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Dep
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1.
I
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D
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I
O
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T
ec
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n
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lo
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as
ch
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1
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d
E
d
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ca
ti
o
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s
o
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o
f
its
m
an
y
p
a
r
ts
[
1
]
–
[
3
]
.
I
n
th
e
lear
n
in
g
e
n
v
ir
o
n
m
en
t,
t
h
er
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h
as
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a
r
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f
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e
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ea
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(
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lit
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(
VR
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wh
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as
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a
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ev
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lu
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r
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d
s
o
m
eth
in
g
en
g
a
g
in
g
an
d
ef
f
e
ctiv
e
[
4
]
,
[
5
]
.
W
ith
tr
ad
itio
n
al
p
e
d
ag
o
g
ical
m
eth
o
d
s
b
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o
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in
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less
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f
ec
tiv
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at
ca
p
tu
r
i
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g
r
esp
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d
en
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'
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,
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d
u
ca
to
r
s
a
r
e
n
o
w
lo
o
k
in
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f
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r
alter
n
ativ
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o
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tio
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s
to
in
c
r
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s
e
s
tu
d
e
n
t
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t
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d
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e
q
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al
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o
f
th
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ch
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v
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s
tu
d
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t
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n
g
ag
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m
en
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[
6
]
,
[
7
]
.
T
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to
o
ls
allo
w
lear
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s
to
lo
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k
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th
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v
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-
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r
p
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h
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am
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ar
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g
co
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p
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io
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d
r
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tio
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[
8
]
.
A
s
tu
d
y
with
a
d
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s
e
g
r
o
u
p
o
f
2
2
0
r
esp
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d
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ts
f
r
o
m
Un
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s
itas
B
o
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T
ar
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an
c
o
m
p
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AR
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VR
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h
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o
lo
g
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in
s
u
p
p
o
r
tin
g
v
o
ca
b
u
lar
y
lear
n
i
n
g
.
Par
ticip
an
ts
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n
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r
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ch
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s
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s
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to
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p
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p
ass
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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I
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d
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J
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&
C
o
m
p
Sci
,
Vo
l.
3
9
,
No
.
3
,
Sep
tem
b
er
20
25
:
1
8
5
5
-
1
8
6
4
1856
h
o
w
th
ese
tech
n
o
lo
g
ies
m
ay
s
er
v
e
d
if
f
er
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t
ed
u
ca
tio
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s
.
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r
esp
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d
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p
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m
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ich
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ex
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ce
s
to
th
e
lear
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in
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p
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o
ce
s
s
.
AR
an
d
VR
h
av
e
b
ee
n
p
r
ev
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u
s
ly
m
en
tio
n
ed
m
an
y
tim
es
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h
av
in
g
g
r
ea
t
p
o
ten
tial
in
v
o
ca
b
u
lar
y
lear
n
in
g
.
Fo
r
ex
a
m
p
le,
th
e
r
ep
o
r
t
in
d
icate
s
th
a
t
lear
n
er
s
wh
o
u
s
e
AR
ap
p
lic
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n
s
b
etter
r
etain
co
m
p
lex
v
o
ca
b
u
lar
y
ter
m
s
[
9
]
–
[
1
1
]
.
I
n
ter
ac
tiv
e
f
ea
t
u
r
es,
s
u
c
h
as
3
D
f
lash
ca
r
d
s
an
d
im
m
er
s
iv
e
en
v
ir
o
n
m
en
ts
,
o
f
f
er
e
n
g
ag
em
e
n
t
with
v
o
ca
b
u
lar
y
in
a
c
o
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tex
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th
at
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n
s
p
ik
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co
g
n
itiv
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e
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ag
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m
en
t
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y
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to
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am
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l f
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ests
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e
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[
1
2
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.
Af
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av
o
u
r
o
f
AR
an
d
VR
en
h
an
cin
g
v
o
ca
b
u
la
r
y
r
eten
tio
n
,
a
cr
itical
liter
atu
r
e
r
ev
iew
in
d
icate
d
a
s
ig
n
if
ican
t
k
n
o
wled
g
e
g
ap
in
k
n
o
win
g
ex
ac
tly
h
o
w
to
in
teg
r
ate
th
ese
tech
n
o
lo
g
ies
in
to
teac
h
in
g
e
f
f
ec
tiv
ely
.
W
h
ile
m
o
s
t
o
f
th
e
cu
r
r
en
t
lite
r
atu
r
e
f
o
c
u
s
es
o
n
AR
an
d
VR
’
s
im
m
ed
iate
ef
f
ec
ts
o
n
lear
n
in
g
o
u
tco
m
es,
v
er
y
litt
le
is
k
n
o
wn
ab
o
u
t
h
o
w
th
is
to
o
l
ca
n
b
e
cu
s
to
m
ized
to
lear
n
er
s
’
v
a
r
ied
n
ee
d
s
.
Alth
o
u
g
h
m
a
n
y
s
tu
d
ies
s
h
o
w
im
p
r
o
v
em
en
t
in
v
o
ca
b
u
lar
y
r
eten
tio
n
,
th
ey
o
f
ten
d
o
n
o
t
ac
co
u
n
t
f
o
r
t
h
e
n
u
an
ce
s
o
f
d
if
f
er
en
ce
s
b
etwe
en
r
esear
ch
er
s
'
an
d
r
esp
o
n
d
e
n
ts
'
ab
ilit
ie
s
,
p
r
ef
er
en
ce
s
,
o
r
lear
n
in
g
s
ty
les
[
1
3
]
–
[
1
5
]
.
Ho
wev
er
,
v
er
y
litt
le
at
ten
tio
n
h
a
s
b
ee
n
p
aid
to
u
n
d
er
s
tan
d
in
g
h
o
w
co
llab
o
r
ativ
e
lear
n
in
g
ex
p
e
r
ien
ce
s
ev
o
lv
e
a
s
r
esp
o
n
d
en
ts
u
s
e
AR
an
d
V
R
,
leav
in
g
a
s
ig
n
if
ican
t
s
p
ac
e
f
o
r
ed
u
ca
to
r
s
to
tap
in
to
th
ese
p
latf
o
r
m
s
to
au
g
m
e
n
t stu
d
en
t so
cial
in
ter
ac
tio
n
s
.
T
h
is
o
v
er
s
ig
h
t
b
ec
o
m
es
g
la
r
in
g
l
y
a
p
p
ar
e
n
t
wh
e
n
r
esear
ch
er
s
lo
o
k
at
th
e
p
o
te
n
tial
v
astn
ess
o
f
p
er
s
o
n
alize
d
lear
n
in
g
p
ath
wa
y
s
th
at
co
u
ld
s
ig
n
if
ican
tly
i
m
p
r
o
v
e
th
e
o
v
er
all
lear
n
i
n
g
ex
p
er
ien
ce
.
As
an
ex
am
p
le,
ad
a
p
tiv
e
lear
n
in
g
te
ch
n
o
lo
g
ies
m
ig
h
t
b
e
u
s
ed
to
t
ailo
r
v
o
ca
b
u
lar
y
ac
q
u
is
itio
n
t
o
t
h
e
n
ee
d
s
o
f
ea
c
h
s
tu
d
en
t,
en
a
b
lin
g
ea
ch
lear
n
e
r
to
in
ter
ac
t
with
lan
g
u
ag
e
a
t
h
er
o
r
h
is
a
p
p
r
o
p
r
iate
le
v
el
o
f
ch
allen
g
e
an
d
co
m
p
lex
ity
[
1
6
]
,
[
1
7
]
.
Fu
r
th
er
m
o
r
e,
co
llab
o
r
ativ
e
co
m
p
o
n
en
ts
s
u
ch
as
g
r
o
u
p
p
r
o
jects
o
r
p
ee
r
f
ee
d
b
ac
k
s
y
s
tem
s
ca
n
co
n
tr
ib
u
te
to
t
h
e
g
r
o
wth
o
f
th
e
lea
r
n
in
g
lan
d
s
ca
p
e
s
o
th
at
r
esp
o
n
d
en
ts
c
an
co
-
c
r
ea
te,
lear
n
th
r
o
u
g
h
,
a
n
d
b
en
ef
it
f
r
o
m
ea
c
h
o
th
e
r
'
s
k
n
o
wled
g
e
a
n
d
e
x
p
e
r
ien
ce
s
[
1
8
]
–
[
2
0
]
.
Ho
wev
er
,
t
h
es
e
d
y
n
a
m
ics
ar
e
o
v
er
lo
o
k
ed
b
y
th
e
cu
r
r
en
t
u
n
d
er
s
tan
d
in
g
o
f
h
o
w
AR
an
d
VR
ar
e
in
teg
r
ated
,
wh
ich
is
cr
itical
f
o
r
a
m
o
r
e
h
o
lis
tic
ed
u
ca
tio
n
al
ap
p
r
o
ac
h
.
I
n
o
r
d
er
to
f
ill
th
ese
g
ap
s
,
t
h
is
r
esear
ch
r
ec
o
m
m
en
d
s
a
co
m
p
lete
an
aly
s
is
o
f
h
o
w
AR
an
d
VR
tech
n
o
l
o
g
ies
ca
n
b
e
c
r
ea
tiv
ely
u
s
ed
to
im
p
r
o
v
e
v
o
ca
b
u
la
r
y
lear
n
in
g
.
