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Hig
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Hig
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tech
n
o
lo
g
y
in
th
e
lear
n
in
g
p
r
o
ce
s
s
[
1
]
.
AR
is
a
tech
n
o
lo
g
y
th
at
c
o
m
b
in
es
r
ea
l
-
wo
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ld
elem
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ts
with
v
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elem
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in
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ea
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tim
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er
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b
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cr
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tin
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ter
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d
c
ap
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[
2
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T
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tech
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is
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3D
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with
th
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u
s
er
'
s
p
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s
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en
v
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o
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m
en
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[
3
]
.
T
h
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cr
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tes
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lear
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in
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ex
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ce
th
at
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n
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ly
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t in
a
r
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co
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tex
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[
4
]
.
Ho
wev
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d
esp
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its
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ten
tial,
th
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in
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r
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in
to
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On
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to
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f
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tiv
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in
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tech
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to
th
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m
,
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s
tacle
s
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as
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tech
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o
lo
g
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i
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f
r
astru
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th
e
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d
f
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r
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p
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Evaluation Warning : The document was created with Spire.PDF for Python.
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J
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ad
ap
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it
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Gen
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[
5
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willin
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[
6
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.
B
o
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1
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9
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,
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ills
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tain
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De
s
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tech
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,
n
o
t
all
ed
u
ca
tio
n
a
l
in
s
titu
tio
n
s
ar
e
a
b
le
to
u
tili
z
e
it
o
p
tim
ally
,
a
n
d
a
d
ap
tatio
n
to
n
ew
in
n
o
v
atio
n
s
s
u
ch
as
AR
s
till
f
ac
es
o
b
s
tacle
s
[
8
]
.
Ge
n
Z
'
s
lear
n
in
g
s
ty
le
is
u
n
iq
u
e
in
th
at
th
e
y
p
r
ef
er
in
te
r
ac
tiv
e,
v
is
u
al,
a
n
d
tech
n
o
lo
g
y
-
b
ased
lear
n
i
n
g
m
e
th
o
d
s
.
As
a
r
esu
lt,
th
e
u
s
e
o
f
AR
tech
n
o
lo
g
y
in
h
ig
h
er
ed
u
ca
tio
n
h
as
b
ec
o
m
e
r
ele
v
an
t a
n
d
h
as th
e
p
o
ten
tial to
m
ee
t th
e
lear
n
i
n
g
n
ee
d
s
o
f
t
h
is
g
en
er
atio
n
[
9
]
.
Desp
ite
th
e
g
r
o
win
g
b
o
d
y
o
f
r
esear
ch
o
n
AR
in
ed
u
ca
tio
n
,
s
ev
er
al
g
ap
s
r
em
ain
i
n
th
e
ex
is
tin
g
liter
atu
r
e.
Mo
s
t
s
tu
d
ies
h
av
e
f
o
cu
s
ed
o
n
th
e
g
e
n
er
al
b
en
ef
its
o
f
AR
with
o
u
t
s
p
ec
if
icall
y
in
v
esti
g
atin
g
its
ef
f
ec
tiv
en
ess
f
o
r
Gen
Z
s
tu
d
en
ts
in
h
ig
h
er
ed
u
ca
tio
n
[
1
0
]
.
W
h
ile
p
r
io
r
r
esear
ch
h
as
e
x
am
in
ed
AR
-
b
ased
lear
n
in
g
ap
p
licatio
n
s
,
f
ew
s
tu
d
ies
h
av
e
d
ev
elo
p
ed
s
tr
u
ctu
r
e
d
an
d
co
m
p
r
eh
en
s
iv
e
AR
lear
n
in
g
m
o
d
els
tailo
r
ed
t
o
G
e
n
Z
’
s
u
n
i
q
u
e
l
e
a
r
n
i
n
g
c
h
a
r
a
c
t
e
r
i
s
t
i
c
s
,
w
h
i
c
h
e
m
p
h
a
s
i
z
e
e
n
g
a
g
e
m
e
n
t
,
i
n
t
e
r
a
c
t
i
v
i
t
y
,
a
n
d
d
i
g
i
t
a
l
i
n
t
e
g
r
a
t
i
o
n
[
8
]
.
Alth
o
u
g
h
r
esear
ch
h
as
e
x
p
lo
r
ed
AR
’
s
im
p
ac
t
o
n
s
tu
d
en
t
en
g
a
g
em
en
t
an
d
m
o
tiv
ati
o
n
,
lim
ited
e
m
p
ir
ical
s
tu
d
ies
h
av
e
a
n
aly
ze
d
its
ef
f
e
ct
o
n
co
g
n
itiv
e
lear
n
i
n
g
o
u
tc
o
m
es
an
d
s
k
ill
d
ev
el
o
p
m
en
t
i
n
h
ig
h
er
e
d
u
ca
tio
n
s
ettin
g
s
[
1
1
]
.
Sp
ec
if
ically
,
th
e
r
o
le
o
f
AR
in
f
o
s
ter
in
g
p
r
o
b
lem
-
s
o
lv
i
n
g
s
k
ills
,
cr
itical
th
in
k
in
g
,
an
d
k
n
o
wled
g
e
r
eten
tio
n
i
n
Gen
Z
s
tu
d
en
ts
r
em
ain
s
u
n
d
e
r
ex
p
lo
r
e
d
.
Prio
r
s
tu
d
ies
h
a
v
e
p
r
im
ar
ily
a
d
d
r
ess
ed
tech
n
ical
an
d
in
f
r
astru
ctu
r
al
c
h
allen
g
es,
b
u
t
th
er
e
is
a
lack
o
f
r
esear
ch
an
aly
zin
g
th
e
r
ea
d
i
n
ess
o
f
lectu
r
er
s
an
d
in
s
titu
tio
n
s
in
in
teg
r
atin
g
AR
in
to
th
eir
cu
r
r
icu
lu
m
[
6
]
.
Qu
esti
o
n
s
r
eg
ar
d
in
g
p
ed
ag
o
g
i
ca
l
ad
ap
tatio
n
,
f
ac
u
lty
tr
ain
in
g
,
an
d
in
s
titu
tio
n
al
s
tr
ateg
ies
f
o
r
AR
ad
o
p
tio
n
ar
e
s
till
o
p
en
f
o
r
in
v
esti
g
atio
n
.
W
h
ile
AR
h
as
b
ee
n
wid
ely
s
tu
d
ied
,
r
esear
ch
o
n
its
a
p
p
li
ca
tio
n
ac
r
o
s
s
o
th
er
d
is
cip
lin
es
in
h
i
g
h
er
ed
u
ca
tio
n
r
em
ai
n
s
lim
ited
[
1
2
]
.
Fu
r
th
e
r
s
tu
d
ies
ar
e
n
ee
d
ed
to
d
eter
m
in
e
h
o
w
AR
-
b
ased
lear
n
in
g
m
o
d
els
ca
n
b
e
ad
ap
t
ed
to
v
ar
io
u
s
ac
ad
em
ic
f
ield
s
an
d
ef
f
ec
tiv
ely
im
p
lem
en
ted
t
o
s
u
p
p
o
r
t
d
if
f
er
e
n
t
lear
n
in
g
o
b
jectiv
es.
T
h
e
aim
o
f
th
is
s
y
s
tem
atic
liter
atu
r
e
r
e
v
iew
(
SLR)
s
tu
d
y
is
to
ex
p
lo
r
e
an
d
d
eter
m
i
n
e
a
lear
n
in
g
m
o
d
el
u
s
in
g
AR
th
a
t
is
s
u
itab
le
f
o
r
Gen
Z
in
h
ig
h
er
ed
u
ca
tio
n
.
I
t
is
h
o
p
ed
t
h
a
t
th
is
r
es
ea
r
ch
ca
n
s
ig
n
if
ican
tly
en
h
a
n
ce
th
e
q
u
al
ity
o
f
lea
r
n
in
g
an
d
o
f
f
er
p
r
ac
t
ical
ad
v
ice
to
ed
u
ca
tio
n
al
in
s
t
itu
tio
n
s
o
n
h
o
w
to
ef
f
ec
tiv
ely
im
p
lem
e
n
t A
R
tech
n
o
lo
g
y
.
2.
M
E
T
H
O
D
T
h
e
r
esear
ch
er
s
p
er
f
o
r
m
ed
a
SLR
in
th
i
s
in
v
esti
g
atio
n
.
I
n
th
is
r
ev
iew,
th
e
p
r
ef
er
r
ed
r
e
p
o
r
tin
g
item
s
f
o
r
s
y
s
tem
atic
r
ev
iews
an
d
m
eta
-
an
aly
s
es
(
PR
I
SMA)
s
tate
m
en
t
an
d
f
lo
w
d
iag
r
am
wer
e
u
tili
ze
d
to
f
ac
ilit
ate
th
e
s
y
n
th
esis
o
f
p
er
tin
en
t
jo
u
r
n
al
ar
ticles.
Gen
er
ally
,
th
e
p
r
o
ce
s
s
o
f
SLR
h
a
s
th
r
ee
m
ain
s
tag
es:
p
lan
n
in
g
th
e
r
ev
iew,
id
en
tific
atio
n
,
s
cr
ee
n
in
g
,
elig
ib
ilit
y
,
an
d
d
ata
ab
s
t
r
ac
tio
n
,
an
d
an
aly
s
is
[
1
3
]
.
T
h
ese
s
tep
s
h
ad
an
im
p
ac
t
o
n
th
e
m
eth
o
d
o
lo
g
y
u
s
ed
to
p
er
f
o
r
m
t
h
is
ev
alu
at
io
n
an
d
d
escr
ib
e
th
e
ap
p
r
o
a
ch
es
u
s
ed
f
o
r
d
ata
co
llectin
g
.
2
.
1
.
P
l
a
nn
ing
t
he
r
ev
iew
I
n
th
is
s
ec
tio
n
,
th
e
au
th
o
r
co
l
lects
a
co
llectio
n
o
f
r
esear
ch
p
ap
er
s
f
r
o
m
th
e
Sco
p
u
s
,
Pu
b
Me
d
,
a
n
d
W
eb
o
f
Scien
ce
(
W
o
S)
d
atab
ases
.
T
h
er
ef
o
r
e,
th
e
au
th
o
r
d
elib
er
ately
ch
o
s
e
to
ex
p
lo
r
e
AR
lear
n
in
g
am
o
n
g
Gen
Z
,
esp
ec
ially
with
in
th
e
f
r
am
ewo
r
k
o
f
th
e
th
ir
d
lev
el
lear
n
in
g
m
o
d
el.
