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I
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UCT
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O
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Ar
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cia
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t
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p
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lo
b
a
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ed
u
ca
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io
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al
p
ar
ad
i
g
m
s
[
1
]
.
Vi
et
n
a
m
ese
h
i
g
h
e
r
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d
u
ca
t
i
o
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l
an
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u
a
g
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ed
u
ca
ti
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[
2
]
.
C
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u
ag
e
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n
s
t
r
u
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is
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r
a
p
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w
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i
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d
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li
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r
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r
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ac
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d
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p
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am
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[
3
]
.
V
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u
a
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d
lin
g
u
is
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s
is
ca
p
ab
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[
4
]
,
[
5
]
.
C
h
atGPT
h
as
d
em
o
n
s
tr
ated
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em
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k
ab
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p
ab
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en
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co
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tex
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ap
p
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ca
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co
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f
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a
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s
u
p
p
o
r
tin
g
ad
ap
tiv
e
lear
n
in
g
p
ath
way
s
[
6
]
.
Ho
wev
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,
im
p
lem
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n
tatio
n
with
in
Vietn
am
ese
ed
u
ca
tio
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an
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ag
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tr
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s
in
ter
ac
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AI
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n
ce
d
lear
n
i
n
g
s
y
s
tem
s
[
7
]
–
[
9
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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I
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m
e
n
t
a
ti
o
n
b
a
r
r
i
e
r
s
a
n
d
f
a
c
i
l
it
a
t
o
r
s
,
s
p
e
c
i
f
i
c
a
ll
y
e
x
p
l
o
r
i
n
g
:
i
)
V
i
et
n
a
m
e
s
e
s
t
u
d
e
n
ts
’
c
r
o
s
s
-
d
is
c
i
p
li
n
a
r
y
p
er
ce
p
tio
n
s
o
f
C
h
atGPT
’
s
ef
f
ec
tiv
en
ess
f
o
r
C
h
in
ese
lan
g
u
a
g
e
lear
n
in
g
;
ii
)
r
elatio
n
s
h
i
p
s
b
etwe
en
AI
liter
ac
y
lev
els
an
d
lear
n
in
g
o
u
tco
m
es
;
iii
)
p
ed
ag
o
g
ical
ch
allen
g
es
in
s
tr
u
cto
r
s
en
co
u
n
te
r
wh
en
in
t
eg
r
atin
g
C
h
atGPT
in
to
d
is
cip
lin
ar
y
-
s
p
ec
if
ic
cu
r
r
icu
la
;
an
d
iv
)
s
y
s
tem
atic
d
e
v
elo
p
m
en
t
o
f
h
u
m
an
-
AI
i
n
ter
ac
tiv
e
n
eg
o
tiatio
n
co
m
p
eten
c
e
(
HAI
NC
)
to
o
p
ti
m
ize
ed
u
ca
tio
n
al
o
u
tc
o
m
es.
B
y
p
r
o
v
i
d
in
g
em
p
ir
ical
ev
id
en
c
e
f
r
o
m
Vietn
am
ese
ed
u
ca
tio
n
al
c
o
n
tex
ts
,
t
h
i
s
r
e
s
ea
r
c
h
c
o
n
t
r
i
b
u
t
e
s
p
r
a
c
ti
c
a
l
i
n
s
i
g
h
t
s
f
o
r
e
d
u
c
a
t
o
r
s
,
a
d
m
i
n
is
t
r
a
t
o
r
s
,
a
n
d
p
o
l
i
c
y
m
a
k
e
r
s
n
av
ig
atin
g
AI
in
teg
r
atio
n
ch
al
len
g
es wh
ile
m
ain
tain
in
g
p
ed
a
g
o
g
ical
q
u
ality
an
d
d
is
cip
lin
ar
y
au
th
en
ticity
.
2.
RE
S
E
ARCH
M
E
T
H
O
D
2
.
1
.
Resea
rc
h desi
g
n
T
h
is
s
tu
d
y
em
p
l
o
y
ed
a
co
n
c
u
r
r
en
t
m
i
x
ed
-
m
et
h
o
d
s
d
esig
n
,
in
teg
r
atin
g
q
u
a
n
titativ
e
s
u
r
v
ey
s
with
q
u
alitativ
e
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iews
to
co
m
p
r
e
h
en
s
iv
ely
ex
am
in
e
C
h
atGPT
in
teg
r
ati
o
n
in
Vietn
am
ese
C
h
in
ese
lan
g
u
ag
e
e
d
u
ca
tio
n
[
1
0
]
.
T
h
is
ap
p
r
o
ac
h
en
ab
led
tr
ian
g
u
latio
n
o
f
f
in
d
in
g
s
,
p
r
o
v
i
d
in
g
b
o
th
s
tatis
tical
ev
id
en
ce
o
f
ef
f
ec
tiv
e
n
ess
p
atter
n
s
an
d
n
u
an
ce
d
u
n
d
er
s
tan
d
i
n
g
o
f
im
p
lem
en
tatio
n
ch
allen
g
es
ac
r
o
s
s
d
iv
e
r
s
e
in
s
titu
tio
n
al
an
d
d
is
cip
lin
ar
y
co
n
tex
ts
[
1
1
]
.
Data
co
llectio
n
o
cc
u
r
r
ed
b
etwe
en
Sep
tem
b
er
2
0
2
4
an
d
Feb
r
u
a
r
y
2
0
2
5
,
allo
win
g
p
ar
ticip
an
ts
to
d
ev
elo
p
s
u
b
s
tan
tiv
e
ex
p
er
ie
n
c
e
with
AI
-
en
h
an
ce
d
lear
n
i
n
g
s
y
s
tem
s
.
2
.
2
.
P
a
rt
icipa
nts a
nd
s
a
m
pli
ng
T
h
e
s
tu
d
y
in
v
o
lv
ed
3
5
0
Viet
n
am
ese
s
tu
d
en
ts
en
r
o
lled
in
C
h
in
ese
lan
g
u
ag
e
p
r
o
g
r
am
s
a
cr
o
s
s
th
r
ee
u
n
iv
er
s
ities
,
s
elec
ted
th
r
o
u
g
h
s
tr
atif
ied
r
an
d
o
m
s
am
p
lin
g
:
1
2
0
f
r
o
m
C
an
T
h
o
Un
iv
er
s
it
y
o
f
Me
d
icin
e
an
d
Ph
ar
m
ac
y
(
T
r
ad
itio
n
al
C
h
in
ese
m
ed
icin
e)
,
1
4
0
f
r
o
m
FP
T
Un
iv
er
s
ity
C
an
T
h
o
(
tr
an
s
latio
n
s
tu
d
ies),
an
d
9
0
f
r
o
m
Do
n
g
T
h
ap
Un
iv
er
s
ity
(
g
en
er
al
C
h
in
ese)
,
with
p
ar
tici
p
an
t
d
is
tr
ib
u
tio
n
in
clu
d
in
g
1
4
7
b
eg
i
n
n
er
s
(
4
2
%),
1
3
3
in
ter
m
e
d
iate
(
3
8
%),
a
n
d
7
0
ad
v
a
n
ce
d
s
tu
d
en
ts
(
2
0
%)
.
Stu
d
en
t
p
ar
ticip
an
ts
r
an
g
ed
in
ag
e
f
r
o
m
1
8
to
2
2
y
ea
r
s
(
M=
1
9
.
8
,
SD=1
.
3
)
,
with
2
1
7
f
em
ales
(
6
2
%)
an
d
1
3
3
m
ales
(
3
8
%),
an
d
all
h
a
d
u
tili
ze
d
C
h
atGPT
f
o
r
m
in
im
u
m
t
h
r
ee
m
o
n
th
s
p
r
io
r
t
o
d
ata
c
o
llectio
n
.
A
d
d
itio
n
ally
,
4
5
C
h
in
ese
lan
g
u
ag
e
i
n
s
tr
u
cto
r
s
p
ar
ticip
ated
in
q
u
alitativ
e
in
ter
v
iews,
in
clu
d
in
g
3
5
Vietn
am
ese
in
s
tr
u
cto
r
s
(
7
8
%)
an
d
1
0
n
ati
v
e
C
h
in
ese
s
p
ea
k
er
s
(
2
2
%),
with
teac
h
in
g
ex
p
er
ien
ce
r
a
n
g
in
g
f
r
o
m
3
t
o
1
8
y
ea
r
s
(
M=
8
.
