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Vo
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14
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.
5
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Octo
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20
25
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p
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3
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Educa
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v
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r
ea
lity in Eng
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e
duca
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in vo
ca
tiona
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es: a biblio
metr
i
c ana
ly
sis
L
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Ya
o
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ha
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a
d Sa
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J
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5
Virtu
a
l
re
a
li
t
y
(VR)
tec
h
n
o
lo
g
y
h
a
s
b
e
e
n
wid
e
ly
a
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o
p
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field
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p
li
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p
s
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v
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lo
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o
n
ti
n
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u
sly
.
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e
b
ib
li
o
m
e
tri
c
a
n
a
ly
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d
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r
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m
p
re
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n
siv
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u
n
d
e
rsta
n
d
i
n
g
o
f
VR
tec
h
n
o
lo
g
y
a
p
p
li
c
a
ti
o
n
a
b
o
u
t
re
se
a
rc
h
stre
n
g
th
s
,
re
se
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rc
h
th
e
m
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,
s
c
o
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e
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o
t
t
o
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s
a
n
d
e
v
o
lu
ti
o
n
to
e
n
ric
h
fu
rt
h
e
r
stu
d
y
o
n
VR
tec
h
n
o
l
o
g
y
a
d
o
p
t
io
n
i
n
En
g
li
sh
e
d
u
c
a
ti
o
n
in
v
o
c
a
ti
o
n
a
l
c
o
ll
e
g
e
s.
Th
e
se
a
rc
h
o
f
li
tera
tu
re
o
v
e
r
th
e
p
a
st
d
e
c
a
d
e
in
th
e
Web
o
f
S
c
ien
c
e
(W
o
S
)
d
a
tab
a
se
a
n
d
9
3
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a
rti
c
les
re
m
a
in
e
d
b
a
se
d
o
n
in
c
lu
si
o
n
a
n
d
e
x
c
lu
sio
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c
rit
e
ria
.
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u
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q
u
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n
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v
iew
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u
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t
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a
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e
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ta
fr
o
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Th
e
stu
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y
fin
d
s
o
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t
th
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t
re
se
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rc
h
o
n
VR
tec
h
n
o
l
o
g
y
sh
o
ws
a
n
u
p
wa
rd
tren
d
.
Th
e
in
flu
e
n
ti
a
l
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o
u
n
try
is
C
h
in
a
,
wh
il
e
m
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st
re
se
a
rc
h
in
sti
tu
ti
o
n
s
a
n
d
a
u
th
o
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lso
fro
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C
h
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a
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se
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rc
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to
p
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ti
f
ied
u
sin
g
k
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w
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n
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n
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ly
sis
a
n
d
fo
u
r
th
e
m
a
ti
c
c
lu
ste
rs
e
m
e
rg
e
d
:
i)
p
o
siti
v
e
imp
a
c
t
o
f
VR
o
n
E
n
g
l
ish
e
d
u
c
a
t
io
n
;
ii)
VR
u
se
d
i
n
E
n
g
l
ish
e
d
u
c
a
ti
o
n
f
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sp
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c
ial
p
u
r
p
o
se
;
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ii
)
VR
is
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se
d
i
n
a
c
tu
a
l
sit
u
a
ti
o
n
wit
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h
e
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sid
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ra
ti
o
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o
f
it
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tu
re
s
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n
d
p
o
sit
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e
ffe
c
t
;
a
n
d
i
v
)
u
se
rs’
a
c
c
e
p
tan
c
e
o
f
VR.
T
h
e
fin
d
i
n
g
s
h
i
g
h
li
g
h
t
c
u
rre
n
t
d
e
v
e
l
o
p
m
e
n
ts
a
n
d
o
ffe
r
g
u
i
d
a
n
c
e
fo
r
p
ro
m
o
ti
n
g
VR
tec
h
n
o
lo
g
y
u
ti
li
z
a
ti
o
n
in
E
n
g
li
s
h
e
d
u
c
a
ti
o
n
.
F
u
rth
e
rm
o
re
,
e
d
u
c
a
to
rs
c
o
u
ld
u
se
t
h
e
fin
d
in
g
s t
o
d
e
sig
n
m
o
re
e
ffe
c
ti
v
e
VR
-
in
teg
ra
ted
c
u
rr
icu
la.
K
ey
w
o
r
d
s
:
B
ib
lio
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s
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E
n
g
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R
esear
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lu
tio
n
R
esear
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h
o
t to
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ics
Vir
tu
al
r
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Vo
ca
tio
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al
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e
T
h
is i
s
a
n
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
Y
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
Ma
r
ils
s
a
Om
ar
Facu
lty
o
f
E
d
u
ca
tio
n
,
U
n
iv
er
s
iti Ke
b
an
g
s
aa
n
Ma
lay
s
ia
4
3
6
0
0
B
an
g
i,
Selan
g
o
r
,
Ma
lay
s
ia
E
m
ail: m
ar
ils
s
a@
u
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m
.
ed
u
.
m
y
1.
I
NT
RO
D
UCT
I
O
N
T
o
s
o
m
e
ex
ten
t,
to
lear
n
an
d
p
r
ac
tice
s
k
ills
tim
ely
in
n
atu
r
al
en
v
ir
o
n
m
en
t
is
a
way
to
p
r
o
v
id
e
lear
n
in
g
ac
tiv
ities
an
d
to
m
a
s
ter
k
n
o
wled
g
e
ef
f
icien
tly
f
o
r
lear
n
er
s
[
1
]
,
[
2
]
.
Me
an
wh
il
e,
it
also
p
r
o
v
id
es
o
p
p
o
r
tu
n
ities
f
o
r
tech
n
o
lo
g
ie
s
th
at
co
u
ld
p
r
o
v
id
e
en
v
ir
o
n
m
en
t
f
o
r
m
aster
in
g
an
d
p
r
ac
ticin
g
k
n
o
wled
g
e
in
teg
r
ate
in
to
ed
u
ca
tio
n
p
r
o
c
ed
u
r
e
[
3
]
.
E
s
p
ec
ially
f
o
r
v
o
c
atio
n
al
ed
u
ca
tio
n
,
wh
ich
p
a
y
s
m
o
r
e
atten
tio
n
to
cu
ltiv
ate
talen
ts
wh
o
ca
n
m
ee
t
th
e
n
ee
d
s
o
f
lab
o
r
m
ar
k
et
an
d
k
ee
p
u
p
with
r
ap
id
s
o
cial
d
e
v
elo
p
m
en
t
[
4
]
,
[
5
]
.
As
th
e
d
ev
elo
p
m
en
ts
o
f
g
lo
b
aliza
tio
n
,
“
i
n
ter
cu
ltu
r
al
co
m
m
u
n
icativ
e
c
o
m
p
eten
ce
s
”
ar
e
b
ec
o
m
in
g
an
in
d
is
p
en
s
ab
le
wo
r
k
in
g
ab
ilit
y
an
d
E
n
g
lis
h
as
lin
g
u
a
f
r
a
n
ca
,
h
as
also
b
ec
o
m
e
an
i
m
p
o
r
tan
t
s
u
b
ject
i
n
v
o
ca
tio
n
al
ed
u
ca
tio
n
[
6
]
,
[
7
]
.
Ma
n
y
s
ch
o
lar
s
h
av
e
n
o
ticed
th
e
p
h
en
o
m
e
n
o
n
an
d
h
av
e
c
o
n
d
u
cte
d
liter
atu
r
e
r
ev
iews
o
r
e
m
p
ir
ical
r
esear
c
h
es
o
n
th
e
v
ir
tu
al
r
ea
lity
(
VR
)
tech
n
o
lo
g
y
a
d
o
p
tio
n
in
E
n
g
lis
h
ed
u
c
atio
n
i
n
th
e
v
o
ca
tio
n
al
ed
u
ca
tio
n
c
o
n
tex
t
[
8
]
.
Ho
wev
er
,
s
tu
d
ies
u
s
u
ally
wit
h
d
if
f
er
en
t
em
p
h
ases
,
lik
e
f
o
c
u
s
es
o
n
g
en
er
al
s
tu
d
y
o
f
VR
tech
n
o
lo
g
y
ap
p
licatio
n
in
e
d
u
ca
tio
n
f
ield
[
9
]
,
[
1
0
]
,
f
o
cu
s
es
o
n
th
e
ch
ar
ac
ter
is
tics
an
d
ad
v
an
tag
es
o
f
VR
tech
n
o
lo
g
y
ap
p
licatio
n
in
E
n
g
lis
h
ed
u
ca
t
io
n
[
1
1
]
,
f
o
c
u
s
es
o
n
th
e
VR
ad
o
p
tio
n
in
v
o
ca
tio
n
al
ed
u
c
atio
n
f
o
r
p
r
ac
tical
co
u
r
s
es
[
1
2
]
,
an
d
f
o
c
u
s
es
o
n
th
e
s
k
ill
-
s
p
ec
if
ic
tr
ain
in
g
an
d
c
o
n
v
e
r
s
e
r
eso
u
r
ce
s
th
at
VR
p
r
o
v
id
e
d
[
1
3
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
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&
R
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d
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N:
2252
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ca
tio
n
a
l a
p
p
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n
o
f v
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tu
a
l rea
lity in
E
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g
lis
h
ed
u
ca
ti
o
n
in
v
o
ca
tio
n
a
l c
o
lleg
es:
…
(
Lin
g
Ya
o
)
3813
Ho
wev
er
,
s
o
m
e
s
tu
d
ies
p
aid
atten
tio
n
to
th
e
u
s
e
o
f
VR
in
E
n
g
lis
h
ed
u
ca
tio
n
,
esp
ec
ially
f
o
r
v
o
ca
tio
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al
co
lleg
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[
1
4
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[
1
5
]
.
T
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s
tu
d
y
tr
ies
to
f
ill
th
e
r
e
s
ea
r
ch
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o
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e
tr
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ap
p
r
o
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h
to
d
el
v
e
in
to
th
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r
esear
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d
s
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p
e
o
f
VR
tech
n
o
lo
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y
ap
p
licatio
n
in
E
n
g
lis
h
ed
u
ca
ti
o
n
with
in
th
e
c
o
n
tex
t
o
f
v
o
ca
tio
n
al
ed
u
ca
tio
n
in
ter
m
s
o
f
its
ev
o
lu
tio
n
,
h
o
t
to
p
i
c,
an
d
s
tr
en
g
th
s
,
a
n
d
b
ased
o
n
th
e
r
esear
ch
,
s
o
m
e
s
u
g
g
esti
o
n
s
an
d
p
r
o
s
p
ec
ts
f
o
r
f
u
r
th
er
r
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c
h
ar
e
p
r
o
v
id
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.
