Monica Mcgill, Chris Johnson, J. Atlas, Durell Bouchard, L. Merkle, C. Messom, Ian Pollock, M. A. Scott
Educators have long used digital games as platforms for teaching. Games tend to have several qualities that aren't typically found in homework: they often situate problems within a compelling alternate reality that unfolds through intriguing narrative, they often draw more upon a player's intrinsic motivations than extrinsic ones, they can facilitate deliberate low intensity practice, and they often emphasize a spirit of play instead of work. At ITiCSE 2016, this working group convened to survey the landscape of existing digital games that have been used to teach and learn computer science concepts. Our group discovered that these games lacked explicitly defined learning goals and even less evaluation of whether or not the games achieved these goals. As part of this process, we identified and played over 120 games that have been released or described in literature as means for learning computer science concepts. In our report, we classified how these games support the learning objectives outlined in the ACM/IEEE Computer Science Curricula 2013. While we found more games than we expected, few games explicitly stated their learning goals and even fewer were evaluated for their capacity to meet these goals. Most of the games we surveyed fell into two categories: short-lived proof-of-concept projects built by academics or closed-source games built by professional developers. Gathering adequate learning data is challenging in either situation. Our original intent for the second year of our working group was to prepare a comprehensive framework for collecting and analyzing learning data from computer science learning games. Upon further discussion, however, we decided that a better next step is to validate the design and development guidelines that we put forth in our final report for ITiCSE 2016. We extend this working group to a second year---with a mission to collaboratively develop a game with clearly defined learning objectives and define a methodology for evaluating its capacity to meet its goals.
{"title":"Game Development for Computer Science Education","authors":"Monica Mcgill, Chris Johnson, J. Atlas, Durell Bouchard, L. Merkle, C. Messom, Ian Pollock, M. A. Scott","doi":"10.1145/3059009.3081325","DOIUrl":"https://doi.org/10.1145/3059009.3081325","url":null,"abstract":"Educators have long used digital games as platforms for teaching. Games tend to have several qualities that aren't typically found in homework: they often situate problems within a compelling alternate reality that unfolds through intriguing narrative, they often draw more upon a player's intrinsic motivations than extrinsic ones, they can facilitate deliberate low intensity practice, and they often emphasize a spirit of play instead of work. At ITiCSE 2016, this working group convened to survey the landscape of existing digital games that have been used to teach and learn computer science concepts. Our group discovered that these games lacked explicitly defined learning goals and even less evaluation of whether or not the games achieved these goals. As part of this process, we identified and played over 120 games that have been released or described in literature as means for learning computer science concepts. In our report, we classified how these games support the learning objectives outlined in the ACM/IEEE Computer Science Curricula 2013. While we found more games than we expected, few games explicitly stated their learning goals and even fewer were evaluated for their capacity to meet these goals. Most of the games we surveyed fell into two categories: short-lived proof-of-concept projects built by academics or closed-source games built by professional developers. Gathering adequate learning data is challenging in either situation. Our original intent for the second year of our working group was to prepare a comprehensive framework for collecting and analyzing learning data from computer science learning games. Upon further discussion, however, we decided that a better next step is to validate the design and development guidelines that we put forth in our final report for ITiCSE 2016. We extend this working group to a second year---with a mission to collaboratively develop a game with clearly defined learning objectives and define a methodology for evaluating its capacity to meet its goals.","PeriodicalId":174429,"journal":{"name":"Proceedings of the 2017 ACM Conference on Innovation and Technology in Computer Science Education","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117237647","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
K. Qian, H. Shahriar, Fan Wu, Lixin Tao, P. Bhattacharya
This poster addresses the needs of pedagogical learning materials for Secure Mobile Software Development(SMSD) education and challenges of building SMSD capacity. In this poster, we present an innovative authentic learning approach for SMSD through real-world-scenario case studies. The primary goal of this learning approach is to create an engaging and motivating learning environment that encourages students in learning emerging security concepts and practices such as mobile software developments. It provides students with hands-on laboratory practices on real-world mobile app developments and security. Each module consists of a series of progressive sub-labs: a pre-lab, lab activities, and a student add-on post-lab. The preliminary feedback from students is positive. Students have gained hands-on real world experiences on mobile security with Android mobile devices, which also greatly promoted students' self-efficacy and confidences in their mobile security learning.
