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e
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ffe
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ts
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t
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s
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b
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with
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s
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t
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h
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th
e
se
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g
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ti
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a
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e
d
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c
a
ti
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l
in
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ti
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s in
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d
o
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e
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e
d
to
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ti
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n
d
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re
p
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se
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f
g
a
m
in
g
th
r
o
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g
h
fo
rm
a
l
lea
rn
in
g
.
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iv
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n
In
d
o
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sia
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s
v
a
st
territo
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y
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n
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o
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it
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ru
c
ial
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n
t
a
p
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p
riate
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g
tec
h
n
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g
y
.
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is
a
rti
c
l
e
p
re
se
n
ts
th
e
a
rc
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it
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c
tu
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d
e
sig
n
o
f
a
c
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d
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frien
d
l
y
e
-
lea
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sy
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m
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se
s
o
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h
in
g
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h
il
d
re
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a
b
o
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t
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sig
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si
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th
e
a
v
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b
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tec
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o
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y
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n
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d
o
n
e
sia
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b
a
s
e
d
o
n
o
u
r
e
x
p
e
rien
c
e
.
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e
c
h
il
d
-
fr
ien
d
l
y
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-
l
e
a
rn
in
g
m
o
d
e
l
f
o
r
AI
e
d
u
c
a
ti
o
n
is
e
x
p
e
c
ted
to
c
u
lt
i
v
a
te
a
n
in
tere
st
in
lea
rn
in
g
a
b
o
u
t
tec
h
n
o
l
o
g
y
,
th
u
s
d
i
v
e
rti
n
g
c
h
il
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re
n
'
s
a
tt
e
n
ti
o
n
fro
m
v
id
e
o
g
a
m
e
a
d
d
icti
o
n
.
K
ey
w
o
r
d
s
:
AI
ed
u
ca
tio
n
f
o
r
c
h
ild
r
en
Ar
tific
ial
in
tellig
en
ce
C
h
ild
-
f
r
ien
d
ly
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-
lear
n
in
g
E
-
lear
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s
y
s
tem
d
esig
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Vid
eo
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s
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p
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c
c
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rticle
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d
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CC B
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SA
li
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se
.
C
o
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r
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s
p
o
nd
ing
A
uth
o
r
:
Dwijo
k
o
Pu
r
b
o
h
ad
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I
n
f
o
r
m
atio
n
T
ec
h
n
o
lo
g
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Stu
d
y
Pro
g
r
am
,
Facu
lty
o
f
E
n
g
i
n
e
er
in
g
,
Un
iv
e
r
s
itas
Mu
h
am
m
ad
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ah
Yo
g
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k
ar
ta
B
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awijay
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Stre
et
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Kasih
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B
a
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Yo
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5
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I
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m
ail:
p
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co
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1.
I
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T
o
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ay
,
u
s
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s
ca
n
r
u
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m
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v
id
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n
elec
tr
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ic
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ev
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s
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ch
as
co
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ter
s
,
lap
to
p
s
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tab
lets
,
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r
m
o
b
ile
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h
o
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es.
Vid
eo
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f
twar
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allo
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to
in
ter
ac
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m
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Play
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tes
an
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m
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s
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d
in
te
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ac
tiv
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ex
p
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V
id
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m
es
co
m
b
in
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a
u
d
io
a
n
d
v
is
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al
elem
en
ts
.
Mo
s
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m
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d
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v
id
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a
m
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h
av
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p
lay
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co
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tr
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llin
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ar
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cter
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jects.
Play
er
s
m
u
s
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co
m
p
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task
s
to
ac
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iev
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r
tain
g
o
als,
s
u
ch
as
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ea
ch
in
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th
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h
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h
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lev
el,
win
n
in
g
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atch
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co
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p
letin
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ce
n
ar
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.
P
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s
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g
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th
e
g
am
e.
Vid
eo
g
am
es
co
m
e
in
v
a
r
io
u
s
g
en
r
es,
s
u
ch
as
ac
tio
n
,
a
d
v
en
tu
r
e
,
s
tr
ateg
y
,
s
p
o
r
ts
,
an
d
life
s
im
u
latio
n
.
User
s
ca
n
p
lay
alo
n
e
o
r
with
o
th
er
p
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p
le
(
m
u
ltip
lay
er
)
.
Play
in
g
v
id
eo
g
am
es
ca
n
p
r
o
v
id
e
m
an
y
b
en
ef
its
f
o
r
ch
il
d
r
en
,
in
clu
d
in
g
p
o
ten
tial
in
th
e
f
ield
o
f
ed
u
ca
tio
n
[
1
]
–
[
3
]
.
H
o
wev
er
,
ad
d
r
ess
in
g
th
e
n
eg
ativ
e
im
p
ac
ts
o
f
v
id
e
o
g
am
es
[
4
]
,
in
clu
d
in
g
ch
ild
r
en
'
s
n
eg
ativ
e
p
e
r
ce
p
tio
n
s
o
f
r
o
b
o
ts
[
5
]
an
d
ar
tific
ial
in
tellig
en
ce
(
AI
)
,
is
also
cr
u
ci
al.
T
h
e
s
o
p
h
is
ticatio
n
o
f
v
id
e
o
g
am
es
ca
u
s
es
ch
ild
r
en
t
o
s
p
e
n
d
m
o
r
e
tim
e
in
f
r
o
n
t
o
f
s
cr
ee
n
s
,
r
ar
ely
p
lay
o
u
ts
id
e
t
h
e
h
o
m
e,
a
n
d
r
e
d
u
ce
s
o
cial
in
ter
ac
tio
n
s
[
6
]
.
Ma
n
y
ch
ild
r
en
lik
e
v
id
eo
g
a
m
es
b
ec
au
s
e
th
ey
ar
e
in
ter
esti
n
g
,
to
u
ch
e
m
o
tio
n
s
,
a
n
d
f
o
s
ter
im
a
g
in
atio
n
[
7
]
.
T
h
e
u
s
e
o
f
AI
f
u
r
th
er
en
h
an
ce
s
th
e
ca
p
ab
ilit
ies
o
f
v
id
eo
g
am
es
s
o
th
at
th
e
y
ca
n
p
r
o
v
id
e
co
g
n
itiv
e,
m
o
tiv
atio
n
al,
em
o
tio
n
al,
an
d
s
o
cial
b
en
e
f
its
[
8
]
.
Ou
r
in
itial
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J Ar
tif
I
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tell
I
SS
N:
2252
-
8
9
3
8
C
h
ild
-
fr
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d
ly
e
-
lea
r
n
in
g
fo
r
a
r
tifi
cia
l in
tellig
en
ce
ed
u
ca
tio
n
in
I
n
d
o
n
esia
:
c
o
n
ce
p
tu
a
l
(
Dw
ijo
ko
P
u
r
b
o
h
a
d
i
)
2623
r
esear
ch
in
Den
p
asar
,
B
ali,
Gr
esik
,
an
d
E
ast
J
av
a
o
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tain
ed
d
ata
s
h
o
win
g
th
at
alm
o
s
t
all
6
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-
g
r
ad
e
elem
en
tar
y
s
ch
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l
s
tu
d
en
ts
p
lay
ed
g
am
e
s
f
o
r
2
h
o
u
r
s
d
aily
.
T
h
e
d
u
r
atio
n
p
la
y
in
g
g
am
es
b
ec
o
m
e
s
lo
n
g
er
d
u
r
in
g
th
e
h
o
lid
ay
s
.
Gam
es
ca
u
s
e
ad
d
ictio
n
an
d
n
eg
ativ
e
im
p
ac
ts
s
u
ch
as
f
o
r
g
etf
u
ln
ess
,
ir
r
itab
ilit
y
,
an
d
an
tis
o
cial
b
eh
av
io
r
[
9
]
.
T
h
is
r
esear
ch
r
e
v
ea
ls
th
e
in
cr
ea
s
in
g
n
e
g
ativ
e
in
f
lu
en
ce
o
f
g
am
i
n
g
in
I
n
d
o
n
esia.
T
h
e
r
esear
ch
s
h
o
wed
th
at
AI
ca
n
e
n
h
an
ce
th
e
q
u
ality
an
d
ac
ce
s
s
ib
ilit
y
o
f
e
d
u
ca
tio
n
in
I
n
d
o
n
esia,
s
u
p
p
o
r
tin
g
a
d
ap
tiv
e
lear
n
in
g
an
d
p
e
r
s
o
n
alize
d
s
tu
d
en
t e
x
p
er
ien
ce
s
[
1
0
]
.
W
h
en
d
ev
elo
p
in
g
AI
ed
u
ca
tio
n
th
r
o
u
g
h
v
id
eo
g
a
m
es,
we
m
u
s
t b
e
ca
r
ef
u
l n
o
t to
ca
u
s
e
p
r
o
b
lem
s
s
u
ch
as
ad
d
ictio
n
,
r
ed
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ce
d
p
h
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s
ical
ac
tiv
ity
,
an
d
ex
p
o
s
u
r
e
to
h
ar
m
f
u
l
co
n
ten
t.
A
ch
ild
-
f
r
ien
d
ly
e
-
lear
n
in
g
s
y
s
tem
s
h
o
u
ld
c
o
m
b
in
e
th
e
ap
p
ea
l
o
f
v
id
e
o
g
a
m
es
with
s
af
e
ed
u
ca
tio
n
al
f
ea
tu
r
es.
I
n
d
o
n
esia
'
s
cu
ltu
r
al
an
d
tech
n
o
lo
g
ical
c
o
n
tex
t
is
cr
iti
ca
l
to
d
esig
n
in
g
a
s
y
s
tem
t
h
at
is
ac
ce
p
tab
le
to
c
h
ild
r
e
n
an
d
m
ee
ts
th
eir
ed
u
ca
tio
n
al
n
ee
d
s
.
E
v
e
n
th
o
u
g
h
e
-
lear
n
in
g
,
in
tr
o
d
u
ce
d
i
n
2
0
0
3
,
h
as
d
ev
elo
p
ed
,
we
s
till
n
ee
d
to
m
ak
e
tech
n
ical
im
p
r
o
v
em
en
ts
to
o
v
er
co
m
e
ex
is
tin
g
c
h
allen
g
es
[
1
1
]
,
[
1
2
]
.
I
n
teg
r
atin
g
AI
in
to
e
v
er
y
d
ay
life
is
wid
esp
r
ea
d
,
f
r
o
m
h
o
u
s
eh
o
ld
ap
p
lian
ce
s
to
ch
ild
r
e
n
'
s
to
y
s
[
1
3
]
.
Ma
n
y
in
d
u
s
tr
ies
p
r
o
d
u
ce
AI
-
b
ased
ch
ild
r
en
'
s
to
y
s
,
s
u
ch
as
r
o
b
o
ts
,
ch
atb
o
ts
,
an
d
v
id
eo
g
a
m
es.
T
h
is
s
o
f
twar
e
h
as
f
ac
ial,
v
o
ice,
an
d
a
u
to
n
o
m
o
u
s
m
o
v
e
m
e
n
t
r
ec
o
g
n
itio
n
f
ea
tu
r
es
to
h
elp
ch
ild
r
e
n
u
n
d
er
s
tan
d
AI
an
d
r
o
b
o
ts
.
I
n
d
u
s
tr
y
co
n
tin
u
es
to
tr
y
to
r
ed
u
ce
c
o
s
ts
an
d
im
p
r
o
v
e
r
o
b
o
t
ca
p
ab
ilit
ies
to
m
ak
e
th
em
m
o
r
e
attr
ac
tiv
e
an
d
af
f
o
r
d
a
b
le
[
1
4
]
.