T
h
e
r
esu
lt
o
f
o
u
r
s
tu
d
y
h
ig
h
lig
h
ts
th
e
n
ee
d
to
i
n
v
esti
g
ate
n
o
t
o
n
ly
th
e
u
s
er
ex
p
e
r
ie
n
ce
s
b
u
t
also
th
e
co
llab
o
r
ativ
e
p
o
ten
tial
o
f
th
ese
tech
n
o
lo
g
ies
to
en
a
b
le
m
o
r
e
p
o
ten
t
v
o
ca
b
u
lar
y
ac
q
u
is
i
tio
n
s
tr
ateg
ies.
Utilizin
g
q
u
an
titativ
e
an
aly
s
is
(
v
o
ca
b
u
lar
y
s
co
r
es)
an
d
q
u
ali
tativ
e
f
ee
d
b
ac
k
f
r
o
m
s
tu
d
en
t
ex
p
er
ien
ce
s
,
r
esear
ch
e
r
s
h
o
p
e
to
g
ain
a
m
o
r
e
in
-
d
ep
th
u
n
d
er
s
tan
d
in
g
o
f
h
o
w
AR
an
d
V
R
ca
n
b
e
u
s
ed
t
o
co
n
s
id
er
ea
ch
s
tu
d
en
t’
s
in
d
iv
id
u
al
n
ee
d
s
an
d
p
r
ef
er
en
ce
s
.
T
h
e
r
esp
o
n
d
e
n
ts
at
Un
iv
er
s
itas
B
o
r
n
eo
T
ar
ak
an
will
p
r
o
v
id
e
r
ich
d
ata
f
o
r
a
g
r
o
win
g
b
o
d
y
o
f
liter
atu
r
e
ca
llin
g
f
o
r
p
er
s
o
n
ali
ze
d
an
d
in
ter
ac
tiv
e
lear
n
in
g
e
n
v
ir
o
n
m
en
ts
.
R
esear
ch
er
s
will
th
en
ex
p
lo
r
e
wh
er
e
tech
n
o
lo
g
y
an
d
E
d
u
ca
tio
n
in
t
er
s
ec
t
in
th
is
p
r
o
ce
s
s
,
an
d
o
u
r
f
i
n
d
in
g
s
will
b
e
in
s
tr
u
ctiv
e
f
o
r
ed
u
ca
to
r
s
lo
o
k
in
g
to
u
s
e
th
ese
h
ig
h
-
tech
t
o
o
ls
as
ed
u
ca
tio
n
al
p
r
ac
tice.
Ultim
ately
,
r
esear
ch
e
r
s
aim
to
illu
m
i
n
ate
way
s
to
en
ab
l
e
en
g
ag
in
g
,
co
m
p
ellin
g
v
o
ca
b
u
lar
y
lear
n
in
g
e
x
p
er
ien
ce
s
f
o
r
r
esp
o
n
d
en
ts
wh
o
g
o
b
e
y
o
n
d
th
e
class
r
o
o
m
an
d
in
to
a
lo
v
e
f
o
r
lan
g
u
ag
e
th
at
c
an
last
a
life
tim
e.
Fin
ally
,
t
h
is
s
tu
d
y
illu
s
tr
ates
th
e
AR
an
d
VR
im
p
lem
en
tatio
n
p
o
s
s
ib
ilit
ies
f
o
r
v
o
ca
b
u
lar
y
l
ea
r
n
in
g
.
I
t
h
ig
h
lig
h
ts
th
e
n
ee
d
f
o
r
p
ed
a
g
o
g
ical
m
eth
o
d
s
to
m
ak
e
th
e
m
o
s
t
o
f
th
ese
tech
n
o
lo
g
ies’
s
p
ec
ial
p
o
r
es
ea
r
ch
er
s
r
s
to
s
u
p
p
o
r
t
r
eten
tio
n
,
s
tr
en
g
th
en
s
o
cia
l
in
ter
ac
tio
n
s
,
an
d
ac
co
m
m
o
d
ate
a
v
a
r
iety
o
f
p
e
r
s
p
ec
tiv
es.
R
esear
ch
er
s
aim
to
f
ill
th
e
g
ap
in
th
e
ex
is
tin
g
liter
atu
r
e
an
d
p
r
ac
tice
an
d
co
n
tr
ib
u
te
to
m
ea
n
in
g
f
u
l k
n
o
wled
g
e
th
at
m
ig
h
t
d
ir
ec
t
f
u
tu
r
e
r
esear
ch
an
d
ed
u
ca
tio
n
al
im
p
lem
en
tatio
n
s
i
n
th
is
ar
ea
.
2.
M
E
T
H
O
D
A
s
u
r
v
ey
-
b
ased
ap
p
r
o
ac
h
w
as
ad
o
p
ted
f
o
r
th
is
s
tu
d
y
to
s
y
s
tem
atica
lly
a
s
s
e
s
s
th
e
lear
n
in
g
o
f
v
o
ca
b
u
lar
y
with
r
esp
o
n
d
en
ts
u
s
in
g
AR
an
d
VR
.
A
q
u
an
titativ
e
r
esear
ch
d
esig
n
was
u
s
ed
,
th
r
o
u
g
h
wh
ich
s
tr
u
ctu
r
ed
d
ata
r
esear
ch
e
r
s
g
ath
er
ed
r
eg
a
r
d
in
g
p
ar
ticip
an
t
s
'
ex
p
er
ien
ce
s
,
en
g
ag
em
en
t
l
ev
els,
an
d
lear
n
in
g
o
u
tco
m
es a
s
th
ey
u
s
ed
th
ese
im
m
er
s
iv
e
lear
n
in
g
en
v
ir
o
n
m
e
n
ts
[
2
1
]
.
T
o
r
ein
f
o
r
ce
th
e
r
elia
b
ilit
y
o
f
th
e
s
tu
d
y
,
a
d
iv
er
s
e
s
am
p
le
o
f
2
2
0
r
esp
o
n
d
en
ts
was
d
r
awn
f
r
o
m
a
v
ar
iety
o
f
ed
u
ca
tio
n
al
b
ac
k
g
r
o
u
n
d
s
to
o
b
tain
m
u
ltip
le
v
iewp
o
in
ts
r
eg
ar
d
in
g
th
e
ap
p
li
ca
tio
n
o
f
AR
an
d
VR
tech
n
o
lo
g
ies to
v
o
ca
b
u
lar
y
a
c
q
u
is
itio
n
.
2
.
1
.
Respo
nd
ent
s
T
o
o
b
tain
s
u
f
f
icien
t
d
em
o
g
r
a
p
h
ic
v
a
r
iatio
n
,
i
n
clu
d
in
g
s
tu
d
en
t
ag
e
a
n
d
lear
n
in
g
s
ty
le
p
r
e
f
er
en
ce
s
,
a
to
tal
o
f
2
2
0
s
tu
d
en
ts
f
r
o
m
Un
i
v
er
s
itas
B
o
r
n
eo
T
ar
ak
a
n
f
o
r
m
ed
th
e
s
am
p
le
p
o
p
u
latio
n
.
T
h
e
r
esear
ch
aim
ed
to
g
ain
a
co
m
p
r
e
h
en
s
iv
e
u
n
d
er
s
tan
d
in
g
b
y
attr
ac
tin
g
p
ar
ticip
an
ts
f
r
o
m
ed
u
ca
tio
n
a
n
d
ec
o
n
o
m
ics,
in
clu
d
in
g
en
g
in
ee
r
in
g
an
d
s
o
cial
s
cien
ce
m
ajo
r
s
.
R
esp
o
n
s
e
d
iv
er
s
ity
en
ab
les
r
esear
ch
er
s
to
u
n
d
er
s
tan
d
h
o
w
u
s
er
s
Evaluation Warning : The document was created with Spire.PDF for Python.
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ates
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d
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t
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o
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h
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ticip
an
t
r
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tech
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n
h
an
ce
d
lear
n
in
g
an
d
p
ar
ticip
an
ts
with
lim
ited
ex
p
e
r
ien
ce
u
s
in
g
th
ese
tech
n
o
lo
g
i
es.
T
h
e
r
esear
ch
er
s
im
p
lem
en
ted
th
is
m
eth
o
d
to
o
b
tain
d
i
v
er
s
e
r
ea
ctio
n
s
f
r
o
m
s
tu
d
en
ts
ab
o
u
t
in
teg
r
atin
g
au
g
m
e
n
ted
an
d
v
i
r
tu
al
r
ea
li
ty
tech
n
o
l
o
g
ies
in
to
lan
g
u
ag
e
lear
n
in
g
.
T
h
e
r
esear
ch
u
tili
ze
d
AR
an
d
VR
tech
n
o
lo
g
y
s
y
s
tem
s
t
h
at
in
co
r
p
o
r
ate
n
u
m
er
o
u
s
v
o
ca
b
u
lar
ies
alo
n
g
s
id
e
3
D
v
is
u
als
an
d
c
o
n
ten
t
ab
o
u
t
E
n
g
lis
h
an
d
I
n
d
o
n
esian
v
o
ca
b
u
lar
y
.
Stu
d
en
t
g
r
o
u
p
s
co
llab
o
r
ated
o
n
ass
ig
n
m
en
ts
,
s
tr
en
g
th
en
in
g
t
h
e
u
n
iv
e
r
s
ity
'
s
f
o
cu
s
o
n
p
ee
r
co
llab
o
r
atio
n
an
d
th
e
team
wo
r
k
m
o
d
el.