{"title":"Labware for Secure Mobile Software Development (SMSD) Education","authors":"K. Qian, H. Shahriar, Fan Wu, Lixin Tao, P. Bhattacharya","doi":"10.1145/3059009.3072983","DOIUrl":"https://doi.org/10.1145/3059009.3072983","url":null,"abstract":"This poster addresses the needs of pedagogical learning materials for Secure Mobile Software Development(SMSD) education and challenges of building SMSD capacity. In this poster, we present an innovative authentic learning approach for SMSD through real-world-scenario case studies. The primary goal of this learning approach is to create an engaging and motivating learning environment that encourages students in learning emerging security concepts and practices such as mobile software developments. It provides students with hands-on laboratory practices on real-world mobile app developments and security. Each module consists of a series of progressive sub-labs: a pre-lab, lab activities, and a student add-on post-lab. The preliminary feedback from students is positive. Students have gained hands-on real world experiences on mobile security with Android mobile devices, which also greatly promoted students' self-efficacy and confidences in their mobile security learning.","PeriodicalId":174429,"journal":{"name":"Proceedings of the 2017 ACM Conference on Innovation and Technology in Computer Science Education","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127889355","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}
Testing is an important, time-consuming, and often difficult part of the software development process. It is therefore critical to introduce testing early in the computer science curriculum, and to provide students with frequent opportunities for practice and feedback. This paper presents an automated system to help introductory students learn how to test software. Students submit test cases to the system, which uses a large corpus of buggy programs to evaluate these test cases. In addition to gauging the quality of the test cases, the system immediately presents students with feedback in the form of buggy programs that nonetheless pass their tests. This enables students to understand why their test cases are deficient and gives them a starting point for improvement. The system has proven effective in an introductory class: students that trained using the system were later able to write better test cases -- even without any feedback -- than those who were not. Further, students reported additional benefits such as improved ability to read code written by others and to understand multiple approaches to the same problem.
{"title":"An Automated System for Interactively Learning Software Testing","authors":"R. Smith, T. Tang, J. Warren, S. Rixner","doi":"10.1145/3059009.3059022","DOIUrl":"https://doi.org/10.1145/3059009.3059022","url":null,"abstract":"Testing is an important, time-consuming, and often difficult part of the software development process. It is therefore critical to introduce testing early in the computer science curriculum, and to provide students with frequent opportunities for practice and feedback. This paper presents an automated system to help introductory students learn how to test software. Students submit test cases to the system, which uses a large corpus of buggy programs to evaluate these test cases. In addition to gauging the quality of the test cases, the system immediately presents students with feedback in the form of buggy programs that nonetheless pass their tests. This enables students to understand why their test cases are deficient and gives them a starting point for improvement. The system has proven effective in an introductory class: students that trained using the system were later able to write better test cases -- even without any feedback -- than those who were not. Further, students reported additional benefits such as improved ability to read code written by others and to understand multiple approaches to the same problem.","PeriodicalId":174429,"journal":{"name":"Proceedings of the 2017 ACM Conference on Innovation and Technology in Computer Science Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130426389","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Tech Startup model is an approach to learning software engineering methods by partnering with students studying entrepreneurship to collaborate on real software products. Agile software development methods align with Lean Startup practices so that students in sister classes experience leading contemporary practices in their respective fields. This paper describes a pilot study of interdisciplinary Tech Startup projects with a heuristic evaluation of software engineering realism and formative assessment of students' surveyed experiences. The study found several similar student outcomes to other project models; however, it also identified limitations in the pilot with corresponding recommendations for future implementations.
