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en
e
f
its
with
o
u
t c
o
m
p
r
o
m
is
in
g
th
e
ir
f
o
cu
s
o
n
s
tu
d
ies
[
4
]
.
Ho
wev
er
,
in
teg
r
atin
g
m
o
b
ile
g
am
es
in
to
ed
u
ca
tio
n
al
co
n
t
ex
ts
co
m
es
with
ch
allen
g
es.
E
d
u
ca
to
r
s
m
u
s
t
en
s
u
r
e
th
at
g
am
es
ar
e
alig
n
ed
with
cu
r
r
icu
lu
m
o
b
je
ctiv
es
an
d
t
h
at
th
e
y
f
ac
ilit
at
e
lear
n
in
g
with
o
u
t
b
ec
o
m
in
g
a
d
is
tr
ac
tio
n
[
5
]
.
Ad
d
itio
n
ally
,
teac
h
er
s
r
e
q
u
ir
e
ad
eq
u
ate
tr
ain
i
n
g
to
i
n
co
r
p
o
r
ate
m
o
b
ile
g
am
i
n
g
ef
f
ec
tiv
ely
,
s
elec
t
th
e
r
ig
h
t
g
am
es,
ass
es
s
p
r
o
g
r
ess
,
an
d
ev
alu
ate
lear
n
in
g
o
u
tco
m
es
[
6
]
.
Desp
ite
th
ese
ch
allen
g
es,
with
p
r
o
p
er
p
la
n
n
i
n
g
an
d
s
u
p
p
o
r
t,
m
o
b
ile
g
am
in
g
ca
n
tr
an
s
f
o
r
m
m
o
d
er
n
ed
u
c
atio
n
b
y
p
r
o
m
o
tin
g
life
lo
n
g
lear
n
in
g
,
cr
itical
th
in
k
in
g
,
a
n
d
ac
tiv
e
p
ar
ticip
atio
n
[
7
]
.
T
h
e
p
o
ten
tial
o
f
m
o
b
ile
g
am
in
g
in
ed
u
ca
tio
n
h
as
s
p
ar
k
ed
co
n
s
id
er
ab
le
d
eb
ate.
W
h
ile
s
o
m
e
r
esear
ch
em
p
h
asizes
its
b
en
ef
its
,
p
ar
ticu
l
ar
ly
f
o
r
co
g
n
itiv
e
d
ev
elo
p
m
e
n
t
an
d
en
g
a
g
em
en
t
,
o
th
er
s
ca
u
tio
n
ab
o
u
t
its
o
v
e
r
u
s
e.
Stu
d
ies
h
av
e
s
h
o
wn
th
at
ex
ce
s
s
iv
e
g
am
in
g
ca
n
n
eg
ativ
ely
af
f
ec
t
ac
ad
e
m
ic
p
er
f
o
r
m
an
ce
,
with
u
n
iv
er
s
it
y
s
tu
d
en
ts
wh
o
s
p
en
d
ex
ce
s
s
iv
e
tim
e
o
n
g
am
es
ex
p
er
ien
cin
g
a
d
ec
lin
e
in
th
ei
r
g
r
a
d
es
[
8
]
,
[
9
]
.
T
h
is
p
o
i
n
ts
to
th
e
n
ee
d
f
o
r
m
o
d
er
atio
n
an
d
ca
r
ef
u
l
in
teg
r
atio
n
in
to
ed
u
ca
tio
n
al
s
ettin
g
s
.
C
o
n
v
er
s
ely
,
r
esear
ch
h
as
also
h
ig
h
lig
h
ted
h
o
w
ce
r
tain
t
y
p
es
o
f
g
am
es,
p
ar
ticu
lar
l
y
ac
tio
n
an
d
s
h
o
o
ter
g
am
es,
ca
n
im
p
r
o
v
e
co
g
n
itiv
e
f
u
n
ctio
n
s
s
u
ch
as
at
ten
tio
n
,
s
p
atial
r
ea
s
o
n
in
g
,
an
d
m
u
ltit
ask
in
g
[
1
0
]
.
Fo
r
in
s
tan
ce
,
p
lay
er
s
o
f
th
ese
g
am
es
h
av
e
d
em
o
n
s
tr
ated
en
h
an
ce
d
o
b
ject
-
tr
ac
k
in
g
ab
ilit
ies,
wh
ich
co
u
ld
b
en
ef
it
ac
ad
em
ic
task
s
r
eq
u
ir
in
g
co
m
p
lex
p
r
o
b
lem
-
s
o
lv
in
g
an
d
task
m
an
ag
em
en
t
[
1
1
]
.
T
h
is
s
u
g
g
ests
th
at
wh
ile
g
am
in
g
h
o
ld
s
p
r
o
m
is
e,
it
m
u
s
t
b
e
b
alan
ce
d
to
en
s
u
r
e
p
o
s
itiv
e
ed
u
ca
tio
n
al
o
u
tco
m
es.
T
h
is
s
tu
d
y
s
ee
k
s
to
f
ill
a
g
ap
in
th
e
liter
atu
r
e
b
y
co
n
d
u
ctin
g
a
co
m
p
r
eh
e
n
s
iv
e
b
ib
lio
m
etr
ic
an
aly
s
is
o
f
r
esear
ch
o
n
m
o
b
ile
g
am
in
g
in
ed
u
ca
tio
n
.
T
h
e
s
tu
d
y
aim
s
to
p
r
o
v
id
e
i
n
s
ig
h
ts
in
to
th
e
cu
r
r
e
n
t
s
tate
an
d
f
u
tu
r
e
d
i
r
ec
tio
n
s
o
f
m
o
b
ile
g
am
in
g
as
a
n
ed
u
ca
tio
n
al
t
o
o
l
b
y
an
aly
zi
n
g
tr
e
n
d
s
,
th
e
m
es,
an
d
k
ey
r
esear
ch
ar
ea
s
.
T
h
is
r
esear
ch
is
s
ig
n
if
ican
t
b
ec
au
s
e
it
o
f
f
er
s
a
s
y
s
tem
atic
o
v
er
v
iew
o
f
th
e
f
ie
ld
,
h
elp
in
g
ed
u
ca
to
r
s
an
d
r
ese
ar
ch
er
s
u
n
d
er
s
tan
d
th
e
ev
o
lv
in
g
r
o
le
o
f
m
o
b
ile
g
a
m
es in
lear
n
in
g
e
n
v
ir
o
n
m
en
ts
th
r
o
u
g
h
th
e
f
o
llo
win
g
r
esear
ch
q
u
esti
o
n
s
:
i)
W
h
at
ar
e
th
e
m
o
s
t
in
f
lu
e
n
tial
ar
ticles
an
d
a
u
th
o
r
s
o
n
m
o
b
ile
g
am
in
g
in
e
d
u
ca
tio
n
b
ase
d
o
n
citatio
n
p
atter
n
s
?
ii)
W
h
at
ar
e
th
e
m
o
s
t
f
r
eq
u
en
tly
u
s
ed
k
ey
wo
r
d
s
o
n
m
o
b
ile
g
a
m
in
g
in
e
d
u
ca
tio
n
r
esear
ch
to
in
d
icate
th
e
f
ield
'
s
f
o
cu
s
?
