I
nte
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a
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I
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20
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.
v
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3
.
3
6
9
9
9
1986
J
o
ur
na
l ho
m
ep
a
g
e
:
h
ttp
:
//ij
ere.
ia
esco
r
e.
co
m
Artif
i
cia
l
inte
llig
ence lit
eracy
and a
do
ption a
mo
ng
bas
ic
educa
tion t
ea
cher
s
T
rix
ie
E
.
Cu
bil
la
s
,
Neu
nn
a
Vinzie
D.
Dela
Cruz
,
G
wy
ne
t
h Q
ueen
F
.
G
a
lv
a
do
re
s
,
J
ileen
M
a
y
B
.
O
liv
a
re
s
,
Arie
l U
.
Cubi
lla
s
D
e
p
a
r
t
me
n
t
o
f
El
e
me
n
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a
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y
Ed
u
c
a
t
i
o
n
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F
a
c
u
l
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y
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C
o
l
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u
c
a
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o
n
,
C
a
r
a
g
a
S
t
a
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e
U
n
i
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e
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si
t
y
,
B
u
t
u
a
n
C
i
t
y
,
P
h
i
l
i
p
p
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e
s
Art
icle
I
nfo
AB
S
T
RAC
T
A
r
ticle
his
to
r
y:
R
ec
eiv
ed
Sep
21
,
2
0
2
5
R
ev
is
ed
Mar
29
,
2
0
2
6
Acc
ep
ted
May
7
,
2
0
2
6
De
sp
it
e
g
ro
win
g
in
tere
st
in
a
rti
fi
c
ial
in
telli
g
e
n
c
e
(
AI
)
in
teg
ra
ti
o
n
,
a
g
a
p
in
AI
li
tera
c
y
a
n
d
a
d
o
p
ti
o
n
a
m
o
n
g
t
e
a
c
h
e
rs
li
m
it
s
th
e
b
e
n
e
fit
s
o
f
AI
-
e
n
h
a
n
c
e
d
lea
rn
in
g
a
n
d
wi
d
e
n
s
t
h
e
d
ig
it
a
l
d
iv
id
e
.
T
h
is
st
u
d
y
e
x
p
l
o
re
d
AI
li
t
e
ra
c
y
a
n
d
a
d
o
p
t
io
n
a
m
o
n
g
b
a
sic
e
d
u
c
a
ti
o
n
tea
c
h
e
rs
in
Bu
tu
a
n
Cit
y
,
P
h
il
i
p
p
i
n
e
s,
u
sin
g
th
e
tec
h
n
o
l
o
g
ica
l
p
e
d
a
g
o
g
ica
l
c
o
n
ten
t
k
n
o
wle
d
g
e
(
TP
ACK
)
fra
m
e
wo
rk
a
n
d
so
c
ial
c
o
g
n
it
iv
e
th
e
o
ry
(S
CT)
.
It
e
x
a
m
in
e
d
fa
c
to
rs
in
flu
e
n
c
i
n
g
re
a
d
in
e
ss
to
in
teg
ra
te
AI
to
o
ls
i
n
to
tea
c
h
in
g
.
Us
i
n
g
a
q
u
a
n
ti
tati
v
e
d
e
sc
rip
ti
v
e
-
c
a
u
sa
l
d
e
sig
n
,
d
a
ta
fro
m
2
4
3
ra
n
d
o
m
ly
se
lec
ted
tea
c
h
e
rs
we
r
e
a
n
a
ly
z
e
d
th
ro
u
g
h
stru
c
tu
ra
l
e
q
u
a
ti
o
n
m
o
d
e
li
n
g
(S
E
M
)
with
t
h
e
a
d
o
p
ted
re
se
a
rc
h
in
stru
m
e
n
ts.
Re
su
lt
s
sh
o
w
t
h
a
t
AI
li
tera
c
y
a
n
d
p
o
si
ti
v
e
a
ffe
c
ti
v
e
-
c
o
g
n
it
i
v
e
v
a
riab
les
stro
n
g
ly
p
re
d
ict
AI
a
d
o
p
t
io
n
,
wi
th
b
e
h
a
v
io
ra
l
i
n
ten
t
io
n
(BI)
m
e
d
iatin
g
t
h
e
li
n
k
b
e
twe
e
n
se
lf
-
e
ste
e
m
(S
E)
a
n
d
AI
l
it
e
ra
c
y
.
F
in
d
in
g
s
u
n
d
e
rsc
o
r
e
th
e
n
e
e
d
fo
r
tar
g
e
ted
p
ro
fe
ss
io
n
a
l
d
e
v
e
l
o
p
m
e
n
t
a
n
d
i
n
stit
u
ti
o
n
a
l
su
p
p
o
rt
t
o
b
rid
g
e
t
h
e
AI
li
tera
c
y
g
a
p
a
n
d
e
n
su
re
th
e
re
sp
o
n
si
b
le
a
n
d
e
ffe
c
ti
v
e
i
n
teg
ra
ti
o
n
o
f
AI
i
n
p
rima
ry
e
d
u
c
a
ti
o
n
.
K
ey
w
o
r
d
s
:
AI
ad
o
p
tio
n
AI
liter
ac
y
Ar
tific
ial
in
tellig
en
ce
B
asic e
d
u
ca
tio
n
teac
h
er
s
Stru
ctu
r
al
eq
u
atio
n
m
o
d
elin
g
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
:
T
r
ix
ie
E
.
C
u
b
illas
Dep
ar
tm
en
t o
f
E
lem
en
tar
y
E
d
u
ca
tio
n
,
Facu
lty
o
f
C
o
lleg
e
o
f
E
d
u
ca
tio
n
,
C
ar
ag
a
State
Un
iv
er
s
ity
B
u
tu
an
C
ity
,
Ph
ilip
p
in
es
E
m
ail: te
cu
b
illas
@
ca
r
s
u
.
ed
u
.
p
h
1.
I
NT
RO
D
UCT
I
O
N
T
h
e
in
c
r
ea
s
in
g
in
te
g
r
atio
n
o
f
ar
tific
ial
in
tellig
en
ce
(
AI
)
i
n
ed
u
ca
tio
n
h
as
tr
a
n
s
f
o
r
m
e
d
tr
ad
itio
n
al
teac
h
in
g
an
d
lear
n
in
g
p
r
o
ce
s
s
es,
m
ak
in
g
it
ess
en
tial
f
o
r
ed
u
ca
to
r
s
to
d
ev
elo
p
AI
liter
ac
y
a
n
d
ad
o
p
t
AI
-
d
r
iv
e
n
to
o
ls
ef
f
ec
tiv
ely
.
Ho
wev
er
,
m
an
y
teac
h
er
s
f
ac
e
ch
allen
g
e
s
in
u
n
d
er
s
tan
d
in
g
,
a
p
p
ly
in
g
,
an
d
ev
alu
atin
g
AI
ap
p
licatio
n
s
(
E
AI
A)
tech
n
o
lo
g
y
in
th
eir
class
r
o
o
m
s
,
wh
ich
m
ay
af
f
ec
t
its
ad
o
p
tio
n
[
1
]
.
Fo
r
b
asic
ed
u
ca
tio
n
teac
h
er
s
,
u
n
d
er
s
tan
d
in
g
an
d
a
d
o
p
tin
g
AI
tec
h
n
o
lo
g
ies
is
es
s
en
tial
to
p
r
ep
ar
e
s
tu
d
en
ts
f
o
r
a
f
u
tu
r
e
wh
er
e
A
I
p
lay
s
a
p
i
v
o
tal
r
o
le.
Desp
ite
t
h
is
,
AI
liter
ac
y
lev
els
an
d
ad
o
p
tio
n
r
ates
v
ar
y
s
ig
n
if
ican
tly
ac
r
o
s
s
ed
u
ca
tio
n
al
s
ettin
g
s
,
in
f
lu
en
ce
d
b
y
f
ac
to
r
s
s
u
ch
as
tech
n
o
lo
g
ical
in
f
r
astru
ctu
r
e,
tr
ain
in
g
o
p
p
o
r
t
u
n
i
ties
,
an
d
teac
h
er
s
’
p
er
ce
p
tio
n
s
o
f
AI
’
s
r
o
le
i
n
ed
u
ca
tio
n
[
2
]
.
Acc
o
r
d
in
g
to
Yan
g
an
d
B
an
k
s
[
3
]
,
AI
liter
ac
y
a
m
o
n
g
elem
e
n
tar
y
e
d
u
ca
to
r
s
is
cr
u
cial
i
n
d
eter
m
in
in
g
h
o
w
ef
f
ec
tiv
el
y
th
ey
in
teg
r
a
te
AI
-
d
r
iv
e
n
tech
n
o
lo
g
ies
in
to
th
eir
class
r
o
o
m
s
,
f
o
s
ter
in
g
b
etter
teac
h
i
n
g
p
r
ac
tices
an
d
s
tu
d
en
t
en
g
a
g
em
en
t.
