v
el
co
n
tr
ib
u
tio
n
o
f
th
is
r
esear
ch
is
th
e
em
p
ir
ical
id
en
tific
atio
n
o
f
E
NG
as
th
e
p
r
im
ar
y
m
ed
iato
r
lin
k
in
g
m
o
tiv
atio
n
al
an
tece
d
en
ts
(
NS
an
d
HM
)
to
b
eh
av
io
r
al
o
u
tco
m
es
(
B
I
an
d
PERS
)
.
E
NG
was
th
e
s
tr
o
n
g
est
p
r
ed
icto
r
o
f
B
I
(
β=0
.
3
5
2
,
p
<0
.
0
0
1
)
an
d
ex
er
ted
a
d
ir
ec
t,
s
ig
n
if
ican
t
ef
f
ec
t
o
n
PERS
(
β=0
.
2
7
8
,
p
<0
.
0
0
1
)
,
d
em
o
n
s
tr
atin
g
th
at
E
NG
f
u
n
ctio
n
s
as
b
o
th
an
o
u
tco
m
e
o
f
m
o
tiv
atio
n
al
p
r
o
ce
s
s
es
an
d
a
d
r
iv
er
o
f
PERS
.
T
h
is
d
u
al
r
o
le
o
f
E
NG
—
as
b
o
th
a
m
ed
iato
r
an
d
a
d
ir
ec
t
p
r
ed
icto
r
—
r
ep
r
esen
ts
a
k
ey
th
eo
r
etica
l
ad
v
an
ce
m
en
t
o
v
er
p
r
io
r
m
o
d
els
th
at
tr
ea
t
E
NG
as
a
p
er
ip
h
er
al
o
r
o
u
tco
m
e
v
ar
iab
le.
T
h
is
f
in
d
in
g
alig
n
s
with
th
e
p
r
ev
io
u
s
wo
r
k
s
[
2
1
]
,
[
2
3
]
,
wh
ich
em
p
h
asizes
th
e
im
p
o
r
tan
ce
o
f
m
u
ltid
im
en
s
io
n
al
E
NG
in
f
o
s
ter
in
g
s
u
s
tain
ab
le
lear
n
in
g
o
u
tco
m
es.
T
h
e
s
ig
n
if
ican
t
p
o
s
itiv
e
in
f
lu
en
ce
o
f
NS
o
n
b
o
th
E
NG
(β
=
0
.
3
2
2
,
p
<
0
.
0
0
1
)
an
d
HM
(β
=
0
.
3
0
5
,
p
<
0
.
0
0
1
)
co
n
f
ir
m
s
th
e
ce
n
tr
al
r
o
le
o
f
p
s
y
ch
o
lo
g
ical
n
ee
d
f
u
lf
illme
n
t
in
f
o
s
ter
in
g
in
tr
in
s
ic
m
o
tiv
atio
n
.
T
h
is
f
in
d
in
g
alig
n
s
with
SDT
,
as
p
r
o
p
o
s
ed
b
y
Dec
i
an
d
R
y
an
[
4
]
.
T
h
e
th
eo
r
y
p
o
s
its
th
at
th
e
f
u
lf
illme
n
t
o
f
n
ee
d
s
f
o
r
au
to
n
o
m
y
,
co
m
p
eten
ce
,
an
d
r
elate
d
n
ess
f
o
r
m
s
th
e
f
u
n
d
am
en
tal
b
asis
f
o
r
in
tr
in
s
ic
m
o
tiv
atio
n
an
d
en
d
u
r
in
g
p
r
o
-
b
eh
av
io
r
al
o
u
tco
m
es.
T
h
e
p
o
s
itiv
e
in
f
lu
en
ce
o
f
HM
on
E
NG
(β
=
0
.
2
9
4
,
p
<
0
.
0
0
1
)
h
ig
h
lig
h
ts
th
e
s
ig
n
if
ican
ce
o
f
p
leasu
r
e
an
d
en
jo
y
m
en
t
with
in
th
e
lear
n
in
g
p
r
o
ce
s
s
.
