Pub Date : 2021-07-01DOI: 10.1109/ICALT52272.2021.00093
Siao-cing Guo
Digital storytelling is a model of technology in education that has been emerging in recent years. Utilizing digital technology to study the environment and find solutions for environmental problems creates a meaningful context in which students can engage in deep learning. This study investigates the effects of digital storytelling and compare it with the effects of traditional presentations. The results revealed that students in the digital storytelling group enhanced their understanding of English and strengthened their concern about environmental protection.
{"title":"Utilizing Digital Storytelling to Foster Pupil’s Language and Environmental Awareness and Action","authors":"Siao-cing Guo","doi":"10.1109/ICALT52272.2021.00093","DOIUrl":"https://doi.org/10.1109/ICALT52272.2021.00093","url":null,"abstract":"Digital storytelling is a model of technology in education that has been emerging in recent years. Utilizing digital technology to study the environment and find solutions for environmental problems creates a meaningful context in which students can engage in deep learning. This study investigates the effects of digital storytelling and compare it with the effects of traditional presentations. The results revealed that students in the digital storytelling group enhanced their understanding of English and strengthened their concern about environmental protection.","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":"125497820","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/ICALT52272.2021.00042
Matthias Ehlenz, B. Küppers, Thiemo Leonhardt, U. Schroeder
This contribution presents a case study on the extension of traditional approaches to blended learning in theoretical computer science at university level by incooperating modern multitouch tabletop displays for collaborative learning. The evaluated serious game about regular expressions provides a collaborative learning experience for groups of students and allows precise control of difficulty. It includes gamification elements and allows extensive analytics of learner activities. The didactical approach is evaluated in a case study with randomized test and control groups consisting of students in the same semester who had no curricular contact with the topic prior to the experiment. The test group consisting of 34 students tackled regular expressions by playing the learning game with minimal intervention by an educator. The control group consisting of 59 students had a lecture about the same contents as the learning game. To measure the success of the game regarding learning outcome, three tests were taken, a pre-test prior to and a post-test after the instructional phase. To compare the sustainability of both methods, a third test was taken two weeks later. The results are discussed regarding the learning outcomes on different levels of Anderson and Krathwohl’s revised version of Bloom’s taxonomy of educational objectives.
{"title":"Exploring Effects of Gamified Collaborative Face-to-Face Learning of Regular Expressions","authors":"Matthias Ehlenz, B. Küppers, Thiemo Leonhardt, U. Schroeder","doi":"10.1109/ICALT52272.2021.00042","DOIUrl":"https://doi.org/10.1109/ICALT52272.2021.00042","url":null,"abstract":"This contribution presents a case study on the extension of traditional approaches to blended learning in theoretical computer science at university level by incooperating modern multitouch tabletop displays for collaborative learning. The evaluated serious game about regular expressions provides a collaborative learning experience for groups of students and allows precise control of difficulty. It includes gamification elements and allows extensive analytics of learner activities. The didactical approach is evaluated in a case study with randomized test and control groups consisting of students in the same semester who had no curricular contact with the topic prior to the experiment. The test group consisting of 34 students tackled regular expressions by playing the learning game with minimal intervention by an educator. The control group consisting of 59 students had a lecture about the same contents as the learning game. To measure the success of the game regarding learning outcome, three tests were taken, a pre-test prior to and a post-test after the instructional phase. To compare the sustainability of both methods, a third test was taken two weeks later. The results are discussed regarding the learning outcomes on different levels of Anderson and Krathwohl’s revised version of Bloom’s taxonomy of educational objectives.","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":"126264531","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/ICALT52272.2021.00068
A. Bey, R. Champagnat
As the number of tools and platforms that have been developed to support learning programming demonstrates, learning programming is becoming more and more ubiquitous in all curricula. In this paper, we present an exploratory study that aims to identify students' programming behaviors. The analysis is based on unsupervised classification algorithms, and features have been selected from prior works on educational data mining. Six students' behaviors were identified using the k-means algorithm. ANCOVA, an extension of analysis of variance (ANOVA), was used to test the main and interaction effects of students' behaviors on their final course scores.
