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.
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Co
nceptualizing
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Sin
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ir
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siti
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lev
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sfo
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ti
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T
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stu
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y
imp
li
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s
th
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G
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c
a
n
m
o
v
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e
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n
d
su
p
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g
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g
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e
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t
to
p
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d
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a
p
re
d
ictiv
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r
o
a
d
m
a
p
fo
r
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d
u
c
a
to
rs.
Ulti
m
a
tely
,
th
is
fra
m
e
wo
rk
a
d
v
a
n
c
e
s
th
e
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re
ti
c
a
l
u
n
d
e
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n
d
in
g
b
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c
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p
t
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li
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in
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a
d
a
p
tati
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s
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m
e
c
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-
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rn
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p
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p
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siti
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(CA)
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tech
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s
on
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wh
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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8
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2
2
C
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p
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liz
in
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cu
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p
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tio
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s
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mo
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g
in
tern
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l
… (
Yo
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h
w
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in
)
4145
m
o
r
e
en
g
ag
in
g
an
d
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jo
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b
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e.
R
esear
ch
in
d
icate
s
th
at
GB
L
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h
an
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ac
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p
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p
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o
v
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co
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n
itiv
e
s
k
ill
d
ev
elo
p
m
en
t
[
1
]
.
Mo
r
e
o
v
er
,
r
ec
en
t
ev
id
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s
u
g
g
ests
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ar
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lar
ly
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f
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ac
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atin
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s
-
cu
ltu
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o
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m
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n
icatio
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d
s
u
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p
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es
s
ar
y
f
o
r
s
u
cc
ess
f
u
l
ad
ap
tatio
n
[2
]
,
[
3]
.
Sp
ec
if
ical
ly
,
GB
L
h
as
b
ee
n
s
h
o
wn
to
f
o
s
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cr
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tiv
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im
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in
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icac
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in
v
ar
io
u
s
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d
u
ca
tio
n
al
co
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te
x
ts
[
4
]
.
H
o
wev
er
,
f
o
r
m
a
n
y
in
ter
n
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n
al
s
tu
d
en
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,
t
h
e
jo
u
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n
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y
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f
a
d
ap
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f
ten
en
tails
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o
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ical
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allen
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.
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if
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ay
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ly
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tag
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in
te
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an
s
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[5
]
,
[
6]
.
T
o
m
itig
ate
th
ese
h
u
r
d
les,
in
ter
ac
tiv
e
g
am
e
-
b
ased
p
latf
o
r
m
s
h
av
e
b
ee
n
h
i
g
h
l
ig
h
ted
as
s
tr
ateg
ic
p
ed
ag
o
g
ical
in
s
tr
u
m
en
ts
f
o
r
r
e
in
f
o
r
cin
g
th
e
co
m
m
u
n
icativ
e
f
o
u
n
d
atio
n
s
an
d
co
g
n
itiv
e
co
m
p
eten
cies
r
eq
u
ir
ed
f
o
r
ef
f
ec
tiv
e
ac
cu
ltu
r
atio
n
an
d
s
u
p
p
o
r
tin
g
lan
g
u
ag
e
ac
q
u
is
itio
n
,
th
er
eb
y
p
r
o
v
id
in
g
s
tu
d
e
n
ts
with
th
e
co
g
n
itiv
e
an
d
s
o
cial
s
k
ills
n
ec
ess
ar
y
f
o
r
s
u
cc
ess
f
u
l a
d
ap
tatio
n
[
7
]
.
Dr
awin
g
f
r
o
m
i
n
ter
n
atio
n
al
s
t
u
d
en
t
p
er
s
p
ec
tiv
es
an
d
an
ec
d
o
tal
ev
id
en
ce
,
GB
L
is
alr
ea
d
y
a
p
o
p
u
la
r
ch
o
ice
f
o
r
cu
ltu
r
al
ex
c
h
an
g
e
an
d
o
r
ien
tatio
n
p
r
o
g
r
a
m
s
b
ec
au
s
e
it
o
f
f
er
s
an
im
m
er
s
iv
e
an
d
in
ter
ac
tiv
e
en
v
ir
o
n
m
en
t
th
at
m
ak
es
c
r
o
s
s
-
cu
ltu
r
al
lear
n
in
g
m
o
r
e
e
n
g
ag
in
g
a
n
d
e
n
jo
y
a
b
le.
Alth
o
u
g
h
th
ese
p
o
ten
tial
ad
v
an
tag
es
ex
is
t,
r
ig
o
r
o
u
s
r
esear
ch
in
v
esti
g
atin
g
GB
L
’
s
ef
f
ec
tiv
en
ess
in
f
ac
ilit
at
in
g
cu
ltu
r
al
ad
ap
tatio
n
(
C
A)
am
o
n
g
o
v
er
s
ea
s
s
tu
d
en
ts
is
co
n
s
p
icu
o
u
s
ly
lack
in
g
[8
]
,
[
9]
.
Mo
s
t o
f
th
e
cu
r
r
en
t liter
atu
r
e
f
o
cu
s
es o
n
h
o
w
GB
L
in
f
lu
en
ce
s
lan
g
u
ag
e
ac
q
u
is
itio
n
an
d
e
n
g
ag
em
e
n
t,
with
f
a
r
less
atten
tio
n
g
iv
en
to
s
o
c
ial
ad
ap
tatio
n
an
d
cu
ltu
r
al
in
teg
r
atio
n
.
Desp
ite
th
ese
clea
r
ad
v
an
tag
es,
we
c
u
r
r
en
tly
f
ac
e
a
n
o
tab
le
s
h
o
r
t
ag
e
o
f
s
y
s
tem
atic
ev
id
en
ce
r
e
g
ar
d
in
g
GB
L
’
s
r
o
le
in
s
ig
n
if
ican
tly
s
h
ap
in
g
in
ter
n
atio
n
al
s
tu
d
en
ts
’
ed
u
ca
tio
n
al
ex
p
er
ien
ce
s
,
wh
ich
in
tu
r
n
af
f
ec
ts
th
eir
o
v
er
all
well
-
b
ein
g
,
s
o
cial
in
te
g
r
atio
n
,
a
n
d
ac
ad
em
ic
ac
h
iev
e
m
en
t
[
1
0
]
.
Fo
r
m
an
y
in
ter
n
atio
n
al
s
tu
d
en
ts
,
th
e
jo
u
r
n
ey
o
f
ad
a
p
tatio
n
o
f
ten
in
v
o
l
v
es
ac
cu
ltu
r
ativ
e
s
tr
ess
,
is
o
latio
n
,
an
d
d
if
f
ic
u
lty
ad
ju
s
tin
g
to
a
n
ew
en
v
ir
o
n
m
en
t.
T
h
ese
ch
allen
g
es
c
an
lead
to
s
ig
n
if
ican
t
d
if
f
i
cu
lties
,
p
ar
ticu
lar
ly
p
s
y
ch
o
lo
g
ical
s
tr
ain
a
n
d
s
o
cia
l d
is
co
n
n
ec
tio
n
[
1
1
]
,
[
1
2
]
.
GB
L
h
as
em
er
g
ed
as
a
p
r
o
m
is
in
g
ap
p
r
o
ac
h
to
en
h
an
c
in
g
s
tu
d
en
t
e
n
g
ag
em
en
t
an
d
f
o
s
ter
in
g
in
ter
cu
ltu
r
al
co
m
p
eten
cies
[
1
3
]
.
Ho
wev
er
,
th
e
s
p
ec
if
ic
r
o
le
o
f
GB
L
in
f
ac
ilit
atin
g
CA
r
em
a
in
s
u
n
d
er
e
x
p
lo
r
e
d
.