{"title":"Learning Agile with Tech Startup Software Engineering Projects","authors":"K. Buffardi, Colleen C. Robb, David Rahn","doi":"10.1145/3059009.3059063","DOIUrl":"https://doi.org/10.1145/3059009.3059063","url":null,"abstract":"The Tech Startup model is an approach to learning software engineering methods by partnering with students studying entrepreneurship to collaborate on real software products. Agile software development methods align with Lean Startup practices so that students in sister classes experience leading contemporary practices in their respective fields. This paper describes a pilot study of interdisciplinary Tech Startup projects with a heuristic evaluation of software engineering realism and formative assessment of students' surveyed experiences. The study found several similar student outcomes to other project models; however, it also identified limitations in the pilot with corresponding recommendations for future implementations.","PeriodicalId":174429,"journal":{"name":"Proceedings of the 2017 ACM Conference on Innovation and Technology in Computer Science Education","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132594360","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}
This poster presents an ongoing experience carried out by two international higher education institutions, Lakeland Community College, Ohio and CESI, France. Based on the introduction of a PBL cross-cultural cooperative project, this classroom innovation aims at introducing soft skills practice and self-reflection into the curriculum of computer science students. This poster explains our approach, the results of the first step of this project, perspectives to replicate cooperative workshops on a larger scale, and give students and academics tools to monitor soft skills development.
{"title":"Cross Cultural Project Based Learning & Soft Skills Practice","authors":"Alexandra Badets, B. Grasser, St Peltier","doi":"10.1145/3059009.3072988","DOIUrl":"https://doi.org/10.1145/3059009.3072988","url":null,"abstract":"This poster presents an ongoing experience carried out by two international higher education institutions, Lakeland Community College, Ohio and CESI, France. Based on the introduction of a PBL cross-cultural cooperative project, this classroom innovation aims at introducing soft skills practice and self-reflection into the curriculum of computer science students. This poster explains our approach, the results of the first step of this project, perspectives to replicate cooperative workshops on a larger scale, and give students and academics tools to monitor soft skills development.","PeriodicalId":174429,"journal":{"name":"Proceedings of the 2017 ACM Conference on Innovation and Technology in Computer Science Education","volume":"358 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114083457","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}
Kyle Dewey, Phill Conrad, Michelle Craig, E. Morozova
A good suite of test inputs is an indispensable tool both for manual and automated assessment of student submissions to programming assignments. Yet, without a way to evaluate our test suites, it is difficult to know how well we are doing, much less improve our practice. We present a technique for evaluating a hand-generated test suite by comparing its ability to find defects against that of a test suite generated automatically using Constraint Logic Programming (CLP). We describe our technique and present a case study using student submissions for an assignment from a second-year programming course. Our results show that a CLP-generated test suite was able to identify significant defects that the instructor-generated suite missed, despite having similar code coverage.
{"title":"Evaluating Test Suite Effectiveness and Assessing Student Code via Constraint Logic Programming","authors":"Kyle Dewey, Phill Conrad, Michelle Craig, E. Morozova","doi":"10.1145/3059009.3059051","DOIUrl":"https://doi.org/10.1145/3059009.3059051","url":null,"abstract":"A good suite of test inputs is an indispensable tool both for manual and automated assessment of student submissions to programming assignments. Yet, without a way to evaluate our test suites, it is difficult to know how well we are doing, much less improve our practice. We present a technique for evaluating a hand-generated test suite by comparing its ability to find defects against that of a test suite generated automatically using Constraint Logic Programming (CLP). We describe our technique and present a case study using student submissions for an assignment from a second-year programming course. Our results show that a CLP-generated test suite was able to identify significant defects that the instructor-generated suite missed, despite having similar code coverage.","PeriodicalId":174429,"journal":{"name":"Proceedings of the 2017 ACM Conference on Innovation and Technology in Computer Science Education","volume":"106 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125186632","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}
This paper describes the design and implementation of an educational game, called CodeAdventure, which is an adventure game for learning introductory programming concepts. CodeAdventure adopts an integrated design approach that employs various mechanisms and techniques to achieve an immersive learning experience in a fun and engaging way. CodeAdventure incorporates different learning techniques that have been shown to be effective for students' learning, such as providing hints and clues on how to solve puzzles, referencing instructional material, and providing immediate feedback on students' performance.