2.
M
E
T
H
O
D
W
e
b
o
f
S
ci
en
c
e
(
W
o
S)
i
s
k
n
o
wn
f
o
r
i
t
s
s
tr
i
ct
in
d
ex
i
n
g
an
d
b
r
o
ad
c
it
at
io
n
d
at
a
a
cr
o
s
s
d
i
s
ci
p
l
in
e
s
[
1
2
]
.
W
o
S
o
f
f
er
s
ac
c
e
s
s
to
h
i
g
h
ly
ci
ted
jo
u
r
n
a
l
s
an
d
s
u
p
p
o
r
t
s
g
lo
b
a
l
r
e
s
e
ar
ch
n
e
t
wo
r
k
s
,
m
ak
in
g
it
e
s
s
en
ti
al
f
o
r
tr
ac
k
in
g
tr
en
d
s
in
ed
u
c
at
i
o
n
al
te
ch
n
o
lo
g
y
.
T
o
o
l
s
l
ik
e
VO
Sv
ie
wer
h
el
p
an
aly
ze
W
o
S
d
a
ta
.
T
h
ey
a
l
lo
w
r
es
ea
r
ch
er
s
to
ex
p
l
o
r
e
to
p
i
c
cl
u
s
ter
s
an
d
co
l
lab
o
r
at
io
n
p
a
tt
er
n
s
in
m
o
b
i
le
g
am
in
g
in
e
d
u
ca
t
io
n
[
1
3
]
.
T
h
e
d
at
a
r
etr
iev
al
wa
s
p
e
r
f
o
r
m
ed
o
n
S
ep
te
m
b
er
1
1
,
2
0
2
4
.
T
h
e
p
r
ef
er
r
ed
r
ep
o
r
tin
g
it
em
s
f
o
r
s
y
s
t
em
a
ti
c
r
ev
ie
w
s
an
d
m
et
a
-
an
aly
s
es
(
P
R
I
S
MA
)
f
lo
wch
ar
t
in
F
ig
u
r
e
1
o
u
tl
in
e
s
th
e
p
r
o
ce
s
s
o
f
id
en
t
if
y
in
g
,
s
cr
ee
n
in
g
,
an
d
in
c
lu
d
i
n
g
s
t
u
d
i
es
f
o
r
b
ib
l
io
m
et
r
i
c
an
a
ly
s
i
s
o
f
m
o
b
il
e
g
am
in
g
in
ed
u
c
at
io
n
.
I
n
i
t
ia
lly
,
5
7
5
s
tu
d
i
e
s
w
er
e
id
en
t
if
ied
f
r
o
m
th
e
W
o
S
d
at
ab
a
s
e
b
a
s
ed
o
n
k
ey
wo
r
d
s
(
"m
o
b
i
le
g
am
*
"
an
d
"
ed
u
c
at
*
")
.
Af
ter
ap
p
l
y
i
n
g
in
c
lu
s
i
o
n
an
d
ex
cl
u
s
io
n
cr
it
er
ia,
s
u
ch
a
s
th
e
tim
e
p
er
io
d
(
2
0
1
4
-
2
0
2
3
)
,
d
o
cu
m
en
t
ty
p
e
s
(
ar
t
ic
le
o
r
r
ev
ie
w
ar
ti
cl
e)
,
an
d
lan
g
u
ag
e
(
E
n
g
l
i
s
h
)
,
th
e
l
is
t
w
as
n
ar
r
o
wed
d
o
wn
to
2
4
7
s
tu
d
ie
s
.
A
f
u
ll
-
tex
t
r
ev
i
ew
wa
s
t
h
en
co
n
d
u
ct
ed
o
n
th
e
s
e
2
4
7
s
tu
d
i
e
s
,
wh
i
ch
wer
e
in
c
lu
d
e
d
f
o
r
f
u
r
t
h
er
an
a
ly
s
i
s
,
en
s
u
r
in
g
a
f
o
cu
s
ed
an
d
r
e
lev
a
n
t
s
e
le
ct
io
n
.
T
h
e
b
ib
lio
m
et
r
ic
an
aly
s
is
is
a
k
ey
m
et
h
o
d
f
o
r
u
n
d
er
s
tan
d
in
g
p
atter
n
s
in
ac
ad
em
ic
r
esear
ch
.
I
t
u
s
es
s
tatis
t
ical
to
o
ls
to
ex
am
in
e
p
u
b
licatio
n
s
,
citatio
n
s
,
an
d
k
e
y
wo
r
d
s
.
T
h
is
h
el
p
s
r
esear
ch
e
r
s
f
in
d
in
f
l
u
en
tial
s
tu
d
ies,
to
p
au
th
o
r
s
,
an
d
lea
d
in
g
in
s
titu
tio
n
s
in
s
p
ec
if
ic
ar
e
as
[
1
4
]
.
I
n
m
o
b
ile
g
am
in
g
r
es
ea
r
ch
,
b
ib
lio
m
etr
ic
an
aly
s
is
is
e
s
p
ec
ially
v
alu
ab
le.
I
t
s
h
o
ws
h
o
w
th
is
f
ield
h
as
g
r
o
wn
,
r
ev
ea
ls
tr
en
d
s
,
an
d
h
ig
h
lig
h
ts
n
ew
ar
ea
s
in
th
e
in
ter
s
ec
tio
n
o
f
g
am
in
g
a
n
d
ed
u
ca
tio
n
.
T
h
is
ap
p
r
o
ac
h
g
u
id
es
f
u
tu
r
e
r
esear
ch
[
1
5
]
.
T
wo
m
ain
ty
p
es
o
f
b
ib
lio
m
etr
ic
an
al
y
s
is
ar
e
co
-
c
itatio
n
an
d
co
-
wo
r
d
(
o
r
co
-
o
cc
u
r
r
en
ce
)
an
aly
s
is
.
C
o
-
citatio
n
an
al
y
s
is
s
tu
d
ies
h
o
w
o
f
ten
two
d
o
cu
m
en
ts
ar
e
cited
to
g
eth
er
.
T
h
is
h
elp
s
to
id
en
tify
m
ajo
r
r
esear
ch
th
e
m
es,
in
f
lu
en
tial
s
tu
d
ies,
an
d
k
ey
to
p
ics
with
in
m
o
b
ile
g
am
e
-
b
ased
lear
n
in
g
(
GB
L
)
[
1
3
]
,
[
1
6
]
.
C
o
-
wo
r
d
a
n
aly
s
is
,
o
n
th
e
o
t
h
er
h
an
d
,
ex
am
in
es
h
o
w
o
f
ten
ce
r
tain
k
ey
wo
r
d
s
ap
p
ea
r
to
g
et
h
er
.
