I
n
t
e
r
n
at
ion
al
Jou
r
n
al
of
E
valu
at
ion
an
d
Re
s
e
ar
c
h
in
E
d
u
c
at
ion
(
I
JE
RE
)
Vol.
15
,
No.
4
,
Augus
t
20
26
,
pp.
324
1
~
3252
I
S
S
N:
2252
-
8822
,
DO
I
:
10
.
11591/
ij
e
r
e
.
v
15
i
4
.
3936
3
3241
Jou
r
n
al
h
omepage
:
ht
tp:
//
ij
e
r
e
.
iaes
c
or
e
.
c
om
E
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f
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c
t
s of
d
ig
ital l
e
a
r
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i
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g i
n
t
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r
ve
n
t
io
n
o
n
p
r
e
-
s
e
r
vi
c
e
t
e
ac
h
e
r
s’
in
n
ovat
io
n
c
om
p
e
t
e
n
c
e
:
e
vi
d
e
n
c
e
f
r
o
m
Kaz
ak
h
st
a
n
Z
h
az
ira
S
t
am
b
e
k
ova
,
Az
iya
Z
h
u
m
ab
aye
va,
Z
h
a
n
n
a
Z
h
u
s
s
u
p
ova,
S
au
le
Z
h
or
aye
va
D
e
pa
r
tm
e
nt
of
P
r
im
a
r
y
E
duc
a
ti
on
, A
ba
i
K
a
z
a
kh N
a
ti
ona
l
P
e
da
gogi
c
a
l
U
ni
ve
r
s
it
y, A
lm
a
ty
, K
a
z
a
kh
s
ta
n
Ar
t
icle
I
n
f
o
AB
S
T
RA
CT
A
r
ti
c
le
h
is
tor
y
:
R
e
c
e
ived
M
a
r
26
,
2026
R
e
vis
e
d
M
a
y
23
,
2026
Ac
c
e
pted
J
un
26
,
2026
D
ev
e
l
o
p
i
n
g
i
n
n
o
v
at
i
o
n
co
mp
e
t
en
ce
(IC)
i
s
es
s
e
n
t
i
al
fo
r
p
re
-
s
er
v
i
ce
t
eac
h
ers
,
as
i
t
en
a
b
l
e
s
t
h
em
t
o
effec
t
i
v
el
y
d
es
i
g
n
,
i
mp
l
emen
t
,
an
d
ad
ap
t
i
n
s
t
ru
c
t
i
o
n
i
n
i
n
crea
s
i
n
g
l
y
co
m
p
l
e
x
an
d
d
i
g
i
t
al
l
y
en
r
i
ch
e
d
l
earn
i
n
g
en
v
i
ro
n
men
t
s
w
h
ere
t
ech
n
o
l
o
g
y
i
n
t
eg
ra
t
i
o
n
,
s
t
u
d
en
t
-
cen
t
ered
a
p
p
r
o
ach
e
s
,
an
d
p
e
d
ag
o
g
i
ca
l
fl
ex
i
b
i
l
i
t
y
are
cri
t
i
cal
.
H
o
w
e
v
er,
emp
i
ri
ca
l
ev
i
d
en
ce
o
n
h
o
w
s
t
ru
c
t
u
re
d
d
i
g
i
t
al
l
ear
n
i
n
g
i
n
t
erv
e
n
t
i
o
n
s
(D
L
Is
)
fo
s
t
er
mu
l
t
i
d
i
m
en
s
i
o
n
al
IC
remai
n
s
l
i
mi
t
e
d
.
T
h
i
s
s
t
u
d
y
ex
am
i
n
e
d
t
h
e
effect
o
f
a
t
w
e
l
v
e
-
w
e
ek
s
t
ru
c
t
u
re
d
D
L
I
o
n
IC
i
n
1
5
6
t
h
i
r
d
-
y
ear
p
re
-
s
erv
i
ce
t
eac
h
ers
u
s
i
n
g
a
q
u
a
s
i
-
e
x
p
er
i
men
t
al
p
ret
e
s
t
–
p
o
s
t
t
e
s
t
d
es
i
g
n
w
i
t
h
a
n
o
n
-
eq
u
i
v
al
e
n
t
c
o
n
t
r
o
l
g
ro
u
p
(CG
)
.
Part
i
c
i
p
a
n
t
s
co
mp
l
et
e
d
t
h
e
IC
s
ca
l
e
b
ef
o
re
an
d
af
t
er
t
h
e
i
n
t
erv
e
n
t
i
o
n
.
Res
u
l
t
s
s
h
o
w
e
d
t
h
at
t
h
e
i
n
t
erv
e
n
t
i
o
n
s
i
g
n
i
f
i
can
t
l
y
i
m
p
ro
v
ed
o
v
eral
l
IC
a
n
d
a
l
l
f
o
u
r
d
i
me
n
s
i
o
n
s
:
creat
i
v
e
p
ro
b
l
em
-
s
o
l
v
i
n
g
(
CPS
)
,
p
ed
a
g
o
g
i
cal
a
d
ap
t
ab
i
l
i
t
y
,
p
ro
ac
t
i
v
e
i
n
i
t
i
a
t
i
v
e,
an
d
t
ech
n
o
l
o
g
y
-
e
n
h
a
n
ced
i
n
s
t
r
u
ct
i
o
n
al
d
e
s
i
g
n
,
w
i
t
h
t
h
e
l
arg
e
s
t
g
ai
n
s
i
n
CPS
an
d
t
ech
n
o
l
o
g
y
-
e
n
h
a
n
ced
i
n
s
t
r
u
c
t
i
o
n
a
l
d
es
i
g
n
.
E
n
g
ag
eme
n
t
w
i
t
h
d
i
g
i
t
a
l
l
ear
n
i
n
g
act
i
v
i
t
i
e
s
fu
rt
h
er
p
r
ed
i
c
t
ed
co
m
p
et
e
n
ce
d
ev
e
l
o
p
men
t
,
p
art
i
c
u
l
ar
l
y
i
n
t
h
e
i
n
t
erv
e
n
t
i
o
n
g
ro
u
p
.
T
h
es
e
fi
n
d
i
n
g
s
s
u
g
g
es
t
t
h
a
t
i
n
t
e
g
rat
i
n
g
s
t
ru
c
t
u
re
d
d
i
g
i
t
al
l
earn
i
n
g
w
i
t
h
i
n
t
e
n
t
i
o
n
al
p
ed
a
g
o
g
i
ca
l
d
es
i
g
n
can
effec
t
i
v
el
y
en
h
an
ce
i
n
n
o
v
at
i
o
n
-
o
r
i
en
t
ed
c
o
mp
et
e
n
ci
e
s
.
T
each
er
ed
u
ca
t
i
o
n
p
ro
g
rams
can
ap
p
l
y
t
h
e
s
e
i
n
s
i
g
h
t
s
t
o
d
e
s
i
g
n
i
n
t
er
v
en
t
i
o
n
s
t
h
a
t
p
rep
are
fu
t
u
re
e
d
u
ca
t
o
r
s
fo
r
i
n
n
o
v
a
t
i
v
e,
t
ech
n
o
l
o
g
y
-
r
i
ch
cl
as
s
ro
o
ms
.
K
e
y
w
o
r
d
s
:
Digit
a
l
lea
r
ning
in
ter
ve
nti
on
I
nnova
ti
on
c
ompete
nc
e
P
r
e
-
s
e
r
vice
tea
c
he
r
s
T
e
a
c
he
r
e
duc
a
ti
on
T
e
c
hnology
-
e
nha
nc
e
d
ins
tr
uc
ti
ona
l
de
s
ign
Th
i
s
i
s
a
n
o
p
en
a
c
ces
s
a
r
t
i
c
l
e
u
n
d
e
r
t
h
e
CC
B
Y
-
SA
l
i
ce
n
s
e.
C
or
r
e
s
pon
din
g
A
u
th
or
:
Z
ha
nna
Z
hus
s
upova
De
pa
r
tm
e
nt
of
P
r
im
a
r
y
E
duc
a
ti
on
,
Aba
i
Ka
z
a
kh
N
a
ti
ona
l
P
e
da
gogica
l
Unive
r
s
it
y
13
Dos
tyk
Ave
nue
,
Almaty
050000
,
Ka
z
a
khs
tan
E
mail:
jaz
ir
a
_84_s
@ma
il
.
r
u
1.
I
NT
RODU
C
T
I
ON
T
he
r
a
pid
d
igi
tal
t
r
a
ns
f
or
mation
o
f
e
duc
a
ti
on
s
y
s
tems
wor
ldwide
ha
s
s
ubs
tantially
r
e
s
ha
pe
d
the
pr
of
e
s
s
ional
pr
of
il
e
a
nd
c
ompete
nc
y
r
e
quir
e
men
ts
of
tea
c
he
r
s
[
1
]
.
Digit
a
l
tec
hnologi
e
s
,
onli
ne
lea
r
ning
e
nvir
onments
,
a
r
ti
f
icia
l
int
e
ll
igenc
e
tool
s
,
a
nd
da
t
a
-
dr
iven
ins
tr
uc
ti
ona
l
s
tr
a
tegie
s
a
r
e
incr
e
a
s
ingl
y
int
e
gr
a
ted
int
o
tea
c
hing
pr
a
c
ti
c
e
[
2
]
.
T
his
tr
a
ns
f
or
mation
r
e
f
lec
ts
not
only
the
a
dopti
on
of
tec
hnologi
c
a
l
too
ls
but
a
ls
o
br
oa
de
r
s
ys
temic
innovation
in
e
duc
a
ti
ona
l
p
r
o
c
e
s
s
e
s
.
R
e
c
e
nt
e
mpi
r
ica
l
s
tudi
e
s
a
nd
s
ys
tema
ti
c
r
e
view
s
indi
c
a
te
that
pr
e
-
s
e
r
vice
tea
c
he
r
s
’
(
P
S
T
s
’
)
digi
tal
c
ompete
nc
e
(
DC
)
a
nd
tec
hnologi
c
a
l
pe
da
gogica
l
c
ontent
knowle
dge
(
T
P
AC
K)
a
r
e
c
r
it
ica
l
f
or
e
f
f
e
c
ti
ve
tea
c
hing
in
digi
tally
e
nr
iche
d
lea
r
ning
e
nvir
on
ments
[
3]
.
F
or
e
xa
mpl
e
,
Ha
tl
e
vik
[
4]
de
mons
tr
a
ted
that
highe
r
leve
ls
of
DC
a
r
e
a
s
s
oc
iate
d
with
g
r
e
a
ter
ins
tr
uc
ti
ona
l
e
f
f
e
c
ti
ve
ne
s
s
,
while
L
i
[
5]
f
ound
that
T
P
AC
K
s
igni
f
ica
ntl
y
pr
e
dicts
r
e
a
dines
s
f
or
tec
hnology
-
e
nha
nc
e
d
ins
tr
uc
ti
on.
How
e
ve
r
,
e
f
f
e
c
ti
ve
pa
r
ti
c
ipation
in
digi
tally
t
r
a
ns
f
or
med
e
duc
a
ti
ona
l
s
ys
tems
r
e
quir
e
s
mor
e
than
tec
hnologi
c
a
l
pr
of
icie
nc
y
a
lone.
B
e
yond
DC
,
tea
c
he
r
s
a
r
e
incr
e
a
s
ingl
y
e
xpe
c
ted
to
d
e
mons
tr
a
te
in
nova
ti
on
c
ompete
nc
e
(
I
C
)
,
whic
h
e
nc
ompas
s
e
s
c
r
e
a
ti
vit
y,
pr
oa
c
ti
ve
ini
ti
a
ti
ve
,
pe
da
gogica
l
a
da
ptabili
ty
,
a
nd
th
e
a
bil
it
y
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
S
N
:
2252
-
8822
I
nt
J
E
va
l
&
R
e
s
E
duc
,
Vol
.
15
,
No
.
4
,
Augus
t
20
26
:
324
1
-
3252
3242
to
int
e
gr
a
te
ne
w
a
ppr
oa
c
he
s
int
o
ins
tr
uc
ti
ona
l
pr
a
c
ti
c
e
[
6]
,
[
7]
.
S
tr
uc
tur
e
d
d
igi
tal
lea
r
ning
int
e
r
ve
nti
ons
(
DL
I
s
)
c
a
n
s
uppor
t
both
tec
hnologi
c
a
l
a
nd
in
nova
ti
on
-
r
e
lat
e
d
c
a
pa
c
it
ies
,
e
na
bli
ng
P
S
T
s
to
de
ve
lop
mul
ti
dim
e
ns
ional
c
ompete
nc
ies
r
e
quir
e
d
f
o
r
c
onte
mpor
a
r
y
tea
c
hing
[
8]
.
De
s
pit
e
the
gr
owing
li
ter
a
tu
r
e
on
DC
a
nd
tec
hnology
int
e
gr
a
ti
on
in
tea
c
he
r
e
duc
a
ti
on,
e
mpi
r
ica
l
a
tt
e
nti
on
to
I
C
a
s
a
mul
ti
dim
e
ns
ional
c
ons
tr
uc
t
r
e
mains
li
mi
ted
[
9]
,
[
10
]
.
M
os
t
s
tudi
e
s
f
oc
us
on
digi
tal
li
ter
a
c
y
a
nd
tec
hnica
l
s
kil
ls
,
ove
r
looki
ng
c
r
e
a
ti
vit
y,
ini
ti
a
ti
ve
,
a
da
ptabili
ty,
a
nd
pe
da
gogica
l
in
nova
ti
on.
Although
digi
tal
tr
a
ns
f
or
mation
in
it
iatives
a
r
e
wide
ly
im
pleme
nted
in
tea
c
he
r
e
duc
a
ti
on,
man
y
p
r
ogr
a
ms
c
onti
nue
to
pr
ior
it
ize
tec
hnica
l
s
kil
l
de
ve
lop
ment
r
a
ther
than
s
ys
tema
ti
c
a
ll
y
f
os
ter
ing
hig
he
r
-
or
de
r
innovation
-
or
iente
d
c
ompete
nc
ies
a
mong
pr
e
-
s
e
r
vice
tea
c
he
r
s
.
C
ons
e
que
ntl
y,
DC
de
ve
lopm
e
nt
is
not
c
ons
is
tently
tr
a
ns
late
d
int
o
s
us
taine
d
pe
da
gogi
c
a
l
innovation
or
a
da
pti
ve
ins
tr
uc
ti
ona
l
c
a
pa
c
it
y.
I
n
the
p
r
e
s
e
nt
s
tudy,
I
C
is
c
onc
e
ptualize
d
withi
n
the
c
ompete
nc
e
-
ba
s
e
d
e
duc
a
ti
on
f
r
a
mew
or
k
a
nd
dr
a
ws
on
innovation
r
e
a
dines
s
models
,
i
ntegr
a
ti
ng
c
ognit
ive,
mot
ivational
,
a
nd
be
ha
vior
a
l
dim
e
ns
ions
[
11
]
–
[
13
]
.
I
C
is
ope
r
a
ti
ona
li
z
e
d
a
s
c
r
e
a
ti
ve
pr
oblem
-
s
olvi
ng
(
C
P
S
)
,
pe
da
gogica
l
a
da
ptabili
ty,
pr
oa
c
ti
ve
ini
ti
a
ti
ve
,
a
nd
tec
hnology
-
e
nha
nc
e
d
ins
tr
uc
ti
ona
l
de
s
ign.
