Pub Date : 2022-07-01DOI: 10.1109/ICALT55010.2022.00033
Eduardo Rivero-Rodríguez, Pablo Villalobos-Sánchez, Meriem El-Yamri, Alejandro Romero-Hernández, Borja Manero
COVID-19 has brought about a sharp increase in the use of videoconferencing tools. In education, this complicates the monitoring of student experience, which is essential to perform adequate classroom management. Researchers have designed tools to aid teachers within on-site settings, but they focus only on student engagement and are not suitable for virtual environments.In this paper, we present our system’s architecture and evaluation. First, we adapted a theater-based framework to measuring audience experience beyond engagement in online settings. Secondly, we designed a proof-of-concept computer vision system and a companion video conferencing tool to automatically measure audience experience in the classroom and present near real-time feedback. We also describe the experiment we conducted to obtain a dataset to test our system and present the results. Although the predictive accuracy of our proof-of-concept system is limited, it opens several directions for future research.
{"title":"Tackling the design and evaluation of a theater-based intelligent system to monitor audience experience in virtual public speaking settings","authors":"Eduardo Rivero-Rodríguez, Pablo Villalobos-Sánchez, Meriem El-Yamri, Alejandro Romero-Hernández, Borja Manero","doi":"10.1109/ICALT55010.2022.00033","DOIUrl":"https://doi.org/10.1109/ICALT55010.2022.00033","url":null,"abstract":"COVID-19 has brought about a sharp increase in the use of videoconferencing tools. In education, this complicates the monitoring of student experience, which is essential to perform adequate classroom management. Researchers have designed tools to aid teachers within on-site settings, but they focus only on student engagement and are not suitable for virtual environments.In this paper, we present our system’s architecture and evaluation. First, we adapted a theater-based framework to measuring audience experience beyond engagement in online settings. Secondly, we designed a proof-of-concept computer vision system and a companion video conferencing tool to automatically measure audience experience in the classroom and present near real-time feedback. We also describe the experiment we conducted to obtain a dataset to test our system and present the results. Although the predictive accuracy of our proof-of-concept system is limited, it opens several directions for future research.","PeriodicalId":221464,"journal":{"name":"2022 International Conference on Advanced Learning Technologies (ICALT)","volume":"97 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114719332","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 : 2022-07-01DOI: 10.1109/ICALT55010.2022.00010
Rosa Llerena, Lucrecia Llerena Guevara
Today the flipped classroom has become a popular pedagogical innovation that is supported by technology. Therefore, the purpose of the research is to apply Merrill’s First Principles of Instruction in the mathematics flipped classroom through Microsoft Teams. This study was carried out with 85 students from a secondary school in Ecuador. The analyze was carried out, to reflect the degree of acceptance that students have in the use of the mathematics flipped classroom. According to the results obtained, the surveyed students’ perception of the use of the flipped classroom in mathematics has been favorable and has generated a positive impact on their learning.
{"title":"Application of first principles of instruction in the mathematics flipped classroom: student perceptions in online modality","authors":"Rosa Llerena, Lucrecia Llerena Guevara","doi":"10.1109/ICALT55010.2022.00010","DOIUrl":"https://doi.org/10.1109/ICALT55010.2022.00010","url":null,"abstract":"Today the flipped classroom has become a popular pedagogical innovation that is supported by technology. Therefore, the purpose of the research is to apply Merrill’s First Principles of Instruction in the mathematics flipped classroom through Microsoft Teams. This study was carried out with 85 students from a secondary school in Ecuador. The analyze was carried out, to reflect the degree of acceptance that students have in the use of the mathematics flipped classroom. According to the results obtained, the surveyed students’ perception of the use of the flipped classroom in mathematics has been favorable and has generated a positive impact on their learning.","PeriodicalId":221464,"journal":{"name":"2022 International Conference on Advanced Learning Technologies (ICALT)","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122108319","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 : 2022-07-01DOI: 10.1109/ICALT55010.2022.00074
M. Guo, Gwo-jen Hwang
This study investigated the effects of a technology-assisted intercultural exchange project on the development of foreign language and cultural competences. The participants were Taiwan and Japan university students who were scheduled to utilize online conferencing and digital platforms to communicate. Moreover, an online survey was conducted to collect data from these students. The survey results showed that the participants from both countries shared more similarities than differences. The participants, no matter the highly motivated or the less motivated ones both increased in cultural and communication competences. This study ascertains the benefits of integrating online technologies into intercultural exchange projects.