T
h
e
co
m
b
in
atio
n
o
f
in
te
r
ac
tiv
e
g
r
o
u
p
d
is
cu
s
s
io
n
s
with
v
o
ca
b
u
l
ar
y
-
o
r
ie
n
ted
p
r
o
jects
h
elp
s
p
a
r
ticip
an
ts
r
ec
o
g
n
ize
v
ar
io
u
s
u
s
es
o
f
AR
an
d
VR
tech
n
o
lo
g
ies
th
r
o
u
g
h
t
h
ese
ac
tiv
ities
.
Mu
ltip
le
m
eth
o
d
s
wer
e
u
s
ed
f
o
r
d
ata
co
llectio
n
,
in
clu
d
in
g
q
u
alitativ
e
an
d
q
u
a
n
titativ
e
ap
p
r
o
ac
h
es.
T
h
e
f
o
c
u
s
g
r
o
u
p
in
te
r
v
ie
ws
b
etter
ex
p
lain
ed
p
ar
ticip
an
t
ex
p
e
r
ien
ce
s
,
y
et
s
u
r
v
ey
s
allo
wed
th
e
r
esea
r
ch
er
s
to
d
o
c
u
m
en
t
s
elf
-
r
ep
o
r
t
ev
alu
atio
n
s
o
f
v
o
ca
b
u
lar
y
r
eten
tio
n
an
d
en
g
a
g
em
en
t.
T
h
e
r
esear
ch
in
clu
d
e
d
s
tatis
tical
m
eth
o
d
o
lo
g
ies
f
o
r
wo
r
d
r
eten
tio
n
r
ate
an
aly
s
is
alo
n
g
s
id
e
t
h
em
e
a
n
al
y
s
is
to
g
ain
co
m
p
lete
c
o
m
p
r
e
h
en
s
io
n
o
f
th
e
lear
n
in
g
o
u
tc
o
m
e
ef
f
ec
ts
o
f
AR
a
n
d
VR
tech
n
o
lo
g
y
ap
p
licatio
n
s
.
T
h
e
r
ese
ar
ch
p
aid
clo
s
e
atte
n
tio
n
to
ex
am
i
n
in
g
th
e
s
o
cio
ec
o
n
o
m
ic
s
tatu
s
o
f
p
ar
ticip
an
ts
an
d
th
eir
b
ac
k
g
r
o
u
n
d
r
e
g
ar
d
in
g
ed
u
ca
tio
n
al
in
n
o
v
atio
n
s
.
T
h
e
o
b
tain
ed
in
f
o
r
m
atio
n
h
elp
s
to
d
eter
m
in
e
h
o
w
m
u
ch
co
m
f
o
r
t
an
d
in
ter
est
p
ar
ticip
an
ts
f
ee
l
to
war
d
n
ew
ed
u
c
atio
n
al
to
o
ls
.
T
h
ese
tech
n
o
lo
g
ies
n
ee
d
ed
e
v
alu
atio
n
f
o
r
v
o
ca
b
u
lar
y
lear
n
in
g
e
f
f
ec
tiv
en
ess
,
wh
ile
r
esear
ch
er
s
aim
e
d
to
d
is
co
v
er
s
p
ec
if
ic
lear
n
in
g
p
ath
s
th
r
o
u
g
h
d
iv
e
r
s
if
ied
lear
n
er
n
ee
d
s
.
R
esear
ch
f
r
o
m
Un
iv
e
r
s
itas
B
o
r
n
eo
T
ar
ak
an
b
en
ef
ited
s
ig
n
if
ican
tly
f
r
o
m
its
v
ar
ied
p
o
p
u
latio
n
,
cr
ea
tin
g
an
o
p
ti
m
al
en
v
ir
o
n
m
e
n
t
to
s
tu
d
y
v
o
ca
b
u
lar
y
lear
n
in
g
th
r
o
u
g
h
im
m
er
s
iv
e
tech
n
o
lo
g
y
.
2
.
2
.
M
a
t
er
ia
ls
a
nd
r
eso
urce
s
E
d
u
ca
tio
n
al
t
o
o
ls
in
clu
d
e
d
a
s
u
ite
o
f
c
u
s
to
m
-
d
esig
n
e
d
au
g
m
e
n
ted
r
ea
lity
an
d
v
ir
t
u
al
r
ea
lity
ap
p
licatio
n
s
in
ten
d
ed
to
im
p
r
o
v
e
v
o
ca
b
u
lar
y
u
n
d
er
s
tan
d
in
g
.
All
o
f
th
ese
r
esear
ch
er
s
ar
e
to
o
ls
,
in
clu
d
in
g
in
ter
ac
tiv
e
f
lash
ca
r
d
s
with
a
d
y
n
am
ic
v
is
u
al
aid
an
d
im
m
e
r
s
iv
e
s
ce
n
ar
io
s
to
p
lace
v
o
ca
b
u
lar
y
in
co
n
tex
t
a
n
d
in
r
ea
l
-
wo
r
l
d
u
s
e.
VR
h
ea
d
s
ets
an
d
tab
lets
we
r
e
u
s
ed
as
th
e
k
ey
eq
u
ip
m
en
t
i
n
o
u
r
s
tu
d
y
,
al
lo
win
g
p
a
r
ticip
an
ts
to
in
ter
ac
t
with
th
e
e
d
u
ca
tio
n
al
co
n
ten
t
u
s
in
g
th
e
m
u
lti_
u
s
er
en
v
ir
o
n
m
en
t
t
h
r
o
u
g
h
g
r
o
u
p
e
x
p
lo
r
atio
n
f
o
r
v
o
ca
b
u
lar
y
in
a
g
r
o
u
p
f
ash
io
n
.
Mo
r
e
o
v
er
,
p
ar
ticip
an
ts
r
ec
eiv
ed
elab
o
r
ate
in
s
tr
u
ctio
n
al
m
ater
ial
co
m
p
r
is
in
g
d
etailed
h
an
d
o
u
ts
ex
p
lain
in
g
th
e
ef
f
ec
tiv
e
u
s
ag
e
o
f
th
e
AR
an
d
VR
to
o
ls
,
to
g
eth
er
with
g
u
id
elin
es
in
d
icatin
g
v
o
ca
b
u
lar
y
lear
n
i
n
g
g
o
als co
v
er
ed
b
y
ea
ch
to
o
l.
2
.
3
.
P
r
o
ce
du
re
I
n
p
ar
ticu
la
r
,
th
e
m
eth
o
d
o
lo
g
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was
b
ased
o
n
a
s
y
s
tem
atic
ap
p
r
o
ac
h
d
iv
id
ed
in
to
d
i
f
f
er
en
t
p
h
ases
ex
ec
u
ted
in
a
p
er
io
d
o
f
ab
o
u
t six
r
esear
ch
er
s
.
Fig
u
r
e
1
illu
s
tr
ates th
e
r
esear
ch
p
r
o
ce
d
u
r
e:
First,
th
e
p
r
ep
ar
atio
n
p
h
ase
last
ed
o
n
e
wee
k
,
in
wh
ich
p
ar
ticip
an
ts
we
r
e
in
tr
o
d
u
ce
d
to
th
e
o
b
jectiv
es
o
f
th
e
s
tu
d
y
,
r
esear
ch
er
s
wer
e
tr
ain
ed
th
r
o
u
g
h
a
t
u
to
r
ial
o
n
AR
an
d
VR
to
o
ls
,
an
d
b
aselin
e
ass
es
s
m
en
ts
wer
e
co
m
p
leted
f
o
r
v
o
ca
b
u
lar
y
k
n
o
wled
g
e
to
estab
lis
h
ca
p
a
b
il
ities
p
r
io
r
to
th
e
e
x
p
er
im
e
n
ts
.
T
h
e
I
m
p
lem
e
n
tatio
n
Ph
ase,
wh
ich
s
p
an
n
e
d
f
o
u
r
r
esear
ch
er
s
,
in
v
o
lv
ed
d
iv
id
in
g
p
ar
ticip
a
n
ts
in
to
two
g
r
o
u
p
s
:
two
g
r
o
u
p
s
r
esear
ch
er
s
id
en
tifie
d
,
a
co
n
tr
o
l
g
r
o
u
p
an
d
a
n
e
x
p
er
im
e
n
tal
g
r
o
u
p
.
I
n
s
tead
,
t
h
e
c
o
n
tr
o
l
g
r
o
u
p
u
s
ed
tr
a
d
itio
n
al
v
o
ca
b
u
lar
y
lear
n
in
g
m
eth
o
d
s
,
lik
e
r
o
te
m
em
o
r
izatio
n
,
f
lash
ca
r
d
d
r
ills
,
wr
itten
ex
er
cises
an
d
s
o
o
n
.
C
o
n
v
er
s
ely
,
th
e
ex
p
er
im
en
tal
g
r
o
u
p
u
s
ed
AR
an
d
VR
ap
p
li
ca
tio
n
s
in
th
r
ee
s
ep
ar
ate
s
es
s
i
o
n
s
p
er
r
esear
ch
f
o
r
v
o
ca
b
u
lar
y
lear
n
in
g
.
T
h
is
d
iv
e
r
g
en
ce
p
r
o
v
id
e
d
an
o
p
p
o
r
tu
n
it
y
to
ex
p
lo
r
e
v
o
ca
b
u
lar
y
ac
q
u
i
s
itio
n
an
d
r
eten
tio
n
d
if
f
er
en
ce
s
ca
u
s
ed
b
y
th
e
v
ar
i
ed
ap
p
r
o
ac
h
es.
Af
ter
th
e
in
ter
v
en
tio
n
,
th
e
d
ata
co
llectio
n
p
h
ase
to
o
k
p
lace
b
etwe
en
two
r
esear
ch
er
s
,
an
d
b
o
th
g
r
o
u
p
s
r
ec
eiv
ed
th
e
f
u
ll
s
et
o
f
s
u
r
v
ey
s
.
