I
AE
S In
t
er
na
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io
na
l J
o
urna
l o
f
Art
if
icia
l In
t
ellig
ence
(
I
J
-
AI
)
Vo
l.
1
5
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.
3
,
J
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n
e
2
0
2
6
,
p
p
.
2009
~
2
0
2
3
I
SS
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DOI
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15
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3
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2
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3
2009
J
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ur
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:
h
ttp
:
//ij
a
i
.
ia
esco
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co
m
Exploring
arti
fici
a
l int
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ence
in
v
o
ca
tiona
l learning
:
teache
rs’
perspective
f
ro
m
Indo
nesia
Yulia
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in
In
d
o
n
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sia
.
K
ey
w
o
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d
s
:
Ar
tific
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in
tellig
en
ce
Ar
tific
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in
tellig
en
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ad
o
p
tio
n
I
n
s
tr
u
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al
p
lan
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in
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T
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s
’
p
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p
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T
ea
ch
in
g
an
d
lear
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ca
tio
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ca
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T
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s
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d
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e
CC B
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SA
li
c
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n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
Yu
lian
s
ah
D
e
p
a
r
t
m
e
n
t
o
f
A
d
m
i
n
is
t
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F
a
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m
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s
a
n
d
B
u
s
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n
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s
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U
n
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v
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s
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t
as
Ne
g
e
r
i
Y
o
g
y
a
k
a
r
t
a
C
o
lo
m
b
o
1
Stre
et
,
Kar
a
n
g
m
al
an
g
,
Slem
an
,
Sp
ec
ial
R
eg
io
n
o
f
Yo
g
y
a
k
ar
ta,
I
n
d
o
n
esia
E
m
ail:
y
u
lian
s
ah
@
u
n
y
.
ac
.
id
1.
I
NT
RO
D
UCT
I
O
N
Ad
v
an
ce
m
en
ts
in
ar
tific
ial
in
tellig
en
ce
(
AI
)
h
av
e
s
ig
n
if
ic
an
tly
in
f
lu
e
n
ce
d
teac
h
in
g
an
d
lear
n
in
g
p
r
o
ce
s
s
es
[
1
]
.
AI
ap
p
licatio
n
s
s
u
ch
as
g
en
er
ativ
e
p
r
e
-
t
r
ain
e
d
tr
an
s
f
o
r
m
e
r
(
GPT)
,
m
id
jo
u
r
n
ey
,
an
d
C
h
atGPT
s
u
p
p
o
r
t
teac
h
er
s
in
d
esig
n
in
g
co
n
ten
t,
p
lan
n
in
g
less
o
n
s
,
m
o
n
ito
r
in
g
p
r
o
g
r
ess
,
ass
ess
in
g
p
er
f
o
r
m
an
ce
,
an
d
r
ed
u
cin
g
wo
r
k
l
o
ad
[
2
]
–
[
4
]
.
T
h
u
s
,
AI
f
u
n
ctio
n
s
n
o
t
o
n
ly
as
a
tech
n
o
l
o
g
ical
to
o
l
b
u
t
also
as
a
p
ed
ag
o
g
ical
p
ar
tn
er
in
co
m
p
r
eh
en
s
iv
e
in
s
tr
u
ctio
n
al
p
r
ac
tices
[
5
]
.
I
n
I
n
d
o
n
esia,
v
o
ca
tio
n
al
tea
ch
er
s
f
ac
e
o
n
e
o
f
th
e
h
ig
h
e
s
t
wo
r
k
lo
ad
s
in
t
h
e
r
e
g
io
n
,
av
er
ag
in
g
5
6
.
0
2
h
o
u
r
s
p
er
wee
k
,
wh
ich
lead
s
to
b
u
r
n
o
u
t,
s
tr
ess
,
an
d
r
ed
u
ce
d
i
n
s
tr
u
ctio
n
al
q
u
ality
[
6
]
,
[
7
]
.
T
h
is
is
s
u
e
u
n
d
er
s
co
r
es
th
e
p
r
ess
in
g
n
ee
d
f
o
r
in
n
o
v
ativ
e
s
o
lu
tio
n
s
,
s
u
ch
as
AI
,
to
allev
iate
th
e
wo
r
k
lo
ad
an
d
en
h
an
ce
teac
h
in
g
ef
f
icien
c
y
[
8
]
,
[
9
]
.
T
h
ese
f
in
d
in
g
s
alig
n
with
s
tu
d
ie
s
th
at
r
ec
o
g
n
ize
AI
as b
o
th
an
in
n
o
v
ativ
e
to
o
l a
n
d
a
g
r
o
win
g
p
ed
a
g
o
g
ical
s
tr
ateg
y
ac
r
o
s
s
v
ar
io
u
s
e
d
u
ca
tio
n
al
le
v
els
[
1
0
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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N
:
2
2
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9
3
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I
n
t J Ar
tif
I
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tell
,
Vo
l.
1
5
,
No
.
3
,
J
u
n
e
2
0
2
6
:
2
0
0
9
-
2
0
2
3
2010
Alth
o
u
g
h
AI
’
s
p
o
ten
tial
to
s
u
p
p
o
r
t
ed
u
ca
tio
n
is
wid
ely
a
ck
n
o
wled
g
e
d
[
1
1
]
,
lim
ited
r
e
s
ea
r
ch
h
as
ex
am
in
ed
its
ef
f
ec
tiv
e
ap
p
lica
tio
n
in
v
o
ca
tio
n
al
c
o
n
tex
ts
.
M
o
s
t
ex
is
tin
g
s
tu
d
ies
f
o
cu
s
o
n
g
en
er
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ed
u
ca
tio
n
o
r
d
ev
elo
p
e
d
co
u
n
tr
ies,
leav
in
g
g
ap
s
in
u
n
d
er
s
tan
d
in
g
teac
h
er
s
’
r
ea
d
in
ess
an
d
co
n
tex
tu
al
ch
allen
g
es
in
d
ev
elo
p
in
g
n
atio
n
s
[
1
1
]
,
[
1
2
]
.
W
h
ile
AI
in
teg
r
atio
n
h
as
b
e
en
ex
p
lo
r
e
d
[
1
3
]
–
[
1
5
]
,
q
u
esti
o
n
s
r
em
ain
o
n
h
o
w
teac
h
er
s
ca
n
ap
p
ly
it
ef
f
ec
ti
v
ely
with
o
u
t
ad
d
in
g
p
r
ess
u
r
e
[
1
6
]
,
[
1
7
]
.
Fu
r
t
h
er
m
o
r
e,
r
es
ea
r
ch
g
ap
s
p
er
s
is
t
r
eg
ar
d
in
g
teac
h
er
s
’
r
ea
d
in
ess
to
ad
o
p
t
AI
in
in
s
tr
u
ctio
n
al
p
r
ac
tices
[
1
8
]
.
