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ca
n
m
o
v
e
s
tu
d
e
n
ts
f
r
o
m
r
ec
eiv
in
g
h
is
to
r
ical
co
n
ten
t to
s
elec
tin
g
,
o
r
g
an
izin
g
,
q
u
esti
o
n
in
g
,
a
n
d
r
ep
r
esen
tin
g
it with
in
tellectu
al
r
esp
o
n
s
ib
ilit
y
.
Dig
ital le
ar
n
in
g
en
v
ir
o
n
m
en
ts
alter
th
e
co
n
d
itio
n
s
u
n
d
er
wh
i
ch
s
tu
d
en
ts
ac
ce
s
s
h
is
to
r
ical
k
n
o
wled
g
e,
y
et
th
ey
d
o
n
o
t
au
to
m
atica
lly
alter
h
o
w
h
is
to
r
y
is
lear
n
ed
.
T
h
e
g
a
p
b
etwe
en
wh
at
to
o
ls
m
ak
e
p
o
s
s
ib
le
an
d
wh
at
co
g
n
itiv
e
d
em
an
d
s
a
tas
k
ac
tu
ally
im
p
o
s
es
lies
a
t
th
e
v
er
y
ce
n
ter
o
f
th
is
s
tu
d
y
.
Platfo
r
m
s
s
u
ch
as
v
ir
tu
al
m
u
s
eu
m
s
,
d
ig
ital
ar
ch
iv
es,
m
u
ltime
d
ia
d
esig
n
to
o
ls
,
an
d
m
o
s
t
co
n
s
eq
u
en
tially
g
en
er
ativ
e
ar
tific
ial
in
tellig
en
ce
(
Gen
AI
)
n
o
w
all
o
w
s
tu
d
en
ts
to
en
g
a
g
e
with
h
is
to
r
ical
m
ater
ials
in
way
s
p
r
ev
io
u
s
ly
d
if
f
ic
u
lt
to
s
u
s
tain
in
co
n
v
en
tio
n
al
class
r
o
o
m
s
,
wh
ile
also
p
r
o
v
id
i
n
g
n
ew
m
ea
n
s
f
o
r
lear
n
er
s
to
e
x
p
r
ess
th
ei
r
u
n
d
er
s
tan
d
i
n
g
th
r
o
u
g
h
d
ig
ital
ar
tifa
cts:
v
id
eo
s
,
in
f
o
g
r
ap
h
ics,
in
ter
ac
tiv
e
m
o
d
els,
h
is
to
r
ical
s
ce
n
ar
io
s
.
Yet
th
e
p
r
o
life
r
atio
n
o
f
t
o
o
ls
d
o
es
n
o
t
au
to
m
atica
lly
y
ield
g
ain
s
in
lear
n
in
g
q
u
ality
.
T
h
e
ce
n
t
r
al
q
u
esti
o
n
is
n
o
t
wh
eth
er
d
ig
ital
tech
n
o
lo
g
y
a
d
d
s
s
o
m
eth
in
g
to
h
is
to
r
y
in
s
tr
u
ctio
n
,
b
u
t
wh
eth
er
it
ac
tu
ally
ch
an
g
es
wh
at
s
tu
d
en
ts
ar
e
r
eq
u
ir
ed
to
d
o
with
k
n
o
wled
g
e
.
A
v
is
u
ally
r
ich
er
less
o
n
is
n
o
t
n
ec
ess
ar
ily
a
co
g
n
itiv
ely
d
ee
p
er
o
n
e,
a
n
d
th
e
r
is
k
o
f
m
is
tak
in
g
f
o
r
m
at
f
o
r
s
u
b
s
tan
ce
is
r
ea
l.
T
h
e
2
0
1
8
Ge
n
er
al
E
d
u
ca
tio
n
C
u
r
r
icu
lu
m
p
r
o
v
id
es
th
e
cu
r
r
icu
lar
b
asis
f
o
r
th
is
co
m
p
eten
ce
-
o
r
ien
ted
s
h
if
t
[
1
]
.
R
ec
en
t
s
ch
o
lar
s
h
ip
in
h
is
to
r
y
ed
u
ca
tio
n
an
d
d
ig
ital
p
ed
ag
o
g
y
h
as
b
eg
u
n
to
m
a
p
t
h
is
ter
r
ito
r
y
with
m
o
r
e
p
r
ec
is
io
n
.
R
esear
ch
o
n
p
r
o
ject
-
b
ased
lear
n
in
g
in
d
icate
s
cir
cu
m
s
tan
ce
s
u
n
d
er
w
h
ich
s
t
u
d
en
ts
’
e
n
g
ag
em
e
n
t
a
n
d
co
g
n
itiv
e
in
v
estme
n
t
m
ay
in
cr
ea
s
e
[
2
]
,
[
3
]
,
alth
o
u
g
h
th
e
u
n
d
e
r
ly
in
g
m
ec
h
an
is
m
s
o
f
th
ese
p
h
en
o
m
en
a
ar
e
n
o
t
y
et
f
u
lly
u
n
d
er
s
to
o
d
.
Stu
d
ies
o
f
AI
in
h
is
to
r
y
teac
h
in
g
o
f
f
er
a
s
im
ilar
ly
q
u
alif
ied
p
ictu
r
e:
AI
to
o
ls
ap
p
ea
r
c
ap
ab
le
o
f
s
u
p
p
o
r
tin
g
in
f
o
r
m
atio
n
p
r
o
ce
s
s
in
g
an
d
cr
itical
th
in
k
in
g
d
ev
elo
p
m
en
t,
b
u
t
p
r
im
ar
ily
wh
e
n
em
b
ed
d
e
d
with
in
task
s
d
esig
n
ed
to
m
ak
e
in
tel
lectu
al
d
em
an
d
o
n
th
e
lear
n
e
r
,
n
o
t
m
er
ely
to
m
ak
e
co
n
te
n
t
m
o
r
e
ac
ce
s
s
ib
le
[
4
]
,
[
5
]
.
T
h
is
ca
u
tio
u
s
p
o
s
itio
n
is
co
n
s
is
ten
t
with
b
r
o
ad
er
r
ev
iews
o
f
AI
in
ed
u
ca
tio
n
,
w
h
ich
em
p
h
asize
b
o
th
p
o
ten
tial
b
en
e
f
its
an
d
p
er
s
is
ten
t
r
is
k
s
,
in
clu
d
in
g
eth
ical
u
s
e,
teac
h
er
r
ea
d
in
ess
,
an
d
d
ig
it
al
d
ep
en
d
en
cy
[
6
]
.
Nev
er
th
eless
,
ex
is
tin
g
s
tu
d
ies
h
av
e
u
s
ef
u
lly
ex
am
in
e
d
p
r
o
ject
-
b
ased
lear
n
i
n
g
,
d
ig
ital
to
o
ls
,
s
cien
ce
,
tech
n
o
lo
g
y
,
en
g
in
ee
r
in
g
,
ar
ts
,
an
d
m
ath
em
atics
(
STE
AM
)
ac
tiv
ities
,
v
ir
tu
al
lear
n
in
g
en
v
ir
o
n
m
e
n
ts
,
an
d
AI
ap
p
licatio
n
s
in
ed
u
ca
tio
n
.
Yet
m
u
ch
o
f
th
is
liter
atu
r
e
s
till
tr
ea
ts
th
ese
ap
p
r
o
ac
h
es
as
in
s
tr
u
ctio
n
al
m
eth
o
d
s
o
r
tech
n
o
lo
g
ical
in
ter
v
en
tio
n
s
.
L
ess
atten
tio
n
h
as b
ee
n
p
aid
to
th
e
co
g
n
itiv
e
m
ec
h
an
is
m
s
th
r
o
u
g
h
wh
ich
d
ig
itall
y
in
teg
r
ated
task
d
esig
n
s
r
esh
a
p
e
s
tu
d
en
ts
’
lear
n
in
g
p
r
o
ce
s
s
es
in
h
is
to
r
y
class
r
o
o
m
s
.
I
n
p
ar
ticu
lar
,
it
r
em
ain
s
in
s
u
f
f
icien
tly
clea
r
h
o
w
lear
n
er
au
to
n
o
m
y
,
m
u
lti
-
s
o
u
r
ce
i
n
f
o
r
m
atio
n
p
r
o
ce
s
s
in
g
,
an
d
k
n
o
wled
g
e
v
er
i
f
icatio
n
ar
e
ac
tiv
ated
u
n
d
er
s
p
ec
if
ic
ta
s
k
co
n
d
itio
n
s
.
Alth
o
u
g
h
th
ese
s
tu
d
ies
p
r
o
v
i
d
e
a
u
s
ef
u
l
b
asis
,
th
ey
leav
e
a
s
p
ec
if
ic
p
r
o
b
lem
u
n
r
eso
l
v
e
d
.
I
n
lo
wer
s
ec
o
n
d
ar
y
h
is
to
r
y
less
o
n
s
,
it
r
em
ain
s
u
n
clea
r
h
o
w
d
ig
itall
y
in
teg
r
ate
d
task
s
m
o
v
e
s
tu
d
en
ts
f
r
o
m
ac
ce
s
s
to
in
f
o
r
m
atio
n
to
ac
tiv
e
h
is
to
r
ic
al
wo
r
k
s
u
ch
as
s
elec
tin
g
s
o
u
r
ce
s
,
o
r
g
an
izin
g
ev
id
e
n
ce
,
ch
ec
k
in
g
claim
s
,
an
d
r
ep
r
esen
tin
g
in
ter
p
r
etatio
n
s
.
T
h
e
p
r
o
b
lem
s
tatem
en
t
o
f
t
h
is
s
tu
d
y
is
th
er
ef
o
r
e
t
h
e
f
o
llo
win
g
:
d
ig
ital
to
o
ls
m
a
y
b
r
o
ad
e
n
th
e
lear
n
i
n
g
en
v
ir
o
n
m
en
t,
b
u
t
th
ei
r
e
d
u
ca
tio
n
al
v
al
u
e
d
e
p
en
d
s
o
n
th
e
co
g
n
itiv
e
m
ec
h
an
is
m
s
th
at
task
d
esig
n
ac
tiv
ates.
T
h
is
g
ap
ca
lls
f
o
r
an
an
aly
s
is
th
at
m
o
v
es
b
ey
o
n
d
m
o
d
el
co
m
p
ar
is
o
n
an
d
ex
am
in
es
th
e
co
n
d
itio
n
s
u
n
d
e
r
wh
ic
h
lear
n
er
au
to
n
o
m
y
,
m
u
lti
-
s
o
u
r
ce
in
f
o
r
m
atio
n
p
r
o
ce
s
s
in
g
,
an
d
k
n
o
wled
g
e
v
e
r
if
icatio
n
b
ec
o
m
e
v
is
ib
le
in
s
tu
d
e
n
ts
’
lear
n
in
g
p
r
o
ce
s
s
es.
On
th
ese
g
r
o
u
n
d
s
,
th
e
p
r
esen
t
s
tu
d
y
e
x
am
in
es
th
e
im
p
lem
en
tatio
n
o
f
d
ig
itally
in
teg
r
ate
d
h
is
to
r
y
in
s
tr
u
ctio
n
at
C
au
Giay
Seco
n
d
ar
y
Sch
o
o
l
in
Han
o
i
o
v
er
th
e
p
er
io
d
2
0
2
1
–
2
0
2
6
,
f
o
c
u
s
in
g
o
n
f
o
u
r
ca
teg
o
r
ies
o
f
in
s
tr
u
ctio
n
al
p
r
ac
tice:
in
te
r
d
is
cip
lin
ar
y
p
r
o
ject
-
b
ased
lear
n
in
g
,
d
ir
ec
t
a
n
d
o
n
lin
e
e
x
p
er
ien
tial
ac
tiv
ities
,
STE
AM
ed
u
ca
tio
n
in
co
r
p
o
r
atin
g
h
is
to
r
ical
co
n
ten
t,
an
d
th
e
p
ed
ag
o
g
ical
ap
p
licatio
n
o
f
AI
.
Un
lik
e
co
n
v
en
tio
n
al
d
escr
ip
tiv
e
ac
co
u
n
ts
o
f
tech
n
o
l
o
g
y
u
s
e
in
class
r
o
o
m
s
,
th
is
p
a
p
er
tak
es
a
d
if
f
er
en
t
an
g
le.
R
ath
er
th
an
ca
talo
g
u
in
g
wh
ich
d
i
g
ital
to
o
ls
ap
p
ea
r
in
h
is
to
r
y
in
s
tr
u
ctio
n
,
th
e
an
aly
s
is
ask
s
s
o
m
et
h
in
g
m
o
r
e
s
p
ec
if
ic:
h
o
w
d
o
d
ig
itally
in
teg
r
ated
i
n
s
tr
u
ctio
n
al
d
esig
n
s
r
esh
ap
e
s
tu
d
en
ts
’
lear
n
in
g
p
r
o
ce
s
s
es,
an
d
th
r
o
u
g
h
wh
at
m
ec
h
an
is
m
s
d
o
es
th
is
r
esh
ap
in
g
o
cc
u
r
?
T
h
r
ee
c
o
g
n
itiv
e
p
ath
way
s
s
er
v
e
as
th
e
p
r
im
ar
y
len
s
:
lear
n
er
au
to
n
o
m
y
,
m
u
lti
-
s
o
u
r
ce
in
f
o
r
m
atio
n
p
r
o
ce
s
s
in
g
,
an
d
k
n
o
wled
g
e
v
er
if
icatio
n
.
A
co
r
e
ar
g
u
m
e
n
t
r
u
n
n
in
g
th
r
o
u
g
h
th
e
s
tu
d
y
is
th
at
d
ig
it
al
tech
n
o
lo
g
y
in
te
g
r
atio
n
d
o
es
n
o
t,
o
n
its
o
w
n
,
p
r
o
d
u
ce
cr
ea
tiv
e
co
m
p
eten
ce
in
s
tu
d
en
ts
.
I
n
r
elatio
n
to
th
e
2
0
1
8
Gen
er
al
E
d
u
ca
tio
n
C
u
r
r
i
cu
lu
m
,
c
r
ea
tiv
e
c
o
m
p
eten
ce
b
ec
o
m
es
o
b
s
er
v
ab
le
wh
en
lear
n
er
s
g
en
er
ate
q
u
est
io
n
s
,
r
eo
r
g
an
ize
in
f
o
r
m
atio
n
,
test
in
ter
p
r
etatio
n
s
,
an
d
r
e
p
r
esen
t
k
n
o
wled
g
e
in
m
ea
n
in
g
f
u
l
f
o
r
m
s
[
1
]
.