T
his
f
r
a
mew
or
k
a
ll
ow
s
f
or
a
c
ompr
e
he
ns
ive
a
s
s
e
s
s
ment
of
pr
e
-
s
e
r
vice
tea
c
he
r
s
’
a
bil
it
y
to
a
pply
innovat
ive
s
tr
a
tegie
s
in
digi
tally
e
nr
iche
d
lea
r
ning
e
nvir
onments
.
Anothe
r
li
mi
tation
in
the
e
xis
ti
ng
l
it
e
r
a
tur
e
c
on
c
e
r
ns
the
ge
ogr
a
phica
l
dis
tr
ibut
ion
of
e
mpi
r
ica
l
e
videnc
e
.
T
he
r
e
r
e
mains
a
s
c
a
r
c
it
y
of
s
tudi
e
s
c
on
duc
ted
in
C
e
ntr
a
l
As
ian
c
ontexts
,
whe
r
e
tea
c
he
r
e
duc
a
ti
on
s
ys
tems
a
r
e
unde
r
going
r
a
pid
digi
tal
r
e
f
or
m
bu
t
r
e
main
unde
r
r
e
pr
e
s
e
nted
in
int
e
r
na
ti
ona
l
s
c
holar
s
hip.
R
e
c
e
nt
s
tudi
e
s
[
14]
,
[
15]
de
s
c
r
ibe
ongoing
digi
tal
r
e
f
o
r
ms
in
Ka
z
a
kh
a
nd
C
e
ntr
a
l
As
ian
tea
c
h
e
r
tr
a
ini
ng
s
ys
tems
;
howe
ve
r
,
thes
e
s
tudi
e
s
pr
im
a
r
il
y
pr
ovide
de
s
c
r
ipt
ive
ins
ight
s
r
a
ther
than
s
tatis
ti
c
a
ll
y
va
li
da
ted
pr
e
tes
t
–
pos
tt
e
s
t
e
videnc
e
.
M
e
ta
-
a
na
lys
e
s
[
16
]
–
[
22]
indi
c
a
te
that
tea
c
he
r
pr
e
pa
r
a
ti
on
pr
ogr
a
ms
in
tegr
a
ti
n
g
digi
tal
pe
da
gogy
c
a
n
im
pr
ove
DC
a
nd
r
e
late
d
higher
-
or
de
r
pe
da
gogica
l
s
kil
ls
.
T
he
s
e
f
indi
ngs
s
ugge
s
t
that
digi
tal
lea
r
ning
e
nvir
onments
may
a
ls
o
f
os
ter
innovation
-
r
e
late
d
c
a
pa
c
it
ies
.
Ne
ve
r
thele
s
s
,
I
C
a
s
a
dis
ti
nc
t
mul
ti
dim
e
ns
ional
c
ons
tr
uc
t
ha
s
r
a
r
e
ly
be
e
n
e
xa
mi
ne
d
a
s
a
pr
im
a
r
y
outcome
va
r
iable
in
s
uc
h
s
ynthes
e
s
.
Give
n
the
c
onc
e
ptual
ove
r
lap
be
twe
e
n
DC
a
nd
innovati
on
-
or
iente
d
pe
da
gogica
l
pr
a
c
ti
c
e
s
,
thes
e
f
indi
ngs
pr
ovide
indi
r
e
c
t
s
uppor
t
f
or
the
r
e
leva
nc
e
of
e
xa
mi
ning
I
C
de
ve
lopm
e
nt
[
23]
,
[
24
]
.
De
ve
lopi
ng
I
C
thr
ough
s
tr
uc
tur
e
d
DL
I
s
is
c
r
it
ica
l
f
or
c
ontempor
a
r
y
e
duc
a
ti
on
r
e
f
or
m
.
T
h
is
a
ppr
oa
c
h
is
c
ons
is
tent
with
e
xis
ti
ng
models
o
f
tea
c
he
r
DC
a
nd
innovation
-
or
iente
d
pe
da
gogy,
whic
h
e
mph
a
s
ize
the
int
e
gr
a
ti
on
of
tec
hnologi
c
a
l
s
kil
ls
,
pe
da
gogica
l
a
da
ptabili
ty,
a
nd
c
r
e
a
ti
ve
ins
tr
uc
ti
ona
l
de
s
ign
[
25]
.
T
e
a
c
he
r
s
with
higher
I
C
a
r
e
be
tt
e
r
e
quipped
to
im
pleme
nt
i
nnova
ti
ve
a
nd
a
da
ptable
ins
tr
uc
ti
ona
l
s
tr
a
tegie
s
,
e
nha
nc
ing
both
tea
c
hing
e
f
f
e
c
ti
ve
ne
s
s
a
nd
s
tudent
lea
r
ni
ng
outcome
s
.
Ac
c
or
dingl
y,
I
C
is
c
onc
e
ptualize
d
a
s
a
higher
-
or
de
r
int
e
gr
a
ti
ve
c
ons
tr
uc
t
r
a
ther
than
a
n
e
xtens
ion
of
DC
.
B
y
f
os
ter
ing
p
r
oa
c
ti
ve
i
nit
iative,
pe
da
gogica
l
a
da
ptabili
ty,
a
nd
tec
hnology
-
e
nha
nc
e
d
ins
tr
uc
ti
ona
l
s
kil
ls
,
s
uc
h
int
e
r
ve
nti
ons
not
only
pr
e
pa
r
e
pr
e
-
s
e
r
vice
tea
c
he
r
s
to
mee
t
the
de
mands
of
digi
ta
ll
y
e
nr
iche
d
c
las
s
r
ooms
but
a
ls
o
s
uppor
t
br
oa
de
r
s
ys
temic
goa
ls
of
e
duc
a
ti
ona
l
moder
niza
ti
on
a
nd
qua
li
ty
im
pr
ove
ment.
E
mpi
r
ica
l
e
videnc
e
a
ls
o
s
ugg
e
s
ts
that
mea
ningf
ul
int
e
g
r
a
ti
on
of
digi
tal
tool
s
int
o
pe
d
a
gogica
l
tr
a
ini
ng
c
a
n
s
e
r
ve
a
s
a
c
a
talys
t
f
or
in
nova
ti
ve
ins
tr
uc
ti
ona
l
de
s
ign
r
a
t
he
r
than
f
unc
ti
oning
mer
e
l
y
a
s
is
olate
d
tec
hnica
l
a
ddit
ions
[
26]
.
How
e
ve
r
,
t
he
e
xtent
to
whic
h
s
uc
h
s
ys
temic
digi
tal
r
e
f
or
ms
tr
a
ns
late
int
o
mea
s
ur
a
ble
im
pr
ove
ments
in
I
C
a
mong
P
S
T
s
r
e
mains
ins
uf
f
icie
ntl
y
doc
umente
d
a
c
r
os
s
na
ti
ona
l
c
ontex
ts
.
T
his
li
mi
tation
is
pa
r
ti
c
ular
ly
e
vident
in
Ka
z
a
khs
tan,
whe
r
e
ongoing
e
duc
a
ti
ona
l
mode
r
niza
ti
on
a
nd
d
igi
taliza
ti
on
poli
c
ies
ha
ve
c
r
e
a
ted
s
tr
ong
ins
ti
tut
ional
s
uppor
t
f
or
innovation
-
or
iente
d
tea
c
he
r
e
duc
a
ti
on,
ye
t
e
mpi
r
ica
l
e
videnc
e
on
how
thes
e
r
e
f
o
r
ms
in
f
lue
nc
e
the
de
ve
l
opment
of
P
S
T
s
’
IC
r
e
mains
li
mi
ted
[
27
]
–
[
32
]
.
Give
n
thi
s
c
ontext
,
Ka
z
a
khs
tan
pr
ovides
a
r
e
leva
nt
s
e
tt
ing
f
or
e
xa
mi
ning
how
s
tr
uc
tur
e
d
DL
I
s
may
c
ontr
ibut
e
to
the
de
ve
lopm
e
nt
o
f
P
S
T
s
’
I
C
.
T
he
r
e
f
or
e
,
the
pr
e
s
e
nt
s
tudy
inves
ti
ga
tes
the
e
f
f
e
c
t
o
f
a
s
t
r
uc
tur
e
d
D
L
I
on
P
S
T
s
’
I
C
in
Ka
z
a
khs
tan
us
ing
a
qua
nti
tati
ve
pr
e
tes
t
-
po
s
tt
e
s
t
de
s
ign.
T
he
pr
im
a
r
y
a
im
is
to
d
e
ter
mi
ne
whe
ther
pa
r
ti
c
ipation
in
the
DL
I
is
a
s
s
oc
iate
d
with
gr
e
a
ter
im
pr
ove
ment
in
I
C
c
ompar
e
d
to
r
e
gular
ins
tr
uc
ti
on.
S
e
c
onda
r
y
objec
ti
ve
s
include
e
xa
mi
ni
ng
dif
f
e
r
e
nc
e
s
in
c
ha
nge
a
c
r
os
s
s
pe
c
if
ic
dim
e
ns
io
ns
of
I
C
a
nd
identif
ying
digi
tal
e
nga
ge
ment
va
r
iable
s
a
s
s
oc
iate
d
with
I
C
de
ve
lopm
e
nt.
B
y
p
r
ovidi
ng
e
mpi
r
ica
l
e
videnc
e
f
r
om
a
non
-
W
e
s
ter
n
tea
c
he
r
e
duc
a
ti
on
c
ontext,
thi
s
s
tudy
c
ont
r
ibut
e
s
to
the
br
oa
de
r
int
e
r
na
ti
ona
l
dis
c
us
s
ion
on
digi
tal
innovation
in
tea
c
he
r
pr
e
pa
r
a
t
ion.
T
his
s
tudy
make
s
a
nove
l
c
ontr
ibut
ion
to
the
e
xis
ti
ng
li
ter
a
tur
e
by
c
onc
e
ptualizing
I
C
a
s
a
mul
ti
dim
e
ns
ional
c
ons
tr
uc
t
int
e
gr
a
ti
ng
c
ognit
i
ve
,
mo
ti
va
ti
ona
l,
a
nd
be
ha
vior
a
l
c
omponents
,
ther
e
by
e
xtending
be
yond
the
pr
e
domi
na
ntl
y
tec
hnolo
gy
-
c
e
nter
e
d
f
oc
us
of
pr
ior
r
e
s
e
a
r
c
h.
B
uil
ding
on
thi
s
c
onc
e
ptualiza
ti
on,
it
a
dva
nc
e
s
the
f
ield
by
pr
ovidi
ng
s
tatis
ti
c
a
ll
y
va
li
da
ted
e
videnc
e
of
the
e
f
f
e
c
ts
of
a
s
tr
uc
tur
e
d
DL
I
on
I
C
us
ing
a
r
igo
r
ous
qua
nti
tati
ve
pr
e
tes
t
-
pos
tt
e
s
t
de
s
ign.
T
a
ke
n
togethe
r
,
the
s
t
udy
a
ls
o
c
ontr
ibut
e
s
or
igi
na
l
e
mpi
r
ica
l
da
ta
f
r
o
m
Ka
z
a
khs
tan,
a
C
e
ntr
a
l
As
ian
c
ontext
that
r
e
mains
unde
r
r
e
p
r
e
s
e
nted
in
int
e
r
na
ti
ona
l
r
e
s
e
a
r
c
h,
while
f
u
r
ther
e
nha
nc
ing
unde
r
s
tanding
of
how
digi
tal
e
nga
ge
ment
va
r
i
a
bl
e
s
s
ha
pe
the
de
ve
lopm
e
nt
of
innovation
-
r
e
late
d
c
ompete
nc
i
e
s
in
pr
e
-
s
e
r
vice
tea
c
he
r
s
withi
n
digi
tally
e
nr
iche
d
lea
r
ning
Evaluation Warning : The document was created with Spire.PDF for Python.
I
nt
J
E
va
l
&
R
e
s
E
duc
I
S
S
N:
2252
-
8822
E
ff
e
c
ts
of
digi
tal
lear
ning
int
e
r
v
e
nti
on
on
pr
e
-
s
e
r
v
ice
teac
he
r
s
’
innovation
…
(
Z
haz
ir
a
Stambe
k
ov
a
)
3243
e
nvir
onments
.
T
he
r
e
f
or
e
,
the
r
e
s
e
a
r
c
h
que
s
ti
ons
(
RQ
)
of
the
s
tudy
a
r
e
a
s
:
i
)
R
Q1
e
xa
mi
ne
s
whe
ther
pa
r
ti
c
ipation
in
the
DL
I
is
a
s
s
oc
iate
d
with
dif
f
e
r
e
nc
e
s
in
I
C
im
pr
ove
ment
c
ompar
e
d
to
r
e
gular
ins
t
r
uc
ti
on;
ii
)
R
Q2
identif
ies
whic
h
I
C
di
mens
ions
de
mons
tr
a
te
the
g
r
e
a
tes
t
im
pr
ove
ment
in
the
int
e
r
ve
nti
on
gr
oup;
a
nd
ii
i)
R
Q3
a
s
s
e
s
s
e
s
the
e
xtent
to
whic
h
digi
tal
e
ng
a
ge
ment
va
r
iable
s
pr
e
dict
c
ha
nge
s
in
I
C
a
nd
whe
ther
th
is
r
e
lations
hip
dif
f
e
r
s
be
twe
e
n
the
e
xpe
r
im
e
ntal
g
r
ou
p
(
E
G
)
a
nd
the
c
ontr
ol
gr
oup
(
C
G)
.
2.
M
E
T
HO
D
2.
1.
Re
s
e
ar
c
h
d
e
s
ign
T
his
s
tudy
e
mpl
oye
d
a
qua
nti
tative
qua
s
i
-
e
xpe
r
im
e
ntal
de
s
ign
with
a
non
-
e
quivale
nt
CG
a
nd
pr
e
tes
t
–
pos
tt
e
s
t
mea
s
ur
e
s
[
33]
.
R
a
ndom
a
s
s
ignm
e
nt
wa
s
not
f
e
a
s
ibl
e
due
to
ins
ti
tut
ional
c
ons
tr
a
int
s
;
ther
e
f
or
e
,
int
a
c
t
gr
oups
we
r
e
us
e
d.
A
qua
s
i
-
e
xpe
r
im
e
ntal
de
s
ign
w
a
s
c
hos
e
n
to
a
c
c
omm
oda
te
a
dmi
nis
tr
a
ti
ve
li
mi
tations
while
s
ti
ll
a
ll
owing
f
or
c
ompar
is
on
be
twe
e
n
int
e
r
ve
nti
on
a
nd
CG
ove
r
ti
me.
I
C
wa
s
tr
e
a
ted
a
s
the
de
pe
nde
nt
va
r
iable
a
nd
mea
s
ur
e
d
a
t
two
ti
me
p
oint
s
:
be
f
or
e
the
int
e
r
ve
nti
on
(
p
r
e
tes
t,
O1
)
a
nd
a
f
ter
the
int
e
r
ve
nti
on
(
pos
tt
e
s
t,
O2)
.
P
r
e
tes
t
s
c
or
e
s
we
r
e
us
e
d
to
a
s
s
e
s
s
ini
ti
a
l
gr
oup
c
ompar
a
bil
it
y
a
nd
we
r
e
include
d
a
s
a
c
ova
r
iate
in
s
ubs
e
que
nt
a
na
ly
s
e
s
.
T
he
inclus
ion
of
a
CG
a
ll
owe
d
f
or
c
ompar
is
on
of
de
ve
lopm
e
ntal
c
ha
nge
s
be
twe
e
n
gr
oups
ove
r
ti
me.