T
o
g
ath
er
b
o
th
q
u
an
titativ
e
d
ata,
s
u
ch
as
r
atin
g
s
ca
les
m
ea
s
u
r
in
g
v
o
ca
b
u
lar
y
r
eten
tio
n
,
lev
els
o
f
en
g
ag
em
e
n
t,
an
d
u
s
er
s
atis
f
ac
tio
n
lev
els
an
d
q
u
alitativ
e
d
ata
f
r
o
m
d
etaile
d
f
ee
d
b
ac
k
p
ar
ticip
a
n
ts
r
ec
eiv
e
d
in
r
elatio
n
t
o
th
eir
p
r
ef
er
r
ed
lear
n
in
g
m
eth
o
d
,
th
e
s
u
r
v
ey
'
s
r
esear
ch
er
s
d
esig
n
ed
.
L
ast,
th
e
an
aly
s
is
p
h
ase
to
o
k
r
esear
ch
,
in
wh
ich
co
m
p
ar
ativ
e
an
aly
s
is
b
et
we
en
th
e
two
g
r
o
u
p
s
was
p
er
f
o
r
m
ed
u
s
in
g
s
tatis
tical
s
o
f
twar
e.
T
h
is
wo
r
k
in
ten
d
ed
t
o
f
in
d
p
atter
n
s
o
f
an
d
p
o
s
s
ib
le
im
p
r
o
v
em
e
n
ts
in
v
o
ca
b
u
lar
y
r
eten
tio
n
o
n
ac
co
u
n
t
o
f
th
e
v
ar
i
o
u
s
tech
n
iq
u
es
o
f
lear
n
in
g
.
Ad
d
itio
n
ally
,
th
em
atic
co
d
in
g
was
p
er
f
o
r
m
ed
o
n
th
e
q
u
alit
ativ
e
r
esp
o
n
s
es
to
r
ev
ea
l
p
a
r
ticip
an
t
s
'
p
er
ce
p
tio
n
s
o
f
th
e
AR
an
d
AR
to
o
ls
th
at
th
ey
u
s
ed
f
o
r
v
o
ca
b
u
la
r
y
lear
n
i
n
g
.
T
h
is
b
r
o
ad
m
et
h
o
d
o
lo
g
y
n
o
t
o
n
ly
m
ea
s
u
r
e
d
th
e
lear
n
in
g
o
u
tco
m
es
u
s
in
g
AR
an
d
VR
tech
n
o
lo
g
ies
b
u
t
al
s
o
g
av
e
d
etailed
in
s
ig
h
ts
r
eg
ar
d
in
g
h
o
w
r
es
p
o
n
d
en
ts
p
e
r
ce
iv
ed
an
d
th
eir
p
r
ef
er
en
ce
s
,
th
u
s
allo
win
g
p
a
th
way
s
f
o
r
f
u
tu
r
e
r
esear
ch
o
n
h
o
w
in
n
o
v
ativ
e
tech
n
o
lo
g
ies
ca
n
b
e
in
teg
r
ated
in
to
e
d
u
ca
tio
n
.
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
.
3
,
Sep
tem
b
er
20
25
:
1
8
5
5
-
1
8
6
4
1858
Fig
u
r
e
1
.
R
esear
ch
p
r
o
ce
d
u
r
e
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
I
m
pa
c
t
o
f
AR
a
nd
VR
o
n
v
o
ca
bu
la
ry
lea
rning
T
h
e
im
p
ac
t
o
f
r
esp
o
n
d
en
ts
’
s
co
r
es
o
n
v
o
ca
b
u
la
r
y
im
p
r
o
v
e
m
en
t
u
s
in
g
au
g
m
en
ted
r
ea
lity
(
AR
)
an
d
v
ir
tu
al
r
ea
lity
(
VR
)
in
ter
v
e
n
tio
n
s
o
n
2
2
0
r
esp
o
n
d
e
n
ts
is
s
tu
d
ied
.
R
esear
ch
er
s
an
aly
ze
ch
an
g
es in
co
u
n
ts
at
o
n
e
o
r
m
o
r
e
s
co
r
e
in
ter
v
als
to
id
e
n
tify
h
o
w
th
ese
n
ew
tech
n
o
lo
g
ies
af
f
ec
t
v
o
ca
b
u
lar
y
ac
q
u
is
itio
n
b
ef
o
r
e
a
n
d
af
ter
a
s
tim
u
lu
s
.
C
o
m
p
ar
in
g
en
g
a
g
em
en
t
(
o
r
r
esp
o
n
s
iv
en
ess
)
lev
els
b
ef
o
r
e
an
d
a
f
ter
tr
ea
tm
en
t
,
s
ig
n
if
ican
t
tr
en
d
s
em
er
g
e
b
et
wee
n
th
e
s
co
r
e
g
r
o
u
p
s
.
Un
d
e
r
s
tan
d
in
g
th
ese
tr
en
d
s
is
im
p
o
r
tan
t
f
o
r
a
n
s
r
esear
ch
er
s
r
in
g
o
u
r
r
esear
ch
q
u
esti
o
n
s
an
d
ev
alu
at
in
g
AR
an
d
VR
’
s
ef
f
ec
tiv
en
ess
in
d
ev
elo
p
in
g
v
o
ca
b
u
lar
y
s
k
i
lls
.
I
t i
s
th
e
f
ir
s
t
o
f
m
an
y
wr
itin
g
s
to
ex
p
lo
r
e
th
e
d
ata
in
m
o
r
e
d
ep
th
an
d
d
escr
ib
e
th
e
s
ig
n
if
ican
ce
o
f
s
co
r
e
-
r
elat
ed
ch
an
g
e
r
elativ
e
to
v
o
ca
b
u
lar
y
d
ev
elo
p
m
en
t
i
n
th
e
f
ac
e
o
f
n
ew
ad
v
a
n
ce
d
l
ea
r
n
in
g
tech
n
o
lo
g
ies.
B
ased
o
n
Fig
u
r
e
2
,
a
f
ew
tr
en
d
s
s
tan
d
o
u
t
in
th
e
d
ata.
R
esear
ch
er
s
s
ee
2
9
(
1
3
%)
in
th
e
b
ef
o
r
e
-
tr
ea
tm
en
t
ca
teg
o
r
y
f
o
r
th
e
2
0
-
2
8
in
ter
v
al
b
u
t n
o
n
e
in
th
e
af
ter
-
tr
ea
tm
e
n
t c
ateg
o
r
y
,
m
ea
n
in
g
th
at
th
e
p
h
en
o
m
en
o
n
d
i
d
n
o
t
o
cc
u
r
a
f
ter
th
e
in
te
r
v
en
tio
n
.
Fig
u
r
e
2
.
B
ef
o
r
e
an
d
af
ter
tr
ea
tm
en
t
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
E
ffective
vo
ca
b
u
la
r
y
lea
r
n
in
g
th
r
o
u
g
h
a
u
g
me
n
ted
a
n
d
virt
u
a
l rea
lity
tech
n
o
lo
g
ies
(
A
r
ifin
)
1859
B
ef
o
r
e
tr
ea
tm
en
t,
3
2
r
esp
o
n
d
en
ts
(
1
5
%)
wer
e
s
lig
h
tly
h
ig
h
er
th
an
af
ter
tr
ea
tm
en
t
3
(
1
%)
in
th
e
2
9
-
3
7
in
ter
v
al,
in
d
icatin
g
litt
le
en
g
ag
em
en
t
o
r
r
esp
o
n
s
iv
en
ess
.
A
m
o
r
e
p
r
o
n
o
u
n
ce
d
s
h
if
t
is
f
o
u
n
d
f
r
o
m
th
e
3
8
-
4
6
in
ter
v
al
wh
er
e
b
ef
o
r
e
tr
ea
tm
e
n
t
was
4
1
(
1
9
%)
a
n
d
af
te
r
tr
e
atm
en
t
was
1
8
(
8
%),
m
ea
n
in
g
th
e
in
d
iv
id
u
als
in
th
is
in
ter
v
al
m
ay
b
e
m
o
r
e
s
en
s
itiv
e
to
th
e
s
tu
d
ied
f
ac
t
o
r
s
.
I
n
th
e
4
7
-
5
5
in
ter
v
al,
th
e
af
te
r
-
tr
ea
tm
en
t
co
u
n
t r
is
es
to
2
5
(
1
1
%)
f
r
o
m
a
b
ef
o
r
e
-
tr
ea
tm
en
t
co
u
n
t
o
f
3
0
(
1
4
%),
a
n
d
th
is
tr
en
d
co
n
tin
u
es.
T
h
is
p
atter
n
h
o
ld
s
at
th
e
o
th
er
en
d
o
f
th
e
5
6
-
6
4
in
ter
v
a
l,
r
ep
o
r
tin
g
3
2
(
1
5
%)
af
ter
tr
e
atm
en
t,
illu
s
tr
atin
g
ev
en
f
u
r
th
er
en
g
ag
em
e
n
t
with
in
cr
ea
s
in
g
ag
e.
‘
Af
ter
tr
ea
tm
e
n
t’
co
u
n
ts
3
6
(
1
6
%)
in
t
h
e
6
5
-
7
3
in
ter
v
al,
m
atch
i
n
g
t
h
e
co
r
r
elatio
n
b
et
wee
n
t
h
e
r
esear
ch
er
s
an
d
th
e
o
cc
u
r
r
en
c
e
an
d
s
co
r
e.