T
h
e
th
r
ee
m
ec
h
an
is
m
s
ex
am
in
ed
in
th
is
s
tu
d
y
o
p
er
atio
n
a
lize
th
at
cu
r
r
icu
lar
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I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Mech
a
n
is
m
-
b
a
s
ed
d
ig
ita
l
h
is
to
r
y
in
s
tr
u
ctio
n
a
n
d
s
tu
d
e
n
t le
a
r
n
in
g
… (
V
u
o
n
g
Th
i H
a
i Yen
)
4269
ex
p
ec
tatio
n
:
lear
n
er
au
to
n
o
m
y
g
iv
es
s
tu
d
en
ts
r
esp
o
n
s
ib
ilit
y
f
o
r
in
q
u
ir
y
an
d
r
ep
r
esen
tatio
n
;
m
u
lti
-
s
o
u
r
ce
p
r
o
ce
s
s
in
g
r
eq
u
ir
es
th
em
to
c
o
m
p
ar
e
a
n
d
s
tr
u
ctu
r
e
h
is
to
r
ica
l
ev
id
en
ce
;
an
d
k
n
o
wled
g
e
v
e
r
if
icatio
n
ask
s
th
em
to
ex
am
in
e
th
e
ac
cu
r
ac
y
a
n
d
ad
eq
u
ac
y
o
f
claim
s
b
ef
o
r
e
p
r
esen
tin
g
th
em
.
T
h
e
d
is
tin
ctio
n
m
atter
s
b
ec
au
s
e
it
s
h
if
ts
an
aly
tical
atten
tio
n
awa
y
f
r
o
m
t
o
o
ls
th
em
s
elv
es
an
d
t
o
war
d
th
e
task
co
n
d
itio
n
s
u
n
d
er
wh
ich
th
o
s
e
to
o
ls
ar
e
u
s
ed
.
T
h
e
p
r
o
p
o
s
ed
ap
p
r
o
ac
h
is
a
m
ec
h
an
is
m
-
b
ased
an
aly
tical
f
r
am
ewo
r
k
,
n
o
t
an
ev
alu
atio
n
o
f
o
n
e
to
o
l
an
d
n
o
t
a
claim
o
f
d
ir
ec
t in
s
tr
u
ctio
n
al
ef
f
ec
tiv
en
ess
.
T
h
e
s
tu
d
y
’
s
n
o
v
elty
is
lim
it
ed
b
u
t
s
p
ec
if
ic.
I
t
o
f
f
er
s
a
m
ec
h
an
is
m
-
b
ased
e
x
p
lan
atio
n
o
f
d
ig
ital
h
is
to
r
y
in
s
tr
u
ctio
n
in
a
Vietn
am
ese
lo
wer
s
ec
o
n
d
ar
y
s
ettin
g
.
Dig
ital
to
o
ls
a
r
e
n
o
t
tr
ea
te
d
as
d
ir
ec
t
ca
u
s
es
o
f
lear
n
in
g
o
u
tco
m
es.
T
h
e
y
a
r
e
ex
am
in
e
d
t
h
r
o
u
g
h
th
e
task
co
n
d
itio
n
s
th
at
m
ay
ac
tiv
ate
lear
n
er
au
to
n
o
m
y
,
m
u
lti
-
s
o
u
r
ce
i
n
f
o
r
m
atio
n
p
r
o
ce
s
s
in
g
,
an
d
k
n
o
wled
g
e
v
er
if
icatio
n
.
T
h
e
c
o
n
tr
ib
u
tio
n
is
th
eo
r
etica
l
a
n
d
p
r
ac
tical:
th
e
p
ap
er
p
r
o
p
o
s
es
an
e
x
p
lo
r
at
o
r
y
an
aly
tical
f
r
am
ewo
r
k
a
n
d
d
er
iv
es
task
-
d
esig
n
p
r
in
ci
p
les
f
o
r
d
ig
ital a
n
d
AI
-
s
u
p
p
o
r
te
d
h
is
to
r
y
teac
h
in
g
,
wh
ile
k
ee
p
i
n
g
th
e
claim
s
with
in
th
e
lim
its
o
f
a
s
in
g
le
ca
s
e
s
tu
d
y
.
Fro
m
th
is
ar
g
u
m
e
n
t,
th
e
s
tu
d
y
ad
d
r
ess
es
th
r
ee
g
u
id
in
g
r
esear
ch
q
u
esti
o
n
s
:
f
ir
s
t
,
wh
ich
in
s
tr
u
ctio
n
al
d
esig
n
f
ea
tu
r
es
ar
e
ass
o
ciate
d
with
o
b
s
er
v
ab
le
c
h
an
g
es
in
s
tu
d
en
ts
’
lear
n
in
g
b
eh
a
v
io
r
?
Seco
n
d
,
wh
at
co
g
n
itiv
e
-
p
e
d
ag
o
g
ical
m
ec
h
a
n
is
m
s
ac
co
u
n
t
f
o
r
th
e
r
elatio
n
s
h
ip
b
etwe
en
in
s
tr
u
ctio
n
al
d
esig
n
an
d
lear
n
in
g
o
u
tco
m
es?
T
h
ir
d
,
wh
at
c
o
n
d
itio
n
s
s
h
ap
e
th
e
ef
f
ec
tiv
e
n
ess
with
wh
ich
th
ese
m
ec
h
an
is
m
s
o
p
er
ate?
T
h
e
q
u
esti
o
n
is
n
o
t
wh
eth
er
tech
n
o
lo
g
y
is
b
r
o
u
g
h
t
in
t
o
th
e
h
is
to
r
y
class
r
o
o
m
,
b
u
t
wh
e
n
it
tr
an
s
f
o
r
m
s
th
e
n
atu
r
e
o
f
lear
n
in
g
ac
tiv
ity
.
W
h
en
a
task
r
eq
u
ir
es
n
o
m
o
r
e
th
an
r
e
-
p
r
esen
tin
g
ex
is
tin
g
in
f
o
r
m
atio
n
in
a
n
e
w
f
o
r
m
at,
tech
n
o
lo
g
y
p
r
o
d
u
ce
s
p
r
im
ar
ily
s
u
r
f
ac
e
-
lev
el
n
o
v
elty
.
W
h
en
a
ta
s
k
co
m
p
els
s
tu
d
en
ts
to
s
elec
t
s
o
u
r
ce
s
,
co
m
p
ar
e
co
m
p
etin
g
i
n
ter
p
r
et
atio
n
s
,
an
d
tak
e
in
tellectu
al
r
esp
o
n
s
ib
ilit
y
f
o
r
h
o
w
th
ey
r
ep
r
esen
t
th
e
p
ast,
tech
n
o
lo
g
y
b
eg
in
s
to
s
h
ap
e
t
h
e
co
g
n
itiv
e
co
n
d
itio
n
s
o
f
le
ar
n
in
g
.
Acc
o
r
d
in
g
l
y
,
th
e
s
tu
d
y
h
as
th
r
ee
lim
ited
o
b
jectiv
es:
i)
to
i
d
en
tify
task
-
d
esig
n
f
ea
tu
r
es v
is
ib
le
in
d
i
g
itally
in
teg
r
ated
h
is
to
r
y
less
o
n
s
;
ii)
to
in
ter
p
r
et
h
o
w
lear
n
er
au
t
o
n
o
m
y
,
m
u
lti
-
s
o
u
r
ce
in
f
o
r
m
atio
n
p
r
o
ce
s
s
in
g
,
a
n
d
k
n
o
wled
g
e
v
er
if
icatio
n
a
p
p
ea
r
in
s
tu
d
en
ts
’
lear
n
in
g
ac
tiv
ity
;
an
d
iii)
to
d
er
iv
e
ca
u
tio
u
s
im
p
licatio
n
s
f
o
r
h
is
to
r
y
teac
h
er
s
wh
o
u
s
e
d
ig
ital
an
d
AI
-
s
u
p
p
o
r
ted
task
s
with
o
u
t c
laim
i
n
g
d
ir
ec
t c
a
u
s
al
ef
f
ec
ts
.
2.
T
H
E
O
R
E
T
I
CA
L
F
RAM
E
WO
RK
2
.
1
.
Cre
a
t
iv
e
co
m
pet
ence
a
n
d his
t
o
ry
educa
t
io
n
C
r
ea
tiv
e
co
m
p
eten
ce
is
id
en
t
if
ied
in
t
h
e
2
0
1
8
Gen
er
al
E
d
u
ca
tio
n
C
u
r
r
ic
u
lu
m
as
o
n
e
o
f
th
e
c
o
r
e
co
m
p
eten
cies,
r
e
f
lectin
g
a
d
eli
b
er
ate
r
e
o
r
ien
tatio
n
f
r
o
m
c
o
n
t
en
t
tr
an
s
m
is
s
io
n
to
war
d
th
e
cu
ltiv
atio
n
o
f
lear
n
e
r
ch
ar
ac
ter
a
n
d
ca
p
ab
ilit
y
[
1
]
.
I
n
th
e
co
n
te
x
t
o
f
h
is
to
r
y
e
d
u
ca
t
io
n
,
c
r
ea
tiv
e
c
o
m
p
eten
ce
ex
te
n
d
s
well
b
e
y
o
n
d
th
e
n
ar
r
o
w
s
en
s
e
o
f
g
e
n
er
atin
g
w
h
at
is
n
o
v
el;
it
en
co
m
p
ass
es
th
e
ca
p
ac
ity
to
r
eth
i
n
k
an
d
r
e
s
tr
u
ctu
r
e
h
is
to
r
ical
in
f
o
r
m
atio
n
an
d
to
f
o
r
m
u
late
in
q
u
ir
y
q
u
esti
o
n
s
th
at
ex
ce
e
d
th
e
b
o
u
n
d
ar
ies
o
f
r
ec
eiv
ed
f
r
a
m
ewo
r
k
s
.
Stu
d
en
ts
with
well
-
d
ev
elo
p
e
d
cr
ea
tiv
e
co
m
p
eten
ce
in
h
is
to
r
y
ca
n
s
y
n
th
esize
an
d
m
u
lti
-
d
im
en
s
io
n
ally
an
aly
ze
s
o
u
r
ce
s
em
b
o
d
y
in
g
co
n
tr
ad
icto
r
y
o
r
co
m
p
lex
p
e
r
s
p
ec
tiv
es
an
d
ca
n
r
ein
ter
p
r
et
h
is
to
r
ical
ev
en
ts
th
r
o
u
g
h
u
n
f
am
iliar
r
ep
r
esen
tatio
n
al
f
o
r
m
s
s
u
ch
a
s
th
r
ee
-
d
im
en
s
io
n
al
m
o
d
els
o
r
in
ter
ac
tiv
e
s
ce
n
ar
io
s
.
T
h
is
d
em
an
d
s
n
o
t
o
n
ly
h
is
to
r
ical
k
n
o
wled
g
e
b
u
t
cr
itical
th
in
k
in
g
a
n
d
in
ter
d
is
cip
lin
ar
y
s
y
n
t
h
esis
,
q
u
alities
th
at
c
o
n
v
en
tio
n
al
teac
h
in
g
m
eth
o
d
s
ar
e
s
tr
u
ctu
r
ally
ill
-
eq
u
ip
p
ed
t
o
cu
ltiv
ate
in
a
n
y
s
y
s
tem
atic
way
.
C
r
ea
ti
v
it
y
-
o
r
i
en
te
d
e
d
u
c
ati
o
n
i
n
h
is
t
o
r
y
te
ac
h
i
n
g
e
n
t
ails
m
o
r
e
t
h
a
n
i
n
t
ell
ec
t
u
a
l
a
cti
v
a
ti
o
n
;
i
t
r
eq
u
i
r
es
o
r
g
an
izi
n
g
lea
r
n
i
n
g
ac
t
iv
ities
in
a
n
o
p
e
n
-
e
n
d
e
d
m
a
n
n
e
r
th
at
e
n
c
o
u
r
ag
es
s
tu
d
en
ts
t
o
d
e
v
el
o
p
t
h
e
ir
o
w
n
i
d
ea
s
,
p
la
n
th
ei
r
e
x
e
c
u
ti
o
n
,
an
d
p
r
o
d
u
c
e
d
iv
e
r
s
e
l
ea
r
n
i
n
g
a
r
ti
f
a
cts.
Pro
je
ct
-
b
ase
d
i
n
s
t
r
u
ct
io
n
al
m
o
d
els
a
r
e
p
a
r
t
ic
u
la
r
l
y
well
-
s
u
it
ed
t
o
t
h
is
a
im
,
p
r
e
ci
s
ely
b
e
ca
u
s
e
t
h
ey
ex
te
n
d
g
en
u
i
n
e
a
g
en
c
y
to
s
t
u
d
e
n
ts
o
v
e
r
t
h
e
ir
o
w
n
le
ar
n
i
n
g
tr
a
jec
to
r
y
a
n
d
r
e
q
u
ir
e
t
h
e
p
r
o
d
u
cti
o
n
o
f
s
u
b
s
ta
n
t
iv
el
y
m
ea
n
i
n
g
f
u
l
o
u
tc
o
m
es
.
R
ese
ar
c
h
o
n
p
r
o
je
ct
-
b
ase
d
lea
r
n
i
n
g
p
o
i
n
ts
t
o
a
f
air
ly
co
n
s
is
te
n
t
p
att
er
n
:
w
h
en
s
t
u
d
e
n
ts
h
av
e
g
en
u
i
n
e
au
to
n
o
m
y
o
v
e
r
h
o
w
t
h
e
y
d
esi
g
n
an
d
p
r
ese
n
t
th
ei
r
w
o
r
k
,
t
h
e
d
e
p
th
o
f
c
o
g
n
i
ti
v
e
en
g
ag
em
en
t
t
en
d
s
t
o
i
n
cr
ea
s
e
[
2
]
.
R
ec
e
n
t
m
et
a
-
an
al
y
ti
c
e
v
i
d
e
n
ce
f
u
r
t
h
er
s
u
g
g
ests
t
h
at
p
r
o
j
ec
t
-
b
ase
d
le
ar
n
i
n
g
c
an
s
u
p
p
o
r
t
le
ar
n
i
n
g
o
u
t
co
m
es
,
a
ca
d
e
m
i
c
a
ch
i
ev
em
en
t,
af
f
e
cti
v
e
attit
u
d
es
,
a
n
d
t
h
i
n
k
i
n
g
s
k
il
ls
,
a
lth
o
u
g
h
its
e
f
f
e
cts
r
e
m
a
in
s
e
n
s
iti
v
e
t
o
d
es
ig
n
a
n
d
i
m
p
le
m
e
n
t
a
tio
n
c
o
n
d
iti
o
n
s
[
3
]
.
