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ted
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ter
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a
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rd
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l
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h
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ll
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o
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ra
ti
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n
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ra
ti
v
e
AI
in
to
h
i
g
h
e
r
e
d
u
c
a
ti
o
n
.
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is
stu
d
y
p
ro
v
id
e
s
th
e
first
q
u
a
n
ti
tativ
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m
p
iri
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a
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id
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n
c
e
o
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ti
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s
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d
o
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ig
h
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c
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ti
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n
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u
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rtan
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m
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tera
c
y
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th
ica
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g
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id
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s,
a
n
d
c
rit
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th
in
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in
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stra
teg
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to
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v
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rsity
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la t
o
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si
b
le an
d
e
ffe
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AI ad
o
p
ti
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K
ey
w
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r
d
s
:
Aca
d
em
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in
teg
r
ity
Ar
tific
ial
in
tellig
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ce
C
h
atGPT
C
r
itical
th
in
k
in
g
Hig
h
er
ed
u
ca
tio
n
L
ea
r
n
in
g
tec
h
n
o
lo
g
y
Stu
d
en
t p
er
ce
p
tio
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T
h
is i
s
a
n
o
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n
a
c
c
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ss
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rticle
u
n
d
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r th
e
CC B
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SA
li
c
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n
se
.
C
o
r
r
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s
p
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A
uth
o
r
:
Mu
h
am
m
ad
Am
i
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Dep
ar
tm
en
t o
f
E
lectr
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E
n
g
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d
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ca
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lty
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Neg
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m
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.
ac
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id
1.
I
NT
RO
D
UCT
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O
N
I
n
th
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last
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ew
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ad
es,
t
h
e
r
ap
id
ad
v
a
n
ce
m
en
t
o
f
ar
tifi
cial
in
tellig
en
ce
(
AI
)
h
as
s
ig
n
if
ican
tly
r
esh
ap
ed
m
an
y
s
ec
to
r
s
o
f
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u
m
an
life
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ed
u
ca
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n
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ei
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g
o
n
e
o
f
th
e
m
o
s
t
im
p
ac
ted
f
ield
s
[
1
]
,
[
2
]
.
AI
tech
n
o
lo
g
ies
ar
e
n
o
w
ca
p
ab
le
o
f
p
er
f
o
r
m
in
g
c
o
m
p
l
ex
co
g
n
itiv
e
task
s
s
u
ch
as
d
ata
an
aly
s
is
,
p
atter
n
r
ec
o
g
n
itio
n
,
d
ec
is
io
n
-
m
ak
in
g
,
a
n
d
lear
n
in
g
,
task
s
th
at
wer
e
tr
ad
itio
n
ally
co
n
f
in
ed
to
h
u
m
an
in
tellig
en
ce
[
3
]
,
[
4
]
.
I
n
ed
u
ca
ti
o
n
al
co
n
tex
ts
,
AI
h
as in
tr
o
d
u
c
ed
tr
an
s
f
o
r
m
ativ
e
ch
a
n
g
es b
y
en
h
an
cin
g
lear
n
in
g
ef
f
icien
cy
,
b
r
o
a
d
en
in
g
ac
ce
s
s
to
ed
u
ca
tio
n
al
o
p
p
o
r
tu
n
ities
,
an
d
p
er
s
o
n
alizin
g
lear
n
i
n
g
ex
p
er
ien
ce
s
to
f
it
in
d
iv
id
u
al
s
tu
d
en
t
p
r
o
f
iles
[
5
]
,
[
6
]
.
Fu
r
th
er
m
o
r
e,
AI
h
as
co
n
tr
ib
u
ted
t
o
th
e
d
esig
n
o
f
ad
ap
tiv
e
lear
n
in
g
s
y
s
tem
s
an
d
in
tellig
en
t
tu
to
r
in
g
ap
p
licatio
n
s
,
wh
ic
h
d
y
n
am
ically
ad
ju
s
t
co
n
ten
t
d
eliv
er
y
ac
co
r
d
in
g
to
s
tu
d
en
ts
’
lear
n
in
g
p
r
o
g
r
ess
[
7
]
,
[
8
]
.
On
e
o
f
th
e
m
o
s
t
wid
ely
r
ec
o
g
n
ized
ap
p
licatio
n
s
o
f
AI
in
e
d
u
ca
tio
n
to
d
a
y
is
th
e
C
h
atGPT
[
9
]
,
[
1
0
]
.
As
an
AI
-
b
ased
co
n
v
er
s
atio
n
al
ag
en
t,
C
h
atGPT
h
as
d
em
o
n
s
tr
ated
r
em
ar
k
ab
le
ab
ilit
ies
to
u
n
d
er
s
tan
d
a
n
d
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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I
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N:
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8
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3
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A
s
s
es
s
in
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s
tu
d
en
t p
ers
p
ec
tives o
n
C
h
a
tGP
T
in
h
ig
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d
u
c
a
tio
n
:
a
q
u
a
n
tita
tive
a
n
a
lysi
s
(
Mu
h
a
mma
d
A
min
)
1063
g
en
er
ate
h
u
m
an
-
lik
e
r
esp
o
n
s
es
ac
r
o
s
s
d
iv
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s
e
d
o
m
ai
n
s
[
1
1
]
.
W
ith
in
h
ig
h
er
ed
u
ca
tio
n
,
s
tu
d
en
ts
in
cr
ea
s
in
g
ly
u
tili
ze
C
h
atG
PT
f
o
r
a
v
ar
iety
o
f
ac
ad
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ic
ac
tiv
ities
,
in
clu
d
in
g
clar
if
y
in
g
co
m
p
lex
co
n
c
ep
ts
,
ass
i
s
tin
g
with
wr
itin
g
ass
ig
n
m
en
ts
,
g
en
er
atin
g
r
esear
ch
id
ea
s
,
s
u
m
m
ar
izin
g
ar
ticles,
an
d
s
u
p
p
o
r
tin
g
d
ata
an
aly
s
is
task
s
[
1
2
]
,
[
1
3
]
.
T
h
e
ac
ce
s
s
ib
ilit
y
o
f
C
h
atGPT
,
co
m
b
in
ed
with
its
ab
ilit
y
to
p
r
o
v
id
e
in
s
tan
t
f
ee
d
b
ac
k
an
d
s
tr
u
ctu
r
e
d
ex
p
lan
atio
n
s
,
h
as
m
ad
e
it
a
v
alu
ab
le
to
o
l
f
o
r
s
elf
-
d
ir
ec
te
d
lear
n
in
g
an
d
ac
ad
e
m
ic
s
u
p
p
o
r
t.
Ho
we
v
er
,
t
h
e
wid
esp
r
ea
d
ad
o
p
tio
n
o
f
AI
-
p
o
wer
ed
to
o
ls
lik
e
C
h
atGPT
also
r
aises
cr
itical
co
n
ce
r
n
s
r
e
g
ar
d
in
g
th
eir
in
f
lu
en
ce
o
n
f
u
n
d
am
en
tal
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a
d
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ic
co
m
p
eten
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A
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r
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war
n
s
th
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o
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o
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AI
m
a
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im
in
is
h
s
tu
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en
ts
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ilit
ies
in
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th
in
k
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g
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cr
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tiv
ity
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an
d
in
d
e
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en
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n
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r
o
b
lem
-
s
o
l
v
in
g
s
k
ills
th
at
ar
e
ess
en
tial
f
o
r
lo
n
g
-
ter
m
ac
ad
e
m
ic
an
d
p
r
o
f
ess
io
n
al
s
u
cc
ess
[
1
4
]
.
Fu
r
th
er
m
o
r
e,
th
e
ea
s
e
with
wh
ich
AI
ca
n
p
r
o
d
u
ce
co
m
p
r
e
h
en
s
iv
e
r
esp
o
n
s
es in
tr
o
d
u
ce
s
th
e
r
is
k
o
f
ac
ad
em
ic
m
is
co
n
d
u
ct,
s
u
ch
as p
lag
iar
is
m
,
s
u
p
er
f
icial
lear
n
in
g
,
a
n
d
t
h
e
er
o
s
io
n
o
f
o
r
ig
in
al
th
o
u
g
h
t
[
1
5
]
.
T
h
ese
is
s
u
es
h
ig
h
lig
h
t
th
e
u
r
g
en
t
n
ee
d
f
o
r
ed
u
c
atio
n
al
in
s
titu
tio
n
s
to
ad
d
r
ess
n
o
t
o
n
ly
h
o
w
AI
is
in
teg
r
ated
in
to
l
ea
r
n
in
g
en
v
ir
o
n
m
en
ts
,
b
u
t
also
h
o
w
s
tu
d
en
ts
ar
e
g
u
id
ed
i
n
u
s
in
g
th
ese
tech
n
o
lo
g
ies r
esp
o
n
s
ib
ly
an
d
eth
ically
[
1
6
]
.
Mo
r
eo
v
er
,
th
e
p
ar
ad
ig
m
s
h
i
f
ts
f
r
o
m
tr
ad
itio
n
al,
in
s
tr
u
ct
o
r
-
ce
n
ter
e
d
lear
n
in
g
to
A
I
-
m
ed
iated
,
lear
n
er
-
ce
n
ter
e
d
e
n
v
ir
o
n
m
en
t
s
d
em
an
d
s
t
h
at
s
tu
d
en
ts
a
d
a
p
t
to
n
ew
m
o
d
es
o
f
k
n
o
wle
d
g
e
ac
q
u
is
itio
n
an
d
en
g
ag
em
e
n
t
[
1
7
]
.
Stu
d
en
ts
ar
e
n
o
w
r
eq
u
i
r
ed
t
o
b
e
m
o
r
e
s
elf
-
r
eg
u
lated
,
cr
itical,
a
n
d
d
ig
itally
liter
ate
[
1
8
]
.