T
h
is
lack
o
f
c
lar
ity
h
as
led
s
o
m
e
s
ch
o
lar
s
to
ex
p
r
ess
s
k
ep
ticis
m
an
d
q
u
esti
o
n
th
e
v
alid
ity
o
f
AI
as
a
lear
n
i
n
g
s
u
p
p
o
r
t
to
o
l
[
1
9
]
,
[
2
0
]
.
E
f
f
ec
tiv
e
AI
in
teg
r
atio
n
,
t
h
er
ef
o
r
e,
r
e
q
u
ir
es
a
d
ee
p
u
n
d
er
s
tan
d
in
g
o
f
its
ca
p
a
b
ilit
ies
an
d
o
p
tim
al
in
s
tr
u
ctio
n
al
en
v
ir
o
n
m
en
ts
[
2
1
]
.
Mo
s
t
liter
atu
r
e
h
ig
h
lig
h
ts
AI
’
s
im
p
ac
t
o
n
s
tu
d
en
t
lear
n
i
n
g
o
u
tco
m
es
[
2
2
]
,
[
2
3
]
,
y
et
f
ew
ad
d
r
ess
its
r
o
le
in
im
p
r
o
v
in
g
t
ea
ch
er
s
’
in
s
tr
u
ctio
n
al
ef
f
icien
cy
in
v
o
ca
tio
n
al
ed
u
ca
tio
n
.
V
o
ca
tio
n
al
ed
u
ca
tio
n
em
p
h
asizes
b
o
th
c
o
g
n
itiv
e
an
d
p
r
ac
tical
s
k
ills
[
2
4
]
,
r
e
q
u
ir
i
n
g
s
tu
d
en
ts
to
en
g
a
g
e
in
in
ter
n
s
h
ip
s
an
d
i
n
d
u
s
tr
y
s
im
u
latio
n
s
[
2
5
]
–
[
2
8
]
.
T
h
er
ef
o
r
e,
v
o
ca
tio
n
al
in
s
tr
u
ctio
n
d
e
m
an
d
s
d
is
tin
ct
s
tr
ateg
ies
to
e
n
s
u
r
e
th
e
tr
a
n
s
f
er
o
f
o
p
er
atio
n
al
s
k
ills
[
2
9
]
.
Alth
o
u
g
h
AI
b
e
n
ef
its
in
ed
u
c
atio
n
h
av
e
b
ee
n
wid
ely
d
o
cu
m
en
ted
,
e
x
is
tin
g
s
tu
d
ies
m
ain
ly
f
o
cu
s
o
n
lear
n
in
g
o
u
tco
m
es
a
n
d
s
y
s
te
m
d
ev
elo
p
m
en
t
[
3
0
]
–
[
3
3
]
.
W
h
ile
co
n
ce
r
n
s
r
e
g
ar
d
in
g
AI
’
s
ef
f
ec
tiv
en
ess
an
d
eth
ical
im
p
licatio
n
s
p
er
s
is
t
[
3
4
]
–
[
3
6
]
.
At
th
e
s
am
e
tim
e,
r
elativ
ely
f
ew
s
tu
d
ies
h
av
e
ex
am
in
ed
teac
h
e
r
s
’
r
ea
d
in
ess
an
d
ad
o
p
tio
n
as
k
ey
d
eter
m
in
an
ts
o
f
s
u
cc
ess
f
u
l
AI
in
teg
r
atio
n
[
3
7
]
.
Mo
r
e
o
v
er
,
d
i
g
ital
in
f
r
astru
ctu
r
e
g
ap
s
an
d
lo
w
tech
n
o
lo
g
ical
liter
ac
y
ar
e
s
ig
n
if
ican
t
ch
allen
g
es
in
I
n
d
o
n
esia
[
3
8
]
.
I
n
f
ac
t,
s
u
cc
ess
f
u
l
tech
n
o
lo
g
y
in
te
g
r
atio
n
h
ea
v
il
y
d
e
p
en
d
s
o
n
teac
h
er
s
’
r
ea
d
i
n
ess
[
3
9
]
.
Mo
s
t
p
r
io
r
s
tu
d
ies
tar
g
et
d
ev
elo
p
ed
co
u
n
tr
ies
o
r
g
en
e
r
al
ed
u
ca
tio
n
s
y
s
tem
s
,
s
u
ch
as
th
o
s
e
in
So
u
th
Ko
r
ea
,
Ma
lay
s
ia,
an
d
B
r
az
il
[
4
]
,
[
4
0
]
,
[
4
1
]
,
o
r
s
p
ec
if
ic
d
is
cip
lin
es
lik
e
teac
h
in
g
E
n
g
lis
h
as
a
s
ec
o
n
d
lan
g
u
ag
e
(
T
E
SL
)
,
s
cien
ce
,
tech
n
o
lo
g
y
,
en
g
i
n
ee
r
in
g
,
ar
ts
,
an
d
m
ath
em
atics
(
STE
A
M
)
,
an
d
h
ig
h
er
ed
u
ca
tio
n
[
2
3
]
,
[
4
1
]
,
[
4
2
]
.
C
o
n
s
eq
u
en
tly
,
r
es
ea
r
ch
o
n
v
o
ca
tio
n
al
teac
h
er
s
in
d
ev
elo
p
in
g
c
o
u
n
tr
i
es r
em
ain
s
s
ca
r
ce
.
T
h
is
s
tu
d
y
a
d
d
r
ess
es
th
ese
g
a
p
s
b
y
ex
am
in
in
g
h
o
w
teac
h
i
n
g
ex
p
er
ien
ce
s
h
a
p
es
p
er
ce
p
tio
n
s
o
f
A
I
.
E
x
p
er
ien
ce
d
teac
h
er
s
o
f
ten
h
o
ld
m
o
r
e
f
av
o
r
ab
le
v
iews,
in
d
icatin
g
g
r
ea
ter
p
o
ten
tial
f
o
r
AI
a
d
o
p
tio
n
i
n
v
o
ca
tio
n
al
ed
u
ca
tio
n
[
4
3
]
,
[
4
4
]
.
I
n
co
n
tr
ast,
n
o
v
ice
o
r
p
r
e
-
s
er
v
ice
teac
h
e
r
s
—
o
f
ten
co
n
s
id
er
e
d
d
ig
ital
n
ativ
es
—
o
f
f
er
f
r
esh
i
n
s
ig
h
ts
i
n
to
h
o
w
y
o
u
n
g
er
g
en
e
r
atio
n
s
ap
p
r
o
ac
h
th
e
in
teg
r
atio
n
o
f
AI
[
4
5
]
.
