N. Kato, Masami Kitamura, Daisuke Wakatsuki, M. Kobayashi, Manabi Miyagi, M. Namatame
In order to improve the accessibility of the deaf and hard of hearing (DHH) visitors at museums, real-time captioning using speech recognition is a very convenient communication support tool. Since viewing exhibits and captioning are both visually events, it is necessary to examine whether a DHH person can simultaneously view the exhibits while processing the textual data. This study focuses on the accessibility of guided tours in museum and discusses the problems of using captioning as communication support for DHH visitors. Results of the experiment are summarized as follows. In the scenes of looking at still images in museums, it turns out that different devices are needed for different purposes. In experiments where a moving object was presented, it was found that when the captioning was frequently updated, the user stopped watching the observation target to read the captioning. In other words, the captioning may have prevented stable and continuous observation.
{"title":"How to Make Captioning Services For Deaf and Hard of Hearing Visitors More Effective in Museums?","authors":"N. Kato, Masami Kitamura, Daisuke Wakatsuki, M. Kobayashi, Manabi Miyagi, M. Namatame","doi":"10.1145/3436756.3437038","DOIUrl":"https://doi.org/10.1145/3436756.3437038","url":null,"abstract":"In order to improve the accessibility of the deaf and hard of hearing (DHH) visitors at museums, real-time captioning using speech recognition is a very convenient communication support tool. Since viewing exhibits and captioning are both visually events, it is necessary to examine whether a DHH person can simultaneously view the exhibits while processing the textual data. This study focuses on the accessibility of guided tours in museum and discusses the problems of using captioning as communication support for DHH visitors. Results of the experiment are summarized as follows. In the scenes of looking at still images in museums, it turns out that different devices are needed for different purposes. In experiments where a moving object was presented, it was found that when the captioning was frequently updated, the user stopped watching the observation target to read the captioning. In other words, the captioning may have prevented stable and continuous observation.","PeriodicalId":250546,"journal":{"name":"Proceedings of the 12th International Conference on Education Technology and Computers","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121480011","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}
Helen Stefanidi, Maria Korozi, A. Leonidis, M. Antona, G. Papagiannakis
This paper explores a new approach to a teacher's workstation in the context of the intelligent classroom of the 21st century. Nowadays, the term “intelligent” is not only associated with efforts to incorporate smart/mobile devices into the learning experience (distance learning, educational games/apps, etc.), but also to equip the physical environment of the classroom with technologically enhanced objects. These technologically augmented artefacts (Student Desk, Interactive Classroom Board and Educator's Workstation) are embedded discreetly in the classroom's environment. One of the main concerns in designing and developing such artefacts is to facilitate seamless interaction between educators and students, as well as to enable unobtrusive monitoring and supervision of the students by the educators. This paper presents LECTOR Podium, a system that liberates teachers from the confinement of a desk and introduces a flexible and empowering workstation in the form of a smart arm-chair. This arm-chair assumes the role of a control center, enabling the educator to monitor and operate every feature and artefact of the intelligent classroom.