W
h
ile
th
e
p
o
ten
tial
o
f
AI
to
au
g
m
en
t
lear
n
in
g
is
u
n
d
en
ia
b
le,
its
r
esp
o
n
s
ib
le
an
d
ef
f
ec
tiv
e
u
s
e
h
in
g
es
o
n
s
tu
d
en
ts
’
ab
ilit
y
to
cr
itically
ass
es
s
,
ev
alu
ate,
an
d
eth
ic
ally
ap
p
ly
th
e
in
f
o
r
m
atio
n
g
en
er
ated
b
y
th
ese
s
y
s
tem
s
[
1
9
]
.
T
h
u
s
,
f
o
s
ter
in
g
d
ig
ital
liter
ac
y
an
d
eth
ical
awa
r
en
ess
b
ec
o
m
es
p
ar
am
o
u
n
t
in
p
r
ep
ar
in
g
s
tu
d
en
ts
f
o
r
a
n
in
cr
ea
s
in
g
ly
AI
-
d
r
iv
e
n
wo
r
ld
[
2
0
]
.
Desp
ite
th
e
r
ec
o
g
n
ized
im
p
o
r
tan
ce
o
f
th
ese
c
h
allen
g
es,
em
p
ir
ical
s
tu
d
ies
th
at
s
p
ec
if
ically
ex
p
lo
r
e
s
tu
d
en
ts
’
p
er
ce
p
tio
n
s
an
d
ex
p
er
ien
ce
s
with
C
h
atGPT
in
h
ig
h
er
e
d
u
ca
tio
n
r
em
ain
s
ca
r
ce
[
2
1
]
.
Mu
ch
o
f
t
h
e
ex
is
tin
g
r
esear
ch
h
as
f
o
cu
s
ed
o
n
th
e
g
e
n
er
al
a
d
v
an
ta
g
es
o
f
AI
tech
n
o
lo
g
ies
o
r
th
e
tech
n
ical
d
ev
el
o
p
m
en
t
o
f
AI
m
o
d
els,
r
ath
e
r
th
an
ex
a
m
in
in
g
h
o
w
s
tu
d
en
ts
in
ter
ac
t
with
,
b
en
ef
it
f
r
o
m
,
an
d
ar
e
ch
allen
g
ed
b
y
AI
to
o
ls
with
in
th
eir
lear
n
in
g
p
r
o
ce
s
s
es
[
2
2
]
.
Un
d
er
s
tan
d
in
g
s
tu
d
en
ts
’
p
er
ce
p
tio
n
s
is
cr
u
cial
b
ec
a
u
s
e
it
o
f
f
er
s
d
ir
ec
t
in
s
ig
h
t
i
n
to
h
o
w
t
h
ese
tech
n
o
lo
g
ies
ar
e
s
h
a
p
in
g
lear
n
in
g
b
e
h
av
io
r
s
,
ac
a
d
em
ic
ac
h
iev
em
en
t,
a
n
d
s
k
ill d
ev
el
o
p
m
en
t a
t th
e
g
r
ass
r
o
o
ts
lev
el
[
2
3
]
.
I
n
r
esp
o
n
s
e
to
th
is
r
esear
c
h
g
a
p
,
th
e
p
r
esen
t
s
tu
d
y
ai
m
s
to
in
v
esti
g
ate
u
n
iv
e
r
s
ity
s
tu
d
en
ts
’
p
er
ce
p
tio
n
s
r
eg
ar
d
i
n
g
t
h
e
u
s
e
o
f
C
h
atGPT
f
o
r
ac
ad
em
ic
p
u
r
p
o
s
es
[
2
4
]
.
T
h
r
o
u
g
h
a
q
u
an
tit
ativ
e
ap
p
r
o
ac
h
,
th
is
r
esear
ch
s
ee
k
s
to
ass
ess
th
e
ex
ten
t
to
wh
ic
h
s
tu
d
en
ts
u
s
e
C
h
atGPT
to
co
m
p
lete
ass
ig
n
m
en
ts
,
d
ee
p
en
th
eir
u
n
d
er
s
tan
d
i
n
g
o
f
ac
a
d
em
ic
co
n
ce
p
ts
,
an
d
p
r
e
p
ar
e
r
esear
ch
p
r
o
jects
[
2
5
]
.
Ad
d
itio
n
ally
,
th
e
s
tu
d
y
ex
p
lo
r
es
th
e
p
er
ce
iv
ed
im
p
ac
t
o
f
C
h
atGPT
u
s
ag
e
o
n
s
tu
d
en
ts
’
d
ev
elo
p
m
en
t
o
f
c
r
itical
s
k
ills
s
u
ch
as
an
aly
tical
th
in
k
in
g
,
cr
ea
tiv
ity
,
an
d
p
r
o
b
lem
-
s
o
lv
i
n
g
.
B
y
f
o
cu
s
in
g
o
n
th
e
u
s
er
s
’
ex
p
er
ien
ce
s
an
d
r
ef
lectio
n
s
,
th
is
s
tu
d
y
n
o
t
o
n
ly
co
n
tr
ib
u
tes
n
ew
em
p
ir
ical
in
s
ig
h
ts
b
u
t
also
p
r
o
p
o
s
es
s
tr
ateg
i
c
r
ec
o
m
m
en
d
atio
n
s
f
o
r
in
teg
r
atin
g
AI
to
o
ls
in
to
ed
u
ca
tio
n
al
p
r
ac
tices in
a
way
th
at
s
u
p
p
o
r
ts
co
g
n
itiv
e
g
r
o
wth
an
d
ac
ad
em
ic
in
teg
r
ity
.
Ultim
ately
,
th
e
f
in
d
in
g
s
ar
e
ex
p
ec
te
d
to
in
f
o
r
m
e
d
u
ca
to
r
s
,
p
o
licy
m
ak
er
s
,
an
d
d
ev
elo
p
er
s
i
n
d
esig
n
in
g
AI
-
en
h
an
ce
d
lear
n
in
g
en
v
ir
o
n
m
en
ts
th
at
m
ax
im
ize
e
d
u
ca
tio
n
al
b
e
n
ef
its
wh
ile
m
itig
atin
g
p
o
ten
tial d
r
awb
ac
k
s
.
2.
M
E
T
H
O
D
T
h
is
s
tu
d
y
em
p
lo
y
e
d
a
q
u
a
n
titativ
e
cr
o
s
s
-
s
ec
tio
n
al
s
u
r
v
ey
d
esig
n
to
ex
am
in
e
u
n
i
v
er
s
ity
s
tu
d
en
ts
’
p
er
ce
p
tio
n
s
o
f
C
h
atGPT
(
v
er
s
io
n
3
.
5
)
in
h
ig
h
er
ed
u
ca
tio
n
[
2
6
]
.
A
s
u
r
v
e
y
a
p
p
r
o
ac
h
was
s
elec
ted
as
it
en
a
b
les
th
e
s
y
s
tem
atic
co
llectio
n
o
f
s
tu
d
en
ts
’
attitu
d
es,
ex
p
er
ien
c
es,
an
d
ev
alu
atio
n
s
o
f
AI
-
b
a
s
ed
to
o
ls
u
s
ed
f
o
r
ac
ad
em
ic
p
u
r
p
o
s
es
[
2
7
]
.
Data
wer
e
co
llected
u
s
in
g
a
s
tr
u
ctu
r
ed
q
u
esti
o
n
n
ai
r
e
ad
a
p
te
d
f
r
o
m
p
r
ev
io
u
s
ly
v
alid
ated
in
s
tr
u
m
en
ts
in
v
esti
g
atin
g
s
tu
d
en
ts
’
p
er
ce
p
tio
n
s
o
f
C
h
atGPT
in
ed
u
ca
tio
n
al
co
n
tex
ts
.
T
h
e
q
u
esti
o
n
n
air
e
co
m
p
r
is
ed
2
4
item
s
r
ep
r
esen
tin
g
b
o
th
n
eg
ati
v
e
an
d
p
o
s
itiv
e
p
er
ce
p
tio
n
d
im
en
s
io
n
s
.
Neg
ativ
e
p
er
ce
p
tio
n
i
n
d
icato
r
s
ad
d
r
ess
ed
co
n
ce
r
n
s
r
elate
d
to
m
is
u
s
e,
ac
ad
em
ic
d
is
h
o
n
esty
,
o
v
er
r
elian
ce
,
r
eliab
ilit
y
o
f
in
f
o
r
m
atio
n
,
an
d
p
o
ten
tial
n
e
g
ativ
e
im
p
ac
ts
o
n
lear
n
in
g
.
P
o
s
itiv
e
p
er
ce
p
tio
n
in
d
icato
r
s
f
o
cu
s
ed
o
n
ea
s
e
o
f
u
s
e,
q
u
ality
a
n
d
clar
ity
o
f
r
e
s
p
o
n
s
es,
lear
n
in
g
m
o
tiv
atio
n
,
ef
f
icien
cy
,
in
ter
ac
tiv
ity
,
an
d
o
p
tim
is
m
to
war
d
C
h
atGPT
’
s
ed
u
ca
tio
n
al
p
o
ten
t
ial.
All
q
u
esti
o
n
n
air
e
item
s
,
th
eir
in
d
icato
r
s
,
a
n
d
c
o
r
r
esp
o
n
d
in
g
s
tatem
en
ts
ar
e
p
r
esen
te
d
in
T
ab
le
1
.