I
n
th
e
7
4
-
8
2
in
ter
v
al,
af
ter
tr
e
atm
en
t,
th
e
co
u
n
t
was
2
7
(
1
2
%),
s
lig
h
tly
m
o
r
e
r
esear
ch
er
s
th
an
it
u
s
ed
to
b
e
b
u
t
s
till
s
ig
n
if
ican
t.
W
ith
th
e
ex
ce
p
tio
n
al
i
n
cr
ea
s
e,
in
t
er
v
al
8
3
-
9
1
ca
tch
es
o
n
e’
s
ey
e,
d
eliv
er
in
g
3
5
in
‘
Af
ter
T
r
ea
tm
e
n
t’
(
1
6
%)
v
er
s
u
s
a
n
e
g
lig
ib
le
2
(
1
%)
b
ef
o
r
e
tr
ea
tm
en
t,
in
d
icatin
g
th
at
m
o
r
e
co
n
s
cio
u
s
o
f
th
e
co
n
d
itio
n
.
Fin
ally
,
th
e
9
2
-
1
0
0
in
ter
v
al,
ag
ai
n
lar
g
el
y
co
n
tr
ib
u
tin
g
to
th
e
‘
Af
ter
T
r
e
atm
en
t’
co
u
n
t
at
4
4
(
2
0
%),
clea
r
ly
illu
s
tr
ates
th
e
r
is
in
g
tr
en
d
o
f
th
e
co
u
n
ts
with
a
s
co
r
e.
T
h
e
an
aly
s
is
in
d
icate
s
a
co
n
s
is
ten
t
p
atter
n
:
th
e
o
cc
u
r
r
e
n
ce
r
ates
in
th
e
‘
Af
ter
T
r
ea
tm
en
t’
ca
teg
o
r
y
ten
d
to
i
n
cr
ea
s
e
with
a
s
co
r
e,
esp
ec
ial
ly
in
th
e
3
8
-
4
6
an
d
92
-
1
0
0
s
co
r
e
in
te
r
v
als.
T
h
ese
f
in
d
in
g
s
r
esear
ch
er
s
o
u
r
in
itia
l
r
esear
ch
q
u
esti
o
n
s
a
n
d
h
elp
g
en
er
ate
a
m
o
r
e
i
n
-
d
ep
th
u
n
d
e
r
s
tan
d
in
g
o
f
s
co
r
e
-
r
elate
d
ch
a
n
g
es
to
th
ese
f
ac
to
r
s
,
lead
in
g
to
f
u
r
th
e
r
d
is
cu
s
s
io
n
in
th
e
later
s
ec
tio
n
s
o
f
th
e
s
tu
d
y
.
3
.
2
.
E
nh
a
ncing
voc
a
bu
la
ry
wit
h AR
a
nd
VR
In
th
is
s
tu
d
y
,
r
esear
ch
er
s
test
th
e
ef
f
ec
tiv
en
ess
o
f
AR
an
d
VR
tech
n
o
lo
g
ies
o
n
v
o
ca
b
u
lar
y
ac
q
u
is
itio
n
f
o
r
r
esp
o
n
d
en
ts
.
Usi
n
g
in
n
o
v
ativ
e
lear
n
in
g
to
o
ls
,
r
esear
ch
er
s
f
u
r
th
er
ex
p
l
o
r
e
h
o
w
th
ese
im
m
er
s
iv
e
an
d
co
llab
o
r
ativ
e
ex
p
er
ie
n
ce
s
en
h
an
ce
r
esp
o
n
d
en
ts
'
m
o
ti
v
atio
n
,
lear
n
in
g
o
u
tco
m
es,
u
s
er
ex
p
er
ien
ce
,
an
d
s
o
cial
in
ter
ac
tio
n
r
eg
ar
d
in
g
v
o
ca
b
u
lar
y
im
p
r
o
v
em
en
t.
B
y
s
tu
d
y
in
g
t
h
e
d
ata
f
r
o
m
t
h
e
s
u
r
v
ey
,
th
e
a
u
th
o
r
s
ca
n
g
ain
in
s
ig
h
ts
in
to
th
e
s
tu
d
en
ts
'
p
er
s
p
ec
tiv
es
o
n
AR
an
d
V
R
,
d
eter
m
in
e
AR
an
d
VR
's
p
o
ten
tial
to
en
g
ag
e
r
esp
o
n
d
en
ts
an
d
co
n
tr
i
b
u
te
to
im
p
r
o
v
in
g
r
esp
o
n
d
en
ts
’
v
o
ca
b
u
lar
y
r
eten
tio
n
.
An
in
tr
o
d
u
cti
o
n
to
th
is
o
v
er
v
iew
o
f
f
i
n
d
in
g
s
lay
s
th
e
g
r
o
u
n
d
wo
r
k
f
o
r
a
m
o
r
e
in
-
d
ep
th
p
r
esen
tatio
n
o
f
th
e
s
ig
n
if
ican
ce
o
f
im
p
lem
e
n
tin
g
ad
v
an
ce
d
tech
n
o
l
o
g
ies in
to
ed
u
ca
tio
n
al
p
r
ac
tices to
f
ac
ilit
ate
ap
p
r
o
p
r
iat
e
lan
g
u
ag
e
lear
n
in
g
.
Sp
ec
if
ically
,
s
ev
er
al
k
ey
in
s
ig
h
ts
em
er
g
e
ac
r
o
s
s
ca
teg
o
r
ies
f
r
o
m
th
e
s
u
r
v
ey
d
ata
r
elate
d
to
u
s
in
g
AR
an
d
VR
v
o
ca
b
u
lar
y
im
p
r
o
v
e
m
en
t
,
t
h
ese
in
s
ig
h
ts
ar
e
v
is
u
al
ly
r
ep
r
esen
ted
i
n
Fig
u
r
e
3
.
R
eg
ar
d
in
g
m
o
tiv
atio
n
,
ab
o
u
t
3
4
%
o
f
r
esp
o
n
d
en
ts
s
ta
ted
th
at
th
ey
u
s
e
th
ese
tech
n
o
lo
g
ies
b
ec
a
u
s
e
th
ey
wan
t
b
etter
v
o
ca
b
u
la
r
y
r
eten
tio
n
.
An
o
th
er
b
ig
p
u
ll
f
o
r
AR
tech
n
o
lo
g
y
was
r
esp
o
n
d
en
ts
'
cu
r
io
s
ity
to
ex
p
e
r
ien
c
e
th
o
s
e
in
n
o
v
ativ
e
to
o
ls
,
with
2
5
%
in
ter
ested
in
ex
p
lo
r
in
g
th
em
.
Als
o
,
2
1
%
s
aid
it
was
b
ased
o
n
r
e
co
m
m
en
d
atio
n
s
f
r
o
m
p
ee
r
s
,
an
d
2
0
%
s
aid
it
was
a
m
atter
o
f
wan
tin
g
i
n
ter
ac
tiv
e
lear
n
in
g
.
Am
o
n
g
th
e
lear
n
in
g
o
u
t
co
m
es,
v
o
ca
b
u
lar
y
r
eten
tio
n
was
t
h
e
m
o
s
t
s
ig
n
if
i
ca
n
t
r
esu
lt;
it
was
a
d
eq
u
ate
f
o
r
3
5
%
o
f
r
esp
o
n
d
e
n
ts
.
T
h
e
t
o
o
ls
h
elp
e
d
1
6
%
o
f
p
ar
ticip
an
ts
f
ee
l
th
e
y
im
p
r
o
v
e
d
th
eir
v
o
ca
b
u
lar
y
s
k
ills
,
2
4
%
th
o
u
g
h
t
th
e
r
esear
ch
er
s
wer
e
m
o
r
e
co
n
f
id
en
t
i
n
th
eir
n
ew
v
o
ca
b
u
lar
y
,
an
d
2
5
% f
elt
m
o
r
e
ab
le
to
u
s
e
v
o
ca
b
u
lar
y
in
c
o
n
tex
t.
Fig
u
r
e
3
.
Su
r
v
ey
d
ata
o
n
AR
a
n
d
VR
f
o
r
v
o
ca
b
u
lar
y
im
p
r
o
v
em
en
t
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
.
3
,
Sep
tem
b
er
20
25
:
1
8
5
5
-
1
8
6
4
1860
Th
e
u
s
er
ex
p
er
ien
ce
ca
teg
o
r
y
d
eliv
er
ed
in
s
ig
h
ts
in
to
h
o
w
r
esp
o
n
d
en
ts
ex
p
er
ien
ce
t
h
e
tec
h
n
o
lo
g
ies,
with
3
0
%
o
f
r
esp
o
n
d
en
ts
r
a
tin
g
th
e
tech
n
ical
p
er
f
o
r
m
a
n
ce
as
p
o
s
itiv
e,
m
ea
n
i
n
g
th
at
h
o
w
r
esp
o
n
d
e
n
ts
en
g
ag
ed
a
n
d
o
p
er
ated
th
e
tech
n
o
lo
g
ies
was
s
atis
f
ac
to
r
y
.
On
ly
2
4
an
d
2
5
%
o
f
th
ei
r
r
esp
o
n
d
en
ts
in
d
icate
d
th
at
ea
s
e
o
f
n
av
ig
atio
n
with
th
e
s
o
f
twar
e
an
d
s
atis
f
ac
tio
n
with
th
e
f
ea
tu
r
es
we
r
e
g
o
o
d
,
b
u
t
o
n
ly
2
1
%
o
f
r
esear
ch
er
s
wer
e
s
atis
f
ied
w
i
th
th
e
clar
ity
an
d
in
tu
itiv
en
e
s
s
o
f
th
e
u
s
er
in
ter
f
ac
e.
