The Use of Game Elements and Scenarios for Teaching and Learning

the Function Point Analysis Technique:

A Experimental Study

Estêvão Damasceno Santos and Sandro Ronaldo Bezerra Oliveira

Postgraduate Program in Computer Science, Federal University of Pará, Belém, Pará, Brazil

Keywords: Function Points Analysis, Gamification, Teaching, Learning.

Abstract: Currently, the development of new technologies occurs at all times, and tied to this is the increased

competition between organizations. Based on this principle, it is essential that they seek to achieve quality

in the development of their applications. One of the essential tools for this is Function Point Analysis (FPA).

In view of this scenario, it is indispensable that the students have contact with this technique as soon as

possible. Thus, this study aims to use the games concepts and elements to stimulate support for teaching and

engaging student motivation in learning this technique of software estimation, which was taught in a

postgraduate course in computer science in an brazilian federal university. For that, classes were defined to

teach the FPA technique that used games elements as motivation for the students. Therefore, this research

resulted in an enrichment of the knowledge of these students in the practice of estimation, commonly

present and recommended the use in software quality models. This work aims to contribute to the teaching

of the FPA technique for students, aiming at a better preparation for the software development market. It

was also verified that the use of Gamification elements and learning scenarios for the teaching of this

estimation technique was efficient, since the participating students were more dedicated to the tasks and

were participative in all the different types of classes.

1 INTRODUCTION

Function Point Analysis (FPA), among other

estimation techniques, is an element used to improve

the quality in the software products development.

According to Lopes (2011), many micro and small

companies have difficulties in meeting schedules,

estimating effort and the necessary cost for the

development of their applications, which can often

cause damages to the organization. From this

technique it is possible to better manage the

processes involved in the development, besides

generating history for the organization. According to

Pressman (2011), the FPA can be used to: estimate

cost or work to design, code and test the software;

predict the number of errors that will be found

during the tests; predict the number of components

in the implemented system.

Using FPA in software projects is something that

brings many benefits to the organization, taking it to

a higher level, where it is possible to have a better

control of the process of product design and

development and means of comparison with

previous applications. Freitas et al. (2015) state that

this technique is used to systematically measure the

functional size of software, being a method proposed

by an international organization, the International

Function Point Users Group (IFPUG), and is

currently recommended by governments and

organizations as the standard method to be used.

adopted for this measurement type.

The importance of counting function points is so

relevant that this technique is recommended in the

MPS.BR (Brazilian Software Process Improvement)

Implementation Guide (SOFTEX, 2016) and in the

CMMI, since: in one practice it is indicated, because

the dimension of the tasks and products occurs,

namely "Size is dimension of the functionalities

from the point of view of the user ... A technique

widely used to measure size of software is the

technique of Function Point Analysis "; in another

practice are estimated the effort and the cost

necessary for the execution of the tasks and

products, as base in the previously done sizing; and

162

Santos, E. and Oliveira, S.

The Use of Game Elements and Scenarios for Teaching and Learning the Function Point Analysis Technique: A Experimental Study.

DOI: 10.5220/0007808301620169

In Proceedings of the 14th International Conference on Software Technologies (ICSOFT 2019), pages 162-169

ISBN: 978-989-758-379-7

another one are established the other variables that

are essential for the success of the project, which are

the budget and the schedule.

Figueiredo (2015) states that this methodology

can be used to promote learning by recycling a

content that would be typically taught in the

traditional method in a classroom or distance

learning class from the inclusion of interconnected

games elements of that create a learning opportunity

gamified in the form of a game. That is, to associate

the teaching of a certain subject with something that

is very present in the current generation, the games,

which can be a good alternative to awaken or

increase students interest, reduce difficulties, engage

them, and increase interactivity from the team.

Mcgonigal (2011) states that the current generation

is natively digital and has an aptitude to learn by

interacting.

Evaluating this scenario, this research is

motivated by the importance of applying Function

Point Analysis in software development projects

based on the use of Gamification elements and

learning scenarios. Students are expected to learn the

FPA in a practical way and thereby improve their

knowledge and interest in the subject so that they

understand the steps taken and are able to use the

FPA score when necessary. Through the application

of two experiments in postgraduate classes, the main

objective of the research is to present a set of

elements in the Gamification and learning scenarios

that serve as a model to support the teaching of FPA

software estimation technique. However, these

elements that have been chosen to be worked on can

also be applied to other topics. This purpose is based

on empirical evidence described in the literature and

by experiments carried out with graduate groups in

the Software Engineering area.

