Pub Date : 2021-07-01DOI: 10.1109/ICALT52272.2021.00116
Sergio Serrano-Iglesias, E. Gómez-Sánchez, Miguel L. Bote-Lorenzo, Guillermo Vega-Gorgojo, Adolfo Ruiz-Calleja, Juan I. Asensio-Pérez
Learners have ubiquitous informal learning opportunities, but it is difficult to take advantage from them and relate them to their formal education. The connection of formal and informal learning is one of the aims of SLEs, but how to do it is still a question. This paper explores such connection by integrating the mobile application Casual Learn to the SLE SCARLETT and it discusses the challenges faced in such integration.
{"title":"From Informal to Formal: Connecting Learning Experiences in Smart Learning Environments","authors":"Sergio Serrano-Iglesias, E. Gómez-Sánchez, Miguel L. Bote-Lorenzo, Guillermo Vega-Gorgojo, Adolfo Ruiz-Calleja, Juan I. Asensio-Pérez","doi":"10.1109/ICALT52272.2021.00116","DOIUrl":"https://doi.org/10.1109/ICALT52272.2021.00116","url":null,"abstract":"Learners have ubiquitous informal learning opportunities, but it is difficult to take advantage from them and relate them to their formal education. The connection of formal and informal learning is one of the aims of SLEs, but how to do it is still a question. This paper explores such connection by integrating the mobile application Casual Learn to the SLE SCARLETT and it discusses the challenges faced in such integration.","PeriodicalId":170895,"journal":{"name":"2021 International Conference on Advanced Learning Technologies (ICALT)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121955111","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 : 2021-07-01DOI: 10.1109/ICALT52272.2021.00010
Gayashan Rathnavibushana, Kutila Gunasekera
For remote learners, collaborative editing of digital learning documents is a productive and powerful mechanism to add valued information, share ideas, and create knowledge. One such collaborative editing mechanism is adding annotations, which assists knowledge sharing and deep learning in learners. The Portable Document Format (PDF), despite its popularity, has limited support for real-time collaborative annotations. This is due to the lack of tools as well as limitations in existing standards for annotation representation in PDF documents. For example, existing collaborative PDF editing platforms do not support all annotation types and the latency of annotation sharing is high. The present study aims to fill this gap in annotation representation models and proposes a novel architecture to facilitate efficient sharing of annotations. We also describe our prototypical implementation of a collaborative editing platform for PDF annotations. It supports more annotation types and shows lower latency compared to Acrobat PDF reader version 2020.013.20074 and Kami PDF editor.
{"title":"Cross-platform annotation development for real-time collaborative learning","authors":"Gayashan Rathnavibushana, Kutila Gunasekera","doi":"10.1109/ICALT52272.2021.00010","DOIUrl":"https://doi.org/10.1109/ICALT52272.2021.00010","url":null,"abstract":"For remote learners, collaborative editing of digital learning documents is a productive and powerful mechanism to add valued information, share ideas, and create knowledge. One such collaborative editing mechanism is adding annotations, which assists knowledge sharing and deep learning in learners. The Portable Document Format (PDF), despite its popularity, has limited support for real-time collaborative annotations. This is due to the lack of tools as well as limitations in existing standards for annotation representation in PDF documents. For example, existing collaborative PDF editing platforms do not support all annotation types and the latency of annotation sharing is high. The present study aims to fill this gap in annotation representation models and proposes a novel architecture to facilitate efficient sharing of annotations. We also describe our prototypical implementation of a collaborative editing platform for PDF annotations. It supports more annotation types and shows lower latency compared to Acrobat PDF reader version 2020.013.20074 and Kami PDF editor.","PeriodicalId":170895,"journal":{"name":"2021 International Conference on Advanced Learning Technologies (ICALT)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129374137","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 : 2021-07-01DOI: 10.1109/ICALT52272.2021.00070
Yancy Vance M. Paredes, I-Han Hsiao
Learning from erroneous examples involves the intentional inclusion of errors as part of the learning process. Prior works, mostly from the field of mathematics, have investigated how this can be used in blended learning environments to help students. Due to the Covid-19 pandemic, most learning activities have shifted to online, motivating us to study and utilize students’ use of an existing grading platform. Students were tasked to evaluate various degrees of erroneous answers as their learning opportunities, resembling program debugging. The grading process was engineered to supply feedback to students by revealing the actual marks and remarks to help them address their misconceptions and prepare them for an upcoming exam. This study presents our findings from clickstream data of students taking a synchronous online Computer Informatics class. How different students approached the activity was looked into: the amount of time spent and the difference of their assigned grade to that of a subject expert’s. Although it is still inconclusive whether students learned from erroneous computer programs, we found that students who were proactive in seeking feedback had better midterm scores than those who were not. This underscores the importance of feedback in this learning process.