B
y
ca
p
t
u
r
in
g
p
er
s
p
ec
tiv
es
f
r
o
m
b
o
th
g
r
o
u
p
s
,
th
is
s
tu
d
y
p
r
o
v
id
es
a
co
m
p
r
eh
en
s
iv
e
u
n
d
er
s
tan
d
i
n
g
o
f
AI
in
teg
r
atio
n
in
v
o
ca
tio
n
al
ed
u
ca
tio
n
in
I
n
d
o
n
esia.
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
d
esig
n
to
ex
p
lo
r
e
v
o
ca
tio
n
al
teac
h
er
s
’
p
e
r
ce
p
ti
o
n
s
o
f
AI
in
teg
r
atio
n
in
e
d
u
ca
tio
n
.
I
n
I
n
d
o
n
esia,
b
o
th
p
r
o
s
p
ec
tiv
e
,
in
e
x
p
er
ien
ce
d
an
d
e
x
p
er
ien
ce
d
te
ac
h
er
s
ar
e
r
eq
u
i
r
ed
to
co
m
p
lete
th
e
n
atio
n
ally
s
ta
n
d
ar
d
ized
teac
h
e
r
p
r
o
f
ess
io
n
a
l
ed
u
ca
tio
n
p
r
o
g
r
am
(
PP
G)
to
o
b
tain
p
r
o
f
ess
io
n
al
ce
r
tific
atio
n
.
T
h
is
p
r
o
g
r
am
eq
u
ip
s
teac
h
er
s
with
d
ig
ital
lear
n
in
g
co
m
p
eten
cies
an
d
tech
n
o
l
o
g
ical
f
am
iliar
ity
[
4
6
]
,
en
s
u
r
in
g
th
at
p
ar
ticip
an
ts
r
ep
r
esen
t
a
n
atio
n
ally
co
m
p
ar
ab
le
lev
el
o
f
p
r
o
f
e
s
s
io
n
al
p
r
ep
ar
atio
n
an
d
tech
n
o
lo
g
ical
ex
p
o
s
u
r
e
.
T
h
e
s
tu
d
y
f
o
cu
s
ed
o
n
v
o
ca
tio
n
al
h
ig
h
s
ch
o
o
l
(
VHS)
teac
h
er
s
an
d
p
r
o
s
p
ec
tiv
e
teac
h
er
s
,
as
th
ey
p
lay
a
cr
it
ical
r
o
le
in
p
r
ep
a
r
in
g
jo
b
-
r
e
ad
y
g
r
ad
u
ates.
Ho
we
v
er
,
t
h
e
y
h
av
e
th
e
l
o
west
ce
r
tific
atio
n
r
ates
am
o
n
g
all
ed
u
ca
tio
n
al
lev
els,
o
n
ly
2
8
.
4
9
%
ar
e
ce
r
tifie
d
,
co
m
p
ar
ed
to
4
5
.
7
7
%
at
th
e
elem
en
tar
y
lev
el,
4
5
.
0
7
%
at
th
e
ju
n
io
r
h
ig
h
lev
el,
a
n
d
4
1
.
0
9
%
at
th
e
s
en
io
r
h
ig
h
lev
el.
T
h
is
co
n
d
itio
n
h
ig
h
lig
h
ts
b
o
t
h
a
p
r
ess
in
g
n
e
ed
f
o
r
d
ig
ital
co
m
p
eten
cy
d
e
v
elo
p
m
en
t
a
n
d
a
n
o
p
p
o
r
t
u
n
it
y
to
u
n
d
er
s
tan
d
AI
r
ea
d
in
ess
with
in
v
o
ca
tio
n
al
e
d
u
ca
tio
n
.
Fro
m
th
e
1
0
0
i
n
v
itatio
n
s
s
en
t,
6
5
v
alid
r
esp
o
n
s
es
wer
e
o
b
tai
n
ed
,
y
iel
d
in
g
a
6
5
%
p
ar
ticip
atio
n
r
ate
as
s
h
o
wn
in
T
ab
le
1
.
Selecte
d
p
ar
ticip
an
ts
wer
e
lo
ca
ted
in
t
h
e
Sp
ec
ial
R
eg
io
n
o
f
Yo
g
y
ak
ar
ta
(
DI
Y)
,
wh
ic
h
co
n
s
is
ten
tly
r
an
k
s
h
ig
h
est
in
I
n
d
o
n
esia’
s
d
ig
ital
liter
ac
y
in
d
ex
ac
co
r
d
in
g
to
s
u
r
v
e
y
s
co
n
d
u
cte
d
b
y
th
e
Min
is
tr
y
o
f
C
o
m
m
u
n
icatio
n
an
d
I
n
f
o
r
m
atio
n
T
ec
h
n
o
l
o
g
y
in
2
0
2
1
a
n
d
2
0
2
2
[
4
7
]
.
T
o
en
r
ich
th
e
d
ata
an
d
ca
p
tu
r
e
d
iv
e
r
s
e
p
er
s
p
ec
tiv
es,
q
u
an
titativ
e
in
f
o
r
m
atio
n
was
co
llected
th
r
o
u
g
h
a
n
o
p
en
-
en
d
ed
s
u
r
v
e
y
q
u
esti
o
n
f
o
llo
wed
b
y
q
u
alitativ
e
en
r
ic
h
m
en
t
f
r
o
m
s
em
i
-
s
tr
u
ctu
r
ed
i
n
ter
v
iews,
allo
win
g
b
o
th
i
n
-
d
ep
th
n
ar
r
ativ
es
an
d
b
r
o
ad
e
r
wr
itten
r
e
f
lectio
n
s
.
T
h
e
d
ata
wer
e
t
h
en
a
n
aly
ze
d
t
h
em
atica
lly
to
id
en
tify
k
ey
p
att
er
n
s
an
d
v
ar
iatio
n
s
in
teac
h
er
s
’
p
er
ce
p
tio
n
s
o
f
AI
in
in
s
tr
u
ctio
n
al
p
lan
n
in
g
,
d
eliv
er
y
,
an
d
ass
ess
m
en
t.
T
h
e
s
u
r
v
ey
in
clu
d
ed
d
em
o
g
r
ap
h
ic
q
u
esti
o
n
s
an
d
2
4
s
tatem
en
ts
aim
ed
at
ev
alu
atin
g
teac
h
er
s
'
p
er
ce
p
tio
n
s
o
f
AI
i
n
teg
r
atio
n
in
ed
u
ca
tio
n
.
T
h
e
d
em
o
g
r
ap
h
i
c
s
ec
tio
n
en
co
m
p
ass
ed
g
en
d
e
r
,
ag
e,
ed
u
ca
tio
n
al
attain
m
en
t,
teac
h
in
g
ce
r
tific
a
tio
n
,
teac
h
i
n
g
ex
p
er
ie
n
ce
,
t
y
p
e
o
f
s
ch
o
o
l,
a
n
d
g
eo
g
r
ap
h
i
ca
l
lo
ca
tio
n
.
