Pub Date : 2019-10-01DOI: 10.4018/IJGBL.2019100102
Muhittin Şahin, S. Keskin, Halil Yurdugül
This study aims to analyse the psychological constructs of loneliness and family support on game addiction among children, who are a major risk group for game addiction. The study explores: a) the effect of the secondary-school students' perception of family support on game addiction; b) the mediation effect of the feeling of loneliness experienced by children in the effect of family support on game addiction; and c) the moderating effect of gender on the mediation model. The study group is composed of 575 students studying in a secondary school in the city of Ankara. For the analysis of the data, the study employed factorial and structure validity analyses, a reliability analysis, a structural equation model, and mediator and moderator variable analyses. The study concluded that although family support had a significant effect on game addiction, a major part of such effect resulted from the individual's perception of loneliness, which was more evident among the female students.
{"title":"Impact of Family Support and Perception of Loneliness on Game Addiction Analysis of a Mediation and Moderation","authors":"Muhittin Şahin, S. Keskin, Halil Yurdugül","doi":"10.4018/IJGBL.2019100102","DOIUrl":"https://doi.org/10.4018/IJGBL.2019100102","url":null,"abstract":"This study aims to analyse the psychological constructs of loneliness and family support on game addiction among children, who are a major risk group for game addiction. The study explores: a) the effect of the secondary-school students' perception of family support on game addiction; b) the mediation effect of the feeling of loneliness experienced by children in the effect of family support on game addiction; and c) the moderating effect of gender on the mediation model. The study group is composed of 575 students studying in a secondary school in the city of Ankara. For the analysis of the data, the study employed factorial and structure validity analyses, a reliability analysis, a structural equation model, and mediator and moderator variable analyses. The study concluded that although family support had a significant effect on game addiction, a major part of such effect resulted from the individual's perception of loneliness, which was more evident among the female students.","PeriodicalId":148690,"journal":{"name":"Int. J. Game Based Learn.","volume":"67 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":"127244246","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.2019100101
M. Bartolucci, Francesco Mattioli, F. Batini
In recent years, the authors have witnessed the rebirth of board games. This contribution aims to investigate the educational potential of non-random board games in two ways: the comparison of performances of “expert adult players” and “adult non-players” through a correlation study (n=45) and the comparison between the results achieved by a group of children after 26 hours of game training (n=10) and those of a control group that carried out traditional educational activities (n=10) by using a nonrandomized control group pretest-posttest. Specifically, the findings relating to fluid intelligence, analytical and converging cognitive processes and creativity were compared. The results suggest that non-random board games can be an important stimulus for the cognitive functions, with a particular focus on the creative side, and therefore have an important educational function.
{"title":"Do Board Games Make People Smarter?: Two Initial Exploratory Studies","authors":"M. Bartolucci, Francesco Mattioli, F. Batini","doi":"10.4018/IJGBL.2019100101","DOIUrl":"https://doi.org/10.4018/IJGBL.2019100101","url":null,"abstract":"In recent years, the authors have witnessed the rebirth of board games. This contribution aims to investigate the educational potential of non-random board games in two ways: the comparison of performances of “expert adult players” and “adult non-players” through a correlation study (n=45) and the comparison between the results achieved by a group of children after 26 hours of game training (n=10) and those of a control group that carried out traditional educational activities (n=10) by using a nonrandomized control group pretest-posttest. Specifically, the findings relating to fluid intelligence, analytical and converging cognitive processes and creativity were compared. The results suggest that non-random board games can be an important stimulus for the cognitive functions, with a particular focus on the creative side, and therefore have an important educational function.","PeriodicalId":148690,"journal":{"name":"Int. J. Game Based Learn.","volume":"85 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":"124702746","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.2019100103
Laurie O. Campbell, Glenda A. Gunter, Robert F. Kenny
The RETAIN Model is a game design and evaluation model for serious games. In this study, educators evaluated social change web-based and mobile app games using the RETAIN model rubric. In general, web-based games scored higher on the RETAIN rubric than their mobile app counterparts. In addition, the educators analyzed the social change games for their “hidden curriculum.” In some cases, the rubric and “hidden curriculum” contributed to educators altering the way they used the games they had appraised by supplementing context, incorporating discussion, or not using the games at all. The RETAIN model rubric offered educators a tool to evaluate digital games.