2
.
2
.
Co
lla
bo
r
a
t
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k
no
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in d
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tr
al
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etica
l f
o
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atio
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’
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lear
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s
[
7
]
.
T
h
is
p
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in
t
ca
r
r
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p
ar
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la
r
weig
h
t
in
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2
.
3
.
Dig
it
a
l
co
m
pet
ence
in educa
t
io
n a
nd
his
t
o
ry
t
ea
ching
Dig
ital
co
m
p
eten
ce
h
as
co
m
e
to
o
cc
u
p
y
an
in
c
r
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al
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lace
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tem
p
o
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y
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u
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ar
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cu
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teac
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ly
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ea
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it
as
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co
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d
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m
ea
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ar
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tech
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-
r
ich
lear
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ir
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m
en
ts
[
8
]
.
T
h
e
v
o
l
u
m
e
o
f
r
esear
ch
alo
n
e,
h
o
wev
er
,
s
ay
s
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th
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its
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ir
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tio
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.
At
th
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atio
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al
lev
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wo
r
k
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th
is
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as
m
o
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ed
to
war
d
id
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tify
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cr
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tu
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m
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eten
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tu
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d
n
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tab
ly
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is
to
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d
g
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ap
h
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e
d
as
v
iab
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s
ites
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o
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ev
elo
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m
en
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[
9
]
.
T
h
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im
p
licatio
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is
co
n
s
eq
u
en
tial:
s
u
ch
c
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ee
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n
o
t
b
e
co
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f
in
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in
f
o
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m
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tech
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o
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s
tr
u
ctio
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.
W
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in
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tr
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a
p
p
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p
r
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co
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[
1
0
]
.
2
.
4
.
H
is
t
o
r
y
educa
t
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he
dig
it
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T
h
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r
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s
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ial
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as
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em
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n
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s
h
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ain
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ased
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tech
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ativ
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ical
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ateg
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ize
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ical
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ter
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y
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icate
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ap
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h
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h
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ites
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Mo
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e
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eq
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en
tially
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co
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p
el
s
tu
d
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to
p
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s
s
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f
o
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atio
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at
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ig
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e
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n
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s
in
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k
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th
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g
h
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ig
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o
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m
s
d
em
an
d
s
p
u
r
p
o
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ef
u
l
s
y
n
th
esis
,
s
elec
tio
n
,
an
d
o
r
g
an
izatio
n
[
7
]
,
[
1
1
]
.
W
h
en
s
tu
d
en
ts
ex
p
lain
,
d
esig
n
,
a
n
d
p
r
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t
h
is
to
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in
t
h
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o
wn
wa
y
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lear
n
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g
m
ay
m
o
v
e
b
e
y
o
n
d
p
ass
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m
em
o
r
izatio
n
to
war
d
m
o
r
e
ac
tiv
e
f
o
r
m
s
o
f
h
is
to
r
ical
in
ter
p
r
etatio
n
.
R
esear
ch
o
n
AI
-
ass
is
ted
d
esig
n
o
f
d
ig
ital
lear
n
in
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m
ater
ials
u
n
d
er
s
co
r
es
th
e
im
p
o
r
tan
ce
o
f
en
s
u
r
in
g
s
cien
tific
ac
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r
ac
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d
p
ed
a
g
o
g
ical
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ten
tio
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ality
th
r
o
u
g
h
o
u
t
tech
n
o
lo
g
y
in
teg
r
atio
n
[
4
]
;
t
h
e
f
i
v
e
-
s
tep
p
r
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ce
d
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r
e
p
r
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p
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ed
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at
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ch
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lar
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h
ip
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p
an
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f
r
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m
th
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id
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if
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co
m
p
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er
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f
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th
at
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p
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r
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c
h
team
ad
a
p
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d
ap
p
lies
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th
e
lo
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s
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n
d
ar
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lev
el
with
co
r
r
esp
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d
in
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ly
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ter
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ield
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ip
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ally
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ab
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wh
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tu
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u
id
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ea
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aly
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d
u
s
e
p
r
im
ar
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s
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r
ce
e
v
id
en
ce
[
1
2
]
.
Similar
ly
,
r
esear
ch
o
n
d
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g
ital
lear
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in
g
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n
v
ir
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ec
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ar
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h
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s
h
o
ws
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at
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h
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h
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d
in
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q
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ir
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o
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lear
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g
d
esig
n
s
[
1
1
]
.
2
.
5
.
ST
E
AM
ed
uca
t
io
n a
nd
inte
rdis
ci
pli
na
ry
inte
g
ra
t
io
n in his
t
o
ry
t
ea
ching
STE
AM
ed
u
ca
tio
n
h
as
em
er
g
ed
as
a
s
ig
n
if
ican
t
f
o
r
ce
in
g
l
o
b
al
ed
u
ca
tio
n
al
r
e
f
o
r
m
.
R
ec
en
t
wo
r
k
o
n
STE
AM
ed
u
ca
tio
n
al
s
tr
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s
also
s
tr
ess
e
s
th
at
in
ter
d
is
cip
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ar
ity
r
eq
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ir
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d
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t
h
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th
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er
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ju
x
tap
o
s
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n
o
f
d
is
cip
lin
ar
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co
m
p
o
n
en
ts
[
1
3
]
.
I
t
tr
ac
es
th
e
f
o
r
m
atio
n
an
d
d
ev
elo
p
m
en
t
o
f
th
e
s
cien
ce
,
tech
n
o
lo
g
y
,
en
g
in
ee
r
in
g
,
an
d
m
ath
em
atics
(
STE
M
)
,
STE
AM
,
an
d
s
cien
ce
,
t
ec
h
n
o
lo
g
y
,
r
ea
d
in
g
,
en
g
in
ee
r
in
g
,
ar
ts
,
an
d
m
ath
em
atics
(
STREAM
)
p
ar
ad
ig
m
s
f
r
o
m
b
o
th
in
ter
n
atio
n
al
an
d
Vietn
am
ese
p
er
s
p
ec
tiv
es,
g
en
er
atin
g
r
ef
le
ctio
n
s
o
n
im
p
lem
en
tin
g
STE
M
ed
u
ca
tio
n
al
s
tr
ateg
ies
in
Vietn
am
ese
s
ch
o
o
ls
o
p
er
atin
g
u
n
d
e
r
th
e
2
0
1
8
c
u
r
r
i
cu
lu
m
’
s
co
m
p
ete
n
ce
an
d
c
h
ar
ac
ter
d
ev
elo
p
m
en
t o
r
ie
n
tatio
n
[
1
4
]
.
I
n
th
e
c
o
n
tex
t
o
f
h
is
to
r
y
ed
u
ca
tio
n
,
STE
AM
is
em
p
h
atica
lly
n
o
t
ab
o
u
t
co
u
p
lin
g
d
is
cr
ete
s
u
b
jects
ad
d
itiv
ely
;
it
is
ab
o
u
t
cr
ea
tin
g
in
teg
r
ate
d
lear
n
i
n
g
s
itu
atio
n
s
in
wh
ich
h
is
to
r
ical
k
n
o
wled
g
e
b
ec
o
m
es
th
e
m
ea
n
i
n
g
f
u
l
s
u
b
s
tr
ate
f
o
r
en
g
in
ee
r
in
g
,
ar
tis
tic,
an
d
tech
n
o
lo
g
ical
ac
tiv
ity
.
T
h
e
p
r
o
p
o
s
ed
STE
M
in
s
tr
u
ctio
n
al
m
o
d
el
f
o
r
d
ev
elo
p
in
g
co
llab
o
r
ativ
e
p
r
o
b
lem
-
s
o
lv
in
g
c
o
m
p
e
t
e
n
c
e
i
n
g
e
n
e
r
a
l
s
c
h
o
o
l
s
t
u
d
e
n
ts
e
m
p
h
as
i
z
es
t
h
e
i
n
te
r
p
la
y
am
o
n
g
p
r
ac
tical
m
ath
em
atics,
elem
en
tar
y
e
n
g
i
n
ee
r
in
g
,
e
n
g
ag
i
n
g
s
cien
ce
,
a
n
d
o
p
tim
al
tech
n
o
lo
g
y
[
1
5
]
.
W
h
en
tr
an
s
p
o
s
ed
to
th
e
h
is
to
r
ical
d
o
m
ain
,
th
e
ar
ts
d
im
en
s
io
n
o
f
th
e
STE
AM
f
r
am
ewo
r
k
p
lay
s
a
p
ar
ticu
lar
ly
p
r
o
m
in
en
t
r
o
le,
f
o
r
it
is
th
e
h
in
g
e
co
n
n
ec
tin
g
h
is
to
r
ical
k
n
o
wled
g
e
to
s
tu
d
en
ts
’
ex
p
r
ess
iv
e
an
d
ae
s
th
etic
ca
p
ac
ities
.
T
h
e
s
tu
d
y
’
s
an
aly
tical
f
r
am
ewo
r
k
ce
n
ter
s
o
n
m
ec
h
an
is
m
r
at
h
er
th
an
m
eth
o
d
.
An
in
s
tr
u
ctio
n
al
m
o
d
el
ca
r
r
ies
an
aly
tical
s
ig
n
if
ican
ce
o
n
ly
in
s
o
f
ar
as
it
g
en
e
r
ates
s
p
ec
if
ic
co
g
n
itiv
e
d
em
an
d
s
o
n
s
tu
d
en
ts
,
in
clu
d
in
g
s
o
u
r
ce
s
elec
tio
n
,
in
f
o
r
m
atio
n
r
eo
r
g
an
izatio
n
,
r
eliab
ilit
y
ev
alu
atio
n
,
an
d
in
d
ep
e
n
d
en
t
in
ter
p
r
etatio
n
.
T
h
is
p
o
in
t
ex
p
lain
s
wh
y
th
e
s
am
e
d
ig
ital
to
o
l c
an
s
u
p
p
o
r
t d
if
f
e
r
en
t f
o
r
m
s
o
f
lear
n
in
g
wh
e
n
th
e
task
d
em
an
d
s
im
p
o
s
ed
o
n
s
tu
d
en
ts
ar
e
d
if
f
er
e
n
t.
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
Mech
a
n
is
m
-
b
a
s
ed
d
ig
ita
l
h
is
to
r
y
in
s
tr
u
ctio
n
a
n
d
s
tu
d
e
n
t le
a
r
n
in
g
… (
V
u
o
n
g
Th
i H
a
i Yen
)
4271
T
h
e
th
r
ee
m
ec
h
an
is
m
s
wer
e
s
elec
ted
b
ec
au
s
e
th
ey
lin
k
th
e
co
m
p
eten
ce
-
o
r
ien
te
d
aim
s
o
f
h
is
to
r
y
ed
u
ca
tio
n
with
o
b
s
er
v
ab
le
cl
ass
r
o
o
m
ac
tiv
ity
.
L
ea
r
n
er
a
u
t
o
n
o
m
y
r
ef
lects
th
e
s
h
if
t
f
r
o
m
teac
h
er
-
o
r
g
an
ized
r
ec
ep
tio
n
to
s
tu
d
en
t
r
esp
o
n
s
ib
ilit
y
f
o
r
i
n
q
u
ir
y
,
p
la
n
n
in
g
,
a
n
d
r
ep
r
esen
tatio
n
,
a
s
h
if
t
s
u
p
p
o
r
ted
b
y
p
r
o
ject
-
b
ased
an
d
k
n
o
wled
g
e
-
b
u
ild
in
g
p
er
s
p
ec
tiv
es
[
2
]
,
[
3
]
,
[
7
]
.
Mu
lti
-
s
o
u
r
ce
in
f
o
r
m
ati
o
n
p
r
o
ce
s
s
in
g
r
ef
lects
th
e
d
is
cip
lin
ar
y
n
at
u
r
e
o
f
h
is
to
r
y
lear
n
in
g
,
in
wh
ich
s
tu
d
en
ts
m
u
s
t
co
m
p
a
r
e
m
ater
ials
,
a
r
r
a
n
g
e
e
v
id
en
ce
,
an
d
co
n
s
tr
u
ct
an
ac
co
u
n
t
r
ath
er
th
an
r
ely
o
n
a
s
in
g
le
tex
t
[
1
1
]
,
[
1
2
]
.
Kn
o
wled
g
e
v
er
if
icatio
n
r
ef
lects
th
e
ep
is
tem
ic
d
em
an
d
o
f
d
ig
ital
an
d
AI
-
s
u
p
p
o
r
ted
en
v
ir
o
n
m
en
ts
,
wh
er
e
l
ea
r
n
er
s
m
u
s
t
ch
ec
k
th
e
ac
cu
r
a
cy
an
d
ad
e
q
u
ac
y
o
f
g
en
er
ated
o
r
d
ig
ital
in
f
o
r
m
ati
o
n
b
ef
o
r
e
u
s
in
g
it
[
4
]
–
[
6
]
.
T
h
ese
m
ec
h
an
is
m
s
wer
e
th
er
ef
o
r
e
n
o
t
s
elec
ted
as
s
ep
ar
ate
p
s
y
ch
o
lo
g
ical
tr
aits
.
T
h
ey
wer
e
s
elec
ted
as
task
-
s
en
s
itiv
e
p
r
o
ce
s
s
es
th
at
ca
n
b
e
o
b
s
er
v
e
d
ac
r
o
s
s
s
u
r
v
ey
r
esp
o
n
s
es,
class
r
o
o
m
in
ter
ac
tio
n
,
an
d
s
tu
d
en
t
p
r
o
d
u
c
ts
.
Fig
u
r
e
1
f
u
n
ctio
n
s
as
th
e
an
aly
tical
m
o
d
el
g
u
id
in
g
d
ata
i
n
ter
p
r
etatio
n
in
th
is
s
tu
d
y
.
I
t
d
o
es
n
o
t
p
r
esen
t
a
d
ec
o
r
ativ
e
co
n
ce
p
tu
al
illu
s
tr
atio
n
,
n
o
r
d
o
es
it
ass
u
m
e
th
at
task
ch
ar
ac
ter
is
tics
p
r
o
d
u
ce
o
u
tco
m
es
d
ir
ec
tly
.
