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K
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w
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d
s
:
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tific
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in
tellig
en
ce
C
o
n
f
ir
m
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f
ac
to
r
a
n
aly
s
is
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x
p
lo
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f
ac
t
o
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an
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s
is
Gen
er
ativ
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ar
tific
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in
tellig
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Scale
d
ev
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p
m
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t
T
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is i
s
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CC B
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I
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N
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h
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ap
id
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m
en
ts
in
g
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in
tellig
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(
G
AI
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h
av
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s
ig
n
if
ican
tly
in
f
lu
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d
v
ar
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u
s
s
ec
to
r
s
,
in
clu
d
in
g
e
d
u
ca
tio
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.
GAI
r
ef
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s
to
s
y
s
tem
s
ca
p
ab
le
o
f
cr
ea
tin
g
co
n
ten
t
s
u
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as
tex
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im
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ased
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n
lar
g
e
d
a
tasets
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d
co
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p
lex
alg
o
r
ith
m
s
[
1
]
.
T
o
o
ls
s
u
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as
ch
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er
ativ
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p
r
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C
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,
Go
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Gem
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i,
Mic
r
o
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t
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DAL
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,
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d
Per
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lex
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.
ai
ar
e
b
ec
o
m
in
g
wid
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p
ted
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tu
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,
o
f
f
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th
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a
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im
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io
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,
an
d
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h
an
cin
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c
r
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tiv
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o
u
tp
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ts
[
2
]
.
As
th
ese
to
o
ls
b
ec
o
m
e
m
o
r
e
ac
ce
s
s
ib
le,
th
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in
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r
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n
in
to
ed
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c
atio
n
al
c
o
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tex
ts
is
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x
p
an
d
in
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r
ap
i
d
ly
,
r
esh
ap
in
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h
o
w
s
tu
d
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ap
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lear
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.
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f
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T
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p
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f
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ep
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[
3
]
,
en
h
a
n
cin
g
s
tu
d
e
n
t
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ag
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e
n
t
an
d
lear
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ef
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icien
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.
GAI
h
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tial
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ca
ter
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to
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Evaluation Warning : The document was created with Spire.PDF for Python.
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Dev
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A
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3613
in
d
iv
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s
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ty
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AI
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s
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d
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with
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AI
to
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s
ab
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[
4
]
.
As
s
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AI
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w
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ts
ca
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b
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f
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m
its
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p
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with
o
u
t u
n
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in
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to
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e
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cr
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o
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s
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th
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d
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tech
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y
-
en
h
a
n
ce
d
lear
n
in
g
[
5
]
.
W
h
ile
th
er
e
h
as
b
ee
n
a
s
u
r
g
e
in
r
esear
ch
o
n
in
te
g
r
atin
g
AI
in
ed
u
ca
tio
n
,
m
u
c
h
o
f
t
h
e
f
o
cu
s
h
as
b
ee
n
o
n
th
e
p
o
s
itiv
e
asp
ec
ts
,
s
u
ch
as
en
h
an
cin
g
s
tu
d
en
t
en
g
ag
em
en
t,
p
er
s
o
n
alizin
g
lear
n
i
n
g
ex
p
er
ie
n
ce
s
,
an
d
im
p
r
o
v
in
g
ac
ad
e
m
ic
o
u
tc
o
m
es
[
6
]
.
Ho
wev
e
r
,
r
elativ
ely
litt
le
atten
tio
n
h
as
b
ee
n
p
ai
d
to
th
e
p
o
ten
tial
o
v
er
r
elian
ce
o
n
GAI
to
o
ls
,
p
ar
ticu
lar
ly
h
o
w
th
is
d
ep
e
n
d
en
cy
m
a
y
af
f
ec
t
s
tu
d
en
ts
’
cr
itical
th
in
k
in
g
,
in
d
ep
en
d
en
t
p
r
o
b
lem
-
s
o
lv
in
g
,
an
d
o
v
er
all
lea
r
n
in
g
b
e
h
av
io
r
s
[
7
]
.
Alth
o
u
g
h
s
o
m
e
s
tu
d
ies
h
av
e
e
x
p
lo
r
ed
th
e
im
p
licatio
n
s
o
f
AI
in
e
d
u
ca
ti
o
n
,
th
e
r
e
is
a
lac
k
o
f
em
p
ir
ic
al
d
ata
an
d
v
alid
ated
in
s
tr
u
m
en
ts
to
m
ea
s
u
r
e
t
h
e
ex
ten
t
o
f
s
tu
d
en
ts
’
r
elian
ce
o
n
GAI
.
Mo
r
eo
v
er
,
ex
is
tin
g
r
e
s
ea
r
ch
o
f
ten
o
v
e
r
lo
o
k
s
th
e
n
u
an
ce
d
ef
f
ec
ts
o
f
AI
d
ep
en
d
e
n
ce
o
n
s
p
ec
if
ic
ac
ad
e
m
ic
o
u
tco
m
es,
c
o
g
n
itiv
e
s
k
ill
s
,
an
d
lo
n
g
-
ter
m
lear
n
in
g
d
ev
elo
p
m
en
t
[
8
]
.
T
h
is
cr
ea
tes
a
s
ig
n
if
ican
t
g
ap
in
u
n
d
er
s
tan
d
in
g
h
o
w
s
tu
d
en
ts
in
te
r
ac
t
with
AI
tech
n
o
lo
g
ies
an
d
th
e
p
o
ten
tial
r
is
k
s
ass
o
ciate
d
with
o
v
er
r
elian
ce
o
n
th
ese
to
o
ls
.
Giv
en
th
e
r
ap
id
r
is
e
o
f
GAI
in
ed
u
ca
tio
n
al
s
ettin
g
s
,
it
is
cr
u
cial
to
u
n
d
er
s
tan
d
h
o
w
an
d
to
wh
at
ex
ten
t
s
tu
d
en
ts
u
s
e
th
ese
to
o
ls
f
o
r
ac
ad
em
ic
p
u
r
p
o
s
es.
T
h
is
g
ap
p
o
in
ts
to
th
e
n
ee
d
f
o
r
a
s
tan
d
ar
d
ized
m
ea
s
u
r
em
en
t
s
ca
le
to
ev
al
u
ate
s
tu
d
en
ts
’
u
s
e
o
f
GAI
in
ac
a
d
em
ic
co
n
tex
ts
.
T
h
is
will
p
r
o
v
id
e
ed
u
ca
t
o
r
s
with
in
s
ig
h
ts
f
o
r
p
r
o
m
o
tin
g
r
esp
o
n
s
ib
le
AI
u
s
e
[
9
]
.
Dev
elo
p
in
g
a
s
ca
le
t
o
m
ea
s
u
r
e
s
tu
d
en
t
s
’
u
s
e
o
f
GAI
will
p
r
o
v
id
e
v
al
u
ab
le
in
s
ig
h
ts
f
o
r
ed
u
ca
to
r
s
,
allo
win
g
t
h
em
to
d
esig
n
s
tr
ateg
ies
th
at
m
a
x
im
ize
th
e
b
en
ef
its
o
f
AI
wh
ile
m
itig
atin
g
its
p
o
ten
tial
ad
v
er
s
e
ef
f
ec
ts
o
n
s
tu
d
e
n
t
lear
n
in
g
o
u
tco
m
es
[
2
]
.
Su
ch
a
s
ca
le
ca
n
also
g
u
id
e
th
e
im
p
lem
en
tatio
n
o
f
r
esp
o
n
s
ib
le
AI
u
s
e
p
o
licies
in
ed
u
c
atio
n
,
h
elp
i
n
g
t
o
f
o
s
ter
a
lea
r
n
in
g
e
n
v
ir
o
n
m
en
t
wh
er
e
tech
n
o
l
o
g
y
s
er
v
es a
s
an
aid
r
ath
er
t
h
an
a
cr
u
tch
.