T
h
is
s
tu
d
y
co
m
es
to
id
en
tify
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esear
ch
d
ir
ec
tio
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to
s
er
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as
en
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ich
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t
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th
is
d
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m
ain
an
d
p
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v
id
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g
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f
o
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r
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s
to
d
ee
p
en
r
esear
ch
in
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is
f
i
eld
.
T
h
e
s
tu
d
y
also
d
is
tin
g
u
is
h
es
its
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y
ac
h
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v
in
g
p
r
ec
is
io
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an
d
co
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p
r
e
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en
s
iv
en
ess
in
tim
e
s
p
an
an
d
s
ea
r
ch
ter
m
s
elec
tio
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,
o
f
f
er
in
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cu
r
r
en
t
u
n
d
e
r
s
tan
d
in
g
o
f
VR
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tili
za
tio
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co
n
d
itio
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an
d
p
o
ten
tial.
T
h
is
s
tu
d
y
also
h
o
p
es
to
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s
tr
ate
an
d
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y
n
th
esize
th
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tr
en
d
o
f
V
R
in
E
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e
d
u
ca
tio
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with
in
v
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tio
n
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u
ca
tio
n
c
o
n
tex
t
th
at
u
n
d
e
r
s
co
r
es
th
e
n
ee
d
f
o
r
th
is
r
esear
ch
.
C
o
n
s
eq
u
en
tly
,
th
is
s
tu
d
y
a
d
d
r
ess
es th
e
f
o
llo
win
g
r
esear
ch
q
u
esti
o
n
s
:
i)
W
h
at
is
th
e
co
n
d
itio
n
an
d
ev
o
lu
tio
n
o
f
r
esear
ch
o
n
VR
tec
h
n
o
lo
g
y
in
E
n
g
lis
h
ed
u
ca
tio
n
in
v
o
ca
tio
n
al
co
lleg
es o
v
er
p
ast d
ec
ad
e?
ii)
W
h
o
ar
e
th
e
m
o
s
t
ac
tiv
e
au
t
h
o
r
s
,
in
s
titu
tio
n
s
,
a
n
d
co
u
n
tr
ies
p
u
b
lis
h
in
g
ar
ticles
o
n
th
e
u
s
e
o
f
VR
i
n
E
n
g
lis
h
ed
u
ca
tio
n
in
v
o
ca
tio
n
al
co
lleg
es?
iii)
W
h
at
ar
e
th
e
m
ain
to
p
ics in
th
e
r
esear
ch
o
n
VR
ap
p
licatio
n
i
n
E
n
g
lis
h
ed
u
ca
tio
n
in
v
o
ca
tio
n
al
co
lleg
es?
iv
)
W
h
at
ar
e
th
e
f
u
tu
r
e
r
esear
ch
d
ir
ec
tio
n
s
o
f
VR
r
esear
ch
f
ield
in
E
n
g
lis
h
ed
u
ca
tio
n
in
v
o
ca
ti
o
n
al
co
lleg
es?
2.
RE
VI
E
W
O
F
B
I
B
L
I
O
M
E
T
RIC AN
A
L
YS
I
S
B
ib
lio
m
etr
ic
an
aly
s
is
was
ad
o
p
ted
in
th
is
s
tu
d
y
as
it
ca
n
b
e
ap
p
lied
ac
r
o
s
s
v
ar
io
u
s
r
esear
c
h
f
ield
s
to
q
u
an
tify
t
h
e
p
r
o
ce
s
s
[
1
6
]
.
As
a
p
o
wer
f
u
l
r
esear
ch
ap
p
r
o
ac
h
,
b
ib
lio
m
et
r
ic
an
aly
s
is
tr
ac
k
s
an
d
an
al
y
ze
s
s
ch
o
lar
ly
liter
atu
r
e
u
s
in
g
a
s
et
o
f
q
u
an
titativ
e
m
eth
o
d
s
[
1
7
]
.
I
t
h
elp
s
r
esear
ch
er
s
id
en
tify
an
d
s
u
m
m
ar
ize
r
elev
an
t
p
u
b
licatio
n
s
b
y
au
th
o
r
s
,
in
s
titu
tio
n
s
,
ev
en
th
e
liter
atu
r
e
co
n
ten
ts
,
in
clu
d
in
g
k
e
y
wo
r
d
s
,
an
d
r
ef
e
r
en
ce
s
[
1
8
]
.
Ge
n
er
ally
,
b
ib
lio
m
etr
ic
an
aly
s
is
p
r
o
v
id
es
an
o
v
er
v
iew
o
f
an
y
f
ield
,
s
in
ce
it
in
v
o
l
v
es
lar
g
e
n
u
m
b
er
o
f
r
esear
ch
m
ater
ials
[
1
9
]
.
As
f
o
r
th
e
s
cien
tific
o
f
b
ib
lio
m
etr
ic
an
aly
s
is
,
th
e
f
iv
e
r
esear
ch
s
te
p
s
n
am
ed
as,
s
tu
d
y
d
esig
n
,
d
ata
co
llectio
n
,
d
ata
a
n
aly
s
is
,
d
ata
v
is
u
aliza
tio
n
,
a
n
d
in
ter
p
r
etatio
n
s
h
o
u
ld
b
e
f
o
llo
wed
s
tep
b
y
s
tep
i
n
th
is
s
tu
d
y
[
2
0
]
.
C
o
n
s
id
er
in
g
th
e
p
o
wer
o
f
b
ib
l
io
m
etr
ic
an
aly
s
is
in
VR
ap
p
lic
atio
n
in
ce
r
tai
n
ed
u
ca
tio
n
al
f
ie
ld
s
,
m
an
y
s
ch
o
lar
s
also
u
s
ed
it
to
s
u
p
p
o
r
t
th
eir
s
tu
d
ies.
M
ea
s
u
r
in
g
h
o
t
to
p
ics
an
d
f
r
o
n
tier
ev
o
lu
tio
n
ab
o
u
t
tech
n
o
lo
g
y
s
u
p
p
o
r
ted
lea
r
n
in
g
en
v
ir
o
n
m
en
ts
an
d
en
s
u
r
ed
th
at
tech
n
o
lo
g
y
-
s
u
p
p
o
r
ted
lear
n
in
g
en
v
i
r
o
n
m
en
ts
ar
e
b
o
th
in
n
o
v
ativ
e
an
d
r
esp
o
n
s
iv
e
to
th
e
d
iv
er
s
e
n
ee
d
s
o
f
t
h
e
ed
u
c
atio
n
al
lan
d
s
ca
p
e
b
y
u
s
in
g
b
i
b
lio
m
etr
ic
an
al
y
s
is
[
2
1
]
.
B
ib
lio
m
etr
ic
an
aly
s
is
u
s
ed
to
r
e
v
iew
th
e
a
p
p
licatio
n
o
f
VR
in
co
m
p
u
ter
s
cien
ce
e
d
u
ca
tio
n
.
M
ea
n
wh
ile,
it
n
o
t
o
n
ly
s
u
m
m
ar
ized
t
h
e
r
e
s
ea
r
ch
s
tatu
s
,
b
u
t
also
s
h
o
wn
its
u
s
ef
u
ln
ess
in
th
is
s
tu
d
y
[
2
2
]
.
Sev
er
al
r
esear
ch
[
2
3
]
,
[
2
4
]
u
s
ed
b
ib
lio
m
etr
ic
a
n
aly
s
is
to
ex
p
lo
r
e
t
h
e
im
p
ac
t
o
f
VR
o
n
e
d
u
ca
tio
n
a
n
d
VR
a
p
p
licatio
n
s
tatu
s
in
ed
u
ca
tio
n
al
f
ield
s
.
B
ib
lio
m
etr
i
c
an
aly
s
is
was
ad
o
p
ted
to
u
n
d
er
s
tan
d
VR
in
n
u
r
s
in
g
p
r
o
f
ess
io
n
al
s
k
ills
tr
ain
in
g
in
th
e
wo
r
k
o
f
Ho
n
g
an
d
W
an
g
[
2
4
]
.
I
t
h
elp
s
r
esear
ch
er
s
m
ak
e
co
m
p
r
eh
en
s
iv
e
o
v
er
v
iew
o
f
th
e
u
s
e
o
f
VR
in
n
u
r
s
in
g
p
r
o
f
ess
io
n
al
s
k
ills
tr
ain
in
g
a
n
d
h
ig
h
lig
h
ts
th
e
im
p
o
r
tan
ce
o
f
d
e
v
elo
p
in
g
VR
-
b
ased
d
is
tan
ce
ed
u
ca
tio
n
[
2
5
]
.
T
h
is
s
tu
d
y
ad
o
p
ted
b
ib
li
o
m
etr
ic
an
aly
s
is
to
co
m
p
lete
t
h
e
r
esear
ch
.
3.
M
E
T
H
O
D
T
h
is
s
tu
d
y
ad
o
p
ted
b
i
b
lio
m
e
tr
ic
an
aly
s
is
to
ex
am
in
e
th
e
VR
r
esear
ch
in
E
n
g
lis
h
ed
u
ca
tio
n
in
v
o
ca
tio
n
al
co
lleg
es,
b
ased
o
n
f
iv
e
-
s
tep
r
esear
ch
p
r
o
ce
s
s
p
u
t
f
o
r
war
d
b
y
Öztü
r
k
et
a
l.
[
2
6
]
,
in
clu
d
in
g
r
esear
c
h
d
esig
n
,
d
ata
co
llectio
n
,
d
ata
a
n
aly
s
is
,
d
ata
v
is
u
aliza
tio
n
,
an
d
in
ter
p
r
etatio
n
,
wh
ich
illu
s
tr
a
ted
in
Fig
u
r
e
1
.