T
h
e
p
er
ce
p
tio
n
s
tatem
en
ts
f
o
cu
s
e
d
o
n
th
r
ee
f
u
n
d
am
e
n
tal
elem
en
ts
o
f
th
e
in
s
tr
u
ctio
n
al
p
r
o
ce
s
s
:
p
lan
n
in
g
,
im
p
lem
en
tatio
n
,
an
d
ass
ess
m
en
t,
as
well
as
teac
h
er
s
'
p
er
s
p
ec
tiv
es
o
n
th
e
f
u
tu
r
e
u
tili
za
tio
n
o
f
AI
an
d
its
p
o
ten
tial
to
s
u
p
p
la
n
t
ed
u
ca
to
r
s
.
All
item
s
wer
e
s
y
s
tem
atica
lly
ar
r
a
n
g
ed
u
tili
zin
g
a
f
iv
e
-
p
o
in
t
L
ik
er
t
s
ca
le
[
4
5
]
to
class
if
y
r
esp
o
n
s
es a
n
d
ag
g
r
eg
ate
p
er
ce
p
tio
n
s
,
r
ath
er
t
h
an
f
o
r
in
f
e
r
en
tial a
n
aly
s
is
.
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
E
xp
lo
r
in
g
a
r
tifi
cia
l in
tellig
en
c
e
in
vo
ca
tio
n
a
l le
a
r
n
in
g
:
tea
c
h
ers
’
p
ers
p
ec
tive
fr
o
m
I
n
d
o
n
e
s
ia
(
Yu
lia
n
s
a
h
)
2011
Alm
o
s
t
all
o
f
th
e
r
esear
ch
was
q
u
an
titativ
e,
an
d
f
u
n
d
am
en
tal
an
aly
s
is
co
u
ld
d
e
s
cr
ib
e
th
e
ch
ar
ac
ter
is
tics
o
f
th
e
r
esp
o
n
d
en
ts
an
d
in
d
icate
th
e
d
e
g
r
ee
to
wh
ich
th
ey
r
esp
o
n
d
ed
to
th
em
atic
q
u
esti
o
n
s
.
I
n
o
r
d
er
to
p
r
o
v
id
e
a
m
o
r
e
ac
c
u
r
ate
d
em
o
g
r
ap
h
ic
p
r
o
f
ile
a
n
d
to
s
u
m
m
a
r
ize
th
e
d
is
tr
ib
u
tio
n
o
f
r
esp
o
n
s
es,
d
escr
ip
tiv
e
d
ata
wer
e
p
r
o
ce
s
s
ed
u
s
in
g
J
SAP
an
d
Mic
r
o
s
o
f
t
E
x
ce
l.
As
a
r
esu
lt,
a
n
o
n
-
p
ar
am
etr
ic
test
k
n
o
wn
as
th
e
Ma
n
n
-
W
h
itn
ey
U
test
was
u
tili
ze
d
in
o
r
d
er
t
o
in
v
esti
g
ate
th
e
d
if
f
er
e
n
ce
s
th
at
e
x
is
ted
b
etwe
en
ce
r
tifie
d
an
d
u
n
ce
r
tifie
d
teac
h
er
s
in
ter
m
s
o
f
th
eir
p
er
ce
p
tio
n
s
o
f
th
e
u
s
e
o
f
AI
in
less
o
n
p
lan
n
in
g
,
in
s
tr
u
ctio
n
al
im
p
lem
en
tatio
n
,
an
d
ass
ess
m
en
t,
as
well
as
th
eir
p
er
ce
p
tio
n
s
o
f
th
e
p
o
ten
tial
f
o
r
AI
to
r
ep
lace
teac
h
er
s
in
in
s
tr
u
ctio
n
al
p
r
ac
tices.
A
co
m
p
lem
en
tar
y
q
u
alitativ
e
a
n
al
y
s
is
was
ca
r
r
ied
o
u
t
in
o
r
d
er
to
id
e
n
tify
th
e
m
atic
p
atter
n
s
th
at
wer
e
d
er
i
v
ed
f
r
o
m
th
e
o
p
en
-
en
d
e
d
r
esp
o
n
s
es.
T
h
is
was
d
o
n
e
in
o
r
d
e
r
to
d
el
v
e
d
ee
p
er
in
t
o
th
e
f
in
d
in
g
s
.
Fo
llo
win
g
t
h
e
a
n
aly
s
is
o
f
th
ese
p
atter
n
s
,
n
u
an
ce
d
in
s
ig
h
ts
in
to
th
e
way
s
in
wh
ic
h
teac
h
er
s
p
er
ce
iv
e
th
e
u
s
e
o
f
AI
in
in
s
tr
u
ctio
n
al
p
lan
n
in
g
,
im
p
lem
en
tatio
n
,
an
d
ass
ess
m
en
t
wer
e
o
b
tain
ed
.
T
ak
in
g
th
is
co
m
p
lem
en
tar
y
ap
p
r
o
ac
h
m
ak
es it p
o
s
s
ib
le
to
h
av
e
a
h
o
lis
tic
p
er
s
p
ec
tiv
e
o
n
th
e
f
in
d
in
g
s
.
T
ab
le
1
.
R
esp
o
n
d
e
n
t d
em
o
g
r
a
p
h
y
D
i
st
r
i
c
t
s
S
c
h
o
o
l
s
C
e
r
t
i
f
i
e
d
S
e
x
t
y
p
e
s
C
e
r
t
i
f
i
e
d
U
n
c
e
r
t
i
f
i
e
d
M
a
l
e
F
e
mal
e
Y
o
g
y
a
k
a
r
t
a
C
i
t
y
D
I
Y
1
4
1
1
4
D
I
Y
7
1
4
0
5
B
O
K
P
R
I
1
D
I
Y
1
1
0
2
S
l
e
ma
n
TM
P
L
1
5
2
2
5
G
D
N
1
3
1
1
3
D
P
K
1
2
1
1
2
M
D
2
M
Y
D
1
2
2
1
I
S
N
C
D
K
0
4
0
4
B
a
n
t
u
l
B
N
TL
1
3
0
0
3
M
D
2
B
N
TL
0
2
0
2
G
u
n
u
n
g
k
i
d
u
l
W
N
S
R
1
2
3
5
0
M
D
1
P
Y
N
2
3
5
0
M
A
A
R
I
F
W
N
S
R
2
2
4
0
K
u
l
o
n
P
r
o
g
o
P
G
S
H
1
5
1
1
5
M
D
1
W
TS
1
2
1
2
M
D
2
W
TS
1
2
1
2
To
t
a
l
36
29
10
55
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
Resul
t
s
T
h
is
s
ec
tio
n
p
r
esen
ts
th
e
f
in
d
in
g
s
o
f
th
e
s
tu
d
y
co
n
d
u
cte
d
.