W
h
ile
ex
is
ti
n
g
r
esea
r
ch
h
as
ex
ten
s
iv
el
y
e
x
p
l
o
r
ed
th
e
p
o
s
i
ti
v
e
i
m
p
lic
ati
o
n
s
o
f
GAI
i
n
e
d
u
ca
t
io
n
—
s
u
c
h
as
en
h
a
n
ci
n
g
s
t
u
d
e
n
t
e
n
g
a
g
e
m
e
n
t
,
p
er
s
o
n
al
izi
n
g
le
ar
n
i
n
g
ex
p
e
r
i
en
ce
s
,
a
n
d
im
p
r
o
v
i
n
g
a
ca
d
e
m
ic
o
u
tc
o
m
es
—
th
e
r
e
r
e
m
a
in
s
a
s
i
g
n
i
f
ic
an
t
g
ap
i
n
u
n
d
e
r
s
ta
n
d
i
n
g
t
h
e
p
o
te
n
t
ial
r
is
k
s
ass
o
c
iat
e
d
w
it
h
o
v
e
r
r
el
ia
n
c
e
o
n
th
ese
t
o
o
ls
.
T
h
is
s
t
u
d
y
is
am
o
n
g
th
e
f
i
r
s
t
t
o
s
y
s
t
em
ati
ca
ll
y
d
e
v
el
o
p
a
n
d
v
ali
d
a
te
a
s
t
an
d
a
r
d
i
ze
d
m
ea
s
u
r
em
e
n
t
s
ca
le
t
h
a
t
q
u
a
n
ti
f
i
es
s
t
u
d
en
ts
’
d
ep
e
n
d
en
c
y
o
n
GAI
in
ac
ad
em
ic
co
n
t
ex
t
s
.
U
n
li
k
e
p
r
i
o
r
r
esea
r
c
h
,
w
h
i
ch
l
ar
g
el
y
f
o
c
u
s
es
o
n
AI
b
e
n
e
f
its
,
t
h
is
s
t
u
d
y
cr
iti
ca
l
l
y
e
x
a
m
i
n
es
i
ts
i
n
f
l
u
en
ce
o
n
es
s
en
t
ial
co
g
n
it
iv
e
s
k
ills
,
i
n
cl
u
d
i
n
g
cr
iti
ca
l
th
in
k
i
n
g
,
in
d
e
p
e
n
d
e
n
t
p
r
o
b
le
m
-
s
o
lv
in
g
,
an
d
l
o
n
g
-
te
r
m
l
ea
r
n
i
n
g
b
e
h
a
v
i
o
r
s
.
T
h
e
n
o
v
elty
o
f
th
is
r
esear
ch
l
ies
in
its
em
p
ir
ical
ap
p
r
o
ac
h
to
ass
ess
in
g
AI
r
elian
ce
,
ad
d
r
ess
in
g
th
e
lack
o
f
v
alid
ated
in
s
tr
u
m
en
ts
to
m
ea
s
u
r
e
s
tu
d
en
ts
’
in
ter
ac
tio
n
s
with
GAI
.
B
y
e
s
tab
lis
h
in
g
a
d
ata
-
d
r
iv
en
s
ca
le
,
th
is
s
tu
d
y
p
r
o
v
id
es
a
f
r
a
m
ewo
r
k
f
o
r
e
d
u
ca
to
r
s
an
d
p
o
licy
m
ak
er
s
to
b
etter
u
n
d
er
s
tan
d
s
tu
d
en
ts
’
AI
u
s
ag
e
p
atter
n
s
an
d
to
d
esig
n
in
ter
v
en
tio
n
s
th
at
p
r
o
m
o
te
r
esp
o
n
s
ib
le
an
d
b
alan
ce
d
AI
in
te
g
r
atio
n
i
n
lear
n
i
n
g
.
Fu
r
th
er
m
o
r
e
,
th
is
r
esear
ch
b
r
i
d
g
es
th
e
g
ap
b
etwe
en
AI
p
o
t
en
tial
b
en
ef
its
an
d
its
u
n
in
ten
d
ed
co
n
s
eq
u
en
ce
s
,
en
s
u
r
in
g
th
at
e
d
u
ca
tio
n
al
te
ch
n
o
lo
g
y
s
er
v
es
as
a
to
o
l
f
o
r
en
h
an
ce
m
e
n
t
r
ath
er
th
an
r
ep
lace
m
en
t
o
f
f
u
n
d
am
e
n
tal
lear
n
in
g
s
k
ills
.
T
h
e
p
r
im
ar
y
p
u
r
p
o
s
e
o
f
th
is
s
tu
d
y
is
to
d
ev
el
o
p
an
d
v
alid
ate
a
s
ca
le
th
at
m
ea
s
u
r
es
s
tu
d
en
ts
’
r
elian
ce
on
GAI
in
e
d
u
ca
tio
n
al
co
n
tex
ts
.
T
h
is
s
ca
le
aim
s
to
p
r
o
v
i
d
e
a
s
tan
d
ar
d
ized
to
o
l
f
o
r
ed
u
ca
t
o
r
s
an
d
r
esear
ch
er
s
to
ass
ess
th
e
ex
ten
t
to
wh
ich
s
tu
d
en
ts
d
ep
en
d
o
n
AI
f
o
r
ac
a
d
em
ic
task
s
an
d
th
e
p
o
ten
tial
i
m
p
ac
t
th
is
r
elian
ce
m
ay
h
av
e
o
n
th
eir
lear
n
in
g
ex
p
er
ien
ce
s
.
B
y
estab
lis
h
in
g
th
e
co
n
s
tr
u
ct
v
alid
ity
,
th
e
s
tu
d
y
e
n
s
u
r
es th
at
th
e
s
ca
le
is
g
r
o
u
n
d
ed
in
em
p
ir
ical
d
ata,
r
ef
lectin
g
s
tu
d
en
ts
’
r
ea
l
-
wo
r
l
d
in
ter
ac
tio
n
s
with
AI
in
an
ed
u
ca
tio
n
al
co
n
te
x
t.
T
h
e
u
ltima
te
g
o
al
is
to
eq
u
ip
ed
u
ca
to
r
s
with
ac
tio
n
ab
le
in
s
i
g
h
ts
to
p
r
o
m
o
te
r
esp
o
n
s
ib
le
a
n
d
b
alan
ce
d
u
s
e
o
f
AI
in
ed
u
ca
tio
n
,
en
s
u
r
in
g
th
at
s
tu
d
en
ts
b
en
ef
it
f
r
o
m
th
e
r
esp
o
n
s
ib
le
u
s
e
o
f
th
ese
to
o
ls
with
o
u
t
c
o
m
p
r
o
m
is
in
g
ess
en
tial c
o
g
n
itiv
e
an
d
ac
ad
e
m
ic
s
k
ills
.
2.
L
I
T
E
R
AT
U
RE
R
E
VI
E
W
2
.
1
.
G
ener
a
t
iv
e
a
r
t
if
icia
l int
ellig
ence
in
educa
t
i
on
GAI
to
o
ls
ar
e
d
esig
n
ed
to
g
en
er
ate
co
n
ten
t a
u
to
n
o
m
o
u
s
ly
,
r
an
g
in
g
f
r
o
m
tex
t,
im
ag
es,
an
d
ev
en
co
d
e,
b
ased
o
n
u
s
er
p
r
o
m
p
ts
.
