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Un
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Vietn
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m
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tr
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v
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u
eu
n
i.e
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v
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1.
I
NT
RO
D
UCT
I
O
N
C
r
ea
tiv
ity
h
as
em
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g
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as
a
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tal
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ca
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2
1
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co
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[1
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,
[
2]
.
A
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9]
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T
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17]
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O
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[
19
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[
20
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a
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r
n
i
n
g
[4
]
,
[
17
]
,
[
21
]
.
D
e
s
p
i
t
e
t
h
e
r
e
c
o
g
n
i
z
e
d
i
m
p
o
r
t
a
n
c
e
o
f
c
r
ea
t
i
v
it
y
i
n
e
d
u
c
a
t
i
o
n
,
s
e
v
e
r
a
l
c
r
i
ti
c
a
l
g
a
p
s
e
x
is
t
i
n
o
u
r
u
n
d
e
r
s
t
a
n
d
i
n
g
o
f
h
o
w
c
r
e
a
t
i
v
it
y
s
t
u
d
i
e
s
in
e
d
u
c
a
t
i
o
n
a
l
c
o
n
t
e
x
t
s
h
a
v
e
d
e
v
e
l
o
p
e
d
w
it
h
i
n
AS
E
AN
c
o
n
te
x
ts
.
F
i
r
s
t
,
w
h
i
l
e
AS
E
A
N
c
o
u
n
t
r
ie
s
h
a
v
e
i
n
c
r
e
as
i
n
g
l
y
e
m
p
h
a
s
i
z
e
d
c
r
ea
t
i
v
it
y
i
n
t
h
ei
r
e
d
u
c
a
t
i
o
n
a
l
p
o
li
c
i
es
,
i
m
p
le
m
e
n
t
a
t
i
o
n
o
f
t
e
n
f
a
ce
s
c
h
al
l
e
n
g
e
s
f
r
o
m
t
r
a
d
it
i
o
n
a
l
t
e
a
c
h
e
r
-
c
e
n
t
e
r
e
d
p
e
d
a
g
o
g
i
es
th
a
t
e
m
p
h
a
s
i
z
e
c
o
n
v
e
r
g
e
n
t
t
h
i
n
k
i
n
g
[
22
]
,
[
23
]
.
T
h
i
s
t
e
n
s
io
n
b
e
t
w
e
e
n
p
o
l
i
c
y
a
s
p
i
r
a
ti
o
n
s
a
n
d
p
e
d
a
g
o
g
i
c
a
l
p
r
a
c
t
i
c
es
n
e
c
es
s
i
t
a
te
s
a
d
ee
p
e
r
u
n
d
e
r
s
t
a
n
d
i
n
g
o
f
h
o
w
r
e
s
e
a
r
c
h
o
n
c
r
e
a
t
i
v
i
t
y
in
e
d
u
c
a
t
i
o
n
a
l
c
o
n
t
e
x
ts
h
a
s
e
v
o
l
v
e
d
i
n
r
e
s
p
o
n
s
e
t
o
t
h
e
s
e
c
h
a
l
l
e
n
g
e
s
.
S
e
c
o
n
d
,
e
x
i
s
t
i
n
g
b
i
b
l
io
m
e
t
r
i
c
a
n
a
l
y
s
es
o
f
s
t
u
d
i
es
o
n
c
r
e
a
t
i
v
it
y
i
n
ed
u
c
a
t
i
o
n
p
r
e
s
e
n
t
c
o
n
t
r
a
d
ic
t
o
r
y
f
i
n
d
i
n
g
s
r
e
g
a
r
d
i
n
g
A
S
E
A
N
c
o
n
t
r
i
b
u
t
i
o
n
s
.
W
h
i
l
e
Şa
h
i
n
e
t
a
l
.
[
24
]
h
i
g
h
l
ig
h
t
e
d
s
i
g
n
i
f
i
c
a
n
t
I
n
d
o
n
e
s
i
a
n
co
n
t
r
i
b
u
t
i
o
n
s
t
o
t
h
e
f
i
e
l
d
,
H
e
r
n
á
n
d
e
z
-
T
o
r
r
a
n
o
a
n
d
I
b
r
a
y
e
v
a
[
3
]
i
d
e
n
t
i
f
i
e
d
o
n
l
y
Sin
g
a
p
o
r
e
a
m
o
n
g
t
h
e
t
o
p
c
o
n
t
r
i
b
u
t
i
n
g
n
a
t
i
o
n
s
.
T
h
is
d
is
c
r
e
p
a
n
c
y
r
e
v
e
a
l
s
a
c
r
i
ti
c
a
l
n
e
e
d
f
o
r
a
f
o
c
u
s
e
d
a
n
a
l
y
s
is
o
f
A
S
E
AN
’
s
r
o
l
e
i
n
c
r
e
a
ti
v
i
t
y
i
n
e
d
u
c
a
t
i
o
n
r
e
s
e
a
r
c
h
.
T
h
is
s
tu
d
y
s
ee
k
s
to
f
ill
t
h
ese
cr
itical
g
ap
s
an
d
p
r
o
v
id
e
a
d
ee
p
er
,
m
o
r
e
n
u
a
n
ce
d
u
n
d
er
s
tan
d
in
g
o
f
cr
ea
tiv
ity
in
ed
u
ca
tio
n
r
esear
c
h
in
So
u
th
ea
s
t
Asi
a.
B
y
u
s
in
g
b
ib
lio
m
etr
ic
an
aly
s
is
,
th
e
s
tu
d
y
aim
s
to
an
s
wer
th
r
ee
k
ey
r
esear
ch
q
u
esti
o
n
s
(
R
Q)
:
i)
W
h
at
ar
e
s
cien
tific
p
u
b
licatio
n
s
’
tem
p
o
r
al
a
n
d
g
e
o
g
r
a
p
h
ica
l
p
atter
n
s
o
n
cr
e
ativ
ity
in
ed
u
ca
tio
n
ac
r
o
s
s
ASEA
N
co
u
n
tr
ies f
r
o
m
2
0
0
0
t
o
2
0
2
4
?
(
R
Q1
)
ii)
W
h
o
ar
e
th
e
lead
in
g
a
u
th
o
r
s
,
in
s
titu
tio
n
s
,
an
d
jo
u
r
n
als
ad
v
an
cin
g
cr
ea
tiv
it
y
in
ed
u
ca
ti
o
n
r
esear
ch
i
n
ASEA
N?
(
R
Q2
)
iii)
H
o
w
h
av
e
t
h
e
th
em
atic
f
o
cu
s
es
o
f
cr
ea
tiv
ity
in
ed
u
ca
tio
n
r
esear
ch
am
o
n
g
ASEA
N
s
ch
o
lar
s
ev
o
lv
e
d
o
v
er
tim
e?
(
R
Q3
)
T
h
e
r
esear
ch
f
in
d
in
g
s
will
p
r
o
v
id
e
v
al
u
ab
le
in
s
ig
h
ts
f
o
r
e
d
u
ca
to
r
s
,
r
esear
ch
er
s
,
an
d
p
o
lic
y
m
ak
er
s
s
ee
k
in
g
to
en
h
an
ce
c
r
ea
tiv
ity
in
ed
u
ca
ti
o
n
ac
r
o
s
s
d
iv
er
s
e
ASEA
N
c
o
n
tex
ts
.
Fu
r
th
er
m
o
r
e,
it
co
n
tr
ib
u
tes
to
a
b
r
o
a
d
er
u
n
d
er
s
tan
d
i
n
g
o
f
h
o
w
cr
ea
tiv
ity
ca
n
b
e
ef
f
ec
tiv
ely
f
o
s
ter
ed
in
ed
u
ca
tio
n
al
s
ettin
g
s
,
o
f
f
er
in
g
p
r
ac
tical
an
d
th
eo
r
etica
l im
p
licatio
n
s
f
o
r
g
l
o
b
al
ed
u
ca
tio
n
r
esear
ch
.
2.
RE
S
E
ARCH
M
E
T
H
O
D
T
h
is
s
tu
d
y
ap
p
lied
b
ib
lio
m
etr
i
c
r
ev
iew
p
r
o
to
co
ls
to
an
aly
ze
r
esear
ch
tr
en
d
s
in
cr
ea
tiv
ity
in
ed
u
ca
tio
n
ac
r
o
s
s
ASEA
N
co
u
n
tr
ies.
T
h
is
m
eth
o
d
ex
ce
ls
in
an
aly
zin
g
lar
g
e
r
esear
ch
d
atasets
to
m
ea
s
u
r
e
an
d
ev
alu
ate
th
e
im
p
ac
t
o
f
s
cien
tific
p
u
b
li
ca
tio
n
s
[2
5
]
.
W
ith
its
f
lex
ib
ilit
y
an
d
h
ig
h
p
r
ec
is
io
n
,
b
ib
lio
m
etr
ic
an
aly
s
is
h
as
b
ee
n
wid
ely
u
s
ed
in
r
esear
ch
with
in
th
e
f
ield
o
f
s
o
cial
s
cien
ce
s
,
esp
ec
ially
in
ed
u
ca
tio
n
[2
6
]
.
Data
wer
e
s
o
u
r
ce
d
f
r
o
m
th
e
Sco
p
u
s
d
ata
b
ase,
ch
o
s
en
f
o
r
its
b
r
o
a
d
co
v
er
ag
e
o
f
p
ee
r
-
r
ev
iewe
d
liter
atu
r
e
[
27
]
,
[
28
]
.
T
o
en
s
u
r
e
th
o
r
o
u
g
h
r
esu
lts
,
we
co
n
s
tr
u
cted
a
s
ea
r
ch
q
u
e
r
y
th
at
c
o
m
b
in
ed
th
r
ee
k
e
y
elem
en
ts
:
cr
ea
tiv
ity
-
r
elate
d
ter
m
s
,
ASEA
N
co
u
n
tr
y
a
f
f
iliatio
n
s
,
an
d
ed
u
ca
tio
n
-
r
elate
d
ter
m
s
.