T
h
ese
f
in
d
in
g
s
f
o
c
u
s
o
n
ad
d
r
ess
in
g
h
o
w
teac
h
in
g
e
x
p
er
ien
ce
ca
n
s
h
ap
e
teac
h
er
s
'
p
er
ce
p
tio
n
s
o
f
AI
.
T
h
e
f
in
d
in
g
s
ar
e
d
iv
id
e
d
in
to
s
ix
s
u
b
s
ec
tio
n
s
co
n
s
is
tin
g
o
f
r
esp
o
n
d
e
n
t
d
em
o
g
r
ap
h
ics,
VHS
teac
h
er
s
'
p
er
ce
p
tio
n
s
o
f
u
s
in
g
AI
in
less
o
n
p
lan
n
in
g
,
i
n
th
e
lear
n
in
g
p
r
o
ce
s
s
,
in
lear
n
in
g
ass
ess
m
en
t,
an
o
v
er
all
p
er
c
ep
tio
n
o
f
VHS
teac
h
er
s
o
n
th
e
u
s
e
o
f
A
I
in
ed
u
ca
tio
n
al
p
r
o
ce
s
s
es,
an
d
tea
ch
er
s
'
r
esp
o
n
s
es to
th
e
is
s
u
e
o
f
AI
r
ep
lacin
g
teac
h
er
s
.
3
.
1
.
1.
Dem
o
g
ra
ph
ics o
f
re
s
ea
rc
h r
esp
o
nd
e
nts
T
h
is
s
tu
d
y
r
ec
eiv
ed
r
esp
o
n
s
es
f
r
o
m
6
5
teac
h
er
s
in
th
e
D
I
Y
.
T
ab
le
2
p
r
esen
ts
th
e
d
em
o
g
r
ap
h
ic
p
r
o
f
ile
o
f
VHS
teac
h
er
r
esp
o
n
d
en
ts
,
in
clu
d
in
g
s
ex
ty
p
e,
a
g
e,
ed
u
ca
tio
n
lev
el,
teac
h
er
ce
r
tific
atio
n
s
tatu
s
,
teac
h
in
g
ex
p
er
ien
ce
,
t
h
e
s
tatu
s
o
f
th
e
s
ch
o
o
l
wh
er
e
th
e
y
tea
ch
,
an
d
g
eo
g
r
ap
h
ic
r
eg
io
n
.
T
a
b
le
2
in
d
icate
s
th
at
8
4
.
6
2
%
o
f
th
e
r
esp
o
n
d
en
ts
ar
e
f
em
ale,
wh
ile
o
n
ly
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5
.
3
8
%
ar
e
m
ale.
T
h
is
s
u
g
g
ests
t
h
at
f
em
ale
teac
h
er
s
p
r
ed
o
m
i
n
ate
in
v
o
ca
tio
n
al
ed
u
ca
tio
n
,
p
ar
tic
u
lar
ly
in
f
ield
s
s
u
ch
as
o
f
f
ice
m
a
n
ag
em
en
t
an
d
b
u
s
in
ess
s
er
v
ices.
Mo
s
t
r
esp
o
n
d
en
ts
ar
e
y
o
u
n
g
,
with
3
6
.
9
2
%
ag
ed
2
3
-
3
0
y
e
ar
s
,
f
o
llo
wed
b
y
3
2
.
3
1
%
o
v
e
r
4
5
y
ea
r
s
o
ld
,
an
d
3
0
.
7
7
% a
g
ed
3
5
-
4
5
y
ea
r
s
.
R
eg
ar
d
in
g
ed
u
ca
tio
n
al
b
ac
k
g
r
o
u
n
d
,
8
2
.
9
2
%
h
o
ld
a
b
ac
h
elo
r
'
s
d
eg
r
ee
(
n
=4
0
)
,
wh
ile
2
3
.
0
8
%
h
av
e
ea
r
n
ed
a
m
aster
’
s
d
eg
r
ee
(
n
=1
5
)
.
T
h
is
s
tu
d
y
co
n
s
id
er
s
th
e
p
er
ce
p
tio
n
s
o
f
b
o
th
ce
r
tif
ied
an
d
u
n
ce
r
tifie
d
teac
h
er
s
.
C
er
tifie
d
teac
h
er
s
m
ak
e
u
p
4
6
.
1
5
%
o
f
r
esp
o
n
d
en
t
s
,
wh
ile
u
n
ce
r
tifie
d
o
n
e’
s
ac
c
o
u
n
t
f
o
r
5
3
.
8
5
%.
I
n
ter
m
s
o
f
teac
h
in
g
ex
p
er
ien
ce
,
5
5
.
3
8
%
h
av
e
m
o
r
e
th
an
s
ix
y
ea
r
s
o
f
ex
p
er
ien
ce
,
wh
ile
2
0
%
ar
e
n
ew
teac
h
er
s
with
less
th
an
two
y
ea
r
s
o
f
e
x
p
er
ien
ce
.
R
esp
o
n
d
en
ts
with
2
-
4
y
ea
r
s
o
f
ex
p
er
ien
ce
r
e
p
r
e
s
en
t
1
6
.
9
2
%,
wh
ile
th
o
s
e
with
4
-
6
y
ea
r
s
o
f
ex
p
e
r
ien
ce
ac
co
u
n
t
f
o
r
7
.
6
9
%.
Mo
s
t
r
esp
o
n
d
en
ts
teac
h
at
p
u
b
lic
s
ch
o
o
ls
(
5
2
.
3
1
%),
wh
ile
th
e
r
em
ain
in
g
4
4
.
6
2
%
teac
h
in
p
r
iv
ate
s
ch
o
o
ls
.
T
h
is
v
ar
iatio
n
in
s
ch
o
o
l
ty
p
e
b
r
o
ad
en
s
th
e
s
tu
d
y
'
s
co
n
tex
tu
al
r
elev
an
ce
.
Dem
o
g
r
ap
h
ically
,
r
esp
o
n
d
en
ts
ar
e
f
air
ly
ev
en
ly
d
is
tr
ib
u
ted
ac
r
o
s
s
r
eg
io
n
s
:
3
2
.
3
1
%
f
r
o
m
Slem
an
R
eg
en
c
y
,
2
1
.
5
4
%
f
r
o
m
Gu
n
u
n
g
k
id
u
l,
1
8
.
4
6
%
f
r
o
m
Yo
g
y
ak
ar
ta
C
ity
an
d
Ku
lo
n
Pro
g
o
(
ea
ch
)
,
an
d
9
.
2
3
% f
r
o
m
B
an
tu
l Reg
en
cy
.
Fig
u
r
e
1
p
r
esen
ts
th
e
d
is
tr
i
b
u
tio
n
o
f
r
esp
o
n
d
en
ts
ac
r
o
s
s
v
o
ca
tio
n
al
s
ch
o
o
ls
.