As
u
n
iv
er
s
ities
s
ee
k
m
o
r
e
ef
f
ec
tiv
e
way
s
to
s
u
p
p
o
r
t
an
i
n
cr
ea
s
in
g
ly
d
iv
er
s
e
s
tu
d
en
t
b
o
d
y
,
th
er
e
is
a
g
r
o
win
g
n
ee
d
f
o
r
i
n
n
o
v
ativ
e
s
tr
ateg
ies
th
at
g
o
b
ey
o
n
d
tr
a
d
itio
n
al
o
r
ie
n
tatio
n
p
r
o
g
r
am
s
[
1
4
]
.
T
h
is
s
tu
d
y
ad
d
r
ess
es
th
at
g
ap
b
y
c
o
n
d
u
ctin
g
a
s
y
s
tem
atic
s
co
p
in
g
r
ev
iew
to
m
ap
th
e
ch
ar
ac
ter
is
tics
an
d
im
p
ac
t
o
f
GB
L
on
CA
in
h
ig
h
er
e
d
u
ca
tio
n
[
1
5
]
,
an
d
b
y
o
f
f
er
in
g
in
s
ig
h
ts
to
h
elp
ed
u
ca
to
r
s
en
h
an
ce
in
te
r
n
atio
n
al
s
tu
d
en
ts
’
ex
p
er
ie
n
ce
s
.
Sp
ec
if
ically
,
it
aim
s
to
id
en
tify
cr
itical
g
ap
s
in
th
e
ex
is
t
in
g
liter
atu
r
e,
p
ar
ticu
lar
ly
r
e
g
ar
d
in
g
in
n
o
v
ativ
e
in
s
tr
u
ctio
n
al
ap
p
r
o
ac
h
es
s
u
ch
as
GB
L
,
wh
ich
h
av
e
th
e
p
o
ten
tial
to
tr
an
s
f
o
r
m
h
o
w
in
ter
n
ati
o
n
al
s
tu
d
e
n
ts
ad
ap
t
b
o
th
cu
ltu
r
ally
a
n
d
ac
ad
em
ic
ally
[
1
6
]
–
[
1
8
]
.
Fo
r
ex
am
p
le,
W
ilcze
w
s
k
i
an
d
Alo
n
’
s
[
9
]
b
i
b
lio
m
etr
ic
an
aly
s
is
h
ig
h
lig
h
ts
th
e
f
r
ag
m
en
te
d
n
atu
r
e
o
f
a
d
ap
tatio
n
r
esear
c
h
an
d
th
e
lack
o
f
in
teg
r
ated
p
ed
a
g
o
g
i
ca
l p
er
s
p
ec
tiv
es.
T
o
ad
d
r
ess
th
is
r
esear
ch
g
ap
,
t
h
e
p
r
esen
t
s
tu
d
y
co
n
d
u
cts
a
s
y
s
tem
atic
s
co
p
in
g
r
ev
iew
to
e
x
am
in
e
th
e
ex
ten
t
an
d
c
h
ar
ac
ter
is
tics
o
f
r
esear
ch
o
n
GB
L
as
a
s
tr
ateg
y
to
s
u
p
p
o
r
t
CA
am
o
n
g
i
n
ter
n
atio
n
al
s
tu
d
en
ts
in
h
ig
h
er
ed
u
ca
tio
n
,
f
o
llo
win
g
th
e
p
r
ef
er
r
ed
r
e
p
o
r
tin
g
item
s
f
o
r
s
y
s
tem
atic
r
ev
iews
an
d
m
eta
-
an
aly
s
es
ex
ten
s
io
n
f
o
r
s
co
p
in
g
r
ev
iews
(
PR
I
SMA
-
ScR
)
g
u
id
elin
es
[
1
9
]
.
Dr
a
win
g
o
n
p
o
p
u
latio
n
,
co
n
ce
p
t,
an
d
co
n
tex
t
(
PC
C
)
f
r
am
ewo
r
k
,
th
is
r
e
v
iew
m
ap
s
ex
is
tin
g
ev
id
en
ce
,
id
en
tifie
s
r
esear
ch
tr
en
d
s
,
a
n
d
o
f
f
e
r
s
ac
tio
n
ab
le
in
s
ig
h
ts
f
o
r
ed
u
ca
to
r
s
an
d
p
o
licy
m
a
k
er
s
.
B
y
s
y
n
th
esizin
g
cu
r
r
e
n
t
k
n
o
wled
g
e,
th
e
s
tu
d
y
s
ee
k
s
to
co
n
tr
ib
u
te
to
th
e
d
ev
elo
p
m
e
n
t
o
f
in
clu
s
iv
e
an
d
in
n
o
v
ativ
e
lea
r
n
in
g
en
v
ir
o
n
m
en
ts
th
at
m
o
r
e
ef
f
ec
tiv
ely
s
u
p
p
o
r
t
th
e
c
u
ltu
r
al
an
d
ac
ad
em
ic
ex
p
er
ie
n
ce
s
o
f
in
ter
n
atio
n
al
s
tu
d
en
ts
.
T
h
is
s
y
s
tem
atic
s
co
p
in
g
r
ev
iew
aim
s
to
ad
d
r
ess
a
cr
itical
g
ap
in
th
e
liter
atu
r
e
r
eg
a
r
d
in
g
th
e
r
o
le
o
f
GB
L
in
f
ac
ilit
atin
g
CA
am
o
n
g
in
ter
n
atio
n
al
s
tu
d
en
ts
in
h
ig
h
er
ed
u
ca
tio
n
.
Sp
ec
if
ically
,
th
is
s
tu
d
y
is
g
u
id
ed
b
y
th
e
f
o
llo
win
g
r
esear
ch
q
u
esti
o
n
s
:
−
Ho
w
h
as
GB
L
b
ee
n
u
s
ed
to
s
u
p
p
o
r
t
CA
am
o
n
g
in
ter
n
atio
n
al
s
tu
d
en
ts
?
(
R
Q1
)
−
W
h
at
p
ed
ag
o
g
ical
co
m
p
o
n
en
t
s
an
d
lear
n
in
g
m
ec
h
a
n
is
m
s
ar
e
r
ep
o
r
ted
i
n
th
e
liter
atu
r
e
f
o
r
d
esig
n
in
g
GB
L
to
s
u
p
p
o
r
t
CA
?
(
R
Q2
)
T
h
ese
q
u
esti
o
n
s
p
r
o
v
id
e
a
c
lear
d
ir
ec
tio
n
f
o
r
th
e
r
esear
c
h
,
s
tr
en
g
th
e
n
th
e
ju
s
tific
atio
n
f
o
r
th
is
s
y
s
tem
atic
r
ev
iew,
an
d
en
ab
le
a
s
tr
u
ctu
r
ed
ex
p
l
o
r
atio
n
o
f
th
e
ex
is
tin
g
ev
id
en
ce
to
in
f
o
r
m
f
u
tu
r
e
in
s
tr
u
ctio
n
al
d
esig
n
an
d
t
h
eo
r
etica
l
d
e
v
elo
p
m
en
t
in
th
e
f
ield
.
B
y
ad
d
r
es
s
in
g
th
ese
s
p
ec
if
ic
in
q
u
ir
ies,
th
e
s
tu
d
y
s
ee
k
s
to
b
r
id
g
e
th
e
g
ap
b
etwe
en
th
e
o
r
etica
l
ac
cu
ltu
r
atio
n
f
r
am
e
wo
r
k
s
an
d
p
r
ac
tical
GB
L
im
p
lem
en
tatio
n
s
f
o
r
in
ter
n
atio
n
al
s
tu
d
en
ts
.