{"title":"The LECTOR Podium. An Innovative Teacher Workstation for the Intelligent Classroom of the Future","authors":"Helen Stefanidi, Maria Korozi, A. Leonidis, M. Antona, G. Papagiannakis","doi":"10.1145/3436756.3437033","DOIUrl":"https://doi.org/10.1145/3436756.3437033","url":null,"abstract":"This paper explores a new approach to a teacher's workstation in the context of the intelligent classroom of the 21st century. Nowadays, the term “intelligent” is not only associated with efforts to incorporate smart/mobile devices into the learning experience (distance learning, educational games/apps, etc.), but also to equip the physical environment of the classroom with technologically enhanced objects. These technologically augmented artefacts (Student Desk, Interactive Classroom Board and Educator's Workstation) are embedded discreetly in the classroom's environment. One of the main concerns in designing and developing such artefacts is to facilitate seamless interaction between educators and students, as well as to enable unobtrusive monitoring and supervision of the students by the educators. This paper presents LECTOR Podium, a system that liberates teachers from the confinement of a desk and introduces a flexible and empowering workstation in the form of a smart arm-chair. This arm-chair assumes the role of a control center, enabling the educator to monitor and operate every feature and artefact of the intelligent classroom.","PeriodicalId":250546,"journal":{"name":"Proceedings of the 12th International Conference on Education Technology and Computers","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134236664","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}
Learner Management System (LMS) facilitates educational institutions to offer e-learning through web-based applications. LMS provides many benefits from cost saving to flexible learning opportunities independent of any location with cloud-based deployment. Hence, LMS organizes learning data and learners detail in a central repository, helps to improve resource allocation, and facilitates access to the learning resources. These benefits drive the LMS market growth at a rapid rate and it is now deployed across the industry of any size. Despite of these significant benefits of using LMS, the traditional LMS system cannot fully support with modern learning needs in terms of learners' progression, retention rate, prediction of assessment outcomes to improve overall teaching and learning experience. Learning analytics can effectively support for a better learning experience by analyzing and correlating learner data to predicate the future needs. This work as a part of the Knowledge Transfer Project (KTP) develops an intelligence Learner Management System(iLMS) that integrates learning analytics into the learner management system. We use Machine Learning(ML) techniques for descriptive, predictive, and prescriptive analytics of learners’ data. This paper presents the key iLMS features including user interfaces, reports and learning analytics.
{"title":"An Intelligence Learner Management System using Learning Analytics and Machine learning","authors":"Shareeful Islam, H. Mahmud","doi":"10.1145/3436756.3437032","DOIUrl":"https://doi.org/10.1145/3436756.3437032","url":null,"abstract":"Learner Management System (LMS) facilitates educational institutions to offer e-learning through web-based applications. LMS provides many benefits from cost saving to flexible learning opportunities independent of any location with cloud-based deployment. Hence, LMS organizes learning data and learners detail in a central repository, helps to improve resource allocation, and facilitates access to the learning resources. These benefits drive the LMS market growth at a rapid rate and it is now deployed across the industry of any size. Despite of these significant benefits of using LMS, the traditional LMS system cannot fully support with modern learning needs in terms of learners' progression, retention rate, prediction of assessment outcomes to improve overall teaching and learning experience. Learning analytics can effectively support for a better learning experience by analyzing and correlating learner data to predicate the future needs. This work as a part of the Knowledge Transfer Project (KTP) develops an intelligence Learner Management System(iLMS) that integrates learning analytics into the learner management system. We use Machine Learning(ML) techniques for descriptive, predictive, and prescriptive analytics of learners’ data. This paper presents the key iLMS features including user interfaces, reports and learning analytics.","PeriodicalId":250546,"journal":{"name":"Proceedings of the 12th International Conference on Education Technology and Computers","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114996970","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}
Digital technologies have been playing critical roles in foreign language education in recent decades. Awareness of digital literacy among EFL learners is thus of great importance in taking advantage of digital technologies to facilitate their English language learning. This paper reports on the results of a survey on the level of digital literacy awareness in English learning of 174 Chinese university EFL learners. The results reveal that: 1) The participants tend to use digital technology in both English learning and daily life; 2) They have a positive attitude towards the effect of digital technology on their English learning; 3) Their use of digital technology is influenced by such factors as interest in learning, time, digital knowledge and skills, and personal budgeting. The findings of this study will provide students with a useful reference to improving their digital literacy awareness and the use of digital technology in English learning.