T
ea
ch
e
r
s
wh
o
p
o
s
s
ess
a
s
o
lid
u
n
d
er
s
tan
d
in
g
o
f
AI
co
n
ce
p
ts
an
d
ap
p
licatio
n
s
ar
e
m
o
r
e
lik
ely
t
o
lev
er
a
g
e
its
b
e
n
ef
its
to
s
u
p
p
o
r
t
s
tu
d
en
t
lear
n
in
g
a
n
d
ad
m
i
n
is
tr
ativ
e
task
s
[
4
]
.
AI
en
co
m
p
ass
es
to
o
ls
s
u
ch
as
ad
ap
tiv
e
lear
n
in
g
p
latf
o
r
m
s
,
au
to
m
ated
g
r
ad
in
g
s
y
s
tem
s
,
an
d
in
tellig
en
t
tu
to
r
in
g
a
p
p
licatio
n
s
th
at
en
h
an
ce
th
e
teac
h
in
g
an
d
lear
n
in
g
p
r
o
ce
s
s
es.
AI
liter
ac
y
a
m
o
n
g
teac
h
er
s
g
o
es
b
ey
o
n
d
b
asic
f
am
iliar
ity
wit
h
th
ese
to
o
ls
;
it
in
v
o
lv
es
f
o
u
r
k
ey
d
im
en
s
io
n
s
:
k
n
o
wled
g
e,
wh
ich
in
cl
u
d
es
u
n
d
er
s
tan
d
i
n
g
AI
co
n
ce
p
ts
,
c
ap
ab
ilit
ies,
an
d
lim
itatio
n
s
;
et
h
ics,
wh
ich
ad
d
r
ess
es
r
esp
o
n
s
ib
le
u
s
e,
f
air
n
ess
,
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
A
r
tifi
cia
l in
tellig
en
ce
liter
a
cy
a
n
d
a
d
o
p
tio
n
a
mo
n
g
b
a
s
ic
ed
u
ca
tio
n
tea
c
h
ers
(
Tr
ixie
E
.
C
u
b
illa
s
)
1987
p
r
iv
ac
y
,
a
n
d
d
ata
p
r
o
tectio
n
;
ap
p
licatio
n
,
wh
ich
f
o
cu
s
es
o
n
th
e
ab
ilit
y
to
in
teg
r
ate
AI
to
o
ls
ef
f
ec
tiv
ely
in
to
in
s
tr
u
ctio
n
al
p
r
ac
tices;
an
d
e
v
alu
atio
n
,
wh
ich
e
n
tails
cr
itically
ass
es
s
in
g
AI
o
u
tp
u
ts
a
n
d
th
eir
im
p
ac
t
o
n
lear
n
in
g
o
u
tco
m
es.
Ma
s
ter
y
o
f
th
ese
d
im
en
s
io
n
s
en
ab
les
ed
u
ca
to
r
s
to
m
ak
e
in
f
o
r
m
e
d
d
ec
is
io
n
s
ab
o
u
t
AI
in
teg
r
atio
n
an
d
en
s
u
r
es th
at
its
u
s
e
alig
n
s
with
p
ed
ag
o
g
ical
g
o
als an
d
eth
ical
s
tan
d
ar
d
s
[
5
]
.
Ad
d
itio
n
ally
,
m
a
n
y
r
esear
ch
wo
r
k
s
in
d
icate
th
at
teac
h
er
s
’
b
eh
av
i
o
r
al
in
ten
tio
n
s
(
B
I
)
to
teac
h
AI
liter
ac
y
p
ar
ticu
la
r
ly
k
n
o
wled
g
e,
eth
ics,
ap
p
licatio
n
,
an
d
e
v
alu
atio
n
,
ar
e
in
f
lu
e
n
ce
d
b
y
f
ac
to
r
s
s
u
ch
as
th
e
p
er
ce
iv
ed
r
elev
an
ce
o
f
AI
,
attitu
d
es
to
war
d
s
its
u
s
e,
an
d
c
o
n
f
id
en
ce
in
im
p
lem
e
n
tin
g
A
I
to
o
ls
.
Ho
wev
er
,
wh
ile
AI
p
r
o
m
is
es
to
en
h
a
n
ce
lear
n
in
g
e
x
p
er
ien
ce
s
a
n
d
i
m
p
r
o
v
e
teac
h
in
g
m
et
h
o
d
o
lo
g
ies,
r
esear
ch
s
h
o
ws
th
at
ed
u
ca
to
r
s
’
k
n
o
wled
g
e
an
d
attitu
d
es
to
war
d
s
th
ese
tech
n
o
l
o
g
ies
ar
e
s
till
in
th
e
d
e
v
elo
p
m
en
tal
s
tag
e
[
6
]
.
Desp
ite
th
e
ad
v
an
ce
m
en
ts
an
d
in
ter
est in
AI
in
teg
r
atio
n
,
th
er
e
ex
is
ts
a
n
o
tab
le
g
ap
in
AI
lit
er
ac
y
an
d
ad
o
p
tio
n
am
o
n
g
b
asic
ed
u
ca
tio
n
teac
h
er
s
.
Ma
n
y
e
d
u
ca
to
r
s
lack
s
u
f
f
icien
t
tr
ain
in
g
an
d
co
n
f
id
en
c
e
to
im
p
lem
e
n
t
AI
tech
n
o
lo
g
ies
ef
f
ec
tiv
ely
in
t
h
e
ir
class
r
o
o
m
s
[
7
]
.
T
h
is
d
ef
icie
n
cy
n
o
t
o
n
l
y
h
in
d
er
s
th
e
p
o
ten
tial
b
en
ef
its
o
f
AI
-
en
h
an
ce
d
lear
n
in
g
b
u
t
also
ex
ac
er
b
ates
th
e
d
ig
ital
d
iv
id
e,
lim
itin
g
s
tu
d
en
ts
’
ex
p
o
s
u
r
e
to
ess
en
tial
AI
co
m
p
eten
cies.
Ad
d
itio
n
ally
,
t
h
er
e
is
a
g
ap
in
u
n
d
er
s
tan
d
in
g
th
e
f
ac
to
r
s
th
at
in
f
lu
e
n
ce
ed
u
ca
to
r
s
’
willin
g
n
ess
to
ad
o
p
t A
I
,
in
clu
d
i
n
g
in
s
titu
tio
n
al
s
u
p
p
o
r
t,
tr
ain
in
g
av
ailab
il
ity
,
an
d
p
er
ce
iv
ed
u
s
ef
u
ln
ess
[
8
]
.
T
o
ad
d
r
ess
th
e
g
ap
,
th
e
p
r
es
en
t
s
tu
d
y
aim
s
t
o
f
ill
th
is
g
a
p
b
y
ex
am
in
i
n
g
t
h
e
lev
el
o
f
AI
liter
ac
y
am
o
n
g
b
asic
ed
u
ca
tio
n
teac
h
er
s
an
d
u
n
d
e
r
s
tan
d
in
g
th
e
f
a
cto
r
s
in
f
lu
en
ci
n
g
th
ei
r
ad
o
p
ti
o
n
o
f
AI
t
o
o
ls
.
B
y
f
o
cu
s
in
g
o
n
teac
h
er
p
er
ce
p
tio
n
s
,
p
r
ep
ar
ed
n
ess
,
an
d
th
e
c
h
allen
g
es
th
ey
f
ac
e
in
in
teg
r
atin
g
AI
in
to
t
h
eir
teac
h
in
g
,
th
is
r
esear
ch
s
ee
k
s
to
o
f
f
er
i
n
s
ig
h
ts
th
at
co
u
ld
g
u
i
d
e
p
r
o
f
ess
io
n
al
d
e
v
elo
p
m
e
n
t
an
d
p
o
licy
d
ec
is
io
n
s
r
eg
ar
d
in
g
AI
in
ed
u
ca
tio
n
.
Pr
ev
io
u
s
s
tu
d
ies
h
av
e
s
h
o
wn
th
at
teac
h
er
s
’
k
n
o
wled
g
e
an
d
a
ttit
u
d
es
to
war
d
AI
s
ig
n
if
ican
tly
im
p
ac
t
its
ad
o
p
t
io
n
[
9
]
.
T
h
e
s
tu
d
y
in
ten
d
s
to
p
r
o
v
i
d
e
in
s
ig
h
ts
in
to
h
o
w
AI
liter
ac
y
co
u
l
d
b
e
im
p
r
o
v
e
d
an
d
h
o
w
e
d
u
ca
to
r
s
c
o
u
ld
b
e
b
etter
s
u
p
p
o
r
ted
i
n
ad
o
p
tin
g
AI
tec
h
n
o
lo
g
ies ef
f
ec
ti
v
ely
.
T
h
e
s
tu
d
y
is
an
ch
o
r
ed
o
n
th
e
t
ec
h
n
o
lo
g
ical
p
ed
ag
o
g
ical
co
n
t
en
t
k
n
o
wled
g
e
(
T
PAC
K
)
an
d
th
e
s
o
cial
co
g
n
itiv
e
t
h
eo
r
y
(
SC
T
)
f
r
am
e
wo
r
k
.
T
PAC
K
ex
p
lain
s
h
o
w
tech
n
o
lo
g
y
,
p
ed
a
g
o
g
y
,
a
n
d
c
o
n
ten
t
s
h
ap
e
teac
h
er
s
’
r
ea
d
in
ess
an
d
co
m
p
eten
ce
.
