An EEG-Based Study Investigating Cognitive and Behavioral

Reactions to Indian Knowledge System Narratives in Virtual Reality

Sakshi Chauhan

, Gitanshu Choudhary

, Arnav Bhavsar

and Varun Dutt

Applied Cognitive Science Lab, IIT Mandi, India

Keywords: Virtual Reality, EEG, Story-Telling, Moral Learning, Engagement, Reading.

Abstract: Virtual reality (VR) storytelling has been demonstrated to impact emotional and cognitive capacities. Still,

less is known about the precise impacts of VR on moral learning and engagement, especially when it comes

to Indian Knowledge System (IKS) stories. In order to close this gap, this study examines the moral learning

and engagement potential of VR-based storytelling in comparison to traditional reading. Three groups of 75

individuals each were assigned to VR, reading, and control. The VR and reading groups outperformed the

control group in terms of moral learning and retention, according to behavioral data, which did not reveal any

significant differences between them. However, according to the EEG data, the VR group was more engaged

than the reading group, as evidenced by a lower alpha band power. Participants using VR showed higher

engagement, as evidenced by 88% of responses indicating agreement or strong agreement on a five-point

Likert scale. These results imply that while reading and VR are equally helpful for moral learning, VR is more

engaging due to its immersive features.

1 INTRODUCTION

Storytelling makes it easier to understand moral

lessons and remember information by turning

complicated subjects into interesting and memorable

stories (Tappan and Brown, 1989). Narrative styles

help us understand and clarify information, especially

in news reporting and brand storytelling (Tappan and

Brown, 1989), (Machill et al., 2007). Instance-based

Learning Theory (IBLT) indicates that using vivid

examples in stories can improve recall and decision-

making (Gupta et al., 2021).

Vedas based Indian Philosophy, emphasizes how

important stories are in teaching morals (Whittemore,

1966). The Indian Knowledge System (IKS) serves

up some serious wisdom through tales like the

Panchatantra and Ramayana, teaches moral lessons

that stay with you (Whittemore, 1966), (Mahadevan

and Bhat, 2022). These stories teach important

lessons and help build our understanding of right and

wrong. These tales typically make their rounds in text

form, and diving into them is key to grasping the

https://orcid.org/0000-0002-6818-8164

https://orcid.org/0000-0003-0737-6935

https://orcid.org/0000-0003-2849-4375

https://orcid.org/0000-0002-2151-8314

moral values they offer.

However, the Immersive technologies like VR

offer new opportunities for moral education. VR

enhances moral education by improving engagement

and retention through lifelike experiences (Sen,

2007). VR allows users to engage with IKS tales in

meaningful, personalized ways (Akbar et al., 2013).

Previous research has explored VR and storytelling's

educational roles (Rueda and Lara, 2020). While VR

enhances classroom engagement, its role in moral

learning with IKS remains underexplored (Akbar et

al., 2013), (Rueda and Lara, 2020).

These stories are usually shared through text, and

you need to read them to learn the moral lessons they

offer (Pan and Hamilton, 2018). Figuring out how VR

impacts our thinking and feelings is still tough.

Traditional evaluations usually don't capture how

engaged someone is cognitively when they're

experiencing immersive storytelling. EEG helps to

fill this gap by providing an objective measurement

of cognitive engagement.

EEG offers a clear view into brain activity and may

1012

Chauhan, S., Choudhary, G., Bhavsar, A. and Dutt, V.

An EEG-Based Study Investigating Cognitive and Behavioral Reactions to Indian Knowledge System Narratives in Virtual Reality.

DOI: 10.5220/0013305300003911

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 18th International Joint Conference on Biomedical Engineering Systems and Technologies (BIOSTEC 2025) - Volume 1, pages 1012-1019

ISBN: 978-989-758-731-3; ISSN: 2184-4305

provide light on the cognitive processes linked to

various learning modalities. Neurological oscillations

in different frequency bands (beta, gamma, and alpha)

are measured by EEG, which reveals patterns of

cognitive engagement, attention, and memory

retention (Singh et al., 2021), (Chauhan et al., 2024).