{"title":"Evaluating Social Change Games: Employing the RETAIN Model","authors":"Laurie O. Campbell, Glenda A. Gunter, Robert F. Kenny","doi":"10.4018/IJGBL.2019100103","DOIUrl":"https://doi.org/10.4018/IJGBL.2019100103","url":null,"abstract":"The RETAIN Model is a game design and evaluation model for serious games. In this study, educators evaluated social change web-based and mobile app games using the RETAIN model rubric. In general, web-based games scored higher on the RETAIN rubric than their mobile app counterparts. In addition, the educators analyzed the social change games for their “hidden curriculum.” In some cases, the rubric and “hidden curriculum” contributed to educators altering the way they used the games they had appraised by supplementing context, incorporating discussion, or not using the games at all. The RETAIN model rubric offered educators a tool to evaluate digital games.","PeriodicalId":148690,"journal":{"name":"Int. J. Game Based Learn.","volume":"146 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":"134014285","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 : 2019-07-01DOI: 10.4018/IJGBL.2019070102
F. Fronza, E. P. Ferrari, D. Ramos, A. S. Sartori, F. Cardoso
The objective of study was to identify and describe the cognitive content of commercial Exergames through the evaluation of five experts in cognitive functions. The method used to delineate the relevance of the executive functions in Exergames involved the concordance between judges. Based on the evaluation of the experts, regarding the representativeness of the cognitive functions for each modality, 60% agreed moderately that logical reasoning was present in soccer. In athletics, logical reasoning in the launching of dart stands out (60%). In the long jump, 60% of the experts moderately agreed that logical reasoning is present, while in skiing 60% stated that participants used selective attention. In Tennis, 40% of experts agreed that cognitive flexibility is demonstrated. There was great agreement by the experts that the aquarium game involved the presence of selective attention (100%), except in the case of the winding stream. It is concluded that there is a representation of executive functions in the commercial Exergames analyzed.
{"title":"Cognitive Content of Commercial Exergames","authors":"F. Fronza, E. P. Ferrari, D. Ramos, A. S. Sartori, F. Cardoso","doi":"10.4018/IJGBL.2019070102","DOIUrl":"https://doi.org/10.4018/IJGBL.2019070102","url":null,"abstract":"The objective of study was to identify and describe the cognitive content of commercial Exergames through the evaluation of five experts in cognitive functions. The method used to delineate the relevance of the executive functions in Exergames involved the concordance between judges. Based on the evaluation of the experts, regarding the representativeness of the cognitive functions for each modality, 60% agreed moderately that logical reasoning was present in soccer. In athletics, logical reasoning in the launching of dart stands out (60%). In the long jump, 60% of the experts moderately agreed that logical reasoning is present, while in skiing 60% stated that participants used selective attention. In Tennis, 40% of experts agreed that cognitive flexibility is demonstrated. There was great agreement by the experts that the aquarium game involved the presence of selective attention (100%), except in the case of the winding stream. It is concluded that there is a representation of executive functions in the commercial Exergames analyzed.","PeriodicalId":148690,"journal":{"name":"Int. J. Game Based Learn.","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128915293","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 : 2019-07-01DOI: 10.4018/IJGBL.2019070103
L. Nadolny, J. Nation, Jonathan J. Fox
The use of game mechanics and game structures when designing curriculums is gaining popularity in K-12 and higher education. More evidence is needed to determine the impact of game-based learning design on the student learning experience. This study used the IMMS instrument and user data to examine motivation within traditional courses and courses designed with game-based learning. The participants included 254 undergraduate students in two sections of the traditional course and two sections of the game-based learning course. The results showed that although students in all courses reported comparable motivation on the IMMS and similar time spent online, examination of user data indicated differences in effort persistence over the semester. Students in the GBL courses had a significantly higher number of interactions with content as compared to the traditional courses. This finding indicates that the leveling of content, adaptive release of optional content, and the ability to earn more points through a bank feature positively impacts effort persistence.
{"title":"Supporting Motivation and Effort Persistence in an Online Financial Literacy Course Through Game-Based Learning","authors":"L. Nadolny, J. Nation, Jonathan J. Fox","doi":"10.4018/IJGBL.2019070103","DOIUrl":"https://doi.org/10.4018/IJGBL.2019070103","url":null,"abstract":"The use of game mechanics and game structures when designing curriculums is gaining popularity in K-12 and higher education. More evidence is needed to determine the impact of game-based learning design on the student learning experience. This study used the IMMS instrument and user data to examine motivation within traditional courses and courses designed with game-based learning. The participants included 254 undergraduate students in two sections of the traditional course and two sections of the game-based learning course. The results showed that although students in all courses reported comparable motivation on the IMMS and similar time spent online, examination of user data indicated differences in effort persistence over the semester. Students in the GBL courses had a significantly higher number of interactions with content as compared to the traditional courses. This finding indicates that the leveling of content, adaptive release of optional content, and the ability to earn more points through a bank feature positively impacts effort persistence.","PeriodicalId":148690,"journal":{"name":"Int. J. Game Based Learn.","volume":"98 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123565684","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 : 2019-07-01DOI: 10.4018/IJGBL.2019070101
Claude H. Miller, Norah E. Dunbar, M. Jensen, Zachary B. Massey, Yu-Hao Lee, Spencer B. Nicholls, Chris Anderson, A. Adams, Javier Elizondo, William Thompson, Scott N. Wilson
Extant research indicates that professional law enforcement officers (LEOs) are generally no better than untrained novices at detecting deception. Moreover, traditional training methods are often less effective than no training at all at improving successful detection. Compared to the traditional training, interactive digital games can provide an immersive learning environment for deeper internalization of new information through simulated practices. VERITAS—an interactive digital game—was designed and developed to train LEOs to better detect reliable deception cues when questioning suspects and determining the veracity of their answers. The authors hypothesized that reducing players' reactance would mitigate resistance to training, motivate engagement with materials, and result in greater success at deception detection and knowledge. As hypothesized, LEOs playing VERITAS showed significant improvement in deception detection from the first to the second scenario within the game; and the low-reactance version provided the most effective training. The authors also compared various responses to the game between LEOs and a separate undergraduate student sample. Relative to students, findings show LEOs perceived VERITAS to be significantly more intrinsically motivating, engaging, and appealing as a deception detection activity.