{"title":"EXPLORING DIGITAL LITERACY AWARENESS IN ENGLISH LEARNING AMONG CHINESE TERTIARY EFL LEARNERS","authors":"Chili Li, Chen Cao, Yuehua Wang","doi":"10.1145/3436756.3437022","DOIUrl":"https://doi.org/10.1145/3436756.3437022","url":null,"abstract":"Digital technologies have been playing critical roles in foreign language education in recent decades. Awareness of digital literacy among EFL learners is thus of great importance in taking advantage of digital technologies to facilitate their English language learning. This paper reports on the results of a survey on the level of digital literacy awareness in English learning of 174 Chinese university EFL learners. The results reveal that: 1) The participants tend to use digital technology in both English learning and daily life; 2) They have a positive attitude towards the effect of digital technology on their English learning; 3) Their use of digital technology is influenced by such factors as interest in learning, time, digital knowledge and skills, and personal budgeting. The findings of this study will provide students with a useful reference to improving their digital literacy awareness and the use of digital technology in English learning.","PeriodicalId":250546,"journal":{"name":"Proceedings of the 12th International Conference on Education Technology and Computers","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114748958","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}
Ferddie Quiroz Canlas, Sarachandran Nair, Amala Nirmal Doss
This paper attempts to introduce an integration model of game-oriented applications like Mentimeter in the Computer Science lecture classes. The model involved various components and processes that aim to address various issues experienced by students in their theoretical classes as enumerated by previous studies. Involving two groups of students, the study revealed highly positive responses on the following areas: (1) ease of use of the application; (2) level of participation in the class; (3) ability to express oneself without being afraid of embarrassment; (4) motivation; (5) recalling past topics; (6) preparation for the next sessions; (7) retention of salient points of the discussion; (8) class engagement and coping up with boredom; (9) obtaining immediate feedback on learning; and (10) recommendation to the integration of Mentimeter with other courses.
{"title":"Mentimeter App in Computer Science Courses: Integration Model and Students’ Reception","authors":"Ferddie Quiroz Canlas, Sarachandran Nair, Amala Nirmal Doss","doi":"10.1145/3436756.3436757","DOIUrl":"https://doi.org/10.1145/3436756.3436757","url":null,"abstract":"This paper attempts to introduce an integration model of game-oriented applications like Mentimeter in the Computer Science lecture classes. The model involved various components and processes that aim to address various issues experienced by students in their theoretical classes as enumerated by previous studies. Involving two groups of students, the study revealed highly positive responses on the following areas: (1) ease of use of the application; (2) level of participation in the class; (3) ability to express oneself without being afraid of embarrassment; (4) motivation; (5) recalling past topics; (6) preparation for the next sessions; (7) retention of salient points of the discussion; (8) class engagement and coping up with boredom; (9) obtaining immediate feedback on learning; and (10) recommendation to the integration of Mentimeter with other courses.","PeriodicalId":250546,"journal":{"name":"Proceedings of the 12th International Conference on Education Technology and Computers","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128301353","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}
M. S. Zubair, D. Brown, M. Bates, T. Hughes-Roberts
Visual programming tools provide a visual programming and execution environment in addition to other visual resources and tools appropriate for creating visual programs for a particular domain. Several visual programming tools have been created for teaching children to program at an early age such as Scratch, ScratchJr, Pocket Code, Code.org and Kodu. Research on the use and benefits of these tools as aids for children to learn academic and non-academic skills has reported positive results. However, children with learning disabilities including those also diagnosed with autism spectrum condition are left out of this area of research. This paper builds on a previous study on the accessibility of Scratch by inspecting other existing visual programming tools targeted at children to determine whether they have features that mitigate accessibility difficulties similar to those that were identified in Scratch. The paper contributes to knowledge by providing an insight into the features of popular VPTs that are likely to cause difficulties for children with learning disabilities and autism spectrum condition.