T
h
is
f
in
d
in
g
co
r
r
o
b
o
r
ates
th
e
wo
r
k
o
f
Qu
an
d
W
u
[
2
0
]
,
wh
o
s
e
s
tu
d
y
o
n
C
h
atGPT
ad
o
p
tio
n
f
o
r
E
n
g
lis
h
lear
n
in
g
also
id
en
tifie
d
a
p
o
s
itiv
e
co
r
r
elatio
n
b
etwe
en
HM
an
d
lear
n
er
E
NG
.
T
h
is
d
is
co
v
er
y
h
o
ld
s
an
im
p
o
r
tan
t
im
p
licatio
n
f
o
r
th
e
d
esig
n
o
f
g
am
if
ied
MO
OC
s
,
s
u
g
g
esti
n
g
th
at
cr
ea
tin
g
an
en
jo
y
ab
le
an
d
co
m
p
ellin
g
lear
n
in
g
ex
p
er
ien
ce
is
n
o
t m
er
ely
a
s
u
p
er
f
icial
ad
d
itio
n
.
R
ath
er
,
it
f
u
n
ctio
n
s
as
a
k
ey
m
ec
h
an
is
m
th
at
b
r
id
g
es
th
e
g
ap
b
etwe
en
th
e
s
atis
f
ac
tio
n
o
f
p
s
y
ch
o
lo
g
ical
n
ee
d
s
an
d
th
e
cu
ltiv
atio
n
o
f
h
ig
h
-
q
u
ality
E
NG
.
T
h
e
s
ig
n
if
ican
t
p
o
s
itiv
e
in
f
lu
en
ce
o
f
PE
on
BI
(β
=
0
.
2
0
0
,
p
=
0
.
0
0
4
)
is
co
n
g
r
u
en
t
with
th
e
f
in
d
in
g
s
o
f
Yu
lian
i
et
a
l
.
[
1
6
]
,
wh
ich
id
en
tifie
d
PE
as
a
p
r
in
cip
al
d
eter
m
in
an
t
in
th
e
ad
o
p
tio
n
o
f
d
ig
ital
tech
n
o
lo
g
ies.
W
ith
in
th
e
MO
OC
co
n
tex
t,
th
is
r
esu
lt
in
d
icate
s
th
at
lear
n
er
s
will
f
o
r
m
an
in
ten
tio
n
f
o
r
co
n
tin
u
ed
u
s
e
wh
en
th
ey
p
er
ce
iv
e
th
at
th
e
p
latf
o
r
m
will
en
h
an
ce
th
eir
lear
n
in
g
ef
f
icien
cy
an
d
ac
ad
em
ic
o
u
tco
m
es.
Ho
wev
er
,
th
e
r
elativ
ely
m
o
d
est
co
ef
f
icien
t
v
alu
e
(
β
=
0
.
2
0
0
)
in
co
m
p
ar
is
o
n
to
o
th
er
p
r
ed
icto
r
s
m
ay
s
u
g
g
est
a
n
u
an
ce
d
in
ter
p
r
etatio
n
.
I
n
an
er
a
wh
er
e
MO
OC
s
h
av
e
b
ec
o
m
e
u
b
iq
u
ito
u
s
,
lear
n
er
s
m
ay
alr
ea
d
y
p
o
s
s
ess
a
b
aselin
e
ex
p
ec
tatio
n
r
eg
ar
d
in
g
th
e
p
latf
o
r
m
'
s
u
tili
ty
.
C
o
n
s
eq
u
en
tly
,
wh
ile
s
till
a
s
ig
n
if
ican
t
f
ac
to
r
,
PE
m
ay
n
o
lo
n
g
er
f
u
n
ctio
n
as
a
p
r
im
ar
y
d
if
f
er
en
tiato
r
in
th
e
f
o
r
m
atio
n
o
f
BI
,
as
its
p
er
ce
iv
ed
b
en
ef
its
ar
e
n
o
w
co
n
s
id
er
ed
a
s
tan
d
ar
d
f
ea
tu
r
e
r
ath
er
th
an
a
n
o
v
el
ad
v
an
tag
e.
T
h
e
in
s
ig
n
if
ican
t
in
f
lu
en
ce
o
f
EE
on
BI
(β
=
0
.
0
9
9
,
p
=
0
.
1
6
4
)
is
n
o
tewo
r
th
y
.
C
o
n
tr
ar
y
to
p
r
io
r
s
tu
d
y
by
Per
m
atasar
i
et
a
l
.