Ap
p
r
o
p
r
iate
k
ey
wo
r
d
s
e
x
tr
ac
ted
f
r
o
m
th
e
titl
e
to
ca
r
r
y
o
u
t
th
e
r
ev
iew
in
clu
d
e
lear
n
in
g
m
o
d
e
ls
,
AR
,
Gen
Z
,
an
d
h
ig
h
er
ed
u
ca
tio
n
.
Nex
t,
th
o
s
e
k
ey
wo
r
d
s
ar
e
co
m
b
in
ed
u
s
in
g
th
e
lo
g
ical
o
p
er
ato
r
s
"OR"
an
d
"AN
D"
to
cr
ea
te
a
s
ea
r
ch
s
tr
in
g
.
T
h
is
s
ea
r
ch
s
tr
in
g
is
u
s
ed
as
a
liter
atu
r
e
s
ea
r
ch
s
tr
ateg
y
at
t
h
e
d
ef
in
itio
n
s
tag
e
[
1
4
]
.
T
a
b
le
1
p
r
esen
ts
th
e
m
eth
o
d
o
lo
g
y
u
s
ed
to
co
n
d
u
ct
th
e
liter
atu
r
e
s
ea
r
ch
.
T
h
e
k
ey
wo
r
d
s
tr
in
g
s
an
d
co
m
b
in
atio
n
s
u
s
in
g
th
e
PR
I
SMA
s
tatem
en
t,
th
e
n
ex
t step
in
th
is
p
h
ase
is
to
k
ee
p
lo
o
k
i
n
g
f
o
r
p
er
tin
en
t
p
u
b
licatio
n
s
.
B
y
co
m
p
ilin
g
p
r
e
-
ex
is
tin
g
d
ata
f
r
o
m
s
ch
o
lar
l
y
p
ap
er
s
,
th
is
s
tep
im
p
r
o
v
es
th
e
d
ata
co
llectio
n
t
o
o
ls
[
1
5
]
.
I
d
en
tific
atio
n
,
s
cr
ee
n
in
g
,
elig
i
b
ilit
y
,
an
d
in
cl
u
s
io
n
ar
e
th
e
f
o
u
r
p
h
ases
o
f
th
e
PR
I
SMA
s
elec
tio
n
p
r
o
c
ess
[
1
6
]
.
2
.
2
.
I
dentif
ica
t
io
n
T
h
e
id
en
tific
atio
n
s
tag
e
b
e
g
in
s
b
y
lo
o
k
in
g
f
o
r
r
elev
an
t a
r
ticles to
r
ev
iew.
A
s
ea
r
ch
was c
o
n
d
u
cted
o
n
Sco
p
u
s
,
Pu
b
ME
D,
an
d
W
o
S
u
s
in
g
th
e
k
ey
wo
r
d
s
lis
ted
in
T
ab
le
1
,
s
p
ec
if
ically
"lea
r
n
in
g
m
o
d
el"
o
r
"lea
r
n
in
g
m
eth
o
d
s
,
"
"a
u
g
m
en
ted
r
ea
lity
"
o
r
"AR,"
"
g
en
er
atio
n
Z
"
o
r
"Ge
n
Z
,
"
an
d
"h
i
g
h
er
ed
u
ca
ti
o
n
"
o
r
"e
d
u
ca
tio
n
".
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
d
o
n
esian
J
E
lec
E
n
g
&
C
o
m
p
Sci
I
SS
N:
2502
-
4
7
5
2
S
ystema
tic
liter
a
tu
r
e
r
ev
ie
w
o
f le
a
r
n
in
g
mo
d
el
u
s
in
g
a
u
g
me
n
ted
r
ea
lity fo
r
…
(
Zu
lfa
ch
mi
)
1111
T
h
e
s
ea
r
ch
f
o
r
th
is
to
p
ic
y
ield
ed
6
0
9
r
esu
lts
f
r
o
m
Sco
p
u
s
,
7
9
f
r
o
m
Pu
b
ME
D,
an
d
2
7
f
r
o
m
W
o
S
[
1
7
]
.
On
J
u
n
e
1
2
,
2
0
2
4
,
th
e
last
s
ea
r
ch
wa
s
co
n
d
u
cted
,
an
d
a
to
tal
o
f
7
1
5
r
esu
lts
wer
e
f
ilter
ed
.
Fi
g
u
r
e
1
d
is
p
lay
s
th
e
PR
I
SMA
p
r
o
to
co
l f
lo
w.
T
ab
le
1
.
L
iter
atu
r
e
s
ea
r
ch
s
tr
at
eg
y
K
e
y
w
o
r
d
Th
e
w
o
r
d
s
t
r
i
n
g
s
a
n
d
t
h
e
i
r
c
o
m
b
i
n
a
t
i
o
n
s
Le
a
r
n
i
n
g
m
o
d
e
l
(
“
Le
a
r
n
i
n
g
m
o
d
e
l
”
O
R
“
l
e
a
r
n
i
n
g
m
e
t
h
o
d
s
”
)
A
N
D
AR
(
“
A
u
g
me
n
t
e
d
r
e
a
l
i
t
y
”
O
R
“
A
R
”
)
A
N
D
G
e
n
Z
(
“
G
e
n
e
r
a
t
i
o
n
Z”
O
R
“
G
e
n
Z”
)
A
N
D
H
i
g
h
e
r
e
d
u
c
a
t
i
o
n
(
“
H
i
g
h
e
r
e
d
u
c
a
t
i
o
n
”
O
R
“
e
d
u
c
a
t
i
o
n
”
)
Fig
u
r
e
1
.
Diag
r
a
m
o
f
th
e
PR
I
SMA
f
lo
w
u
s
ed
in
th
e
a
r
ticle
s
elec
tio
n
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r
o
ce
d
u
r
e
2
.
3
.
Scre
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So
r
tin
g
d
ata
b
ased
o
n
ar
ticl
e
titl
e,
y
ea
r
o
f
p
u
b
licatio
n
,
d
o
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m
e
n
t
ty
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e
,
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g
u
ag
e,
an
d
ar
ticle
ac
ce
s
s
ib
ilit
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co
m
p
letes
th
e
f
il
ter
in
g
s
tag
e.
T
h
e
to
p
ic,
s
p
ec
if
ically
lear
n
in
g
m
o
d
els
u
s
in
g
AR
f
o
r
Gen
Z
i
n
h
ig
h
er
ed
u
ca
tio
n
,
m
u
s
t
alig
n
with
th
e
titl
e
o
f
th
e
ar
t
icle.
T
h
e
p
u
b
licatio
n
y
ea
r
b
etwe
en
2
0
1
9
a
n
d
2
0
2
4
to
g
ath
er
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elev
a
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p
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to
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ate
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ies.
T
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e
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ted
d
o
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m
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t
ty
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e
is
o
n
ly
f
o
r
o
r
ig
in
al
r
es
ea
r
ch
p
u
b
lis
h
ed
in
s
cien
tific
jo
u
r
n
als.
T
r
ad
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jo
u
r
n
als,
m
ag
az
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es,
b
o
o
k
s
,
n
ewsp
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s
,
an
d
co
n
f
er
en
ce
p
a
p
er
s
wer
e
ex
clu
d
ed
[
1
8
]
.
T
h
e
lan
g
u
a
g
e
was
s
et
to
E
n
g
lis
h
to
s
tan
d
ar
d
ize
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e
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esea
r
ch
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d
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s
s
ib
i
lity
was
r
estricte
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to
f
u
ll
-
tex
t
ar
ticles
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r
ee
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ce
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o
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ly
.
T
h
e
s
cr
ee
n
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g
p
r
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ce
s
s
y
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ed
2
9
6
ar
ticles
u
n
r
elate
d
to
t
h
e
r
esear
ch
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n
d
e
r
in
v
esti
g
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n
.
I
n
t
h
e
n
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t
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ta
g
e,
elim
in
ate
d
u
p
licatio
n
b
et
wee
n
id
en
tific
atio
n
r
esu
lts
[
1
9
]
.
A
to
tal
o
f
3
7
1
d
u
p
licate
r
esu
lts
f
r
o
m
o
th
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o
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r
n
al
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atab
ase
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ce
s
wer
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f
o
u
n
d
in
t
h
e
lis
t o
f
s
ea
r
ch
r
esu
lts
.
Evaluation Warning : The document was created with Spire.PDF for Python.
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Ed
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s,
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La
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En
g
l
i
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O
t
h
e
r
s
2
.
4
.
E
lig
ibi
lity
T
h
is
s
tag
e
r
eq
u
ir
es
th
e
co
llab
o
r
atio
n
o
f
all
au
t
h
o
r
s
to
m
an
u
ally
v
er
if
y
th
e
in
f
o
r
m
atio
n
b
a
s
ed
o
n
th
e
p
ap
er
ab
s
tr
ac
t.
T
o
o
p
tim
ize
e
f
f
icien
cy
an
d
ass
u
r
e
co
m
p
r
e
h
en
s
iv
e
co
v
er
ag
e
o
f
o
u
r
r
ev
ie
w
r
eq
u
ir
em
en
ts
,
th
e
p
ap
er
s
wer
e
d
is
tr
ib
u
ted
e
q
u
ita
b
ly
am
o
n
g
th
e
au
th
o
r
s
[
2
0
]
.
T
itles
th
at
ar
e
p
er
tin
en
t,
co
r
r
ela
ted
with
th
e
s
u
b
ject
m
atter
,
an
d
ap
p
r
o
p
r
iate
f
o
r
o
u
r
in
ten
d
ed
s
am
p
le
ar
e
s
o
u
g
h
t.
Su
b
s
eq
u
en
tly
,
o
th
e
r
cr
iter
ia
th
at
f
ailed
to
s
atis
f
y
o
u
r
r
e
v
iew
s
tan
d
ar
d
s
wer
e
est
ab
lis
h
ed
,
in
clu
d
in
g
titl
es
th
at
wer
e
n
o
t
p
e
r
tin
en
t,
s
tu
d
ies
th
at
co
n
ce
n
tr
a
ted
o
n
v
ir
tu
al
r
ea
lity
i
n
s
tead
o
f
AR
,
r
esear
ch
th
at
was
u
n
co
n
n
ec
t
ed
to
h
ig
h
er
ed
u
ca
tio
n
a
n
d
le
ar
n
in
g
m
o
d
els,
a
n
d
o
th
er
f
ac
t
o
r
s
[
2
1
]
.
Du
r
in
g
th
i
s
s
tag
e,
a
to
tal
o
f
1
5
3
p
a
p
er
s
m
et
th
e
cr
iter
ia
f
o
r
b
ein
g
in
cl
u
d
ed
i
n
r
ev
iew,
as
in
d
icate
d
in
Fig
u
r
e
1
.
2
.
5
.