C
o
n
d
itio
n
s
lik
e
th
is
p
lease
ch
ild
r
en
.
Ho
wev
er
,
if
th
is
is
n
o
t
ac
co
m
p
an
ied
b
y
p
r
o
p
er
ed
u
ca
tio
n
,
AI
will
h
u
r
t
ch
ild
r
en
[
1
5
]
.
I
f
we
in
tr
o
d
u
ce
th
e
c
o
n
ce
p
t
o
f
A
I
to
ch
ild
r
e
n
f
r
o
m
an
ea
r
ly
a
g
e,
it
will
r
ed
u
ce
th
e
n
eg
ativ
e
r
is
k
s
wh
i
le
in
cr
ea
s
in
g
th
e
b
en
ef
its
[
1
6
]
.
R
esear
ch
s
h
o
ws
th
at
s
tu
d
y
in
g
AI
ca
n
im
p
r
o
v
e
ch
ild
r
en
'
s
u
n
d
er
s
tan
d
in
g
o
f
co
n
ce
p
ts
,
in
clu
d
i
n
g
m
ac
h
in
e
lear
n
in
g
a
n
d
r
o
b
o
tics
.
L
ea
r
n
in
g
AI
ca
n
f
o
s
ter
cr
ea
tiv
ity
,
em
o
tio
n
al
c
o
n
tr
o
l,
co
llab
o
r
atio
n
,
an
d
co
m
p
u
tatio
n
al
th
in
k
i
n
g
[
1
7
]
.
I
m
p
l
em
en
tin
g
t
h
e
AI
cu
r
r
icu
lu
m
in
s
ch
o
o
ls
c
an
i
m
p
r
o
v
e
s
tu
d
en
ts
'
u
n
d
er
s
tan
d
i
n
g
a
n
d
p
er
ce
p
tio
n
o
f
tech
n
o
l
o
g
y
.
E
d
u
ca
to
r
s
ar
e
im
p
o
r
tan
t
in
r
ea
lizin
g
a
n
AI
c
u
r
r
icu
lu
m
[
1
8
]
.
R
esear
ch
also
s
h
o
ws
th
at
AI
-
b
ased
to
o
ls
h
av
e
th
e
p
o
ten
tial
to
en
r
ich
th
e
lear
n
in
g
ex
p
er
ien
c
e
an
d
im
p
r
o
v
e
th
e
q
u
ality
o
f
teac
h
in
g
,
esp
ec
ially
in
p
r
im
ar
y
an
d
s
ec
o
n
d
a
r
y
ed
u
ca
tio
n
in
I
n
d
o
n
esia
[
1
9
]
.
Mu
ch
r
esear
c
h
h
as
b
ee
n
ca
r
r
ied
o
u
t
in
I
n
d
o
n
esia.
Am
o
n
g
o
th
er
th
in
g
s
,
lear
n
in
g
AI
to
im
p
r
o
v
e
s
tu
d
en
ts
'
cr
itical
an
d
cr
ea
tiv
e
th
in
k
in
g
s
k
ills
.
E
v
en
t
h
o
u
g
h
m
u
ch
AI
-
b
ased
s
o
f
twar
e
h
as
b
ee
n
d
e
v
elo
p
e
d
an
d
p
r
o
v
e
n
u
s
ef
u
l,
we
n
ee
d
to
d
ev
elo
p
tech
n
o
lo
g
y
,
c
o
n
ten
t,
an
d
m
e
th
o
d
s
ap
p
r
o
p
r
iate
to
th
e
e
d
u
ca
tio
n
al
co
n
tex
t
in
I
n
d
o
n
esia.
W
e
p
r
o
p
o
s
e
a
ch
ild
-
f
r
ien
d
ly
e
-
lear
n
in
g
d
esig
n
f
o
r
AI
ed
u
ca
tio
n
th
at
co
m
b
in
es
g
am
if
icatio
n
,
ed
u
ca
tio
n
al
c
o
n
ten
t,
an
d
d
i
g
ital
en
v
ir
o
n
m
en
ts
b
y
ex
p
lo
itin
g
th
e
ap
p
ea
l
o
f
v
id
e
o
g
am
es.
T
h
is
s
y
s
tem
h
elp
s
I
n
d
o
n
esian
ch
ild
r
en
d
ev
elo
p
AI
liter
ac
y
f
r
o
m
elem
en
tar
y
s
ch
o
o
l
to
e
n
s
u
r
e
th
eir
s
u
c
ce
s
s
in
th
e
f
u
tu
r
e.
T
h
e
m
ain
c
h
allen
g
e
is
attr
ac
tin
g
ch
ild
r
en
'
s
in
ter
est
b
y
co
n
s
id
er
in
g
t
h
eir
p
r
ef
er
en
c
es
f
o
r
e
n
ter
tain
in
g
g
am
es.
Ad
ap
tiv
e
e
-
lear
n
in
g
en
v
ir
o
n
m
en
t
b
ased
o
n
lea
r
n
i
n
g
s
ty
les
an
d
its
im
p
ac
t
o
n
d
ev
elo
p
m
en
t
o
f
s
tu
d
en
ts
’
en
g
ag
em
e
n
t
[
1
6
]
.
T
h
e
g
o
al
o
f
th
is
r
esear
ch
is
to
m
ak
e
AI
lear
n
in
g
f
u
n
an
d
ef
f
ec
tiv
e.
T
h
is
r
esear
ch
co
n
tr
ib
u
tes
to
d
is
cu
s
s
io
n
s
ab
o
u
t
th
e
im
p
a
ct
o
f
v
id
eo
g
a
m
es,
th
e
ap
p
licatio
n
o
f
A
I
in
e
d
u
ca
tio
n
,
an
d
th
e
d
ev
elo
p
m
en
t
o
f
ch
ild
-
f
r
ien
d
ly
e
-
lear
n
in
g
s
y
s
tem
s
.
T
h
is
r
esear
ch
also
p
r
o
v
id
es
ev
id
en
ce
o
n
h
o
w
v
id
e
o
g
am
es
in
f
lu
e
n
ce
lear
n
in
g
,
d
ev
el
o
p
AI
-
b
ased
e
d
u
ca
tio
n
al
to
o
ls
,
an
d
d
esig
n
en
g
ag
in
g
an
d
ac
ce
s
s
ib
le
e
-
lear
n
in
g
p
latf
o
r
m
s
f
o
r
ch
ild
r
en
.
2.
M
E
T
H
O
D
E
lectr
o
n
ic
lear
n
in
g
(e
-
lear
n
in
g
)
,
is
ca
r
r
ied
o
u
t
elec
tr
o
n
icall
y
o
r
o
n
lin
e
u
s
in
g
elec
tr
o
n
ic
m
ed
ia
an
d
d
ev
ices
s
u
ch
as
th
e
in
ter
n
et
,
c
o
m
p
u
ter
s
,
tab
lets
,
m
o
b
ile
p
h
o
n
es,
an
d
CD
-
R
OM
s
.
T
h
is
m
et
h
o
d
p
r
o
v
id
es
h
i
g
h
f
lex
ib
ilit
y
b
ec
au
s
e
it
ca
n
b
e
d
o
n
e
b
y
a
n
y
o
n
e,
an
y
wh
e
r
e,
an
d
an
y
tim
e.
An
e
-
lear
n
in
g
ca
n
b
e
f
o
r
m
al
o
r
in
f
o
r
m
al,
d
ep
e
n
d
in
g
o
n
th
e
le
ar
n
in
g
o
b
jectiv
es
an
d
m
ater
ial
s
.
T
h
e
co
n
ce
p
t
o
f
e
-
lear
n
in
g
i
s
clo
s
ely
r
elate
d
to
u
s
in
g
elec
t
r
o
n
ic
d
e
v
ices
(
co
m
p
u
ter
s
)
an
d
in
ter
n
et
n
etwo
r
k
s
in
lear
n
in
g
,
s
u
ch
as
d
is
tan
ce
lear
n
in
g
,
co
m
p
u
ter
-
b
ased
tr
ai
n
in
g
,
web
-
b
ased
tr
ain
i
n
g
,
s
y
n
ch
r
o
n
o
u
s
lear
n
in
g
,
an
d
asy
n
ch
r
o
n
o
u
s
l
ea
r
n
in
g
.
E
-
lear
n
in
g
co
n
tin
u
es
to
d
ev
el
o
p
b
ec
a
u
s
e
th
er
e
ar
e
o
p
p
o
r
tu
n
ities
,
b
u
t
n
ew
ch
allen
g
es
co
n
tin
u
e
t
o
e
m
er
g
e,
in
clu
d
in
g
:
tech
n
ical
p
r
o
b
le
m
s
[
2
0
]
,
s
tu
d
en
t
m
o
tiv
atio
n
s
,
lack
o
f
s
tu
d
e
n
t
en
g
ag
em
e
n
t
[
2
1
]
,
an
d
lim
ited
in
ter
ac
tio
n
with
teac
h
er
s
[
2
2
]
.
Dig
ital
tech
n
o
lo
g
y
in
th
e
cl
ass
r
o
o
m
h
as
v
ar
io
u
s
b
en
ef
its
,
s
u
ch
as
r
ed
u
cin
g
r
ep
etitiv
e
task
s
f
o
r
teac
h
er
s
,
au
to
m
atin
g
d
ay
-
to
-
d
ay
o
p
e
r
atio
n
s
,
teac
h
in
g
s
tu
d
e
n
t’
s
r
esp
o
n
s
ib
ilit
y
an
d
s
elf
-
d
i
s
cip
lin
e,
p
r
ep
ar
i
n
g
s
tu
d
en
ts
f
o
r
life
lo
n
g
lear
n
i
n
g
,
an
d
en
h
an
cin
g
th
e
lear
n
i
n
g
e
n
v
ir
o
n
m
en
t
an
d
p
er
f
o
r
m
a
n
ce
[
2
3
]
.
I
n
th
is
d
ig
ital
ag
e,
e
-
lear
n
in
g
h
as
b
ec
o
m
e
a
p
o
p
u
lar
alter
n
ativ
e
to
tr
a
d
itio
n
al
ed
u
ca
tio
n
.
A
d
v
an
ce
s
in
tech
n
o
lo
g
y
an
d
in
cr
ea
s
in
g
ly
ea
s
y
in
ter
n
et
ac
c
ess
allo
w
s
tu
d
en
ts
to
lear
n
f
lex
ib
ly
with
o
u
t
b
ein
g
b
o
u
n
d
b
y
ti
m
e
an
d
p
lace
.
E
-
lear
n
in
g
s
y
s
tem
s
allo
w
s
tu
d
en
ts
to
ac
ce
s
s
lear
n
in
g
m
ater
i
als,
in
ter
ac
t
with
teac
h
er
s
o
r
f
ello
w
s
tu
d
en
ts
,
an
d
co
m
p
lete
ass
ig
n
m
en
ts
o
n
lin
e
t
h
r
o
u
g
h
lear
n
i
n
g
p
latf
o
r
m
s
.
W
ith
d
iv
er
s
e
g
eo
g
r
ap
h
ical
co
n
d
i
tio
n
s
in
I
n
d
o
n
esia,
e
-
lear
n
in
g
is
a
m
o
r
e
f
l
ex
i
b
le
a
n
d
af
f
o
r
d
a
b
le
o
p
tio
n
f
o
r
s
tu
d
e
n
ts
an
d
teac
h
er
s
[
2
4
]
.