C
h
atGPT
,
d
ev
elo
p
ed
b
y
Op
e
n
AI
,
is
a
tex
t
-
b
ased
GAI
th
at
ca
n
h
o
ld
co
n
v
er
s
atio
n
s
,
an
s
wer
q
u
esti
o
n
s
,
wr
ite
ess
ay
s
,
an
d
p
r
o
v
id
e
d
etailed
ex
p
lan
atio
n
s
ac
r
o
s
s
a
wid
e
r
an
g
e
o
f
s
u
b
jects.
DAL
L
-
E,
also
b
y
Op
en
AI
,
g
e
n
er
ates
im
ag
es
b
ased
o
n
tex
tu
al
d
escr
ip
t
io
n
s
,
m
ak
in
g
it
u
s
ef
u
l
f
o
r
v
is
u
al
co
n
ten
t
cr
ea
tio
n
[
1
0
]
.
I
n
e
d
u
c
a
t
i
o
n
a
l
c
o
n
t
e
x
ts
,
G
A
I
t
o
o
ls
a
r
e
i
n
c
r
ea
s
i
n
g
l
y
u
s
ed
b
y
s
t
u
d
e
n
ts
f
o
r
v
a
r
i
o
u
s
ac
a
d
em
i
c
t
as
k
s
.
C
h
a
t
GP
T
h
a
s
b
e
c
o
m
e
a
p
o
p
u
l
a
r
t
o
o
l
f
o
r
a
s
s
i
s
t
i
n
g
wi
t
h
es
s
a
y
w
r
it
i
n
g
,
s
u
m
m
a
r
i
z
i
n
g
c
o
m
p
l
e
x
t
e
x
ts
,
g
e
n
er
a
t
i
n
g
s
t
u
d
y
g
u
i
d
e
s
,
a
n
d
e
v
e
n
p
r
o
v
i
d
i
n
g
f
e
e
d
b
a
c
k
o
n
d
r
a
f
t
s
[
1
1
]
.
S
t
u
d
e
n
ts
c
a
n
u
s
e
t
h
e
s
e
t
o
o
ls
f
o
r
q
u
i
c
k
p
r
o
b
l
em
-
s
o
l
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2
2
5
2
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8
8
2
2
I
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t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
5
,
Octo
b
er
20
25
:
3
6
1
2
-
3621
3614
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w
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m
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D
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p
ts
o
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c
r
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o
r
i
g
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n
a
l
g
r
a
p
h
i
cs
f
o
r
p
r
o
j
e
c
t
s
[
1
2
]
.
T
h
e
r
is
e
o
f
th
ese
AI
s
y
s
tem
s
s
ig
n
als
a
s
h
if
t
in
th
e
tr
ad
itio
n
al
ap
p
r
o
ac
h
es
to
ed
u
ca
tio
n
.
T
h
ese
to
o
ls
p
r
o
v
id
e
im
m
e
d
iate,
o
n
-
d
em
a
n
d
s
tu
d
en
t
s
u
p
p
o
r
t,
o
f
ten
a
s
s
u
p
p
lem
en
tal
lear
n
in
g
aid
s
th
at
co
m
p
lem
en
t
class
r
o
o
m
in
s
tr
u
ctio
n
[
1
3
]
.
GAI
to
o
ls
ar
e
p
ar
ticu
lar
ly
b
en
ef
icial
f
o
r
s
elf
-
d
ir
ec
ted
lea
r
n
er
s
wh
o
wan
t
to
ex
p
lo
r
e
c
o
n
ce
p
ts
b
e
y
o
n
d
class
r
o
o
m
h
o
u
r
s
o
r
r
e
q
u
ir
e
ad
d
itio
n
al
r
eso
u
r
ce
s
to
u
n
d
er
s
tan
d
c
o
m
p
lex
to
p
ics.
2
.
2
.
Student
inte
ra
ct
io
n wit
h
g
ener
a
t
iv
e
a
rt
if
icia
l int
elli
g
ence
t
o
o
ls
GAI
to
o
ls
in
ed
u
ca
tio
n
r
esh
a
p
e
s
tu
d
en
ts
’
lear
n
in
g
b
e
h
av
io
r
s
,
in
f
lu
en
cin
g
au
to
n
o
m
y
,
p
r
o
b
le
m
-
s
o
lv
in
g
ab
ilit
ies,
an
d
tim
e
m
an
a
g
em
en
t
[
1
2
]
.
T
h
ese
to
o
ls
o
f
f
e
r
p
er
s
o
n
alize
d
s
u
p
p
o
r
t,
o
f
te
n
ac
tin
g
a
s
o
n
-
d
e
m
an
d
tu
to
r
s
o
r
cr
ea
tiv
e
p
ar
t
n
er
s
,
wh
ich
ca
n
s
ig
n
if
ican
tly
im
p
ac
t
h
o
w
s
tu
d
en
ts
ap
p
r
o
ac
h
lear
n
in
g
.
GAI
to
o
ls
en
ab
le
s
tu
d
en
ts
to
tak
e
g
r
ea
ter
c
o
n
tr
o
l
o
f
t
h
eir
lear
n
in
g
e
x
p
er
ien
c
es
b
y
p
r
o
v
id
i
n
g
in
s
tan
t
f
ee
d
b
ac
k
an
d
r
eso
u
r
ce
s
.
T
h
ese
to
o
ls
ca
n
clar
if
y
co
n
ce
p
ts
o
r
s
o
lv
e
p
r
o
b
lem
s
with
o
u
t
waitin
g
f
o
r
in
s
tr
u
ct
o
r
f
ee
d
b
a
ck
.
Als
o
,
th
e
y
h
elp
s
tu
d
en
ts
tack
le
c
o
m
p
lex
ac
a
d
em
ic
p
r
o
b
lem
s
b
y
p
r
o
v
id
in
g
s
o
lu
tio
n
s
,
ex
p
la
n
atio
n
s
,
a
n
d
ev
e
n
s
tep
-
by
-
s
tep
g
u
id
an
ce
[
1
4
]
.
T
h
is
ca
p
ab
il
ity
en
h
an
ce
s
p
r
o
b
lem
-
s
o
lv
i
n
g
s
k
ills
b
y
o
f
f
er
in
g
alter
n
ativ
e
m
eth
o
d
s
o
r
p
er
s
p
ec
tiv
es
s
tu
d
en
ts
m
ay
n
o
t
h
av
e
co
n
s
id
er
e
d
.
Fo
r
in
s
tan
ce
,
a
s
tu
d
en
t
s
tr
u
g
g
lin
g
with
a
m
ath
p
r
o
b
lem
m
ig
h
t
in
p
u
t
it
in
to
C
h
atGPT
[
1
5
]
,
w
h
ich
ca
n
o
f
f
er
th
e
a
n
s
wer
an
d
an
ex
p
lan
atio
n
o
f
th
e
s
tep
s
in
v
o
lv
ed
.
T
h
ese
t
o
o
ls
also
s
h
o
w
g
r
ea
ter
e
n
g
ag
em
e
n
t
f
r
o
m
s
tu
d
en
ts
.
C
o
m
p
ar
ed
to
s
tu
d
en
ts
wh
o
d
i
d
n
o
t
u
tili
ze
it,
th
o
s
e
wh
o
d
id
s
h
o
wed
a
2
5
%
im
p
r
o
v
em
en
t
in
th
eir
g
r
ad
es
an
d
a
3
0
%
in
c
r
e
ase
in
class
in
v
o
lv
em
en
t.
Fu
r
t
h
er
m
o
r
e
,
co
m
p
ar
ed
to
m
an
u
al
ass
ess
m
en
ts
,
th
e
to
o
l
’
s
ass
ess
m
en
t
p
r
ec
is
io
n
was
9
5
%,
in
d
icatin
g
g
r
ea
t
c
o
n
s
is
ten
cy
[
1
6
]
.