Da
t
a
a
bs
t
ra
ct
io
n a
nd
a
na
ly
s
is
T
o
tal
o
f
6
3
s
tu
d
ies
to
in
clu
d
e
in
th
e
p
r
ev
io
u
s
s
tag
e
o
f
th
is
s
y
s
tem
atic
liter
atu
r
e
r
ev
iew,
b
ased
o
n
o
u
r
s
p
ec
if
ic
cr
iter
ia
f
o
r
in
clu
s
io
n
.
T
h
ese
s
elec
tio
n
s
ar
e
d
etailed
i
n
T
ab
le
2
.
T
h
e
v
alid
ity
an
d
r
e
liab
ilit
y
o
f
s
tu
d
ies
ar
e
co
n
tin
g
en
t
u
p
o
n
th
e
ca
lib
r
e
o
f
th
e
ar
ticles
an
d
th
e
r
ig
o
u
r
o
f
th
e
r
ev
iew
tec
h
n
iq
u
es.
T
h
e
in
c
o
r
p
o
r
atio
n
cr
iter
ia
an
d
th
e
s
tr
in
g
en
t
f
r
am
ewo
r
k
o
f
th
e
PR
I
SMA
p
r
o
to
c
o
l
en
h
an
ce
th
e
q
u
ality
an
d
d
e
p
en
d
ab
ilit
y
o
f
th
e
d
ata,
h
en
ce
m
itig
atin
g
th
e
p
o
t
en
tial
f
o
r
b
ias
[
2
2
]
.
T
h
ese
s
p
e
cif
ic
p
u
b
licatio
n
s
wer
e
ex
am
i
n
ed
to
d
eter
m
in
e
th
e
co
m
p
r
eh
e
n
s
io
n
o
f
AR
,
its
b
en
ef
its
an
d
d
r
awb
ac
k
s
in
th
e
c
o
n
tex
t
o
f
ed
u
ca
tio
n
,
an
d
to
aid
a
u
th
o
r
s
in
an
al
y
zin
g
r
esear
ch
in
q
u
ir
ies
f
o
r
d
is
co
v
e
r
ies
in
th
e
r
ep
o
r
tin
g
s
ec
tio
n
[
2
3
]
.
T
h
is
s
tu
d
y
em
p
l
o
y
s
m
eta
-
an
aly
s
is
tech
n
iq
u
es
to
ex
am
in
e
r
esear
ch
f
in
d
in
g
s
.
T
h
e
m
eta
-
an
aly
s
is
ap
p
r
o
ac
h
in
v
o
lv
es
th
e
s
y
n
th
esis
an
d
ex
am
in
atio
n
o
f
d
ata
f
r
o
m
m
u
ltip
le
s
tu
d
ies
th
at
h
a
v
e
b
ee
n
u
n
d
er
tak
en
o
n
r
elate
d
r
esear
ch
is
s
u
es
[
2
4
]
.
Per
tin
en
t
f
in
d
in
g
s
a
n
d
d
ata
f
r
o
m
p
r
io
r
s
tu
d
ies we
r
e
co
m
p
i
led
to
f
in
alize
th
e
liter
atu
r
e
r
e
v
iew.
Prim
ar
ily
,
th
e
ac
q
u
ir
ed
d
ata
o
r
f
in
d
in
g
s
will
b
e
u
tili
ze
d
t
o
ad
d
r
ess
r
esear
ch
in
q
u
ir
ies.
T
h
is
r
e
v
iew
aim
s
to
s
y
n
th
esize
an
d
in
teg
r
a
te
in
f
o
r
m
atio
n
f
r
o
m
m
u
ltip
le
s
tu
d
ies,
with
th
e
g
o
al
o
f
en
h
an
cin
g
ea
r
lier
r
esear
ch
.
I
n
ad
d
itio
n
,
th
em
atic
an
a
ly
s
is
,
a
r
ec
o
g
n
ize
d
ap
p
r
o
ac
h
f
o
r
d
is
ce
r
n
in
g
p
atte
r
n
s
o
r
th
em
es
i
n
q
u
alitativ
e
d
ata,
was
u
tili
ze
d
[
2
5
]
.
Data
wer
e
ex
tr
ac
te
d
f
r
o
m
p
r
ev
io
u
s
ly
c
o
n
d
u
cted
in
v
esti
g
atio
n
s
,
r
esu
ltin
g
in
a
to
tal
o
f
6
3
a
r
ticles.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
Resul
t
T
h
e
f
in
d
in
g
s
in
th
is
s
ec
tio
n
wer
e
o
r
g
a
n
ized
b
y
d
if
f
e
r
en
t
y
ea
r
s
,
d
is
tin
ct
d
atab
ase
s
o
u
r
c
es,
an
d
t
h
e
r
e
s
e
a
r
c
h
d
e
s
i
g
n
s
a
n
d
s
u
b
j
e
c
t
s
t
h
a
t
m
o
t
i
v
a
t
e
d
o
u
r
r
e
v
i
e
w
a
n
d
a
n
a
l
y
s
i
s
,
u
s
i
n
g
a
s
y
s
t
e
m
a
t
i
c
r
e
v
i
e
w
a
p
p
r
o
a
c
h
[
2
6
]
.
Acc
o
r
d
in
g
t
o
th
e
to
tal
n
u
m
b
er
o
f
lea
r
n
in
g
m
o
d
el
a
n
aly
s
is
s
tu
d
ies
em
p
lo
y
in
g
AR
f
o
r
Gen
Z
in
h
i
g
h
e
r
ed
u
ca
tio
n
p
u
b
lis
h
ed
b
etwe
en
2
0
1
9
a
n
d
2
0
2
4
[
2
7
]
.
T
h
e
f
o
llo
win
g
s
u
b
s
ec
tio
n
s
p
r
o
v
id
e
r
esp
o
n
s
es
to
th
e
s
p
ec
if
ied
r
esear
ch
to
p
ics.
T
h
is
s
ec
tio
n
p
r
esen
ts
th
e
an
aly
s
is
o
f
th
e
d
ata
ex
tr
ac
ted
f
r
o
m
th
e
s
tu
d
ies
in
ac
co
r
d
an
ce
with
t
h
e
th
r
ee
d
ef
i
n
ed
r
esear
ch
q
u
esti
o
n
s
.
3
.
1
.
1
.
RQ
1
:
w
ha
t
a
re
t
he
cha
ra
ct
er
is
t
ics o
f
G
en
Z
s
t
ud
ent
s
?
Gen
Z
s
tu
d
en
ts
wh
o
wer
e
b
o
r
n
in
th
e
m
id
-
1
9
9
0
s
to
th
e
ea
r
ly
2
0
1
0
s
h
av
e
d
i
f
f
er
en
t
c
h
ar
ac
ter
is
tics
f
r
o
m
p
r
e
v
io
u
s
g
en
er
atio
n
s
.
T
h
ey
ar
e
d
ig
ital
n
ativ
es,
r
aised
i
n
an
er
a
o
f
th
e
in
ter
n
et
an
d
a
d
v
an
ce
d
tech
n
o
lo
g
y
th
at
d
ef
in
es
alm
o
s
t
ev
er
y
asp
ec
t
o
f
th
eir
liv
es
[
2
8
]
.
T
h
ese
y
o
u
n
g
p
eo
p
le
ar
e
ad
ep
t
at
u
s
in
g
s
m
ar
tp
h
o
n
es
an
d
s
o
cial
m
ed
ia
to
s
o
cialize
,
f
in
d
in
f
o
r
m
atio
n
an
d
lear
n
[
2
9
]
.
Du
e
to
b
ein
g
u
s
ed
to
f
ast
an
d
im
m
ed
iat
e
in
f
o
r
m
atio
n
,
G
en
Z
ten
d
to
h
av
e
s
h
o
r
t
atten
tio
n
s
p
an
s
an
d
p
r
ef
er
v
is
u
al
an
d
in
ter
ac
tiv
e
co
n
ten
t.
Fro
m
an
ed
u
ca
tio
n
al
p
er
s
p
ec
tiv
e
,
f
lex
i
b
le
an
d
in
ter
ac
tiv
e
lear
n
i
n
g
m
eth
o
d
s
,
s
u
ch
as
e
-
lear
n
in
g
a
n
d
b
len
d
e
d
lear
n
in
g
,
ar
e
p
r
ef
e
r
r
ed
o
v
er
c
o
n
v
e
n
tio
n
al
m
eth
o
d
s
b
y
th
em
[
3
0
]
.
I
n
ad
d
itio
n
,
G
en
Z
h
as
a
h
ig
h
s
o
cial
an
d
en
v
ir
o
n
m
en
tal
a
war
en
ess
,
o
f
ten
ca
r
r
y
i
n
g
o
u
t
ac
tiv
ities
r
elate
d
to
s
u
s
tain
ab
ilit
y
an
d
s
o
cial
ju
s
tice
[
3
1
]
.
Ge
n
Z
also
k
n
o
wn
as
a
m
o
r
e
o
p
e
n
a
n
d
i
n
clu
s
iv
e
g
en
er
atio
n
,
an
d
h
av
e
an
attitu
d
e
th
at
is
m
o
r
e
ac
ce
p
tin
g
o
f
d
iv
er
s
ity
.
Gen
Z
s
tu
d
en
ts
ty
p
ically
s
ee
k
a
b
alan
ce
b
etwe
en
ac
ad
em
ic
an
d
p
er
s
o
n
al
life
an
d
p
lace
a
h
ig
h
v
al
u
e
o
n
m
en
tal
h
ea
lth
an
d
em
o
tio
n
al
well
-
b
ein
g
[
3
2
]
.
C
o
llab
o
r
ativ
e
in
n
atu
r
e,
th
ey
o
f
ten
wo
r
k
in
team
s
an
d
p
r
io
r
itize
co
llab
o
r
atio
n
an
d
ex
ten
s
iv
e
n
etwo
r
k
in
g
to
ac
h
iev
e
th
eir
g
o
als
[
3
3
]
.
R
esear
ch
er
s
id
en
tifie
d
s
ev
er
al
wa
y
s
to
ex
p
lo
r
e
th
e
c
h
ar
ac
ter
is
tics
o
f
Gen
Z
s
tu
d
e
n
ts
,
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
d
o
n
esian
J
E
lec
E
n
g
&
C
o
m
p
Sci
I
SS
N:
2502
-
4
7
5
2
S
ystema
tic
liter
a
tu
r
e
r
ev
ie
w
o
f le
a
r
n
in
g
mo
d
el
u
s
in
g
a
u
g
me
n
ted
r
ea
lity fo
r
…
(
Zu
lfa
ch
mi
)
1113
as
p
r
esen
ted
in
T
ab
le
3
.