2
,
SD=4
.
1
)
.
2
.
3
.
Resea
rc
h ins
t
rum
ent
s
2
.
3
.
1
.
Q
ua
ntit
a
t
i
v
e
s
urv
ey
ins
t
rum
ent
A
co
m
p
r
e
h
en
s
iv
e
4
8
-
item
s
u
r
v
ey
in
s
tr
u
m
en
t
was
d
e
v
elo
p
e
d
in
co
r
p
o
r
atin
g
v
alid
ated
s
ca
l
es
ad
ap
ted
f
r
o
m
estab
lis
h
ed
tech
n
o
lo
g
y
ac
ce
p
tan
ce
m
o
d
els
[
1
2
]
,
lear
n
in
g
m
o
tiv
atio
n
in
v
e
n
to
r
ies
[
1
3
]
,
an
d
AI
liter
ac
y
ass
es
s
m
en
t
f
r
am
ewo
r
k
s
[
1
4
]
.
T
h
er
e
wer
e
s
ix
p
r
im
ar
y
s
ec
tio
n
s
:
d
em
o
g
r
ap
h
ic
i
n
f
o
r
m
atio
n
(
8
item
s
)
,
AI
u
s
ag
e
p
atter
n
s
(
6
item
s
)
,
p
er
ce
iv
e
d
C
h
atGPT
ef
f
ec
tiv
en
ess
(
1
2
item
s
,
5
-
p
o
in
t
L
ik
er
t
s
ca
le)
,
lear
n
in
g
m
o
tiv
atio
n
(
1
0
item
s
)
,
AI
liter
ac
y
s
elf
-
ass
ess
m
en
t
(
8
item
s
)
,
an
d
co
n
ce
r
n
s
/ch
allen
g
es
(
4
o
p
en
-
en
d
ed
item
s
)
.
T
h
e
in
s
tr
u
m
e
n
t
was
tr
a
n
s
lated
in
to
Vietn
am
ese
f
o
llo
win
g
f
o
r
war
d
-
b
ac
k
war
d
tr
an
s
latio
n
p
r
o
ce
d
u
r
es
with
in
d
ep
en
d
en
t
v
er
if
icatio
n
b
y
b
ilin
g
u
al
ed
u
ca
tio
n
ex
p
e
r
ts
,
an
d
p
ilo
t
test
in
g
with
3
0
s
tu
d
en
ts
r
esu
lted
in
m
in
o
r
r
ev
is
io
n
s
f
o
r
clar
ity
.
R
eliab
ilit
y
an
aly
s
is
r
ev
ea
led
ac
ce
p
tab
le
in
ter
n
al
co
n
s
is
ten
cy
with
C
r
o
n
b
ac
h
’
s
α
co
ef
f
icien
ts
r
an
g
in
g
f
r
o
m
0
.
8
2
to
0
.
9
1
ac
r
o
s
s
s
u
b
s
ca
les
(
o
v
er
all
α
=
0
.
8
9
)
,
t
h
o
u
g
h
co
n
s
tr
u
ct
v
alid
ity
th
r
o
u
g
h
f
ac
to
r
an
aly
s
is
was n
o
t p
er
f
o
r
m
ed
.
2
.
3
.
2
.
Q
ua
lita
t
iv
e
inte
rv
iew
pro
t
o
co
l
Sem
i
-
s
tr
u
ctu
r
ed
in
ter
v
iew
p
r
o
to
co
ls
wer
e
d
e
v
elo
p
ed
b
ase
d
o
n
th
e
HAI
NC
f
r
am
ewo
r
k
[
1
5
]
an
d
r
e
f
l
e
c
t
i
v
e
p
r
a
ct
i
c
e
m
o
d
e
ls
[
1
6
]
.
T
h
e
p
r
o
t
o
c
o
l
i
n
c
l
u
d
e
d
c
o
r
e
q
u
e
s
t
i
o
n
s
a
d
d
r
e
s
s
i
n
g
:
i
n
s
t
r
u
c
t
o
r
ex
p
e
r
i
e
n
c
e
s
wi
t
h
A
I
i
n
t
e
g
r
a
t
i
o
n
,
p
e
r
c
e
i
v
e
d
b
e
n
e
f
i
ts
a
n
d
l
i
m
i
t
a
ti
o
n
s
,
s
t
r
a
t
e
g
ie
s
f
o
r
d
i
s
c
i
p
li
n
e
-
s
p
e
ci
f
i
c
i
m
p
le
m
e
n
t
at
i
o
n
,
q
u
a
l
i
t
y
c
o
n
t
r
o
l
ap
p
r
o
ac
h
es,
s
tu
d
en
t
in
ter
ac
tio
n
p
atter
n
s
,
an
d
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
n
ee
d
s
.
I
n
ter
v
iews
wer
e
co
n
d
u
cted
i
n
Vietn
am
ese,
au
d
io
-
r
ec
o
r
d
ed
with
p
ar
ticip
an
t
co
n
s
en
t,
an
d
ty
p
ically
last
ed
4
5
-
6
0
m
in
u
t
es.
I
n
ter
v
iew
g
u
id
es
allo
wed
f
lex
ib
ilit
y
f
o
r
p
r
o
b
in
g
em
er
g
in
g
th
em
es wh
ile
m
ain
t
ain
in
g
co
n
s
is
ten
cy
ac
r
o
s
s
p
ar
ticip
an
ts
.
2
.
4
.
Da
t
a
c
o
llect
io
n pro
ce
du
re
s
Qu
an
titativ
e
d
ata
co
llectio
n
u
tili
ze
d
o
n
lin
e
s
u
r
v
ey
d
is
t
r
ib
u
tio
n
th
r
o
u
g
h
in
s
titu
tio
n
a
l
lear
n
in
g
m
an
ag
em
en
t
s
y
s
tem
s
with
in
s
titu
tio
n
al
r
ev
iew
b
o
ar
d
ap
p
r
o
v
al
f
r
o
m
all
p
ar
ticip
atin
g
u
n
iv
er
s
ities
,
en
s
u
r
in
g
v
o
lu
n
tar
y
p
a
r
ticip
atio
n
with
in
f
o
r
m
e
d
co
n
s
en
t
p
r
o
ce
d
u
r
es
e
x
p
lain
in
g
r
esear
ch
p
u
r
p
o
s
es,
d
ata
co
n
f
id
en
tiality
,
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h
a
tGP
T in
teg
r
a
tio
n
in
C
h
in
e
s
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la
n
g
u
a
g
e
p
ed
a
g
o
g
y:
a
V
ietn
a
mese
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(
P
h
u
o
c
Ta
i Ng
u
ye
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1471
an
d
with
d
r
awa
l
r
ig
h
ts
,
ac
h
ie
v
in
g
8
7
%
r
esp
o
n
s
e
r
ate
th
r
o
u
g
h
f
o
llo
w
-
u
p
r
em
i
n
d
er
s
.
Qu
alitativ
e
in
ter
v
iews
wer
e
s
ch
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led
b
ased
o
n
in
s
tr
u
cto
r
av
ailab
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n
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u
cte
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ac
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to
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ac
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r
v
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v
id
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en
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g
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e
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en
d
i
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o
n
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ar
ticip
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t
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r
e
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er
en
ce
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with
p
u
r
p
o
s
iv
e
s
am
p
lin
g
en
s
u
r
i
n
g
r
ep
r
esen
tatio
n
ac
r
o
s
s
d
is
cip
lin
es,
ex
p
er
ien
ce
lev
els,
an
d
in
s
titu
tio
n
al
c
o
n
tex
ts
.
I
n
ter
v
iews
wer
e
tr
an
s
cr
ib
ed
v
er
b
atim
in
Vietn
am
ese,
with
s
elec
ted
q
u
o
tatio
n
s
tr
an
s
lated
in
to
E
n
g
l
is
h
b
y
b
ilin
g
u
al
r
esear
ch
er
s
f
o
r
p
u
b
licatio
n
p
u
r
p
o
s
es.
2
.
5
.
Da
t
a
a
na
ly
s
is
2
.