H
o
wev
er
,
f
r
eq
u
e
n
tly
u
s
in
g
th
ese
GAI
t
o
o
ls
f
o
r
p
r
o
b
lem
-
s
o
lv
in
g
m
a
y
lead
to
a
s
u
p
er
f
icial
u
n
d
er
s
tan
d
in
g
o
f
co
n
ce
p
ts
b
ec
au
s
e
s
tu
d
en
ts
m
ig
h
t
f
o
cu
s
o
n
o
b
tain
in
g
q
u
ick
an
s
wer
s
r
ath
er
th
an
en
g
a
g
in
g
in
d
ee
p
er
cr
itical
th
in
k
in
g
.
I
n
teg
r
atin
g
GAI
to
o
ls
in
e
d
u
ca
tio
n
m
ar
k
s
a
tr
a
n
s
f
o
r
m
ativ
e
s
h
if
t
in
lear
n
in
g
p
r
ac
tices,
o
f
f
e
r
in
g
s
tu
d
en
ts
p
er
s
o
n
alize
d
,
o
n
-
d
em
a
n
d
s
u
p
p
o
r
t
ac
r
o
s
s
v
ar
io
u
s
ac
ad
em
ic
d
is
cip
lin
es.
T
h
e
im
p
ac
t
o
f
GAI
o
n
ed
u
ca
tio
n
h
in
g
es
o
n
h
o
w
well
s
tu
d
en
ts
b
alan
ce
th
e
co
n
v
en
ie
n
ce
o
f
AI
-
g
en
er
ated
s
o
lu
tio
n
s
with
m
ea
n
in
g
f
u
l
en
g
a
g
em
en
t
in
lear
n
in
g
p
r
o
ce
s
s
es.
3.
M
E
T
H
O
D
T
h
e
s
ca
le
d
ev
elo
p
m
en
t
p
r
o
ce
s
s
in
th
is
s
tu
d
y
u
s
ed
an
ex
p
l
o
r
ato
r
y
s
eq
u
e
n
tial
m
ix
ed
-
m
et
h
o
d
s
d
esig
n
.
I
t
is
a
s
eq
u
en
tial
d
esig
n
th
at
u
s
es
q
u
alitativ
e
m
eth
o
d
s
o
f
g
ath
er
in
g
an
d
an
al
y
zin
g
d
ata,
f
o
llo
wed
b
y
q
u
an
titativ
e
ap
p
r
o
ac
h
es
[
1
7
]
.
T
h
e
f
ir
s
t
p
h
ase,
wh
ic
h
f
o
cu
s
e
s
o
n
item
co
n
ce
p
tu
aliza
tio
n
a
n
d
wr
itin
g
,
war
r
a
n
ts
th
at
th
e
r
esear
ch
e
r
s
h
av
e
an
ad
eq
u
ate
a
n
d
c
o
m
p
r
e
h
en
s
iv
e
u
n
d
e
r
s
tan
d
in
g
o
f
th
e
co
n
s
tr
u
ct
b
y
in
ter
v
iewin
g
s
tu
d
en
ts
an
d
a
n
aly
zin
g
r
ele
v
an
t
d
o
cu
m
en
ts
a
n
d
liter
atu
r
e.
T
h
e
s
ec
o
n
d
p
h
ase
i
n
v
o
l
v
es
s
tatis
tical
s
ca
le
v
alid
atio
n
u
s
in
g
f
ac
to
r
a
n
aly
s
is
,
in
ter
n
al
co
n
s
is
ten
cy
,
an
d
co
n
v
er
g
e
n
t v
alid
ity
test
s
.
Fo
r
th
e
s
ca
le
d
ev
elo
p
m
en
t,
ite
m
s
wer
e
g
en
er
ated
b
ased
o
n
t
h
e
in
ter
v
iew
d
ata
o
f
2
0
h
ig
h
e
r
ed
u
ca
tio
n
s
tu
d
en
ts
s
elec
ted
p
u
r
p
o
s
iv
ely
an
d
a
r
ev
iew
o
f
ex
is
tin
g
liter
atu
r
e
o
n
GAI
.
I
n
ter
v
iew
q
u
esti
o
n
s
f
o
cu
s
o
n
h
o
w
s
tu
d
en
ts
u
s
e
GAI
to
o
ls
in
th
eir
ac
ad
em
ic
wo
r
k
,
th
eir
p
er
s
o
n
al
ex
p
er
ie
n
ce
s
u
s
in
g
th
ese
to
o
ls
,
an
d
th
e
co
n
s
id
er
atio
n
s
th
e
y
tak
e
in
to
ac
co
u
n
t.
Fo
r
ty
s
tatem
en
ts
in
L
ik
er
t
s
ca
le
f
o
r
m
at
wer
e
d
r
af
ted
,
an
d
an
o
n
lin
e
v
er
s
io
n
o
f
th
e
in
s
tr
u
m
en
t
was
ad
m
in
is
ter
ed
to
th
e
r
esp
o
n
d
e
n
ts
.
Fo
r
th
e
f
ir
s
t
r
u
n
o
f
p
il
o
t
test
in
g
,
5
0
6
h
ig
h
er
ed
u
ca
tio
n
s
tu
d
en
ts
in
t
h
r
ee
u
n
iv
er
s
ities
lo
ca
ted
in
Ma
n
il
a,
Ph
ilip
p
in
es,
wer
e
in
v
o
lv
ed
in
th
e
s
tu
d
y
.
T
h
e
in
clu
s
io
n
cr
iter
ia
s
et
b
y
th
e
r
e
s
ea
r
ch
er
s
in
f
in
alizin
g
th
e
s
u
r
v
ey
r
esp
o
n
d
e
n
ts
ar
e:
i
)
th
e
p
a
r
ticip
an
ts
s
h
o
u
ld
b
e
f
u
ll
-
tim
e
u
n
iv
er
s
ity
s
tu
d
e
n
ts
f
o
r
at
least
o
n
e
y
ea
r
a
n
d
ii
)
th
ey
s
h
o
u
ld
b
e
u
s
in
g
GAI
to
o
ls
in
t
h
eir
ac
a
d
em
ic
wo
r
k
f
o
r
th
e
last
s
ix
m
o
n
th
s
.
I
n
th
e
s
ec
o
n
d
r
u
n
o
f
p
ilo
t
test
in
g
,
2
8
7
h
ig
h
er
ed
u
ca
tio
n
s
tu
d
en
ts
p
ar
ticip
ated
in
th
e
o
n
lin
e
s
u
r
v
e
y
.
T
h
e
p
r
o
f
ile
o
f
th
e
8
1
3
r
esp
o
n
d
en
ts
is
s
h
o
wn
in
T
ab
le
1
.
I
n
ex
am
i
n
in
g
th
e
p
s
y
ch
o
m
etr
ic
p
r
o
p
er
ties
o
f
th
e
s
ca
le,
ex
p
lo
r
ato
r
y
f
ac
to
r
an
aly
s
is
(
E
FA
)
,
co
n
f
ir
m
ato
r
y
f
ac
to
r
a
n
aly
s
is
(
C
FA)
,
in
ter
n
al
co
n
s
is
ten
cy
test
,
an
d
c
o
n
v
er
g
en
t
v
alid
it
y
test
wer
e
c
ar
r
ied
o
u
t.
T
h
e
r
esear
ch
e
r
s
o
b
s
er
v
e
d
eth
ical
co
n
s
id
er
atio
n
s
to
s
af
eg
u
ar
d
p
a
r
ticip
an
ts
’
r
ig
h
ts
an
d
welf
a
r
e
d
u
r
in
g
th
e
co
n
d
u
ct
o
f
th
e
s
tu
d
y
.