I
n
th
e
en
d
,
th
e
s
o
cial
in
ter
ac
tio
n
p
ar
t
also
em
p
h
asized
th
e
v
alu
e
o
f
co
llab
o
r
ativ
e
e
x
p
er
ien
ce
,
with
3
0
%
h
ig
h
lig
h
t
in
g
g
r
o
u
p
lear
n
in
g
ex
p
er
ien
ce
s
an
d
2
8
%
f
ee
lin
g
a
s
en
s
e
o
f
c
o
m
m
u
n
ity
.
I
n
ad
d
i
tio
n
,
2
3
%
o
f
t
h
e
r
esp
o
n
d
e
n
ts
p
r
ef
er
r
e
d
u
s
in
g
p
ee
r
f
ee
d
b
ac
k
as
p
a
r
t
o
f
t
h
eir
lea
r
n
in
g
p
r
o
ce
s
s
,
an
d
2
0
%
p
r
e
f
er
r
ed
o
p
p
o
r
tu
n
ities
f
o
r
c
o
llab
o
r
atio
n
t
o
d
o
s
o
,
s
u
g
g
esti
n
g
a
s
tr
o
n
g
p
r
ef
e
r
en
ce
f
o
r
in
ter
ac
tiv
e
a
n
d
c
o
m
m
u
n
al
lear
n
in
g
en
v
ir
o
n
m
en
ts
.
T
h
e
o
v
er
all
s
u
r
v
ey
r
esu
lt
r
ev
ea
led
th
at
r
esp
o
n
d
en
ts
g
en
er
ally
lik
e
AR
an
d
VR
tech
n
o
lo
g
ies
an
d
ar
e
ad
ap
tiv
e
to
t
h
e
t
wo
tech
n
o
lo
g
ies.
I
f
in
clu
d
ed
in
th
e
class
,
th
er
e
wa
s
a
p
o
s
itiv
e
im
p
ac
t o
n
v
o
ca
b
u
l
ar
y
r
eten
tio
n
an
d
s
o
cial
in
ter
a
ctio
n
.
3
.
3
.
Respo
nd
ent
s
’
persp
ec
t
i
v
es
o
n AR
a
nd
VR
T
h
is
s
tu
d
y
r
ev
iews
th
e
ef
f
ec
ts
o
f
AR
an
d
VR
im
p
lem
en
tatio
n
s
o
n
v
o
ca
b
u
lar
y
lear
n
i
n
g
b
y
co
llectin
g
in
ter
v
iews
with
r
esp
o
n
d
en
ts
wh
o
ex
p
er
ien
ce
d
th
ese
n
o
v
el
tech
n
o
lo
g
ies.
T
o
u
n
c
o
v
er
h
o
w
AR
an
d
VR
ca
n
f
ac
ilit
ate
v
o
ca
b
u
lar
y
ac
q
u
is
itio
n
th
r
o
u
g
h
an
in
ter
ac
tiv
e
an
d
im
m
er
s
iv
e
lear
n
in
g
en
v
ir
o
n
m
en
t,
r
esear
ch
er
s
in
v
esti
g
ate
th
eir
ex
p
er
ien
c
es
an
d
p
er
ce
p
tio
n
s
.
Key
f
ea
t
u
r
es
th
at
m
ay
b
e
h
ailed
as
e
f
f
ec
tiv
e
v
o
ca
b
u
lar
y
lear
n
in
g
ar
e
u
n
v
eiled
b
y
th
es
e
r
esp
o
n
s
es:
co
n
tex
tu
alize
d
s
ce
n
ar
io
s
,
in
ter
ac
tiv
e
f
lash
ca
r
d
s
,
an
d
o
p
p
o
r
t
u
n
ities
f
o
r
co
ll
ab
o
r
atio
n
.
Firstl
y
,
th
i
s
in
tr
o
d
u
cto
r
y
o
v
er
v
iew
s
er
v
es
as
th
e
s
tar
tin
g
p
o
in
t
f
o
r
th
e
q
u
alitativ
e
d
ata
an
aly
s
is
,
as
it
ex
p
lo
r
es
th
e
p
o
s
s
ib
ilit
y
o
f
AR
an
d
VR
b
ein
g
u
tili
ze
d
to
ch
an
g
e
tr
ad
itio
n
al
v
o
ca
b
u
lar
y
lear
n
in
g
tech
n
iq
u
es a
n
d
im
p
r
o
v
e
s
tu
d
e
n
t in
ter
est.
T
h
e
in
ter
v
iew
r
esp
o
n
s
es
p
r
o
v
i
d
e
v
alu
ab
le
in
s
ig
h
ts
in
to
th
e
e
f
f
ec
tiv
en
ess
o
f
AR
an
d
VR
ap
p
licatio
n
s
in
en
h
an
cin
g
v
o
ca
b
u
lar
y
lear
n
in
g
.
As illu
s
tr
ated
in
Fig
u
r
e
4
, r
esp
o
n
d
en
ts
h
ig
h
lig
h
ted
s
ev
er
al
k
ey
f
ea
tu
r
es th
at
co
n
tr
ib
u
te
to
th
eir
lear
n
in
g
e
x
p
er
ien
ce
s
.
On
e
r
e
s
p
o
n
d
en
t
s
tated
,
“I
f
in
d
th
e
in
ter
a
ctiv
e
f
lash
ca
r
d
s
h
elp
f
u
l.
T
h
ey
let
m
e
s
ee
3
D
m
o
d
els
r
elate
d
t
o
th
e
wo
r
d
s
,
m
ak
in
g
r
em
em
b
er
in
g
th
eir
m
ea
n
i
n
g
s
ea
s
ier
.
”
An
o
th
e
r
em
p
h
asized
th
e
im
p
o
r
ta
n
ce
o
f
im
m
er
s
iv
e
s
ce
n
ar
io
s
,
s
h
ar
in
g
,
“Wh
en
I
ca
n
s
ee
a
wo
r
d
in
co
n
tex
t,
li
k
e
walk
in
g
th
r
o
u
g
h
a
v
ir
tu
al
m
ar
k
et
an
d
h
ea
r
in
g
th
e
v
o
ca
b
u
lar
y
u
s
ed
,
it
s
t
ick
s
in
m
y
m
in
d
b
etter
.
”
T
h
ese
co
m
m
en
ts
illu
s
tr
ate
h
o
w
co
n
te
x
tu
alizin
g
v
o
ca
b
u
lar
y
ca
n
en
h
an
ce
r
eten
tio
n
.
W
h
en
d
is
cu
s
s
in
g
s
p
ec
if
ic
in
s
tan
ce
s
o
f
lear
n
in
g
,
r
esp
o
n
d
e
n
ts
s
h
ar
ed
th
at
AR
an
d
VR
h
av
e
s
ig
n
if
i
ca
n
tly
im
p
r
o
v
ed
th
ei
r
u
n
d
er
s
tan
d
in
g
o
f
co
m
p
lex
v
o
ca
b
u
lar
y
.
Fo
r
ex
am
p
le,
o
n
e
p
ar
ticip
an
t
d
escr
ib
ed
,
“I
s
tr
u
g
g
led
with
th
e
wo
r
d
m
etam
o
r
p
h
o
s
is
”
’
.
W
h
en
I
u
s
ed
th
e
AR
ap
p
,
it
s
h
o
r
esear
ch
er
s
d
a
ca
ter
p
illar
tu
r
n
in
g
in
to
a
b
u
tter
f
ly
in
a
v
is
u
al
s
i
m
u
latio
n
.
Seein
g
th
at
tr
an
s
f
o
r
m
atio
n
h
el
p
ed
m
e
g
r
a
s
p
th
e
co
n
ce
p
t
m
u
ch
b
etter
th
an
ju
s
t
r
ea
d
in
g
ab
o
u
t
it
in
a
tex
tb
o
o
k
.
”
Similar
ly
,
an
o
th
er
r
esp
o
n
d
en
t
n
o
ted
,
“I
h
ad
a
h
ar
d
tim
e
with
‘
ec
o
s
y
s
tem
”
T
h
e
AR
ap
p
p
lace
d
m
e
in
a
v
ir
tu
al
f
o
r
est
wh
er
e
I
c
o
u
ld
in
ter
ac
t
with
d
if
f
er
en
t
ele
m
en
ts
,
s
u
ch
as
p
lan
ts
,
an
im
als,
an
d
wate
r
s
y
s
tem
s
,
h
elp
in
g
m
e
u
n
d
er
s
tan
d
h
o
w
th
ey
all
co
n
n
ec
t.”
T
h
ese
ex
am
p
les
d
em
o
n
s
tr
ate
h
o
w
AR
an
d
V
R
ca
n
tr
an
s
f
o
r
m
ab
s
tr
ac
t
co
n
ce
p
ts
in
to
tan
g
ib
le
ex
p
er
ie
n
ce
s
,
m
ak
in
g
v
o
ca
b
u
lar
y
lear
n
in
g
m
o
r
e
r
elata
b
le
an
d
in
tu
itiv
e.
Fig
u
r
e
4
.