5
.
1
.
Q
ua
ntit
a
t
i
v
e
a
na
ly
s
is
Qu
an
titativ
e
d
ata
a
n
aly
s
is
e
m
p
lo
y
ed
SP
SS
2
8
.
0
s
o
f
twar
e
u
tili
zin
g
d
escr
ip
tiv
e
s
tatis
tics
(
m
ea
n
s
,
s
tan
d
ar
d
d
ev
iatio
n
s
,
f
r
eq
u
en
c
ies,
an
d
p
er
ce
n
ta
g
es),
in
f
er
e
n
tial
s
tati
s
tics
in
clu
d
in
g
o
n
e
-
way
ANOV
A
with
p
o
s
t
-
h
o
c
T
u
k
e
y
test
s
f
o
r
d
i
s
cip
lin
ar
y
g
r
o
u
p
co
m
p
ar
is
o
n
s
,
Pear
s
o
n
co
r
r
elatio
n
a
n
aly
s
is
f
o
r
ex
am
i
n
in
g
r
elatio
n
s
h
ip
s
am
o
n
g
k
e
y
v
a
r
iab
les,
an
d
m
u
ltip
le
r
eg
r
ess
io
n
m
o
d
elin
g
to
id
e
n
tify
p
r
e
d
icto
r
s
o
f
lea
r
n
in
g
ef
f
ec
tiv
en
ess
.
Prio
r
to
in
f
er
en
tial
an
aly
s
es,
as
s
u
m
p
tio
n
test
i
n
g
co
n
f
ir
m
ed
th
at
lear
n
in
g
ef
f
ec
tiv
en
ess
s
co
r
es
wer
e
ap
p
r
o
x
im
ately
n
o
r
m
ally
d
is
tr
ib
u
ted
ac
r
o
s
s
all
th
r
ee
d
is
cip
lin
ar
y
g
r
o
u
p
s
(
Sh
a
p
ir
o
-
W
ilk
test
s
:
p
>0
.
0
5
)
.
H
o
m
o
g
en
eity
o
f
v
ar
ian
ce
was
estab
lis
h
ed
(
L
ev
en
e
’
s
test
:
F(
2
,
3
4
7
)
=1
.
8
4
,
p
=0
.
1
6
)
,
r
esid
u
al
p
lo
ts
s
h
o
wed
n
o
s
y
s
tem
atic
p
atter
n
s
,
in
d
ep
e
n
d
en
ce
o
f
er
r
o
r
s
was
co
n
f
ir
m
ed
(
Du
r
b
in
-
W
atso
n
s
tatis
tic
d
=1
.
8
9
)
,
an
d
ab
s
en
ce
o
f
p
r
o
b
lem
atic
m
u
ltico
llin
ea
r
ity
am
o
n
g
p
r
ed
icto
r
s
was
estab
lis
h
ed
(
v
ar
ia
n
ce
in
f
latio
n
f
ac
to
r
(
VI
F
)
v
alu
es:
1
.
1
2
-
2
.
3
4
)
,
s
u
p
p
o
r
tin
g
th
e
v
ali
d
ity
o
f
p
ar
am
etr
ic
s
tatis
tical
p
r
o
ce
d
u
r
es e
m
p
lo
y
ed
in
th
is
s
tu
d
y
.
2
.
5
.
2
.
Q
ua
lita
t
iv
e
a
na
ly
s
is
Qu
alitativ
e
d
ata
u
n
d
er
wen
t th
em
atic
an
aly
s
is
f
o
llo
win
g
B
r
a
u
n
an
d
C
lar
k
e
[
1
7
]
s
ix
-
p
h
ase
f
r
am
ewo
r
k
:
f
am
iliar
izatio
n
with
d
ata,
g
e
n
er
atin
g
in
itial
co
d
es,
s
ea
r
ch
in
g
f
o
r
th
em
es,
r
e
v
iewin
g
th
em
es,
d
ef
in
in
g
an
d
n
am
in
g
th
em
es,
an
d
p
r
o
d
u
cin
g
th
e
r
ep
o
r
t.
T
wo
in
d
ep
en
d
en
t
co
d
er
s
p
er
f
o
r
m
ed
in
itial
co
d
i
n
g
u
s
in
g
NViv
o
1
2
s
o
f
twar
e,
ac
h
iev
in
g
in
ter
-
r
ate
r
r
eliab
ilit
y
o
f
κ=
0
.
8
3
.
Dis
ag
r
ee
m
en
ts
wer
e
r
eso
lv
e
d
th
r
o
u
g
h
d
is
cu
s
s
io
n
an
d
co
n
s
u
ltatio
n
with
th
e
r
esear
ch
team
.
T
h
em
es we
r
e
o
r
g
an
ized
h
ier
ar
ch
ically
,
with
p
r
im
ar
y
t
h
em
es r
ep
r
esen
tin
g
m
ajo
r
p
atter
n
s
an
d
s
u
b
-
t
h
em
es c
ap
tu
r
in
g
n
u
a
n
ce
d
v
a
r
iatio
n
s
with
in
b
r
o
ad
e
r
ca
teg
o
r
ies.
2
.
6
.
E
t
hica
l c
o
ns
idera
t
io
ns
T
h
is
r
esear
ch
a
d
h
er
ed
to
eth
i
ca
l
g
u
id
elin
es
estab
lis
h
ed
b
y
th
e
Vietn
am
Natio
n
al
Un
iv
er
s
ity
s
y
s
tem
an
d
in
ter
n
atio
n
al
r
esear
ch
s
tan
d
ar
d
s
.
Par
ticip
an
t
an
o
n
y
m
ity
was
m
ain
tain
ed
th
r
o
u
g
h
n
u
m
er
ical
co
d
i
n
g
s
y
s
tem
s
,
wi
th
id
en
tifia
b
le
in
f
o
r
m
atio
n
s
to
r
ed
s
ep
ar
ately
f
r
o
m
r
esear
ch
d
ata
in
p
ass
wo
r
d
-
p
r
o
tecte
d
f
iles
.
Par
ticip
an
ts
r
ec
eiv
ed
clea
r
in
f
o
r
m
atio
n
ab
o
u
t
v
o
lu
n
tar
y
p
ar
t
icip
atio
n
,
d
ata
u
s
ag
e,
an
d
p
u
b
licatio
n
in
ten
tio
n
s
.
T
h
e
s
tu
d
y
p
o
s
ed
m
in
im
al
r
is
k
to
p
ar
ticip
an
ts
,
with
p
o
ten
t
ial
b
en
ef
its
in
clu
d
in
g
e
n
h
an
c
ed
awa
r
en
ess
o
f
AI
in
teg
r
atio
n
s
tr
ateg
ies an
d
c
o
n
t
r
ib
u
tio
n
to
ed
u
ca
tio
n
al
r
esear
c
h
k
n
o
wled
g
e.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
Student
perc
ept
io
ns
o
f
Cha
t
G
P
T
ef
f
ec
t
iv
eness
Fo
r
p
er
ce
n
ta
g
e
-
b
ased
i
n
ter
p
r
etatio
n
s
,
r
esp
o
n
s
es
o
n
th
e
5
-
p
o
in
t
L
ik
e
r
t
s
ca
le
wer
e
d
ich
o
to
m
ized
:
“
ag
r
ee
”
an
d
“stro
n
g
ly
ag
r
ee
”
r
esp
o
n
s
es
wer
e
co
d
ed
as
in
d
ic
atin
g
im
p
r
o
v
em
en
t
o
r
p
o
s
itiv
e
p
er
ce
p
tio
n
.
Usi
n
g
th
is
co
d
in
g
s
ch
em
e,
7
8
.
3
%
(
2
7
4
o
f
3
5
0
)
o
f
s
tu
d
en
ts
r
ep
o
r
t
ed
im
p
r
o
v
e
d
lear
n
in
g
m
o
tiv
at
io
n
wh
en
u
tili
zin
g
C
h
atGPT
f
o
r
p
er
s
o
n
alize
d
C
h
in
ese
lan
g
u
ag
e
p
r
ac
tice,
th
o
u
g
h
s
ig
n
if
ican
t
d
is
cip
lin
ar
y
v
ar
iatio
n
s
em
er
g
e
d
th
r
o
u
g
h
o
n
e
-
way
ANOV
A,
F(2
,
3
4
7
)
=
1
5
.