{"title":"Can Students Learn from Grading Erroneous Computer Programs?","authors":"Yancy Vance M. Paredes, I-Han Hsiao","doi":"10.1109/ICALT52272.2021.00070","DOIUrl":"https://doi.org/10.1109/ICALT52272.2021.00070","url":null,"abstract":"Learning from erroneous examples involves the intentional inclusion of errors as part of the learning process. Prior works, mostly from the field of mathematics, have investigated how this can be used in blended learning environments to help students. Due to the Covid-19 pandemic, most learning activities have shifted to online, motivating us to study and utilize students’ use of an existing grading platform. Students were tasked to evaluate various degrees of erroneous answers as their learning opportunities, resembling program debugging. The grading process was engineered to supply feedback to students by revealing the actual marks and remarks to help them address their misconceptions and prepare them for an upcoming exam. This study presents our findings from clickstream data of students taking a synchronous online Computer Informatics class. How different students approached the activity was looked into: the amount of time spent and the difference of their assigned grade to that of a subject expert’s. Although it is still inconclusive whether students learned from erroneous computer programs, we found that students who were proactive in seeking feedback had better midterm scores than those who were not. This underscores the importance of feedback in this learning process.","PeriodicalId":170895,"journal":{"name":"2021 International Conference on Advanced Learning Technologies (ICALT)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132352381","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 : 2021-07-01DOI: 10.1109/ICALT52272.2021.00028
Iris Celorrio-Aguilera, M. Freire
The perceived complexity of many engineering courses is partly due to difficulty visualizing or interacting with the underlying mathematics. Traditional game-authoring environments lack STEM-related support, making them ill-suited to build serious games to explore these concepts. To address this issue, we have integrated an external math tool into the Unity game-authoring environment, and tested it by creating a game to teach basic concepts of mobile communications to engineering students. Players of the game had to fine-tune parameters in a simulated spectrum analyzer. We describe how we integrated STEM support for the generic authoring platform that we used, and present results from a pilot test of our game. We believe that this approach is extensible to a wide range of STEM disciplines.
