J. A. González-Mendivil, M. Rodríguez-Paz, Israel Zamora-Hernández, Eduardo Caballero-Montes
A 3D virtual interactive environment can follow the steps of those old second world war flying simulators and be used as a tool to train people in learning a practical process. This will result in an increase of productivity because people will be able of performing that practical process in less time thanks to the use of Virtual Reality as a technological learning tool. This work presents a statistical analysis of 100 students of the first semester in an engineering bachelor's degree trying to learn a simple and practical task using a 3D virtual interactive environment and the time that it took them to perform the same activity in real life. Those students were divided into different groups of 50 students each. One of those groups trained in a virtual ambience, the second group trained just by observing a qualified employee performing the same task. No student had ever performed the task. The results of this investigation prove statistically that there is nearly a 20% gain in the time that it took for the first group, the ones who used virtual reality, over those who did not use it.
{"title":"Virtual Reality Environments as a Strategy to Improve Processes Productivity","authors":"J. A. González-Mendivil, M. Rodríguez-Paz, Israel Zamora-Hernández, Eduardo Caballero-Montes","doi":"10.1145/3436756.3437039","DOIUrl":"https://doi.org/10.1145/3436756.3437039","url":null,"abstract":"A 3D virtual interactive environment can follow the steps of those old second world war flying simulators and be used as a tool to train people in learning a practical process. This will result in an increase of productivity because people will be able of performing that practical process in less time thanks to the use of Virtual Reality as a technological learning tool. This work presents a statistical analysis of 100 students of the first semester in an engineering bachelor's degree trying to learn a simple and practical task using a 3D virtual interactive environment and the time that it took them to perform the same activity in real life. Those students were divided into different groups of 50 students each. One of those groups trained in a virtual ambience, the second group trained just by observing a qualified employee performing the same task. No student had ever performed the task. The results of this investigation prove statistically that there is nearly a 20% gain in the time that it took for the first group, the ones who used virtual reality, over those who did not use it.","PeriodicalId":250546,"journal":{"name":"Proceedings of the 12th International Conference on Education Technology and Computers","volume":"5 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":"127741755","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 Curriculum 2013 consists of four agendas, namely: Literacy, Character Education, 4C (Collaborative, Communicative, Critical Thinking, and Creativity), and Higher Order Thinking Skills (HOTs) as realization of Industrial Revolution 4.0 in Indonesia. Dealing with HOTs implementation, it has not shown optimal result due to problems faced by the teacher particularly learning strategies. Therefore, this paper presents the research findings on how Interactive Digital Storytelling was implemented to promote EFL young learners’ HOTs. The design of this study is Classroom Action Research with three instruments to collect data, such as classroom observation, interview with teacher and students, and document analysis. One teacher and one class of 7 graders were involved as the subject of this study. The collected data were analysed based on the principles of Bloom's Taxonomy and Interactive Digital Storytelling theoretical frameworks. The result of data analysis reveals that the students’ HOTs were promoted although in the level of analysis and evaluation. In terms of analysis, the students could identify and guess what happened to the next story when the teacher paused the video. Meanwhile, the evaluation level was seen from their arguments of the strength and weaknesses of the characters. Creating level was not clearly found since the students were still confused to give solution if they face the same problems with the character in the story. Being HOTs through learning experience give the students exposures to face industrial revolution 4.0. However, to implement this strategy, the teacher faced problems in providing appropriate digital facilities.