[
1
7
]
,
wh
o
f
o
u
n
d
EE
to
b
e
a
s
ig
n
if
ican
t
p
r
ed
icto
r
o
f
B
I
in
m
o
b
ile
b
an
k
in
g
co
n
tex
ts
,
th
e
p
r
esen
t
s
tu
d
y
f
o
u
n
d
n
o
s
u
ch
ef
f
ec
t.
T
h
is
d
iv
er
g
en
ce
m
ay
b
e
attr
ib
u
ted
to
th
e
in
h
er
en
t
ac
ce
s
s
ib
ilit
y
o
f
MO
OC
s
,
wh
er
e
lear
n
er
s
alr
ea
d
y
p
o
s
s
ess
s
u
f
f
icien
t
tech
n
o
lo
g
ical
p
r
o
f
icien
cy
,
m
ak
in
g
p
er
ce
iv
ed
ea
s
e
o
f
u
s
e
a
less
s
alien
t
f
ac
to
r
in
th
e
f
o
r
m
atio
n
o
f
in
ten
tio
n
.
Of
g
r
ea
ter
th
eo
r
etica
l
s
ig
n
if
ican
ce
is
th
e
f
in
d
in
g
th
at
B
I
d
o
es
n
o
t
s
ig
n
if
ican
tly
p
r
ed
ict
PERS
(β
=
0
.
1
4
3
,
p
=
0
.
0
6
3
)
.
T
h
is
o
u
tco
m
e
d
ir
ec
tly
ch
allen
g
es
a
f
o
u
n
d
atio
n
al
ten
et
o
f
m
an
y
tech
n
o
lo
g
y
ac
ce
p
tan
ce
m
o
d
els,
wh
ich
p
o
s
it
a
d
ir
ec
t
an
d
p
r
o
x
im
al
lin
k
b
etwe
en
in
ten
tio
n
an
d
s
u
b
s
eq
u
en
t
b
eh
av
io
r
.
C
o
n
tr
ar
y
to
C
h
iu
an
d
W
an
g
[
4
1
]
,
wh
o
f
o
u
n
d
B
I
to
b
e
a
s
ig
n
if
ican
t
p
r
ed
icto
r
o
f
web
-
b
ased
lear
n
in
g
co
n
tin
u
an
ce
,
th
e
p
r
esen
t
s
tu
d
y
r
ev
ea
ls
th
at
in
th
e
g
am
if
ied
MO
OC
co
n
tex
t,
E
NG
q
u
ality
s
u
p
er
s
ed
es
in
ten
tio
n
as
th
e
p
r
im
ar
y
d
r
iv
er
o
f
PERS
.
Sev
er
al
th
eo
r
etica
l
ex
p
lan
atio
n
s
m
ay
ac
co
u
n
t
f
o
r
th
is
f
in
d
in
g
.
First,
th
e
g
am
if
ied
MO
OC
en
v
ir
o
n
m
en
t
m
ay
cr
ea
te
co
n
d
itio
n
s
wh
er
e
E
NG
b
ec
o
m
es
s
elf
-
s
u
s
tain
in
g
,
r
en
d
er
in
g
in
itial
in
ten
tio
n
less
r
elev
an
t
to
co
n
tin
u
ed
p
ar
ticip
atio
n
.
Seco
n
d
,
th
e
cr
o
s
s
-
s
ec
tio
n
al
d
esig
n
m
ay
h
av
e
ca
p
tu
r
ed
a
p
o
in
t
in
th
e
lear
n
in
g
tr
ajec
to
r
y
wh
er
e
E
NG
h
ad
alr
ea
d
y
d
is
p
lace
d
in
ten
tio
n
as
th
e
d
o
m
in
an
t
b
eh
av
io
r
al
d
r
iv
er
.
T
h
ir
d
,
th
e
s
p
ec
if
ic
ch
ar
ac
ter
is
tics
o
f
th
e
s
am
p
le
—
ex
p
er
ien
ce
d
lear
n
er
s
with
s
u
b
s
tan
tial
p
r
io
r
p
latf
o
r
m
E
NG
—
m
ay
h
av
e
atten
u
ated
th
e
in
ten
tio
n
–
PERS
r
elatio
n
s
h
ip
.