{"title":"CodeAdventure: Learning Introductory Programming","authors":"Giorgos Nicou, P. Andreou, I. Polycarpou","doi":"10.1145/3059009.3073002","DOIUrl":"https://doi.org/10.1145/3059009.3073002","url":null,"abstract":"This paper describes the design and implementation of an educational game, called CodeAdventure, which is an adventure game for learning introductory programming concepts. CodeAdventure adopts an integrated design approach that employs various mechanisms and techniques to achieve an immersive learning experience in a fun and engaging way. CodeAdventure incorporates different learning techniques that have been shown to be effective for students' learning, such as providing hints and clues on how to solve puzzles, referencing instructional material, and providing immediate feedback on students' performance.","PeriodicalId":174429,"journal":{"name":"Proceedings of the 2017 ACM Conference on Innovation and Technology in Computer Science Education","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126716029","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}
This paper describes a multivariate, multi-institutional study conducted in the academic year 2015-16. Six hundred and ninety-three students participated from 11 institutions, (ten institutions in Ireland and one in Denmark). The goal of the study was to compare the profile of male and female students enrolled on introductory programming modules (CS1), to determine if any significant differences could be identified by gender. The gender split was 79:21, male to female respectively. The study took place early in the CS1 module with three instruments used to capture data: a background survey, a survey on programming self-efficacy, comfort and anxiety, and a short programming test. At the end of the module, the overall result for each participant was gathered. Of importance, the study was conducted across multiple levels of Computer Science education, from Level 5 Certificate up to and including Honors Bachelor Degree and Higher Diploma, (which are based on the Irish National Framework of Qualifications NFQ). This paper describes the approach taken and the detailed analysis performed. Several significant differences between male and female students were identified early in CS1, some of which did not hold true at the end of the module. A gender comparison between the two participating countries and the different institution types was also performed and discussed. The findings could be used to positively influence teaching practice and to the development of gender focused retention and recruitment strategies.
{"title":"Insights on Gender Differences in CS1: A Multi-institutional, Multi-variate Study.","authors":"Keith Quille, N. Culligan, Susan Bergin","doi":"10.1145/3059009.3059048","DOIUrl":"https://doi.org/10.1145/3059009.3059048","url":null,"abstract":"This paper describes a multivariate, multi-institutional study conducted in the academic year 2015-16. Six hundred and ninety-three students participated from 11 institutions, (ten institutions in Ireland and one in Denmark). The goal of the study was to compare the profile of male and female students enrolled on introductory programming modules (CS1), to determine if any significant differences could be identified by gender. The gender split was 79:21, male to female respectively. The study took place early in the CS1 module with three instruments used to capture data: a background survey, a survey on programming self-efficacy, comfort and anxiety, and a short programming test. At the end of the module, the overall result for each participant was gathered. Of importance, the study was conducted across multiple levels of Computer Science education, from Level 5 Certificate up to and including Honors Bachelor Degree and Higher Diploma, (which are based on the Irish National Framework of Qualifications NFQ). This paper describes the approach taken and the detailed analysis performed. Several significant differences between male and female students were identified early in CS1, some of which did not hold true at the end of the module. A gender comparison between the two participating countries and the different institution types was also performed and discussed. The findings could be used to positively influence teaching practice and to the development of gender focused retention and recruitment strategies.","PeriodicalId":174429,"journal":{"name":"Proceedings of the 2017 ACM Conference on Innovation and Technology in Computer Science Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130245141","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}
Collaboration and communication are key to successful agile software development. Respect, openness, transparency and trust are core Agile values. However studies show, that there is a shortage of software developers with these skills. How can we teach these skills to software engineering students' This paper presents the approach of using a multi-week Scrum Paper City simulation game. The course execution was accompanied by a thorough evaluation to find out how effective this approach is compared to traditional ex-cathedra teaching. While the evaluation shows some aspects to be improved, it clearly shows that students like to experience the Agile approach directly in a project, that they enjoy more fun, and the collaboration in the team.
