Bin Hou, H. Ogata, Toma Kunita, Mengmeng Li, Noriko Uosaki
In our previous works, we developed a system named SCROLL in order to log, organize, recall and evaluate the learning log. However up to now, we just use an active mode to record logs. This means that a learner must take a capture of learned contents consciously and most of learning chances be lost unconsciously. This paper proposes a system named PACALL (Passive Capture for Learning Log) in order to have a passive capture using Sense Cam to solve this problem. With the help of Sense Cam, learner's activity can be captured as a series of images. With the help of this system, a learner can find the important images by analyzing sensor data and images processing technology. Finally, the selected images will be uploaded to the current SCROLL system as ubiquitous learning logs. This research suggests that Sense Cam can be used to do passive capture of learning experiences and workload of reflection can be reduced by analyzing sensor data of Sense Cam.
在我们之前的工作中，我们开发了一个名为SCROLL的系统来记录、组织、回忆和评估学习日志。但是到目前为止，我们只是使用活动模式来记录日志。这意味着学习者必须有意识地捕捉所学内容，而大部分学习机会都是在无意识中丢失的。为了解决这一问题，本文提出了一个名为PACALL (Passive Capture for Learning Log)的系统，利用Sense Cam进行被动捕获。在Sense Cam的帮助下，学习者的活动可以被捕捉成一系列的图像。在该系统的帮助下，学习者可以通过分析传感器数据和图像处理技术找到重要的图像。最后，选择的图像将作为泛在学习日志上传到当前的SCROLL系统。本研究表明，通过分析Sense Cam的传感器数据，可以利用Sense Cam被动捕捉学习经验，减少反思的工作量。
{"title":"PACALL: Supporting Language Learning Using SenseCam","authors":"Bin Hou, H. Ogata, Toma Kunita, Mengmeng Li, Noriko Uosaki","doi":"10.4018/jdet.2013010102","DOIUrl":"https://doi.org/10.4018/jdet.2013010102","url":null,"abstract":"In our previous works, we developed a system named SCROLL in order to log, organize, recall and evaluate the learning log. However up to now, we just use an active mode to record logs. This means that a learner must take a capture of learned contents consciously and most of learning chances be lost unconsciously. This paper proposes a system named PACALL (Passive Capture for Learning Log) in order to have a passive capture using Sense Cam to solve this problem. With the help of Sense Cam, learner's activity can be captured as a series of images. With the help of this system, a learner can find the important images by analyzing sensor data and images processing technology. Finally, the selected images will be uploaded to the current SCROLL system as ubiquitous learning logs. This research suggests that Sense Cam can be used to do passive capture of learning experiences and workload of reflection can be reduced by analyzing sensor data of Sense Cam.","PeriodicalId":118300,"journal":{"name":"2012 IEEE Seventh International Conference on Wireless, Mobile and Ubiquitous Technology in Education","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127573596","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
K. Sugihara, Yoshiaki Nino, Shogo Moriyama, R. Moriyama, Kouhei Ishida, Takuya Osada, Youhei Mizuta, T. Hirashima, Hideo Funaoi
In this paper, we introduce an interactive use of kit-build concept map with media tablets. Kit-build concept map is a framework that realizes automatic diagnosis of concept maps. The framework has been already implemented as two sub-systems, that is, (1) KB-map Editor where learners can build concept map by combining provided kit, and (2) KB-map Analyzer that gathers the maps built by learners on-line and diagnoses them. Practical use of the kit-build concept map for science learning in real classes in an elementary school is also reported.