T
o
ex
p
lain
r
esear
ch
p
r
o
ce
d
u
r
e
cl
ea
r
ly
,
th
is
s
tu
d
y
f
o
llo
ws
th
e
s
t
ep
s
an
d
r
ea
s
o
n
ab
ly
d
eter
m
in
e
th
e
r
esear
ch
t
o
p
ics
[
2
7
]
.
T
h
en
,
d
eter
m
in
i
n
g
th
e
r
e
s
ea
r
ch
o
b
jectiv
es
d
escr
ib
ed
in
th
e
in
tr
o
d
u
ctio
n
p
ar
t.
Acc
o
r
d
i
n
g
ly
,
th
e
k
ey
wo
r
d
s
will
b
e
ch
o
s
en
b
ased
o
n
r
es
ea
r
ch
s
co
p
e
[
1
8
]
.
As
W
o
S
i
s
a
p
o
wer
f
u
l
d
atab
ase
th
at
o
f
f
er
in
g
h
ig
h
q
u
ality
ac
ad
em
ic
m
ater
ials
,
th
is
s
tu
d
y
in
ten
d
s
to
co
llect
d
ata
f
r
o
m
it
b
y
u
s
in
g
t
h
e
k
e
y
wo
r
d
s
[
2
8
]
.
T
h
is
s
tu
d
y
th
e
r
ef
o
r
e
co
n
s
id
er
ed
“VR”,
“v
ir
tu
al
r
e
ality
”
an
d
“v
ir
tu
al
r
ea
lity
tec
h
n
o
lo
g
y
”
c
o
m
b
in
e
d
with
“E
n
g
lis
h
”
o
r
“E
n
g
lis
h
ed
u
ca
tio
n
”
an
d
“v
o
ca
tio
n
al
e
d
u
ca
tio
n
”
o
r
“v
o
ca
tio
n
al
co
ll
eg
e”
as
th
e
p
r
im
ar
y
k
ey
wo
r
d
s
to
s
ea
r
ch
t
h
e
W
o
S
d
atab
ase
u
s
in
g
B
o
o
lean
o
p
er
at
o
r
s
“OR”
an
d
“AN
D”
in
th
e
“
all
f
ield
s
”
s
ea
r
ch
f
ield
.
I
n
d
ata
co
llectio
n
p
r
o
ce
d
u
r
e,
th
is
s
tu
d
y
f
ir
s
t
ch
o
o
s
e
th
e
W
eb
o
f
Scien
ce
co
r
e
co
llectio
n
(
W
o
S
C
C
)
,
th
e
h
ig
h
q
u
ality
d
ata
b
ase
r
ec
o
g
n
ized
b
y
m
an
y
s
ch
o
lar
s
[
2
9
]
.
An
d
liter
atu
r
es
ar
e
s
elec
ted
t
h
at
p
u
b
lis
h
ed
o
n
ly
f
r
o
m
Scien
ce
C
itatio
n
I
n
d
ex
E
x
p
a
n
d
ed
(
SC
I
E
)
an
d
So
ci
al
Scien
ce
s
C
itatio
n
I
n
d
ex
(
SS
C
I
)
,
wh
ich
ar
e
r
eg
ar
d
e
d
as
au
th
o
r
itativ
e
p
u
b
lis
h
er
s
[
3
0
]
.
Me
an
wh
ile,
th
e
d
ata
wer
e
ex
tr
ac
ted
b
ased
o
n
in
clu
s
io
n
an
d
ex
clu
s
io
n
cr
iter
ia,
in
clu
d
i
n
g
p
u
b
licatio
n
tim
e,
r
esear
ch
s
co
p
e,
ty
p
e
an
d
lan
g
u
ag
e
.
B
ased
o
n
th
e
lim
ited
p
er
io
d
,
ar
ticles
p
u
b
lis
h
ed
f
r
o
m
2
0
1
5
to
2
0
2
4
.
Six
wer
e
s
elec
ted
to
c
atch
u
p
with
th
e
r
esear
ch
tr
en
d
r
ec
en
tly
.
I
n
itially
,
lar
g
e
n
u
m
b
er
o
f
d
o
cu
m
e
n
ts
(
3
2
,
6
6
6
)
r
elate
d
to
VR
-
f
o
cu
s
ed
r
esear
ch
wer
e
ex
tr
ac
ted
f
o
r
s
cr
ee
n
in
g
.
Firstl
y
,
th
e
d
o
cu
m
e
n
ts
wer
e
n
ar
r
o
wed
d
o
wn
to
1
,
0
3
8
u
s
in
g
W
OS
ca
teg
o
r
y
“
e
d
u
ca
tio
n
ed
u
ca
tio
n
a
l
r
esear
ch
”,
m
ea
n
s
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
8
1
2
-
3823
3814
d
o
cu
m
e
n
ts
wer
e
n
o
t
with
in
t
h
e
ed
u
ca
tio
n
al
r
esear
ch
ar
ea
wer
e
ex
clu
d
ed
.
Seco
n
d
l
y
,
1
0
8
ar
ticles,
in
clu
d
in
g
p
r
o
ce
ed
in
g
p
a
p
er
s
,
b
o
o
k
r
e
v
ie
ws,
an
d
ed
ito
r
ial
m
ater
ials
ex
clu
d
ed
,
s
in
ce
o
n
ly
jo
u
r
n
al
ar
ti
cles
wer
e
r
ev
iewe
d
.
T
h
ir
d
ly
,
r
e
m
ain
in
g
9
3
0
ar
ticl
es
th
at
wer
e
n
o
t
p
u
b
lis
h
ed
in
E
n
g
lis
h
wer
e
ex
clu
d
ed
,
s
till
leav
in
g
9
3
0
jo
u
r
n
al
ar
ticles to
b
e
an
aly
ze
d
.
T
h
en
,
all
th
ese
ar
ticles o
b
tain
ed
in
T
ab
d
elim
ited
f
ile
f
r
o
m
W
o
S d
a
tab
ase.
All
t
h
e
d
o
cu
m
e
n
ts
w
er
e
a
n
a
l
y
z
ed
b
y
u
s
i
n
g
VOS
v
i
ewe
r
s
o
f
tw
ar
e
in
d
a
ta
a
n
a
ly
s
is
p
r
o
ce
d
u
r
e
[
3
1
]
.
VOSv
iew
er
was
u
s
e
d
to
h
el
p
d
o
n
etw
o
r
k
a
n
a
ly
za
t
io
n
a
n
d
f
i
n
d
o
u
t
t
h
e
m
o
s
t
p
r
o
d
u
ct
iv
e
a
n
d
i
n
f
l
u
e
n
ti
al
au
th
o
r
s
,
co
u
n
t
r
ies
a
n
d
i
n
s
ti
tu
ti
o
n
s
,
i
d
e
n
ti
f
y
n
et
wo
r
k
s
a
m
o
n
g
p
u
b
li
ca
tio
n
s
an
d
a
u
t
h
o
r
s
as
w
ell
.
F
u
r
th
e
r
m
o
r
e,
k
ey
wo
r
d
co
-
o
cc
u
r
r
e
n
c
e
a
n
a
ly
s
is
was
p
e
r
f
o
r
m
e
d
t
o
e
x
p
l
o
r
e
r
e
lati
o
n
s
h
i
p
s
a
m
o
n
g
to
p
i
cs w
it
h
i
n
p
u
b
l
ic
ati
o
n
s
b
y
ca
l
c
u
la
ti
n
g
au
t
h
o
r
k
e
y
w
o
r
d
s
a
n
d
c
r
ea
ti
n
g
t
h
em
atic
cl
u
s
t
er
s
[
2
6
]
.
T
h
er
e
f
o
r
e,
t
h
e
t
h
e
m
es
an
d
f
u
t
u
r
e
t
r
en
d
s
i
n
a
f
i
el
d
w
er
e
ex
p
l
ai
n
e
d
.
T
h
e
c
o
-
o
cc
u
r
r
en
ce
n
e
tw
o
r
k
o
f
k
e
y
w
o
r
d
s
a
n
d
o
v
e
r
l
ay
v
is
u
ali
za
t
io
n
b
o
t
h
d
is
p
lay
e
d
t
o
r
e
p
r
ese
n
t
to
p
ics
a
n
d
i
d
e
n
ti
f
y
r
e
ce
n
t
t
r
e
n
d
s
[
3
2
]
.
Fi
n
al
ly
,
t
h
e
r
esu
lts
we
r
e
d
esc
r
i
b
e
d
a
n
d
i
n
t
er
p
r
e
te
d
in
t
h
is
s
t
u
d
y
.
Fig
u
r
e
1
.
R
esear
ch
p
r
o
ce
d
u
r
e
4.
RE
SU
L
T
S
4
.
1
.
T
he
ev
o
lutio
n o
f
a
nn
ua
l pro
du
ct
io
n
T
h
e
VR
ap
p
licatio
n
in
ed
u
ca
t
io
n
h
ad
attr
ac
te
d
r
esear
ch
er
’
s
atten
tio
n
s
in
ce
2
0
1
5
,
with
1
8
,
a
s
m
all
n
u
m
b
er
o
f
j
o
u
r
n
als
wer
e
p
u
b
lis
h
ed
.
T
h
en
,
th
e
p
u
b
licatio
n
s
in
cr
ea
s
ed
s
tead
ily
in
th
e
n
ex
t
f
iv
e
y
ea
r
s
an
d
r
ea
ch
ed
ar
o
u
n
d
5
0
ar
ticles
i
n
2
0
1
9
.
Un
til
2
0
2
0
,
wh
ich
i
s
co
n
s
id
er
ed
as
a
tu
r
n
in
g
p
o
in
t,
th
e
n
u
m
b
er
o
f
p
u
b
licatio
n
s
s
o
ar
u
p
a
n
d
r
ea
c
h
ed
9
5
,
twice
as
m
an
y
as
th
at
o
f
p
r
ev
io
u
s
y
ea
r
s
.
I
n
th
e
n
ex
t
f
ew
y
ea
r
s
,
th
e
n
u
m
b
er
o
f
p
u
b
licatio
n
s
g
r
o
wt
h
r
ap
id
ly
,
u
p
to
2
3
1
in
2
0
2
3
.