T
ab
le
1
.
Dem
o
g
r
ap
h
ics o
f
th
e
r
esp
o
n
d
en
ts
P
r
o
f
i
l
e
F
r
e
q
u
e
n
c
y
P
e
r
c
e
n
t
a
g
e
(
%)
G
e
n
d
e
r
F
e
mal
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ip
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[
1
8
]
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T
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aid
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e
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ch
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th
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ay
n
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t
b
e
r
elev
a
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t to
th
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s
tu
d
y
[
1
9
]
.
Ass
u
m
p
tio
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test
s
in
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E
FA
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ed
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ates
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o
m
th
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m
atr
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0
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t
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4
0
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th
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6
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f
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k
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d
m
u
s
t
b
e
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em
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r
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m
th
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ca
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[
2
1
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t
h
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ir
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t
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1
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ec
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ated
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lled
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er
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s
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8
-
1
3
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ig
h
t
s
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ed
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th
ir
d
f
ac
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s
tatem
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ts
1
4
-
2
1
)
wh
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was
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as
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p
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iv
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r
elian
ce
.
”
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h
e
last
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ac
to
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u
s
ter
ed
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n
d
e
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th
e
f
ac
t
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r
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”
with
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s
tatem
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lo
ad
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g
in
th
is
f
ac
to
r
(
s
tatem
en
ts
2
2
-
2
6
)
.
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h
e
u
n
i
q
u
en
ess
v
alu
e
f
o
r
ea
ch
s
tatem
en
t
was
p
r
esen
ted
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d
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e
s
th
e
v
ar
ian
ce
t
h
at
is
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ea
s
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r
ed
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y
th
e
item
th
at
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n
n
o
t
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e
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co
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n
ted
f
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r
b
y
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o
m
m
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n
f
ac
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s
is
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ep
r
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ted
b
y
th
e
u
n
iq
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ess
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lo
w
u
n
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q
u
en
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e,
wh
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clo
s
er
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ze
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o
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is
g
en
er
ally
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esira
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le.
T
h
e
v
a
r
iab
le
alig
n
s
well
with
th
e
id
en
tifie
d
f
ac
t
o
r
s
,
s
tr
en
g
th
en
in
g
th
e
o
v
er
all
f
ac
t
o
r
m
o
d
el
[
1
8
]
.
T
ab
le
2
s
h
o
ws
th
e
r
esu
lts
o
f
th
e
E
FA
o
f
th
e
GAI
u
s
ag
e
s
c
ale
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o
r
s
tu
d
en
ts
,
h
i
g
h
lig
h
tin
g
th
e
f
ac
to
r
lo
ad
in
g
s
an
d
t
h
e
u
n
d
er
ly
i
n
g
s
tr
u
ctu
r
e
o
f
th
e
s
ca
le.
T
h
e
SS
lo
ad
in
g
s
is
th
e
s
u
m
o
f
th
e
s
q
u
ar
ed
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a
d
in
g
,
wh
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u
s
ed
to
d
eter
m
in
e
th
e
v
alu
e
o
f
ea
ch
f
ac
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r
.
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ad
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g
g
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e
ater
th
an
1
im
p
lies
th
at
th
e
f
ac
to
r
ca
n
b
e
k
e
p
t
f
o
r
f
u
r
th
er
an
aly
s
is
[
1
9
]
s
in
ce
h
i
g
h
er
f
ac
to
r
lo
a
d
in
g
s
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o
ws
th
at
it
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lain
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g
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ter
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r
o
p
o
r
tio
n
o
f
th
e
to
tal
v
ar
ian
ce
in
th
e
d
ata.
T
h
e
cu
m
u
lativ
e
p
er
ce
n
tag
e
o
f
v
ar
ia
n
ce
is
5
9
.
8
%,
wh
ich
is
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ce
p
tab
le
s
in
ce
th
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u
g
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ested
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er
ce
n
t
o
f
v
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r
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ce
is
5
0
-
6
0
%
f
o
r
E
FA
[
2
2
]
.
T
h
e
p
r
esen
t
ed
d
ata
r
e
f
lects
h
o
w
well
a
v
ar
iab
le
co
n
tr
i
b
u
tes
to
m
ea
s
u
r
in
g
th
e
u
n
d
e
r
ly
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g
c
o
n
s
tr
u
ct
th
e
f
ac
to
r
r
e
p
r
esen
ts
.
T
ab
le
2
.
E
FA
o
f
th
e
GAI
u
s
ag
e
s
ca
le
f
o
r
s
tu
d
en
ts
S
t
a
t
e
me
n
t
s
F
a
c
t
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3
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2
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I
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14
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6
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3621
3616
T
ab
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r
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ased
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en
in
d
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
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v
al
&
R
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d
u
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I
SS
N:
2252
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8
8
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3617
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4
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Le
g
e
n
d
:
S
E
–
st
a
n
d
a
r
d
e
r
r
o
r
o
f
t
h
e
e
s
t
i
mat
e
;
β(
b
e
t
a
)
-
st
a
n
d
a
r
d
i
z
e
d
f
a
c
t
o
r
l
o
a
d
i
n
g
;
z
–
z
-
v
a
l
u
e
;
p
–
p
-
v
a
l
u
e
T
ab
le
5
s
h
o
ws
th
e
C
FA
m
o
d
el
f
it
in
d
ices,
i
n
d
icatin
g
th
e
o
v
er
all
g
o
o
d
n
ess
-
of
-
f
it
f
o
r
th
e
s
ca
le
m
ea
s
u
r
in
g
s
tu
d
en
ts
’
u
s
ag
e
o
f
GAI
to
o
ls
.
T
h
e
av
er
ag
e
v
a
r
ian
ce
ex
tr
ac
ted
(
AVE
)
is
a
s
tatis
tical
m
ea
s
u
r
e
o
f
a
s
ca
le’
s
co
n
v
er
g
en
t
v
alid
ity
,
in
d
icatin
g
h
o
w
clo
s
ely
d
if
f
er
e
n
t
m
ea
s
u
r
es
o
f
th
e
s
am
e
co
n
s
tr
u
ct
ar
e
r
elate
d
.
T
h
e
AVE
r
ep
r
esen
ts
th
e
av
er
ag
e
v
ar
ian
ce
in
a
s
ca
le’
s
i
tem
s
th
at
th
e
m
ea
s
u
r
ed
co
n
s
tr
u
ct
ca
n
ex
p
lain
.
I
t
is
ca
lcu
lated
b
y
s
q
u
ar
in
g
ea
c
h
item
’
s
s
tan
d
ar
d
ized
f
ac
to
r
lo
ad
i
n
g
s
,
ad
d
in
g
th
e
m
to
g
eth
er
,
a
n
d
d
iv
id
in
g
th
e
to
tal
b
y
th
e
n
u
m
b
e
r
o
f
item
s
o
n
th
e
s
ca
le.
AVE
v
alu
es
r
an
g
e
f
r
o
m
0
to
1
,
with
h
ig
h
er
v
alu
es
in
d
icatin
g
s
tr
o
n
g
er
co
n
v
er
g
en
t v
alid
ity
[
2
7
]
.
T
ab
le
6
s
h
o
ws
th
e
co
n
v
er
g
en
t
v
alid
ity
an
d
r
eliab
ilit
y
in
d
ice
s
,
d
em
o
n
s
tr
atin
g
th
e
in
ter
n
al
co
n
s
is
ten
cy
an
d
co
n
s
tr
u
ct
v
alid
ity
o
f
th
e
s
ca
le’
s
f
ac
to
r
s
.