{"title":"An Exploratory Study to Identify Learners' Programming Behavior Interactions","authors":"A. Bey, R. Champagnat","doi":"10.1109/ICALT52272.2021.00068","DOIUrl":"https://doi.org/10.1109/ICALT52272.2021.00068","url":null,"abstract":"As the number of tools and platforms that have been developed to support learning programming demonstrates, learning programming is becoming more and more ubiquitous in all curricula. In this paper, we present an exploratory study that aims to identify students' programming behaviors. The analysis is based on unsupervised classification algorithms, and features have been selected from prior works on educational data mining. Six students' behaviors were identified using the k-means algorithm. ANCOVA, an extension of analysis of variance (ANOVA), was used to test the main and interaction effects of students' behaviors on their final course scores.","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":"114110589","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/ICALT52272.2021.00107
M. Afzaal, Jalal Nouri, Aayesha Zia, P. Papapetrou, U. Fors, Yongchao Wu, Xiu Li, Rebecka Weegar
In this paper, we propose a counterfactual explanations-based approach to provide an automatic and intelligent recommendation that supports student’s self-regulation of learning in a data-driven manner, aiming to improve their performance in courses. Existing work under the fields of learning analytics and AI in education predict students’ performance and use the prediction outcome as feedback without explaining the reasons behind the prediction. Our proposed approach developed an algorithm that explains the root causes behind student’s performance decline and generates data-driven recommendations for action. The effectiveness of the proposed predictive model that constitutes the intelligent recommendations is evaluated, with results demonstrating high accuracy.
{"title":"Automatic and Intelligent Recommendations to Support Students’ Self-Regulation","authors":"M. Afzaal, Jalal Nouri, Aayesha Zia, P. Papapetrou, U. Fors, Yongchao Wu, Xiu Li, Rebecka Weegar","doi":"10.1109/ICALT52272.2021.00107","DOIUrl":"https://doi.org/10.1109/ICALT52272.2021.00107","url":null,"abstract":"In this paper, we propose a counterfactual explanations-based approach to provide an automatic and intelligent recommendation that supports student’s self-regulation of learning in a data-driven manner, aiming to improve their performance in courses. Existing work under the fields of learning analytics and AI in education predict students’ performance and use the prediction outcome as feedback without explaining the reasons behind the prediction. Our proposed approach developed an algorithm that explains the root causes behind student’s performance decline and generates data-driven recommendations for action. The effectiveness of the proposed predictive model that constitutes the intelligent recommendations is evaluated, with results demonstrating high accuracy.","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":"114248359","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/ICALT52272.2021.00013
Maria Rosaria Re, Mara Valente, F. Amenduni
During the COVID-19 pandemic, many open and distance learning experiences were carried out by different museum and cultural institutions in order to promote the development of digital skills in museum professionals. This contribution aims to illustrate the results of an ERE (Emergency Remote Education) experience carried out in 2020 by the Center for Museum Studies (CDM) of Roma TRE University and aimed at soliciting digital, professional and transverse skills, such as critical thinking, in museum operators and educators attending the post-graduate courses in "Museum Education. Theoretical aspects" and "Advanced Studies in Museum Education". The results show a good level of self-assessment of the skills solicited in the participants and provide useful directions for the realization of online and open learning experiences for museum professionals.
{"title":"Open learning for museum educators professional development: an online experience in time of a pandemic","authors":"Maria Rosaria Re, Mara Valente, F. Amenduni","doi":"10.1109/ICALT52272.2021.00013","DOIUrl":"https://doi.org/10.1109/ICALT52272.2021.00013","url":null,"abstract":"During the COVID-19 pandemic, many open and distance learning experiences were carried out by different museum and cultural institutions in order to promote the development of digital skills in museum professionals. This contribution aims to illustrate the results of an ERE (Emergency Remote Education) experience carried out in 2020 by the Center for Museum Studies (CDM) of Roma TRE University and aimed at soliciting digital, professional and transverse skills, such as critical thinking, in museum operators and educators attending the post-graduate courses in \"Museum Education. Theoretical aspects\" and \"Advanced Studies in Museum Education\". The results show a good level of self-assessment of the skills solicited in the participants and provide useful directions for the realization of online and open learning experiences for museum professionals.","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":"133336598","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/ICALT52272.2021.00136
Oscar Karnalim, M. Wijanto
Covid-19 changes the way of learning in schools. Students study in a virtual meeting instead of a physical classroom. Given that the transition is suddenly applied, students experience some challenges. A few surveys have been performed to highlight this but, none of them are focused on high school students in a country that is severely hit by the pandemic. This paper surveyed 333 high school students in Indonesia, a country with more than one million cases. The study shows that online learning is perceived to have higher assignment workload and stress level, but the lecture is less clear and has limited teacher-student interaction. Despite the challenges, students do not spend more time in learning. Several possible solutions are provided in response to the challenges like encouraging teachers to record their meetings or introducing gamification.