T
h
i
s
allo
ws
r
esear
ch
er
s
to
s
p
o
t
c
en
tr
al
th
em
es
an
d
n
ew
tr
en
d
s
in
m
o
b
ile
g
a
m
in
g
f
o
r
ed
u
ca
tio
n
[
1
2
]
,
[
1
7
]
.
B
y
tr
ac
k
in
g
th
ese
tr
en
d
s
,
co
-
w
o
r
d
an
aly
s
is
p
r
o
v
id
es
a
v
iew
o
f
p
o
ten
tial f
u
tu
r
e
r
esear
ch
ar
ea
s
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
4
,
Au
g
u
s
t
2025
:
2
9
5
6
-
2
9
6
5
2958
Fig
u
r
e
1
.
PR
I
SMA
f
lo
wch
ar
t
3.
RE
SU
L
T
S
3
.
1
.
Co
-
cit
a
t
io
n a
na
l
y
s
is
T
h
e
co
-
citatio
n
a
n
aly
s
is
o
f
th
e
to
p
f
iv
e
ar
ticles
o
n
m
o
b
ile
g
am
in
g
in
e
d
u
ca
tio
n
,
as
d
ep
icted
in
T
ab
le
1
,
u
n
d
e
r
s
co
r
es
th
e
m
o
s
t
in
f
lu
en
tial
wo
r
k
s
th
at
h
av
e
s
h
ap
ed
th
is
f
ield
.
C
o
-
citatio
n
an
aly
s
is
d
elv
es
in
to
th
e
f
r
eq
u
en
cy
with
wh
ich
t
wo
ar
ticles
ar
e
cited
to
g
eth
e
r
,
r
ev
ea
lin
g
th
ei
r
s
h
ar
ed
im
p
o
r
tan
ce
with
in
th
e
r
esear
ch
co
m
m
u
n
ity
.
T
h
e
id
en
tifie
d
ar
ticles
ar
e
p
iv
o
tal
t
o
d
is
cu
s
s
io
n
s
o
n
GB
L
,
d
ig
it
al
liter
ac
y
,
an
d
th
e
m
o
tiv
atio
n
al
elem
en
ts
o
f
m
o
b
i
le
an
d
s
er
io
u
s
g
am
es.
T
h
e
ar
ticle
m
o
s
t
co
m
m
o
n
ly
cited
is
b
y
Hu
izen
g
a
et
a
l
.
[
1
8
]
,
with
2
8
citatio
n
s
an
d
a
to
tal
lin
k
s
tr
en
g
th
o
f
1
2
1
.
T
h
is
r
esear
c
h
d
elv
es
in
to
m
o
b
ile
GB
L
in
s
ec
o
n
d
ar
y
ed
u
ca
tio
n
,
s
p
ec
if
i
ca
lly
ex
p
lo
r
i
n
g
th
e
im
p
ac
t
o
f
m
o
b
ile
city
g
am
es
o
n
s
tu
d
en
t
en
g
a
g
em
en
t,
m
o
tiv
a
tio
n
,
an
d
lear
n
in
g
o
u
tco
m
es.
T
h
e
h
ig
h
f
r
eq
u
e
n
cy
o
f
co
-
citatio
n
s
in
d
icate
s
th
e
wid
esp
r
ea
d
ac
k
n
o
wled
g
m
e
n
t
o
f
m
o
b
ile
g
am
in
g
as
a
v
alu
a
b
le
in
s
tr
u
m
en
t
f
o
r
s
tim
u
latin
g
s
tu
d
en
ts
an
d
im
p
r
o
v
in
g
lear
n
in
g
.
Nex
t in
lin
e
is
C
o
n
n
o
lly
et
a
l
.
[
1
9
]
a
r
ticle,
wh
ich
h
as b
ee
n
cited
2
3
tim
es a
n
d
h
as a
to
tal
lin
k
s
tr
en
g
t
h
o
f
9
5
.
T
h
is
s
y
s
tem
atic
r
ev
iew
ass
ess
e
s
th
e
em
p
ir
ical
ev
id
e
n
ce
o
n
co
m
p
u
ter
an
d
s
er
io
u
s
g
am
es,
p
r
o
v
id
in
g
a
co
m
p
r
eh
e
n
s
iv
e
ex
am
in
ati
o
n
o
f
th
eir
e
d
u
ca
tio
n
al
ap
p
licat
io
n
s
.
T
h
e
f
r
eq
u
e
n
t
co
-
citatio
n
s
o
f
th
is
r
ev
iew
u
n
d
er
s
co
r
e
th
e
s
ig
n
if
ican
t
r
o
le
th
at
liter
atu
r
e
r
ev
iews
p
lay
in
in
f
lu
en
cin
g
cu
r
r
en
t
r
esear
ch
a
n
d
o
f
f
er
i
n
g
cr
u
cial
in
s
ig
h
ts
in
to
th
e
ed
u
ca
tio
n
al
p
o
ten
tial o
f
g
am
es.
Gar
r
is
et
a
l.
[
2
0
]
s
ec
u
r
ed
t
h
e
th
ir
d
p
o
s
itio
n
with
1
7
citatio
n
s
an
d
a
t
o
tal
lin
k
s
tr
en
g
th
o
f
6
3
.
T
h
eir
ar
ticle
in
tr
o
d
u
ce
s
a
m
o
d
el
th
a
t
elu
cid
ates
th
e
im
p
ac
t
o
f
g
a
m
es
o
n
m
o
tiv
atio
n
a
n
d
lea
r
n
i
n
g
,
e
m
p
h
asizin
g
th
e
p
s
y
ch
o
lo
g
ical
p
r
o
ce
s
s
es
th
at
u
n
d
er
p
in
th
e
e
f
f
ec
tiv
en
ess
o
f
g
am
es
in
ed
u
ca
ti
o
n
al
co
n
tex
ts
.
T
h
e
s
u
b
s
tan
tial
n
u
m
b
er
o
f
c
o
-
citatio
n
s
u
n
d
er
s
co
r
es
th
e
en
d
u
r
in
g
s
ig
n
if
ican
c
e
o
f
m
o
tiv
atio
n
th
eo
r
y
in
GB
L
,
estab
lis
h
in
g
th
is
wo
r
k
as e
s
s
en
tial f
o
r
r
esear
ch
e
r
s
in
v
esti
g
atin
g
en
g
a
g
em
en
t a
n
d
im
m
er
s
io
n
in
ed
u
ca
tio
n
al
e
n
v
ir
o
n
m
en
ts
.
T
ab
le
1
.
Co
-
citatio
n
s
(
to
p
5
a
r
ticles
)
R
a
n
k
A
u
t
h
o
r
s
Ti
t
l
e
C
i
t
a
t
i
o
n
s
To
t
a
l
l
i
n
k
s
t
r
e
n
g
t
h
1
H
u
i
z
e
n
g
a
e
t
a
l
.
