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tellig
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AI
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ap
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d
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is
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m
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[
1
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.
AI
also
s
im
u
lates
h
u
m
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in
tellig
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ce
in
th
e
p
r
o
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s
s
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,
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in
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,
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n
d
d
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io
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-
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ak
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[
2
]
.
As
a
r
esu
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AI
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as
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ec
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ield
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o
r
r
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ir
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s
p
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y
s
ical
an
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m
en
tal
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f
o
r
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[
3
]
.
W
h
at
was
im
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s
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ib
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y
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d
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b
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m
e
a
r
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d
ay
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in
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[
4
]
.
I
t
also
wen
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ter
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f
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[
5
]
.
T
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r
e,
m
an
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c
o
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tr
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h
av
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s
o
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g
h
t
to
in
tr
o
d
u
ce
th
e
cu
ltu
r
e
o
f
AI
in
to
th
eir
s
o
cieties;
b
y
p
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m
o
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g
it
th
r
o
u
g
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f
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d
in
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cien
tific
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p
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v
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s
ap
p
licatio
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s
in
th
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f
ield
o
f
AI
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an
d
f
in
d
in
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e
d
ig
ital
citize
n
wh
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ca
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d
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l
with
it
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f
icie
n
tly
[
6
]
.
T
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I
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8
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2
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Lea
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… (
Ma
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A
ln
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2733
b
ec
am
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m
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wh
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7
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.
T
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W
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s
s
es o
f
tea
ch
in
g
an
d
lear
n
in
g
.
J
u
s
t
as
AI
p
lay
s
an
ef
f
ec
tiv
e
r
o
le
in
g
e
n
er
al
e
d
u
ca
tio
n
,
th
e
u
s
e
o
f
AI
in
th
e
f
ield
o
f
s
p
ec
ial
ed
u
ca
tio
n
h
as
a
v
ital
r
o
le,
as
ad
v
an
ce
d
tech
n
o
lo
g
y
co
n
tr
ib
u
tes
to
im
p
r
o
v
in
g
th
e
lear
n
in
g
ex
p
er
ien
ce
an
d
p
er
s
o
n
al
d
ev
elo
p
m
e
n
t
o
f
in
d
i
v
id
u
als
with
d
is
ab
ilit
ies
b
y
h
elp
in
g
th
em
cu
s
to
m
ize
ed
u
ca
tio
n
,
p
r
o
v
id
e
in
d
iv
id
u
a
l
s
u
p
p
o
r
t,
a
n
d
e
n
h
an
ce
c
o
m
m
u
n
icatio
n
an
d
in
ter
ac
tio
n
;
wh
ic
h
en
h
a
n
ce
s
th
eir
g
r
o
wth
o
p
p
o
r
tu
n
ities
an
d
h
elp
s
th
em
r
ea
lize
th
eir
p
o
ten
tial
to
th
e
m
ax
im
u
m
ex
te
n
t
p
o
s
s
ib
le.
I
n
Sau
d
i
Ar
ab
ia,
th
e
r
ap
id
ad
v
an
ce
m
en
t
o
f
tech
n
o
lo
g
y
in
v
ar
io
u
s
s
ec
to
r
s
,
in
clu
d
in
g
ed
u
ca
tio
n
,
p
r
esen
ts
b
o
th
o
p
p
o
r
tu
n
ities
an
d
ch
alle
n
g
es
f
o
r
ed
u
ca
t
o
r
s
wo
r
k
in
g
with
s
p
ec
ial
n
ee
d
s
s
tu
d
en
ts
.
A
s
tr
o
n
g
b
o
d
y
o
f
r
e
s
ea
r
ch
h
ig
h
lig
h
ts
th
e
p
o
ten
tia
l
o
f
AI
to
en
h
an
ce
ed
u
ca
tio
n
al
p
r
ac
tices,
p
a
r
ticu
l
ar
ly
f
o
r
s
tu
d
e
n
ts
with
lear
n
in
g
d
is
ab
ilit
ies,
b
y
p
r
o
v
id
in
g
p
e
r
s
o
n
alize
d
lear
n
in
g
ex
p
er
ien
ce
s
an
d
a
d
ap
tiv
e
teac
h
in
g
r
eso
u
r
ce
s
[
8
]
.
I
n
th
is
co
n
tex
t,
s
tu
d
y
by
T
s
o
u
k
tak
o
u
et
a
l.
[
9
]
d
em
o
n
s
tr
ated
th
e
ef
f
ec
tiv
e
n
ess
o
f
em
p
lo
y
in
g
AI
ap
p
licatio
n
s
to
s
u
p
p
o
r
t
s
tu
d
en
ts
with
v
is
u
al
im
p
ai
r
m
en
t
s
,
wh
er
ea
s
s
tu
d
y
by
C
ald
well
-
Ma
r
in
et
a
l.
[
1
0
]
h
ig
h
lig
h
ted
th
e
p
o
s
itiv
e
im
p
ac
t
o
f
a
r
o
b
o
t
-
b
ased
in
ter
ac
tiv
e
ch
at
p
r
o
g
r
am
i
n
en
h
an
cin
g
ex
p
r
ess
iv
e
lan
g
u
a
g
e
s
k
ills
am
o
n
g
in
d
i
v
id
u
als
with
m
ild
in
tellectu
al
d
is
ab
ilit
ies.
Ad
d
itio
n
ally
,
Mc
C
ar
th
y
et
a
l.
[
1
1
]
h
as
f
o
u
n
d
th
at
p
r
ac
ticin
g
B
r
aille
u
s
in
g
AI
was
h
ig
h
ly
ef
f
ec
tiv
e,
wh
ile
T
am
im
[
1
2
]
h
av
e
co
n
f
ir
m
e
d
th
e
ef
f
ec
tiv
en
ess
o
f
an
e
d
u
ca
tio
n
al
p
r
o
g
r
am
b
ased
o
n
AI
i
n
d
ev
el
o
p
in
g
s
p
atial
th
in
k
in
g
s
k
ills
am
o
n
g
g
if
ted
s
ec
o
n
d
ar
y
s
ch
o
o
l stu
d
en
ts
.
T
h
is
p
ap
er
will
f
o
cu
s
o
n
teac
h
er
s
o
f
s
tu
d
e
n
ts
with
lear
n
in
g
d
is
ab
ilit
ies.
I
t
is
well
r
ec
o
g
n
ized
th
at
wh
en
co
m
p
a
r
ed
to
th
ei
r
class
m
ates
with
o
u
t
d
is
ab
ilit
ies,
s
tu
d
en
ts
with
lear
n
in
g
d
is
ab
ilit
ies
p
er
f
o
r
m
wo
r
s
e
ac
ad
em
ically
.
Desp
ite
h
av
in
g
in
tellig
en
ce
th
at
is
eith
er
n
o
r
m
al
o
r
ab
o
v
e
av
e
r
ag
e,
th
ey
s
tr
u
g
g
le
with
ce
r
tai
n
lear
n
in
g
p
r
o
ce
s
s
es,
in
clu
d
in
g
co
m
p
r
e
h
en
s
io
n
,
r
ea
s
o
n
in
g
,
p
er
ce
p
tio
n
,
f
o
cu
s
,
r
ea
d
in
g
,
wr
itin
g
,
s
p
ellin
g
,
p
r
o
n
u
n
ciatio
n
,
d
o
in
g
m
ath
o
p
er
atio
n
s
,
an
d
s
k
ills
as
s
o
ciate
d
with
ea
ch
o
f
th
e
af
o
r
em
en
tio
n
ed
p
r
o
ce
s
s
es
[
1
3
]
.
T
h
er
ef
o
r
e,
th
e
u
s
e
o
f
AI
a
p
p
licatio
n
s
with
s
tu
d
en
ts
with
lear
n
in
g
d
is
ab
ilit
ies
will
p
la
y
a
cr
u
cial
r
o
le
in
en
h
an
cin
g
th
eir
e
d
u
ca
tio
n
al
e
x
p
er
ien
ce
,
as
th
e
s
tu
d
y
b
y
K
o
r
o
s
id
o
u
[
1
4
]
d
e
m
o
n
s
tr
ated
h
o
w
well
au
g
m
en
te
d
r
ea
lity
tech
n
o
l
o
g
y
wo
r
k
s
to
h
elp
s
tu
d
en
ts
b
ec
o
m
e
m
o
r
e
ad
ep
t
at
co
n
n
ec
tin
g
letter
s
o
u
n
d
s
to
d
r
awin
g
s
,
an
d
Kellem
s
et
a
l.
[
1
5
]
co
n
f
ir
m
ed
th
e
ef
f
ec
tiv
en
ess
o
f
au
g
m
en
t
ed
r
ea
lity
tech
n
o
l
o
g
y
in
d
ev
el
o
p
in
g
th
e
s
k
ills
o
f
s
o
lv
in
g
m
ath
e
m
atica
l
p
r
o
b
lem
s
f
o
r
p
eo
p
le
with
lear
n
i
n
g
d
is
ab
ilit
ies
.
L
astl
y
,
s
tu
d
y
b
y
Yan
g
[
1
6
]
in
d
icate
d
th
e
im
p
o
r
tan
ce
o
f
ap
p
ly
in
g
au
g
m
e
n
ted
r
ea
lity
to
s
u
p
p
o
r
t a
n
d
im
p
r
o
v
e
r
ea
d
in
g
d
if
f
ic
u
lties
am
o
n
g
s
tu
d
en
ts
.