{"title":"Creating Serious STEM Games by combining a Game Platform and Mathematical Software","authors":"Iris Celorrio-Aguilera, M. Freire","doi":"10.1109/ICALT52272.2021.00028","DOIUrl":"https://doi.org/10.1109/ICALT52272.2021.00028","url":null,"abstract":"The perceived complexity of many engineering courses is partly due to difficulty visualizing or interacting with the underlying mathematics. Traditional game-authoring environments lack STEM-related support, making them ill-suited to build serious games to explore these concepts. To address this issue, we have integrated an external math tool into the Unity game-authoring environment, and tested it by creating a game to teach basic concepts of mobile communications to engineering students. Players of the game had to fine-tune parameters in a simulated spectrum analyzer. We describe how we integrated STEM support for the generic authoring platform that we used, and present results from a pilot test of our game. We believe that this approach is extensible to a wide range of STEM disciplines.","PeriodicalId":170895,"journal":{"name":"2021 International Conference on Advanced Learning Technologies (ICALT)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133455029","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 : 2021-07-01DOI: 10.1109/ICALT52272.2021.00030
Faizan Tahir, A. Mitrovic, Valerie A. Sotardi
Gamification has gained much popularity, due to its positive effects on learner engagement and motivation in online learning environments. However, there is still insufficient understanding of factors, including personal traits, which affect learning, as well as studies focusing on learning behaviors which can be targeted by gamification. This paper investigates the causal effects of gamification on student learning outcomes, and the role of the students’ background knowledge and prior gamification experience in the relationship. The context of our study is SQL-Tutor, an intelligent tutoring system. Although we found no evidence of improvement in learning outcomes of the gamified group, the low prior knowledge students who received badges had higher time-on-task, made more attempts on problems and received more hints during interaction with the system. We also found that students who had previous gamification experience spent more time on problem solving as compared to those who had no prior gamification experience.
{"title":"Do Gaming Experience and Prior Knowledge Matter When Learning with a Gamified ITS?","authors":"Faizan Tahir, A. Mitrovic, Valerie A. Sotardi","doi":"10.1109/ICALT52272.2021.00030","DOIUrl":"https://doi.org/10.1109/ICALT52272.2021.00030","url":null,"abstract":"Gamification has gained much popularity, due to its positive effects on learner engagement and motivation in online learning environments. However, there is still insufficient understanding of factors, including personal traits, which affect learning, as well as studies focusing on learning behaviors which can be targeted by gamification. This paper investigates the causal effects of gamification on student learning outcomes, and the role of the students’ background knowledge and prior gamification experience in the relationship. The context of our study is SQL-Tutor, an intelligent tutoring system. Although we found no evidence of improvement in learning outcomes of the gamified group, the low prior knowledge students who received badges had higher time-on-task, made more attempts on problems and received more hints during interaction with the system. We also found that students who had previous gamification experience spent more time on problem solving as compared to those who had no prior gamification experience.","PeriodicalId":170895,"journal":{"name":"2021 International Conference on Advanced Learning Technologies (ICALT)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130168774","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 : 2021-07-01DOI: 10.1109/ICALT52272.2021.00012
Diana Andone, Andrei Ternauciuc, Silviu Vert, M. Mocofan, Vlad Mihaescu, D. Stoica, R. Vasiu
Developing new methods of learning about culture and heritage, dedicated to the new millennial generation can be a challenge. The project "Jecza Museum – the Sculpture collection" created a complex virtual identity of technology, art and culture education, by digitizing images of 100 sculpture works, adapting principles of open data and art archiving metadata, combing it with digital storytelling of artworks and virtual museum tours. This paper presents this development, the digital learning paths created and their evaluation. It identifies methods of creating art approachable for the young generation and validates the far-reaching impact of open digital storytelling.
{"title":"Learning with Open Cultural Data - Jecza Museum for DigiCulture Study Case","authors":"Diana Andone, Andrei Ternauciuc, Silviu Vert, M. Mocofan, Vlad Mihaescu, D. Stoica, R. Vasiu","doi":"10.1109/ICALT52272.2021.00012","DOIUrl":"https://doi.org/10.1109/ICALT52272.2021.00012","url":null,"abstract":"Developing new methods of learning about culture and heritage, dedicated to the new millennial generation can be a challenge. The project \"Jecza Museum – the Sculpture collection\" created a complex virtual identity of technology, art and culture education, by digitizing images of 100 sculpture works, adapting principles of open data and art archiving metadata, combing it with digital storytelling of artworks and virtual museum tours. This paper presents this development, the digital learning paths created and their evaluation. It identifies methods of creating art approachable for the young generation and validates the far-reaching impact of open digital storytelling.","PeriodicalId":170895,"journal":{"name":"2021 International Conference on Advanced Learning Technologies (ICALT)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132587287","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 : 2021-07-01DOI: 10.1109/ICALT52272.2021.00134
Lahcen Oubahssi, Oussema Mahdi
This research work is part of the VEA (Virtual Environment for Animal experimentation) project. The aim of this project was to develop an alternative method based on virtual reality for learning the correct gestures in animal experimentation while respecting the rules of ethics (the Rule of 3Rs). Our goal was to facilitate this learning via digital means, and to provide trainers with an educational toolkit that allowed them to recreate virtual reality scenarios and to assess each learner's progress. In this paper, we are particularly interested in the design and operationalisation of learning situations in virtual environments, and propose solutions in the form of virtual action models that allow the user to learn the correct gestures.