{"title":"Effects of Technology-Supported Cross-cultural Communications on Learners’ Culture and Communication Competences","authors":"M. Guo, Gwo-jen Hwang","doi":"10.1109/ICALT55010.2022.00074","DOIUrl":"https://doi.org/10.1109/ICALT55010.2022.00074","url":null,"abstract":"This study investigated the effects of a technology-assisted intercultural exchange project on the development of foreign language and cultural competences. The participants were Taiwan and Japan university students who were scheduled to utilize online conferencing and digital platforms to communicate. Moreover, an online survey was conducted to collect data from these students. The survey results showed that the participants from both countries shared more similarities than differences. The participants, no matter the highly motivated or the less motivated ones both increased in cultural and communication competences. This study ascertains the benefits of integrating online technologies into intercultural exchange projects.","PeriodicalId":221464,"journal":{"name":"2022 International Conference on Advanced Learning Technologies (ICALT)","volume":"165 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115181720","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 : 2022-07-01DOI: 10.1109/ICALT55010.2022.00032
Rabi Shaw, Bidyut Kr. Patra
In traditional teacher-directed learning pedagogy (direct instruction), an instructor devotes a significant amount of time in delivering the instruction or lesson. As a result, class hours have not been used effectively for critical problem solving, collaborative activities, etc. Flipped learning is an innovative learning pedagogy in which students are allowed to take lesson from pre-recorded lecture videos outside class hours and be active and accountable for their development. Organization of pre-recorded lecture videos play an important role for effective learning. So, attentiveness of the students also depends on the arrangements and organization of the contents of lecture video. Research in this direction of educational technology is unexplored.In this paper, we propose a method to verify whether the organization of lecture videos is effective for the learner to learn the concept. In this proposed method, we suggest the instructors modify the learning materials (lecture video) based on the attention and feedback of the student. Dataset collected at National Institute of Technology Rourkela for the purpose of research in flipped learning is used. Results show the effectiveness of our proposed method.
{"title":"Suggestions to the Instructors for Modifying the Learning Materials Based on the Students’ Attention and Feedback","authors":"Rabi Shaw, Bidyut Kr. Patra","doi":"10.1109/ICALT55010.2022.00032","DOIUrl":"https://doi.org/10.1109/ICALT55010.2022.00032","url":null,"abstract":"In traditional teacher-directed learning pedagogy (direct instruction), an instructor devotes a significant amount of time in delivering the instruction or lesson. As a result, class hours have not been used effectively for critical problem solving, collaborative activities, etc. Flipped learning is an innovative learning pedagogy in which students are allowed to take lesson from pre-recorded lecture videos outside class hours and be active and accountable for their development. Organization of pre-recorded lecture videos play an important role for effective learning. So, attentiveness of the students also depends on the arrangements and organization of the contents of lecture video. Research in this direction of educational technology is unexplored.In this paper, we propose a method to verify whether the organization of lecture videos is effective for the learner to learn the concept. In this proposed method, we suggest the instructors modify the learning materials (lecture video) based on the attention and feedback of the student. Dataset collected at National Institute of Technology Rourkela for the purpose of research in flipped learning is used. Results show the effectiveness of our proposed method.","PeriodicalId":221464,"journal":{"name":"2022 International Conference on Advanced Learning Technologies (ICALT)","volume":"82 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123094917","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 : 2022-07-01DOI: 10.1109/ICALT55010.2022.00044
Yen-Ting Lin, Tz-Chi Wang
Mathematics is an important subject to students. However, students usually have low learning effects on mathematics in traditional classrooms since the learning process is usually quite uninteresting. To address the problem, many researches proposed game-based learning approaches to facilitate mathematics education. Board game is also a popular learning approach in recent years. However, teachers are difficult to capture students’ learning behaviors and status during the traditional board gaming process. With the advancement of technology, technology-supported board game is a possible solution to assist teachers in addressing the above problems. Therefore, this study proposed a digital board game with Radio Frequency Identification (RFID) technology to support prime factorization learning in mathematics education. The proposed system can capture and record students’ gaming process and teachers can further provide remedial teaching to improve students’ misconceptions. To evaluate students’ flow state while playing the proposed board game, an experiment was conducted in a primary school and 39 students were invited to participate in the experiment. The results revealed that the students achieved positive flow states while playing the proposed board game. Moreover, the boys had better engagement than the girls while playing the proposed board game.