T
h
is
f
in
d
in
g
illu
s
tr
ates
th
e
well
-
d
o
cu
m
en
ted
in
ten
tio
n
–
b
eh
av
io
r
g
ap
in
th
e
lear
n
in
g
co
n
tex
t
an
d
h
ig
h
lig
h
ts
th
e
r
o
le
o
f
E
NG
as
th
e
k
ey
m
ed
iatin
g
m
ec
h
an
is
m
th
at
co
n
v
er
ts
m
o
tiv
atio
n
al
s
tates in
to
s
u
s
tain
ed
lear
n
in
g
b
eh
av
io
r
.
5.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
ad
d
r
ess
ed
a
s
ig
n
if
ican
t
g
ap
in
MO
OC
r
esear
ch
b
y
d
ev
elo
p
in
g
an
d
em
p
ir
ically
v
alid
atin
g
an
in
teg
r
ated
UT
AUT
2
–
SDT
–
E
NG
m
o
d
el
th
at
ex
p
lain
s
th
e
co
m
p
lex
p
ath
way
f
r
o
m
tech
n
o
lo
g
y
ac
ce
p
tan
ce
to
lear
n
in
g
p
er
s
is
ten
ce
in
g
am
if
ied
MO
OC
co
n
tex
ts
.
T
h
e
s
tu
d
y
m
ak
es
th
r
ee
o
r
ig
in
al
co
n
tr
ib
u
tio
n
s
.
First,
it
p
r
o
v
id
es
th
e
f
ir
s
t
em
p
ir
ical
v
alid
atio
n
o
f
a
m
o
d
el
th
at
in
teg
r
ates
UT
AUT
2
tech
n
o
lo
g
y
ac
ce
p
tan
ce
p
r
ed
icto
r
s
,
SDT
-
b
ased
p
s
y
ch
o
lo
g
ical
NS
,
an
d
m
u
ltid
im
en
s
io
n
al
s
tu
d
en
t
en
g
ag
em
en
t
with
in
a
s
in
g
le
s
tr
u
ctu
r
al
f
r
am
ewo
r
k
.
Seco
n
d
,
it
d
em
o
n
s
tr
ates
th
e
ex
is
ten
ce
o
f
an
in
ten
tio
n
–
b
eh
av
io
r
g
ap
in
g
am
if
ied
MO
OC
s
,
s
h
o
win
g
th
at
B
I
alo
n
e
is
in
s
u
f
f
icien
t
to
p
r
ed
ict
p
er
s
is
ten
ce
.
T
h
ir
d
,
it
estab
lis
h
es
s
tu
d
en
t
en
g
ag
em
en
t
as
th
e
p
r
im
ar
y
d
r
iv
er
o
f
b
o
th
B
I
an
d
p
er
s
is
ten
ce
,
r
ep
o
s
itio
n
in
g
en
g
ag
em
en
t
as
th
e
ce
n
tr
al
m
ec
h
an
is
m
in
MO
OC
p
er
s
is
ten
ce
th
eo
r
y
.
T
h
e
th
eo
r
etica
l
co
n
tr
ib
u
tio
n
s
o
f
th
is
s
tu
d
y
ar
e
th
r
ee
f
o
ld
.
First,
it
d
em
o
n
s
tr
ates
th
at
s
tu
d
en
t
en
g
ag
em
en
t
—
n
o
t
BI
—
is
th
e
p
r
im
ar
y
d
ir
ec
t
p
r
ed
icto
r
o
f
p
er
s
is
ten
ce
,
th
er
eb
y
ch
allen
g
in
g
tr
ad
itio
n
al
tech
n
o
lo
g
y
ac
ce
p
tan
ce
p
ar
ad
ig
m
s
an
d
r
ep
o
s
itio
n
in
g
en
g
ag
em
en
t
as
th
e
ce
n
tr
al
m
ec
h
an
is
m
in
MO
OC
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
.
5
,
Octo
b
er
20
26
:
4
6
5
7
-
4666
4664
p
er
s
is
ten
ce
th
eo
r
y
.