Ultim
at
ely
,
th
is
in
q
u
ir
y
-
d
r
i
v
en
ap
p
r
o
a
ch
en
s
u
r
es
th
at
th
e
s
y
n
th
esis
r
em
ain
s
f
o
cu
s
ed
o
n
id
en
tify
in
g
ac
tio
n
ab
le
p
ed
ag
o
g
ical
s
tr
ateg
ies f
o
r
ed
u
ca
tio
n
al
s
tak
eh
o
ld
er
s
.
2.
M
E
T
H
O
D
T
h
is
s
tu
d
y
em
p
lo
y
e
d
a
s
y
s
tem
atic
s
co
p
in
g
r
ev
iew
m
et
h
o
d
o
lo
g
y
,
a
d
h
er
i
n
g
to
th
e
g
u
id
el
in
es
o
f
th
e
J
o
an
n
a
B
r
ig
g
s
I
n
s
titu
te
(
J
B
I
)
an
d
th
e
PR
I
SMA
-
ScR
p
r
o
to
co
l
s
.
T
h
e
o
b
jectiv
e
was to
m
ap
th
e
ch
ar
ac
ter
is
tics
o
f
GB
L
s
u
p
p
o
r
ted
CA
an
d
id
en
tify
r
esear
ch
g
ap
s
with
in
th
is
r
ap
id
ly
ev
o
lv
i
n
g
f
ield
.
T
h
is
ap
p
r
o
ac
h
was
ch
o
s
e
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
1
4
4
-
4154
4146
to
ad
d
r
ess
th
e
co
n
c
ep
tu
al
d
i
v
er
s
ity
an
d
ex
p
an
d
i
n
g
ev
i
d
e
n
ce
b
ase
o
f
th
e
s
u
b
ject
m
at
ter
,
p
r
io
r
itizin
g
a
co
m
p
r
eh
e
n
s
iv
e
liter
atu
r
e
m
ap
p
in
g
o
v
er
s
tatis
tical
an
aly
s
is
.
A
s
co
p
in
g
r
ev
iew
was
d
ee
m
ed
th
e
m
o
s
t
s
u
itab
le
m
eth
o
d
o
l
o
g
y
d
u
e
to
its
f
o
cu
s
o
n
ex
am
in
i
n
g
th
e
ex
te
n
t,
r
an
g
e,
an
d
c
h
ar
ac
ter
is
tics
o
f
th
e
av
ailab
le
liter
atu
r
e,
elu
cid
atin
g
k
e
y
co
n
ce
p
ts
,
an
d
id
en
tify
in
g
r
esear
ch
g
a
p
s
in
th
is
em
er
g
in
g
,
in
ter
d
is
cip
lin
ar
y
d
o
m
ain
[
2
0
]
,
r
ath
er
th
an
ev
alu
atin
g
in
ter
v
e
n
tio
n
ef
f
ec
tiv
en
ess
o
r
s
tatis
tically
ag
g
r
eg
atin
g
o
u
tco
m
es
[
2
1
]
.
Sco
p
in
g
r
ev
iews
ar
e
p
ar
tic
u
lar
ly
s
u
itab
le
f
o
r
to
p
ics
ch
ar
ac
ter
ized
b
y
c
o
n
ce
p
tu
al
d
iv
er
s
ity
,
m
eth
o
d
o
l
o
g
ical
v
ar
iatio
n
,
an
d
ev
o
lv
in
g
ev
id
e
n
ce
b
ases
,
s
u
ch
as
GB
L
,
CA
,
in
ter
cu
ltu
r
al
co
m
p
ete
n
ce
,
a
n
d
in
ter
n
atio
n
al
s
tu
d
en
t
ex
p
er
i
en
ce
s
ac
r
o
s
s
ed
u
ca
tio
n
al
co
n
tex
ts
[
2
2
]
–
[
2
4
]
.
T
o
e
n
s
u
r
e
m
eth
o
d
o
lo
g
ical
tr
an
s
p
ar
en
cy
,
th
is
r
ev
iew
ad
h
e
r
ed
to
th
e
J
B
I
g
u
id
an
ce
f
o
r
s
c
o
p
in
g
r
e
v
iews.
I
t w
as r
ep
o
r
ted
in
ac
co
r
d
an
ce
with
th
e
PR
I
SMA
-
Sc
R
[
1
9
]
,
[
25]
.
2
.
1
.
Sea
rc
h
s
t
ra
t
eg
y
T
h
e
liter
atu
r
e
s
ea
r
ch
was
co
n
d
u
cted
ac
r
o
s
s
f
iv
e
ac
ad
em
ic
d
atab
ases
:
E
R
I
C
,
Sco
p
u
s
,
I
E
E
E
Xp
lo
r
e,
W
eb
o
f
Scien
ce
,
an
d
Pro
Qu
est.
T
h
e
s
ea
r
ch
was
lim
ited
to
p
ee
r
-
r
ev
iewe
d
a
r
ticles
p
u
b
lis
h
ed
in
E
n
g
lis
h
b
etwe
en
2
0
1
5
an
d
2
0
2
5
.
T
o
en
s
u
r
e
co
m
p
r
e
h
en
s
iv
e
r
etr
iev
al,
s
p
ec
if
ic
s
ea
r
ch
s
tr
in
g
s
we
r
e
d
ev
elo
p
e
d
u
s
in
g
B
o
o
lean
o
p
er
at
o
r
s
[
2
6
]
.
An
e
x
am
p
le
o
f
th
e
p
r
im
ar
y
s
ea
r
ch
s
t
r
in
g
is
:
(
"g
am
e
-
b
ased
lea
r
n
in
g
"
OR
g
am
if
icatio
n
OR
"e
d
u
ca
tio
n
al
g
am
es" O
R
"ser
io
u
s
g
am
es")
AND
(
"c
u
ltu
r
al
ad
ap
tatio
n
"
O
R
ac
cu
ltu
r
atio
n
OR
"in
ter
cu
ltu
r
al
co
m
p
eten
ce
"
OR
"c
r
o
s
s
-
cu
ltu
r
al
ad
ju
s
tm
en
t")
AND
(
"in
ter
n
atio
n
al
s
tu
d
en
ts
"
OR
"f
o
r
eig
n
s
tu
d
en
ts
"
OR
"e
x
ch
an
g
e
s
tu
d
en
ts
")
.
2
.
2
.
Study
s
elec
t
io
n a
nd
s
cr
ee
nin
g
T
h
e
in
itial
s
ea
r
ch
y
ield
ed
6
0
8
r
ec
o
r
d
s
,
wh
ich
wer
e
im
p
o
r
t
ed
in
to
E
n
d
No
te
f
o
r
d
u
p
licate
r
em
o
v
al.
Af
ter
r
em
o
v
in
g
two
d
u
p
licate
s
,
6
0
6
u
n
iq
u
e
r
ec
o
r
d
s
u
n
d
er
w
en
t
a
d
o
u
b
le
s
cr
ee
n
in
g
p
r
o
ce
s
s
to
m
in
im
ize
b
ias.
T
wo
r
ev
iewe
r
s
in
d
e
p
en
d
e
n
tly
s
cr
ee
n
ed
titl
es
an
d
ab
s
tr
ac
ts
to
ex
clu
d
e
n
o
n
-
r
esear
ch
o
u
tp
u
ts
(
e.
g
.
,
b
o
o
k
ch
ap
ter
s
an
d
ed
ito
r
ials
)
wh
il
e
r
etain
in
g
p
ee
r
-
r
ev
iewe
d
co
n
f
er
en
ce
p
r
o
ce
ed
in
g
s
an
d
jo
u
r
n
al
a
r
ticles
th
at
p
r
o
v
id
e
d
em
p
i
r
ical
d
ata
o
n
GB
L
f
o
r
CA
am
o
n
g
i
n
ter
n
atio
n
al
s
tu
d
en
ts
.
2
.