T
ab
le
1
p
r
esen
ts
all
q
u
esti
o
n
n
air
e
item
s
,
g
r
o
u
p
e
d
b
y
p
e
r
ce
p
tio
n
d
im
en
s
io
n
an
d
p
o
la
r
ity
(
p
o
s
itiv
e
an
d
n
eg
ativ
e)
.
R
esp
o
n
s
es
wer
e
m
ea
s
u
r
ed
u
s
in
g
a
5
-
p
o
in
t
L
i
k
er
t
s
ca
le
r
an
g
in
g
f
r
o
m
1
(
s
tr
o
n
g
ly
d
is
ag
r
ee
)
to
5
(
s
tr
o
n
g
ly
a
g
r
ee
)
[
2
8
]
.
Min
o
r
wo
r
d
in
g
m
o
d
if
icatio
n
s
we
r
e
m
ad
e
to
en
s
u
r
e
clar
ity
a
n
d
s
u
itab
ilit
y
f
o
r
t
h
e
h
ig
h
er
e
d
u
ca
tio
n
c
o
n
tex
t w
h
il
e
m
ain
tain
in
g
th
e
o
r
ig
i
n
al
co
n
s
tr
u
cts o
f
th
e
in
s
tr
u
m
en
t.
T
h
e
s
tu
d
y
p
o
p
u
latio
n
co
n
s
is
ted
o
f
u
n
d
er
g
r
ad
u
ate,
m
aster
’
s
,
an
d
d
o
cto
r
al
s
tu
d
e
n
ts
en
r
o
lled
a
t
Un
iv
er
s
itas
Neg
er
i
Me
d
an
.
Par
ticip
an
ts
wer
e
r
ec
r
u
ited
t
h
r
o
u
g
h
o
f
f
icial
ac
ad
em
ic
W
h
atsAp
p
g
r
o
u
p
s
b
y
d
is
tr
ib
u
tin
g
an
o
n
lin
e
s
u
r
v
ey
l
in
k
.
I
n
clu
s
io
n
c
r
iter
ia
r
eq
u
ir
e
d
p
ar
ticip
an
ts
to
b
e
ac
tiv
ely
en
r
o
lled
s
tu
d
en
ts
wh
o
h
ad
p
r
io
r
ex
p
e
r
ien
ce
u
s
in
g
C
h
atGPT
v
er
s
io
n
3
.
5
f
o
r
c
o
u
r
s
ewo
r
k
,
ass
ig
n
m
en
ts
,
o
r
ac
ad
em
ic
p
r
o
jects.
First
-
y
ea
r
u
n
d
er
g
r
a
d
u
ate
s
tu
d
en
ts
wer
e
e
x
clu
d
ed
d
u
e
to
lim
ited
ex
p
o
s
u
r
e
to
C
h
atG
PT
d
u
r
in
g
th
e
d
ata
co
llectio
n
p
er
io
d
.
A
to
tal
o
f
5
6
v
alid
r
esp
o
n
s
es
m
et
th
e
in
cl
u
s
io
n
cr
iter
ia
an
d
wer
e
in
cl
u
d
ed
in
th
e
an
aly
s
is
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
9
3
8
I
n
t J Ar
tif
I
n
tell
,
Vo
l.
1
5
,
No
.
2
,
Ap
r
il 2
0
2
6
:
10
62
-
10
70
1064
B
ef
o
r
e
co
m
p
letin
g
th
e
q
u
esti
o
n
n
air
e,
p
ar
ticip
an
ts
r
esp
o
n
d
e
d
to
a
s
cr
ee
n
i
n
g
q
u
esti
o
n
co
n
f
ir
m
in
g
th
ei
r
p
r
i
o
r
u
s
e
o
f
C
h
atGPT
f
o
r
ac
ad
em
ic
p
u
r
p
o
s
es.
T
h
e
s
u
r
v
e
y
was
co
m
p
leted
v
o
l
u
n
tar
ily
an
d
an
o
n
y
m
o
u
s
ly
,
an
d
n
o
p
er
s
o
n
ally
id
e
n
tifia
b
le
in
f
o
r
m
atio
n
was c
o
llected
.
Data
wer
e
an
aly
ze
d
u
s
in
g
I
B
M
SP
S
S
s
tatis
t
ics
v
er
s
io
n
2
1
.
T
h
e
in
ter
n
al
co
n
s
is
ten
cy
o
f
th
e
q
u
esti
o
n
n
air
e
was
ass
ess
ed
u
s
in
g
C
r
o
n
b
ac
h
’
s
alp
h
a,
y
ie
ld
in
g
a
r
eliab
ilit
y
co
e
f
f
icien
t
o
f
0
.
7
7
0
,
wh
ic
h
in
d
icate
s
g
o
o
d
in
ter
n
al
r
eliab
ilit
y
.
Descr
ip
tiv
e
s
tatis
tic
s
wer
e
u
s
ed
to
s
u
m
m
a
r
ize
s
tu
d
en
ts
’
r
esp
o
n
s
es
f
o
r
ea
ch
item
p
r
esen
ted
in
T
a
b
le
1
.
Fu
r
th
er
m
o
r
e,
o
n
e
-
wa
y
an
aly
s
is
o
f
v
ar
ian
ce
(
ANOV
A)
with
a
s
ig
n
if
ican
ce
lev
el
o
f
α
=0
.
0
5
was
co
n
d
u
cted
to
ex
am
in
e
d
if
f
e
r
en
ce
s
in
s
tu
d
en
ts
’
p
er
ce
p
tio
n
s
ac
r
o
s
s
ac
ad
em
ic
lev
els
an
d
p
r
o
f
ess
io
n
al
b
ac
k
g
r
o
u
n
d
s
.
T
ab
le
1
.
Qu
esti
o
n
n
air
e
item
s
m
ea
s
u
r
in
g
s
tu
d
en
ts
’
p
er
ce
p
tio
n
s
o
f
C
h
atGPT
N
o
.
D
i
me
n
si
o
n
P
o
l
a
r
i
t
y
S
t
a
t
e
me
n
t
1
Et
h
i
c
a
l
a
n
d
mi
s
u
se
c
o
n
c
e
r
n
s
N
e
g
a
t
i
v
e
C
h
a
t
G
P
T
h
a
s
t
h
e
p
o
t
e
n
t
i
a
l
t
o
b
e
mi
s
u
sed
f
o
r
ma
n
i
p
u
l
a
t
i
o
n
o
r
u
n
e
t
h
i
c
a
l
p
u
r
p
o
ses.
2
C
o
g
n
i
t
i
v
e
d
e
p
e
n
d
e
n
c
y
N
e
g
a
t
i
v
e
H
u
ma
n
i
n
t
e
l
l
i
g
e
n
c
e
i
s
n
e
c
e
ss
a
r
y
t
o
m
a
k
e
e
f
f
e
c
t
i
v
e
u
se
o
f
C
h
a
t
G
P
T
.
3
I
n
f
o
r
mat
i
o
n
r
e
l
i
a
b
i
l
i
t
y
N
e
g
a
t
i
v
e
C
h
a
t
G
P
T
ma
y
p
r
o
v
i
d
e
i
n
c
o
r
r
e
c
t
o
r
u
n
r
e
l
i
a
b
l
e
i
n
f
o
r
ma
t
i
o
n
.
4
A
c
a
d
e
mi
c
i
n
t
e
g
r
i
t
y
N
e
g
a
t
i
v
e
Th
e
a
v
a
i
l
a
b
i
l
i
t
y
o
f
C
h
a
t
G
P
T
m
a
y
i
n
c
r
e
a
se
t
h
e
l
i
k
e
l
i
h
o
o
d
o
f
a
c
a
d
e
mi
c
d
i
s
h
o
n
e
st
y
.
5
Le
a
r
n
i
n
g
i
m
p
a
c
t
N
e
g
a
t
i
v
e
C
h
a
t
G
P
T
ma
y
n
e
g
a
t
i
v
e
l
y
a
f
f
e
c
t
l
e
a
r
n
i
n
g
b
e
c
a
u
s
e
s
t
u
d
e
n
t
s
r
e
l
y
o
n
i
t
i
n
s
t
e
a
d
o
f
d
e
v
e
l
o
p
i
n
g
t
h
e
i
r
o
w
n
p
r
o
b
l
e
m
-
so
l
v
i
n
g
s
k
i
l
l
s.
6
A
c
a
d
e
mi
c
i
n
t
e
g
r
i
t
y
N
e
g
a
t
i
v
e
U
si
n
g
C
h
a
t
G
P
T
f
o
r
a
c
a
d
e
mi
c
w
o
r
k
c
a
n
l
e
a
d
t
o
p
l
a
g
i
a
r
i
sm
i
ss
u
e
s
.
7
C
o
g
n
i
t
i
v
e
e
f
f
o
r
t
N
e
g
a
t
i
v
e
F
i
n
d
i
n
g
a
c
c
u
r
a
t
e
a
n
sw
e
r
s
t
h
r
o
u
g
h
C
h
a
t
G
P
T
ma
y
r
e
q
u
i
r
e
d
e
e
p
e
r
a
n
a
l
y
si
s
.
8
U
ser u
n
d
e
r
st
a
n
d
i
n
g
N
e
g
a
t
i
v
e
I
d
o
n
o
t
f
u
l
l
y
u
n
d
e
r
s
t
a
n
d
h
o
w
C
h
a
t
G
P
T
w
o
r
k
s
,
w
h
i
c
h
ma
k
e
s
m
e
u
n
c
e
r
t
a
i
n
a
b
o
u
t
i
t
s i
m
p
a
c
t
o
n
my
l
e
a
r
n
i
n
g
.
9
U
sab
i
l
i
t
y
P
o
si
t
i
v
e
C
h
a
t
G
P
T
i
s
e
a
s
y
t
o
u
s
e
.