E
-
lear
n
in
g
ar
ch
itectu
r
e
d
esig
n
is
th
e
s
tr
u
ctu
r
e
o
r
f
r
am
ewo
r
k
o
f
a
n
e
-
lear
n
in
g
s
y
s
tem
th
at
d
eter
m
in
es
h
o
w
th
e
co
m
p
o
n
e
n
ts
o
f
th
e
s
y
s
tem
in
ter
ac
t
an
d
f
u
n
ctio
n
.
E
-
lear
n
in
g
ar
ch
itectu
r
e
d
esig
n
ca
n
f
ac
ilit
ate
d
is
tan
ce
Evaluation Warning : The document was created with Spire.PDF for Python.
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9
3
8
I
n
t J Ar
tif
I
n
tell
,
Vo
l.
14
,
No
.
4
,
Au
g
u
s
t
20
25
:
2
6
2
2
-
2
6
3
3
2624
le
ar
n
in
g
b
y
p
r
o
v
id
in
g
an
e
-
l
ea
r
n
in
g
p
latf
o
r
m
th
at
is
ea
s
ily
ac
ce
s
s
ib
le
an
d
ea
s
y
to
u
s
e,
p
r
o
v
i
d
es
lear
n
in
g
co
n
ten
t
th
at
f
o
llo
ws
th
e
cu
r
r
i
cu
lu
m
,
s
tan
d
ar
d
s
,
an
d
n
ee
d
s
o
f
s
tu
d
en
ts
an
d
teac
h
e
r
s
,
p
r
o
v
id
es
f
ea
tu
r
es
th
at
s
u
p
p
o
r
t
t
h
e
lear
n
in
g
p
r
o
ce
s
s
s
u
ch
as
ass
ess
m
e
n
t,
f
ee
d
b
ac
k
,
co
llab
o
r
atio
n
,
an
d
p
e
r
s
o
n
aliza
tio
n
.
I
n
ad
d
itio
n
,
it
p
r
o
v
id
es secu
r
ity
,
m
an
a
g
em
en
t,
an
d
ev
al
u
atio
n
m
ec
h
an
is
m
s
f
o
r
e
-
lear
n
in
g
s
y
s
tem
s
.
E
-
lear
n
in
g
h
as
m
a
n
y
asp
ec
ts
o
r
b
r
a
n
ch
es
th
at
co
n
tin
u
e
to
d
e
v
elo
p
al
o
n
g
with
tech
n
o
lo
g
ica
l
ad
v
an
ce
s
an
d
n
ee
d
s
.
T
ec
h
n
o
lo
g
y
[
2
5
]
,
co
n
ten
t
[2
6]
,
an
d
m
eth
o
d
s
[
2
7
]
ar
e
ex
p
er
ie
n
cin
g
d
ev
el
o
p
m
en
ts
co
n
ce
r
n
in
g
e
-
lear
n
in
g
.
T
h
ese
th
r
ee
elem
en
ts
ar
e
in
s
ep
ar
ab
le
f
r
o
m
th
e
e
-
lear
n
in
g
ar
c
h
itectu
r
e
[
2
8
]
.
T
h
e
d
esig
n
ap
p
r
o
ac
h
o
f
th
e
e
-
lear
n
in
g
m
o
d
el
co
m
b
in
es
tech
n
o
lo
g
y
,
c
o
n
ten
t,
an
d
m
eth
o
d
.
W
e
in
teg
r
ate
all
th
ese
co
m
p
o
n
e
n
ts
to
b
u
ild
an
in
ter
ac
tiv
e,
ad
a
p
tiv
e,
an
d
ac
ce
s
s
ib
le
s
y
s
tem
.
Un
d
e
r
s
tan
d
in
g
h
o
w
th
ese
co
m
p
o
n
e
n
ts
in
ter
ac
t
allo
ws
e
-
lear
n
in
g
r
esear
ch
an
d
d
ev
el
o
p
m
en
t to
ac
h
iev
e
o
p
tim
al
r
esu
lts
.
2
.
1
.
T
ec
hn
o
lo
g
y
T
h
e
d
ev
elo
p
m
en
t
o
f
e
-
lea
r
n
in
g
tech
n
o
lo
g
y
r
ef
e
r
s
to
ad
v
an
ce
m
e
n
ts
in
in
f
o
r
m
a
tio
n
an
d
co
m
m
u
n
icatio
n
tech
n
o
lo
g
y
th
at
en
h
an
ce
th
e
cr
ea
tio
n
a
n
d
d
e
liv
er
y
o
f
in
ter
ac
tiv
e,
e
f
f
ec
tiv
e,
an
d
f
lex
ib
le
o
n
li
n
e
ed
u
ca
tio
n
.
Sin
ce
its
in
ce
p
tio
n
in
th
e
1
9
9
0
s
,
e
-
lear
n
in
g
h
as
ev
o
lv
e
d
with
tech
n
o
lo
g
ical
p
r
o
g
r
ess
,
r
esu
ltin
g
in
m
o
r
e
ad
v
an
ce
d
o
n
lin
e
lear
n
in
g
p
latf
o
r
m
s
,
ap
p
licatio
n
s
,
an
d
s
u
p
p
o
r
tin
g
tech
n
o
l
o
g
ies.
T
h
es
e
in
clu
d
e
an
im
ate
d
v
id
eo
s
,
in
ter
ac
tiv
e
s
im
u
latio
n
s
,
au
g
m
e
n
ted
r
ea
lity
,
a
n
d
v
i
r
tu
a
l r
ea
lity
[
2
9
]
.
T
ec
h
n
o
lo
g
ical
ad
v
a
n
ce
m
en
ts
h
av
e
f
ac
ilit
ated
t
h
e
in
teg
r
atio
n
o
f
m
o
b
ile
d
ev
ices,
cl
o
u
d
c
o
m
p
u
tin
g
,
an
d
AI
tech
n
o
lo
g
y
in
e
-
lear
n
in
g
,
m
ak
in
g
ed
u
ca
tio
n
m
o
r
e
ac
ce
s
s
ib
le
an
d
f
lex
ib
le.
I
n
ad
d
itio
n
,
r
ec
en
t
d
ev
elo
p
m
e
n
ts
in
b
ig
d
ata
a
n
al
y
tics
an
d
m
ac
h
in
e
lear
n
in
g
h
a
v
e
b
ee
n
u
tili
ze
d
in
e
-
lear
n
in
g
t
o
p
er
s
o
n
alize
th
e
lear
n
in
g
ex
p
er
ien
ce
,
tr
ac
k
lear
n
er
s
'
p
r
o
g
r
ess
,
an
d
o
f
f
e
r
m
o
r
e
ef
f
ec
tiv
e
f
ee
d
b
ac
k
.
T
h
e
c
o
n
ti
n
u
o
u
s
ev
o
lu
tio
n
o
f
e
-
lear
n
in
g
tec
h
n
o
lo
g
y
p
r
esen
t
s
o
p
p
o
r
tu
n
ities
f
o
r
th
e
c
r
ea
tio
n
an
d
d
eliv
er
y
o
f
im
p
r
o
v
e
d
,
e
asil
y
ac
ce
s
s
ib
le,
an
d
h
ig
h
ly
ef
f
ec
tiv
e
o
n
lin
e
ed
u
ca
ti
o
n
.
2
.
2
.
Co
nte
nt
C
o
n
ten
t
d
ev
elo
p
m
e
n
t
in
e
-
lear
n
in
g
in
v
o
lv
es
cr
ea
tin
g
an
d
en
h
an
cin
g
d
ig
ital
lear
n
in
g
m
ater
ials
o
n
e
-
lear
n
in
g
p
latf
o
r
m
s
.
T
h
ese
m
ater
ials
ca
n
in
clu
d
e
tex
t,
i
m
ag
es,
au
d
io
,
v
id
e
o
,
an
d
in
t
er
ac
tiv
e
s
im
u
latio
n
s
d
esig
n
ed
to
h
elp
lea
r
n
er
s
ac
q
u
ir
e
n
ew
k
n
o
wled
g
e
th
r
o
u
g
h
o
n
lin
e
lea
r
n
in
g
.
T
h
e
r
e
is
a
n
ee
d
f
o
r
in
n
o
v
ativ
e
teac
h
in
g
m
ater
ials
,
s
u
ch
as
e
-
m
o
d
u
les,
to
en
h
an
ce
p
h
y
s
ics
lear
n
in
g
[
3
0
]
.
As
e
-
lear
n
in
g
te
ch
n
o
lo
g
y
ad
v
a
n
ce
s
,
s
o
d
o
es
th
e
co
n
ten
t,
with
n
e
w
tech
n
o
lo
g
ies
lik
e
a
u
g
m
en
t
ed
r
ea
lity
,
v
i
r
tu
al
r
ea
lity
,
a
n
d
AI
b
ein
g
u
s
ed
t
o
en
h
an
ce
th
e
q
u
ality
a
n
d
e
f
f
ec
t
iv
en
ess
o
f
o
n
lin
e
lear
n
in
g
.
A
d
d
itio
n
ally
,
e
-
lear
n
in
g
co
n
te
n
t
is
b
ec
o
m
in
g
m
o
r
e
p
er
s
o
n
alize
d
,
ca
te
r
in
g
to
in
d
iv
id
u
al
lear
n
in
g
n
ee
d
s
an
d
p
r
ef
e
r
en
ce
s
,
an
d
ac
ce
s
s
ib
le
o
n
v
ar
i
o
u
s
d
ev
ice
s
s
u
ch
as
co
m
p
u
ter
s
,
lap
to
p
s
,
tab
lets
,
a
n
d
s
m
ar
tp
h
o
n
es.
E
-
lear
n
in
g
c
o
n
ten
t
d
ev
elo
p
m
en
t
allo
ws
f
o
r
m
o
r
e
in
ter
ac
tiv
e
,
ef
f
ec
tiv
e,
an
d
en
jo
y
ab
le
o
n
lin
e
lear
n
in
g
ex
p
er
ie
n
ce
s
wh
ile
cr
ea
tin
g
n
ew
o
p
p
o
r
tu
n
ities
in
o
n
lin
e
e
d
u
ca
tio
n
,
s
u
ch
as m
o
b
ile
lear
n
in
g
an
d
m
ass
i
v
e
o
p
en
o
n
lin
e
co
u
r
s
es
(
M
OOCs
)
.
2
.
3
.
L
ea
rning
m
e
t
ho
d
T
h
e
d
ev
el
o
p
m
en
t
o
f
lear
n
in
g
m
eth
o
d
s
in
e
-
lear
n
in
g
r
ef
er
s
to
im
p
r
o
v
in
g
an
d
en
h
a
n
cin
g
th
e
tech
n
iq
u
es
an
d
s
tr
ateg
ies
u
s
e
d
o
n
e
-
lear
n
in
g
p
latf
o
r
m
s
.
T
h
ese
m
eth
o
d
s
in
clu
d
e
lear
n
in
g
v
id
eo
s
,
i
n
ter
ac
tiv
e
s
im
u
la
tio
n
s
,
o
n
lin
e
d
is
cu
s
s
io
n
s
,
an
d
a
u
to
m
ated
test
s
.