Gar
g
an
d
Sh
ar
m
a
[
1
7
]
s
tu
d
ied
th
e
r
o
le
o
f
A
I
ap
p
licatio
n
s
in
teac
h
in
g
s
tu
d
e
n
ts
with
s
p
ec
ial
n
ee
d
s
in
I
n
d
ia,
co
n
d
u
ctin
g
i
n
ter
v
iews
with
b
o
th
teac
h
er
s
an
d
s
tu
d
e
n
ts
.
T
h
e
r
esu
lts
s
h
o
wed
th
at
AI
h
as
a
p
o
s
itiv
e
im
p
ac
t
in
f
ac
ilit
atin
g
life
an
d
ed
u
ca
tio
n
f
o
r
s
tu
d
en
ts
with
d
is
ab
ilit
ies,
a
s
well
a
s
h
elp
in
g
teac
h
er
s
b
e
m
o
r
e
ef
f
ec
tiv
e
in
th
eir
teac
h
in
g
m
e
th
o
d
s
an
d
e
n
s
u
r
in
g
f
air
p
ar
tic
ip
atio
n
f
o
r
all
s
tu
d
en
ts
.
Ho
we
v
er
,
th
e
s
tu
d
y
also
id
en
tifie
d
k
ey
p
r
o
b
lem
s
f
ac
ed
b
y
s
tu
d
e
n
ts
with
s
p
ec
ial
n
ee
d
s
,
in
clu
d
i
n
g
ch
allen
g
e
s
r
elate
d
to
th
eir
ed
u
ca
tio
n
al
ab
ilit
ies an
d
r
ejec
t
io
n
b
y
b
o
th
r
eg
u
la
r
s
tu
d
en
ts
a
n
d
teac
h
er
s
.
I
t
is
also
im
p
o
r
tan
t
to
n
o
te
th
at
th
ese
m
o
d
er
n
tech
n
o
lo
g
ies
ca
n
p
r
o
v
id
e
c
r
ea
tiv
e
s
o
lu
tio
n
s
to
ed
u
ca
tio
n
al
p
r
o
b
lem
s
,
a
n
d
p
r
esen
t
co
n
ten
t
in
a
n
ea
s
y
,
ac
c
ess
ib
le
an
d
cr
ea
tiv
e
way
.
Ser
v
ices
ca
n
also
b
e
p
r
o
v
id
e
d
in
a
wa
y
th
at
s
tim
u
lates
th
e
m
in
d
to
t
h
in
k
[
1
8
]
.
T
h
ese
ap
p
licatio
n
s
also
h
elp
th
e
lear
n
er
to
lear
n
in
d
ep
en
d
en
tly
an
d
ex
c
h
an
g
e
r
o
les
b
etwe
en
th
e
teac
h
er
an
d
th
e
lear
n
er
,
s
o
th
at
th
e
teac
h
er
d
ir
ec
ts
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
.
T
h
ey
also
p
r
o
v
i
d
e
f
lex
ib
ilit
y
wh
en
p
r
esen
tin
g
co
n
ten
t
an
d
ad
a
p
tin
g
it
to
th
e
s
tu
d
en
t's
n
ee
d
s
[
1
9
]
.
T
h
is
is
o
n
e
o
f
th
e
b
asics
th
at
ed
u
ca
to
r
s
d
em
an
d
wh
en
teac
h
in
g
s
tu
d
en
ts
with
lear
n
in
g
d
is
ab
ilit
ies.
I
n
th
e
co
n
tex
t
o
f
Sau
d
i
Ar
a
b
ia,
th
e
p
er
ce
p
tio
n
o
f
AI
ap
p
licatio
n
s
am
o
n
g
teac
h
er
s
is
cr
u
cial
f
o
r
s
u
cc
ess
f
u
l
im
p
lem
en
tatio
n
in
class
r
o
o
m
s
.
Ma
n
y
teac
h
er
s
e
x
h
ib
it
a
lack
o
f
f
a
m
iliar
ity
with
AI
tech
n
o
l
o
g
ies
an
d
th
eir
b
en
ef
its
,
wh
ich
ca
n
h
in
d
er
t
h
e
in
teg
r
atio
n
o
f
th
ese
to
o
ls
in
s
p
ec
ial
ed
u
ca
tio
n
[
1
8
]
.
T
h
e
f
in
d
i
n
g
s
o
f
th
e
p
er
v
io
u
s
s
tu
d
y
s
u
g
g
est
t
h
at
wh
ile
e
d
u
ca
to
r
s
r
ec
o
g
n
iz
e
th
e
p
o
ten
tial
o
f
AI
in
en
h
an
cin
g
lea
r
n
in
g
f
o
r
s
tu
d
en
ts
with
d
is
ab
ilit
ies,
th
eir
r
eser
v
atio
n
s
r
eg
ar
d
in
g
tech
n
i
ca
l
co
m
p
lex
ities
an
d
in
s
u
f
f
icie
n
t
tr
ain
in
g
m
u
s
t
b
e
ad
d
r
ess
ed
.
Mo
r
eo
v
er
,
s
tu
d
ies
r
ev
ea
l
th
at
cu
ltu
r
al
an
d
co
n
tex
tu
al
f
ac
to
r
s
s
ig
n
if
ican
tly
s
h
ap
e
teac
h
er
s
'
at
titu
d
es
to
war
d
tech
n
o
lo
g
y
u
s
e
[
1
7
]
,
[
1
8
]
.
I
n
th
e
Sau
d
i
ed
u
ca
tio
n
a
l
lan
d
s
ca
p
e,
wh
e
r
e
tr
ad
itio
n
al
teac
h
in
g
m
eth
o
d
s
h
av
e
lo
n
g
b
ee
n
p
r
e
d
o
m
in
a
n
t,
em
b
r
ac
in
g
AI
p
r
esen
ts
u
n
iq
u
e
ch
allen
g
es.
T
h
is
b
o
d
y
o
f
liter
atu
r
e
in
d
icate
s
th
at
ed
u
ca
to
r
s
o
f
ten
f
ee
l
ap
p
r
eh
en
s
iv
e
ab
o
u
t
tr
a
n
s
itio
n
in
g
t
o
tec
h
n
o
lo
g
y
-
d
r
iv
en
ap
p
r
o
ac
h
es
d
u
e
to
co
n
ce
r
n
s
a
b
o
u
t
its
ef
f
icac
y
an
d
im
p
ac
ts
o
n
th
eir
teac
h
in
g
r
o
les
[
2
0
]
.
Un
d
er
s
tan
d
in
g
th
ese
p
er
ce
p
tio
n
s
with
in
th
e
cu
ltu
r
al
co
n
tex
t o
f
Sau
d
i A
r
ab
ia
is
ess
en
tial to
d
ev
elo
p
in
g
e
f
f
ec
tiv
e
t
r
ain
in
g
p
r
o
g
r
am
s
an
d
p
o
licies.
Desp
ite
s
u
b
s
tan
tial
r
esear
ch
u
n
d
er
s
co
r
in
g
th
e
im
p
o
r
tan
ce
o
f
AI
in
ed
u
ca
tio
n
,
m
an
y
teac
h
e
r
s
s
til
l f
in
d
it
u
n
clea
r
h
o
w
to
ef
f
ec
tiv
ely
im
p
lem
en
t,
u
tili
ze
,
an
d
b
en
e
f
it
f
r
o
m
AI
to
e
n
h
an
ce
teac
h
i
n
g
q
u
ality
[
5
]
,
[
7
]
.
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
20
25
:
2
7
3
2
-
2
7
4
1
2734
T
h
er
ef
o
r
e,
t
h
is
s
tu
d
y
aim
s
to
ex
p
lo
r
e
th
e
p
er
s
p
ec
tiv
es
o
f
teac
h
er
s
wo
r
k
in
g
with
s
tu
d
e
n
ts
wh
o
h
a
v
e
lea
r
n
in
g
d
is
ab
ilit
ies
r
eg
ar
d
in
g
th
e
u
s
e
o
f
AI
ap
p
licatio
n
s
in
th
eir
ed
u
ca
tio
n
al
p
r
ac
tices.
I
t
s
p
ec
if
ically
ex
am
in
es
th
e
cu
r
r
en
t
a
p
p
licatio
n
o
f
AI
in
t
h
e
ed
u
ca
tio
n
o
f
s
tu
d
e
n
ts
with
lear
n
in
g
c
h
allen
g
es,
r
ef
lectin
g
th
e
ex
p
er
ien
ce
s
o
f
th
eir
ed
u
ca
to
r
s
wh
ile
id
e
n
tify
in
g
b
a
r
r
ier
s
to
im
p
lem
e
n
tatio
n
.
T
h
e
r
esear
ch
er
wi
ll
co
n
clu
d
e
with
r
ec
o
m
m
en
d
atio
n
s
an
d
s
o
lu
tio
n
s
d
esig
n
ed
to
im
p
r
o
v
e
th
e
in
teg
r
atio
n
o
f
AI
in
teac
h
i
n
g
s
tu
d
en
ts
with
lear
n
in
g
d
is
ab
ilit
ies.
T
h
is
s
tu
d
y
is
p
ar
ticu
lar
ly
r
elev
an
t
g
iv
en
th
e
em
p
h
asis
o
n
th
e
n
ee
d
f
o
r
AI
in
s
p
ec
ial
ed
u
ca
tio
n
,
as
th
ese
ap
p
licatio
n
s
ca
n
p
r
o
v
i
d
e
tailo
r
ed
s
u
p
p
o
r
t
b
ased
o
n
in
d
i
v
id
u
al
s
tu
d
en
t
n
ee
d
s
an
d
ch
all
en
g
es,
in
lin
e
with
th
e
d
em
a
n
d
s
o
f
to
d
ay
’
s
d
ig
ital
g
en
er
atio
n
.