10
U
ser p
e
r
c
e
p
t
i
o
n
P
o
si
t
i
v
e
I
a
m i
mp
r
e
sse
d
w
i
t
h
C
h
a
t
G
P
T
’
s
c
a
p
a
b
i
l
i
t
i
e
s.
11
R
e
s
p
o
n
se
q
u
a
l
i
t
y
P
o
si
t
i
v
e
C
h
a
t
G
P
T
p
r
o
v
i
d
e
s
b
e
t
t
e
r
a
n
sw
e
r
s
t
h
a
n
t
r
a
d
i
t
i
o
n
a
l
s
e
a
r
c
h
e
n
g
i
n
e
s
s
u
c
h
a
s Go
o
g
l
e
.
12
R
e
s
p
o
n
se
q
u
a
l
i
t
y
P
o
si
t
i
v
e
C
h
a
t
G
P
T
p
r
o
v
i
d
e
s
i
n
f
o
r
ma
t
i
v
e
a
n
d
c
l
e
a
r
e
x
p
l
a
n
a
t
i
o
n
s.
13
R
e
s
p
o
n
se
q
u
a
l
i
t
y
P
o
si
t
i
v
e
Th
e
r
e
s
p
o
n
s
e
s
g
e
n
e
r
a
t
e
d
b
y
C
h
a
t
G
P
T
a
r
e
w
e
l
l
-
st
r
u
c
t
u
r
e
d
a
n
d
e
a
s
y
t
o
u
n
d
e
r
s
t
a
n
d
.
14
Le
a
r
n
i
n
g
su
p
p
o
r
t
P
o
si
t
i
v
e
C
h
a
t
G
P
T
e
n
r
i
c
h
e
s
a
n
d
su
p
p
o
r
t
s
t
h
e
l
e
a
r
n
i
n
g
e
x
p
e
r
i
e
n
c
e
.
15
Le
a
r
n
i
n
g
mo
t
i
v
a
t
i
o
n
P
o
si
t
i
v
e
C
h
a
t
G
P
T
mo
t
i
v
a
t
e
s
st
u
d
e
n
t
s
t
o
e
x
p
l
o
r
e
a
c
a
d
e
m
i
c
t
o
p
i
c
s
mo
r
e
d
e
e
p
l
y
.
16
A
c
a
d
e
mi
c
s
u
p
p
o
r
t
P
o
si
t
i
v
e
C
h
a
t
G
P
T
e
f
f
e
c
t
i
v
e
l
y
su
p
p
o
r
t
s w
o
r
k
-
a
n
d
e
d
u
c
a
t
i
o
n
-
r
e
l
a
t
e
d
q
u
e
s
t
i
o
n
s
.
17
Le
a
r
n
i
n
g
e
f
f
i
c
i
e
n
c
y
P
o
si
t
i
v
e
C
h
a
t
G
P
T
a
l
l
o
w
s
me
t
o
c
o
m
p
l
e
t
e
a
c
a
d
e
mi
c
t
a
sk
s
m
o
r
e
e
f
f
i
c
i
e
n
t
l
y
.
18
I
n
t
e
r
a
c
t
i
o
n
P
o
si
t
i
v
e
C
h
a
t
G
P
T
e
n
a
b
l
e
s
f
o
l
l
o
w
-
u
p
q
u
e
s
t
i
o
n
s
a
n
d
n
a
t
u
r
a
l
,
h
u
ma
n
-
l
i
k
e
i
n
t
e
r
a
c
t
i
o
n
.
19
En
g
a
g
e
m
e
n
t
P
o
si
t
i
v
e
C
h
a
t
G
P
T
p
r
o
v
i
d
e
s
a
n
i
n
t
e
r
a
c
t
i
v
e
a
n
d
e
n
g
a
g
i
n
g
l
e
a
r
n
i
n
g
e
x
p
e
r
i
e
n
c
e
.
20
U
ser e
x
p
e
r
i
e
n
c
e
P
o
si
t
i
v
e
C
h
a
t
G
P
T
e
n
h
a
n
c
e
s
t
h
e
l
e
a
r
n
i
n
g
e
x
p
e
r
i
e
n
c
e
b
y
mi
m
i
c
k
i
n
g
h
u
ma
n
i
n
t
e
r
a
c
t
i
o
n
.
21
En
j
o
y
me
n
t
P
o
si
t
i
v
e
Le
a
r
n
i
n
g
a
c
t
i
v
i
t
i
e
s
a
r
e
m
o
r
e
e
n
j
o
y
a
b
l
e
w
h
e
n
u
s
i
n
g
C
h
a
t
G
P
T
.
22
F
u
t
u
r
e
o
u
t
l
o
o
k
P
o
si
t
i
v
e
I
f
e
e
l
o
p
t
i
mi
s
t
i
c
a
b
o
u
t
C
h
a
t
G
P
T
’
s
p
o
t
e
n
t
i
a
l
t
o
e
n
h
a
n
c
e
e
d
u
c
a
t
i
o
n
a
n
d
k
n
o
w
l
e
d
g
e
.
23
F
u
t
u
r
e
o
u
t
l
o
o
k
P
o
si
t
i
v
e
Th
e
q
u
a
l
i
t
y
o
f
C
h
a
t
G
P
T
w
i
l
l
c
o
n
t
i
n
u
e
t
o
i
m
p
r
o
v
e
o
v
e
r
t
i
me
.
24
O
v
e
r
a
l
l
a
t
t
i
t
u
d
e
P
o
si
t
i
v
e
I
f
e
e
l
o
p
t
i
mi
st
i
c
a
b
o
u
t
C
h
a
t
G
P
T
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
T
ab
le
2
p
r
esen
ts
s
u
r
v
e
y
r
es
u
lts
o
n
p
er
ce
p
tio
n
s
o
f
C
h
at
GPT
ac
r
o
s
s
th
r
ee
r
esp
o
n
d
e
n
t
g
r
o
u
p
s
(
u
n
d
er
g
r
ad
u
ate
(
S1
)
,
m
aster
’
s
(
S2
)
,
an
d
d
o
cto
r
al
(
S3
)
)
.
I
t
co
n
s
is
ts
o
f
v
ar
i
o
u
s
s
tatem
en
ts
ev
alu
atin
g
C
h
atGPT
’
s
p
o
ten
tial
r
is
k
s
,
u
s
ef
u
ln
ess
,
an
d
im
p
ac
t
o
n
l
ea
r
n
in
g
.
T
h
e
p
er
ce
n
tag
es
in
d
icate
th
e
lev
el
o
f
ag
r
ee
m
en
t
am
o
n
g
r
esp
o
n
d
e
n
ts
,
h
ig
h
lig
h
tin
g
co
n
ce
r
n
s
s
u
ch
as
m
an
ip
u
latio
n
,
ac
a
d
em
ic
d
is
h
o
n
esty
,
an
d
d
ep
en
d
e
n
cy
,
as
well
as
b
en
ef
i
ts
lik
e
ea
s
e
o
f
u
s
e,
in
f
o
r
m
ativ
e
r
esp
o
n
s
es,
a
n
d
cr
ea
tiv
e
en
h
an
ce
m
en
t.
T
h
e
d
ata
p
r
o
v
id
es
in
s
ig
h
ts
in
to
th
e
v
ar
y
in
g
le
v
els
o
f
co
n
f
id
en
ce
,
s
k
e
p
ticis
m
,
an
d
o
p
tim
is
m
r
eg
ar
d
in
g
C
h
atGPT
’
s
r
o
l
e
in
ed
u
ca
tio
n
an
d
d
aily
task
s
.
T
ab
le
2
s
h
o
ws th
e
r
esear
ch
r
esu
lts
.
T
h
e
s
tu
d
y
in
v
o
lv
ed
a
d
i
v
e
r
s
e
g
r
o
u
p
o
f
p
ar
ticip
an
ts
,
in
clu
d
in
g
S1
,
S2
,
an
d
S3
s
tu
d
en
ts
,
wh
ich
allo
wed
f
o
r
a
co
m
p
r
e
h
en
s
iv
e
ex
p
lo
r
atio
n
o
f
ac
ad
e
m
ic
p
er
s
p
ec
tiv
es
o
n
th
e
u
s
e
o
f
C
h
atGPT
.
B
y
ca
teg
o
r
izin
g
r
esp
o
n
d
en
ts
ac
co
r
d
in
g
t
o
th
eir
e
d
u
ca
tio
n
al
lev
e
l,
th
e
r
esear
ch
was
a
b
le
to
h
i
g
h
lig
h
t
v
ar
iatio
n
s
in
p
er
ce
p
tio
n
an
d
u
s
ag
e
p
atter
n
s
ac
r
o
s
s
d
if
f
er
en
t
s
tag
es
o
f
ac
ad
em
ic
d
ev
elo
p
m
en
t.
T
h
e
f
in
d
in
g
s
r
ev
ea
led
th
at
C
h
atGPT
is
wid
ely
r
ec
o
g
n
ize
d
as
a
v
alu
ab
le
to
o
l
with
in
h
i
g
h
er
ed
u
ca
tio
n
,
alth
o
u
g
h
o
p
i
n
io
n
s
ab
o
u
t
its
u
s
e
v
ar
ied
d
e
p
en
d
i
n
g
o
n
th
e
r
esp
o
n
d
en
ts
’
ac
a
d
em
ic
lev
el.
S1
g
en
er
ally
ex
p
r
ess
ed
h
ig
h
e
r
en
t
h
u
s
iasm,
f
r
eq
u
e
n
tly
m
en
tio
n
in
g
th
e
ea
s
e
o
f
u
s
e
an
d
th
e
p
latf
o
r
m
’
s
r
o
le
in
f
ac
ilit
atin
g
th
eir
lear
n
in
g
p
r
o
ce
s
s
es.