T
he
s
tr
uc
tur
e
of
the
r
e
s
e
a
r
c
h
de
s
ign
is
pr
e
s
e
nted
in
T
a
ble
1,
w
he
r
e
O1
a
nd
O2
r
e
pr
e
s
e
nt
pr
e
tes
t
a
nd
pos
tt
e
s
t
obs
e
r
va
ti
ons
,
r
e
s
pe
c
ti
ve
ly.
T
a
ble
1.
Qua
s
i
-
e
xpe
r
im
e
ntal
non
-
e
quivale
nt
C
G
d
e
s
ign
G
r
oup
P
r
e
-
te
s
t
I
nt
e
r
ve
nt
io
n
P
os
t
-
te
s
t
E
G
O
1:
I
C
s
c
a
le
S
tr
uc
tu
r
e
d D
L
I
O
2:
I
C
s
c
a
le
C
G
O
1:
I
C
s
c
a
le
R
e
gul
a
r
i
ns
tr
uc
ti
on
O
2:
I
C
s
c
a
le
2.
2
.
P
ar
t
icip
an
t
s
P
a
r
ti
c
ipants
we
r
e
unde
r
gr
a
dua
te
P
S
T
s
e
nr
oll
e
d
in
the
3
r
d
ye
a
r
of
the
P
r
im
a
r
y
E
duc
a
ti
on
(
P
E
)
pr
ogr
a
m
a
t
Aba
i
Ka
z
a
kh
Na
ti
ona
l
P
e
da
gogica
l
Unive
r
s
it
y
(
Ka
z
NU
)
,
Ka
z
a
khs
tan.
Due
to
s
c
he
duli
ng
a
nd
a
dmi
nis
tr
a
ti
ve
c
ons
tr
a
int
s
,
r
a
ndom
a
s
s
ignm
e
nt
wa
s
not
f
e
a
s
ibl
e
;
ther
e
f
or
e
,
two
int
a
c
t
g
r
oups
we
r
e
inc
lu
de
d
in
the
s
tudy.
T
he
E
G
pa
r
ti
c
ipate
d
in
the
s
tr
uc
tur
e
d
DL
I
,
whe
r
e
a
s
the
C
G
f
oll
owe
d
the
s
tanda
r
d
c
u
r
r
iculum.
A
tot
a
l
o
f
156
P
S
T
s
pa
r
ti
c
ipate
d
(
78
pe
r
gr
oup
)
.
T
he
mea
n
a
ge
wa
s
20
.
85
ye
a
r
s
(
S
D=
1
.
25)
,
r
a
ng
ing
f
r
om
19
to
24
ye
a
r
s
.
T
he
major
it
y
of
pa
r
ti
c
ipant
s
we
r
e
f
e
male
,
r
e
f
lec
ti
ng
the
typi
c
a
l
ge
nde
r
dis
tr
ibut
io
n
in
P
E
pr
ogr
a
ms
in
Ka
z
a
khs
tan
(
E
G:
66
f
e
male
(
F
)
,
12
male
(
M
)
;
C
G:
65
f
e
male
s
,
13
male
)
.
I
nc
lus
ion
c
r
it
e
r
ia
:
i)
o
f
f
icia
l
e
nr
oll
ment
in
the
3r
d
ye
a
r
o
f
the
P
E
p
r
ogr
a
m;
ii
)
pr
ov
is
ion
o
f
inf
or
med
c
ons
e
nt;
i
ii
)
ba
s
ic
DL
,
de
f
ined
a
s
f
a
mi
li
a
r
i
ty
with
s
tanda
r
d
pr
oduc
ti
v
it
y
s
of
twa
r
e
a
nd
onl
ine
lea
r
ning
platf
or
ms
;
a
nd
iv
)
a
v
a
il
a
bil
it
y
to
a
tt
e
nd
s
c
he
duled
s
e
s
s
ions
dur
ing
t
he
int
e
r
ve
nti
on
pe
r
iod.
E
xc
lus
ion
c
r
it
e
r
ia
:
i
)
p
r
ior
pr
of
e
s
s
ional
tea
c
hing
e
xpe
r
ienc
e
e
xc
e
e
ding
s
ix
mont
hs
;
ii
)
f
a
il
ur
e
to
pr
ovide
inf
o
r
med
c
ons
e
nt;
a
nd
ii
i)
a
tt
e
nda
nc
e
be
lo
w
80%
of
s
c
he
duled
s
e
s
s
ion
s
.
P
r
e
tes
t
mea
s
ur
e
ments
we
r
e
c
onduc
ted
to
a
s
s
e
s
s
ba
s
e
li
ne
e
quival
e
nc
e
be
twe
e
n
gr
oups
.
B
a
s
e
li
ne
e
quivale
nc
e
wa
s
e
xa
mi
ne
d
us
ing
indepe
nde
nt
s
a
mpl
e
s
t
-
tes
t
s
f
or
c
onti
nuous
va
r
iable
s
(
p
r
e
tes
t
IC
s
c
or
e
s
a
nd
gr
a
de
point
a
ve
r
a
ge
(
GPA)
a
nd
c
hi
-
s
qua
r
e
tes
ts
f
or
c
a
tegor
ica
l
va
r
iable
s
(
ge
nde
r
a
n
d
digi
tal
li
ter
a
c
y
leve
ls
)
.
T
he
a
na
lys
e
s
indi
c
a
ted
no
s
tatis
ti
c
a
ll
y
s
igni
f
ica
nt
dif
f
e
r
e
nc
e
s
be
twe
e
n
the
e
xpe
r
im
e
ntal
a
nd
CG
s
a
t
ba
s
e
li
ne
(
p>
0.
05)
,
s
ugge
s
ti
ng
that
the
gr
oups
we
r
e
c
ompar
a
ble
pr
ior
to
the
int
e
r
ve
nti
on.
De
m
ogr
a
phic
a
nd
a
c
a
de
mi
c
c
ha
r
a
c
ter
is
ti
c
s
a
r
e
pr
e
s
e
nted
in
T
a
bl
e
2.
T
a
ble
2.
C
ha
r
a
c
ter
is
ti
c
s
of
pa
r
ti
c
ipants
G
r
oup
n
A
ge
(
M
e
a
n±S
D
)
G
e
nde
r
(
F
/M
)
G
P
A
(
M
e
a
n±S
D
)
D
L
l
e
ve
l
(
B
/I
/A)
P
r
io
r
t
r
a
in
in
g
(
y
e
s
/
n
o)
EG
78
20.8±1.2
66/
12
3.5±0.4
15/
50/
13
20/
58
CG
78
20.9±1.3
65/
13
3.6±0.5
16/
48/
14
22/
56
T
ot
a
l
156
20.85±1.25
131/
25
3.55±0.45
31/
98/
27
42/
114
N
ot
e
:
B
=
B
a
s
ic
, I
=
I
nt
e
r
me
di
a
te
, A
=
A
dva
nc
e
d. P
r
io
r
t
r
a
in
in
g r
e
f
e
r
s
t
o pr
e
vi
ous
pa
r
ti
c
ip
a
ti
on i
n pe
da
gogi
c
a
l
or
di
gi
ta
l
tr
a
in
in
g pr
ogr
a
ms
.
G
P
A
i
s
r
e
por
te
d on a
4
-
poi
nt
s
c
a
le
2.
3
.
P
r
oc
e
d
u
r
e
T
he
s
tudy
wa
s
c
onduc
ted
f
r
om
S
e
ptembe
r
to
De
c
e
mber
2024
a
t
the
De
pa
r
tm
e
nt
o
f
P
r
im
a
r
y
E
duc
a
ti
on,
Ka
z
NU
,
Ka
z
a
khs
tan.
F
igur
e
1
i
ll
us
tr
a
t
e
s
the
s
tr
uc
tur
e
a
nd
p
r
oc
e
dur
e
o
f
the
DL
I
im
plem
e
nted
in
the
pr
e
s
e
nt
s
tudy.
T
he
int
e
r
ve
nti
on
f
oll
owe
d
a
s
tr
u
c
tur
e
d
s
e
que
nc
e
of
pe
da
gogica
l
pha
s
e
s
s
uppor
ted
b
y
digi
tal
e
nga
ge
ment.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
S
N
:
2252
-
8822
I
nt
J
E
va
l
&
R
e
s
E
duc
,
Vol
.
15
,
No
.
4
,
Augus
t
20
26
:
324
1
-
3252
3244
F
igur
e
1.
S
t
r
uc
tur
e
o
f
the
DL
I
A
s
tr
uc
tur
e
d
DL
I
las
ti
ng
12
we
e
ks
wa
s
de
li
ve
r
e
d
in
a
blende
d
f
or
mat
c
ombi
ning
onl
ine
a
nd
f
a
c
e
-
to
-
f
a
c
e
s
e
s
s
ions
.
T
he
int
e
r
ve
nti
on
tar
ge
ted
f
our
di
mens
ions
of
IC
:
CP
S
,
pe
da
gogica
l
a
da
ptabili
ty,
pr
oa
c
ti
ve
ini
ti
a
ti
ve
,
a
nd
tec
hnology
-
e
nha
nc
e
d
ins
tr
uc
ti
ona
l
de
s
ign.
P
a
r
ti
c
ipants
e
nga
ge
d
in
pr
ojec
t
-
ba
s
e
d
a
nd
c
oll
a
bor
a
ti
ve
tas
ks
de
s
igned
to
de
ve
lop
thes
e
s
ki
ll
s
.
All
s
e
s
s
ions
f
oll
owe
d
a
s
tr
uc
tur
e
d
pr
otocol
t
o
e
ns
ur
e
c
ons
is
ten
c
y,
a
nd
a
tt
e
nda
nc
e
a
nd
e
nga
ge
ment
we
r
e
moni
tor
e
d
to
maintain
a
dhe
r
e
nc
e
to
the
int
e
r
ve
nti
o
n
plan.
T
he
DL
I
wa
s
s
ys
tema
ti
c
a
ll
y
de
s
igned
a
r
ound
s
c
a
f
f
olded
ins
tr
uc
ti
ona
l
pha
s
e
s
,
pr
ogr
e
s
s
ing
f
r
om
or
ienta
ti
on
a
nd
c
oll
a
bor
a
ti
ve
s
kil
l
-
buil
ding
to
a
ppli
e
d
pr
ojec
t
d
e
ve
lopm
e
nt,
s
im
ulation,
a
nd
r
e
f
lec
ti
ve
e
va
luation.
E
a
c
h
we
e
kly
s
e
s
s
ion
include
d
c
lea
r
ly
de
f
ined
lea
r
n
ing
outcome
s
,
guided
digi
tal
a
c
ti
vit
ies
,
a
nd
s
tr
uc
tur
e
d
int
e
r
a
c
ti
on
tas
ks
a
im
e
d
a
t
pr
og
r
e
s
s
ively
de
ve
lopi
ng
pa
r
ti
c
ipants
’
I
C
a
c
r
os
s
c
ognit
ive
,
pe
d
a
gogica
l,
a
nd
tec
hnologi
c
a
l
d
im
e
ns
ions
.
T
he
in
ter
ve
nti
on
de
s
ign
e
ns
ur
e
d
a
li
gnment
be
twe
e
n
ins
tr
uc
ti
ona
l
a
c
ti
vit
ies
,
tar
ge
ted
I
C
s
ubc
omponents
,
a
nd
digi
tal
tool
int
e
gr
a
ti
on
to
s
uppor
t
c
ons
is
tent
c
ompete
nc
e
de
ve
lopm
e
nt
thr
oughout
the
12
-
we
e
k
pe
r
iod.
T
he
in
ter
ve
nti
o
n
wa
s
im
pleme
nted
f
oll
owing
a
s
tanda
r
dize
d
pr
otocol
to
e
ns
ur
e
ins
tr
uc
ti
ona
l
c
ons
is
tenc
y
a
nd
f
idelit
y
a
c
r
os
s
s
e
s
s
ions
.
E
thi
c
a
l
a
ppr
ova
l
wa
s
obtaine
d
f
r
om
the
Unive
r
s
it
y
E
thi
c
s
C
omm
it
tee
,
a
nd
ins
ti
tut
ional
pe
r
m
is
s
ion
wa
s
gr
a
nted
to
c
onduc
t
the
int
e
r
ve
nti
on.
T
w
o
int
a
c
t
gr
oups
we
r
e
include
d
due
to
a
dmi
nis
tr
a
t
ive
a
nd
s
c
he
duli
ng
c
ons
tr
a
int
s
.
T
he
E
G
r
e
c
e
ived
the
s
tr
uc
tur
e
d
int
e
r
ve
nti
on,
whe
r
e
a
s
the
CG
c
onti
nue
d
with
the
s
tanda
r
d
c
ur
r
iculum
without
a
ddit
ional
digi
tal
e
nha
nc
e
ment.
T
he
de
tailed
ove
r
view
of
we
e
kly
s
e
s
s
io
n
f
oc
us
,
a
c
ti
vit
ies
,
a
nd
digi
tal
tool
s
is
c
a
n
be
s
e
e
n
in
T
a
ble
3.
T
a
ble
3.
W
e
e
kly
s
c
he
dule
a
nd
a
c
ti
vit
ies
of
the
DL
I
Week
F
oc
us
A
c
ti
vi
ti
e
s
T
ool
s
/
p
la
tf
or
ms
1
I
nt
r
oduc
ti
on
O
r
ie
nt
a
ti
on, i
c
e
br
e
a
ke
r
t
a
s
ks
G
oogl
e
C
la
s
s
r
oom, Z
oom
2
C
ol
la
bor
a
ti
on
P
a
dl
e
t
&
M
e
nt
im
e
te
r
t
r
a
in
in
g, gr
oup
di
s
c
us
s
io
n
s
P
a
dl
e
t,
M
e
nt
im
e
te
r
3
C
P
S
I
I
ndi
vi
dua
l
c
a
s
e
s
tu
dy, r
e
f
le
c
ti
on
G
oogl
e
D
oc
s
, K
a
hoot
4
C
P
S
II
D
ig
it
a
l
ta
s
k de
s
ig
n, pe
e
r
f
e
e
dba
c
k
G
oogl
e
D
oc
s
, J
a
mboa
r
d
5
A
ppl
ie
d
pe
da
gogy
L
e
s
s
on pla
n a
da
pt
a
ti
on w
it
h t
e
c
h
L
e
a
r
ni
ng
ma
na
ge
me
nt
s
ys
te
m
(
L
M
S
)
, P
ow
e
r
P
oi
nt
6
G
r
oup
p
r
oj
e
c
t
I
P
r
oj
e
c
t
s
e
le
c
ti
on & pl
a
nni
ng
Z
oom, G
oog
le
D
r
iv
e
7
G
r
oup
p
r
oj
e
c
t
II
I
mpl
e
me
nt
a
ti
on & doc
ume
nt
a
ti
on
P
a
dl
e
t,
M
e
nt
im
e
te
r
8
G
r
oup
p
r
oj
e
c
t
III
P
e
e
r
r
e
vi
e
w
& i
te
r
a
ti
ve
i
mpr
ove
me
nt
L
M
S
, G
oogl
e
D
oc
s
9
S
im
ul
a
ti
on I
D
e
s
ig
n t
e
c
hnol
ogy
-
e
nha
nc
e
d l
e
s
s
on
L
M
S
, E
duc
a
ti
ona
l
S
of
twa
r
e
10
S
im
ul
a
ti
on I
I
P
il
ot
pr
e
s
e
nt
a
ti
on t
o pe
e
r
s
Z
oom, P
a
dl
e
t
11
R
e
f
le
c
ti
on &
f
e
e
dba
c
k
G
r
oup
r
e
f
le
c
ti
on, i
ns
tr
uc
to
r
f
e
e
dba
c
k
G
oogl
e
F
or
ms
, J
a
mboa
r
d
12
F
in
a
l
pr
e
s
e
nt
a
ti
on
F
in
a
l
pr
oj
e
c
t
pr
e
s
e
nt
a
ti
on, pos
tt
e
s
t
L
M
S
, Z
oom
2.