T
e
ac
h
er
s
with
s
tr
o
n
g
T
PAC
K
ca
n
m
ea
n
in
g
f
u
lly
in
c
o
r
p
o
r
ate
A
I
to
o
ls
b
y
alig
n
in
g
tech
n
o
lo
g
ical
ca
p
ab
ilit
ies
with
in
s
tr
u
ctio
n
al
g
o
als.
SC
T
co
m
p
lem
en
ts
th
is
b
y
em
p
h
a
s
izin
g
th
e
r
o
le
o
f
s
elf
-
ef
f
icac
y
,
attitu
d
es,
BI
,
an
d
en
v
ir
o
n
m
en
tal
f
ac
to
r
s
in
tech
n
o
lo
g
y
ad
o
p
tio
n
,
wh
er
e
co
n
f
id
en
ce
an
d
p
o
s
itiv
e
ex
p
ec
tatio
n
s
d
r
iv
e
ac
tu
al
u
s
e.
I
n
th
is
s
tu
d
y
,
AI
liter
ac
y
r
ef
lects
T
PAC
K
’
s
tech
n
o
lo
g
ical
k
n
o
wled
g
e
d
im
en
s
io
n
,
wh
ile
f
ac
to
r
s
s
u
ch
as
s
elf
-
esteem
(
SE)
,
ea
s
e
o
f
u
tili
za
tio
n
(
E
U)
,
an
d
ex
p
ec
ted
b
en
ef
its
(
E
B
)
alig
n
with
SC
T
p
r
in
cip
les.
T
o
g
eth
er
,
th
ese
f
r
am
ewo
r
k
s
in
f
o
r
m
a
s
tr
u
ctu
r
al
m
o
d
el
t
h
at
v
ie
ws
AI
ad
o
p
tio
n
as
a
f
u
n
ctio
n
o
f
b
o
th
tech
n
ical
k
n
o
wled
g
e
an
d
p
s
y
ch
o
lo
g
ic
al
r
ea
d
in
ess
,
o
f
f
er
in
g
a
h
o
lis
tic
p
er
s
p
ec
tiv
e
o
n
s
u
cc
ess
f
u
l in
teg
r
atio
n
.
Fu
r
th
er
m
o
r
e
,
th
is
s
tu
d
y
ass
es
s
ed
th
e
lev
el
o
f
AI
liter
ac
y
a
n
d
AI
ad
o
p
tio
n
am
o
n
g
f
ac
u
lty
m
em
b
er
s
an
d
b
asic
ed
u
ca
tio
n
teac
h
er
s
in
B
u
tu
an
C
ity
,
Ph
ilip
p
in
es,
p
r
o
v
id
in
g
in
s
ig
h
ts
in
to
th
eir
r
ea
d
in
ess
an
d
attitu
d
es
to
war
d
in
teg
r
atin
g
AI
in
t
o
ed
u
ca
tio
n
al
p
r
ac
tices.
Sp
ec
if
ical
ly
,
th
e
d
escr
ip
tiv
e
p
h
ase
o
f
t
h
is
s
tu
d
y
aim
s
to
:
i
)
d
escr
ib
e
th
e
teac
h
er
s
’
d
em
o
g
r
ap
h
ic
p
r
o
f
ile
in
ter
m
s
o
f
g
en
d
er
,
teac
h
in
g
ex
p
e
r
ien
ce
,
g
en
e
r
atio
n
al
ag
e
g
r
o
u
p
,
an
d
h
ig
h
est
ed
u
ca
tio
n
al
attai
n
m
en
t;
ii
)
d
eter
m
in
e
th
e
lev
e
l
o
f
AI
liter
ac
y
,
AI
ap
p
licatio
n
s
,
an
d
AI
eth
ics
(
AI
E
)
;
iii
)
m
ea
s
u
r
e
th
e
lev
el
o
f
AI
ad
o
p
tio
n
b
ased
o
n
SE
,
ea
s
e
o
f
u
s
e,
s
tr
ess
an
d
a
n
x
ie
ty
,
attitu
d
e
to
wa
r
d
u
s
in
g
AI
(
AT
UA)
,
BI
,
an
d
EB
;
an
d
iv
)
in
v
esti
g
ate
wh
eth
er
s
ig
n
if
ican
t
d
if
f
er
e
n
ce
s
ex
is
t
in
p
ar
ticip
an
ts
’
p
er
ce
p
tio
n
s
o
f
AI
liter
ac
y
an
d
ad
o
p
tio
n
wh
en
ca
teg
o
r
i
ze
d
b
y
d
em
o
g
r
a
p
h
ic
p
r
o
f
ile.
I
ts
ca
u
s
al
p
h
ase
en
d
ea
v
o
r
ed
to
:
v
)
estab
lis
h
th
e
m
ed
iatin
g
r
o
le
o
f
BI
in
t
h
e
r
elatio
n
s
h
ip
b
etwe
en
SE
a
n
d
AI
liter
ac
y
;
a
n
d
vi
)
d
ev
el
o
p
a
n
d
v
alid
ate
a
s
tr
u
ctu
r
al
m
o
d
el
th
at
b
est
ex
p
lain
s
th
e
in
ter
p
lay
am
o
n
g
d
e
m
o
g
r
ap
h
ic
v
ar
ia
b
les,
AI
liter
ac
y
,
an
d
AI
ad
o
p
tio
n
,
o
f
f
e
r
in
g
a
co
m
p
r
eh
e
n
s
iv
e
f
r
a
m
ewo
r
k
f
o
r
u
n
d
er
s
tan
d
in
g
a
n
d
p
r
o
m
o
tin
g
e
f
f
ec
tiv
e
AI
in
teg
r
atio
n
in
e
d
u
ca
tio
n
.
T
h
e
s
tu
d
y
h
o
p
es
to
p
r
o
v
id
e
r
ec
o
m
m
en
d
atio
n
s
f
o
r
f
o
s
ter
in
g
a
b
et
ter
u
n
d
er
s
tan
d
in
g
o
f
AI
am
o
n
g
teac
h
er
s
,
th
er
eb
y
en
h
an
cin
g
th
eir
ab
ilit
y
to
ef
f
ec
tiv
ely
in
co
r
p
o
r
ate
th
ese
tec
h
n
o
lo
g
ies
in
to
th
ei
r
teac
h
in
g
p
r
ac
tices.
2.
M
E
T
H
O
D
T
h
is
s
tu
d
y
ad
o
p
ted
a
q
u
an
titativ
e
r
esear
ch
d
esig
n
,
c
o
m
b
in
in
g
b
o
th
d
escr
ip
tiv
e
a
n
d
ca
u
s
al
ap
p
r
o
ac
h
es
to
ex
p
l
o
r
e
AI
liter
ac
y
an
d
a
d
o
p
tio
n
am
o
n
g
b
asic
ed
u
ca
tio
n
teac
h
er
s
in
B
u
tu
a
n
C
ity
,
Ph
ilip
p
in
es
.
T
h
e
d
escr
ip
tiv
e
asp
ec
t
f
o
c
u
s
ed
o
n
ass
ess
in
g
th
e
lev
els
o
f
AI
liter
ac
y
an
d
ad
o
p
tio
n
,
wh
ile
th
e
ca
u
s
al
co
m
p
o
n
en
t
em
p
lo
y
ed
s
tr
u
ctu
r
al
eq
u
atio
n
m
o
d
elin
g
(
SE
M)
to
an
aly
ze
th
e
r
elatio
n
s
h
ip
s
an
d
p
r
ed
ictiv
e
in
f
lu
en
ce
s
am
o
n
g
AI
liter
ac
y
,
AI
ad
o
p
tio
n
,
an
d
b
eh
a
v
io
r
a
l
f
ac
to
r
s
.
Ad
d
itio
n
ally
,
m
e
d
iatio
n
an
aly
s
is
was
co
n
d
u
cte
d
to
e
x
am
in
e
t
h
e
in
d
ir
ec
t
ef
f
ec
ts
o
f
AI
liter
ac
y
o
n
ad
o
p
tio
n
b
eh
a
v
io
r
.
T
h
ese
an
aly
s
es
aim
ed
to
p
r
o
v
id
e
d
ee
p
er
in
s
ig
h
ts
in
to
h
o
w
AI
k
n
o
wled
g
e
,
ap
p
licatio
n
,
an
d
eth
ics
s
h
ap
e
teac
h
er
s
’
r
e
ad
in
ess
to
in
teg
r
ate
AI
in
to
th
eir
e
d
u
ca
tio
n
al
p
r
ac
t
ices.
T
h
e
r
esear
ch
was
co
n
d
u
cted
ac
r
o
s
s
th
r
ee
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
in
B
u
tu
an
C
ity
:
Ob
r
er
o
C
en
tr
al
E
lem
en
tar
y
Sch
o
o
l,
B
u
tu
a
n
C
en
tr
al
E
lem
en
tar
y
Sch
o
o
l,
an
d
L
ib
er
tad
C
en
tr
al
E
lem
e
n
tar
y
Sch
o
o
l.