3
.
E
lig
ibi
lity
cr
it
er
ia
(
P
CC
f
ra
m
ew
o
r
k
)
Fu
ll
-
tex
t a
r
ticles we
r
e
r
etr
iev
ed
an
d
ass
ess
ed
b
ased
o
n
t
h
e
PC
C
f
r
am
ewo
r
k
:
−
Po
p
u
latio
n
:
in
ter
n
atio
n
al
s
tu
d
e
n
ts
in
h
ig
h
er
ed
u
ca
tio
n
in
s
titu
tio
n
s
.
−
C
o
n
ce
p
t:
GB
L
ap
p
r
o
ac
h
es,
in
clu
d
in
g
d
ig
ital g
am
es,
s
er
io
u
s
g
am
es,
an
d
s
im
u
latio
n
s
.
−
C
o
n
tex
t:
CA
,
in
ter
cu
ltu
r
al
co
m
p
eten
ce
,
an
d
r
elate
d
s
o
cio
c
u
ltu
r
al
o
u
tco
m
es.
Stu
d
ies
wer
e
ex
clu
d
ed
if
t
h
ey
lack
ed
em
p
ir
ical
e
v
id
e
n
ce
,
co
n
ce
p
tu
al
clar
ity
,
o
r
d
ir
ec
t
r
elev
an
ce
to
ed
u
ca
tio
n
al
s
ettin
g
s
,
as d
etailed
in
th
e
PR
I
SMA
f
lo
w
d
iag
r
a
m
,
as
s
h
o
wn
in
Fig
u
r
e
1
.
2
.
4
.
I
nclud
ed
s
t
ud
ies
Fo
llo
win
g
th
e
elig
ib
ilit
y
ass
ess
m
en
t,
eig
h
t
s
tu
d
ies
m
et
all
cr
iter
ia
an
d
wer
e
in
clu
d
ed
i
n
th
e
f
in
al
r
ev
iew.
T
h
e
s
y
s
tem
atic
p
r
o
ce
s
s
o
f
id
en
tific
atio
n
,
s
cr
ee
n
in
g
,
an
d
in
cl
u
s
io
n
,
co
n
d
u
cted
i
n
ac
co
r
d
a
n
ce
with
PR
I
SMA
-
Sc
R
g
u
id
elin
es,
is
illu
s
tr
ated
in
Fig
u
r
e
1
.
T
h
is
d
iag
r
am
p
r
o
v
id
es
a
tr
an
s
p
ar
e
n
t
o
v
er
v
iew
o
f
th
e
liter
atu
r
e
s
elec
tio
n
s
tag
es
an
d
th
e
s
p
ec
if
ic
r
ea
s
o
n
s
f
o
r
ex
clu
s
io
n
at
ea
ch
s
tep
[
1
9
]
,
[
2
7
]
.
T
h
e
in
clu
s
io
n
o
f
t
h
ese
s
p
ec
if
ic
eig
h
t
s
tu
d
ies
e
n
s
u
r
es
th
at
th
e
r
esu
ltin
g
s
y
n
th
esis
i
s
b
ased
o
n
h
ig
h
-
q
u
ality
,
p
ee
r
-
r
ev
iewe
d
em
p
ir
ical
ev
id
en
ce
d
ir
ec
tl
y
r
elev
an
t t
o
t
h
e
h
ig
h
e
r
ed
u
ca
tio
n
co
n
tex
t.
2
.
5
.
Da
t
a
a
na
ly
s
is
a
nd
t
hem
a
t
ic
s
y
nthesis
Data
f
r
o
m
th
e
i
n
clu
d
ed
s
tu
d
i
es
wer
e
s
y
s
tem
atica
lly
ch
ar
ted
u
s
in
g
an
E
x
ce
l
s
p
r
ea
d
s
h
ee
t,
ca
p
tu
r
in
g
k
ey
in
f
o
r
m
atio
n
s
u
ch
as
au
t
h
o
r
(
s
)
,
p
u
b
licatio
n
y
ea
r
,
r
esear
ch
d
esig
n
,
an
d
GB
L
ap
p
r
o
ac
h
es.
T
o
e
n
s
u
r
e
m
eth
o
d
o
l
o
g
ical
tr
an
s
p
ar
e
n
cy
a
n
d
r
ep
licab
ilit
y
,
a
th
r
ee
-
s
tag
e
t
h
em
atic
s
y
n
th
esis
was c
o
n
d
u
c
ted
:
−
Op
en
co
d
in
g
: id
en
tif
y
in
g
r
ec
u
r
r
in
g
c
o
n
ce
p
ts
an
d
lear
n
in
g
d
e
s
ig
n
elem
en
ts
ac
r
o
s
s
th
e
in
clu
d
ed
s
tu
d
ies.
−
C
ateg
o
r
izatio
n
:
g
r
o
u
p
i
n
g
r
elat
ed
co
d
es
in
to
b
r
o
ad
er
co
n
ce
p
t
u
al
ca
teg
o
r
ies,
s
u
ch
as
ex
p
er
ien
tial
lear
n
in
g
,
n
ar
r
ativ
e
d
esig
n
,
s
o
cial
in
ter
ac
tio
n
,
an
d
r
ef
lectiv
e
f
ee
d
b
ac
k
.
−
T
h
em
e
r
ef
i
n
em
en
t:
in
te
g
r
atin
g
th
ese
ca
teg
o
r
ies
in
to
a
t
h
r
e
e
-
lay
er
co
n
ce
p
tu
al
a
r
ch
itectu
r
e
co
n
s
is
tin
g
o
f
s
tr
u
ctu
r
al
in
p
u
ts
,
lear
n
i
n
g
m
ec
h
an
is
m
s
,
an
d
C
A
o
u
tco
m
es.
T
h
is
an
aly
tical
p
r
o
ce
d
u
r
e
allo
wed
f
o
r
a
r
o
b
u
s
t
s
y
n
th
esis
o
f
th
e
ev
id
en
ce
,
p
r
o
v
id
in
g
a
clea
r
f
r
am
ew
o
r
k
f
o
r
u
n
d
er
s
tan
d
i
n
g
h
o
w
GB
L
f
ac
ilit
ates th
e
C
A
p
r
o
ce
s
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
C
o
n
ce
p
tu
a
liz
in
g
cu
ltu
r
a
l
a
d
a
p
ta
tio
n
th
r
o
u
g
h
g
a
me
-
b
a
s
ed
l
ea
r
n
in
g
a
mo
n
g
in
tern
a
tio
n
a
l
… (
Yo
o
n
S
h
w
e
S
in
)
4147
Fig
u
r
e
1
.
PR
I
SMA
f
lo
w
d
iag
r
am
o
f
th
e
s
tu
d
y
s
elec
tio
n
p
r
o
c
ess
f
o
r
th
e
s
co
p
in
g
r
ev
iew
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
T
h
e
eig
h
t
in
clu
d
ed
s
tu
d
ies
wer
e
p
u
b
lis
h
ed
b
etwe
en
2
0
1
5
an
d
2
0
2
5
,
s
h
o
win
g
a
clea
r
c
o
n
ce
n
tr
atio
n
i
n
r
ec
en
t
y
ea
r
s
.
Sp
ec
if
ically
,
o
n
e
s
tu
d
y
was
p
u
b
lis
h
ed
in
ea
c
h
o
f
th
e
y
ea
r
s
2
0
1
6
,
2
0
1
7
,
2
0
1
8
,
2
0
1
9
,
an
d
2
0
2
4
(
1
2
.
5
%
ea
ch
)
,
with
a
n
o
tab
le
i
n
cr
ea
s
e
in
2
0
2
5
,
wh
e
n
th
r
ee
s
t
u
d
ies
wer
e
p
u
b
lis
h
ed
,
ac
co
u
n
t
in
g
f
o
r
3
7
%
o
f
t
h
e
to
tal
liter
atu
r
e.