4.
I
n
s
t
r
u
m
e
n
t
s
I
C
wa
s
mea
s
ur
e
d
us
ing
a
n
a
da
pted
17
-
it
e
m
I
C
s
c
a
le
gr
ounde
d
in
p
r
ior
r
e
s
e
a
r
c
h
on
e
duc
a
ti
ona
l
innovative
thi
nking
c
ompete
nc
ies
[
34
]
.
T
he
s
c
a
l
e
e
mpl
oys
a
5
-
point
L
iker
t
f
or
mat
(
1=
s
tr
ongly
dis
a
gr
e
e
,
5=
s
tr
ongly
a
gr
e
e
)
.
T
otal
I
C
s
c
or
e
s
r
a
nge
f
r
o
m
17
to
85
,
wi
th
higher
s
c
or
e
s
indi
c
a
ti
ng
h
igher
leve
l
s
of
I
C
.
S
ubs
c
a
le
s
c
or
e
s
a
r
e
c
a
lcula
ted
a
s
the
mea
n
of
it
e
m
s
c
or
r
e
s
ponding
to
e
a
c
h
theor
e
ti
c
a
l
dim
e
ns
ion.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
nt
J
E
va
l
&
R
e
s
E
duc
I
S
S
N:
2252
-
8822
E
ff
e
c
ts
of
digi
tal
lear
ning
int
e
r
v
e
nti
on
on
pr
e
-
s
e
r
v
ice
teac
he
r
s
’
innovation
…
(
Z
haz
ir
a
Stambe
k
ov
a
)
3245
T
he
a
da
ptation
pr
oc
e
s
s
f
oll
owe
d
e
s
tablis
he
d
c
r
os
s
-
c
ult
ur
a
l
ins
tr
ument
a
da
ptation
guidelines
.
F
ir
s
t,
the
or
igi
na
l
it
e
ms
we
r
e
t
r
a
ns
late
d
int
o
Ka
z
a
kh
us
ing
f
or
wa
r
d
tr
a
ns
lation
by
a
bil
ingual
e
d
uc
a
ti
ona
l
r
e
s
e
a
r
c
he
r
.
S
e
c
ond,
a
n
indepe
nde
nt
bil
ingual
e
xpe
r
t
pe
r
f
or
med
ba
c
k
-
tr
a
ns
lation
to
e
ns
u
r
e
s
e
mantic
e
quivale
nc
e
.
M
inor
wor
ding
a
djus
tm
e
nts
we
r
e
made
to
r
e
f
lec
t
the
pr
e
-
s
e
r
vice
tea
c
he
r
e
duc
a
ti
o
n
c
ontext
r
a
ther
than
in
-
s
e
r
vice
pr
a
c
ti
c
e
.
C
ontent
va
li
dit
y
wa
s
r
e
view
e
d
by
two
e
xpe
r
ts
in
tea
c
h
e
r
e
duc
a
ti
on
a
nd
e
duc
a
ti
ona
l
innovation.
A
pil
ot
tes
t
(
n
=
26)
wa
s
c
onduc
ted
to
e
ns
ur
e
c
lar
it
y
a
nd
int
e
r
na
l
c
ons
is
tenc
y
be
f
or
e
f
ull
-
s
c
a
le
a
dmi
nis
tr
a
ti
on.
I
nter
na
l
c
ons
is
tenc
y
wa
s
r
e
a
s
s
e
s
s
e
d
in
the
pr
e
s
e
nt
s
tudy.
C
r
onba
c
h’
s
a
lpha
c
oe
f
f
icie
nts
de
mons
tr
a
ted
s
a
ti
s
f
a
c
tor
y
r
e
li
a
bil
it
y
f
or
the
ove
r
a
ll
s
c
a
le
a
nd
a
ll
s
ubs
c
a
le
s
(
α
=
0.
78
-
0.
91)
.
C
ons
tr
uc
t
va
li
dit
y
wa
s
e
xa
mi
ne
d
us
ing
c
onf
ir
mator
y
f
a
c
tor
a
na
lys
is
to
tes
t
the
f
ou
r
-
f
a
c
tor
s
tr
uc
tur
e
.
T
he
C
F
A
r
e
s
ult
s
s
uppor
ted
the
pr
opos
e
d
f
our
-
f
a
c
tor
model
c
or
r
e
s
ponding
to
the
theor
e
t
ica
l
dim
e
ns
ions
of
IC
.
M
ode
l
f
it
indi
c
e
s
indi
c
a
t
e
d
a
n
a
c
c
e
ptable
f
it
to
the
da
ta
,
p
r
ovidi
ng
e
videnc
e
f
or
t
he
c
ons
tr
uc
t
va
li
d
it
y
of
the
a
da
pted
s
c
a
le
in
the
c
ontext
of
pr
e
-
s
e
r
vice
tea
c
h
e
r
e
duc
a
ti
on.
T
he
f
inal
Ka
z
a
kh
-
langua
ge
ve
r
s
ion
wa
s
a
dmi
nis
ter
e
d
a
nonymou
s
ly
one
we
e
k
pr
ior
to
the
int
e
r
ve
nti
on
(
pr
e
tes
t
)
a
nd
one
we
e
k
a
f
t
e
r
the
12
-
we
e
k
DL
I
(
pos
tt
e
s
t)
.
P
a
r
t
icipa
ti
on
wa
s
v
olunt
a
r
y
a
nd
r
e
s
pons
e
s
did
no
t
a
f
f
e
c
t
a
c
a
de
mi
c
gr
a
ding
,
r
e
duc
ing
potential
s
oc
ial
de
s
ir
a
bil
it
y
bias
.
T
he
f
ul
l
li
s
t
of
it
e
ms
,
s
c
or
ing
pr
oc
e
dur
e
s
,
a
nd
s
ubs
c
a
le
a
ll
oc
a
ti
on
a
r
e
pr
ovided
in
T
a
ble
4
.
T
a
ble
4
.
I
C
s
c
a
le
D
im
e
ns
io
n
I
te
m
n
o.
S
ta
te
me
nt
C
P
S
1
I
c
a
r
e
f
ul
ly
obs
e
r
ve
c
la
s
s
r
oom
s
it
ua
ti
on
s
a
nd i
de
nt
if
y oppor
tu
ni
ti
e
s
f
or
i
mpr
ove
me
nt
.
2
I
c
a
n ge
ne
r
a
te
mul
ti
pl
e
a
lt
e
r
na
ti
ve
s
ol
ut
io
ns
f
or
e
duc
a
ti
ona
l
c
h
a
ll
e
nge
s
.
3
I
c
r
it
ic
a
ll
y e
va
lu
a
te
e
xi
s
ti
ng t
e
a
c
hi
ng a
ppr
oa
c
he
s
.
4
I
c
r
e
a
te
ne
w
i
de
a
s
t
o
s
ol
ve
e
duc
a
ti
ona
l
pr
obl
e
ms
.
PA
5
I
a
da
pt
l
e
s
s
on pla
n
s
t
o ne
w
c
ondi
ti
ons
or
s
tu
de
nt
n
e
e
ds
.
6
I
c
ha
nge
t
e
a
c
hi
ng s
tr
a
te
gi
e
s
w
he
n I
not
ic
e
t
he
y
a
r
e
i
ne
f
f
e
c
ti
ve
.
7
I
r
e
s
pond f
le
xi
bl
y t
o f
e
e
dba
c
k f
r
om c
ol
le
a
gue
s
a
nd s
tu
de
nt
s
.
8
I
a
dj
us
t
my a
c
ti
ons
t
o i
mpr
ove
l
e
a
r
ni
ng outc
ome
s
.
PI
9
I
pr
opos
e
ne
w
i
de
a
s
a
nd
s
ol
ut
io
ns
t
o i
mpr
ove
t
he
l
e
a
r
ni
ng pr
oc
e
s
s
.
10
I
a
c
ti
ve
ly
pa
r
ti
c
ip
a
te
i
n gr
oup pr
oj
e
c
ts
a
nd c
ol
la
bor
a
ti
ve
w
or
k.
11
I
i
ni
ti
a
te
i
nnova
ti
ve
a
c
ti
vi
ti
e
s
i
n e
duc
a
ti
ona
l
s
e
tt
in
gs
.
12
I
s
ha
r
e
my i
de
a
s
w
it
h c
ol
le
a
gu
e
s
f
or
j
oi
nt
im
pr
ove
me
nt
of
t
e
a
c
hi
ng.
T
E
I
D
13
I
us
e
di
gi
ta
l
to
ol
s
t
o c
r
e
a
te
a
s
s
ig
nme
nt
s
a
nd pr
oj
e
c
ts
.
14
I
e
xpe
r
im
e
nt
w
it
h ne
w
t
e
c
hnol
ogi
e
s
i
n t
e
a
c
hi
ng pr
a
c
ti
c
e
.
15
I
i
nt
e
gr
a
te
di
gi
ta
l
to
ol
s
i
nt
o l
e
s
s
on pla
nni
ng a
nd de
li
ve
r
y.
16
I
e
va
lu
a
te
t
he
e
f
f
e
c
ti
ve
ne
s
s
of
t
e
c
hnol
ogy us
e
a
nd a
dj
us
t
my a
p
pr
oa
c
he
s
.
17
I
i
mpl
e
me
nt
i
nnova
ti
ve
di
gi
ta
l
s
ol
ut
io
ns
t
o e
nha
nc
e
t
he
e
du
c
a
ti
ona
l
pr
oc
e
s
s
.
2.
5.
Dat
a
an
alys
is
T
he
a
na
lyt
ica
l
s
tr
a
tegy
is
s
umm
a
r
ize
d
in
T
a
ble
5
.
I
n
thi
s
s
tudy,
s
tatis
ti
c
a
l
a
na
lys
e
s
we
r
e
c
onduc
ted
to
e
xa
mi
ne
the
r
e
lations
hips
be
twe
e
n
the
ke
y
va
r
iable
s
a
nd
to
tes
t
the
p
r
opos
e
d
hypothes
e
s
.
De
s
c
r
ipt
ive
s
tatis
ti
c
s
a
nd
a
ppr
opr
iate
inf
e
r
e
nti
a
l
tec
hniques
we
r
e
a
ppli
e
d
to
e
ns
ur
e
the
r
e
li
a
bil
i
ty
a
nd
va
li
di
ty
of
the
r
e
s
ult
s
.
T
a
ble
5
.
Da
ta
a
na
lys
is
s
tr
a
tegy
by
r
e
s
e
a
r
c
h
que
s
ti
on
R
e
s
e
a
r
c
h
q
u
e
s
ti
on
S
ta
ti
s
ti
c
a
l
p
r
oc
e
dur
e
s
R
Q
1:
I
s
pa
r
ti
c
ip
a
ti
on
in
th
e
D
L
I
a
s
s
oc
ia
te
d
w
it
h
di
f
f
e
r
e
nc
e
s
in
I
C
im
pr
ove
me
nt
c
ompa
r
e
d
to
r
e
gul
a
r
i
ns
tr
uc
ti
on?
-
B
a
s
e
li
ne
e
qui
va
le
nc
e
:
in
de
pe
nde
nt
s
a
mpl
e
s
t
-
te
s
ts
(
pr
e
te
s
t
I
C
,
G
P
A
)
a
nd
c
hi
-
s
qua
r
e
t
e
s
ts
(
ge
nd
e
r
, D
L
l
e
ve
l)
-
A
na
ly
s
is
of
c
ova
r
ia
nc
e
(
A
N
C
O
V
A
)
:
pos
tt
e
s
t
I
C
a
s
de
pe
nde
nt
va
r
ia
bl
e
, gr
oup
a
s
f
ix
e
d f
a
c
to
r
, pr
e
te
s
t
I
C
a
s
c
ova
r
ia
te
-
A
s
s
umpt
io
ns
:
nor
ma
li
ty
(
S
ha
p
ir
o
–
W
il
k)
,
homoge
ne
it
y
of
va
r
i
a
nc
e
(
L
e
ve
ne
’
s
te
s
t)
, homoge
ne
it
y of
r
e
gr
e
s
s
io
n s
lo
pe
s
-
E
f
f
e
c
t
s
iz
e
:
pa
r
ti
a
l
η
², C
ohe
n’
s
d
.
R
Q
2:
W
hi
c
h
I
C
di
me
ns
io
ns
de
mons
tr
a
te
th
e
gr
e
a
te
s
t
im
pr
ove
me
nt
i
n t
he
i
nt
e
r
ve
nt
io
n gr
oup?
-
A
N
C
O
V
A
mode
ls
w
e
r
e
c
onduc
te
d f
or
to
ta
l
I
C
a
nd e
a
c
h I
C
s
u
bs
c
a
le
(
pos
tt
e
s
t
s
c
or
e
s
a
s
de
pe
nde
nt
v
a
r
ia
bl
e
s
;
c
or
r
e
s
ponding pr
e
te
s
t
s
c
or
e
s
a
s
c
ova
r
ia
te
s
)
.
-
B
onf
e
r
r
oni
c
or
r
e
c
ti
on w
a
s
a
ppl
ie
d t
o c
ont
r
ol
f
or
mul
ti
p
le
c
ompa
r
is
ons
.
-
E
f
f
e
c
t
s
iz
e
s
(
pa
r
ti
a
l
η
² a
nd C
ohe
n’
s
d)
w
e
r
e
r
e
por
te
d.
R
Q
3:
T
o
w
ha
t
e
xt
e
nt
do
di
gi
ta
l
e
nga
ge
me
nt
va
r
ia
bl
e
s
pr
e
di
c
t
c
ha
nge
s
in
I
C
,
a
nd
do
e
s
th
is
r
e
la
ti
ons
hi
p di
f
f
e
r
be
twe
e
n t
he
E
G
a
nd t
he
C
G
?
H
ie
r
a
r
c
hi
c
a
l
mul
ti
pl
e
r
e
gr
e
s
s
io
n pr
e
di
c
ti
ng pos
tt
e
s
t
I
C
:
-
S
te
p 1
–
P
r
e
te
s
t
I
C
a
nd gr
oup (
0=
C
G
, 1=
E
G
)
-
S
te
p
2
–
E
nga
ge
me
nt
i
ndi
c
a
to
r
s
(
L
M
S
l
ogi
ns
, s
ubmi
s
s
io
ns
, t
im
e
-
on
-
ta
s
k)
-
S
te
p 3
–
I
nt
e
r
a
c
ti
on t
e
r
ms
(
G
r
oup ×
e
a
c
h e
nga
ge
me
nt
va
r
ia
bl
e
)
.
C
ont
in
uous
pr
e
di
c
to
r
s
me
a
n
-
c
e
nt
e
r
e
d;
V
I
F
a
s
s
e
s
s
e
d.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
S
N
:
2252
-
8822
I
nt
J
E
va
l
&
R
e
s
E
duc
,
Vol
.
15
,
No
.
4
,
Augus
t
20
26
:
324
1
-
3252
3246
3.
RE
S
UL
T
S
T
he
de
s
c
r
ipt
ive
s
tatis
ti
c
s
(
DS)
pr
e
s
e
nted
in
T
a
ble
6
indi
c
a
te
that
the
two
gr
oups
we
r
e
c
ompar
a
ble
a
t
ba
s
e
li
ne
,
s
ugge
s
ti
ng
a
n
a
de
qua
te
ini
ti
a
l
e
quival
e
nc
e
f
or
f
u
r
ther
a
na
lys
is
.