{"title":"Promoting EFL Young Learners’ Higher Order Thinking Skills (HOTs) through Interactive Digital Storytelling: A Breakthrough to Face Industrial Revolution 4.0 in Indonesia","authors":"Dian Setiawati, S. Setyarini","doi":"10.1145/3436756.3437021","DOIUrl":"https://doi.org/10.1145/3436756.3437021","url":null,"abstract":"The Curriculum 2013 consists of four agendas, namely: Literacy, Character Education, 4C (Collaborative, Communicative, Critical Thinking, and Creativity), and Higher Order Thinking Skills (HOTs) as realization of Industrial Revolution 4.0 in Indonesia. Dealing with HOTs implementation, it has not shown optimal result due to problems faced by the teacher particularly learning strategies. Therefore, this paper presents the research findings on how Interactive Digital Storytelling was implemented to promote EFL young learners’ HOTs. The design of this study is Classroom Action Research with three instruments to collect data, such as classroom observation, interview with teacher and students, and document analysis. One teacher and one class of 7 graders were involved as the subject of this study. The collected data were analysed based on the principles of Bloom's Taxonomy and Interactive Digital Storytelling theoretical frameworks. The result of data analysis reveals that the students’ HOTs were promoted although in the level of analysis and evaluation. In terms of analysis, the students could identify and guess what happened to the next story when the teacher paused the video. Meanwhile, the evaluation level was seen from their arguments of the strength and weaknesses of the characters. Creating level was not clearly found since the students were still confused to give solution if they face the same problems with the character in the story. Being HOTs through learning experience give the students exposures to face industrial revolution 4.0. However, to implement this strategy, the teacher faced problems in providing appropriate digital facilities.","PeriodicalId":250546,"journal":{"name":"Proceedings of the 12th International Conference on Education Technology and Computers","volume":"32 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":"129900021","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}
Gulam B. Mustafa, G. Kadhiravan, Venkatesh C. Vijay, S. Malathi, S. Subburaj, Ashwan Paranthaman
Over the past years, the number of students going abroad for higher studies and settling abroad has increased a lot in northern states of India mainly in Punjab whereas it's significantly less in south India. The purpose of this research is to find the reasons for the brain drain also analyzing the strategies used by south Indian universities so that those ideas can be implemented in Punjab so that the brain drain can be reduced. Using a credits composition analysis for two universities, this study analyzed that the College in Punjab had more credits towards practical and college in South India had more credit composition towards theory. This analysis gave us a result that Panimalar Engineering College has found a sweet spot in the composition of credits along with some other factors. Using a comparative analysis of various factors for various south Indian Universities along with Punjab University, we have found out that there are many other factors that also influence's the brain drains along with Industry Institute Relationship. We have found out the methodologies used by south Indian universities to prevent brain drain. This study definitively answers the question regarding reasons for brain drain in Punjab along with the solutions to overcome it. Further Detailed studies are needed along with the implementation of these ideas to develop preventative measures.
{"title":"Bridging the Skill Gap Between Academia and Industry in Punjab: A Case Study","authors":"Gulam B. Mustafa, G. Kadhiravan, Venkatesh C. Vijay, S. Malathi, S. Subburaj, Ashwan Paranthaman","doi":"10.1145/3436756.3437052","DOIUrl":"https://doi.org/10.1145/3436756.3437052","url":null,"abstract":"Over the past years, the number of students going abroad for higher studies and settling abroad has increased a lot in northern states of India mainly in Punjab whereas it's significantly less in south India. The purpose of this research is to find the reasons for the brain drain also analyzing the strategies used by south Indian universities so that those ideas can be implemented in Punjab so that the brain drain can be reduced. Using a credits composition analysis for two universities, this study analyzed that the College in Punjab had more credits towards practical and college in South India had more credit composition towards theory. This analysis gave us a result that Panimalar Engineering College has found a sweet spot in the composition of credits along with some other factors. Using a comparative analysis of various factors for various south Indian Universities along with Punjab University, we have found out that there are many other factors that also influence's the brain drains along with Industry Institute Relationship. We have found out the methodologies used by south Indian universities to prevent brain drain. This study definitively answers the question regarding reasons for brain drain in Punjab along with the solutions to overcome it. Further Detailed studies are needed along with the implementation of these ideas to develop preventative measures.","PeriodicalId":250546,"journal":{"name":"Proceedings of the 12th International Conference on Education Technology and Computers","volume":"57 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":"134385354","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}
ABSTRACT This study aims to see the effectiveness of applying PBL (Problem Based Learning) models in Indonesian High School students’ mathematical critical thinking skills that are based on the series of similar studies. This study uses a meta-analysis method from a number of national scholarly journal articles indexed by Google Scholar, Semantic Scholar, Garuda Portal, DOAJ, ERIC and direct URL from the national journals published between 2012-2019 based on inclusion criteria. The statistical data processing used Comprehensive Meta-Analysis (CMA) V3 software. The results of the study based on the random effect model shows that the combined effect size is 1.201 with large effect criteria. It means that the application of the PBL model significantly has a greater effect on students' mathematical critical thinking skills than the application of conventional models. In addition, there are four study characteristics that are used in the analysis such as; research class, type of research school, year of research and sample size. There were significant differences in the application of the PBL model to students' mathematical critical thinking skills in terms of years of research based on the study characteristics. Meanwhile, from the research class, type of research school and sample size implicate no difference in the effect of applying the PBL model between the study groups. The findings unveil the effectiveness of using the PBL model in mathematical learning that is based on the study characteristics.