E
ac
h
s
ch
o
o
l
was
s
elec
ted
to
r
ep
r
es
en
t
d
iv
er
s
e
teac
h
in
g
en
v
i
r
o
n
m
en
ts
an
d
en
s
u
r
e
a
co
m
p
r
e
h
e
n
s
iv
e
p
er
s
p
ec
tiv
e
o
n
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2
2
5
2
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8
8
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I
n
t
J
E
v
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&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
3
,
J
u
n
e
20
2
6
:
1
9
8
6
-
2
0
0
0
1988
AI
liter
ac
y
an
d
ad
o
p
tio
n
.
Ob
r
er
o
is
lo
ca
ted
a
p
p
r
o
x
im
ately
3
k
ilo
m
eter
s
f
r
o
m
th
e
city
ce
n
ter
,
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u
tu
an
C
en
tr
al
is
ab
o
u
t
2
k
ilo
m
eter
s
,
a
n
d
L
i
b
er
tad
is
a
r
o
u
n
d
2
.
5
k
ilo
m
eter
s
.
T
h
ese
v
ar
ied
lo
ca
tio
n
s
h
elp
ed
ca
p
tu
r
e
a
b
r
o
a
d
r
an
g
e
o
f
ex
p
er
ien
ce
s
an
d
attitu
d
es a
m
o
n
g
e
d
u
ca
to
r
s
.
Par
ticip
an
ts
in
th
e
s
tu
d
y
i
n
clu
d
ed
teac
h
e
r
s
f
r
o
m
th
e
th
r
ee
s
ch
o
o
ls
,
with
a
to
tal
p
o
p
u
latio
n
o
f
3
1
1
ed
u
ca
to
r
s
.
Sp
ec
if
ically
,
th
e
r
e
wer
e
9
0
teac
h
er
s
f
r
o
m
Ob
r
e
r
o
,
1
5
2
f
r
o
m
B
u
tu
an
C
en
tr
al,
an
d
6
9
f
r
o
m
L
ib
er
tad
.
Usi
n
g
s
tr
atif
ied
r
an
d
o
m
s
am
p
lin
g
,
2
4
3
teac
h
er
s
wer
e
s
el
ec
ted
to
p
ar
ticip
ate,
7
4
f
r
o
m
Ob
r
er
o
,
1
1
0
f
r
o
m
B
u
tu
an
C
en
tr
al,
an
d
5
9
f
r
o
m
L
ib
er
tad
.
T
h
is
s
am
p
le
s
ize,
ac
co
r
d
in
g
to
Ken
n
y
[1
0
],
s
u
p
p
o
r
ts
ad
eq
u
ate
p
o
wer
,
m
o
d
el
s
tab
ilit
y
,
an
d
v
alid
SEM
r
esu
lts
.
T
h
e
s
am
p
lin
g
m
eth
o
d
u
s
ed
en
s
u
r
e
d
f
air
r
e
p
r
esen
tatio
n
ac
r
o
s
s
in
s
titu
tio
n
s
an
d
en
h
a
n
ce
d
th
e
r
eliab
ilit
y
o
f
th
e
s
tu
d
y
’
s
f
in
d
in
g
s
.
T
o
s
elec
t
p
ar
ticip
an
ts
,
all
teac
h
er
s
wer
e
lis
ted
an
d
ass
ig
n
ed
co
d
es,
th
en
r
an
d
o
m
ly
ch
o
s
en
f
r
o
m
ea
c
h
g
r
o
u
p
b
ased
o
n
th
e
r
eq
u
ir
ed
s
am
p
le
s
ize.
T
h
is
ap
p
r
o
ac
h
h
elp
ed
m
ain
tain
o
b
jectiv
ity
an
d
en
s
u
r
ed
th
at
th
e
s
am
p
le
ac
cu
r
ately
r
ef
lecte
d
t
h
e
p
o
p
u
latio
n
.
T
h
e
s
tr
atif
ied
r
an
d
o
m
s
am
p
lin
g
tech
n
iq
u
e
also
allo
wed
th
e
r
esear
ch
er
s
to
ac
c
o
u
n
t
f
o
r
d
if
f
er
en
ce
s
i
n
s
ch
o
o
l
s
ize
an
d
d
e
m
o
g
r
ap
h
ics,
m
ak
in
g
th
e
r
esu
lts
m
o
r
e
g
en
er
aliza
b
le
to
t
h
e
b
r
o
ad
er
te
ac
h
in
g
co
m
m
u
n
ity
in
B
u
tu
an
C
ity
.
Fig
u
r
e
1
s
h
o
ws
th
e
h
y
p
o
t
h
esized
p
ath
d
iag
r
a
m
o
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th
is
s
tu
d
y
.
I
t
is
p
r
im
ar
ily
an
ch
o
r
ed
o
n
T
PAC
K
s
in
ce
it
in
f
o
r
m
ed
th
e
m
ea
s
u
r
e
m
en
t
o
f
AI
liter
ac
y
th
r
o
u
g
h
f
o
u
r
d
im
en
s
io
n
s
:
k
n
o
win
g
an
d
u
n
d
er
s
tan
d
in
g
AI
(
KUA)
ca
p
tu
r
ed
tech
n
o
lo
g
ic
al
k
n
o
wled
g
e,
f
o
cu
s
in
g
o
n
f
am
iliar
ity
with
AI
c
o
n
ce
p
ts
,
ca
p
ab
ilit
ies,
an
d
lim
itatio
n
s
;
ap
p
ly
in
g
AI
(
AAI
)
r
ef
lecte
d
tech
n
o
lo
g
ical
-
p
e
d
a
g
o
g
ical
k
n
o
wled
g
e
b
y
ass
ess
i
n
g
teac
h
e
r
s
’
ab
ilit
y
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in
teg
r
ate
AI
to
o
ls
in
to
in
s
tr
u
ctio
n
al
p
r
ac
tices;
E
AI
A
m
ea
s
u
r
ed
cr
itical
ass
es
s
m
en
t
s
k
ills
,
wh
ile
AI
E
ad
d
r
ess
ed
eth
ical
awa
r
en
ess
r
e
lated
to
f
air
n
ess
,
p
r
iv
ac
y
,
an
d
r
esp
o
n
s
ib
le
u
s
e.
Fig
u
r
e
1
.
Hy
p
o
th
esized
m
o
d
el
o
f
th
e
s
tu
d
y
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
A
r
tifi
cia
l in
tellig
en
ce
liter
a
cy
a
n
d
a
d
o
p
tio
n
a
mo
n
g
b
a
s
ic
ed
u
ca
tio
n
tea
c
h
ers
(
Tr
ixie
E
.
C
u
b
illa
s
)
1989
T
h
e
m
o
d
el
r
ef
lects
th
e
in
te
r
p
lay
am
o
n
g
AI
liter
ac
y
co
m
p
o
n
e
n
ts
(
AL
C
)
,
in
d
iv
id
u
al
co
g
n
itiv
e
–
af
f
ec
tiv
e
f
ac
to
r
s
,
a
n
d
a
d
o
p
tio
n
o
u
tco
m
es,
co
n
s
is
ten
t
with
th
e
T
PAC
K
an
d
SC
T
f
r
am
ewo
r
k
s
.
I
n
th
is
m
o
d
el
,
th
e
f
o
u
r
AI
liter
ac
y
d
i
m
en
s
io
n
s
(
KUA
,
AAI
,
E
AI
A
,
an
d
AI
E
)
,
ad
o
p
tio
n
f
ac
to
r
s
(
SE
,
EU
,
s
tr
ess
an
d
an
x
io
u
s
n
ess
o
r
SA
,
an
d
AT
UA
)
,
an
d
o
u
tco
m
e
c
o
n
s
tr
u
cts
(
B
I
an
d
EB
)
a
r
e
th
e
laten
t
v
ar
iab
les.
Ob
s
er
v
ed
v
ar
iab
les
co
n
s
is
ted
o
f
th
e
q
u
esti
o
n
n
air
e
item
s
co
r
r
esp
o
n
d
i
n
g
to
ea
ch
laten
t
co
n
s
tr
u
ct.
Path
d
ir
ec
tio
n
s
as
s
h
o
wn
in
th
e
f
ig
u
r
e
wer
e
s
p
ec
if
ied
as:
AI
liter
ac
y
→
attitu
d
e
;
AI
liter
ac
y
→
BI
;
attitu
d
e
→
BI
;
an
d
AI
liter
ac
y
→
atti
tu
d
e
→
BI
(
in
d
ir
ec
t
ef
f
ec
t)
.
T
h
ese
p
ath
way
s
o
p
er
atio
n
alize
h
o
w
k
n
o
wled
g
e
-
b
ased
co
m
p
eten
cies
(
T
PAC
K
’
s
tech
n
o
lo
g
ical
k
n
o
wled
g
e
d
im
e
n
s
io
n
)
s
h
ap
e
ad
o
p
tio
n
-
r
elate
d
b
e
lief
s
an
d
b
eh
av
io
r
s
,
wh
ile
SC
T
’
s
em
p
h
asis
o
n
p
e
r
s
o
n
al
f
ac
to
r
s
(
s
elf
-
e
f
f
icac
y
)
,
af
f
ec
tiv
e
s
tates
(
s
tr
ess
,
an
x
iety
)
,
an
d
b
e
h
av
io
r
al
ex
p
ec
tatio
n
s
is
r
ef
lecte
d
in
th
e
m
ed
iatin
g
m
ec
h
an
is
m
s
b
etwe
en
liter
ac
y
an
d
in
ten
tio
n
.