I
n
s
tead
,
it
s
h
o
ws
th
at
task
ch
ar
ac
ter
is
tics
s
u
ch
a
s
s
o
u
r
ce
p
lu
r
ality
,
p
r
o
d
u
ct
o
r
ien
tatio
n
,
au
th
e
n
tic
au
d
ien
ce
,
a
n
d
v
er
if
icatio
n
r
eq
u
ir
em
en
ts
m
ay
m
ed
iate
s
tu
d
e
n
ts
’
lear
n
in
g
p
r
o
ce
s
s
es
th
r
o
u
g
h
lear
n
er
au
to
n
o
m
y
,
m
u
lti
-
s
o
u
r
ce
in
f
o
r
m
ati
o
n
p
r
o
ce
s
s
in
g
,
an
d
k
n
o
wled
g
e
v
er
if
icatio
n
.
T
h
e
f
ig
u
r
e
t
h
er
ef
o
r
e
d
ir
ec
ts
th
e
an
al
y
s
is
f
r
o
m
th
e
q
u
esti
o
n
o
f
w
h
eth
er
t
ec
h
n
o
lo
g
y
is
u
s
ed
to
th
e
m
o
r
e
p
r
ec
is
e
q
u
esti
o
n
o
f
wh
at
c
o
g
n
i
tiv
e
wo
r
k
s
tu
d
en
ts
m
u
s
t p
er
f
o
r
m
wh
en
tec
h
n
o
l
o
g
y
is
em
b
ed
d
e
d
in
h
is
to
r
y
lear
n
in
g
task
s
.
Fig
u
r
e
1
.
Me
ch
a
n
is
m
-
b
ased
a
n
aly
tical
f
r
am
ewo
r
k
lin
k
in
g
in
s
tr
u
ctio
n
al
d
esig
n
f
ea
tu
r
es,
co
g
n
itiv
e
-
p
ed
a
g
o
g
ical
m
ec
h
an
is
m
s
,
an
d
o
b
s
er
v
ab
le
l
ea
r
n
in
g
o
u
tco
m
es in
d
ig
ital h
i
s
to
r
y
in
s
tr
u
ctio
n
3.
RE
S
E
ARCH
M
E
T
H
O
D
3
.
1
.
Resea
rc
h
d
esig
n
T
h
is
s
tu
d
y
ad
o
p
ts
an
ex
p
lo
r
at
o
r
y
m
ix
e
d
-
m
eth
o
d
ca
s
e
s
tu
d
y
d
esig
n
.
T
h
e
p
u
r
p
o
s
e
is
n
o
t
to
test
ca
u
s
al
ef
f
ec
ts
o
r
co
m
p
ar
e
tr
ea
tm
e
n
t
an
d
co
n
tr
o
l
g
r
o
u
p
s
,
b
u
t
to
i
d
en
tify
p
atter
n
ed
ass
o
ciatio
n
s
b
etwe
en
d
ig
itall
y
in
teg
r
ated
task
d
esig
n
a
n
d
s
tu
d
en
ts
’
lear
n
in
g
p
r
o
ce
s
s
es
in
a
r
ea
l
class
r
o
o
m
co
n
tex
t.
T
h
e
c
ase
s
tu
d
y
ap
p
r
o
ac
h
is
ap
p
r
o
p
r
iate
b
ec
au
s
e
th
e
p
h
en
o
m
e
n
o
n
u
n
d
er
in
v
esti
g
atio
n
is
em
b
ed
d
ed
in
a
s
p
ec
if
ic
s
ch
o
o
l
s
ettin
g
an
d
s
h
ap
ed
b
y
in
ter
ac
tin
g
f
ac
t
o
r
s
,
in
clu
d
in
g
task
d
esig
n
,
teac
h
er
f
ac
ilit
atio
n
,
s
tu
d
en
t
co
llab
o
r
atio
n
,
an
d
d
ig
ital
r
eso
u
r
ce
av
ailab
ilit
y
.
T
h
e
d
esig
n
is
ex
p
lo
r
ato
r
y
in
two
s
en
s
es.
First,
it
ex
am
in
es
a
s
in
g
le
s
ch
o
o
l
co
n
tex
t
i
n
wh
ich
d
ig
ital
h
is
to
r
y
in
s
tr
u
cti
o
n
h
ad
b
ee
n
s
u
s
tain
ed
o
v
e
r
s
ev
er
al
y
ea
r
s
.
Seco
n
d
,
it
u
s
es
m
u
ltip
le
s
o
u
r
ce
s
o
f
ev
id
en
ce
to
in
te
r
p
r
et
h
o
w
p
ar
ticu
lar
task
co
n
d
itio
n
s
m
ay
a
ctiv
ate
co
g
n
itiv
e
m
ec
h
an
is
m
s
.
B
ec
au
s
e
th
e
s
tu
d
y
d
o
es
n
o
t
in
clu
d
e
a
co
n
tr
o
l
g
r
o
u
p
,
its
f
in
d
in
g
s
s
h
o
u
ld
b
e
r
e
ad
as
ass
o
ciatio
n
al
an
d
co
n
tex
t
-
b
o
u
n
d
r
ath
e
r
th
an
ca
u
s
al
o
r
s
tatis
tically
g
en
er
aliza
b
le.
T
h
e
th
r
ee
s
o
u
r
ce
s
o
f
ev
id
en
ce
wer
e
n
o
t
tr
ea
ted
as
p
ar
allel
f
in
d
in
g
s
.
T
h
ey
wer
e
u
s
ed
to
c
h
ec
k
an
d
in
ter
p
r
et
o
n
e
a
n
o
th
e
r
d
u
r
in
g
th
e
m
ec
h
an
is
m
-
b
ased
a
n
aly
s
is
.
T
h
e
q
u
a
n
titativ
e
s
tr
an
d
was
u
s
ed
to
d
escr
ib
e
r
esp
o
n
s
e
p
atter
n
s
,
wh
ile
th
e
q
u
alita
tiv
e
s
tr
an
d
was
u
s
ed
to
in
ter
p
r
et
th
e
class
r
o
o
m
p
r
o
ce
s
s
es
b
eh
in
d
th
o
s
e
p
atter
n
s
.
T
h
is
d
esig
n
th
e
r
ef
o
r
e
f
its
th
e
e
x
p
lo
r
ato
r
y
p
u
r
p
o
s
e
o
f
t
h
e
s
tu
d
y
:
it
s
ee
k
s
ex
p
lan
ato
r
y
p
lau
s
ib
ilit
y
with
in
a
b
o
u
n
d
ed
ca
s
e,
n
o
t statis
tical
g
en
er
aliza
tio
n
.
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
2
6
7
-
4280
4272
3
.
2
.
Resea
rc
h
s
it
e
a
nd
da
t
a
co
llect
io
n
3
.
2
.
1
.
Resea
rc
h si
t
e
a
nd
pa
rt
icipa
nts
T
h
e
s
tu
d
y
was
co
n
d
u
cted
at
C
au
Giay
Seco
n
d
ar
y
Sch
o
o
l
in
Han
o
i,
w
h
er
e
tech
n
o
lo
g
y
-
i
n
teg
r
ated
h
is
to
r
y
in
s
tr
u
ctio
n
h
ad
b
ee
n
im
p
lem
en
ted
o
v
er
s
ev
e
r
al
y
ea
r
s
.
T
h
e
s
u
r
v
ey
in
v
o
lv
e
d
1
2
0
s
tu
d
e
n
ts
wh
o
p
ar
ticip
ated
in
t
h
e
“
Desig
n
in
g
I
n
f
o
g
r
a
p
h
ics
o
n
An
cien
t
C
iv
ilizatio
n
s
”
p
r
o
ject.
Par
ticip
an
ts
wer
e
s
elec
ted
p
u
r
p
o
s
iv
ely
b
ec
au
s
e
th
e
y
h
ad
d
ir
ec
t
ex
p
e
r
ien
ce
with
th
e
d
i
g
itally
in
teg
r
ated
lear
n
in
g
tas
k
ex
am
in
e
d
in
th
e
s
tu
d
y
.
T
h
e
s
am
p
le
s
h
o
u
ld
th
er
ef
o
r
e
b
e
u
n
d
e
r
s
to
o
d
as
co
n
tex
t
-
b
o
u
n
d
r
ath
er
th
an
s
tatis
ticall
y
r
ep
r
esen
tativ
e
o
f
s
ec
o
n
d
ar
y
s
tu
d
e
n
ts
in
Vietn
am
.
T
h
e
p
a
r
ticip
atin
g
s
tu
d
en
ts
wer
e
f
r
o
m
Gr
a
d
es 7
to
9
an
d
wer
e
d
r
awn
f
r
o
m
f
o
u
r
class
es
in
clu
d
ed
in
th
e
p
r
o
ject
im
p
lem
en
tatio
n
.
T
h
e
p
r
o
ject
was
im
p
lem
en
ted
o
v
er
3
5
we
ek
s
,
an
d
class
r
o
o
m
o
b
s
er
v
atio
n
s
wer
e
co
n
d
u
cted
d
u
r
in
g
1
0
lear
n
i
n
g
s
ess
io
n
s
.
T
h
e
s
ch
o
o
l w
as th
er
ef
o
r
e
tr
ea
te
d
as a
n
in
f
o
r
m
atio
n
-
r
ich
ca
s
e
r
ath
er
th
a
n
as a
ty
p
ic
al
o
r
s
tatis
tically
r
ep
r
esen
tativ
e
Vietn
am
ese
s
ch
o
o
l.
3
.
2
.
2
.
Su
rv
ey
ins
t
rum
ent
T
h
e
s
u
r
v
ey
u
s
ed
a
5
-
p
o
in
t
L
ik
er
t
s
ca
le
to
ca
p
tu
r
e
two
s
elf
-
r
e
p
o
r
ted
co
n
s
tr
u
cts:
lear
n
in
g
en
g
ag
em
en
t
an
d
i
n
f
o
r
m
atio
n
s
tr
u
ctu
r
in
g
.
L
ea
r
n
in
g
en
g
a
g
em
en
t
r
ef
e
r
r
ed
t
o
s
tu
d
en
ts
’
p
er
ce
i
v
ed
atten
tio
n
,
p
ar
ticip
atio
n
,
a
n
d
willin
g
n
ess
to
in
v
est
e
f
f
o
r
t
in
th
e
d
ig
ital
h
is
to
r
y
task
.
I
n
f
o
r
m
atio
n
s
tr
u
ctu
r
in
g
r
ef
e
r
r
ed
to
s
tu
d
en
ts
’
p
er
ce
i
v
ed
ab
ilit
y
to
s
elec
t,
class
if
y
,
s
eq
u
en
ce
,
an
d
o
r
g
a
n
ize
h
is
to
r
i
ca
l
in
f
o
r
m
atio
n
in
to
co
h
e
r
en
t
d
ig
ital
p
r
o
d
u
cts.
T
h
e
in
s
tr
u
m
e
n
t
d
r
ew
its
co
n
c
ep
tu
al
b
asis
f
r
o
m
th
e
m
ec
h
an
is
m
-
b
ased
f
r
am
ewo
r
k
ad
o
p
ted
in
th
is
s
tu
d
y
an
d
was
tailo
r
ed
to
th
e
s
p
ec
if
ic
ta
s
k
co
n
d
itio
n
s
o
b
s
er
v
ed
in
t
h
e
class
r
o
o
m
.
I
n
ter
n
al
co
n
s
is
ten
cy
was
ac
ce
p
tab
le,
with
C
r
o
n
b
ac
h
’
s
al
p
h
a
at
0
.
8
2
[
1
6
]
.
H
o
wev
er
,
n
o
in
d
ep
e
n
d
en
t
v
alid
atio
n
s
tu
d
y
was
co
n
d
u
cted
b
ey
o
n
d
th
is
in
ter
n
al
co
n
s
is
ten
cy
test
.
Fo
r
th
is
r
ea
s
o
n
,
th
e
s
u
r
v
ey
r
e
s
u
lts
ar
e
in
ter
p
r
eted
ca
u
tio
u
s
ly
as
s
elf
-
r
ep
o
r
te
d
in
d
icato
r
s
r
ath
e
r
th
a
n
as
s
tan
d
ar
d
ized
m
ea
s
u
r
es
o
f
lea
r
n
in
g
o
u
tco
m
es.
T
h
e
s
u
r
v
ey
d
ata
wer
e
co
m
p
lem
en
ted
b
y
class
r
o
o
m
o
b
s
er
v
atio
n
s
an
d
s
tu
d
en
t
p
r
o
d
u
ct
a
n
aly
s
is
to
s
tr
en
g
th
en
in
ter
p
r
etiv
e
tr
ian
g
u
latio
n
.
No
claim
o
f
f
u
ll
co
n
s
tr
u
ct
v
alid
atio
n
is
m
ad
e.
T
h
e
in
s
tr
u
m
e
n
t
is
u
s
ed
h
er
e
o
n
ly
as
a
ca
s
e
-
s
p
ec
if
ic
m
ea
s
u
r
e
o
f
s
tu
d
en
ts
’
p
er
ce
p
tio
n
s
r
elate
d
t
o
th
e
two
co
n
s
tr
u
cts.
3
.
2
.
3
.
Cla
s
s
ro
o
m
o
bs
er
v
a
t
io
n pro
t
o
co
l
C
las
s
r
o
o
m
o
b
s
er
v
atio
n
s
f
o
c
u
s
ed
o
n
p
r
e
d
ef
in
e
d
in
d
icato
r
s
co
r
r
esp
o
n
d
i
n
g
t
o
th
e
p
r
o
p
o
s
ed
m
ec
h
an
is
m
s
.
T
h
ese
in
d
icato
r
s
in
clu
d
ed
s
tu
d
en
ts
’
s
o
u
r
ce
s
el
ec
tio
n
,
co
m
p
a
r
is
o
n
o
f
m
ater
ia
ls
,
o
r
g
an
izatio
n
o
f
h
is
to
r
ical
in
f
o
r
m
atio
n
,
r
o
le
n
e
g
o
tiatio
n
with
in
g
r
o
u
p
s
,
r
e
v
is
io
n
o
f
p
r
o
d
u
ct
d
r
af
ts
,
an
d
v
e
r
if
icatio
n
o
f
d
i
g
ital
o
r
AI
-
g
en
er
ated
in
f
o
r
m
atio
n
.