B
ase
d
o
n
th
e
r
ev
iew
r
esu
lts
f
r
o
m
T
ab
le
3
,
th
er
e
ar
e
ch
ar
ac
ter
is
tics
o
f
Gen
Z
,
wh
ich
ar
e
p
r
esen
te
d
in
Fig
u
r
e
2
.
T
ab
le
3
.
C
h
ar
ac
ter
is
tics
o
f
Ge
n
Z
s
tu
d
en
ts
A
u
t
h
o
r
s
S
t
a
t
e
me
n
t
A
b
st
r
a
c
t
i
o
n
D
h
i
n
a
k
a
r
a
n
e
t
a
l
.
[
2
9
]
G
e
n
Z
e
x
h
i
b
i
t
s
p
r
a
g
ma
t
i
c
,
s
e
l
f
-
r
e
l
i
a
n
t
,
a
n
d
g
l
o
b
a
l
p
e
r
sp
e
c
t
i
v
e
a
s
a
g
e
n
t
s
o
f
c
h
a
n
g
e
,
a
l
o
n
g
w
i
t
h
a
st
r
o
n
g
e
mp
h
a
si
s
o
n
h
e
a
l
t
h
c
o
n
sc
i
o
u
s
n
e
ss
.
T
h
e
s
e
a
t
t
r
i
b
u
t
e
s s
i
g
n
i
f
y
n
o
t
a
b
l
e
sh
i
f
t
s i
n
s
t
u
d
e
n
t
c
o
n
d
u
c
t
w
h
e
n
c
o
m
p
a
r
e
d
t
o
e
a
r
l
i
e
r
g
e
n
e
r
a
t
i
o
n
s,
r
e
su
l
t
i
n
g
i
n
t
h
e
e
merg
e
n
c
e
o
f
a
g
e
n
e
r
a
t
i
o
n
g
a
p
.
T
h
e
s
e
m
o
d
i
f
i
c
a
t
i
o
n
s
h
i
g
h
l
i
g
h
t
t
h
e
n
e
c
e
ss
i
t
y
f
o
r
a
d
a
p
t
a
t
i
o
n
s
i
n
e
d
u
c
a
t
i
o
n
a
l
m
e
t
h
o
d
o
l
o
g
i
e
s
a
n
d
i
n
t
e
r
g
e
n
e
r
a
t
i
o
n
a
l
e
n
g
a
g
e
me
n
t
s t
o
c
a
t
e
r
t
o
t
h
e
d
i
s
t
i
n
c
t
r
e
q
u
i
r
e
m
e
n
t
s
o
f
G
e
n
Z.
G
e
n
Z
i
s
r
e
a
l
i
s
t
i
c
,
i
n
d
e
p
e
n
d
e
n
t
,
g
l
o
b
a
l
-
mi
n
d
e
d
,
c
h
a
n
g
e
-
m
a
k
e
r
s,
a
n
d
h
e
a
l
t
h
-
c
o
n
sc
i
o
u
s
,
w
h
i
c
h
c
o
m
p
l
e
t
e
l
y
c
h
a
n
g
e
s
st
u
d
e
n
t
b
e
h
a
v
i
o
r
a
n
d
c
r
e
a
t
e
s
a
g
e
n
e
r
a
t
i
o
n
g
a
p
.
K
h
a
l
i
d
e
t
a
l
.
[
3
1
]
G
e
n
Z
h
a
s
u
n
i
q
u
e
c
h
a
r
a
c
t
e
r
i
s
t
i
c
s.
T
h
e
a
g
e
d
i
f
f
e
r
e
n
c
e
b
e
t
w
e
e
n
e
d
u
c
a
t
o
r
s
o
r
i
n
s
t
r
u
c
t
o
r
s a
n
d
G
e
n
Z
st
u
d
e
n
t
s
c
a
n
so
m
e
t
i
mes
c
a
u
s
e
mi
su
n
d
e
r
st
a
n
d
i
n
g
s
a
n
d
e
a
s
i
l
y
m
a
k
e
t
h
e
st
u
d
e
n
t
s
st
r
e
sse
d
.
G
e
n
Z
st
u
d
e
n
t
s
a
r
e
mo
r
e
l
i
k
e
l
y
t
o
g
e
t
st
r
e
sse
d
e
a
si
l
y
i
f
t
h
e
i
r
t
e
a
c
h
e
r
s
a
r
e
q
u
i
t
e
f
a
r
a
p
a
r
t
i
n
a
g
e
.
H
e
g
a
d
e
a
n
d
S
h
e
t
t
a
r
[
3
2
]
G
e
n
Z
h
a
s
e
a
r
l
y
e
x
p
o
s
u
r
e
t
o
t
h
e
i
n
t
e
r
n
e
t
,
p
o
ss
e
sses
a
h
i
g
h
l
e
v
e
l
o
f
t
e
c
h
n
o
l
o
g
i
c
a
l
p
r
o
f
i
c
i
e
n
c
y
,
a
n
d
m
a
i
n
t
a
i
n
s
a
h
a
r
m
o
n
i
o
u
s
p
r
e
se
n
c
e
o
n
b
o
t
h
so
c
i
a
l
me
d
i
a
p
l
a
t
f
o
r
ms a
n
d
t
r
a
d
i
t
i
o
n
a
l
m
e
d
i
a
.
G
e
n
Z
p
u
p
i
l
s
n
e
c
e
s
si
t
a
t
e
a
n
e
d
u
c
a
t
i
o
n
a
l
s
t
r
a
t
e
g
y
t
h
a
t
p
r
i
o
r
i
t
i
z
e
s
c
o
n
c
e
p
t
u
a
l
d
e
s
i
g
n
a
n
d
m
o
t
i
v
a
t
i
o
n
r
a
t
h
e
r
t
h
a
n
a
st
r
a
i
g
h
t
f
o
r
w
a
r
d
d
e
l
i
v
e
r
y
o
f
l
e
ss
o
n
s
.
G
e
n
Z
st
u
d
e
n
t
s
a
r
e
mo
r
e
c
o
mf
o
r
t
a
b
l
e
u
si
n
g
t
e
c
h
n
o
l
o
g
y
a
n
d
v
i
s
u
a
l
s
t
h
a
n
c
o
n
v
e
n
t
i
o
n
a
l
l
e
a
r
n
i
n
g
.
Y
u
a
n
d
S
u
n
y
[
3
0
]
G
e
n
Z
st
u
d
e
n
t
s
e
x
h
i
b
i
t
a
p
r
e
f
e
r
e
n
c
e
f
o
r
o
n
l
i
n
e
c
o
mm
u
n
i
c
a
t
i
o
n
,
a
d
a
p
t
a
b
l
e
t
i
me
t
a
b
l
e
s,
mu
l
t
i
m
e
d
i
a
ma
t
e
r
i
a
l
s
,
a
n
d
d
i
v
e
r
s
e
a
p
p
l
i
c
a
t
i
o
n
s.
N
e
v
e
r
t
h
e
l
e
ss,
s
t
u
d
e
n
t
s fr
o
m G
e
n
Z
a
r
e
i
n
c
r
e
a
s
i
n
g
l
y
r
e
q
u
e
s
t
i
n
g
i
n
c
r
e
a
s
e
d
o
p
p
o
r
t
u
n
i
t
i
e
s
f
o
r
i
mm
e
d
i
a
t
e
a
n
d
i
n
t
e
r
a
c
t
i
v
e
e
n
g
a
g
e
men
t
w
i
t
h
b
o
t
h
t
h
e
i
r
t
e
a
c
h
e
r
s a
n
d
f
e
l
l
o
w
s
t
u
d
e
n
t
s.
G
e
n
Z
st
u
d
e
n
t
s
p
r
e
f
e
r
o
n
l
i
n
e
c
o
mm
u
n
i
c
a
t
i
o
n
a
n
d
u
se
v
a
r
i
o
u
s
mu
l
t
i
me
d
i
a
a
p
p
l
i
c
a
t
i
o
n
s f
o
r
l
e
a
r
n
i
n
g
.
Et
h
e
r
e
d
g
e
a
n
d
W
a
l
i
c
z
e
k
[
5
]
G
e
n
Z
st
u
d
e
n
t
s
h
a
v
e
b
e
e
n
a
c
q
u
a
i
n
t
e
d
w
i
t
h
t
e
c
h
n
o
l
o
g
i
c
a
l
a
d
v
a
n
c
e
me
n
t
s s
u
c
h
a
s
t
h
e
i
n
t
e
r
n
e
t
,
c
e
l
l
p
h
o
n
e
s,
p
e
r
so
n
a
l
c
o
m
p
u
t
e
r
s,
a
n
d
l
a
p
t
o
p
s
f
r
o
m
a
n
e
a
r
l
y
a
g
e
,
w
h
i
c
h
h
a
s
mad
e
t
h
e
m
h
i
g
h
l
y
a
d
e
p
t
a
t
u
si
n
g
t
e
c
h
n
o
l
o
g
y
a
n
d
p
r
o
f
i
c
i
e
n
t
i
n
mu
l
t
i
t
a
sk
i
n
g
.
I
h
a
v
e
a
p
r
e
f
e
r
e
n
c
e
f
o
r
b
l
e
n
d
e
d
l
e
a
r
n
i
n
g
.
G
e
n
Z
st
u
d
e
n
t
s
h
a
v
e
m
u
l
t
i
t
a
s
k
i
n
g
c
h
a
r
a
c
t
e
r
i
s
t
i
c
s a
n
d
l
i
k
e
h
y
b
r
i
d
l
e
a
r
n
i
n
g
m
o
d
e
l
s
Fig
u
r
e
2
.
C
h
ar
ac
ter
is
tics
o
f
G
en
Z
s
tu
d
en
ts
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
5
0
2
-
4
7
5
2
I
n
d
o
n
esian
J
E
lec
E
n
g
&
C
o
m
p
Sci
,
Vo
l.
3
9
,
No
.
2
,
Au
g
u
s
t
20
25
:
1
1
0
9
-
1
120
1114
3
.
1
.
2
.
RQ
2
:
h
o
w
do
es t
he
lea
rning
m
o
del us
ing
AR
in hi
g
her
educa
t
io
n r
ela
t
e
t
o
G
en
Z
s
t
ud
ent
s
?
AR
tech
n
o
lo
g
y
h
as
o
p
en
ed
u
p
n
ew
o
p
p
o
r
tu
n
ities
in
th
e
wo
r
ld
o
f
e
d
u
ca
tio
n
,
esp
ec
ially
in
h
ig
h
er
ed
u
ca
tio
n
[
3
4
]
.