R
esp
o
n
d
en
ts
’
v
ie
w
o
f
A/VR
im
p
lem
en
tatio
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
E
ffective
vo
ca
b
u
la
r
y
lea
r
n
in
g
th
r
o
u
g
h
a
u
g
me
n
ted
a
n
d
virt
u
a
l rea
lity
tech
n
o
lo
g
ies
(
A
r
ifin
)
1861
T
h
e
r
esear
ch
e
r
s
also
n
o
ted
a
s
h
if
t
in
th
eir
s
tu
d
y
ap
p
r
o
ac
h
e
s
s
in
ce
u
s
in
g
AR
an
d
VR
ap
p
licatio
n
s
.
On
e
r
esp
o
n
d
e
n
t
r
em
ar
k
e
d
,
“
B
ef
o
r
e,
I
wo
u
ld
ju
s
t
m
em
o
r
ize
lis
ts
o
f
wo
r
d
s
,
wh
ich
was
b
o
r
in
g
.
I
ac
tiv
ely
en
g
ag
e
with
th
e
wo
r
d
s
th
r
o
u
g
h
g
am
es
an
d
v
is
u
al
aid
s
.
”
Ma
n
y
m
o
v
ed
f
r
o
m
tr
a
d
itio
n
al
m
em
o
r
izatio
n
tech
n
iq
u
es
to
m
o
r
e
en
g
ag
in
g
,
in
ter
ac
tiv
e
m
eth
o
d
s
in
co
r
p
o
r
atin
g
v
is
u
al
an
d
au
d
ito
r
y
e
lem
en
ts
.
Ho
wev
er
,
r
esp
o
n
d
en
ts
s
u
g
g
ested
ar
ea
s
f
o
r
im
p
r
o
v
em
en
t,
s
u
ch
as
th
e
n
ee
d
f
o
r
m
o
r
e
p
er
s
o
n
alize
d
lear
n
in
g
p
ath
s
.
On
e
s
h
ar
ed
,
“I
’
d
lik
e
t
o
s
ee
m
o
r
e
p
er
s
o
n
alize
d
lear
n
in
g
p
ath
s
.
I
f
th
e
ap
p
co
u
ld
ad
ju
s
t
b
ased
o
n
m
y
p
r
o
g
r
ess
an
d
ar
ea
s
o
f
s
tr
u
g
g
le,
th
at
wo
u
ld
m
ak
e
it e
v
en
b
etter
.
”
Ad
d
itio
n
ally
,
a
n
o
th
er
r
esp
o
n
d
en
t
em
p
h
asized
th
e
i
m
p
o
r
ta
n
ce
o
f
in
s
tan
t
f
ee
d
b
ac
k
:
“M
o
r
e
f
ee
d
b
ac
k
o
p
tio
n
s
wo
u
ld
b
e
h
el
p
f
u
l.
So
m
etim
es,
I
’
m
u
n
s
u
r
e
if
I
’
m
u
s
in
g
wo
r
d
s
co
r
r
ec
tly
.
”
R
esp
o
n
d
en
ts
also
h
ig
h
lig
h
ted
th
e
s
o
cial
asp
ec
ts
o
f
u
s
in
g
AR
an
d
VR
f
o
r
v
o
ca
b
u
lar
y
lear
n
i
n
g
.
On
e
p
a
r
ticip
an
t
s
aid
,
“I
en
jo
y
wo
r
k
in
g
with
m
y
class
m
ates
o
n
v
o
ca
b
u
lar
y
task
s
.
R
esear
ch
er
s
o
f
ten
s
h
ar
e
tip
s
an
d
h
e
lp
e
ac
h
o
th
e
r
,
”
a
n
o
th
e
r
n
o
ted
,
“
I
t’
s
m
o
tiv
atin
g
to
lear
n
alo
n
g
s
id
e
o
th
er
s
.
I
lo
v
e
wh
en
r
esear
ch
er
s
ca
n
co
m
p
ete
in
v
o
ca
b
u
lar
y
g
am
es
to
g
eth
er
.
”
H
o
wev
er
,
s
o
m
e
s
u
g
g
ested
im
p
r
o
v
em
en
ts
,
with
o
n
e
s
tatin
g
,
“I
t
h
in
k
h
av
i
n
g
s
tr
u
ctu
r
e
d
g
r
o
u
p
ac
tiv
ities
wo
u
ld
en
h
a
n
ce
th
e
s
o
cial
asp
ec
t.
R
ig
h
t
n
o
w,
it
f
ee
ls
a
b
it
d
is
co
n
n
ec
te
d
”.
Ov
e
r
all,
th
e
q
u
alitativ
e
d
ata
f
r
o
m
t
h
e
in
ter
v
iews
s
u
g
g
est
th
at
AR
an
d
VR
ap
p
licatio
n
s
h
o
ld
s
ig
n
if
ican
t
p
o
te
n
tial
f
o
r
en
h
a
n
cin
g
v
o
ca
b
u
lar
y
lea
r
n
in
g
b
y
p
r
o
v
id
in
g
in
ter
ac
tiv
e,
im
m
er
s
iv
e
ex
p
e
r
ien
ce
s
t
h
at
en
g
a
g
e
r
esp
o
n
d
en
ts
m
o
r
e
p
r
o
f
o
u
n
d
l
y
.
Ho
wev
e
r
,
to
m
ax
im
ize
th
eir
ef
f
ec
tiv
e
n
ess
,
d
ev
elo
p
er
s
s
h
o
u
ld
co
n
s
id
er
in
teg
r
atin
g
m
o
r
e
d
iv
e
r
s
e
co
n
ten
t,
im
p
r
o
v
in
g
tech
n
ical
s
tab
ilit
y
,
an
d
en
h
an
cin
g
s
o
c
ial
co
llab
o
r
atio
n
f
ea
tu
r
es,
as
th
ese
asp
ec
ts
ca
n
f
u
r
th
er
e
n
r
ich
t
h
e
lear
n
in
g
ex
p
er
ien
ce
.
T
h
e
d
ata
in
d
icate
s
th
at
lea
r
n
in
g
v
o
ca
b
u
lar
y
b
ec
o
m
es
m
o
r
e
ef
f
ec
tiv
e
th
r
o
u
g
h
AR
an
d
VR
tech
n
o
lo
g
ies
th
a
n
tr
ad
itio
n
al
teac
h
in
g
ap
p
r
o
ac
h
es.
T
h
e
m
ix
ed
r
ea
lity
tec
h
n
o
lo
g
ies
en
a
b
led
3
5
%
o
r
m
o
r
e
s
tu
d
en
ts
to
r
em
em
b
er
wo
r
d
s
m
o
r
e
ef
f
ec
tiv
ely
,
th
u
s
h
ig
h
l
ig
h
tin
g
th
eir
p
o
te
n
tial
to
tr
an
s
f
o
r
m
ed
u
ca
tio
n
al
ap
p
r
o
ac
h
es
th
r
o
u
g
h
e
n
h
an
ce
d
s
tu
d
en
t
in
v
o
lv
em
en
t
a
n
d
p
r
o
f
o
u
n
d
lear
n
in
g
ex
p
e
r
ien
c
es.
VR
an
d
AR
in
co
n
tex
t
-
b
ased
lear
n
in
g
allo
w
s
tu
d
en
ts
to
v
is
u
alize
co
m
p
l
icate
d
s
u
b
ject
m
atter
an
d
th
u
s
d
ev
elo
p
b
etter
v
o
ca
b
u
lar
y
s
k
ills
.
Mu
ltip
le
s
tu
d
ies
estab
lis
h
th
at
an
in
ter
ac
tiv
e
lear
n
in
g
en
v
ir
o
n
m
en
t
o
u
tp
er
f
o
r
m
s
tr
ad
itio
n
al
ap
p
r
o
ac
h
es
in
r
etain
in
g
in
f
o
r
m
atio
n
th
at
s
u
p
p
o
r
ts
th
ese
f
in
d
in
g
s
[
2
2
]
–
[
2
4
]
.
T
h
e
p
r
esen
t
s
tu
d
y
ad
d
s
ev
id
en
c
e
s
h
o
win
g
h
o
w
co
n
te
x
tu
al
teac
h
i
n
g
m
et
h
o
d
s
co
m
b
in
ed
with
im
m
er
s
io
n
s
tr
ateg
ies
p
r
o
d
u
ce
s
u
p
er
io
r
o
u
tco
m
es
wh
en
lear
n
in
g
v
o
ca
b
u
la
r
y
,
t
h
er
eb
y
v
alid
atin
g
th
e
ef
f
ec
ti
v
en
ess
o
f
ac
tiv
e
lear
n
in
g
e
n
v
ir
o
n
m
en
ts
as
an
ed
u
ca
tio
n
al
ap
p
r
o
ac
h
.
Pas
t
r
esear
ch
d
em
o
n
s
tr
ates
th
at
alth
o
u
g
h
AR
an
d
VR
tech
n
o
lo
g
ies
d
eliv
er
ad
v
a
n
tag
es,
s
o
m
e
ad
d
itio
n
al
f
ac
to
r
s
co
n
t
r
ib
u
te
t
o
b
u
ild
in
g
b
etter
lan
g
u
a
g
e
r
e
ten
tio
n
.
T
h
e
co
m
b
in
atio
n
o
f
t
h
ese
tech
n
o
lo
g
ies,
to
g
eth
er
with
p
ast
k
n
o
wled
g
e
an
d
p
e
er
s
o
cial
in
te
r
ac
tio
n
s
,
l
ea
d
s
to
b
etter
lear
n
in
g
r
esu
lts
,
ac
co
r
d
i
n
g
t
o
[
2
5
]
,
[
2
6
]
.