O
n
No
v
em
b
e
r
14
th
,
2
0
2
4
,
we
em
p
lo
y
ed
th
e
f
o
llo
win
g
s
ea
r
ch
s
tr
in
g
to
r
etr
ie
v
e
d
ata
f
r
o
m
th
e
Sco
p
u
s
d
ata
b
ase:
(
TITLE
(
(
“cr
ea
tivity”
OR
“cr
ea
tive
th
in
kin
g
*
”
OR
“d
iverg
en
t
th
in
kin
g
*
”))
A
N
D
A
F
F
I
LC
OUNT
R
Y
(
(
“Viet
N
a
m” O
R
V
ietn
a
m
OR
Th
a
ila
n
d
OR
S
in
g
a
p
o
r
e
OR
Ma
la
ysia
OR
I
n
d
o
n
esia
OR
Mya
n
ma
r
OR
B
u
r
ma
OR
P
h
ilip
p
in
es
OR
La
o
s
OR
B
r
u
n
ei
OR
C
a
mb
o
d
ia
OR
Tim
o
r
)
)
A
N
D
TITLE
(
(
ed
u
ca
t*
O
R
tea
ch
*
OR
lea
r
n
*
OR
s
ch
o
o
l*
OR
cla
s
s
r
o
o
m*
O
R
cu
r
r
icu
lu
m*
OR
tr
a
in
in
g
)
)
)
.
T
h
is
s
ea
r
ch
s
tr
ateg
y
i
n
itially
c
am
e
u
p
with
9
7
2
d
o
cu
m
en
ts
.
Fo
llo
win
g
p
r
e
f
er
r
ed
r
ep
o
r
tin
g
item
s
f
o
r
s
y
s
tem
atic
r
ev
iews
an
d
m
eta
-
an
aly
s
es
(
PR
I
SMA)
f
lo
w
d
ia
g
r
am
d
etailin
g
s
tep
s
to
v
er
if
y
r
elev
an
ce
an
d
t
h
e
co
m
p
leten
ess
o
f
b
ib
lio
m
etr
ic
d
ata,
a
f
in
al
d
ataset
o
f
4
5
3
a
r
ticles
was
co
n
f
ir
m
ed
f
o
r
an
a
ly
s
is
,
as
s
h
o
wn
in
Fig
u
r
e
1
.
T
h
is
d
ataset,
co
m
p
r
is
in
g
th
e
b
ib
li
o
g
r
ap
h
ic
r
ec
o
r
d
s
o
f
th
e
4
5
3
ar
ticles,
h
as
b
ee
n
m
ad
e
p
u
b
licly
av
ailab
le
[
29
].
I
n
th
is
s
tu
d
y
,
d
ata
a
n
aly
s
is
u
tili
ze
d
a
co
m
b
i
n
atio
n
o
f
th
e
R
B
ib
lio
s
h
in
y
an
d
VOSv
iewe
r
s
o
f
twar
e
p
ac
k
ag
es
to
h
ar
n
ess
th
eir
co
m
p
lem
en
tar
y
ca
p
a
b
ilit
ies
[
30
]
,
[
3
1
]
.
B
ib
lio
s
h
in
y
f
ac
ilit
ated
a
b
r
o
ad
b
ib
lio
m
etr
ic
an
aly
s
is
,
allo
win
g
d
etailed
e
x
am
in
atio
n
o
f
tem
p
o
r
al
tr
e
n
d
s
,
p
r
o
d
u
ctiv
ity
m
etr
ics,
an
d
im
p
ac
t
in
d
icato
r
s
[3
0
]
,
[
3
2
]
.
Me
an
wh
ile,
VOSv
iewe
r
1
.
6
.
1
8
was
em
p
lo
y
ed
f
o
r
n
etwo
r
k
v
is
u
aliza
ti
o
n
a
n
d
cl
u
s
ter
in
g
,
p
ar
ticu
lar
ly
u
s
ef
u
l f
o
r
m
ap
p
i
n
g
co
llab
o
r
atio
n
n
etwo
r
k
s
an
d
p
atter
n
s
o
f
k
e
y
wo
r
d
co
-
o
cc
u
r
r
en
ce
[
33
]
,
[
34
]
.
T
h
e
an
aly
tical
f
r
am
ewo
r
k
o
f
th
is
s
tu
d
y
g
u
id
e
d
b
y
estab
li
s
h
ed
m
eth
o
d
o
lo
g
ies
[2
5
]
.
Ke
y
ar
ea
s
o
f
an
aly
s
is
in
clu
d
ed
p
u
b
licatio
n
tr
en
d
s
,
co
u
n
tr
y
-
lev
el
p
r
o
d
u
cti
v
ity
,
an
d
p
atter
n
s
o
f
in
te
r
n
ati
o
n
al
co
llab
o
r
atio
n
.
Au
th
o
r
im
p
ac
t
was
ass
e
s
s
ed
th
r
o
u
g
h
m
etr
ics
s
u
ch
as
h
-
in
d
ex
an
d
citatio
n
co
u
n
ts
,
wh
ile
jo
u
r
n
al
in
f
lu
en
ce
in
d
icato
r
s
h
ig
h
lig
h
te
d
p
r
o
m
in
en
t
p
u
b
lis
h
in
g
v
e
n
u
es
in
th
e
f
i
eld
[2
5
]
,
[
35
]
.
T
o
ca
p
tu
r
e
th
e
m
atic
d
ev
elo
p
m
e
n
t,
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
R
esea
r
ch
in
g
crea
tivity
in
ed
u
c
a
tio
n
fr
o
m
A
S
E
A
N
co
u
n
tr
ies:
b
ib
lio
metric a
n
a
lysi
s
(
Tu
a
n
-
V
i
n
h
N
g
u
ye
n
)
2595
r
esear
ch
th
em
es
wer
e
id
en
tifi
ed
th
r
o
u
g
h
a
c
o
-
wo
r
d
a
n
aly
s
is
o
f
au
th
o
r
k
e
y
wo
r
d
s
with
a
m
in
im
u
m
o
cc
u
r
r
e
n
ce
th
r
esh
o
ld
o
f
f
iv
e,
en
s
u
r
in
g
s
ig
n
if
ican
ce
in
id
en
tifie
d
tr
en
d
s
[3
3
]
,
[
35
]
.
Ad
d
itio
n
ally
,
a
tim
e
-
s
lice
an
aly
s
i
s
m
ap
p
ed
th
e
e
v
o
lu
tio
n
o
f
t
h
ese
th
em
es
ac
r
o
s
s
th
e
y
ea
r
s
r
ev
e
alin
g
s
h
if
ts
in
r
esear
ch
f
o
c
u
s
an
d
em
er
g
i
n
g
ar
ea
s
o
f
in
ter
est o
v
e
r
tim
e
[
36
]
,
[
37
]
.
Fig
u
r
e
1
.
PR
I
SMA
f
lo
w
d
iag
r
am
d
etailin
g
s
tep
s
to
id
en
tif
y
an
d
s
cr
ee
n
[
38
]
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
Annu
a
l g
ro
wt
h o
f
pu
bli
ca
t
io
ns
a
nd
ASE
A
N
co
un
t
ri
es
’
dis
t
rib
utio
n
An
aly
s
is
o
f
th
e
d
ataset
o
f
4
5
3
ar
ticles
,
as
s
h
o
wn
i
n
Fig
u
r
e
2
,
in
d
icate
s
a
s
u
b
s
tan
tial
r
is
e
in
s
cien
tific
p
u
b
licatio
n
s
o
n
cr
ea
tiv
ity
in
ed
u
ca
tio
n
ac
r
o
s
s
ASEA
N
co
u
n
tr
ies
f
r
o
m
2
0
0
0
to
2
0
2
4
.
I
n
iti
al
r
esear
ch
ac
tiv
ity
was
m
o
d
est
b
etwe
en
2
0
0
0
an
d
2
0
1
5
,
with
an
a
n
n
u
al
a
v
er
a
g
e
o
f
1
2
.
3
ar
ticles.
A
m
ar
k
ed
ac
ce
ler
atio
n
b
e
g
an
af
ter
2
0
1
6
,
with
th
e
n
u
m
b
e
r
o
f
ar
ticles
r
is
in
g
f
r
o
m
2
4
in
2
0
1
6
to
8
5
b
y
2
0
2
0
.
T
h
is
u
p
war
d
tr
ajec
to
r
y
p
ea
k
e
d
in
2
0
2
2
with
1
1
2
ar
ticles,
a
3
6
6
% in
cr
ea
s
e
co
m
p
ar
e
d
to
2
0
1
6
.
Fig
u
r
e
2
.
Nu
m
b
er
o
f
ar
ticles o
n
cr
ea
tiv
ity
in
e
d
u
ca
tio
n
o
v
er
tim
e
(
2
0
0
0
-
2
0
2
4
)
El
ig
i
b
il
it
y
In
c
lu
d
e
d
Id
e
n
ti
fica
ti
o
n
S
cree
n
in
g
Do
c
u
m
e
n
ts i
d
e
n
ti
fied
th
r
o
u
g
h
S
c
o
p
u
s
k
e
y
w
o
rk
se
a
rc
h
(
n
=
9
7
2
)
Ex
c
lu
d
e
No
Au
th
o
r d
e
ta
ils (
0
)
(n
=
4
5
5
)
Do
c
u
m
e
n
ts after m
a
n
u
a
ll
y
re
v
iew
e
d
a
n
d
sc
re
e
n
e
d
f
o
r
e
li
g
ib
i
li
ty
(n
=
4
5
3
)
Li
m
it
e
d
to
Jo
u
rn
a
l
Article
a
n
d
E
n
g
li
s
h
(
n
=
4
5
5
)
Do
c
u
m
e
n
ts ma
n
u
a
ll
y
re
v
iew
e
d
a
n
d
sc
re
e
n
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d
f
o
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e
li
g
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i
li
ty
(n
=
2
)
Do
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u
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ts i
n
c
l
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d
e
d
in
b
ib
li
o
m
e
tri
c
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n
a
ly
sis (
n
=
4
5
3
)
Do
c
u
m
e
n
ts after sc
re
e
n
in
g
f
o
r
d
o
c
u
m
e
n
t
ty
p
e
s (n
=
4
5
5
)
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
4
,
Au
g
u
s
t
20
25
:
2
5
9
3
-
2
6
0
4
2596
I
n
co
n
tr
ast
to
th
e
ea
r
ly
g
lo
b
a
l
em
er
g
en
ce
o
f
c
r
ea
tiv
ity
in
ed
u
ca
tio
n
r
esear
ch
,
wh
ich
f
o
u
n
d
in
itial
s
tu
d
ies
d
atin
g
b
ac
k
to
1
9
7
5
[
3
]
,
[
2
4
]
,
So
u
th
ea
s
t
Asi
a’
s
en
g
ag
em
e
n
t
in
t
h
is
f
ield
h
as
b
ee
n
co
m
p
ar
ativ
ely
d
elay
ed
.