T
h
e
AVE
is
esp
ec
ially
im
p
o
r
tan
t
in
co
n
v
er
g
en
t
v
alid
ity
b
ec
au
s
e
it
en
s
u
r
es
th
at
th
e
item
s
o
n
a
s
ca
le
m
ea
s
u
r
e
t
h
e
s
am
e
u
n
d
er
ly
in
g
c
o
n
s
tr
u
ct.
A
h
ig
h
AV
E
in
d
icate
s
th
at
t
h
e
item
s
ar
e
m
o
r
e
s
tr
o
n
g
ly
r
elate
d
to
o
n
e
a
n
o
th
er
th
a
n
o
th
e
r
co
n
s
tr
u
cts,
im
p
ly
in
g
th
at
t
h
ey
m
ea
s
u
r
e
th
e
s
am
e
co
n
s
tr
u
ct.
I
n
g
en
er
al,
a
v
alu
e
o
f
0
.
5
o
r
h
i
g
h
er
i
n
d
icate
s
g
o
o
d
co
n
v
er
g
e
n
t
v
alid
ity
,
t
h
o
u
g
h
th
e
s
p
ec
if
ic
th
r
esh
o
ld
m
a
y
v
a
r
y
d
ep
en
d
in
g
o
n
th
e
c
o
n
tex
t
a
n
d
m
ea
s
u
r
e
u
s
ed
.
All
co
m
p
o
n
en
ts
h
av
e
AVE
v
alu
es
g
r
ea
ter
th
an
0
.
5
0
,
d
e
m
o
n
s
tr
atin
g
th
e
s
ca
le’
s
co
n
s
tr
u
ct
co
n
v
e
r
g
en
t
v
a
lid
ity
.
I
n
ad
d
itio
n
,
all
r
eliab
ilit
y
in
d
ices
(
α
≥
0
.
7
0
)
ar
e
ac
ce
p
tab
le,
wh
ic
h
s
h
o
ws th
e
s
ca
le
item
s
h
av
e
an
ac
ce
p
ta
b
le
in
ter
n
al
co
n
s
is
ten
cy
.
T
ab
le
5
.
C
FA
m
o
d
el
f
it in
d
ices o
f
th
e
s
ca
le
m
ea
s
u
r
in
g
s
tu
d
e
n
ts
’
u
s
ag
e
o
f
GAI
t
o
o
ls
M
o
d
e
l
f
i
t
i
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x
M
e
a
su
r
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me
n
t
mo
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c
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mm
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d
a
t
i
o
n
C
h
i
-
sq
u
a
r
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/
d
f
r
a
t
i
o
3
.
5
1
0
A
c
c
e
p
t
a
b
l
e
f
i
t
C
F
I
0
.
9
3
2
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c
c
e
p
t
a
b
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f
i
t
TLI
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1
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c
c
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p
t
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i
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R
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0
.
0
3
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d
f
i
t
S
R
M
R
0
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0
4
4
G
o
o
d
f
i
t
T
ab
le
6
.
C
o
n
v
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g
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t
v
alid
ity
a
n
d
r
eliab
ilit
y
in
d
ices o
f
th
e
f
ac
to
r
s
o
f
th
e
s
ca
le
m
ea
s
u
r
in
g
s
tu
d
en
ts
’
u
s
ag
e
o
f
GAI
to
o
ls
F
a
c
t
o
r
s
AVE
C
r
o
n
b
a
c
h
a
l
p
h
a
R
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se
a
r
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h
t
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l
s
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t
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Et
h
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c
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l
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e
0
.
6
6
4
0
.
8
4
0
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
5
,
Octo
b
er
20
25
:
3
6
1
2
-
3621
3618
5.
DIS
CU
SS
I
O
N
T
h
e
em
er
g
en
ce
o
f
AI
to
o
ls
in
ed
u
ca
tio
n
,
s
u
ch
as
u
s
in
g
GAI
to
o
ls
b
y
s
tu
d
en
ts
an
d
teac
h
er
s
,
h
as
ca
u
s
ed
a
lear
n
in
g
ec
o
s
y
s
tem
s
h
if
t
wo
r
ld
wid
e.
Desp
ite
th
e
u
b
iq
u
ito
u
s
d
is
cu
s
s
io
n
s
ab
o
u
t
th
e
to
p
ic,
g
r
ea
t
d
ep
th
o
f
in
q
u
ir
y
is
r
e
q
u
ir
ed
t
o
u
n
d
e
r
s
tan
d
th
e
p
r
ac
tices
o
f
s
ch
o
o
l
s
tak
eh
o
ld
er
s
in
u
s
in
g
GAI
an
d
its
im
p
ac
t
o
n
t
h
e
teac
h
in
g
an
d
lear
n
in
g
p
r
o
ce
s
s
.
T
h
er
e
is
ten
s
io
n
ab
o
u
t
w
h
eth
er
GAI
is
b
en
ef
icial
o
r
u
n
f
av
o
r
ab
le
am
o
n
g
s
tu
d
en
ts
an
d
teac
h
er
s
.
Stu
d
en
ts
’
u
s
ag
e
an
d
p
r
ac
tices
to
war
d
s
th
ese
to
o
ls
ar
e
s
till
a
g
r
ey
ar
ea
an
d
a
d
ev
elo
p
in
g
ar
ea
o
f
s
tu
d
y
.
T
h
e
p
r
esen
t
s
tu
d
y
ex
am
in
ed
h
o
w
s
tu
d
en
ts
u
s
e
GAI
in
th
eir
ac
ad
em
ic
wo
r
k
.
T
h
ese
in
p
u
ts
wer
e
u
s
ed
in
d
ev
el
o
p
in
g
a
v
alid
a
n
d
r
eliab
le
ass
ess
m
en
t o
f
s
tu
d
en
ts
’
p
r
ac
tices in
u
s
in
g
GAI
.
B
o
th
q
u
alitativ
e
an
d
q
u
a
n
titativ
e
d
ata
r
ev
ea
l
th
at
s
tu
d
en
ts
’
u
s
ag
e
o
f
GAI
ca
n
b
e
b
est
d
escr
ib
ed
u
s
in
g
f
o
u
r
f
ac
to
r
s
:
i
)
r
esear
c
h
to
o
l
;
ii
)
co
m
m
u
n
icatio
n
to
o
l
;
iii
)
r
elian
ce
;
an
d
iv
)
eth
ical
u
s
e.
T
h
e
s
tu
d
y
’
s
r
esu
lts
d
is
cu
s
s
ed
a
co
m
p
r
eh
en
s
iv
e
a
n
aly
s
is
o
f
h
o
w
s
tu
d
en
ts
u
s
e
GAI
to
o
ls
ac
r
o
s
s
th
ese
f
o
u
r
k
ey
f
ac
to
r
s
.
T
h
ese
f
ac
to
r
s
em
er
g
ed
f
r
o
m
th
e
E
FA
an
d
th
e
C
FA,
v
alid
ati
n
g
th
e
s
ca
le
s
tr
u
ctu
r
e
th
at
m
ea
s
u
r
es
s
tu
d
en
ts
’
en
g
ag
em
e
n
t w
ith
GAI
.
T
h
e
E
FA
id
en
tifie
d
2
6
s
ig
n
i
f
ican
t
item
s
f
r
o
m
th
e
o
r
ig
in
al
4
0
s
tatem
en
ts
,
r
e
g
r
o
u
p
ed
in
to
f
o
u
r
m
ea
n
in
g
f
u
l
f
ac
to
r
s
with
s
u
f
f
icien
t
lo
ad
in
g
s
.
T
h
e
cu
m
u
lativ
e
p
er
ce
n
tag
e
o
f
v
ar
ian
ce
th
es
e
f
ac
to
r
s
ex
p
lain
is
6
1
.