T
h
is
tem
p
o
r
al
d
is
tr
ib
u
tio
n
,
v
is
u
alize
d
in
Fi
g
u
r
e
2
,
d
em
o
n
s
tr
ates
a
r
ap
id
ly
g
r
o
win
g
s
ch
o
lar
ly
in
ter
est
in
GB
L
as
a
p
ed
ag
o
g
i
ca
l
ap
p
r
o
ac
h
to
s
u
p
p
o
r
tin
g
CA
am
o
n
g
in
ter
n
atio
n
al
s
tu
d
en
t
s
,
p
ar
ticu
lar
ly
in
th
e
p
o
s
t
-
p
an
d
e
m
ic
p
er
io
d
.
Fig
u
r
e
2
.
Dis
tr
ib
u
tio
n
o
f
in
clu
d
ed
s
tu
d
ies
on
GB
L
an
d
CA
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
1
4
4
-
4154
4148
Fu
r
th
er
m
o
r
e
,
th
e
s
y
s
tem
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[
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8
]
A
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[
3
5
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3
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bus
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An
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[
2
8
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,
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3
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.
So
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[
1
9
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,
[
2
8
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.
I
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Acc
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e
an
aly
s
is
o
f
th
e
eig
h
t
in
c
lu
d
ed
s
tu
d
ies
r
ev
ea
ls
th
at
GB
L
is
ap
p
lied
in
v
ar
io
u
s
way
s
to
h
elp
in
ter
n
atio
n
al
s
tu
d
en
ts
in
h
ig
h
e
r
ed
u
ca
tio
n
a
d
ju
s
t
to
th
eir
n
ew
cu
ltu
r
e
[
1
3
]
.
Dig
ital
g
am
es
an
d
s
im
u
latio
n
s
th
at
im
m
er
s
e
s
tu
d
en
ts
in
cu
ltu
r
ally
r
elev
an
t
s
ce
n
ar
io
s
,
s
u
ch
as
class
r
o
o
m
in
ter
ac
tio
n
s
an
d
s
o
cial
co
m
m
u
n
icatio
n
s
ty
les,
h
av
e
b
ee
n
s
h
o
w
n
to
s
i
g
n
if
ican
tly
en
h
an
ce
s
tu
d
e
n
t
ac
h
iev
em
en
t
ac
r
o
s
s
d
iv
er
s
e
lear
n
in
g
co
n
tex
ts
wh
en
s
u
p
p
o
r
ted
b
y
p
ed
a
g
o
g
ical
s
c
af
f
o
ld
in
g
[
3
6
]
.
Facilitatin
g
g
r
ad
u
al
ad
a
p
tatio
n
a
n
d
r
ed
u
ci
n
g
an
x
iety
ar
o
u
n
d
r
ea
l
-
wo
r
ld
cr
o
s
s
-
cu
ltu
r
al
in
te
r
ac
tio
n
s
,
s
tu
d
en
ts
wer
e
en
co
u
r
ag
ed
to
r
e
f
lect
o
n
cu
ltu
r
al
m
is
u
n
d
er
s
tan
d
in
g
s
,
p
r
ac
tice
cu
ltu
r
ally
ap
p
r
o
p
r
iat
e
r
esp
o
n
s
es,
a
n
d
d
ev
elo
p
in
t
er
cu
ltu
r
al
awa
r
e
n
ess
th
r
o
u
g
h
r
ep
ea
ted
g
am
ep
lay
,
s
ce
n
ar
io
-
b
ased
task
s
,
im
m
er
s
iv
e
s
im
u
latio
n
s
,
a
n
d
r
o
le
-
p
la
y
in
g
ac
tiv
ities
[
3
7
]
.
C
o
llab
o
r
ativ
e
g
am
e
task
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
1
4
4
-
4154
4150
f
ac
ilit
ated
s
o
cial
n
eg
o
tiatio
n
a
n
d
in
ter
c
u
ltu
r
al
d
ialo
g
u
e,
a
n
d
s
tr
u
ctu
r
ed
f
ee
d
b
ac
k
s
y
s
tem
s
p
r
o
m
o
ted
r
ef
lectiv
e
lear
n
in
g
[
3
8
]
.
B
y
em
p
h
asi
zin
g
ac
tiv
e
p
ar
ticip
atio
n
a
n
d
d
ec
is
io
n
-
m
ak
in
g
,
th
ese
ap
p
r
o
ac
h
es
h
elp
ed
in
ter
n
atio
n
al
s
tu
d
en
ts
v
iew
CA
as
a
d
y
n
am
ic
lear
n
in
g
p
r
o
ce
s
s
,
n
o
t
p
ass
iv
e
k
n
o
wled
g
e
ac
q
u
is
itio
n
[
3
6
]
.
R
ec
en
t
ev
id
en
ce
s
u
g
g
ests
th
at
ac
tiv
e
en
g
ag
em
e
n
t
is
a
cr
itical
p
s
y
ch
o
lo
g
ical
m
ec
h
a
n
i
s
m
th
at
tr
an
s
f
o
r
m
s
cu
ltu
r
al
ch
allen
g
es
in
to
m
a
n
a
g
ea
b
le
g
r
o
wth
,
u
ltima
tely
f
o
s
t
er
in
g
b
o
t
h
well
-
b
ein
g
a
n
d
ac
a
d
em
ic
s
u
cc
ess
[
3
9
]
.
Acr
o
s
s
th
e
r
ev
iewe
d
s
tu
d
ies,
GB
L
wa
s
s
h
o
wn
to
s
u
p
p
o
r
t
CA
th
r
o
u
g
h
s
ev
er
al
k
ey
m
ec
h
an
is
m
s
:
im
m
er
s
iv
e
s
im
u
latio
n
s
p
r
o
v
id
in
g
tan
g
i
b
le
ex
p
e
r
ien
tial
ex
p
o
s
u
r
e
[
4
0
]
.
C
o
llectiv
ely
,
th
ese
m
ec
h
a
n
is
m
s
d
ee
p
en
co
g
n
itiv
e
u
n
d
er
s
tan
d
i
n
g
o
f
cu
ltu
r
al
n
o
r
m
s
,
in
cr
ea
s
e
af
f
ec
tiv
e
em
p
ath
y
to
war
d
h
o
s
t
co
m
m
u
n
ities
,
an
d
en
h
an
ce
b
eh
av
io
r
al
c
o
m
p
eten
ce
in
in
te
r
cu
ltu
r
al
co
m
m
u
n
icatio
n
[
4
1
]
.
3.
2
.
T
hem
a
t
ic
s
y
nthesis
o
f
key
co
m
po
nents
A
th
em
atic
an
aly
s
is
was
co
n
d
u
cted
to
id
en
tif
y
r
ec
u
r
r
in
g
t
h
e
m
es
an
d
ed
u
ca
tio
n
al
id
ea
s
ac
r
o
s
s
eig
h
t
s
tu
d
ies
th
at
u
s
ed
GB
L
to
p
r
o
m
o
te
in
ter
c
u
ltu
r
al
lear
n
in
g
o
u
tco
m
es
o
r
cu
ltu
r
al
ad
a
p
tab
ilit
y
.
T
h
e
an
aly
s
is
o
f
f
er
s
in
s
ig
h
ts
in
to
h
o
w
GB
L
h
as
b
ee
n
d
ev
elo
p
ed
a
n
d
ap
p
lie
d
to
p
r
o
m
o
te
cu
ltu
r
al
awa
r
en
ess
,
in
ter
cu
ltu
r
al
co
m
p
eten
cy
,
an
d
s
o
cio
c
u
ltu
r
al
ad
ju
s
tm
en
t
in
h
ig
h
er
e
d
u
ca
tio
n
,
ev
e
n
if
n
o
t
all
th
e
r
esear
ch
f
o
cu
s
ed
ex
clu
s
iv
ely
o
n
i
n
ter
n
atio
n
al
s
t
u
d
en
ts
.