I
n
co
n
tr
ast,
S2
an
d
S3
s
tu
d
en
ts
ten
d
e
d
to
ap
p
r
o
ac
h
C
h
atGPT
m
o
r
e
cr
iti
ca
lly
.
T
h
ese
g
r
o
u
p
s
r
aised
co
n
ce
r
n
s
r
elate
d
to
th
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J Ar
tif
I
n
tell
I
SS
N:
2252
-
8
9
3
8
A
s
s
es
s
in
g
s
tu
d
en
t p
ers
p
ec
tives o
n
C
h
a
tGP
T
in
h
ig
h
er e
d
u
c
a
tio
n
:
a
q
u
a
n
tita
tive
a
n
a
lysi
s
(
Mu
h
a
mma
d
A
min
)
1065
ac
cu
r
ac
y
o
f
th
e
in
f
o
r
m
atio
n
g
en
er
ated
,
th
e
r
is
k
s
to
ac
a
d
e
m
ic
in
teg
r
ity
,
a
n
d
t
h
e
p
o
te
n
t
ial
f
o
r
s
tu
d
e
n
ts
to
d
ev
elo
p
a
n
o
v
er
-
r
elian
ce
o
n
A
I
-
ass
is
ted
lear
n
in
g
.
Ov
er
all,
m
o
s
t
s
tu
d
en
ts
ag
r
ee
d
th
at
C
h
atGPT
s
ig
n
if
ican
tly
en
h
an
ce
d
th
eir
lear
n
in
g
ex
p
er
ien
ce
b
y
o
f
f
er
in
g
r
a
p
id
,
s
tr
u
ct
u
r
ed
r
esp
o
n
s
es
to
ac
a
d
em
ic
q
u
esti
o
n
s
.
Usab
ilit
y
r
ates
wer
e
n
o
tab
ly
h
ig
h
ac
r
o
s
s
all
ed
u
ca
tio
n
al
le
v
els,
with
9
0
%
o
f
S1
s
tu
d
e
n
ts
,
8
5
%
o
f
S2
s
tu
d
en
ts
,
an
d
9
5
%
o
f
S3
s
tu
d
en
ts
af
f
ir
m
in
g
th
e
ea
s
e
o
f
in
te
r
ac
tin
g
with
C
h
atGPT
.
Fu
r
th
er
m
o
r
e
,
m
a
n
y
r
esp
o
n
d
en
ts
ac
k
n
o
wled
g
e
d
t
h
e
p
latf
o
r
m
’
s
ab
ilit
y
to
d
eliv
e
r
well
-
o
r
g
an
ized
an
d
in
f
o
r
m
ativ
e
co
n
ten
t,
with
ag
r
ee
m
e
n
t
r
ates
o
f
7
5
%
am
o
n
g
S1
s
tu
d
e
n
ts
,
8
5
%
am
o
n
g
S2
s
tu
d
en
ts
,
an
d
9
0
%
am
o
n
g
S
3
s
tu
d
en
ts
.
Desp
ite
th
ese
ad
v
an
tag
es,
co
n
ce
r
n
s
ab
o
u
t
ac
ad
em
ic
m
is
co
n
d
u
ct
em
er
g
ed
as
a
s
ig
n
if
ican
t
th
e
m
e.
A
s
u
b
s
tan
tial
p
r
o
p
o
r
tio
n
o
f
s
tu
d
e
n
ts
ex
p
r
ess
ed
ap
p
r
eh
e
n
s
io
n
th
at
C
h
atGPT
co
u
ld
f
ac
ilit
ate
u
n
eth
ical
ac
ad
em
ic
b
eh
av
io
r
,
s
u
ch
as
p
lag
ia
r
is
m
o
r
s
u
p
er
f
icial
lear
n
in
g
.
No
tab
ly
,
7
0
%
o
f
S1
s
tu
d
en
ts
,
6
0
%
o
f
S2
s
tu
d
en
ts
,
an
d
5
0
%
o
f
S3
s
tu
d
en
ts
ag
r
ee
d
th
at
th
e
m
is
u
s
e
o
f
C
h
atGPT
co
u
ld
co
m
p
r
o
m
is
e
ac
ad
em
ic
h
o
n
esty
.
T
h
ese
co
n
ce
r
n
s
wer
e
m
o
r
e
p
r
o
n
o
u
n
ce
d
am
o
n
g
p
o
s
tg
r
ad
u
ate
an
d
d
o
ct
o
r
al
s
tu
d
en
ts
,
wh
o
em
p
h
asized
th
e
n
ee
d
to
u
p
h
o
ld
eth
ical
s
tan
d
ar
d
s
in
ac
a
d
em
i
c
wo
r
k
.
T
ab
le
2
.
Desig
n
s
tu
d
e
n
ts
’
p
er
c
ep
tio
n
o
f
C
h
atGPT
No
S
t
a
t
e
me
n
t
U
n
d
e
r
g
r
a
d
u
a
t
e
S1
(
%)
M
a
s
t
e
r
’
s
S
2
(
%)
D
o
c
t
o
r
a
l
S
3
(
%)
1
C
h
a
t
G
P
T
h
a
s
t
h
e
p
o
t
e
n
t
i
a
l
t
o
c
r
e
a
t
e
o
p
p
o
r
t
u
n
i
t
i
e
s
f
o
r
man
i
p
u
l
a
t
i
o
n
a
n
d
mi
s
u
se
.
65
55
45
2
H
u
ma
n
i
n
t
e
l
l
i
g
e
n
c
e
i
s
n
e
c
e
ssar
y
t
o
m
a
k
e
g
o
o
d
u
se
o
f
C
h
a
t
G
P
T
.
85
80
70
3
C
h
a
t
G
P
T
i
s
n
o
t
p
e
r
f
e
c
t
a
n
d
ma
y
p
r
o
v
i
d
e
i
n
a
c
c
u
r
a
t
e
i
n
f
o
r
mat
i
o
n
.
70
65
60
4
Th
e
a
v
a
i
l
a
b
i
l
i
t
y
o
f
C
h
a
t
G
P
T
ma
y
i
n
c
r
e
a
s
e
t
h
e
l
i
k
e
l
i
h
o
o
d
o
f
a
c
a
d
e
m
i
c
d
i
sh
o
n
e
s
t
y
.
78
70
58
5
C
h
a
t
G
P
T
m
a
y
n
e
g
a
t
i
v
e
l
y
a
f
f
e
c
t
l
e
a
r
n
i
n
g
b
e
c
a
u
s
e
st
u
d
e
n
t
s
ma
y
r
e
l
y
o
n
i
t
r
a
t
h
e
r
t
h
a
n
d
e
v
e
l
o
p
i
n
g
t
h
e
i
r
o
w
n
p
r
o
b
l
e
m
-
s
o
l
v
i
n
g
s
k
i
l
l
s
.
80
75
65
6
U
si
n
g
C
h
a
t
G
P
T
f
o
r
a
c
a
d
e
m
i
c
w
o
r
k
c
a
n
l
e
a
d
t
o
p
l
a
g
i
a
r
i
s
m i
ss
u
e
s.
70
68
60
7
F
i
n
d
i
n
g
a
n
sw
e
r
s t
h
r
o
u
g
h
C
h
a
t
G
P
T
m
a
y
s
o
me
t
i
mes
b
e
d
i
f
f
i
c
u
l
t
a
n
d
r
e
q
u
i
r
e
d
e
e
p
e
r
a
n
a
l
y
si
s.
50
48
40
8
I
f
e
e
l
t
h
a
t
I
d
o
n
o
t
f
u
l
l
y
u
n
d
e
r
st
a
n
d
C
h
a
t
G
P
T
,
ma
k
i
n
g
me
u
n
c
e
r
t
a
i
n
a
b
o
u
t
i
t
s
i
m
p
a
c
t
o
n
m
y
l
e
a
r
n
i
n
g
.
50
55
50
9
C
h
a
t
G
P
T
i
s
e
a
s
y
t
o
u
s
e
.
90
85
80
10
I
a
m i
mp
r
e
sse
d
w
i
t
h
C
h
a
t
G
P
T
’
s
c
a
p
a
b
i
l
i
t
i
e
s.
85
80
75
11
C
h
a
t
G
P
T
p
r
o
v
i
d
e
s
b
e
t
t
e
r
a
n
sw
e
r
s
t
h
a
n
a
G
o
o
g
l
e
sea
r
c
h
.
75
70
65
12
C
h
a
t
G
P
T
c
a
n
p
r
o
v
i
d
e
i
n
f
o
r
ma
t
i
v
e
a
n
d
c
l
e
a
r
e
x
p
l
a
n
a
t
i
o
n
s.
80
78
75
13
Th
e
a
n
sw
e
r
s
g
e
n
e
r
a
t
e
d
b
y
C
h
a
t
G
P
T
a
r
e
o
f
t
e
n
w
e
l
l
-
st
r
u
c
t
u
r
e
d
a
n
d
e
a
sy
t
o
u
n
d
e
r
st
a
n
d
.
85
82
80
14
C
h
a
t
G
P
T
i
s
c
o
n
si
d
e
r
e
d
a
n
i
n
t
e
l
l
i
g
e
n
t
t
e
c
h
n
o
l
o
g
y
t
h
a
t
e
n
r
i
c
h
e
s
a
n
d
s
u
p
p
o
r
t
s
t
h
e
l
e
a
r
n
i
n
g
e
x
p
e
r
i
e
n
c
e
.