8
,
p
<0
.
0
0
1
,
η
²=
0
.
0
8
3
,
with
tr
ad
itio
n
al
m
ed
icin
e
s
tu
d
en
ts
d
em
o
n
s
tr
atin
g
th
e
h
ig
h
est
p
o
s
itiv
e
p
er
ce
p
tio
n
r
ates
(
M=
4
.
3
,
SD=0
.
7
)
,
f
o
llo
wed
b
y
g
e
n
er
al
C
h
in
ese
s
tu
d
ies
s
tu
d
en
ts
(
M=
4
.
0
,
SD=0
.
9
)
,
a
n
d
tr
an
s
latio
n
s
tu
d
ies
s
tu
d
en
t
s
r
ep
o
r
tin
g
co
m
p
ar
ativ
ely
l
o
wer
r
atin
g
s
(
M=
3
.
7
,
SD=1
.
0
)
.
T
ab
le
1
p
r
esen
ts
co
m
p
r
eh
en
s
iv
e
c
o
m
p
ar
is
o
n
o
f
s
tu
d
en
t
p
er
ce
p
tio
n
s
ac
r
o
s
s
d
is
cip
lin
ar
y
co
n
te
x
ts
.
Feed
b
ac
k
q
u
ality
r
atin
g
s
d
em
o
n
s
tr
ated
s
im
ilar
p
atter
n
s
,
with
tr
ad
itio
n
al
m
ed
icin
e
s
tu
d
en
ts
r
atin
g
AI
-
g
en
er
ated
f
ee
d
b
ac
k
s
ig
n
if
ican
tly
h
ig
h
er
(
M=
4
.
2
,
SD=0
.
6
)
th
a
n
tr
an
s
latio
n
s
tu
d
ies
s
tu
d
en
ts
(
M=
3
.
6
,
SD=0
.
9
)
,
F(2
,
3
4
7
)
=1
9
.
3
,
p
<
0
.
0
0
1
,
lik
el
y
r
ef
lectin
g
th
at
tr
a
d
itio
n
al
m
ed
icin
e
cu
r
r
icu
la
e
m
p
h
asize
s
y
s
tem
atic
v
o
ca
b
u
lar
y
ac
q
u
is
itio
n
wh
er
e
AI
ex
ce
ls
in
p
r
o
v
id
in
g
co
n
s
is
ten
t
f
ee
d
b
ac
k
[
1
8
]
,
wh
ile
tr
an
s
latio
n
s
tu
d
ies
r
eq
u
ir
es n
u
a
n
ce
d
in
te
r
p
r
etatio
n
wh
er
e
cu
r
r
en
t A
I
lim
itatio
n
s
b
ec
o
m
e
m
o
r
e
ap
p
ar
en
t
[
1
9
]
.
R
eg
ar
d
in
g
s
p
ec
if
ic
AI
ap
p
lica
tio
n
s
,
8
2
.
1
%
o
f
s
tu
d
e
n
ts
v
alu
e
d
AI
-
g
en
e
r
ated
f
ee
d
b
ac
k
f
o
r
i
m
m
ed
iate
er
r
o
r
co
r
r
ec
tio
n
,
with
h
ig
h
ap
p
r
ec
iatio
n
f
o
r
p
r
o
n
u
n
ciatio
n
g
u
id
an
ce
(
8
7
.
4
%).
T
r
ad
itio
n
al
m
ed
icin
e
s
tu
d
en
ts
r
ep
o
r
ted
h
ig
h
er
s
atis
f
ac
tio
n
with
ter
m
in
o
lo
g
y
s
u
p
p
o
r
t
(
8
4
.
2
%)
th
a
n
tr
a
n
s
latio
n
s
tu
d
ie
s
s
tu
d
en
ts
(
7
9
.
6
%).
Desp
ite
p
o
s
itiv
e
p
er
ce
p
tio
n
s
,
6
4
.
7
%
e
x
p
r
ess
ed
c
o
n
ce
r
n
s
ab
o
u
t
r
e
d
u
ce
d
h
u
m
an
in
ter
ac
tio
n
,
with
t
r
an
s
latio
n
s
tu
d
ies
s
tu
d
en
ts
s
h
o
win
g
s
ig
n
if
ican
tly
h
ig
h
er
co
n
ce
r
n
(
7
2
.
1
%)
v
er
s
u
s
tr
ad
itio
n
al
m
ed
icin
e
s
tu
d
en
ts
(
5
8
.
3
%),
χ²=
1
8
.
9
,
p
<
0
.
0
0
1
,
r
e
v
ea
lin
g
ten
s
io
n
b
etwe
en
v
alu
in
g
AI
’
s
ac
ce
s
s
ib
ilit
y
wh
ile
r
ec
o
g
n
izin
g
ir
r
ep
lace
ab
le
h
u
m
an
elem
e
n
ts
[
2
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
.
15
,
No
.
2
,
Ap
r
il
20
2
6
:
1
4
6
9
-
1
4
7
7
1472
T
ab
le
1
.
Stu
d
e
n
t p
er
ce
p
tio
n
s
o
f
C
h
atGPT
ef
f
ec
tiv
en
ess
b
y
d
i
s
cip
lin
ar
y
b
ac
k
g
r
o
u
n
d
P
e
r
c
e
p
t
i
o
n
d
i
m
e
n
si
o
n
Tr
a
d
i
t
i
o
n
a
l
m
e
d
i
c
i
n
e
(
n
=
1
2
0
)
Tr
a
n
s
l
a
t
i
o
n
s
t
u
d
i
e
s
(
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=
1
4
0
)
G
e
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r
a
l
C
h
i
n
e
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e
(
n
=
9
0
)
O
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a
l
l
(
n
=
3
5
0
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F
-
st
a
t
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st
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v
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e
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a
t
i
o
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4
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3
±
0
.
7
3
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3
.
2
.
AI lit
er
a
cy
a
nd
lea
rning
ef
f
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t
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eness
co
rr
ela
t
io
n
Mu
ltip
le
r
eg
r
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aly
s
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tifie
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liter
ac
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ly
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h
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b
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th
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d
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’
ca
p
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to
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ter
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y
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tem
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ar
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n
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b
en
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d
er
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v
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f
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m
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esig
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at
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tim
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p
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t
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d
ca
n
n
o
t
estab
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ca
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s
al
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ip
s
.
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ile
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liter
ac
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o
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s
tr
ates
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t
h
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tifie
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ay
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e
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id
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tio
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ay
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tal
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h
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s
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tio
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ab
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3
p
r
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th
e
co
r
r
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m
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r
k
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wh
er
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ter
p
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allen
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s
lim
itatio
n
s
[
2
1
]
.
On
ly
3
4
%
o
f
s
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r
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ted
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ter
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ills
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tem
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ain
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p
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p
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ar
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r
ef
f
ec
tiv
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ed
u
ca
tio
n
al
AI
in
te
g
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n
[
2
2
]
.
T
ab
le
2
.
Mu
ltip
le
r
e
g
r
ess
io
n
a
n
aly
s
is
p
r
ed
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g
lear
n
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n
g
ef
f
ec
tiv
en
ess
P
r
e
d
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c
t
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Β
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t
p
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F
(
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n
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t
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1
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6
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3
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i
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n
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h
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M
o
d
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s
u
mm
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r
y
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²
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0
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4
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a
d
j
u
s
t
e
d
R
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4
4
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(
3
,
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4
6
)
=
9
4
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7
,
p
<
0
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0
0
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9
5
%
c
o
n
f
i
d
e
n
c
e
i
n
t
e
r
v
a
l
s
:
c
o
n
st
a
n
t
:
[
0
.
8
8
,
1
.
5
8
]
;
A
I
l
i
t
e
r
a
c
y
:
[
0
.
5
1
,
0
.
8
3
]
;
d
i
s
c
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p
l
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n
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y
b
a
c
k
g
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n
d
:
[
0
.
0
9
,
0
.
3
3
]
;
t
e
c
h
n
o
l
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g
y
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c
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e
p
t
a
n
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e
:
[
0
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4
,
0
.