{"title":"The Effects of Integrating Digital Board Game into Prime Factorization Learning on Elementary Students’ Flow Experience","authors":"Yen-Ting Lin, Tz-Chi Wang","doi":"10.1109/ICALT55010.2022.00044","DOIUrl":"https://doi.org/10.1109/ICALT55010.2022.00044","url":null,"abstract":"Mathematics is an important subject to students. However, students usually have low learning effects on mathematics in traditional classrooms since the learning process is usually quite uninteresting. To address the problem, many researches proposed game-based learning approaches to facilitate mathematics education. Board game is also a popular learning approach in recent years. However, teachers are difficult to capture students’ learning behaviors and status during the traditional board gaming process. With the advancement of technology, technology-supported board game is a possible solution to assist teachers in addressing the above problems. Therefore, this study proposed a digital board game with Radio Frequency Identification (RFID) technology to support prime factorization learning in mathematics education. The proposed system can capture and record students’ gaming process and teachers can further provide remedial teaching to improve students’ misconceptions. To evaluate students’ flow state while playing the proposed board game, an experiment was conducted in a primary school and 39 students were invited to participate in the experiment. The results revealed that the students achieved positive flow states while playing the proposed board game. Moreover, the boys had better engagement than the girls while playing the proposed board game.","PeriodicalId":221464,"journal":{"name":"2022 International Conference on Advanced Learning Technologies (ICALT)","volume":"114 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123324290","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 : 2022-07-01DOI: 10.1109/ICALT55010.2022.00055
Zuo Wang, Tzi-Dong Jeremy Ng, Ruilun Liu, Xiao Hu
Due to the popularity of virtual reality (VR) in education settings and the rise of maker education, this paper presents LAVR, a platform for VR content creation with learning analytics functions. We design the platform where students can easily create VR stories through a web interface. A learning analytics dashboard is implemented to provide students with feedback on their progress and the quality of the textual content in their VR stories. The platform also offers learning management features for helping teachers set up classrooms with assignments. While the platform will be employed in a forthcoming general education course, we have conducted a preliminary usability evaluation with 12 students and one teacher, and gathered feedback for further refinements before its official launch. The platform will contribute to integrating learning analytics with maker activities.