T
h
e
s
tu
d
y
u
tili
ze
d
an
ad
a
p
te
d
q
u
esti
o
n
n
air
e
th
at
c
o
m
b
in
e
s
AI
liter
ac
y
(
f
o
u
r
s
u
b
s
ca
les
f
r
o
m
[
1
1
]
,
2
0
item
s
)
an
d
AI
a
d
o
p
tio
n
f
ac
to
r
s
(
th
r
ee
s
u
b
s
ca
les
f
r
o
m
[
1
2
]
,
1
5
item
s
)
.
Sam
p
le
item
s
d
em
o
n
s
tr
ate
f
ac
e
v
alid
ity
,
wh
ile
r
eliab
ilit
y
is
s
o
lid
to
ex
ce
llen
t
ac
r
o
s
s
s
u
b
s
ca
les,
s
u
p
p
o
r
tin
g
a
co
h
er
en
t
m
ea
s
u
r
em
en
t
f
o
u
n
d
atio
n
f
o
r
SEM
.
T
ab
le
1
s
u
m
m
ar
izes
th
e
in
s
tr
u
m
en
ts
u
s
ed
to
ass
ess
AI
-
r
elate
d
c
o
n
s
tr
u
cts,
in
clu
d
in
g
th
eir
s
o
u
r
ce
s
,
n
u
m
b
er
o
f
item
s
,
s
a
m
p
le
s
tatem
en
ts
,
an
d
r
eliab
ilit
y
,
in
d
icatin
g
g
en
er
ally
ac
ce
p
tab
le
to
h
ig
h
in
ter
n
al
co
n
s
is
ten
cy
.
T
ab
le
1
.
Su
m
m
a
r
y
o
f
in
s
tr
u
m
e
n
ts
u
s
ed
in
AI
co
n
s
tr
u
cts
S
o
u
r
c
e
C
o
n
st
r
u
c
t
s
N
u
mb
e
r
o
f
i
t
e
ms
S
a
mp
l
e
i
t
e
m
R
e
l
i
a
b
i
l
i
t
y
(
C
r
o
n
b
a
c
h
’
s a
l
p
h
a
)
Zh
a
o
e
t
a
l
.
[
1
1
]
A
LC
(
K
U
A
,
AAI
,
EA
I
A
,
a
n
d
A
I
E
)
20
I
c
a
n
e
x
p
l
a
i
n
w
h
a
t
AI
mea
n
s
.
0
.
7
3
2
–
0
.
9
6
1
N
j
a
e
t
a
l
.
[
1
2
]
A
I
a
d
o
p
t
i
o
n
f
a
c
t
o
r
s
(
SE
,
SA
,
e
a
s
e
o
f
u
se,
EB
,
a
t
t
i
t
u
d
e
t
o
w
a
r
d
s
A
I
)
15
U
si
n
g
A
I
t
o
o
l
s
w
i
l
l
i
mp
r
o
v
e
my
t
e
a
c
h
i
n
g
e
f
f
e
c
t
i
v
e
n
e
ss.
0
.
7
8
–
0
.
8
9
I
n
ter
n
al
co
n
s
is
ten
cy
was
ev
alu
ated
u
s
in
g
Mc
Do
n
ald
’
s
Om
eg
a
an
d
C
r
o
n
b
ac
h
’
s
a
lp
h
a,
b
o
t
h
o
f
wh
ich
s
h
o
wed
s
tr
o
n
g
r
eliab
ilit
y
ac
r
o
s
s
all
s
ca
les.
Fo
r
est
im
atio
n
,
n
o
m
ac
h
in
e
lear
n
in
g
(
ML
)
r
o
b
u
s
tn
ess
co
r
r
ec
tio
n
s
wer
e
ap
p
lied
;
in
s
tead
,
b
ias
-
co
r
r
ec
ted
b
o
o
ts
tr
ap
p
in
g
p
r
o
v
id
ed
co
n
f
id
e
n
ce
in
ter
v
als
(
C
I
)
an
d
p
‑
v
alu
es
to
b
o
ls
ter
in
f
er
en
ce
u
n
d
er
m
ild
d
e
p
ar
tu
r
es
f
r
o
m
n
o
r
m
ality
.
T
h
er
e
wer
e
2
4
3
p
a
r
ticip
an
ts
in
th
is
s
tu
d
y
h
en
ce
,
co
n
s
id
er
e
d
s
u
f
f
icien
t
f
o
r
ML
esti
m
atio
n
a
s
d
is
cu
s
s
ed
in
Hair
et
a
l.
[
1
3
]
.
All
in
d
icato
r
s
wer
e
c
o
llected
o
n
a
5
‑
p
o
in
t
L
ik
er
t
s
ca
le
an
d
wer
e
tr
ea
ted
as
co
n
tin
u
o
u
s
in
th
e
late
n
t
v
ar
iab
l
e
an
aly
s
es,
co
n
s
is
ten
t
with
co
m
m
o
n
p
r
ac
tice
f
o
r
m
u
lti‑item
p
s
y
ch
o
m
et
r
ic
s
ca
les.
T
ab
le
2
p
r
esen
ts
th
e
r
esu
lts
o
f
th
e
e
f
f
ec
t
an
al
y
s
is
,
in
clu
d
in
g
th
e
t
o
tal,
d
ir
ec
t,
an
d
in
d
ir
ec
t
ef
f
ec
ts
o
f
AL
C
o
n
B
I
.
I
t
s
h
o
ws
th
e
es
ti
m
ated
co
ef
f
icien
ts
,
b
ias
-
co
r
r
e
cted
co
n
f
id
en
ce
in
ter
v
als,
an
d
p
-
v
alu
es,
in
d
icatin
g
th
at
all
ex
a
m
in
ed
ef
f
ec
ts
ar
e
s
t
atis
tically
s
ig
n
if
ican
t.
B
o
o
ts
tr
ap
p
in
g
was
ap
p
lie
d
to
SEM
es
tim
ates
to
g
en
e
r
ate
b
ias
-
co
r
r
ec
ted
C
I
an
d
r
o
b
u
s
t
s
ig
n
if
ican
ce
le
v
els
f
o
r
d
i
r
ec
t,
i
n
d
ir
ec
t,
a
n
d
to
tal
ef
f
ec
ts
.
T
h
e
r
esu
lts
in
d
icate
th
at
all
p
ath
s
ar
e
s
tati
s
tically
s
i
g
n
if
ican
t,
with
CI
th
at
d
o
n
o
t
cr
o
s
s
ze
r
o
,
co
n
f
ir
m
in
g
th
e
s
tab
ilit
y
o
f
th
e
h
y
p
o
th
esized
r
elatio
n
s
h
ip
s
.
T
ab
le
2
.
R
esu
lts
o
f
th
e
ef
f
ec
t a
n
aly
s
is
o
f
AL
C
o
n
B
I
Ef
f
e
c
t
t
y
p
e
P
a
t
h
Est
i
m
a
t
e
Lo
w
e
r
C
I
(
b
i
a
s
-
c
o
r
r
e
c
t
e
d
)
U
p
p
e
r
C
I
(
b
i
a
s
-
c
o
r
r
e
c
t
e
d
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p
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3.
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1
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De
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a
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.
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c
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e
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E
d
u
ca
tio
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al
attain
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o
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ar
ticip
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wed
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at
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o
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e
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alf
h
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ed
ac
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ic
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a
m
aster
’
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eg
r
ee
.
T
h
i
s
f
in
d
in
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s
u
g
g
ests
a
h
i
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h
ly
ed
u
ca
ted
s
am
p
le,
wh
ich
m
ay
p
o
s
itiv
ely
in
f
lu
e
n
ce
AI
liter
ac
y
an
d
ad
o
p
tio
n
.
L
u
m
a
n
l
an
et
a
l.
[
1
7
]
s
im
ilar
ly
r
ep
o
r
te
d
th
at
m
o
s
t te
ac
h
er
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in
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el
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ate
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ies,
in
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p
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k
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t
f
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tin
g
t
h
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s
t
u
d
y
’
s
f
in
d
i
n
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s
o
n
AI
li
te
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a
cy
a
n
d
a
d
o
p
t
io
n
.
T
h
e
p
r
e
d
o
m
in
a
n
ce
o
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f
e
m
al
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e
x
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e
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,
a
n
d
h
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ess
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ttit
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eg
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g
AI
i
n
t
o
e
d
u
c
ati
o
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a
l
p
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ac
tic
e.
T
h
ese
i
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s
i
g
h
ts
a
r
e
s
u
p
p
o
r
te
d
b
y
ex
is
ti
n
g
lit
er
at
u
r
e
an
d
h
i
g
h
li
g
h
t
th
e
im
p
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ce
o
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e
m
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r
a
p
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ic
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l
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ec
h
n
o
l
o
g
y
a
d
o
p
ti
o
n
r
es
ea
r
c
h
.