[
1
8
]
M
o
b
i
l
e
g
a
me
-
b
a
s
e
d
l
e
a
r
n
i
n
g
i
n
sec
o
n
d
a
r
y
e
d
u
c
a
t
i
o
n
:
e
n
g
a
g
e
m
e
n
t
,
mo
t
i
v
a
t
i
o
n
a
n
d
l
e
a
r
n
i
n
g
i
n
a
m
o
b
i
l
e
c
i
t
y
g
a
me
28
1
2
1
2
C
o
n
n
o
l
l
y
e
t
a
l
.
[
1
9
]
A
sy
st
e
ma
t
i
c
l
i
t
e
r
a
t
u
r
e
r
e
v
i
e
w
o
f
e
mp
i
r
i
c
a
l
e
v
i
d
e
n
c
e
o
n
c
o
m
p
u
t
e
r
g
a
mes
a
n
d
seri
o
u
s
g
a
m
e
s
23
95
3
G
a
r
r
i
s
e
t
a
l
.
[
2
0
]
G
a
mes,
m
o
t
i
v
a
t
i
o
n
,
a
n
d
l
e
a
r
n
i
n
g
:
a
r
e
se
a
r
c
h
a
n
d
p
r
a
c
t
i
c
e
mo
d
e
l
17
63
4
H
a
mari
e
t
a
l
.
[
2
1
]
C
h
a
l
l
e
n
g
i
n
g
g
a
m
e
s
h
e
l
p
s
t
u
d
e
n
t
s
l
e
a
r
n
:
A
n
e
m
p
i
r
i
c
a
l
s
t
u
d
y
o
n
e
n
g
a
g
e
me
n
t
,
f
l
o
w
a
n
d
i
mm
e
r
si
o
n
i
n
g
a
m
e
-
b
a
se
d
l
e
a
r
n
i
n
g
16
50
5
Q
i
a
n
a
n
d
C
l
a
r
k
[
2
2
]
G
a
me
-
b
a
se
d
l
e
a
r
n
i
n
g
a
n
d
2
1
s
t
c
e
n
t
u
r
y
s
k
i
l
l
s:
a
r
e
v
i
e
w
o
f
r
e
c
e
n
t
r
e
se
a
r
c
h
12
42
3
.
1
.
1
.
Co
-
cit
a
t
io
n by
c
lus
t
er
s
A
g
r
ap
h
ical
v
is
u
aliza
tio
n
u
s
in
g
VOSv
iewe
r
d
em
o
n
s
tr
ates
th
e
r
elatio
n
s
h
ip
s
an
d
o
r
g
an
izatio
n
o
f
au
th
o
r
s
a
n
d
r
esear
ch
th
em
es
i
n
th
e
liter
atu
r
e
[
2
3
]
.
T
h
e
co
-
citatio
n
an
aly
s
is
o
f
m
o
b
ile
g
a
m
in
g
in
ed
u
ca
tio
n
,
illu
s
tr
ated
in
Fig
u
r
e
2
,
r
ev
ea
ls
f
iv
e
d
is
tin
ct
clu
s
ter
s
,
ea
ch
co
r
r
esp
o
n
d
i
n
g
to
a
s
p
ec
if
ic
r
esear
ch
f
o
cu
s
.
Am
o
n
g
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
Ma
p
p
in
g
t
h
e
in
tellectu
a
l str
u
ctu
r
e
o
f m
o
b
ile
g
a
min
g
in
ed
u
ca
tio
n
:
in
s
ig
h
ts
fr
o
m
…
(
Lim S
eo
n
g
P
ek
)
2959
th
e
1
0
,
4
9
7
cited
r
ef
er
e
n
ce
s
,
5
6
ar
ticles
with
at
least
s
ix
c
itatio
n
s
wer
e
ch
o
s
en
f
o
r
th
e
co
-
citatio
n
a
n
aly
s
is
.
T
ab
le
2
p
r
o
v
id
es a
n
o
v
e
r
v
iew
o
f
th
ese
clu
s
ter
s
an
d
p
r
o
p
o
s
es lab
els b
ased
o
n
k
e
y
p
u
b
licatio
n
s
.
Fig
u
r
e
2
.
Co
-
citatio
n
a
n
aly
s
is
(
VOSv
iewe
r
v
is
u
ali
za
tio
n
)
C
lu
s
ter
1
(
r
ed
)
,
k
n
o
wn
as "
GB
L
an
d
g
am
if
icatio
n
,
"
is
d
ed
ica
ted
to
ex
p
lo
r
i
n
g
th
e
u
s
e
o
f
d
ig
ital g
am
es
an
d
g
am
if
icatio
n
in
th
e
f
ield
o
f
ed
u
ca
tio
n
.
I
t f
ea
tu
r
es n
o
tab
le
wo
r
k
s
s
u
ch
as Qia
n
an
d
C
lar
k
[
2
2
]
r
ev
iew
o
f
t
h
e
im
p
ac
t
o
f
GB
L
o
n
2
1
s
t
-
ce
n
t
u
r
y
s
k
ills
,
an
d
Pre
n
s
k
y
[
2
4
]
in
f
lu
en
tial
p
iece
o
n
d
ig
ital
GB
L
.
T
h
is
clu
s
te
r
p
r
im
ar
ily
f
o
cu
s
es
o
n
h
o
w
G
B
L
an
d
g
am
if
icatio
n
tech
n
iq
u
es
ca
n
en
h
a
n
ce
s
tu
d
en
t
m
o
t
iv
atio
n
an
d
lear
n
in
g
o
u
tco
m
es,
s
h
o
wca
s
in
g
th
e
ed
u
ca
tio
n
al
p
o
ten
tial o
f
g
am
es.
C
lu
s
ter
2
(
g
r
ee
n
)
,
k
n
o
w
n
as
"
m
o
tiv
atio
n
a
n
d
e
n
g
ag
e
m
en
t
i
n
lear
n
in
g
,
"
d
elv
es
in
to
th
e
m
o
tiv
atio
n
al
an
d
co
g
n
itiv
e
ad
v
an
tag
es
o
f
GB
L
.
Key
p
ap
er
s
in
th
is
ar
ea
in
clu
d
e
Ham
ar
i
et
a
l.
[
2
1
]
,
wh
ich
ex
p
lo
r
es
s
tu
d
en
t
en
g
ag
em
e
n
t
an
d
f
lo
w
in
GB
L
,
an
d
Gar
r
is
et
a
l.
[
2
0
]
,
wh
ich
p
r
esen
ts
a
m
o
d
el
f
o
r
co
m
p
r
e
h
en
d
in
g
th
e
im
p
ac
t
o
f
g
am
es
o
n
m
o
tiv
atio
n
an
d
l
ea
r
n
in
g
.
T
h
e
r
esear
ch
in
th
is
clu
s
ter
in
v
esti
g
ates
h
o
w
g
am
es
ca
p
tu
r
e
s
tu
d
en
ts
'
atten
tio
n
,
en
r
ich
th
eir
lear
n
in
g
ex
p
er
ien
ce
s
,
a
n
d
f
ac
ilit
ate
d
e
ep
er
im
m
er
s
io
n
.