88
85
80
15
C
h
a
t
G
P
T
o
f
f
e
r
s
v
a
l
u
a
b
l
e
l
e
a
r
n
i
n
g
o
p
p
o
r
t
u
n
i
t
i
e
s
a
n
d
mo
t
i
v
a
t
e
s s
t
u
d
e
n
t
s t
o
e
x
p
l
o
r
e
m
o
r
e
k
n
o
w
l
e
d
g
e
.
80
78
75
16
C
h
a
t
G
P
T
h
e
l
p
s
a
n
sw
e
r
w
o
r
k
-
a
n
d
e
d
u
c
a
t
i
o
n
-
r
e
l
a
t
e
d
q
u
e
st
i
o
n
s
e
f
f
e
c
t
i
v
e
l
y
.
85
80
75
17
C
h
a
t
G
P
T
a
l
l
o
w
s
me
t
o
w
o
r
k
mo
r
e
e
f
f
i
c
i
e
n
t
l
y
.
80
75
70
18
F
o
l
l
o
w
-
u
p
q
u
e
s
t
i
o
n
s
c
a
n
b
e
a
sk
e
d
,
a
n
d
C
h
a
t
G
P
T
c
a
n
c
o
n
t
i
n
u
e
t
h
e
c
o
n
v
e
r
sat
i
o
n
l
o
g
i
c
a
l
l
y
,
m
a
k
i
n
g
r
e
s
p
o
n
s
e
s
f
e
e
l
n
a
t
u
r
a
l
.
85
80
75
19
C
h
a
t
G
P
T
c
r
e
a
t
e
s
a
n
i
mp
r
e
ssi
o
n
o
f
i
n
t
e
r
a
c
t
i
v
e
a
n
d
e
n
g
a
g
i
n
g
r
e
s
p
o
n
s
e
s.
80
75
70
20
C
h
a
t
G
P
T
e
n
h
a
n
c
e
s
t
h
e
u
ser
’
s
e
x
p
e
r
i
e
n
c
e
b
y
mi
mi
c
k
i
n
g
h
u
ma
n
i
n
t
e
r
a
c
t
i
o
n
s
.
85
80
75
21
Le
a
r
n
i
n
g
a
c
t
i
v
i
t
i
e
s
a
r
e
m
o
r
e
e
n
j
o
y
a
b
l
e
w
h
e
n
u
si
n
g
C
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16
C
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*
0
.
0
1
7
*
2
.
3
4
1
0
.
1
0
2
24
I
f
e
e
l
o
p
t
i
mi
st
i
c
a
b
o
u
t
C
h
a
t
G
P
T
.
3
.
6
7
8
*
0
.
0
3
6
*
2
.
7
8
9
0
.
0
5
3
a
s
i
g
n
i
f
i
c
a
n
t
a
t
p
<
0
.
0
5
l
e
v
e
l
.
Ad
d
itio
n
ally
,
th
e
s
tu
d
y
an
al
y
z
ed
s
tatis
tical
v
ar
iatio
n
s
co
n
ce
r
n
in
g
th
e
ac
a
d
em
ic
lev
el,
a
n
d
p
r
o
f
ess
io
n
.
T
h
e
T
ab
le
3
p
r
esen
ts
th
e
r
esu
lts
o
f
o
n
e
-
way
ANOV
A
an
aly
s
es e
x
am
in
in
g
th
e
in
f
lu
en
ce
o
f
ac
ad
em
ic
lev
el
an
d
p
r
o
f
ess
io
n
o
n
p
ar
ticip
a
n
ts
’
p
e
r
ce
p
tio
n
s
r
e
g
ar
d
in
g
v
ar
io
u
s
a
s
p
ec
ts
o
f
C
h
atGPT
u
s
e.
E
ac
h
item
was
a
n
aly
ze
d
s
ep
ar
ately
to
d
eter
m
in
e
wh
eth
er
s
ig
n
if
ican
t d
if
f
er
en
ce
s
ex
is
ted
b
ased
o
n
p
ar
ticip
a
n
ts
’
ed
u
c
atio
n
al
b
ac
k
g
r
o
u
n
d
an
d
p
r
o
f
ess
io
n
al
r
o
le.
Fo
r
th
e
ac
ad
em
ic
lev
el,
s
ev
er
al
item
s
d
em
o
n
s
tr
ated
s
tatis
tically
s
ig
n
if
ican
t
d
if
f
er
en
ce
s
(
p
<0
.
0
5
)
,
s
u
ch
as
th
e
b
elief
th
at
h
u
m
an
in
tellig
en
ce
is
n
ec
ess
ar
y
to
m
ax
im
ize
C
h
atGPT
(F
=3
.
5
6
7
,
p
=0
.
0
3
5
)
,
co
n
ce
r
n
s
ab
o
u
t
C
h
atGPT
f
o
s
t
er
in
g
ac
a
d
em
ic
d
is
h
o
n
esty
(
F
=4
.
0
1
2
,
p
=0
.
0
2
5
)
,
an
d
p
er
ce
p
tio
n
s
o
f
C
h
atGPT
as
an
en
h
an
ce
r
o
f
cr
ea
tiv
ity
(
F
=3
.
4
5
7
,
p
=0
.
0
4
1
)
.
T
h
is
in
d
ic
ates
th
at
ed
u
ca
tio
n
al
b
ac
k
g
r
o
u
n
d
in
f
lu
e
n
ce
s
h
o
w
in
d
iv
id
u
als
p
er
ce
iv
e
th
ese
asp
ec
ts
o
f
C
h
atGPT
.
R
eg
ar
d
in
g
p
r
o
f
ess
io
n
,
ev
en
m
o
r
e
item
s
s
h
o
wed
s
ig
n
if
ican
t
d
if
f
er
en
ce
s
.
No
tab
ly
,
th
e
p
er
c
ep
tio
n
th
at
C
h
atGPT
en
ab
les
m
an
ip
u
latio
n
an
d
m
is
u
s
e
(
F
=4
.
2
1
2
,
p
=0
.
0
2
0
)
,
th
e
u
s
ef
u
ln
ess
o
f
C
h
atGPT
f
o
r
ac
ad
em
ic
task
s
(
F
=4
.
3
4
5
,
p
=0
.
0
1
8
)
,
an
d
th
e
b
elief
th
at
C
h
atGPT
p
r
o
v
id
es
v
alu
ab
le
an
d
ef
f
icien
t
s
u
p
p
o
r
t
f
o
r
lear
n
in
g
(
F
=4
.
5
6
7
,
p
=
0
.
0
1
4
)
v
ar
ied
s
ig
n
if
ican
t
ly
ac
r
o
s
s
d
if
f
er
e
n
t
p
r
o
f
ess
io
n
s
.
T
h
ese
f
in
d
in
g
s
s
u
g
g
est
th
at
an
in
d
iv
id
u
al
’
s
p
r
o
f
ess
io
n
al
r
o
le
s
h
a
p
es
th
eir
ev
alu
atio
n
o
f
C
h
atGPT
’
s
im
p
ac
t
o
n
ac
ad
em
ic
an
d
lear
n
in
g
en
v
ir
o
n
m
e
n
ts
.
Ov
er
all,
th
e
r
esu
lts
h
ig
h
lig
h
t
th
at
b
o
th
ac
ad
em
ic
lev
el
an
d
p
r
o
f
ess
io
n
ar
e
im
p
o
r
tan
t
f
ac
to
r
s
in
f
lu
en
cin
g
p
ar
ticip
an
ts
’
v
iews
o
n
th
e
b
e
n
ef
its
,
ch
allen
g
es,
an
d
eth
ical
co
n
s
id
er
atio
n
s
o
f
u
s
in
g
C
h
atGPT
in
ed
u
ca
tio
n
al
co
n
tex
ts
.
T
h
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
d
e
m
o
n
s
tr
ate
th
at
u
n
iv
er
s
ity
s
tu
d
en
ts
g
en
er
ally
p
er
ce
i
v
e
C
h
a
tGPT
as
a
b
en
ef
icial
to
o
l
f
o
r
s
u
p
p
o
r
tin
g
lear
n
in
g
ac
tiv
ities
in
h
ig
h
er
e
d
u
ca
tio
n
[
2
9
]
−
[
3
1
]
.
Ov
er
all,
s
tu
d
en
ts
ac
k
n
o
wled
g
e
C
h
atGPT
’
s
ea
s
e
o
f
u
s
e,
s
tr
u
ctu
r
ed
r
esp
o
n
s
e
s
,
an
d
p
o
ten
tial
to
en
h
an
ce
lear
n
in
g
ef
f
icien
c
y
.
Ho
wev
er
,
s
tu
d
en
ts
’
p
er
ce
p
tio
n
s
v
ar
y
ac
r
o
s
s
ac
ad
em
ic
lev
e
ls
,
in
d
icatin
g
th
at
attitu
d
es
to
war
d
g
en
e
r
ativ
e
AI
ar
e
n
o
t u
n
if
o
r
m
ac
r
o
s
s
h
ig
h
er
ed
u
ca
tio
n
c
o
n
tex
ts
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J Ar
tif
I
n
tell
I
SS
N:
2252
-
8
9
3
8
A
s
s
es
s
in
g
s
tu
d
en
t p
ers
p
ec
tives o
n
C
h
a
tGP
T
in
h
ig
h
er e
d
u
c
a
tio
n
:
a
q
u
a
n
tita
tive
a
n
a
lysi
s
(
Mu
h
a
mma
d
A
min
)
1067
A
n
o
tab
le
p
atter
n
em
e
r
g
in
g
f
r
o
m
th
e
r
esu
lts
is
th
e
co
n
tr
ast
b
etwe
en
u
n
d
er
g
r
ad
u
ate
a
n
d
p
o
s
tg
r
ad
u
ate
s
tu
d
en
ts
.