{"title":"Interactive Use of Kit-Build Concept Map with Media Tablets","authors":"K. Sugihara, Yoshiaki Nino, Shogo Moriyama, R. Moriyama, Kouhei Ishida, Takuya Osada, Youhei Mizuta, T. Hirashima, Hideo Funaoi","doi":"10.1109/WMUTE.2012.77","DOIUrl":"https://doi.org/10.1109/WMUTE.2012.77","url":null,"abstract":"In this paper, we introduce an interactive use of kit-build concept map with media tablets. Kit-build concept map is a framework that realizes automatic diagnosis of concept maps. The framework has been already implemented as two sub-systems, that is, (1) KB-map Editor where learners can build concept map by combining provided kit, and (2) KB-map Analyzer that gathers the maps built by learners on-line and diagnoses them. Practical use of the kit-build concept map for science learning in real classes in an elementary school is also reported.","PeriodicalId":118300,"journal":{"name":"2012 IEEE Seventh International Conference on Wireless, Mobile and Ubiquitous Technology in Education","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127669852","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Modern mobile devices are equipped with input and sensor options that allow for user generated content, which can be used to create examples of real life learning situations, or authentic learning examples. However, existing research shows a gap between the creation of authentic learning examples and their subsequent reuse as learning objects. Therefore, the goal of this research is to design a mechanism to author authentic learning examples in a standardized format to enable reuse using mobile devices. The implementation, Mobile Authentic Authoring in IMS (MAAIMS), captures authentic learning examples with the mobile device sensors (still camera, video camera, microphone) which can be supplemented with location-aware GPS coordinates and other descriptive metadata following IMS Metadata specifications. MAAIMS encapsulates these authentic learning examples and employs them as standardized learning objects (IMS Content Packages), and optionally as, standardized learning activities (IMS Learning Designs). The mechanism allows for sharing and reuse of authentically created learning examples and learning activities in multiple contexts.
{"title":"Using IMS Learning Design to Author Authentic Learning Examples in Mobile Context","authors":"Ryan Jesse, Kinshuk, Maiga Chang","doi":"10.1109/WMUTE.2012.38","DOIUrl":"https://doi.org/10.1109/WMUTE.2012.38","url":null,"abstract":"Modern mobile devices are equipped with input and sensor options that allow for user generated content, which can be used to create examples of real life learning situations, or authentic learning examples. However, existing research shows a gap between the creation of authentic learning examples and their subsequent reuse as learning objects. Therefore, the goal of this research is to design a mechanism to author authentic learning examples in a standardized format to enable reuse using mobile devices. The implementation, Mobile Authentic Authoring in IMS (MAAIMS), captures authentic learning examples with the mobile device sensors (still camera, video camera, microphone) which can be supplemented with location-aware GPS coordinates and other descriptive metadata following IMS Metadata specifications. MAAIMS encapsulates these authentic learning examples and employs them as standardized learning objects (IMS Content Packages), and optionally as, standardized learning activities (IMS Learning Designs). The mechanism allows for sharing and reuse of authentically created learning examples and learning activities in multiple contexts.","PeriodicalId":118300,"journal":{"name":"2012 IEEE Seventh International Conference on Wireless, Mobile and Ubiquitous Technology in Education","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116161512","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
We developed a computer graphics teaching material (QT movie) in a tablet computer (iPad), which shows rearrangement of a diatomic molecule and an atom by collision. The teaching material provides information concerning changes of potential energy and realistic image of intermediate in I + H2 → HI + H, which leads to better understanding of reaction profile. Practice of the teaching material to the university student was conducted and preliminary and posteriori surveys revealed that the teaching material on the tablet computer is very effective to provide image of "Energy" change and also effective to provide image of "Structure" change and "Migration of Electron" during chemical reaction.