Ob
s
er
v
atio
n
n
o
tes
wer
e
u
s
ed
to
in
ter
p
r
et
lear
n
in
g
p
r
o
ce
s
s
es
r
at
h
er
th
an
to
p
r
o
v
id
e
in
d
ep
en
d
en
t
p
r
o
o
f
o
f
co
m
p
et
en
ce
d
ev
elo
p
m
en
t.
T
h
e
o
b
s
e
r
v
atio
n
n
o
tes
wer
e
th
en
co
m
p
ar
ed
with
s
u
r
v
ey
p
atter
n
s
an
d
p
r
o
d
u
ct
ev
id
e
n
ce
to
clar
if
y
h
o
w
th
e
p
r
o
p
o
s
ed
m
ec
h
an
is
m
s
ap
p
ea
r
ed
i
n
class
r
o
o
m
ac
tiv
ity
.
3
.
2
.
4
.
Student
pro
du
ct
a
na
ly
s
is
Stu
d
en
t
p
r
o
d
u
cts,
in
clu
d
in
g
v
id
eo
s
,
in
f
o
g
r
ap
h
ics,
in
ter
ac
tiv
e
m
ap
s
,
an
d
o
th
e
r
d
ig
ital
ar
tif
ac
ts
,
wer
e
ex
am
in
ed
u
s
in
g
a
r
u
b
r
ic
co
v
er
in
g
h
is
to
r
ical
ac
cu
r
ac
y
,
in
f
o
r
m
atio
n
o
r
g
an
izatio
n
,
cr
ea
tiv
ity
,
d
ig
ital
r
ep
r
esen
tatio
n
,
a
n
d
s
o
u
r
ce
v
er
if
icatio
n
.
T
h
e
r
u
b
r
ic
was
alig
n
ed
with
th
e
th
r
ee
p
r
o
p
o
s
ed
m
e
ch
an
is
m
s
an
d
with
th
e
co
m
p
ete
n
ce
-
o
r
ie
n
ted
lo
g
ic
o
f
th
e
2
0
1
8
Ge
n
er
al
E
d
u
ca
ti
o
n
C
u
r
r
icu
l
u
m
.
B
ec
au
s
e
s
o
m
e
ass
ess
m
en
ts
wer
e
co
n
d
u
cte
d
with
in
th
e
in
s
tr
u
cti
o
n
al
co
n
tex
t,
p
r
o
d
u
ct
an
aly
s
is
is
tr
ea
ted
as
s
u
p
p
lem
en
tar
y
in
ter
p
r
etiv
e
ev
id
e
n
ce
r
ath
er
th
an
as
an
in
d
ep
en
d
en
t
s
tan
d
ar
d
ized
m
ea
s
u
r
e
o
f
cr
ea
tiv
e
co
m
p
eten
ce
.
E
ac
h
p
r
o
d
u
ct
was
r
ea
d
ag
ain
s
t
th
e
cr
iter
ia
s
u
m
m
ar
ized
in
th
e
r
u
b
r
ic,
with
atten
tio
n
to
o
b
s
er
v
ab
le
ev
id
en
ce
in
t
h
e
ar
tif
ac
t
r
ath
er
th
an
to
a
g
en
er
al
im
p
r
ess
io
n
o
f
q
u
ality
.
T
ab
le
1
s
u
m
m
ar
izes
th
e
r
u
b
r
ic
u
s
ed
to
ex
am
in
e
o
b
s
er
v
ab
le
f
ea
tu
r
es
o
f
s
tu
d
en
t
p
r
o
d
u
cts an
d
th
eir
lin
k
s
to
th
e
p
r
o
p
o
s
ed
m
ec
h
a
n
is
m
s
.
I
n
ter
-
r
ater
r
eliab
ilit
y
was
n
o
t
ca
lcu
lated
in
th
e
p
r
esen
t
s
tu
d
y
.
T
h
is
is
ac
k
n
o
wled
g
ed
as
a
lim
itatio
n
,
an
d
p
r
o
d
u
ct
ass
ess
m
en
t
r
esu
lts
ar
e
th
er
e
f
o
r
e
in
ter
p
r
eted
ca
u
tio
u
s
ly
.
T
o
r
ed
u
ce
t
h
e
r
is
k
o
f
o
v
er
in
ter
p
r
etatio
n
,
p
r
o
d
u
ct
ass
ess
m
en
t
was
n
o
t
in
ter
p
r
eted
in
is
o
latio
n
.
I
t
was
r
e
ad
to
g
eth
er
with
s
u
r
v
e
y
p
atter
n
s
an
d
o
b
s
er
v
atio
n
n
o
tes
to
s
u
p
p
o
r
t
a
ca
u
tio
u
s
m
ec
h
an
is
m
-
b
ased
i
n
ter
p
r
etatio
n
.
Fu
tu
r
e
s
tu
d
ies
s
h
o
u
l
d
in
cl
u
d
e
in
d
ep
e
n
d
en
t
r
ater
s
an
d
r
ep
o
r
t in
ter
-
r
ater
r
eliab
ilit
y
to
im
p
r
o
v
e
m
et
h
o
d
o
lo
g
ical
r
o
b
u
s
tn
ess
.
T
ab
le
1
.
R
u
b
r
ic
u
s
ed
f
o
r
s
tu
d
e
n
t p
r
o
d
u
ct
an
aly
s
is
C
r
i
t
e
r
i
o
n
D
e
scri
p
t
i
o
n
Li
n
k
t
o
me
c
h
a
n
i
sm
H
i
st
o
r
i
c
a
l
a
c
c
u
r
a
c
y
C
o
r
r
e
c
t
n
e
ss
o
f
h
i
st
o
r
i
c
a
l
f
a
c
t
s,
c
h
r
o
n
o
l
o
g
y
,
c
o
n
c
e
p
t
s,
a
n
d
i
n
t
e
r
p
r
e
t
a
t
i
o
n
K
n
o
w
l
e
d
g
e
v
e
r
i
f
i
c
a
t
i
o
n
I
n
f
o
r
mat
i
o
n
o
r
g
a
n
i
z
a
t
i
o
n
Lo
g
i
c
a
l
se
q
u
e
n
c
i
n
g
,
c
l
a
ssi
f
i
c
a
t
i
o
n
,
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I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Mech
a
n
is
m
-
b
a
s
ed
d
ig
ita
l
h
is
to
r
y
in
s
tr
u
ctio
n
a
n
d
s
tu
d
e
n
t le
a
r
n
in
g
… (
V
u
o
n
g
Th
i H
a
i Yen
)
4273
3
.
3
.
Da
t
a
a
na
ly
s
is
Qu
an
titativ
e
s
u
r
v
ey
d
ata
wer
e
an
aly
ze
d
u
s
in
g
d
escr
ip
tiv
e
s
tatis
tics
to
id
en
tify
r
esp
o
n
s
e
p
atter
n
s
in
lear
n
in
g
en
g
ag
em
en
t
a
n
d
in
f
o
r
m
atio
n
s
tr
u
ctu
r
in
g
.
B
ec
au
s
e
th
e
s
tu
d
y
d
id
n
o
t
u
s
e
a
co
n
tr
o
l
g
r
o
u
p
,
th
e
q
u
an
titativ
e
an
aly
s
is
d
id
n
o
t
ai
m
to
estab
lis
h
ca
u
s
al
ef
f
ec
ts
.
Qu
alitativ
e
d
ata
f
r
o
m
class
r
o
o
m
o
b
s
er
v
atio
n
s
an
d
s
tu
d
en
t
p
r
o
d
u
cts
wer
e
an
aly
ze
d
th
r
o
u
g
h
in
d
u
ctiv
e
th
em
atic
an
aly
s
is
[
1
7
]
.
T
h
e
co
d
i
n
g
p
r
o
ce
s
s
in
v
o
lv
ed
th
r
ee
s
tag
es:
in
itial
co
d
in
g
o
f
o
b
s
er
v
ed
lear
n
in
g
b
eh
av
io
r
s
a
n
d
p
r
o
d
u
ct
f
ea
tu
r
es,
g
r
o
u
p
i
n
g
o
f
co
d
es
in
to
m
ec
h
an
is
m
-
r
elate
d
ca
teg
o
r
ies,
an
d
co
m
p
ar
is
o
n
ac
r
o
s
s
d
ata
s
o
u
r
ce
s
.
T
h
e
f
in
al
th
em
es
wer
e
o
r
g
an
ized
ar
o
u
n
d
th
r
ee
m
ec
h
a
n
is
m
s
:
lear
n
er
a
u
to
n
o
m
y
,
m
u
lti
-
s
o
u
r
ce
in
f
o
r
m
atio
n
p
r
o
ce
s
s
in
g
,
a
n
d
k
n
o
wled
g
e
v
er
if
icatio
n
.
T
r
ian
g
u
latio
n
was
u
s
ed
to
e
x
am
in
e
wh
eth
er
s
im
ilar
p
atter
n
s
ap
p
ea
r
ed
ac
r
o
s
s
d
if
f
er
en
t
s
o
u
r
ce
s
o
f
ev
id
e
n
ce
.
Fo
r
ex
am
p
le,
s
u
r
v
ey
-
r
e
p
o
r
te
d
im
p
r
o
v
em
en
t
in
in
f
o
r
m
ati
o
n
s
tr
u
ctu
r
in
g
was
in
ter
p
r
et
ed
to
g
eth
er
with
o
b
s
er
v
atio
n
n
o
tes
a
n
d
p
r
o
d
u
c
t
ev
id
en
ce
s
h
o
win
g
s
o
u
r
ce
s
e
lectio
n
,
class
if
icatio
n
,
an
d
c
o
n
ten
t
o
r
g
an
izatio
n
.
T
h
is
p
r
o
ce
d
u
r
e
allo
wed
t
h
e
s
tu
d
y
to
d
ev
elo
p
a
m
ec
h
an
is
m
-
b
ased
in
ter
p
r
etatio
n
wh
ile
av
o
id
in
g
u
n
s
u
p
p
o
r
ted
ca
u
s
al
claim
s
.
T
h
e
m
ix
ed
-
m
e
th
o
d
in
ter
p
r
etatio
n
f
o
llo
wed
a
co
n
v
er
g
en
ce
lo
g
ic:
s
u
r
v
ey
d
ata
p
r
o
v
id
e
d
b
r
o
ad
r
esp
o
n
s
e
p
atter
n
s
,
o
b
s
er
v
atio
n
s
h
elp
ed
ex
p
lain
th
e
class
r
o
o
m
p
r
o
ce
s
s
es
b
eh
in
d
th
o
s
e
p
atter
n
s
,
an
d
p
r
o
d
u
ct
an
aly
s
is
s
h
o
wed
wh
eth
er
th
e
ex
p
ec
ted
f
o
r
m
s
o
f
o
r
g
an
izat
io
n
,
r
ep
r
esen
tatio
n
,
an
d
v
er
if
i
ca
tio
n
ap
p
ea
r
e
d
in
s
tu
d
en
ts
’
ar
tifa
cts.
4.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
R
ath
er
th
an
tr
ea
tin
g
p
e
d
ag
o
g
ical
m
o
d
els
as
s
elf
-
co
n
tain
e
d
u
n
its
,
th
is
s
ec
tio
n
an
aly
ze
s
th
e
f
in
d
in
g
s
th
r
o
u
g
h
th
e
lear
n
in
g
m
ec
h
an
i
s
m
s
ac
tiv
ated
d
u
r
in
g
in
s
tr
u
cti
o
n
:
lear
n
er
au
to
n
o
m
y
,
m
u
lti
-
s
o
u
r
ce
in
f
o
r
m
atio
n
p
r
o
ce
s
s
in
g
,
an
d
k
n
o
wled
g
e
v
er
if
icatio
n
.
Descr
ip
tiv
e
r
esu
lts
ar
e
f
ir
s
t
p
r
esen
ted
as
in
d
icato
r
s
o
f
s
tu
d
en
ts
’
r
ep
o
r
ted
en
g
a
g
em
en
t
a
n
d
i
n
f
o
r
m
atio
n
s
tr
u
ctu
r
in
g
.
I
n
ter
p
r
etiv
e
claim
s
ar
e
th
e
n
in
tr
o
d
u
ce
d
with
ex
p
licit
s
ig
n
alin
g
lan
g
u
a
g
e
s
o
th
at
d
escr
ip
tiv
e
ev
id
en
c
e
is
n
o
t m
is
tak
en
f
o
r
ca
u
s
al
ex
p
lan
atio
n
.
4
.
1
.
I
nte
rdis
ciplin
a
ry
pro
j
ec
t
-
ba
s
ed
lea
rning
wit
h dig
it
a
l o
utput
s
L
ea
r
n
in
g
task
s
r
eq
u
i
r
in
g
s
tu
d
en
ts
to
d
esig
n
d
ig
ital
p
r
o
d
u
c
ts
,
in
clu
d
in
g
v
id
e
o
s
,
in
f
o
g
r
ap
h
ics,
an
d
r
elate
d
ar
tifa
cts,
wer
e
ass
o
ciate
d
with
h
eig
h
te
n
ed
lear
n
e
r
au
to
n
o
m
y
b
ec
au
s
e
s
tu
d
en
ts
h
a
d
to
s
elec
t,
o
r
g
an
ize,
an
d
p
r
esen
t
in
f
o
r
m
atio
n
ac
co
r
d
in
g
to
th
eir
o
wn
lo
g
ic.
T
h
e
f
ac
t
th
at
8
5
%
o
f
s
tu
d
e
n
ts
r
ep
o
r
ted
in
cr
ea
s
e
d
lear
n
in
g
en
g
ag
em
e
n
t
s
u
g
g
ests
th
at
p
r
o
d
u
ct
-
o
r
ien
ted
task
d
es
ig
n
s
m
ay
b
e
ass
o
ciate
d
with
d
ee
p
er
p
ar
ticip
atio
n
.
T
h
is
r
esu
lt
d
o
es
n
o
t
estab
lis
h
ca
u
s
al
ef
f
ec
ts
,
b
u
t
it
is
c
o
n
s
is
ten
t
with
class
r
o
o
m
o
b
s
er
v
atio
n
s
o
f
a
r
o
le
s
h
if
t:
s
tu
d
en
ts
m
o
v
ed
f
r
o
m
r
ec
ip
ien
t
s
o
f
in
f
o
r
m
atio
n
to
ac
tiv
e
o
r
g
a
n
izer
s
o
f
it.