Seco
n
d
,
it
estab
lis
h
es
NS
as
th
e
f
o
u
n
d
atio
n
al
m
ec
h
an
is
m
th
at
s
im
u
ltan
eo
u
s
ly
d
r
iv
es
HM
an
d
m
u
ltid
im
en
s
io
n
al
en
g
ag
em
en
t
,
co
n
f
ir
m
in
g
th
e
ce
n
tr
al
r
o
le
o
f
SDT
in
g
am
if
ied
lear
n
in
g
co
n
tex
ts
.
T
h
ir
d
,
it
r
ev
ea
ls
th
e
in
ten
tio
n
–
b
eh
av
io
r
g
ap
in
MO
OC
s
,
h
ig
h
lig
h
tin
g
th
e
n
ec
ess
ity
o
f
en
g
ag
em
en
t
-
f
o
cu
s
ed
in
ter
v
en
tio
n
s
o
v
er
in
ten
tio
n
-
o
p
tim
izatio
n
s
tr
ateg
ies.
Pra
ctica
lly
,
th
e
m
ec
h
an
is
m
-
d
r
iv
en
g
am
if
icatio
n
f
r
am
ewo
r
k
p
r
o
p
o
s
ed
h
er
e
p
r
o
v
id
es
ac
tio
n
ab
le
d
esig
n
g
u
id
elin
es
f
o
r
MO
OC
d
ev
elo
p
er
s
:
im
p
lem
en
tin
g
lear
n
er
-
co
n
tr
o
lled
p
r
o
g
r
ess
io
n
to
f
o
s
ter
au
to
n
o
m
y
,
ad
ap
tiv
e
ch
allen
g
es
an
d
m
ea
n
in
g
f
u
l
f
ee
d
b
ac
k
to
b
u
ild
co
m
p
eten
ce
,
an
d
co
llab
o
r
ativ
e
co
m
m
u
n
ity
f
ea
tu
r
es
to
n
u
r
tu
r
e
r
elate
d
n
ess
.
T
h
is
s
h
if
t
f
r
o
m
s
u
p
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am
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to
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s
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p
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tiv
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ex
p
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ltiv
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s
tain
ab
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en
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ag
em
en
t
an
d
r
ed
u
ce
attr
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r
ates.
Sev
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lim
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s
war
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co
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id
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.
T
h
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cr
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s
s
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s
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al
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f
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th
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p
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p
o
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iv
e
s
am
p
le
o
f
2
0
0
T
h
ai
MO
OC
lear
n
er
s
m
ay
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it
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aliza
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p
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p
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latio
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s
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d
non
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am
if
ied
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ts
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tr
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m
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v
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th
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m
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th
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m
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itted
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al
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AUT
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g
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lu
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ay
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ld
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g
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al
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ian
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late
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elf
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ep
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ted
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ata
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o
b
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al
tr
ac
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ata
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e.
g
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,
click
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tr
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p
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s
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tim
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-
on
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task
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,
s
y
s
tem
atica
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m
s
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lear
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er
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to
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th
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p
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f
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o
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ial
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k
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ar
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ten
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ato
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as in
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b
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in
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co
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p
letio
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.
F
UNDING
I
NF
O
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M
A
T
I
O
N
No
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u
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d
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g
f
r
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m
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y
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o
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ce
.
AUTHO
R
CO
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B
UT
I
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NS ST
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M
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N
T
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h
is
jo
u
r
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al
u
s
es
th
e
C
o
n
tr
ib
u
to
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R
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les
T
ax
o
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o
m
y
(
C
R
ed
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)
to
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ec
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g
n
ize
in
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iv
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al
au
th
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co
n
tr
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th
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s
h
ip
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is
p
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an
d
f
ac
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co
llab
o
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.
Na
m
e
o
f
Aut
ho
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C
M
So
Va
Fo
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D
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Vi
Su
P
Fu
W
ar
ap
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n
J
ir
ap
an
t
h
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g
✓
✓
✓
✓
✓
✓
✓
✓
Siwak
o
r
n
B
an
lu
esap
y
✓
✓
✓
✓
✓
✓
✓
C
:
C
o
n
c
e
p
t
u
a
l
i
z
a
t
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o
n
M
:
M
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t
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So
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So
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Va
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Fo
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Fo
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D
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&
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CO
NS
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n
v
en
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s
am
p
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m
eth
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was
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s
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f
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th
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lin
e
s
u
r
v
ey
an
d
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n
ly
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ter
ested
r
esp
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n
d
en
ts
f
illed
th
e
f
o
r
m
,
h
en
ce
n
o
s
ep
ar
ate
co
n
s
en
ts
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e
o
b
tain
ed
f
r
o
m
th
e
in
d
iv
id
u
als in
clu
d
ed
in
th
is
s
tu
d
y
.