I
n
ASEA
N
co
u
n
t
r
ies,
r
esear
ch
o
n
cr
ea
tiv
ity
in
e
d
u
ca
tio
n
o
n
ly
b
eg
a
n
to
ap
p
e
ar
r
eg
u
lar
ly
ar
o
u
n
d
2
0
0
0
,
u
n
d
er
s
co
r
in
g
a
s
lo
wer
d
ev
elo
p
m
e
n
t
o
f
b
o
th
r
esea
r
ch
co
m
m
u
n
ities
an
d
f
o
u
n
d
atio
n
al
k
n
o
wled
g
e
co
m
p
ar
ed
to
o
th
er
r
eg
i
o
n
s
.
T
h
is
lag
lik
ely
r
ef
lects
a
co
m
b
in
atio
n
o
f
lim
ited
r
esear
c
h
r
eso
u
r
ce
s
an
d
a
h
is
to
r
ically
lo
wer
p
r
io
r
itizatio
n
o
f
cr
ea
tiv
ity
with
in
e
d
u
ca
ti
o
n
al
p
o
licies.
On
ly
i
n
r
ec
e
n
t
y
ea
r
s
,
as
ASEA
N
co
u
n
tr
ies
h
av
e
i
n
cr
ea
s
in
g
ly
r
ec
o
g
n
ized
th
e
im
p
o
r
tan
ce
o
f
cr
ea
tiv
e
th
in
k
in
g
in
th
e
co
n
tex
t
o
f
g
lo
b
al
in
teg
r
atio
n
,
h
as c
r
ea
tiv
ity
r
ese
ar
ch
in
ed
u
ca
tio
n
al
c
o
n
tex
ts
s
tar
ted
to
g
ain
tr
ac
tio
n
r
eg
io
n
all
y
[
3
9
]
.
As s
h
o
wn
in
T
ab
le
1
,
p
u
b
licat
io
n
d
is
tr
ib
u
tio
n
ac
r
o
s
s
ASEA
N
co
u
n
tr
ies r
ev
ea
ls
s
ig
n
if
ican
t d
is
p
ar
ities
in
b
o
th
r
esear
ch
o
u
tp
u
t a
n
d
im
p
ac
t w
ith
in
th
e
f
ield
o
f
cr
ea
tiv
ity
ed
u
ca
tio
n
.
I
n
d
o
n
esia stan
d
s
o
u
t a
s
th
e
lead
in
g
co
n
tr
ib
u
to
r
,
with
2
9
9
ar
ticles
th
at
m
ak
e
u
p
r
o
u
g
h
l
y
6
5
%
o
f
ASEA
N
’
s
to
tal
r
esear
ch
o
u
tp
u
t
in
th
is
ar
ea
.
Fo
llo
win
g
I
n
d
o
n
esia,
Ma
lay
s
ia
,
an
d
T
h
ailan
d
co
n
tr
i
b
u
ted
8
6
an
d
4
9
ar
ticles,
r
esp
ec
tiv
ely
.
Sin
g
ap
o
r
e,
w
h
ile
p
r
o
d
u
cin
g
f
ewe
r
s
tu
d
ies
(
2
3
)
,
ex
h
ib
its
a
h
ig
h
im
p
ac
t,
e
v
id
en
ce
d
b
y
7
0
4
citatio
n
s
,
in
d
icatin
g
th
at
Sin
g
ap
o
r
ea
n
r
esear
ch
in
th
is
f
ield
is
d
is
t
in
g
u
is
h
ed
m
o
r
e
b
y
its
q
u
ality
an
d
in
f
lu
en
ce
th
an
b
y
v
o
lu
m
e
.
Me
an
wh
ile,
Vietn
am
s
h
o
ws
em
er
g
in
g
p
ar
ticip
atio
n
with
1
2
a
r
ticles
an
d
6
7
citatio
n
s
,
an
d
th
e
Ph
ilip
p
in
es
a
n
d
B
r
u
n
ei
h
av
e
lim
ite
d
en
g
ag
em
e
n
t,
with
5
an
d
4
ar
ti
cles,
r
esp
ec
tiv
ely
.
N
o
tab
ly
,
th
i
s
r
esear
ch
to
p
ic
f
o
cu
s
es
s
o
lely
o
n
s
ev
en
co
u
n
tr
ies
with
in
th
e
ASEA
N
r
eg
io
n
,
wh
ile
s
o
m
e
o
th
er
co
u
n
tr
ies
ar
e
en
tire
ly
ab
s
en
t
f
r
o
m
th
e
f
i
eld
o
f
cr
ea
tiv
ity
in
ed
u
ca
tio
n
r
esear
c
h
.
R
esear
ch
co
llab
o
r
atio
n
p
atter
n
s
,
r
ef
lecte
d
b
y
th
e
to
tal
lin
k
s
tr
en
g
th
m
etr
ic,
f
u
r
t
h
er
h
ig
h
lig
h
t
r
eg
io
n
al
d
y
n
am
ics.
Ma
lay
s
ia
(
lin
k
s
t
r
en
g
th
o
f
4
1
)
a
n
d
I
n
d
o
n
esia
(
3
8
)
d
em
o
n
s
tr
ate
t
h
e
s
tr
o
n
g
est
co
llab
o
r
ativ
e
n
etwo
r
k
s
,
f
o
llo
wed
b
y
T
h
ail
an
d
(
1
6
)
,
s
u
g
g
esti
n
g
th
ese
c
o
u
n
tr
ies
ar
e
m
o
r
e
in
teg
r
ated
in
to
i
n
ter
n
atio
n
al
r
esear
ch
co
m
m
u
n
ities
in
cr
ea
tiv
ity
ed
u
ca
tio
n
.
I
n
c
o
n
tr
ast,
Vietn
am
(
9
)
,
t
h
e
Ph
ilip
p
in
es
(
4
)
,
a
n
d
B
r
u
n
ei
(
3
)
s
h
o
w
co
m
p
ar
ati
v
ely
lo
wer
lin
k
s
tr
en
g
th
s
,
p
o
in
tin
g
to
m
o
r
e
i
s
o
lated
r
esear
ch
ef
f
o
r
ts
with
li
m
ited
in
ter
n
atio
n
al
co
llab
o
r
atio
n
.
I
t
ca
n
b
e
a
r
g
u
e
d
th
at,
d
esp
ite
b
ein
g
co
n
d
u
cted
o
n
d
if
f
er
en
t
d
atasets
an
d
h
av
in
g
a
n
ar
r
o
wer
s
co
p
e
co
m
p
ar
ed
to
Ş
a
h
i
n
e
t
a
l
.
[
2
4
]
s
tu
d
y
,
th
ese
f
in
d
in
g
s
ar
e
co
n
s
i
s
ten
t
with
th
e
c
o
n
clu
s
io
n
s
w
h
en
h
ig
h
lig
h
tin
g
th
e
s
ig
n
if
ican
t
co
n
tr
ib
u
tio
n
s
o
f
I
n
d
o
n
esian
s
to
r
esear
c
h
o
n
cr
ea
t
iv
ity
in
th
e
co
n
tex
t
o
f
ed
u
ca
ti
o
n
.
I
n
co
n
tr
ast
with
o
th
er
s
tu
d
y
[
3
]
,
th
is
f
in
d
i
n
g
r
ev
ea
ls
th
at
co
n
tr
ib
u
ti
o
n
s
f
r
o
m
I
n
d
o
n
esian
s
ch
o
lar
s
to
p
u
b
lic
atio
n
s
o
n
th
is
to
p
ic
ar
e
m
o
r
e
o
u
ts
tan
d
in
g
th
an
th
o
s
e
f
r
o
m
Sin
g
ap
o
r
ea
n
s
ch
o
la
r
s
.
B
esid
es,
th
e
co
n
ce
n
tr
atio
n
o
f
p
u
b
licatio
n
s
in
I
n
d
o
n
esia,
Ma
lay
s
ia,
an
d
T
h
ai
lan
d
(
as
ev
id
e
n
ce
d
b
y
a
n
aly
s
is
o
f
4
5
3
ar
ticles)
s
u
g
g
ests
lim
ited
r
ep
r
esen
tatio
n
f
r
o
m
o
t
h
er
ASEA
N
co
u
n
tr
ies
.
T
h
is
im
b
alan
ce
o
v
er
lo
o
k
s
u
n
iq
u
e
cu
ltu
r
al
an
d
e
d
u
ca
tio
n
a
l
p
er
s
p
ec
tiv
es
th
at
en
r
ich
o
u
r
u
n
d
e
r
s
tan
d
in
g
o
f
c
r
ea
tiv
ity
d
ev
elo
p
m
en
t
ac
r
o
s
s
d
iv
er
s
e
co
n
tex
ts
[
2
3
]
,
[
4
0
]
–
[
4
2
]
.