R
esu
lts
ar
e
o
r
g
an
ized
ac
co
r
d
in
g
to
th
e
co
g
n
itiv
e
m
ec
h
a
n
i
s
m
s
th
at
em
er
g
ed
d
u
r
in
g
th
e
lear
n
in
g
p
r
o
ce
s
s
.
Descr
ip
tiv
e
s
tatis
tics
f
r
o
m
th
e
s
tu
d
e
n
t
s
u
r
v
e
y
r
e
v
e
al
g
en
er
al
tr
e
n
d
s
in
en
g
a
g
em
e
n
t
an
d
in
f
o
r
m
atio
n
s
tr
u
ctu
r
in
g
a
b
ilit
y
.
T
h
ese
f
ig
u
r
es
p
r
o
v
id
e
a
n
em
p
ir
ical
en
tr
y
p
o
in
t
f
o
r
th
e
s
u
b
s
eq
u
en
t
in
ter
p
r
etatio
n
,
b
u
t
t
h
ey
d
o
n
o
t
b
y
th
em
s
elv
es e
s
tab
lis
h
th
e
ef
f
ec
t o
f
th
e
in
s
tr
u
ctio
n
al
d
esig
n
.
T
ab
le
2
s
h
o
u
ld
b
e
r
ea
d
as
d
escr
ip
tiv
e
ev
i
d
en
ce
,
n
o
t
as
p
r
o
o
f
o
f
ca
u
s
al
im
p
ac
t.
T
h
e
8
5
%
i
n
cr
ea
s
e
in
r
ep
o
r
ted
e
n
g
ag
em
e
n
t
b
ec
o
m
es
m
ea
n
in
g
f
u
l
o
n
ly
wh
e
n
in
ter
p
r
eted
to
g
eth
er
with
o
b
s
er
v
atio
n
d
ata
s
h
o
win
g
th
at
s
tu
d
en
ts
wer
e
r
eq
u
ir
ed
to
m
ak
e
d
ec
is
io
n
s
ab
o
u
t
s
o
u
r
ce
s
,
d
ig
ital
f
o
r
m
ats,
g
r
o
u
p
r
o
les
,
an
d
p
r
esen
tatio
n
s
tr
ateg
ies.
Similar
ly
,
th
e
7
1
.
6
%
im
p
r
o
v
em
en
t
in
in
f
o
r
m
at
io
n
s
tr
u
ctu
r
in
g
s
u
g
g
ests
th
at
s
tu
d
en
ts
p
er
ce
iv
ed
g
ain
s
in
o
r
g
a
n
izin
g
h
is
to
r
ical
k
n
o
wled
g
e
w
h
en
th
e
y
h
ad
to
t
r
an
s
f
o
r
m
d
is
p
er
s
ed
m
ater
ials
in
to
co
h
e
r
en
t
d
ig
ital
ar
tifa
cts.
T
h
is
s
u
g
g
ests
a
r
el
atio
n
s
h
ip
b
etwe
en
e
n
g
ag
e
m
e
n
t
an
d
in
f
o
r
m
atio
n
s
tr
u
ct
u
r
i
n
g
,
s
in
ce
s
tu
d
e
n
ts
ap
p
ea
r
ed
m
o
r
e
i
n
v
ested
wh
e
n
th
e
task
also
r
eq
u
ir
ed
th
e
m
to
im
p
o
s
e
o
r
d
er
o
n
h
is
to
r
ical
in
f
o
r
m
atio
n
.
T
h
e
s
u
r
v
ey
d
id
n
o
t
d
ir
ec
tly
m
ea
s
u
r
e
k
n
o
wled
g
e
v
er
if
icatio
n
.
Fo
r
th
is
m
ec
h
a
n
is
m
,
th
e
s
tu
d
y
r
elies
m
ain
ly
o
n
o
b
s
er
v
atio
n
n
o
tes
an
d
p
r
o
d
u
c
t
ev
id
en
ce
,
esp
ec
ially
in
AI
-
s
u
p
p
o
r
ted
task
s
wh
er
e
s
tu
d
en
t
s
wer
e
r
eq
u
ir
ed
to
ch
ec
k
an
d
r
ev
is
e
g
e
n
er
ated
in
f
o
r
m
atio
n
.
T
h
ese
r
esu
lts
s
er
v
e
as
p
r
elim
in
ar
y
in
d
icato
r
s
to
o
r
ien
t
d
ee
p
er
an
aly
s
is
o
f
th
e
lear
n
in
g
m
ec
h
an
is
m
s
th
at
f
o
llo
w,
r
ath
er
t
h
an
as
e
v
id
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,
class
s
ize,
an
d
im
p
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tatio
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d
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[
3
]
.
I
n
teg
r
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g
d
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ital
s
k
ills
in
to
th
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p
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cr
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is
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eq
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p
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4
.
2
.
E
x
perient
ia
l
his
t
o
ry
lea
rning
in dig
it
a
l e
nv
iro
nm
ent
s
4
.
2
.
1
.
Dire
ct
ex
perient
ia
l le
a
rning
wit
h dig
it
ized
o
utput
s
Dir
ec
t
ex
p
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ien
tial
ac
tiv
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,
in
clu
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ield
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we
r
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ir
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ce
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ig
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tio
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h
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d
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r
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f
lectio
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p
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ts
[
1
8
]
,
[
1
9
]
.
Fo
llo
win
g
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ield
v
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its
to
th
e
Mu
s
eu
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p
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co
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th
r
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h
p
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co
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th
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b
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ased
d
ig
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m
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n
t
o
r
ie
n
tatio
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an
aly
ze
d
in
p
r
io
r
r
esear
ch
[
9
]
.
I
n
h
is
to
r
ical
d
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am
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tio
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s
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ch
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Da
y
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Octo
b
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1
0
,
1
9
5
4
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tu
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en
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en
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wh
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p
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o
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d
e
f
f
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,
im
ag
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o
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v
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p
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q
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f
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m
an
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.
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h
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d
if
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er
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f
r
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m
tr
ad
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le
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p
lay
.
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ec
h
n
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lo
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id
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o
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r
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p
lace
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tu
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ec
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m
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r
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h
wh
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th
at
p
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ar
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was e
x
p
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m
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clea
r
ly
.
4
.
2
.
2
.
O
nli
ne
ex
perient
ia
l le
a
rning
a
nd
dig
it
a
l c
o
lla
bo
ra
t
io
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I
n
o
n
lin
e
lear
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n
g
e
n
v
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n
m
en
ts
,
th
e
h
is
to
r
y
teac
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in
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team
at
C
au
Giay
Seco
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d
ar
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Sch
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in
co
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p
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v
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tu
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eu
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to
th
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teac
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f
Han
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ca
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h
is
to
r
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cu
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r
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lu
m
.
Stu
d
en
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ab
le
to
v
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it
an
d
en
g
a
g
e
with
th
r
ee
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d
im
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s
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ter
ac
tiv
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tu
al
m
u
s
eu
m
s
a
n
d
Han
o
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af
f
iliated
web
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d
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th
e
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m
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Mu
s
eu
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o
f
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to
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th
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n
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m
p
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te,
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m
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s
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m
d
e
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lp
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llab
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ativ
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p
a
r
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th
e
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o
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All
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Pad
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r
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s
s
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p
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ted
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ativ
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o
m
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eten
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a
n
d
th
e
p
r
ac
tice
o
f
e
v
alu
atin
g
p
ee
r
s
’
p
r
o
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u
cts,
an
im
p
o
r
tan
t
m
et
ac
o
g
n
itiv
e
ac
tiv
ity
.
So
m
e
o
f
th
ese
in
s
tr
u
ctio
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al
in
itiativ
es
r
ec
eiv
ed
ex
ter
n
al
r
ec
o
g
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itio
n
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in
clu
d
in
g
r
ec
o
g
n
itio
n
in
th
e
Star
T
co
m
p
etitio
n
in
2
0
2
1
.
Su
ch
r
ec
o
g
n
itio
n
is
r
etain
ed
o
n
ly
to
d
escr
ib
e
th
e
b
r
o
ad
e
r
in
s
tr
u
cti
o
n
al
co
n
te
x
t
in
wh
ich
th
e
s
ch
o
o
l’
s
d
ig
ital
h
is
to
r
y
p
r
ac
tices
d
ev
elo
p
ed
.
I
t
is
n
o
t
t
r
ea
ted
as
e
v
id
en
ce
o
f
lear
n
i
n
g
ef
f
ec
tiv
en
ess
.
T
h
e
em
p
ir
ical
i
n
ter
p
r
etatio
n
in
th
is
s
tu
d
y
r
ests
o
n
s
tu
d
en
t
s
u
r
v
ey
r
esp
o
n
s
es,
class
r
o
o
m
o
b
s
er
v
atio
n
s
,
an
d
s
tu
d
en
t
p
r
o
d
u
cts.
T
h
ese
co
llab
o
r
ativ
e
o
n
lin
e
ac
tiv
ities
ar
e
in
ter
p
r
et
ed
to
g
eth
er
with
th
e
s
u
r
v
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p
atter
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r
ep
o
r
ted
i
n
T
ab
le
2
an
d
th
e
o
b
s
er
v
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ev
id
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T
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lie
in
t
h
e
d
ig
ital
p
latf
o
r
m
i
ts
elf
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b
u
t
in
th
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way
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task
r
eq
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d
ev
alu
ate
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n
e
an
o
th
er
’
s
h
is
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r
ical
r
ep
r
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s
.
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4275
4
.
3
.
ST
E
AM
ed
uca
t
io
n inte
g
ra
t
ed
wit
h his
t
o
ry
At
C
au
Giay
Seco
n
d
ar
y
Sch
o
o
l,
STE
AM
ed
u
ca
tio
n
was
n
o
t
im
p
lem
en
ted
as
a
s
tan
d
alo
n
e
ex
tr
ac
u
r
r
icu
la
r
ac
tiv
ity
.
I
t
w
as
in
teg
r
ated
in
to
th
e
r
eg
u
la
r
in
s
tr
u
ctio
n
al
s
tr
u
ctu
r
e
th
r
o
u
g
h
p
r
o
d
u
cts
th
at
co
m
b
in
ed
h
is
to
r
ical
an
d
cu
lt
u
r
al
v
alu
e
with
m
o
d
er
n
tech
n
o
lo
g
y
.
T
h
is
d
is
tin
g
u
is
h
es
th
e
s
ch
o
o
l’
s
ap
p
r
o
ac
h
f
r
o
m
m
an
y
Vietn
am
ese
co
n
t
ex
ts
in
wh
ich
STE
AM
is
s
till
tr
ea
ted
m
ain
ly
as
a
tech
n
ical
clu
b
ac
tiv
it
y
d
is
co
n
n
ec
ted
f
r
o
m
s
u
b
ject
-
s
p
ec
if
ic
co
n
ten
t.
R
esear
ch
o
n
S
T
E
AM
in
th
e
Vietn
am
ese
co
n
tex
t
in
d
icate
s
th
at
im
p
lem
en
tatio
n
co
n
tin
u
es
to
f
ac
e
s
ig
n
if
ican
t
ch
allen
g
es
r
elate
d
to
in
ter
d
is
cip
lin
ar
y
in
teg
r
atio
n
an
d
r
eso
u
r
ce
co
n
d
itio
n
s
[
1
4
]
.
T
h
is
d
elib
er
at
e
in
teg
r
atio
n
r
ef
lects
a
STE
M
m
o
d
el
in
w
h
ich
th
e
co
n
s
titu
en
t
elem
en
ts
d
o
n
o
t
m
er
ely
co
ex
is
t
b
u
t
in
ter
ac
t
an
d
m
u
tu
ally
r
ein
f
o
r
ce
o
n
e
an
o
th
er
ac
r
o
s
s
th
e
lear
n
in
g
p
r
o
ce
s
s
[
1
5
]
.
T
h
e
d
is
tin
ctio
n
is
n
o
t
tr
iv
ial
b
ec
au
s
e
it
s
h
ap
es
h
o
w
s
tu
d
en
ts
co
m
e
to
u
n
d
er
s
tan
d
th
e
r
el
atio
n
s
h
ip
b
etwe
en
d
is
cip
lin
ar
y
k
n
o
wled
g
e
a
n
d
p
r
ac
tical
m
ak
in
g
.
T
h
e
STE
AM
-
b
ased
h
is
to
r
y
t
ask
s
ar
e
an
al
y
tically
r
elev
a
n
t
n
o
t
b
ec
au
s
e
s
ev
er
al
p
r
o
d
u
ct
s
r
ec
eiv
ed
ex
ter
n
al
r
ec
o
g
n
itio
n
,
b
u
t
b
ec
au
s
e
th
ey
r
e
q
u
ir
ed
s
tu
d
en
ts
t
o
tr
an
s
f
o
r
m
h
is
to
r
ical
k
n
o
wl
ed
g
e
in
to
m
ater
ial,
v
is
u
al,
o
r
i
n
ter
ac
tiv
e
r
e
p
r
esen
t
atio
n
s
.
I
n
s
u
c
h
task
s
,
s
tu
d
en
ts
h
ad
to
d
ec
id
e
w
h
ich
h
is
to
r
ical
elem
en
ts
to
s
elec
t,
h
o
w
to
o
r
g
an
ize
th
em
,
a
n
d
h
o
w
tech
n
o
lo
g
ical
o
r
ar
tis
tic
ch
o
ices
co
u
ld
co
m
m
u
n
icate
h
is
to
r
ical
m
ea
n
in
g
.
E
x
ter
n
al
r
ec
o
g
n
itio
n
is
th
er
e
f
o
r
e
m
en
tio
n
ed
o
n
ly
as
co
n
te
x
tu
al
illu
s
tr
atio
n
.
I
t
is
n
o
t
u
s
ed
as
in
d
ep
en
d
en
t
ev
id
en
ce
o
f
co
m
p
eten
ce
d
e
v
el
o
p
m
en
t.
T
ea
ch
er
s
wo
r
k
in
g
with
th
is
m
o
d
el
n
ee
d
b
o
th
in
ter
d
is
cip
lin
ar
y
d
esig
n
ca
p
ac
ity
a
n
d
p
r
ac
tical
s
k
ills
in
s
u
p
p
o
r
tin
g
s
tu
d
e
n
ts
’
u
s
e
o
f
p
r
o
g
r
am
m
in
g
o
r
tech
n
ical
to
o
ls
.
Fo
r
s
o
cial
s
tu
d
ies
teac
h
er
s
,
t
h
ese
ar
e
s
u
b
s
tan
tial
d
em
an
d
s
,
an
d
th
e
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t
in
f
r
astru
ct
u
r
e
t
o
m
ee
t
th
em
is
n
o
t
y
et
r
eliab
l
y
in
p
lace
.