As
e
-
lear
n
in
g
tech
n
o
l
o
g
y
ad
v
a
n
ce
s
,
n
ew
tech
n
o
lo
g
ies
lik
e
au
g
m
en
ted
r
ea
lity
,
v
ir
t
u
al
r
ea
lity
,
an
d
AI
a
r
e
b
ein
g
in
co
r
p
o
r
ated
t
o
en
h
a
n
ce
th
e
q
u
ality
an
d
ef
f
ec
tiv
en
ess
o
f
o
n
li
n
e
lear
n
in
g
[
3
1
]
,
[
3
2
]
.
Fu
r
th
er
m
o
r
e
,
lear
n
in
g
m
eth
o
d
s
in
e
-
lear
n
in
g
ar
e
b
ec
o
m
in
g
m
o
r
e
p
e
r
s
o
n
alize
d
an
d
tailo
r
e
d
to
in
d
iv
id
u
al
lear
n
in
g
n
ee
d
s
a
n
d
p
r
ef
e
r
en
ce
s
.
T
h
ey
ca
n
b
e
ac
ce
s
s
ed
o
n
v
ar
i
o
u
s
d
ev
ices
s
u
ch
as
d
esk
to
p
c
o
m
p
u
te
r
s
,
lap
to
p
s
,
tab
lets
,
an
d
s
m
ar
tp
h
o
n
es.
T
h
is
d
ev
elo
p
m
e
n
t
a
llo
ws
f
o
r
a
m
o
r
e
in
ter
ac
tiv
e,
p
r
ac
tical,
an
d
en
j
o
y
ab
le
o
n
li
n
e
lear
n
in
g
e
x
p
er
ien
ce
f
o
r
s
t
u
d
en
ts
.
I
t
also
cr
ea
tes
n
ew
o
p
p
o
r
tu
n
ities
f
o
r
th
e
p
r
o
v
is
io
n
o
f
o
n
lin
e
ed
u
ca
tio
n
.
E
-
lear
n
in
g
is
a
s
ig
n
if
ican
t
ch
an
g
e
b
r
o
u
g
h
t
ab
o
u
t
b
y
th
e
in
ter
n
et.
I
t
allo
ws
u
s
er
s
t
o
ac
q
u
ir
e
k
n
o
wled
g
e
an
d
ed
u
ca
tio
n
ef
f
e
ctiv
ely
,
u
s
in
g
b
o
t
h
s
y
n
c
h
r
o
n
o
u
s
an
d
asy
n
ch
r
o
n
o
u
s
m
eth
o
d
s
.
T
h
is
is
esp
ec
ially
im
p
o
r
tan
t
in
to
d
ay
'
s
f
ast
-
p
ac
ed
wo
r
ld
in
wh
ic
h
s
tay
in
g
u
p
d
a
ted
is
cr
u
cial.
E
-
lear
n
in
g
d
eliv
er
s
co
n
ten
t
th
r
o
u
g
h
elec
tr
o
n
ic
in
f
o
r
m
atio
n
an
d
co
m
m
u
n
i
ca
tio
n
tech
n
o
lo
g
y
,
u
tili
zin
g
v
ar
io
u
s
m
eth
o
d
s
s
u
ch
as
f
ee
d
b
ac
k
s
y
s
tem
s
,
co
m
p
u
ter
n
etwo
r
k
s
,
v
id
eo
an
d
au
d
io
co
n
f
e
r
en
cin
g
,
web
s
ites
,
an
d
co
m
p
u
te
r
-
aid
ed
in
s
tr
u
cti
o
n
.
T
h
is
m
eth
o
d
o
f
d
eliv
er
y
o
p
en
s
o
p
p
o
r
tu
n
ities
f
o
r
life
lo
n
g
lear
n
in
g
f
o
r
em
p
lo
y
ee
s
.
I
n
co
n
clu
s
io
n
,
we
b
elie
v
e
th
at
in
teg
r
atin
g
s
y
n
ch
r
o
n
o
u
s
to
o
ls
in
to
th
e
asy
n
ch
r
o
n
o
u
s
en
v
ir
o
n
m
en
t
i
s
n
ec
ess
ar
y
to
cr
ea
te
a
lear
n
in
g
m
o
d
el
th
at
is
ac
ce
s
s
ib
le
at
an
y
tim
e.
T
h
e
p
r
im
ar
y
e
n
v
ir
o
n
m
en
t
will
b
e
asy
n
c
h
r
o
n
o
u
s
,
with
d
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2
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Desig
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itectu
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e
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d
m
eth
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d
s
[
2
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]
.
T
h
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ar
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al
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f
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-
lear
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a
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ch
itectu
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M
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d
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in
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tallatio
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.
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n
ad
d
itio
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to
b
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s
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Mo
o
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f
f
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r
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r
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en
s
iv
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f
ea
tu
r
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f
o
r
m
an
a
g
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g
lear
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cr
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cia
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f
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r
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co
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i
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r
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d
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th
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u
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y
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Mo
o
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le'
s
co
n
t
e
n
t
d
is
tr
ib
u
t
io
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ca
p
ab
ilit
y
.
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n
te
r
a
cti
v
e
e
-
l
ea
r
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g
is
ess
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tia
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f
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e
n
t
ar
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t
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n
ts
as it
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p
a
r
k
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n
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u
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ates
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ay
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T
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ar
ch
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s
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ate
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ile
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o
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u
r
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1
.
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ch
itectu
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d
ev
elo
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ch
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W
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I
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I
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ac
y
f
r
o
m
a
y
o
u
n
g
ag
e
.
Fig
u
r
e
1
s
u
m
m
a
r
izes
th
e
s
tr
u
ctu
r
e
an
d
k
ey
co
m
p
o
n
en
ts
o
f
th
e
e
-
lea
r
n
in
g
ar
ch
itectu
r
e
we
d
ev
elo
p
e
d
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
T
h
is
r
esear
ch
h
as
d
esig
n
e
d
an
e
-
lear
n
in
g
p
latf
o
r
m
th
at
is
b
o
th
ch
ild
-
f
r
ien
d
ly
a
n
d
AI
-
b
ased
.
T
h
e
g
o
al
is
to
h
av
e
an
e
-
lear
n
i
n
g
p
latf
o
r
m
th
at
ca
n
attr
ac
t
s
tu
d
en
ts
lik
e
v
i
d
eo
g
am
es.
W
h
ile
p
r
e
v
io
u
s
s
tu
d
ies
h
a
v
e
ex
p
lo
r
ed
th
e
im
p
ac
t
o
f
v
id
eo
g
am
es
o
n
lear
n
in
g
,
t
h
ey
h
av
e
n
o
t
ex
p
licitly
a
d
d
r
ess
ed
th
e
ef
f
ec
t
o
f
g
a
m
if
icatio
n
in
teg
r
atio
n
in
e
-
lear
n
in
g
p
latf
o
r
m
s
o
n
ch
ild
r
en
'
s
AI
liter
ac
y
.
T
h
e
ar
ch
itectu
r
e
o
f
e
-
lear
n
in
g
r
ef
er
s
to
th
e
ar
r
an
g
em
e
n
t
o
r
f
r
am
ewo
r
k
o
f
in
f
o
r
m
atio
n
s
y
s
tem
s
th
at
f
ac
ilit
ate
e
-
lear
n
in
g
p
r
o
ce
d
u
r
e
s
.
I
t
in
clu
d
es
v
ar
io
u
s
elem
e
n
ts
s
u
ch
as
co
n
ten
t,
p
latf
o
r
m
,
ap
p
licatio
n
,
n
etwo
r
k
,
an
d
s
tan
d
a
r
d
s
,
wh
ic
h
d
eliv
e
r
e
-
lear
n
in
g
s
er
v
ices
an
d
f
u
n
ctio
n
alities
[
3
6
]
.
A
well
-
d
ef
i
n
ed
a
r
ch
itectu
r
e
n
o
t o
n
ly
h
elp
s
with
s
y
s
tem
d
esig
n
b
u
t
also
allo
ws
f
o
r
th
e
d
ev
elo
p
m
e
n
t
an
d
r
eu
s
e
o
f
co
m
p
o
n
en
ts
[
3
7
]
.
C
r
ea
tin
g
a
n
ew
e
-
lear
n
in
g
ar
c
h
itectu
r
e
is
a
co
m
p
lex
task
th
at
r
eq
u
ir
es c
ar
ef
u
l p
lan
n
in
g
an
d
an
aly
s
is
.
T
h
er
e
is
n
o
o
n
e
-
s
ize
-
f
its
-
all
s
o
lu
tio
n
f
o
r
e
-
lear
n
i
n
g
ar
c
h
itectu
r
e
as
d
if
f
er
en
t
p
r
o
jects
m
ay
h
av
e
d
if
f
er
en
t
o
b
jectiv
es,
r
eq
u
ir
em
e
n
ts
,
an
d
lim
itatio
n
s
.
T
h
e
f
ir
s
t
s
tep
in
d
e
v
elo
p
in
g
a
n
e
-
lear
n
in
g
ar
c
h
itectu
r
e
is
to
co
n
d
u
ct
a
n
ee
d
s
a
n
aly
s
is
.
T
h
is
an
aly
s
i
s
co
n
s
id
er
s
th
e
s
p
ec
if
ic
r
e
q
u
ir
e
m
en
ts
o
f
I
n
d
o
n
esia'
s
ed
u
ca
tio
n
s
y
s
tem
,
d
em
o
g
r
ap
h
y
,
a
n
d
g
eo
g
r
ap
h
y
.
B
ased
o
n
th
is
an
aly
s
is
,
we
estab
lis
h
th
e
b
o
u
n
d
ar
ies
f
o
r
th
e
ar
c
h
itec
tu
r
al
d
esig
n
as:
i)
th
e
A
I
lea
r
n
in
g
m
o
d
u
les
ar
e
p
ac
k
ag
ed
s
o
it
is
ea
s
y
to
d
is
tr
ib
u
te
an
d
u
s
e
th
em
;
ii)
AI
lea
r
n
in
g
m
o
d
u
les
ca
n
wo
r
k
with
p
o
o
r
in
t
er
n
et
q
u
ality
;
iii)
an
in
ter
ac
tiv
e
e
-
lear
n
in
g
m
o
d
el
ca
n
in
teg
r
ate
L
MS
an
d
le
ar
n
in
g
m
o
d
u
les to
attr
ac
t stu
d
en
ts
; iv
)
th
e
s
y
s
tem
ca
n
b
e
ac
ce
s
s
ed
u
s
in
g
a
W
in
d
o
ws
o
r
m
ac
OS
-
b
ased
c
o
m
p
u
ter
/lap
to
p
;
an
d
v
)
AI
m
o
d
u
les
ca
n
r
u
n
o
n
co
m
p
u
ter
s
with
n
o
t h
ig
h
s
p
ec
if
icatio
ns
.
3
.
1
.