T
h
r
o
u
g
h
s
y
s
tem
atic
d
ata
ch
ar
tin
g
an
d
iter
ativ
e
co
d
i
n
g
,
r
ec
u
r
r
in
g
p
atter
n
s
wer
e
i
d
en
tifie
d
an
d
o
r
g
an
ized
in
t
o
f
o
u
r
o
v
er
ar
c
h
in
g
th
em
es:
i
)
ex
p
er
ien
tial
an
d
s
itu
ated
lear
n
in
g
;
ii
)
n
ar
r
ativ
e
a
n
d
s
ce
n
ar
io
-
b
ased
d
esig
n
;
iii
)
s
o
cial
in
ter
ac
tio
n
an
d
co
llab
o
r
atio
n
;
an
d
iv
)
f
ee
d
b
ac
k
,
r
e
f
lectio
n
,
a
n
d
ad
ap
tiv
e
s
u
p
p
o
r
t.
C
o
llectiv
ely
,
th
ese
f
in
d
in
g
s
s
u
g
g
est
th
at
e
f
f
ec
tiv
e
GB
L
in
ter
v
en
tio
n
s
f
o
r
CA
ar
e
g
r
o
u
n
d
e
d
in
e
x
p
er
ie
n
tial
an
d
s
itu
ated
lear
n
in
g
,
en
r
ich
ed
b
y
n
ar
r
ativ
e
an
d
s
ce
n
ar
io
-
b
ased
d
esig
n
,
an
d
r
ein
f
o
r
ce
d
t
h
r
o
u
g
h
o
p
p
o
r
t
u
n
ities
f
o
r
s
o
cial
in
ter
ac
tio
n
,
f
ee
d
b
ac
k
,
an
d
r
ef
lectio
n
[
4
2
]
,
[
4
3
]
.
Alt
h
o
u
g
h
th
e
f
o
cu
s
o
n
in
te
r
n
atio
n
al
s
tu
d
en
ts
v
ar
ies,
r
ec
en
t
r
esear
ch
b
y
[
1
3
]
,
[
28]
d
em
o
n
s
tr
ates
th
at
GB
L
ca
n
b
e
s
tr
u
ctu
r
ed
p
ed
ag
o
g
ically
to
s
u
p
p
o
r
t
c
u
ltu
r
al
lear
n
in
g
a
n
d
a
d
ap
tatio
n
.
Fu
r
th
er
m
o
r
e,
C
ab
r
er
a
-
So
lan
o
[
4
4
]
illu
s
tr
ates
h
o
w
th
ese
p
ed
ag
o
g
ical
s
tr
u
ctu
r
es
s
p
ec
if
ically
en
h
an
ce
s
tu
d
en
t
p
er
f
o
r
m
an
ce
an
d
s
o
cial
in
teg
r
atio
n
in
h
ig
h
er
e
d
u
ca
tio
n
.
Fu
r
th
er
m
o
r
e,
th
e
s
y
n
th
esis
id
en
tifie
s
a
r
esear
ch
g
ap
i
n
th
e
liter
atu
r
e
r
eg
a
r
d
in
g
th
e
i
n
teg
r
atio
n
o
f
t
h
ese
co
m
p
o
n
en
ts
in
to
a
co
h
er
en
t,
th
eo
r
y
-
d
r
iv
en
GB
L
m
o
d
el
s
p
ec
if
ically
d
esig
n
e
d
to
f
ac
ilit
ate
th
e
CA
o
f
in
te
r
n
atio
n
al
s
tu
d
e
n
ts
.
Ad
d
r
ess
in
g
th
is
g
ap
p
r
o
v
id
es
a
co
m
p
ellin
g
r
atio
n
ale
f
o
r
d
ev
elo
p
in
g
a
co
n
ce
p
tu
al
GB
L
m
o
d
el,
wh
ich
is
p
u
r
s
u
ed
in
th
e
s
u
b
s
eq
u
e
n
t p
h
a
s
e
o
f
th
is
s
tu
d
y
.
3.
3
.
T
heo
re
t
ica
l
inte
g
r
a
t
io
n
a
nd
co
ncept
ua
l f
ra
m
ewo
r
k
dev
elo
pm
ent
T
h
e
p
r
o
p
o
s
ed
co
n
ce
p
tu
al
a
r
c
h
itectu
r
e
,
as
s
h
o
w
n
in
Fig
u
r
e
5
,
t
r
an
s
itio
n
s
f
r
o
m
d
escr
ip
tiv
e
in
s
ig
h
ts
to
war
d
an
an
aly
tical
m
ap
p
in
g
o
f
th
e
p
at
h
way
s
lin
k
in
g
p
ed
ag
o
g
ical
d
esig
n
to
s
o
cio
c
u
ltu
r
al
ad
ju
s
tm
en
t.
B
y
s
y
n
th
esizin
g
f
r
ag
m
en
ted
f
in
d
in
g
s
in
to
t
h
is
th
r
ee
-
lay
er
e
d
s
tr
u
ctu
r
e,
t
h
e
f
r
a
m
ewo
r
k
p
r
o
v
id
es
a
p
r
ed
ictiv
e
r
o
ad
m
ap
th
at
clar
if
ies th
e
p
r
o
g
r
ess
io
n
f
r
o
m
p
ed
ag
o
g
ical
d
esi
g
n
to
tr
a
n
s
f
o
r
m
ativ
e
a
d
ap
tatio
n
o
u
tco
m
es.
N
o
t
e
s
:
Th
i
s fr
a
m
e
w
o
r
k
a
d
d
r
e
sses
t
h
e
c
r
i
t
i
c
a
l
g
a
p
o
f
‘
g
a
m
i
f
i
c
a
t
i
o
n
w
i
t
h
o
u
t
c
u
l
t
u
r
a
l
d
e
p
t
h
’
b
y
f
o
c
u
si
n
g
o
n
i
d
e
n
t
i
t
y
l
e
v
e
l
a
d
a
p
t
a
t
i
o
n
Fig
u
r
e
5
.
T
h
r
ee
-
lay
e
r
ed
co
n
ce
p
tu
al
ar
ch
itectu
r
e
o
f
GB
L
f
o
r
CA
: f
r
o
m
s
tr
u
ctu
r
al
in
p
u
ts
to
ac
cu
ltu
r
atio
n
o
u
tco
m
es
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
C
o
n
ce
p
tu
a
liz
in
g
cu
ltu
r
a
l
a
d
a
p
ta
tio
n
th
r
o
u
g
h
g
a
me
-
b
a
s
ed
l
ea
r
n
in
g
a
mo
n
g
in
tern
a
tio
n
a
l
… (
Yo
o
n
S
h
w
e
S
in
)
4151
B
ased
o
n
th
e
th
em
atic
s
y
n
t
h
esis
o
f
th
e
f
in
d
in
g
s
,
a
c
o
m
p
r
eh
e
n
s
iv
e
f
r
am
ewo
r
k
was
d
ev
el
o
p
ed
to
m
a
p
th
e
r
elatio
n
s
h
ip
b
etwe
en
g
a
m
e
d
esig
n
an
d
ad
a
p
tatio
n
o
u
tco
m
es.