In addition to this introductory section, Section 2

describes some of the theoretical foundation of the

work, Section 3 discusses some related works,

Section 4 presents the use of game elements, Section

5 describes the learning scenarios, Section 6 presents

the evaluation of use the elements and scenarios, and

finally, Section 7 discusses the conclusions and

limitations.

2 BACKGROUND

Gamification is a very commercial technique,

"initially used in companies to make it more agile

and pleasant to carry out traditional activities such as

the training of people and the adoption of new

technologies" (Raposo and Dantas, 2016). Deterding

et al. (2011) classify Gamification as the use of

game elements in a non-game context. Through this,

organizations seek to achieve greater interest and

participation of their customers in the company's

business, in relation to the use of products and

services, using elements such as scores, bonuses,

awards, ranking, among other advantages that can be

obtained. In the context of education this

methodology has gained prominence, because

through it it is possible to add to the subject that will

be taught elements belonging to the games

environment and dynamics.

Mcgonical (2011) states that the new generations

are increasingly making intensive use of modern

digital technologies from devices such as computers,

smartphones and video games, as well as social

interaction applications, which according to the

author is where it has the greatest presence of this

public. Taking into account this context, Azevedo

(2012) assures that there is no way to leave

technologies like digital games outside the

classrooms, because these constitute the daily life of

young people having a high level of consumption by

them.

Ribeiro et al. (2015) affirm that the search for

new pedagogical practices that associate the use of

technology with motivational strategies that arouse

interest in the students is great. Gonçalves (2016)

argues that one of the points discussed when it

comes to the relationship between school and young

people today is the distance between school culture

and youth culture. In view of this, the objective of

applying Gamification focused on teaching, is to

relate a topic that would be taught in the traditional

way, with something that is part of the youth

environment, living in virtual environments and

games. According to Freitas et al. (2016), with the

new generations entering higher education, already

possessing an experience in the virtual environments

of information and games, it is natural to adhere to

the use of Gamification to teach this new student

profile.

As mentioned earlier, this technique is

implemented from the adoption of game elements

and dynamics. With this in view, Mcgonical (2011)

considers that there are four characteristics that

determine a game: goal, rules, feedback and

voluntary participation. The goal is related to the

purpose for which an individual wishes to participate

in the game; the rules indicate the norms and

restrictions that govern and guide the person during

the execution of the game; feedback is related to the

game's responses, based on the player's actions; the

voluntary participation is the power of choice that

the individual has to participate or not of the game.

The Use of Game Elements and Scenarios for Teaching and Learning the Function Point Analysis Technique: A Experimental Study

163

Chou (2015) proposed a framework called

Octalysis that presents eight basic motivations that

leads a player to interact with a game, as can be seen

below.

• Meaning: when the player believes that he /

she is doing something greater, for a greater

good or that he / she has been "chosen" to do

something transcendental,

• Accomplishment: when the player observes

their progress, skill development and,

eventually, overcoming challenges,

• Empowerment: when the player is involved in

a creative process, where he / she repeatedly

has to discover "things" and try different

combinations,

• Ownership: when the player is motivated

because he / she has the sense of ownership of

some thing,

• Social Influence: when the player is motivated

by social elements, which influence people,

including orientation, acceptance, social

responses, companionship, as well as

competition and envy;

• Scarcity: when the player is motivated by the

desire for something he / she can not have;

• Unpredictability: when the player is

motivated by wanting to find out what will

happen next. If he / she does not know what

will happen, his / her brain is involved and

thinks about it many times;

• Avoidance: when the player is motivated by

the prevention of something negative that may

happen.

3 RELATED WORKS

In the study by Ribeiro et al. (2015), there is the

presentation of a tool that is used for the creation of

gamed subjects, titled "Game in Class", whose main

function is to plan and construct subjects using

games techniques and elements for the teaching of

materials. This tool had as a target audience teachers

who had as interest to diversify the teaching of their

subjects in order to offer them in an unprecedented

way through Gamification.