Fu
r
th
er
m
o
r
e,
n
o
t
in
g
a
lack
o
f
e
x
is
tin
g
liter
atu
r
e
o
n
th
is
to
p
ic,
th
is
s
tu
d
y
is
ess
en
tial
to
in
v
esti
g
ate
th
e
u
s
e
o
f
AI
a
p
p
licatio
n
s
in
teac
h
in
g
s
tu
d
en
ts
with
lear
n
i
n
g
d
is
ab
ilit
ies
f
r
o
m
th
e
p
er
s
p
ec
tiv
e
o
f
t
h
eir
teac
h
er
s
in
th
e
Kin
g
d
o
m
o
f
Sau
d
i
Ar
ab
ia.
T
h
u
s
,
th
is
p
a
p
er
a
n
s
wer
two
s
cien
tific
q
u
esti
o
n
s
:
i)
W
h
at
is
th
e
lev
el
o
f
r
ea
lity
o
f
u
s
in
g
AI
ap
p
licatio
n
s
in
teac
h
in
g
s
tu
d
en
ts
with
lear
n
in
g
d
is
ab
ilit
ies
f
r
o
m
th
eir
teac
h
er
’
s
p
er
s
p
ec
tiv
e?
ii)
W
h
at
ar
e
th
e
m
o
s
t
im
p
o
r
ta
n
t
ch
allen
g
es
f
ac
in
g
teac
h
er
s
o
f
s
tu
d
en
ts
with
lear
n
in
g
d
is
ab
ilit
ies
in
d
ep
lo
y
in
g
AI
ap
p
licatio
n
s
in
t
h
eir
ed
u
ca
tio
n
?
2.
M
E
T
H
O
D
T
h
is
s
tu
d
y
ex
am
in
es
t
h
e
im
p
o
r
tan
t
is
s
u
e
o
f
u
s
in
g
AI
to
s
u
p
p
o
r
t
s
tu
d
en
ts
with
lear
n
in
g
d
is
ab
ilit
ies,
s
p
ec
if
ically
f
r
o
m
th
e
v
iewp
o
i
n
t
o
f
th
eir
teac
h
er
s
.
T
h
e
r
esear
ch
er
em
p
lo
y
s
a
q
u
a
n
titativ
e
d
e
s
cr
ip
tiv
e
-
an
aly
tical
ap
p
r
o
ac
h
to
en
ab
le
a
th
o
r
o
u
g
h
in
v
esti
g
atio
n
o
f
th
is
p
h
en
o
m
e
n
o
n
.
T
h
is
m
eth
o
d
en
s
u
r
es a
d
etailed
an
d
ac
cu
r
ate
u
n
d
er
s
tan
d
i
n
g
o
f
h
o
w
AI
is
ap
p
lied
in
ed
u
ca
tio
n
al
s
ettin
g
s
f
o
r
th
ese
s
tu
d
en
ts
.
2
.
1
.
T
he
p
a
rt
icipa
nts
T
h
e
s
tu
d
y
p
a
r
ticip
an
ts
in
clu
d
e
d
all
teac
h
er
s
o
f
s
tu
d
e
n
ts
with
lear
n
in
g
d
is
ab
ilit
ies
in
Dam
m
am
,
Sau
d
i
Ar
ab
ia,
s
elec
ted
u
s
in
g
a
co
n
v
en
ien
ce
s
am
p
lin
g
m
eth
o
d
,
t
o
talin
g
1
0
8
teac
h
e
r
s
.
T
h
e
r
esear
ch
er
d
is
tr
ib
u
ted
q
u
esti
o
n
n
air
es
to
th
ese
p
a
r
ticip
an
ts
an
d
g
ath
e
r
ed
th
eir
r
esp
o
n
s
es
o
n
ce
co
m
p
leted
.
U
p
o
n
r
e
v
iewin
g
th
e
co
llected
q
u
esti
o
n
n
air
es,
it wa
s
co
n
f
ir
m
ed
t
h
at
all
wer
e
v
alid
f
o
r
f
u
r
th
er
an
aly
s
is
.
2
.
2
.
Study
t
o
o
l
T
o
ac
h
ie
v
e
th
e
p
u
r
p
o
s
es
o
f
t
h
e
s
tu
d
y
,
th
e
r
esear
ch
er
r
elied
o
n
th
e
q
u
esti
o
n
n
air
e,
wh
ich
w
ill
b
e
u
s
ed
to
co
llect
d
ata
r
elate
d
t
o
th
e
p
r
ac
tical
asp
ec
t
o
f
th
e
s
tu
d
y
.
T
h
is
s
o
u
r
ce
s
tem
m
ed
f
r
o
m
t
h
e
r
esp
o
n
s
es
o
f
th
e
s
tu
d
y
s
am
p
le
in
a
q
u
an
titativ
e
m
an
n
er
,
w
h
ich
ex
p
r
ess
es
th
e
o
p
in
io
n
s
o
f
th
e
r
esp
o
n
d
e
n
ts
,
in
o
r
d
e
r
to
r
ea
c
h
an
d
d
is
cu
s
s
th
e
r
esu
lts
o
f
th
e
s
tu
d
y
.
T
h
e
s
tu
d
y
is
b
ased
o
n
th
e
q
u
esti
o
n
n
air
e
t
o
co
llect
d
ata
a
n
d
it
is
co
n
s
is
ted
o
f
two
s
ec
tio
n
s
.
Sectio
n
1
is
a
b
o
u
t
t
h
e
r
ea
lity
o
f
u
s
in
g
AI
ap
p
licatio
n
s
in
teac
h
in
g
s
tu
d
en
ts
with
lear
n
in
g
d
is
ab
ilit
ies
f
r
o
m
th
eir
teac
h
er
’
s
p
er
s
p
ec
tiv
e,
an
d
it
co
n
tain
s
th
e
s
tatem
en
ts
f
r
o
m
(
1
-
1
8
)
a
n
d
it
s
y
m
b
o
lize
b
y
(
D1
)
.
Sectio
n
2
is
ab
o
u
t
c
h
allen
g
es
f
ac
in
g
teac
h
e
r
s
o
f
s
tu
d
en
ts
with
lear
n
in
g
d
is
ab
ilit
ies
in
d
ep
lo
y
in
g
AI
ap
p
licatio
n
s
in
th
eir
e
d
u
ca
tio
n
an
d
it c
o
n
tain
s
th
e
s
tatem
en
ts
f
r
o
m
(
1
-
1
3
)
an
d
it
s
y
m
b
o
lize
b
y
(
D2
)
.
2
.
3
.
Va
lid
it
y
o
f
t
he
s
t
ud
y
t
o
o
l
I
t
is
v
er
y
im
p
o
r
tan
t
th
at
th
e
s
tu
d
y
to
o
l
u
s
ed
in
th
e
s
tu
d
y
m
e
asu
r
es
wh
at
it
wa
s
d
esig
n
ed
f
o
r
an
d
th
at
th
is
to
o
l
is
s
u
itab
le
f
o
r
ac
h
iev
in
g
th
e
o
b
jectiv
es
o
f
th
e
s
tu
d
y
th
r
o
u
g
h
s
o
m
e
s
im
p
le
s
tep
s
b
y
th
e
r
esear
ch
er
.
T
h
is
is
ca
lled
th
e
v
alid
ity
o
f
t
h
e
s
tu
d
y
to
o
l.
I
n
lig
h
t
o
f
th
e
o
n
g
o
in
g
in
v
esti
g
atio
n
,
th
e
r
ese
ar
ch
er
p
r
ep
ar
e
d
th
e
m
ea
s
u
r
em
en
t
to
o
l
in
its
in
itial
f
o
r
m
an
d
d
is
s
em
in
ated
it
to
eig
h
t
o
f
s
p
ec
ial
ed
u
ca
tio
n
m
a
jo
r
an
d
e
d
u
ca
tio
n
al
ex
p
er
ts
to
id
en
tify
th
e
ex
ten
t
to
wh
ich
th
ese
ac
ad
em
ic
ex
p
er
ts
in
ter
ac
t
with
th
e
item
s
o
f
th
e
m
ea
s
u
r
em
en
t
to
o
l.
T
h
e
ex
p
er
ts
also
to
o
k
a
n
u
m
b
er
o
f
co
r
r
ec
tiv
e
m
ea
s
u
r
e
s
o
n
th
e
s
tu
d
y
to
o
l
to
p
r
o
d
u
ce
it
in
its
f
in
al
f
o
r
m
.
T
h
e
m
o
d
if
icatio
n
s
wer
e
s
u
m
m
ar
ized
in
eith
er
d
eletio
n
o
r
ad
d
itio
n
o
r
m
o
d
if
icatio
n
a
n
d
lin
g
u
is
tic
f
o
r
m
u
latio
n
.
Af
ter
th
at,
th
e
d
ata
co
llectio
n
to
o
l
ca
m
e
o
u
t
in
its
f
in
al
f
o
r
m
,
co
n
s
is
tin
g
o
f
3
1
item
s
th
at
f
it
to
m
ea
s
u
r
e
th
e
r
ea
lity
o
f
u
s
in
g
AI
ap
p
licatio
n
s
in
teac
h
in
g
s
tu
d
en
ts
with
lea
r
n
in
g
d
is
ab
ilit
ies f
r
o
m
teac
h
er
’
s
p
er
s
p
ec
tiv
e.
T
h
e
s
tu
d
y
ass
ess
ed
th
e
in
ter
n
al
co
n
s
tr
u
ct
v
alid
ity
o
f
th
e
d
ata
c
o
llectio
n
to
o
l
u
s
in
g
t
h
e
Pear
s
o
n
co
r
r
elatio
n
co
e
f
f
icien
t
test
.