3
.
2
.
Art
if
ici
a
l
inte
llig
ence
lite
ra
cy
o
f
t
he
pa
rt
icipa
nts
T
ab
le
4
ex
h
ib
its
th
e
lev
el
o
f
AI
liter
ac
y
in
ter
m
s
o
f
AL
C
.
As
s
h
o
wn
,
p
ar
ticip
an
ts
d
em
o
n
s
tr
ated
a
g
en
er
ally
h
ig
h
lev
el
o
f
AI
liter
ac
y
ac
r
o
s
s
all
f
o
u
r
co
m
p
o
n
e
n
t
s
.
T
h
e
h
ig
h
est
m
ea
n
s
co
r
e
was
o
b
s
er
v
ed
in
KUA
in
d
icatin
g
th
at
p
ar
ticip
a
n
ts
a
r
e
h
ig
h
ly
lik
el
y
to
p
o
s
s
ess
a
s
o
lid
u
n
d
er
s
tan
d
i
n
g
o
f
AI
c
o
n
ce
p
ts
.
T
h
is
was
f
o
llo
wed
b
y
AI
E
s
u
g
g
esti
n
g
t
h
at
p
ar
ticip
an
ts
ar
e
also
h
ig
h
ly
awa
r
e
o
f
eth
ical
co
n
s
id
er
atio
n
s
r
elate
d
to
AI
u
s
e.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
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&
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N:
2252
-
8
8
2
2
A
r
tifi
cia
l in
tellig
en
ce
liter
a
cy
a
n
d
a
d
o
p
tio
n
a
mo
n
g
b
a
s
ic
ed
u
ca
tio
n
tea
c
h
ers
(
Tr
ixie
E
.
C
u
b
illa
s
)
1991
T
h
e
r
esu
lts
o
n
t
h
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c
o
m
p
o
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en
t
AAI
an
d
E
AI
A
s
u
g
g
est
th
at
p
ar
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an
ts
ar
e
co
n
f
id
en
t
in
t
h
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ab
ilit
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to
ap
p
ly
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d
cr
itically
ev
alu
ate
AI
to
o
l
s
an
d
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y
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tem
s
.
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h
e
f
in
d
i
n
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asize
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ca
to
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s
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k
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wled
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in
AI
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d
its
eth
ical
co
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s
id
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atio
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s
,
s
u
p
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esear
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s
ib
le
u
s
e
in
e
d
u
ca
tio
n
al
s
ettin
g
s
[
1
8
]
.
W
h
ile
p
ar
ticip
an
ts
s
h
o
wed
c
o
m
p
eten
ce
in
AAI
a
n
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E
AI
A,
th
e
s
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r
s
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r
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ev
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in
p
r
ac
tical
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p
licatio
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cr
itical
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k
ills
.
T
h
ese
f
in
d
in
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at
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p
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t
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a
m
s
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co
r
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atin
g
h
an
d
s
-
o
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AI
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o
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ls
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d
r
ea
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wo
r
ld
e
v
alu
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s
co
u
l
d
f
u
r
th
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h
a
n
ce
teac
h
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s
’
ab
ilit
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to
ef
f
ec
tiv
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in
te
g
r
ate
an
d
ass
ess
AI
tech
n
o
lo
g
ies in
th
eir
cl
ass
r
o
o
m
s
[
1
8
]
.
T
ab
le
4
.
L
e
v
el
o
f
AI
liter
ac
y
i
n
ter
m
s
o
f
k
n
o
wled
g
e,
ap
p
licatio
n
,
ev
alu
atio
n
,
an
d
eth
ics
Li
t
e
r
a
c
y
V
a
l
i
d
M
e
a
n
S
TD
.
D
e
v
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a
t
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n
K
U
A
2
4
3
4
.
2
6
1
0
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6
0
5
AAI
2
4
3
4
.
1
4
1
0
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6
9
5
EA
I
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2
4
3
4
.
0
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7
4
2
A
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E
2
4
3
4
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2
1
6
0
.
7
3
9
3
.
3
.
AI a
do
ptio
n a
m
o
ng
t
he
pa
rt
icipa
nts
T
ab
le
5
s
h
o
wca
s
es
th
e
lev
el
o
f
AI
Ad
o
p
tio
n
am
o
n
g
th
e
p
ar
ticip
an
ts
in
ter
m
s
o
f
AI
Ad
o
p
tio
n
co
m
p
o
n
en
ts
.
Par
ticip
an
ts
d
e
m
o
n
s
tr
ated
g
en
er
ally
h
ig
h
l
ev
els
o
f
AI
ad
o
p
tio
n
ac
r
o
s
s
m
o
s
t
co
m
p
o
n
e
n
ts
.
T
h
e
h
ig
h
est
m
ea
n
s
co
r
e
was
o
b
s
er
v
ed
f
o
r
EB
,
f
o
llo
wed
clo
s
ely
b
y
BI
,
in
d
icatin
g
t
h
at
p
ar
ticip
an
ts
p
er
ce
iv
ed
s
tr
o
n
g
b
en
e
f
its
f
r
o
m
AI
an
d
e
x
p
r
ess
ed
a
clea
r
in
ten
tio
n
to
i
n
teg
r
ate
it
in
to
th
eir
p
r
ac
tices.
T
h
e
r
esu
lts
r
ev
ea
l
th
at
SE
in
r
elatio
n
to
AI
ad
o
p
tio
n
a
n
d
AT
UA
s
u
g
g
est
a
p
o
s
itiv
e
s
elf
-
co
n
ce
p
t
an
d
attitu
d
e
r
eg
ar
d
in
g
p
ar
ticip
an
ts
’
ab
ilit
y
to
u
s
e
AI
tech
n
o
lo
g
ies.
E
U
s
co
r
ed
s
lig
h
tly
lo
wer
,
b
u
t sti
ll
r
ef
lects
a
f
av
o
r
ab
le
p
er
ce
p
tio
n
to
war
d
th
e
u
s
ab
ilit
y
o
f
AI
s
y
s
tem
s
.
I
n
co
n
tr
ast,
SA
r
elate
d
to
AI
ad
o
p
tio
n
s
co
r
ed
th
e
lo
west
a
m
o
n
g
th
e
co
m
p
o
n
en
ts
,
s
u
g
g
esti
n
g
th
at
wh
ile
s
o
m
e
p
ar
ticip
an
ts
m
ay
ex
p
e
r
ien
ce
d
i
s
co
m
f
o
r
t o
r
u
n
ce
r
tain
ty
wh
en
u
s
in
g
AI
,
th
is
co
n
ce
r
n
is
n
o
t d
o
m
in
an
t
ac
r
o
s
s
th
e
g
r
o
u
p
.
T
h
is
im
p
lies
th
at
wh
il
e
th
ey
f
in
d
AI
s
y
s
tem
s
g
en
e
r
ally
ea
s
y
to
u
s
e,
tar
g
eted
s
u
p
p
o
r
t
is
n
ee
d
ed
to
r
ed
u
ce
r
esid
u
al
a
n
x
iety
a
n
d
b
u
ild
co
n
f
id
e
n
ce
f
o
r
ef
f
ec
tiv
e
ad
o
p
tio
n
.
T
h
e
s
tu
d
y
in
d
icate
s
th
at
teac
h
er
s
’
p
er
ce
p
tio
n
s
o
f
AI
’
s
E
B
an
d
B
I
ar
e
k
ey
d
r
iv
e
r
s
f
o
r
AI
ad
o
p
tio
n
.
W
ith
h
ig
h
m
ea
n
s
co
r
es
f
o
r
E
B
an
d
B
I
,
th
e
f
in
d
in
g
s
s
u
g
g
est
th
at
r
ec
o
g
n
izin
g
AI
’
s
p
o
ten
tial
b
en
ef
its
is
ass
o
ciate
d
with
s
tr
o
n
g
er
in
ten
tio
n
s
to
ad
o
p
t
it,
co
n
s
is
ten
t
w
ith
p
r
io
r
r
esear
ch
[
1
9
]
.
Alth
o
u
g
h
SE
an
d
AT
UA
wer
e
p
o
s
itiv
ely
co
r
r
elate
d
with
ad
o
p
tio
n
,
SA
wer
e
lo
wer
,
im
p
ly
in
g
th
at
ad
d
r
ess
in
g
em
o
t
io
n
al
r
ea
d
in
ess
an
d
p
r
o
v
id
i
n
g
s
u
p
p
o
r
t
c
o
u
ld
ea
s
e
t
ea
ch
er
s
’
co
n
ce
r
n
s
.
T
h
is
s
u
g
g
e
s
ts
th
at
f
o
s
ter
in
g
p
o
s
itiv
e
SE
an
d
attitu
d
es,
alo
n
g
with
p
r
o
p
er
tr
ain
in
g
,
ca
n
r
e
d
u
ce
an
x
iety
a
n
d
en
h
an
ce
AI
ad
o
p
tio
n
,
wh
ich
is
co
n
s
is
ten
t
with
th
e
r
esu
lts
o
f
p
r
ev
io
u
s
s
tu
d
y
[
2
0
]
.
