Pub Date : 2020-10-01DOI: 10.4018/IJGBL.2020100102
Leonard A. Annetta, Richard L. Lamb, Denise M. Bressler, David B. Vallett
The purpose of this study was to identify the underlying cognitive attributes used during the design and development of science-based serious educational games. Study methods rely on a modification of cognitive diagnostics, item response theory, and Bayesian estimation with traditional statistical techniques such as factor analysis and model fit analysis to examine the data and model structure. A computational model of the cognitive processing using an artificial neural network (ANN) allowed for examination of underlying mechanisms of cognition from a server-side data set and a 21st century skills assessment. ANN results indicate that the model correctly predicts successful completion of science-based serious educational game (SEG) design tasks related to 21st century skills 86% of the time and correctly predicts failure to complete SEG design tasks related to 21st century skills 78% of the time. The model also reveals the relative importance of each particular cognitive attribute within the 21st century skills framework.
{"title":"Cognitive Modeling of Learning Using Big Data From a Science-Based Game Development Environment","authors":"Leonard A. Annetta, Richard L. Lamb, Denise M. Bressler, David B. Vallett","doi":"10.4018/IJGBL.2020100102","DOIUrl":"https://doi.org/10.4018/IJGBL.2020100102","url":null,"abstract":"The purpose of this study was to identify the underlying cognitive attributes used during the design and development of science-based serious educational games. Study methods rely on a modification of cognitive diagnostics, item response theory, and Bayesian estimation with traditional statistical techniques such as factor analysis and model fit analysis to examine the data and model structure. A computational model of the cognitive processing using an artificial neural network (ANN) allowed for examination of underlying mechanisms of cognition from a server-side data set and a 21st century skills assessment. ANN results indicate that the model correctly predicts successful completion of science-based serious educational game (SEG) design tasks related to 21st century skills 86% of the time and correctly predicts failure to complete SEG design tasks related to 21st century skills 78% of the time. The model also reveals the relative importance of each particular cognitive attribute within the 21st century skills framework.","PeriodicalId":148690,"journal":{"name":"Int. J. Game Based Learn.","volume":"113 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131652046","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}
Pub Date : 2020-09-12DOI: 10.4018/IJGBL.2021040104
Anik Das, Sumaiya Amin, M. A. Kabir, Md. Sabir Hossain, Mohammad Mainul Islam
Mobile games can contribute to learning at greater success. In this paper, the authors have developed and evaluated a novel educational game, named FoodCalorie, to learn food calorie intake standard. The game is aimed to learn calorie values of various traditional foods of Bangladesh and the calorie intake standard that varies with age and gender. They are the first in this field to perform an empirical study on women in Bangladesh to see how game-based learning can contribute to learn food calories. They further analyze and report the impact of participants' age, professions, and smartphone proficiency levels on their learning experience and progression. The study also conforms the finding of existing studies that game-based learning can enhance the learning experience.
{"title":"FoodCalorie: A Mobile Game to Learn Daily Calorie Intake Standard","authors":"Anik Das, Sumaiya Amin, M. A. Kabir, Md. Sabir Hossain, Mohammad Mainul Islam","doi":"10.4018/IJGBL.2021040104","DOIUrl":"https://doi.org/10.4018/IJGBL.2021040104","url":null,"abstract":"Mobile games can contribute to learning at greater success. In this paper, the authors have developed and evaluated a novel educational game, named FoodCalorie, to learn food calorie intake standard. The game is aimed to learn calorie values of various traditional foods of Bangladesh and the calorie intake standard that varies with age and gender. They are the first in this field to perform an empirical study on women in Bangladesh to see how game-based learning can contribute to learn food calories. They further analyze and report the impact of participants' age, professions, and smartphone proficiency levels on their learning experience and progression. The study also conforms the finding of existing studies that game-based learning can enhance the learning experience.","PeriodicalId":148690,"journal":{"name":"Int. J. Game Based Learn.","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115100257","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}
Pub Date : 2020-07-01DOI: 10.4018/ijgbl.2020070103
Dionysios Manesis
The main aim of this research is to investigate how teachers perceive the barriers that limit the adoption and implementation of games-based learning in early childhood education on Cyprus. Teachers are working in public and private pre-schools. A 19-item questionnaire was administered to 148 early childhood teachers in Cyprus (78 public pre-school teachers and 70 private pre-school teachers). Factor analysis reveals three types of barriers to the use of games-based learning in early childhood classroom: lack of confidence, lack of support, and lack of equipment. The higher the teachers' self-efficacy in using digital games is, the lower the level of teachers' perception regarding the barrier lack of confidence becomes. Teachers with no frequent use of computer and digital games in the classroom perceive lack of confidence as a major barrier. Public pre-schools teachers have significantly more positive attitudes toward the usefulness of GBL than private pre-schools teachers.