T
h
e
r
esu
ltin
g
th
r
ee
-
lay
er
co
n
ce
p
tu
al
ar
ch
itectu
r
e
is
p
r
esen
ted
in
Fi
g
u
r
e
5
,
w
h
ich
lin
k
s
s
tr
u
ctu
r
al
in
p
u
ts
an
d
lear
n
i
n
g
m
ec
h
an
i
s
m
s
to
s
p
ec
if
ic
CA
o
u
tco
m
es.
T
h
is
f
r
a
m
ewo
r
k
co
n
s
is
ts
o
f
:
−
L
ev
el
1
:
GB
L
d
esig
n
elem
en
t
s
(
s
tr
u
ctu
r
al
i
n
p
u
ts
)
:
th
ese
in
c
lu
d
e
im
m
e
r
s
iv
e
s
im
u
latio
n
s
,
n
ar
r
ativ
e
-
d
r
iv
en
s
ce
n
ar
io
s
,
r
o
le
-
p
lay
task
s
,
an
d
co
llab
o
r
ativ
e
f
ee
d
b
ac
k
s
y
s
tem
s
th
at
s
er
v
e
as
th
e
f
o
u
n
d
atio
n
o
f
th
e
GB
L
en
v
ir
o
n
m
en
t.
−
L
ev
el
2
:
lear
n
in
g
m
ec
h
an
is
m
s
(
th
e
p
r
o
ce
s
s
)
:
th
ese
d
esig
n
elem
en
ts
ac
tiv
ate
co
r
e
lear
n
i
n
g
m
ec
h
an
is
m
s
,
s
p
ec
if
ically
ex
p
er
ien
tial im
m
e
r
s
io
n
,
r
o
le
e
n
ac
tm
en
t,
s
o
cial
n
eg
o
tiatio
n
,
an
d
r
ef
lectiv
e
f
ee
d
b
ac
k
lo
o
p
s
.
−
L
ev
el
3
:
CA
d
im
en
s
io
n
s
(
o
u
tc
o
m
es):
th
ese
m
ec
h
an
is
m
s
f
ac
ilit
ate
s
h
if
ts
ac
r
o
s
s
th
r
ee
d
im
en
s
io
n
s
: c
o
g
n
itiv
e
(
u
n
d
er
s
tan
d
in
g
h
o
s
t
-
co
u
n
tr
y
n
o
r
m
s
)
,
a
f
f
ec
tiv
e
(
r
ed
u
ce
d
a
n
x
iety
an
d
in
cr
ea
s
ed
em
p
ath
y
)
,
an
d
b
eh
av
io
r
al
(
co
m
m
u
n
icatio
n
co
m
p
eten
ce
a
n
d
s
o
cial
en
g
a
g
em
en
t
).
T
h
e
s
y
n
th
esized
e
v
id
en
ce
i
n
d
icate
s
th
at
GB
L
f
u
n
ctio
n
s
as
a
s
tr
u
ctu
r
ed
e
x
p
er
ien
tial
s
y
s
tem
th
at
f
ac
ilit
ates
cu
ltu
r
al
ad
ju
s
tm
en
t
th
r
o
u
g
h
iter
ativ
e
cy
cles
o
f
ex
p
er
ien
ce
an
d
r
ef
lectio
n
.
T
h
is
p
r
o
ce
s
s
alig
n
s
with
Ko
lb
’
s
[
4
5
]
ex
p
er
ien
tial
lear
n
i
n
g
cy
cle,
wh
er
ein
k
n
o
wled
g
e
is
co
n
s
tr
u
cted
th
r
o
u
g
h
ac
tiv
e
ex
p
er
im
en
tatio
n
in
a
s
ec
u
r
e
d
ig
ital
en
v
ir
o
n
m
en
t.
W
h
ile
B
er
r
y
’
s
[
4
6
]
ac
cu
ltu
r
ati
o
n
f
r
am
ew
o
r
k
o
f
ten
p
o
r
tr
ay
s
cu
ltu
r
al
ad
ju
s
tm
en
t
as
a
s
tr
ess
f
u
l
o
r
lar
g
ely
p
ass
iv
e
p
r
o
ce
s
s
,
GB
L
o
f
f
er
s
a
c
o
n
tr
asti
n
g
,
p
r
o
ac
tiv
e
a
p
p
r
o
ac
h
.
B
y
cr
ea
tin
g
a
s
af
e,
in
ter
ac
tiv
e
s
p
ac
e
f
o
r
s
tu
d
en
ts
to
r
eh
ea
r
s
e
s
o
cial
in
ter
ac
tio
n
s
b
ef
o
r
e
r
ea
l
-
life
ap
p
licatio
n
,
GB
L
ad
d
r
ess
es
a
cr
itical
g
ap
in
tr
a
d
itio
n
al
m
o
d
els
th
at
f
r
e
q
u
en
tly
o
v
er
l
o
o
k
th
e
r
o
le
o
f
p
r
o
tecte
d
p
r
a
ctice
in
ad
ap
tatio
n
[
4
7
]
–
[
4
9
]
.
C
o
n
s
eq
u
en
tly
,
t
h
is
s
tu
d
y
p
r
o
v
i
d
es
a
s
ig
n
if
ican
t
th
eo
r
etica
l
ad
v
a
n
ce
m
en
t
b
y
s
y
n
th
esizin
g
Ko
lb
’
s
[
4
5
]
e
x
p
er
ien
tial
lear
n
in
g
th
eo
r
y
with
B
er
r
y
’
s
[
4
6
]
ac
cu
ltu
r
atio
n
m
o
d
el.
B
y
r
ec
o
n
ce
p
tu
alizin
g
CA
as
a
d
y
n
am
ic,
e
x
p
er
ien
tial
lear
n
in
g
p
r
o
ce
s
s
f
ac
ilit
ated
with
in
d
ig
ital
en
v
ir
o
n
m
en
ts
,
th
is
i
n
teg
r
atio
n
e
x
ten
d
s
tr
ad
itio
n
al
ac
cu
ltu
r
atio
n
f
r
am
e
wo
r
k
s
[
5
0
]
,
[
5
1
]
.
I
t
also
d
em
o
n
s
tr
ates
h
o
w
in
ter
ac
tiv
e
p
latf
o
r
m
s
ca
n
b
r
id
g
e
th
e
d
ev
elo
p
m
e
n
t
o
f
in
ter
c
u
ltu
r
al
co
m
p
eten
ce
,
o
f
f
er
in
g
a
m
o
r
e
n
u
an
ce
d
u
n
d
e
r
s
tan
d
in
g
o
f
ad
ap
tiv
e
lear
n
in
g
p
ath
way
s
f
o
r
i
n
ter
n
atio
n
al
s
tu
d
en
ts
in
th
e
d
ig
ital a
g
e.
T
h
e
s
tu
d
y
is
f
u
r
th
er
d
is
tin
g
u
is
h
ed
b
y
its
d
ev
elo
p
m
en
t
o
f
th
e
th
r
ee
-
lay
er
co
n
ce
p
tu
al
ar
ch
itectu
r
e
,
wh
ich
m
o
v
es
b
e
y
o
n
d
v
iewin
g
GB
L
as
m
er
ely
a
m
o
tiv
atio
n
al
to
o
l.
I
n
s
tead
,
th
e
f
r
am
ewo
r
k
m
ap
s
th
e
s
tr
u
ctu
r
al
p
ath
way
s
lin
k
in
g
p
ed
a
g
o
g
ical
d
esig
n
to
id
en
tity
-
lev
el
cu
ltu
r
al
tr
an
s
f
o
r
m
atio
n
.
Un
lik
e
p
r
ev
io
u
s
f
r
ag
m
e
n
ted
s
tu
d
ies,
it
o
f
f
er
s
a
p
r
ed
ictiv
e
r
o
ad
m
ap
b
y
o
r
g
a
n
izin
g
s
y
n
th
esized
th
em
es
in
to
s
tr
u
ctu
r
al
in
p
u
ts
,
lear
n
in
g
m
ec
h
an
is
m
s
,
an
d
ac
cu
ltu
r
atio
n
o
u
tco
m
es.