T
ab
le
5
.
L
e
v
el
o
f
AI
ad
o
p
tio
n
in
ter
m
s
o
f
SE
,
u
s
ab
ilit
y
,
e
m
o
t
io
n
al
r
esp
o
n
s
e,
attitu
d
e,
in
ten
t
io
n
,
an
d
p
er
ce
iv
ed
b
en
ef
its
A
d
o
p
t
i
o
n
V
a
l
i
d
M
e
a
n
S
TD
.
D
e
v
i
a
t
i
o
n
SE
2
4
3
4
.
0
2
5
0
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7
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with
in
th
a
t
g
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.
Descr
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tiv
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s
tatis
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f
o
r
AI
a
d
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p
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b
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teac
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N
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D
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s
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p
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v
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a
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D
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I
a
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b
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e
T
h
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r
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h
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lig
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t
th
e
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f
lu
en
ce
o
f
teac
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in
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ex
p
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ien
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e
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n
th
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willin
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to
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tech
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in
to
t
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class
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p
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io
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r
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at
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with
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ce
an
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lly
e
m
b
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e
AI
[
2
2
]
.
T
h
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v
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n
in
r
esp
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s
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s
d
if
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g
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th
at
tar
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eted
in
ter
v
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tio
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s
co
u
ld
h
elp
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d
r
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s
p
ec
if
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co
n
ce
r
n
s
an
d
e
n
h
an
ce
A
I
ad
o
p
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,
esp
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am
o
n
g
th
e
m
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r
e
ex
p
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ce
d
teac
h
er
s
.
T
ab
le
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ex
h
ib
its
d
escr
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tiv
e
s
tatis
tics
f
o
r
p
ar
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an
ts
’
AI
ad
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p
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s
co
r
es
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r
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d
ac
co
r
d
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g
to
th
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ag
e
g
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o
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p
(
B
ab
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B
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,
Gen
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n
X,
Gen
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Z
,
a
n
d
Millen
n
ial)
.
I
t
p
r
esen
ts
th
e
m
ea
n
s
co
r
es
an
d
v
ar
iab
ilit
y
o
f
AI
ad
o
p
tio
n
ac
r
o
s
s
f
o
u
r
g
en
er
atio
n
al
co
h
o
r
ts
:
B
ab
y
B
o
o
m
er
s
,
Gen
e
r
atio
n
X,
Millen
n
ials
,
an
d
Gen
er
atio
n
Z
.
T
h
e
m
ea
n
s
co
r
es
in
d
icate
v
ar
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n
in
AI
ad
o
p
tio
n
b
ased
o
n
ag
e
g
r
o
u
p
,
s
u
g
g
esti
n
g
th
at
g
en
er
atio
n
al
a
f
f
iliatio
n
m
ay
in
f
lu
en
ce
p
a
r
ticip
an
ts
’
p
er
ce
p
tio
n
s
an
d
en
g
ag
em
en
t w
ith
A
I
te
ch
n
o
lo
g
ies.
T
ab
le
7
.
Descr
ip
tiv
e
s
tatis
tics
f
o
r
AI
a
d
o
p
tio
n
b
y
ag
e
g
r
o
u
p
A
g
e
g
r
o
u
p
N
M
e
a
n
SD
S
t
a
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d
a
r
d
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r
r
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b
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mer
21
3
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9
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4
9
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1
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1
2
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G
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9
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4
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9
0
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1
2
6
N
o
t
e
:
D
e
s
c
r
i
p
t
i
v
e
s
t
a
t
i
s
t
i
c
s
i
n
c
l
u
d
e
m
e
a
n
,
s
t
a
n
d
a
r
d
d
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v
i
a
t
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n
(
S
D
)
,
st
a
n
d
a
r
d
e
r
r
o
r
,
a
n
d
c
o
e
f
f
i
c
i
e
n
t
o
f
v
a
r
i
a
t
i
o
n
(
C
V
)
f
o
r
A
I
a
d
o
p
t
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o
n
b
y
a
g
e
g
r
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p
.
Mo
r
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v
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,
Gen
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Z
r
ep
o
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ted
th
e
h
ig
h
est
m
ea
n
AI
ad
o
p
tio
n
s
co
r
e,
f
o
llo
wed
clo
s
ely
b
y
B
ab
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B
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m
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s
an
d
Millen
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.
Ge
n
er
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X
r
ep
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ted
th
e
lo
west
m
ea
n
s
co
r
e,
s
u
g
g
esti
n
g
r
elativ
ely
lo
wer
lev
els
o
f
p
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ce
iv
ed
o
r
p
r
ac
ticed
AI
ad
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p
tio
n
am
o
n
g
th
at
c
o
h
o
r
t.
T
h
e
s
tan
d
ar
d
er
r
o
r
v
al
u
es
s
h
o
w
th
at
th
e
esti
m
ates
o
f
g
r
o
u
p
m
ea
n
s
ar
e
r
elativ
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p
r
ec
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e,
p
ar
ticu
lar
ly
f
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Millen
n
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an
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Gen
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X,
wh
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h
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s
am
p
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s
izes.
Gen
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Z
,
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th
e
s
m
allest
g
r
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p
(
n
=1
5
)
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s
h
o
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e
h
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h
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ad
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p
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m
e
an
an
d
lo
west
CV
(
C
V=
0
.
1
0
1
)
,
in
d
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b
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t
h
a
h
ig
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le
v
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f
AI
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r
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s
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t
r
esp
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s
es
with
in
th
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g
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.
T
h
e
r
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lts
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co
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s
is
ten
t
wit
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p
r
ev
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tu
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m
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p
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to
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p
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n
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lo
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[
2
3
]
,
[
2
4
]
.
T
h
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s
tan
d
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r
r
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v
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s
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n
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)
,
it
d
em
o
n
s
tr
ated
th
e
h
ig
h
est
l
ev
el
o
f
AI
ad
o
p
tio
n
an
d
th
e
lo
west
CV
(
C
V=
0
.
1
0
1
)
,
in
d
icatin
g
co
n
s
is
ten
t
r
esp
o
n
s
es
with
in
t
h
is
co
h
o
r
t.
Ad
d
itio
n
ally
,
t
h
ese
f
in
d
in
g
s
f
u
r
th
e
r
s
u
p
p
o
r
t
th
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o
tio
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at
g
e
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er
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al
d
if
f
e
r
e
n
ce
s
s
ig
n
if
ican
tly
im
p
ac
t
t
h
e
ad
o
p
tio
n
o
f
AI
,
with
y
o
u
n
g
er
g
en
er
atio
n
s
s
h
o
win
g
h
ig
h
er
lev
els
o
f
f
am
iliar
ity
an
d
co
m
f
o
r
t
with
s
u
ch
tech
n
o
lo
g
ies
[
2
4
]
.
Mo
r
e
o
v
er
,
th
e
v
ar
iatio
n
in
AI
ad
o
p
tio
n
s
co
r
es
ac
r
o
s
s
ag
e
g
r
o
u
p
s
s
u
g
g
ests
th
at
tailo
r
ed
in
ter
v
en
tio
n
s
m
ay
b
e
n
ee
d
ed
to
en
h
an
ce
AI
a
d
o
p
tio
n
,
p
a
r
ticu
l
ar
ly
am
o
n
g
o
ld
e
r
g
e
n
er
atio
n
s
[
1
1
]
.
T
ab
le
8
p
r
esen
ts
a
s
tatis
tical
s
u
m
m
ar
y
o
f
s
co
r
es
b
y
h
ig
h
est
ed
u
ca
tio
n
al
attain
m
en
t.
T
h
e
g
r
o
u
p
s
r
ep
r
esen
ted
ar
e
b
ac
h
elo
r
’
s
d
e
g
r
ee
,
d
o
cto
r
ate
u
n
its
,
m
aster
’
s
d
eg
r
ee
,
an
d
m
aster
’
s
u
n
its
.
T
h
e
d
ata
p
r
o
v
id
e
in
s
ig
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t
in
to
th
e
v
ar
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tr
al
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f
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s
ac
r
o
s
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ese
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ca
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teg
o
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ies.
T
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tab
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d
is
p
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m
ea
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s
co
r
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d
v
ar
iab
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i
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AI
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o
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g
p
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ticip
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r
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p
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h
est
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s
ter
’
s
d
eg
r
ee
,
an
d
d
o
ct
o
r
ate
u
n
its
.
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2252
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8
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2
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A
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tifi
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tellig
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liter
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Descr
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D
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scri
p
t
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s
t
a
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s
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i
c
s
i
n
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,
s
t
a
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d
a
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d
d
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a
t
i
o
n
(
S
D
)
,
s
t
a
n
d
a
r
d
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r
r
o
r
,
a
n
d
c
o
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f
f
i
c
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t
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f
v
a
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a
t
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f
o
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A
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a
d
o
p
t
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o
n
b
y
h
i
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l
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t
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n
t
.
Par
ticip
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ts
with
a
m
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s
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ee
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r
te
d
th
e
h
ig
h
est
m
e
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AI
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s
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e,
f
o
llo
we
d
clo
s
ely
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y
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o
s
e
with
a
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o
r
’
s
d
e
g
r
ee
.