{"title":"Barriers to the Use of Games-Based Learning in Pre-School Settings","authors":"Dionysios Manesis","doi":"10.4018/ijgbl.2020070103","DOIUrl":"https://doi.org/10.4018/ijgbl.2020070103","url":null,"abstract":"The main aim of this research is to investigate how teachers perceive the barriers that limit the adoption and implementation of games-based learning in early childhood education on Cyprus. Teachers are working in public and private pre-schools. A 19-item questionnaire was administered to 148 early childhood teachers in Cyprus (78 public pre-school teachers and 70 private pre-school teachers). Factor analysis reveals three types of barriers to the use of games-based learning in early childhood classroom: lack of confidence, lack of support, and lack of equipment. The higher the teachers' self-efficacy in using digital games is, the lower the level of teachers' perception regarding the barrier lack of confidence becomes. Teachers with no frequent use of computer and digital games in the classroom perceive lack of confidence as a major barrier. Public pre-schools teachers have significantly more positive attitudes toward the usefulness of GBL than private pre-schools teachers.","PeriodicalId":148690,"journal":{"name":"Int. J. Game Based Learn.","volume":"284 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115989030","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}
Pub Date : 2020-07-01DOI: 10.4018/ijgbl.2020070101
Frederick J. Poole, Jody Clarke
This systematic review presents a definition for digital games within the second/foreign language (L2) learning research field. This definition is used to identify games used in research in the last five years (2012-2017). Forty-nine studies were identified and then summarized by type of research, game genre employed, age, and size of sample populations, and focus of research (vocabulary acquisition, student perspectives, etc.). Next, the research is synthesized by the L2 aspects investigated in each study. Finally, in the discussion section the L2 gaming research field is evaluated and suggestions for future endeavors are provided.
{"title":"A Systematic Review of Digital Games in Second Language Learning Studies","authors":"Frederick J. Poole, Jody Clarke","doi":"10.4018/ijgbl.2020070101","DOIUrl":"https://doi.org/10.4018/ijgbl.2020070101","url":null,"abstract":"This systematic review presents a definition for digital games within the second/foreign language (L2) learning research field. This definition is used to identify games used in research in the last five years (2012-2017). Forty-nine studies were identified and then summarized by type of research, game genre employed, age, and size of sample populations, and focus of research (vocabulary acquisition, student perspectives, etc.). Next, the research is synthesized by the L2 aspects investigated in each study. Finally, in the discussion section the L2 gaming research field is evaluated and suggestions for future endeavors are provided.","PeriodicalId":148690,"journal":{"name":"Int. J. Game Based Learn.","volume":"433 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132794149","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}
Pub Date : 2020-07-01DOI: 10.4018/ijgbl.2020070102
Papia Bawa
Today, there is growing interest in digital game-based learning (DGBL) due to the increase in the variety of educational and commercial games available. Literature indicates that video games in general have entertaining, motivational, and educational benefits. Despite this, there is a lack of research comparing game types to assess their value for learning. Typically, DGBL approach may include a variety of game types, like those designed for educational purposes such as digital education games (DEGs), as well as those created for entertainment and commercial reasons, such as massively multiplayer online games (MMOs). Digital games do possess a significantly high capacity to keep users engaged, which is a potential that can be used to motivate learners to interact more deeply with their learning environments, and consequently enhance their performances. This study supports the hypothesis that both DEGs and MMOs can be instrumental in improving engagement and learning versus traditional teaching methods. The article shares the results of the mixed methods study that examined the use of one DEG and four MMOs in undergraduate courses within a community college. The results suggest that learner performance and engagement are enhanced when using DGBL for both types of games, versus the traditional teaching methods. Additionally, practitioner and future research implications are also discussed.