{"title":"Development and Practice of Teaching Material in Tablet Computer Based on Computer Graphics by Quantumchemistry Calculation Reaction of I + H2?HI + H -","authors":"A. Ikuo, H. Nagashima, Y. Yoshinaga, H. Ogawa","doi":"10.1109/WMUTE.2012.21","DOIUrl":"https://doi.org/10.1109/WMUTE.2012.21","url":null,"abstract":"We developed a computer graphics teaching material (QT movie) in a tablet computer (iPad), which shows rearrangement of a diatomic molecule and an atom by collision. The teaching material provides information concerning changes of potential energy and realistic image of intermediate in I + H2 → HI + H, which leads to better understanding of reaction profile. Practice of the teaching material to the university student was conducted and preliminary and posteriori surveys revealed that the teaching material on the tablet computer is very effective to provide image of \"Energy\" change and also effective to provide image of \"Structure\" change and \"Migration of Electron\" during chemical reaction.","PeriodicalId":118300,"journal":{"name":"2012 IEEE Seventh International Conference on Wireless, Mobile and Ubiquitous Technology in Education","volume":"126 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126683493","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this paper, a browsing and retrieval tool of slides and related lecture movies is proposed. This tool is developed as an Android application, and browsing of slides can be executed in offline environments. If high-speed network is available, users can browse related lecture movies. This tool has retrieval functions such as keyword retrieval and visual retrieval. In visual retrieval, users can retrieve slides without inputting keywords. This means that the proposed tool is suitable for smart phones, because the retrieval of slides can be realized only by touching smart phone displays.
{"title":"Browsing and Retrieval Tool of Slides and Related Lecture Movies","authors":"Y. Yaginuma, Motofumi T. Suzuki, Haruo Kodama","doi":"10.1109/WMUTE.2012.44","DOIUrl":"https://doi.org/10.1109/WMUTE.2012.44","url":null,"abstract":"In this paper, a browsing and retrieval tool of slides and related lecture movies is proposed. This tool is developed as an Android application, and browsing of slides can be executed in offline environments. If high-speed network is available, users can browse related lecture movies. This tool has retrieval functions such as keyword retrieval and visual retrieval. In visual retrieval, users can retrieve slides without inputting keywords. This means that the proposed tool is suitable for smart phones, because the retrieval of slides can be realized only by touching smart phone displays.","PeriodicalId":118300,"journal":{"name":"2012 IEEE Seventh International Conference on Wireless, Mobile and Ubiquitous Technology in Education","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126934471","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Vocabulary learning is a critical task for language learning. Recently years, many studies exerted efforts to mobile English vocabulary learning, however, little work has been conducted to discuss the usage of VLSs (vocabulary learning strategies) on contextualized or ubiquitous learning. In this study, the researcher proposes a personalized VLS framework and applied it on mobile English vocabulary learning. The system present in this study is still under developing. In the future, the researcher will implement this system and conduct quantitative and qualitative experiments to identify the effectiveness for L2 learners in vocabulary learning.
{"title":"Using Personalized VLS on Mobile English Vocabulary Learning","authors":"F. Yang","doi":"10.1109/WMUTE.2012.57","DOIUrl":"https://doi.org/10.1109/WMUTE.2012.57","url":null,"abstract":"Vocabulary learning is a critical task for language learning. Recently years, many studies exerted efforts to mobile English vocabulary learning, however, little work has been conducted to discuss the usage of VLSs (vocabulary learning strategies) on contextualized or ubiquitous learning. In this study, the researcher proposes a personalized VLS framework and applied it on mobile English vocabulary learning. The system present in this study is still under developing. In the future, the researcher will implement this system and conduct quantitative and qualitative experiments to identify the effectiveness for L2 learners in vocabulary learning.","PeriodicalId":118300,"journal":{"name":"2012 IEEE Seventh International Conference on Wireless, Mobile and Ubiquitous Technology in Education","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128415358","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
As more and more undergraduate students act as voluntary tutors to rural pupils after school, there is a growing need for a resource repository to support tutors during their tutoring process. However, when tutoring resources are not text-based, such as a clip of Flash animation, the technology of conventional information retrieval cannot be simply applied to retrieve these resources. Therefore, we propose a folksonomy-based indexing method to improve the performance of retrieving non-textual tutoring resources. The proposed approach consists of an initializing phase and a self-organizing phase. This study investigates the performance of constructing and maintaining the folksonomy-based index. In addition, the attitudes of tutors toward the folksonomy-based indexing method are addressed. A prototype of the tutoring resource repository has been designed and implemented, and experiments have been conducted to evaluate the proposed approach. The results show that the folksonomy-based index can be constructed and maintained efficiently. Also, survey on tutors shows the proposed approach can help them find relevant resources efficiently.