T
h
er
e
is
also
a
r
eso
u
r
ce
p
r
o
b
lem
th
a
t
ca
n
n
o
t
b
e
ig
n
o
r
ed
:
d
ig
ital
lear
n
in
g
m
ater
ials
co
v
er
in
g
cu
ltu
r
al
h
er
itag
e,
h
is
to
r
ical
s
ite
s
,
an
d
n
atio
n
al
ev
en
ts
r
em
ain
lim
ited
in
q
u
an
t
ity
,
an
d
wh
at
ex
is
ts
is
o
f
ten
p
o
o
r
ly
in
teg
r
ate
d
o
r
d
if
f
icu
lt
to
u
s
e
in
class
r
o
o
m
s
ettin
g
s
.
W
i
th
in
th
e
cu
r
r
en
t
lan
d
s
ca
p
e
o
f
Vietn
am
ese
ed
u
ca
tio
n
,
th
ese
ar
e
o
b
jectiv
e
co
n
s
tr
ain
ts
.
Ack
n
o
w
led
g
in
g
th
e
m
m
ak
es th
e
b
r
o
a
d
er
ar
g
u
m
en
t m
o
r
e
cr
ed
i
b
le.
4
.
4
.
AI
a
pp
lica
t
io
ns
in his
t
o
ry
t
ea
ching
4
.
4
.
1
.
Usi
ng
AI a
s
a
t
o
o
l f
o
r
r
esea
rc
h a
nd
cr
it
ica
l t
hin
k
ing
I
n
th
is
s
tu
d
y
,
A
I
was
n
o
t
tr
ea
t
ed
m
er
ely
as
a
s
o
u
r
ce
o
f
in
f
o
r
m
atio
n
r
etr
iev
al.
I
t
was
p
o
s
itio
n
ed
as
an
o
b
ject
o
f
cr
itical
ev
alu
atio
n
,
r
eq
u
ir
in
g
s
tu
d
e
n
ts
to
v
er
if
y
,
r
ev
is
e,
an
d
co
n
tex
t
u
alize
AI
-
g
en
er
ate
d
o
u
tp
u
ts
ag
ain
s
t
h
is
to
r
ical
ev
id
en
ce
.
T
h
is
u
s
e
o
f
AI
is
c
o
n
s
is
ten
t
with
em
er
g
i
n
g
r
esear
c
h
s
u
g
g
esti
n
g
th
at
AI
-
g
en
er
ated
tex
ts
ca
n
s
u
p
p
o
r
t
cr
itical
ev
a
lu
atio
n
wh
en
lea
r
n
er
s
ar
e
r
e
q
u
ir
ed
to
ass
ess
th
eir
ac
cu
r
ac
y
,
lim
itatio
n
s
,
an
d
d
is
cip
lin
ar
y
ad
e
q
u
ac
y
[
2
0
]
.
I
t
is
also
im
p
o
r
tan
t
b
ec
au
s
e
r
ec
en
t
w
o
r
k
o
n
g
en
e
r
ativ
e
AI
s
u
g
g
ests
th
at
co
n
f
id
en
ce
in
AI
o
u
tp
u
ts
m
ay
r
ed
u
ce
cr
itical
en
g
ag
em
e
n
t
u
n
less
u
s
er
s
ar
e
r
eq
u
ir
ed
to
v
er
if
y
,
in
teg
r
ate,
a
n
d
tak
e
r
esp
o
n
s
ib
ilit
y
f
o
r
th
e
f
in
al
r
esp
o
n
s
e
[
2
1
]
.
Stu
d
en
ts
wer
e
d
ir
ec
ted
to
u
s
e
g
en
er
ativ
e
tex
t
to
o
ls
s
u
ch
a
s
Gem
in
i
an
d
C
h
atGPT
to
s
u
m
m
ar
ize
ex
ten
d
ed
h
is
to
r
ical
d
o
cu
m
en
ts
o
r
s
y
n
th
esize
in
f
o
r
m
atio
n
a
b
o
u
t
a
p
ar
ticu
lar
h
is
to
r
ical
p
er
io
d
an
d
wer
e
s
u
b
s
eq
u
en
tly
ass
ig
n
ed
th
e
task
o
f
v
er
if
y
in
g
a
n
d
ev
al
u
atin
g
th
e
ac
cu
r
ac
y
o
f
th
at
i
n
f
o
r
m
atio
n
a
g
ain
s
t
p
r
im
ar
y
h
is
to
r
ical
s
o
u
r
ce
s
.
T
h
is
p
r
o
ce
s
s
cr
ea
tes
o
p
p
o
r
tu
n
iti
es
f
o
r
s
tu
d
e
n
ts
to
p
r
ac
tice
cr
itical
ev
alu
atio
n
a
n
d
in
f
o
r
m
atio
n
v
e
r
if
icatio
n
.
T
h
e
ap
p
r
o
ac
h
ca
r
r
ies
s
ig
n
if
ican
t
p
ed
ag
o
g
ical
weig
h
t
an
d
alig
n
s
with
estab
lis
h
ed
p
r
in
cip
les
f
o
r
i
n
teg
r
atin
g
AI
in
to
in
s
tr
u
ctio
n
al
m
ater
ial
d
esig
n
:
r
ath
e
r
th
a
n
p
r
o
h
ib
itin
g
s
tu
d
e
n
ts
f
r
o
m
u
s
in
g
AI
(
a
m
ea
s
u
r
e
d
if
f
icu
lt
to
en
f
o
r
ce
an
d
lik
ely
co
u
n
ter
p
r
o
d
u
ctiv
e
i
n
p
r
ac
tice)
,
teac
h
er
s
d
esig
n
lear
n
in
g
task
s
th
at
co
m
p
el
s
tu
d
en
ts
to
p
o
s
itio
n
th
em
s
elv
es
as
r
ev
iewe
r
s
,
co
r
r
ec
to
r
s
,
an
d
cr
itical
co
m
m
en
tato
r
s
o
n
A
I
-
g
en
er
ate
d
o
u
tp
u
ts
[
4
]
,
[
5
]
.
I
n
th
e
p
r
o
ce
s
s
,
s
tu
d
en
ts
lear
n
to
id
en
tif
y
h
allu
cin
atio
n
s
in
AI
o
u
tp
u
ts
,
co
m
e
to
u
n
d
er
s
tan
d
th
at
AI
c
an
p
r
o
d
u
ce
f
ac
t
u
ally
i
n
ac
cu
r
at
e
in
f
o
r
m
atio
n
ab
o
u
t
s
p
ec
if
ic
h
is
to
r
ical
ev
en
ts
,
an
d
th
er
eb
y
d
ev
el
o
p
th
e
h
ab
it
o
f
v
er
if
y
in
g
in
f
o
r
m
atio
n
ac
r
o
s
s
m
u
ltip
le
s
o
u
r
ce
s
.
T
h
is
em
p
h
asis
o
n
v
er
if
icatio
n
also
co
r
r
esp
o
n
d
s
t
o
r
ec
e
n
t
wo
r
k
o
n
Gen
AI
liter
ac
y
in
s
ch
o
o
ls
,
wh
ich
id
e
n
tifie
s
cr
itical
ev
alu
atio
n
o
f
AI
-
g
e
n
er
ated
o
u
tp
u
ts
as a
co
r
e
co
m
p
eten
cy
f
o
r
r
esp
o
n
s
ib
le
ed
u
ca
tio
n
a
l u
s
e
[
2
2
]
.
4
.
4
.
2
.
Desig
nin
g
a
n AI
inte
g
ra
t
io
n pro
ce
s
s
f
o
r
dev
elo
pin
g
cr
ea
t
iv
e
co
m
pet
ence
T
h
e
p
r
o
p
o
s
ed
AI
in
te
g
r
atio
n
p
r
o
ce
d
u
r
e
co
n
s
is
ts
o
f
f
iv
e
s
tep
s
:
i
)
id
en
tify
i
n
g
th
e
c
o
m
p
eten
cy
o
b
jectiv
es
to
b
e
d
ev
elo
p
e
d
;
ii
)
ex
p
lo
r
in
g
a
n
d
s
elec
tin
g
ap
p
r
o
p
r
iate
AI
to
o
ls
;
iii
)
d
esig
n
in
g
ap
p
licatio
n
i
d
ea
s
an
ch
o
r
e
d
to
s
p
ec
if
ic
lear
n
i
n
g
t
ask
s
;
iv
)
o
r
g
an
izin
g
in
s
tr
u
ctio
n
an
d
p
r
ac
tice;
an
d
v
)
ass
ess
i
n
g
p
r
o
d
u
cts
ag
ain
s
t
co
m
p
eten
cy
-
b
ased
cr
iter
ia.
T
h
is
p
r
o
ce
d
u
r
e
is
m
o
d
u
lar
i
n
d
esig
n
an
d
ca
n
b
e
f
lex
i
b
ly
a
d
ap
ted
to
d
i
f
f
er
en
t
less
o
n
ty
p
es
ac
r
o
s
s
th
e
lo
wer
s
ec
o
n
d
ar
y
h
is
to
r
y
cu
r
r
icu
l
u
m
.
I
ts
p
u
r
p
o
s
e
is
n
o
t
to
p
r
o
m
o
te
AI
u
s
e
f
o
r
its
o
wn
s
ak
e,
b
u
t to
e
n
s
u
r
e
th
at
AI
-
s
u
p
p
o
r
ted
wo
r
k
r
e
m
ain
s
tied
to
ex
p
licit c
o
g
n
itiv
e
an
d
cu
r
r
icu
lar
d
em
an
d
s
.
A
co
n
cr
ete
ex
am
p
le
is
t
h
e
Gr
ad
e
8
h
is
to
r
y
less
o
n
o
n
“
T
h
e
E
n
g
lis
h
B
o
u
r
g
e
o
is
R
ev
o
lu
tio
n
an
d
th
e
W
ar
o
f
I
n
d
ep
e
n
d
en
ce
o
f
th
e
T
h
ir
teen
B
r
itis
h
C
o
lo
n
ies
i
n
No
r
th
Am
er
ica
”
.
Stu
d
e
n
ts
u
s
ed
th
e
Hu
m
y
.
ai
ap
p
licatio
n
to
h
o
ld
a
d
ialo
g
u
e
with
th
e
h
is
to
r
ical
f
ig
u
r
e
Geo
r
g
e
W
ash
in
g
to
n
.
Fr
o
m
th
er
e,
th
ey
tu
r
n
ed
to
C
h
atGPT
an
d
d
r
af
te
d
a
m
e
m
o
ir
n
ar
r
ativ
e
in
h
is
v
o
ice.
T
h
ey
ch
ec
k
ed
th
e
o
u
tp
u
t
ag
ain
s
t
th
e
h
is
to
r
ical
r
ec
o
r
d
,
co
r
r
ec
ted
its
er
r
o
r
s
,
an
d
u
s
ed
C
lip
ch
am
p
to
p
r
o
d
u
ce
a
s
h
o
r
t
f
ilm
r
ee
n
ac
tin
g
th
e
e
v
en
ts
.
E
ac
h
p
h
ase
m
ad
e
h
ea
v
ier
c
o
g
n
itiv
e
d
em
a
n
d
s
t
h
an
th
e
o
n
e
b
e
f
o
r
e:
lo
ca
tin
g
an
d
ev
alu
atin
g
in
f
o
r
m
atio
n
,
th
en
an
aly
s
is
an
d
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
2
6
7
-
4280
4276
s
y
n
th
esis
,
an
d
f
in
ally
cr
ea
tio
n
an
d
p
r
esen
tatio
n
.
T
h
is
p
r
o
g
r
ess
io
n
m
ap
s
o
n
to
th
e
u
p
p
e
r
tier
s
o
f
B
lo
o
m
'
s
t
ax
o
n
o
m
y
.
C
lass
r
o
o
m
o
b
s
er
v
atio
n
s
u
g
g
ested
th
at
s
tu
d
en
ts
s
tay
ed
f
o
cu
s
ed
an
d
en
g
ag
ed
th
r
o
u
g
h
o
u
t
th
e
AI
-
s
u
p
p
o
r
te
d
task
.
T
h
e
f
in
al
p
r
o
d
u
cts
also
in
d
icate
d
th
at
s
tu
d
en
ts
h
ad
en
g
a
g
ed
with
th
e
h
i
s
to
r
ical
co
n
tex
t
an
d
s
ig
n
if
ican
ce
o
f
th
e
ev
en
ts
s
tu
d
ied
.
T
h
ese
p
atter
n
s
ar
e
co
n
s
is
ten
t
with
p
r
io
r
r
esear
ch
o
n
th
e
p
o
ten
tial
o
f
AI
in
h
is
to
r
y
teac
h
in
g
o
r
ien
ted
to
wa
r
d
p
r
o
b
lem
-
s
o
lv
i
n
g
an
d
cr
ea
ti
v
e
co
m
p
ete
n
ce
[
5
]
.
A
p
o
in
t
o
f
p
r
in
cip
le
war
r
an
ts
em
p
h
asis
:
th
e
ef
f
ec
tiv
en
ess
o
f
AI
ap
p
licatio
n
in
h
is
to
r
y
teac
h
in
g
d
o
es
n
o
t
d
ep
e
n
d
o
n
th
e
tech
n
o
lo
g
i
ca
l
s
o
p
h
is
ticatio
n
o
f
th
e
to
o
l
s
em
p
lo
y
ed
b
u
t
o
n
th
e
q
u
alit
y
o
f
lea
r
n
in
g
task
d
esig
n
.
A
well
-
d
esig
n
ed
task
en
s
u
r
es
th
at
s
tu
d
en
ts
ca
n
n
o
t
s
im
p
ly
r
ep
r
o
d
u
ce
AI
o
u
tp
u
ts
v
er
b
atim
b
u
t
m
u
s
t
ac
tiv
ely
p
r
o
ce
s
s
,
ad
ju
s
t,
an
d
cr
itically
ev
alu
ate
th
e
in
f
o
r
m
atio
n
.