3
2
]
N
o
t
e
:
β=s
t
a
n
d
a
r
d
i
z
e
d
r
e
g
r
e
ss
i
o
n
c
o
e
f
f
i
c
i
e
n
t
;
S
E=
st
a
n
d
a
r
d
e
r
r
o
r
;
V
I
F
=
v
a
r
i
a
n
c
e
i
n
f
l
a
t
i
o
n
f
a
c
t
o
r
.
A
l
l
V
I
F
v
a
l
u
e
s
<
3
i
n
d
i
c
a
t
e
n
o
p
r
o
b
l
e
ma
t
i
c
m
u
l
t
i
c
o
l
l
i
n
e
a
r
i
t
y
.
T
ab
le
3
.
C
o
r
r
elatio
n
m
atr
ix
o
f
k
ey
v
ar
ia
b
les
V
a
r
i
a
b
l
e
1
2
3
4
5
6
1
.
A
I
l
i
t
e
r
a
c
y
—
2
.
Le
a
r
n
i
n
g
e
f
f
e
c
t
i
v
e
n
e
ss
0
.
6
7
*
*
*
—
3
.
D
i
sc
i
p
l
i
n
a
r
y
a
d
a
p
t
a
t
i
o
n
0
.
3
4
*
*
*
0
.
5
2
*
*
*
—
4
.
Te
c
h
n
o
l
o
g
y
a
c
c
e
p
t
a
n
c
e
0
.
5
8
*
*
*
0
.
6
1
*
*
*
0
.
4
1
*
*
*
—
5
.
H
u
ma
n
i
n
t
e
r
a
c
t
i
o
n
p
r
e
f
e
r
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n
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e
-
0
.
2
3
*
*
-
0
.
1
8
*
*
0
.
2
9
*
*
*
-
0
.
3
1
*
*
*
—
6
.
P
e
r
c
e
i
v
e
d
a
u
t
h
e
n
t
i
c
i
t
y
0
.
1
8
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*
0
.
4
4
*
*
*
0
.
5
6
*
*
*
0
.
3
5
*
*
*
0
.
2
2
*
*
—
N
o
t
e
:
*
*
*
p
<
0
.
0
0
1
,
*
*
p
<
0
.
0
1
3
.
3
.
I
ns
t
ruct
o
r
persp
ec
t
iv
es o
n im
plem
ent
a
t
io
n c
ha
lleng
e
s
Qu
alitativ
e
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aly
s
is
o
f
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s
tr
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r
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ter
v
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r
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s
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ar
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C
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ch
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e
m
o
s
t
p
r
o
m
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t
th
e
m
e,
m
en
tio
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b
y
9
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in
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AI
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n
d
m
ajo
r
th
em
e,
ar
tic
u
lated
b
y
8
2
%
o
f
in
s
tr
u
cto
r
s
,
co
n
ce
r
n
ed
d
is
cip
lin
ar
y
s
p
ec
if
icity
in
AI
-
g
e
n
er
at
ed
co
n
ten
t,
with
T
r
ad
itio
n
al
Me
d
icin
e
in
s
tr
u
cto
r
s
ex
p
r
ess
in
g
co
n
ce
r
n
s
a
b
o
u
t
ac
c
u
r
ac
y
i
n
s
p
ec
ialized
m
ed
ical
t
er
m
in
o
lo
g
y
a
n
d
cu
ltu
r
al
-
m
e
d
i
ca
l
co
n
ce
p
ts
,
wh
ile
T
r
an
s
latio
n
Stu
d
ies
in
s
tr
u
cto
r
s
em
p
h
asized
AI
lim
itatio
n
s
in
ca
p
tu
r
i
n
g
n
u
an
ce
d
m
ea
n
in
g
d
if
f
e
r
en
ce
s
an
d
cu
ltu
r
al
co
n
n
o
tatio
n
s
ess
en
tial f
o
r
p
r
o
f
ess
io
n
al
tr
an
s
latio
n
c
o
m
p
eten
ce
.
Ad
d
itio
n
al
th
em
es
in
clu
d
e
d
q
u
ality
co
n
tr
o
l
ch
allen
g
es
(
7
4
%
o
f
in
s
tr
u
cto
r
s
r
ep
o
r
tin
g
o
cc
asio
n
al
in
ac
cu
r
ac
ies
r
eq
u
i
r
in
g
i
n
s
tr
u
cto
r
in
ter
v
en
tio
n
)
,
in
s
titu
tio
n
al
s
u
p
p
o
r
t
g
ap
s
(
6
8
%
n
o
tin
g
i
n
s
u
f
f
icien
t
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t
o
p
p
o
r
tu
n
ities
,
lack
o
f
clea
r
eth
ical
g
u
id
elin
es,
an
d
lim
ited
tech
n
ical
in
f
r
astru
ctu
r
e)
,
an
d
s
tu
d
e
n
t
d
e
p
en
d
e
n
cy
r
is
k
s
(
5
7
%
ex
p
r
ess
in
g
c
o
n
ce
r
n
s
ab
o
u
t
o
v
er
-
r
elian
ce
u
n
d
er
m
in
in
g
in
d
ep
en
d
en
t
p
r
o
b
lem
-
s
o
lv
in
g
ca
p
a
b
ilit
ies
e
s
s
en
tial
f
o
r
lo
n
g
-
ter
m
lan
g
u
ag
e
p
r
o
f
icien
cy
)
.
I
n
s
tr
u
ct
o
r
s
d
escr
ib
ed
d
ev
el
o
p
in
g
v
ar
io
u
s
q
u
ality
ass
u
r
an
c
e
s
tr
at
eg
ies
in
clu
d
in
g
p
r
e
-
s
cr
ee
n
in
g
AI
co
n
te
n
t,
teac
h
i
n
g
s
tu
d
en
ts
cr
itical
ev
alu
atio
n
f
r
am
ewo
r
k
s
f
o
r
id
en
tify
in
g
p
o
ten
tial
er
r
o
r
s
,
an
d
cr
ea
tin
g
h
y
b
r
id
a
p
p
r
o
ac
h
es
wh
er
e
AI
-
g
en
er
ated
m
ater
ials
u
n
d
er
g
o
h
u
m
an
ex
p
e
r
t
r
ev
iew
b
ef
o
r
e
class
r
o
o
m
in
te
g
r
atio
n
,
wh
ile
r
eq
u
esti
n
g
s
y
s
tem
atic
tr
ain
in
g
p
r
o
g
r
am
s
,
co
llab
o
r
ativ
e
lea
r
n
in
g
co
m
m
u
n
ities
f
o
r
s
h
ar
in
g
b
est
p
r
ac
tice
s
,
an
d
in
s
titu
tio
n
al
p
o
licies
cla
r
if
y
in
g
ap
p
r
o
p
r
iate
AI
ap
p
licatio
n
s
in
ed
u
ca
tio
n
al
co
n
tex
ts
.
3
.
4
.
Dis
ciplin
a
ry
a
da
pta
t
io
n
pa
t
t
er
ns
An
aly
s
is
r
ev
ea
led
s
ig
n
if
ican
t
d
if
f
er
en
ce
s
in
h
o
w
s
tu
d
e
n
ts
ac
r
o
s
s
d
is
cip
lin
ar
y
b
ac
k
g
r
o
u
n
d
s
ad
ap
ted
C
h
atGPT
f
o
r
th
eir
s
p
ec
if
ic
le
ar
n
in
g
n
ee
d
s
.
T
r
a
d
itio
n
al
m
e
d
icin
e
s
tu
d
en
ts
d
em
o
n
s
tr
ated
s
ig
n
if
ican
tly
h
ig
h
e
r
p
r
ef
er
en
ce
f
o
r
u
s
in
g
AI
f
o
r
s
tr
u
ctu
r
ed
v
o
ca
b
u
lar
y
ac
q
u
is
itio
n
(
8
3
%)
co
m
p
ar
ed
to
tr
a
n
s
latio
n
s
tu
d
ies
s
tu
d
en
ts
(
5
8
%),
χ²=
2
3
.
4
,
p
<0
.
0
0
1
.