E
n
h
a
n
ce
d
cr
o
s
s
-
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tag
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4
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in
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ar
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ath
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class
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ig
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o
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h
a
q
u
asi
-
ex
p
er
im
e
n
tal
d
esig
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,
th
e
s
tu
d
y
d
em
o
n
s
tr
ated
s
ig
n
if
ican
t
im
p
r
o
v
em
e
n
ts
in
cr
ea
tiv
e
attr
ib
u
tes
lik
e
f
lu
en
cy
,
o
r
ig
in
ality
,
an
d
elab
o
r
atio
n
a
m
o
n
g
p
r
esch
o
o
ler
s
,
em
p
h
asizin
g
th
e
e
f
f
icac
y
o
f
p
r
o
b
lem
-
b
ased
lear
n
in
g
f
o
r
y
o
u
n
g
lear
n
e
r
s
.
T
ab
le
3
.
T
o
p
f
iv
e
m
o
s
t c
ited
a
r
ticles b
ased
o
n
lo
ca
l c
itatio
n
s
A
r
t
i
c
l
e
A
u
t
h
o
r
(
y
e
a
r
)
LC
GC
LC
/
G
C
r
a
t
i
o
(
%)
[
19
]
S
i
t
o
r
u
s
a
n
d
M
a
sr
a
y
a
t
i
(
2
0
1
6
)
13
68
1
9
.
1
2
[
4
]
S
o
h
(
2
0
1
7
)
8
1
1
5
6
.
9
6
[
43
]
R
a
h
a
r
d
j
a
n
t
o
e
t
a
l
.
(
2
0
1
9
)
8
54
1
4
.
8
1
[
44
]
S
i
sw
o
n
o
(
2
0
1
1
)
7
70
1
0
.
0
0
[
1
8
]
S
i
e
w
e
t
a
l
.
(
2
0
1
5
)
7
24
2
9
.
1
7
T
h
ese
wo
r
k
s
r
e
f
lecte
d
a
clea
r
p
r
o
g
r
ess
io
n
f
r
o
m
t
h
eo
r
etica
l
f
r
am
ewo
r
k
s
to
p
r
ac
tical
p
e
d
ag
o
g
ical
s
tr
ateg
ies,
with
a
m
ar
k
ed
f
o
cu
s
o
n
m
ath
em
atics
an
d
s
cien
ce
ed
u
ca
tio
n
.
T
h
is
alig
n
m
en
t
with
b
r
o
ad
e
r
ed
u
ca
tio
n
al
r
ef
o
r
m
s
in
ASEA
N
[
45
]
,
[
46
]
h
ig
h
lig
h
ts
t
h
e
r
e
g
io
n
al
s
ig
n
if
ica
n
ce
o
f
th
e
r
esear
ch
.
C
o
llectiv
ely
,
th
ese
s
tu
d
ies
h
av
e
co
n
tr
ib
u
t
ed
to
:
i
)
th
e
d
ev
elo
p
m
e
n
t
o
f
v
alid
ated
m
eth
o
d
o
lo
g
ical
f
r
am
ewo
r
k
s
;
ii
)
th
e
im
p
lem
en
tatio
n
o
f
em
p
ir
ically
s
u
p
p
o
r
ted
p
ed
ag
o
g
ical
ap
p
r
o
ac
h
es;
iii
)
th
e
cr
ea
tio
n
o
f
co
n
tex
t
-
s
p
ec
if
ic
ass
es
s
m
en
t
to
o
ls
;
iv
)
t
h
e
est
ab
lis
h
m
en
t
o
f
ev
id
e
n
ce
-
b
ase
d
teac
h
in
g
s
tr
ateg
ies;
an
d
v
)
th
e
clar
if
icatio
n
o
f
o
p
er
atio
n
al
d
ef
in
itio
n
s
f
o
r
cr
ea
tiv
ity
.
T
h
e
v
ar
iatio
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in
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c
al
-
to
-
g
lo
b
al
citatio
n
r
atio
s
s
h
ed
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lig
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t
o
n
th
ese
s
tu
d
ies
’
d
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s
e
in
f
l
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o
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So
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T
h
is
b
ala
n
ce
b
et
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ca
l
an
d
g
lo
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al
im
p
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tu
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cr
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all
y
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g
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ized
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Mo
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m
in
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o
f
r
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to
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b
le
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h
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n
g
m
eth
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d
s
.
B
y
p
r
io
r
itizin
g
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
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2
2
5
2
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8
8
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2
I
n
t
J
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v
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&
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l
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14
,
No
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4
,
Au
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u
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20
25
:
2
5
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2598
ev
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ased
ap
p
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p
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T
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4
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ter
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I
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o
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5
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ticles
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7
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Alth
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SC
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g
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d
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tial
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n
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its
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o
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in
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i
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T
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Jo
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2
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3
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W
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To
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12
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2
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Th
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k
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7
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6
I
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Eu
r
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R
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I
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Le
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3
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2
0
1
9
Hig
h
-
im
p
ac
t
in
ter
n
atio
n
al
jo
u
r
n
als
lik
e
T
h
in
k
in
g
Sk
ills
an
d
C
r
ea
tiv
ity
(
Sco
p
u
s
Q1
,
SS
C
I
)
an
d
th
e
J
o
u
r
n
al
o
f
B
altic
Scien
ce
E
d
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ca
tio
n
(
Sco
p
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s
Q2
,
SS
C
I
)
f
u
r
t
h
er
am
p
lify
th
e
r
ea
ch
o
f
ASEA
N
r
esear
ch
.
W
ith
h
-
in
d
ices
o
f
7
a
n
d
citatio
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n
ts
o
f
1
8
0
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d
2
9
6
,
r
esp
ec
tiv
e
ly
,
th
ese
jo
u
r
n
als
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s
tr
ate
th
e
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ig
h
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is
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ilit
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an
d
in
f
lu
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ce
o
f
ASEA
N
r
esear
ch
o
n
th
e
g
lo
b
al
s
tag
e.
T
h
e
Q1
r
an
k
in
g
o
f
T
h
in
k
in
g
Sk
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an
d
C
r
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ity
,
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n
p
ar
ticu
lar
,
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o
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s
tr
ates
th
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ield
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s
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p
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r
esear
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latf
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r
m
s
,
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p
h
asizin
g
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’
s
co
n
tr
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b
u
tio
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to
g
lo
b
al
d
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co
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r
s
e.
R
eg
io
n
ally
,
I
n
d
o
n
esian
J
o
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r
n
a
l
o
f
Scien
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E
d
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ca
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(
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ig
n
if
ican
t
r
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am
ass
in
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2
4
6
citatio
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s
ac
r
o
s
s
1
8
a
r
ticles,
wh
ich
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n
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er
s
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r
ess
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es
d
ir
ec
tly
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to
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ts
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T
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e
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E
d
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ca
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al
R
esear
ch
(
Sco
p
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s
Q2
)
also
r
an
k
s
am
o
n
g
th
e
to
p
f
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v
e,
with
1
6
7
citatio
n
s
f
r
o
m
1
1
ar
ticles
s
in
ce
2
0
2
0
,
r
ef
lectin
g
a
g
r
o
win
g
in
ter
n
atio
n
al
in
ter
est
in
ASEA
N
cr
ea
tiv
ity
r
esear
ch
.
T
h
is
p
u
b
licatio
n
la
n
d
s
ca
p
e
m
ir
r
o
r
s
a
well
-
d
ev
el
o
p
ed
r
esear
c
h
f
ield
t
h
at
m
ain
tain
s
a
f
o
o
th
o
l
d
in
h
ig
h
-
im
p
ac
t i
n
ter
n
atio
n
al
v
en
u
es wh
ile
en
s
u
r
in
g
r
e
g
io
n
al
r
e
lev
an
ce
th
r
o
u
g
h
lo
ca
l jo
u
r
n
als.
3
.
3
.
Resea
rc
h t
hem
es a
nd
ev
o
lutio
n o
f
t
o
pics
o
v
er
t
im
e
Co
-
o
cc
u
r
r
e
n
ce
an
aly
s
is
ex
am
in
es
th
e
s
im
u
ltan
eo
u
s
ap
p
ea
r
a
n
ce
o
f
p
air
e
d
elem
en
ts
with
in
ac
ad
em
ic
tex
ts
,
s
u
ch
as
k
ey
wo
r
d
s
,
au
th
o
r
s
,
o
r
citatio
n
s
,
r
ev
ea
lin
g
u
n
d
er
ly
i
n
g
in
tellectu
al
s
tr
u
ctu
r
es
an
d
th
em
atic
p
atter
n
s
in
s
cien
tific
f
ield
s
[
33
]
.
T
h
is
an
aly
tical
tech
n
iq
u
e
g
en
er
ates
n
etwo
r
k
m
ap
s
an
d
clu
s
ter
s
th
at
illu
m
in
ate
r
elatio
n
s
h
ip
s
b
etwe
en
r
esear
ch
co
n
ce
p
ts
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h
elp
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n
g
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esear
ch
er
s
id
en
tify
c
o
r
e
th
em
es,
em
er
g
in
g
to
p
ics,
an
d
p
o
ten
tial
a
r
ea
s
f
o
r
cr
o
s
s
-
d
is
cip
lin
ar
y
co
llab
o
r
a
tio
n
[
47
]
.
T
h
e
f
r
eq
u
en
cy
o
f
co
-
o
cc
u
r
r
in
g
ter
m
s
p
r
o
v
id
es q
u
an
titativ
e
ev
id
en
ce
o
f
co
n
ce
p
tu
al
ass
o
ciatio
n
s
,
en
ab
lin
g
r
esear
c
h
er
s
to
m
ap
th
e
co
g
n
itiv
e
s
tr
u
ct
u
r
e
o
f
ac
a
d
em
ic
d
is
cip
lin
es
an
d
tr
ac
k
th
eir
ev
o
lu
tio
n
o
v
er
tim
e
[
48
]
.