On
e
s
h
o
u
ld
r
ec
o
g
n
ize
th
at
s
elf
-
r
ep
o
r
ted
lan
g
u
ag
e
r
eten
tio
n
ass
ess
m
en
ts
f
ac
e
lim
itatio
n
s
b
ec
au
s
e
p
ar
ticip
an
ts
co
u
ld
r
ep
o
r
t
h
ig
h
er
lev
els
o
f
k
n
o
wled
g
e
d
u
e
to
th
eir
tech
n
o
lo
g
ical
ex
cite
m
en
t.
Ou
r
r
esear
c
h
b
r
in
g
s
h
eter
o
g
e
n
eity
d
u
e
t
o
p
ar
ticip
an
t
in
ter
p
r
etatio
n
d
if
f
er
en
ce
s
b
etwe
en
AR
an
d
VR
tech
n
o
lo
g
y
,
e
v
e
n
th
o
u
g
h
it
is
r
o
b
u
s
t
with
2
2
0
s
a
m
p
le
r
esp
o
n
s
es.
T
h
is
m
ea
s
u
r
e
m
en
t
to
o
l
d
o
es
n
o
t
ef
f
ec
tiv
ely
ca
p
tu
r
e
all
s
tu
d
e
n
t
ex
p
er
ien
ce
s
.
Dif
f
e
r
en
t
s
tu
d
ies
lin
k
in
g
lan
g
u
a
g
e
lear
n
in
g
c
o
m
p
lex
ity
[
2
7
]
–
[
2
9
]
d
e
m
o
n
s
tr
a
te
th
at
th
e
s
elec
ted
m
ea
s
u
r
es
d
is
p
lay
ad
eq
u
ate
ch
ar
ac
ter
is
tics
o
f
v
o
ca
b
u
lar
y
d
ev
elo
p
m
en
t y
et
f
ail
to
e
x
am
in
e
f
u
n
d
am
e
n
tal
s
ec
o
n
d
lan
g
u
ag
e
ac
q
u
is
itio
n
co
n
c
ep
ts
.
T
h
is
r
esear
ch
ex
p
l
o
r
ed
v
o
ca
b
u
lar
y
m
em
o
r
y
ch
an
g
e
th
r
o
u
g
h
AR
an
d
VR
tech
n
o
lo
g
y
a
p
p
licatio
n
s
,
f
o
cu
s
in
g
o
n
th
ei
r
p
o
te
n
tial
f
o
r
d
ev
elo
p
i
n
g
d
y
n
am
ic
lear
n
in
g
in
ter
ac
tio
n
s
.
T
h
is
r
esear
ch
is
o
f
g
r
ea
t
im
p
o
r
tan
ce
b
ec
au
s
e
it
r
ev
ea
ls
th
e
p
o
s
s
ib
l
e
im
p
ac
ts
o
f
im
m
er
s
iv
e
t
ec
h
n
o
lo
g
y
o
n
v
o
ca
b
u
lar
y
lear
n
in
g
.
T
h
e
tech
n
o
lo
g
ies
h
av
e
m
u
ltip
le
lo
n
g
-
s
tan
d
in
g
q
u
esti
o
n
s
ab
o
u
t
th
eir
im
p
ac
t
o
n
s
tu
d
en
t
en
d
u
r
an
ce
an
d
co
m
p
atib
ilit
y
with
in
d
iv
id
u
alize
d
lear
n
i
n
g
f
o
r
m
a
ts
an
d
team
wo
r
k
m
o
d
els.
Fu
tu
r
e
s
tu
d
ies
m
u
s
t
d
is
p
lay
em
p
i
r
ical
p
r
o
o
f
o
f
th
es
e
f
in
d
in
g
s
th
r
o
u
g
h
e
v
alu
atio
n
s
t
h
at
estab
lis
h
th
e
m
o
s
t
b
en
ef
icial
m
eth
o
d
s
to
in
teg
r
ate
AR
an
d
VR
f
ea
tu
r
es
in
d
iv
er
s
e
ed
u
ca
tio
n
al
s
ettin
g
s
f
o
r
v
o
ca
b
u
lar
y
lear
n
i
n
g
en
h
an
ce
m
en
t.
Stu
d
ies
s
h
o
u
ld
ex
am
in
e
th
e
p
o
ten
tial
o
f
th
ese
tech
n
o
lo
g
ies
to
s
u
p
p
o
r
t
v
ar
io
u
s
lea
r
n
in
g
p
r
ef
er
e
n
c
es
b
ec
au
s
e
th
e
y
wo
u
ld
h
elp
en
h
a
n
ce
e
x
is
tin
g
k
n
o
wled
g
e
r
eg
ar
d
in
g
tec
h
n
o
lo
g
y
-
ass
is
ted
lan
g
u
ag
e
lear
n
in
g
[
3
0
]
–
[
3
3
]
.
4.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
aim
ed
to
ex
p
lo
r
e
t
h
e
ef
f
ec
t
o
f
VR
an
d
AR
o
n
r
esp
o
n
d
en
ts
'
v
o
ca
b
u
lar
y
lear
n
i
n
g
p
r
o
ce
s
s
an
d
d
ef
in
e
h
o
w
th
ese
tech
n
o
l
o
g
ies
h
elp
to
r
etain
v
o
ca
b
u
lar
y
,
in
cr
ea
s
e
en
g
ag
em
e
n
t,
an
d
i
m
p
r
o
v
e
th
e
lear
n
in
g
p
r
o
ce
s
s
in
g
e
n
er
al.
T
h
e
r
es
ea
r
ch
attem
p
ted
to
u
n
co
v
er
th
ese
in
n
o
v
ativ
e
ed
u
ca
tio
n
al
to
o
ls
'
p
o
t
en
tially
b
en
ef
icial
p
r
o
p
er
ties
b
y
an
aly
zin
g
d
ata
f
r
o
m
2
2
0
r
esp
o
n
d
e
n
ts
.
T
h
ey
f
o
u
n
d
th
at
AR
an
d
VR
h
av
e
a
h
ig
h
ly
p
o
s
itiv
e
ef
f
ec
t
o
n
v
o
ca
b
u
lar
y
ac
q
u
is
itio
n
.
I
n
ter
esti
n
g
ly
,
7
5
%
o
f
th
e
p
ar
ticip
an
ts
n
o
ticed
im
p
r
o
v
e
d
v
o
ca
b
u
lar
y
r
eten
tio
n
as
o
n
e
m
eth
o
d
th
at
th
ese
im
m
er
s
iv
e
to
o
ls
ar
e
m
o
r
e
ef
f
ec
tiv
e
th
an
th
e
t
r
ad
itio
n
al
m
eth
o
d
s
.
R
esp
o
n
d
en
ts
h
ig
h
lig
h
te
d
ch
ar
ac
ter
is
tics
s
u
ch
as
in
ter
ac
tiv
e
f
lash
ca
r
d
s
an
d
c
o
n
tex
tu
alize
d
lear
n
in
g
s
ce
n
ar
i
o
s
,
r
ein
f
o
r
cin
g
th
e
o
r
ig
i
n
al
p
r
em
i
s
e
o
f
th
e
wo
r
k
:
T
h
ey
d
e
m
o
n
s
tr
ate
th
at
AR
an
d
VR
ca
n
b
e
en
g
ag
em
e
n
t
to
o
ls
,
lead
in
g
to
b
etter
lear
n
in
g
o
u
t
co
m
es.
T
h
is
o
r
ig
in
ality
is
f
u
r
th
er
u
n
d
er
s
co
r
ed
b
y
q
u
alitativ
e
in
s
ig
h
ts
s
h
o
win
g
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
.
3
,
Sep
tem
b
er
20
25
:
1
8
5
5
-
1
8
6
4
1862
h
o
w
r
esp
o
n
d
e
n
ts
ch
an
g
e
lear
n
in
g
ap
p
r
o
a
ch
es f
r
o
m
p
ass
iv
e
m
em
o
r
izatio
n
to
ac
tiv
e
u
s
e
o
f
in
ter
ac
tiv
e,
co
n
tex
t
-
b
ased
s
ce
n
ar
io
s
.
T
h
e
o
u
tco
m
e
o
f
th
is
r
esear
ch
co
n
f
ir
m
s
th
e
p
u
r
p
o
s
e
o
f
th
e
r
esear
ch
an
d
i
n
d
icate
s
th
at
AR
an
d
VR
tech
n
o
lo
g
ies
s
h
o
u
l
d
b
e
in
t
eg
r
ated
in
t
o
ed
u
ca
tio
n
al
p
r
ac
ti
ce
s
.
C
o
n
tex
tu
alizin
g
th
e
v
o
ca
b
u
lar
y
b
y
p
lacin
g
it
with
in
im
m
er
s
iv
e
ex
p
er
ie
n
ce
s
en
ab
les th
ese
to
o
ls
to
h
el
p
r
es
p
o
n
d
e
n
ts
k
ee
p
v
o
ca
b
u
lar
y
p
ar
t
s
in
m
em
o
r
y
b
etter
an
d
en
c
o
u
r
a
g
e
th
em
to
h
a
v
e
g
r
ea
ter
m
o
tiv
atio
n
an
d
co
n
f
id
e
n
ce
in
u
s
in
g
n
ew
v
o
ca
b
u
lar
y
.
T
h
e
s
ig
n
if
ican
ce
o
f
co
n
tex
tu
al
lear
n
in
g
en
v
ir
o
n
m
en
ts
is
s
u
b
s
tan
tia
ted
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Au
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DATA AV
AI
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AB
I
L
I
T
Y
Data
av
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y
is
n
o
t
ap
p
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
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-
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1863
RE
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1
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writer v
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