{"title":"Transitioning to Online Learning for Indonesian High School Students: Challenges and Possible Solutions","authors":"Oscar Karnalim, M. Wijanto","doi":"10.1109/ICALT52272.2021.00136","DOIUrl":"https://doi.org/10.1109/ICALT52272.2021.00136","url":null,"abstract":"Covid-19 changes the way of learning in schools. Students study in a virtual meeting instead of a physical classroom. Given that the transition is suddenly applied, students experience some challenges. A few surveys have been performed to highlight this but, none of them are focused on high school students in a country that is severely hit by the pandemic. This paper surveyed 333 high school students in Indonesia, a country with more than one million cases. The study shows that online learning is perceived to have higher assignment workload and stress level, but the lecture is less clear and has limited teacher-student interaction. Despite the challenges, students do not spend more time in learning. Several possible solutions are provided in response to the challenges like encouraging teachers to record their meetings or introducing gamification.","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":"130333630","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/ICALT52272.2021.00065
Yiming Liu, J. Sun
This study aims to use PLS-SEM to investigate the influence of smart instant feedback with goal setting and task strategies functions on learners’ germane cognitive load and extraneous cognitive load in the contexts of online courses. Thirty-live graduate students were recruited to participate in our experiment and complete four units of digital learning materials and questionnaires. Results show that task strategies have significant mediation effects between behavioral engagement and extraneous cognitive load and between cognitive engagement and extraneous cognitive load. Finally, according to the research findings, we provided some suggestions to online learners, instructors, and researchers whose interests are online course design. Inappropriate use of task strategies such as worked examples results in increased extraneous cognitive load.
{"title":"The Mediation Effects of Task Strategies on the Relationship Between Engagement and Cognitive Load in a Smart Instant Feedback System","authors":"Yiming Liu, J. Sun","doi":"10.1109/ICALT52272.2021.00065","DOIUrl":"https://doi.org/10.1109/ICALT52272.2021.00065","url":null,"abstract":"This study aims to use PLS-SEM to investigate the influence of smart instant feedback with goal setting and task strategies functions on learners’ germane cognitive load and extraneous cognitive load in the contexts of online courses. Thirty-live graduate students were recruited to participate in our experiment and complete four units of digital learning materials and questionnaires. Results show that task strategies have significant mediation effects between behavioral engagement and extraneous cognitive load and between cognitive engagement and extraneous cognitive load. Finally, according to the research findings, we provided some suggestions to online learners, instructors, and researchers whose interests are online course design. Inappropriate use of task strategies such as worked examples results in increased extraneous cognitive load.","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":"115374612","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/ICALT52272.2021.00073
Siddharth Srivastava, T. Prabhakar
Micro-lectures (MIL) help learners to learn using learning by doing (LBD) approach. Micro-lectures use assignments to implement LBD. Carefully crafted micro-lectures and their associated assignments induce learning curiosity in learners, resulting in improved learning quality. However, too many assignments deviate learners from learning resulting in the degraded learning quality. Thus, it is hard to manage the tradeoff between the number of micro-lectures and the number of associated assignments in online micro-lecturing, resulting in poor learning quality. This research is the answer to this problem. This research proposes a framework which uses micro-prompts for crafting micro-lectures. Micro-prompts’ purpose is to embed assignment elements in the micro-lectures body. This coerces learners to cover assignment elements during the micro-lecturing process, hence eliminating/reducing the need for external assignments resulting in improved learning quality. To prove our proposed framework’s validity, we conducted a fifteen-days long C programming course for beginners. We lectured them with micro-prompt embedded micro-lectures designed using our proposed framework and observed fantastic results. This paper presents these results. We believe that study of this kind helps online educators to design effective learning ecosystem.