In (Freitas et al., 2016), there is the use of

Gamification in a more specific context, where the

application of the technique is performed in a

subject called Fundamentals of Computer

Architecture. In this work, a virtual space and the

game itself were used as classroom. The main

purpose of this application was to conduct duels of

knowledge among students, where a set of duels

constituted a battle, always related to one or more

topics of the subject. As a result there was more

interest and motivation of those involved in the

game, i.e. the students.

In the approach of Gonçalves et al. (2016), a

conceptual model is presented with the objective of

supporting the planning of the Gamification, which

takes into account the context in which the technique

should be implemented, the educational objectives,

the skills that will be needed, the behaviors and the

interactions that are expected. Also considered were

steps and processes, which are fundamental in the

Gamification process in the education context, to be

carried out in the correct way.

Monteiro et al. (2015) study the possibility of

teaching programming, more specifically the Ruby

language, through the methodology of Gamification,

associated with distance learning. The tasks that

were executed in the course were divided into four

phases, where the initial concepts about algorithm

construction were presented, and after each phase, as

in a game, the student would advance to the final

mission, where everything the acquired knowledge

would be used to solve the challenge. With this, it

was noticed that the methodology used did in fact

contribute and favored the engagement and

improved the students' learning.

Falcão et al. (2014) addressed in their studies the

development of a tool to support face-to-face

teaching using Gamification and game design. This

study proposed the development of a platform to

support students, aiming at the implementation of an

environment that stimulates the interest and attention

of the student outside the classroom in order to

encourage them to learn more. This study took into

account the great demand for such support tools in

educational institutions.

In this study we will use the concepts present in

this methodology to perform the teaching of the

estimation technique based on the Function Points

Analysis, which, from the search for related works

in the specialized literature, no study was found on

the use of Gamification with focus in the teaching of

software estimation techniques.

4 THE USE OF GAME

ELEMENTS

By the use of the theoretical reference on

Gamification, it was possible to define the set of

game elements that were used in this research, these

will be presented next.

ICSOFT 2019 - 14th International Conference on Software Technologies

164

The four characteristics that determine a game,

cited by Mcgonical (2011), served as the basis for

the use of the game elements and thus the

Gamification was created, where the students of a

graduate group were part of a gamified classroom

where: the goal was to learn the technique of

software estimation using Function Point Analysis;

the rules were the development of the syllabus of the

subject, the challenges stipulated, the actions that the

participants could develop and the creation of the

learning scenarios; the feedback was determined

through the resolutions of the activities that were

developed in the classroom, through the points

obtained by the students during the experiment and

from the feedback class; finally, the voluntary

participation is related to the fact that the Software

Quality subject is optional, so the participation of the

students was voluntary.

Afterwards, the techniques were chosen to

ensure the proposed game elements, coming from

the Chou (2015) framework, covering the eight core

drivers cited in the meaning (empowerment, social

impact; avoidance; scarcity; ownership;

accomplishment), and from this were inserted some

of the motivations and game elements proposed by

Chou. It is important to note that since there was no

software development, it was not necessary to use all

existing Core Drivers in Octalysis. The following is

the description of which core drivers were selected

as well as the game elements that were used:

• Meaning: is the core that aims to make the

participants believe that they are performing

something superior or were chosen to perform

a certain action,

• Empowerment: it is related to the fact that the

participant is involved in a creative process

where he / she repeatedly discovers new things,

• Social Influence: that are the social elements

that aim to motivate the participants,

• Ownership: it is the feeling that the participant

has to own or control something,

• Accomplishment: is the topic responsible for

driving progress and skill development by

participants.

From the selection of the core drivers mentioned

and through the literature review, some game

elements were chosen to contribute to the

construction of the gamified classroom, they are:

narrative, superior meaning, points, list of

challenges, step-by-step tutorial - feedback, real-

time control, learning curve, monitoring, group

activities, medals and ranking. Table 1 shows the

relationship between the chosen Core Drivers and

the selected elements.

Table 1: Relationship between Core Drivers and

Elements.