Af
ter
the
int
e
r
ve
nti
on
,
a
c
lea
r
diver
ge
nc
e
be
twe
e
n
the
gr
oups
c
a
n
be
obs
e
r
ve
d,
with
mor
e
pr
onounc
e
d
c
ha
nge
s
in
the
E
G
c
ompa
r
e
d
to
the
C
G.
T
his
pa
tt
e
r
n
s
ugge
s
ts
that
pa
r
ti
c
ipation
in
the
DL
I
may
be
a
s
s
oc
iate
d
with
mor
e
s
ubs
tantial
de
ve
lopm
e
nt
of
I
C
.
T
he
s
e
pr
e
li
mi
na
r
y
tr
e
nds
p
r
ovide
s
uppor
ti
ve
e
videnc
e
f
or
the
s
ubs
e
que
nt
inf
e
r
e
nt
ial
a
na
lys
e
s
,
whic
h
tes
t
the
s
tatis
ti
c
a
l
s
igni
f
ica
nc
e
a
nd
r
obus
tnes
s
of
th
e
s
e
dif
f
e
r
e
nc
e
s
.
Adjus
ted
pos
tt
e
s
t
mea
ns
,
e
f
f
e
c
t
s
ize
s
,
a
nd
s
tatis
t
ica
l
s
igni
f
ica
nc
e
f
o
r
to
tal
I
C
a
r
e
s
umm
a
r
ize
d
in
T
a
ble
7
.
T
he
AN
C
OV
A
r
e
s
ult
s
indi
c
a
te
that
pa
r
ti
c
ipation
in
the
DL
I
wa
s
a
s
s
oc
iate
d
with
im
pr
ove
d
I
C
outcome
s
.
T
he
a
djus
ted
pos
tt
e
s
t
e
s
ti
mate
s
highl
i
ght
the
a
dva
ntage
of
the
in
ter
ve
nti
on
g
r
oup
ove
r
the
CG
,
s
ugge
s
ti
ng
that
the
obs
e
r
ve
d
di
f
f
e
r
e
nc
e
s
r
e
maine
d
s
igni
f
ica
nt
a
f
ter
c
ontr
oll
ing
f
or
ba
s
e
li
ne
c
o
mpete
nc
e
leve
ls
.
T
he
e
f
f
e
c
t
s
ize
wa
s
lar
ge
a
c
c
or
ding
to
c
onve
nti
ona
l
be
nc
hmar
ks
,
ind
ica
ti
ng
a
s
tatis
ti
c
a
ll
y
s
igni
f
ica
nt
a
nd
e
duc
a
ti
ona
ll
y
mea
ningf
ul
int
e
r
ve
nti
on
im
pa
c
t
.
T
a
ble
6
.
DS
f
or
IC
a
t
p
r
e
tes
t
a
nd
pos
tt
e
s
t
G
r
oup
N
P
r
e
te
s
t
I
C
(
M
±S
D
)
P
os
tt
e
s
t
I
C
(
M
±S
D
)
EG
78
64.5±6.20
72.5±
6.50
CG
78
64.3±6.15
65.8±
6.38
T
ot
a
l
156
64.4±6.18
69.2±6.44
T
a
ble
7
.
AN
C
OV
A
r
e
s
ult
s
f
or
tot
a
l
I
C
s
c
or
e
G
r
oup
A
dj
us
te
d
p
os
tt
e
s
t
I
C
(
M
±S
E
)
EG
72.5±0.73
CG
65.8±0.73
G
r
oup e
f
f
e
c
t
F
(
1,153)
p
P
a
r
ti
a
l
η²
C
ohe
n’
s
d
42.17
<
.001
.216
1.05
Adjus
ted
pos
tt
e
s
t
mea
ns
,
AN
C
OV
A
s
tatis
ti
c
s
,
a
nd
e
f
f
e
c
t
s
ize
s
a
r
e
s
umm
a
r
ize
d
in
T
a
ble
8
.
T
he
AN
C
OV
A
r
e
s
ult
s
de
mon
s
tr
a
te
that,
a
f
ter
c
ont
r
oll
i
ng
f
or
ba
s
e
li
ne
leve
ls
of
I
C
,
the
E
G
outpe
r
f
or
med
the
C
G
a
c
r
os
s
a
ll
f
our
s
ubs
c
a
les
.
T
he
s
e
f
indi
ngs
indi
c
a
te
that
the
DL
I
wa
s
a
s
s
oc
iate
d
with
c
ons
is
tent
im
pr
ove
ments
in
mul
ti
ple
di
mens
ions
of
I
C
r
a
ther
than
a
f
f
e
c
ti
ng
a
s
ingl
e
is
olate
d
domain.
T
he
la
r
ge
s
t
e
f
f
e
c
t
wa
s
obs
e
r
ve
d
in
C
P
S
,
s
ugge
s
ti
ng
that
the
int
e
r
ve
nti
on
may
ha
ve
s
uppor
ted
the
de
ve
lopm
e
nt
of
f
lexible
a
nd
in
nova
ti
ve
a
ppr
oa
c
he
s
to
e
duc
a
ti
ona
l
c
ha
ll
e
nge
s
.
T
e
c
hnology
-
e
nha
nc
e
d
ins
tr
uc
ti
ona
l
de
s
ign
(
T
E
I
D
)
a
ls
o
de
mon
s
tr
a
ted
a
s
ubs
tantial
e
f
f
e
c
t,
indi
c
a
ti
ng
that
s
tr
uc
tur
e
d
e
xpos
ur
e
to
digi
tally
e
nr
iche
d
pe
da
gogica
l
pr
a
c
ti
c
e
s
may
e
f
f
e
c
ti
ve
ly
s
uppor
t
tea
c
he
r
s
’
a
bil
i
ty
to
int
e
gr
a
te
a
n
d
e
va
luate
tec
hnology
in
ins
tr
uc
t
ional
c
ontexts
.
T
a
ble
8
.
AN
C
OV
A
r
e
s
ult
s
f
or
I
C
s
ubs
c
a
les
I
C
D
im
e
ns
io
n
E
G
a
dj
us
te
d m
e
a
n±S
E
C
G
a
dj
us
te
d me
a
n
±S
E
F
(
1,153)
p
P
a
r
ti
a
l
η²
C
ohe
n’
s
d
C
P
S
18.5±0.28
16.2±0.28
33.78
<
.001
0.181
0.94
PA
18.1±0.29
16.5±0.29
18.97
<
.001
0.110
0.63
PI
18.8±0.33
17.0±0.33
14.88
<
.001
0.089
0.62
T
E
I
D
17.6±0.26
15.8±0.26
47.94
<
.001
0.239
0.78
T
he
hier
a
r
c
hica
l
r
e
gr
e
s
s
ion
r
e
s
ult
s
a
r
e
pr
e
s
e
nted
i
n
T
a
ble
9
.
I
n
the
f
i
r
s
t
s
tep,
p
r
e
tes
t
IC
a
nd
gr
oup
membe
r
s
hip
we
r
e
e
nter
e
d
a
s
pr
e
dictor
s
.
P
r
e
tes
t
c
ompete
nc
e
e
mer
ge
d
a
s
a
s
tr
ong
pr
e
dictor
of
the
pos
tt
e
s
t
outcome
,
indi
c
a
ti
ng
s
ubs
tantial
tempor
a
l
s
tabili
ty,
while
gr
oup
membe
r
s
hip
r
e
maine
d
s
igni
f
ic
a
nt
a
f
ter
a
c
c
ounti
ng
f
or
ba
s
e
li
ne
leve
ls
,
ind
ica
t
ing
higher
p
os
tt
e
s
t
s
c
or
e
s
f
or
pa
r
ti
c
ipants
in
the
int
e
r
ve
nti
on
g
r
oup.
I
n
the
s
e
c
ond
s
tep,
the
inclus
ion
o
f
digi
tal
e
nga
ge
me
nt
va
r
iable
s
im
p
r
ove
d
the
e
xplana
tor
y
powe
r
o
f
th
e
model.
L
M
S
logi
n
f
r
e
que
nc
y,
numbe
r
o
f
s
ubmi
s
s
ions
,
a
n
d
ti
me
-
on
-
tas
k
we
r
e
a
ll
pos
it
ively
a
s
s
oc
iate
d
with
pos
tt
e
s
t
c
ompete
nc
e
,
s
ugge
s
ti
ng
that
gr
e
a
ter
pa
r
ti
c
ipatio
n
in
digi
tal
lea
r
ning
a
c
ti
vit
ies
wa
s
li
nke
d
to
s
tr
onge
r
outcome
s
be
yond
ini
ti
a
l
di
f
f
e
r
e
nc
e
s
.
I
n
the
f
inal
s
tep,
int
e
r
a
c
ti
on
ter
ms
be
twe
e
n
g
r
oup
membe
r
s
hip
a
nd
e
nga
ge
ment
indi
c
a
tor
s
we
r
e
a
dde
d.
S
igni
f
ica
nt
int
e
r
a
c
ti
ons
we
r
e
obs
e
r
ve
d
f
or
L
M
S
logi
ns
a
nd
ti
me
-
on
-
tas
k,
indi
c
a
ti
ng
that
the
r
e
lations
hip
be
twe
e
n
digi
tal
e
n
ga
ge
ment
a
nd
pos
tt
e
s
t
IC
di
f
f
e
r
e
d
be
twe
e
n
the
in
t
e
r
ve
nti
on
a
nd
CG
s
.
T
he
int
e
r
a
c
ti
on
invol
ving
s
ubmi
s
s
ions
a
ppr
oa
c
he
d
s
tatis
ti
c
a
l
s
igni
f
ica
nc
e
,
s
ugge
s
ti
ng
a
s
i
mi
lar
but
we
a
ke
r
pa
tt
e
r
n.
T
he
f
inal
model
e
xplaine
d
48.
8%
of
the
va
r
ianc
e
in
pos
tt
e
s
t
IC
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
nt
J
E
va
l
&
R
e
s
E
duc
I
S
S
N:
2252
-
8822
E
ff
e
c
ts
of
digi
tal
lear
ning
int
e
r
v
e
nti
on
on
pr
e
-
s
e
r
v
ice
teac
he
r
s
’
innovation
…
(
Z
haz
ir
a
Stambe
k
ov
a
)
3247
T
a
ble
9
.
Hie
r
a
r
c
hica
l
r
e
g
r
e
s
s
ion
a
na
lys
is
pr
e
dicting
pos
tt
e
s
t
IC
S
te
p
P
r
e
di
c
to
r
β
t
p
V
I
F
S
te
p 1
P
r
e
te
s
t
IC
0.58
9.51
<
.001
1.34
G
r
oup
(
EG
vs
CG
)
0.29
5.02
<
.001
1.18
M
ode
l
s
ta
ti
s
ti
c
s
Δ
R
²=
0.392
S
te
p 2
L
M
S
l
ogi
ns
0.17
2.88
.005
1.26
A
s
s
ig
nme
nt
s
ubmi
s
s
io
ns
0.14
2.33
.021
1.22
T
im
e
on t
a
s
k
0.16
2.62
.010
1.29
M
ode
l
s
ta
ti
s
ti
c
s
Δ
R
²=
0.067
S
te
p 3
G
r
oup ×
L
M
S
l
ogi
ns
0.12
2.18
.031
1.31
G
r
oup ×
s
ubmi
s
s
io
ns
0.10
1.94
.054
1.28
G
r
oup ×
t
im
e
on t
a
s
k
0.13
2.27
.025
1.33
M
ode
l
s
ta
ti
s
ti
c
s
Δ
R
²=
0.029
P
a
r
ti
c
ipation
in
the
DL
I
wa
s
a
s
s
oc
iate
d
with
s
tatis
ti
c
a
ll
y
s
igni
f
ica
nt
im
pr
ove
ments
in
ove
r
a
ll
I
C
a
nd
it
s
f
our
s
ubs
c
a
les
in
T
a
ble
10
.
T
he
e
f
f
e
c
t
f
or
tot
a
l
I
C
wa
s
lar
ge
(
C
ohe
n’
s
d
=
1.
05,
pa
r
ti
a
l
η²=
0.
216)
,
in
dica
ti
ng
both
s
tatis
ti
c
a
l
a
nd
e
duc
a
ti
ona
ll
y
mea
ningf
ul
im
pa
c
t.
S
ubs
c
a
le
a
na
lys
e
s
r
e
ve
a
led
that
C
P
S
a
nd
T
E
I
D
be
ne
f
it
e
d
mos
t
f
r
om
the
int
e
r
ve
nti
on
(
C
ohe
n’
s
d
=
0.
94
a
nd
0.
78
,
r
e
s
pe
c
ti
ve
ly)
,
while
P
A
a
nd
P
I
s
howe
d
moder
a
te
im
pr
ove
ments
(
C
ohe
n’
s
d≈
0.
62
–
0.
63)
.
T
he
s
e
e
f
f
e
c
t
s
ize
s
de
mon
s
tr
a
te
that
the
DL
I
p
r
omot
e
d
mul
ti
dim
e
ns
ional
c
ompete
nc
e
r
a
ther
than
im
pr
ove
ments
i
n
a
s
ingl
e
domain
.
Hie
r
a
r
c
hica
l
r
e
gr
e
s
s
ion
a
na
lys
e
s
f
ur
ther
indi
c
a
ted
that
e
nga
ge
ment
with
digi
tal
lea
r
ning
tool
s
-
L
M
S
logi
ns
,
a
s
s
ignm
e
nt
s
ubmi
s
s
ions
,
a
nd
ti
me
-
on
-
tas
k
-
pos
it
ively
pr
e
dicte
d
I
C
ga
ins
.
S
igni
f
ica
nt
int
e
r
a
c
ti
ons
be
twe
e
n
gr
oup
membe
r
s
hip
a
nd
e
nga
ge
ment
f
or
L
M
S
logi
ns
a
nd
ti
me
-
on
-
tas
k
s
ugge
s
t
that
the
s
tr
uc
t
ur
e
d
DL
I
a
mpl
if
ied
the
be
ne
f
it
s
of
a
c
ti
ve
digi
tal
pa
r
ti
c
ipatio
n,
pa
r
ti
c
ular
ly
in
the
E
G
.
C
ontextua
ll
y,
the
s
tr
ong
e
r
ga
ins
in
C
P
S
a
nd
T
E
I
D
li
ke
ly
r
e
f
lec
t
the
int
e
r
ve
nt
ion’
s
e
mphas
is
on
pr
ojec
t
-
ba
s
e
d
tas
ks
a
nd
tec
hnology
int
e
gr
a
ti
on,
whe
r
e
a
s
the
mor
e
moder
a
te
im
pr
ov
e
ments
in
pe
da
gogica
l
a
da
ptabili
ty
(
PA
)
a
nd
pr
oa
c
ti
ve
ini
ti
a
ti
ve
(
PI
)
indi
c
a
te
that
de
ve
lopi
ng
a
da
pti
ve
a
nd
pr
oa
c
ti
ve
s
kil
ls
may
r
e
quir
e
a
ddit
ional
pe
d
a
gogica
l
s
uppor
t
or
longe
r
-
ter
m
e
xp
os
ur
e
.
T
a
ble
10
.
E
f
f
e
c
t
s
ize
s
of
the
DL
I
on
I
C
outcome
s
O
ut
c
ome
v
a
r
ia
bl
e
P
a
r
ti
a
l
η²
C
ohe
n’
s
d
E
f
f
e
c
t
m
a
gni
tu
de
T
ot
a
l
I
C
.216
1.05
L
a
r
ge
C
P
S
.181
0.94
L
a
r
ge
PA
.110
0.63
M
e
di
um
PI
.089
0.62
M
e
di
um
T
E
I
D
.239
0.78
L
a
r
ge
4.