Co
ns
t
it
uent
co
m
po
nents
T
h
e
e
-
lear
n
in
g
ar
c
h
itectu
r
e
in
th
is
p
ap
er
co
n
s
is
ts
o
f
f
iv
e
m
ain
co
m
p
o
n
e
n
ts
th
at
in
ter
ac
t
with
ea
ch
o
th
er
s
y
n
er
g
is
tical:
i)
th
e
AI
m
o
d
u
le
p
r
o
v
id
es
AI
th
at
allo
ws
p
er
s
o
n
aliza
tio
n
an
d
ad
a
p
tatio
n
o
f
lear
n
i
n
g
co
n
ten
t
ac
co
r
d
in
g
t
o
u
s
er
n
ee
d
s
;
ii)
th
e
in
d
u
s
tr
y
s
tan
d
a
r
d
s
h
ar
ab
le
co
n
ten
t
o
b
ject
r
ef
er
en
ce
m
o
d
el
(
SC
OR
M
)
en
s
u
r
es
ea
s
y
in
teg
r
atio
n
o
f
l
ea
r
n
in
g
co
n
ten
t
with
v
a
r
io
u
s
L
MS,
wh
ich
is
v
ital
to
e
n
s
u
r
e
well
-
m
o
n
ito
r
ed
s
tu
d
en
t
ac
tiv
ities
;
an
d
iii)
th
e
L
MS
b
ec
o
m
es
a
ce
n
tr
al
p
latf
o
r
m
th
at
en
a
b
les
th
e
m
a
n
ag
e
m
en
t,
d
eliv
e
r
y
,
an
d
tr
ac
k
in
g
o
f
lear
n
i
n
g
c
o
n
ten
t
a
n
d
in
ter
ac
tio
n
s
b
etwe
en
teac
h
er
s
an
d
p
a
r
ticip
an
ts
.
T
h
e
i
n
ter
n
et
an
d
b
r
o
wser
s
ar
e
cr
itical
in
f
r
astru
ctu
r
es
th
a
t
en
ab
le
ac
ce
s
s
to
o
n
lin
e
lear
n
in
g
co
n
ten
t
an
d
p
r
o
v
i
d
e
f
lex
i
b
le
an
d
af
f
o
r
d
ab
le
lear
n
in
g
e
x
p
er
ien
ce
s
.
T
h
ese
f
iv
e
co
m
p
o
n
en
ts
wo
r
k
to
g
eth
er
in
th
e
ar
ch
itectu
r
e
to
c
r
ea
te
an
ef
f
ec
tiv
e
an
d
ef
f
icien
t e
-
lear
n
in
g
en
v
ir
o
n
m
e
n
t.
Fig
u
r
e
2
illu
s
tr
ates
th
is
co
m
p
r
eh
en
s
iv
e
f
in
al
e
-
lear
n
in
g
ar
c
h
itectu
r
e,
wh
ich
in
clu
d
es
th
e
L
MS,
th
e
SC
O
R
M,
in
ter
n
et
co
n
n
ec
tiv
i
ty
,
web
b
r
o
wser
s
,
an
d
th
e
m
l5
.
js
an
d
p
5
lib
r
a
r
ies.
B
y
in
teg
r
atin
g
th
ese
co
m
p
o
n
en
ts
,
th
is
e
-
lear
n
in
g
ar
ch
itectu
r
e
o
f
f
er
s
AI
lear
n
in
g
e
x
p
er
ien
ce
s
,
in
te
r
ac
tiv
ity
,
a
n
d
i
m
p
r
o
v
e
d
r
ete
n
tio
n
.
T
h
e
p
5
lib
r
a
r
y
.
js
is
u
tili
ze
d
to
cr
ea
te
in
ter
ac
tiv
e
m
o
d
u
les
th
a
t
in
tr
o
d
u
ce
c
o
n
ce
p
ts
r
elate
d
to
d
ata
s
ets.
T
h
e
u
s
e
o
f
SC
OR
M
p
lay
s
a
cr
u
cial
r
o
l
e
in
th
is
ar
c
h
itectu
r
e.
I
t
en
a
b
les
th
e
m
o
d
u
le
to
f
u
n
ctio
n
e
v
en
with
p
o
o
r
i
n
ter
n
et
q
u
ality
.
Ad
d
itio
n
ally
,
th
e
m
o
d
u
le
ca
n
o
p
er
ate
o
f
f
li
n
e
wh
en
ac
ce
s
s
ed
th
r
o
u
g
h
th
e
Mo
o
d
l
e
Ap
p
.
T
h
is
f
ea
tu
r
e
m
ak
es
th
is
ar
ch
itectu
r
al
d
esig
n
s
u
itab
le
f
o
r
t
h
e
u
n
i
q
u
e
ed
u
c
atio
n
al,
d
em
o
g
r
ap
h
ic,
an
d
ter
r
ito
r
ial
co
n
d
itio
n
s
o
f
I
n
d
o
n
esia.
3.
1
.
1
.
Art
if
icia
l int
ellig
ence
m
o
du
le
T
h
e
AI
m
o
d
u
le
is
an
e
-
lear
n
in
g
co
n
ten
t
th
at
u
tili
ze
s
v
ar
io
u
s
co
m
p
o
n
en
ts
s
u
ch
as
p
5
.
js
an
d
m
l5
.
js
J
av
aScr
ip
t
lib
r
ar
ies,
HT
ML
5
,
an
d
C
SS
.
T
h
ese
co
m
p
o
n
en
ts
wo
r
k
t
o
g
eth
er
to
cr
ea
te
AI
lea
r
n
in
g
m
o
d
u
les
th
a
t
in
tr
o
d
u
ce
t
h
e
co
n
ce
p
t
o
f
m
ac
h
in
e
lear
n
in
g
.
T
h
ese
m
o
d
u
les
also
h
av
e
in
ter
ac
tiv
e
p
r
o
p
e
r
ties
.
T
h
e
m
l5
.
js
is
a
J
av
aScr
ip
t
lib
r
ar
y
s
p
ec
if
ically
d
esig
n
ed
f
o
r
d
ev
el
o
p
in
g
m
a
ch
in
e
lear
n
i
n
g
a
p
p
licatio
n
s
in
th
e
b
r
o
wser
.
I
t
is
f
lex
ib
le,
o
p
en
,
an
d
in
teg
r
ates
well
with
T
en
s
o
r
Flo
w.
I
t
also
h
as
a
s
tr
o
n
g
co
m
m
u
n
ity
s
u
p
p
o
r
t
an
d
a
c
o
m
p
lete
ec
o
s
y
s
tem
.
T
h
e
m
l5
.
js
s
u
p
p
o
r
ts
p
o
p
u
lar
m
ac
h
in
e
lear
n
in
g
m
o
d
els
an
d
is
co
m
p
atib
le
wit
h
m
o
d
er
n
b
r
o
wser
s
.
On
th
e
o
th
er
h
an
d
,
p
5
.
js
is
a
J
av
aScr
ip
t
lib
r
ar
y
th
at
f
o
cu
s
es
o
n
cr
ea
tin
g
in
ter
ac
tiv
e
a
r
two
r
k
,
an
im
atio
n
s
,
an
d
v
is
u
aliza
tio
n
s
in
th
e
b
r
o
wser
.
I
t
is
p
ar
ticu
lar
ly
u
s
ef
u
l
f
o
r
b
u
ild
in
g
in
ter
ac
tiv
e
m
o
d
u
les.
T
h
e
p
5
.
js
u
tili
ze
s
m
o
d
er
n
we
b
tech
n
o
lo
g
y
s
tan
d
ar
d
s
lik
e
HT
ML
5
an
d
J
av
a
Scr
ip
t.
B
o
th
p
5
.
js
an
d
m
l
5
.
js
lib
r
ar
ies
ca
n
ea
s
ily
in
ter
ac
t
with
HT
ML
elem
en
ts
s
u
ch
as
b
u
tto
n
s
,
in
p
u
ts
,
an
d
o
t
h
er
DOM
elem
en
ts
.
T
h
ey
ca
n
also
b
e
s
ea
m
less
ly
in
teg
r
ated
with
o
th
e
r
web
ele
m
en
ts
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J Ar
tif
I
n
tell
I
SS
N:
2252
-
8
9
3
8
C
h
ild
-
fr
ien
d
ly
e
-
lea
r
n
in
g
fo
r
a
r
tifi
cia
l in
tellig
en
ce
ed
u
ca
tio
n
in
I
n
d
o
n
esia
:
c
o
n
ce
p
tu
a
l
(
Dw
ijo
ko
P
u
r
b
o
h
a
d
i
)
2627
Fig
u
r
e
2
.
T
h
e
r
esu
lt o
f
th
e
e
-
le
ar
n
in
g
a
r
ch
itectu
r
e
d
esig
n
f
o
r
AI
ed
u
ca
tio
n
i
n
I
n
d
o
n
esia
3.
1
.
2
.
S
ha
ra
ble c
o
nte
nt
o
bje
c
t
re
f
er
ence
m
o
del
SC
O
R
M
i
s
a
tech
n
ical
s
tan
d
ar
d
f
o
r
e
-
lear
n
in
g
s
o
f
twar
e
th
at
en
ab
les
th
e
s
h
ar
in
g
,
r
eu
s
e,
an
d
in
teg
r
atio
n
o
f
lear
n
in
g
co
n
ten
t
with
v
ar
io
u
s
e
-
lear
n
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g
p
latf
o
r
m
s
an
d
to
o
ls
.
I
t
o
f
f
er
s
b
en
ef
its
s
u
ch
as
in
ter
o
p
er
a
b
ilit
y
,
r
eu
s
ab
ilit
y
,
a
cc
ess
ib
ilit
y
,
an
d
d
u
r
ab
ilit
y
o
f
e
-
lear
n
in
g
co
n
ten
t.
T
h
is
s
tu
d
y
s
p
ec
if
ically
u
s
es
ve
r
s
io
n
1
.
2
o
f
SC
OR
M.
T
h
e
r
ea
s
o
n
f
o
r
ch
o
o
s
in
g
SC
OR
M
i
s
th
at
it
allo
ws
th
e
MS
to
tr
ac
k
s
tu
d
en
t
lear
n
in
g
ac
tiv
ities
.
Ad
d
itio
n
ally
,
SC
O
R
M
m
o
d
u
les
ca
n
b
e
d
o
wn
lo
ad
ed
an
d
u
s
ed
with
lim
ited
in
ter
n
et
co
n
n
ec
tiv
ity
[
3
8
]
.
I
t'
s
im
p
o
r
tan
t
to
n
o
te
th
at
SC
OR
M
i
s
p
r
im
ar
ily
a
f
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am
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r
k
f
o
r
co
n
ten
t
d
eli
v
er
y
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a
n
d
it
is
th
e
r
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o
n
s
ib
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o
f
d
ev
elo
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er
s
to
d
esig
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c
o
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t
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ap
p
r
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p
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iate
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o
r
ch
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e
n
'
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ag
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d
f
o
llo
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r
o
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er
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ed
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o
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h
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-
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ly
e
-
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g
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ef
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s
to
th
e
d
ev
elo
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m
en
t
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d
d
eliv
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y
o
f
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n
lin
e
lear
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g
co
n
ten
t
s
p
ec
if
ically
d
esig
n
ed
f
o
r
c
h
ild
r
en
[
3
9
]
.
T
h
is
in
v
o
lv
es
c
o
n
s
id
er
in
g
th
eir
u
n
iq
u
e
n
ee
d
s
,
ch
ar
ac
ter
is
tics
,
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d
d
ev
elo
p
m
e
n
tal
lev
els.
T
o
ac
h
iev
e
th
is
,
s
ev
er
al
elem
en
ts
s
h
o
u
ld
b
e
co
n
s
id
er
ed
[
4
0
]
.
F
ir
s
tly
,
th
e
in
t
er
f
ac
e
s
h
o
u
ld
b
e
v
is
u
ally
ap
p
ea
lin
g
an
d
en
g
a
g
in
g
f
o
r
c
h
ild
r
en
.
T
h
is
ca
n
b
e
ac
h
iev
e
d
b
y
v
ib
r
a
n
t
co
lo
r
s
,
attr
ac
tiv
e
g
r
ap
h
ics,
an
d
i
n
tu
itiv
e
n
av
ig
at
io
n
.