{"title":"VEA: A Virtual Environment for Animal experimentation","authors":"Lahcen Oubahssi, Oussema Mahdi","doi":"10.1109/ICALT52272.2021.00134","DOIUrl":"https://doi.org/10.1109/ICALT52272.2021.00134","url":null,"abstract":"This research work is part of the VEA (Virtual Environment for Animal experimentation) project. The aim of this project was to develop an alternative method based on virtual reality for learning the correct gestures in animal experimentation while respecting the rules of ethics (the Rule of 3Rs). Our goal was to facilitate this learning via digital means, and to provide trainers with an educational toolkit that allowed them to recreate virtual reality scenarios and to assess each learner's progress. In this paper, we are particularly interested in the design and operationalisation of learning situations in virtual environments, and propose solutions in the form of virtual action models that allow the user to learn the correct gestures.","PeriodicalId":170895,"journal":{"name":"2021 International Conference on Advanced Learning Technologies (ICALT)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114254587","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 : 2021-07-01DOI: 10.1109/ICALT52272.2021.00038
R. Lanzilotti, A. Piccinno, Veronica Rossano, T. Roselli
Computational Thinking (CT) education is spreading all over the world involving all levels of schools. Software and hardware solutions have been designed and developed to introduce CT at school. In this paper, the first trial of coding activities has been realized using Pepper Social Robot. The idea is to allow pupils to program Pepper; the mission is to guide the robot through a path on a grid sketched on the floor to reach a predefined target. A user test was conducted to evaluate the experience of pupils, in terms of effectiveness, engagement, and cognitive workload in a learning coding activity that involves the social robot Pepper. Pupils appreciated the use of the robot which can interact with them, they were very engaged in the activity and improve their knowledge about coding.
{"title":"Social Robot to teach coding in primary school","authors":"R. Lanzilotti, A. Piccinno, Veronica Rossano, T. Roselli","doi":"10.1109/ICALT52272.2021.00038","DOIUrl":"https://doi.org/10.1109/ICALT52272.2021.00038","url":null,"abstract":"Computational Thinking (CT) education is spreading all over the world involving all levels of schools. Software and hardware solutions have been designed and developed to introduce CT at school. In this paper, the first trial of coding activities has been realized using Pepper Social Robot. The idea is to allow pupils to program Pepper; the mission is to guide the robot through a path on a grid sketched on the floor to reach a predefined target. A user test was conducted to evaluate the experience of pupils, in terms of effectiveness, engagement, and cognitive workload in a learning coding activity that involves the social robot Pepper. Pupils appreciated the use of the robot which can interact with them, they were very engaged in the activity and improve their knowledge about coding.","PeriodicalId":170895,"journal":{"name":"2021 International Conference on Advanced Learning Technologies (ICALT)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127481511","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 : 2021-07-01DOI: 10.1109/ICALT52272.2021.00079
Xieling Chen, D. Zou, G. Cheng, Haoran Xie
Artificial intelligence (AI) for personalized learning has attracted increasing attention in various educational contexts and domains, including language learning. This study systematically reviewed academic studies on AI-assisted personalized language learning (PLL) from the perspectives of article trends, top journals, countries/regions and institutions, AI technology types, learning outcomes and supports, participants, scientific collaborations, and co-citation relations. Results indicated Taiwanese institutions’ predominance in the field and the prevalent use of intelligent tutoring systems, natural language processing, and artificial neural network in facilitating personalized diagnosis and learning path and material recommendations in language learning. Furthermore, students’ improved language outcomes and positive perception, satisfaction, or motivation towards language learning and AI technologies were commonly reported. The co-authorship analysis results indicated the close inter-regional collaborations, while the cross-regional collaborations are expected to be enhanced. The co-citation network analysis results highlighted the significance of fuzzy systems and item response theory. Additionally, learner profiling mining and learning resource adaptation were important directions to realize mobile- and web-based PLL.