{"title":"The Evaluation of Problem-Based Learning Model Towards High School Students’ Critical Thinking Skills: A Meta-Analysis Study in Indonesia","authors":"Yohannes Yohannes, D. Juandi, N. Diana","doi":"10.1145/3436756.3437045","DOIUrl":"https://doi.org/10.1145/3436756.3437045","url":null,"abstract":"ABSTRACT This study aims to see the effectiveness of applying PBL (Problem Based Learning) models in Indonesian High School students’ mathematical critical thinking skills that are based on the series of similar studies. This study uses a meta-analysis method from a number of national scholarly journal articles indexed by Google Scholar, Semantic Scholar, Garuda Portal, DOAJ, ERIC and direct URL from the national journals published between 2012-2019 based on inclusion criteria. The statistical data processing used Comprehensive Meta-Analysis (CMA) V3 software. The results of the study based on the random effect model shows that the combined effect size is 1.201 with large effect criteria. It means that the application of the PBL model significantly has a greater effect on students' mathematical critical thinking skills than the application of conventional models. In addition, there are four study characteristics that are used in the analysis such as; research class, type of research school, year of research and sample size. There were significant differences in the application of the PBL model to students' mathematical critical thinking skills in terms of years of research based on the study characteristics. Meanwhile, from the research class, type of research school and sample size implicate no difference in the effect of applying the PBL model between the study groups. The findings unveil the effectiveness of using the PBL model in mathematical learning that is based on the study characteristics.","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":"134522752","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 article describes the design and development of a web app to improve the intercultural and ICT competences of university professors, allowing them to create virtual intercultural learning environments. It proposes approaches based on principles of self-training, virtual education, interculturality, and universal learning design. Its development is adopted from the ADDIE instructional design model. The App considers the phenomenon of the use of technology as a means for self-training and appropriation of competences in virtual intercultural learning environments.
{"title":"Design and development of a web App for ICT and intercultural competences professor self-training","authors":"Carmen Ricardo-Barreto, D. Jabba","doi":"10.1145/3436756.3437014","DOIUrl":"https://doi.org/10.1145/3436756.3437014","url":null,"abstract":"This article describes the design and development of a web app to improve the intercultural and ICT competences of university professors, allowing them to create virtual intercultural learning environments. It proposes approaches based on principles of self-training, virtual education, interculturality, and universal learning design. Its development is adopted from the ADDIE instructional design model. The App considers the phenomenon of the use of technology as a means for self-training and appropriation of competences in virtual intercultural learning environments.","PeriodicalId":250546,"journal":{"name":"Proceedings of the 12th International Conference on Education Technology and Computers","volume":"33 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":"128812326","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}
Abstract. Learning Analytics focuses on measuring and analyzing learners’ data, such as formative assessment of collaborative writing and individual students’ performance. This work applied machine learning approaches and natural language processing to assess university students’ reports in the knowledge building domain. Students (n = 32) wrote essays about knowledge building topics, and the professor used Dublin descriptors as assessment criteria to evaluate the students’ reports. This paper presents the results of a study on validating whether students’ reports are aligned with Dublin descriptors for qualifications awarded. We have used two classification models: Support Vector Machine (SVM) and Random Forest Classifier (RFC), to predict manual annotations from experts in students’ reports. Random Forest Classifier reached 73% accuracy. We concluded that machine learning algorithms and natural language processing (NLP) together are useful for automating the classification of the students’ reports using manual annotations.