Alth
o
u
g
h
th
e
n
u
m
b
e
r
o
f
p
u
b
l
icatio
n
s
in
2
0
2
4
is
less
th
an
th
at
o
f
2
0
2
3
,
it
is
s
till
an
u
p
wa
r
d
tr
e
n
d
in
g
en
e
r
al,
a
s
th
e
1
7
6
jo
u
r
n
als
ar
e
o
n
ly
c
o
u
n
ted
f
r
o
m
t
h
e
f
ir
s
t
h
alf
o
f
y
ea
r
.
I
n
all,
t
h
e
o
v
e
r
al
l
n
u
m
b
er
o
f
an
n
u
al
p
u
b
licatio
n
s
s
h
o
ws
an
u
p
war
d
tr
en
d
,
w
ith
r
elativ
ely
s
lo
w
g
r
o
wth
in
t
h
e
f
ir
s
t f
iv
e
y
ea
r
s
a
n
d
f
aster
g
r
o
wth
in
th
e
last
f
iv
e
y
ea
r
s
o
v
er
th
e
p
ast d
ec
a
d
e
,
a
s
s
ee
n
in
Fig
u
r
e
2
.
Fig
u
r
e
2
.
Nu
m
b
er
o
f
an
n
u
al
p
u
b
licatio
n
s
0
50
100
150
200
250
2015
2016
2017
2018
2019
2020
2021
2022
2023
2024
(
ye
ar)
Ann
ua
l
Publi
c
a
t
ion
(
20
15
-
2024)
A
n
n
u
al
p
u
b
l
i
c
ati
o
n
s
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
E
d
u
ca
tio
n
a
l a
p
p
lica
tio
n
o
f v
ir
tu
a
l rea
lity in
E
n
g
lis
h
ed
u
ca
ti
o
n
in
v
o
ca
tio
n
a
l c
o
lleg
es:
…
(
Lin
g
Ya
o
)
3815
4
.
2
.
Resea
rc
h c
o
un
t
ries
T
h
e
r
esu
lts
in
T
ab
le
1
s
h
o
w
t
h
at
a
f
ter
m
er
g
in
g
s
y
n
o
n
y
m
o
u
s
,
C
h
in
a
was
th
e
m
o
s
t
p
r
o
d
u
cti
v
e
co
u
n
tr
y
.
I
t
h
as
co
n
tr
ib
u
ted
th
e
h
i
g
h
est
n
u
m
b
e
r
o
f
p
u
b
licatio
n
s
(
3
0
5
)
in
th
e
d
o
m
ain
s
o
f
VR
ap
p
l
icatio
n
in
E
n
g
lis
h
ed
u
ca
tio
n
i
n
v
o
ca
tio
n
al
e
d
u
c
atio
n
co
n
te
x
t
o
v
e
r
th
e
p
ast
d
ec
ad
e,
it
ac
c
o
u
n
ts
f
o
r
o
v
er
3
0
%
am
o
n
g
t
o
tal
p
u
b
licatio
n
s
ar
o
u
n
d
th
e
wo
r
l
d
.
Fo
llo
win
g
b
y
USA,
wh
ich
was
th
e
s
ec
o
n
d
ar
y
p
r
o
d
u
ctiv
e
co
u
n
tr
y
with
1
9
6
p
u
b
licatio
n
s
in
p
ast
ten
y
ea
r
s
.
Of
th
e
to
tal
n
u
m
b
er
o
f
ar
ticles,
5
0
1
jo
u
r
n
als
with
h
ig
h
est
citatio
n
(
o
v
er
h
al
f
o
f
th
e
to
tal
n
u
m
b
er
)
wer
e
p
u
b
lis
h
ed
in
th
e
2
co
u
n
tr
ies.
E
n
g
lan
d
an
d
Au
s
tr
alia
ar
e
f
o
llo
win
g
r
an
k
ed
as
to
p
3
a
n
d
to
p
4
,
with
5
6
an
d
5
5
p
u
b
lis
h
ed
jo
u
r
n
als r
esp
ec
tiv
ely
.
T
h
e
li
n
es o
n
th
e
m
ap
in
Fig
u
r
e
3
,
in
d
icate
th
e
d
eg
r
ee
o
f
co
o
p
er
atio
n
b
etwe
en
d
if
f
er
en
t
co
u
n
tr
ies,
with
th
e
th
ick
n
ess
o
f
th
e
lin
es
r
ef
lectin
g
ex
ten
t
o
f
co
o
p
er
atio
n
.
I
t
is
ev
id
en
t
f
r
o
m
th
e
m
ap
th
at
A
u
s
tr
alia,
C
an
ad
a,
J
ap
an
an
d
o
th
er
co
u
n
tr
ies
ar
e
h
ig
h
ly
co
-
r
elate
d
with
C
h
in
a,
Un
ited
States
h
as
ac
tiv
ely
co
l
lab
o
r
ated
with
So
u
th
Ko
r
ea
,
Fin
lan
d
,
So
u
th
Af
r
ica
an
d
o
th
er
co
u
n
tr
ies,
wh
ile
E
n
g
lan
d
,
Ger
m
an
y
,
Dem
ar
k
,
a
n
d
Sp
ain
ar
e
co
o
p
er
ated
clo
s
el
y
.
T
ab
le
1
.
C
o
u
n
tr
ies with
th
e
h
i
g
h
est p
u
b
licatio
n
s
an
d
to
tal
cit
atio
n
co
u
n
t,
r
an
k
ed
b
y
th
e
to
p
1
0
N
o
.
C
o
u
n
t
r
y
D
o
c
u
me
n
t
s
C
i
t
a
t
i
o
n
s
1
C
h
i
n
a
3
0
5
5
,
4
7
4
2
U
S
A
1
9
6
4
,
9
5
4
3
En
g
l
a
n
d
56
1
,
3
1
0
4
A
u
st
r
a
l
i
a
55
1
,
5
3
2
5
G
e
r
man
y
48
1
,
1
5
5
6
S
p
a
i
n
44
1
,
5
7
8
7
Tu
r
k
e
y
38
8
2
2
8
D
e
n
mar
k
29
1
,
9
9
9
9
N
e
t
h
e
r
l
a
n
d
s
29
3
8
1
10
S
o
u
t
h
K
o
r
e
a
26
1
5
6
Fig
u
r
e
3
.
R
esear
ch
co
llab
o
r
ati
o
n
b
etwe
en
c
o
u
n
tr
ies
4
.
3
.
Resea
rc
h ins
t
it
utio
ns
Fro
m
F
ig
u
r
e
4
,
Natio
n
al
T
ai
wan
No
r
m
al
Un
iv
er
s
ity
was
th
e
p
o
wer
f
u
l
in
s
titu
tio
n
in
C
h
in
a
with
4
2
p
u
b
licatio
n
s
d
u
r
in
g
th
e
p
ast
d
ec
ad
e,
wh
ile
Natio
n
al
T
aiwa
n
Un
iv
er
s
ity
o
f
Scien
ce
an
d
T
e
ch
n
o
lo
g
y
f
o
llo
wed
clo
s
ely
b
eh
in
d
,
with
3
4
p
u
b
licatio
n
s
.
T
h
e
C
h
in
ese
Un
iv
er
s
ity
o
f
Ho
n
g
Ko
n
g
also
p
lay
s
a
r
o
le
in
th
e
r
esear
c
h
o
f
VR
ap
p
licatio
n
in
ed
u
ca
ti
o
n
.
Me
an
wh
ile,
th
ese
r
esear
c
h
in
s
titu
tio
n
s
ar
e
h
ig
h
ly
in
te
r
r
elate
d
,
an
d
ea
c
h
in
s
titu
tio
n
h
as
d
if
f
er
e
n
t
s
co
p
e
s
o
f
in
f
lu
e
n
ce
an
d
r
esear
c
h
f
o
cu
s
es.
Oth
er
in
s
titu
tio
n
s
p
lay
an
im
p
o
r
tan
t
r
o
le
in
th
is
f
ield
in
d
if
f
e
r
en
t
r
esear
ch
d
ir
ec
tio
n
s
.
As
s
h
o
wn
in
T
a
b
l
e
2
,
Un
iv
er
s
ity
o
f
C
o
p
en
h
ag
e
n
,
Natio
n
al
T
aiwa
n
No
r
m
al
Un
iv
er
s
ity
a
n
d
Un
iv
er
s
ity
o
f
C
alif
o
r
n
ia,
San
ta
B
a
r
b
ar
a
h
ad
p
u
b
lis
h
ed
in
f
lu
e
n
tial
jo
u
r
n
als
a
n
d
h
ad
b
ee
n
citated
f
r
eq
u
e
n
tly
.
Ad
d
it
io
n
ally
,
th
er
e
ar
e
two
th
in
g
s
n
ee
d
to
b
e
m
en
tio
n
ed
,
s
h
o
wn
i
n
T
ab
le
2
:
f
ir
s
t,
th
e
in
s
titu
tio
n
s
in
C
h
in
a
ac
co
u
n
t
f
o
r
th
e
m
ajo
r
ity
o
f
th
e
to
p
te
n
r
esear
ch
in
s
titu
tio
n
s
,
with
a
to
tal
o
f
6
;
s
ec
o
n
d
,
alth
o
u
g
h
th
e
in
s
titu
tio
n
in
Den
m
ar
k
d
id
n
o
t
p
u
b
lis
h
th
e
m
o
s
t,
th
e
n
u
m
b
er
o
f
citatio
n
s
is
th
e
h
ig
h
est.
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
8
1
2
-
3823
3816
Fig
u
r
e
4
.
R
esear
ch
co
llab
o
r
ati
o
n
b
etwe
en
i
n
s
titu
tio
n
s
T
ab
le
2
.
T
h
e
in
s
titu
tio
n
s
r
an
k
e
d
in
th
e
to
p
1
0
b
ased
o
n
th
e
to
tal
n
u
m
b
er
o
f
citatio
n
s
N
o
.