C
lu
s
ter
3
(
b
lu
e
)
,
titl
ed
"ser
io
u
s
g
am
es
an
d
lear
n
i
n
g
o
u
tco
m
e
s
,
"
ex
p
lo
r
es
t
h
e
em
p
ir
ical
ev
i
d
en
ce
th
at
s
u
p
p
o
r
ts
th
e
ed
u
ca
tio
n
al
b
e
n
e
f
its
o
f
s
er
io
u
s
g
am
es.
C
o
n
n
o
lly
et
a
l.
[
1
9
]
o
f
f
er
s
a
th
o
r
o
u
g
h
r
ev
iew
o
f
s
tu
d
ies
o
n
c
o
m
p
u
te
r
an
d
s
er
io
u
s
g
am
es
in
ed
u
ca
tio
n
al
e
n
v
ir
o
n
m
en
ts
.
T
h
e
em
p
h
asis
h
er
e
is
o
n
h
o
w
s
er
io
u
s
g
am
es
ac
co
m
p
lis
h
d
is
tin
ct
lear
n
in
g
o
b
jectiv
es a
n
d
h
o
w
t
h
ey
s
tack
u
p
ag
ain
s
t c
o
n
v
en
tio
n
al
lear
n
in
g
ap
p
r
o
ac
h
es.
C
lu
s
ter
4
(
y
ello
w)
,
k
n
o
wn
as
"tec
h
n
o
lo
g
y
ac
ce
p
ta
n
ce
an
d
m
o
b
ile
lear
n
i
n
g
,
"
f
o
cu
s
es
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th
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ican
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o
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m
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ile
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tan
ce
o
f
tec
h
n
o
lo
g
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b
y
lea
r
n
er
s
.
Dav
is
[
2
5
]
tech
n
o
lo
g
y
ac
ce
p
tan
ce
m
o
d
el
(
T
AM
)
is
a
p
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t
p
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t
o
f
r
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ce
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ter
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eq
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en
tly
u
tili
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d
to
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ate
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o
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ess
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a
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m
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tech
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Stu
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b
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Hu
izen
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a
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l.
[
2
6
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a
n
d
G
ian
n
ak
as
et
a
l.
[
2
7
]
an
aly
ze
th
e
im
p
ac
t
o
f
m
o
b
ile
g
am
es
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ac
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s
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ch
as
im
m
er
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io
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an
d
lear
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o
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tco
m
es.
C
lu
s
ter
5
(
p
u
r
p
le)
,
k
n
o
wn
a
s
"m
o
b
ile
lear
n
in
g
an
d
im
m
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iv
e
en
v
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n
m
e
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ts
,
"
d
elv
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to
th
e
ex
p
lo
r
atio
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o
f
m
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lear
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d
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wo
r
k
s
s
u
ch
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th
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b
y
Hu
izen
g
a
et
a
l.
[
1
8
]
an
d
Sch
wab
e
an
d
Gö
th
[
2
8
]
f
o
cu
s
o
n
th
e
way
s
in
w
h
ich
m
o
b
ile
g
am
es
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m
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tiv
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T
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cr
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a
n
d
i
n
ter
ac
tiv
e
lear
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in
g
ex
p
e
r
ien
ce
s
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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8
8
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2
I
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J
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14
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No
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4
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Au
g
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2025
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9
5
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-
2
9
6
5
2960
T
ab
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2
.
Co
-
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u
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ter
o
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m
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ile
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G
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a
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m
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18
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2
2
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[
2
4
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[
2
9
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[
3
4
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C
l
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13
[
2
0
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,
[
2
1
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[
3
5
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3
8
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C
l
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r
3
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S
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9
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4
2
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C
l
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4
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y
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Te
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8
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2
5
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[
2
7
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[
4
3
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,
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4
4
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C
l
u
st
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p
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r
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M
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8
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2
8
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5
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3
.
2
.
Co
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nce
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ly
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T
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1
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m
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T
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s
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r
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B
L
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ter
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ap
p
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eq
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m
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win
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(
3
6
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cc
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3
4
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,
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em
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n
s
tr
atin
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th
e
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is
in
g
s
ig
n
i
f
ican
ce
o
f
m
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ile
tech
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lo
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s
in
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eliv
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ed
u
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co
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t,
p
ar
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o
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o
f
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s
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T
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p
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an
d
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ter
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h
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d
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s
.
T
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m
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ap
p
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s
2
8
ti
m
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n
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im
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Ad
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1
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eq
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K
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To
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2
3
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Co
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Fig
u
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an
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d
etailed
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4
.
C
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ter
1
(
r
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,
id
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m
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s
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lu
s
ter
2
(
g
r
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,
k
n
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m
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n
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tu
d
en
t
m
o
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d
en
g
ag
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n
t.
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h
is
clu
s
ter
p
r
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th
e
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p
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e
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ewa
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m
s
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as "m
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ter
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b
lu
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,
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d
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tech
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,
"
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GB
L
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m
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ile
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g
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d
d
esig
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h
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ter
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o
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tr
ates
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d
th
e
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n
f
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astru
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e
t
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u
p
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k
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s
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icate
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m
s
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d
d
ev
ices to
en
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ich
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u
ca
tio
n
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ex
p
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ien
ce
s
.
C
lu
s
ter
4
(
y
ello
w)
,
k
n
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as
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lth
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well
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b
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d
d
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p
lay
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"
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to
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f
u
s
io
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m
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b
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e
g
am
es
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d
h
ea
lth
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T
h
is
clu
s
ter
f
o
cu
s
es
o
n
th
e
p
o
ten
tial
o
f
m
o
b
ile
g
am
es
to
tack
le
co
n
ce
r
n
s
lik
e
an
x
iety
an
d
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
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&
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N:
2252
-
8
8
2
2
Ma
p
p
in
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t
h
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in
tellectu
a
l str
u
ctu
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o
f m
o
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g
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g
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u
ca
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in
s
ig
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fr
o
m
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(
Lim S
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g
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2961
o
f
f
er
m
en
tal
h
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lth
s
u
p
p
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r
t
.
T
h
e
ter
m
s
"p
lay
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d
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ig
i
tal
g
am
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em
p
h
asize
th
at
m
o
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ile
g
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er
v
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ed
u
ca
tio
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r
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d
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te
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ap
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tic
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d
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Fig
u
r
e
3
.
Co
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ab
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4
.