{"title":"Game On!: Investigating Digital Game-Based Versus Gamified Learning in Higher Education","authors":"Papia Bawa","doi":"10.4018/ijgbl.2020070102","DOIUrl":"https://doi.org/10.4018/ijgbl.2020070102","url":null,"abstract":"Today, there is growing interest in digital game-based learning (DGBL) due to the increase in the variety of educational and commercial games available. Literature indicates that video games in general have entertaining, motivational, and educational benefits. Despite this, there is a lack of research comparing game types to assess their value for learning. Typically, DGBL approach may include a variety of game types, like those designed for educational purposes such as digital education games (DEGs), as well as those created for entertainment and commercial reasons, such as massively multiplayer online games (MMOs). Digital games do possess a significantly high capacity to keep users engaged, which is a potential that can be used to motivate learners to interact more deeply with their learning environments, and consequently enhance their performances. This study supports the hypothesis that both DEGs and MMOs can be instrumental in improving engagement and learning versus traditional teaching methods. The article shares the results of the mixed methods study that examined the use of one DEG and four MMOs in undergraduate courses within a community college. The results suggest that learner performance and engagement are enhanced when using DGBL for both types of games, versus the traditional teaching methods. Additionally, practitioner and future research implications are also discussed.","PeriodicalId":148690,"journal":{"name":"Int. J. Game Based Learn.","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122522506","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}
Pub Date : 2020-07-01DOI: 10.4018/ijgbl.2020070104
R. Tanel, Esra Bilal Önder
The aim of this study is to introduce an educational game called The Star Game, and to examine its effects on prospective science teachers' conceptual understanding of stars. In addition, their opinions of The Star Game were examined. The study was conducted with a total of 54 prospective teachers in three groups. The Star Game was played in all three groups and data was collected using the Star Properties Concept Inventory and the Star Game Opinion Questionnaire. The conceptual understanding on the stars increased significantly in all three groups after the application. The Star Game was described as enjoyable, interesting, instructive, and promoting a positive classroom environment, and a valuable educational activity for the profession. Criticisms included the length of answers, the noise caused in the classroom, and the time required.
本研究的目的是介绍一种名为“星星游戏”的教育游戏，并研究它对未来科学教师对星星概念理解的影响。此外，调查了他们对The Star Game的看法。研究人员将54名未来教师分为三组。所有三组都玩了明星游戏，并使用明星属性概念清单和明星游戏意见问卷收集数据。应用后，三组学生对星星的概念理解均有显著提高。明星游戏被描述为愉快，有趣，有教育意义，促进了积极的课堂环境，是一项有价值的专业教育活动。批评包括答案的长度、在教室里引起的噪音和所需的时间。
{"title":"Developing and Testing a Board Game to Learn About Stars","authors":"R. Tanel, Esra Bilal Önder","doi":"10.4018/ijgbl.2020070104","DOIUrl":"https://doi.org/10.4018/ijgbl.2020070104","url":null,"abstract":"The aim of this study is to introduce an educational game called The Star Game, and to examine its effects on prospective science teachers' conceptual understanding of stars. In addition, their opinions of The Star Game were examined. The study was conducted with a total of 54 prospective teachers in three groups. The Star Game was played in all three groups and data was collected using the Star Properties Concept Inventory and the Star Game Opinion Questionnaire. The conceptual understanding on the stars increased significantly in all three groups after the application. The Star Game was described as enjoyable, interesting, instructive, and promoting a positive classroom environment, and a valuable educational activity for the profession. Criticisms included the length of answers, the noise caused in the classroom, and the time required.","PeriodicalId":148690,"journal":{"name":"Int. J. Game Based Learn.","volume":"184 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113988577","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}
Pub Date : 2020-04-01DOI: 10.4018/ijgbl.2020040101
Anna K. Preuß
The cognitive-motivational process model of learning describes how personality traits in a specific situation influence current learner motivation and through certain mediators, the learning outcome. This study investigates the influence of personality traits and current motivation on these mediators. For 86 high school students playing a simulation game, the Big Five, the need for cognition, current motivations, immersion, and joy of learning were measured. A hierarchical regression analysis showed that need for cognition, interest, and challenge significantly and positively impacts the experienced immersion. Also, the joy of learning correlates positively with immersion. The adapted model was partly supported: Results of this study can explain to some extent the interaction of personality traits and current motivation as well as their combined impact on immersion in live-action social science simulation games.