O
r
g
a
n
i
z
a
t
i
o
n
C
o
u
n
t
r
y
C
i
t
a
t
i
o
n
s
D
o
c
u
me
n
t
s
1
U
n
i
v
e
r
si
t
y
o
f
C
o
p
e
n
h
a
g
e
n
D
e
n
mar
k
1
,
8
4
9
22
2
N
a
t
i
o
n
a
l
Ta
i
w
a
n
N
o
r
ma
l
U
n
i
v
e
r
si
t
y
C
h
i
n
a
1
,
2
4
6
42
3
U
n
i
v
e
r
si
t
y
o
f
C
a
l
i
f
o
r
n
i
a
,
S
a
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h
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m
n
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is
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d
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s
ter
s
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e
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tr
o
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h
ip
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etwo
r
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wh
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co
lo
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in
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ed
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n
g
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J
en
f
r
o
m
Natio
n
al
T
aiwa
n
No
r
m
al
Un
iv
er
s
ity
;
J
o
n
g
,
Mo
r
r
is
Siu
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Yu
n
g
f
r
o
m
T
h
e
C
h
in
ese
Un
iv
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f
Ho
n
g
Ko
n
g
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h
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g
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Sh
ao
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h
en
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Yu
a
n
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e
Un
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r
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ity
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h
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Sh
u
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Yu
n
f
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Natio
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aiwa
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Un
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o
f
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c
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T
ec
h
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g
y
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i,
Min
g
f
r
o
m
Z
h
ejian
g
No
r
m
al
U
n
iv
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s
ity
.
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h
e
s
ec
o
n
d
s
tr
o
n
g
est
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-
a
u
th
o
r
s
h
ip
is
m
ar
k
ed
in
d
ar
k
b
lu
e
;
th
e
au
th
o
r
s
ar
e
Ma
k
r
an
s
k
y
,
Gu
id
o
f
r
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m
Un
iv
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s
ity
o
f
C
o
p
e
n
h
ag
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n
;
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R
ich
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m
Un
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o
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C
alif
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r
n
ia,
San
t
a
B
ar
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ar
a
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d
Klin
g
en
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Sar
a
f
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Un
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o
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C
o
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e
n
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ag
en
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o
r
d
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g
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ab
le
3
,
a
u
th
o
r
s
f
r
o
m
th
e
s
tr
o
n
g
est
n
etwo
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k
s
ar
e
also
p
r
o
d
u
ctiv
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an
d
th
eir
wo
r
k
s
h
a
d
lar
g
e
n
u
m
b
e
r
o
f
citatio
n
s
,
Ma
k
r
an
s
k
y
,
Gu
i
d
o
g
ain
ed
1
,
8
4
9
n
u
m
b
er
o
f
citatio
n
s
with
h
is
2
2
ar
ticles
;
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d
Ma
y
er
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ich
ar
d
f
o
llo
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d
b
y
p
u
b
lis
h
in
g
8
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ticles
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d
g
ain
in
g
1
,
0
2
4
n
u
m
b
er
o
f
citatio
n
s
.
J
o
n
g
,
Mo
r
r
is
Siu
-
Yu
n
g
p
u
b
lis
h
ed
1
5
ar
ticles
with
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9
0
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u
m
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er
o
f
citatio
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o
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ad
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5
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m
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s
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h
e
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ai
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1
2
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ar
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s
h
o
wn
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F
i
g
u
r
e
4
i
n
d
if
f
e
r
en
t
co
lo
r
s
,
lik
e
T
s
ai,
C
h
in
-
C
h
u
n
g
f
r
o
m
Natio
n
al
T
aiwa
n
No
r
m
al
Un
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er
s
ity
;
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h
en
g
,
Ku
n
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Hu
n
g
f
r
o
m
Natio
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al
C
h
u
n
g
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n
g
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r
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ity
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d
L
an
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-
J
u
f
r
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m
Natio
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ai
wan
No
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Un
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4
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5
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K
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rds
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urre
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ly
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is
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tifie
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3
1
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th
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k
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y
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d
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in
9
3
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p
u
b
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jo
u
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als
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VR
ap
p
licatio
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k
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3817
m
ea
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g
s
ar
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er
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d
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n
a
d
d
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wh
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s
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Fo
r
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s
tan
ce
,
“im
m
er
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iv
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v
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tu
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ea
lity
”,
“
VR
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“sp
h
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id
e
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b
ased
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ea
lity
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d
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VR
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ten
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ir
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ea
lity
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ac
h
clu
s
ter
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ep
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esen
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k
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d
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d
s
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o
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k
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ted
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d
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t
h
e
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u
b
licatio
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s
.
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p
ec
ted
,
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e
k
ey
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r
d
s
“v
i
r
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lity
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is
th
e
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r
eq
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e
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s
ed
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ey
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d
with
6
0
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u
r
r
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ce
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an
d
6
6
2
to
tal
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k
s
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en
g
th
s
.
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h
e
f
o
u
r
clu
s
ter
s
in
d
if
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t
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lo
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s
also
s
h
o
w
d
if
f
er
e
n
t
tr
en
d
s
o
f
r
esear
ch
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T
h
e
f
ir
s
t
clu
s
ter
(
r
ed
co
l
o
r
)
in
clu
d
in
g
1
5
it
em
s
an
d
th
e
m
ajo
r
item
s
in
clu
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in
g
“c
o
g
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itiv
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lo
ad
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ig
h
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ed
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ca
tio
n
”,
“c
r
ea
tiv
ity
”,
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x
p
er
ie
n
tial
lear
n
in
g
”,
“m
o
tiv
atio
n
”,
“sp
atial
ab
ilit
y
”,
am
o
n
g
o
th
er
s
.
Seco
n
d
clu
s
ter
(
g
r
ee
n
co
lo
r
)
co
n
tain
s
1
5
item
s
,
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d
u
ca
t
io
n
al
tech
n
o
l
o
g
y
”,
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am
e
-
b
ased
lear
n
in
g
”,
“g
am
i
f
icatio
n
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o
b
ile
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n
in
g
”
a
n
d
“e
d
u
ca
tio
n
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ar
e
s
ig
n
if
ican
t
th
em
es.
T
h
er
e
ar
e
1
3
item
s
in
th
ir
d
clu
s
ter
th
at
co
lo
r
ed
in
b
lu
e,
wh
ile
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p
r
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in
g
class
r
o
o
m
teac
h
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g
”,
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ar
n
in
g
s
tr
ateg
ies”,
“seco
n
d
ar
y
ed
u
ca
tio
n
”,
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p
p
licatio
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in
s
u
b
ject
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ea
s
”,
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n
ter
ac
tiv
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n
i
n
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e
n
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ir
o
n
m
en
ts
”
an
d
“
m
ed
ia
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u
ca
tio
n
”
ar
e
d
is
p
lay
ed
as
m
ajo
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item
in
th
is
clu
s
ter
.
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h
e
f
o
u
r
th
clu
s
ter
(
y
ello
w
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l
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r
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co
n
tain
s
9
item
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,
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llab
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ativ
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m
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ath
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r
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d
im
en
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is
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lay
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c
ep
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o
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el”
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d
“u
s
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ilit
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”
ar
e
th
e
m
ajo
r
item
s
.
T
ab
le
3
.
T
h
e
au
th
o
r
s
r
an
k
e
d
in
th
e
to
p
1
0
b
ased
o
n
th
e
to
tal
n
u
m
b
er
o
f
citatio
n
s
N
o
.
A
u
t
h
o
r
s
C
i
t
a
t
i
o
n
s
D
o
c
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me
n
t
s
1
M
a
k
r
a
n
sk
y
,
G
u
i
d
o
1
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8
4
9
22
2
M
a
y
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r
,
R
i
c
h
a
r
d
E
.
1
,
0
2
4
8
3
Jo
n
g
,
M
o
r
r
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s
S
i
u
-
Y
u
n
g
5
9
0
15
4
H
w
a
n
g
,
Gwo
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e
n
4
9
5
25
5
C
h
a
n
g
,
S
h
a
o
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C
h
e
n
2
3
8
6
6
Tsa
i
,
C
h
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n
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C
h
u
n
g
2
3
3
6
7
K
l
i
n
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e
n
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e
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a
r
a
2
1
7
6
8
C
h
e
n
g
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K
u
n
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u
n
g
2
1
1
8
9
C
h
i
e
n
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S
h
u
-
Y
u
n
1
9
9
5
10
La
n
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Y
u
-
Ju
1
8
4
6
Fig
u
r
e
5
.
R
esear
ch
co
llab
o
r
ati
o
n
b
etwe
en
a
u
th
o
r
s
As
illu
s
tr
ated
in
Fig
u
r
e
6
,
t
h
e
o
v
e
r
laid
co
-
o
cc
u
r
r
en
ce
n
e
two
r
k
o
f
k
e
y
wo
r
d
s
,
wh
ic
h
d
ep
icts
th
e
tem
p
o
r
al
d
is
tr
ib
u
tio
n
o
f
to
p
ic
s
with
co
lo
r
s
r
an
g
i
n
g
f
r
o
m
p
u
r
p
le
t
o
y
ello
w
an
d
d
e
m
o
n
s
t
r
ates
th
at
th
em
atic
r
esear
ch
d
ir
ec
tio
n
s
in
VR
s
tu
d
ies
with
in
th
e
E
n
g
lis
h
e
d
u
c
atio
n
in
th
e
c
o
n
tex
t
o
f
v
o
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u
r
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ich
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,
“
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e
also
k
ee
p
in
g
p
ac
e
with
r
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ch
h
o
ts
p
o
ts
.
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
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c
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Vo
l
.
14
,
No
.
5
,
Octo
b
er
20
25
:
3
8
1
2
-
3823
3818
Fig
u
r
e
6
.
Key
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d
s
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r
r
en
ce
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Fig
u
r
e
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9
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0
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[
4
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.
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h
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le
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te
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[
3
3
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.
Si
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h
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ai
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ess
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in
a
ct
u
a
l
s
itu
ati
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n
[
3
4
]
.
T
h
e
p
o
s
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ib
le
ex
p
lan
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f
o
r
t
h
is
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ev
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m
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wo
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ld
b
e
attr
ib
u
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to
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t
tech
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ical
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d
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m
e
n
ts
,
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o
u
p
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ed
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h
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s
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r
s
ea
s
ily
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b
r
ac
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VR
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h
n
o
l
o
g
y
[
3
5
]
,
VR
is
lik
ely
to
co
n
tin
u
e
attr
ac
tin
g
u
s
er
s
[
3
6
]
,
an
d
VR
h
as p
o
s
itiv
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im
p
ac
t o
n
teac
h
in
g
a
n
d
lear
n
in
g
o
u
tco
m
es
[
3
7
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
E
d
u
ca
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l c
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…
(
Lin
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3819
F
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ates
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elate
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ates
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(
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w
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2
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s
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d
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r
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tu
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th
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atic
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elate
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ir
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s
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ter
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u
tili
za
tio
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o
lo
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ed
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ca
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ce
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s
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ln
ess
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ef
lects
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itiv
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tiv
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n
d
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u
ltiv
atin
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ea
tiv
ity
.