W
h
ile
tr
an
s
latio
n
s
tu
d
ies
s
tu
d
e
n
ts
s
h
o
wed
s
ig
n
if
ica
n
tly
h
i
g
h
er
p
r
ef
er
e
n
ce
f
o
r
cr
ea
tiv
e
lan
g
u
a
g
e
p
r
o
d
u
ctio
n
task
s
an
d
co
m
p
a
r
ativ
e
lin
g
u
is
tic
an
aly
s
is
(
7
4
%)
co
m
p
a
r
ed
to
tr
a
d
itio
n
al
m
ed
ici
n
e
s
tu
d
en
ts
(
4
7
%),
χ²=
1
9
.
8
,
p
<0
.
0
0
1
,
r
e
f
lectin
g
th
eir
p
r
o
f
ess
io
n
’
s
r
eq
u
ir
e
m
en
ts
f
o
r
f
lex
ib
le
lan
g
u
a
g
e
m
an
ip
u
latio
n
an
d
cr
ea
tiv
e
p
r
o
b
lem
-
s
o
lv
in
g
.
T
ab
le
4
illu
s
tr
a
tes
th
e
d
is
tr
ib
u
tio
n
o
f
s
tu
d
en
t
co
n
ce
r
n
s
a
b
o
u
t
AI
in
teg
r
atio
n
ac
r
o
s
s
d
is
cip
lin
ar
y
co
n
tex
ts
.
R
ed
u
ce
d
h
u
m
an
i
n
ter
ac
tio
n
em
er
g
ed
as
th
e
p
r
ed
o
m
in
an
t
c
o
n
ce
r
n
ac
r
o
s
s
all
d
is
cip
lin
es
(
6
4
.
7
%
o
v
er
all)
,
with
tr
a
n
s
latio
n
s
tu
d
ies
s
tu
d
en
ts
ex
p
r
ess
in
g
h
ig
h
est
co
n
ce
r
n
lev
els
(
7
2
.
1
%),
f
o
llo
wed
b
y
g
e
n
er
a
l
C
h
in
ese
s
tu
d
ies
(
6
2
.
2
%),
a
n
d
tr
ad
itio
n
al
m
e
d
icin
e
s
tu
d
e
n
ts
(
5
8
.
3
%),
lik
ely
r
e
f
l
e
c
t
i
n
g
v
a
r
y
i
n
g
d
e
g
r
e
es
t
o
wh
i
c
h
d
i
f
f
e
r
e
n
t
d
is
c
i
p
l
i
n
es
r
eq
u
ir
e
h
u
m
an
m
en
to
r
s
h
i
p
.
T
r
an
s
la
tio
n
wo
r
k
d
e
m
an
d
s
ex
ten
s
iv
e
h
u
m
an
g
u
id
a
n
ce
f
o
r
m
aster
in
g
n
u
an
ce
d
c
u
ltu
r
al
an
d
c
o
n
tex
tu
al
ju
d
g
m
e
n
t,
wh
ile
m
ed
ical
ter
m
in
o
lo
g
y
ac
q
u
is
itio
n
can
be
m
o
r
e
ef
f
ec
tiv
ely
s
u
p
p
o
r
ted
t
h
r
o
u
g
h
co
n
s
is
ten
t
AI
-
g
en
er
ated
p
r
ac
tice
ex
e
r
cises
.
Dis
cip
lin
ar
y
au
th
en
ticity
c
o
n
ce
r
n
s
s
h
o
wed
m
o
d
e
r
ate
v
ar
i
atio
n
,
with
tr
a
n
s
latio
n
s
tu
d
ie
s
s
tu
d
en
ts
ex
p
r
ess
in
g
h
ig
h
est
co
n
ce
r
n
s
(
5
8
.
6
%)
co
m
p
ar
ed
to
tr
ad
itio
n
al
m
ed
icin
e
(
4
5
.
8
%)
an
d
g
en
e
r
al
C
h
in
ese
s
tu
d
en
ts
(
5
0
.
0
%),
th
o
u
g
h
d
if
f
er
en
ce
s
ap
p
r
o
ac
h
ed
r
at
h
er
th
a
n
ac
h
iev
ed
s
tatis
tical
s
ig
n
if
ican
ce
(
χ²=
5
.
2
,
p
=0
.
0
7
)
.
T
r
ad
itio
n
al
m
ed
icin
e
s
tu
d
e
n
t
s
d
em
o
n
s
tr
ated
g
r
ea
ter
ac
ce
p
tan
ce
o
f
AI
t
u
to
r
in
g
w
h
en
s
y
s
tem
s
p
r
o
v
id
ed
s
y
s
tem
atic,
h
ier
ar
ch
ical
lear
n
i
n
g
s
u
p
p
o
r
t,
v
al
u
in
g
AI
’
s
ca
p
a
b
ilit
y
to
g
en
er
ate
u
n
lim
ited
p
r
ac
tice
ex
er
cises
f
o
r
v
o
ca
b
u
lar
y
r
ein
f
o
r
ce
m
en
t
an
d
co
n
s
is
ten
t
ter
m
in
o
lo
g
y
f
ee
d
b
ac
k
.
C
o
n
v
er
s
ely
,
tr
an
s
latio
n
s
tu
d
ies
s
tu
d
en
ts
,
wh
ile
ap
p
r
ec
iatin
g
AI
’
s
f
le
x
ib
ilit
y
f
o
r
ex
p
l
o
r
in
g
m
u
ltip
le
lin
g
u
is
tic
in
ter
p
r
etatio
n
s
,
ex
p
r
ess
ed
g
r
ea
ter
r
eser
v
atio
n
s
ab
o
u
t
AI
p
o
ten
tia
lly
s
tan
d
ar
d
izin
g
th
eir
cr
ea
tiv
e
tr
an
s
latio
n
p
r
o
ce
s
s
es
an
d
r
ed
u
cin
g
ex
p
o
s
u
r
e
to
d
iv
er
s
e
h
u
m
a
n
tr
an
s
latio
n
a
p
p
r
o
ac
h
es e
s
s
en
tial f
o
r
d
e
v
elo
p
i
n
g
p
r
o
f
ess
io
n
al
ju
d
g
m
en
t.
T
ab
le
4
.
Dis
tr
ib
u
tio
n
o
f
s
tu
d
e
n
t c
o
n
ce
r
n
s
ab
o
u
t A
I
in
teg
r
ati
o
n
b
y
d
is
cip
lin
ar
y
b
ac
k
g
r
o
u
n
d
C
o
n
c
e
r
n
c
a
t
e
g
o
r
y
Tr
a
d
i
t
i
o
n
a
l
m
e
d
i
c
i
n
e
Tr
a
n
s
l
a
t
i
o
n
st
u
d
i
e
s
G
e
n
e
r
a
l
C
h
i
n
e
s
e
O
v
e
r
a
l
l
S
t
a
t
i
st
i
c
a
l
t
e
s
t
R
e
d
u
c
e
d
h
u
ma
n
i
n
t
e
r
a
c
t
i
o
n
5
8
.
3
%
(
7
0
/
1
2
0
)
7
2
.
1
%
(
1
0
1
/
1
4
0
)
6
2
.
2
%
(
5
6
/
9
0
)
6
4
.
7
%
(
2
2
7
/
3
5
0
)
χ
²=8
.
9
,
p
=
0
.
0
1
D
i
sci
p
l
i
n
a
r
y
a
u
t
h
e
n
t
i
c
i
t
y
4
5
.
8
%
(
5
5
/
1
2
0
)
5
8
.
6
%
(
8
2
/
1
4
0
)
5
0
.
0
%
(
4
5
/
9
0
)
5
1
.
8
%
(
1
8
2
/
3
5
0
)
χ
²=5
.
2
,
p
=
0
.
0
7
Te
c
h
n
i
c
a
l
a
c
c
u
r
a
c
y
5
4
.
2
%
(
6
5
/
1
2
0
)
4
4
.
3
%
(
6
2
/
1
4
0
)
4
6
.
7
%
(
4
2
/
9
0
)
4
8
.
3
%
(
1
6
9
/
3
5
0
)
χ
²=3
.
1
,
p
=
0
.
2
1
O
v
e
r
-
d
e
p
e
n
d
e
n
c
e
R
i
s
k
4
0
.
8
%
(
4
9
/
1
2
0
)
4
5
.
0
%
(
6
3
/
1
4
0
)
4
3
.