More specifically, higher beta and gamma activity

suggests more cognitive load and attention, whereas

lower alpha band power has been associated with

greater involvement (Engel and Fries, 2010),

(Klimesch, 1999). Therefore, EEG-based research

offers an unbiased way to measure the cognitive

impacts of immersive storytelling, enabling a deeper

comprehension of how VR affects moral learning.

This work intends to close the knowledge gap

about the neurological processes behind VR-based

storytelling, especially in the context of IKS, since

there has been a dearth of research in this area.

Comparing VR to conventional reading-based

narrative, we may assess how VR affects moral

retention and cognitive engagement using EEG data.

Determining the educational effectiveness of VR

depends on comprehending these brain patterns

because they give quantifiable, tangible proof of

cognitive engagement that goes beyond what can be

obtained from conventional behavioral tests.

The following research issues are intended to be

addressed by this study: 1) How do conventional

reading-based storytelling techniques and VR

compare in terms of event recollection from IKS

stories? 2) How do these techniques affect neuronal

engagement during learning as determined by EEG?

We hypothesize that, in comparison to traditional

reading-based storytelling, VR storytelling will elicit

greater cognitive engagement, improve retention of

story events (H1), and increase neural activity in the

gamma and beta frequency bands (H2). This is based

on the Instance-based Learning Theory (IBLT)

(Gupta et al., 2021) and previous research on VR's

cognitive benefits (Whittemore, 1966).

The EEG-based study contributes to the growing

understanding of VR's educational potential,

especially in moral instruction through IKS stories.

We aim to gather quantitative data on the

neurological aspects of immersive moral teaching by

using VR storytelling and modern EEG techniques.

This will provide teachers, tech experts, and

curriculum creators with new insights.

2 BACKGROUND

This will provide teachers, tech experts, and

curriculum creators with new insights.Storytelling is

a popular method for improving moral lessons and

helping with memory retention. Telling stories makes

complicated ideas easier to understand and helps us

remember things better through interesting narratives.

Narratives help us understand and remember

information in different forms of media (Tappan and

Brown, 1989), (Machill et al., 2007). Instance-based

Learning Theory (IBLT) highlights how storytelling

can improve memory when making decisions (Gupta

et al., 2021). IBLT indicates that narratives can shape

choices by triggering clear memories (Gupta et al.,

2021).

IKS is known for emphasizing the importance of

values in its teaching. IKS have their foundations in

the Vedas, which share philosophical and ethical

lessons through narratives such as the Panchatantra

and Ramayana (Whittemore, 1966), (Mahadevan and

Bhat, 2022). The stories put impact on us by telling

how things are right and wrong. Similar ways

Panchatantra works by using fables to share important

moral and social lessons. Moral lessons are not

limited to just educational purposes; they also provide

entertainment, making them ideal for conveying

messages that really ring.

In education, storytelling has usually relied on

text. Text-based storytelling is really important for

teaching morals. Studies indicate that reading

improves retention, whereas digital storytelling

engages learners in unique ways (Sen, 2007). The

immersive nature of VR really boosts engagement

and understanding, which is why it's become such a

popular narrative medium. The interactive settings in

VR really help with recall and make learning feel

more personal (Akbar et al., 2013), (Rueda and Lara,

2020).

VR's immersive features foster deeper

engagement, aiding learning (Akbar et al., 2013). VR

also enhances the learner’s connection with the

material, and making things easier to understand. VR

offers a more engaging alternative to traditional

reading methods (Rueda and Lara, 2020). (Rueda and

Lara, 2020) argued that VR could foster ethical

empathy by allowing learners to experience

narratives in a more emotionally resonant way,

particularly when teaching sensitive moral topics

(Sen, 2007). However, there still lacks research

specifically examining VR's potential to enhance

moral education through IKS narratives.

While a great deal of research has been done on

education, not much has been done to examine the

potential effects of VR storytelling on moral retention

and cognitive engagement—especially in comparison

to more conventional reading-based approaches. This

study uses electroencephalography (EEG) to quantify

An EEG-Based Study Investigating Cognitive and Behavioral Reactions to Indian Knowledge System Narratives in Virtual Reality

1013

cognitive involvement during storytelling objectively

in order to close this gap. Neural oscillations

associated with varying degrees of cognitive load,

attention, and memory processes are captured by

EEG, which is a useful technique for monitoring brain

activity in real time (Engel and Fries, 2010). While

increases in beta and gamma band activity are linked

to greater cognitive load and attention during

immersive experiences, decreased alpha band power

has been linked to higher levels of cognitive

engagement (Klimesch, 1999). Through the use of

EEG, researchers can learn more about the cognitive

processes involved in engagement with VR or reading

based storytelling.