Un
d
er
g
r
ad
u
ate
s
tu
d
en
ts
ten
d
to
ex
p
r
ess
s
tr
o
n
g
e
r
en
th
u
s
iasm
an
d
o
p
tim
is
m
to
war
d
C
h
atGPT
,
p
ar
ticu
lar
ly
in
r
elatio
n
to
u
s
ab
ilit
y
an
d
lear
n
in
g
s
u
p
p
o
r
t.
I
n
co
n
tr
ast,
m
aster
’
s
an
d
d
o
cto
r
al
s
tu
d
en
ts
d
em
o
n
s
tr
ate
g
r
ea
ter
ca
u
tio
n
,
esp
ec
ially
r
eg
ar
d
in
g
is
s
u
es
o
f
ac
ad
em
ic
in
teg
r
ity
,
in
f
o
r
m
at
io
n
r
eliab
ilit
y
,
a
n
d
p
o
ten
tial
o
v
e
r
r
elian
ce
o
n
AI
-
g
en
er
ated
co
n
ten
t.
T
h
ese
d
i
f
f
er
en
ce
s
s
u
g
g
est
th
at
ac
a
d
em
i
c
m
atu
r
ity
p
lay
s
a
s
ig
n
if
ican
t
r
o
le
i
n
s
h
ap
in
g
s
t
u
d
en
ts
’
ev
al
u
atio
n
s
o
f
g
e
n
er
a
tiv
e
AI
to
o
ls
.
O
n
e
p
o
s
s
ib
le
ex
p
lan
atio
n
f
o
r
th
is
v
ar
iatio
n
lies
in
s
tu
d
en
ts
’
ex
p
o
s
u
r
e
to
ac
ad
em
ic
p
r
ac
tices
an
d
r
esear
ch
eth
ics.
Po
s
tg
r
ad
u
ate
an
d
d
o
ct
o
r
al
s
tu
d
en
ts
ar
e
m
o
r
e
f
r
eq
u
en
tly
en
g
ag
ed
in
in
d
ep
en
d
en
t
in
q
u
i
r
y
,
s
ch
o
lar
ly
wr
itin
g
,
a
n
d
m
e
th
o
d
o
lo
g
ical
r
ig
o
r
,
wh
ich
m
ay
h
eig
h
te
n
th
eir
awa
r
en
ess
o
f
eth
ical
r
is
k
s
s
u
ch
as
p
lag
iar
is
m
,
s
u
p
er
f
icial
lear
n
in
g
,
an
d
d
im
i
n
is
h
ed
cr
itical
th
in
k
in
g
.
C
o
n
v
e
r
s
ely
,
u
n
d
e
r
g
r
a
d
u
ate
s
tu
d
e
n
ts
o
f
te
n
p
r
i
o
r
itize
im
m
ed
iate
ac
ad
e
m
ic
ass
is
tan
ce
an
d
ef
f
icien
cy
,
lead
i
n
g
to
m
o
r
e
f
a
v
o
r
ab
le
p
er
ce
p
tio
n
s
o
f
C
h
atGPT
[
3
2
]
,
[
3
3
]
.
T
h
ese
f
in
d
in
g
s
ar
e
co
n
s
is
ten
t
with
r
ec
en
t
in
ter
n
atio
n
al
s
tu
d
ies
ex
am
in
in
g
s
tu
d
en
ts
’
p
er
ce
p
tio
n
s
o
f
C
h
atGPT
in
h
ig
h
er
ed
u
ca
tio
n
.
Fo
r
in
s
tan
ce
,
[
3
4
]
s
im
ilar
ly
r
ep
o
r
ted
th
at
s
tu
d
en
ts
g
en
er
all
y
p
er
ce
iv
e
C
h
atGPT
as
ea
s
y
to
u
s
e
an
d
h
el
p
f
u
l
f
o
r
s
u
p
p
o
r
tin
g
ac
a
d
em
ic
task
s
,
p
ar
ticu
lar
ly
in
p
r
o
v
id
in
g
s
tr
u
ctu
r
ed
ex
p
lan
atio
n
s
an
d
im
p
r
o
v
i
n
g
lear
n
in
g
ef
f
ici
en
cy
.
B
o
th
s
tu
d
ies
also
h
ig
h
lig
h
t
m
o
d
er
ate
lev
els
o
f
lear
n
i
n
g
m
o
tiv
atio
n
a
n
d
em
p
h
asize
C
h
atGPT
’
s
r
o
le
as
a
s
u
p
p
lem
en
tar
y
lear
n
in
g
to
o
l
r
ath
er
th
a
n
a
r
ep
lace
m
en
t
f
o
r
tr
a
d
itio
n
al
in
s
tr
u
ctio
n
al
p
r
ac
tices.
Ho
wev
er
,
wh
ile
p
r
io
r
s
tu
d
ies
p
r
im
ar
ily
id
en
tifie
d
v
ar
iatio
n
s
ac
r
o
s
s
ac
ad
em
ic
p
r
o
g
r
a
m
s
o
r
d
em
o
g
r
ap
h
ic
ch
ar
ac
ter
is
tics
,
th
e
p
r
esen
t
s
tu
d
y
r
ev
ea
ls
clea
r
er
d
is
tin
ctio
n
s
ac
r
o
s
s
ac
ad
em
ic
lev
els.
T
h
is
s
u
g
g
ests
th
at
ac
ad
em
ic
m
atu
r
ity
an
d
p
r
o
lo
n
g
e
d
en
g
ag
em
e
n
t w
ith
r
esear
ch
eth
ics m
ay
p
lay
a
m
o
r
e
p
r
o
m
in
e
n
t
r
o
le
in
s
h
a
p
in
g
p
er
ce
p
tio
n
s
with
in
h
ig
h
er
e
d
u
ca
tio
n
c
o
n
tex
ts
wh
e
r
e
s
c
h
o
lar
ly
i
n
teg
r
ity
is
s
tr
o
n
g
ly
em
p
h
asized
.
I
n
lin
e
with
b
r
o
ad
e
r
g
lo
b
al
d
is
cu
s
s
io
n
s
o
n
th
e
in
teg
r
atio
n
o
f
g
en
er
ativ
e
AI
i
n
ed
u
ca
tio
n
,
th
e
f
in
d
in
g
s
r
ein
f
o
r
ce
co
n
ce
r
n
s
th
at
u
n
cr
i
tical
o
r
ex
ce
s
s
iv
e
u
s
e
o
f
AI
to
o
ls
m
ay
u
n
d
er
m
in
e
ess
en
tial
ac
ad
em
ic
s
k
ills
,
in
clu
d
in
g
p
r
o
b
lem
-
s
o
lv
in
g
,
o
r
ig
in
ality
,
an
d
in
d
e
p
en
d
e
n
t
r
ea
s
o
n
in
g
[
3
5
]
,
[
3
6
]
.
At
th
e
s
am
e
tim
e,
th
e
r
esu
lts
in
d
icate
th
at
wh
en
u
s
ed
th
o
u
g
h
tf
u
lly
,
C
h
atGPT
ca
n
f
u
n
ctio
n
as
a
co
m
p
lem
e
n
tar
y
lear
n
i
n
g
aid
th
at
s
u
p
p
o
r
ts
s
tu
d
en
ts
’
u
n
d
er
s
tan
d
in
g
an
d
ef
f
icien
cy
with
o
u
t
r
ep
lacin
g
h
u
m
an
c
o
g
n
itiv
e
p
r
o
ce
s
s
es
[
3
7
]
.
Fro
m
a
n
ed
u
ca
tio
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er
s
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e,
th
ese
f
in
d
in
g
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co
r
e
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e
im
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o
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AI
lite
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ac
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with
in
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h
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u
ca
tio
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la.
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d
en
ts
r
eq
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ir
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g
u
id
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ce
n
o
t o
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ly
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o
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s
e
AI
to
o
ls
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f
ec
tiv
ely
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b
u
t a
ls
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o
n
h
o
w
to
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itically
ev
alu
ate
AI
-
g
en
e
r
at
ed
in
f
o
r
m
atio
n
a
n
d
ap
p
ly
et
h
ical
ju
d
g
m
e
n
t
in
ac
ad
em
ic
wo
r
k
.
I
n
s
titu
tio
n
al
p
o
licies
an
d
in
s
tr
u
ctio
n
al
s
tr
ateg
ies
th
at
p
r
o
m
o
te
r
e
f
lectiv
e
an
d
cr
itical
en
g
ag
em
e
n
t
with
AI
tech
n
o
lo
g
ies
ar
e
th
er
ef
o
r
e
ess
en
tial to
en
s
u
r
e
r
e
s
p
o
n
s
ib
le
an
d
b
e
n
ef
icial
ad
o
p
t
io
n
[
3
8
]
‒
[
4
0
]
.
Desp
ite
its
co
n
tr
ib
u
tio
n
s
,
th
is
s
tu
d
y
h
as
s
ev
er
al
lim
itatio
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s
.
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h
e
s
am
p
le
s
ize
was
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elativ
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s
m
all
an
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d
r
awn
f
r
o
m
a
s
in
g
le
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wh
ich
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ay
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it
t
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e
g
e
n
er
a
lizab
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o
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th
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f
in
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i
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n
a
d
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itio
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t
h
e
r
elian
ce
o
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s
elf
-
r
e
p
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ted
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ata
m
a
y
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t
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o
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r
esp
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e
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ias.