Statem
en
ts
with
a
co
r
r
elatio
n
v
alu
e
ab
o
v
e
0
.
3
0
wer
e
d
ee
m
ed
ac
ce
p
tab
le,
in
d
icatin
g
g
o
o
d
d
is
cr
im
in
atio
n
s
ig
n
if
ican
ce
[
2
1
]
,
[
2
2
]
.
Ad
d
itio
n
ally
,
s
tatis
tical
s
ig
n
if
ican
ce
lev
els
b
etwe
en
0
.
0
1
an
d
0
.
0
5
wer
e
u
s
ed
to
id
e
n
tify
d
is
tin
g
u
is
h
in
g
s
tatem
en
t
s
,
as
d
etailed
in
T
a
b
le
1
.
T
h
e
tab
le
s
h
o
ws
th
at
th
e
Pear
s
o
n
co
r
r
elatio
n
test
r
ev
ea
l
ed
th
at
all
s
tatem
en
ts
wer
e
s
ig
n
if
ican
tly
r
elate
d
to
th
eir
d
i
m
e
n
s
io
n
s
,
with
v
alu
es
ex
ce
ed
in
g
0
.
3
0
an
d
s
ig
n
if
ican
t
at
th
e
0
.
0
1
lev
el,
wh
ic
h
is
co
n
s
id
er
ed
ac
ce
p
tab
le
[
2
0
]
.
A
to
t
al
o
f
3
1
s
tatem
en
ts
wer
e
in
clu
d
ed
,
ea
c
h
alig
n
in
g
with
th
e
s
tu
d
y
'
s
d
im
en
s
io
n
s
.
T
h
ese
s
tatem
en
ts
co
llecti
v
ely
m
ea
s
u
r
ed
th
e
p
r
im
ar
y
v
ar
iab
les o
f
t
h
e
s
tu
d
y
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Lea
r
n
in
g
d
is
a
b
ilit
ies tea
ch
ers
’
p
ercep
tio
n
s
o
f e
mp
lo
yin
g
a
r
tifi
cia
l in
tellig
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ce
… (
Ma
r
ia
m
A
ln
a
im
)
2735
T
ab
le
1
.
T
h
e
co
r
r
elatio
n
co
e
f
f
i
cien
t o
f
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ch
s
tatem
en
t sco
r
es
with
th
e
d
im
en
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n
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s
co
r
e
D1
D2
1
0
.
9
1
0
**
1
0
.
7
9
4
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2
0
.
8
8
5
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2
0
.
8
7
2
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3
0
.
8
9
4
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3
0
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8
0
5
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4
0
.
9
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4
0
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7
3
4
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5
0
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8
4
7
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5
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5
2
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6
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0
6
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0
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8
6
7
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8
4
4
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7
8
4
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8
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7
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4
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8
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8
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10
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11
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9
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3
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8
4
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8
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8
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1
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8
7
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9
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0
.
8
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0
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8
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8
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*
*
si
g
n
i
f
i
c
a
n
t
a
t
l
e
v
e
l
o
f
(
0
.
0
1
)
2
.
4
.
Relia
bil
it
y
T
o
ass
ess
th
e
r
eliab
ilit
y
o
f
th
e
in
s
tr
u
m
en
t
in
th
e
s
tu
d
y
,
th
e
r
esear
ch
er
em
p
lo
y
ed
C
r
o
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b
a
ch
’
s
alp
h
a
co
ef
f
icien
t,
as
d
e
p
icted
in
T
ab
le
2
.
T
h
e
o
b
tain
ed
C
r
o
n
b
a
ch
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s
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h
a
v
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o
r
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ar
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les
o
f
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e
s
ca
le
ex
ce
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ed
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e
ac
ce
p
tab
le
th
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e
s
h
o
ld
o
f
0
.
7
0
[
2
3
]
,
in
d
icatin
g
s
atis
f
ac
to
r
y
in
ter
n
al
co
n
s
is
ten
cy
.
T
h
e
o
v
e
r
all
r
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co
ef
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icien
t
f
o
r
th
e
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esti
o
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air
e
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g
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f
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o
m
0
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9
6
2
to
0
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9
8
1
,
an
d
all
s
tatem
e
n
ts
s
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r
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alu
e
o
f
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eliab
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(
0
.
9
6
7
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with
v
alu
es
ap
p
r
o
ac
h
in
g
1
.
0
0
,
as illu
s
tr
ated
in
T
ab
le
2
.
T
ab
le
2
.
C
r
o
n
b
ac
h
’
s
alp
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a
co
e
f
f
icien
t f
o
r
all
th
e
d
im
en
s
io
n
s
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d
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tal
s
co
r
e
o
f
th
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ca
le
V
a
r
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a
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l
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t
a
t
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t
s
C
r
o
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me
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o
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1
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9
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.
9
6
7
2
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5
.
Da
t
a
a
na
ly
s
is
t
ec
hn
iqu
es
T
o
an
s
we
r
th
e
s
t
u
d
y
q
u
est
io
n
s
w
h
i
ch
w
er
e
f
o
r
m
u
l
at
ed
t
o
e
x
a
m
i
n
e
t
h
e
p
er
ce
p
ti
o
n
s
o
f
t
h
e
r
ea
lit
y
o
f
u
s
i
n
g
A
I
a
p
p
li
ca
t
io
n
s
in
te
ac
h
i
n
g
s
t
u
d
e
n
ts
w
it
h
le
a
r
n
in
g
d
is
ab
ilit
ies
f
r
o
m
t
h
ei
r
te
ac
h
e
r
’
s
p
e
r
s
p
e
cti
v
e
,
SP
SS
p
r
o
g
r
a
m
v
e
r
s
i
o
n
–
2
2
w
as
u
s
e
d
t
o
a
n
al
y
z
e
an
d
a
n
s
we
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t
h
e
q
u
esti
o
n
s
o
f
t
h
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s
t
u
d
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a
n
d
a
p
p
r
o
p
r
iat
e
s
t
atis
t
ic
al
tec
h
n
i
q
u
es we
r
e
u
s
e
d
i
n
d
ata
a
n
al
y
s
is
:
i
)
T
h
e
i
n
t
er
n
a
l c
o
n
s
t
r
u
ct
v
a
li
d
it
y
o
f
th
e
s
tu
d
y
to
o
l
w
a
s
e
x
t
r
ac
te
d
th
r
o
u
g
h
th
e
u
s
e
o
f
t
h
e
Pe
ar
s
o
n
co
r
r
el
a
tio
n
c
o
e
f
f
ici
e
n
t
test
;
i
i)
T
h
e
s
t
ab
i
lit
y
o
f
t
h
e
s
tu
d
y
t
o
o
l
w
as
v
er
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f
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ed
t
h
r
o
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g
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t
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e
C
r
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b
a
ch
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l
p
h
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test
,
w
h
ic
h
s
h
o
ws
th
e
c
o
n
s
is
t
en
cy
o
f
th
e
r
esp
o
n
s
es
o
f
t
h
e
s
t
u
d
y
s
am
p
l
e
m
em
b
er
s
;
i
ii
)
T
h
e
s
tu
d
y
q
u
est
io
n
s
we
r
e
a
n
s
w
er
e
d
b
y
e
x
t
r
ac
ti
n
g
t
h
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m
e
an
s
v
al
u
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wh
ic
h
s
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o
w
t
h
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le
v
el
o
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th
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s
t
u
d
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s
am
p
l
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s
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p
o
n
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o
n
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h
e
q
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esti
o
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n
ai
r
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it
em
s
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th
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r
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ati
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i
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h
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n
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o
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e
r
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n
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iv
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T
h
e
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r
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e
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al
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f
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t
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ca
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(
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,
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f
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en
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s
o
m
et
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r
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n
d
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n
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v
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.
T
o
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ete
r
m
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r
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o
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n
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e,
class
i
n
te
r
v
als
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ca
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c
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d
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g
(
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a
n
d
(
2
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.
C
l
a
s
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in
te
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va
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m
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umb
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s
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te
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=
5
3
=
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.
33
(
2
)
T
h
is
v
alu
e
m
ea
n
s
th
e
len
g
th
o
f
ca
teg
o
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y
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n
d
t
h
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co
r
in
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le
v
els
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e:
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r
o
m
1
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0
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-
2
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3
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ed
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r
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2
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3
4
–
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6
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d
th
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ig
h
l
ev
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r
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m
3
.
6
8
–
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.
0
0
.
3.
RE
SU
L
T
S
AND
D
I
SCU
SS
I
O
N
I
n
th
is
s
ec
tio
n
,
we
p
r
esen
t
t
h
e
f
in
d
i
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o
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th
e
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esear
c
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g
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d
is
cu
s
s
io
n
th
at
co
n
tex
tu
alize
s
th
ese
r
esu
lts
w
ith
in
th
e
b
r
o
ad
er
f
r
a
m
ewo
r
k
o
f
ex
is
tin
g
liter
atu
r
e.
T
h
e
ex
p
lo
r
atio
n
o
f
lear
n
in
g
d
is
ab
ilit
ies
teac
h
er
s
’
p
er
ce
p
tio
n
s
o
f
em
p
l
o
y
in
g
A
I
ap
p
lic
atio
n
s
in
th
eir
teac
h
in
g
p
r
ac
tices
is
cr
itica
l
f
o
r
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
20
25
:
2
7
3
2
-
2
7
4
1
2736
u
n
d
er
s
tan
d
i
n
g
th
e
cu
r
r
en
t la
n
d
s
ca
p
e
o
f
s
p
ec
ial
ed
u
ca
tio
n
in
Sau
d
i A
r
ab
ia.