{"title":"Folksonomy-based Indexing for Retrieving Tutoring Resources","authors":"Wen-Chung Shih, S. Tseng","doi":"10.1109/WMUTE.2012.24","DOIUrl":"https://doi.org/10.1109/WMUTE.2012.24","url":null,"abstract":"As more and more undergraduate students act as voluntary tutors to rural pupils after school, there is a growing need for a resource repository to support tutors during their tutoring process. However, when tutoring resources are not text-based, such as a clip of Flash animation, the technology of conventional information retrieval cannot be simply applied to retrieve these resources. Therefore, we propose a folksonomy-based indexing method to improve the performance of retrieving non-textual tutoring resources. The proposed approach consists of an initializing phase and a self-organizing phase. This study investigates the performance of constructing and maintaining the folksonomy-based index. In addition, the attitudes of tutors toward the folksonomy-based indexing method are addressed. A prototype of the tutoring resource repository has been designed and implemented, and experiments have been conducted to evaluate the proposed approach. The results show that the folksonomy-based index can be constructed and maintained efficiently. Also, survey on tutors shows the proposed approach can help them find relevant resources efficiently.","PeriodicalId":118300,"journal":{"name":"2012 IEEE Seventh International Conference on Wireless, Mobile and Ubiquitous Technology in Education","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132992624","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Yu-Hsiang Wang, C. Koong, Chun-Cheng Chen, Deng-Jyi Chen
Most mobile devices can only present limited amount of information owing to their small screen size, which can result in impact and constraint eventually hinders learners from knowledge acquisition. However, with the aid of auxiliary information, learning can be achieved through the provision of picture and expository text, which makes systematic knowledge building tangible for learners. Thus, the support which auxiliary information provides for small screen mobile devices is vital both for its existence and its presentation layout and sequence. This study aims to investigate how auxiliary information presentation sequence affects learner's learning achievement and cognitive load when used on mobile digital courseware. The quasi-experimental method was adopted in the research. Teaching material is adapted from the unit of 8th Grade's "Oxidation-Reduction". The experiment is implemented under the multimedia courseware design using different presenting sequence with picture and text combinations. Subjects of each group received different types of courseware instruction and were assessed on their learning achievement and cognitive load. Analysis gathered from experiment data reveals that different presentation of picture and text on mobile devices has significant difference on students' learning achievement. Meanwhile, media presenting sequence of picture-text-text is more preferable for learning achievement and generates less cognitive load. Research result can provide reference for picture and text presenting sequence when using auxiliary information on small screen mobile devices to author digital mobile courseware.