VR
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as
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e
en
u
n
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er
lin
ed
as
ef
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ec
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e
to
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l
to
en
g
a
g
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n
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s
in
lear
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in
g
,
as it c
an
s
tim
u
late
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n
er
’
s
m
o
tiv
atio
n
with
r
ed
u
ce
d
co
g
n
itiv
e
l
o
ad
,
th
r
o
u
g
h
e
m
p
ir
ical
s
tu
d
y
[
3
8
]
.
C
o
n
s
is
ten
tly
,
th
is
s
tu
d
y
r
ec
o
g
n
ized
th
at
f
ir
s
t
clu
s
ter
en
co
m
p
ass
ed
th
e
s
ig
n
if
ica
n
t
to
p
ics,
in
clu
d
in
g
VR
an
d
tech
n
o
lo
g
ies
an
d
o
n
lin
e
lear
n
in
g
,
wh
ich
f
o
cu
s
es
o
n
VR
’
s
p
o
ten
tial
to
im
p
r
o
v
e
lear
n
in
g
o
u
tco
m
es
an
d
en
h
an
ce
lear
n
er
s
’
ex
p
er
im
e
n
t
b
y
p
r
o
v
id
in
g
im
m
er
s
iv
e
en
v
ir
o
n
m
e
n
t
[
3
9
]
,
wh
ile
also
d
em
o
n
s
tr
ates
VR
as
wid
esp
r
ea
d
to
o
l
to
lear
n
er
s
’
p
er
ce
p
tio
n
to
war
d
E
n
g
lis
h
in
o
n
lin
e
lea
r
n
in
g
m
eth
o
d
[
4
0
]
.
E
n
g
lis
h
ed
u
ca
tio
n
am
o
n
g
lear
n
e
r
s
th
at
with
lo
wer
lev
el
ac
ad
em
ic
b
ac
k
g
r
o
u
n
d
ca
n
th
u
s
g
ain
ad
v
an
tag
es
an
d
im
p
r
o
v
e
o
u
tco
m
es
f
r
o
m
VR
ap
p
licatio
n
in
E
n
g
lis
h
ed
u
ca
tio
n
with
in
v
o
ca
tio
n
al
co
lleg
es
[
3
7
]
.
So
m
e
s
tu
d
ies
h
ig
h
lig
h
ted
h
o
w
VR
ap
p
licated
in
E
n
g
lis
h
with
its
co
n
tr
ib
u
tio
n
to
tr
ain
i
n
g
q
u
alif
i
ed
lear
n
er
s
an
d
ed
u
ca
t
o
r
s
[
4
1
]
.
T
h
e
s
ec
o
n
d
clu
s
ter
ce
n
ter
s
o
n
VR
em
p
lo
y
ed
in
E
n
g
lis
h
ed
u
ca
tio
n
co
n
tex
t
with
f
o
cu
s
es
o
n
th
e
lear
n
in
g
o
u
tc
o
m
es
f
o
r
s
p
ec
ial
p
u
r
p
o
s
e,
lik
e
E
n
g
lis
h
in
s
cien
ce
,
tech
n
o
lo
g
y
,
en
g
in
ee
r
in
g
,
an
d
m
ath
em
atics
(
STE
M)
ed
u
ca
tio
n
a
n
d
s
cien
c
e
ed
u
ca
tio
n
.
Fo
r
in
s
tan
ce
,
t
h
e
lan
g
u
ag
e
ab
ilit
y
a
n
d
STE
M
s
k
ill
ar
e
in
c
r
ea
s
in
g
ly
d
em
an
d
is
m
en
tio
n
ed
an
d
it’
s
co
n
ce
p
t
wo
u
ld
b
e
b
etter
u
n
d
er
s
tan
d
b
y
v
is
u
alizin
g
in
v
i
s
ib
le
p
r
o
ce
s
s
es
th
at
p
r
o
v
id
e
d
b
y
VR
[
4
2
]
.
I
n
s
y
s
tem
atic
m
eta
-
an
aly
s
is
o
f
e
f
f
ec
ts
o
f
VR
o
n
e
d
u
ca
tio
n
,
C
r
o
m
ley
et
a
l.
[
4
3
]
d
em
o
n
s
tr
ates
th
at
VR
h
as
p
o
s
itiv
e
ef
f
ec
ts
f
o
r
all
lear
n
in
g
o
u
tco
m
e
ty
p
es
an
d
s
h
if
ts
lear
n
er
s
’
f
o
cu
s
f
r
o
m
ir
r
elev
an
t
to
lear
n
i
n
g
-
r
ele
v
an
t
asp
ec
ts
o
f
t
h
e
VR
lear
n
i
n
g
e
n
v
ir
o
n
m
en
t.
Oth
e
r
s
tu
d
ies,
S
h
u
a
n
d
H
u
an
g
[
4
4
]
elab
o
r
ates
th
e
s
ig
n
if
ican
t
im
p
ac
t
o
n
lear
n
in
g
e
f
f
ec
tiv
en
ess
t
h
r
o
u
g
h
ex
p
er
im
e
n
tal
r
esear
c
h
;
Sh
ad
iev
et
a
l.
[
4
5
]
h
as
p
r
o
v
e
n
th
at
VR
tech
n
o
lo
g
y
was
b
en
ef
icial
f
o
r
k
n
o
wled
g
e
d
ev
elo
p
m
e
n
t
an
d
h
elp
ed
lear
n
er
s
ac
q
u
ir
e
cr
o
s
s
-
cu
ltu
r
e
k
n
o
wled
g
e.
VR
tech
n
o
lo
g
y
h
as
th
u
s
r
ec
eiv
ed
v
er
if
ica
tio
n
in
ed
u
ca
tio
n
c
o
n
tex
t
as p
r
o
m
o
tio
n
al
t
o
o
l
f
o
r
en
h
an
cin
g
lear
n
in
g
o
u
tc
o
m
es
f
o
r
s
p
ec
ial
lan
g
u
ag
e
r
e
q
u
ir
em
en
t.
T
h
e
t
h
i
r
d
t
h
e
m
a
t
i
c
c
l
u
s
t
e
r
i
n
d
ic
a
t
e
s
t
h
a
t
t
h
e
m
a
j
o
r
it
y
o
f
r
el
a
t
ed
r
e
s
e
a
r
c
h
f
o
c
u
s
es
o
n
t
h
e
r
e
al
a
p
p
l
i
c
a
t
i
o
n
i
n
e
d
u
c
a
t
i
o
n
w
i
t
h
b
a
s
i
c
f
e
a
t
u
r
e
s
o
f
V
R
,
i
n
cl
u
d
i
n
g
“
i
n
t
e
r
a
c
tiv
e
l
e
a
r
n
i
n
g
e
n
v
i
r
o
n
m
e
n
t
”
,
“
a
p
p
l
i
c
a
t
i
o
n
i
n
s
u
b
je
c
t
a
r
e
a
”
,
a
n
d
“
i
m
p
r
o
v
i
n
g
c
l
ass
r
o
o
m
l
e
a
r
n
i
n
g
”
.
C
h
i
e
n
e
t
a
l
.
[
4
6
]
u
s
e
d
VR
l
ea
r
n
i
n
g
e
n
v
i
r
o
n
m
e
n
t
t
o
s
i
t
u
a
t
e
l
e
a
r
n
e
r
s
i
n
v
i
r
t
u
a
l
E
n
g
l
is
h
-
s
p
e
a
k
i
n
g
c
o
n
t
e
x
t
,
w
h
i
c
h
h
a
s
p
r
o
v
e
n
h
e
l
p
f
u
l
f
o
r
E
n
g
l
i
s
h
-
s
p
e
a
k
i
n
g
p
e
r
f
o
r
m
a
n
c
e
,
Ż
a
m
m
i
t
[
4
7
]
c
o
n
c
e
r
n
e
d
t
h
a
t
V
R
h
a
s
a
b
i
l
it
y
t
o
c
r
e
a
t
e
e
n
g
a
g
i
n
g
l
e
a
r
n
i
n
g
e
n
v
i
r
o
n
m
e
n
t
w
i
t
h
e
n
t
e
r
t
a
i
n
i
n
g
f
e
a
t
u
r
e
s
,
h
o
w
e
v
e
r
,
i
t
a
l
s
o
u
n
d
e
r
s
c
o
r
e
d
VR
a
s
i
t
s
’
h
ig
h
c
o
s
t
s
.
T
h
e
a
tt
i
t
u
d
e
o
f
u
s
e
r
s
t
o
w
a
r
d
V
R
u
ti
l
i
za
t
i
o
n
i
n
e
d
u
c
at
i
o
n
w
a
s
e
x
a
m
i
n
e
d
i
n
t
h
e
s
t
u
d
y
o
f
N
i
k
i
m
al
e
k
i
a
n
d
R
a
h
i
m
i
[
4
8
]
,
t
h
e
p
o
s
it
i
v
e
a
tt
i
tu
d
e
t
o
w
a
r
d
s
e
d
u
c
a
t
i
o
n
al
v
a
l
u
es
o
f
V
R
a
n
d
u
s
e
r
s
’
h
i
g
h
m
o
t
i
v
a
t
i
o
n
t
o
u
s
e
V
R
h
a
s
b
e
e
n
s
h
o
w
n
.
T
h
e
h
i
g
h
a
c
c
e
p
ta
n
c
e
o
f
VR
w
as
d
e
r
i
v
e
d
f
r
o
m
i
t
s
’
a
b
i
li
t
y
t
o
e
n
r
i
c
h
c
l
a
s
s
r
o
o
m
i
n
s
t
r
u
c
t
i
o
n
,
p
a
r
t
i
c
u
la
r
l
y
i
n
te
r
m
s
o
f
c
o
n
v
e
y
i
n
g
i
n
t
r
ic
a
t
e
d
e
ta
i
ls
[
4
9
]
.