3
%
(
3
9
/
9
0
)
4
3
.
2
%
(
1
5
1
/
3
5
0
)
χ
²=0
.
6
,
p
=
0
.
7
4
3
.
5
.
I
m
pli
ca
t
i
o
ns
f
o
r
Viet
na
m
ese
hig
her
educa
t
io
n a
nd
t
heo
re
t
ica
l c
o
ntr
ibu
t
io
ns
T
h
e
f
in
d
in
g
t
h
at
7
8
.
3
%
o
f
Vietn
am
ese
s
tu
d
en
ts
r
ep
o
r
te
d
im
p
r
o
v
ed
lear
n
in
g
m
o
tiv
ati
o
n
th
r
o
u
g
h
C
h
atGPT
in
teg
r
atio
n
d
e
m
o
n
s
tr
ates
s
u
b
s
tan
tial
p
o
ten
tial
f
o
r
AI
-
e
n
h
an
ce
d
p
er
s
o
n
alize
d
lear
n
in
g
s
y
s
tem
s
.
W
h
ile
th
e
s
tr
o
n
g
co
r
r
elatio
n
b
etwe
en
AI
liter
ac
y
an
d
lear
n
in
g
e
f
f
ec
tiv
en
ess
(
r
=
0
.
6
7
,
p
<0
.
0
0
1
)
r
ev
ea
ls
th
at
tech
n
o
lo
g
y
ac
ce
p
tan
ce
m
o
d
el
s
m
u
s
t
b
e
ex
p
an
d
ed
to
in
clu
d
e
AI
liter
ac
y
as
a
cr
it
ical
m
ed
iatin
g
v
ar
iab
le
[
2
3
]
.
T
h
e
s
ig
n
if
ican
t
d
is
cip
lin
ar
y
v
ar
iatio
n
s
—
with
tr
ad
itio
n
al
m
ed
ic
in
e
s
tu
d
e
n
ts
s
h
o
win
g
h
ig
h
er
ac
ce
p
tan
ce
(
M=
4
.
3
)
co
m
p
ar
ed
to
tr
a
n
s
latio
n
s
tu
d
ies
s
tu
d
en
ts
(
M=
3
.
7
)
—
ex
ten
d
d
if
f
u
s
io
n
o
f
in
n
o
v
atio
n
s
th
e
o
r
y
b
y
d
em
o
n
s
tr
atin
g
t
h
at
d
is
cip
lin
ar
y
ep
is
tem
o
lo
g
ies
s
ig
n
if
ica
n
tly
m
o
d
e
r
ate
in
n
o
v
atio
n
a
d
o
p
tio
n
r
ates
[
2
4
]
.
T
h
e
p
ar
ad
o
x
o
f
s
tu
d
e
n
ts
v
alu
in
g
AI
f
ee
d
b
ac
k
wh
ile
s
im
u
ltan
eo
u
s
ly
ex
p
r
ess
in
g
s
tr
o
n
g
h
u
m
an
in
ter
ac
tio
n
Evaluation Warning : The document was created with Spire.PDF for Python.
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J
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,
Vo
l
.
15
,
No
.
2
,
Ap
r
il
20
2
6
:
1
4
6
9
-
1
4
7
7
1474
n
ee
d
s
(
6
4
.
7
%)
r
e
p
r
esen
ts
a
f
u
n
d
am
en
tal
d
esig
n
ch
allen
g
e,
s
u
g
g
esti
n
g
ef
f
ec
tiv
e
im
p
lem
en
tatio
n
s
m
u
s
t
co
n
ce
p
tu
alize
AI
as
co
llab
o
r
a
tiv
e
p
ar
tn
er
en
h
an
cin
g
h
u
m
a
n
in
s
tr
u
ctio
n
r
ath
er
th
a
n
au
to
n
o
m
o
u
s
r
ep
lace
m
e
n
t
s
y
s
tem
,
alig
n
in
g
with
Vy
g
o
ts
k
y
’
s
s
o
cial
co
n
s
tr
u
ctiv
is
t
f
r
am
ewo
r
k
[
2
5
]
.
Qu
ality
co
n
ce
r
n
s
r
eg
a
r
d
in
g
d
is
cip
lin
ar
y
au
th
e
n
ticity
(
5
1
.
8
%
o
f
s
tu
d
e
n
ts
)
h
ig
h
lig
h
t
ch
allen
g
es
in
m
ain
tain
in
g
ac
ad
em
ic
r
ig
o
r
,
n
ec
ess
itatin
g
d
ev
elo
p
m
e
n
t
o
f
d
o
m
ain
-
s
p
ec
if
ic
AI
tr
ai
n
in
g
m
et
h
o
d
o
lo
g
ies,
r
o
b
u
s
t
q
u
ality
ass
u
r
an
ce
m
ec
h
an
is
m
s
,
an
d
clea
r
g
u
id
eli
n
es d
elin
ea
tin
g
ap
p
r
o
p
r
iate
AI
ap
p
licatio
n
s
[
2
6
]
.
T
h
e
cr
itical
n
ee
d
f
o
r
HAI
NC
d
ev
elo
p
m
e
n
t
id
e
n
tifie
d
b
y
9
1
%
o
f
i
n
s
tr
u
cto
r
s
r
e
v
ea
ls
s
u
b
s
tan
tial
g
ap
s
in
cu
r
r
e
n
t
Vietn
am
ese
p
r
o
f
ess
io
n
al
d
e
v
elo
p
m
e
n
t
p
r
o
g
r
a
m
s
wh
ile
co
n
tr
ib
u
tin
g
n
ew
th
e
o
r
eti
ca
l
f
r
am
ewo
r
k
s
f
o
r
u
n
d
er
s
tan
d
i
n
g
ed
u
ca
to
r
co
m
p
eten
cies
in
AI
-
m
ed
iated
teac
h
in
g
co
n
tex
ts
.
E
f
f
ec
tiv
e
AI
i
n
teg
r
atio
n
r
e
q
u
ir
es
ed
u
ca
to
r
s
to
d
ev
elo
p
s
o
p
h
is
ticated
co
m
p
eten
cies
ex
ten
d
i
n
g
b
ey
o
n
d
tr
ad
itio
n
al
T
PA
C
K
f
r
am
ewo
r
k
s
to
en
co
m
p
ass
AI
-
s
p
ec
if
ic
ca
p
a
b
ilit
ies
in
clu
d
in
g
p
r
o
m
p
t
en
g
i
n
ee
r
in
g
s
k
ills
,
cr
itical
ev
alu
a
tio
n
o
f
AI
o
u
tp
u
ts
,
s
tr
ateg
ies
f
o
r
in
teg
r
atin
g
AI
-
g
en
er
ated
co
n
ten
t
with
in
c
u
ltu
r
ally
ap
p
r
o
p
r
iate
lear
n
in
g
ex
p
er
ien
ce
s
,
a
n
d
f
r
am
ewo
r
k
s
f
o
r
m
ain
tain
i
n
g
p
ed
a
g
o
g
ical
au
th
o
r
ity
wh
il
e
lev
er
ag
i
n
g
A
I
ass
is
tan
ce
[
2
7
]
.
Vietn
am
ese
u
n
iv
er
s
ities
m
u
s
t
estab
lis
h
co
m
p
r
eh
e
n
s
iv
e
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t
in
itiativ
es
th
r
o
u
g
h
wo
r
k
s
h
o
p
s
,
co
llab
o
r
ativ
e
lear
n
in
g
c
o
m
m
u
n
ities
,
an
d
o
n
g
o
i
n
g
s
u
p
p
o
r
t
s
y
s
tem
s
,
em
p
h
asizin
g
n
o
t
m
er
ely
tech
n
ical
AI
o
p
er
atio
n
b
u
t
d
ee
p
er
p
ed
a
g
o
g
ical
q
u
esti
o
n
s
ab
o
u
t
wh
en
,
h
o
w,
a
n
d
wh
y
to
i
n
teg
r
ate
AI
with
in
s
p
ec
if
ic
d
is
cip
lin
ar
y
co
n
te
x
ts
wh
ile
m
ain
tain
in
g
ed
u
ca
tio
n
al
q
u
ality
[
2
8
]
.
3
.