Seco
n
d
ly
,
th
e
lan
g
u
ag
e
u
s
ed
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th
e
co
n
ten
t
s
h
o
u
ld
b
e
s
im
p
le
an
d
ea
s
y
f
o
r
ch
ild
r
en
to
u
n
d
er
s
tan
d
.
C
o
m
p
lex
c
o
n
ce
p
ts
s
h
o
u
ld
b
e
b
r
o
k
en
d
o
wn
in
t
o
s
m
aller
,
m
o
r
e
d
ig
esti
b
le
p
iece
s
o
f
in
f
o
r
m
atio
n
.
T
h
ir
d
ly
,
it
is
im
p
o
r
tan
t
to
en
co
u
r
ag
e
ac
tiv
e
e
n
g
ag
em
en
t
f
r
o
m
ch
ild
r
e
n
.
T
h
is
c
an
b
e
d
o
n
e
th
r
o
u
g
h
in
ter
ac
tiv
e
ac
tiv
ities
,
s
u
ch
as
q
u
izze
s
,
g
am
es,
an
d
p
u
zz
les,
th
at
allo
w
ch
ild
r
en
to
ac
tiv
ely
p
a
r
ticip
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in
th
e
lear
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in
g
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r
o
ce
s
s
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Fu
r
th
er
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o
r
e
,
th
e
co
n
ten
t
s
h
o
u
ld
b
e
ag
e
-
ap
p
r
o
p
r
iate,
en
s
u
r
in
g
th
at
th
e
m
ater
ial
is
s
u
itab
le
f
o
r
th
e
tar
g
et
ag
e
g
r
o
u
p
.
T
h
is
ca
n
b
e
ac
h
iev
ed
b
y
co
n
s
id
er
i
n
g
th
e
co
g
n
itiv
e
ab
ilit
ies
an
d
in
ter
ests
o
f
ch
ild
r
en
at
d
if
f
er
en
t
d
ev
elo
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m
en
tal
s
tag
e
s
.
I
n
co
r
p
o
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atin
g
m
u
ltime
d
ia
e
lem
en
ts
,
s
u
ch
as
v
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d
eo
s
,
an
i
m
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s
,
an
d
au
d
i
o
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ca
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h
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ce
th
e
lear
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in
g
ex
p
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ce
f
o
r
c
h
ild
r
en
.
T
h
ese
elem
en
ts
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n
h
elp
to
r
ein
f
o
r
ce
co
n
ce
p
ts
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ak
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co
n
ten
t
m
o
r
e
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g
ag
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cial
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Me
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r
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e
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ter
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m
o
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les,
e
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u
ca
tio
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g
am
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q
u
izze
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lea
r
n
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g
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m
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ltime
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s
u
ch
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Ad
o
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C
ap
tiv
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Ar
ticu
late
Sto
r
y
lin
e,
o
r
L
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to
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a
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wh
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ca
n
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s
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es f
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3.
1
.
3
.
L
ea
rning
m
a
na
g
e
m
ent
s
y
s
t
em
L
MS
is
a
p
l
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o
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m
th
at
o
f
f
e
r
s
v
ar
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s
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ea
tu
r
es
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u
p
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o
r
t
o
n
lin
e
lear
n
in
g
,
in
clu
d
in
g
m
ater
ials
,
ass
ig
n
m
en
ts
,
d
is
cu
s
s
io
n
s
,
q
u
izze
s
,
an
d
r
ep
o
r
ts
.
I
t
p
r
o
v
i
d
es
ad
v
an
tag
es
in
ter
m
s
o
f
m
a
n
ag
e
m
en
t,
d
ev
elo
p
m
en
t,
ass
es
s
m
en
t,
an
d
tr
ac
k
in
g
o
f
e
-
lear
n
in
g
.
I
n
I
n
d
o
n
esia,
w
h
er
e
in
t
er
n
et
q
u
ality
a
n
d
s
p
ee
d
v
ar
y
,
it
is
cr
u
cial
to
h
av
e
an
L
MS
th
at
ca
n
ad
ap
t
t
o
lim
ited
o
r
s
lo
w
co
n
n
ec
tiv
ity
.
T
h
e
L
MS
s
h
o
u
ld
allo
w
f
o
r
o
f
f
lin
e
u
s
e
o
r
h
av
e
ca
ch
in
g
f
ea
tu
r
es
to
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ce
s
s
co
n
ten
t
with
lim
ited
co
n
n
ec
tiv
ity
.
Po
p
u
lar
L
MS
o
p
tio
n
s
i
n
I
n
d
o
n
esia
in
clu
d
e
M
o
o
d
le,
B
lack
b
o
ar
d
,
C
an
v
as,
an
d
Go
o
g
le
C
lass
r
o
o
m
.
W
h
en
s
elec
tin
g
a
n
L
MS
f
o
r
e
-
lea
r
n
in
g
,
it
is
im
p
o
r
tan
t
to
co
n
s
id
er
h
o
w
th
e
s
y
s
tem
ar
ch
itectu
r
e
alig
n
s
with
p
ed
a
g
o
g
ical
g
o
als
an
d
lear
n
e
r
n
e
ed
s
[
4
1
]
.
W
e
ch
o
s
e
Mo
o
d
le
b
ec
au
s
e
it
is
o
p
e
n
s
o
u
r
ce
,
ea
s
y
to
in
s
tall,
wid
ely
u
s
ed
b
y
s
ch
o
o
ls
,
an
d
u
s
er
-
f
r
ien
d
ly
.
T
h
e
m
ain
r
ea
s
o
n
s
f
o
r
ch
o
o
s
in
g
Mo
o
d
le
ar
e
its
ea
s
y
cu
s
to
m
izatio
n
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d
s
u
p
p
o
r
t
f
o
r
SC
OR
M
1
.
2
.
Mo
o
d
le
is
co
m
p
letely
f
r
ee
an
d
tr
an
s
p
a
r
en
t
ab
o
u
t
u
s
er
d
ata.
I
n
Ma
y
2
0
2
3
,
th
er
e
ar
e
1
6
5
,
6
6
7
M
o
o
d
le
s
ites
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r
ld
wid
e,
with
4
4
,
2
7
8
,
5
7
6
co
u
r
s
es,
3
6
1
,
9
5
2
,
8
5
5
u
s
er
s
,
in
2
4
2
co
u
n
tr
ies.
I
n
d
o
n
esia
r
an
k
s
5
th
o
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t
o
f
1
0
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u
n
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ies
with
th
e
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t
Mo
o
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le
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s
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s
,
with
5
,
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1
3
Mo
o
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le
s
ites
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ed
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y
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u
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tio
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al
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iv
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als,
o
r
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m
p
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ies.
T
h
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em
o
n
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ates M
o
o
d
le'
s
p
o
p
u
lar
ity
in
I
n
d
o
n
esia.
3.
1
.
4
.
I
nte
rnet
a
nd
bro
wser
T
h
e
in
ter
n
et
is
a
g
lo
b
al
n
etw
o
r
k
t
h
at
co
n
n
ec
ts
v
a
r
io
u
s
c
o
m
m
u
n
icat
io
n
an
d
in
f
o
r
m
atio
n
d
ev
ices.
I
n
I
n
d
o
n
esia,
th
e
in
ter
n
et
h
as
b
e
co
m
e
an
ess
en
tial
to
o
l
f
o
r
ed
u
ca
tio
n
,
esp
ec
ially
af
ter
th
e
C
OVI
D
-
1
9
p
a
n
d
em
ic
.
I
t
o
f
f
er
s
ad
v
a
n
tag
es
s
u
ch
as
av
ailab
ilit
y
,
f
lex
ib
ilit
y
,
d
iv
e
r
s
ity
,
an
d
co
llab
o
r
ati
o
n
in
e
-
lear
n
in
g
.
Ho
wev
e
r
,
s
lo
w
a
n
d
u
n
s
tab
le
in
ter
n
et
co
n
n
ec
tio
n
s
ca
n
lead
to
d
elay
s
o
r
f
ailu
r
es
in
ac
ce
s
s
in
g
lea
r
n
in
g
m
ater
ials
,
af
f
ec
tin
g
th
e
o
v
er
all
q
u
ality
o
f
lear
n
in
g
.
Mo
r
eo
v
er
,
th
e
q
u
ality
o
f
th
e
in
ter
n
et
ca
n
also
im
p
ac
t
lear
n
er
s
'
m
o
tiv
atio
n
in
e
-
lear
n
in
g
s
y
s
tem
s
[
4
2
]
.
I
f
th
e
co
n
n
ec
tio
n
is
ex
ce
llen
t
o
r
u
n
s
tab
le,
lear
n
er
s
m
ay
s
tr
u
g
g
le
to
ac
ce
s
s
m
ater
ials
o
r
in
ter
ac
t
with
ed
u
ca
to
r
s
an
d
class
m
ates,
lead
in
g
to
f
r
u
s
tr
atio
n
an
d
a
l
o
s
s
o
f
m
o
tiv
at
io
n
.
Ad
d
itio
n
ally
,
lim
ited
in
ter
n
et
ac
ce
s
s
ca
n
h
in
d
er
s
tu
d
e
n
ts
'
ab
ilit
y
to
atten
d
o
n
lin
e
s
ess
io
n
s
an
d
u
tili
ze
all
th
e
f
ac
ilit
ies
p
r
o
v
id
e
d
b
y
th
e
e
-
lear
n
in
g
p
l
atf
o
r
m
.
T
h
er
e
f
o
r
e,
it
is
cr
u
cia
l
to
en
s
u
r
e
a
g
o
o
d
i
n
ter
n
et
n
etwo
r
k
to
m
ain
tain
or
in
cr
ea
s
e
s
tu
d
e
n
t
m
o
tiv
atio
n
in
th
e
e
-
lear
n
in
g
s
y
s
tem
.
I
n
te
r
n
et
s
er
v
ice
p
r
o
v
i
d
er
s
in
I
n
d
o
n
esia
s
h
o
u
ld
f
o
cu
s
o
n
d
is
tr
ib
u
tin
g
h
ig
h
-
q
u
ality
a
n
d
r
eliab
le
in
ter
n
et
ac
ce
s
s
ev
en
ly
ac
r
o
s
s
th
e
co
u
n
tr
y
.
C
u
r
r
en
tly
,
th
e
q
u
ality
o
f
in
ter
n
et
s
er
v
ice
o
n
th
e
is
lan
d
o
f
J
av
a
is
r
elativ
ely
g
o
o
d
a
n
d
ev
en
ly
d
is
tr
ib
u
te
d
.
C
o
n
s
id
er
in
g
th
is
,
we
ad
o
p
t
a
d
is
tr
ib
u
ted
s
y
s
tem
ap
p
r
o
ac
h
in
d
esig
n
in
g
th
e
e
-
lear
n
in
g
ar
ch
itectu
r
e,
co
n
s
id
er
in
g
th
e
ef
f
ec
t
o
f
in
ter
n
et
q
u
ality
[
4
3
]
.
3.
2
.
M
o
del dev
elo
pm
ent
ex
a
m
ples
T
esti
n
g
th
e
f
ea
s
ib
ilit
y
,
p
er
f
o
r
m
an
ce
,
an
d
s
ec
u
r
ity
o
f
a
d
esig
n
ed
e
-
lear
n
in
g
s
y
s
tem
is
r
ef
er
r
ed
to
as
e
-
lear
n
in
g
ar
ch
itectu
r
e
test
in
g
.