Fig
u
r
e
3
s
h
o
ws
a
m
a
p
o
f
4
7
f
r
eq
u
en
tl
y
o
cc
u
r
r
in
g
a
u
th
o
r
k
e
y
wo
r
d
s
a
n
aly
ze
d
f
r
o
m
a
d
ataset
o
f
4
5
3
jo
u
r
n
al
ar
ticles
o
n
cr
ea
ti
v
ity
an
d
e
d
u
ca
tio
n
r
esear
ch
in
ASEA
N
co
u
n
tr
ies.
T
h
e
m
ap
r
ev
ea
ls
f
iv
e
clu
s
ter
s
,
o
f
f
er
in
g
a
s
p
ec
ialized
an
d
in
ter
co
n
n
ec
ted
v
iew
o
f
th
e
f
ield
’
s
ev
o
lu
tio
n
.
E
ac
h
clu
s
ter
is
co
lo
r
-
co
d
ed
to
f
ac
i
litate
u
n
d
er
s
tan
d
in
g
o
f
th
em
at
ic
d
is
tin
ctio
n
s
an
d
in
ter
r
elatio
n
s
h
ip
s
.
T
h
e
v
is
u
alize
d
c
o
-
o
cc
u
r
r
en
ce
s
r
ev
ea
ls
th
at
r
esear
c
h
o
n
ed
u
c
atio
n
an
d
cr
ea
tiv
ity
b
y
So
u
th
e
ast
Asi
an
s
ch
o
lar
s
s
p
an
s
a
wid
e
r
an
g
e
o
f
ed
u
ca
tio
n
al
lev
els,
r
e
f
lec
tin
g
a
co
m
p
r
eh
e
n
s
iv
e
an
d
d
i
v
er
s
e
ap
p
r
o
ac
h
.
A
s
ig
n
if
ican
t
em
p
h
asis
is
p
lace
d
o
n
s
cien
ce
,
tec
h
n
o
lo
g
y
,
en
g
i
n
ee
r
in
g
,
an
d
m
ath
em
atics
(
ST
E
M
)
ed
u
ca
tio
n
an
d
s
cien
tific
cr
ea
tiv
ity
ed
u
ca
tio
n
,
wh
ich
em
er
g
e
as
ce
n
tr
al
th
e
m
es
in
th
e
n
etwo
r
k
.
Key
wo
r
d
s
s
u
ch
as
“ST
E
M
ed
u
ca
tio
n
,
”
“
s
cien
tific
cr
ea
tiv
e
lear
n
in
g
,
”
an
d
“e
n
g
in
ee
r
in
g
ed
u
ca
tio
n
”
ar
e
cl
o
s
ely
lin
k
e
d
to
m
eth
o
d
o
lo
g
ies
lik
e
“p
r
o
b
lem
-
b
ased
lear
n
in
g
,
”
“p
r
o
ject
-
b
ased
lear
n
in
g
,
”
a
n
d
“d
esig
n
th
in
k
i
n
g
.
”
T
h
is
in
d
i
ca
tes
a
s
tr
o
n
g
f
o
cu
s
o
n
in
n
o
v
ativ
e
teac
h
i
n
g
s
tr
ateg
ies aim
ed
at
f
o
s
ter
in
g
cr
ea
tiv
it
y
an
d
c
r
itical
th
in
k
in
g
.
C
lu
s
ter
1
(
c
r
ea
tiv
e
th
in
k
in
g
a
n
d
p
r
o
ject
-
b
ased
a
p
p
r
o
ac
h
es
/
r
ed
)
ce
n
ter
s
o
n
p
e
d
ag
o
g
ical
in
n
o
v
atio
n
s
,
f
ea
tu
r
in
g
k
ey
w
o
r
d
s
s
u
c
h
as
“p
r
o
ject
-
b
ased
lear
n
in
g
,
”
“p
r
o
b
lem
-
b
ased
lear
n
in
g
,
”
“ST
E
M
ed
u
ca
tio
n
,
”
a
n
d
“
d
esig
n
th
in
k
in
g
.
”
T
h
e
s
tr
o
n
g
in
ter
co
n
n
ec
tio
n
s
am
o
n
g
th
ese
ter
m
s
r
ef
lect
a
co
h
esiv
e
f
r
am
e
wo
r
k
f
o
r
f
o
s
ter
in
g
cr
ea
tiv
ity
th
r
o
u
g
h
ac
tiv
e
lear
n
in
g
m
et
h
o
d
o
l
o
g
ies.
T
h
e
p
r
o
m
in
en
ce
o
f
STE
M
-
r
elate
d
ter
m
s
s
u
g
g
ests
g
r
o
win
g
r
ec
o
g
n
itio
n
o
f
cr
ea
tiv
ity
’
s
r
o
le
in
s
cien
tific
an
d
tech
n
ical
ed
u
ca
tio
n
,
p
ar
ticu
la
r
ly
r
ele
v
an
t
to
ASEA
N’
s
ec
o
n
o
m
ic
d
ev
elo
p
m
en
t g
o
als.
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
R
esea
r
ch
in
g
crea
tivity
in
ed
u
c
a
tio
n
fr
o
m
A
S
E
A
N
co
u
n
tr
ies:
b
ib
lio
metric a
n
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lysi
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(
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a
n
-
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i
n
h
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g
u
ye
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2599
C
l
u
s
t
e
r
2
(
f
o
u
n
d
atio
n
al
c
r
ea
tiv
ity
an
d
cr
itical
th
in
k
i
n
g
/
g
r
ee
n
)
an
ch
o
r
ed
b
y
“c
r
ea
tiv
ity
”
an
d
“c
r
itical
th
in
k
in
g
,
”
th
is
clu
s
ter
em
p
h
asizes
th
e
f
u
n
d
am
e
n
tal
co
g
n
itiv
e
asp
ec
ts
o
f
cr
ea
tiv
e
d
ev
elo
p
m
en
t
.
T
h
e
co
-
o
cc
u
r
r
en
ce
o
f
“Scien
tific
cr
ea
tiv
ity
”
with
co
r
e
cr
ea
ti
v
ity
co
n
ce
p
ts
in
d
icate
s
in
cr
ea
s
in
g
atten
tio
n
to
d
o
m
ain
-
s
p
ec
if
ic
c
r
ea
tiv
e
d
ev
elo
p
m
en
t,
p
ar
ticu
lar
ly
in
s
cien
ce
ed
u
ca
tio
n
.
T
h
is
p
atter
n
r
ef
lects
ASEA
N
ed
u
ca
to
r
s
’
ef
f
o
r
ts
to
in
teg
r
ate
cr
ea
tiv
e
th
in
k
in
g
with
in
s
p
ec
if
ic
s
u
b
ject
ar
ea
s
wh
ile
m
ain
tai
n
in
g
co
n
n
ec
tio
n
s
to
b
r
o
ad
e
r
cr
ea
tiv
ity
p
r
in
cip
les
.
C
lu
s
ter
3
(
l
ea
r
n
in
g
s
y
s
tem
s
an
d
ed
u
ca
tio
n
al
c
o
m
p
u
tin
g
/
b
lu
e)
,
f
ea
tu
r
in
g
te
r
m
s
lik
e
“lea
r
n
in
g
s
y
s
tem
s
”
an
d
“e
d
u
ca
tio
n
al
co
m
p
u
tin
g
,
”
d
em
o
n
s
tr
ates
th
e
g
r
o
win
g
r
o
le
o
f
d
ig
ital
to
o
ls
in
cr
ea
tiv
e
ed
u
ca
tio
n
.
T
h
e
s
tr
o
n
g
co
n
n
ec
tio
n
s
b
etwe
en
th
is
clu
s
ter
an
d
b
o
th
p
ed
ag
o
g
ical
(
r
ed
)
an
d
co
g
n
itiv
e
(
g
r
e
en
)
clu
s
ter
s
s
u
g
g
est
th
at
tech
n
o
lo
g
y
s
er
v
es
as
a
b
r
id
g
e
b
etwe
en
th
eo
r
etica
l
u
n
d
er
s
tan
d
i
n
g
an
d
p
r
ac
tical
im
p
lem
en
tatio
n
o
f
cr
ea
tiv
ity
ed
u
ca
tio
n
.
T
h
is
in
teg
r
atio
n
h
ig
h
lig
h
ts
th
e
g
r
o
win
g
im
p
o
r
tan
ce
o
f
d
ig
ital
liter
ac
y
an
d
co
m
p
u
tatio
n
al
th
in
k
in
g
as in
teg
r
al
co
m
p
o
n
e
n
ts
o
f
m
o
d
er
n
cr
ea
tiv
e
e
d
u
ca
tio
n
with
in
th
e
ASEA
N
co
n
tex
t.
C
lu
s
ter
4
(
h
u
m
an
f
ac
to
r
s
a
n
d
r
esear
ch
m
eth
o
d
s
/
y
ello
w
)
c
en
ter
e
d
o
n
“h
u
m
a
n
”
a
n
d
r
esear
ch
m
eth
o
d
o
l
o
g
y
ter
m
s
,
th
is
clu
s
ter
r
ev
ea
ls
in
cr
ea
s
in
g
m
et
h
o
d
o
lo
g
ical
s
o
p
h
is
ticatio
n
in
ASEA
N
cr
ea
tiv
ity
r
esear
ch
.
T
h
e
e
m
p
h
asis
o
n
em
p
ir
ical
ap
p
r
o
ac
h
es
s
u
g
g
es
ts
a
m
atu
r
in
g
f
ield
m
o
v
in
g
b
ey
o
n
d
th
eo
r
etica
l
d
is
cu
s
s
io
n
s
to
ev
id
en
ce
-
b
ased
in
v
esti
g
atio
n
s
.
T
h
is
m
eth
o
d
o
lo
g
ical
f
o
cu
s
s
tr
en
g
th
e
n
s
th
e
f
ield
’
s
s
cien
tific
f
o
u
n
d
atio
n
s
wh
ile
m
ain
tain
in
g
r
elev
an
ce
to
h
u
m
a
n
d
ev
el
o
p
m
en
t a
s
p
ec
ts
.