The purpose of this study is to investigate how well

VR storytelling compares to traditional reading-based

storytelling when it comes to imparting moral lessons

using IKS storylines. It aims to measure how various

storytelling media impact engagement, memory

retention, and the cognitive processes involved in

learning through behavioral tests and EEG data. We

predict that participants exposed to VR storytelling will

exhibit higher levels of cognitive engagement and

moral retention than those participating in traditional

reading-based learning because of the immersive

character of VR. The results of this study will add to

the expanding corpus of research on VR's educational

uses, especially in moral education. They will also

provide useful advice on how to use technology to

teach culturally relevant stories.

3 METHODS

3.1 Experimental Design

G*Power (Faul, 2007) was used to calculate the

necessary sample size. The results showed that 25

individuals were needed for each group, for a total of

75 participants across the three treatments. The target

effect size for this sample size was 0.36, with a 0.05

alpha threshold and 0.80 statistical power.

Participants were selected randomly. Figure 1

illustrates the experimental layout. There were 25

individuals in each of the three groups—reading, VR,

and control—who were assigned at random.

The reading group read the tale on paper, while

the VR group used VR headsets. Whereas, the control

group was only given moral as a keyword. The study

comprised pre-, during-, and post-study stages. Pre-

study data included consent, demographics, and

educational background to assess eligibility. During

the intervention the reading and VR group were

engaged with the respective intervention.

EEG recordings measured cognitive involvement

during the story engagement. Pre- and during-study

EEG data were collected for the VR and reading

groups. EEG analysis focused on alpha, beta, and

gamma oscillations to assess cognitive load and

engagement. Decrease in alpha power and increase in

beta/gamma activity indicated cognitive engagement

(Engel and Fries, 2010). These measures objectively

compared cognitive involvement across groups.

Post-study questionnaires assessed moral lesson

retention across groups. Participants summarized the

story’s main points in their own words. Semantic

similarity of responses was evaluated using a

sentence transformer (Reimers and Gurevych, 2020).

Cosine similarity quantified retention across narrative

modes (Reimers and Gurevych, 2020).

Figure 1: The experimental design of the study outlines the

three between-subject conditions and the corresponding

interventions provided to each group.

3.2 Participants

The research was authorized by the Institutional

Ethical Committee and carried out strictly in

accordance with the Helsinki Declaration (World

Medical Association, 2024). In this study, 75 healthy

individuals were randomly and evenly assigned to

groups using a double-blind, placebo-controlled

protocol. The participants were chosen from a

collegiate setting and ranged in age from 18 to 30

years old (M = 21, SD = 1.71). The sample consisted

of 65% male and 35% female individuals. Ninety-

nine percent were pursuing undergraduate degrees,

and one percent had a PhD. As payment for their

participation, individuals who completed the study

received academic prizes (2 bonus marks in a

computer science course).

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3.3 Materials

The story "The Woodcutter and Her Axe" was

selected for this study based on a careful examination

of several Panchatantra stories, with a focus on the

moral virtue of "honesty." The main characters in this

tale are the woodcutter and an angel. The tale was

presented to the VR and reading groups in the same

manner to maintain uniformity in storytelling and

avoid discrepancies between the two treatments. The

following sections provide a detailed description of

the particular stimuli that were used for each group.

3.4 VR Group

Participants in the VR intervention saw the tale using

a 3D VR 2.0 headset and a Bnext VR headset

(Marquez, 2023). A picture of the VR environment

may be seen in Figure 2. CoSpaces software

(CoSpaces Edu, 2019) was used to build the story's

scenes, and it also helped elicit emotions consistent

with the actions of the characters. In the VR group,

participants saw the tale in VR and engaged in

discourse. With the help of CoSpaces software, which

offers a large selection of 3D models, textures, and

other materials to improve the narrative process, an

immersive 3D experience of the scenes was created.

At this link, you may see the narrative that was made

in the VR environment.