协作和沟通是成功的敏捷软件开发的关键。尊重、开放、透明和信任是敏捷的核心价值观。然而，研究表明，目前缺乏具备这些技能的软件开发人员。我们如何将这些技能传授给软件工程专业的学生?本文介绍了使用为期数周的Scrum paper City模拟游戏的方法。课程的实施伴随着全面的评估，以找出这种方法与传统的前教堂教学相比是如何有效的。虽然评估显示了一些需要改进的方面，但它清楚地表明，学生们喜欢在项目中直接体验敏捷方法，他们喜欢更多的乐趣，以及团队中的协作。
{"title":"Use of Gamification to Teach Agile Values and Collaboration: A multi-week Scrum simulation project in an undergraduate software engineering course","authors":"S. Hof, Martin Kropp, M. Landolt","doi":"10.1145/3059009.3059043","DOIUrl":"https://doi.org/10.1145/3059009.3059043","url":null,"abstract":"Collaboration and communication are key to successful agile software development. Respect, openness, transparency and trust are core Agile values. However studies show, that there is a shortage of software developers with these skills. How can we teach these skills to software engineering students' This paper presents the approach of using a multi-week Scrum Paper City simulation game. The course execution was accompanied by a thorough evaluation to find out how effective this approach is compared to traditional ex-cathedra teaching. While the evaluation shows some aspects to be improved, it clearly shows that students like to experience the Agile approach directly in a project, that they enjoy more fun, and the collaboration in the team.","PeriodicalId":174429,"journal":{"name":"Proceedings of the 2017 ACM Conference on Innovation and Technology in Computer Science Education","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122201848","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}
L. Cassel, Don Goelman, Michael A. Posner, D. Dicheva, Christo Dichev
In this poster the authors report on experiences in teaching an introductory course in Data Science at two different institutions. Their approaches were informed by the aims of their NSF-funded project: to provide insight on learning goals, central data science topics, content modules, and a framework for implementing a flipped classroom approach to introduce data science to students with various technical backgrounds. The authors, investigators on the grant mentioned above, are a collaborative team of computer scientists and a statistician working to create flipped material for an introductory data science class. After ITiCSE the materials described in the poster will continue to be available in Ensemble, at http://computingportal.org/datascienceflipped
{"title":"Data Science for All: A Tale of Two Cities","authors":"L. Cassel, Don Goelman, Michael A. Posner, D. Dicheva, Christo Dichev","doi":"10.1145/3059009.3073000","DOIUrl":"https://doi.org/10.1145/3059009.3073000","url":null,"abstract":"In this poster the authors report on experiences in teaching an introductory course in Data Science at two different institutions. Their approaches were informed by the aims of their NSF-funded project: to provide insight on learning goals, central data science topics, content modules, and a framework for implementing a flipped classroom approach to introduce data science to students with various technical backgrounds. The authors, investigators on the grant mentioned above, are a collaborative team of computer scientists and a statistician working to create flipped material for an introductory data science class. After ITiCSE the materials described in the poster will continue to be available in Ensemble, at http://computingportal.org/datascienceflipped","PeriodicalId":174429,"journal":{"name":"Proceedings of the 2017 ACM Conference on Innovation and Technology in Computer Science Education","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123985074","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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