R
esear
ch
er
s
also
co
llected
d
ata
r
eg
ar
d
i
n
g
th
e
wee
k
ly
teac
h
i
n
g
lo
ad
o
f
teac
h
er
s
.
T
ab
le
3
in
d
icate
s
th
e
co
m
p
ar
is
o
n
o
f
teac
h
in
g
lo
ad
s
b
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ce
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d
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d
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er
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d
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h
er
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T
ab
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e
3
in
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icate
s
th
at
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th
ei
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co
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r
p
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.
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h
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f
in
d
in
g
c
o
n
f
ir
m
s
th
at
u
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tifie
d
teac
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r
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r
r
y
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h
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en
ts
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ased
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o
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ly
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g
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est
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tifie
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ce
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d
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te
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I
to
o
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r
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ir
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lity."
(
GR
.
2
2
C
erti
fied
Tea
ch
er)
"A
I
h
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th
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s
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o
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s
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lly
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r
ticu
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ly
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s
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l
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lu
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tin
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ess
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ys,
w
h
ich
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s
u
a
lly
ta
ke
mo
r
e
time
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n
d
b
en
efit
fr
o
m
co
n
s
tr
u
ctive
feed
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a
ck
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(
GR
.
1
0
:
U
n
ce
r
tifi
ed
Tea
ch
er)
Ov
er
all,
teac
h
er
s
v
iew
AI
p
o
s
itiv
ely
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lear
n
in
g
ass
ess
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en
t
s
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er
tifie
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h
er
s
ten
d
to
a
g
r
ee
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o
r
e
s
tr
o
n
g
ly
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th
e
r
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le
o
f
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en
h
a
n
cin
g
p
er
f
o
r
m
a
n
ce
,
esp
ec
ially
in
ass
ess
m
en
t
an
d
f
ee
d
b
ac
k
.
T
o
e
n
r
ich
th
e
p
er
ce
p
tio
n
d
ata,
r
esear
ch
e
r
s
also
ask
ed
ab
o
u
t
th
e
u
r
g
en
cy
o
f
u
s
in
g
AI
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lear
n
i
n
g
ass
ess
m
en
ts
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u
r
e
4
p
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a
s
u
m
m
ar
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th
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s
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r
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u
r
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n
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icate
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ab
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icate
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tifie
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s
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r
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s
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s
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s
—
f
r
o
m
p
lan
n
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g
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d
im
p
le
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en
tatio
n
to
ass
ess
m
en
t,
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o
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g
h
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ar
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g
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ten
s
ity
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g
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o
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p
s
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r
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m
in
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tly
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t
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r
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e
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t
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s
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o
f
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ticu
lar
ly
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o
r
cr
ea
tin
g
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h
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g
m
ater
ials
,
p
r
esen
tatio
n
s
,
an
d
less
o
n
p
lan
s
,
as we
ll a
s
ac
tin
g
as tea
ch
in
g
ass
is
tan
t
s
an
d
p
r
o
v
id
in
g
f
ee
d
b
ac
k
to
s
tu
d
e
n
ts
.
"I
ch
o
o
s
e
to
fr
eq
u
en
tly
u
s
e
t
h
is
tech
n
o
lo
g
y
b
ec
a
u
s
e
tea
c
h
ers
mu
s
t
ke
ep
u
p
w
ith
d
ev
elo
p
men
ts
.
A
I
g
r
ea
tly
h
elp
s
w
ith
crea
tin
g
l
ess
o
n
p
la
n
s
,
ma
teri
a
ls
,
a
n
d
p
r
esen
ta
tio
n
s
,
p
r
o
d
u
cin
g
b
ett
er
r
esu
lt
s
a
lig
n
ed
w
ith
tech
n
o
lo
g
ica
l
a
d
va
n
ce
men
ts
.
"
(
GR
.
19
:
C
erti
fie
d
t
ea
ch
er)
"I
w
ill
o
ften
u
tili
z
e
A
I
b
ec
a
u
s
e
it
s
imp
lifi
es
th
e
p
r
o
ce
s
s
o
f
cr
ea
tin
g
less
o
n
p
la
n
s
,
s
o
tea
ch
e
r
s
a
lr
ea
d
y
kn
o
w
w
h
a
t m
a
teri
a
ls
to
p
r
esen
t."
(
GR
.
4
:
Un
ce
r
tifi
ed
t
ea
ch
er
)
"I
w
ill
u
s
e
A
I
mo
r
e
fr
eq
u
en
tly
in
th
e
fu
tu
r
e
b
ec
a
u
s
e
it
h
elp
s
p
r
o
vid
e
a
u
to
m
a
tic
feed
b
a
ck
,
s
a
vin
g
a
l
o
t
o
f time
.
"
(
GR
.
1
:
Un
ce
r
tifi
ed
t
e
a
ch
er)
I
n
co
n
tr
ast,
p
er
ce
p
ti
o
n
s
ab
o
u
t
u
s
in
g
AI
to
cr
ea
te
ass
es
s
m
en
t
q
u
esti
o
n
s
v
ar
y
.
W
h
ile
7
0
%
o
f
u
n
ce
r
tifie
d
teac
h
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tifie
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o
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s
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u
e
to
th
eir co
mp
lexity
a
n
d
va
r
ia
tio
n
.
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GR
.
30
:
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erti
fied
t
ea
ch
er)
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la
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s
e
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tu
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e
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y
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ith
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ta
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s
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s
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p
q
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o
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g
h
th
e
o
u
tp
u
t sti
ll n
ee
d
s
r
ev
iew
.
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GR
.
2
:
C
erti
fied
t
ea
ch
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t
ev
eryth
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g
s
h
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ld
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ely
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I
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t
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s
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h
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ld
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5
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0
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lia
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29
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ch
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ften
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s
e
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I
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eta
iled
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ica
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o
r
s
a
n
d
q
u
esti
o
n
typ
es
—
it's ve
r
y
s
imp
le.
"
(
GR
.
2
:
Un
ce
r
tifi
ed
t
ea
ch
er)
3.
1.
6.
Vo
ca
t
i
o
na
l hig
h scho
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l t
ea
cher
s
' r
esp
o
ns
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s
t
o
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he
is
s
ue
o
f
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pla
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t
ea
cher
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T
h
e
m
o
s
t
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n
t
s
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r
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ar
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th
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e
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ates
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ich
a
r
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r
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ts
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lives."
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ch
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a
m
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p
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ile
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ly,
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n
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to
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e
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ell
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d
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elo
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ed
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2
Un
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tifi
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Tea
ch
er)
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u
r
e
5
.
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teac
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a
l
p
r
o
c
e
sses
5
2
5
.
0
1
.