B
y
an
aly
zin
g
th
e
co
llected
d
ata,
we
aim
to
illu
m
in
ate
h
o
w
th
ese
ed
u
ca
to
r
s
p
er
ce
iv
e
th
e
b
en
ef
i
ts
an
d
ch
alle
n
g
es
ass
o
ciate
d
with
in
teg
r
atin
g
AI
in
to
th
eir
class
r
o
o
m
s
,
as we
ll
as th
e
im
p
licatio
n
s
f
o
r
th
eir
te
ac
h
in
g
m
eth
o
d
o
lo
g
ies an
d
s
tu
d
en
t o
u
tco
m
es.
T
h
is
co
m
p
r
eh
e
n
s
iv
e
d
is
cu
s
s
io
n
wil
l n
o
t o
n
ly
h
ig
h
lig
h
t th
e
k
ey
th
em
es a
n
d
p
atter
n
s
id
en
tifie
d
i
n
th
e
r
esu
lts
b
u
t a
ls
o
r
elate
th
em
to
th
e
o
r
etica
l
f
r
am
ewo
r
k
s
an
d
p
r
io
r
s
tu
d
ies,
th
er
eb
y
c
o
n
tr
ib
u
tin
g
v
alu
ab
le
in
s
ig
h
ts
in
to
th
e
ef
f
ec
tiv
e
im
p
lem
en
tatio
n
o
f
tech
n
o
lo
g
y
in
s
u
p
p
o
r
tin
g
s
tu
d
en
ts
with
lear
n
in
g
d
is
ab
ilit
ies.
3
.
1
.
Q
ues
t
io
n num
ber
o
ne
T
h
e
s
tu
d
y
ca
lcu
lated
th
e
m
e
an
v
alu
es
an
d
s
tan
d
a
r
d
d
e
v
i
atio
n
s
to
ass
ess
th
e
cu
r
r
en
t
u
s
e
o
f
AI
ap
p
licatio
n
s
in
teac
h
in
g
s
tu
d
e
n
ts
with
lear
n
i
n
g
d
is
ab
ilit
ies.
T
h
is
ev
alu
atio
n
was
b
ased
o
n
th
e
p
er
s
p
ec
tiv
es
o
f
th
eir
teac
h
er
s
.
T
h
e
r
esu
lts
ar
e
p
r
esen
ted
in
T
a
b
le
3
.
T
h
e
p
ar
ticip
a
n
t'
s
r
esp
o
n
s
es,
as
in
T
ab
le
3
,
s
h
o
wed
th
at
th
e
m
ea
n
v
alu
e
o
f
th
e
lev
el
o
f
r
ea
lity
o
f
u
s
in
g
AI
ap
p
licatio
n
s
i
n
teac
h
i
n
g
s
t
u
d
en
ts
with
lear
n
in
g
d
is
ab
ilit
ies
f
r
o
m
th
eir
teac
h
er
’
s
p
e
r
s
p
ec
tiv
e
was
(
2
.
5
1
)
,
wh
ich
is
m
ed
iu
m
.
Statem
en
t
7
“
v
ir
tu
al
r
ea
lity
(
VR
)
to
ad
d
v
is
u
al
an
d
au
d
i
o
s
tim
u
li
to
tr
ad
itio
n
al
co
n
ten
t
f
o
r
s
tu
d
en
ts
with
lear
n
in
g
d
is
ab
il
ities
,”
r
an
k
ed
f
ir
s
t
with
a
m
e
an
o
f
(
2
.
8
7
)
,
an
d
a
s
tan
d
ar
d
d
ev
iatio
n
o
f
(
1
.
1
3
)
,
wh
ich
is
a
lev
el
o
f
m
ed
iu
m
,
an
d
s
tatem
en
t
1
0
“
s
p
ee
ch
r
ec
o
g
n
itio
n
p
r
o
g
r
am
f
o
r
s
tu
d
en
ts
with
wr
itin
g
d
if
f
icu
lties
to
co
n
v
er
t
s
o
u
n
d
s
in
to
wo
r
d
s
,”
r
an
k
e
d
s
ec
o
n
d
with
m
ea
n
o
f
(
2
.
8
4
)
,
an
d
s
tan
d
ar
d
d
ev
iatio
n
o
f
(
1
.
1
0
)
,
w
h
ich
is
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g
ex
p
er
ie
n
ce
s
f
o
r
s
tu
d
en
ts
with
d
is
ab
ilit
ie
s
,
as
it
p
r
o
v
id
es im
m
er
s
iv
e
en
v
ir
o
n
m
en
ts
th
at
ca
n
aid
co
m
p
r
eh
en
s
i
o
n
an
d
en
g
ag
em
en
t
[
2
5
]
.
W
ith
in
th
e
Sau
d
i
c
o
n
te
x
t,
s
u
ch
to
o
ls
ar
e
s
ee
n
as
p
ar
ticu
lar
ly
v
alu
ab
le
d
u
e
to
th
eir
p
o
ten
tial
to
en
r
ich
lear
n
in
g
ex
p
er
ien
ce
s
th
at
ar
e
o
f
ten
r
estricte
d
to
co
n
v
en
tio
n
al
in
s
tr
u
ctio
n
al
ap
p
r
o
ac
h
es.
T
h
e
Sau
d
i V
is
io
n
2
0
3
0
in
itiativ
e
h
as
em
p
h
asized
th
e
en
h
a
n
ce
m
en
t
o
f
d
ig
ital
ca
p
a
b
ilit
ies
with
in
ed
u
ca
tio
n
,
wh
i
ch
alig
n
s
with
th
e
in
cr
ea
s
in
g
in
ter
est
in
in
teg
r
a
tin
g
VR
in
to
teac
h
in
g
p
r
ac
tices
[
6
]
,
[
2
6
]
.
Ho
we
v
er
,
th
e
m
ed
iu
m
lev
el
o
f
p
er
ce
iv
ed
u
s
e
r
ep
o
r
ted
in
th
i
s
s
tu
d
y
s
u
g
g
ests
th
at
wh
ile
t
h
e
p
o
ten
tial
o
f
VR
is
r
ec
o
g
n
ized
,
th
er
e
m
ay
b
e
co
n
s
tr
ain
ts
th
at
we
m
ay
d
is
co
v
er
in
th
e
s
ec
o
n
d
r
esear
c
h
q
u
e
s
tio
n
.
Similar
ly
,
s
p
ee
ch
r
ec
o
g
n
itio
n
p
r
o
g
r
a
m
s
to
aid
s
tu
d
en
ts
with
wr
itin
g
d
if
f
icu
lties
an
d
s
p
ee
ch
-
m
ak
in
g
p
r
o
g
r
a
m
s
f
o
r
s
tu
d
en
ts
with
lin
g
u
is
tic
ch
allen
g
es
wer
e
r
ated
with
m
ea
n
s
o
f
2
.
8
4
a
n
d
2
.
8
3
,
r
esp
ec
tiv
ely
.
T
h
e
u
s
e
o
f
s
p
ee
ch
-
to
-
tex
t
to
o
ls
is
s
u
p
p
o
r
ted
b
y
g
lo
b
al
r
esear
ch
as
a
b
en
ef
icial
ap
p
r
o
ac
h
f
o
r
s
tu
d
en
ts
with
d
y
s
g
r
ap
h
ia
o
r
o
th
er
wr
itin
g
im
p
air
m
en
ts
,
allo
win
g
th
em
to
ar
ticu
late
th
eir
th
o
u
g
h
ts
m
o
r
e
f
r
ee
ly
with
o
u
t
th
e
b
ar
r
ier
o
f
wr
itin
g
d
if
f
ic
u
lties
[
2
7
]
.
W
ith
in
th
e
Sau
d
i
ed
u
ca
tio
n
al
lan
d
s
ca
p
e,
s
p
ee
ch
r
ec
o
g
n
itio
n
tech
n
o
l
o
g
y
alig
n
s
well
with
th
e
g
o
al
o
f
f
o
s
ter
in
g
in
clu
s
iv
e
ed
u
ca
tio
n
b
y
en
ab
lin
g
g
r
ea
ter
p
ar
ticip
ati
o
n
o
f
s
tu
d
en
ts
with
lear
n
in
g
d
is
ab
ilit
ies
[
6
]
,
[
8
]
.
Ho
wev
er
,
th
e
m
ed
iu
m
lev
e
l
o
f
p
er
ce
iv
ed
ef
f
ec
tiv
e
n
ess
s
u
g
g
ests
p
r
ac
tical
ch
allen
g
es,
s
u
ch
as
th
e
a
v
ailab
ilit
y
o
f
A
r
ab
ic
-
lan
g
u
ag
e
AI
to
o
ls
,
s
o
f
twar
e
lim
itatio
n
s
,
an
d
th
e
n
ee
d
f
o
r
cu
s
to
m
izatio
n
to
s
u
p
p
o
r
t stu
d
e
n
ts
'
in
d
iv
id
u
al
n
ee
d
s
in
a
cu
ltu
r
ally
ap
p
r
o
p
r
iate
m
a
n
n
er
[
1
8
]
.
T
h
e
m
o
d
e
r
ate
o
v
e
r
all
lev
el
o
f
AI
ap
p
licatio
n
u
s
e,
as
o
b
s
e
r
v
ed
in
t
h
e
s
tu
d
y
,
s
u
g
g
ests
a
n
ee
d
f
o
r
f
u
r
th
er
s
u
p
p
o
r
t
a
n
d
r
eso
u
r
ce
s
to
f
ac
ilit
ate
th
e
e
f
f
ec
tiv
e
i
n
teg
r
atio
n
o
f
th
ese
tech
n
o
lo
g
ies
in
to
teac
h
in
g
p
r
ac
tices.