{"title":"Micro-Prompt: A Strategy for Designing Pedagogically Effective Assignment Free Micro-Lectures for Online Education Systems","authors":"Siddharth Srivastava, T. Prabhakar","doi":"10.1109/ICALT52272.2021.00073","DOIUrl":"https://doi.org/10.1109/ICALT52272.2021.00073","url":null,"abstract":"Micro-lectures (MIL) help learners to learn using learning by doing (LBD) approach. Micro-lectures use assignments to implement LBD. Carefully crafted micro-lectures and their associated assignments induce learning curiosity in learners, resulting in improved learning quality. However, too many assignments deviate learners from learning resulting in the degraded learning quality. Thus, it is hard to manage the tradeoff between the number of micro-lectures and the number of associated assignments in online micro-lecturing, resulting in poor learning quality. This research is the answer to this problem. This research proposes a framework which uses micro-prompts for crafting micro-lectures. Micro-prompts’ purpose is to embed assignment elements in the micro-lectures body. This coerces learners to cover assignment elements during the micro-lecturing process, hence eliminating/reducing the need for external assignments resulting in improved learning quality. To prove our proposed framework’s validity, we conducted a fifteen-days long C programming course for beginners. We lectured them with micro-prompt embedded micro-lectures designed using our proposed framework and observed fantastic results. This paper presents these results. We believe that study of this kind helps online educators to design effective learning ecosystem.","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":"114088538","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/ICALT52272.2021.00113
Yen-Ting Lin, Ming-Chin Kao, Ya-Jhu Yang, Xiu-Ru Yang, Chao-Ting Lin
Dental care is important to pupils in elementary school since it affects their physical and mental development significantly. Therefore, dental care education is an important issue for governments around the world. Based on this, this study proposed a computer vision interactive game for supporting dental care education in Taiwan. Different from traditional lecture-based instruction, this study developed an interactive educational game that applied artificial intelligence technology to develop a computer vision service for recognizing pupils’ dental photos and thus engaged pupils in playing an interactive game to prevent caries. To evaluate the proposed approach, an experiment was conducted in an elementary school and twenty-one fifth grade students was asked to participant in the experiment. The results indicated that the proposed approach can improve students’ learning motivation, learning attitude, and learning achievement.
{"title":"Development of a Computer Vision Interactive Game for Supporting Dental Care Education in Taiwan","authors":"Yen-Ting Lin, Ming-Chin Kao, Ya-Jhu Yang, Xiu-Ru Yang, Chao-Ting Lin","doi":"10.1109/ICALT52272.2021.00113","DOIUrl":"https://doi.org/10.1109/ICALT52272.2021.00113","url":null,"abstract":"Dental care is important to pupils in elementary school since it affects their physical and mental development significantly. Therefore, dental care education is an important issue for governments around the world. Based on this, this study proposed a computer vision interactive game for supporting dental care education in Taiwan. Different from traditional lecture-based instruction, this study developed an interactive educational game that applied artificial intelligence technology to develop a computer vision service for recognizing pupils’ dental photos and thus engaged pupils in playing an interactive game to prevent caries. To evaluate the proposed approach, an experiment was conducted in an elementary school and twenty-one fifth grade students was asked to participant in the experiment. The results indicated that the proposed approach can improve students’ learning motivation, learning attitude, and learning achievement.","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":"115876365","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/ICALT52272.2021.00055
Anastasios Ntourmas, N. Avouris, S. Daskalaki, Y. Dimitriadis
In this paper we attempt to measure the semantic distance between forum dialogues in five MOOCs of different subject matters (humanities, mathematics and computing). We examine if such distance can provide evidence of transferable linguistic features, suggesting transferability of forum classification models. For this purpose, we employed Latent Dirichlet Allocation in order to extract the main discussion topics for each MOOC and proceeded to a pairwise semantic comparison between them. We focused on three categories of forum topics, i.e., Content-Related, Logistics-Related and Social Building. In the Content-Related discussions, the study confirmed semantic distance between the humanities course and the other four, while the distances among the mathematics and computing courses were shorter than expected. On the other hand, Logistics-Related and Social Building topics contained a more transferable set of features. The approach that we followed provides insights that could help MOOC researchers interpret the transferable features of their available data to employ in their classification tasks.
{"title":"Exploring the \"distance\" between MOOC forums: A comparative study on discussion topics","authors":"Anastasios Ntourmas, N. Avouris, S. Daskalaki, Y. Dimitriadis","doi":"10.1109/ICALT52272.2021.00055","DOIUrl":"https://doi.org/10.1109/ICALT52272.2021.00055","url":null,"abstract":"In this paper we attempt to measure the semantic distance between forum dialogues in five MOOCs of different subject matters (humanities, mathematics and computing). We examine if such distance can provide evidence of transferable linguistic features, suggesting transferability of forum classification models. For this purpose, we employed Latent Dirichlet Allocation in order to extract the main discussion topics for each MOOC and proceeded to a pairwise semantic comparison between them. We focused on three categories of forum topics, i.e., Content-Related, Logistics-Related and Social Building. In the Content-Related discussions, the study confirmed semantic distance between the humanities course and the other four, while the distances among the mathematics and computing courses were shorter than expected. On the other hand, Logistics-Related and Social Building topics contained a more transferable set of features. The approach that we followed provides insights that could help MOOC researchers interpret the transferable features of their available data to employ in their classification tasks.","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":"115890444","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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