Figure 2: Scene shown in VR group depicting the dialogue

exchange between the woodcutter and the angel.

3.5 Reading Group

The participants in the reading group read the story

on paper. To avoid any differences, the scenes shown

in CoSpaces were matched with the written story.

This made sure that both the VR group and the text

group experienced the same story.

3.6 Control Group

The participants in the control group have received

only the keyword as a moral “Honesty is the best

policy”.

3.7 EEG Data Processing

First, a 50 Hz notch filter was applied to Muse S

headband EEG data at 256 Hz. Brain waveband

discrepancies were accurate with visual feedback. We

normalized eye blinks and jaw clenches with a

Butterworth filter. Multiple brainwave bands and

channels were evaluated by converting power to

linear scale (Linear Power = 10^ (Power in Bels)),

calculating average power, and calculating ratios such

as Frontal Alpha to Temporal Theta and Alpha/Beta

across all channels. Calculations were consistent

across time and participants.

3.8 Statistical Analysis

Data analysis utilized IBM SPSS 21.0 Statistics (IBM

Corp., 2017), incorporating descriptive statistics to

evaluate sample size and variable interpretation. An

ANOVA compared the three groups (reading, VR,

and control) across baseline and intervention times,

requiring homogeneity, sphericity (confirmed by

Mauchly's test), and normalcy. Levene's test verified

homogenous variances. With a power of 0.8 and an

alpha level of 0.05, significant effects led to post-hoc

analyses like Tukey's HSD for detailed group

comparisons and effect sizes (partial eta squared) to

assess the results' practical significance.

4 RESULTS

4.1 Behavioral Measure

4.1.1 Moral Retention

We analysed participants' responses to the prompt,

"In your own words, describe the main events of the

story?" across the VR, reading, and control groups.

Figure 4 presents the cosine similarity between the

VR and reading group (V-R), VR and control group

(V-C), and reading and control group (R-C). There

was a significant difference in the cosine similarity

index between the groups [F(2, 1872) = 4867.5, p <

.01, η² = .84]. Post-hoc Tukey tests showed

significant differences between the V-R and V-C

groups and between the V-R and R-C groups, with V-

R showing higher similarity (V-R: μ = 0.67 > V-C: μ

= 0.14, p < .01; V-R: μ = 0.67 > R-C: μ = 0.16, p <

.01). However, there was no significant difference

between the V-C and R-C groups (V-C: μ = 0.14 ~ R-

An EEG-Based Study Investigating Cognitive and Behavioral Reactions to Indian Knowledge System Narratives in Virtual Reality

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C: μ = 0.16, p = .06). As expected, the VR and reading

groups exhibited greater retention similarity

compared to the control group.

Figure 3: For retention, the similarity value was obtained

through a sentence transformer. The error bar shows the

95% CI around point estimates.

4.1.2 Engagement Score

Participants' responses to the question, "I felt engaged

with the story. (Here, 1 is Strongly Disagree, 2 is

Disagree, 3 is Neutral, 4 is Agree and 5 Strongly

Agree.) was analysed across the VR group. Figure 5

presents the responses obtained against five-point

Likert scale values. Here, the mean engagement score

obtained was 4, resembling participants agreement

toward engagement with the VR setup.

Figure 4: For engagement, the value was obtained over five-

point Likert scale which ranges from strongly disagree to

strongly agree.

5 NEURAL MEASURES

5.1.1 Gamma/Beta (TP9, TP10 Channels)

Figure 5 illustrates the Gamma/Beta ratio across the

VR, reading, and control groups. A significant main

effect of the intervention on the Gamma/Beta ratio

was observed [F(2, 72) = 3.32, p < .05, η² = .08]. Post-

hoc analysis revealed a significant difference between

the VR and reading groups, with higher values in the

VR group (VR: μ = 1.41 > Reading: μ = 0.66, p <

.05). No significant differences were found between

the reading and control groups (Reading: μ = 0.66 ~

Control: μ = 0.79, p = .85), or between the VR and

control groups (VR: μ = 1.41 ~ Control: μ = 0.79, p =

.15). The effect of time (baseline vs. during

intervention) was not significant [F(2, 72) = 1.71, p =

.20, η² = .03], and no significant interaction between

group and time was found [F(2, 74) = 2.70, p = .08,

η² = .07]. While baseline measures were comparable

across groups, the VR group demonstrated an

increased Gamma/Beta ratio during the intervention

(VR: 1.41; Reading: 0.66; Control: 0.79).