{"title":"Are Visual Programming Tools for Children Designed with Accessibility in Mind?","authors":"M. S. Zubair, D. Brown, M. Bates, T. Hughes-Roberts","doi":"10.1145/3436756.3437018","DOIUrl":"https://doi.org/10.1145/3436756.3437018","url":null,"abstract":"Visual programming tools provide a visual programming and execution environment in addition to other visual resources and tools appropriate for creating visual programs for a particular domain. Several visual programming tools have been created for teaching children to program at an early age such as Scratch, ScratchJr, Pocket Code, Code.org and Kodu. Research on the use and benefits of these tools as aids for children to learn academic and non-academic skills has reported positive results. However, children with learning disabilities including those also diagnosed with autism spectrum condition are left out of this area of research. This paper builds on a previous study on the accessibility of Scratch by inspecting other existing visual programming tools targeted at children to determine whether they have features that mitigate accessibility difficulties similar to those that were identified in Scratch. The paper contributes to knowledge by providing an insight into the features of popular VPTs that are likely to cause difficulties for children with learning disabilities and autism spectrum condition.","PeriodicalId":250546,"journal":{"name":"Proceedings of the 12th International Conference on Education Technology and Computers","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124935723","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 practice of distance learning in Indonesia applied massively due to the Covid-19 pandemic. That unprecedented phenomena caused certain difficulties for teachers to implement the system of distance learning. The purpose of this study is to find out elementary school teachers’ difficulties towards the implementation of distance learning during the pandemic of Covid-19. This study applied exploratory methods through an online questionnaire. The questionnaires were consisted of open-ended questions. The respondents in this study were ten teachers in one of elementary schools in Banda Aceh City, Aceh Province, Indonesia. Based on the result of this study, the difficulties faced by teachers in implementing the distance learning are mostly related to technological devices ownership and ability to utilize the devices, parents’ involvement during online learning, inadequate facilities and internal factor from teachers. Further researches are suggested to explore possible solution toward distance learning implementation for elementary school, particularly in Indonesia.
{"title":"Teachers’ Difficulties in Implementing Distance Learning during Covid-19 Pandemic","authors":"N. Diana, S. Suhendra, Yohannes Yohannes","doi":"10.1145/3436756.3437029","DOIUrl":"https://doi.org/10.1145/3436756.3437029","url":null,"abstract":"The practice of distance learning in Indonesia applied massively due to the Covid-19 pandemic. That unprecedented phenomena caused certain difficulties for teachers to implement the system of distance learning. The purpose of this study is to find out elementary school teachers’ difficulties towards the implementation of distance learning during the pandemic of Covid-19. This study applied exploratory methods through an online questionnaire. The questionnaires were consisted of open-ended questions. The respondents in this study were ten teachers in one of elementary schools in Banda Aceh City, Aceh Province, Indonesia. Based on the result of this study, the difficulties faced by teachers in implementing the distance learning are mostly related to technological devices ownership and ability to utilize the devices, parents’ involvement during online learning, inadequate facilities and internal factor from teachers. Further researches are suggested to explore possible solution toward distance learning implementation for elementary school, particularly in Indonesia.","PeriodicalId":250546,"journal":{"name":"Proceedings of the 12th International Conference on Education Technology and Computers","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125602320","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}
Hanan Alshikhabobakr, Salar M. Khan, Huda Gedawy, Nehal M. Hussein, Saquib Razak
As the new generation is tech-savvy, we developed visuals and animations using Alice to support the learning of non-STEM school subjects. The objective of this research is to present the steps in introducing Gamified-Stories approach in school setting for students in grade 7 (n=27) and grade 9 (n=37). Furthermore, we aim to evaluate the effectiveness of this new approach in improving students’ learning and increase in interest towards the topics in the history subject. To assess student learning we used Difference-in-Difference (D-in-D) method of impact evaluation. For grade 9 we saw positive yet insignificant results, however for grade 7, results were neutral due to the limitations presented in the paper. For the students’ interest, we saw an increase in their motivation to learn more about history after the intervention, compared to the control group. Using qualitative approach, teachers’ feedback showed increased student interest in the subject during and after the intervention.