B
y
u
tili
zin
g
AR
,
s
tu
d
en
ts
ca
n
s
ee
th
r
ee
-
d
im
en
s
io
n
al
v
is
u
aliza
tio
n
s
o
f
co
n
ce
p
ts
th
at
ar
e
d
if
f
ic
u
lt
to
u
n
d
e
r
s
tan
d
o
n
l
y
th
r
o
u
g
h
tex
t
o
r
s
tatic
im
ag
es
[
3
5
]
.
I
n
ad
d
itio
n
,
AR
s
u
p
p
o
r
ts
r
ap
id
an
d
f
le
x
ib
le
lear
n
in
g
,
i
n
lin
e
with
Gen
Z
'
s
n
ee
d
f
o
r
f
le
x
ib
ilit
y
in
le
ar
n
in
g
,
as
well
as
in
cr
ea
s
in
g
co
llab
o
r
atio
n
a
n
d
co
m
m
u
n
icatio
n
th
r
o
u
g
h
v
ir
t
u
al
en
v
ir
o
n
m
en
ts
th
at
s
u
p
p
o
r
t
team
wo
r
k
a
n
d
jo
i
n
t
p
r
o
b
lem
s
o
lv
in
g
[
3
6
]
.
Sy
s
tem
atic
an
aly
s
is
was
ca
r
r
ied
o
u
t
o
n
s
ix
ty
-
th
r
ee
(
6
3
)
s
elec
ted
ar
ticles,
wh
ich
r
esu
lt
ed
in
s
ix
lear
n
in
g
m
o
d
els
u
s
in
g
AR
,
n
am
ely
g
a
m
e
-
b
ased
lear
n
in
g
(
n
=
1
7
)
,
co
l
lab
o
r
ativ
e
lear
n
i
n
g
(
n
=1
2
)
,
v
is
u
al
lear
n
in
g
(
n
=2
1
)
,
in
ter
ac
tiv
e
lear
n
in
g
(
n
=
9
)
,
co
n
tex
tu
al
lear
n
in
g
(
n
=2
)
,
an
d
r
em
o
te
lear
n
in
g
(
n
=2
)
.
AR
lear
n
in
g
m
o
d
els
f
o
r
h
ig
h
er
e
d
u
ca
tio
n
a
r
e
p
r
esen
te
d
in
Fig
u
r
e
3
.
T
h
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
a
lig
n
with
ex
is
tin
g
r
esear
ch
o
n
AR
in
g
am
e
-
b
ased
lear
n
i
n
g
,
wh
ich
em
p
h
asizes
its
ef
f
ec
tiv
en
ess
in
e
n
h
a
n
ci
n
g
s
tu
d
en
ts
'
ac
tiv
e
p
a
r
ticip
atio
n
a
n
d
u
n
d
er
s
tan
d
in
g
o
f
co
m
p
lex
co
n
ce
p
ts
th
r
o
u
g
h
in
te
r
ac
tiv
e
s
im
u
latio
n
s
[
3
7
]
.
Similar
to
p
r
ev
io
u
s
s
tu
d
ies,
th
e
im
p
le
m
en
tatio
n
o
f
g
am
e
elem
en
ts
in
AR
-
b
ased
lear
n
i
n
g
is
o
b
s
er
v
e
d
to
s
ig
n
if
ica
n
t
ly
in
cr
ea
s
e
s
tu
d
en
ts
'
m
o
tiv
atio
n
an
d
in
ter
est
in
lear
n
in
g
[
3
8
]
.
Fu
r
th
e
r
m
o
r
e,
c
o
ll
ab
o
r
ativ
e
lear
n
in
g
in
an
i
m
m
er
s
iv
e
v
ir
tu
al
e
n
v
ir
o
n
m
en
t
h
as
b
ee
n
s
h
o
wn
to
im
p
r
o
v
e
co
m
m
u
n
icatio
n
an
d
team
wo
r
k
s
k
ills
,
s
u
p
p
o
r
tin
g
t
h
e
f
in
d
in
g
s
b
y
C
ab
er
o
-
Alm
e
n
ar
a
et
a
l.
[
3
9
]
.
T
h
e
ab
ilit
y
o
f
AR
to
f
ac
ilit
ate
jo
in
t
v
is
u
aliza
tio
n
an
d
c
o
llab
o
r
ativ
e
p
r
o
b
lem
-
s
o
lv
in
g
is
co
n
s
is
ten
t
with
th
e
v
is
u
aliza
tio
n
lear
n
in
g
m
o
d
el
p
r
o
p
o
s
ed
b
y
Nef
f
ati
et
a
l.
[
4
0
]
,
wh
ic
h
h
ig
h
li
g
h
ts
th
e
b
en
ef
its
o
f
th
r
ee
-
d
im
en
s
io
n
al
an
d
in
ter
ac
tiv
e
d
is
p
lay
s
in
s
tr
en
g
th
en
in
g
s
tu
d
en
ts
’
u
n
d
er
s
tan
d
i
n
g
o
f
c
o
m
p
lex
m
ater
ials
.
T
h
is
alig
n
s
with
r
esear
ch
b
y
Halim
et
a
l.
[
4
1
]
,
wh
ic
h
d
em
o
n
s
tr
ates
th
at
v
ir
tu
al
o
b
ject
m
an
ip
u
latio
n
en
h
a
n
ce
s
r
eten
tio
n
an
d
co
m
p
r
eh
e
n
s
io
n
.
T
h
e
p
r
e
f
er
en
ce
f
o
r
in
ter
ac
tiv
e
lear
n
in
g
m
o
d
els
in
h
ig
h
er
ed
u
ca
tio
n
as
r
esear
ch
b
y
Ma
r
k
s
an
d
T
h
o
m
as
[
4
2
]
,
s
u
p
p
o
r
ts
th
e
o
b
s
er
v
atio
n
th
at
AR
-
b
ased
lear
n
in
g
f
o
s
ter
s
ac
tiv
e
s
tu
d
en
t
e
n
g
ag
em
en
t
with
th
e
s
u
b
ject
m
atter
.
Ad
d
itio
n
ally
,
AR
en
ab
les
d
ir
ec
t
in
ter
ac
tio
n
with
v
ir
tu
al
o
b
jects,
allo
win
g
s
tu
d
en
ts
to
tes
t
h
y
p
o
th
eses
an
d
c
o
n
d
u
ct
ex
p
er
im
en
ts
th
at
m
ay
n
o
t
b
e
f
ea
s
ib
le
in
a
r
ea
l
-
w
o
r
ld
s
ettin
g
,
as
n
o
ted
b
y
San
d
er
asag
r
an
et
a
l.
[
4
3
]
.
Desp
ite
th
e
lim
ited
n
u
m
b
er
o
f
s
tu
d
ies,
th
e
p
o
ten
tial
o
f
co
n
tex
tu
al
lear
n
in
g
m
o
d
els
f
o
r
b
r
id
g
in
g
th
e
o
r
etica
l
k
n
o
wl
ed
g
e
with
r
ea
l
-
wo
r
ld
p
r
ac
tice
is
ev
id
en
t,
co
n
f
ir
m
in
g
th
e
co
n
clu
s
io
n
s
d
r
awn
b
y
C
h
an
jar
ad
wich
ai
et
a
l.
[
4
4
]
.
T
h
e
ab
ilit
y
o
f
AR
to
im
m
er
s
e
s
tu
d
en
ts
in
r
ea
lis
tic
v
ir
tu
al
e
x
p
er
ien
ce
s
is
also
in
lin
e
with
f
in
d
in
g
s
b
y
Kam
a
r
u
d
in
et
a
l.
[
4
5
]
,
wh
ich
em
p
h
asize
its
r
o
le
in
d
ee
p
en
in
g
co
n
te
x
tu
al
u
n
d
er
s
tan
d
in
g
.
L
astl
y
,
th
e
im
p
lem
en
tatio
n
o
f
r
em
o
te
lear
n
in
g
as
d
is
cu
s
s
ed
b
y
Gu
p
ta
et
a
l.
[
4
6
]
,
alig
n
s
with
th
e
g
r
o
win
g
tr
en
d
o
f
u
s
in
g
tech
n
o
lo
g
y
to
e
n
h
a
n
ce
ac
ce
s
s
ib
ilit
y
an
d
f
lex
ib
ilit
y
in
ed
u
ca
tio
n
.
Alth
o
u
g
h
r
e
s
ea
r
ch
in
th
is
ar
ea
r
em
ain
s
lim
ited
,
f
in
d
in
g
s
s
u
g
g
est
th
at
r
em
o
te
lear
n
in
g
s
er
v
es
as
an
ef
f
ec
tiv
e
s
o
lu
tio
n
f
o
r
o
v
er
c
o
m
in
g
g
eo
g
r
a
p
h
ical
b
ar
r
ier
s
.
Fig
u
r
e
3
.
T
y
p
e
o
f
lear
n
i
n
g
u
s
i
n
g
AR
3
.
1
.
3
.
RQ
3
:
w
ha
t
t
y
pe
o
f
pla
t
f
o
rm
is
m
o
s
t
widely
us
ed
t
o
s
up
po
rt
lea
rning
m
o
dels
u
s
i
ng
AR
?
T
h
e
r
esu
lts
o
f
th
is
s
tu
d
y
alig
n
with
ex
is
tin
g
r
esear
ch
o
n
t
h
e
u
s
e
o
f
v
ar
i
o
u
s
to
o
ls
an
d
p
latf
o
r
m
s
in
s
u
p
p
o
r
tin
g
AR
-
b
ased
lear
n
in
g
m
o
d
els.
Similar
to
f
in
d
in
g
s
b
y
Ma
r
tin
et
a
l.
[
4
7
]
,
th
is
s
tu
d
y
co
n
f
ir
m
s
th
at
b
o
t
h
h
ar
d
war
e
an
d
s
o
f
twar
e
p
lay
a
cr
u
cial
r
o
le
in
AR
im
p
le
m
en
tatio
n
.
T
h
e
ca
teg
o
r
izatio
n
o
f
AR
ap
p
licatio
n
s
b
ased
o
n
d
e
v
ice
ty
p
e,
as
d
is
cu
s
s
ed
b
y
L
u
a
t
a
l.
[
4
8
]
is
also
r
ef
lecte
d
in
th
is
s
tu
d
y
,
wh
ich
h
ig
h
lig
h
ts
th
e
p
r
ev
alen
ce
o
f
m
o
b
ile
-
b
ased
A
R
(
n
=4
5
)
s
o
lu
tio
n
s
,
f
o
llo
wed
b
y
wea
r
ab
le
d
ev
ices
(
n
=1
0
)
,
d
esk
to
p
s
(
n
=7
)
,
an
d
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
d
o
n
esian
J
E
lec
E
n
g
&
C
o
m
p
Sci
I
SS
N:
2502
-
4
7
5
2
S
ystema
tic
liter
a
tu
r
e
r
ev
ie
w
o
f le
a
r
n
in
g
mo
d
el
u
s
in
g
a
u
g
me
n
ted
r
ea
lity fo
r
…
(
Zu
lfa
ch
mi
)
1115
p
r
o
jectio
n
-
b
ased
AR
(
n
=1
)
.