Co
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1
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S
t
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l
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o
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o
mes
16
“
S
t
u
d
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t
s
,
”
“
t
e
c
h
n
o
l
o
g
y
,
”
“
p
e
r
f
o
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ma
n
c
e
,
”
“
m
o
b
i
l
e
g
a
mi
n
g
,
”
“
g
a
me
s,”
“
v
i
d
e
o
g
a
mes
,
”
“
c
h
i
l
d
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e
n
,
”
“
m
o
b
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l
e
a
p
p
l
i
c
a
t
i
o
n
s
,
”
“
k
n
o
w
l
e
d
g
e
”
2
(
g
r
e
e
n
)
G
a
mi
f
i
c
a
t
i
o
n
a
n
d
mo
t
i
v
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t
i
o
n
16
“
M
o
b
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l
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g
a
m
e
,
”
“
g
a
m
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f
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c
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,
”
“
mo
t
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v
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”
“
e
n
g
a
g
e
m
e
n
t
,
”
“
i
m
p
a
c
t
,
”
“
seri
o
u
s
g
a
m
e
,
”
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e
d
u
c
a
t
i
o
n
a
l
g
a
m
e
,
”
“
e
x
p
e
r
i
e
n
c
e
”
3
(
b
l
u
e
)
Ed
u
c
a
t
i
o
n
a
l
d
e
s
i
g
n
a
n
d
t
e
c
h
n
o
l
o
g
y
i
n
t
e
g
r
a
t
i
o
n
13
“
Ed
u
c
a
t
i
o
n
,
”
“
g
a
me
-
b
a
se
d
l
e
a
r
n
i
n
g
,
”
“
m
o
b
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l
e
l
e
a
r
n
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,
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d
e
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g
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a
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m
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a
l
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”
“
g
a
me,
”
“
d
e
v
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c
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s”
4
(
y
e
l
l
o
w
)
H
e
a
l
t
h
,
w
e
l
l
-
b
e
i
n
g
,
a
n
d
d
i
g
i
t
a
l
p
l
a
y
9
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M
o
b
i
l
e
g
a
mes
,
”
“
p
l
a
y
,
”
“
d
i
g
i
t
a
l
g
a
me
s,”
“
h
e
a
l
t
h
,
”
“
a
n
x
i
e
t
y
,
”
“
i
n
t
e
r
v
e
n
t
i
o
n
”
4.
DIS
CU
SS
I
O
N
T
h
e
b
ib
l
io
m
etr
ic
r
e
s
u
l
t
s
p
r
o
v
i
d
e
cr
it
ic
al
in
s
i
g
h
t
s
in
to
th
e
tr
a
n
s
f
o
r
m
a
tiv
e
p
o
t
en
ti
al
o
f
m
o
b
i
le
g
am
in
g
in
ed
u
c
at
io
n
an
d
it
s
i
m
p
l
ic
at
i
o
n
s
f
o
r
ed
u
c
at
io
n
al
p
r
a
ct
ic
e
a
n
d
p
o
l
icy
.
T
h
e
an
a
ly
s
i
s
h
ig
h
l
i
g
h
t
s
th
e
s
ig
n
if
i
ca
n
t
r
o
le
o
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g
a
m
if
ic
at
io
n
an
d
G
B
L
in
f
o
s
ter
in
g
s
tu
d
en
t
en
g
ag
em
en
t,
m
o
t
iv
a
t
io
n
,
an
d
c
o
g
n
i
ti
v
e
d
ev
e
lo
p
m
en
t
[
4
6
]
.
T
h
e
s
e
f
in
d
in
g
s
u
n
d
er
s
co
r
e
th
e
n
ee
d
f
o
r
in
t
eg
r
a
t
in
g
m
o
b
ile
g
am
e
s
in
to
t
ea
ch
in
g
s
tr
a
teg
ie
s
to
c
r
ea
te
d
y
n
am
i
c
an
d
im
m
er
s
iv
e
le
ar
n
in
g
ex
p
e
r
ien
ce
s
f
o
r
ed
u
ca
tio
n
al
p
r
ac
ti
ce
.
B
y
al
ig
n
in
g
m
o
b
il
e
g
am
e
s
w
ith
c
u
r
r
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cu
l
u
m
o
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je
ct
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e
s
,
ed
u
ca
to
r
s
ca
n
u
s
e
th
em
to
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ei
n
f
o
r
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e
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o
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t
,
p
ar
t
icu
la
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ly
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s
u
b
jec
t
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th
at
r
eq
u
ir
e
p
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o
b
le
m
-
s
o
lv
in
g
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d
c
r
i
ti
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l
t
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k
in
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.
Ad
d
it
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ly
,
m
o
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e
g
am
e
s
o
f
f
er
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e
r
s
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n
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li
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l
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r
n
in
g
o
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p
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s
,
en
ab
lin
g
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tu
d
en
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s
to
p
r
o
g
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es
s
at
th
ei
r
o
wn
p
ac
e
an
d
c
ate
r
i
n
g
to
d
iv
er
s
e
ed
u
ca
tio
n
al
n
e
ed
s
.
Su
ch
ad
ap
t
iv
e
en
v
ir
o
n
m
en
t
s
en
s
u
r
e
in
clu
s
iv
ity
an
d
eq
u
i
ty
,
p
a
r
t
icu
lar
ly
f
o
r
s
tu
d
en
t
s
w
i
th
v
ar
y
in
g
lea
r
n
in
g
ab
il
i
ti
es
[
4
7
]
.
Ho
w
ev
er
,
t
h
e
s
u
cc
e
s
s
o
f
th
e
s
e
ap
p
r
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h
e
s
d
ep
en
d
s
o
n
eq
u
ip
p
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u
c
ato
r
s
w
ith
th
e
n
ec
e
s
s
ar
y
s
k
i
ll
s
th
r
o
u
g
h
tar
g
et
ed
p
r
o
f
e
s
s
io
n
al
d
ev
elo
p
m
en
t
p
r
o
g
r
am
s
.
T
h
e
s
e
p
r
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g
r
am
s
s
h
o
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ld
e
m
p
h
a
s
ize
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-
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a
s
ed
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ed
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o
g
y
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s
t
r
a
teg
ie
s
f
o
r
s
el
ec
tin
g
s
u
i
ta
b
le
g
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e
s
,
an
d
m
et
h
o
d
s
f
o
r
as
s
es
s
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g
le
ar
n
i
n
g
o
u
t
co
m
e
s
wh
i
le
m
i
tig
at
in
g
p
o
ten
ti
al
d
i
s
tr
ac
ti
o
n
s
[
4
8
]
.
W
h
en
th
o
u
g
h
tf
u
l
ly
im
p
le
m
e
n
ted
,
m
o
b
i
le
g
am
i
n
g
ca
n
tr
an
s
f
o
r
m
t
r
ad
it
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a
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cla
s
s
r
o
o
m
s
in
to
s
tu
d
en
t
-
ce
n
te
r
ed
en
v
ir
o
n
m
en
t
s
,
e
n
co
u
r
ag
in
g
ac
tiv
e
p
ar
t
ic
ip
a
ti
o
n
an
d
l
if
e
l
o
n
g
le
ar
n
in
g
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
4
,
Au
g
u
s
t
2025
:
2
9
5
6
-
2
9
6
5
2962
Fro
m
a
p
o
licy
p
er
s
p
ec
tiv
e
,
th
e
f
in
d
in
g
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t
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th
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ee
d
f
o
r
a
co
m
p
r
e
h
en
s
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r
am
ewo
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k
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p
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o
r
tin
g
m
o
b
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to
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Po
licy
m
ak
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s
s
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ld
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r
itiz
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o
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ally
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Ad
d
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g
in
f
r
astru
ctu
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al
ch
alle
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s
u
c
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itab
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ig
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p
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ter
n
et
a
n
d
m
o
b
ile
d
ev
ices,
is
v
ital
to
b
r
i
d
g
in
g
th
e
d
ig
ital
d
iv
id
e
[
4
9
]
.