M
o
r
e
o
v
e
r
,
s
o
m
e
s
t
u
d
ie
s
h
o
l
d
t
h
at
r
e
s
e
a
r
c
h
e
r
s
s
h
o
u
l
d
c
o
n
s
i
d
e
r
u
p
d
a
t
e
l
e
a
r
n
i
n
g
s
t
r
at
e
g
y
t
h
r
o
u
g
h
i
n
t
e
g
r
a
t
i
n
g
V
R
w
it
h
e
d
u
c
a
t
i
o
n
,
s
i
n
c
e
V
R
s
u
p
p
o
r
t
e
d
t
e
a
c
h
i
n
g
m
e
t
h
o
d
is
g
o
o
d
f
o
r
c
u
l
t
i
v
a
t
i
n
g
l
e
a
r
n
i
n
g
m
o
t
i
v
a
t
i
o
n
a
n
d
s
e
l
f
-
e
f
f
i
c
a
c
y
[
5
0
]
.
T
h
e
f
o
u
r
th
clu
s
ter
ce
n
ter
s
o
n
u
s
er
s
’
ac
ce
p
tan
ce
o
f
VR
i
n
E
n
g
lis
h
ed
u
ca
tio
n
a
n
d
u
tili
za
tio
n
o
f
tech
n
o
lo
g
y
ac
ce
p
tan
ce
m
o
d
e
l,
wh
ich
d
ee
m
as
co
m
m
o
n
l
y
u
s
ed
th
eo
r
y
.
As
ar
g
u
ed
b
y
Gu
o
et
a
l.
[
5
1
]
,
tech
n
o
lo
g
y
ac
ce
p
tan
ce
m
o
d
el
ca
n
s
er
v
e
as
v
alu
ab
le
to
o
l
f
o
r
ed
u
ca
to
r
s
to
d
e
v
elo
p
n
o
v
el
lea
r
n
in
g
s
tr
ateg
ies
f
o
r
en
co
u
r
a
g
in
g
lear
n
er
s
to
u
s
e
VR
in
lear
n
in
g
p
r
o
ce
d
u
r
e
,
th
e
l
ea
r
n
in
g
p
e
r
f
o
r
m
an
ce
th
u
s
b
e
en
h
an
ce
d
.
Stu
d
y
o
f
Fu
s
s
ell
an
d
T
r
u
o
n
g
[
5
2
]
s
tates
th
at
VR
is
s
u
itab
le
f
o
r
d
y
n
am
ic
lear
n
in
g
p
r
o
g
r
am
s
af
ter
test
in
g
h
y
p
o
th
eses
with
th
e
s
u
p
p
o
r
t
f
r
o
m
tech
n
o
lo
g
y
ac
ce
p
ta
n
ce
m
o
d
el
in
th
e
ir
r
esear
ch
.
Fu
s
s
ell
an
d
T
r
u
o
n
g
[
5
2
]
ex
p
lo
r
e
t
h
e
ed
u
ca
tio
n
al
ca
p
ab
ilit
y
o
f
VR
with
in
tech
n
o
l
o
g
y
ac
ce
p
tan
ce
m
o
d
el,
wh
ile
Sh
en
et
a
l.
[
5
3
]
ex
ten
d
tech
n
o
lo
g
y
ac
ce
p
tan
ce
m
o
d
el
th
e
o
r
y
an
d
co
m
p
lete
r
esear
ch
b
y
in
te
g
r
atin
g
th
eo
r
y
an
d
p
r
ac
tical
VR
im
p
licatio
n
in
ed
u
ca
tio
n
co
n
tex
t.
T
ec
h
n
o
lo
g
y
ac
ce
p
tan
ce
m
o
d
el
was
h
elp
f
u
l
f
o
r
e
n
h
an
ci
n
g
e
d
u
ca
tio
n
al
p
r
ac
tice
a
n
d
g
u
id
e
VR
ap
p
licatio
n
in
ed
u
ca
tio
n
f
i
eld
[
5
4
]
.
Ad
d
itio
n
ally
,
t
h
e
r
esear
c
h
tr
en
d
is
s
h
o
w
n
th
r
o
u
g
h
o
v
er
la
y
v
is
u
aliza
tio
n
o
f
k
ey
wo
r
d
s
.
R
ec
en
tly
,
s
ch
o
lar
s
f
o
cu
s
m
o
r
e
o
n
im
p
r
o
v
in
g
lear
n
e
r
s
’
em
p
ath
y
[
5
5
]
an
d
s
elf
-
ef
f
icac
y
[
5
6
]
th
r
o
u
g
h
VR
u
tili
za
tio
n
in
ed
u
ca
tio
n
.
T
r
ac
e
b
ac
k
t
o
f
o
r
m
er
tr
en
d
,
d
u
r
in
g
last
1
y
ea
r
(
2
0
2
1
to
2
0
2
2
)
,
VR
attr
ac
ts
s
ch
o
lar
s
’
atten
tio
n
an
d
its
’
im
p
lem
en
tatio
n
in
s
ev
er
al
ed
u
ca
tio
n
al
ar
ea
s
,
in
clu
d
in
g
VR
u
s
ed
in
E
n
g
lis
h
ed
u
ca
tio
n
f
o
r
s
p
ec
ial
p
u
r
p
o
s
e
[
5
7
]
,
VR
u
s
ed
in
h
ig
h
er
ed
u
c
atio
n
[
5
8
]
,
d
esig
n
VR
lear
n
in
g
an
d
teac
h
in
g
ex
p
er
ien
ce
in
s
tem
ed
u
ca
tio
n
an
d
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
8
1
2
-
3823
3820
VR
u
s
ed
f
o
r
im
p
r
o
v
in
g
u
s
er
s
’
in
ten
tio
n
s
in
elem
en
tar
y
e
d
u
ca
tio
n
[
5
9
]
.
T
h
e
f
u
n
d
am
en
tal
r
esear
ch
s
tar
ted
r
elativ
ely
ea
r
ly
,
an
d
m
a
n
y
s
ch
o
lar
s
h
av
e
b
ee
n
co
n
tin
u
in
g
to
d
o
th
e
r
esear
ch
.
Fo
r
in
s
tan
ce
,
r
esear
ch
ce
n
ter
ed
o
n
f
ea
tu
r
es
o
f
VR
an
d
u
s
ed
it (
lik
e
in
ter
ac
tiv
e
lear
n
in
g
e
n
v
ir
o
n
m
en
t
VR
p
r
o
v
id
e
d
in
r
ea
l
in
s
tr
u
ctio
n
al
co
n
te
x
t
[
6
0
]
.
Me
an
wh
ile,
ed
u
ca
to
r
s
a
p
p
ly
VR
to
ass
is
t
lear
n
in
g
b
y
em
p
l
o
y
in
g
g
a
m
e
-
b
ased
lea
r
n
in
g
f
ea
tu
r
es
an
d
im
p
r
o
v
e
lea
r
n
er
s
’
k
n
o
wled
g
e
g
ain
s
in
v
ir
tu
al
lear
n
in
g
e
n
v
ir
o
n
m
en
t
[
6
1
]
.
T
h
is
s
t
u
d
y
p
r
ese
n
ts
a
c
o
m
p
r
e
h
e
n
s
i
v
e
b
i
b
li
o
m
et
r
ic
a
n
al
y
s
is
o
f
VR
te
ch
n
o
l
o
g
y
i
n
E
n
g
l
is
h
ed
u
c
ati
o
n
wit
h
i
n
v
o
c
ati
o
n
a
l
c
o
ll
eg
es,
a
n
ar
ea
t
h
a
t
h
as
r
ec
ei
v
e
d
li
m
i
te
d
atte
n
t
io
n
i
n
p
r
e
v
i
o
u
s
r
esea
r
ch
.
B
y
e
x
a
m
i
n
i
n
g
9
3
0
ar
t
icl
es
f
r
o
m
t
h
e
W
OS
d
a
ta
b
a
s
e,
t
h
e
s
t
u
d
y
s
y
s
t
em
ati
ca
l
ly
ev
alu
at
es
r
es
ea
r
c
h
s
t
r
e
n
g
t
h
s
,
t
h
e
m
at
ic
t
r
e
n
d
s
,
s
c
o
p
e
,
an
d
d
e
v
el
o
p
m
e
n
ts
i
n
t
h
is
f
iel
d
,
o
f
f
e
r
i
n
g
v
a
lu
a
b
le
i
n
s
i
g
h
ts
i
n
t
o
t
h
e
r
o
le
o
f
VR
i
n
v
o
ca
t
io
n
a
l
E
n
g
lis
h
l
ea
r
n
i
n
g
.
Un
l
ik
e
p
r
i
o
r
r
ese
ar
ch
t
h
a
t
p
r
e
d
o
m
i
n
an
tl
y
e
x
p
l
o
r
es
g
en
e
r
al
VR
a
p
p
lic
ati
o
n
s
in
e
d
u
c
ati
o
n
,
th
is
s
t
u
d
y
i
d
en
ti
f
ies
f
o
u
r
k
e
y
t
h
e
m
at
ic
c
lu
s
te
r
s
,
i
n
clu
d
i
n
g
VR
’
s
p
o
s
it
iv
e
i
m
p
ac
t
,
its
u
s
e
f
o
r
s
p
e
cif
ic
e
d
u
c
ati
o
n
al
p
u
r
p
o
s
es
,
r
ea
l
-
wo
r
l
d
a
p
p
lic
ati
o
n
s
c
o
n
s
id
er
in
g
its
c
h
ar
ac
t
er
is
ti
cs,
a
n
d
u
s
er
ac
ce
p
ta
n
c
e,
p
r
o
v
i
d
i
n
g
a
m
o
r
e
r
e
f
in
e
d
u
n
d
er
s
t
a
n
d
in
g
o
f
VR
’
s
p
e
d
ag
o
g
ic
al
s
i
g
n
if
ica
n
c
e.