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tu
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l
d
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lar
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m
o
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am
p
les,
in
co
r
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ate
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alitat
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ap
p
r
o
ac
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es
to
ca
p
tu
r
e
d
ee
p
er
in
s
ig
h
ts
in
to
s
tu
d
e
n
ts
’
ex
p
er
ien
ce
s
with
g
en
er
ativ
e
AI
,
a
n
d
em
p
lo
y
l
o
n
g
itu
d
in
al
d
esig
n
s
to
ex
a
m
in
e
h
o
w
s
tu
d
en
ts
’
p
er
ce
p
tio
n
s
an
d
AI
liter
ac
y
e
v
o
lv
e
o
v
er
tim
e.
4.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
p
r
o
v
id
es
th
e
f
ir
s
t
q
u
an
titativ
e
em
p
ir
ical
ev
i
d
en
c
e
o
n
u
n
iv
er
s
ity
s
tu
d
en
ts
’
p
er
c
ep
tio
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s
o
f
C
h
atGPT
in
I
n
d
o
n
esian
h
ig
h
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ed
u
ca
tio
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.
T
h
e
f
in
d
in
g
s
in
d
icate
th
at
C
h
atGPT
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g
en
er
ally
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ce
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as
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u
s
ef
u
l
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ac
ce
s
s
ib
le
lear
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s
u
p
p
o
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t
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o
l,
p
a
r
ticu
lar
ly
i
n
te
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m
s
o
f
ea
s
e
o
f
u
s
e,
r
esp
o
n
s
e
c
lar
ity
,
an
d
lear
n
i
n
g
ef
f
icien
cy
.
Ho
wev
e
r
,
th
e
s
tu
d
y
also
r
ev
ea
ls
s
u
b
s
tan
tial c
o
n
c
er
n
s
r
elate
d
to
ac
ad
em
ic
i
n
teg
r
ity
,
o
v
er
r
elian
ce
o
n
AI
,
an
d
p
o
ten
tial
r
ed
u
ctio
n
s
in
s
tu
d
en
ts
’
p
r
o
b
lem
-
s
o
l
v
in
g
an
d
cr
itical
th
in
k
in
g
s
k
ills
.
No
tab
ly
,
s
ig
n
if
ican
t
d
if
f
er
en
ce
s
wer
e
o
b
s
er
v
ed
ac
r
o
s
s
ac
ad
em
ic
lev
els.
Un
d
er
g
r
a
d
u
ate
s
tu
d
en
ts
ten
d
ed
to
ex
p
r
ess
h
ig
h
er
en
th
u
s
iasm
to
war
d
C
h
atGPT
,
wh
er
ea
s
p
o
s
tg
r
a
d
u
ate
an
d
d
o
cto
r
al
s
tu
d
e
n
ts
d
em
o
n
s
tr
at
ed
g
r
ea
ter
ca
u
tio
n
,
p
ar
ticu
lar
ly
r
eg
ar
d
i
n
g
et
h
ical
an
d
p
e
d
ag
o
g
ical
im
p
licatio
n
s
.
T
h
ese
d
if
f
er
en
ce
s
h
i
g
h
lig
h
t
th
e
r
o
le
o
f
ac
ad
em
ic
m
atu
r
ity
in
s
h
ap
in
g
s
tu
d
en
ts
’
attitu
d
es
to
war
d
g
en
er
ati
v
e
AI
tech
n
o
l
o
g
ies.
T
h
e
s
tu
d
y
c
o
n
tr
ib
u
tes
to
g
lo
b
al
d
is
cu
s
s
io
n
s
o
n
AI
ad
o
p
tio
n
in
h
ig
h
er
e
d
u
ca
tio
n
b
y
em
p
h
asizin
g
th
e
n
ee
d
to
b
alan
c
e
in
n
o
v
atio
n
with
r
esp
o
n
s
ib
le
an
d
eth
ical
u
s
e.
T
o
m
ax
im
ize
b
en
ef
its
wh
ile
m
in
im
izin
g
r
is
k
s
,
h
ig
h
e
r
ed
u
ca
tio
n
in
s
titu
tio
n
s
s
h
o
u
ld
in
teg
r
ate
AI
liter
ac
y
,
e
th
ical
g
u
id
elin
es,
an
d
cr
itical
th
in
k
in
g
d
e
v
elo
p
m
e
n
t
in
to
th
e
ir
cu
r
r
icu
la.
Fu
tu
r
e
r
esear
ch
s
h
o
u
ld
in
v
o
lv
e
lar
g
e
r
an
d
cr
o
s
s
-
in
s
titu
tio
n
al
s
am
p
les,
in
co
r
p
o
r
ate
q
u
alitativ
e
in
s
ig
h
ts
,
an
d
em
p
lo
y
lo
n
g
itu
d
in
al
d
esig
n
s
to
ex
am
i
n
e
h
o
w
s
tu
d
e
n
ts
’
p
er
ce
p
tio
n
s
an
d
AI
liter
ac
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e
v
o
lv
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o
v
er
ti
m
e.
ACK
NO
WL
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DG
M
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N
T
S
T
h
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th
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r
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t
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sy
ste
m
s,
a
n
d
a
rti
ficia
l
in
telli
g
e
n
c
e
.
He
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
m
u
sta
q
im.b
ima
@g
m
a
il
.
c
o
m
.
We
g
ig
Pr
a
ta
m
a
is
a
lec
tu
re
r
in
t
h
e
S
h
ip
En
g
in
e
e
rin
g
S
tu
d
y
P
r
o
g
ra
m
d
i
p
l
o
m
a
3
(D3
)
a
t
th
e
S
e
k
o
lah
Ti
n
g
g
i
M
a
ri
ti
m
Yo
g
y
a
k
a
rta
,
Y
o
g
y
a
k
a
rta,
In
d
o
n
e
si
a
.
H
e
is
c
u
rre
n
tl
y
t
h
e
c
h
a
irp
e
rso
n
o
f
S
e
k
o
lah
Ti
n
g
g
i
M
a
rit
im
Yo
g
y
a
k
a
rta
f
o
r
th
e
2
0
2
3
-
2
0
2
7
p
e
rio
d
.
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o
b
tain
e
d
a
b
a
c
h
e
lo
r
’
s
d
e
g
re
e
in
th
e
Yo
g
y
a
k
a
rta
S
tate
Tea
c
h
e
r
’
s
Train
in
g
C
o
ll
e
g
e
(No
w
UN
Y)
F
a
c
u
lt
y
o
f
Tec
h
n
o
l
o
g
y
a
n
d
Vo
c
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ti
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n
a
l
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u
c
a
ti
o
n
,
M
e
c
h
a
n
ica
l
En
g
in
e
e
rin
g
Ed
u
c
a
ti
o
n
S
t
u
d
y
P
ro
g
ra
m
(S
1
)
i
n
1
9
8
6
.
He
re
c
e
iv
e
d
a
m
a
ste
r’s
d
e
g
re
e
in
Ed
u
c
a
ti
o
n
a
l
M
a
n
a
g
e
m
e
n
t
in
2
0
1
0
a
n
d
i
n
2
0
1
1
c
o
n
ti
n
u
e
d
to
t
h
e
d
o
c
to
ra
l
p
r
o
g
r
a
m
(S
3
)
V
o
c
a
ti
o
n
a
l
Tec
h
n
o
lo
g
y
E
d
u
c
a
ti
o
n
a
t
Un
i
v
e
rsitas
Ne
g
e
ri
Yo
g
y
a
k
a
rta
g
ra
d
u
a
ted
in
2
0
1
5
.
He
wr
o
te
a
b
o
o
k
e
n
ti
tl
e
d
“
De
v
e
lo
p
i
n
g
sa
il
o
r
c
h
a
ra
c
ter
wi
th
CO
-
P
ROL
”
a
n
d
is
a
c
ti
v
e
i
n
m
a
rit
ime
e
d
u
c
a
ti
o
n
o
r
g
a
n
iza
ti
o
n
s.
He
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
we
g
ig
p
ra
tam
a
@g
m
a
il
.
c
o
m
.
Abd
u
l
Mu
i
n
S
ib
u
e
a
is
a
lec
tu
r
e
r
in
th
e
El
e
c
tri
c
a
l
En
g
in
e
e
rin
g
E
d
u
c
a
ti
o
n
,
F
a
c
u
lt
y
o
f
E
n
g
i
n
e
e
rin
g
,
a
n
d
lec
tu
re
r
i
n
th
e
P
o
st
g
ra
d
u
a
te
o
f
Ed
u
c
a
ti
o
n
a
l
Tec
h
n
o
lo
g
y
,
Un
i
v
e
rsitas
Ne
g
e
ri
M
e
d
a
n
,
M
e
d
a
n
,
I
n
d
o
n
e
sia
.
He
re
c
e
iv
e
d
b
a
c
h
e
lo
r
’
s
d
e
g
re
e
in
De
p
a
rtme
n
t
o
f
El
e
c
tri
c
a
l
En
g
i
n
e
e
rin
g
,
S
tate
IKIP
o
f
M
e
d
a
n
,
I
n
d
o
n
e
sia
,
in
1
9
8
3
.
Re
c
e
iv
e
d
m
a
g
ister
d
e
g
re
e
i
n
Vo
c
a
ti
o
n
a
l
Ed
u
c
a
ti
o
n
Tec
h
n
o
l
o
g
y
,
S
tate
IKIP
o
f
Ja
k
a
rta,
In
d
o
n
e
sia
,
in
1
9
8
7
.
His
re
se
a
rc
h
fo
c
u
se
d
o
n
e
n
trep
re
n
e
u
rs
h
ip
,
lea
r
n
in
g
stra
teg
ies
,
sta
ti
stics
,
a
n
d
re
se
a
rc
h
m
e
th
o
d
o
lo
g
y
.
He
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
si
b
u
e
a
.
m
u
i
n
@g
m
a
il
.
c
o
m
.
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