E
s
tab
lis
h
in
g
clea
r
s
tan
d
ar
d
s
an
d
g
u
id
elin
es
f
o
r
m
o
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ile
g
am
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g
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ed
u
ca
tio
n
ca
n
e
n
s
u
r
e
alig
n
m
en
t
with
cu
r
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icu
lu
m
g
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als
wh
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s
af
eg
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ar
d
in
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d
ata
p
r
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cy
an
d
p
r
o
m
o
tin
g
ac
ce
s
s
ib
ilit
y
[
5
0
]
.
Mo
r
eo
v
e
r
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f
o
s
ter
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g
co
llab
o
r
atio
n
s
b
etwe
en
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in
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u
s
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t
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n
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ce
ler
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n
o
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ed
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g
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es,
with
p
o
licies
en
co
u
r
ag
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esear
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eir
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g
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ter
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im
p
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t
o
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itiv
e
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d
e
m
o
t
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n
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lear
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o
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tco
m
es.
T
h
e
b
ib
lio
m
etr
ic
an
aly
s
is
also
em
p
h
asizes
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er
g
in
g
tech
n
o
lo
g
ies
lik
e
au
g
m
e
n
ted
r
ea
lity
an
d
s
er
io
u
s
g
am
es,
wh
ich
h
av
e
th
e
p
o
ten
tial
to
r
esh
ap
e
ed
u
ca
tio
n
al
f
r
am
ewo
r
k
s
b
y
p
r
o
v
id
in
g
im
m
er
s
iv
e
an
d
co
n
tex
t
-
b
ased
le
ar
n
in
g
e
x
p
er
ien
ce
s
.
B
y
s
tr
ate
g
ically
in
teg
r
atin
g
th
ese
elem
en
ts
,
p
o
licy
m
a
k
er
s
ca
n
d
r
iv
e
th
e
ad
o
p
tio
n
o
f
in
n
o
v
ativ
e
teac
h
in
g
m
et
h
o
d
s
th
at
alig
n
with
co
n
tem
p
o
r
ar
y
ed
u
ca
tio
n
al
g
o
als.
T
o
g
eth
er
,
th
ese
ef
f
o
r
ts
c
an
p
o
s
itio
n
m
o
b
ile
g
am
i
n
g
a
s
a
p
iv
o
tal
to
o
l
f
o
r
ac
h
iev
in
g
in
clu
s
iv
e,
e
q
u
itab
le
,
an
d
h
ig
h
-
q
u
ality
ed
u
ca
tio
n
,
co
n
tr
ib
u
tin
g
to
b
r
o
ad
er
o
b
ject
iv
es
lik
e
en
h
an
cin
g
d
ig
ital liter
ac
y
an
d
f
o
s
ter
in
g
g
lo
b
al
co
m
p
ete
n
cy
am
o
n
g
lea
r
n
er
s
.
5.
CO
NCLU
SI
O
N
T
h
e
p
o
ten
tial
f
o
r
f
u
r
th
er
r
esea
r
ch
lies
in
ex
p
lo
r
in
g
s
p
ec
if
ic
a
p
p
licatio
n
s
o
f
m
o
b
ile
g
am
in
g
in
d
iv
er
s
e
ed
u
ca
tio
n
al
s
ettin
g
s
,
s
u
ch
as
s
p
ec
ial
ed
u
ca
tio
n
,
ad
u
lt
lear
n
in
g
,
an
d
v
o
ca
tio
n
al
tr
ain
in
g
.
T
h
e
in
cr
ea
s
e
i
n
citatio
n
s
,
esp
ec
ially
in
r
ec
en
t
y
ea
r
s
,
ca
n
b
e
attr
ib
u
ted
to
th
e
g
r
o
win
g
ad
o
p
tio
n
o
f
m
o
b
ile
lear
n
in
g
s
tr
ateg
ies
in
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
an
d
a
h
eig
h
ten
ed
in
ter
est
in
r
esear
ch
f
o
cu
s
in
g
o
n
th
e
im
p
ac
t
o
f
m
o
b
ile
g
am
in
g
o
n
co
g
n
itiv
e,
em
o
tio
n
al,
an
d
b
e
h
av
io
r
al
lea
r
n
in
g
o
u
tco
m
es.
I
n
s
u
m
m
a
r
y
,
m
o
b
ile
g
am
in
g
in
e
d
u
ca
tio
n
h
as
tr
an
s
itio
n
ed
f
r
o
m
a
s
p
ec
ialize
d
s
tu
d
y
ar
ea
to
a
well
-
estab
lis
h
ed
an
d
in
f
l
u
en
tial
f
ield
.
T
h
e
r
is
in
g
n
u
m
b
e
r
o
f
p
u
b
licatio
n
s
an
d
s
u
b
s
tan
tial
citatio
n
r
ates
u
n
d
er
s
co
r
e
its
s
ig
n
if
ican
ce
in
co
n
tem
p
o
r
ar
y
ed
u
ca
tio
n
al
d
is
co
u
r
s
e.
As m
o
b
ile
g
am
in
g
tech
n
o
lo
g
i
es c
o
n
tin
u
e
to
ad
v
a
n
ce
an
d
in
t
eg
r
ate
in
to
ed
u
ca
tio
n
al
s
y
s
tem
s
,
th
is
r
esear
ch
ar
ea
is
an
ticip
ated
to
f
lo
u
r
is
h
,
m
ain
tain
in
g
its
p
r
o
m
in
e
n
ce
in
ac
a
d
em
ic
ex
p
lo
r
atio
n
.
T
h
u
s
,
th
ese
f
in
d
in
g
s
in
d
icate
th
at
ed
u
ca
to
r
s
an
d
cu
r
r
icu
lu
m
d
esig
n
er
s
ca
n
lev
er
ag
e
m
o
b
ile
g
am
es
to
cr
ea
te
m
o
r
e
im
m
er
s
iv
e
a
n
d
i
n
ter
ac
tiv
e
lear
n
in
g
ex
p
er
ien
ce
s
.
E
d
u
ca
to
r
s
ca
n
b
o
o
s
t
s
tu
d
e
n
t
m
o
tiv
atio
n
,
e
v
en
in
ch
allen
g
in
g
s
u
b
jects,
b
y
i
n
c
o
r
p
o
r
ati
n
g
g
am
if
icatio
n
elem
en
ts
—
lik
e
ch
allen
g
es,
r
ewa
r
d
s
,
an
d
im
m
ed
iate
f
ee
d
b
ac
k
.