T
h
is
ty
p
e
o
f
test
in
g
in
v
o
lv
es
u
tili
zin
g
m
eth
o
d
s
s
u
ch
as
p
r
o
to
ty
p
in
g
,
u
s
ab
ilit
y
test
in
g
,
s
e
cu
r
ity
test
in
g
,
p
er
f
o
r
m
an
ce
test
in
g
,
an
d
f
u
n
ctio
n
al
test
in
g
.
I
n
th
is
s
tu
d
y
,
we
wil
l f
o
cu
s
o
n
test
in
g
th
e
ar
ch
itectu
r
e
u
s
in
g
p
r
o
to
ty
p
in
g
m
eth
o
d
s
.
T
h
is
ap
p
r
o
ac
h
in
v
o
lv
es
cr
ea
tin
g
p
r
o
to
ty
p
es
b
ase
d
o
n
th
e
e
-
lear
n
in
g
ar
ch
itectu
r
al
d
esig
n
b
ef
o
r
e
d
e
v
elo
p
in
g
th
e
f
i
n
al
v
er
s
io
n
.
W
e
im
p
lem
en
t
th
e
ar
ch
itectu
r
e
i
n
f
o
r
m
o
f
lear
n
in
g
m
o
d
el.
T
h
e
g
o
al
o
f
e
-
lear
n
in
g
m
o
d
el
test
in
g
is
to
en
s
u
r
e
s
y
s
tem
f
u
n
ctio
n
s
p
r
o
p
er
ly
a
n
d
u
s
er
-
f
r
ien
d
ly
.
W
e
h
av
e
d
e
v
elo
p
e
d
an
d
test
ed
m
o
d
u
les
as
p
r
o
to
ty
p
es,
n
am
ely
im
ag
e
r
ec
o
g
n
itio
n
as
s
h
o
wn
in
F
ig
u
r
e
3
an
d
AI
T
ic
-
T
ac
-
T
o
e
g
a
m
e
as p
r
esen
te
d
in
Fig
u
r
e
4
.
T
h
e
o
b
jectiv
e
o
f
th
e
f
ir
s
t
e
x
p
e
r
im
en
t
is
to
test
th
e
s
y
s
tem
u
s
ab
ilit
y
s
ca
le
(
SUS).
T
h
er
e
a
r
e
a
to
tal
o
f
6
1
s
tu
d
en
ts
p
ar
ticip
atin
g
in
t
h
e
ex
p
er
im
e
n
t,
an
d
th
e
a
v
er
a
g
e
s
co
r
e
o
b
tain
ed
is
8
3
.
5
,
w
h
ich
f
al
ls
in
to
th
e
ca
teg
o
r
y
o
f
"
v
er
y
s
atis
f
ac
to
r
y
".
I
t
is
im
p
o
r
tan
t
to
n
o
te
th
at
th
e
SUS
s
co
r
e
is
o
n
ly
an
in
d
icato
r
o
f
elem
en
tar
y
s
ch
o
o
l
s
tu
d
en
ts
'
s
ati
s
f
ac
tio
n
lev
el
with
th
e
test
ed
s
y
s
tem
.
Ho
wev
er
,
th
is
s
co
r
e
alo
n
e
d
o
es
n
o
t
p
r
o
v
id
e
h
ig
h
ly
r
eliab
le
r
esu
lts
,
as
th
e
o
u
tco
m
es
m
ay
v
ar
y
wh
en
test
ed
i
n
d
if
f
er
e
n
t
s
ettin
g
s
.
C
o
n
d
u
cti
n
g
SUS
test
in
g
with
elem
en
tar
y
s
ch
o
o
l
s
tu
d
e
n
ts
co
m
es
with
ce
r
tain
r
is
k
s
.
T
h
ese
in
clu
d
e
th
e
n
ee
d
f
o
r
ass
is
tan
ce
in
u
n
d
er
s
tan
d
i
n
g
th
e
q
u
esti
o
n
s
,
in
c
o
n
s
is
ten
t
r
esu
lts
,
th
e
r
eq
u
i
r
em
en
t o
f
co
m
p
an
io
n
s
f
o
r
h
elp
,
an
d
lim
ited
g
e
n
er
aliza
b
ilit
y
o
f
th
e
f
in
d
in
g
s
.
T
o
m
itig
ate
th
ese
r
is
k
s
,
we
h
av
e
d
e
v
elo
p
e
d
a
SUS
q
u
esti
o
n
n
air
e
wi
th
s
im
p
lifie
d
an
d
ea
s
y
-
to
-
u
n
d
er
s
tan
d
q
u
esti
o
n
s
.
I
t
is
wo
r
th
m
en
tio
n
in
g
t
h
at
th
e
s
y
s
tem
h
as
b
ee
n
p
er
f
o
r
m
in
g
well
in
v
ar
io
u
s
ar
ea
s
,
d
e
s
p
ite
d
if
f
er
e
n
ce
s
in
in
ter
n
et
q
u
ality
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J Ar
tif
I
n
tell
I
SS
N:
2252
-
8
9
3
8
C
h
ild
-
fr
ien
d
ly
e
-
lea
r
n
in
g
fo
r
a
r
tifi
cia
l in
tellig
en
ce
ed
u
ca
tio
n
in
I
n
d
o
n
esia
:
c
o
n
ce
p
tu
a
l
(
Dw
ijo
ko
P
u
r
b
o
h
a
d
i
)
2629
Fig
u
r
e
3
.
I
m
ag
e
r
ec
o
g
n
itio
n
m
o
d
u
le
s
am
p
le
in
ter
f
ac
e
Fig
u
r
e
4
.
AI
T
ic
-
T
ac
-
T
o
e
g
am
e
in
ter
f
ac
e
3.
3
.
I
m
pli
ca
t
i
o
n a
nd
dev
elo
pm
ent
direct
io
ns
T
h
e
ar
ch
itectu
r
al
d
esig
n
alig
n
s
with
th
e
ch
o
s
en
ap
p
r
o
ac
h
.
T
h
e
im
p
lem
en
tatio
n
d
e
m
o
n
s
tr
at
es
th
at
w
e
ca
n
r
ea
lize
th
e
ar
ch
itectu
r
e
in
th
e
f
o
r
m
o
f
an
e
-
lear
n
in
g
m
o
d
el
th
at
in
clu
d
es
e
-
lear
n
in
g
te
ch
n
o
lo
g
y
,
co
n
te
n
t,
an
d
lear
n
in
g
m
eth
o
d
s
.
T
h
e
u
s
e
o
f
e
-
lear
n
in
g
f
o
r
AI
s
u
b
ject
h
as
p
r
o
v
e
n
s
u
cc
ess
f
u
l.
W
e
ca
n
u
s
e
th
is
ar
ch
itectu
r
e
to
cr
ea
te
e
-
lear
n
i
n
g
-
b
ased
AI
lear
n
in
g
m
o
d
els
with
v
ar
i
o
u
s
th
em
es.
I
n
ad
d
itio
n
,
b
ec
a
u
s
e
it
is
b
ased
o
n
e
-
lear
n
in
g
,
th
is
ar
ch
itectu
r
e
allo
ws f
o
r
th
e
wid
esp
r
ea
d
an
d
r
ap
id
d
is
s
em
in
atio
n
o
f
lear
n
in
g
m
ater
ials
,
r
ea
ch
in
g
m
o
r
e
s
tu
d
en
ts
in
v
a
r
io
u
s
r
eg
io
n
s
o
f
I
n
d
o
n
esia.
W
e
h
av
e
g
r
ea
t
p
o
ten
tial
to
d
ev
e
lo
p
an
d
ap
p
l
y
th
is
ar
ch
itectu
r
al
d
esig
n
t
o
r
ea
l le
a
r
n
in
g
in
s
ch
o
o
ls
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
9
3
8
I
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,
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.
4
,
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g
u
s
t
20
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:
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6
2
2
-
2
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3
2630
T
h
is
s
tu
d
y
h
as
s
ev
er
al
s
ig
n
if
ican
t
p
r
ac
tical
im
p
licatio
n
s
.
T
h
is
s
tu
d
y
s
h
o
ws
th
at
e
-
lear
n
in
g
ar
ch
itectu
r
e
ca
n
b
e
r
ea
lized
in
th
e
f
o
r
m
o
f
a
e
-
lear
n
in
g
m
o
d
el.
T
h
e
ex
p
er
i
m
en
tal
r
esu
lts
s
h
o
w
th
at
th
e
m
o
d
el
is
also
p
r
o
v
en
to
b
e
ab
le
to
i
n
cr
ea
s
e
s
tu
d
en
t
en
g
ag
em
en
t
an
d
u
n
d
e
r
s
tan
d
in
g
o
f
AI
.
Sc
h
o
o
ls
m
ay
co
n
s
id
er
ad
o
p
tin
g
a
s
im
ilar
e
-
lear
n
i
n
g
m
o
d
el
to
im
p
r
o
v
e
th
e
q
u
ality
o
f
th
eir
ed
u
ca
tio
n
,
esp
ec
ially
in
a
c
o
m
p
lex
f
ield
lik
e
AI
.
T
h
is
ar
ch
itectu
r
e
allo
ws
f
o
r
th
e
wid
esp
r
ea
d
an
d
r
ap
id
d
is
s
em
in
atio
n
o
f
lear
n
in
g
m
ater
ials
,
s
o
th
at
s
ch
o
o
ls
in
v
ar
io
u
s
lo
ca
tio
n
s
ca
n
ac
ce
s
s
q
u
ality
ed
u
ca
tio
n
al
r
eso
u
r
ce
s
with
o
u
t
g
eo
g
r
ap
h
ical
r
estrictio
n
s
.
Sch
o
o
ls
ca
n
cu
s
to
m
ize
th
ese
p
latf
o
r
m
s
to
ac
co
m
m
o
d
ate
v
a
r
io
u
s
lear
n
in
g
th
em
es,
r
esu
lti
n
g
in
f
le
x
ib
ilit
y
in
teac
h
in
g
d
if
f
e
r
en
t su
b
jects.
E
-
l
ea
r
n
in
g
ca
n
h
elp
s
ch
o
o
ls
p
r
o
v
id
e
m
o
r
e
e
n
g
ag
in
g
an
d
ef
f
ec
tiv
e
lear
n
in
g
,
as we
ll
as
in
cr
ea
s
e
tech
n
o
lo
g
ical
liter
ac
y
am
o
n
g
s
tu
d
en
ts
f
r
o
m
a
n
e
ar
ly
ag
e.
T
h
e
d
e
v
elo
p
m
e
n
t
an
d
ad
ju
s
tm
en
t
o
f
th
is
ar
ch
itectu
r
e
en
ab
le
its
u
s
e
n
o
t
o
n
ly
in
I
n
d
o
n
esia
b
u
t
also
in
o
th
er
co
u
n
tr
ies
with
s
im
ilar
co
n
d
itio
n
s
,
r
en
d
e
r
in
g
it a
g
lo
b
al
s
o
lu
tio
n
f
o
r
tec
h
n
o
l
o
g
y
-
b
ased
ed
u
ca
tio
n
.
T
h
is
s
tu
d
y
ex
p
lo
r
ed
a
c
o
m
p
r
eh
en
s
iv
e
e
-
lear
n
in
g
ar
ch
itec
tu
r
e
with
in
teg
r
ated
g
am
if
ic
atio
n
an
d
ed
u
ca
tio
n
al
co
n
ten
t.