F
u
r
t
h
er
m
o
r
e,
VOS
v
i
ewe
r
was
u
tili
ze
d
f
o
r
k
e
y
w
o
r
d
c
o
-
o
c
cu
r
r
e
n
c
e
an
al
y
s
is
,
r
e
v
e
ali
n
g
C
h
in
a
as
th
e
l
ea
d
i
n
g
c
o
u
n
tr
y
in
VR
r
esea
r
ch
f
o
r
E
n
g
l
is
h
e
d
u
ca
t
i
o
n
,
a
f
i
n
d
i
n
g
th
at
h
a
d
n
o
t
b
ee
n
ex
p
li
cit
ly
h
i
g
h
l
ig
h
t
ed
i
n
ea
r
l
ie
r
b
ib
li
o
m
et
r
ic
a
n
al
y
s
es
.
T
h
e
s
t
u
d
y
’
s
f
i
n
d
in
g
s
co
n
t
r
i
b
u
te
t
o
t
h
e
o
n
g
o
in
g
d
is
co
u
r
s
e
o
n
VR
i
n
t
e
g
r
ati
o
n
b
y
o
f
f
e
r
i
n
g
e
m
p
i
r
ic
al
in
s
ig
h
ts
f
o
r
d
esi
g
n
i
n
g
m
o
r
e
e
f
f
ec
t
iv
e
v
o
ca
ti
o
n
a
l
E
n
g
lis
h
c
u
r
r
ic
u
l
a.
T
h
is
t
ar
g
ete
d
a
p
p
r
o
ac
h
ad
d
r
es
s
es
a
cr
i
tic
al
g
a
p
in
VR
-
e
n
h
a
n
c
ed
l
an
g
u
a
g
e
l
ea
r
n
i
n
g
an
d
s
er
v
es
as
a
v
al
u
ab
le
g
u
i
d
e
f
o
r
ed
u
ca
t
o
r
s
,
p
o
lic
y
m
a
k
e
r
s
,
a
n
d
r
esea
r
ch
er
s
i
n
o
p
t
im
i
zin
g
VR
’
s
r
o
le
i
n
v
o
c
ati
o
n
al
e
d
u
ca
ti
o
n
.
6.
C
O
NCLU
SI
O
N
T
h
e
s
t
u
d
y
p
r
o
v
i
d
e
s
a
n
o
v
e
r
v
i
ew
o
f
t
h
e
c
u
r
r
e
n
t
s
t
a
t
e
o
f
V
R
r
es
e
a
r
c
h
i
n
E
n
g
l
is
h
e
d
u
c
a
ti
o
n
i
n
v
o
c
a
t
i
o
n
a
l
c
o
l
l
e
g
e
s
t
h
r
o
u
g
h
a
b
i
b
l
i
o
m
e
t
r
ic
a
n
a
l
y
s
i
s
o
f
li
t
e
r
at
u
r
e
d
a
t
a
f
r
o
m
t
h
e
W
o
S
d
a
t
a
b
as
e
.
T
h
e
r
es
u
l
ts
s
h
o
w
t
h
at
a
n
i
n
c
r
e
a
s
i
n
g
r
e
s
e
a
r
c
h
t
r
e
n
d
o
n
V
R
a
p
p
l
i
c
a
ti
o
n
s
i
n
E
n
g
l
i
s
h
e
d
u
ca
t
i
o
n
.
A
n
a
l
y
s
is
o
f
p
u
b
l
i
s
h
e
d
c
o
u
n
t
r
i
e
s
r
e
v
e
a
l
e
d
t
h
a
t
C
h
i
n
a
a
s
t
h
e
m
o
s
t
p
r
o
d
u
c
t
i
v
e
c
o
u
n
t
r
y
.
I
n
f
l
u
e
n
c
e
d
b
y
c
o
n
v
e
r
g
e
n
c
e
o
f
r
e
s
e
a
r
c
h
c
o
l
l
a
b
o
r
a
t
i
o
n
s
w
i
t
h
i
n
c
o
u
n
t
r
i
e
s
,
t
h
e
m
o
s
t
p
r
o
d
u
c
t
i
v
e
i
n
s
t
i
t
u
ti
o
n
s
a
n
d
i
n
f
l
u
e
n
t
i
a
l
a
u
t
h
o
r
s
a
r
e
l
ar
g
e
l
y
f
r
o
m
C
h
i
n
a
.
T
h
e
c
o
-
o
c
c
u
r
r
e
n
c
e
o
f
k
e
y
w
o
r
d
s
a
n
a
l
y
z
a
t
i
o
n
i
n
d
i
c
at
e
s
t
h
at
t
h
e
r
e
s
e
a
r
c
h
c
e
n
t
e
r
e
d
m
o
r
e
o
n
V
R
a
p
p
l
i
c
a
t
i
o
n
i
n
e
d
u
c
a
t
i
o
n
as
i
t
s
’
p
o
s
i
t
i
v
e
i
m
p
a
c
t
o
n
e
l
i
m
i
n
a
te
c
o
g
n
i
t
i
v
e
l
o
a
d
,
s
t
i
m
u
l
a
t
e
l
ea
r
n
i
n
g
i
n
t
e
r
es
ts
,
c
u
l
ti
v
a
t
e
c
r
e
a
ti
v
i
t
y
a
n
d
e
n
r
i
c
h
l
e
a
r
n
i
n
g
m
e
t
h
o
d
s
.
T
h
e
d
i
f
f
e
r
e
n
t
r
e
s
e
a
r
c
h
t
r
e
n
d
o
f
r
e
s
ea
r
c
h
o
n
VR
i
m
p
le
m
e
n
t
a
ti
o
n
is
r
e
f
l
e
c
t
e
d
t
h
r
o
u
g
h
o
v
e
r
l
a
y
v
is
u
a
l
i
z
a
ti
o
n
.
R
e
s
ea
r
c
h
t
o
p
i
c
s
h
a
v
e
s
h
i
f
t
e
d
f
r
o
m
e
m
p
l
o
y
i
n
g
V
R
f
e
at
u
r
e
s
t
o
i
n
t
e
g
r
at
i
n
g
V
R
f
o
r
i
m
p
r
o
v
e
d
e
d
u
c
a
t
i
o
n
a
l
o
u
t
c
o
m
e
.
H
o
w
e
v
e
r
,
t
h
e
f
o
c
u
s
o
n
VR
r
es
e
a
r
c
h
is
h
a
s
o
n
l
y
i
n
c
r
e
as
e
d
wi
t
h
o
u
t
g
u
i
d
i
n
g
r
e
s
e
a
r
c
h
s
u
g
g
es
t
i
o
n
s
.
T
h
e
r
e
f
o
r
e
,
t
h
is
s
t
u
d
y
e
x
p
e
c
t
e
d
t
h
a
t
m
o
r
e
p
a
p
e
r
s
c
o
u
ld
b
e
c
o
m
i
n
g
o
u
t
i
n
t
h
e
f
u
t
u
r
e
wi
t
h
s
u
g
g
e
s
t
e
d
f
u
t
u
r
e
r
e
s
ea
r
c
h
d
ir
e
c
t
i
o
n
s
.
Desp
ite
ad
v
an
ce
m
en
ts
,
th
e
r
e
ar
e
s
o
m
e
d
ir
ec
tio
n
s
wo
r
th
y
f
o
r
f
u
r
th
e
r
r
esear
ch
.
Fo
r
i
n
s
tan
ce
,
a
co
m
p
r
eh
e
n
s
iv
e
u
n
d
er
s
tan
d
i
n
g
o
f
VR
ap
p
licatio
n
i
n
v
o
ca
tio
n
al
ed
u
ca
tio
n
is
n
ee
d
ed
,
s
in
ce
t
h
e
r
esear
ch
in
s
u
ch
co
n
tex
t
is
r
elativ
e
lim
ited
.
Me
an
wh
ile,
a
m
o
r
e
in
-
d
e
p
th
s
tu
d
ies
f
r
o
m
E
n
g
lis
h
e
d
u
ca
tio
n
p
e
r
s
p
ec
tiv
e
wo
u
ld
b
e
m
ea
n
in
g
f
u
l.
T
h
er
ef
o
r
e,
f
u
tu
r
e
r
esear
ch
ca
n
f
o
c
u
s
o
n
f
illi
n
g
r
esear
ch
g
ap
s
ad
v
an
ce
th
e
f
ield
o
f
VR
ad
o
p
tio
n
in
b
o
th
E
n
g
lis
h
ed
u
ca
tio
n
an
d
v
o
ca
tio
n
al
ed
u
ca
tio
n
.
Fin
ally
,
th
e
r
esear
ch
p
r
o
v
id
es
in
s
ig
h
ts
f
o
r
p
o
licy
m
a
k
er
s
,
ed
u
ca
to
r
s
,
lear
n
er
s
an
d
h
o
ld
p
o
ten
tial
to
p
lay
a
r
o
le
in
p
r
o
m
o
tin
g
E
n
g
lis
h
ed
u
ca
tio
n
o
r
v
o
ca
tio
n
al
ed
u
ca
tio
n
d
ev
elo
p
m
e
n
t.
T
h
e
lim
itatio
n
s
ar
e
also
s
h
o
wn
in
th
is
s
tu
d
y
.
T
h
e
s
o
u
r
ce
o
f
d
ata
is
d
er
iv
ed
f
r
o
m
W
o
S
an
d
o
n
ly
E
n
g
lis
h
ac
ad
em
ic
jo
u
r
n
als
ar
e
in
clu
d
ed
.
T
h
u
s
,
ar
ticles
in
o
th
er
lan
g
u
a
g
e,
co
n
f
er
en
ce
p
ap
er
s
an
d
o
th
er
ty
p
es
o
f
wo
r
k
s
ca
n
n
o
t
b
e
a
n
aly
ze
d
.
Fu
r
th
er
,
t
h
e
d
atab
ase
ca
n
ex
t
en
d
th
e
s
co
p
e,
lik
e
Sco
p
u
s
an
d
Go
o
g
le
Sch
o
lar
.
W
h
ile
VOSv
iewe
r
was
u
s
ed
f
o
r
th
e
b
i
b
lio
m
etr
ic
an
aly
s
is
,
o
t
h
er
to
o
ls
s
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RE
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NC
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[
1
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A
mi
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2
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Fro
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3
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.
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,
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4
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T.
M
.
W
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a
n
d
M
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-
L.
P
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N
g
,
“
V
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& T
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[
5
]
M
.
O
z
e
r
a
n
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M
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P
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,
“
D
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a
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6
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.
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[
7
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O
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Tr
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8
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,
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Pr
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[
9
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