T
h
is
co
n
ce
r
n
is
co
n
s
is
ten
t
with
r
ec
en
t
r
ev
iews
o
f
Gen
AI
in
e
d
u
ca
tio
n
al
ass
ess
m
en
t,
wh
ich
s
h
o
w
t
h
at
ass
ess
m
en
t
d
esig
n
m
u
s
t
b
e
r
ec
o
n
s
id
er
ed
wh
en
AI
to
o
ls
b
ec
o
m
e
p
ar
t
o
f
s
t
u
d
en
ts
’
lear
n
in
g
an
d
p
r
o
d
u
c
tio
n
p
r
o
ce
s
s
es
[
2
3
]
.
T
h
is
is
th
e
f
o
u
n
d
atio
n
al
p
ed
ag
o
g
ical
p
r
in
cip
le
th
at
teac
h
er
s
m
u
s
t in
ter
n
alize
b
ef
o
r
e
in
tr
o
d
u
cin
g
an
y
AI
to
o
l i
n
to
th
e
class
r
o
o
m
.
4
.
5
.
Dis
cus
s
io
n
T
h
e
f
in
d
in
g
s
s
u
g
g
est
th
at
d
ig
i
tal
tech
n
o
lo
g
y
m
atter
s
in
h
is
to
r
y
ed
u
ca
tio
n
o
n
ly
wh
e
n
it
is
em
b
ed
d
e
d
in
task
d
esig
n
s
th
at
alter
th
e
c
o
g
n
itiv
e
wo
r
k
s
tu
d
e
n
ts
ar
e
r
eq
u
ir
ed
to
p
er
f
o
r
m
.
Dig
ital to
o
ls
m
ay
ex
p
an
d
ac
ce
s
s
to
h
is
to
r
ical
m
ater
ials
,
d
iv
er
s
i
f
y
f
o
r
m
s
o
f
r
ep
r
esen
tatio
n
,
a
n
d
m
ak
e
lear
n
in
g
p
r
o
d
u
cts
m
o
r
e
v
is
ib
le.
Yet
th
ese
af
f
o
r
d
a
n
ce
s
d
o
n
o
t,
b
y
th
e
m
s
elv
es,
p
r
o
d
u
ce
d
ee
p
er
h
is
to
r
ical
lear
n
in
g
.
W
h
at
ap
p
ea
r
s
m
o
r
e
co
n
s
eq
u
en
tial
i
n
th
is
ca
s
e
is
th
e
s
tr
u
ctu
r
e
o
f
t
h
e
lear
n
in
g
task
.
As
Fig
u
r
e
1
in
d
icate
s
,
task
ch
ar
ac
te
r
is
tics
ar
e
in
ter
p
r
eted
as
m
ea
n
in
g
f
u
l
o
n
ly
wh
en
th
e
y
ac
tiv
ate
co
g
n
itiv
e
m
ec
h
an
is
m
s
th
at
m
ed
iate
s
tu
d
en
ts
’
lear
n
in
g
p
r
o
ce
s
s
es.
W
h
en
s
tu
d
en
ts
wer
e
r
eq
u
ir
ed
to
s
elec
t
s
o
u
r
ce
s
,
o
r
g
an
ize
in
f
o
r
m
atio
n
,
co
m
p
ar
e
m
ater
ials
,
v
er
if
y
claim
s
,
an
d
r
ep
r
esen
t
h
is
to
r
ical
m
ea
n
i
n
g
t
h
r
o
u
g
h
d
i
g
ital
ar
tifa
cts,
tech
n
o
lo
g
y
b
ec
am
e
p
a
r
t
o
f
a
m
o
r
e
d
em
an
d
in
g
lear
n
in
g
en
v
ir
o
n
m
en
t.
T
h
is
in
ter
p
r
etatio
n
is
co
n
s
is
ten
t w
ith
th
e
m
ec
h
an
is
m
-
b
ased
f
r
am
ewo
r
k
o
f
th
e
s
tu
d
y
: th
e
v
alu
e
o
f
d
ig
ital
h
is
to
r
y
in
s
tr
u
ctio
n
lies
less
in
th
e
to
o
ls
th
em
s
elv
es
th
an
in
th
e
co
g
n
itiv
e
m
ec
h
a
n
is
m
s
ac
tiv
ated
th
r
o
u
g
h
task
d
esig
n
.
I
t
also
alig
n
s
with
p
r
o
ject
-
b
ased
lear
n
in
g
r
esea
r
ch
s
h
o
win
g
th
at
lear
n
in
g
e
f
f
e
cts
d
ep
en
d
o
n
task
d
esig
n
an
d
im
p
lem
en
tatio
n
co
n
d
itio
n
s
r
ath
er
t
h
an
o
n
th
e
p
r
o
ject
lab
el
alo
n
e
[
3
]
.
T
h
e
f
ir
s
t
m
ec
h
an
is
m
is
lear
n
e
r
au
to
n
o
m
y
.
Pro
d
u
ct
-
o
r
ien
ted
d
ig
ital
task
s
r
e
q
u
ir
ed
s
tu
d
en
t
s
to
m
ak
e
d
ec
is
io
n
s
ab
o
u
t
s
o
u
r
ce
s
,
f
o
r
m
ats,
g
r
o
u
p
r
o
les,
an
d
m
o
d
es
o
f
r
ep
r
esen
tatio
n
.
T
h
is
d
ec
is
io
n
-
m
ak
in
g
s
tr
u
ctu
r
e
ch
an
g
ed
th
e
s
tu
d
en
t’
s
p
o
s
itio
n
in
th
e
lear
n
in
g
p
r
o
ce
s
s
.
Stu
d
en
ts
wer
e
n
o
lo
n
g
er
ask
ed
o
n
ly
to
r
ec
eiv
e
o
r
r
ep
r
o
d
u
ce
h
is
to
r
ical
in
f
o
r
m
at
io
n
.
T
h
ey
h
ad
to
d
ec
id
e
wh
at
in
f
o
r
m
atio
n
was
r
elev
an
t,
h
o
w
it
s
h
o
u
ld
b
e
o
r
g
an
ized
,
a
n
d
h
o
w
h
is
to
r
ica
l
m
ea
n
in
g
co
u
ld
b
e
c
o
m
m
u
n
icate
d
to
a
n
a
u
d
ien
ce
.
T
h
is
h
elp
s
ex
p
lain
wh
y
in
cr
ea
s
ed
en
g
ag
em
en
t
s
h
o
u
l
d
n
o
t
b
e
attr
ib
u
ted
s
im
p
ly
t
o
t
h
e
n
o
v
elty
o
f
d
ig
ital
to
o
ls
.
R
ath
er
,
th
e
r
ep
o
r
ted
in
cr
ea
s
e
in
en
g
a
g
em
en
t
is
m
o
r
e
p
lau
s
ib
ly
ass
o
ciate
d
with
th
e
au
to
n
o
m
y
b
u
ilt
in
to
th
e
task
.
T
h
e
d
i
g
ital
p
r
o
d
u
ct
b
ec
am
e
a
s
ite
wh
er
e
s
tu
d
en
ts
h
ad
to
ex
e
r
cise
ju
d
g
m
en
t,
n
o
t
m
e
r
ely
a
m
o
r
e
attr
ac
tiv
e
f
o
r
m
at
f
o
r
p
r
esen
tin
g
tex
tb
o
o
k
co
n
ten
t.
T
h
e
s
ec
o
n
d
m
ec
h
an
is
m
is
m
u
lti
-
s
o
u
r
ce
in
f
o
r
m
atio
n
p
r
o
ce
s
s
in
g
.
Alth
o
u
g
h
m
u
ch
o
f
th
is
ev
id
en
ce
co
m
es
f
r
o
m
h
i
g
h
er
e
d
u
ca
tio
n
,
it
h
elp
s
clar
if
y
wh
y
d
ig
ital
h
i
s
to
r
y
task
s
s
h
o
u
ld
f
o
r
e
g
r
o
u
n
d
s
o
u
r
ce
ev
alu
atio
n
r
ath
er
th
an
m
er
e
ac
ce
s
s
to
d
i
g
ital
m
ater
ials
[
2
4
]
.
Vir
tu
al
m
u
s
eu
m
s
,
o
n
lin
e
m
ater
ials
,
d
ig
ital
ar
ch
iv
es,
an
d
m
u
ltime
d
ia
r
eso
u
r
ce
s
ex
p
a
n
d
ed
th
e
r
an
g
e
o
f
h
is
to
r
ical
in
f
o
r
m
atio
n
a
v
ailab
le
to
s
tu
d
e
n
ts
.
Acc
ess
alo
n
e,
h
o
wev
er
,
d
o
es
n
o
t
ex
p
lain
th
e
o
b
s
er
v
ed
lear
n
in
g
p
atter
n
s
.
T
h
e
k
ey
task
d
em
a
n
d
was
th
at
s
tu
d
en
ts
h
ad
to
co
m
p
ar
e,
class
if
y
,
s
elec
t,
an
d
s
y
n
th
esize
m
ater
ials
b
ef
o
r
e
p
r
o
d
u
cin
g
a
co
h
e
r
en
t
ar
tif
ac
t.
I
n
th
is
r
esp
ec
t,
th
e
task
d
id
n
o
t
s
im
p
ly
ex
p
o
s
e
s
tu
d
en
ts
to
m
o
r
e
i
n
f
o
r
m
atio
n
.
I
t
r
eq
u
ir
ed
t
h
em
to
im
p
o
s
e
o
r
d
er
o
n
d
is
p
er
s
ed
h
is
to
r
ical
m
ater
ials
.
T
h
is
in
te
r
p
r
etatio
n
is
co
n
s
is
ten
t
with
r
esear
ch
o
n
v
ir
tu
al
f
ield
tr
i
p
s
an
d
s
o
u
r
ce
-
b
ased
h
is
to
r
y
lear
n
i
n
g
,
wh
er
e
d
ig
ita
l
ac
ce
s
s
b
ec
o
m
es
ed
u
ca
tio
n
all
y
v
alu
a
b
le
wh
e
n
s
tu
d
e
n
ts
ar
e
g
u
id
e
d
to
an
al
y
ze
an
d
u
s
e
ev
id
en
ce
r
ath
er
th
a
n
m
er
ely
v
iew
m
ater
ials
[
1
2
]
,
[
2
5
]
.
T
h
is
m
ec
h
a
n
is
m
h
elp
s
ex
p
lain
th
e
r
ep
o
r
ted
im
p
r
o
v
em
e
n
t
in
in
f
o
r
m
atio
n
s
tr
u
ctu
r
in
g
.
Stu
d
en
ts
’
p
e
r
ce
iv
ed
g
ain
s
in
o
r
g
a
n
izin
g
h
is
to
r
i
ca
l
k
n
o
wled
g
e
ar
e
th
er
ef
o
r
e
b
est
u
n
d
er
s
to
o
d
as
b
ein
g
ass
o
ciate
d
with
th
e
r
eq
u
ir
em
en
t
to
tr
an
s
f
o
r
m
m
u
l
tip
le
s
o
u
r
ce
s
in
to
a
m
ea
n
in
g
f
u
l
h
is
to
r
ical
r
ep
r
es
en
tatio
n
.
T
h
is
in
ter
p
r
etatio
n
is
also
s
u
p
p
o
r
ted
b
y
h
is
to
r
ical
r
ea
s
o
n
in
g
r
esear
ch
.
Stu
d
en
ts
’
wo
r
k
with
th
e
p
ast
in
v
o
lv
es
ask
in
g
h
is
to
r
ical
q
u
es
tio
n
s
,
u
s
in
g
s
o
u
r
ce
s
,
co
n
tex
tu
alizin
g
in
f
o
r
m
atio
n
,
an
d
b
u
ild
in
g
ar
g
u
m
e
n
ts
f
r
o
m
ev
id
en
ce
[
2
6
]
.
R
ec
en
t
ev
id
en
c
e
o
n
s
ec
o
n
d
ar
y
s
tu
d
e
n
ts
’
ev
al
u
atio
n
o
f
h
is
to
r
ical
an
d
in
ter
n
et
s
o
u
r
ce
s
f
u
r
th
er
s
h
o
ws
th
at
s
o
u
r
ce
tr
u
s
two
r
th
in
ess
n
ee
d
s
ex
p
licit
atten
tio
n
in
h
is
to
r
y
class
r
o
o
m
s
[
2
7
]
.
R
esear
ch
o
n
civ
ic
o
n
lin
e
r
ea
s
o
n
in
g
r
ea
ch
es
a
s
im
ilar
c
o
n
clu
s
io
n
:
lear
n
e
r
s
n
ee
d
s
tr
u
c
tu
r
ed
o
p
p
o
r
tu
n
ities
to
p
r
ac
tice
ev
alu
atin
g
d
ig
ital c
o
n
ten
t r
ath
e
r
th
an
m
er
e
ex
p
o
s
u
r
e
to
o
n
lin
e
in
f
o
r
m
atio
n
[
2
8
]
.
T
h
e
th
ir
d
m
ec
h
a
n
is
m
is
k
n
o
wled
g
e
v
er
if
icatio
n
.
AI
-
s
u
p
p
o
r
ted
task
s
m
ad
e
v
er
if
icatio
n
esp
ec
ially
v
is
ib
le
b
ec
au
s
e
s
tu
d
en
ts
co
u
ld
n
o
t
tr
ea
t
g
en
er
ated
o
u
tp
u
ts
as
f
in
al
h
is
to
r
ical
ac
co
u
n
ts
.
T
h
ey
h
ad
to
ch
ec
k
f
ac
tu
al
ac
cu
r
ac
y
,
co
m
p
ar
e
AI
r
esp
o
n
s
es
with
h
is
to
r
ical
s
o
u
r
ce
s
,
an
d
r
ev
is
e
th
e
n
ar
r
ativ
e
b
ef
o
r
e
u
s
in
g
it
in
a
lear
n
in
g
p
r
o
d
u
ct.
I
n
th
is
s
en
s
e,
AI
was
p
ed
ag
o
g
ically
u
s
ef
u
l
n
o
t
as
a
s
h
o
r
tc
u
t
to
co
n
ten
t,
b
u
t
as
an
o
b
ject
o
f
cr
itical
ev
alu
atio
n
.
T
h
is
r
ea
d
in
g
is
s
u
p
p
o
r
ted
b
y
r
ec
e
n
t
s
tu
d
ies
s
u
g
g
esti
n
g
th
at
AI
-
g
en
er
ated
tex
ts
ca
n
f
o
s
ter
cr
itical
ev
alu
atio
n
o
n
ly
wh
en
lear
n
er
s
ar
e
ask
ed
to
ass
es
s
,
v
er
if
y
,
an
d
tak
e
r
esp
o
n
s
ib
ilit
y
f
o
r
th
e
f
in
al
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