T
h
ese
v
ar
i
atio
n
s
in
AR
tech
n
o
l
o
g
y
alig
n
with
th
e
f
in
d
in
g
s
o
f
Su
r
y
an
i
et
a
l.
[
4
9
]
,
wh
o
em
p
h
asize
th
at
ea
ch
d
e
v
ice
ty
p
e
h
as
d
is
tin
ct
ad
v
a
n
tag
es
an
d
lim
itatio
n
s
,
m
ak
in
g
th
em
s
u
itab
le
f
o
r
s
p
ec
if
ic
lear
n
in
g
co
n
tex
ts
an
d
u
s
er
n
ee
d
s
.
Fu
r
t
h
er
m
o
r
e,
th
e
s
tu
d
y
s
u
p
p
o
r
ts
th
e
co
n
cl
u
s
io
n
s
o
f
E
ld
o
k
h
n
y
an
d
Dr
wis
h
[
5
0
]
,
d
em
o
n
s
tr
atin
g
t
h
at
a
co
m
b
in
atio
n
o
f
m
u
ltip
l
e
AR
p
latf
o
r
m
s
en
h
an
ce
s
th
e
ef
f
ec
tiv
en
ess
o
f
lear
n
in
g
m
o
d
els
.
T
h
e
in
teg
r
at
io
n
o
f
t
h
ese
p
latf
o
r
m
s
n
o
t
o
n
l
y
im
p
r
o
v
es
i
n
ter
ac
tiv
ity
b
u
t
a
ls
o
en
s
u
r
es
a
m
o
r
e
en
g
ag
in
g
an
d
p
r
ac
tical
lear
n
i
n
g
ex
p
er
ien
ce
f
o
r
s
tu
d
en
ts
.
T
h
ese
f
in
d
in
g
s
r
ein
f
o
r
ce
th
e
g
r
o
win
g
r
ec
o
g
n
itio
n
th
at
AR
,
wh
en
im
p
lem
en
te
d
s
tr
ateg
ically
ac
r
o
s
s
d
if
f
er
e
n
t
d
ev
ices,
ca
n
s
ig
n
if
ican
tly
e
n
h
an
ce
ed
u
ca
tio
n
al
o
u
tco
m
es.
Fro
m
th
e
r
esu
lts
o
f
th
e
s
y
s
tem
atic
an
aly
s
i
s
o
f
th
e
p
latf
o
r
m
s
m
o
s
t
wid
ely
u
s
ed
as
lear
n
in
g
m
ed
ia
u
s
in
g
AR
ca
n
b
e
s
ee
n
in
Fig
u
r
e
4
.
Fig
u
r
e
4
.
AR
l
ea
r
n
in
g
p
latf
o
r
m
in
h
ig
h
er
ed
u
ca
tio
n
3
.
2
.
Dis
cus
s
io
n
Gen
Z
s
tu
d
en
ts
,
ch
ar
ac
ter
iz
ed
b
y
th
eir
r
ea
lis
m
,
in
d
e
p
e
n
d
en
ce
,
g
l
o
b
al
in
s
ig
h
t,
ch
a
n
g
em
ak
in
g
ab
ilit
ies,
o
n
lin
e
co
m
m
u
n
icatio
n
s
k
ills
,
tech
n
o
lo
g
ical
p
r
o
f
i
cien
cy
,
an
d
h
ea
lth
co
n
s
cio
u
s
n
ess
,
d
em
o
n
s
tr
ate
a
s
tr
o
n
g
co
r
r
elatio
n
with
AR
-
b
ased
lear
n
in
g
m
o
d
el
s
in
h
i
g
h
er
ed
u
ca
tio
n
[
3
1
]
.
Giv
e
n
th
es
e
u
n
iq
u
e
tr
aits
,
AR
p
r
esen
ts
a
s
ig
n
if
ican
t
o
p
p
o
r
t
u
n
ity
to
en
h
an
ce
th
eir
lea
r
n
in
g
ex
p
er
ien
ce
s
[
3
2
]
.
Sp
ec
if
ica
lly
,
g
am
e
-
b
ased
lear
n
in
g
,
wh
ich
i
n
co
r
p
o
r
ates
g
am
e
elem
en
ts
t
o
b
o
o
s
t
en
g
a
g
em
en
t
a
n
d
m
o
tiv
atio
n
,
alig
n
s
well
with
Gen
Z
’
s
d
ig
ital
f
am
iliar
ity
an
d
a
f
f
in
i
ty
f
o
r
in
ter
ac
ti
v
e
ex
p
e
r
ien
ce
s
[
5
1
]
.
B
ey
o
n
d
e
n
g
ag
em
en
t,
AR
also
f
o
s
ter
s
co
llab
o
r
ativ
e
lea
r
n
in
g
,
allo
w
in
g
s
tu
d
en
ts
t
o
wo
r
k
to
g
eth
er
in
im
m
er
s
iv
e
v
i
r
tu
al
en
v
ir
o
n
m
en
ts
,
t
h
er
eb
y
s
tr
en
g
th
en
in
g
th
eir
s
o
cial
an
d
team
wo
r
k
s
k
ills
in
lin
e
with
th
eir
g
lo
b
al
m
in
d
s
et
an
d
p
r
e
f
er
en
ce
f
o
r
o
n
lin
e
co
m
m
u
n
icatio
n
[
5
2
]
.
B
u
ild
in
g
o
n
th
is
,
AR
’
s
a
b
ilit
y
to
d
eliv
er
v
iv
id
an
d
im
m
er
s
iv
e
v
is
u
ali
za
tio
n
s
en
h
a
n
ce
s
co
m
p
r
eh
e
n
s
io
n
o
f
co
m
p
lex
c
o
n
ce
p
ts
,
m
a
k
in
g
it
p
ar
ticu
lar
l
y
b
e
n
ef
icial
f
o
r
s
tu
d
en
ts
with
a
p
r
ac
tical
m
in
d
s
et
an
d
s
tr
o
n
g
tech
n
o
lo
g
ical
ad
a
p
tab
ilit
y
[
5
3
]
,
[
5
4
]
.
T
h
e
in
te
r
ac
tiv
e
n
atu
r
e
o
f
AR
f
u
r
t
h
er
f
ac
ilit
ates
d
ir
ec
t
en
g
ag
em
e
n
t
with
lea
r
n
in
g
m
at
er
ials
,
im
p
r
o
v
in
g
b
o
t
h
s
tu
d
e
n
t
in
v
o
l
v
em
en
t
an
d
co
n
ce
p
tu
al
u
n
d
er
s
tan
d
i
n
g
[
5
5
]
.
Ad
d
itio
n
ally
,
AR
s
u
p
p
o
r
ts
co
n
tex
tu
al
lear
n
in
g
b
y
in
teg
r
ati
n
g
ed
u
ca
tio
n
al
co
n
ten
t
in
to
r
ea
l
-
wo
r
ld
s
ettin
g
s
,
r
ein
f
o
r
cin
g
its
s
ig
n
if
ican
ce
an
d
p
r
ac
tical
ap
p
licatio
n
s
,
wh
ic
h
is
esp
ec
ially
ad
v
an
tag
eo
u
s
f
o
r
s
tu
d
en
ts
with
a
g
lo
b
al
p
er
s
p
ec
tiv
e
an
d
a
p
ass
io
n
f
o
r
cr
ea
tin
g
ch
an
g
e
[
5
6
]
,
[
5
7
]
.
I
n
th
e
co
n
tex
t
o
f
r
em
o
te
lea
r
n
in
g
,
AR
h
as
th
e
p
o
ten
tial
t
o
cr
ea
te
m
o
r
e
im
m
er
s
iv
e
a
n
d
in
ter
ac
tiv
e
ex
p
er
ien
ce
s
,
ad
d
r
ess
in
g
s
o
m
e
o
f
th
e
lim
itatio
n
s
o
f
co
n
v
en
tio
n
al
d
is
tan
ce
ed
u
ca
tio
n
wh
ile
c
ater
in
g
to
Gen
Z
’
s
in
d
ep
en
d
en
t
n
atu
r
e
an
d
d
i
g
ital
co
m
m
u
n
icatio
n
s
k
ills
[
5
8
]
.
Fu
r
th
er
m
o
r
e
,
th
e
en
g
ag
in
g
a
n
d
d
y
n
am
ic
n
atu
r
e
o
f
AR
ca
n
h
elp
m
itig
ate
s
tu
d
e
n
t
s
tr
ess
,
m
ak
in
g
lea
r
n
in
g
m
o
r
e
en
jo
y
ab
le
a
n
d
in
lin
e
with
th
e
g
en
e
r
atio
n
’
s
ten
d
en
cy
to
ex
p
e
r
ien
ce
h
ig
h
s
tr
ess
lev
els
[
5
9
]
.
B
y
r
ec
o
g
n
izin
g
th
is
alig
n
m
en
t,
h
ig
h
er
ed
u
ca
tio
n
in
s
ti
tu
tio
n
s
ca
n
d
ev
el
o
p
AR
-
b
ased
lea
r
n
i
n
g
m
o
d
els
th
at
ca
ter
to
Gen
Z
’
s
s
p
ec
if
ic
n
ee
d
s
,
u
ltima
te
ly
im
p
r
o
v
in
g
th
eir
o
v
er
all
lear
n
in
g
ex
p
er
ien
ce
[
6
0
]
.
Desp
ite
th
ese
ad
v
an
tag
es,
s
ev
er
al
ch
allen
g
es
m
u
s
t
b
e
ad
d
r
ess
ed
to
o
p
tim
ize
t
h
e
ef
f
ec
tiv
e
n
ess
o
f
AR
-
b
ased
lear
n
in
g
.
Acc
ess
ib
ilit
y
an
d
af
f
o
r
d
a
b
ilit
y
r
em
ain
k
ey
c
o
n
ce
r
n
s
,
as
h
ig
h
-
p
er
f
o
r
m
a
n
ce
AR
d
ev
ices
s
u
ch
as
h
ea
d
s
ets
an
d
s
m
ar
t
g
lass
es
m
ay
n
o
t
b
e
wid
ely
a
v
ailab
l
e
to
all
s
tu
d
en
ts
[
6
1
]
.