Core Driver

Elements

Meaning

Narrative and Superior

Meaning

Empowerment

Feedback and Real-time

Control

Social Influence

Group Activities, Medals

and Ranking

Ownership

Learning Curve and

Monitoring

Accomplishment

Points, List of Challenges

and Step-by-step Tutorial

In Meaning the following game elements were

selected:

• Narrative: this element was used in order to

explain the relevance of the FPA activity to the

students and the importance of the participation

of all in the experimente,

• Higher Meaning: a point related to this

element was the importance of the grade for the

students, since this was part of the final grade

in the subject. In addition, the participants were

informed that they would be contributing to the

building of the gamified classroom. It is

important to point out that some students took

an interest in the subject even after the

experiment ended and continued to deepen the

subject.

For Empowerment, the elements were as

follows:

• Feedback: one of the objectives for the use of

this element was to pass on to the students the

results obtained, in this way the spreadsheet

was always updated after the end of each class

and the highlights as questions were praised in

the classroom at the time of class,

• Real Time Control: in order to obtain greater

control of students' participation in the

experiment, a monitor was present who was

responsible for recording the scores achieved

by each student during each class.

For Social Influence, the elements used were as

follows:

• Group Activities: this element was one of the

most praised by the students, where it was used

in two different ways. First in the Dojo activity,

where all students developed a counting

activity of function points. Luz and Neto

(2012) describe the Dojo as a dynamic and

collaborative activity inspired by martial arts

The Use of Game Elements and Scenarios for Teaching and Learning the Function Point Analysis Technique: A Experimental Study

165

that follows a discipline in a teaching

environment, with the goal to make it

enjoyable and fun. In other words the activity

is developed in pairs, where the participants

must solve a challenge by shift, which is

defined by a time limit, and the other

participants are in the audience. At each end of

a turn, a member of the pair goes to the

audience and a member of the audience forms a

new pair, so in succession until the resolution

of the challenge. The other form was in the

Laboratory of Programming (LAB) activities,

in which the students in double were

challenged to solve three challenges also

related to FPA,

• Medals: this element was used in order to

highlight the students, which could be both

positive and negative, because in the use of the

medals was highlighted the students who

lacked the most, more arrived late, those who

obtained higher marks in participation or other

activities developed,

• Ranking: element related to the scores, which

determined the position of each student in the

experiment, being one of the main motivating

elements.

In Ownership the selected elements were as

follows:

• Learning Curve: it is important to emphasize

that the activities were developed in a

progressive way, being this element more used

in the list of challenges of the LAB, where each

challenge the students acquired knowledge to

solve the others,

• Monitoring: this element was used by the

students when they finished their class they had

access to their rankings in the experiment. This

was very important to stimulate students as

there was an increase in competitiveness

between them.

For Accomplishment the following elements

were selected:

• Points: it was used to quantify student

progress, activities and participation in the

experiment,

• List of Challenges: the activities developed,

such as those of the LAB, for example, had

progressive practices, where each level of

difficulty was increased,

• Step-by-Step Tutorial: in order to present the

practical score of function points for the

students, the Dojo activity was performed,

where they jointly solved the proposed activity,

and in the course of it the doubts were taken

and the correction was performed.

5 THE LEARNING SCENARIOS

The learning scenarios represent the teaching

environments developed by the teachers, aiming at a

better way to teach a certain topic to their students

(Elgrably, 2018). The purpose of these scenarios is

to stimulate critical thinking and provide better

teaching for students. In relation to FPA teaching, it

is a technique that involves many processes and

requires the student to think and have a lot of

attention to carry out their analysis. Taking this into

account, we saw the need to use different types of

class for a better absorption of content by students.

All this in order to contribute to the students'

learning process and increase understanding about

the Research Question.

The adoption of the learning scenarios was one

of the approaches used to carry out the experiments

in two graduate classes. The main objective was to

extract quantitative and qualitative data to analyze if

the Gamification supports the teaching of FPA,

engaging, motivating and stimulating the learning of

the students, and thus to stipulate which factors of

Gamification stimulate more the competition, favor

the learning and contribute to the evolution of the

students in the FPA study.

The main game element is the competition

between the students, in which the knowledge about

the subject of FPA was ascertained. A spreadsheet

was compiled to compute the points that the students

obtained in each of the classes. In order for the

participants to perform better, pre-lesson preparation

was recommended, especially in the face of the LAB

and Dojo challenges.