{"title":"The Impact of Personality and Motivation on Immersion in Simulation Games","authors":"Anna K. Preuß","doi":"10.4018/ijgbl.2020040101","DOIUrl":"https://doi.org/10.4018/ijgbl.2020040101","url":null,"abstract":"The cognitive-motivational process model of learning describes how personality traits in a specific situation influence current learner motivation and through certain mediators, the learning outcome. This study investigates the influence of personality traits and current motivation on these mediators. For 86 high school students playing a simulation game, the Big Five, the need for cognition, current motivations, immersion, and joy of learning were measured. A hierarchical regression analysis showed that need for cognition, interest, and challenge significantly and positively impacts the experienced immersion. Also, the joy of learning correlates positively with immersion. The adapted model was partly supported: Results of this study can explain to some extent the interaction of personality traits and current motivation as well as their combined impact on immersion in live-action social science simulation games.","PeriodicalId":148690,"journal":{"name":"Int. J. Game Based Learn.","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130561693","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}
Pub Date : 2020-04-01DOI: 10.4018/ijgbl.2020040104
Mikko Meriläinen, Riikka Aurava, Annakaisa Kultima, Jaakko Stenros
Game jams are intensive events focusing on creation. Their popularity and visibility have soared in recent years. The phenomenon has attracted the attention of scholars interested in education and learning, and the potential of game jams has been studied in various ways. Increasingly, game jams have come to be viewed as a site for learning. They are seen as activities for developing technical skills needed for digital game development, developing so-called soft skills such as collaboration and communication skills and as a way to teach and learn science, technology, engineering, arts, mathematics (STEAM) skills. In this article, the educational aspects of game jams are explored from multidisciplinary points of view. Combining education science, design research, and game studies, the authors position game jamming at the intersection of these disciplines to explore its various learning dimensions. This positioning provides a starting point for future studies of game jamming in the context of learning and teaching and invites discussion from diverse fields of study.
{"title":"Game Jams for Learning and Teaching: A Review","authors":"Mikko Meriläinen, Riikka Aurava, Annakaisa Kultima, Jaakko Stenros","doi":"10.4018/ijgbl.2020040104","DOIUrl":"https://doi.org/10.4018/ijgbl.2020040104","url":null,"abstract":"Game jams are intensive events focusing on creation. Their popularity and visibility have soared in recent years. The phenomenon has attracted the attention of scholars interested in education and learning, and the potential of game jams has been studied in various ways. Increasingly, game jams have come to be viewed as a site for learning. They are seen as activities for developing technical skills needed for digital game development, developing so-called soft skills such as collaboration and communication skills and as a way to teach and learn science, technology, engineering, arts, mathematics (STEAM) skills. In this article, the educational aspects of game jams are explored from multidisciplinary points of view. Combining education science, design research, and game studies, the authors position game jamming at the intersection of these disciplines to explore its various learning dimensions. This positioning provides a starting point for future studies of game jamming in the context of learning and teaching and invites discussion from diverse fields of study.","PeriodicalId":148690,"journal":{"name":"Int. J. Game Based Learn.","volume":"111 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116574784","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}
Pub Date : 2020-01-01DOI: 10.4018/ijgbl.2020010104
P. Wouters, Esmee S. van der Meulen
Adapting learning to the level and preferences of learners and game-based learning have increasingly received much attention. The current study examined whether learning styles based on the Felder-Silverman classification (perception, input, processing and organization of information) influence learning in GBL. Only the input and processing scales were found to be reliable. 109 students from prevocational secondary education played a math game (proportional reasoning) after which learning gain and motivation were measured. Gameplay yielded no learning, but a median-split breakdown (prior knowledge) indicated that students with little prior knowledge did learn from the game, while those with much prior knowledge deteriorated. Subsequent multiple regression analyses revealed no predictive effect for motivation. The processing preference was predictive for learning: Students with an active processing preference performed better than students with a reflective processing preference. The discussion discusses consequences and a number of directions for follow-up research.