DI
S
CU
S
S
I
ON
T
he
pr
e
s
e
nt
s
tudy
e
xa
mi
ne
d
whe
ther
a
s
tr
uc
tur
e
d
DL
I
is
a
s
s
oc
iate
d
with
im
pr
ove
ments
in
I
C
a
mong
P
S
T
s
a
nd
e
xplor
e
d
the
r
ole
of
digi
tal
e
nga
ge
ment
in
thi
s
pr
oc
e
s
s
.
Ove
r
a
ll
,
the
f
indi
ngs
ind
ica
te
that
pa
r
ti
c
ipation
in
the
DL
I
wa
s
li
nke
d
to
mea
nin
gf
ul
mul
ti
dim
e
ns
ional
im
p
r
ove
ments
a
c
r
os
s
a
ll
f
our
I
C
s
ubs
c
a
le
s
.
Digit
a
l
e
nga
ge
ment
a
ls
o
e
mer
ge
d
a
s
a
n
otable
f
a
c
tor
s
uppor
ti
ng
I
C
gr
owth
,
pa
r
ti
c
ular
ly
wi
thi
n
the
int
e
r
ve
nti
on
gr
oup
.
T
he
s
e
r
e
s
ult
s
a
ddr
e
s
s
the
pr
e
v
ious
ly
identif
ied
ga
p
r
e
ga
r
ding
the
s
c
a
r
c
it
y
of
e
mpi
r
ica
ll
y
va
li
da
t
e
d
models
c
onne
c
ti
ng
s
tr
uc
tur
e
d
digi
tal
pe
d
a
gogy
with
mul
ti
di
mens
ional
I
C
in
tea
c
he
r
e
duc
a
ti
on
[
35]
.
F
r
om
a
theor
e
ti
c
a
l
pe
r
s
pe
c
ti
ve
,
the
f
ind
ings
e
xtend
e
xis
ti
ng
models
of
T
P
D
by
de
mons
tr
a
ti
ng
that
I
C
c
a
n
be
de
ve
loped
not
only
thr
ough
long
-
ter
m
e
xp
e
r
ientia
l
lea
r
ning
a
nd
r
e
f
lec
ti
ve
p
r
a
c
ti
c
e
,
a
s
e
mphas
ize
d
in
tr
a
dit
ional
T
P
D
f
r
a
mew
or
ks
,
but
a
ls
o
thr
ough
s
tr
uc
tur
e
d,
digi
tally
media
ted
lea
r
ning
e
nvir
onme
nts
.
T
he
r
e
s
ult
s
s
uppor
t
c
ompete
nc
y
-
ba
s
e
d
pe
r
s
pe
c
ti
ve
s
of
tea
c
he
r
lea
r
ning,
whic
h
c
onc
e
ptualize
pr
of
e
s
s
ional
gr
owth
a
s
the
int
e
gr
a
ti
on
of
c
ognit
ive
,
mot
ivational,
a
n
d
be
ha
vior
a
l
dim
e
ns
ions
.
I
n
th
is
s
e
ns
e
,
digi
tally
e
nr
iche
d
lea
r
ning
e
nvir
onments
f
unc
ti
on
not
only
a
s
s
uppleme
ntar
y
tool
s
but
a
ls
o
a
s
a
c
ti
ve
mec
ha
n
is
ms
f
or
c
ompete
nc
e
de
ve
lopm
e
nt
by
e
mbedding
pe
da
gogi
c
a
l
s
c
a
f
f
oldi
ng,
c
oll
a
bor
a
ti
ve
p
r
oblem
-
s
olvi
ng,
a
nd
s
us
taine
d
e
nga
ge
ment
with
digi
tal
tec
hnologi
e
s
.
A
c
c
or
dingl
y,
the
s
tudy
c
ontr
ibut
e
s
to
r
e
thi
nking
T
P
D
models
by
pos
it
ioni
ng
s
tr
uc
tur
e
d
DL
I
s
a
s
dr
iver
s
of
innova
ti
on
-
or
iente
d
pr
of
e
s
s
ional
c
ompete
nc
e
f
or
mati
on
i
n
P
S
T
s
.
T
he
f
indi
ngs
a
r
e
c
ons
is
tent
with
pr
ior
r
e
s
e
a
r
c
h
s
howing
that
d
igi
tal
t
r
a
ns
f
or
mation
in
highe
r
e
duc
a
ti
on
c
a
n
f
os
ter
higher
-
or
de
r
c
ompete
nc
ies
w
he
n
s
uppor
ted
by
s
tr
uc
tur
e
d
pe
da
gogica
l
de
s
ign
r
a
ther
than
a
d
hoc
tec
hnology
us
e
[
36
]
–
[
38
]
.
P
r
e
vious
s
tudi
e
s
r
e
por
ted
pos
it
ive
a
s
s
oc
iations
be
twe
e
n
DL
I
a
nd
C
P
S
,
P
A
,
a
nd
ins
tr
uc
ti
ona
l
innovation
[
39
]
,
[
40
]
.
How
e
ve
r
,
many
r
e
li
e
d
on
c
or
r
e
lational
de
s
igns
or
na
r
r
owly
f
oc
us
e
d
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
S
N
:
2252
-
8822
I
nt
J
E
va
l
&
R
e
s
E
duc
,
Vol
.
15
,
No
.
4
,
Augus
t
20
26
:
324
1
-
3252
3248
on
tec
hnologi
c
a
l
s
kil
ls
.
T
he
pr
e
s
e
nt
s
tudy
e
xt
e
nds
thi
s
li
ter
a
tu
r
e
by
de
mons
tr
a
ti
ng
th
a
t
a
s
t
r
uc
tur
e
d,
mul
ti
-
c
omponent
DL
I
c
a
n
s
uppor
t
not
onl
y
tec
hnology
-
r
e
late
d
c
ompete
nc
e
but
a
ls
o
br
oa
de
r
innovation
-
or
iente
d
dim
e
ns
ions
s
uc
h
a
s
P
I
a
nd
P
A
[
41
]
,
[
42]
.
T
he
obs
e
r
ve
d
im
pr
ove
ments
a
c
r
os
s
a
ll
I
C
dim
e
ns
ions
s
ugge
s
t
that
I
C
f
unc
ti
ons
a
s
a
n
int
e
gr
a
ted
c
ons
tr
uc
t
r
a
ther
than
a
c
oll
e
c
ti
on
of
is
olate
d
s
kil
ls
.
T
he
s
e
f
indi
ngs
f
ur
ther
high
li
ght
the
im
por
t
a
nc
e
of
de
ve
lopi
ng
I
C
a
mong
P
S
T
s
,
a
s
it
ha
s
a
dir
e
c
t
i
mpac
t
on
tea
c
hing
qua
l
it
y
,
s
tudent
lea
r
ning
outc
omes
,
a
nd
br
oa
de
r
e
duc
a
ti
ona
l
r
e
f
or
m.
S
t
r
e
ngthening
I
C
e
na
bles
f
utur
e
tea
c
he
r
s
to
de
s
ign
mor
e
e
nga
ging,
tec
hnology
-
e
nha
nc
e
d,
a
nd
lea
r
ne
r
-
c
e
nter
e
d
ins
tr
uc
ti
on,
whic
h
im
p
r
ove
s
c
las
s
r
oom
int
e
r
a
c
ti
on
a
nd
s
uppor
ts
de
e
pe
r
s
tudent
unde
r
s
tanding.
M
or
e
ove
r
,
I
C
f
os
ter
s
a
da
ptabili
ty
a
nd
r
e
f
lec
ti
ve
pr
a
c
ti
c
e
,
whic
h
a
r
e
e
s
s
e
nti
a
l
f
or
r
e
s
ponding
to
r
a
pidl
y
c
ha
nging
e
duc
a
ti
ona
l
e
n
vir
onments
a
nd
int
e
g
r
a
ti
ng
dig
it
a
l
tool
s
e
f
f
e
c
ti
ve
l
y.
At
the
s
ys
tem
leve
l,
e
nha
nc
ing
I
C
a
mong
P
S
T
s
c
ontr
ibut
e
s
to
s
us
t
a
inable
e
duc
a
ti
ona
l
r
e
f
or
m
by
p
r
e
pa
r
ing
tea
c
he
r
s
who
c
a
n
a
c
ti
ve
ly
im
pleme
nt
a
nd
innovate
withi
n
moder
n
c
ompete
nc
y
-
ba
s
e
d
c
ur
r
icula
.
M
e
dium
to
lar
ge
e
f
f
e
c
ts
a
c
r
os
s
dim
e
ns
ions
r
e
f
lec
t
c
ons
is
tent
a
nd
mea
ningf
ul
de
ve
lopm
e
nt
f
oll
owing
the
DL
I
.
T
he
s
e
r
e
s
ult
s
s
upp
or
t
theor
e
ti
c
a
l
models
f
r
a
mi
ng
I
C
a
s
a
d
yna
mi
c
int
e
r
play
be
twe
e
n
c
ognit
ive,
mot
ivatio
na
l,
a
nd
tec
hnologi
c
a
l
domains
[
43
]
,
[
44]
.
M
or
e
ove
r
,
a
lt
ho
ugh
gr
ounde
d
in
the
Ka
z
a
khs
tani
c
ontext,
the
f
ind
ings
a
r
e
pa
r
ti
c
ular
ly
r
e
leva
nt
in
li
ght
o
f
the
c
ountr
y
’
s
o
ngoing
higher
e
duc
a
ti
on
moder
niza
ti
on
r
e
f
or
ms
a
nd
it
s
s
tr
a
tegic
e
mphas
is
on
digi
tal
tr
a
ns
f
or
mation
a
nd
c
ompete
nc
y
-
ba
s
e
d
tea
c
he
r
e
duc
a
ti
on.
T
he
c
ountr
y
’
s
na
ti
ona
l
poli
c
ies
incr
e
a
s
ingl
y
pr
ior
it
ize
the
int
e
gr
a
ti
on
of
digi
tal
tec
hnologi
e
s
a
nd
innovation
s
kil
ls
in
te
a
c
he
r
pr
e
pa
r
a
ti
on
pr
ogr
a
ms
,
making
the
de
ve
lopm
e
nt
of
I
C
a
mong
P
S
T
s
a
ke
y
e
duc
a
ti
ona
l
objec
ti
ve
.
I
n
thi
s
c
ontext,
the
f
indi
ngs
p
r
ovide
e
videnc
e
-
ba
s
e
d
ins
ight
s
that
c
a
n
in
f
or
m
the
r
e
f
ineme
nt
o
f
na
ti
ona
l
tea
c
he
r
e
duc
a
ti
on
s
tanda
r
ds
,
pa
r
ti
c
ular
ly
in
s
tr
e
ngthe
ning
s
tr
uc
tur
e
d
DL
I
s
.
F
ur
ther
mor
e
,
while
gr
ou
nde
d
in
Ka
z
a
khs
tan,
the
r
e
s
ult
s
a
ls
o
of
f
e
r
im
pli
c
a
ti
ons
f
o
r
other
e
duc
a
ti
ona
l
s
ys
tems
unde
r
going
s
im
il
a
r
t
r
a
ns
it
ions
towa
r
d
digi
tally
e
nha
nc
e
d
a
nd
c
ompete
nc
y
-
dr
iven
tea
c
he
r
e
duc
a
ti
on
models
.
T
he
int
e
r
ve
nti
on
wa
s
e
f
f
e
c
ti
ve
li
ke
ly
be
c
a
us
e
it
c
ombi
ne
d
c
oll
a
bor
a
ti
ve
lea
r
ning,
pr
ojec
t
-
ba
s
e
d
tas
ks
,
a
nd
s
us
taine
d
digi
tal
e
nga
ge
ment,
whic
h
togethe
r
s
uppor
ted
mul
ti
dim
e
ns
ional
I
C
.
T
his
e
f
f
e
c
t
c
a
n
be
f
ur
ther
e
xplaine
d
thr
ough
the
int
e
r
a
c
ti
on
of
s
e
ve
r
a
l
pe
da
gogica
l
mec
ha
nis
ms
.
P
r
o
jec
t
-
ba
s
e
d
a
nd
c
oll
a
bor
a
ti
ve
lea
r
ning
a
c
ti
vit
ies
li
ke
ly
e
nha
nc
e
d
c
ognit
ive
e
nga
ge
ment
by
r
e
quir
ing
P
S
T
s
to
a
c
ti
ve
ly
c
ons
tr
uc
t
k
nowle
dge
a
nd
a
pply
it
in
a
uthentic
c
ontexts
,
whic
h
a
li
gn
s
with
c
ons
tr
uc
ti
vis
t
lea
r
ning
theor
y
.
At
the
s
a
me
ti
me,
s
us
taine
d
digi
tal
e
nga
ge
ment
may
ha
ve
s
tr
e
ng
thene
d
mot
ivational
a
s
pe
c
ts
of
lea
r
ning
by
pr
omot
ing
a
utonom
y,
c
ont
inuous
pa
r
ti
c
ipation
,
a
nd
it
e
r
a
ti
ve
f
e
e
dba
c
k,
a
ll
of
whic
h
a
r
e
c
r
it
ica
l
f
o
r
c
o
mpete
nc
e
de
ve
lopm
e
nt.
T
he
int
e
gr
a
ti
on
of
ins
tr
uc
ti
ona
l
s
c
a
f
f
oldi
ng
withi
n
th
e
DL
I
l
ikely
s
uppor
ted
the
gr
a
dua
l
pr
ogr
e
s
s
ion
f
r
om
guided
pr
a
c
ti
c
e
to
mor
e
indepe
nde
nt
a
nd
innovative
ins
tr
uc
ti
ona
l
de
s
ign.
T
oge
th
e
r
,
thes
e
e
leme
nts
c
r
e
a
ted
a
c
ohe
r
e
nt
lea
r
ning
e
nvir
onme
nt
in
whic
h
tec
hnologi
c
a
l,
pe
da
gogica
l,
a
nd
mot
ivational
f
a
c
tor
s
int
e
r
a
c
ted
s
yne
r
gis
ti
c
a
ll
y,
the
r
e
by
f
a
c
il
it
a
ti
ng
mul
ti
dim
e
ns
ional
gr
owth
in
I
C
.
F
r
om
a
n
e
duc
a
ti
ona
l
pr
a
c
ti
c
e
pe
r
s
pe
c
ti
ve
,
thes
e
f
indi
ngs
s
ugge
s
t
that
tea
c
he
r
e
duc
a
ti
on
pr
og
r
a
ms
s
hould
move
be
yond
is
olate
d
digi
tal
s
kil
ls
tr
a
ini
ng
towa
r
d
s
tr
uc
tur
e
d,
pe
da
gogica
ll
y
de
s
igned
DL
I
s
that
int
e
nti
ona
ll
y
int
e
gr
a
te
c
oll
a
bor
a
ti
on
,
r
e
f
lec
ti
on,
a
nd
s
us
taine
d
digi
tal
int
e
r
a
c
ti
on
.
F
or
poli
c
y,
th
e
r
e
s
ult
s
s
uppor
t
the
inclus
ion
of
s
tr
uc
tur
e
d
DC
f
r
a
mew
or
k
s
withi
n
tea
c
he
r
e
duc
a
ti
on
s
tanda
r
ds
,
e
mphas
izing
not
only
tec
hnica
l
pr
of
icie
nc
y
but
a
ls
o
innovation
-
or
iente
d
a
nd
c
oll
a
bor
a
ti
ve
c
ompete
nc
ies
.