Given the beginning of each class, the students

already knew the previous result and its due position

in the ranking of the Gamification. As the activities

were completed successfully, a certain score was

generated for them. The main focus of the game was

to accumulate as many points as possible so that at

the end of the experiment the points numbers

achieved were converted into a grade. In Table 2 it is

possible to identify the game elements that were

used in each class and the ways that students could

achieve those scores.

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Table 2: Relationship between the Learning Scenarios and

the Gamification Elements and Points.

Learning

Scenario

Gamification

Elements

Points

Theoretical

Class

Points, Ranking,

Narrative, Superior

Meaning and Real-

time Control

Presence,

Participations,

Initiatives and

Suggestions

Dojo Class

Points, Ranking,

List of Challenges,

Learning Curve,

Step-by-Step

Tutorial, Group

Activity, Feedback,

Monitoring and

Real-Time Control

Presence,

Participations,

Initiatives and

Suggestions,

Participation in

the Dojo

LAB Class

Points, Ranking,

List of Challenges,

Learning Curve,

Monitoring and

Real-Time Control

Presence,

Participations,

Initiatives and

Suggestions,

Participation in

LAB,

Conclusion of

LAB and Mini

Game (LAB)

Evaluation

Activity

(Test)

Points, Ranking,

List of Challenges

and Monitoring

Grade of Test

and Presence

Feedback

Class

Points and

Ranking, Feedback,

Monitoring and

Real-Time Control

Presence and

Participation in

the Feedback

Class

Among the differences in the application of the

two experiments is the addition of one more

theoretical class day, so that in the first class the

narrative was always made about the importance of

the students in the experiment, and so they were

instructed on how the classroom would work and the

importance of their participation throughout the

experiment, as well as information on scores,

bonuses and penalties. It was also emphasized the

relevance of the presence of these students and their

effective participation, since faults and delays were

also criteria for the loss of points and the

participations would generate important scores for

them.

In the theoretical classes, the most relevant topics

on the FPA technique were presented. In these

classes the means to reach the scores basically was

to have a more active participation, making

suggestions, questions, generating discussions in the

room, suggestions of new topics to be treated,

changes and / or improvements that should be

implemented.

In the Dojo-related class the focus was on the

practice of counting the function points, where the

challenge was to perform the analysis of the

modules of login, register and change of data of an

academic management system of an university.

To start the challenge in the first experiment, it

was necessary to select 2 students from the class.

Already in the second the students themselves took

the initiative to take the initial step of the activity.

Initially they formed a duo, one pilot and the other

the co-pilot, and the others stayed in the audience

watching and discussing what was being done by the

pair and organized strategies to complete the

activity. Every five minutes a member of the class

replaced the co-pilot, and the student who was the

co-pilot assumed the role of pilot of the pair,

following that way until all of them participated and

finished the activity. An important characteristic of

this dynamic is that the participants in the class

could not dialog with the students who were

developing the activity at the moment, they only

elaborated strategies for the group and assisted the

next student who would participate in the activity.

The monitors were divided so that one was

responsible for assisting the class and checking if

they were on the right track, the other was

responsible for punctuating and recording on the

Gamification spreadsheet the scores obtained. The

fact that it was a practical activity, demanded the

intense participation, the effort and the commitment

of the participants.

The next practical activity was the LAB, this

evaluation being the one where the students were

instructed to form pairs to continue the dynamics,

which was constituted of three challenges, all

focused on the FPA theme. Each of these challenges

had a slightly higher level of difficulty than the

previous one, just as it does in general games. Below

is a description of them:

• First challenge: it consisted of counting the

function points of a CV system that had a very

simple structure, only with external inputs and

logical files,

• Second challenge: it had a slightly higher level,

where besides entries and logical file, it had

external queries and exits, besides the external

interface file;

• Third challenge: it had the same characteristics

as the previous one, but the level of complexity

was much higher, where it was much more

complete, having more fields and

functionalities.

The Use of Game Elements and Scenarios for Teaching and Learning the Function Point Analysis Technique: A Experimental Study

167

The last evaluative activity was an objective test,

consisting of six questions, being: 3 addressing the

theoretical axis of the FPA subject; and 3 involving

practices similar to those worked on the dynamics of

the Dojo and the LAB. All these questions have

been adapted from public competition tests. This

activity had the same weight as the LAB in the final

mark of the Gamification, and through them it was

possible to evaluate the learning acquired by the

students from the methodology of applied teaching.