{"title":"Learning Analytics Enabled Virtual Reality Content Creation Platform: System Design and Preliminary Evaluation","authors":"Zuo Wang, Tzi-Dong Jeremy Ng, Ruilun Liu, Xiao Hu","doi":"10.1109/ICALT55010.2022.00055","DOIUrl":"https://doi.org/10.1109/ICALT55010.2022.00055","url":null,"abstract":"Due to the popularity of virtual reality (VR) in education settings and the rise of maker education, this paper presents LAVR, a platform for VR content creation with learning analytics functions. We design the platform where students can easily create VR stories through a web interface. A learning analytics dashboard is implemented to provide students with feedback on their progress and the quality of the textual content in their VR stories. The platform also offers learning management features for helping teachers set up classrooms with assignments. While the platform will be employed in a forthcoming general education course, we have conducted a preliminary usability evaluation with 12 students and one teacher, and gathered feedback for further refinements before its official launch. The platform will contribute to integrating learning analytics with maker activities.","PeriodicalId":221464,"journal":{"name":"2022 International Conference on Advanced Learning Technologies (ICALT)","volume":"115 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123470464","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 : 2022-07-01DOI: 10.1109/ICALT55010.2022.00014
Janaina Fonsêca Oliveira, C. Quarto, André Luís Silva Dos Santos, Iran Charles Pereira Belfort, Eveline Sá, Jhonny Robert Sousa Santos
This article aims to highlight the benefits of teaching computational thinking and developing mathematical logic in the classroom with beginning basic students using educational robotics. In the research, it was observed that such resources can facilitate learning and enhance new and pleasant discoveries in academic environments for knowledge construction and such practices can improve results, findings supported by these experiments that were carried out.
{"title":"Developing Computational Thought in Mathematics through Educational Robotics in Basic Education: A practical research analysis","authors":"Janaina Fonsêca Oliveira, C. Quarto, André Luís Silva Dos Santos, Iran Charles Pereira Belfort, Eveline Sá, Jhonny Robert Sousa Santos","doi":"10.1109/ICALT55010.2022.00014","DOIUrl":"https://doi.org/10.1109/ICALT55010.2022.00014","url":null,"abstract":"This article aims to highlight the benefits of teaching computational thinking and developing mathematical logic in the classroom with beginning basic students using educational robotics. In the research, it was observed that such resources can facilitate learning and enhance new and pleasant discoveries in academic environments for knowledge construction and such practices can improve results, findings supported by these experiments that were carried out.","PeriodicalId":221464,"journal":{"name":"2022 International Conference on Advanced Learning Technologies (ICALT)","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128634020","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 : 2022-07-01DOI: 10.1109/ICALT55010.2022.00087
Andriele O. Costa, A. S. F. Araújo, T. H. C. Castro, E. H. T. D. Oliveira, E. A. Moreira, Katia Vega, B. Gadelha, M. Baranauskas
The difficulty in reading and interpreting the text has been a common problem in several types of intellectual disability, such as autism and dyslexia. Moreover, it triggers numerous damages to students throughout their academic life. However, this work presents an approach to the inclusive learning of reading, using beauty technology, a playful activities box, and an emotional assessment tool. To verify the approach’s applicability, we tarried out a learning workshop with six students with some literacy difficulty in elementary school. The results showed that the playful experience of nails with the activity box and the tangible evaluation of use could make students feel good when practicing a challenging discipline.
{"title":"Fun learning in inclusive education: an approach using Beauty Technology, a tangible artefact, and affective states evaluation","authors":"Andriele O. Costa, A. S. F. Araújo, T. H. C. Castro, E. H. T. D. Oliveira, E. A. Moreira, Katia Vega, B. Gadelha, M. Baranauskas","doi":"10.1109/ICALT55010.2022.00087","DOIUrl":"https://doi.org/10.1109/ICALT55010.2022.00087","url":null,"abstract":"The difficulty in reading and interpreting the text has been a common problem in several types of intellectual disability, such as autism and dyslexia. Moreover, it triggers numerous damages to students throughout their academic life. However, this work presents an approach to the inclusive learning of reading, using beauty technology, a playful activities box, and an emotional assessment tool. To verify the approach’s applicability, we tarried out a learning workshop with six students with some literacy difficulty in elementary school. The results showed that the playful experience of nails with the activity box and the tangible evaluation of use could make students feel good when practicing a challenging discipline.","PeriodicalId":221464,"journal":{"name":"2022 International Conference on Advanced Learning Technologies (ICALT)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128652002","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 : 2022-07-01DOI: 10.1109/ICALT55010.2022.00047
Max Dieckmann, Davinia Hernández Leo, Ishari Amarasinghe
Teacher-led debriefing has the potential to positively affect learning gains when conducted at the end of collaborative learning activities. In order for debriefing to be effective, the teacher needs to base it on the learner’s process during the activity. Research in the field of Computer-Supported Collaborative Learning (CSCL) is proposing teaching-facing dashboards as tools that facilitate the monitoring and orchestration of activities. However, research has paid less attention to how these dashboards can support debriefing. We explore how adding a “flagging” feature to a CSCL orchestration dashboard can support debriefing by reporting a qualitative preliminary study in which the flagging feature was used during a Pyramid CSCL script activity. Results indicate that the dashboard interface design, number of student responses, number of errors in student responses, and whether student responses meet the teachers expectations most influence the use and utility of the feature. Additionally, we identified avenues for improving and extending the design of the feature.