T
his
a
li
gnment
c
a
n
inf
or
m
c
ur
r
iculum
r
e
f
or
ms
a
nd
pr
o
f
e
s
s
ional
de
ve
lopm
e
nt
guidelines
that
pr
ior
i
ti
z
e
e
videnc
e
-
ba
s
e
d
digi
tal
pe
da
gogy
a
s
a
c
or
e
c
omponent
of
tea
c
he
r
pr
e
pa
r
a
ti
on.
F
r
o
m
a
theor
e
t
ica
l
pe
r
s
pe
c
ti
ve
,
the
f
indi
ngs
f
ur
the
r
s
uppor
t
c
ompete
nc
y
-
ba
s
e
d
a
nd
tr
a
ns
f
or
mative
tea
c
he
r
pr
of
e
s
s
ional
de
ve
lopm
e
nt
f
r
a
mew
or
ks
,
whic
h
e
mphas
ize
the
int
e
gr
a
ti
on
of
c
ognit
ive,
mot
ivational,
a
nd
c
oll
a
b
or
a
ti
ve
dim
e
ns
ions
of
lea
r
ning
withi
n
digi
tally
media
ted
e
nvir
onments
.
I
n
c
onc
lus
ion,
the
s
tudy
highl
igh
ts
that
c
a
r
e
f
ull
y
de
s
igned
DL
I
,
c
ombi
ne
d
with
pe
d
a
gogica
l
int
e
nti
ona
li
ty
a
nd
s
us
taine
d
e
nga
ge
ment,
c
a
n
e
f
f
e
c
ti
ve
ly
f
os
ter
innovation
-
or
iente
d
pr
o
f
e
s
s
ional
c
ompete
nc
ies
in
P
S
T
s
.
T
he
s
e
f
indi
ngs
p
r
ovide
pr
a
c
ti
c
a
l
guidanc
e
f
or
int
e
gr
a
ti
ng
s
tr
uc
tur
e
d
digi
tal
a
p
pr
oa
c
he
s
int
o
tea
c
he
r
e
duc
a
ti
on,
movi
ng
be
yond
tec
hnica
l
tr
a
ini
ng
towa
r
d
c
ult
ivating
mul
ti
dim
e
ns
ional
I
C
.
5.
L
I
M
I
T
AT
I
ONS
S
e
ve
r
a
l
li
mi
tations
s
hould
be
c
ons
ider
e
d
whe
n
i
nter
pr
e
ti
ng
the
f
ind
ings
of
thi
s
s
tudy
.
F
ir
s
t,
the
qua
s
i
-
e
xp
e
r
im
e
ntal
de
s
ign
with
non
-
r
a
ndomi
z
e
d
int
a
c
t
g
r
oups
li
mi
ts
the
a
bil
it
y
to
dr
a
w
s
tr
on
g
c
a
us
a
l
c
onc
lus
ions
.
Although
ba
s
e
li
ne
e
quivale
nc
e
wa
s
s
tatis
ti
c
a
ll
y
a
s
s
e
s
s
e
d
a
nd
c
ontr
oll
e
d
thr
ough
A
NC
OV
A
pr
oc
e
dur
e
s
,
unmea
s
ur
e
d
c
onf
ounding
va
r
iable
s
ma
y
ha
ve
inf
luenc
e
d
the
obs
e
r
ve
d
dif
f
e
r
e
nc
e
s
be
twe
e
n
gr
oups
.
S
e
c
ond,
the
s
tudy
wa
s
c
onduc
ted
withi
n
a
s
ingl
e
ins
ti
tut
ion
a
nd
invol
ve
d
thi
r
d
-
ye
a
r
pr
e
-
s
e
r
vice
tea
c
he
r
s
f
r
om
one
tea
c
he
r
e
duc
a
ti
on
pr
og
r
a
m.
T
his
c
ontextua
l
s
pe
c
if
icity
may
li
mi
t
the
ge
ne
r
a
li
z
a
bil
i
t
y
of
the
f
indi
ngs
to
other
ins
ti
tut
ions
,
dis
c
ipl
ines
,
or
e
duc
a
ti
ona
l
s
ys
tems
.
F
utu
r
e
mul
ti
-
s
it
e
s
tudi
e
s
would
s
tr
e
ngthen
e
xter
na
l
va
li
dit
y.
T
hi
r
d,
IC
wa
s
mea
s
ur
e
d
us
ing
s
e
lf
-
r
e
por
ted
s
ur
ve
y
da
ta.
C
ompl
e
menting
s
e
lf
-
r
e
por
t
s
c
a
les
with
pe
r
f
or
manc
e
-
ba
s
e
d
a
s
s
e
s
s
ment
s
or
obs
e
r
va
ti
ona
l
mea
s
ur
e
s
c
ould
pr
ovide
a
mor
e
c
ompr
e
he
ns
ive
Evaluation Warning : The document was created with Spire.PDF for Python.
I
nt
J
E
va
l
&
R
e
s
E
duc
I
S
S
N:
2252
-
8822
E
ff
e
c
ts
of
digi
tal
lear
ning
int
e
r
v
e
nti
on
on
pr
e
-
s
e
r
v
ice
teac
he
r
s
’
innovation
…
(
Z
haz
ir
a
Stambe
k
ov
a
)
3249
e
va
luation
of
c
ompete
nc
e
de
ve
lopm
e
nt.
F
our
th
,
di
git
a
l
e
nga
ge
ment
wa
s
ope
r
a
ti
ona
li
z
e
d
thr
ough
L
M
S
-
ba
s
e
d
indi
c
a
tor
s
(
logi
n
f
r
e
que
nc
y,
number
of
s
ubmi
s
s
ions
,
a
nd
ti
me
-
on
-
ta
s
k)
.
Although
the
s
e
metr
i
c
s
of
f
e
r
objec
ti
ve
be
ha
vior
a
l
da
ta,
they
may
not
f
ull
y
c
a
ptur
e
the
qua
li
tative
de
pth
of
e
nga
ge
ment
or
c
ognit
ive
pr
oc
e
s
s
ing.
M
or
e
f
ine
-
gr
a
ined
a
na
lyt
ics
or
mi
xe
d
-
method
a
ppr
oa
c
he
s
may
c
lar
if
y
the
mec
ha
nis
ms
li
nking
digi
tal
pa
r
ti
c
ipation
a
nd
c
ompete
n
c
e
gr
owth
.
I
n
li
ght
of
thes
e
li
mi
tations
,
f
utu
r
e
r
e
s
e
a
r
c
h
s
hould
e
mpl
oy
mul
ti
-
s
it
e
or
r
a
ndomi
z
e
d
de
s
igns
a
nd
int
e
g
r
a
te
pe
r
f
or
manc
e
-
ba
s
e
d
or
obs
e
r
va
ti
ona
l
mea
s
ur
e
s
a
longs
i
de
s
e
lf
-
r
e
por
ts
.
F
o
r
pr
a
c
ti
c
e
,
s
tr
uc
tur
e
d
DL
I
s
c
ombi
n
ing
pr
ojec
t
-
ba
s
e
d
tas
ks
,
c
oll
a
bor
a
ti
on,
a
nd
tec
hnology
int
e
gr
a
ti
on
a
r
e
r
e
c
omm
e
nde
d,
while
poli
c
y
s
hould
s
uppor
t
IC
a
s
a
c
or
e
outcome
in
p
r
e
-
s
e
r
vice
tea
c
he
r
e
duc
a
ti
on
c
ur
r
icula
.
6.
CONC
L
USI
ON
T
his
s
tudy
e
xa
mi
ne
d
the
a
s
s
o
c
iation
be
twe
e
n
a
s
tr
uc
tur
e
d
DL
I
a
nd
the
de
ve
lopm
e
nt
of
I
C
a
mong
P
S
T
s
.
T
he
f
ind
ings
s
ugge
s
t
that
pa
r
ti
c
ipation
in
the
12
-
we
e
k
int
e
r
ve
nti
on
wa
s
li
nke
d
to
mul
ti
dim
e
ns
ional
im
pr
ove
ments
in
I
C
,
including
C
P
S
,
P
A
,
P
I
,
a
nd
T
E
I
D.
I
n
a
ddit
ion
,
dig
it
a
l
e
nga
ge
ment
indi
c
a
tor
s
we
r
e
f
ound
to
pr
e
dict
c
ompete
nc
e
gr
owth,
with
s
tr
onge
r
e
f
f
e
c
t
s
obs
e
r
ve
d
withi
n
the
int
e
r
ve
nti
on
c
ontext.
T
he
s
e
r
e
s
ult
s
indi
c
a
te
that
I
C
de
ve
lopm
e
nt
may
be
ne
f
it
f
r
om
pe
da
gogica
ll
y
int
e
nti
ona
l
digi
tal
int
e
gr
a
ti
on
r
a
t
he
r
than
tec
hnology
e
xpos
ur
e
a
lone.
F
r
om
a
pr
a
c
ti
c
a
l
p
e
r
s
pe
c
ti
ve
,
thes
e
r
e
s
ult
s
s
ugg
e
s
t
that
tea
c
he
r
e
d
uc
a
ti
on
pr
ogr
a
ms
s
hould
move
be
yond
is
olate
d
digi
tal
s
kil
ls
tr
a
ini
ng
towa
r
d
s
ys
tema
ti
c
a
ll
y
de
s
igned
digi
tal
lea
r
ning
e
xpe
r
ienc
e
s
.
S
uc
h
a
ppr
oa
c
he
s
c
a
n
be
im
pleme
n
ted
thr
ough
pr
ojec
t
-
ba
s
e
d
a
nd
c
oll
a
bor
a
ti
ve
a
c
ti
vit
ies
in
whic
h
P
S
T
s
de
s
ign
tec
hnology
-
e
nha
nc
e
d
les
s
on
plans
a
li
gne
d
with
c
ur
r
iculum
s
tanda
r
ds
.
T
he
int
e
g
r
a
ti
on
of
L
M
S
int
o
c
our
s
e
wor
k
-
thr
ough
s
tr
uc
tur
e
d
a
s
s
ign
ments
,
pe
e
r
f
e
e
dba
c
k,
a
nd
r
e
f
lec
ti
ve
a
c
ti
vit
ies
-
c
a
n
s
uppor
t
s
us
taine
d
e
nga
ge
ment.
I
ns
tr
uc
ti
ona
l
s
c
a
f
f
oldi
ng
may
be
ope
r
a
ti
ona
li
z
e
d
th
r
ough
guid
e
d
template
s
,
r
ubr
ics
,
a
nd
pr
ogr
e
s
s
ively
c
ompl
e
x
tas
ks
,
while
a
na
lyt
ics
-
ba
s
e
d
moni
tor
ing
c
a
n
e
na
ble
ti
mely
f
e
e
dba
c
k
a
nd
tar
ge
ted
s
uppor
t.
I
n
a
ddit
ion
,
a
s
s
e
s
s
ment
of
IC
c
a
n
be
e
m
be
dde
d
int
o
c
our
s
e
e
va
luation
thr
ough
pe
r
f
o
r
man
c
e
-
ba
s
e
d
tas
ks
c
a
ptur
ing
c
r
e
a
ti
v
it
y,
a
da
ptabili
ty
,
a
nd
tec
hnology
int
e
gr
a
ti
on
s
kil
ls
.
F
UN
DI
NG
I
NF
ORM
AT
I
ON
T
his
r
e
s
e
a
r
c
h
ha
s
be
e
n/wa
s
/i
s
f
unde
d
by
the
S
c
ienc
e
C
omm
it
tee
of
the
M
ini
s
tr
y
of
E
duc
a
ti
on
a
nd
S
c
ienc
e
of
the
R
e
publi
c
o
f
Ka
z
a
khs
tan
(
Gr
a
nt
No
.
AP22685979)
.
AU
T
HO
R
CONT
RI
B
U
T
I
ONS
S
T
AT
E
M
E
N
T
T
his
jour
na
l
us
e
s
the
C
ontr
ibut
o
r
R
oles
T
a
xo
nomy
(
C
R
e
diT
)
to
r
e
c
ognize
indi
vidual
a
uthor
c
ontr
ibut
ions
,
r
e
duc
e
a
utho
r
s
hip
dis
putes
,
a
nd
f
a
c
il
it
a
te
c
oll
a
bor
a
ti
on.
Nam
e
of
Au
t
h
or
C
M
So
Va
Fo
I
R
D
O
E
Vi
Su
P
Fu
Z
ha
z
ir
a
S
tambe
kova
✓
✓
✓
✓
✓
✓
✓
Az
iya
Z
humaba
ye
va
✓
✓
✓
✓
✓
✓
✓
Z
ha
nna
Z
hus
s
upova
✓
✓
✓
✓
✓
✓
✓
S
a
ule
Z
hor
a
ye
va
✓
✓
✓
✓
✓
✓
✓
C
:
C
onc
e
pt
ua
li
z
a
ti
on
M
:
M
e
th
odol
ogy
So
:
So
f
twa
r
e
Va
:
Va
li
da
ti
on
Fo
:
Fo
r
ma
l
a
na
ly
s
is
I
:
I
nve
s
ti
ga
ti
on
R
:
R
e
s
our
c
e
s
D
:
D
a
ta
C
ur
a
ti
on
O
:
W
r
it
in
g
-
O
r
ig
in
a
l
D
r
a
f
t
E
:
W
r
it
in
g
-
R
e
vi
e
w
&
E
di
ti
ng
Vi
:
Vi
s
ua
li
z
a
ti
on
Su
:
Su
pe
r
vi
s
io
n
P
:
P
r
oj
e
c
t
a
dmi
ni
s
tr
a
ti
on
Fu
:
Fu
ndi
ng a
c
qui
s
it
io
n
CONF
L
I
CT
OF
I
NT
E
RE
S
T
S
T
AT
E
M
E
N
T
Author
s
s
tate
no
c
onf
li
c
t
of
int
e
r
e
s
t.
DA
T
A
AV
AI
L
A
B
I
L
I
T
Y
T
he
c
or
r
e
s
ponding
a
uthor
may
p
r
ovide
s
tudy
da
ta
upon
r
e
a
s
ona
ble
r
e
que
s
t.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
S
N
:
2252
-
8822
I
nt
J
E
va
l
&
R
e
s
E
duc
,
Vol
.
15
,
No
.
4
,
Augus
t
20
26
:
324
1
-
3252
3250
RE
F
E
RE
NC
E
S
[
1]
M
.
A
.
M
.
H
a
s
hi
m,
I
.
T
l
e
ms
a
ni
,
a
nd
R
.
M
a
tt
he
w
s
,
“
H
ig
he
r
e
duc
a
ti
on
s
tr
a
te
gy
in
di
gi
ta
l
tr
a
ns
f
or
ma
ti
on,”
E
duc
at
io
n
and
I
nf
or
m
at
io
n T
e
c
hnol
ogi
e
s
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G
a
o,
J
.
L
i,
a
nd
S
.
L
iu
,
“
A
n
in
tr
oduc
ti
on
to
ke
y
te
c
hnol
ogy
in
a
r
ti
f
ic
ia
l
in
te
ll
ig
e
nc
e
a
nd
bi
g
d
a
ta
dr
iv
e
n
e
-
le
a
r
ni
ng
a
nd
e
-
e
duc
a
ti
on,”
M
obi
le
N
e
tw
o
r
k
s
and A
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F
.
P
a
n,
L
.
Z
ha
o,
a
nd
E
.
Y
.