8
%,
s
u
g
g
esti
n
g
t
h
at
th
ey
p
r
o
v
id
e
a
r
o
b
u
s
t
ex
p
la
n
atio
n
o
f
th
e
r
elatio
n
s
h
ip
s
am
o
n
g
t
h
e
o
b
s
er
v
ed
v
ar
iab
les.
T
h
e
f
ac
to
r
l
o
ad
in
g
s
p
r
esen
ted
in
th
e
E
FA
wer
e
all
g
r
ea
ter
th
an
0
.
4
0
,
wh
ic
h
m
ee
ts
th
e
th
r
esh
o
ld
f
o
r
r
etain
in
g
item
s
,
an
d
th
e
u
n
iq
u
en
ess
v
alu
es
in
d
icate
th
at
th
e
v
ar
iab
l
es
alig
n
well
with
th
e
id
en
tifie
d
f
ac
to
r
s
,
f
u
r
t
h
er
s
tr
en
g
th
en
in
g
th
e
m
o
d
el.
Facto
r
1
,
r
esear
ch
to
o
l
,
ac
co
u
n
ted
f
o
r
1
8
.
7
%
o
f
th
e
v
ar
ian
c
e,
em
p
h
asizin
g
h
o
w
s
tu
d
en
ts
u
s
e
AI
f
o
r
ac
ad
em
ic
task
s
lik
e
f
i
n
d
in
g
in
f
o
r
m
atio
n
,
g
e
n
er
atin
g
id
ea
s
,
a
n
d
s
u
p
p
o
r
tin
g
h
y
p
o
t
h
eses
.
T
h
e
h
ig
h
lo
ad
i
n
g
s
f
o
r
th
is
f
ac
to
r
s
u
g
g
est
a
s
tr
o
n
g
r
el
ian
ce
o
n
AI
f
o
r
r
esear
ch
-
r
elat
ed
ac
tiv
ities
,
r
ef
lectin
g
its
g
r
o
win
g
im
p
o
r
tan
ce
in
ac
ad
em
ic
co
n
tex
ts
.
AI
s
u
p
p
o
r
ts
s
tu
d
en
ts
in
lo
ca
tin
g
in
f
o
r
m
atio
n
ef
f
icien
tly
,
g
e
n
er
atin
g
id
ea
s
,
an
d
o
r
g
a
n
izin
g
th
eir
r
esear
ch
,
lead
in
g
to
a
m
o
r
e
s
tr
ea
m
lin
ed
ac
ad
em
ic
p
r
o
ce
s
s
.
Fo
r
ex
am
p
le,
AI
h
as
b
ee
n
s
h
o
wn
to
en
h
an
ce
in
f
o
r
m
atio
n
r
etr
iev
al
an
d
h
y
p
o
th
esis
g
en
er
atio
n
b
y
ass
is
tin
g
s
tu
d
en
ts
in
r
ef
in
in
g
th
eir
s
e
ar
ch
s
tr
ateg
ies
an
d
id
en
tify
in
g
r
elev
an
t
liter
atu
r
e
[
2
8
]
.
Facto
r
2
,
co
m
m
u
n
icatio
n
to
o
l,
ex
p
lain
ed
1
6
.
1
%
o
f
th
e
v
ar
ia
n
ce
,
f
o
cu
s
in
g
o
n
h
o
w
s
tu
d
en
ts
u
s
e
AI
t
o
en
h
an
ce
wr
itten
an
d
o
r
al
c
o
m
m
u
n
icatio
n
.
T
h
is
in
cl
u
d
es
im
p
r
o
v
in
g
g
r
am
m
a
r
,
s
ty
le,
an
d
clar
ity
,
h
ig
h
lig
h
tin
g
th
e
r
o
le
o
f
AI
in
r
e
f
in
in
g
co
m
m
u
n
icatio
n
s
k
ills
.
T
h
e
item
s
u
n
d
er
th
is
f
ac
to
r
h
ad
co
n
s
is
ten
tly
s
tr
o
n
g
f
ac
t
o
r
lo
ad
in
g
s
,
in
d
icatin
g
th
at
s
tu
d
e
n
ts
s
ig
n
if
ican
tly
en
g
ag
e
with
AI
to
o
ls
to
en
h
an
ce
th
eir
co
m
m
u
n
icativ
e
ab
ilit
ies.
AI
-
p
o
wer
ed
wr
itin
g
ass
is
tan
t
s
s
ig
n
if
ican
tly
im
p
r
o
v
e
th
e
q
u
ality
o
f
s
tu
d
e
n
t
wr
itin
g
b
y
o
f
f
e
r
in
g
r
ea
l
-
tim
e
f
ee
d
b
ac
k
o
n
g
r
am
m
atica
l e
r
r
o
r
s
,
s
en
ten
ce
s
tr
u
ctu
r
e,
an
d
co
h
er
en
ce
[
2
9
]
.
Mo
r
eo
v
e
r
,
AI
to
o
ls
also
co
n
tr
ib
u
te
to
r
ef
in
in
g
o
r
al
co
m
m
u
n
icatio
n
s
k
ills
,
o
f
f
er
in
g
s
tu
d
en
ts
p
e
r
s
o
n
alize
d
f
e
ed
b
ac
k
an
d
o
p
p
o
r
tu
n
ities
to
p
r
ac
tice
p
r
esen
tatio
n
s
[
3
0
]
.
T
h
e
co
n
s
is
ten
t
h
ig
h
-
f
ac
to
r
lo
a
d
in
g
s
s
u
g
g
est
th
at
AI
is
cr
u
cial
i
n
h
elp
in
g
s
tu
d
en
ts
e
n
h
an
ce
th
eir
co
m
m
u
n
icatio
n
ca
p
ab
ilit
ies ac
r
o
s
s
v
ar
io
u
s
co
n
tex
ts
.
Facto
r
3
,
r
elian
ce
,
ca
p
t
u
r
ed
1
4
.
8
% o
f
th
e
v
ar
ian
ce
an
d
em
p
h
asized
s
tu
d
en
ts
’
g
r
o
win
g
d
ep
e
n
d
en
ce
o
n
AI
to
o
ls
f
o
r
lear
n
in
g
a
n
d
ac
ad
em
ic
p
er
f
o
r
m
an
ce
.
T
h
is
f
ac
to
r
is
n
o
tewo
r
th
y
as it r
ef
lects b
o
th
th
e
ef
f
icien
cy
AI
p
r
o
v
id
es
an
d
p
o
ten
tial
o
v
er
-
r
e
lian
ce
,
wh
er
e
s
tu
d
en
ts
p
r
ef
er
AI
to
o
ls
o
v
er
tr
ad
itio
n
al
m
eth
o
d
s
f
o
r
s
tu
d
y
in
g
an
d
co
n
f
ir
m
in
g
f
ac
ts
.
T
h
e
h
ig
h
f
a
cto
r
lo
ad
in
g
s
h
er
e
in
d
icate
th
at
AI
to
o
ls
h
av
e
b
ec
o
m
e
in
d
is
p
en
s
ab
le
f
o
r
m
an
y
s
tu
d
en
ts
,
r
aisi
n
g
im
p
o
r
ta
n
t
c
o
n
s
id
er
atio
n
s
a
b
o
u
t
cr
itical
t
h
in
k
in
g
an
d
in
d
ep
en
d
en
t
lear
n
in
g
.
Stu
d
en
ts
m
a
y
in
cr
ea
s
in
g
ly
r
ely
o
n
AI
to
v
al
id
ate
f
ac
ts
an
d
c
o
m
p
lete
task
s
r
ath
er
t
h
an
d
ev
elo
p
an
aly
tica
l
s
k
ills
[
3
1
]
.