0
0
0
N
o
t
s
i
g
n
i
f
i
c
a
n
t
P
e
r
c
e
p
t
i
o
n
o
f
A
I
r
e
p
l
a
c
i
n
g
t
e
a
c
h
e
r
4
6
3
.
0
0
.
3
6
9
N
o
t
s
i
g
n
i
f
i
c
a
n
t
3
.
2
.
Dis
cus
s
io
n
T
h
is
s
ec
tio
n
d
iv
id
e
d
th
e
d
is
c
u
s
s
io
n
in
to
th
r
ee
m
ain
th
em
es.
First,
th
is
s
ec
tio
n
r
ev
iews
teac
h
er
s
'
p
er
ce
p
tio
n
s
o
f
AI
u
s
e
in
t
h
e
t
ea
ch
in
g
a
n
d
lear
n
in
g
p
r
o
ce
s
s
,
en
co
m
p
ass
in
g
less
o
n
p
lan
n
i
n
g
,
im
p
lem
e
n
tatio
n
,
an
d
ass
ess
m
en
t.
Nex
t,
we
d
is
cu
s
s
th
e
u
r
g
en
cy
a
n
d
in
ter
e
s
t
f
elt
b
y
teac
h
er
s
in
u
tili
zin
g
AI
in
th
e
f
u
tu
r
e
.
Fin
ally
,
th
is
s
ec
tio
n
r
ev
iews tea
ch
er
s
'
p
er
ce
p
tio
n
s
o
f
AI
'
s
p
o
ten
tial to
r
ep
lace
h
u
m
an
e
d
u
ca
t
o
r
s
.
3
.
2
.1
.
T
ea
cher
s
’
perc
ept
io
ns
o
f
AI in t
ea
ching
a
nd
lea
rning
T
h
e
f
in
d
in
g
s
in
d
icate
th
at
v
o
c
atio
n
al
teac
h
er
s
,
b
o
th
ce
r
tifie
d
an
d
u
n
ce
r
tifie
d
,
g
en
er
ally
h
av
e
p
o
s
itiv
e
p
er
ce
p
tio
n
s
o
f
th
e
u
s
e
o
f
AI
in
less
o
n
p
lan
n
in
g
,
teac
h
in
g
,
an
d
ass
ess
m
en
t.
T
h
e
r
esu
lts
o
f
em
p
ir
ical
test
in
g
u
s
in
g
th
e
Ma
n
n
-
W
h
ite
U
test
(
T
ab
le
8
)
also
s
h
o
w
th
at
th
er
e
is
n
o
d
if
f
er
en
ce
in
p
er
ce
p
ti
o
n
b
etwe
en
th
e
two
g
r
o
u
p
s
r
eg
ar
d
i
n
g
th
e
u
s
e
o
f
A
I
in
th
e
teac
h
in
g
an
d
lear
n
in
g
p
r
o
ce
s
s
.
B
o
th
g
r
o
u
p
s
o
f
teac
h
er
s
b
eliev
e
th
at
AI
en
h
an
ce
s
ef
f
icien
cy
in
th
e
d
e
v
elo
p
m
en
t
o
f
lear
n
in
g
p
la
n
s
.
T
h
is
is
co
n
s
i
s
ten
t
with
p
r
io
r
f
in
d
in
g
s
[
4
8
]
,
[
4
9
]
wh
ich
s
tate
th
at
AI
ca
n
r
ed
u
ce
th
e
tim
e
r
e
q
u
ir
ed
to
p
r
ep
ar
e
in
s
tr
u
ctio
n
al
m
ater
ials
an
d
m
ed
ia
wh
ile
allev
iatin
g
ad
m
in
is
tr
ativ
e
wo
r
k
lo
ad
s
[
5
0
]
.
Fu
r
t
h
er
m
o
r
e,
th
e
p
o
s
itiv
e
p
er
ce
p
tio
n
s
o
f
b
o
th
g
r
o
u
p
s
r
e
g
ar
d
in
g
th
e
u
s
e
o
f
AI
in
th
e
im
p
lem
en
tati
o
n
s
tag
e
ar
e
g
r
o
u
n
d
e
d
in
th
e
b
elief
th
at
AI
ca
n
f
u
n
ctio
n
as
a
r
eliab
le
ass
i
s
tan
t
th
at
ca
n
b
e
ac
tiv
e
2
4
h
o
u
r
s
a
d
ay
.
T
h
ese
f
in
d
in
g
s
alig
n
with
p
r
ev
io
u
s
r
esear
ch
th
at
co
n
f
i
r
m
s
th
at
AI
ca
n
b
e
r
elied
u
p
o
n
as
a
lear
n
in
g
as
s
is
tan
t
ca
p
ab
le
o
f
p
r
o
v
i
d
in
g
f
ast,
ac
cu
r
ate,
an
d
r
elev
an
t
r
esp
o
n
s
es
[
5
1
]
.
I
n
ad
d
itio
n
,
th
is
r
esear
ch
in
d
icat
es
th
at
v
o
ca
tio
n
al
teac
h
er
s
in
I
n
d
o
n
esia
g
en
er
all
y
h
av
e
a
p
o
s
itiv
e
v
iew
o
f
th
e
u
s
e
o
f
AI
in
th
e
ass
ess
m
en
t
p
r
o
ce
s
s
,
p
ar
ticu
lar
ly
in
th
e
p
r
e
p
ar
atio
n
o
f
q
u
esti
o
n
s
an
d
t
h
e
ac
ce
ler
atio
n
o
f
th
e
co
r
r
ec
tio
n
p
r
o
ce
s
s
.
Pre
v
io
u
s
s
tu
d
ies
also
r
ev
ea
led
t
h
at
AI
h
a
s
s
ig
n
if
ican
t
p
o
ten
tial
in
r
ed
u
c
in
g
co
r
r
ec
tio
n
tim
e
wh
ile
in
cr
ea
s
in
g
th
e
ac
cu
r
ac
y
o
f
ass
ess
m
en
t
r
esu
lt
s
[
5
2
]
,
[
5
3
]
.
T
h
is
p
o
s
itiv
e
p
er
ce
p
ti
o
n
co
r
r
elate
s
with
th
e
r
elativ
ely
h
ig
h
wo
r
k
l
o
ad
o
f
v
o
ca
tio
n
al
teac
h
er
s
,
with
m
an
y
teac
h
i
n
g
s
m
o
r
e
th
an
2
4
h
o
u
r
s
p
e
r
wee
k
,
p
o
s
itio
n
in
g
AI
as a
n
ef
f
ec
tiv
e
m
ea
n
s
o
f
r
e
d
u
cin
g
wo
r
k
lo
ad
d
em
an
d
s
.
3
.
2
.
2
.