C
lu
s
ter
5
(
p
r
o
f
ess
io
n
al
d
ev
e
lo
p
m
en
t
an
d
m
o
tiv
atio
n
/
p
u
r
p
le)
with
k
ey
wo
r
d
s
in
clu
d
in
g
“h
ig
h
er
ed
u
ca
tio
n
,
”
“
m
o
tiv
atio
n
,
”
an
d
“tea
ch
er
cr
ea
tiv
ity
”,
h
ig
h
lig
h
tin
g
th
e
im
p
o
r
tan
ce
o
f
ed
u
ca
to
r
d
ev
elo
p
m
en
t
an
d
m
o
tiv
atio
n
al
f
ac
to
r
s
.
T
h
e
cl
u
s
ter
’
s
co
n
n
ec
tio
n
s
to
o
th
er
th
em
es
d
em
o
n
s
tr
ate
r
ec
o
g
n
itio
n
th
at
ef
f
ec
tiv
e
ed
u
ca
tio
n
f
o
r
cr
ea
tiv
ity
r
e
q
u
ir
es
well
-
p
r
ep
ar
ed
teac
h
e
r
s
an
d
s
u
p
p
o
r
tiv
e
in
s
titu
tio
n
al
en
v
ir
o
n
m
en
ts
.
Un
d
er
s
tan
d
in
g
t
h
ese
f
ac
to
r
s
is
cr
u
cial
f
o
r
d
esig
n
in
g
e
f
f
ec
tiv
e
teac
h
er
tr
ain
in
g
p
r
o
g
r
am
s
an
d
p
o
licies
aim
ed
at
cu
ltiv
atin
g
cr
ea
tiv
ity
s
y
s
tem
ic
ally
ac
r
o
s
s
ed
u
ca
tio
n
al
lev
els i
n
th
e
ASEA
N.
Fig
u
r
e
3
.
Ma
p
p
in
g
o
f
4
7
au
t
h
o
r
k
ey
wo
r
d
s
ap
p
ea
r
i
n
g
at
least
f
iv
e
tim
es
Sev
er
al
k
ey
ter
m
s
co
n
n
ec
t
th
e
clu
s
ter
s
,
h
ig
h
lig
h
tin
g
t
h
e
f
ield
’
s
in
ter
co
n
n
ec
tiv
ity
:
i
)
“lea
r
n
in
g
”
b
r
id
g
es
tech
n
o
lo
g
y
f
r
am
ewo
r
k
s
an
d
h
u
m
a
n
-
ce
n
tr
ic
m
eth
o
d
o
lo
g
ies,
lin
k
in
g
th
e
b
lu
e
a
n
d
y
ello
w
clu
s
ter
s
;
ii
)
“e
d
u
ca
tio
n
”
c
o
n
n
ec
ts
c
o
g
n
itiv
e
s
k
ills
an
d
cr
itical
th
in
k
in
g
with
tech
n
o
lo
g
ical
ap
p
li
ca
tio
n
s
,
lin
k
in
g
th
e
g
r
ee
n
an
d
b
lu
e
clu
s
ter
s
;
an
d
i
ii
)
“stu
d
en
ts
”
o
cc
u
p
ies
a
ce
n
t
r
al
p
o
s
itio
n
,
lin
k
in
g
all
clu
s
ter
s
an
d
em
p
h
asizin
g
th
e
s
tu
d
en
t
-
ce
n
te
r
ed
f
o
cu
s
o
f
cr
ea
tiv
ity
r
esear
ch
.
T
h
ese
f
in
d
in
g
s
b
o
th
alig
n
with
a
n
d
d
if
f
er
f
r
o
m
p
r
ev
io
u
s
b
ib
lio
m
etr
ic
s
tu
d
ies
in
t
h
e
f
i
eld
.
W
h
ile
Her
n
án
d
ez
-
T
o
r
r
an
o
an
d
I
b
r
ay
ev
a
[
3
]
f
o
u
n
d
a
g
lo
b
al
tr
en
d
to
war
d
o
r
g
an
izatio
n
al
ap
p
r
o
ac
h
es,
o
u
r
ASEA
N
-
f
o
cu
s
ed
an
aly
s
is
r
e
v
ea
ls
a
s
tr
o
n
g
er
em
p
h
asis
o
n
STE
M
in
teg
r
atio
n
an
d
p
r
ac
tical
p
ed
ag
o
g
ical
ap
p
licatio
n
s
.
Similar
ly
,
wh
er
e
Ş
ah
in
et
a
l.
[
24
]
id
en
tifie
d
ar
t
-
f
o
cu
s
ed
th
em
es
as
ce
n
tr
al
to
p
ics
g
lo
b
ally
,
ASEA
N
r
esear
ch
d
em
o
n
s
tr
ates
a
d
is
tin
ctiv
e
f
o
cu
s
o
n
tech
n
o
l
o
g
y
in
teg
r
atio
n
an
d
s
cien
tific
cr
ea
tiv
ity
,
r
ef
lectin
g
r
eg
io
n
al
p
r
io
r
ities
in
ec
o
n
o
m
i
c
an
d
ed
u
ca
tio
n
al
d
e
v
elo
p
m
e
n
t.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
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8
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2
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I
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J
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&
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Vo
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14
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4
,
Au
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20
25
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m
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t
o
2
0
2
2
–
2025
,
a
s
s
h
o
w
n
in
F
i
g
u
r
e
4
.
T
h
is
tech
n
iq
u
e
g
r
o
u
n
d
e
d
in
L
u
p
to
n
an
d
Allwo
o
d
[
49
]
f
r
am
ew
o
r
k
,
f
ac
ilit
ates
th
e
id
en
tific
atio
n
o
f
co
m
p
lex
tr
a
n
s
itio
n
al
p
atter
n
s
an
d
in
ter
co
n
n
ec
tio
n
s
with
in
th
e
r
esear
ch
la
n
d
s
ca
p
e.
T
h
e
v
is
u
aliza
tio
n
ef
f
ec
tiv
ely
ca
p
tu
r
es
b
o
th
t
h
e
p
er
s
is
ten
ce
o
f
f
o
u
n
d
atio
n
al
co
n
ce
p
ts
an
d
th
e
em
er
g
en
c
e
o
f
n
ew
r
esear
ch
tr
ajec
to
r
ies,
p
r
o
v
i
d
in
g
in
s
ig
h
ts
in
to
th
e
f
ield
’
s
th
eo
r
etica
l d
ev
elo
p
m
en
t a
n
d
p
r
ac
tical
a
p
p
lica
tio
n
s
.
Fig
u
r
e
4
.
San
k
y
d
ia
g
r
am
o
f
th
e
ev
o
lu
tio
n
o
f
r
esear
ch
to
p
ics
o
v
er
tim
e
Ou
r
an
aly
s
is
h
ig
h
lig
h
ts
s
ev
er
al
s
ig
n
if
ican
t p
atter
n
s
in
th
e
ev
o
lu
tio
n
o
f
cr
ea
tiv
it
y
r
esear
ch
.
First,
th
er
e
is
a
n
o
tab
le
p
e
r
s
is
ten
ce
o
f
f
u
n
d
am
en
tal
cr
ea
tiv
ity
c
o
n
s
tr
u
cts
ac
r
o
s
s
b
o
th
tem
p
o
r
al
p
er
io
d
s
,
with
ter
m
s
s
u
ch
as
“c
r
ea
tiv
ity
”
an
d
“c
r
ea
tiv
e
t
h
in
k
in
g
s
k
ills
”
m
ain
tain
in
g
th
eir
ce
n
tr
ality
.
Ho
wev
er
,
th
is
co
n
tin
u
ity
is
ac
co
m
p
an
ied
b
y
a
m
ea
n
in
g
f
u
l
tr
an
s
f
o
r
m
atio
n
in
c
o
n
ce
p
tu
al
s
co
p
e:
ea
r
lier
s
p
ec
if
ic
ter
m
in
o
lo
g
y
lik
e
“scien
tific
cr
ea
tiv
ity
”
h
as
ev
o
lv
ed
in
t
o
b
r
o
ad
er
co
n
s
tr
u
cts
s
u
ch
as
“c
r
ea
tiv
e
th
in
k
i
n
g
a
b
ilit
y
”
an
d
“
h
ig
h
e
r
ed
u
ca
tio
n
.
”
T
h
is
s
h
if
t
r
ef
lects
th
e
f
ield
’
s
ex
p
an
s
io
n
b
ey
o
n
d
n
ar
r
o
w
d
is
cip
lin
ar
y
b
o
u
n
d
ar
i
es
to
war
d
a
m
o
r
e
co
m
p
r
eh
e
n
s
iv
e
u
n
d
er
s
tan
d
in
g
o
f
cr
ea
tiv
ity
ac
r
o
s
s
d
iv
er
s
e
ed
u
ca
tio
n
al
co
n
te
x
ts
.
T
h
e
em
er
g
e
n
ce
o
f
STE
M
ed
u
ca
tio
n
as
a
d
o
m
in
an
t
th
e
m
e
in
th
e
2
0
2
2
–
2
0
2
5
p
e
r
io
d
r
e
p
r
esen
ts
a
s
ig
n
if
ican
t
d
ev
elo
p
m
e
n
t
in
th
e
f
ield
.
T
h
is
tr
en
d
,
as
Me
zin
s
k
a
et
a
l.
[
50
]
n
o
ted
,
in
d
icate
s
in
cr
ea
s
in
g
r
ec
o
g
n
itio
n
o
f
cr
ea
tiv
ity
’
s
r
o
le
in
tech
n
o
lo
g
y
-
d
r
iv
en
d
is
cip
lin
es.
T
h
e
in
teg
r
atio
n
o
f
ST
E
M
an
d
cr
ea
tiv
ity
r
esear
ch
alig
n
s
with
b
r
o
ad
e
r
ec
o
n
o
m
ic
tr
en
d
s
to
war
d
k
n
o
wled
g
e
-
b
ased
ec
o
n
o
m
ies,
as
h
ig
h
lig
h
ted
b
y
Ab
d
u
lwah
ed
an
d
Hasn
a
[
51
]
.