{"title":"Computer-based Classification of Student's Report","authors":"Veronica Segarra-Faggioni, S. Ratté","doi":"10.1145/3436756.3437017","DOIUrl":"https://doi.org/10.1145/3436756.3437017","url":null,"abstract":"Abstract. Learning Analytics focuses on measuring and analyzing learners’ data, such as formative assessment of collaborative writing and individual students’ performance. This work applied machine learning approaches and natural language processing to assess university students’ reports in the knowledge building domain. Students (n = 32) wrote essays about knowledge building topics, and the professor used Dublin descriptors as assessment criteria to evaluate the students’ reports. This paper presents the results of a study on validating whether students’ reports are aligned with Dublin descriptors for qualifications awarded. We have used two classification models: Support Vector Machine (SVM) and Random Forest Classifier (RFC), to predict manual annotations from experts in students’ reports. Random Forest Classifier reached 73% accuracy. We concluded that machine learning algorithms and natural language processing (NLP) together are useful for automating the classification of the students’ reports using manual annotations.","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":"130984466","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}
G. Goretti, B. Terenzi, E. Cianfanelli, P. Crescenzi, C. Colombo, Enrico Civitelli
Screen-based interactive devices stand as effective supports for playful experience in learning processes for kids with special educational needs. The paper presents a design path of the development of a new phygital tool able to support and to improve the treatment of some learning disorder. In line with the state-of-the-art of theoretical research about playful learning in children with special needs, the research moves from the development of ‘1,2,3 Stella!’ app, that works with a screen-based interaction learning process, to the possibilities offered by product-screen interaction. The research, through tests on prototype provided by NuovaMente Children's Diagnostic Centre, concludes that the development of hybrid reality game, involving both physical and virtual reality, improves therapeutic treatment in children with special needs.
{"title":"A Phygital Approach to Playful Experience in Learning Process for Kids with Special Educational Needs","authors":"G. Goretti, B. Terenzi, E. Cianfanelli, P. Crescenzi, C. Colombo, Enrico Civitelli","doi":"10.1145/3436756.3437049","DOIUrl":"https://doi.org/10.1145/3436756.3437049","url":null,"abstract":"Screen-based interactive devices stand as effective supports for playful experience in learning processes for kids with special educational needs. The paper presents a design path of the development of a new phygital tool able to support and to improve the treatment of some learning disorder. In line with the state-of-the-art of theoretical research about playful learning in children with special needs, the research moves from the development of ‘1,2,3 Stella!’ app, that works with a screen-based interaction learning process, to the possibilities offered by product-screen interaction. The research, through tests on prototype provided by NuovaMente Children's Diagnostic Centre, concludes that the development of hybrid reality game, involving both physical and virtual reality, improves therapeutic treatment in children with special needs.","PeriodicalId":250546,"journal":{"name":"Proceedings of the 12th International Conference on Education Technology and Computers","volume":"64 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":"122611787","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}
Air pollution contains Particulate Matter (PM), invisible to the naked eye due to its less than 10 micrometers size. These dimensions allow PM to reach deep into the lungs and heart, causing multiple health and environmental issues. Despite the ubiquitousness and danger of these pollutants, to date, there is no educational tool for understanding PM concentrations through visualization and measurement of air quality in real-time. In this context, we developed an innovative educational tool that leverages Internet of Things (IoT) and Augmented Reality (AR) technologies to create an interactive real-time PM levels information layer over the surrounding environment. In this article, we present our first IoT/AR prototype, a proposal on how to use it in a learning environment as an educational tool, and preliminary results of validation tests with high school students. We propose that our system has the potential to promote awareness and understanding of air pollution and its effects on human health.