Ad
d
i
tio
n
ally
,
s
u
cc
ess
f
u
l
in
teg
r
atio
n
o
f
AR
in
to
ac
ad
e
m
ic
cu
r
r
ic
u
la
r
e
q
u
ir
es
e
d
u
ca
t
o
r
s
to
d
ev
elo
p
n
ew
teac
h
i
n
g
s
t
r
ateg
ies,
wh
ich
m
ay
b
e
h
in
d
er
ed
b
y
a
lack
o
f
tec
h
n
ical
ex
p
er
tis
e
[
6
2
]
.
A
n
o
th
er
ch
allen
g
e
is
co
g
n
itiv
e
o
v
e
r
lo
ad
wh
ile
AR
en
h
an
ce
s
en
g
ag
em
e
n
t,
ex
ce
s
s
iv
e
i
n
ter
ac
tiv
ity
co
u
ld
o
v
er
wh
elm
s
tu
d
en
ts
an
d
h
in
d
e
r
lear
n
in
g
r
ath
e
r
t
h
an
s
u
p
p
o
r
t
it
[
5
3
]
.
Fu
r
th
er
m
o
r
e
,
th
e
l
o
n
g
-
ter
m
i
m
p
ac
t
o
f
AR
-
b
ased
lear
n
in
g
o
n
k
n
o
wled
g
e
r
eten
tio
n
an
d
s
tu
d
en
t
ad
ap
tab
ilit
y
r
em
ain
s
an
ar
ea
th
at
r
eq
u
ir
es
f
u
r
th
er
ex
p
lo
r
atio
n
.
Fu
tu
r
e
r
e
s
ea
r
ch
s
h
o
u
ld
f
o
cu
s
o
n
d
ev
el
o
p
in
g
ad
a
p
tiv
e
AR
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
5
0
2
-
4
7
5
2
I
n
d
o
n
esian
J
E
lec
E
n
g
&
C
o
m
p
Sci
,
Vo
l.
3
9
,
No
.
2
,
Au
g
u
s
t
20
25
:
1
1
0
9
-
1
120
1116
lear
n
in
g
m
o
d
els
th
at
ac
co
m
m
o
d
ate
d
if
f
er
en
t
lear
n
in
g
s
ty
les
wh
ile
also
p
r
o
v
id
i
n
g
c
o
m
p
r
e
h
en
s
iv
e
tr
ain
in
g
f
o
r
ed
u
ca
to
r
s
to
f
ac
ilit
ate
ef
f
ec
tiv
e
im
p
lem
en
tatio
n
.
T
o
en
s
u
r
e
s
m
o
o
th
an
d
ef
f
ec
ti
v
e
ad
o
p
tio
n
,
ch
o
o
s
in
g
th
e
r
ig
h
t
AR
p
latf
o
r
m
is
ess
en
tial
[
6
2
]
.
Mo
b
ile
p
latf
o
r
m
s
ar
e
th
e
m
o
s
t
w
id
ely
u
s
ed
d
u
e
to
th
eir
ac
ce
s
s
ib
ilit
y
an
d
f
lex
ib
ilit
y
[
6
1
]
,
[
6
3
]
,
y
et
d
esk
to
p
s
,
wea
r
ab
les,
an
d
p
r
o
je
ctio
n
-
b
as
ed
AR
ea
ch
co
n
tr
ib
u
te
to
d
if
f
er
en
t
asp
ec
ts
o
f
th
e
lear
n
in
g
ex
p
er
ien
ce
[6
4]
.
Mo
b
ile
AR
,
ac
ce
s
s
ib
le
th
r
o
u
g
h
s
m
ar
tp
h
o
n
es
an
d
tab
lets
,
is
th
e
m
o
s
t
p
o
p
u
lar
d
u
e
to
its
p
o
r
tab
ilit
y
an
d
c
o
m
p
a
t
i
b
i
l
i
t
y
w
i
t
h
v
a
r
i
o
u
s
e
d
u
c
a
t
i
o
n
a
l
a
p
p
l
i
c
a
t
i
o
n
s
s
u
c
h
a
s
G
o
o
g
l
e
E
x
p
e
d
i
t
i
o
n
s
a
n
d
A
R
F
l
a
s
h
c
a
r
d
s
[
4
0
]
,
[
6
5
]
.
Me
an
wh
ile,
d
esk
to
p
-
b
ased
A
R
ap
p
licatio
n
s
,
wh
ich
r
eq
u
ir
e
h
ig
h
co
m
p
u
tin
g
p
o
wer
an
d
lar
g
e
s
cr
ee
n
d
is
p
lay
s
,
ar
e
co
m
m
o
n
l
y
d
ev
elo
p
ed
u
s
i
n
g
to
o
ls
lik
e
Un
ity
3
D
an
d
V
u
f
o
r
ia
[
6
6
]
.
W
ea
r
ab
le
d
ev
ices
,
s
u
ch
as
Mic
r
o
s
o
f
t
Ho
lo
L
en
s
,
Go
o
g
le
Glass
,
an
d
Ma
g
ic
L
ea
p
,
p
r
o
v
id
e
h
ig
h
l
y
im
m
er
s
iv
e
ex
p
er
ie
n
ce
s
b
y
p
r
o
jectin
g
3
D
co
n
ten
t
d
ir
ec
tly
in
to
th
e
u
s
er
’
s
f
ield
o
f
v
iew,
f
ac
ilit
atin
g
h
an
d
s
-
o
n
in
t
er
ac
tiv
e
lear
n
in
g
[
6
7
]
.
Ad
d
itio
n
ally
,
p
r
o
jectio
n
-
b
ased
AR
,
wh
ich
u
s
es
p
r
o
jecto
r
s
to
d
is
p
lay
AR
elem
en
ts
o
n
to
p
h
y
s
ical
s
u
r
f
ac
es,
is
p
ar
ticu
lar
ly
u
s
ef
u
l
f
o
r
class
r
o
o
m
d
em
o
n
s
tr
ati
o
n
s
an
d
lab
o
r
at
o
r
y
ex
p
er
i
m
e
n
ts
[
6
8
]
.
Alth
o
u
g
h
m
o
b
ile
AR
is
th
e
m
o
s
t
wid
ely
u
s
ed
d
u
e
to
its
f
lex
ib
ilit
y
,
ea
ch
p
latf
o
r
m
wh
eth
er
d
esk
to
p
,
wea
r
ab
le,
o
r
p
r
o
jectio
n
-
b
ased
p
lay
s
an
i
m
p
o
r
tan
t
r
o
le
d
ep
e
n
d
in
g
o
n
th
e
ed
u
ca
tio
n
al
c
o
n
tex
t.
H
o
wev
er
,
d
esp
ite
th
e
ad
v
an
tag
e
s
o
f
th
ese
p
latf
o
r
m
s
,
ch
allen
g
es
s
u
ch
as
in
ter
n
et
c
o
n
n
ec
tiv
ity
is
s
u
es,
d
ev
ice
c
o
m
p
atib
ilit
y
,
an
d
u
s
er
a
d
a
p
t
a
b
i
l
i
t
y
m
u
s
t
b
e
a
d
d
r
e
s
s
e
d
t
o
e
n
s
u
r
e
A
R
’
s
s
u
c
c
e
s
s
f
u
l
i
m
p
l
e
m
e
n
t
a
t
i
o
n
i
n
r
e
m
o
t
e
l
e
a
r
n
i
n
g
e
n
v
i
r
o
n
m
e
n
t
s
[
5
8
]
.
W
h
ile
AR
ca
n
en
h
an
ce
lear
n
in
g
en
g
a
g
em
en
t
an
d
r
ed
u
ce
s
tr
ess
,
it
s
p
o
ten
tial
d
r
awb
ac
k
s
,
in
clu
d
in
g
s
cr
ee
n
f
atig
u
e
an
d
d
ig
ital d
e
p
en
d
e
n
c
y
,
r
eq
u
ir
e
f
u
r
th
er
in
v
esti
g
atio
n
[
5
9
]
.
Fu
tu
r
e
r
esear
ch
s
h
o
u
ld
e
x
p
lo
r
e
h
y
b
r
id
lear
n
in
g
m
o
d
els
th
at
in
teg
r
ate
AR
with
tr
ad
itio
n
al
f
ac
e
-
to
-
f
ac
e
in
s
tr
u
ctio
n
to
m
ax
im
ize
lear
n
in
g
o
u
tco
m
es.
A
d
d
itio
n
ally
,
f
u
r
th
er
s
tu
d
ies
ar
e
n
e
ed
ed
t
o
ass
ess
th
e
ef
f
ec
tiv
en
ess
o
f
d
if
f
er
e
n
t
A
R
p
latf
o
r
m
s
m
o
b
ile,
d
esk
to
p
,
wea
r
ab
le,
a
n
d
p
r
o
jectio
n
i
n
en
h
a
n
cin
g
s
tu
d
en
t
en
g
ag
em
e
n
t
an
d
c
o
m
p
r
e
h
en
s
io
n
.
B
y
ad
d
r
ess
in
g
th
ese
ch
allen
g
es,
AR
ca
n
b
e
m
o
r
e
e
f
f
ec
t
iv
ely
in
teg
r
ated
in
t
o
h
ig
h
er
ed
u
ca
tio
n
,
p
r
o
v
id
in
g
Gen
Z
s
tu
d
en
ts
w
ith
an
in
n
o
v
ativ
e,
en
g
ag
in
g
,
an
d
s
u
s
tain
ab
le
lear
n
in
g
ex
p
er
ien
ce
th
at
alig
n
s
with
th
e
ir
u
n
iq
u
e
ch
ar
ac
ter
is
tics
an
d
le
ar
n
in
g
p
r
ef
er
e
n
ce
s
.
4.
CO
NCLU
SI
O
N
AR
p
r
esen
ts
a
p
r
o
m
is
in
g
ap
p
r
o
ac
h
to
en
h
a
n
cin
g
lear
n
in
g
e
x
p
er
ien
ce
s
f
o
r
Ge
n
Z
s
tu
d
en
t
s
in
h
ig
h
e
r
ed
u
ca
tio
n
.
Giv
en
t
h
eir
d
i
g
ital
p
r
o
f
icien
c
y
,
p
r
ef
er
e
n
ce
f
o
r
i
n
ter
ac
tiv
e
lear
n
in
g
,
a
n
d
g
lo
b
al
m
in
d
s
et,
AR
-
b
ased
lear
n
in
g
m
o
d
els
alig
n
well
with
th
eir
n
ee
d
s
b
y
f
o
s
ter
in
g
e
n
g
ag
em
en
t,
co
llab
o
r
atio
n
,
an
d
co
m
p
r
eh
e
n
s
io
n
.