{"title":"Training Law Enforcement Officers to Identify Reliable Deception Cues With a Serious Digital Game","authors":"Claude H. Miller, Norah E. Dunbar, M. Jensen, Zachary B. Massey, Yu-Hao Lee, Spencer B. Nicholls, Chris Anderson, A. Adams, Javier Elizondo, William Thompson, Scott N. Wilson","doi":"10.4018/IJGBL.2019070101","DOIUrl":"https://doi.org/10.4018/IJGBL.2019070101","url":null,"abstract":"Extant research indicates that professional law enforcement officers (LEOs) are generally no better than untrained novices at detecting deception. Moreover, traditional training methods are often less effective than no training at all at improving successful detection. Compared to the traditional training, interactive digital games can provide an immersive learning environment for deeper internalization of new information through simulated practices. VERITAS—an interactive digital game—was designed and developed to train LEOs to better detect reliable deception cues when questioning suspects and determining the veracity of their answers. The authors hypothesized that reducing players' reactance would mitigate resistance to training, motivate engagement with materials, and result in greater success at deception detection and knowledge. As hypothesized, LEOs playing VERITAS showed significant improvement in deception detection from the first to the second scenario within the game; and the low-reactance version provided the most effective training. The authors also compared various responses to the game between LEOs and a separate undergraduate student sample. Relative to students, findings show LEOs perceived VERITAS to be significantly more intrinsically motivating, engaging, and appealing as a deception detection activity.","PeriodicalId":148690,"journal":{"name":"Int. J. Game Based Learn.","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121083383","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 : 2019-04-01DOI: 10.4018/IJGBL.2019040104
D. Zielinski
As part of a final project for a general psychology course, students were required to play a game, either digital/video or on a board. Students selected their own games, and were asked to identify psychological principles in their game play. Topics included the brain, sensation and perception, human development, learning, motivation, intelligence, personality, and mental disorders. Students successfully applied all topics to game play, but to varying degrees. Student discussions on the brain and intelligence were well covered. Discussions on personality and psychological disorders issues were relatively poor. Students were able to make connections between concepts and their game-play experiences.
{"title":"Can Playing Games Help Students Master Concepts from General Psychology Classes?","authors":"D. Zielinski","doi":"10.4018/IJGBL.2019040104","DOIUrl":"https://doi.org/10.4018/IJGBL.2019040104","url":null,"abstract":"As part of a final project for a general psychology course, students were required to play a game, either digital/video or on a board. Students selected their own games, and were asked to identify psychological principles in their game play. Topics included the brain, sensation and perception, human development, learning, motivation, intelligence, personality, and mental disorders. Students successfully applied all topics to game play, but to varying degrees. Student discussions on the brain and intelligence were well covered. Discussions on personality and psychological disorders issues were relatively poor. Students were able to make connections between concepts and their game-play experiences.","PeriodicalId":148690,"journal":{"name":"Int. J. Game Based Learn.","volume":"372 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133346728","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 : 2019-04-01DOI: 10.4018/IJGBL.2019040102
Monica Ward, M. Mozgovoy, Marina Purgina
Learning a language is challenging and it is important that learners be kept motivated throughout the process. Many Irish primary school children are not particularly motivated to learn the language and there are few computer assisted language learning (CALL) resources available to them. WordBricks is an app that enables learners to construct only grammatically correct sentences. It leverages a visual learning paradigm and has a Scratch-like interface. It was originally developed for English, and more recently has been expanded to cater for Irish. This article investigates if using Irish WordBricks is both suitable and usable for primary school learners, if it is pedagogically appropriate for them and if it is enjoyable for them. The WordBricks app was tested by five classes of two different age groups in a typical school in Ireland. This article reports on the results of the WordBricks deployment and the feedback of students and teachers.