T
h
is
ev
o
lu
tio
n
n
ec
ess
itates
f
u
r
th
er
in
v
esti
g
atio
n
in
to
th
e
im
p
ac
t
o
f
v
ar
io
u
s
tech
n
o
lo
g
ical
to
o
ls
o
n
cr
ea
tiv
e
d
ev
elo
p
m
en
t a
cr
o
s
s
ed
u
ca
tio
n
al
lev
els.
Pro
f
ess
io
n
al
d
ev
elo
p
m
en
t
an
d
m
o
tiv
atio
n
al
f
ac
to
r
s
d
em
o
n
s
tr
ate
s
o
p
h
is
ticated
ev
o
lu
tio
n
in
th
eir
co
n
ce
p
tu
aliza
tio
n
.
T
h
e
tr
an
s
itio
n
f
r
o
m
s
p
ec
if
ic
ter
m
s
lik
e
“tea
ch
er
cr
ea
tiv
ity
”
an
d
“m
o
tiv
atio
n
”
to
b
r
o
a
d
e
r
co
n
s
tr
u
cts
s
u
ch
as
“h
ig
h
er
e
d
u
ca
tio
n
”
an
d
“e
m
p
lo
y
ee
cr
ea
t
iv
ity
”
r
ef
lects
an
en
h
a
n
ce
d
u
n
d
er
s
tan
d
in
g
o
f
th
e
r
elatio
n
s
h
ip
b
etwe
en
p
r
o
f
ess
io
n
al
g
r
o
wth
an
d
cr
ea
tiv
e
f
ac
ilit
atio
n
.
T
h
is
d
ev
elo
p
m
en
t
a
lig
n
s
with
So
h
[
4
]
f
r
am
ewo
r
k
,
em
p
h
asizin
g
th
e
c
r
u
cial
r
o
le
o
f
m
o
tiv
ate
d
ed
u
ca
to
r
s
in
f
o
s
ter
in
g
cr
ea
tiv
e
lear
n
in
g
en
v
ir
o
n
m
en
ts
,
f
u
r
th
er
s
u
p
p
o
r
ted
b
y
C
ay
ir
d
ag
[
52
]
s
tu
d
y
o
n
cr
ea
tiv
e
s
elf
-
e
f
f
icac
y
.
T
h
e
an
aly
s
is
also
r
ev
ea
ls
s
u
s
tain
ed
in
ter
est
in
d
o
m
ain
-
s
p
ec
if
ic
cr
ea
tiv
ity
an
d
en
tr
e
p
r
en
eu
r
ial
in
ten
tio
n
ac
r
o
s
s
b
o
th
p
er
io
d
s
.
T
h
e
p
e
r
s
is
ten
ce
o
f
e
n
tr
ep
r
en
eu
r
s
h
ip
-
r
elate
d
k
ey
wo
r
d
s
,
co
u
p
le
d
with
t
h
e
em
er
g
en
ce
o
f
ter
m
s
lik
e
“in
n
o
v
atio
n
”
an
d
“p
e
r
ce
p
tio
n
,
”
s
u
g
g
ests
an
e
x
p
an
d
in
g
co
n
ce
p
t
u
al
f
r
am
ewo
r
k
th
at
b
r
id
g
es
ac
ad
e
m
ic
an
d
co
m
m
er
cial
ap
p
licatio
n
s
.
T
h
is
ev
o
lu
ti
o
n
r
e
f
lects
th
e
f
ield
’
s
r
esp
o
n
s
iv
en
ess
to
ch
an
g
in
g
s
o
cieta
l
n
ee
d
s
an
d
ec
o
n
o
m
ic
im
p
er
ativ
es
[7
]
,
[
1
3
]
.
Ad
d
it
io
n
ally
,
a
n
o
tab
le
tr
an
s
itio
n
is
o
b
s
er
v
ed
in
th
e
co
n
ce
p
tu
aliza
tio
n
o
f
d
i
g
ital
lear
n
in
g
.
T
h
e
d
is
ap
p
ea
r
an
ce
o
f
s
p
ec
if
ic
tech
n
o
lo
g
ical
r
ef
er
en
ce
s
lik
e
“m
o
b
ile
lear
n
in
g
”
in
f
av
o
r
o
f
b
r
o
ad
er
lear
n
in
g
p
ar
a
d
ig
m
s
s
u
g
g
ests
th
e
m
ain
s
tr
ea
m
in
g
o
f
d
i
g
ital
to
o
ls
in
ed
u
ca
tio
n
al
p
r
ac
tices.
T
h
is
s
h
if
t
em
p
h
asizes
co
m
p
r
eh
en
s
iv
e
ap
p
r
o
ac
h
es
to
lear
n
in
g
cr
ea
tiv
ity
th
at
tr
an
s
ce
n
d
s
p
ec
if
ic
tech
n
o
lo
g
ical
p
latf
o
r
m
s
[
53
]
,
[
54
]
.
T
h
ese
f
in
d
in
g
s
b
o
t
h
co
m
p
lem
en
t
an
d
ex
ten
d
p
r
e
v
io
u
s
r
esear
ch
,
p
ar
ticu
lar
l
y
Her
n
án
d
ez
-
T
o
r
r
an
o
a
n
d
I
b
r
ay
e
v
a
[
3
]
an
aly
s
is
o
f
g
lo
b
a
l
tr
en
d
s
in
cr
ea
tiv
ity
an
d
ed
u
c
atio
n
r
esear
ch
.
W
h
ile
th
eir
s
tu
d
y
id
en
tifie
d
ea
r
l
y
o
r
g
an
izatio
n
al
a
n
d
s
ch
o
o
l
co
n
tex
t
o
r
ien
tatio
n
s
,
o
u
r
a
n
aly
s
is
r
ev
ea
ls
m
o
r
e
n
u
an
ce
d
co
n
tem
p
o
r
ar
y
d
ev
elo
p
m
e
n
ts
.
Key
d
if
f
er
e
n
ce
s
in
clu
d
e
en
h
a
n
ce
d
em
p
h
asis
o
n
tech
n
o
lo
g
ical
in
teg
r
atio
n
,
b
r
o
ad
er
co
n
ce
p
tu
aliza
tio
n
o
f
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t,
a
n
d
ex
p
an
d
e
d
u
n
d
e
r
s
tan
d
in
g
o
f
e
n
tr
ep
r
e
n
e
u
r
ial
cr
ea
tiv
ity
.
T
h
e
tem
p
o
r
al
n
etwo
r
k
an
aly
s
is
s
u
g
g
ests
s
ev
er
al
p
r
o
m
is
in
g
d
ir
ec
tio
n
s
f
o
r
f
u
tu
r
e
r
esear
ch
.
T
h
ese
in
clu
d
e
in
v
esti
g
atin
g
tech
n
o
l
o
g
y
-
e
n
h
an
ce
d
cr
ea
tiv
ity
d
ev
elo
p
m
en
t
ac
r
o
s
s
ed
u
ca
tio
n
al
lev
els,
ex
am
in
in
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
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N:
2252
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e
lear
n
in
g
p
r
o
ce
s
s
es.
Ad
d
itio
n
ally
,
th
e
e
v
o
lu
tio
n
o
f
r
esear
ch
f
o
cu
s
in
d
i
ca
tes th
e
n
ee
d
f
o
r
co
n
tin
u
ed
in
v
esti
g
atio
n
in
to
th
e
in
ter
s
ec
tio
n
o
f
cr
ea
tiv
ity
with
em
er
g
in
g
e
d
u
ca
tio
n
al
p
ar
ad
i
g
m
s
an
d
tech
n
o
lo
g
ical
in
n
o
v
ati
o
n
s
.
T
h
is
an
aly
s
is
co
n
tr
ib
u
tes
to
o
u
r
u
n
d
er
s
tan
d
i
n
g
o
f
th
e
e
v
o
l
v
in
g
la
n
d
s
ca
p
e
o
f
c
r
ea
tiv
ity
r
esear
ch
in
ed
u
ca
tio
n
wh
ile
h
ig
h
lig
h
ti
n
g
ar
ea
s
r
eq
u
ir
in
g
f
u
r
th
er
s
ch
o
la
r
ly
atten
tio
n
.
T
h
e
o
b
s
er
v
ed
tr
a
n
s
itio
n
s
r
ef
lect
b
o
th
th
eo
r
etica
l
m
atu
r
atio
n
in
th
e
f
ield
an
d
r
esp
o
n
s
iv
en
ess
to
em
er
g
in
g
e
d
u
ca
tio
n
al
an
d
s
o
cieta
l
n
ee
d
s
.
Fu
tu
r
e
r
esear
ch
s
h
o
u
ld
co
n
tin
u
e
to
ex
p
lo
r
e
th
ese
ev
o
lv
in
g
d
y
n
a
m
ics
wh
ile
m
ain
tain
in
g
r
ig
o
r
o
u
s
m
eth
o
d
o
l
o
g
ical
ap
p
r
o
ac
h
es
to
u
n
d
e
r
s
tan
d
in
g
cr
ea
tiv
ity
in
ed
u
ca
tio
n
al
c
o
n
t
ex
ts
.
T
h
e
f
in
d
in
g
s
em
p
h
asize
th
e
d
y
n
am
ic
n
at
u
r
e
o
f
cr
ea
tiv
ity
r
esear
ch
in
ed
u
c
atio
n
an
d
its
co
n
tin
u
o
u
s
ad
ap
tatio
n
to
ch
an
g
in
g
ed
u
ca
tio
n
a
l
lan
d
s
ca
p
es.
T
h
is
ev
o
lu
tio
n
s
u
g
g
ests
th
e
n
ee
d
f
o
r
o
n
g
o
i
n
g
th
e
o
r
etica
l
d
ev
elo
p
m
en
t
an
d
p
r
ac
tical
ap
p
licatio
n
in
f
o
s
ter
in
g
cr
ea
tiv
ity
ac
r
o
s
s
v
a
r
io
u
s
e
d
u
c
atio
n
al
co
n
te
x
ts
.