{"title":"Gamified Stories in History Classrooms","authors":"Hanan Alshikhabobakr, Salar M. Khan, Huda Gedawy, Nehal M. Hussein, Saquib Razak","doi":"10.1145/3436756.3437024","DOIUrl":"https://doi.org/10.1145/3436756.3437024","url":null,"abstract":"As the new generation is tech-savvy, we developed visuals and animations using Alice to support the learning of non-STEM school subjects. The objective of this research is to present the steps in introducing Gamified-Stories approach in school setting for students in grade 7 (n=27) and grade 9 (n=37). Furthermore, we aim to evaluate the effectiveness of this new approach in improving students’ learning and increase in interest towards the topics in the history subject. To assess student learning we used Difference-in-Difference (D-in-D) method of impact evaluation. For grade 9 we saw positive yet insignificant results, however for grade 7, results were neutral due to the limitations presented in the paper. For the students’ interest, we saw an increase in their motivation to learn more about history after the intervention, compared to the control group. Using qualitative approach, teachers’ feedback showed increased student interest in the subject during and after the intervention.","PeriodicalId":250546,"journal":{"name":"Proceedings of the 12th International Conference on Education Technology and Computers","volume":"134 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115253209","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}
Assessment measures learner progresses in acquisition of knowledge and skills. It helps teachers to refine their teaching strategies and better deliver knowledge and skills. Likewise, It makes it possible not only to simulate learners’ thinking but to measure the value or quality of their work. Creating effective assessment of learning is a difficult task for teachers. This article presents an automatic question generating system for individual assessment of learners’ practical knowledge.
{"title":"Ontology-Based Framework For Automatic Generation Of SQL Assessment","authors":"Adrien Basse, Baboucar Diatta, Chérif Bachir Deme, Ndeye Massata Ndiaye","doi":"10.1145/3436756.3437037","DOIUrl":"https://doi.org/10.1145/3436756.3437037","url":null,"abstract":"Assessment measures learner progresses in acquisition of knowledge and skills. It helps teachers to refine their teaching strategies and better deliver knowledge and skills. Likewise, It makes it possible not only to simulate learners’ thinking but to measure the value or quality of their work. Creating effective assessment of learning is a difficult task for teachers. This article presents an automatic question generating system for individual assessment of learners’ practical knowledge.","PeriodicalId":250546,"journal":{"name":"Proceedings of the 12th International Conference on Education Technology and Computers","volume":"19 22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128749577","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 number of international students in China is increasing rapidly, especially the countries along One Belt and One Road. This exploratory study examined the intercultural sensitivity of South Asian students studying abroad in Chinese universities by the Intercultural Sensitivity Scale (ISS) [1]. Results showed the reliability and validity of the scale measuring South Asian students’ intercultural sensitivity under Chinese intercultural learning environment, and five factors constructed the framework by principal component analysis. The enlightenment of findings suggested Chinese HEI and educators should promote international students’ intercultural competency through multicultural courses, practices, and resources, both in classrooms and online. Potential limitations of the study were discussed as well.
{"title":"Exploring Intercultural Sensitivity of South Asian Students Learning in Chinese Universities","authors":"Lan Yu, Shucheng Zhu, Qixuan Liu","doi":"10.1145/3436756.3437051","DOIUrl":"https://doi.org/10.1145/3436756.3437051","url":null,"abstract":"The number of international students in China is increasing rapidly, especially the countries along One Belt and One Road. This exploratory study examined the intercultural sensitivity of South Asian students studying abroad in Chinese universities by the Intercultural Sensitivity Scale (ISS) [1]. Results showed the reliability and validity of the scale measuring South Asian students’ intercultural sensitivity under Chinese intercultural learning environment, and five factors constructed the framework by principal component analysis. The enlightenment of findings suggested Chinese HEI and educators should promote international students’ intercultural competency through multicultural courses, practices, and resources, both in classrooms and online. Potential limitations of the study were discussed as well.","PeriodicalId":250546,"journal":{"name":"Proceedings of the 12th International Conference on Education Technology and Computers","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124335635","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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