C
u
r
r
icu
l
u
m
d
esig
n
e
r
s
co
u
ld
u
s
e
th
is
r
esear
c
h
to
d
ev
elo
p
f
r
am
ew
o
r
k
s
in
te
g
r
atin
g
m
o
b
ile
g
am
in
g
s
ea
m
less
ly
with
lear
n
in
g
o
b
jectiv
es.
T
h
is
en
s
u
r
es
th
at
g
am
es
ac
t
a
s
r
ein
f
o
r
ce
m
en
t
r
ath
er
th
an
a
d
is
tr
ac
tio
n
f
r
o
m
t
h
e
cu
r
r
icu
lu
m
.
Fu
r
th
e
r
m
o
r
e,
tr
ai
n
in
g
ed
u
ca
to
r
s
to
s
el
ec
t
an
d
im
p
lem
en
t
s
u
itab
le
m
o
b
ile
g
am
es
tailo
r
e
d
to
th
eir
cu
r
r
icu
lu
m
n
ee
d
s
will
b
e
ess
en
tial
f
o
r
m
a
x
im
izin
g
t
h
e
ed
u
ca
tio
n
al
p
o
te
n
tial
o
f
m
o
b
ile
g
am
in
g
.
T
h
i
s
ap
p
r
o
ac
h
ca
n
ad
v
a
n
ce
co
n
te
m
p
o
r
ar
y
p
e
d
ag
o
g
y
b
y
e
m
b
ed
d
in
g
a
d
ap
tiv
e,
lea
r
n
er
-
ce
n
ter
e
d
s
tr
ateg
ies
in
to
th
e
class
r
o
o
m
th
r
o
u
g
h
tech
n
o
lo
g
y
,
th
u
s
f
o
s
ter
in
g
e
n
g
ag
em
en
t a
n
d
im
p
r
o
v
in
g
ac
a
d
em
ic
p
e
r
f
o
r
m
an
ce
.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
T
h
is
wo
r
k
was su
p
p
o
r
ted
an
d
f
u
n
d
e
d
b
y
I
NT
I
I
n
ter
n
atio
n
al
Un
iv
er
s
ity
,
Ma
lay
s
ia.
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
.
Na
m
e
o
f
Aut
ho
r
C
M
So
Va
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Vi
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Fu
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Pek
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R
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W
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Me
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Me
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Fatin
Sy
am
ilah
C
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Yo
b
✓
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W
alto
n
W
id
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✓
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✓
C
ath
y
Ma
e
T
o
q
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Kar
en
J
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B
r
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T
alid
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C
:
C
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Fu
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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&
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N:
2252
-
8
8
2
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Ma
p
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tellectu
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(
Lim S
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2963
CO
NF
L
I
C
T
O
F
I
N
T
E
R
E
S
T
ST
A
T
E
M
E
NT
Au
th
o
r
s
s
tate
n
o
co
n
f
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f
in
t
er
est.
DATA AV
AI
L
AB
I
L
I
T
Y
Data
av
ailab
ilit
y
is
n
o
t
ap
p
li
ca
b
le
to
th
is
p
ap
er
as
n
o
n
e
w
d
ata
wer
e
cr
ea
ted
o
r
an
aly
ze
d
in
th
is
s
tu
d
y
.
RE
F
E
R
E
NC
E
S
[
1
]
A
.
Tl
i
l
i
,
M
.
A.
A
d
a
r
k
w
a
h
,
S
.
S
a
l
h
a
,
J.
G
a
r
z
ó
n
,
K
i
n
sh
u
k
,
a
n
d
D
.
B
u
r
g
o
s,
“
Th
e
e
f
f
e
c
t
o
f
e
d
u
c
a
t
i
o
n
a
l
m
o
b
i
l
e
g
a
mes
o
n
l
e
a
r
n
i
n
g
p
e
r
f
o
r
m
a
n
c
e
:
a
m
e
t
a
-
a
n
a
l
y
si
s
a
n
d
r
e
s
e
a
r
c
h
s
y
n
t
h
e
s
i
s,”
I
n
t
e
r
a
c
t
i
v
e
L
e
a
rn
i
n
g
E
n
v
i
r
o
n
m
e
n
t
s
,
v
o
l
.
3
2
,
n
o
.
1
0
,
p
p
.
7
2
7
8
-
7
3
0
0
2
0
2
4
,
d
o
i
:
1
0
.
1
0
8
0
/
1
0
4
9
4
8
2
0
.
2
0
2
4
.
2
3
1
0
1
3
5
.
[
2
]
C
.
H
.
C
h
e
n
,
V
.
La
w
,
a
n
d
K
.
H
u
a
n
g
,
“
A
d
a
p
t
i
v
e
sc
a
f
f
o
l
d
i
n
g
a
n
d
e
n
g
a
g
e
me
n
t
i
n
d
i
g
i
t
a
l
g
a
m
e
-
b
a
se
d
l
e
a
r
n
i
n
g
,
”
E
d
u
c
a
t
i
o
n
a
l
T
e
c
h
n
o
l
o
g
y
Re
se
a
r
c
h
a
n
d
D
e
v
e
l
o
p
m
e
n
t
,
v
o
l
.
7
1
,
n
o
.
4
,
p
p
.
1
7
8
5
–
1
7
9
8
,
2
0
2
3
,
d
o
i
:
1
0
.
1
0
0
7
/
s1
1
4
2
3
-
0
2
3
-
1
0
2
4
4
-
x.
[
3
]
L.
M
a
r
t
i
n
e
z
,
M
.
G
i
me
n
e
s
,
a
n
d
E.
La
mb
e
r
t
,
“
En
t
e
r
t
a
i
n
m
e
n
t
V
i
d
e
o
G
a
mes
f
o
r
A
c
a
d
e
mi
c
Le
a
r
n
i
n
g
:
A
S
y
st
e
ma
t
i
c
R
e
v
i
e
w
,
”
J
o
u
r
n
a
l
o
f
Ed
u
c
a
t
i
o
n
a
l
C
o
m
p
u
t
i
n
g
R
e
se
a
rc
h
,
v
o
l
.
6
0
,
n
o
.
5
,
p
p
.
1
0
8
3
–
1
1
0
9
,
2
0
2
2
,
d
o
i
:
1
0
.
1
1
7
7
/
0
7
3
5
6
3
3
1
2
1
1
0
5
3
8
4
8
.
[
4
]
M
.
N
a
d
e
e
m,
M
.
O
r
o
sz
l
a
n
y
o
v
a
,
a
n
d
W
.
F
a
r
a
g
,
“
Ef
f
e
c
t
o
f
D
i
g
i
t
a
l
G
a
me
-
B
a
se
d
Le
a
r
n
i
n
g
o
n
S
t
u
d
e
n
t
E
n
g
a
g
e
m
e
n
t
a
n
d
M
o
t
i
v
a
t
i
o
n
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