P
er
ce
iv
ed
urg
ency
a
nd
f
uture
us
e
o
f
AI
Sec
o
n
d
,
t
h
e
r
ese
ar
c
h
r
es
u
l
ts
in
d
ic
at
e
th
at
t
h
e
l
e
v
el
o
f
u
r
g
e
n
c
y
f
o
r
A
I
in
te
g
r
at
io
n
i
n
lea
r
n
i
n
g
is
co
n
s
i
d
e
r
e
d
m
o
d
er
at
e.
F
u
r
t
h
e
r
s
tatis
t
ic
al
a
n
a
l
y
s
is
c
o
n
f
ir
m
s
t
h
at
t
h
e
r
e
is
n
o
s
ig
n
i
f
i
ca
n
t
d
i
f
f
e
r
e
n
c
e
i
n
p
e
r
c
ep
ti
o
n
r
e
g
a
r
d
i
n
g
t
h
e
u
r
g
e
n
cy
o
f
A
I
u
ti
liz
ati
o
n
b
e
twe
en
c
er
ti
f
ie
d
a
n
d
n
o
n
-
c
er
ti
f
ie
d
te
ac
h
e
r
s
(
T
a
b
le
8
)
.
T
h
is
f
i
n
d
i
n
g
in
d
ic
at
es
t
h
at
v
o
c
ati
o
n
al
tea
c
h
er
s
i
n
I
n
d
o
n
esi
a
d
o
n
o
t
y
et
v
i
ew
A
I
as
a
n
u
r
g
en
t
n
ee
d
,
p
o
s
s
ib
l
y
i
n
f
l
u
e
n
c
ed
b
y
v
a
r
i
o
u
s
c
o
n
ce
r
n
s
r
e
g
ar
d
i
n
g
th
e
i
m
p
li
ca
t
io
n
s
o
f
i
ts
u
s
e
in
t
h
e
f
u
t
u
r
e
.
Se
v
e
r
a
l
p
r
e
v
i
o
u
s
s
tu
d
i
es
als
o
s
u
g
g
est
t
h
a
t
alt
h
o
u
g
h
te
ac
h
e
r
s
s
h
o
w
r
e
lat
iv
ely
p
o
s
it
iv
e
at
tit
u
d
es
t
o
w
ar
d
s
AI
,
is
s
u
es
s
u
c
h
as
et
h
i
cs,
p
r
i
v
a
cy
,
s
k
e
p
tic
is
m
,
a
n
d
lim
i
te
d
f
a
cil
iti
es
r
e
m
a
in
i
n
h
i
b
it
in
g
f
a
ct
o
r
s
i
n
t
h
e
p
r
o
c
ess
o
f
A
I
a
d
o
p
ti
o
n
i
n
e
d
u
ca
t
io
n
al
e
n
v
ir
o
n
m
en
ts
[
5
4
]
,
[
5
5
]
.
Ho
wev
er
,
th
is
s
tu
d
y
ac
tu
ally
s
h
o
wed
d
if
f
er
en
t f
in
d
in
g
s
.
B
o
t
h
ce
r
tifie
d
an
d
n
o
n
-
ce
r
tifie
d
te
ac
h
er
s
h
ad
a
s
tr
o
n
g
te
n
d
en
c
y
to
u
tili
ze
AI
in
ten
s
iv
ely
i
n
f
u
tu
r
e
lear
n
in
g
ac
tiv
ities
,
in
clu
d
in
g
th
e
p
lan
n
in
g
,
im
p
lem
en
tatio
n
,
an
d
ass
ess
m
e
n
t
s
tag
es.
T
h
e
r
esu
lts
o
f
s
tatis
tical
test
s
(
T
ab
le
8
)
co
n
f
ir
m
e
d
th
at
th
er
e
was
n
o
s
ig
n
if
ican
t
d
if
f
e
r
en
ce
b
etwe
e
n
th
e
two
g
r
o
u
p
s
r
e
g
ar
d
in
g
th
eir
in
ten
tio
n
s
to
u
s
e
AI
in
th
e
f
u
tu
r
e
.
T
h
ese
f
in
d
in
g
s
in
d
icate
th
at
alth
o
u
g
h
s
o
m
e
v
o
ca
tio
n
al
teac
h
er
s
i
n
I
n
d
o
n
esia
s
till
f
ac
e
ch
allen
g
es
in
ad
ap
tin
g
to
in
f
o
r
m
atio
n
an
d
co
m
m
u
n
icati
o
n
tech
n
o
l
o
g
y
(
T
I
K)
,
th
e
u
s
e
o
f
AI
d
o
es
n
o
t
alwa
y
s
r
eq
u
i
r
e
a
h
ig
h
lev
el
o
f
tech
n
ical
s
k
ills
[
5
6
]
,
[
5
7
]
.
Fu
r
th
er
m
o
r
e,
th
e
r
esu
lts
o
f
th
is
s
tu
d
y
alig
n
with
th
e
tech
n
o
l
o
g
y
ac
ce
p
tan
ce
m
o
d
el
(
T
AM
)
th
eo
r
etica
l
f
r
am
ewo
r
k
,
wh
ich
em
p
h
asizes
th
at
p
er
ce
iv
ed
ea
s
e
o
f
u
s
e
in
f
lu
e
n
ce
s
an
in
d
iv
id
u
al'
s
in
ten
tio
n
to
a
d
o
p
t
tech
n
o
l
o
g
y
in
th
e
f
u
tu
r
e
[
5
8
]
.
On
th
e
o
t
h
er
h
a
n
d
,
t
h
is
f
in
d
in
g
also
p
r
o
v
id
es
a
d
if
f
er
en
t
p
er
s
p
ec
tiv
e
f
r
o
m
p
r
ev
i
o
u
s
r
es
ea
r
ch
[
5
9
]
,
wh
ich
s
tated
th
at
AI
ad
o
p
tio
n
is
h
ig
h
ly
d
e
p
en
d
e
n
t
o
n
th
e
av
ailab
ilit
y
o
f
in
f
r
astru
ctu
r
e,
s
u
ch
as
in
ter
n
et
ac
ce
s
s
,
h
ar
d
wa
r
e,
a
n
d
AI
t
r
ain
in
g
.
Alth
o
u
g
h
m
o
s
t
r
esp
o
n
d
en
ts
in
th
is
s
tu
d
y
ca
m
e
f
r
o
m
p
r
iv
ate
s
ch
o
o
ls
,
p
o
s
itiv
e
p
er
ce
p
tio
n
s
to
war
d
s
th
e
u
s
e
o
f
AI
r
em
ai
n
s
tr
o
n
g
,
d
esp
ite
lim
ited
in
s
titu
tio
n
al
r
eso
u
r
ce
s
an
d
f
ac
ilit
y
co
n
d
itio
n
s
in
d
ev
elo
p
i
n
g
c
o
u
n
tr
ies
[
5
5
]
,
[
6
0
]
.
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