Desp
ite
th
ese
d
if
f
er
e
n
ce
s
in
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ea
n
s
co
r
es,
th
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r
o
s
s
th
e
g
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p
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wer
e
r
elativ
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im
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h
e
s
tan
d
ar
d
er
r
o
r
v
alu
es
in
d
icate
p
r
ec
is
e
esti
m
ates
f
o
r
lar
g
er
g
r
o
u
p
s
,
p
ar
ticu
lar
ly
f
o
r
th
e
m
aster
’
s
u
n
its
,
wh
ile
th
e
e
s
ti
m
ate
f
o
r
d
o
cto
r
ate
u
n
its
is
les
s
r
eliab
le
d
u
e
to
th
e
s
m
all
s
a
m
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le
s
ize.
As
a
r
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lt,
th
e
CV
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lo
west
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o
r
th
e
m
a
s
ter
’
s
d
eg
r
ee
g
r
o
u
p
,
in
d
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g
m
o
r
e
c
o
n
s
is
ten
t
r
esp
o
n
s
es
with
in
th
is
g
r
o
u
p
,
an
d
h
ig
h
est f
o
r
t
h
e
b
ac
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el
o
r
’
s
d
e
g
r
ee
g
r
o
u
p
(
C
V=
0
.
1
6
4
)
,
s
u
g
g
esti
n
g
g
r
ea
ter
v
ar
iab
ilit
y
in
r
esp
o
n
s
es.
T
h
e
m
aster
’
s
d
eg
r
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g
r
o
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p
’
s
C
V
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elativ
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w.
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th
e
o
th
er
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a
n
d
,
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e
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ac
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s
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g
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p
ex
h
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ited
m
o
r
e
d
iv
e
r
s
e
lev
els
o
f
AI
liter
ac
y
an
d
ad
o
p
tio
n
b
e
h
av
io
r
s
,
in
d
icatin
g
a
wid
er
r
a
n
g
e
o
f
e
x
p
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ie
n
ce
s
an
d
p
er
ce
p
tio
n
s
r
eg
a
r
d
in
g
AI
i
n
teg
r
atio
n
in
ed
u
ca
tio
n
.
T
h
is
r
esu
lt
alig
n
s
with
p
r
ev
io
u
s
s
tu
d
ies
s
u
g
g
esti
n
g
th
at
h
ig
h
er
lev
els
o
f
e
d
u
ca
tio
n
te
n
d
to
b
e
p
o
s
itiv
ely
co
r
r
elate
d
with
g
r
ea
ter
tech
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o
lo
g
y
a
d
o
p
tio
n
,
in
clu
d
in
g
A
I
to
o
ls
[
1
2
]
,
[
2
1
]
.
Ho
we
v
er
,
w
h
ile
th
e
m
ea
n
s
co
r
es
s
h
o
w
a
tr
en
d
,
t
h
e
SD
ac
r
o
s
s
th
e
g
r
o
u
p
s
wer
e
r
elativ
ely
s
im
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,
r
an
g
in
g
f
r
o
m
0
.
4
4
to
0
.
6
4
,
i
n
d
icatin
g
th
at
th
e
r
e
is
co
n
s
is
ten
t
v
ar
iab
ilit
y
in
AI
ad
o
p
tio
n
with
in
th
ese
ed
u
ca
tio
n
al
ca
te
g
o
r
ies.
T
h
ese
f
in
d
in
g
s
s
u
g
g
est
th
at
e
d
u
ca
ti
o
n
lev
el
m
ay
p
lay
a
r
o
le
in
s
h
ap
in
g
AI
ad
o
p
tio
n
am
o
n
g
teac
h
er
s
,
with
in
d
iv
id
u
als
h
o
ld
in
g
m
aster
’
s
d
eg
r
ee
s
s
h
o
win
g
m
o
r
e
co
n
s
is
ten
cy
in
th
eir
p
er
ce
p
tio
n
s
an
d
b
eh
a
v
io
r
s
to
war
d
s
AI
ad
o
p
tio
n
,
wh
ile
th
o
s
e
with
a
b
ac
h
elo
r
’
s
d
eg
r
ee
ex
h
ib
ite
d
g
r
ea
ter
v
ar
iab
ilit
y
in
r
esp
o
n
s
es [
2
1
]
.
T
ab
le
9
p
r
esen
ts
th
e
m
ea
n
s
,
SD
,
s
tan
d
ar
d
er
r
o
r
s
,
an
d
co
ef
f
i
cien
ts
o
f
v
ar
iatio
n
f
o
r
th
e
p
e
r
ce
p
tio
n
o
f
AI
liter
ac
y
,
ca
teg
o
r
ized
b
y
th
e
p
ar
ticip
an
ts
’
y
ea
r
s
o
f
teac
h
in
g
ex
p
er
ien
ce
.
T
h
e
tab
le
r
e
v
ea
ls
th
at
th
e
m
ea
n
s
co
r
es
f
o
r
AI
liter
ac
y
p
er
ce
p
tio
n
s
in
d
icate
th
at
p
ar
ticip
an
ts
with
1
-
5
y
ea
r
s
o
f
teac
h
in
g
e
x
p
er
ien
ce
r
ep
o
r
ted
th
e
h
ig
h
est
p
er
ce
p
tio
n
o
f
AI
liter
ac
y
,
f
o
llo
wed
b
y
t
h
o
s
e
with
6
-
1
0
y
ea
r
s
,
1
1
-
1
5
y
ea
r
s
,
a
n
d
1
5
+
y
ea
r
s
.
R
esu
lts
r
ev
ea
l
th
at
v
a
r
iab
ilit
y
in
r
esp
o
n
s
es,
as
r
ef
lecte
d
b
y
th
e
SD
,
was
h
ig
h
est
in
th
e
g
r
o
u
p
with
1
1
-
1
5
y
ea
r
s
o
f
ex
p
er
ien
ce
an
d
lo
west
in
th
e
1
-
5
y
ea
r
s
g
r
o
u
p
.
Ad
d
itio
n
ally
,
th
e
CV
,
wh
ich
r
ep
r
esen
ts
th
e
r
elativ
e
v
ar
iab
ilit
y
in
th
e
d
ata,
was
lo
west
f
o
r
th
e
1
-
5
y
ea
r
s
g
r
o
u
p
,
s
u
g
g
esti
n
g
a
m
o
r
e
co
n
s
is
ten
t
p
er
ce
p
tio
n
o
f
AI
liter
ac
y
,
an
d
h
ig
h
est f
o
r
t
h
e
1
1
-
1
5
y
ea
r
s
g
r
o
u
p
,
in
d
icatin
g
g
r
ea
ter
v
a
r
iab
i
lity
in
p
er
ce
p
tio
n
s
.
T
h
e
SD
o
f
t
h
e
g
r
o
u
p
with
1
1
-
1
5
y
ea
r
s
o
f
ex
p
e
r
ien
ce
in
d
icate
s
a
h
ig
h
lev
el
o
f
v
ar
iab
ilit
y
in
th
eir
r
esp
o
n
s
es.
T
h
is
m
ea
n
s
th
at
t
ea
ch
er
s
in
th
is
g
r
o
u
p
h
a
d
d
iv
er
s
e
p
er
ce
p
tio
n
s
an
d
ex
p
er
i
en
ce
s
r
eg
ar
d
in
g
AI
liter
ac
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,
with
r
esp
o
n
s
es
s
p
r
e
ad
o
u
t
wid
ely
ar
o
u
n
d
th
e
m
ea
n
.
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n
c
o
n
tr
ast,
th
e
g
r
o
u
p
with
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-
5
y
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r
s
o
f
ex
p
er
ien
ce
h
a
d
a
m
u
ch
lo
we
r
SD,
s
h
o
win
g
th
at
th
eir
r
es
p
o
n
s
es
wer
e
m
o
r
e
clu
s
ter
ed
ar
o
u
n
d
th
e
m
ea
n
,
r
ef
lectin
g
m
o
r
e
u
n
i
f
o
r
m
p
er
ce
p
tio
n
s
o
f
AI
liter
ac
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.
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er
all,
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h
er
s
with
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-
5
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s
o
f
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x
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ile
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with
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ite
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m
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h
ese
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d
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Sig
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2
3
]
,
[
2
4
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[
2
5
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m
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ac
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10
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2
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.
Giv
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r
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.
T
ab
le
11
.
R
elatio
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s
h
ip
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en
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liter
ac
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d
AI
ad
o
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tio
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:
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.
3
.
6
.
AI Ado
ptio
n wit
h direc
t
influence
o
n AI
lite
ra
cy
o
f
t
he
pa
rt
icipa
nts
T
ab
le
1
2
d
em
o
n
s
tr
ates
wh
eth
er
th
e
f
ac
to
r
s
u
n
d
er
th
e
lev
el
o
f
AI
ad
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n
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v
e
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ir
ec
t
in
f
lu
en
ce
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n
th
e
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ar
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an
ts
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ter
m
s
o
f
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L
C
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s
h
o
wn
,
th
e
b
aselin
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o
d
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(
M₀
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ates
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teac
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ess
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p
lies
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at
wh
ile
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