Pre
v
io
u
s
liter
atu
r
e
em
p
h
asizes
th
at
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t
an
d
t
r
ain
in
g
f
o
r
teac
h
er
s
ar
e
cr
itical
f
o
r
th
e
s
u
cc
ess
f
u
l
ad
o
p
tio
n
o
f
AI
in
ed
u
ca
tio
n
al
s
ettin
g
s
[
2
8
]
.
T
h
is
is
p
ar
ticu
lar
ly
r
elev
a
n
t
in
Sau
d
i
Ar
ab
ia,
wh
er
e
th
e
d
ig
ital tr
an
s
f
o
r
m
ati
o
n
o
f
e
d
u
ca
tio
n
is
a
p
r
io
r
ity
,
y
et
ed
u
ca
to
r
s
r
eq
u
ir
e
ad
e
q
u
ate
t
r
ain
in
g
an
d
s
u
p
p
o
r
t
to
im
p
lem
en
t
AI
a
p
p
licatio
n
s
ef
f
ec
tiv
ely
in
class
r
o
o
m
s
[
2
9
]
.
Mo
r
eo
v
e
r
,
e
n
h
an
cin
g
ac
c
ess
to
tech
n
o
lo
g
y
,
en
s
u
r
in
g
alig
n
m
en
t
with
p
ed
ag
o
g
ical
g
o
als,
an
d
d
e
v
elo
p
i
n
g
cu
ltu
r
ally
a
n
d
lin
g
u
is
tically
ap
p
r
o
p
r
iate
AI
ap
p
licatio
n
s
ar
e
ess
en
tial f
o
r
m
ax
im
izin
g
th
e
b
en
ef
its
o
f
AI
in
s
p
ec
ial
ed
u
ca
tio
n
[
6
]
,
[
3
0
]
.
I
n
ter
esti
n
g
ly
,
T
h
i
n
k
s
ter
Ma
th
,
an
AI
-
b
ased
a
p
p
licatio
n
f
o
r
teac
h
in
g
s
tu
d
en
ts
with
m
at
h
em
atica
l
d
if
f
icu
lties
,
r
ec
eiv
ed
th
e
lo
west
r
an
k
in
g
,
with
a
m
ea
n
s
co
r
e
o
f
2
.
2
1
.
T
h
is
in
d
icate
s
a
lo
w
lev
el
o
f
p
er
ce
iv
ed
u
s
e
o
r
b
en
e
f
it
in
s
u
p
p
o
r
tin
g
m
ath
em
atics
lear
n
in
g
f
o
r
s
tu
d
en
ts
with
d
is
ab
ilit
ies.
On
e
e
x
p
lan
atio
n
f
o
r
th
is
r
esu
lt
co
u
ld
b
e
r
elate
d
t
o
cu
lt
u
r
al
an
d
ed
u
ca
tio
n
al
f
ac
to
r
s
s
p
ec
if
ic
to
Sau
d
i
Ar
ab
ia.
Ma
t
h
em
atics
ed
u
ca
tio
n
o
f
ten
r
e
q
u
ir
es
cu
ltu
r
ally
co
n
te
x
tu
alize
d
co
n
ten
t
an
d
ad
a
p
tiv
e,
p
er
s
o
n
alize
d
lear
n
in
g
ex
p
er
ien
ce
s
,
wh
ich
m
a
y
n
o
t
b
e
f
u
lly
ad
d
r
ess
ed
b
y
g
e
n
er
ic
AI
-
b
ased
p
r
o
g
r
am
s
[
3
1
]
.
T
ea
ch
e
r
s
m
ay
f
in
d
it
c
h
allen
g
in
g
to
alig
n
th
e
co
n
ten
t
an
d
p
ac
in
g
o
f
AI
to
o
ls
lik
e
T
h
in
k
s
ter
Ma
th
with
t
h
e
n
ee
d
s
o
f
s
tu
d
en
ts
,
p
ar
ticu
l
ar
ly
wh
en
teac
h
in
g
d
iv
er
s
e
lear
n
in
g
s
ty
les
an
d
a
b
ilit
ies
in
m
ath
em
atics
[
3
2
]
.
Mo
r
eo
v
er
,
th
er
e
m
ay
b
e
lim
i
tatio
n
s
in
h
o
w
well
s
u
ch
p
r
o
g
r
am
s
a
r
e
lo
ca
lized
f
o
r
th
e
Sau
d
i
cu
r
r
ic
u
lu
m
a
n
d
lear
n
in
g
co
n
tex
t,
as
well
as
p
o
ten
tial
lan
g
u
ag
e
b
ar
r
ier
s
an
d
d
if
f
er
e
n
ce
s
in
p
e
d
ag
o
g
ical
ap
p
r
o
ac
h
es th
at
a
r
e
u
n
iq
u
e
to
t
h
e
r
eg
io
n
.
I
n
th
e
c
o
n
tex
t
o
f
Sau
d
i
A
r
ab
ia,
wh
er
e
th
er
e
is
a
g
r
o
win
g
em
p
h
asis
o
n
d
ig
ital
tr
an
s
f
o
r
m
atio
n
in
ed
u
ca
tio
n
,
th
e
f
in
d
in
g
s
h
ig
h
l
ig
h
t
a
r
ec
o
g
n
itio
n
am
o
n
g
e
d
u
ca
to
r
s
o
f
th
e
p
o
ten
tial
o
f
AI
.
Ho
wev
e
r
,
t
h
e
m
o
d
er
ate
le
v
el
o
f
a
p
p
licatio
n
s
u
g
g
ests
th
at
c
h
allen
g
es
ex
is
t
in
f
u
lly
in
te
g
r
atin
g
th
ese
te
ch
n
o
lo
g
ies
in
to
t
h
e
ed
u
ca
tio
n
al
e
n
v
ir
o
n
m
en
t
f
o
r
s
tu
d
en
ts
with
lear
n
in
g
d
is
ab
ilit
ies.
T
h
e
ed
u
ca
tio
n
al
s
y
s
tem
m
ay
b
en
e
f
it
f
r
o
m
in
cr
ea
s
ed
tr
ain
in
g
a
n
d
r
eso
u
r
c
es
to
en
h
an
ce
t
h
e
u
s
e
o
f
AI
i
n
teac
h
in
g
,
u
ltima
tely
aim
in
g
f
o
r
m
o
r
e
tailo
r
e
d
a
n
d
ef
f
ec
tiv
e
s
u
p
p
o
r
t f
o
r
s
tu
d
en
ts
with
lear
n
in
g
d
is
ab
ilit
ies
.
3
.
2
.
Q
ues
t
io
n num
ber
t
o
w
T
h
e
s
tu
d
y
an
a
l
y
z
e
d
t
h
e
m
ea
n
v
a
l
u
e
s
a
n
d
s
t
an
d
ar
d
d
ev
i
at
i
o
n
s
to
p
i
n
p
o
in
t
th
e
m
a
i
n
ch
a
l
l
e
n
g
e
s
t
e
a
c
h
er
s
f
ac
e
wh
e
n
e
d
u
c
a
t
in
g
s
tu
d
en
t
s
w
i
th
l
e
ar
n
in
g
d
i
s
a
b
i
l
i
t
i
e
s
.
T
h
e
s
e
ch
a
l
l
e
n
g
e
s
a
r
e
r
e
l
a
te
d
t
o
i
m
p
l
e
m
e
n
t
in
g
A
I
a
p
p
l
i
c
a
t
io
n
s
i
n
t
h
e
c
l
a
s
s
r
o
o
m
.
T
h
e
r
e
s
u
l
t
s
a
r
e
d
e
t
a
i
l
e
d
in
T
ab
l
e
4
.
T
h
is
r
esear
ch
h
ig
h
lig
h
ts
k
ey
c
h
allen
g
es
teac
h
er
s
f
ac
e
wh
en
in
teg
r
atin
g
A
I
ap
p
licatio
n
s
in
to
th
e
e
d
u
ca
tio
n
o
f
s
tu
d
en
ts
with
lear
n
i
n
g
d
is
ab
ilit
ies
in
Sau
d
i
Ar
ab
ia.
B
ased
o
n
T
ab
le
4
,
wh
ich
s
h
o
ws
th
e
m
o
s
t
im
p
o
r
tan
t
ch
allen
g
e
s
f
ac
in
g
teac
h
er
s
o
f
s
tu
d
en
ts
with
lear
n
in
g
d
is
ab
ilit
ies
in
d
ep
lo
y
in
g
AI
a
p
p
licat
io
n
s
,
p
ar
ticip
a
n
ts
r
ep
o
r
ted
an
o
v
er
all
ch
allen
g
e
lev
el
o
f
3
.
3
7
,
in
d
icatin
g
s
ig
n
if
ican
t
o
b
s
tacle
s
to
AI
ad
o
p
tio
n
.
Ad
d
r
ess
in
g
th
ese
c
h
allen
g
es
is
ess
en
tial
to
en
h
an
ce
th
e
ef
f
ec
tiv
en
ess
o
f
s
p
ec
ial
ed
u
ca
tio
n
.
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
20
25
:
2
7
3
2
-
2
7
4
1
2738
T
ab
le
4
.