Figure 5: Gamma/Beta ratio of TP9 and TP10 channels

across the groups (VR, reading and control).

5.1.2 Alpha/Theta (TP9, TP10)

As shown in Figure 6, the Alpha/Theta ratio differed

significantly between groups [F(2, 72) = 5.79, p < .01,

η² = .84]. Post-hoc testing revealed that the reading

group had a significantly higher Alpha/Theta ratio

than the control group (Reading: μ = 2.15 > Control:

μ = 1.13, p < .01), though there was no significant

difference between the reading and VR groups

(Reading: μ = 2.15 > VR: μ = 1.47, p = .07) or the VR

and control groups (VR: μ = 1.47 ~ Control: μ = 1.13,

p = .52). The main effect of time was significant [F(2,

72) = 11.03, p < .01, η² = .14], as was the interaction

between group and time [F(2, 74) = 4.55, p < .05, η²

Figure 6: Alpha/Theta ratio of TP9 and TP10 channels

across the groups (VR, reading and control).

0,67

0,14

0,16

0,5

V-R V-C R-C

Similarity value

Intervention group

Moral retention

11 11

Strongly

Disagree

Disagree Neutral Agree Strongly

Agree

Value

Scale

Engagement value

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= .12]. While baseline measures were comparable

(VR: 1.15; Reading: 1.21; Control: 1.12), post-

intervention results showed an increase in the

Alpha/Theta ratio in the reading group (2.15)

compared to VR (1.47) and control (1.13).

5.1.3 Alpha/Theta (AF7, AF8)

Figure 7 highlights the significant main effect of

intervention on the Alpha/Theta ratio for AF7 and

AF8 channels [F(2, 72) = 11.74, p < .01, η² = .25].

Post-hoc analysis showed significant differences

between both VR and control (VR: μ = 1.49 >

Control: μ = 0.79, p < .01) and reading and control

groups (Reading: μ = 1.73 > Control: μ = 0.79, p <

.01). However, no significant difference was

observed between the VR and reading groups

(Reading: μ = 1.73 ~ VR: μ = 1.49, p = .40).

Significant effects of time [F(2, 72) = 128.47, p < .01,

η² = .65] and time-by-group interaction [F(2, 74) =

32.27, p < .01, η² = .48] were also found. Increases in

the Alpha/Theta ratio were observed in both the

reading (1.74) and VR (1.50) groups compared to the

control group (0.79).

Figure 7: Alpha/Theta ratio of AF7 and AF8 channels

across the groups (VR, reading and control).

5.1.4 Alpha/Beta (TP9, TP10)

Figure 8 shows that the main effect of intervention on

the Alpha/Beta ratio was not significant [F(2, 72) =

1.24, p = .30, η² = .03], nor were the main effect of

time [F(2, 72) = .77, p = .38, η² = .01] or the

interaction between group and time [F(2, 74) = 1.01,

p = .36, η² = .02].

5.1.5 Alpha/Beta (AF7, AF8)

The main effect of intervention on the Alpha/Beta

ratio for AF7 and AF8 channels was significant [see

Figure 9; [F(2, 72) = 4.38, p < .05, η² = .11]. Post-hoc

tests indicated a significant difference between the

reading and control groups (Reading: μ = 1.38 >

Control: μ = 0.86, p < .05), though no significant

Figure 8: Alpha/Beta ratio of TP9 and TP10 channels across

the groups (VR, reading and control).

differences were found between the VR and reading

groups (VR: μ = 1.22 ~ Reading: μ = 1.38, p = .49) or

the VR and control groups (VR: μ = 1.22 ~ Control:

μ = 0.86, p = .19). There was a significant main effect

of time [F(2, 72) = 12.18, p = .01, η² = .15] and a

significant time-by-group interaction [F(2, 74) =

3.16, p < .05, η² = .08].

Figure 9: Alpha/Beta ratio of AF7 and AF8 channels across

the groups (VR, reading and control).