{"title":"Proposal of a Particulate Matter Measurement Device and an Augmented Reality Visualization App as an Educational Tool","authors":"Fernando Campaña, Federico Domínguez","doi":"10.1145/3436756.3437012","DOIUrl":"https://doi.org/10.1145/3436756.3437012","url":null,"abstract":"Air pollution contains Particulate Matter (PM), invisible to the naked eye due to its less than 10 micrometers size. These dimensions allow PM to reach deep into the lungs and heart, causing multiple health and environmental issues. Despite the ubiquitousness and danger of these pollutants, to date, there is no educational tool for understanding PM concentrations through visualization and measurement of air quality in real-time. In this context, we developed an innovative educational tool that leverages Internet of Things (IoT) and Augmented Reality (AR) technologies to create an interactive real-time PM levels information layer over the surrounding environment. In this article, we present our first IoT/AR prototype, a proposal on how to use it in a learning environment as an educational tool, and preliminary results of validation tests with high school students. We propose that our system has the potential to promote awareness and understanding of air pollution and its effects on human health.","PeriodicalId":250546,"journal":{"name":"Proceedings of the 12th International Conference on Education Technology and Computers","volume":"7 10","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132341233","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}
In recent years, cyber security exercises have established themselves as an integral part of cyber security education. Cyber security professionals usually work as a part of a team that monitors and responds to incidents in the environment. A sufficiently realistic complex learning environment is necessary for collaborative learning at the expert level. Evaluating the learning outcomes of complex exercises is an important task for both assessing how individuals met the learning objectives, and how to improve the exercise to better serve those goals. This requires the assessment of multiple skill and knowledge categories independently. We leveraged the NIST NICE Cybersecurity Workforce Framework as a base for building knowledge categories for questionnaire use. However, the NICE framework is comprehensive and detailed requiring that the areas of competence assessment needed to be simplified for questionnaire use. We summarized the NICE framework into 44 questions addressed to the individuals who participated in the exercise. A web-based questionnaire was used to query 21 participants’ skill level before and after the exercise, as well as their familiarity and experience with the topic before and during the exercise. The results indicate that cyber security exercises will increase the knowledge of the participant in the knowledge areas that were present in the exercise. This increase was more prominent in cases where the participant was more likely to recognize, and experience events related to that category during the exercise. Furthermore, we concluded that the NICE framework can be used to assess individual know-how and as a basis for knowledge-related questionnaires.
{"title":"Measuring Learning in a Cyber Security Exercise","authors":"Mika Karjalainen, S. Puuska, T. Kokkonen","doi":"10.1145/3436756.3437046","DOIUrl":"https://doi.org/10.1145/3436756.3437046","url":null,"abstract":"In recent years, cyber security exercises have established themselves as an integral part of cyber security education. Cyber security professionals usually work as a part of a team that monitors and responds to incidents in the environment. A sufficiently realistic complex learning environment is necessary for collaborative learning at the expert level. Evaluating the learning outcomes of complex exercises is an important task for both assessing how individuals met the learning objectives, and how to improve the exercise to better serve those goals. This requires the assessment of multiple skill and knowledge categories independently. We leveraged the NIST NICE Cybersecurity Workforce Framework as a base for building knowledge categories for questionnaire use. However, the NICE framework is comprehensive and detailed requiring that the areas of competence assessment needed to be simplified for questionnaire use. We summarized the NICE framework into 44 questions addressed to the individuals who participated in the exercise. A web-based questionnaire was used to query 21 participants’ skill level before and after the exercise, as well as their familiarity and experience with the topic before and during the exercise. The results indicate that cyber security exercises will increase the knowledge of the participant in the knowledge areas that were present in the exercise. This increase was more prominent in cases where the participant was more likely to recognize, and experience events related to that category during the exercise. Furthermore, we concluded that the NICE framework can be used to assess individual know-how and as a basis for knowledge-related questionnaires.","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":"125432454","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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