{"title":"On Auxiliary Information Presentation Sequence Applied to Mobile Devices","authors":"Yu-Hsiang Wang, C. Koong, Chun-Cheng Chen, Deng-Jyi Chen","doi":"10.1109/WMUTE.2012.66","DOIUrl":"https://doi.org/10.1109/WMUTE.2012.66","url":null,"abstract":"Most mobile devices can only present limited amount of information owing to their small screen size, which can result in impact and constraint eventually hinders learners from knowledge acquisition. However, with the aid of auxiliary information, learning can be achieved through the provision of picture and expository text, which makes systematic knowledge building tangible for learners. Thus, the support which auxiliary information provides for small screen mobile devices is vital both for its existence and its presentation layout and sequence. This study aims to investigate how auxiliary information presentation sequence affects learner's learning achievement and cognitive load when used on mobile digital courseware. The quasi-experimental method was adopted in the research. Teaching material is adapted from the unit of 8th Grade's \"Oxidation-Reduction\". The experiment is implemented under the multimedia courseware design using different presenting sequence with picture and text combinations. Subjects of each group received different types of courseware instruction and were assessed on their learning achievement and cognitive load. Analysis gathered from experiment data reveals that different presentation of picture and text on mobile devices has significant difference on students' learning achievement. Meanwhile, media presenting sequence of picture-text-text is more preferable for learning achievement and generates less cognitive load. Research result can provide reference for picture and text presenting sequence when using auxiliary information on small screen mobile devices to author digital mobile courseware.","PeriodicalId":118300,"journal":{"name":"2012 IEEE Seventh International Conference on Wireless, Mobile and Ubiquitous Technology in Education","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125976779","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The amount of software developed for educational purposes has steadily increased over the last years. A growing subset of these developments is intended for use in mobile devices. This puts special requirements on implementations that need to be overcome before mobile learning can be more widely adopted. In this paper we investigate how educational software development community can be encouraged to develop more sustainable and interoperable applications. This investigation is done by first surveying the different aspects of reuse to give a background and motivation. Then, a survey of current practice is performed. The survey provides initial insights into how reuse and interoperability is used in authentic practice. Findings indicate that there is much to be done in terms of interoperability and reuse for mobile learning applications. The result of this study confirms that two of the main challenges that developer of educational software in general and mobile learning in particular face is interoperability and reuse. Finally, some directions to overcome these challenges are proposed.
{"title":"Reusability and Interoperability in Mobile Learning: A Study of Current Practices","authors":"O. Pettersson, Bahtijar Vogel","doi":"10.1109/WMUTE.2012.73","DOIUrl":"https://doi.org/10.1109/WMUTE.2012.73","url":null,"abstract":"The amount of software developed for educational purposes has steadily increased over the last years. A growing subset of these developments is intended for use in mobile devices. This puts special requirements on implementations that need to be overcome before mobile learning can be more widely adopted. In this paper we investigate how educational software development community can be encouraged to develop more sustainable and interoperable applications. This investigation is done by first surveying the different aspects of reuse to give a background and motivation. Then, a survey of current practice is performed. The survey provides initial insights into how reuse and interoperability is used in authentic practice. Findings indicate that there is much to be done in terms of interoperability and reuse for mobile learning applications. The result of this study confirms that two of the main challenges that developer of educational software in general and mobile learning in particular face is interoperability and reuse. Finally, some directions to overcome these challenges are proposed.","PeriodicalId":118300,"journal":{"name":"2012 IEEE Seventh International Conference on Wireless, Mobile and Ubiquitous Technology in Education","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125253858","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this paper is to provide a framework (CEP) of processing learning portfolios (e-portfolios, eP) based on ubiquitous learning activities. The cloud technology is employ to conduct context-aware u-learning environment and provide proper service through cloud platform as a service (PaaS) approaches. CEP was integrated into the course structure as an assistant tool to enhance learning outcomes. The advantages and efficiency of CEP were discussed in this study.
{"title":"Creating e-portfolio in U-learning Environment: A Framework of Could-based e-portfolio Service","authors":"Tzu-Chi Yang, T. H. Chiang, Stephen J. H. Yang","doi":"10.1109/WMUTE.2012.70","DOIUrl":"https://doi.org/10.1109/WMUTE.2012.70","url":null,"abstract":"The purpose of this paper is to provide a framework (CEP) of processing learning portfolios (e-portfolios, eP) based on ubiquitous learning activities. The cloud technology is employ to conduct context-aware u-learning environment and provide proper service through cloud platform as a service (PaaS) approaches. CEP was integrated into the course structure as an assistant tool to enhance learning outcomes. The advantages and efficiency of CEP were discussed in this study.","PeriodicalId":118300,"journal":{"name":"2012 IEEE Seventh International Conference on Wireless, Mobile and Ubiquitous Technology in Education","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123055168","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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