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T
H
I
CAL
ST
A
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N
T
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an
an
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s
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m
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th
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as
in
f
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m
ed
co
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s
en
t.
No
p
er
s
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n
ally
id
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tifia
b
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in
f
o
r
m
atio
n
was c
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d
all
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esp
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n
s
es we
r
e
an
aly
ze
d
in
ag
g
r
eg
ate
f
o
r
m
.
Evaluation Warning : The document was created with Spire.PDF for Python.
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4665
DATA AV
AI
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AB
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h
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ly
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Flag
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3
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7
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RE
F
E
R
E
NC
E
S
[
1
]
S
.
D
e
t
e
r
d
i
n
g
,
M
.
S
i
c
a
r
t
,
L.
N
a
c
k
e
,
K
.
O
’
H
a
r
a
,
a
n
d
D
.
D
i
x
o
n
,
“
G
a
m
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f
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c
a
t
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o
n
:
u
s
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g
a
me
-
d
e
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i
g
n
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m
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n
t
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o
n
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g
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mi
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o
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t
e
x
t
s,
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i
n
C
H
I
’
1
1
E
x
t
e
n
d
e
d
Ab
st
ra
c
t
s
o
n
H
u
m
a
n
F
a
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t
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rs
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n
C
o
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p
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t
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e
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s
,
M
a
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1
1
,
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p
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2
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:
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0
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1
1
4
5
/
1
9
7
9
7
4
2
.
1
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7
9
5
7
5
.
[
2
]
V
.
V
e
n
k
a
t
e
s
h
,
M
.
G
.
M
o
r
r
i
s,
G
.
B
.
D
a
v
i
s,
a
n
d
F
.
D
.
D
a
v
i
s,
“
U
ser
a
c
c
e
p
t
a
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e
o
f
i
n
f
o
r
m
a
t
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o
n
t
e
c
h
n
o
l
o
g
y
:
t
o
w
a
r
d
a
u
n
i
f
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e
d
v
i
e
w
,
”
MIS
Q
u
a
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t
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r
l
y
,
v
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l
.
2
7
,
n
o
.
3
,
p
p
.
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2
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–
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2
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,
d
o
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:
1
0
.
2
3
0
7
/
3
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0
3
6
5
4
0
.
[
3
]
V
.
V
e
n
k
a
t
e
s
h
,
J.
Y
.
L.
T
h
o
n
g
,
a
n
d
X
.
X
u
,
“
C
o
n
s
u
m
e
r
a
c
c
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p
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a
n
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e
a
n
d
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s
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f
i
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f
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r
mat
i
o
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c
h
n
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y
:
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x
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d
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4
]
E.
L.
D
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c
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a
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.
M
.
R
y
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n
,
“
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h
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‘
w
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s
:
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ma
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s
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f
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d
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t
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f
b
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a
v
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r
,
”
Psy
c
h
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I
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ry
,
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_
0
1
.
[
5
]
A
.
D
o
mí
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z
,
J
.
S
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e
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,
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.
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M
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s,
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.
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-
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,
C
.
P
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s,
a
n
d
J.
-
J.
M
a
r
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n
e
z
-
H
e
r
r
á
i
z
,
“
G
a
m
i
f
y
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n
g
l
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a
r
n
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n
g
e
x
p
e
r
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c
e
s:
p
r
a
c
t
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c
a
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m
p
l
i
c
a
t
i
o
n
s
a
n
d
o
u
t
c
o
mes,
”
C
o
m
p
u
t
e
rs
&
Ed
u
c
a
t
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o
n
,
v
o
l
.
6
3
,
p
p
.
3
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.
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.
[
6
]
E.
D
.
M
e
k
l
e
r
,
F
.
B
r
ü
h
l
ma
n
n
,
A
.
N
.
T
u
c
h
,
a
n
d
K
.
O
p
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s,
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To
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n
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st
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B
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siwa
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c
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.
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