T
h
e
lev
el
o
f
m
o
s
t im
p
o
r
tan
t c
h
allen
g
es f
ac
in
g
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T
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ch
allen
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ti
f
ied
b
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is
th
e
“
lack
o
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tr
ain
in
g
f
o
r
q
u
alif
ied
teac
h
er
s
to
u
s
e
AI
ap
p
licatio
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s
,
”
with
a
m
ea
n
s
co
r
e
o
f
3
.
6
9
a
n
d
a
s
tan
d
ar
d
d
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n
o
f
1
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0
6
.
T
h
is
is
co
n
s
is
ten
t
with
p
r
ev
io
u
s
r
esear
ch
[
1
7
]
,
[
1
8
]
,
[
2
8
]
,
[
2
9
]
,
wh
ich
h
ig
h
lig
h
ts
th
e
cr
itical
n
ee
d
f
o
r
p
r
o
f
ess
io
n
al
d
ev
e
lo
p
m
en
t
an
d
s
k
ill
-
b
u
ild
in
g
am
o
n
g
e
d
u
ca
to
r
s
.
I
n
Sau
d
i
Ar
ab
ia,
as
AI
in
c
r
ea
s
in
g
ly
b
ec
o
m
es
a
p
ar
t
o
f
t
h
e
ed
u
ca
tio
n
al
lan
d
s
ca
p
e,
teac
h
er
s
'
p
r
o
f
icien
cy
in
u
s
in
g
th
ese
tech
n
o
lo
g
ies
is
p
ar
am
o
u
n
t.
W
ith
o
u
t
ad
e
q
u
ate
tr
ain
i
n
g
,
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h
er
s
s
tr
u
g
g
le
to
h
ar
n
ess
AI
'
s
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o
ten
tial to
s
u
p
p
o
r
t stu
d
e
n
ts
with
lear
n
in
g
d
i
s
ab
ilit
ies ef
f
ec
tiv
ely
,
th
er
eb
y
l
im
itin
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th
e
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o
s
itiv
e
im
p
ac
t
th
ese
tech
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o
lo
g
ies
ca
n
h
av
e
o
n
lear
n
in
g
o
u
tco
m
es.
Kar
s
en
ti
[
3
3
]
ar
g
u
ed
th
at
f
o
r
AI
to
o
ls
to
b
e
f
u
lly
ef
f
ec
tiv
e
in
s
p
ec
ial
ed
u
ca
tio
n
,
ed
u
ca
to
r
s
m
u
s
t
p
o
s
s
ess
n
o
t
o
n
ly
tech
n
ical
s
k
ills
b
u
t
also
an
u
n
d
e
r
s
tan
d
in
g
o
f
h
o
w
to
in
teg
r
ate
th
ese
to
o
ls
in
to
p
ed
ag
o
g
ical
p
r
ac
tices m
ea
n
in
g
f
u
lly
.
An
o
th
er
s
ig
n
if
ican
t
c
h
allen
g
e
id
en
tifie
d
is
th
e
“
lack
o
f
av
ailab
ilit
y
o
f
n
ec
ess
ar
y
d
ig
ital
in
f
r
astru
ctu
r
e,
”
in
clu
d
in
g
tec
h
n
ical
eq
u
i
p
m
en
t
a
n
d
r
eliab
le
co
m
m
u
n
icatio
n
n
etwo
r
k
s
i
n
p
u
b
lic
ed
u
ca
tio
n
s
ch
o
o
ls
.
T
h
is
ch
allen
g
e
r
an
k
e
d
s
ec
o
n
d
,
with
a
m
ea
n
s
co
r
e
o
f
3
.
6
8
an
d
a
s
tan
d
a
r
d
d
ev
iatio
n
o
f
1
.
1
4
,
in
d
icatin
g
a
h
ig
h
lev
el
o
f
c
o
n
ce
r
n
.
Ad
eq
u
ate
in
f
r
astru
ctu
r
e
is
ess
en
tial
f
o
r
th
e
s
u
cc
ess
f
u
l
im
p
le
m
en
tatio
n
o
f
AI
in
class
r
o
o
m
s
,
an
d
th
e
d
i
g
ital
d
i
v
id
e
ca
n
s
ig
n
if
ica
n
tly
h
in
d
er
AI
ad
o
p
tio
n
in
ed
u
ca
tio
n
[
2
9
]
.
T
h
e
in
f
r
astru
ctu
r
e
g
ap
in
Sau
d
i
s
ch
o
o
ls
n
o
t
o
n
ly
lim
its
th
e
av
ailab
ilit
y
o
f
AI
t
ec
h
n
o
lo
g
ies
b
u
t
also
r
estricts
teac
h
er
s
’
ab
ilit
y
to
o
f
f
er
p
e
r
s
o
n
alize
d
an
d
a
d
ap
ti
v
e
lear
n
in
g
ex
p
er
ien
ce
s
f
o
r
s
tu
d
en
ts
with
lear
n
in
g
d
is
ab
ilit
ies.
T
h
er
ef
o
r
e,
th
e
ab
s
en
ce
o
f
r
o
b
u
s
t te
ch
n
o
lo
g
ic
al
in
f
r
astru
ctu
r
e
ca
n
ex
ac
er
b
at
e
ex
is
tin
g
ed
u
ca
tio
n
al
in
eq
u
ali
ties
[
3
4
]
.
I
n
te
r
est
in
g
l
y
,
th
e
s
tu
d
y
f
o
u
n
d
t
h
at
t
h
e
c
h
all
en
g
e
r
el
ate
d
t
o
“
u
s
in
g
AI
a
p
p
li
ca
t
io
n
s
i
n
t
ea
ch
in
g
s
tu
d
e
n
ts
wit
h
le
a
r
n
in
g
d
is
a
b
ili
ties
ta
k
es
a
l
o
n
g
e
r
ti
m
e
,
ca
u
s
i
n
g
a
l
o
s
s
o
f
cl
ass
t
im
e,
”
r
ec
ei
v
e
d
th
e
l
o
west
r
a
n
k
i
n
g
,
wit
h
a
m
ea
n
s
c
o
r
e
o
f
3
.
1
9
a
n
d
a
s
ta
n
d
ar
d
d
ev
iat
io
n
o
f
1
.
2
4
.
Alt
h
o
u
g
h
r
a
te
d
as
a
m
e
d
i
u
m
co
n
ce
r
n
,
t
h
is
c
h
al
le
n
g
e
r
aises
p
r
ac
tic
al
is
s
u
es
r
e
g
a
r
d
i
n
g
t
im
e
m
a
n
a
g
e
m
e
n
t
a
n
d
t
h
e
i
m
p
le
m
e
n
ta
ti
o
n
o
f
A
I
t
o
o
ls
.
E
d
u
ca
to
r
s
m
a
y
f
i
n
d
t
h
at
in
t
eg
r
ati
n
g
A
I
i
n
t
o
less
o
n
s
e
x
t
en
d
s
in
s
tr
u
c
ti
o
n
al
ti
m
e
,
p
o
te
n
t
iall
y
d
is
r
u
p
ti
n
g
c
lass
r
o
o
m
f
l
o
w
a
n
d
p
ac
in
g
.
T
h
is
f
i
n
d
in
g
u
n
d
er
s
co
r
es
th
e
n
ec
es
s
ity
f
o
r
e
f
f
ic
ie
n
t
A
I
t
o
o
ls
t
h
a
t
ca
n
b
e
s
ea
m
l
ess
l
y
em
b
ed
d
e
d
i
n
t
o
e
d
u
ca
t
io
n
al
p
r
ac
tic
es w
it
h
o
u
t
d
et
r
ac
t
in
g
f
r
o
m
i
n
s
t
r
u
ct
io
n
a
l
tim
e
o
r
c
o
n
te
n
t
d
eli
v
e
r
y
[
1
9
]
.
Ov
er
all,
th
ese
f
in
d
in
g
s
h
i
g
h
li
g
h
t
th
e
m
u
ltifa
ce
ted
c
h
allen
g
es
ass
o
ciate
d
with
d
ep
lo
y
in
g
AI
to
teac
h
s
tu
d
en
ts
with
lear
n
in
g
d
is
ab
ili
ties
in
Sau
d
i
Ar
ab
ia.
W
h
ile
th
er
e
is
clea
r
r
ec
o
g
n
itio
n
o
f
AI
’
s
p
o
ten
tial
b
en
ef
its
f
o
r
e
n
h
an
cin
g
p
e
r
s
o
n
alize
d
le
ar
n
in
g
a
n
d
p
r
o
v
id
in
g
s
u
p
p
o
r
t
to
s
tu
d
en
ts
with
s
p
ec
ial
n
ee
d
s
,
b
ar
r
ier
s
s
u
c
h
as
in
s
u
f
f
icien
t
teac
h
er
tr
ain
in
g
,
in
ad
eq
u
ate
d
i
g
ital
in
f
r
astru
ctu
r
e,
an
d
class
r
o
o
m
tim
e
m
an
ag
em
en
t
r
em
ain
s
ig
n
if
ican
t.
T
o
o
v
er
co
m
e
th
ese
o
b
s
tacle
s
,
a
co
m
p
r
eh
en
s
iv
e
ap
p
r
o
ac
h
is
r
eq
u
ir
ed
at
b
o
th
p
o
licy
an
d
im
p
lem
en
tatio
n
le
v
els.
T
h
is
i
n
clu
d
es
d
e
v
elo
p
in
g
tar
g
ete
d
p
r
o
f
ess
io
n
al
d
e
v
elo
p
m
e
n
t
p
r
o
g
r
am
s
f
o
r
teac
h
e
r
s
,
in
v
esti
n
g
in
d
i
g
ital
in
f
r
astru
ct
u
r
e,
an
d
d
esig
n
in
g
ef
f
icien
t
AI
ap
p
licatio
n
s
th
at
alig
n
with
class
r
o
o
m
p
r
ac
tices
an
d
ar
e
s
en
s
itiv
e
to
tim
e
c
o
n
s
tr
ain
ts
.