Ho
wev
e
r
,
th
is
r
esear
ch
h
as
s
ev
er
al
lim
itatio
n
s
th
at
n
ee
d
to
b
e
co
n
s
id
er
ed
.
T
h
e
r
esear
ch
s
am
p
le
in
v
o
lv
ed
a
g
r
o
u
p
o
f
s
t
u
d
en
ts
f
r
o
m
ce
r
tain
s
ch
o
o
ls
in
I
n
d
o
n
esia.
T
h
is
s
am
p
le
is
n
o
t
r
ep
r
esen
tat
iv
e
o
f
th
e
en
tire
s
tu
d
en
t
p
o
p
u
latio
n
.
W
e
n
ee
d
to
co
n
d
u
ct
f
u
r
th
e
r
a
n
d
in
-
d
ep
th
s
tu
d
ies
to
c
o
n
f
ir
m
t
h
e
ef
f
ec
tiv
e
n
ess
o
f
th
ese
e
-
lear
n
in
g
a
r
ch
itectu
r
es
,
esp
ec
ially
o
n
t
h
eir
im
p
ac
t
o
v
er
lo
n
g
er
p
er
io
d
s
o
f
tim
e.
T
h
e
v
a
r
iatio
n
s
in
in
ter
n
et
in
f
r
astru
ctu
r
e
a
n
d
s
tu
d
en
ts
'
tech
n
o
lo
g
ical
s
k
ill
lev
e
ls
ca
n
h
av
e
an
im
p
ac
t
o
n
im
p
lem
en
tatio
n
r
esu
lts
.
T
h
is
s
u
g
g
ests
th
at
th
e
s
tu
d
y
's
r
esu
lts
m
ay
d
if
f
er
elsewh
er
e
d
u
e
to
d
if
f
er
e
n
t
tech
n
o
lo
g
ical
co
n
d
itio
n
s
.
Fin
ally
,
we
s
till
n
ee
d
ad
d
itio
n
al
r
esear
ch
to
e
x
p
lo
r
e
th
e
ef
f
ec
tiv
en
e
s
s
o
f
e
-
lear
n
in
g
m
o
d
els.
W
e
s
till
n
ee
d
r
esear
ch
with
v
ar
io
u
s
co
n
d
itio
n
s
an
d
lear
n
in
g
e
n
v
ir
o
n
m
en
ts
.
T
h
is
r
esear
ch
s
u
p
p
o
r
ts
th
e
r
esu
lts
o
f
p
r
e
v
io
u
s
s
tu
d
ies
o
n
th
e
in
teg
r
atio
n
o
f
g
a
m
if
icatio
n
in
e
-
lear
n
in
g
,
as
d
escr
ib
ed
b
y
Fajr
i
et
a
l
.
[
4
4
]
wh
ich
g
am
if
ic
atio
n
f
ea
tu
r
es
e
n
h
an
ce
u
s
er
e
n
g
ag
em
e
n
t
in
LMS
.
Ho
wev
er
,
we
ar
e
e
x
p
an
d
in
g
o
u
r
f
o
cu
s
b
y
a
p
p
ly
in
g
AI
in
b
a
s
ic
ed
u
ca
tio
n
in
I
n
d
o
n
esia,
wh
ich
h
as
r
a
r
ely
b
ee
n
d
is
cu
s
s
ed
in
th
e
p
r
ev
io
u
s
liter
atu
r
e.
T
h
e
ap
p
licatio
n
o
f
AI
is
o
n
e
o
f
th
e
k
ey
s
to
th
e
d
ev
elo
p
m
en
t
o
f
e
-
lea
r
n
in
g
in
th
e
f
u
tu
r
e
[
4
5
]
.
I
n
th
is
r
esear
ch
we
p
r
o
v
id
e
AI
lear
n
in
g
m
o
d
u
les
th
at
c
an
b
e
ac
ce
s
s
ed
in
ar
ea
s
with
lim
i
ted
in
ter
n
et
co
n
n
ec
ti
v
ity
.
W
e
co
n
tr
ib
u
te
to
th
e
liter
atu
r
e
b
y
p
r
o
p
o
s
in
g
an
a
r
ch
itectu
r
e
th
at
co
m
b
in
es
SC
OR
M
s
tan
d
ar
d
s
an
d
AI
tech
n
o
lo
g
i
es
to
cr
ea
te
s
u
s
tain
ab
le
lear
n
in
g
en
v
ir
o
n
m
en
ts
in
d
ev
elo
p
in
g
co
u
n
tr
ies.
T
h
is
ar
ch
itectu
r
e
ca
n
b
e
ap
p
lied
in
o
th
er
d
ev
elo
p
i
n
g
co
u
n
tr
ie
s
with
s
im
ilar
g
eo
g
r
ap
h
ical
an
d
in
f
r
astru
ctu
r
e
co
n
d
itio
n
s
,
s
u
c
h
as
i
n
s
o
m
e
r
eg
io
n
s
o
f
Af
r
ica
an
d
So
u
t
h
ea
s
t
Asi
a.
T
h
e
r
esear
ch
o
f
f
er
s
a
f
lex
ib
le,
s
ca
lab
le
ap
p
r
o
ac
h
to
s
u
p
p
o
r
t
AI
-
b
ased
ed
u
ca
tio
n
i
n
d
if
f
e
r
en
t
r
e
g
io
n
s
.
Fu
tu
r
e
r
esear
ch
n
ee
d
s
to
ex
a
m
in
e
th
e
lo
n
g
-
ter
m
im
p
ac
t
o
f
AI
-
b
ased
e
-
lear
n
in
g
,
esp
ec
ially
in
im
p
r
o
v
i
n
g
AI
l
iter
ac
y
am
o
n
g
ch
ild
r
en
.
W
e
also
s
u
g
g
est
a
m
o
r
e
in
-
d
ep
th
ev
alu
atio
n
th
r
o
u
g
h
lo
n
g
itu
d
in
al
s
tu
d
ies
to
u
n
d
er
s
tan
d
h
o
w
AI
-
b
ased
lear
n
in
g
af
f
ec
ts
ch
ild
r
en
'
s
in
ter
est in
STE
M
f
ield
s
in
th
e
f
u
tu
r
e.
I
n
f
u
tu
r
e
r
esear
ch
,
th
is
f
o
cu
s
will
b
e
o
n
ev
alu
atin
g
th
e
ef
f
ec
tiv
en
ess
o
f
ar
ch
itectu
r
e
-
b
ased
e
-
lear
n
in
g
s
y
s
tem
s
in
ad
d
r
ess
in
g
th
e
n
eg
ativ
e
im
p
ac
t o
f
v
id
eo
g
am
es o
n
ch
ild
r
en
'
s
p
er
ce
p
tio
n
s
o
f
r
o
b
o
ts
an
d
AI
.
W
e
will
u
s
e
s
u
r
v
ey
s
o
r
in
ter
v
iews
to
a
s
s
es
s
s
tu
d
en
ts
'
att
itu
d
es
an
d
u
n
d
er
s
tan
d
in
g
o
f
AI
t
o
p
ics
b
ef
o
r
e
an
d
af
ter
u
s
in
g
th
ese
e
-
lear
n
in
g
s
y
s
tem
s
.
Ad
d
itio
n
ally
,
ex
p
lo
r
in
g
th
e
lo
n
g
-
t
er
m
ef
f
ec
ts
o
f
th
ese
s
y
s
tem
s
o
n
ch
ild
r
en
'
s
ca
r
ee
r
ch
o
ices
ca
n
p
r
o
v
id
e
v
alu
ab
le
i
n
s
ig
h
ts
in
to
I
n
d
o
n
esian
ed
u
ca
t
io
n
.
Fu
r
th
e
r
m
o
r
e,
r
esear
ch
in
g
th
e
s
ca
lab
ilit
y
an
d
ad
ap
tab
ilit
y
o
f
th
ese
e
-
lear
n
in
g
s
y
s
tem
s
to
o
th
er
r
e
g
io
n
s
o
r
co
u
n
tr
ies
with
s
im
ilar
g
eo
g
r
ap
h
ical
ch
ar
ac
ter
is
tics
wo
u
ld
b
e
an
in
ter
esti
n
g
to
p
ic
f
o
r
f
u
tu
r
e
s
tu
d
ies.
I
t
is
i
m
p
o
r
tan
t
to
im
p
r
o
v
e
an
d
r
e
f
in
e
th
is
r
esear
c
h
ar
ch
itectu
r
e
to
d
ev
elo
p
ch
il
d
-
f
r
ien
d
ly
e
-
lear
n
in
g
s
y
s
tem
s
an
d
f
o
s
ter
in
ter
est
in
lea
r
n
in
g
tech
n
o
lo
g
y
,
p
ar
ticu
lar
ly
AI
.
4.
CO
NCLU
SI
O
N
W
e
d
esig
n
ed
a
c
h
ild
-
f
r
ien
d
ly
e
-
lear
n
in
g
ar
c
h
itectu
r
e
f
o
r
AI
lear
n
in
g
u
s
in
g
a
tec
h
n
o
lo
g
y
,
c
o
n
ten
t,
an
d
lear
n
in
g
m
eth
o
d
a
p
p
r
o
ac
h
.
W
e
co
n
s
id
er
ed
g
eo
g
r
a
p
h
ical
co
n
d
itio
n
s
,
s
ch
o
o
l
c
o
n
d
itio
n
s
,
r
esear
ch
co
n
tr
ib
u
tio
n
s
,
an
d
th
e
r
o
le
o
f
g
o
v
er
n
m
en
t
in
th
is
d
esig
n
.
W
e
ad
d
ed
g
am
if
icatio
n
elem
e
n
ts
to
m
ak
e
lear
n
in
g
m
o
r
e
in
ter
esti
n
g
an
d
r
ed
u
ce
th
e
n
eg
ativ
e
im
p
a
ct
o
f
g
a
m
e
ad
d
ictio
n
.
T
h
is
ar
ch
itectu
r
e
f
ac
ilit
ates
th
e
d
is
tr
ib
u
tio
n
o
f
m
ater
ials
wid
ely
an
d
q
u
ic
k
ly
s
o
th
at
s
tu
d
en
ts
in
v
ar
io
u
s
r
eg
io
n
s
o
f
I
n
d
o
n
esia
ca
n
ac
ce
s
s
q
u
ality
lear
n
in
g
r
eso
u
r
ce
s
.
W
e
h
o
p
e
th
is
d
esig
n
ca
n
b
e
a
p
p
lied
in
s
ch
o
o
ls
to
im
p
r
o
v
e
ea
r
ly
tech
n
o
l
o
g
ical
liter
ac
y
.
Fu
r
th
er
r
esear
ch
is
n
ee
d
ed
to
o
p
tim
ize
th
e
im
p
lem
en
tatio
n
an
d
ex
am
i
n
e
th
e
im
p
ac
t
o
f
g
a
m
if
icatio
n
in
AI
lear
n
in
g
.
ACK
NO
WL
E
DG
M
E
N
T
S
W
e
th
an
k
th
e
R
esear
ch
an
d
I
n
n
o
v
atio
n
I
n
s
titu
te
o
f
Un
iv
er
s
itas
Mu
h
am
m
ad
iy
ah
Yo
g
y
ak
a
r
ta
f
o
r
th
eir
in
v
alu
ab
l
e
g
u
id
an
ce
a
n
d
s
u
p
p
o
r
t in
o
v
er
s
ee
in
g
an
d
ev
alu
ati
n
g
th
is
r
esear
ch
.
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Evaluation Warning : The document was created with Spire.PDF for Python.