6
.
L
im
it
a
t
io
ns
Sev
er
al
lim
itatio
n
s
s
h
o
u
ld
b
e
ac
k
n
o
wled
g
ed
.
First,
wh
ile
in
ter
n
al
co
n
s
is
ten
cy
r
eliab
ilit
y
was
ass
es
s
ed
th
r
o
u
g
h
C
r
o
n
b
ac
h
’
s
alp
h
a
co
ef
f
icien
ts
(
r
an
g
in
g
f
r
o
m
0
.
8
2
to
0
.
9
1
)
,
co
n
s
tr
u
c
t
v
alid
ity
was
n
o
t
f
o
r
m
ally
estab
lis
h
ed
th
r
o
u
g
h
f
ac
to
r
an
aly
s
is
.
T
h
e
th
eo
r
et
ical
s
tr
u
ctu
r
e
o
f
th
e
AI
liter
ac
y
s
ca
le,
lear
n
in
g
ef
f
ec
tiv
en
ess
d
im
en
s
io
n
s
,
an
d
tech
n
o
lo
g
y
ac
ce
p
ta
n
ce
co
n
s
tr
u
cts
wer
e
n
o
t
em
p
ir
icall
y
v
alid
ated
th
r
o
u
g
h
ex
p
lo
r
ato
r
y
o
r
co
n
f
ir
m
ato
r
y
f
ac
to
r
an
aly
s
is
.
Fu
tu
r
e
r
esear
ch
s
h
o
u
ld
em
p
lo
y
E
FA
an
d
C
FA
to
v
alid
ate
th
e
m
ea
s
u
r
em
en
t
s
tr
u
ctu
r
e
o
f
th
ese
co
n
s
tr
u
cts
with
in
Vietn
am
ese
ed
u
ca
tio
n
al
co
n
tex
ts
,
en
s
u
r
in
g
th
at
t
h
e
in
s
tr
u
m
en
ts
ad
eq
u
ately
ca
p
tu
r
e
th
e
in
ten
d
e
d
th
eo
r
etica
l
d
im
en
s
io
n
s
.
Seco
n
d
,
th
is
cr
o
s
s
-
s
ec
tio
n
al
d
esig
n
ex
am
in
es
ass
o
ciatio
n
s
at
a
s
in
g
le
tim
e
p
o
in
t
an
d
ca
n
n
o
t
estab
lis
h
ca
u
s
al
r
elatio
n
s
h
ip
s
.
W
h
ile
AI
liter
ac
y
d
em
o
n
s
tr
ates
s
tr
o
n
g
ass
o
ciatio
n
s
with
lear
n
in
g
ef
f
ec
tiv
en
ess
(
r
=0
.
6
7
)
,
we
ca
n
n
o
t
in
f
er
ca
u
s
ality
,
as
r
elatio
n
s
h
ip
s
m
ay
b
e
b
id
ir
ec
tio
n
al
o
r
in
f
lu
en
ce
d
b
y
u
n
m
ea
s
u
r
ed
f
ac
to
r
s
.
L
o
n
g
itu
d
i
n
al
o
r
ex
p
er
im
en
tal
d
esig
n
s
wo
u
l
d
b
e
n
ec
ess
ar
y
to
estab
lis
h
ca
u
s
al
d
ir
ec
tio
n
.
T
h
ir
d
,
th
e
s
tu
d
y
’
s
r
elian
ce
o
n
s
elf
-
r
ep
o
r
ted
m
ea
s
u
r
es
m
ay
in
tr
o
d
u
ce
r
esp
o
n
s
e
b
ias
an
d
s
o
cial
d
esira
b
ilit
y
e
f
f
ec
ts
,
p
ar
ticu
lar
ly
r
eg
ar
d
in
g
AI
liter
ac
y
s
elf
-
ass
es
s
m
en
t
an
d
tech
n
o
lo
g
y
a
cc
ep
tan
ce
p
er
ce
p
tio
n
s
.
Fu
tu
r
e
r
esear
ch
s
h
o
u
l
d
in
co
r
p
o
r
ate
o
b
jectiv
e
p
er
f
o
r
m
an
ce
m
ea
s
u
r
es a
lo
n
g
s
id
e
s
elf
-
r
ep
o
r
t in
s
tr
u
m
e
n
ts
to
tr
ian
g
u
lat
e
f
in
d
in
g
s
.
3
.
7
.
Co
ntr
ibu
t
io
n t
o
k
no
wle
dg
e
a
nd
f
uture
re
s
ea
rc
h dire
ct
io
ns
T
h
is
r
esear
ch
m
ak
es
s
ev
er
al
d
is
tin
ctiv
e
co
n
tr
ib
u
tio
n
s
to
ed
u
ca
tio
n
al
tech
n
o
lo
g
y
an
d
lan
g
u
ag
e
p
ed
ag
o
g
y
.
First,
it
p
r
o
v
id
es
em
p
ir
ical
e
v
id
en
ce
f
r
o
m
Vietn
am
ese
ed
u
ca
tio
n
al
c
o
n
tex
ts
—
s
ig
n
if
ican
tly
u
n
d
er
r
ep
r
esen
ted
i
n
in
ter
n
atio
n
al
liter
atu
r
e
—
d
em
o
n
s
tr
atin
g
h
o
w
c
u
ltu
r
al,
i
n
s
titu
tio
n
al,
an
d
d
is
cip
lin
ar
y
f
ac
to
r
s
in
f
lu
e
n
ce
AI
i
n
teg
r
a
tio
n
ef
f
ec
tiv
e
n
ess
[
2
9
]
.
Seco
n
d
,
it
in
tr
o
d
u
ce
s
an
d
v
ali
d
ates
d
is
cip
lin
ar
y
m
o
d
er
atio
n
ef
f
ec
ts
,
d
em
o
n
s
tr
atin
g
th
at
ac
a
d
em
ic
d
is
cip
lin
es
with
d
if
f
er
e
n
t
ep
is
tem
o
l
o
g
ical
f
o
u
n
d
atio
n
s
ex
h
ib
it
s
y
s
tem
atica
lly
d
if
f
er
e
n
t
AI
ad
o
p
tio
n
p
atter
n
s
,
ch
al
len
g
in
g
ass
u
m
p
tio
n
s
o
f
u
n
if
o
r
m
im
p
lem
en
tatio
n
[
3
0
]
.
T
h
ir
d
,
it
o
p
e
r
atio
n
aliz
es
th
e
HAI
NC
f
r
am
ewo
r
k
,
id
en
tify
in
g
th
at
9
1
%
o
f
in
s
tr
u
cto
r
s
r
ec
o
g
n
ize
d
ev
elo
p
m
e
n
t
n
ee
d
s
wh
ile
o
n
l
y
3
4
%
o
f
s
tu
d
e
n
ts
r
ep
o
r
t
co
n
f
id
en
ce
,
q
u
an
tify
i
n
g
cr
itical
p
r
ep
ar
atio
n
g
ap
s
[
1
5
]
.
Fo
u
r
th
,
it
d
em
o
n
s
tr
ates
th
at
AI
liter
ac
y
f
u
n
ctio
n
s
as
a
cr
itical
m
ed
iatin
g
v
ar
iab
le
(
r
=
0
.
6
7
,
ex
p
lain
in
g
4
5
%
o
f
v
ar
ian
ce
)
,
s
u
g
g
esti
n
g
co
n
tem
p
o
r
ar
y
f
r
a
m
ewo
r
k
s
m
u
s
t
in
co
r
p
o
r
ate
liter
ac
y
d
im
en
s
io
n
s
[
1
4
]
.
Fifth
,
it
p
r
o
v
id
es
em
p
ir
ical
ev
id
e
n
ce
f
o
r
th
e
co
m
p
lem
en
tar
ity
p
r
in
cip
le,
s
h
o
win
g
th
at
6
4
.
7
%
o
f
s
tu
d
e
n
ts
ex
p
r
ess
s
tr
o
n
g
h
u
m
a
n
in
ter
ac
tio
n
n
ee
d
s
d
esp
ite
v
alu
i
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[
2
5
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,
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3
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].
Fu
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3
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[
33
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J.
D
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:
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.
[
34
]
L.
E
.
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.
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.
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a
sse
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