{"title":"Artificial intelligence-assisted personalized language learning: systematic review and co-citation analysis","authors":"Xieling Chen, D. Zou, G. Cheng, Haoran Xie","doi":"10.1109/ICALT52272.2021.00079","DOIUrl":"https://doi.org/10.1109/ICALT52272.2021.00079","url":null,"abstract":"Artificial intelligence (AI) for personalized learning has attracted increasing attention in various educational contexts and domains, including language learning. This study systematically reviewed academic studies on AI-assisted personalized language learning (PLL) from the perspectives of article trends, top journals, countries/regions and institutions, AI technology types, learning outcomes and supports, participants, scientific collaborations, and co-citation relations. Results indicated Taiwanese institutions’ predominance in the field and the prevalent use of intelligent tutoring systems, natural language processing, and artificial neural network in facilitating personalized diagnosis and learning path and material recommendations in language learning. Furthermore, students’ improved language outcomes and positive perception, satisfaction, or motivation towards language learning and AI technologies were commonly reported. The co-authorship analysis results indicated the close inter-regional collaborations, while the cross-regional collaborations are expected to be enhanced. The co-citation network analysis results highlighted the significance of fuzzy systems and item response theory. Additionally, learner profiling mining and learning resource adaptation were important directions to realize mobile- and web-based PLL.","PeriodicalId":170895,"journal":{"name":"2021 International Conference on Advanced Learning Technologies (ICALT)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128147642","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 : 2021-07-01DOI: 10.1109/ICALT52272.2021.00084
Antonie Alm
Language learning with Netflix is not only a phenomenon observed in both informal and formal language learning but also the name of a Chrome extension that provides language features to enhance comprehension and language learning through watching second language (L2) content on Netflix. Equipped with access to Netflix and the extension, 39 intermediate-level tertiary language learners of German and Spanish explored the features of the tool to assist the viewing of self-selected TV series in their L2. Results indicate that formal language learners watch Netflix series in their second language rather for entertainment than for learning yet feel supported by the dual subtitle feature of Language Learning with Netflix which allowed them to transition from LI subtitle to L2 subtitle use and to watch L2 Netflix with confidence.
{"title":"Language Learning with Netflix: extending out-of-class L2 viewing","authors":"Antonie Alm","doi":"10.1109/ICALT52272.2021.00084","DOIUrl":"https://doi.org/10.1109/ICALT52272.2021.00084","url":null,"abstract":"Language learning with Netflix is not only a phenomenon observed in both informal and formal language learning but also the name of a Chrome extension that provides language features to enhance comprehension and language learning through watching second language (L2) content on Netflix. Equipped with access to Netflix and the extension, 39 intermediate-level tertiary language learners of German and Spanish explored the features of the tool to assist the viewing of self-selected TV series in their L2. Results indicate that formal language learners watch Netflix series in their second language rather for entertainment than for learning yet feel supported by the dual subtitle feature of Language Learning with Netflix which allowed them to transition from LI subtitle to L2 subtitle use and to watch L2 Netflix with confidence.","PeriodicalId":170895,"journal":{"name":"2021 International Conference on Advanced Learning Technologies (ICALT)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126082298","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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