On the last day of class, it was time to collect

students' feedback on the scenario in which they

were submitted, their opinion on Gamification and

how the classes were taught, whether it was possible

to achieve the initially proposed goal, and also to

analyze whether Functional Point Analysis has

piqued a further interest that could generate

continuity in the studies after the experiments. In

this class the possibility of gaining points with

participations, suggestions and initiatives was much

greater than on other days, since in the end it was a

chat, in the format of brainstorming, where some

questions were asked to instigate and encourage the

class to participate as actively as possible.

6 THE EVALUATION OF THE

USE

As mentioned previously, two experiments were

applied in graduate classes, the first counted on the

presence of 15 participants, while the second

counted on 11 participants. Each experiment had a

feedback class, where the focus group technique was

used to analyze and evaluate the suggestions,

critiques and improvements on the learning

scenarios that were worked on. Regarding the

theoretical classes, the students stated that initially

they felt a little difficulty in understanding the

subject that was given, since none of them had

knowledge about software estimates, much less

about FPA. However, in the course of class and

practice, this difficulty has been remedied. Another

point cited by them was the need for another day of

class, with the purpose of elaborating some exercises

and debugging the theoretical axis of the subject.

The feedback related to the Dojo class was very

positive, this activity was highly praised, as it was

important for the good performance obtained in the

LAB, in which the doubts and questions related to

the practical score of the function points were taken,

besides the fact the dynamics involving the whole

class was very positive, because according to the

students there was enough knowledge exchange

between them.

LAB feedback involved both positive and

negative points. The use of doubles (matching) to

meet the challenges was a positive point regarding

the exchange of knowledge in each pair; the

proposed challenges were considered good and were

within what was worked in the room. The use of

FPA technique was also seen as positive in

dynamics. In relation to the negative points, the

main criticism was the lack of an adequate

environment for carrying out the activity, such as a

computer lab, for example, since there was no

availability of this place, as a result, students were

instructed to take their computers activities.

In general, the students considered the use of the

different learning scenarios and Gamification

elements to teach the topic of FPA, the dynamics of

the Dojo and LAB for Gamification very good in the

eyes of all, and the practical application of FPA was

also highly praised, and was where everyone could

realize the importance of this technique in the

context of software development. Many of the points

raised in these analyzes will serve as an

improvement to the evolution of the research.

7 CONCLUSION

The purpose of this research was to make use of the

Gamification elements and learning scenario in

order to support the teaching of software estimates,

with a focus on FPA.

The rationale for this teaching approach was

initially to review the literature, where the purpose

was to identify related works and research, and to

increase knowledge about the software estimation

technique of Function Point Analysis and the use of

Gamification as a tool for support.

Based on the theoretical basis made, this work

sought to contribute to teaching in the Software

Engineering area, presenting for this the game

elements and learning scenarios used in an

experiment involving the teaching of FPA. Finally,

this research was validated and analyzed in two

experiments in the classroom, which aimed to

stimulate and increase student learning, as well as to

serve as a reference for future studies that wish to

use this teaching process.

Due to the high comprehensiveness and

relevance of this work, it can be diffused in several

directions, because in addition to the obtained

results, this research also had as objective to open

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168

spaces so that other studies can use this technique

applied to teaching in the computing area.

In relation to the future work, some possible

improvements can be implemented in the

experiment:

• Adapt the Gamification in case any student has

any kind of communicative or physical

deficiency, and this is not excluded from the

activities;

• Implement a tool using the concepts of

Gamification for the teaching of Function Point

Analysis;

• Implement a way to get instant feedback from

the participants, and thus stimulate the student

more and more, so that he will see his

performance at the time he performs the

activities;

• Develop local applications to be used in

activities, with the purpose of making the

function point count more correct and closer to

reality;

The main limitations of the experiment described

in this study were: the fact that the experiment was

applied at the same university where the research

was carried out; the fact that only two applications

of the experiment were performed; the execution of

the experiment faced some limitations related to the

availability of appropriate physical space, such as a

computer lab.

ACKNOWLEDGEMENTS

The authors would like to thank the Dean of

Research and Postgraduate Studies at the Federal

University of Pará (PROPESP/UFPA) for providing

financial support through the Qualified Publication

Support Program (PAPQ).

REFERENCES

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