As
th
e
f
ield
co
n
tin
u
es
to
d
ev
elo
p
,
m
ai
n
tain
in
g
th
is
b
alan
ce
b
etwe
en
th
eo
r
etica
l
ad
v
a
n
ce
m
en
t
an
d
p
r
ac
tical
a
p
p
licatio
n
will
b
e
c
r
u
cial
f
o
r
its
co
n
tin
u
ed
r
elev
an
ce
an
d
ef
f
ec
tiv
en
ess
in
s
u
p
p
o
r
tin
g
e
d
u
ca
tio
n
al
in
n
o
v
atio
n
a
n
d
s
tu
d
e
n
t d
ev
elo
p
m
en
t.
4.
CO
NCLU
SI
O
N
T
h
is
b
ib
lio
m
etr
ic
s
tu
d
y
ex
am
in
ed
cr
ea
tiv
ity
in
ed
u
ca
tio
n
al
r
esear
ch
ac
r
o
s
s
ASEA
N
f
r
o
m
2
0
0
0
to
2
0
2
4
,
an
aly
zin
g
4
5
3
s
cien
tific
ar
ticles
f
r
o
m
th
e
Sco
p
u
s
d
atab
ase
to
r
ev
ea
l
s
ig
n
if
ican
t
p
atter
n
s
in
r
esear
ch
ev
o
lu
tio
n
a
n
d
im
p
ac
t.
T
h
e
a
n
aly
s
is
s
h
o
ws
a
m
ar
k
ed
ac
ce
le
r
atio
n
in
r
esear
c
h
p
r
o
d
u
ctiv
it
y
af
ter
2
0
1
6
,
with
I
n
d
o
n
esian
s
ch
o
lar
s
(
6
5
%
n
u
m
b
er
o
f
ar
ticles),
p
ar
ticu
lar
ly
Z
u
b
aid
ah
an
d
C
o
r
e
b
im
a,
em
er
g
in
g
as
in
f
l
u
en
tial
co
n
tr
ib
u
to
r
s
th
r
o
u
g
h
h
ig
h
-
im
p
ac
t
p
u
b
licatio
n
s
in
v
en
u
es
s
u
ch
as
“
T
h
in
k
in
g
Sk
ills
an
d
C
r
ea
tiv
ity
”
an
d
th
e
“
I
n
ter
n
atio
n
al
J
o
u
r
n
al
o
f
I
n
s
tr
u
ctio
n
”
.
T
h
e
f
ield
h
as
s
h
if
ted
f
r
o
m
th
e
o
r
etica
l
f
r
am
e
wo
r
k
s
to
p
r
ac
tical
ap
p
licatio
n
s
,
with
a
f
o
c
u
s
o
n
STE
M
ed
u
ca
tio
n
,
d
ig
ital
lear
n
in
g
,
teac
h
er
p
r
o
f
ess
io
n
al
d
ev
e
lo
p
m
en
t,
a
n
d
cr
o
s
s
-
cu
ltu
r
al
d
im
en
s
io
n
s
.
Desp
ite
th
ese
ad
v
an
ce
s
,
c
h
allen
g
es
s
u
ch
as
lim
ited
cr
o
s
s
-
n
atio
n
al
co
llab
o
r
atio
n
,
in
co
n
s
is
ten
t
m
eth
o
d
o
lo
g
ies
in
ass
ess
in
g
cr
ea
tiv
ity
,
an
d
a
lac
k
o
f
lo
n
g
itu
d
in
al
s
tu
d
ies
o
n
in
ter
v
en
tio
n
im
p
ac
ts
r
em
ain
ev
id
e
n
t.
T
h
e
f
i
n
d
in
g
s
h
ig
h
lig
h
t
th
e
im
p
o
r
tan
ce
o
f
r
eg
io
n
al
c
o
o
p
e
r
atio
n
,
s
tan
d
ar
d
ized
to
o
ls
,
an
d
cu
ltu
r
ally
r
esp
o
n
s
iv
e
ap
p
r
o
ac
h
es
to
cr
ea
tiv
ity
ed
u
ca
ti
o
n
.
Fu
tu
r
e
r
esear
ch
s
h
o
u
l
d
d
ev
elo
p
r
eliab
le
m
ea
s
u
r
em
en
t
i
n
s
tr
u
m
en
ts
,
c
o
n
d
u
ct
c
o
m
p
a
r
ativ
e
cr
o
s
s
-
cu
ltu
r
al
s
tu
d
ies,
an
d
e
x
p
lo
r
e
th
e
l
o
n
g
-
ter
m
ef
f
ec
ts
o
f
cr
ea
tiv
ity
-
f
o
s
ter
in
g
in
ter
v
en
ti
o
n
s
wh
ile
ex
p
an
d
in
g
in
ter
n
atio
n
al
r
esear
ch
n
etwo
r
k
s
to
en
h
an
ce
g
l
o
b
al
in
f
lu
en
ce
.
Ad
d
itio
n
ally
,
f
u
t
u
r
e
b
ib
lio
m
etr
ic
r
esear
ch
co
u
ld
b
en
ef
it
f
r
o
m
:
i
)
in
clu
d
in
g
a
d
d
itio
n
al
d
atab
ases
an
d
non
-
E
n
g
lis
h
p
u
b
licatio
n
s
to
p
r
o
v
i
d
e
a
m
o
r
e
co
m
p
r
e
h
en
s
iv
e
v
iew
o
f
ASEA
N
c
r
ea
tiv
ity
r
esear
ch
;
ii
)
em
p
lo
y
in
g
ad
v
a
n
ce
d
b
i
b
lio
m
etr
ic
tech
n
iq
u
es
to
an
aly
ze
cr
o
s
s
-
n
atio
n
al
co
llab
o
r
at
io
n
p
atter
n
s
;
an
d
iii
)
co
n
d
u
ctin
g
co
m
p
a
r
ativ
e
b
ib
lio
m
etr
ic
a
n
aly
s
es
b
etwe
en
ASEA
N
an
d
o
th
e
r
r
e
g
io
n
s
to
id
e
n
tify
u
n
iq
u
e
r
eg
io
n
al
ch
a
r
ac
ter
is
tics
in
cr
ea
tiv
ity
ed
u
ca
tio
n
r
esear
ch
.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
T
h
e
au
t
h
o
r
s
w
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ld
lik
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t
o
t
h
an
k
Hu
e
U
n
iv
er
s
ity
f
o
r
f
u
n
d
in
g
th
e
r
esear
ch
p
r
o
ject
“
Scien
tific
cr
ea
tiv
ity
o
f
5
-
6
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y
ea
r
-
o
ld
ch
il
d
r
en
a
n
d
its
r
elatio
n
s
h
ip
with
th
e
ed
u
ca
tio
n
al
p
r
o
ce
s
s
”,
n
o
.
DHH2
0
2
4
-
03
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2
0
1
.
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h
is
r
esear
ch
is
p
ar
t
o
f
t
h
e
d
o
cto
r
al
d
is
s
er
tatio
n
o
f
Viet
-
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h
i
T
r
an
,
f
u
n
d
ed
b
y
Sch
o
lar
s
h
i
p
Pro
ject
8
9
,
wh
ich
aim
s
to
en
h
a
n
ce
th
e
co
m
p
ete
n
cies
o
f
ac
a
d
em
ic
an
d
ad
m
in
is
tr
ativ
e
s
taf
f
at
HE
I
s
in
Viet
n
am
f
r
o
m
2
0
2
1
to
2030.
AUTHO
R
CO
NT
RI
B
UT
I
O
NS ST
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T
E
M
E
N
T
T
h
is
jo
u
r
n
al
u
s
es
th
e
C
o
n
t
r
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u
to
r
R
o
les
T
a
x
o
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y
(
C
R
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to
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ize
in
d
iv
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d
u
al
au
th
o
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,
r
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th
o
r
s
h
ip
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is
p
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tes,
an
d
f
ac
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co
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o
r
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.
Na
m
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f
Aut
ho
r
C
M
So
Va
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Vi
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P
Fu
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an
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Vin
h
N
g
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n
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Viet
-
Nh
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r
an
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C
:
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I
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an
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b
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eq
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ir
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eth
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ap
p
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al.
DATA AV
AI
L
AB
I
L
I
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Y
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h
e
d
ata
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at
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e
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p
en
ly
a
v
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in
Me
n
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Data
at
h
ttp
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g
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.
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7
6
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m
v
d
7
tzjr
v
.
1
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v
.
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.
T
h
is
d
ataset
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ed
“
B
ib
lio
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etr
ic
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ataset
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n
cr
ea
tiv
ity
in
e
d
u
ca
ti
o
n
r
esear
ch
i
n
ASEA
N
co
u
n
tr
i
es
(
2
0
0
0
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2
0
2
4
)
.”
RE
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[
1
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J.
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[
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To
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[
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[
4
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[
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L.
R
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mm
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[
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A
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[
7
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T.
L
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me
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[
8
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[
9
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D
.
K
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[
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0
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D
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sy
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[
1
1
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A
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G
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3
[
1
2
]
T.
D
o
l
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c
k
,
P
.
B
a
z
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l
a
i
s,
D
.
J.
Le
m
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y
,
A
.
S
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,
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d
R
.
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.
B
a
s
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t
,
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l
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g
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c
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t
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[
1
3
]
N
.
M
.
S
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w
,
M
.
C
h
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,
a
n
d
A
.
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b
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o
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[
1
4
]
Y
.
Q
.
T
e
e
,
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i
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[
1
5
]
A
.
N
.
N.
H
u
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a
n
d
S
.
La
u
,
“
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o
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:
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h
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x
.
[
1
6
]
Q.
-
C
.
V
u
,
D
.
-
T.
T.
P
h
a
m,
a
n
d
D
.
-
C
.
Le
,
“
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o
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