{"title":"The Role of Learning Styles in Game-Based Learning","authors":"P. Wouters, Esmee S. van der Meulen","doi":"10.4018/ijgbl.2020010104","DOIUrl":"https://doi.org/10.4018/ijgbl.2020010104","url":null,"abstract":"Adapting learning to the level and preferences of learners and game-based learning have increasingly received much attention. The current study examined whether learning styles based on the Felder-Silverman classification (perception, input, processing and organization of information) influence learning in GBL. Only the input and processing scales were found to be reliable. 109 students from prevocational secondary education played a math game (proportional reasoning) after which learning gain and motivation were measured. Gameplay yielded no learning, but a median-split breakdown (prior knowledge) indicated that students with little prior knowledge did learn from the game, while those with much prior knowledge deteriorated. Subsequent multiple regression analyses revealed no predictive effect for motivation. The processing preference was predictive for learning: Students with an active processing preference performed better than students with a reflective processing preference. The discussion discusses consequences and a number of directions for follow-up research.","PeriodicalId":148690,"journal":{"name":"Int. J. Game Based Learn.","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127111294","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}
Pub Date : 2019-10-01DOI: 10.4018/IJGBL.2019100104
S. Roodt, Yusuf Ryklief
Educators have started exploring the potential of digital game-based learning (DGBL) to enhance the learning experience of students. The objective of this experimental research was to explore the potential of DGBL to improve the academic efficiency among vocational education students in South Africa. Students were separated into two groups, an experimental group and control group. Each group received course instruction in the subject of computer programming but using differing instructional strategies. Subsequent to the planned intervention, the academic achievements of both groups were measured through the contrasting results received for pre- and post-intervention tests. The learner-motivation was measured through feedback elicited via a post-intervention questionnaire. Results of the study revealed that the learning motivation of students had a significant impact on their academic achievement, and the academic achievement of students using DGBL as an instructional strategy were better than those learning through the traditional approach.
{"title":"Using Digital Game-Based Learning to Improve the Academic Efficiency of Vocational Education students","authors":"S. Roodt, Yusuf Ryklief","doi":"10.4018/IJGBL.2019100104","DOIUrl":"https://doi.org/10.4018/IJGBL.2019100104","url":null,"abstract":"Educators have started exploring the potential of digital game-based learning (DGBL) to enhance the learning experience of students. The objective of this experimental research was to explore the potential of DGBL to improve the academic efficiency among vocational education students in South Africa. Students were separated into two groups, an experimental group and control group. Each group received course instruction in the subject of computer programming but using differing instructional strategies. Subsequent to the planned intervention, the academic achievements of both groups were measured through the contrasting results received for pre- and post-intervention tests. The learner-motivation was measured through feedback elicited via a post-intervention questionnaire. Results of the study revealed that the learning motivation of students had a significant impact on their academic achievement, and the academic achievement of students using DGBL as an instructional strategy were better than those learning through the traditional approach.","PeriodicalId":148690,"journal":{"name":"Int. J. Game Based Learn.","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127806295","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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