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
Lea
r
n
in
g
d
is
a
b
ilit
ies tea
ch
ers
’
p
ercep
tio
n
s
o
f e
mp
lo
yin
g
a
r
tifi
cia
l in
tellig
en
ce
… (
Ma
r
ia
m
A
ln
a
im
)
2739
T
ac
k
lin
g
th
ese
ch
allen
g
es
alig
n
s
with
th
e
liter
atu
r
e
’
s
em
p
h
asis
o
n
co
n
tex
t
-
s
p
ec
if
ic
s
tr
ateg
ies
to
in
teg
r
ate
AI
in
to
s
p
ec
ial
ed
u
ca
tio
n
[
1
7
]
,
[
2
7
]
.
Ov
er
c
o
m
in
g
th
ese
b
ar
r
ier
s
ca
n
h
elp
Sau
d
i
Ar
ab
ia
b
u
ild
an
in
clu
s
iv
e,
tech
n
o
lo
g
ically
ad
v
an
ce
d
ed
u
ca
tio
n
al
s
y
s
tem
.
T
h
is
will
en
s
u
r
e
th
at
s
tu
d
en
ts
with
lear
n
in
g
d
is
ab
ilit
ies r
ec
eiv
e
th
e
p
er
s
o
n
alize
d
s
u
p
p
o
r
t t
h
ey
n
ee
d
to
s
u
cc
ee
d
.
4.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
h
ig
h
lig
h
ts
th
e
p
r
o
m
is
in
g
r
o
le
o
f
AI
in
en
h
a
n
cin
g
ed
u
ca
tio
n
f
o
r
s
tu
d
en
ts
with
lear
n
in
g
d
is
ab
ilit
ies
in
Sau
d
i
Ar
ab
ia.
W
h
ile
to
o
ls
l
ik
e
VR
an
d
s
p
ee
ch
r
ec
o
g
n
itio
n
ar
e
g
ain
i
n
g
tr
ac
tio
n
am
o
n
g
ed
u
ca
to
r
s
,
o
t
h
er
s
r
em
ain
u
n
d
er
u
tili
ze
d
,
u
n
d
er
s
co
r
i
n
g
th
e
n
ee
d
f
o
r
tar
g
eted
p
r
o
f
ess
io
n
al
d
ev
el
o
p
m
en
t,
im
p
r
o
v
e
d
d
ig
ital
in
f
r
astru
ctu
r
e,
an
d
u
p
d
ated
ed
u
ca
tio
n
al
p
o
licies.
E
q
u
ip
p
in
g
teac
h
e
r
s
with
th
e
s
k
ills
an
d
r
eso
u
r
ce
s
to
in
teg
r
ate
AI
ef
f
ec
tiv
ely
is
cr
u
cial
f
o
r
cr
ea
tin
g
in
clu
s
iv
e,
ad
ap
tiv
e
lear
n
i
n
g
en
v
ir
o
n
m
en
ts
th
at
m
ee
t th
e
u
n
iq
u
e
n
ee
d
s
o
f
th
es
e
s
tu
d
en
ts
.
T
o
f
u
lly
r
ea
lize
th
e
p
o
ten
tia
l
o
f
AI
in
s
p
ec
ial
ed
u
ca
tio
n
,
cu
ltu
r
ally
a
n
d
lin
g
u
is
tically
tailo
r
ed
ap
p
licatio
n
s
m
u
s
t
b
e
d
ev
elo
p
ed
in
c
o
llab
o
r
atio
n
with
l
o
ca
l
ed
u
ca
to
r
s
an
d
s
tak
eh
o
ld
er
s
.
E
n
co
u
r
ag
in
g
co
m
m
u
n
ity
en
g
ag
em
e
n
t
an
d
p
ar
en
tal
in
v
o
lv
em
e
n
t
ca
n
f
u
r
t
h
er
p
r
o
m
o
te
ac
ce
p
tan
ce
a
n
d
i
n
f
o
r
m
e
d
u
s
e
o
f
AI
to
o
ls
.
On
g
o
i
n
g
r
esear
ch
a
n
d
f
ee
d
b
ac
k
m
ec
h
an
is
m
s
ar
e
ess
en
tial
to
en
s
u
r
e
th
ese
tech
n
o
lo
g
ies
r
em
ain
ef
f
ec
tiv
e,
r
elev
an
t,
an
d
alig
n
e
d
with
ed
u
ca
tio
n
al
g
o
als.
B
y
em
b
r
ac
in
g
th
ese
r
ec
o
m
m
e
n
d
a
tio
n
s
,
Sau
d
i
Ar
ab
ia
ca
n
b
u
ild
a
m
o
r
e
i
n
clu
s
iv
e,
in
n
o
v
ativ
e
e
d
u
ca
tio
n
s
y
s
tem
th
a
t e
m
p
o
wer
s
b
o
th
s
tu
d
en
ts
an
d
ed
u
ca
to
r
s
.
ACK
NO
WL
E
DG
E
M
E
NT
S
T
h
e
r
esear
ch
e
r
s
wo
u
l
d
lik
e
t
o
ex
p
r
ess
th
eir
d
ee
p
est
a
p
p
r
ec
iatio
n
to
th
e
Dea
n
s
h
ip
o
f
Scien
tific
R
esear
ch
at
I
m
am
Ab
d
u
lr
ah
m
an
b
in
Fais
al
Un
iv
er
s
ity
in
th
e
Kin
g
d
o
m
o
f
Sau
d
i
Ar
ab
ia
f
o
r
th
eir
in
v
alu
a
b
le
s
u
p
p
o
r
t a
n
d
g
u
id
an
ce
t
h
r
o
u
g
h
o
u
t th
e
co
u
r
s
e
o
f
t
h
is
s
tu
d
y
.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
Au
th
o
r
s
s
tate
th
at
n
o
f
u
n
d
i
n
g
was r
ec
eiv
ed
f
o
r
th
is
r
esear
ch
.
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
Fo
I
R
D
O
E
Vi
Su
P
Fu
Ma
r
iam
Aln
aim
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
Gh
ad
a
Al
-
Otaib
i
✓
✓
✓
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
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r
e
Va
:
Va
l
i
d
a
t
i
o
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Fo
:
Fo
r
mal
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n
a
l
y
s
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:
I
n
v
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i
g
a
t
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R
:
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so
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D
a
t
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a
t
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r
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O
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f
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r
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R
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v
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&
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d
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NF
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au
th
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s
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lar
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lict o
f
in
ter
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I
NF
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NS
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co
n
f
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m
th
at
in
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m
e
d
co
n
s
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t w
as o
b
tain
ed
f
r
o
m
all
in
d
iv
id
u
als wh
o
p
ar
ticip
ate
d
in
th
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s
tu
d
y
.
E
T
H
I
CAL AP
P
RO
V
AL
E
th
ical
ap
p
r
o
v
al
f
o
r
th
is
s
tu
d
y
was
o
b
tain
ed
f
r
o
m
th
e
I
n
s
titu
tio
n
al
R
ev
iew
B
o
ar
d
(
I
R
B
)
at
I
m
am
Ab
d
u
lr
ah
m
a
n
b
in
Fais
al
Un
iv
er
s
ity
.
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
20
25
:
2
7
3
2
-
2
7
4
1
2740
DATA AV
AI
L
AB
I
L
I
T
Y
T
h
e
d
ata
s
u
p
p
o
r
tin
g
th
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
ar
e
av
aila
b
le
u
p
o
n
r
ea
s
o
n
ab
le
r
eq
u
est
f
r
o
m
th
e
co
r
r
esp
o
n
d
in
g
au
t
h
o
r
[
MA
]
.
Du
e
to
co
n
f
id
en
tiality
co
n
s
id
er
atio
n
s
an
d
th
e
p
o
ten
tial
r
is
k
to
p
ar
ticip
an
t
p
r
iv
ac
y
,
t
h
e
d
ataset
is
n
o
t p
u
b
l
icly
ac
ce
s
s
ib
le.
RE
F
E
R
E
NC
E
S
[
1
]
N
.
G
o
k
s
e
l
a
n
d
A
.
B
o
z
k
u
r
t
,
“
A
r
t
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f
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c
i
a
l
i
n
t
e
l
l
i
g
e
n
c
e
i
n
e
d
u
c
a
t
i
o
n
:
c
u
r
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e
n
t
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n
si
g
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s
a
n
d
f
u
t
u
r
e
p
e
r
sp
e
c
t
i
v
e
s
,
”
i
n
H
a
n
d
b
o
o
k
o
f
Re
se
a
rc
h
o
n
L
e
a
rn
i
n
g
i
n
t
h
e
A
g
e
o
f
T
ra
n
s
h
u
m
a
n
i
sm
,
S
.
S
i
sma
n
-
U
g
u
r
a
n
d
G
.
K
u
r
u
b
a
c
a
k
,
Ed
s
.
,
H
e
r
s
h
e
y
,
P
A
:
I
G
I
G
l
o
b
a
l
,
2
0
1
9
,
p
p
.
2
2
4
–
2
3
6
,
d
o
i
:
1
0
.
4
0
1
8
/
9
7
8
-
1
-
5
2
2
5
-
8
4
3
1
-
5
.
c
h
0
1
4
.
[
2
]
A
.
M
.
El
-
S
a
y
e
d
,
“
A
r
t
i
f
i
c
i
a
l
i
n
t
e
l
l
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