{"title":"Can WordBricks Make Learning Irish More Engaging for Students?","authors":"Monica Ward, M. Mozgovoy, Marina Purgina","doi":"10.4018/IJGBL.2019040102","DOIUrl":"https://doi.org/10.4018/IJGBL.2019040102","url":null,"abstract":"Learning a language is challenging and it is important that learners be kept motivated throughout the process. Many Irish primary school children are not particularly motivated to learn the language and there are few computer assisted language learning (CALL) resources available to them. WordBricks is an app that enables learners to construct only grammatically correct sentences. It leverages a visual learning paradigm and has a Scratch-like interface. It was originally developed for English, and more recently has been expanded to cater for Irish. This article investigates if using Irish WordBricks is both suitable and usable for primary school learners, if it is pedagogically appropriate for them and if it is enjoyable for them. The WordBricks app was tested by five classes of two different age groups in a typical school in Ireland. This article reports on the results of the WordBricks deployment and the feedback of students and teachers.","PeriodicalId":148690,"journal":{"name":"Int. J. Game Based Learn.","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133850338","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 : 2019-04-01DOI: 10.4018/IJGBL.2019040103
Sangkyun Kim
A compensation plan that continuously motivates the employees of a startup company is very important because the employees are usually more worried about the stability and potential growth of their company than the employees of large enterprises. It is therefore important to educate personnel in the human resources department of a startup company to properly design a compensation plan. However, it is not easy to train personnel to do this. In order to properly design a compensation plan, the employees must be trained to correctly understand content theories and process theories, and should apply the theories considering the practical constraints of the enterprise. This study used a gamification program based on role playing to design a compensation plan for a startup company to give trainees a greater sense of reality and immersion. The gamification program suggested in this article was analyzed to be effective in motivating and giving fun to the trainees. This gamification program would be used effectively to train personnel in the human resources department of startup companies.
{"title":"Role-Playing Game for Training a Design Process of Startup Company Compensation Plan","authors":"Sangkyun Kim","doi":"10.4018/IJGBL.2019040103","DOIUrl":"https://doi.org/10.4018/IJGBL.2019040103","url":null,"abstract":"A compensation plan that continuously motivates the employees of a startup company is very important because the employees are usually more worried about the stability and potential growth of their company than the employees of large enterprises. It is therefore important to educate personnel in the human resources department of a startup company to properly design a compensation plan. However, it is not easy to train personnel to do this. In order to properly design a compensation plan, the employees must be trained to correctly understand content theories and process theories, and should apply the theories considering the practical constraints of the enterprise. This study used a gamification program based on role playing to design a compensation plan for a startup company to give trainees a greater sense of reality and immersion. The gamification program suggested in this article was analyzed to be effective in motivating and giving fun to the trainees. This gamification program would be used effectively to train personnel in the human resources department of startup companies.","PeriodicalId":148690,"journal":{"name":"Int. J. Game Based Learn.","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123222330","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 : 2019-04-01DOI: 10.4018/IJGBL.2019040101
Chih-Hung Chung, Chunyi Shen, Yujun Qiu
Gamification provides a practical approach to improving learning processes, especially the learner's motivation. However, little research has been conducted on student intentions to use gamification in higher education. Therefore, this study explored the gamification in higher educational courses by collecting surveys and discusses the factors influencing the acceptance of gamification in higher education. Based on the PLS-SEM results, students should take initial game-based learning content to be more familiar with gamification; furthermore, they could have a positive experience so that they would increase their intention. Performance expectancy is the most important factors influencing a student to accept gamification. Other factors, such as effort expectancy, social influence, facilitating conditions, involvement, skill, and control, are also important factors. With the results of this study, the instructor designer could have substantial help in planning the course content and enhance its efficiency and effectiveness.
{"title":"Students' Acceptance of Gamification in Higher Education","authors":"Chih-Hung Chung, Chunyi Shen, Yujun Qiu","doi":"10.4018/IJGBL.2019040101","DOIUrl":"https://doi.org/10.4018/IJGBL.2019040101","url":null,"abstract":"Gamification provides a practical approach to improving learning processes, especially the learner's motivation. However, little research has been conducted on student intentions to use gamification in higher education. Therefore, this study explored the gamification in higher educational courses by collecting surveys and discusses the factors influencing the acceptance of gamification in higher education. Based on the PLS-SEM results, students should take initial game-based learning content to be more familiar with gamification; furthermore, they could have a positive experience so that they would increase their intention. Performance expectancy is the most important factors influencing a student to accept gamification. Other factors, such as effort expectancy, social influence, facilitating conditions, involvement, skill, and control, are also important factors. With the results of this study, the instructor designer could have substantial help in planning the course content and enhance its efficiency and effectiveness.","PeriodicalId":148690,"journal":{"name":"Int. J. Game Based Learn.","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114075831","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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