C
a
o,
“
R
e
vi
s
it
in
g
f
a
c
to
r
s
in
f
lu
e
nc
in
g
s
tr
a
te
gi
e
s
f
or
e
nha
nc
in
g
pr
e
-
s
e
r
vi
c
e
te
a
c
he
r
s
’
di
gi
ta
l
c
ompe
te
nc
ie
s
,
”
E
duc
at
io
n
and
I
nf
or
m
at
io
n
T
e
c
hnol
ogi
e
s
,
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9.
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O
.
E
.
H
a
tl
e
vi
k,
“
E
xa
mi
ni
ng
th
e
r
e
la
ti
on
s
hi
p
be
twe
e
n
te
a
c
he
r
s
’
s
e
lf
-
e
f
f
ic
a
c
y,
th
e
ir
di
gi
ta
l
c
ompe
te
nc
e
,
s
tr
a
te
gi
e
s
to
e
va
l
ua
te
in
f
or
ma
ti
on,
a
nd
us
e
of
I
C
T
a
t
s
c
hool
,
”
Sc
andi
nav
ia
n
J
ou
r
nal
of
E
duc
at
io
nal
R
e
s
e
ar
c
h
,
vol
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S
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M
.
L
i
a
nd
Y
.
L
i,
“
I
nve
s
ti
ga
ti
ng
th
e
in
te
r
r
e
la
ti
ons
hi
ps
of
te
c
hno
lo
gi
c
a
l
pe
da
gogi
c
a
l
r
e
a
di
ne
s
s
u
s
in
g
P
L
S
-
S
E
M
:
A
s
tu
dy
of
pr
i
ma
r
y
ma
th
e
ma
ti
c
s
te
a
c
he
r
s
in
C
hi
na
,”
J
our
nal
of
M
at
he
m
at
ic
s
T
e
ac
he
r
E
duc
at
io
n
,
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1
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A
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09694
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[
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J
.
P
.
Z
ube
r
buhl
e
r
e
t
al
.
,
“
A
s
y
s
te
ma
ti
c
r
e
a
li
s
t
s
ynt
he
s
i
s
of
di
gi
ta
l
in
te
r
ve
nt
io
ns
f
or
e
nha
nc
in
g
me
nt
a
l
he
a
lt
h
a
t
w
or
k:
c
ont
e
xt
s
,
me
c
ha
ni
s
ms
,
a
nd
out
c
ome
s
,
”
I
nt
e
r
nat
io
nal
J
ou
r
nal
of
M
e
nt
al
H
e
al
th
Sy
s
te
m
s
,
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J
a
n.
2025,
doi
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[
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E
. G
. A
r
ta
c
ho, T
. S
. M
a
r
tí
ne
z
, J
. L
.
M
a
r
tí
n, J
. A
.
M
a
r
ín
, a
nd G
.
G
.
G
a
r
c
ía
, “
T
e
a
c
he
r
t
r
a
in
in
g i
n l
if
e
lo
ng l
e
a
r
ni
ng
-
th
e
i
mpor
ta
nc
e
of
di
gi
ta
l
c
ompe
te
nc
e
in
th
e
e
nc
our
a
ge
me
nt
of
te
a
c
hi
ng
in
nova
ti
on,”
Sus
ta
in
abi
li
t
y
(
Sw
it
z
e
r
la
nd)
,
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[
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L
.
Z
e
nki
e
nė
a
nd
L
.
L
e
iš
yt
ė
,
“
S
tr
e
ngt
he
ni
ng
uni
ve
r
s
it
y
c
a
pa
c
it
y
in
r
e
gi
ona
l
in
nova
ti
on
e
c
os
ys
te
m
th
r
ough
th
e
pa
r
t
ic
ip
a
ti
on
i
n
th
e
E
ur
ope
a
n
U
ni
ve
r
s
it
ie
s
in
it
ia
ti
ve
,”
E
ur
ope
an
J
our
nal
of
H
i
ghe
r
E
duc
at
io
n
,
vol
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O
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[
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J
.
M
.
F
e
r
ná
nde
z
-
B
a
ta
ne
r
o,
M
.
M
ont
e
ne
gr
o
-
R
ue
d
a
,
J
.
F
e
r
ná
nde
z
-
C
e
r
e
r
o,
a
nd
I
.
G
a
r
c
ía
-
M
a
r
tí
ne
z
,
“
D
ig
it
a
l
c
ompe
te
nc
e
s
f
or
te
a
c
he
r
pr
of
e
s
s
io
na
l
de
ve
lo
pme
n
t.
S
y
s
te
ma
ti
c
r
e
vi
e
w
,
”
E
ur
ope
an
J
our
nal
of
T
e
ac
he
r
E
duc
at
io
n
,
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4,
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A
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022,
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[
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S
.
M
e
hmood,
“
D
ig
it
a
l
li
te
r
a
c
y
a
nd
li
f
e
lo
ng
le
a
r
ni
ng
di
s
pos
it
i
on
a
s
dr
iv
e
r
s
of
in
nova
ti
ve
w
o
r
k
be
ha
vi
or
a
nd
hi
ghe
r
e
duc
a
ti
on
pe
r
f
or
ma
nc
e
:
A
me
di
a
te
d
mode
r
a
ti
on
f
r
a
me
w
or
k,”
J
our
nal
of
D
ig
it
ov
at
io
n
and
I
nf
or
m
at
io
n
Sy
s
te
m
,
vol
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no.
2,
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[
11]
L
.
M
c
I
nt
yr
e
‐
H
it
e
,
“
A
D
e
lp
hi
s
tu
dy
of
e
f
f
e
c
ti
ve
p
r
a
c
ti
c
e
s
f
or
de
ve
lo
pi
ng
c
o
mpe
te
nc
y‐
ba
s
e
d
le
a
r
ni
ng
mode
ls
in
hi
ghe
r
e
duc
a
ti
o
n,”
T
he
J
our
nal
of
C
om
pe
te
n
c
y
-
B
as
e
d E
duc
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io
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c
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N
.
A
ki
mov
e
t
al
.
,
“
C
ompone
nt
s
of
e
duc
a
ti
on
4.0
in
ope
n
in
n
ova
ti
on
c
ompe
te
nc
e
f
r
a
me
w
or
ks
:
S
ys
te
ma
ti
c
r
e
vi
e
w
,
”
J
our
na
l
of
O
pe
n I
nnov
at
io
n:
T
e
c
hnol
ogy
, M
ar
k
e
t,
and C
om
pl
e
x
it
y
, vol
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[
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F
.
C
a
e
na
a
nd
R
.
V
uor
ik
a
r
i,
“
T
e
a
c
h
e
r
le
a
r
ni
ng
a
nd
in
nova
ti
ve
pr
of
e
s
s
io
na
l
de
ve
lo
pme
nt
th
r
ough
th
e
le
ns
of
th
e
P
e
r
s
ona
l,
S
o
c
ia
l
a
nd
L
e
a
r
ni
ng
to
L
e
a
r
n
E
ur
ope
a
n
ke
y
c
ompe
te
nc
e
,”
E
ur
op
e
an
J
our
nal
of
T
e
ac
h
e
r
E
duc
at
io
n
,
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[
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Z
.
Z
huma
ba
ye
va
,
K
.
Z
ha
xyl
ik
ova
,
A
.
O
mi
r
z
a
kova
,
E
.
A
it
e
nov
a
,
M
.
Z
ha
il
a
uov
a
,
a
nd
S
.
N
ur
ga
li
ye
va
,
“
E
nha
nc
in
g
te
a
c
hi
ng
s
k
il
ls
th
r
ough
di
gi
ta
l
f
e
e
dba
c
k
in
mi
c
r
ot
e
a
c
hi
ng:
a
s
tu
dy
w
it
h
p
r
os
pe
c
ti
ve
pr
im
a
r
y
te
a
c
he
r
s
,”
I
nt
e
r
nat
io
nal
J
our
nal
of
I
nf
or
m
a
ti
on
and
E
duc
at
io
n T
e
c
hnol
ogy
, vol
. 15, no. 9, pp. 1820
–
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10.18178/i
ji
e
t.
2025.15.9.2383.
[
15]
U
.
А
bdi
ga
pba
r
ova
,
A
.
S
yz
dykba
ye
va
,
E
.
A
it
e
nova
,
S
.
N
is
ha
nba
ye
va
,
a
nd
S
.
N
ur
ga
li
ye
va
,
“
D
e
ve
lo
pme
nt
of
th
e
di
gi
ta
l
c
omm
uni
c
a
ti
on
c
ul
tu
r
e
of
pr
os
pe
c
ti
ve
te
a
c
he
r
s
ba
s
e
d
on
di
g
it
a
l
e
ti
que
tt
e
tr
a
in
in
g
in
th
e
c
ont
e
xt
of
K
a
z
a
khs
ta
n,”
J
our
na
l
of
E
duc
at
io
n and e
-
L
e
ar
ni
ng R
e
s
e
ar
c
h
, vol
. 12, no. 3, pp. 542
–
55
2, S
e
p. 2025, doi:
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e
lr
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[
16]
A
.
Ç
e
bi
,
T
.
B
a
h
ç
e
ka
pı
lı
Ö
z
de
mi
r
,
İ
.
R
e
is
oğl
u,
a
nd
C
.
Ç
ol
a
k,
“
F
r
om
di
gi
ta
l
c
ompe
te
nc
e
s
to
te
c
hnol
ogy
in
te
gr
a
ti
on:
R
e
-
f
or
ma
ti
on
of
pr
e
-
s
e
r
vi
c
e
te
a
c
he
r
s
’
knowle
dge
a
nd
unde
r
s
ta
ndi
ng,”
I
nt
e
r
nat
io
nal
J
our
nal
of
E
duc
at
io
nal
R
e
s
e
ar
c
h
,
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r
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[
17]
G
.
F
a
ll
oon,
“
F
r
om
di
gi
ta
l
li
te
r
a
c
y
to
di
gi
ta
l
c
ompe
te
nc
e
:
t
he
te
a
c
he
r
di
gi
ta
l
c
ompe
te
n
c
y
(
T
D
C
)
f
r
a
me
w
or
k,”
E
duc
at
io
nal
T
e
c
hnol
ogy
R
e
s
e
ar
c
h and De
v
e
lo
pm
e
nt
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[
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J
.
T
onde
ur
e
t
al
.
,
“
T
he
H
e
D
iC
om
f
r
a
me
w
or
k:
H
ig
he
r
E
duc
a
ti
on
te
a
c
he
r
s
’
di
gi
ta
l
c
omp
e
te
nc
ie
s
f
or
th
e
f
ut
ur
e
,”
E
duc
at
io
nal
T
e
c
hnol
ogy
R
e
s
e
ar
c
h and De
v
e
lo
pm
e
nt
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e
b. 2023, doi:
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023
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5.
[
19]
Y
.
R
øe
,
S
.
W
oj
ni
us
z
,
a
nd
A
.
H
.
B
je
r
ke
,
“
T
he
di
gi
ta
l
tr
a
ns
f
or
ma
ti
on
of
h
ig
he
r
e
duc
a
ti
on
te
a
c
hi
ng:
F
our
pe
da
gogi
c
a
l
pr
e
s
c
r
ip
ti
ons
to
move
a
c
ti
ve
l
e
a
r
ni
ng pe
da
gogy f
or
w
a
r
d,”
F
r
ont
ie
r
s
i
n E
duc
a
ti
on
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20]
G
.
S
.
A
ya
pbe
r
ge
nova
,
S
.
A
.
N
ur
ga
li
ye
va
,
N
.
A
.
B
i
s
s
e
mba
y
e
v
a
,
M
.
P
.
K
a
ba
kov
a
,
a
nd
M
.
N
.
K
oys
hi
ba
ye
v,
“
D
e
v
e
lo
pi
ng
pr
o
je
c
t
s
ki
ll
s
in
f
ut
ur
e
p
r
i
ma
r
y
s
c
hool
te
a
c
he
r
s
w
it
hi
n
th
e
uni
ve
r
s
it
y
-
b
a
s
e
d
in
it
ia
l
te
a
c
he
r
e
duc
a
ti
on,”
(
in
R
us
s
ia
n)
,
Sc
ie
nc
e
fo
r
E
duc
at
io
n
T
oday
, vol
. 10, no. 6, pp. 7
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S
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N
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z
a
nova
,
Y
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M
a
kh
a
mbe
to
v,
L
.
O
r
yn
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ye
va
,
R
.
B
a
ya
li
ye
v,
a
nd
S
.
N
ur
ga
li
ye
va
,
“
P
r
e
-
s
e
r
vi
c
e
te
a
c
h
e
r
s
’
r
e
a
di
ne
s
s
to
us
e
a
r
ti
f
ic
ia
l
in
te
ll
ig
e
nc
e
:
e
vi
d
e
nc
e
f
r
om
K
a
z
a
khs
ta
n,”
I
nt
e
r
nat
io
nal
J
our
nal
of
I
nf
or
m
at
io
n
and
E
duc
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io
n
T
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c
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G
.
K
ur
e
ba
ye
va
,
T
.
K
ul
gi
ld
in
ova
,
G
.
K
ur
e
ba
ye
va
,
B
.
A
kha
to
va
,
T
.
S
he
vy
a
kova
,
a
nd
S
.
N
ur
ga
li
ye
va
,
“
F
r
om
tr
a
di
ti
on
to
in
nova
ti
on:
pr
e
-
s
e
r
vi
c
e
te
a
c
he
r
s
’
pe
r
c
e
pt
io
n
s
of
di
gi
ta
l
tr
a
ns
f
or
ma
ti
on
in
la
ngua
ge
le
a
r
ni
ng,”
F
or
um
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r
L
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c
St
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A
.
R
.
O
vbi
a
gbonhia
,
B
.
K
ol
lö
f
f
e
l,
a
nd
P
.
de
n
B
r
ok,
“
E
duc
a
ti
n
g
f
or
in
nova
ti
on:
s
tu
de
nt
s
’
pe
r
c
e
pt
io
ns
of
th
e
le
a
r
ni
ng
e
nvi
r
on
me
nt
a
nd
of
th
e
ir
ow
n
in
nova
ti
on
c
ompe
te
nc
e
,”
L
e
ar
ni
ng
E
nv
ir
onm
e
nt
s
R
e
s
e
ar
c
h
,
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3,
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O
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L
.
M
.
H
e
r
o,
M
.
P
it
kä
jä
r
vi
,
a
nd
K
.
M
a
ti
nhe
ik
ki
-
K
okko,
“
V
a
l
id
a
ti
ng
a
n
in
di
vi
dua
l
in
nova
ti
on
c
omp
e
te
nc
e
a
s
s
e
s
s
me
nt
to
ol
f
or
uni
ve
r
s
it
y
–
in
dus
tr
y
c
ol
la
bor
a
ti
on,”
I
ndus
tr
y
and
H
ig
he
r
E
duc
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n
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M
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K
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in
ä
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n
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L
.
K
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ir
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M
e
r
ta
ne
n,
“
R
e
s
e
a
r
c
hi
ng
le
a
r
ni
ng
e
nvi
r
onme
nt
s
a
nd
s
tu
de
nt
s
’
in
nova
ti
on
c
ompe
te
nc
e
s
,
”
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n and T
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E
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L
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G
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E
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oma
V
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N
w
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ka
ku
,
“
A
da
pt
iv
e
le
a
r
ni
ng
s
ys
te
m
s
:
br
id
gi
ng
in
s
tr
uc
ti
ona
l
te
c
hnol
ogy
a
nd
pe
r
s
ona
li
z
e
d
p
e
da
gogy
th
r
ough
d
e
s
ig
n
th
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ki
ng,”
J
ou
r
nal
of
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ig
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