{"title":"Flagging in teacher-facing orchestration dashboards: factors affecting its use in Pyramid CSCL debriefing","authors":"Max Dieckmann, Davinia Hernández Leo, Ishari Amarasinghe","doi":"10.1109/ICALT55010.2022.00047","DOIUrl":"https://doi.org/10.1109/ICALT55010.2022.00047","url":null,"abstract":"Teacher-led debriefing has the potential to positively affect learning gains when conducted at the end of collaborative learning activities. In order for debriefing to be effective, the teacher needs to base it on the learner’s process during the activity. Research in the field of Computer-Supported Collaborative Learning (CSCL) is proposing teaching-facing dashboards as tools that facilitate the monitoring and orchestration of activities. However, research has paid less attention to how these dashboards can support debriefing. We explore how adding a “flagging” feature to a CSCL orchestration dashboard can support debriefing by reporting a qualitative preliminary study in which the flagging feature was used during a Pyramid CSCL script activity. Results indicate that the dashboard interface design, number of student responses, number of errors in student responses, and whether student responses meet the teachers expectations most influence the use and utility of the feature. Additionally, we identified avenues for improving and extending the design of the feature.","PeriodicalId":221464,"journal":{"name":"2022 International Conference on Advanced Learning Technologies (ICALT)","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124719083","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 : 2022-07-01DOI: 10.1109/ICALT55010.2022.00059
Shen Ba, Xiao Hu, Runzhi Kong, N. Law
Affected by the Covid-19 pandemic, the way adolescents receive their education has changed drastically from offline classrooms to online digital space. Despite the benefits of digital devices, we must also be cautious of the possible negative impacts of using digital devices excessively. In this study, we proposed a smart planning course to support adolescents in managing daily digital device usage. Meanwhile, we examined the effects of this course through a novel multimodal learning analytics (MMLA) approach. Although results of the quasi-experiment indicated few significant effects of the intervention, possibly due to its timing, the proposed MMLA approach was shown to provide more comprehensive and refined data compared to traditional methods. Future studies can use this approach for further activity-based analysis of students’ digital well-being.
{"title":"Supporting adolescents’ digital well-being in the post-pandemic era: Preliminary results from a multimodal learning analytics approach","authors":"Shen Ba, Xiao Hu, Runzhi Kong, N. Law","doi":"10.1109/ICALT55010.2022.00059","DOIUrl":"https://doi.org/10.1109/ICALT55010.2022.00059","url":null,"abstract":"Affected by the Covid-19 pandemic, the way adolescents receive their education has changed drastically from offline classrooms to online digital space. Despite the benefits of digital devices, we must also be cautious of the possible negative impacts of using digital devices excessively. In this study, we proposed a smart planning course to support adolescents in managing daily digital device usage. Meanwhile, we examined the effects of this course through a novel multimodal learning analytics (MMLA) approach. Although results of the quasi-experiment indicated few significant effects of the intervention, possibly due to its timing, the proposed MMLA approach was shown to provide more comprehensive and refined data compared to traditional methods. Future studies can use this approach for further activity-based analysis of students’ digital well-being.","PeriodicalId":221464,"journal":{"name":"2022 International Conference on Advanced Learning Technologies (ICALT)","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116769622","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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