I
n
d
o
in
g
s
o
,
it
p
r
esen
ts
CA
as
an
iter
ativ
e,
m
ec
h
an
is
m
-
d
r
iv
e
n
lear
n
in
g
p
r
o
ce
s
s
u
n
f
o
ld
in
g
wit
h
in
a
s
tr
u
ctu
r
e
d
ex
p
e
r
ien
tial sy
s
tem
.
4.
CO
NCLU
SI
O
N
T
h
is
s
y
s
tem
atic
s
co
p
in
g
r
ev
ie
w
u
n
d
e
r
s
co
r
es
th
at
GB
L
f
u
n
c
tio
n
s
as
a
s
tr
u
ct
u
r
ed
ex
p
er
ien
t
ial
s
y
s
tem
th
at
s
ig
n
if
ican
tly
f
ac
ilit
ates
th
e
CA
o
f
in
ter
n
atio
n
al
s
tu
d
e
n
ts
.
T
h
e
p
r
im
ar
y
co
n
tr
ib
u
tio
n
o
f
th
is
wo
r
k
is
th
e
th
r
ee
-
lay
er
ed
co
n
ce
p
tu
al
ar
c
h
itectu
r
e,
wh
ic
h
p
r
o
v
id
es
a
p
r
ed
ictiv
e
r
o
ad
m
ap
b
y
lin
k
i
n
g
s
p
ec
if
ic
d
esig
n
elem
en
ts
to
co
g
n
itiv
e,
a
f
f
ec
ti
v
e,
an
d
b
e
h
av
io
r
al
o
u
tc
o
m
es.
B
y
r
ec
o
n
ce
p
tu
alizin
g
ad
ap
tat
io
n
as
an
iter
ativ
e,
m
ec
h
an
is
m
-
d
r
iv
e
n
lear
n
in
g
p
r
o
ce
s
s
r
ath
er
th
an
a
p
ass
iv
e
tr
an
s
itio
n
,
th
is
s
tu
d
y
ad
v
a
n
ce
s
th
e
th
eo
r
etica
l
u
n
d
er
s
tan
d
i
n
g
o
f
d
ig
ital
ac
cu
ltu
r
atio
n
.
Ho
wev
er
,
th
e
s
co
p
e
o
f
th
is
r
ev
iew
is
s
u
b
ject
to
s
ev
er
al
lim
itatio
n
s
,
in
clu
d
in
g
its
r
estrictio
n
t
o
p
ee
r
-
r
ev
iewe
d
jo
u
r
n
al
a
r
ticles
p
u
b
lis
h
ed
in
E
n
g
lis
h
b
etwe
en
2
0
1
5
a
n
d
2
0
2
5
,
wh
ich
m
ay
h
av
e
ex
clu
d
e
d
r
elev
a
n
t f
i
n
d
in
g
s
f
r
o
m
o
t
h
er
lan
g
u
ag
es o
r
g
r
ay
liter
atu
r
e.
Fu
r
th
er
m
o
r
e
,
th
e
r
ev
iew
id
en
tifie
s
a
p
r
ev
ale
n
t
r
is
k
o
f
“
g
am
if
icatio
n
with
o
u
t
d
ep
t
h
,
”
wh
er
e
s
u
p
er
f
icial
m
ec
h
an
ics
m
ay
o
v
er
s
h
ad
o
w
th
e
m
ea
n
in
g
f
u
l
en
g
ag
em
en
t
r
eq
u
i
r
ed
f
o
r
id
e
n
tity
-
lev
el
tr
an
s
f
o
r
m
atio
n
.
C
o
n
s
eq
u
en
tly
,
f
u
tu
r
e
r
esear
ch
s
h
o
u
l
d
p
r
io
r
itize
lo
n
g
itu
d
in
al
an
d
d
esig
n
-
b
ased
s
tu
d
ies
to
v
alid
ate
th
e
p
r
o
p
o
s
ed
f
r
am
ew
o
r
k
ac
r
o
s
s
d
iv
er
s
e
g
e
o
g
r
ap
h
ic
an
d
cu
ltu
r
al
co
n
te
x
ts
.
Sch
o
lar
s
ar
e
en
co
u
r
ag
ed
to
m
o
v
e
b
ey
o
n
d
v
iewin
g
GB
L
as
a
s
u
p
p
lem
en
tar
y
o
r
ien
tatio
n
aid
,
in
s
tead
in
v
esti
g
atin
g
c
u
ltu
r
ally
r
esp
o
n
s
iv
e
d
esig
n
elem
en
ts
th
at
f
o
s
ter
s
u
s
tain
ed
id
en
tity
-
lev
el
i
n
teg
r
atio
n
an
d
m
ea
n
in
g
f
u
l so
cio
cu
ltu
r
a
l a
d
ju
s
tm
en
t.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
T
h
is
r
esear
ch
is
s
u
p
p
o
r
ted
b
y
a
g
r
ad
u
ate
s
ch
o
o
l
s
ch
o
lar
s
h
ip
f
r
o
m
Pri
n
ce
o
f
So
n
g
k
la
Un
iv
er
s
ity
,
T
h
ailan
d
.
AUTHO
R
CO
NT
RI
B
UT
I
O
NS ST
A
T
E
M
E
N
T
T
h
is
jo
u
r
n
al
u
s
es
th
e
C
o
n
tr
ib
u
to
r
R
o
les
T
ax
o
n
o
m
y
(
C
R
ed
iT)
to
r
ec
o
g
n
ize
in
d
iv
id
u
al
au
th
o
r
co
n
tr
ib
u
tio
n
s
,
r
ed
u
ce
au
th
o
r
s
h
ip
d
is
p
u
tes,
an
d
f
ac
ilit
ate
co
llab
o
r
atio
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
1
4
4
-
4154
4152
Na
m
e
o
f
Aut
ho
r
C
M
So
Va
Fo
I
R
D
O
E
Vi
Su
P
Fu
Yo
o
n
Sh
we
Sin
✓
✓
✓
✓
✓
✓
✓
✓
Op
h
at
Kao
s
aiy
ap
o
r
n
✓
✓
✓
✓
W
ar
ap
ar
k
Ma
itre
ep
h
u
n
✓
✓
✓
✓
C
:
C
o
n
c
e
p
t
u
a
l
i
z
a
t
i
o
n
M
:
M
e
t
h
o
d
o
l
o
g
y
So
:
So
f
t
w
a
r
e
Va
:
Va
l
i
d
a
t
i
o
n
Fo
:
Fo
r
mal
a
n
a
l
y
s
i
s
I
:
I
n
v
e
s
t
i
g
a
t
i
o
n
R
:
R
e
so
u
r
c
e
s
D
:
D
a
t
a
C
u
r
a
t
i
o
n
O
:
W
r
i
t
i
n
g
-
O
r
i
g
i
n
a
l
D
r
a
f
t
E
:
W
r
i
t
i
n
g
-
R
e
v
i
e
w
&
E
d
i
t
i
n
g
Vi
:
Vi
su
a
l
i
z
a
t
i
o
n
Su
:
Su
p
e
r
v
i
s
i
o
n
P
:
P
r
o
j
e
c
t
a
d
mi
n
i
st
r
a
t
i
o
n
Fu
:
Fu
n
d
i
n
g
a
c
q
u
i
si
t
i
o
n
CO
NF
L
I
C
T
O
F
I
N
T
E
R
E
S
T
ST
A
T
E
M
E
NT
T
o
en
s
u
r
e
f
air
an
d
im
p
ar
tial
d
ec
is
io
n
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[
1
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