W
h
ile
AI
to
o
ls
u
n
d
o
u
b
ted
l
y
im
p
r
o
v
e
lear
n
in
g
o
u
tco
m
es
b
y
p
r
o
v
id
i
n
g
q
u
ick
ac
ce
s
s
to
i
n
f
o
r
m
atio
n
,
th
eir
o
v
er
u
s
e
ca
n
d
im
in
is
h
th
e
im
p
o
r
tan
ce
o
f
tr
ad
itio
n
al
lear
n
in
g
m
eth
o
d
s
a
n
d
r
ed
u
ce
o
p
p
o
r
t
u
n
ities
f
o
r
c
r
itical
en
g
ag
em
e
n
t
with
th
e
m
ater
ial
[
3
2
]
.
L
astl
y
,
f
ac
to
r
4
,
eth
ical
u
s
e
,
wh
ich
ex
p
lain
ed
1
2
.
2
%
o
f
th
e
v
ar
ian
ce
,
is
p
iv
o
tal
as
it
en
ca
p
s
u
lates
s
tu
d
en
ts
’
awa
r
en
ess
an
d
p
r
a
ctice
o
f
r
esp
o
n
s
ib
le
AI
u
s
ag
e.
T
h
is
f
ac
to
r
in
clu
d
es
item
s
lik
e
tr
an
s
p
ar
e
n
cy
,
ac
co
u
n
tab
ilit
y
,
an
d
eth
ical
ch
allen
g
es,
with
s
tr
o
n
g
lo
ad
in
g
s
s
h
o
win
g
th
at
s
tu
d
en
ts
ar
e
co
n
s
cio
u
s
o
f
th
e
eth
ical
im
p
licatio
n
s
o
f
u
s
in
g
AI
.
Ho
wev
er
,
it
m
ay
b
e
a
d
ev
elo
p
i
n
g
ar
ea
.
E
th
ical
co
n
ce
r
n
s
s
u
ch
as
d
ata
p
r
iv
ac
y
,
b
ias
in
AI
alg
o
r
ith
m
s
,
an
d
th
e
m
i
s
u
s
e
o
f
AI
f
o
r
ac
ad
em
ic
d
is
h
o
n
esty
h
av
e
b
ee
n
h
ig
h
lig
h
ted
as
ar
ea
s
r
eq
u
ir
in
g
m
o
r
e
atten
tio
n
in
ed
u
ca
tio
n
al
co
n
tex
ts
[
3
3
]
.
Stu
d
ies
d
em
o
n
s
tr
ate
th
at
wh
ile
s
tu
d
en
ts
a
r
e
b
ec
o
m
in
g
m
o
r
e
co
n
s
cio
u
s
o
f
eth
ical
c
o
n
s
id
e
r
atio
n
s
[
3
4
]
,
th
eir
u
n
d
e
r
s
tan
d
in
g
o
f
AI
r
esp
o
n
s
ib
le
u
s
e
is
s
till
ev
o
lv
in
g
,
n
ec
ess
itatin
g
f
u
r
th
er
ed
u
ca
tio
n
al
ef
f
o
r
ts
.
T
h
e
C
FA
r
esu
lts
co
n
f
ir
m
ed
th
e
v
alid
ity
o
f
th
e
f
o
u
r
-
f
ac
to
r
s
tr
u
ctu
r
e
with
ac
ce
p
tab
le
f
it
in
d
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h
lig
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ar
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s
o
f
ac
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m
ic
ap
p
licatio
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,
co
m
m
u
n
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n
,
r
elian
ce
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an
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esp
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,
with
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tial im
p
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f
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r
f
u
r
th
er
r
esear
ch
an
d
ed
u
ca
tio
n
al
p
r
ac
tice.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2252
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8
8
2
2
Dev
elo
p
men
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d
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f a
s
ca
le
mea
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in
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s
tu
d
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ts
’
u
s
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f g
en
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tive
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tifi
cia
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… (
A
lvin
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3619
6.
CO
NCLU
SI
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T
h
e
s
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iv
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x
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lain
s
h
o
w
s
tu
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a
g
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with
GAI
to
o
ls
ac
r
o
s
s
f
o
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r
d
im
en
s
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n
s
:
r
esear
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,
co
m
m
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,
r
eli
an
ce
,
an
d
eth
ical
u
s
e.
T
h
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v
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p
r
o
ce
s
s
d
em
o
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s
tr
ates
t
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o
b
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s
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id
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tifie
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s
h
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win
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th
at
th
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im
en
s
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s
o
f
f
er
a
m
ea
n
in
g
f
u
l
ex
p
lan
atio
n
o
f
s
tu
d
en
ts
’
in
ter
ac
tio
n
s
with
AI
in
ac
ad
em
ic
s
ett
in
g
s
.
T
h
e
cu
m
u
lativ
e
v
ar
ian
ce
o
f
th
e
f
ac
to
r
s
s
u
g
g
ests
th
at
th
es
e
d
o
m
ain
s
ca
p
tu
r
e
s
ig
n
if
ican
t
asp
ec
ts
o
f
s
tu
d
en
t
b
eh
a
v
io
r
with
GAI
,
em
p
h
as
izin
g
its
p
iv
o
tal
r
o
le
in
m
o
d
er
n
e
d
u
ca
tio
n
.
T
h
e
s
tr
o
n
g
f
ac
to
r
lo
ad
in
g
s
f
u
r
th
er
u
n
d
er
s
co
r
e
th
e
m
o
d
el
’
s
v
ali
d
ity
,
esp
ec
ially
in
r
esear
ch
a
n
d
c
o
m
m
u
n
icatio
n
ar
ea
s
,
wh
er
e
AI
h
as b
ee
n
s
h
o
wn
to
en
h
a
n
ce
s
tu
d
en
ts
’
ac
ad
e
m
ic
wo
r
k
an
d
co
m
m
u
n
icativ
e
co
m
p
eten
cies.
T
h
e
f
in
d
in
g
s
h
av
e
s
ig
n
if
ican
t im
p
licatio
n
s
f
o
r
ed
u
ca
tio
n
al
p
r
ac
tice,
p
ar
ticu
lar
ly
h
o
w
AI
is
in
teg
r
ated
in
to
lear
n
i
n
g
en
v
ir
o
n
m
e
n
ts
.
T
h
e
in
cr
ea
s
in
g
r
elian
ce
o
n
AI
t
o
o
ls
f
o
r
r
esear
c
h
a
n
d
co
m
m
u
n
icatio
n
h
ig
h
lig
h
ts
th
e
n
ee
d
f
o
r
e
d
u
ca
to
r
s
to
g
u
i
d
e
s
tu
d
en
ts
in
b
alan
cin
g
th
e
e
f
f
icien
cy
o
f
f
er
ed
b
y
AI
with
th
e
d
ev
elo
p
m
en
t
o
f
cr
itical
th
in
k
in
g
an
d
in
d
e
p
en
d
en
t le
ar
n
in
g
s
k
ills
.
W
h
ile
b
en
e
f
icial,
th
e
s
u
b
s
tan
tial r
elian
ce
o
n
AI
f
o
r
ac
ad
em
i
c
task
s
r
aises
co
n
ce
r
n
s
ab
o
u
t
o
v
er
-
d
ep
en
d
en
ce
,
wh
ic
h
co
u
l
d
h
in
d
e
r
s
tu
d
en
ts
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ab
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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14
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5
,
Octo
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20
25
:
3
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3621
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[
1
]
A
.
B
o
z
k
u
r
t
,
“
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AI
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p
p
.
1
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0
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3
.
[
2
]
B
.
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.
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