5.1.6 Beta/Theta (TP9, TP10)

Figure 10 displays the Beta/Theta ratio across the VR,

reading, and control groups. A significant main effect

of the intervention was observed [F(2, 72) = 1.10, p <

.05, η² = .03], as well as a significant main effect of

time (baseline vs. during intervention) [F(2, 72) =

49.19, p < .01, η² = .40]. Additionally, the interaction

between group and time was significant [F(2, 74) =

14.88, p < .01, η² = .30]. While no baseline

differences were detected between the groups (VR:

0.84; Reading: 0.84; Control: 0.85), the VR group

showed an increase in Beta/Theta ratio (1.45), and the

reading group exhibited an even larger increase

(1.89), compared to the control group (0.85).

An EEG-Based Study Investigating Cognitive and Behavioral Reactions to Indian Knowledge System Narratives in Virtual Reality

1017

Figure 10: Beta/Theta ratio of TP9 and TP10 channels

across the groups (VR, reading and control).

5.1.7 Beta/Theta (AF7, AF8)

Figure 11 illustrates the Beta/Theta ratio for the VR,

reading, and control groups. The main effect of the

intervention on the Beta/Theta ratio was significant

[F(2, 72) = 1.06, p < .05, η² = .03], as was the main

effect of time (baseline vs. during intervention) [F(2,

72) = 14.50, p < .01, η² = .17]. There was also a

significant interaction between group and time [F(2,

74) = 4.16, p < .05, η² = .11]. No differences were

observed at baseline between the groups (VR: 0.99;

Reading: 1.05; Control: 1.01), but post-intervention

increases were seen in both the VR (2.01) and reading

groups (2.57) compared to the control group (0.79).

Figure 11: Beta/Theta ratio of AF7 and AF8 channels

across the groups (VR, reading and control).

6 DISCUSSION

Findings confirm that VR storytelling enhances

cognitive engagement due to its immersive quality.

Both VR and reading improved moral recall

compared to the control group. EEG results highlight

VR's unique role in enhancing cognitive arousal

through lower alpha power and higher gamma/beta

ratios. This aligns with prior research on VR's

immersive nature boosting mental participation (Pan

and Hamilton, 2018).

It seems that VR storytelling probably requires

more cognitive processing, which is suggested by the

higher gamma/beta ratios. This suggests that

immersive environments need a greater amount of

cognitive effort (Tappan and Brown, 1989), (Rueda

and Lara, 2020). Even though VR and reading had

different levels of engagement, they were both

equally effective in helping with moral retention.

Even though VR boosts engagement, it doesn't

necessarily lead to better learning results.

Education is a best area where we can use the

technology like VR, however its important to see

VR's capability in engagement than retention. VR

advantage with engagement is quite worth, it doesn't

stand apart with reading for moral retention. This

matches what the literature says about VR's potential

in teaching moral and ethical concepts (Rueda and

Lara, 2020). This also raise a question whether

technology always leads to improved learning. VR

might improve motivation and emotional

engagement, which are important for learning, but it

doesn't guarantee retention.

EEG helps in measuring the cognitive

engagement. EEG provides new perspectives on how

different teaching methods impact cognitive load and

engagement. EEG helps in investigating the minute

details of cognitive engagement that behavioral data

may skip. This helps to give a better understanding of

how immersive technologies, like VR, influence

learning processes (Sen, 2007), (Rueda and Lara,

2020), (Chauhan et al., 2024). VR storytelling

alongside traditional reading method can increase

engagement (Rueda and Lara, 2020). Incorporating

VR storytelling with traditional teaching methods can

significantly boost engagement. Using VR is way

more effective when it's combined with traditional

methods rather than just relying on it alone.

7 PRACTICE AND THEORY

REPERCUSSIONS

The VR can be used effectively in teaching moral

where students need to be engaged. VR is most

effective when it's used alongside traditional

methods, instead of just being a standalone tool.

VR mustn't be misinterpreted for using as a better

learning tool, despite it can lead to increase cognitive

load and engagement.

This highlights the importance of looking into the

connections between engagement, motivation, and

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learning results. Both VR and reading help with moral

teaching, but VR has some unique advantages in

terms of engagement. VR's immersive nature should

be enhanced in the future work while using traditional

methods alongside

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