T
h
e
im
m
er
s
iv
e
n
atu
r
e
o
f
AR
en
ab
les
s
tu
d
en
ts
to
v
is
u
alize
co
m
p
le
x
c
o
n
ce
p
ts
,
wo
r
k
t
o
g
eth
er
in
v
ir
tu
al
en
v
ir
o
n
m
en
ts
,
an
d
in
teg
r
ate
lear
n
in
g
in
to
r
ea
l
-
w
o
r
ld
c
o
n
tex
ts
,
u
ltima
tely
im
p
r
o
v
in
g
m
o
tiv
atio
n
an
d
k
n
o
wled
g
e
r
eten
tio
n
.
Ho
wev
er
,
d
esp
ite
its
ad
v
an
tag
es,
t
h
e
ad
o
p
tio
n
o
f
AR
in
h
i
g
h
er
ed
u
ca
tio
n
f
ac
es
ch
allen
g
es
s
u
ch
as
ac
ce
s
s
ib
i
lity
,
af
f
o
r
d
ab
ilit
y
,
ed
u
ca
t
o
r
t
r
ain
in
g
,
a
n
d
co
g
n
itiv
e
o
v
e
r
l
o
ad
.
E
n
s
u
r
i
n
g
th
e
s
u
cc
ess
f
u
l
im
p
lem
en
tatio
n
o
f
AR
r
eq
u
ir
es
ca
r
ef
u
l
s
elec
tio
n
o
f
p
latf
o
r
m
s
,
wh
eth
e
r
m
o
b
ile,
d
esk
to
p
,
wea
r
ab
le,
o
r
p
r
o
jectio
n
-
b
ased
,
e
ac
h
co
n
tr
ib
u
tin
g
u
n
iq
u
ely
to
th
e
lear
n
in
g
p
r
o
ce
s
s
.
Ad
d
itio
n
ally
,
co
n
ce
r
n
s
r
elate
d
t
o
in
ter
n
et
co
n
n
ec
tiv
ity
,
d
ev
ice
co
m
p
atib
ilit
y
,
an
d
s
cr
ee
n
f
atig
u
e
m
u
s
t
b
e
ad
d
r
ess
ed
to
o
p
tim
ize
AR
’
s
ef
f
ec
tiv
en
ess
in
r
em
o
te
lear
n
i
n
g
.
Fu
tu
r
e
r
esear
ch
s
h
o
u
ld
f
o
c
u
s
o
n
d
ev
el
o
p
in
g
ad
ap
tiv
e
AR
le
ar
n
in
g
m
o
d
els
th
at
ac
co
m
m
o
d
ate
d
iv
er
s
e
lear
n
in
g
s
ty
les
wh
ile
in
teg
r
atin
g
AR
with
tr
ad
itio
n
al
in
s
tr
u
ctio
n
al
m
eth
o
d
s
.
B
y
ad
d
r
ess
in
g
th
ese
ch
allen
g
es
an
d
r
ef
i
n
in
g
AR
-
b
ased
a
p
p
r
o
ac
h
es,
h
ig
h
e
r
ed
u
ca
tio
n
in
s
titu
tio
n
s
ca
n
cr
ea
te
an
e
n
g
a
g
in
g
,
e
f
f
ec
tiv
e,
an
d
s
u
s
tain
ab
le
lear
n
in
g
en
v
ir
o
n
m
en
t th
at
m
ee
ts
th
e
n
ee
d
s
o
f
Ge
n
Z
s
tu
d
en
ts
an
d
p
r
ep
ar
es th
e
m
f
o
r
t
h
e
f
u
tu
r
e.
ACK
NO
WL
E
DG
E
M
E
NT
S
T
h
e
au
th
o
r
s
wis
h
to
ex
p
r
ess
th
eir
s
in
ce
r
e
g
r
atitu
d
e
to
Un
i
v
er
s
iti
Su
ltan
Z
ain
al
Ab
id
in
(
U
n
iSZA)
f
o
r
p
r
o
v
id
i
n
g
ex
ce
lle
n
t
r
esear
c
h
f
ac
ilit
ies
an
d
a
co
n
d
u
civ
e
en
v
ir
o
n
m
en
t
th
at
g
r
ea
tly
s
u
p
p
o
r
te
d
th
is
s
tu
d
y
.
T
h
eir
in
v
alu
ab
le
s
u
p
p
o
r
t
in
o
f
f
er
i
n
g
th
e
n
ec
ess
ar
y
s
p
ac
e
an
d
r
eso
u
r
ce
s
was
in
s
tr
u
m
en
tal
in
th
e
co
m
p
letio
n
o
f
th
is
r
esear
ch
.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
Au
th
o
r
s
s
tate
n
o
f
u
n
d
in
g
in
v
o
lv
ed
.
AUTHO
R
CO
NT
RI
B
UT
I
O
NS ST
A
T
E
M
E
N
T
T
h
is
jo
u
r
n
al
u
s
es
th
e
C
o
n
tr
ib
u
to
r
R
o
les
T
ax
o
n
o
m
y
(
C
R
ed
iT)
to
r
ec
o
g
n
ize
in
d
iv
id
u
al
au
th
o
r
co
n
tr
ib
u
tio
n
s
,
r
ed
u
ce
au
th
o
r
s
h
ip
d
is
p
u
tes,
an
d
f
ac
ilit
ate
co
llab
o
r
atio
n
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
d
o
n
esian
J
E
lec
E
n
g
&
C
o
m
p
Sci
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SS
N:
2502
-
4
7
5
2
S
ystema
tic
liter
a
tu
r
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r
ev
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w
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f le
a
r
n
in
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s
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g
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me
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ted
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ea
lity fo
r
…
(
Zu
lfa
ch
mi
)
1117
Na
m
e
o
f
Aut
ho
r
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So
Va
Fo
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Vi
Su
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Fu
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ac
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i
✓
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No
r
m
ala
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ah
im
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✓
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W
an
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izh
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Pu
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ah
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u
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Ag
g
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y
Sap
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a
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C
:
C
o
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p
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M
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So
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Va
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D
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Fu
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Fu
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d
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NF
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C
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ST
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M
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au
t
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s
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th
e
y
h
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e
n
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k
n
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wn
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p
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f
in
an
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ter
ests
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p
er
s
o
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r
el
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s
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ip
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at
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ld
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av
e
ap
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o
in
f
lu
en
ce
th
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wo
r
k
r
e
p
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te
d
in
t
h
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p
ap
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.
Au
th
o
r
s
s
tate
n
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co
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f
lict o
f
in
ter
est.
DATA AV
AI
L
AB
I
L
I
T
Y
Data
av
ailab
ilit
y
is
n
o
t
ap
p
li
ca
b
le
to
th
is
p
ap
er
as
n
o
n
e
w
d
ata
wer
e
cr
ea
ted
o
r
an
aly
ze
d
in
th
is
s
tu
d
y
.
RE
F
E
R
E
NC
E
S
[
1
]
N
.
U
t
a
m
i
,
A
.
S
e
t
i
a
w
a
n
,
a
n
d
I
.
H
a
mi
d
a
h
,
“
A
b
i
b
l
i
o
me
t
r
i
c
a
n
a
l
y
si
s
o
f
a
u
g
m
e
n
t
e
d
r
e
a
l
i
t
y
i
n
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
,
”
J
o
u
r
n
a
l
o
f
En
g
i
n
e
e
ri
n
g
S
c
i
e
n
c
e
a
n
d
T
e
c
h
n
o
l
o
g
y
,
v
o
l
.
1
8
,
n
o
.
3
,
p
p
.
1
5
9
9
–
1
6
1
3
,
2
0
2
3
.
[
2
]
S
.
A
l
-
M
e
g
r
e
n
a
n
d
A
.
A
l
m
u
t
a
i
r
i
,
“
A
n
a
l
y
si
s
o
f
u
s
e
r
r
e
q
u
i
r
e
m
e
n
t
s
f
o
r
a
m
o
b
i
l
e
a
u
g
m
e
n
t
e
d
r
e
a
l
i
t
y
a
p
p
l
i
c
a
t
i
o
n
t
o
su
p
p
o
r
t
l
i
t
e
r
a
c
y
d
e
v
e
l
o
p
me
n
t
a
m
o
n
g
s
t
h
e
a
r
i
n
g
-
i
m
p
a
i
r
e
d
c
h
i
l
d
r
e
n
,
”
J
o
u
r
n
a
l
o
f
I
n
f
o
rm
a
t
i
o
n
a
n
d
C
o
m
m
u
n
i
c
a
t
i
o
n
T
e
c
h
n
o
l
o
g
y
,
v
o
l
.
1
8
,
n
o
.
1
,
p
p
.
9
7
–
1
2
1
,
2
0
1
9
,
d
o
i
:
1
0
.
3
2
8
9
0
/
j
i
c
t
2
0
1
9
.
1
8
.
1
.
8
2
8
3
.
[
3
]
G
.
P
a
p
a
n
a
s
t
a
s
i
o
u
,
A
.
D
r
i
g
a
s
,
C
.
S
k
i
a
n
i
s
,
M
.
Ly
t
r
a
s,
a
n
d
E.
P
a
p
a
n
a
s
t
a
s
i
o
u
,
“
V
i
r
t
u
a
l
a
n
d
a
u
g
me
n
t
e
d
r
e
a
l
i
t
y
e
f
f
e
c
t
s
o
n
K
-
1
2
,
h
i
g
h
e
r
a
n
d
t
e
r
t
i
a
r
y
e
d
u
c
a
t
i
o
n
s
t
u
d
e
n
t
s’
t
w
e
n
t
y
-
f
i
r
st
c
e
n
t
u
r
y
s
k
i
l
l
s,”
Vi
r
t
u
a
l
Re
a
l
i
t
y
,
v
o
l
.
2
3
,
n
o
.
4
,
p
p
.
4
2
5
–
4
3
6
,
2
0
1
9
,
d
o
i
:
1
0
.
1
0
0
7
/
s
1
0
0
5
5
-
0
1
8
-
0
3
6
3
-
2
.
[
4
]
A
.
S
o
f
i
a
n
i
d
i
s
,
“
W
h
y
d
o
s
t
u
d
e
n
t
s
p
r
e
f
e
r
a
u
g
m
e
n
t
e
d
r
e
a
l
i
t
y
:
a
m
i
x
e
d
-
m
e
t
h
o
d
s
t
u
d
y
o
n
p
r
e
s
c
h
o
o
l
t
e
a
c
h
e
r
s
t
u
d
e
n
t
s
’
p
e
r
c
e
p
t
i
o
n
s
o
n
s
e
l
f
-
a
s
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